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Regular Board Meeting 04-22-25

Added Apr 23, 2025 •

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hello everyone hello hello uh recording in progress okay um hello everyone thank you so much for coming to our our board meeting today um just as a quick reminder if if people are planning on speaking if you could please submit your speaker cards like right now to the superintendent's executive assistant um which is directly right behind the superintendent so there's a speaker cards in the back um of Chambers just fill 1 out um non agenda item fill that out agenda item fill out which 1 and please submit that to the superintendent executive assistant thanks students go first in line here is just just a standard first come first serve first come first serve okay um all right hello everyone April 2 second 2025 um I'm proud to call this meeting to order at 6:02 or the Open session or at 602 um roll call the trustees all trustees are present um Landing dozen Mr Guerrero and land acknowledgement certainly uh we acknowledge our presence on the traditional ancestral and unseated territory of the kishin tongva people who are the original caretakers of this land oh did I skip the flag I'm sorry recording in progress 3.2 flag salute um can we please have someone to lead us on the flag salute it's probably and you're going to come talk with me in the mic right here come right over here all of these wonderful so we're going to tell everybody please please stand for the absolute ready in your loudest voice please stand for the flag please stand for the flag I hand over your heart your heart oh wonderful put your right hand over your heart ready begin I indivisible with liberty and justice for all thank you so much for that 2.3 Landing we already did that 3.4 Public Announcement of actions taken by the board in closed session um by a unanimous vote the board discussed and took action in closed session on agenda item 2.2 to approve move uh the presented agreement reimbursement for privately obtained tuition for students attendance at Park Century school during the 2425 regular school year privately obtained educational assessments during the 2425 regular square and compensatory education in the areas of academics and speech and language approved to or provided to the student during the 2425 school year in an amount not to exceed 45,000 in the aggregate any balance of the amount described remaining after June 3025 shall be deemed forever waived and forfeited parents shall be exclusively responsible for any other educational costs not reimburse through this agreement uh if I put 1 AD adoption of the agenda and colleagues could I get a motion to adopt the agenda to approve as presented second okay motion by second by member Guerrero all those in favor please say I I I great 6.1 rising star awards thank you esteemed members of the board it is my pleasure to present the rising stars these rising stars from each School site have demonstrated the tenants of their schools respective PBI um oh PBIS acknowledgements so from here I would like to First recognize and if you're in the audience Benjamin hotton come on down Benjamin come on forward okay all right well let me read to you a little bit about been been consistently demonstrates perseverance and positive character traits he approaches every assignment with determination and demonstrates a strong commitment to learning then treats his teachers classmates and peers with genuine respect helping to cultivate a positive and supportive classroom environment his empathy is evident in the way he includes others his warm and encouraging personality helps create a welcoming space for all all students in addition to being a role model among his peers been strong work ethic and enthusiasm reflect his dedication to Excellence his positive influence and commitment to personal and academic growth make him a deserving recipient of this recognition congratulations Ben our next rising star from Lenore ho is Dylan Irvin come on up Dylan if you here then is a dedicated Dylan is a dedicated and hardworking fourth grader who consistently puts forth her best effort in everything she does she Embraces challenges with resilience audience learns from her mistakes and never gives up she demonstrates strong commitment to continuous growth and Improvement Beyond her academic determination Dylan is a compassionate and thoughtful student she treats others with kindness is always willing to lend a helping hand and ensure that everyone feels included and valued a natural leader and team player they are an uplifts her peers and creates a supportive classroom environment her perseverance empathy and Leadership set a shining example for others making her a true role model within the school Community congratulations Dylan our next rising star is from babaya elementary school we have Casey Munroe come on up Casey Casey arrives at school each day with a bright smile and a positive attitude Uday ready to learn and demonstrate our Paul's expectations she consistently shows effort determination and perseverance in all that she does Casey strives to do her best in every situation and serves as a strong role model for her peers she is a through team player and she works well with others she approaches each interaction with kindness and empathy her dedication positive spirit and thoughtful nature make her a valued member of the school Community congratulations Casey all right Lucia is the youngest transitional kindergarten student in her class this year has shown remarkable growth over the course of the year she has blossomed into a confident kind and self-assured young learner with courage and heart she has met every challenge head on and now stands out as a caring friend and a quiet leader among her peers Lucia truly exemplifies on his paws p a t a schoolwide expectations approaching each day with Grace empathy and determination her accomplishments are a testament to her resilience and the bright future ahead of her congratulations Lucia next is my pleasure to introduce next is my pleasure to introduce from El Marino Language School Luna Leyva Luna come on down Luna is a rising star who leads with kindness and sincerity consistently treating others with compassion and respect she is developing into a thoughtful leader through her role as a green and capacitor which she continuously goes above and beyond what is expected of her Luna approaches every challenge with dedication empathy and a genuine desire to make a positive impact on her school Community congratulations Luna our next rising star from El Marino is Leila Joe witch come on a Playa Leila is a rising star who shines through her active participation in a variety of school activities her natural leadership and strong sense of community help Foster a positive environment where others feel included Leila's enthusiasm and dedication inspiring and her willingness to get involved and make a difference sets a wonderful example for her peers she's a bright light in our school Community with an exciting path ahead congratulations Elena Leila our next rising star representing El ring con Elementary is Avery Clark come on down Avery Avery is a kind thoughtful and hardworking student who consistently demonstrates a positive attitude and strong work ethic this year she has made tremendous progress in Reading showing both growth and determination Avery is a shining example of what it means for an oevering Han rocket to sore she inspires those around her through her perseverance kindness and dedication to learning congratulations Avery also from cone we have Ronin Bowie Ronin come on down Ronin is a wonderful student and a kind-hearted friend he consistently demonstrate selflessness and patience always ready to support his peers when they're in need as a dedicated member of the third grade team Ronin gives his time during recess to help keep our school clean and beautiful his caring nature and willingness to help others make him a true role model in the classroom it's been a joy and a privilege to be his teacher this year congratulations next from Farragut Elementary I'd like to welcome down Emory Faye Emory come on down Emory is an exemplary student who truly embodies the qualities of pause perseverance accountability working together and self-control Emory brings warmth and positivity wherever she goes lighting any room with her kindness care and a great sense of humor thoughtful responsible and compassionate Emory is a shining example of what it means to be a valued member of her school Community congratulations Emory our next rising star from Farragut is Milo Lee Milo is a shining star in the classroom his vibrant personality lights up the room and his determination and kindness are deeply appreciated by both his peers and teachers Milo is a thoughtful friend with a very big heart always ensuring that everyone makes it safely to class after lunch and recess his caring nature and positive presence may give an exceptional student congratulations Milo our next rise star is from Culver City Middle School farheen win come on up for hen is an incredibly helpful student who consistently demonstrates responsibility and kindness she greets everyone with warmth and has an unwavering dedication to supporting those around her farhane is a true embodiment of CCMS Pride always striving to be her best and making a positive impact on the school Community her efforts in positive attitude are greatly appreciated and she continues to inspire her peers to follow her example keep up the great work your kindness and Leadership make a difference every day congratulation congratulations fairing Hunter is always ready to lend a helping hand whether it's cleaning up after nutrition of serving as a student leader on the site facilities committee his reliability and maturity in making a Dependable role model Hunter exemplifies the qualities of CCMS Pride smart responsible and proactive his dedication and Leadership contribute greatly to the community and its positive influence continues to inspire those around him keep up the great work Hunter your contributions are truly valued next from Culver Park High School it's my pleasure to introduce Bryant Flores Hernandez come on down Bryant is Culver Park's Rising Star exemplifying dedication resilience and a strong work ethic he attends school daily and gives 110% in everything he does always ready to support his classmates A Gifted athlete and a skilled mechanic Bryant has the remarkable ability to assemble a motorcycle from Parts his entrepreneurial mindset pushes him to continually grow and sees New Opportunities his determination and drive make him a true leader in the Culver Park Community keep up the great work Bryant your contributions Inspire those around you our next rising star from color Park High School is Muhammad Jad Marco come on up Muhammad Jad Maaco he's a color proxy raising star a true leader who Embraces vulnerability and isn't afraid to ask for help on the basket Paul Court he excels with skill and confidence but impact stretches far beyond Athletics he leads by example demonstrating perseverance and determination everything he does he never gives up until he achieves his goals J's greatest strength lies in his ability to see the good in everyone fast ing a positive and supportive environment for those around him his resilience and Leadership make him an invaluable part of the Calver Park Community congratulations J now families it's time to come forward for your Paparazzi moment and take pictures of these wonderful humans scooting closer together so we can take your photograph please students thank you okay are we ready okay thank you so much for coming thank you we're proud now to recognize an item 6.2 this year's top 3 spellers and to celebrate their dedication perseverance and hard work these students demonstrate ated exceptional spelling skills and a commitment to Excellence our number 1 District champ who represented us at the lake of spelling bee is ackee Salvador from El Marino we'd also like to recognize Amelia Warren in second place from Culver City Middle School congratulations and it is my pleasure to recognize from Farragut and third place Ace AJ haci haci um bulu did to say that right can you correct me if I didn't I did I did what thank you okay just stay right there okay families if you'd like to come take a picture okay everybody's just a little bit okay ready 1 2 3 smile keep smiling oh thank you so much your meeting sir yeah whatever you want all right everyone colleagues um we have like 6 we have 6 recognitions uh to go through um colleagues if we could do I mean honestly I what I just do every member read 1 and then I can just read the last 2 which is fine so we can start uh with member Carlson if we 6.3 autism acceptance month National April's April is National autism acceptance month um if you have a packet of your yeah so if you could start by reading that 1 the whole thing and then we're just gonna yeah all right fantastic um Proclamation and recognition of April is National autism acceptance month whereas April is nationally and globally recognized as autism acceptance month dedicated to increasing awareness understanding and acceptance of individuals with autism spectrum disorder ASD and whereas the Centers for Disease Control and prevention estimates that 1 in 36 children in the United States are living with ASD a developmental disability characterized by a range of strengths and challenges affecting social communication behavior and sensory experiences and whereas creating awareness and acceptance of autism is essential to promoting early identification access to support services and the development of inclusive communities and whereas it is important to recognize and support individuals with autism by fostering inclusive environment ments across schools workplaces homes and communities that Embrace neurodiversity and promote empathy and belonging whereas Culver City Unified School District ccusd values any neurodiversity and is committed to cultivating learning environments that are inclusive supportive an equitable for all students including those with autism and whereas students with autism benefit from educational practices that are student centered evidence-based and rooted in empathy high expectations and flexibility and whereas ccusd affirms the importance of collaboration ation among schools families and the broader Community to ensure practices that honor and Empower students with autism and whereas ccusd recognizes and values the voices and lived experiences of individuals with autism and their families and remain steadfast in its commitment to advancing policies and practices that promote belonging empathy and opportunity for every student now therefore we the Board of Education of the Culver City Unified School District hereby Proclaim April 2025 as National autism acceptance month and encourage all schools and community members to engage in activities that promote acceptance amplify autistic voices and strengthen inclusive practices that benefit all Learners sign the Board of Education Proclamation and recognition of May as National mental health awareness month and student Mental Health Awareness Week May 5th through 9 2025 whereas each mental health journey is unique yet the resilience that emerges is a shared experience in every story there's strength the 2025 theme for National mental health awareness month as designated by the National Alliance on Mental Health mental illness Nami recognizes the diverse paths individuals take and the Inner Strength that helps shape their mental health journey within the community and whereas Culver City Unified School District ccusd recognizes that mental health is a vital component of a child's overall health and well-being encompassing their mental emotional and behavioral Wellness which in turn affects how they think feel and act and whereas mental health challenges among students can significantly impact their ability to learn behave and manage emotions leading to distress and difficulties in navigating getting the school day and whereas early identification and treatment of mental health and behavioral issues are critical to fostering a healthy student body and school committee community and whereas according to the California healthy kids survey data for 2024 2025 25% of ccusd middle and high school students reported feeling chronic sadness and hopelessness and whereas ccusd recognizes that comprehensive and coordinated mental and Behavioral Health Services Within schools are essential components of an Effective Education plan and whereas in response to the need for student mental health support ccusd has established school-based Mental Health Counselors to assist students with intensive mental health and Behavioral challenges and whereas per California Association of school counselors the official hashtag for student Mental Health Awareness Week May 5th through 9 2025 is hashtag ca for student Mental Health promot including awareness and advocacy for student mental well-being now therefore we the governing board of education of Culver City Unified School District do hereby Proclaim may as mental health awareness month and May 5th through 9 2025 as student mental health awareness week we further recognize and honor the invaluable contributions of school-based Mental Health Counselors on this 22nd day of April 2025 thank you so much and also I'm sorry I should have said it earlier for the people in the audience who are here to accept these and the interest of time we're just going to read them all and then accept and we're going to present them after we read them Mr graph please thank you proclamation in recognition of national School Nurses Week May 6th through 12th 2025 whereas children are the future and by investing in them today we are ensuring our world for tomorrow and whereas all students have the right to have their health needs safely met while in the school setting and whereas children today face more complex and life-threatening health problems requiring care in school and whereas School nurses have served a critical role in improving public health and ensuring students academic success for more than 100 years and whereas School School nurses act as a liaison to the community parents and Healthcare Providers on behalf of Children's Health by promoting wellness and improving Health outcomes for our community's children and whereas School nurses are members of the school-based mental health teams and where as School nurses understand the link between health and learning and are in a position to make a positive difference for children every day now therefore be it resolved that the Board of Education of the Culver City Unified School District celebrates and acknowledges the accomplishment of School nurses everywhere where and their efforts of meeting the needs of today's students by improving the delivery of Healthcare in our schools we offer gratitude to School nurses who contribute to our community by helping students stay healthy remain in school and ready to learn and keeping parents and Guardians at work not just on this National School appreciate nurse appreciation week but in every opportunity throughout the throughout the year be it further resolved that the Board of Education of the Culver City Unified School District recognizes and honors the contributions of School nurses and proclaims that the week of May 6th to be National School Nurses Appreciation Week this 22nd day of April 2025 signed the board uh all right oops Proclamation and recognition of teacher appreciation week I didn't hear enough of a response there um okay uh whereas education is a grand and Powerful profession worthy to be honored and respected and whereas excellence in educ education begins in the classrooms of our nation's Schools teachers are among professional the professional Educators who are charged with their responsibility their responsibility of helping to shape the destiny of our country by training and guiding our children youth and adults and whereas teachers are and will continue to be a dynamic force in the Ed education process they have demonstrated through their sense of purpose and dedication to their profession that they are a major source of inspiration to our students and whereas it's the teachers of Culver City have consistently documented their professional competence and commitment to students through their willingness to give their time and energy and talent and ideas they are to be praised for the progress our students are making and whereas our teachers should be deeply respected in high highly recognized for the contributions they have made to our country our state and our nation and whereas Culver City Unified School District is a is proud of its teachers and considers them the soul of its educational system and whereas Culver City teachers highly respect educated professionals who take their role in educating their students through new and Innovative methods and whereas Culver City teachers are 1 of the reasons that Culver City Unified School District enjoys a reputation as 1 of the finest districts in Southern California and whereas Culver City Unified School District encourages everyone in the community including students and parents to recognize its teachers for their dedication and commitment to educating students now for we the Board of Education of the Culver City Unified School District hereby recognizes and honors the contributions of certified of the certificated employees and proclaims the week of May 5th 2025 to be Teacher Appreciation Week this 22nd day of April 2025 thank you um all right 67 resolution and recognition of school lunch hero day um whereas nutritious whereas nutritious me bills at school are an essential part of the school day and whereas the staff of kewpee school district's food service department are committed to providing healthful nutritious meals to the district's children and whereas the individuals who prepare and serve School meals help nurture our children through their daily interaction and support and whereas the day of Friday May 2nd 2025 is school lunch hero day now therefore be it resolved that the governing board of Culver Unified School District hereby expresses its deep appreciation to these valuable employ employees and commends their good work on behalf of children um approved passed and adopted by the governing board of Corporation of High School District on this day 22nd of April 2025 and then lastly um 68 uh Proclamation recognition of April 2025 as National Arab American Heritage Month whereas for whereas for over a century Arab Americans have been making valuable contributions to virtually every aspect of American society in medicine in law business education technology government military service culture and whereas since migrating to America men and women of Arab descent have shared their Rich culture and traditions with neighbors and Friends while also setting fine examples of model citizens and public servants and whereas they brought with them to America their resilient Family Values strong worth work ethic dedication to education and diversity in faith and Creed that have added strength to our great democracy and whereas arab-americans have also enriched our society by sharing in the entrepreneurial American Spirit that makes our national that makes our nation free and prosperous and whereas the celebration of arab-american ancestry and cultural heritage educates our Americans encounters misconceptions or posterior typing and shared abuses by other ethnic groups and whereas they join all Americans in the diverse in the desire to see a peaceful and diverse Society where every individual is treated equally and feels safe and whereas that incredible contributions and Heritage of Arab Americans have helped us build a better nation and now therefore we the Board of Education of the Culver City flight school district hereby proclaims a 2020 2025 to be National Arab American heritage month and encourage our community to join us in this special observance so now we will come down and present those who are here to accept these proclamations thank you thank you board president would you like them by group or just all of the recipients at once thank you could we please first have the DAC members who are here to accept to that who are here to accept the proclamation come forward thank you oh oh I see friends great we have representatives from Food Services team here to be recognized on behalf of the school lunch hero day please come on up Judy all right public recognition um .2 members of the audience items not on the agenda so this is the time when members of the audience May address the board on matters not listed on the agenda those persons wishing to speak should complete a speaker's card and submit to the Sewer 10 executive assistant and the time and Order presentations from the public are limited um in time the total time for non agenda items shall not exceed 20 minutes for members will be 115 minutes a comment during this portion that's not true so I'm yeah um all right I don't know who wrote that but this needs to be edited um so now basically it's a time to speak on items that are not on the agenda so I know we've completed some speaker cards we have 17 in and how many on online I don't see any online 7 okay and these are definitely all not on the agenda that's why okay yeah there we go 1 2 3 456789 I see 9 online yeah so total of 27 yeah um all right so we will begin with public comment we're going to do probably 90 seconds for each public comment so please um if we could start calling and we can start with people if we could call a few so they can get lined up exactly that'd be great so uh so first uh first uh 5 um just so you can line up here uh Gianna Wong Elizabeth Butler Marcy Shaw uh so that that Gregorio and Amy Fox so Janna Wong oh uh Anna's people go up so we will have uh are we going to have the timer up on the screen here so they'll be uh able to see that there we go so we'll try to give you reminders as well in both places uh just to make sure that everyone gets the chance to be heard uh we appreciate you being here all right thank you okay uh hi everyone I'm Gianna long co-president and a flute player of APA music at the high school and I'm here to invite you board members administrators and teachers and the public to attend some of our upcoming music events um there's a lot coming up starting with tomorrow night uh we have our first of 2 music concerts at 7 p.m. at the frost it's fruity attend and then this Saturday we will also be traveling to um music in the Parks and performing there which is a music festival um Edition finally our CTE abpa music text showcase is Friday May 9th at 7:00 p.m. this is a Showcase of many of the works our students um produced and arranged themselves um and then our second spring music concert is also on Friday May 23rd at 7 pm as well um and then finally at the end of the year our annual Java Gala which is our big showcase we're all 5 ABA schools music Art Theater film and dance collaborate um on Saturday May 31st um at from 2252 p.m. it's in the afternoon um the First Act takes place Outdoors um at the around campus and then the second act is a performance inside of the frost um as always everything I'm saying and more information can be found on our website abpa.org um we know everyone is really busy especially during this time of year but as soon as we do notice and get really excited when we see our teachers admin administrators and board members at in the audience so thank you and I hope to see you all tomorrow thank you Elizabeth Butler hi I'm Elizabeth Butler a parent of 2 daughters at elementary Marino Elementary Culver City resident and advocate for excellent Public Schools I'm here tonight as part of a group of concerned parents in attendance here tonight and on Zoom from El Marina to directly ask the school board to keep our assistant principal position for this coming school year we understand from the responses that we have received from the school board members that you are awaiting budget information from the state in May but in consideration of the timing we need to take this opportunity to address the school board today at El Marino our largest Elementary with over 800 students assistant principal Jennifer cervine is essential to the day-to-day functioning of the school she provides leadership support to students teachers and staff and ensures school safety through our through conflict re resolution she coordinates the IEP and 504 meetings and provides bilingual communication imperative to our dual language immersion school she is vital to El Marino and cutting her position will have an immediate negative impact on our school thank you thank you Marcy Shaw hi my name is Marcy Shaw I'm in Al Marino parent who's the PTA Treasurer room parent as well as a consistent volunteer regularly seen on campus I come to you tonight might also voice my concern over the possibility of cutting the assistant principal position at El Marino with over 800 students our school is the size of a small middle school a school this size cannot be managed by 1 liter it is essential that we have both the principal and assistant principal next year over the past 3 years my child has had a number of issues that have been a safety concern for me kindergarten was especially rough as there are a lot of children coming together for the first time in a school setting who are still learning how to behave still it's very hard to watch your child get punch and kicked repeatedly while they wait in line at school drop off and you're forced off campus watching from the sidelines this is 1 of a handful of instances of physical violence against my child I expect this issue of young children to adjust to a school setting will only be Amplified next year with the addition of 2 new TK classrooms this year I got a call from senior cervine who called me to make me aware of another instance of a child making a violent threat of the absolute worst kind against my child I won't get into details but just to say that the threat was handled quickly I've never voiced these concerns out loud before because I've always been very pleased with the way that El Marino has handled these situations whether it's Dr K having a sit down with a child who hits my child or senior servine dealing with the threat immediately things escalate when they are not handled quickly and I am very concerned about El Marino's ability to deal with safety issues in a timely manner without having 2 liters at the school uh so anyway please I really urge you guys to keep them both thank you thank you so that I take Gregorio thank you good evening members of the school board my name is Soledad digorio and I'm a parent of 2 children at El Marino Language School a Culver City resident and a strong supporter of of our Public Schools I'm here to express my deep concern over the proposal to eliminate assistant principal positions at our Elementary at our elementary schools we'd like to highlight today how important they are before it's too late as Elizabeth mentioned uh before also um although I understand the difficult fiscal situation we're in eliminating assistant principals would have a serious and negative impact especially at a school like El Marino with over 800 students and even more expected next year El Marino is the largest Elementary School in the district we have a diverse set of students and families and a unique dual immersion program that demands strong responsive leadership our assistant principal Jennifer Servin is essential to that leadership a proud Culver City High School alumni she taught at Elm Marino for 10 years before transitioning to her role as assistant principal almost 2 years ago assistant principal serving and principal Dr Kay have conformed a strong team where they share responsibilities and have been able to successfully manage day-to-day needs including security breaches we have had at the school's fluency in Spanish makes her uniquely effective and serving our our emerging families she also manages is IEP and 504 processes and insurers are most vulnerable students receive the services they need she leads conflict resolution and restorative practices at our school keeping students safe and supported I urge you to listen to the voices of families thank you thank you Amy Fox and as Amy comes up next will be uh Tom Salter um Sandra Josephson Brandy peacock uh William minguet and Jennifer Lopez hi I'm Amy Fox uh I'm also at El Marino parent I have 2 kids uh uh in second and fifth grade um I think they did a pretty good job I don't really have much more to add I would just reiterate that we do understand that it is not that this this decision hasn't done where you're still working on things but we felt it was important to bring up our this important topic now before things are solidified that's it thanks thank you uh Tom Salter hi School Board superintendent assistant super tenants assistance uh students uh my name is Tom Salter I'm retired uh teacher athletic director of coach at Clover City High School I really enjoyed my 25 years at Culver City High School it's a great District um we started committing a couple years ago to get the baseball field named after Rick PRI at a long time coach and teacher committee is made up of teachers coaches alumni and parents uh We've we would like for this to get our next month agenda about the field being named after Rick prietto uh we sent you emails yesterday from Brandy peacock with letters we collected a lot of letters we turned them into the district and to the high school admin in October 2020 3 um we also are getting a petition signed we have hundreds and hundreds of of names on petitions that will be sent so um we also know that it you know it's really tough financially right now in the district so we are going to do it private funding to make sure we pay for the signage the plaque whatever is needed like for the same thing for Jerry shaba Stadium something like that for the baseball field so the district will not have any cost I've already had alumni former players community members teachers counselors come up to me and say they would love to donate for that cause okay we have a lot of more people to talk but I've been around High School athletics my whole life and and Rick is is an excellent excellent coach thank you Sandra Josephson hello School Board I am sandrae Josephson I am a graduate of Culver City High School and a uh current res president coach prietto is a definition and epitome of a true blue Centaur coach pto's love of cchs and his sports program dates back to the 1970s when he attended the high school and lettered in the sports of football wrestling and baseball when given the opportunity to be part of the baseball program years later he took his position with pride coach PTO has dedicated over 30 years to the cchs baseball program his loyalty and commitment to his players their academic Excellence community service and meticulous maintenance of the baseball will feel our admirable for over 30 years everyone knew where to find coach prietto every day yes even weekends coach could be found at the baseball field as early as 6:30 a.m. and then and as late as 7:00 p.m. coach Pio spent much time as much time as he did at the field to ensure it was a safe and impeccable space for his players to excel the cchs baseball field is truly iconic in the baseball world it is recognized as 1 of the most manicured and well-kept Fields by the baseball community at large and has sought out as a practice field by reputable University such as LMU and Miss coach PTO is best known for his Integrity both on and off the field as well as his unwavering faithfulness to his players academic excellence and character development players come from to present to thank coach prietto for the positive and invaluable impact he has made on their lives coach prietto is my father and I personally know the Blood Sweat and Tears that went into making the ccha As baseball program well respected please put this on the agenda thank you Randy peacock good evening my name is Brandi peacock and I've had the pleasure of working alongside coach prietto since 2006 when I first started teaching PE I have known him for 19 years and can speak to his character and how he supports me as his colleague and how he engages with his students coach PTO is a kind compassionate and fair PE teacher who treats his students with respect and dignity he has standards and wants his students to succeed here in post High School his moral compass does not waver as he is an honorary of champions of character selected by South Bay CIF committee which is consisted of coaches and umpires he cultivate a safe environment for all of its students and truly cares about them individually coach PTO strongly supports our Prime Time program which showcases the talents of our students with special needs you can often catch coach prietto at their school competition and cheering them on he has made this a baseball tradition for his players supporting our students with special needs at their events I know this first hand as a parent and have seen my child thoroughly enjoy those chants and actually lead those chants to of them are back now I've also been lucky enough to have Coach prietto helping our softball program and our field in numerous occasions he would spend his free time maintaining our dirt and teaching me how to maintain the infill to level it and to ensure our Fielding success on rainy days we would use this quick dry and turface dirt to spread on our Fields so softball wouldn't need to cancel our games when baseball was always able to play coach PTO deserves this recognition and we in the PE Department request to agendas renaming the baseball field after him thank you hey make sure I have your name correct is it uh William mingay yes it all right thank you don't worry Oh and before uh yeah go ahead good evening my name is William and gay and and I've been a teacher at Culver City High School social studies since 1999 um I met coach prietto previously though at in 1996 taking credential classes at Loyola Marymount and by quickly speaking to him I realized his dedication to his sport baseball and to high school education he brought me on as a freshman baseball coach where I stayed for about a decade and there are many many reasons why the field should be named after coach Shadow but I'm going to speak to basically 2 that I personally witnessed as a freshman coach you have usually coached by yourself and you have a large uh number of kids who are acclimating to high school and to high school sports and the comp competitiveness when met coach pedal special 1 aspect is that he literally knew the strengths and weaknesses of every single freshman player every single ninth grader and other than obviously the varsity and the junior varsity from my experience in teaching Middle School and High School coaching Sports this is rare this is uncommon the second aspect I like to speak to you is as a teacher so coach PTO obviously knew the strengths and weaknesses um in terms of baseball skills but he also knew the strengths and weaknesses of the stew of all the students student athletes I should say in terms of their academics the students were required to get grade checks and if students were having difficulty the great great checks could be bi-weekly they could be weekly coach PTO was uh never hesitant to contact any teachers or parents thank you so much for your public comment thank you oh I'm up all right thank you thank you all right with um uh Jennifer Lopez coming up next will be Richard Josephson David Brown Marion Sarah Jamie Miranda and deven Wallace go ahead Jennifer good evening board members thank you for the opportunity to speak with you tonight my name is Jennifer Lopez and I'm the proud parent of 2 boys who have both been deeply impacted by coach pedal my older son Sonny Suarez who played for him at the high school level and my younger son Joseph Waters who currently attends coach createl summer camps I'm here to express my full support for naming the baseball field and Coach pto's honor coach PTO influence extends far beyond the game when Sonny played under him Coach didn't just teach baseball he helped shape the his character he held him accountable and encouraged him and guided him through some of the most important years of his life he helped ground him and the lessons Sunny learned on that field have stayed with him to this day what coach pedo what makes coach PTO so special is that he has always cared more about the person than just the player he saw potential in my son and in so many others and he invested in that with his whole heart today Joseph is experiencing that same guidance to coach summer camp and what's even more meaningful is that Sunny along with many other former players including those present today come back to help coach and give back to the community that alone speaks volumes about the kind of Community Coach has built and the lasting impact he has had this field has long been a place where young men grow not just as athletes but as people coach prito has been at the center of that growth naming the field after him would be a powerful way to honor the Legacy he's built not just in wins but in lives changed thank you for your time and consideration thank you okay uh Richard Josephson hi I'm reading this letter on half of Carlos Valverde this is Carlos Valverde and not only have I worked for the district for 28 years served as director of activities for the last 23 years but also has a cc USC alumnus and lifetime member of this community like me coach pedals also an alumnus of Culver City High School and I know what is in the heart of a person who grows up and stays in their Community I have witnessed coach pedo work Tyler Lee with students not only develop their baseball and athletic skills but he's also served as a comparing mentor and guide Rick is the epitome of what it means to be a coach coach prietto and most instances cared and maintained the field single-handedly often seen on random days raking and watering the fields my wife and I would ride past the field along the bike path on weekends and it was common to see Rick single-handedly raking the field setting the sprinklers and keeping the Outfield beautifully green this goes beyond being a coach he was the steward of the field protecting and nurturing every inch of it even on his time off his advocacy diligence to the fields of the baseball Community exemplifies a man of character and integrity certainly an example of the ideals we hope to teach and honor at Culver City High School the number of letters the district has received in support of this action and the number of signatures ga gathered on the petition serves as a testament to how the community is supportive of such an honor while taking on this project for the district may seem untenable during a budget shortfall please note that all expenses towards this honor would be fully funded by private donations again this show does the level of support coach prito has on this community I respectfully request at the board agenda is the discussion action item naming the C CHS baseball field in honor of Rick prietto thank you okay uh David Brown sorry about that my name is David Brown I am a Clover high school graduate class of 1974 I was a classmate with Ricky um I know him as Ricky um we competed together in football we were co-captains on the football team we wrestled together and I have a a great love and admiration for the high school I'm on I'm actually in the Hall of Fame there I I feel like I am part of the fabric there um I was able to uh Rick as a as a player he was a supportive teammate who made those around him better through his example and drive in the competitive Arena I am well aware of the time that he has spent and dedication and Rick has has put into the baseball team anfield it would be very fitting to have the team uh the field um renamed in his honor people who are dedicated committed to a cause are worthy of recognition my father was um on the school board for 13 years here um hlin Brown Dr Brown he passed away some time ago but it's always was always impressed not only with the competitive drive but the good sportsmanship that Ricky demonstrated my only regret is that my dad is no longer with us and would have loved to see this honor bestowed rightfully to Rick thank you thank you Marian Sarah good evening the class of 74 is well represented here tonight and I'm 1 of many um here to speak to the accomplishments of Rick prio Culver City High go Graduate Center baseball athlete cchs teacher and longtime baseball coach in his baseball career of over 50 years his outstanding accomplishments Standalone Rick's professional career along with original baseball history in Culver City is chronicled in the book Mexican-American baseball on the west side of Los Angeles a book co-authored by Richard Santan professor emeritus of ethnic at Cal Poly Pomona and my husband Raymond Sarah my sister-in-law Alicia Stevens and Rebecca Garcia Prieto who alongside Rick contributed much to the success of the base team in program Rick's influence on our baseball program and its tradition is difficult to compare others will speak to Rick's commitment to the game the program his students his athletes their words will serve as a testament to his impact on Culver City High High School baseball I asked that the board honor our request to agendas for discussion and action the renaming of the baseball field to honor Rick Prio who has contributed greatly to Culver City High School and its program thank you for your consideration thank you Amy Miranda good evening my name is ha Miranda principal at 6th Avenue Elementary I had the privilege of coaching baseball at Culver City High School under the leadership of Coach Rick prietto and for the last 29 years I've had the honor of calling him a friend that friendship has helped me shape into a better coach teacher administrator and person during my 12 years of coaching at the high school I watch coach prietto transformed the baseball program into 1 ground that instructure fundamentals and consistency he didn't just coach players he built character under his guidance countless of students not only became better athletes students but also better people learning discipline teamwork and integrity many alumni still return to support or even coach the program coach Peta always prioritize player safety his secure he secured upgrades like changing facilities proper batting cage and Bullpen laser leveling uh of the field to reduce injuries and even took it upon himself to mow the uh infield weekly even now after retiring from coaching you'll still Bill font catch him volunteering dragging the field edging the grass making sure it is safe and game ready for the next Generation that's why I'm here tonight to support naming the Culver City High School baseball field in honor of Coach Rick prietto a man who continues to give so much to this program this school and this community thank you thank you and uh as uh Devin will uh Wallace comes up uh Jamal Wright and Jake Alba are afterwards and then we'll move to the online hello everyone my name is deven Wallace I am the current Varsity head baseball coach at Co City High School and it is with great pride and deep respect that we propose name in the Culver City High School baseball field in honor of Coach Rick prio a man whose Legacy has shaped generations of student athletes both on and off the field a proud member of the class of 1974 Rick prio has dedicated his life to Culver City Community for over 31 years he has served as the head baseball coach leading the program to 5 League championships while fostering a culture of discipline integrity and resilience his commitment to building character in young athletes was recognized in 2022 when he was honored at the CIF as the champions of character um coach pedos contributions extend far beyond the win loss column even after his retirement from coaching he continues to this day to help me time and time again and effort to maintain the field and mentoring players and coaches alike his heart for his heart for service and passion for baseball are the very Foundation upon which the program stands today on a personal level recruiter was my coach and now the and is now the current head coach he remains a trusted mentor and friend his lifelong dedication to cover City High School and the students has left an incredible mark on the community naming the baseball field in honor of would be fitting and a tribute to a man who is giving everything to the program thank you thank you I'm all right good evening um I'm a proud 1995 graduate from Culver City High School and uh current head football and head track and field coach here at Culver City High School along with a PE teacher since 2005 um I've I've had the pleasure of uh working side by side with Coach pedo um as a physical education instructor we share it in office um also as a former athlete at Culver City High School coach Pato took over the baseball program my junior year in 1994 um I have a single-handedly just watched coach prietto um of what first of all Culver City is a special place um uh being a a former student here at Cobra City uh it it just it's a unique place and uh coach pedo definitely Fosters Fosters that image that we have for Co City High School um putting in over 30 years of uh service not just to our students but our athletes as well um it just we will never see another coach that put in so much time and um it's only 1 way to honor coach and that is to uh to make sure that he has a long lasting Legacy that that goes beyond our years here and the proper way to do that is just to honor him with his name because it's fitting I I think it definitely fits Culver City High School and the baseball program to have 3 of those name um up there forever all right thank you for your time thank you Jay Ka thank you board members for uh here in the salt out today my name is Jake Alba I'm a sports producer for Fox Sports and uh currently with FanDuel I've uh seen many people over time uh dedicate their their lives to communities and uh uh being that I was very close to and and met coach prao um it's it's something that strikes a chord with me how his dedication has gone beyond just his community uh several times you know I've watched him work with the challengers division in Little League how he supported and brought in his players and his time and that dedication that's really something truly special uh another occasions I was working with an inner city group under the urban initiative and we didn't have a field and Coach PA was the first 1 to step up and say Hey Jake bring the kids over here and we'll get a place for them to play and I'll support you so watching him over the years um he's definitely a mentor I've been lucky to uh coach with them in camps and uh in the summertime and it's just been an honor and I think this honor is duly um something that we should support and and uh reflect in this special city of Culver City that's all I have to say thank you thank you to online um I have a Dave Everett listing first just want to confirm because sometimes my list is different from yours uh we'll have the timer up on the screen here as well so uh we'll remind people when time has expired all right Dave Everett Dave you can unmute hi can you hear me now yes yes we can great hey I just wanted to talk and I appreciate the time I'm with the Western electrical contractors Association I want to talk a little bit about honesty and and waste frankly um the measure e bond that you guys passed will wind up costing taxpayers in the district about 58 million and yet in uh if you're being honest in any of the campaign material for that 358 million Bond there was no mention of a project labor agreement which you're you're considering later on tonight and I'd like to go into the the problems with that later when the items up but just the idea that you're deceiving voters and aren't even going to mention this during the campaign uh you're doing this sorry to interrupt sounds like this this public comment is on an agenda item yeah the million dollars at work that are sir sir uh this is an item that's on the agenda we'll be happy to put you on uh for when items on the agenda come on so you'll have the opportunity to speak then anyone talk about the specific item I actually wanted to talk about just the the over all uh uh way not waste but the honesty with the with presented uh for for the chair and I feel like that's another reason why we can we can add this speaker to the comments on items on the agenda this we'll be happy to you then sir thank you sir well it it'll be coming up quickly don't worry all right uh next Erica Garcia Erica you can unmute oh sorry thank you I was looking for the unmute I'm going to defer to my hi my name is Mia Bella I am in first grade at El Marino I am here to talk to you about the um and of keeping our assistant principal at El Marino as you know ap7 is our current assistant P principal a servant um plays in a key role in my growth here at El Marina she knows all the students she greets us with a smile and makes sure we are doing our best she served strive for equity and inclusion she is trusted adult and she makes me feel safe on campus she brings the students comfort and support every day I see ap7 working with students she is very hard worker please do not put my education and the education of my followers Jeopardy we need 87 to help us us into good citizens and assistance in our academic Journey thank you for your time thank you very much okay uh Tamara uh Dura Johnson you can unmute thank you so much can you hear me yes okay wonderful thank you first of all the board for um giving your service to our schools um I know that it takes a lot of time and energy and thank you so much for looking at the budget as well uh I'm just wanting to add add to the chorus how could I even Echo what what was just said which was wonderful but add to the chorus of support for assistant principals in our school district specifically ours um Miss Servin I am very actively involved all 3 of my kids happen to be at El Marino this year and it gives me a unique opportunity to be on campus quite often uh doing service whether it's on the board with alum serving as a room parent in basically all of my kids classes and um other committees um including the mtss uh committee I serve as the parent rep for that which Mr Vine heads up regularly and anytime that I'm on campus it is quite obvious that she is well needed and I imagine it's the same for other campuses as well um and I know that you are closely looking at the budget and trying to make this so something that does not get cut but I would um you know I it would be remiss if I did not throw my support as well uh for this specifically because our school population is projected for 850 students next year and uh she does a great job with those who are there already and I look forward to her continued service thank you thank you Eric Ruden can you hear me yes you're up Eric okay thanks very much sure uh first I want to uh acknowledge and thank Dr Lucas for all of his time and work um I can tell my daughter is in kindergarten Garden was in TK at all ring clone and I can tell you Dr Lucas was the first person whether bored or District office to make uh a lot of us especially in the Jewish Community feel heard uh and cared about um I also wanted to see uh a lot of the people who spoke tonight about Coach there's few things better than having a great coach is there a website or something where we can go uh to contribute uh to having the Field named after coach uh I'm very happy to even be Associated just being at a school district where coach prietto coached uh and lastly we have a lot of things on our agenda we have a lot going on in our district I hope everyone who is listening remembers to educate themselves come election time the things that happen are a lot because of the 5 people up on the dais when I tell people who's going to be in charge of finding a placement for our superintendent they're baffled as am I um hopefully things will go well but hoping is not good enough when we talk about the future of our kids uh but I want to end again on a positive thank you Dr Luke is for all of your time and for all of your efforts much appreciated thank you um okay Rachel Snider uh good evening uh my name is Rachel Schneider I'm a teacher at Culver City High School and I'd like to um express my disappointment in the plan to remove our team or cut our team 9 and 10 classes from the high school I understand that we have Financial issues um however this is these 2 courses are designed to help our most at risk students those ninth and tenth graders who are you know not on the road to graduate they are then matched with upper classmen 11th and 12th graders who also benefit from this program by being in such a uh incredible leadership and mentoring position generally the class will run around 20 students but we've been told for the past several months that with the class sizes class numbers those kinds of courses are going to get cut and I really think that when you have a specialized program like that that we really need to rethink the the numbers game and and this year in particular we have a large number of Juniors and seniors who are looking forward to being mentors for our ninth and tenth graders next year thank you thank you very much okay uh Melissa Sanders Melissa you are up great thank you I'm gonna start with yes thank you to uh Brian Lucas for his unfortunately short Jen you're here um but at the same time I'd like to remind the entire room that uh any thought of Angela Baxter being an interim or anything is acceptable uh I have an open investigation into her she should have been fired with Jennifer Smith uh she has been unethical and uh part of all of the ongoing rights violations so I want to be clear that that will not be acceptable to probably anyone um on the other hand uh besides that kudos to the kid who can read really well from first grade so good job Mom um if we're gonna talking about naming things than if Fox Sports could donate a chunk of change to do that that sounds like a good idea uh but overall I would like to to really look at this budget I would love uh if there's a line my line that we could actually see where the 23 million was spent so we don't spend it again that would be great uh I'm still looking for those kind of answers and how this happened and how 3 people on that day is allowed it to happen and facilitated it so uh let me know if that's something we can arrange thank you thank you uh next uh we have a just as Jennifer editor hi there yes it's me can you hear me we can hear you yes thank you yes my name is obviously I'm an editor and um my son is the fifth grader at El Marino and I have a daughter who will be starting uh kindergarten next year in the fall I'm also a room parent and I run the Spanish language reading club I am here um like other parents before me have expressed and as a cuban-american and as a Spanish language speaker I'm here to express my deepest deepest wish to please keep Senora sin as our vice principal she's incredible every day that I go to school and I see her she's always smiling she's greeting the students she has a lasting and visible impact on our school in fact my son was just involved in a physical altercation 2 weeks ago and she completely stepped up she made him feel safe she made me feel heard and listened to she took the time to really delve into everything and my son felt very very good after all the interactions with her so I really appreciate everything she does for the school um we've had a lot of turnover in leadership in our school in the last several years and I ask that you please not break up the wonderful team of Dr for K and Senora sin thank you very much for your time thank you screenshot the participants who raised their hands earlier and the remaining are different from what they are now the remaining are late entrance yeah okay do you agree thank you yes I agree all right thank you so uh to Eric and annia our apologies but uh uh we had closed the the uh list and so uh we will not be able to participate uh since that list was closed thank you and thank you for raising that to my attention Okay uh thank you everyone to the list yeah thank you thank you Mr luqman thank you everyone who came to to speak just as a reminder of the board contrary to what this bubbles has the board cannot respond to public comments and items not on the agenda so um just know that we have received and heard your comment and um that thank you 7.3 C she was the employee groups um and we used to start with Miss hammy um on zoom and then we can go to Mr long so miss hammy if we could please um I knew sorry I am here good evening to the Board of Education good evening to our administrators that are present I'd like to start off my comment by also thanking Dr Lucas I know that he's only been with our district for a very short time but we did accomplish some good things during that time and I know that his heart was always in the right place when he was making decisions that affected our employees with that being said I'd like to discuss an issue that I've already discussed with Dr Lucas and Dr Gooden a couple of times and I don't know if the board is aware but in a cost-saving uh measure we decided that we would not have substitutes come in when clerical staff was absent for whatever reason in a 2-person office like an elementary school this puts the 1 person that remains to handle all of the office comings and goings and business doing their own job and the job of the person who's not sitting at their desk at an extreme disadvantage and as an example I will tell you that I had my first experience being alone in the office today starting at 2:00 in the afternoon and ending at 3:45 and I would like to give you an idea of the things that I did during that time so we had a small School tours which consisted of 4 parents I had to check them all in in the Raptor system and check them all out when the tour was over they had numerous questions about volunteering I had to give them a volunteer package and explain to them exactly what they need needed to do and what the first and second steps would be talked to them about getting a TV vaccination or meeting with the nurse which takes the place of getting the TB test and so that took up maybe I'm going to to say an half an hour of that period of time from 2:00 to 3:45 I had 9 phone calls during that time for parents calling in because they wanted information about enrollment I was happy to help them with I had 3 teachers that came into the office that needed help I had 5 parents who came in to sign out their children early I had to call 2 parents who had forgotten to pick their kids up at on time and I had to call the parents and reach out and believe me having 2 PE 2 children in the office is such a joy because mostly we have 10 kids in the office parents we have to reach out to in addition I had to buzz 20 adults into the office while I was doing everything else I helped 3 students who came in to read to redeem their free book vouchers and help 3 students who came in looking for lost items to see if I had them in the office and that's just some of what I was doing during that period of time I hope that the board can see in the things that I listed that it's going to be impossible for us not to provide Subs in the elementary schools when you've got 1 person out of the office I know that we're going through a period of austerity and believe me I understand what our challenges are financially but I'm going to tell you saving money in this way is not the way to go especially since there are a myriad of ways that Ray and I have suggested I can cover the cost of the hundred dollars that a substitute might cost this creates a horrible problem for the people that remain in the offices and this is something that I think that you need to rethink thank you Mr Mr long please came out and spoke uh for Coach prito um I don't go back as far as some of them to 1974 but uh Rick prio and I uh first started coaching together in the city of Santa Monica in the late 80s is um and definitely can attest to his character um from all the time that we work together um in the city of Santa Monica in addition to um a colleague of his at Culver City High School so thank you to Salt Air for organizing this and all the other uh coaches that came out and speak for him and uh all the accomplishments he's done I can attest to with um the baseball program and helping with the local little league and things like that so um I first want to thank Dr Lucas for his service to ccusd um since there are several more months before your departure so I'm going to save most of my comments for as we get closer to your departure date but I do want to State how I have really enjoyed working with you um but again we'll go deeper as we as we move along here but I did want to say that comment um I would like to say to the Board of Education that as we enter this endeavor for a superintendent search yet again uh we ask as a union that both employee unions have as much involvement as possible in the search for a new superintendent I also encourage the board as you are discussing a search firm to keep costs down as much as possible and if we have some sort of guarantee from the previous search firm that we use them again I will say that David Verdugo from leadership Associates was very easy to work with and time is also of the utmost importance right now because we are in Prime hiring season and we want to avoid it all costs having to bring in an interim superintendent as ccusd is trying to keep its cost down uh next I'd like to address today's event that closed down a lenda street to car traffic while we certainly appreciate the effort to find safer and alternative routes and drop off points for the nearly 4000 plus students and 500 staff that travel to the alenda complex every day we as a union are extremely disappointed that the safe routes to school coordinator which I will point out is paid by both the district and City failed to engage the 2 Union who represent the vast majority of District employees who are most impacted by alternative routes to work I seriously question that why in a district which is publicly well known for and Prides itself on a Labor Management partnership why labor was left out of the loop by the organizer who was very very familiar with District Operations the union should have had a chance to give its input and suggestions on the event and worked as partners to promote and celebrate the event I would ask that the board in the future especially those in partnership with the city to push back on any events that do not get given opportunity for input and most importantly don't give opportunity for Buy in from our staff and although there was an increase in first period tardies at cchs which will cost us Ada because tardies do count I want to stress that the there was more traffic in the morning causing more stress to our staff some of it was not terrible but there were definitely glitches along the way however the biggest glitch here is the Lost opportunity to partner with the unions and the staff that we represent around the budget I want to ensure that our staff does not receive a pay cut by not extending our benefits agreement first I call on mayor Dan O'Brien and the city council to work with ccusd and have an agenda is discussion on ways they can help I would also like us to look closely at our parcel tax and how it is spent a vast majority of Voters rank retaining and attracting staff as their top priority for the parcel tax I am asking that we look at taking a percentage of our parcel tax and dedicating that to employee benefits and look at other programs that were paid for with the partial tax and moving them elsewhere especially if those programs already being covered by ccef and other funding sources I again asked the board to make a commitment to employee benefits in ccusd finally the board will have an opportunity to tonight to hear about our English program at cchs well I state that the unions do not negotiate actual curriculum we do have an advisory role and do have a legal rights to negotiate the effects of decisions made by Administration and the board we also have a duty to checked our membership 2 years ago an article Was Written In The Wall Street Journal about the elimination of honors at cchs this was followed up by an interview with Fox News in which the interviewer at Fox made some very leading loaded and out of context statements of course this led to Fox viewers across the country to search on our website for email addresses and began sending harassing emails to our high school English teachers this type of behavior should never be tolerated but the condition was created by the article and the Fox news interview with a local parent the Santa Monica m Unified School District also took similar action with their English curriculum at Samo High the big difference was that their superintendent Samuel High Principal and Board of Education became the lead on this issue they met with parents and stakeholders they provided data to the community and they became the face of change the policy is still in effect at Samuell high today and the principal at the time is now Santa Monica Malibu superintendent now I do want to say that none of our current administrators were in that role when this happened at cchs so none of our current administrators were you know in those roles or principles were in those roles so it's nothing to our current Administration team because you weren't here and I believe the vast majority of the board wasn't as well but it was extremely frustrating having to hear from teachers and having to actually delete email addresses from our school website site because of the harassment teachers were taking from people all across the country I want to point out a couple frustrating items that have also seen or heard recently first 1 of the main reasons that this occurred was that teachers and the high school administration and District administration at the time wanted to detract students in lower grades there were also other reasons presented as well the narrative that I've been hearing is that this was done to increase diversity in 11th grade AP language which did not happen but I will point out that we have increased both our elected and AP I would also say that talk of board students is also very anecdotal and best not to mention until we have an actual survey of all students in their needs I can find a board student each and every day in my class and others across this District we'll also say that as a history and social science teacher we do not have an honors option in our department and have not had 1 in our history gov econ courses my 18 years at cchs I have had numerous students over the years take my on level world history class and they were very successful in AP US History and some went on to be accepted at very just colleges I've also had AP 10th grade world history students easily transition into my on level US history class and then actually make a return to AP for the 12th grade we should drive to give our students the most try um challenging curriculum possible we need to differentiate and remember that raising rigor for those at the bottom helps all students with rigor in the long run as a union we do not have have an official curricular bargaining position but again I do want to protect our members from unwarranted attacks and legally bargain the effects of any changes I do want to say I hope we can all move forward together I believe that parents and community members and teachers all are genuine and have the best intentions possible when discussing this issue we want want to make sure our classes are not tracked we want to give our students the best option and as we just honored teacher appreciation month trust our teachers to do their job as professionals no other industry gets the scrutiny that teachers get when it comes to their curriculum because no 1's out criticizing the heart surgeon on how he's supposed to perform his surgery we to increase rigor and make sure that a rising tide lifts all boats thank you I think is 7.4 in superintendent's report thank you good evening board members and good evening to the public I um have a presentation that I think would be on its way soon and I it is brief I know we have a packed agenda tonight cuz it's uh been a while since we've had a board meeting and um I appreciate everyone's patience and diligence and listening to public comments and uh working through the agenda but first off um last time I saw you go to the next slide was before this event if I just want to highlight that this was uh I appeared in Greece this is my co-star Gemma Cheeto who was Frenchie in in Greece it was an awful lot of fun it was extremely stressful you think board meetings are stressful I think this is like the next level up actually um but I also want to give a shout out to not just me um because I really enjoyed it but to Mr Smith Dr Varity and Dr Lockett who are um teachers and counselors and also Mr murchinson teacher at the high school who also I'm held cam your roles um and you know interacting with students and showing the support of the program it really was a wonderful wonderful weekend um and I just appreciate all everything that our students do and being a part of it was an absolute gift to me um and so I I am going to I want to thank Debbie and Ray and Mr Rudin for comments in regards to to me I'm not going to talk about that right now because as I think Ry said we've got we've got weeks and months to go so uh week maybe handle that a little bit later but um I do want to thank the community for the warm response and understanding response to my uh retirement and leaving a little bit premature um as I go to take care of family measures uh family members um go to the next slide again I just want to briefly talk about some things that have been happening in the last couple of weeks enabling some spring break last Friday we had a great visit from a team of LA County Arts education Collective and the LA county department of arts and culture to our elementary secondary and secondary schools to see the great things going on in music dance theater and art um also I know Ray mentioned the walk to school at Linda event that did happen this morning I was out on the streets I do think it primarily went well and there are some glitches and I also know that the team that worked on this is uh here and ready for feedback um and growing about how we can make this better I um want to also personally shout out that I think uh Jim Shannon who did do the work while I hear Mr songs and um Miss hammies comments about reaching out to them I take responsibility for that because I was on the planning committee as well and I should have made sure that that communication had happened but Jim has also reached out to the neighborhood to make it a a successful event that I think was a great first try um it was a very calming to be on a lenda this morning maybe maybe driving in as Ray said device a little bit stressful but being on the line of this morning was quite calming and um I'm thankful for the attempt in trying something new in our district open houses are going on which is great they are continuing throughout this week I mean tomorrow was laiona elementary school so thanks to all the parents and all the teachers and staff are getting our schools ready to show off the great stuff going on and just we had a music concert for elementary students which is our fourth and fifth graders are able to go to the Frog and see about our secondary element uh music offerings um that they can look forward to in middle school and high school and I'm going to give a shout out to 2 Culver City High teams uh that we had a team of uh young men at our national um uh uh Texas relays it's called only by invitation and they won first place Nationwide in the 4 by 400 track relay and this is this is a little bit old news but I think we weren't able to talk about it at a board meeting quite yet but our awesome girls varsity basketball team did really great this season semi-finals for the sun Southern section and second round in the state competition so congratulations to all those um sorts of events that have been happening um uh lastly for me is um we've been hearing about some of our budget austerity measures that have been enacted in the district I really want to thank parents Community teachers and staff there's been some definite absolute changes that we've had to enact in order to um write our budget and to get in a more secure Financial setting um we are reviewing all spending we are closing open purchase orders uh we have canceled conference attendance we have uh closing all overtime and extra Duty sorts of assignments which can be a little painful absolutely but it is important that we take these measures in the last couple of months to save as much as we can um and then we did Miss hammy has mentioned we have reduced Subs where possible um and that's can be reviewed on the case by case basis in regards to coverage needs and respond responsibilities um and so I just put that out there I don't mean to add on an austerity measure note but uh I think it's important that the community know the actions that we're taking within the district to um continually work on our budget and to also thank the community and again teachers and staff and students for some of the changes they've seen in programs uh in these couple of months as we've had to um be very very cautious with our spending um so with that I promise you it would be relatively brief and thank you for your time tonight and um I and I'll save my living CCSD comments for 2 months to go so thank you all very much 7.5 student representative reports uh hello board members I'm rafu vice president at CCMS it's been about 2 weeks after we came back from Spring Break and it feels like we're all the kids are actually getting back to school more mode and the Thursday we came back from break ASP web and CMS music band performed and welcome the incoming fifth graders uh at the fifth grade Panther Palooza there was about 500 kids from each Elementary from cover City and they seem a little tense around big kids and in the big middle school but at the same time they sounded very excited and happy which made us happy and smile too State Testing just started yesterday ASB is planning to host common relaxing relaxing lunchtime activities to make the kids feel less tense and stressed from ASB we finished all the interviews for uh ASB applications for next year from what I saw there was many 6 seventh graders who sounded very strong and interested in ASB which made me feel hopeful and excited for how next year's ASB going to look like with these amazing kids even though I'm not going to be in middle school next year I know I'm going to miss CCMS ASB but that's all and thank you for listening hello Dr Lucas board members and community members my name is Benicio Mora and the student School Board member at Large first I just want to say that about a week ago the tennis baseball and other cchs teams were told they could not find a bus to drive to their games I heard that it had to do with the new austerity measures without a bus the tennis team was made to Forfeit their match and the baseball team had a carpool instead as the student School Board member at large representing students I understand Financial changes must be made with our situation but I encourage the board to understand the Athletics are part of a student's education and be protected as any other educational resource secondly I want to advocate for the renewal of Honor honors English in high school classes honors English was removed when I was a sophomore and I along with other students noticed a considerable considerable decrease in rigor I understand that this change was made under the claim that removing honors English would create equal opportunity for all students but I disagree without a rigorous English class and sophomore year entering AP English Language language made students disadvantaged compared to other high schools high school students for the AP exam having honors English in our high school will prepare students for college classes and and set them up for success thank you Mr long I appreciate your report and your support for rigger on a lighter note seniors are wrapping up most of our classes leading into finals as we prepare for our AP tests the deadline to commit is to a college is May 1st and I let it I know it can be nerve-wracking but I trust that all of us are made for greatness inclusive of whatever path we choose to take thank you for your time do we have our other student board member on Zoom yeah oh he's not here okay um well that concludes our student representative report 7.6 public comment for members of the audience items on the agenda this is a time when members of the audience May address the board on matters listed on the agenda those persons wishing to speak should complete the speakers card and submit it to the superintendent executive assistant or if you're on Zoom that would be the time to raise your Zoom hand uh Mr Locke oh I see maybe he's counting how many cards we have in person um we have uh 27 in person uh in in person and um I came here to check 15 15 16 167 and uh 5 after the 52 52 jeez um all right I mean given I'm not a yeah 50 7 5 I want to point out I went to law school so how many 43 I would also ask um Mr Locke if like some of them are like for 1 specific item and maybe we can lump them like we can group them together I already have them thanks to wonderful staff who've assisted with this we have them organized based on uh agenda item yeah and so if we say I I'm making it up if we have like 20 on the resolution for pla like maybe like they they want to make some remarks together like I'm just making up I don't know if that's the case because I haven't seen it but 9.2 is the most numerous item um we have a number 43 comments I think that we would be fine taking everyone but of course we would just have to shorten that amount of time to speak I because really we usually take the in-person like we prior purchase in person and then the zoom folks will uh have to send send in comment right yeah well thank you um in the interest of the chair I think we're going to take all of the comments but I'm hoping that we may limit it to to amenity to get through it I mean 43 is a lot so we're going to call public comment now we're going to start the role for public comment for members who are in the audience at amenities and then we'll go to we'll go to zoom comments thank you thank you and as before we have 1 minute we'll have this on the screen you know we have a very dense group here of people who we want to make sure everyone gets heard uh with respect to the time that we have here so we appreciate you all uh cooperating with that and with that we open up with falicia Cordele oh yeah whoops uh I'm sorry I yeah uh those 2 Felicia you're actually further down the list I apologize apologize someone I I moved the wrong section so let's move here uh with Vivian meny yes hold on 1 moment let's make sure we get your timer here correct 60 60 please thank you okay go ahead hi my name is Vivian I'm here to speak on the honors English situation I took um College Prep both 9th and 10th grade I did know more work in these English classes that I did in my English classes in middle school I noticed that half the class was totally bored and could have been doing much higher level work and the other half the class was struggling to do on level work and the classes were so big that the teachers couldn't really help either of us I had I know students who were including myself who were scared to take AP Lang this year and I can totally confirm that I was not prepared I had to start everything from scratch and I know students who are planning on not taking an AP English course next year because they didn't feel prepared with the English course this year I don't understand why other students in the area in Los Angeles are able to have these opportunity unities that I don't have it's unreasonable it's unfair and I really hope that future students like the middle schoolers and my brother when they get here are going to be able to take the rigorous courses that I didn't get to take so next uh will be uh Daryl meny David milky and then Felicia Cordell thank you for your patience on that uh and then Pedro freeola so I'm so proud of my daughter for coming to speak and I almost don't know what else to add except to say that uh not having the honors 9th and 10th is like a flashing red neon sign on the outside of the school district that says we don't care about Excellence that's how parents see it and that's why parents with means are leaving the district in droves that's why the Ada is going down because parents who can leave the district because it looks like we don't care because every other parent every other student pretty much in America has the option of advancing English classes and we don't College Prep English is a grade level middle class there's a decent class but it's not an advanced class it is not honors for all everybody in the classes knows this um and that's all we want a real English class look it will advance class here's the thing new swimming pools are expensive buses are expenses new science equipment is expensive but curriculum is basically free we can do this we can give this to our kids they deserve it thank you oh I'm sorry yes sleep at the wheel uh good evening Dave me I'm resident of Culver City been teaching in this District since 1979 currently teach at Culver City High School the first thing that jumps into my mind is uh oh tracking and I've been through a number of these debates throughout the years and the concern with ability grouping is that the non motivated kids suffer uh second I trust our teachers our departments meet and collaborate with each other collaborate with the administration as to how best to offer course offering to meet the needs of all of our students I know the more motivated students want to move along faster and I think the school and the district has responded with a huge number of advanced placement classes so I think those kids needs are being met my concern is the regular kid and the other thing I would say my classes I teach a Sociology class and a psychology class I have everyone from IEP student thank you Mr me I'm sorry sorry we know how to differentiate thank you and if we could just suggest when we call when we call you if you could get in if you can like get in line just in the interest of time so we could yes take the as as as fast as possible I believe it's Miss cord Felicia Cordell Pedro frigola and Garrett and an Annie Barton are the next ones thank you hi okay good evening my name is Felicia Cordell I've been an English teacher for over 15 years 12 here at cchs for the past 5 years we've been dealing with the same issue honors tracking get here we are again at this point I feel that the community members who still push for honors track fall into 3 categories I know that there are those of you in the community who have been unfortunately misinformed we have so much data to provide you the backs up our professional experience and research-based decision to end on our tracking we have given the board this information that leads me to the second group those in the community who are pushing honors tracking because they don't believe every student should have equal access to a quality education and AP Prep curriculum but this is a public school and that is the job of a public school to provide all students with equal access so if you are now informed and you believe every child should have equal access but you are still attacking the district for tracking then you fall in the last category we tell our children not to be bullies and if they see something to say something so I'm modeling that behavior I know know some of the adults in this group who are pushing for tracking sorry please don't let the bullies have the keys to the kingdom thank you Miss Corden okay go ahead Pedro hi I'm Pedro Fugal I'm a uh just a Culver City parent I'm not milky smooth ahead of a union but uh um if you have any questions about um what actually happened in the fox interview I was that parent so happy to answer any um I just want to that tonight I'm I'm hoping that the op presentation this upcoming I'm hoping it's going to answer a key question the College Prep English actually doing what is what it was intended to do if 2 nice presentation doesn't provide us measurable academic outcomes like for example uh per capita English AP pass rate then they're not being honest about what was lost and who's being left behind this community deserves a straight answer and I hope tonight you will demand it thanks thank you and Garrett hello I'm Anne Garrett I'm 81 and you blow Charis who started the IB program in Illinois and then all over the country he thought that all students should get good care he thought that if you don't provide gift to Children good care you're probably not providing good care to handicap kids you need to look at our children love them meet them where they are and give them what they need but if you stop the honors program I don't want my 5-year-old grandson to be in your programs I think you're not being care caring about the minds of children that might be a little bit different and that applies to handicapped people when I was in school many years ago I was taught by my teachers to read to learn from other people to learn how to deal with ideas and see if you believed in them and then how to become articulate with them and out of that I'll be throwing just thank you so much for your comment oh sorry time has expired I'm sorry Annie Barton and next while you're coming up the next 5 uh Dr from Alim forgive me if I can't read all this by the tarrio thank you um Kina Tamora Owen Lewis and Ryan Lewis go ahead my name is Annie Barton uh I'm currently a teacher at Culver City High School and I've taught AP English 11 for 12 years um we're seeing a lot of positive improvements and Rhett tracking these classes would be a disservice to our students as an AP English teacher I know what skills students need to do well in this class I have a vested interest in my students Readiness for college level work because it leads to more success for them and makes my job as their teacher easier if I believed that 9 and College Prep was not preparing students for AP then I would not support it but I am happy with the changes and the rest of my AP English colleagues are also our students are doing better on the AP exam since we made these changes on last year's exam the state Global scores for AP English Language tests remain consistent with previous years but our pass rate at cchs last year increased 10% from the previous year scores I'm also seeing better and more consistent preparation in in the classroom um parents Express concern 3 years ago time has expired thank you okay go ahead hi my name is Dr J bottaia and I'm the ELD instructional coordinator at cchs I currently teach ELD and a uh AP English 11 I was also an English 10 uh honors teacher for many years research shows that the tracking has the potential to reduce inequality educational opportunities based on social background with the harming overall student achievement due to the language barrier in a very social circumstances English Learners often feel stigmatized and afraid to speak out the tracking allows these students to share the same learning space with diverse groups of students giving them the still learning environment of having language models that heightened exposure to academic English through Socratic seminars group activities and class discussions these robust language exposures provide them with more opportunities and confidence to take AP classes in fact I've seen more Redd designated does take AP language over the years this signals the need for an even stronger commitment to supporting them instead of putting es into separate tracks support them by establishing a newcomer program at ccusd and protecting what little resource we have in ELD from budget cuts this will show our kids that they matter and are also deserving of the same opportunities as students who are male who are more well-resourced well-connected and privileged than them hello my name is Kina tamura and I currently teach English 9 College Prep I previously taught English 9 honors and English 9 regular a common misconception that I'd like to correct is that we never got rid of honors instead we combined our 2 classes and continued teaching the same honors curriculum to all of our students my current English 9 College Prep students are reading the same books that my honor students read they are having the same discussions that my honor students had and they are answering the same prompts that my honor students answered my current lesson plans are not identical to when I taught honors but that's only because I'm a better teacher today than I was 4 years ago I've created new challenges added more supports and differentiated my instruction to meet the needs of my classes every day your students are challenging themselves and they are growing you should be proud of them I know I am thank you oh and Lewis hi my name is on Lewis and I'm a current Junior at cchs I've been in this district for 11 years of my life and I've been in the classes at C CHS for 3 years most of the people who want to reinstate owners have never been inside these classes and their opinions should not affect what happens in these classes the curriculums for honors and regular English were the same prior to the removal there should not be a distinction for class if that class is no different the college prep class is the same difficulty as those now that is good um last year in my English 10 college prep class I read some of my favorite books and I was in a class that was inclusive and participated a lot now in an AP class I'm in a class that is very exclusive exclusive and where is rare where someone participates oh um many of the supporters of honors believe that regular classes have unmotivated students this isn't true if these parents looked inside regular classes and honors classes they would find that honors classes have students motivated by their grades not by the subject thank you yeah don't have a right to make decisions about school thank you all right the next 5 Katie papert Dana Herrera Silo Cal and Joanna shaman hi uh my name is Ryan Lewis I'm a parent of a current eighth grade uh CCMS student and 11th grade uh cchs student I'm also the spouse of an English teacher at the high school and I myself am a science teacher at an LAUSD 63 12 school um I just want to put it out there that um this whole push to put back honors is really weird this is not a decision by parents this is a School site decision teachers develop and deliver the curriculum they are trusted professionals they need to be trusted and those who don't like it um have a voice but they don't get to make a choice um the teachers have spoken they presented evidence real numbers real progress the group demanding change are simply just not listening they have an agenda that is for a few they do not care about your kids when I mentioned please stop talking my turn I do care okay if we can have order please sir if you can just address us at the board thank you you have no business sir I'm sorry sorry please excuse me I'll give you we can give you 5 more seconds I don't I don't need any more time I appreciate your time thank you please please listen to the teachers and the professionals they are giving you their evidence thank you thank you Katie go ahead thank you please in the audience um good evening my name is Katie papert I have been a high school English teacher for 20 years and 11 at um cchs I'm also the parent to a rising 12th grader and a rising ninth grader I'd like to share a little bit about my prayer perspective about D tracking English classes my oldest child is thriving in AP language now but English 10 which was a collab class was his favorite class for all of high school I cannot tell you how profoundly I want the same experience for my younger child as well I can also not tell how it shocks me to think that some other parent whose kid is not arising 9th or 10th grader who is not a teacher or an educator who is not in any of the classrooms at the school it shocks me to think that that is the person who is going to make decisions that impact my ninth grader I have always has been able to make choices about what is best for my children but I do not have the ability to choose for other people's kids that is the school's job at a public school it is the trained and experienced professionals who are in charge of choosing what is best for all students and the trained and experienced professionals presented 3 years ago and 3 years later they are right we have improved AP passing scores 10% Improvement so Neil Cal hello everybody as Neil kurry I'm a professor at UC Riverside in the school of education and this is kind of what I study uh I study tracking I know what the data says the data says 2 things very clearly number 1 track does not help on average I might help a few of the elite kids with privileged class but it does not help the majority and aggregate hurts secondly it segregates students by race and class we currently have a movement in this country led by Donald Trump to segregate and and uh young people and our communities this is part of that movement this will segregate students and look uh my kid would probably benefit just like your kids would from having honors uh on the margins because he's 1 of the top ones right uh but in the aggregate I don't support this uh because I'm not a segregationist uh I believe in keeping all kids together in grades 9 and 10 uh because I think that's what the teachers want I think that's what you also support and I have a real problem with those that think otherwise and I'm sorry for that bye thank you Atlanta my turn oh sorry you skipped me oh I'm here anyway know you're here I'm good go ahead go for it okay hold on hold on this makes me uncomfortable as a okay um good evening my name is Dana Herrera I've been teaching English for 16 years 8 of which have been sent spent at cchs I'm a reading specialist I'm the department chair I'm a parent I'm highly qualified to have this conversation and I am very very tired I am tired of this conversation I'm tired of people who have no educational experience or real knowledge of anything happening in our classroom spreading misinformation about the things they do not understand I want to go home right now but I can't teach a second I don't think it's appropriate for someone to have a false sign in okay everyone yeah it is please please please please thank you yeah yeah if we could pause the time that says find a very offensive that we would have someone do please everyone will have their time to speak if we can please let the current Speaker get through their comment I promise you'll speak next we are hearing all your comments a lot of comments were listening to them please let's Reserve our comments for when it's your time to speak thank you we can add 10 more thank you for 15 actually I appreciate it thank you um just let me know I want to start you just put it back to 1 of you maybe 20 minutes if you want I talk for a living I'm good at that thank you um I want to go home but I can't teach my 10th graders to be good humans through the color purple or my ninth graders to stand up against Injustice through Animal Farm without being here in front of you tonight this District loves to give his attention to the smallest loudest most privileged members of the community and I'm here to advocate for everyone else since we detract failure rates in ninth and tenth grade have lowered significantly we are looking at life-changing beautiful thank you to our Savior Dolly Parton lower numbers when our classes were tracked those regular classes had a high number of failures not because of a lack of ability on the part of students but rather because being told you are not honors is pretty demotivating and having a class full of kids who have been demotivated since middle school generate some pretty off Vibes to use the Gen Z phrase learning is a community activity now that our classes are filled with students who are academically ethnically economically diverse real Community is being built and everyone can seed because they feel like they belong No 1 is more special than everyone else everyone gets the time has expired thank you thank you so much thank you for contact okay Joanna name it and the next ones are s Stevenson Ross Pirro Candice Chang and Paige shaqiri Earth Day wearing green and I hope that teachers and superintendent and assistant superintendent and board members appreciate that parents have a vested interest in our schools and in our students and hopefully we have a role to speak I wasn't allowed to show slides today so I've presented you with a handout and um for the past 3 years um members of the communities have tried to speak out um about what we think is important which is offering an option for advanced class this is the ninth and tenth grade we have a petition that was just launched 2 months ago that already has 500 signatures and back in 2023 we also had a petition that was not listened to we did a survey that showed that many in the community feel that the class not serving their needs many Educators feel that more options not less options can serve students especially students from traditionally underrepresented groups thanks very much to the board um for putting this on the thank you thank you for your comment Sarah Stevenson outside of most of the school buildings in the Culver City Unified School district there is a big cement sign that says lifelong learning filling the future with options I am here today because I want you to fit to ask that you fill the future with options for Culver City High School students give them the option to take an open access advanced level English class in ninth and tenth grade create and allow open enrollment for any student that wants a challenge when my own kid took College Prep English what I saw was just a couple books that were assigned really pretty much no homework and no research papers I'm not an education professional but that doesn't seem like it prepares anyone for anything I believe in public school and I'm asking you to give the students a Culver City High the largest school in this District the the option to take advanced classes if they want a challenge thank you Ross Perot everybody uh I I I got upset earlier and I'm I'm sorry if my emotions got the most to me but best of me but what really got me was when I heard comments like who are you parents don't you don't know and and for me it's like look I I I have 1 job in the world it's to be a great dad to my kids okay and when my daughter comes home and tells me that all she does in her in her college prep class is play of the New York Times Crosser puzzle and she gets a 99.5 in the class anyway uh I I I have I have a I have a responsibility I have a duty to her and the rest of the community to come in here and say hey this isn't working and if you say and I I've heard people say that the honor curriculum is the same or the college prep curriculum is the same as the honors 1 and therefore nothing has changed well I would argue that the honors curriculum needs to be pushed forward and made more difficult because it's not hard enough so I would ask that you please please reinstate honors give choice to the kids give rigger back let her let her District or Keys have a choice to work hard and also let our district get a reputation of being rigorous and some of the people thank you Mr thank you thank you Candace Chang and Paige carry former actual Middle School teacher through Teach for America and I fully support the district's commitment to diversity Equity inclusion however I believe this decision to eliminate honors does not serve the needs of all students Equity does not mean treating everyone the same it means giving each student what they need to succeed my daughter she's in eighth grade she's a strong reader and writer who thrives on Challenge and this year her English class includes students ranging from third grade reading levels to college level and in group work she's often asked to help her peers with grammar and punctuation instead of being academically challenged herself and she's expressed for registration that they haven't analyzed a single novel In Depth all year something she loves and looks forward to in English unfortunately the teacher hasn't been able to move beyond the basics because the focus is entirely on bringing the bottom up true Equity lifts everyone it doesn't lower the ceiling and we wouldn't expect a beginner athlete to join VAR Varsity or ask a varsity player to spend every practice coaching beginners in sports we Group by ability to support each students uh each student is development so why not in academics I know that thank you thank you okay go ahead hi my name is Paige Carey I've been a teacher for 15 years and 11 years at Culver City High School I teach in the social science department currently I teach ethnic studies 9 and I am the founding teacher of our team 910 program which offers me a unique perspective on our English program as I get to see exactly what happens in those classes I am part of their canvas page I see what the students do I support them in 1941 James Kent wrote In His Master's thesis the segregation of Mexicans would be an advantage to both them and the white children the white children are slowed down in their educational progress because of the slowing down of the class as a whole in order to allow the Mexican people to progress at their own rate Kent wrote this 3 years before he testified in favor of school segregation in the Mendes versus Westminister court case that court case began the desegregation of our schools in this country board Brown versus Board eliminated it completely however loopholes exist things like tracking are what allow our segregation of racial of our students racially as a school district we Eddie Alvarez well it's not just good um Mr President board members Mr superintendent staff on behalf of executive secretary Mr Medrano my name is Eddie scoto Alvarez I'm a member of council representative of the Lac Building Trades uh we represent 106,000 construction workers here in Southern California but I like to say that we present all construction workers union and non-represented to make sure they had a a good pension good working conditions and good wages we stand before you today that you ask staff to negotiate a community Workforce agreement with us the LC trades uh Beyond building projects we build the best skilled and trained workers in America um and we give people a second chance at life sometimes uh through different Pathways of uh through construction uh working with our nonprofit the apprenticeship Readiness fund we give people a shot working construction that historically may have not had a chance to here's some quick stats for you I only have a minute so uh 1700 people about the last 5 years have been placed uh 21 people apprentices were women which and 21% well 3% is the national average in Los Angeles we're 21% um 90% of people of color thank you time is expired uh and thank you very much Mike Costigan Richard Burns Justin Walters Joe Sullivan good evening my name is Mike Costigan I'm a 33 year resident of the Lacs area third generation 38 you're a member of the ibw local level we are the Electrical Workers in Los Angeles on behalf of the Building Trades I strongly encourage Culver City School District to move forward with the negotiating a CWA with the Building Trades a CWA guarantees that future projects will be built in the Culver City area by local residents veterans and apprentices we currently have 1500 apprentices in 4 different classifications meaning that they are not just the Jack of all trades and master of none they are specified in their specific trade our Diversified Workforce is the best in the world bar none uh see we currently have 8% of the women in our Workforce and we our goal is to get 10% women in the next 3 years there's a reason other school districts in the la-ak area are in or or signing cwas with the Building Trades with uh I invite anyone here to come down and to our training facility in Commerce anytime thank you thank you Richard Burns good evening president vice president board my name is Richard Burns I'm a representative with the western states Regional Council of Carpenters I will be speaking on subject 13.15 resolution 35 the project Workforce agreement should uphold strong labor standards ensuring that the project Workforce agreements required skilled and trained Workforce that have completed a State Certified apprenticeship program and provide medical benefits and the opportunity for workers to retire with dignity through a pension Additionally the project Workforce agreement like this should create Pathways for local hire allowing workers to establish good paying long-term careers with without facing the financial burdens of long commutes and raising gas prices by prioritizing local hire workers will have best access to public transportation reducing congestion and promoting sensibility most importantly they will have the ability to live work and spend in the communities of their church thank you very much time has expired thank you very much thank you okay Justin Walters good evening my name is Justin Walters and I'm a member of Plumbers Local 78 on behalf of Plumbers Local 78 we strongly urge the Culver City Unified School District board and direct staff to move forward and negotiating in community Workforce agreement with the OC Building Trades because of the community Workforce agreement your future projects will be built by local residents veterans apprentices and other people who may need a second shot at life and who are starting their careers in the Building Trades our apprenticeship is currently training 500 apprentices and they need this on job experience uh the dirty members are the best skilled and trained Workforce in the country who have their rigorous apprenticeship who have passed their rigorous apprenticeship to get their journeyman card your future projects will be built the way they should be not just by the best skilled trained workers in the country but by the people who live in this community this agreement is a game-changer not just for our members but as well for the residential Culver City thank you thank you Joe Sullivan yes uh good evening board president uh board members superintendent staff my name is Joe Sullivan I'm speaking on behalf of ibw Local 11 in National electrical contractors Association of Greater Los Angeles and I want to express our strong support to negotiate this project Workforce agreement not only will this ensure the best possible construction um through a skilled and trained Workforce it will also create high World careers that pay family sustaining wages and benefits uh provide no cost Apprenticeship Training job placement career advancement opportunities we have uh 3 full-time Outreach coordinators 1 with women 1 with veterans and other that reaches out to the community at large we reach out to all make sure all parts of the community are represented this agreement will make sure these projects are built right while providing local economic opportunities that uplift the community thank you thank you Eileen Pinger hi friends my name is Eileen pottinger I'm here to comment on item 13.4 I'm a teacher and parent here at CCSD and I've been chair of the fargate facilities needs committee I'd like to say a few words about my experiences the experiment The Experience felt very inclusive to me during meetings we were all encouraged to share our thoughts which which helped quel misunderstandings and clarify needs and concerns the process was also very challenging on 1 concerned to shout out to the Farragut people is that the they're going to be designations for classrooms in the plan that are inconsistent with our needs and that's changeable but I wanted to point that out um another concern I have is the lack of straight IC Direction regarding enrollment which has made planning confusing though we remind ourselves to focus on years into the future instead of next year it's hard to ignore the difficulties of the near future especially without much understanding about how those difficulties will be resolved um as time is pass um I'm especially confused about the expansion of OCD indicated in these plans um ultimately I have confidence in Miss rajiv's to steer us correctly I hope other administrators will clarify the Strategic future direction for enrollment including that of OCD thank you so for your combat time is expired okay uh we now move to the online list thank You Tristan for providing me with the cut off list uh we will start with Dave Everett Dave you can unmute yourself now thank you uh as I was mentioning earlier the the pla when it was uh uh voted on by the public there was no uh I'm sorry the uh the the district's Bond there was no mention of the pla in the campaign material and I feel like you're deceiving voters with that uh you're also changing the kind of the typical name of the agreement typically as well uh these agreements cost uh 15 to 30% more on your construction cost because you get reduced bidders and you get uh less people uh best competition for the uh for the projects so like Gavin Newsome's Department of toxic substance just did a review of PLA and they said it could be as much as 30% more City of Pomona their staff said the same thing that's 53 million you're wasting or up to 100 7 million if you're going with the 30% figure don't waste all this money you have all these austerity measures you're laying off all these teachers and administrators and programs quit wasting money over there quit being dishonest with the voters and the public uh districts over her past plas are laying off staff Santa Ana San Diego LAUSD and so many more thank you please let everybody been on these projects and you'll get 4 buildings I mean 5 for the price expired sir thank you okay uh so let me run down the rest of the folks on this list so they'll be ready uh Melissa Sanders Tamara Dr uh Dura Johnson Amy Kim or the and Ashley Matias our next Melissa Sanders you are up I'm going to start off with the poos um I know we're supposed to be saving money so I do not understand why there are a lot of money being spent on OCD field trips for the summer and I'm assuming that is before any bus costs are put into place so we might want to rethink that I'd like to know why there's another forty thousand dollars for a wait room that is still being spent money from our district on a weight room that you were given money to build stop it um there's also 44,000 for a bus where's the bus we keep fixing a bus and it never works I don't understand that and I'd like to know why there is 2500 in payroll envelope for the love of God get online um you guys need to start thinking about closing an elementary school merging some and then just redoing that elementary school we need to make this District better not worse and that is the direct ction you're flowing I'm really upset thank you okay uh next is uh Tamara Jerica Johnson uh hi item 9.2 the a dissolution of the honors English class has been referred to as the canary in the coal mine when it comes to issues being brought up in ccusd and as a fellow English language professional I love a good metaphor uh in November of 2021 there was a town hall held by the English teachers uh that announced the new courses and since then there was quite the um reaction from the community with petitions Community funded Town Halls yard sales yard signs Flyers uh comments at meetings like this in the development of um organically um made oversight committee or groups rather and I think the misunderstanding is that people are asking for tracking they're asking for an opt-in CL they want more options for the students and we've been promised data from the school district for years I think they're also looking for full raw data that has been going on on uh for years so thank you so much thank you time has expired okay uh Amy Kim you can unmute now hi can you hear me yes my name is Amy Kim I'm a parent volunteer on the mejri committee at fargate I want to make a comment on agenda item 13.4 first I want to start off by thanking Miss Sansa because the district chose to lump OCD preschool on fargate as 1 site there were many challenges she was quite diplomatic and helped us have construction constructive conversations second I want to voice that as someone who served on this committee and volunteered tens of hours I am disappointed that these analyze plans are being presented to the school board today before having a discussion with the volunteer committee I understand that there are strict timelines dedicated Department of General Services where the bond money comes from that you must follow but a heads up to the people who volunteered their time would have been greatly appreciated appreciated I hope that when the discussion starts you will clarify when Phase 1 and Phase 2 starts and ends I'm assuming Phase 2 starts when the future bond is passed but I'm I could be wrong so I really will encourage you all to have better communication with the parent volunteers thank you thank you Ashley Mathias can you hear me yes thank you I wanted to respond to all of the uh comments about tracking and wanted to clarify that the parents that are asking for honors classes to be restored do not want tracking tracking refers to student students that are placed into a class placed by a counselor placed by a teacher or placed by a test the previous English honors class at the high school was an option anybody can roll it was called open and enrollment because anybody could choose to take the English honors class anyone at all there was no tracking involved so I'd like all of the comments about tracking and segregation to not be considered in the board's decisions tonight because says the parents do not want tracking we just want an open enrollment English class also want English honors class I also want to point out that this is an inflection point um at Culver City Unified School District right now we need to make the right decision to keep parents in our district the 885 thank you okay uh the next uh folks are um Blakey Blakey robus um bronwin Jamrock Kathy graso and um yeah go ahead I think you forgot Audrey know Audrey Yang should be next on the list thank you Audrey go ahead you can unmute there you are Audrey your your uh your audio does not seem to be working we will uh check back in with you likely go ahead can you hear me yes hi good evening I'm an alumni I took honors English in 3 different school districts I've worked in classroom I'm a mother of 4 children who all do not learn the same I'm advocating for all students it's not about an option but options there are many contributing factors that impact us to me it's simple and to others it's complicated complicated because of class size who is taking classes passed between the expectations outcomes wire specific students taking the honors wire specific cities taking the classes why are they not taking classes the options are available to me when I was a student it was life-changing the reason I say this is so important because so many children do not have parents or parents that are not involved to the degree they should be or do not understand their children's potential or even know about the programs that the children can be involved in having staff for teachers recognized and identify the students who meet the criteria for Honor classes is the first step reaching out to students and their families to see about attending honors class will impact their family or impact their family Dynamic is critical thank you time has expired uh we'll try 1 more time with Audrey you want to see if uh Audrey uh audio will work fear are you there okay um moving on to uh bronwin Jamrock hi can you hear me yes hi I'm bronin Jamrock and I served on both the measure e Campaign Committee and the Culver City Middle School design plan committee I'm speaking on on Item 99 although measure e was never going to be enough to accommodate all of our students needs I am saddened that the president to design includes no improvements to the Arts facilities at either CCMS or cchs I wanted to be clear that our current Arts classrooms are not serving our students at the middle school the music students are at capacity that number is growing there is not adequate storage to accommodate instrument music and stands the floor to ceiling lockers do not appear to be strapped to the wall in case of earthquakes walls are cracked there's no reliable internet there's no intercom the door swell shut in the Heat and don't open from the outside the room flooded in the past year resulting in moldy carpet the high School the situation is also Dyer folks may not realize that there has never been a music facility built for Culver High students students are packed shoulder-to-shoulder in a former industrial facility not big enough to properly secure their instruments uniforms music librarian other equipment the room does not have proper through 6 changing facilities or even sufficient bathrooms where it's a 100 plus students the music room has flooded on multiple occasions resulting in moldy carpet functioning time has expired Kathy Grasso okay can you hear me yes thank you I am actually speaking on behalf of Dr Carlos Valverde tonight uh Carlos Valverde was a teacher for is it 2018 teacher Calvary City High School and a lifelong member of this community I'd like to remind everyone of the achievement Gap in education that impacts different groups of students often defined by race ethnicity socioeconomic status and disability for as long as I've been an educator figuring out how to close this Gap has plagued us especially figuring out how to close it for children of color in 2011 I worked with students focus groups and found that peer influence and School culture where 2 major factors in helping motivate academic success I'm going to run out of time he has more to say but what he wants to say is that going back to removing College Prep English as a step backwards for students of color and he asked the board to talk to the people who are closest to this issue thank you for your time thank you uh Courtney Skyrim Courtney are you there okay thank you uh uh okay the next uh the next group uh tipa Mash Em sorry maca um Gina tanasas Greta Larson what yes yeah she spoke already tipa you're up great thank you I'm speaking on item 9.2 um so unlike the other information items on the agenda at services and include any slides or any supporting materials for the public to review in advance so without this it's impossible for me to provide a meaningful comment when I have no idea what new data was to be presented I think this lack of transparency arose trust and it is probably why many parents have quietly left Culver City um in case my general comment is that if I'm not a student I will just press 1 to the first young lady who spoke I believe her name was Miss Vivian and to the student board member um and they're actually the ones taking the classes in question and and I value their input I think overall we should expand academic opportunities for the kids so that they can explore interests and shape their own paths forward thank you so much thank you Gina Gina tanasas unmute can you hear me yes we can thank you I I just want to say thank you uh for during the community and adding English courses study to the agenda I'm sorry I don't remember the topic number um I'm disappointed by the vitriol directed at parents tonight our job is to advocate for our children we are not the enemy restoring honors English restores choice for any student who wants to take on the challenge there are now a large number of students trying their best in AP language without the foundation that honors English would have provided I'm also hearing that it's the same exact of course so I don't understand why we don't just call it honors English why change the name and then finally I would encourage Any teacher who has been afraid to speak up voicing their support for honors English to be reminded that you cannot be Rhett iate it against for speaking up in the workplace thank you thank you uh Greta Larson uh Jessica uh a Jessica Stevens BINA and Christine Capel Greta hi this is actually Brooke Larson I am uh we share a computer okay sorry go ahead thanks in English 9 and 10 the experience I've heard from multiple students is 1 of disruptions vaping behind the teachers back into teacher who was less available to Earnest Learners Learners who had once been enthusiastic about language and literature become more apathetic What If instead of eliminating honors we introduced additional English courses to appeal to multiple interests of course is like sports and literature film and literature satire and protest literature women in literature African-American literature 1 and 2 a diverse District of our size and budget I consulted had 30 courses offering um course offerings in their English catalog inequity and honors English was likely the result of unconscious and systemic biases but the research is clear that these biases can be overcome with effort um it's ambitious uh we can be ambitious on this issue rather than defeatist on this issue we can offer honors and um I see I'm out of time offer honors and do it in a way that results in representation of Rachel and economic thank you thank you thank you very much time has expired okay uh Jessica Stevens BINA uh good evening can you hear me yes hi my name is Jessica Steven Spina I'm speaking on item 9.2 um I'm a first generation professional my mom did not complete high school and my father stopped College when he became a parent at 20 I've lost an uncle to suicide and Aunt to murder and a nephew to fentanyl it would be easy to look at my family and think I needed a scaffolding to succeed academically but in fact I need to challenge and classes like honors English helped me develop the voice that eventually led me to law school and made me an advocate they helped me learn excuse me they helped me learn to think critically to make connections across cultures and to place my family's experience in context I deeply respect teachers but Open Access opt-in is not tracking I want children from all backgrounds to have the same experience in our schools that I had growing up and the same opportunities thank you thank you Christine Capel go ahead good evening board and community members my name is Christine Capel I'm a parent with 2 children and ccusd in elementary and the middle school and I'm commenting on 9.2 um I was a parent during coid I saw how hard our teachers worked for the benefit of our students and I urge this board and this community to support what our English teachers and Department are suggesting and came tonight and spoke passionately about they are the professionals they are the ones who are in the classroom teaching our students what they believe is best they have the data I urge this board to share it with the community so we all have the information as to how the program and the curriculum that they believe is best for our students is actually working rather than relying on those who do not have the expertise we need to listen to our teachers and support them the fact that they came here tonight past 8:00 p.m. after teaching our students all day is commendable and I urge people to listen to them and support them thank you very much thank you uh Sarah peruse yes good evening board members and superintendent um firstly I would like to thank Dr Lucas for his service at CC USD every interaction I have had with you Dr Lucas has been a positive 1 my child isn't drawn to sports or the Arts but her question lies in reading and writing she feels notebooks with stories and creates her own books this is where she finds joy and purpose there should be options for all students who thrive on academic challenge at different levels if open access options doesn't work why not remove the extra options for sports music and that arts in the district as well it would be devastating if the lack of these class options became a reason students leave the district creating options where all students can flourish that is what real Dei looks like thank you for your time and consideration thank you um that concludes the list I did have a a inquiry of whether Carolyn Dr Carolyn leuser was on the list or not no okay thank you very much um I I appreciate that and similarly uh Eric Ruden as well no okay specific email yes please we encourage everyone to send in your comments as well to us via email as well um uh and you know it's a very long list so we uh we apologize and we want to make sure every voice is heard thank you thank you so much Mr lachman thanks public for those comments um 7.7 members of the board colleagues you know the order member Carlson member lachman member Guerrero vice president Laro and then myself quarter fights please start great um happy birthday everybody um it's nice to be back after after several weeks away hope everybody had a nice Spring Break um I'm going to try to keep my comments short since we have so much going on tonight as you can see I just wanted to share just a few updates first thing um of course I will also probably say a lot more later meeting but I just wanted to let everybody know I was very sad to hear of Dr Lucas will be leaving us this summer um though I'm very happy for him and I feel really fortunate that I was able to begin my tenure on this board with him leading the district it's been a wonderful experience um the weekend before last I had my fifth listing session of the year that was at the baked bar near Laona this is great connecting with community members as usual we had some great conversations uh 1 of the nice things about these is that often community members who've never met each other before Come Away having made connections with each other too it's it's really cool thing to see uh the next 1 that I'm having will Monday May 12th from 4:30 to 6:30 at the Starbucks on Overland and Jefferson please join me there if you have anything you'd like to talk about um some other things have been up to stop by the Henry kunisawa Garden at cchs to check out the peach blossoms that were in in bloom thank you to Mr Tano for giving us a heads up about it uh not a whole lot of people in the district know but the kunisawa family uh once owned the land on which cchs is built and their story is shared on a sign displayed in the garden uh fun fact I share a birthday with Mr Kuna um last week I also attended the jazz hands for autism concert put on by the Culver City Council PTA inclusion committee um with my family and as you heard earlier this evening it's autism acceptance month I'm happy to affirm that members of our community who have autism are valued Google and loved and last Friday I had the opportunity to tour Middle School and High School classrooms as part of a visit organized by the district for the Los Angeles County Department of arts and culture uh my group visited classes of Photography musical theater music tech film and game design which has the coolest classroom I have ever seen including a lot of vintage video games you have to check that out sometime too the Arts and CC USD are thriving it's wonderful to see all the various opportunities our students have to choose from on Saturday I stopped by earthfest at elrond con with my son where he made some home paper and a toilet Roll Animal courtesy of the cchs endangered species Club that's kind of a cool thing that we have going on there uh the event was really well attended and it looked like the kids were having lots of fun coming up before our next regular meeting we have the Culver City education foundation's Taste of Culver City event on May 4th um as you have heard throughout the last several meetings we've been kind of beating this drum our budget is still in real Dire Straits but 1 thing you can do is contribute to help Shoring up our Education Foundation uh our foundation is pretty modest compared to districts we'd like to emulate there are a tickets left last I checked at least um but if you missed the boat or you can't make it you can still make a financial contribution and or offer or bid on a silent auction item they're looking for things like gift cards days of vacation properties Professional Services Sports tickets special experiences Etc um you can still feel free to reach out to me if you need to be put in touch with the Google form to offer something um and thanks and may the fork be with you and that's uh a lovely little social media campaign they have going on and then just finally uh Happy playoff hockey season and go Kings go thanks so uh I I too will be restarting um some of my listening sessions will send out emails to make sure people know with the holidays uh it you want to make sure I was respecting people's uh both spring break and people's holiday time um speaking of which I had the chance to sit down with the leadership of the mosque uh uh where uh to discuss uh amongst other things um uh uh islamophobia awareness training uh and I want to thank the leadership for working with us to identify uh people uh who can uh help us with that as we've managed to do with anti-Semitism awareness training uh which we just began as well it's important all of our communities um are understood feel safe uh I am very appreciative of having the Arab uh American Heritage Month resolution in here for that reason uh also um I I had the chance excuse me to uh attend the Exchange Club uh fundraiser uh uh uh get the uh get Funk out uh I am allowed to say that on stage yes um uh uh which helped raise money for the backpack for kids program uh and attended the LA bubble tea um uh fundraiser as well for APA uh whatever we can do to show support for our communities is going to be important every will definitely count uh and and make a difference uh also had the chance to attend jazz hands for autism as a parent of a child who recently tested on the Spectrum uh we found a wonderful Community here who have been there for us and share The Experience uh going forward uh and um uh contrary to what some people have been saying no autism does not ruin families um uh you know it has its pluses it has its minuses but it's Journey that all of us all of what we each of us has and us as a journey for all of us and uh that should be respected uh I also uh want to thank um uh Dr Lucas and those who enter the Arts uh showcase uh for those of you who may know I was used to be the consultant for the joint committee on the arts for the state legislature and I guarantee you people will get sick of me reminding people of this but it's 1 of the things that Drew Drew us to this district and I think we as a district can learn so much from what the Arts Community has done to show support the entrepreneurship the way of trying to find ways to draw in funds which is something that we have to do as a Next Step here is you know we're dealing with with declining funds there's always a chance with the Department of Education and there was a proposal last time to cut um to to cut idea and Title 1 spending by as much as 80% another 2.5 million would be catastrophic for us we need to find ways of of raising money as well as dealing with the cutbacks that we have speaking of which I do want to thank many of you who reached out and asked questions that when you hear something you asked us what was going on uh we don't know everything we work with and we don't speak for the entire board um but we understand there will be rumors out there uh we even heard rumors at 1 point that El Marino was going to get 6 TK classes um but this is fine you know they're going to be things you're hearing out there ask us that's why we're all here as a as a resource to represent you in the community and make sure that we can assist in terms of making connections to uh to get your questions answered so thank you for asking uh with that and finally um uh I I we're gonna have lots of great things to say about Dr Lucas before he gets the chance to uh before he leaves us but I I again just want to let him know how much we've all appreciate created your stable hand your communication uh and bringing people together we've had uh you know a rough couple of years um uh as a community and you've really helped bring people together your vision your team building um and bringing everyone together even during these tough times so thank you again for your what you've done with us in the community and bringing people together and uh we still feel The Best Is Yet To Come for this District thank you good evening everyone uh wanted to wish everybody a happy autism uh acceptance month despite what our secretary of Health and Human Services says folks with uh autism are valuable members of our families and our communities um and and this month and every month is a good time to think about that happy Arab uh heritage month it's also Armenian Heritage Month uh I believe um overall just want to say how much I appreciate uh the work that I've seen at all the open houses that I've been to over the last couple of weeks um and and plan on going to it's fantastic to see what the teachers have done with their classrooms um and the the environment they've created for the students and the interaction between the the parents and the students at the open houses and I look forward to the rest of those um and they just want to say you know we're we're at Spring it's the end of the year Sprint for a lot of folks there's a lot of end the year activities it's you know it's still April but but that ball has started rolling quickly downhill uh as was mentioned by 1 of our student board members spring testing has begun um and so good luck with that uh thank you to all the teachers who've gotten folks ready for this um testing is important we want to see where folks are at it's not everything um and so kind of ramped down the stress a little bit kind of thing it doesn't Define who you are it's just it's just a snapshot of where we're at and it's useful um but it's not it's not everything so thank you everybody good evening um happy National volunteer month uh I am saving my comments for Dr Lucas later but um in the few days since the um the news it's so heartwarming to hear how much he will be missed how much you have touched folks and the positivity around the district's 2023 search process that resulted in his short and sweet tenure here so um I'd like to thank the community and I I encourage the community to um to to send their gratitude uh uh for your the last couple months here um I also want to uh recognize uh and be thankful for our alenda event this morning I especially to Mayor Dan O'Brien who's really the driving force hide the Inception of this event and in and he then worked with uh Jim Shannon and his colleagues on the city council to shoulder 100% of the cost there are definitely grows and glows like there are things that we learned from it and I think that um there are things that um uh we could be do so much better to to prepare um and so I um am thankful for the the the feedback uh because there are it's it's not all bad and it's not all and it and it wasn't a 100% either but like it was a phenomenal thing to witness um kids not not being afraid of car traffic on a but there are things that um that also uh impact uh us having that 1 Time Event and uh before we uh consider an some kind of thing in the future I would think that that we would make sure that we improve upon uh by using our lessons learned um I also want to thank uh building upon uh board member Carlson's uh comments about uh the uh LA County Department of arts and culture showcase on Friday it is such a privilege and an honor to host um such an event uh and to be highlighted I want to thank Heather Moses for uh spearheading the uh the tours and also so to everyone who partners with us on our strategic Arts plan inside and outside of our community thank you so much you can go visit ccusd arts.com um to to see some of the items that were showcased um and our um programs that order showcase I also want to say congratulations in order for uh Culver City High School girls lacrosse team who will be honored at the Angels game on Thursday for their CIF Southern uh section re uh Rec Nishan for their highest team GPA um thanks Ross um I do also want to mention um I had I have heard not just tonight um rumors about how people think that uh you know we should close in elementary school because uh that will help us with our fiscal uh fiscal uncertainty and all of our elementary schools are very well enrolled right now and later on we're going to hear a demographic report about future you know birth rates Mobility but we are serving our neighborhoods right now by providing neighborhood schools to each 1 of our um each 1 of our our uh students and to just say that we should clo without having any school at half enrollment or less to say that we should uh entertain closing a school right now that is just leading to thinking about bias about how we should be in um how we should be serving our students in different parts of our in different parts of our city and in different parts of our neighborhood so I'm going to say it right now hands off our schools like we should not be thinking about such a thing when we are so well enrolled while but we can increase attendance and we can increase Revenue um before we we've looked at that hands off I want to say um I I want to invite the the community to uh uh board me member Guerrero and I will be holding another bites with board members this uh May 5th at 7 pm and May 10th at 10:00 a.m. that's a Monday and a Saturday uh this time it would not only just be about uh committees and councils uh so that you will find out a little bit more about why these uh these uh these folks are these volunteers are so important to the uh every every day operation of our district um but also about budgets and so we hope that we can help provide some answers to your most pressing questions about budgets and committees and councils and you can sign up at tinyurl.com bites 2025 and lastly um Andrew and I Mr lachman and I are part of the ESC District standards committee a district standards uh District standards committee and the ESC the environmental sustainability committee and I'd like to invite um Roman up here to I want to up here to just uh talk about some of the uh requests uh that he had through ESC come on up to the to the podium and um as a part of both committees as well thank you Murman thank you hello uh my name is Roman Chu I'm a member of the ccusd district standards committee and the environmental sustainability committee the ESC that provides uh input for design guidelines uh products and materials prepared by the architectural consultants for imp implementation in the school sites first of all I'd really love to thank Dr Lucas board members the radio and lockman on the committee as well and of course uh to retrieve for helping guide us through the whole process with consultant staff and teachers um so as the Consultants produce their final draft for the district standards document the district standards committee has several recommendations before it's uh full brought to the District board um we think the document reflects a lot of the great um input from the teachers and staff uh and on best practices in design for classrooms and outdoor spaces and just have a few uh items that can really strengthen uh uh ideas on sustainability um their General ideas for recommendation there should be really included as soon as possible so that these can be implemented at all the school sites um for using to be able to use these District whites standards um kind of the main points would be the a cusd mission statement for standards and sustainability um the actual implementation and how that works uh comprehensive design through the hole through the hole from the design standards all the way down to the sites uh site locations and then metrics and stewardship how do we quantify this how do we make sure that we're on the right track so initially the CCSD statement we would really want to ask that um emission meant that highlights both all the health and safety and also the sustainability standards for the district and how they're going to be Implement implemented into the document and how uh so that they can be used as a basis for design guidelines through throughout all the sites these standards can be implemented again on the site level for evaluation of materials and any questions and also any design decisions that are made on at the site um on the implementation uh first we want to look at the board's Green New Deal resolution as an initial guide in these decision-making of all uh products of all design elements of materials so really looking back and and looking at at this document for the future uh develop velopment um and second is possibly using the lead gold standard as a guideline for achieving goals and priorities in the districts a lot of these lead gold elements are highlighted um as great sustainability kind of check mark Works uh to really uh put for a great a great product and a great school schools and campuses um again all the 4 third 1 comprehensive campus design um so sustainability standards should be comprehensive and and Beyond just the learning spaces uh to cover the campus to cover campus design including Landscaping playgrounds parking and campus access and what this kind of looks like is that how does water treatment used uh around all the sites uh how is a possibly of 0% untreated Asphalt in the play areas as being used as a guideline for all our school sites itself um how do we implementing solar and how does that a guideline for as the site to develop how can we use uh renewable Global energy in there as well um and 1 of his also for parking can we use bios Wheels per mil of pavers shade uh element trees to really develop that and also parking all not just within the site itself and interior spaces and uh learning spaces but also as a campus-wide standards designed uh standard so and then the final Pro uh element is a metrics and stewardship um so the selection of materials for each site uh driving down from the the district standards themselves um using products and materials that are in all construction and in prioritize the use of carbon uh reducing recycled or reusable options as are part of of competitive bidding process uh of view and design and how can we use these items that are both highlighted in the green New Deal and a lead lead gold standard to really bring forth uh a sustainable campus sustainable District um the second is um how uh standards construction should uh these processes should realize efficiency gains in water energy and carbon use uh over the current facility and practices so how much more are we doing um is it 10% or being efficient in these areas 10% 20% 30% how much more shade are we providing how much more permeable Paving how much of the materials are we saving uh in reusables um and also the last 1 would be how can we highlight these great projects um as they are implemented um as stewards of sustainability within the school within stewards within the region and how we can do that now as a design standard and that will implemented in the next uh all the projects coming forward thank you very much thank you yeah thank you so much colleagues um I'll be going to be very brave because we have a lot of business to do tonight um and I 2 will join my colleagues in in in saving my comments for Dr Lucas um for his formal departure but I do want the comment on the search that is very much present and although we still have time uh with Dr Lucas the search is starting very soon um and so I'm really confident in um in this board and and this moving with transparency and moving um with a sense of urgency I think Mr long talked about it earlier I'm about it being hiring season so it's really important right now that we get this started as soon as possible um we talked about it in the email that I know not not everyone always reads the emails um we are having having a special board meeting this Thursday at 5:00 p.m. to talk about um looking at a search firm and what that's going to look like I know that this board is really committed to making sure that we do a very thorough search a very transparent search and so to Mr Long's Point earlier about making sure that we include labor is much possible I think this board is very committed in making sure that we are including all of our community groups as much as possible because this really is a co-governance structure and a team and it's really important that we listen to our parents our staff our teachers our administrators and the Board of Education we all come together to make sure that we pick a superintendent who's going to help us move forward and so I look forward to if those are interested and see where Senate starts seeing you all on Thursday at 5 p-m and I look forward to us as a collective and our whatever consultant we do pick um engaging with you all um very very very detailed and in a very transparent way I think we hope to have a pretty firm timeline Friday fingers crossed um if if there's day goes well and so we hope to get that out to you all very very soon um we've been up here for a while everything going to recess uh 10 minutes it's 903 if we can reconvene at 9:13 p.m. that would be great thanks recording stopped all right everybody it's actually it's actually my first time using the Gaba uh but we have a lot on the agenda so I do have to even Force the gap please everyone if we could end our discussion the colleagues can come uh back to the Das so we can start Mr lachman yeah um all right we are going to start with our information items 9.2 English course study I don't know Dr you presenting on that okay yes thank you I'll just give of the room a moment oh thank you the slides are up thank you members of the board board President we are looking at the English courses study tonight we've heard a lot of public comments on this topic and so I'll go through and and as we advance to the next slide share a bit of the history of the English course study as this was 1 of my first district meetings as I started in July of 2021 at the end of July actually and there was terms of the history there was a parent informational meeting and then a March of 2022 Board of Education presentation to share the research and the options for the 2223 school year for the English course of study College English then subsequently began in the 2223 school year and in the in the outline in the detail of the goals was to realize full implementation 3 years out which is where we are today and then in terms of the rationale and the goals set forth by those who presented was to increase AP course enrollment to reflect our diverse student population and the interesting part of this work was it was 8 years years prior in terms of research and planning that was developed so in continuing on to the next slide with the facts and the history the implementation and support that has been outlined for this College Prep course of study has been smaller class sizes for the past 3 years so 9th grade has a cap at 28 and 10th grade has a cap at 30 and our cap normally is 35 at the high school features meet in PLC conversations which is their professional Learning Community they'd have common planning common scoring against common rubrics and they planned for differentiation in different prompts during this time in calibrate their instruction across their grade levels they use the Schaefer model of writing which is a very common Secondary High School model of writing to help support and scaffold writing instruction for students they also do writer's Workshop in different ways of making sure that students have peer editing and feedback there's also a mechanism for peer tutoring before and after school at a little similar to the Chiron model but yet a little different whereas older students or students who um are advanced in in in the grades can help and assist with with writing there's also cplex which is a really exciting and unique model at secondary where that Wednesday carve out of 45 minutes to address student needs and students can go to different types of tutorials or receive different support and what they might need for for English or other subject areas this is just because we're talking about English tonight we're talking about that as an option we also have online paper tutoring 24/7 students can submit essays and receive feedback now there's lots of other different tools that we can use but excuse me this was 1 that we uh put forth through the a through G Grant and if we go to the next slide just to capture some of the anecdotal and actual quantitative data that the that we've been compiling over the years ninth grade has seen a 15% decrease in the dnf list we track grades regularly 10th grade has seen a 22 2% decrease in the dnf list there is increased student talk in the classrooms and this is um The English Department was very generous in sharing information uh with with us as we've been gathering this research and sharing what their in their classrooms and we'll go specifically into some more data and then upcoming slides but there's an increased number of AP classes and tests taken over time and there's ongoing classroom differentiation so if we look at the next slide with real specific data I in 1819 there were 1,436 students enrolled in AP courses please note that the students could be enrolled in more than 1 course so this could be a multiple count of a student it's just actually buy course so if you go across all through the years to today because we've added courses as the Board of Education knows we've added AP courses over time based on student need interest and um and making sure that we are offering the best most rigorous course of study for students so in 2425 this current school year we have 2132 uh students taking an AP course so it could be the same kid again multiple times but that's how many touches there are to an an AP enrollment AP enrollment has increased and there are also is an addition of of additional AP courses so if we go to the next slide wide because there have been a lot of questions about AP Lang enrollment so if you look at historically in 1819 we had 172 students overall enrolled in AP Lang today and it's changed a little bit over time especially you know with different offerings we had a little bit of a dip in 2324 and then and we'll go to the next part in just a moment I'll explain that a little bit but in 2425 and we pulled this data at the end of February we have 142 students enrolled in AP Lang so it's on the upward Trend again 1 of the things that's important to note is the first year of a of ethnic literature in 11th grade was offered in 2223 so we basically what it could mean is that some AP language enrollment may have moved over to ethnic literature just based on interest beginning in 2223 so just important to note that it's not a consistent a consistent variable there if we go to the next slide our next slide talks about and shows the story of AP tests taken total so 2425 we're not at that yet we will be soon after May 2nd we'll have more information there but in 1819 um this data was unavailable to go back that that far historically so we pulled and shared what we have and in 2324 this the last year there was 1,648 tests taken and that was over 8002 students we noted that because over time more students are taking AP tests and some students might have taken more multiple tests is an important data piece to note there this is also broken down by race ethnicity because that was a question over over time and the slide the next slide I really want to talk about a little bit more because it about how enrollment Trends kind of coincide with this so if you look at the AP class enrollment so the I did black and purple and I apologize for anybody who might have a you know issues with the color because it they don't really stand out very well maybe for some so the top line is the number enrolled in AP classes and the bottom line is the total School enrollment so it's a pretty easy easy pattern to see if you know that is the um way that the slide is laid out so if you look for the number enrolled in the AP classes it's again a student could be enrolled in more than 1 course so they could count multiple times now I we skipped 1920 here in 2021 just because of the co dip and so just to kind of paint a a fuller story The Last the year before Co and then we kind of moved to where things started to return in in 1819 we had 1436 um classes that were enrolled a student took an an AP course again it could be multiple multiple classes taken by 1 student and if you fast forward to 24/25 we have 2132 I'm sorry 2 yeah 2132 those numbers are getting smaller right now um that that is where we are now with number enrolled in AP courses and then the total School enrollment if you look at that bottom number because remember that's the purple is 230 in 1819 and all the way across we've had some a little a little bit of declining enrollment and so if you look at 2425 we're at 2 57 students and then if you look at this student group Hispanic you can see that across and over time or how many students are enrolled in the courses and then below is the total student group size so in 2425 we're we are down um about 40 we're down about 48 students from the prior year that identify or note that there are Hispanic latinx so just to note those student enrollment Trends is really important in significant if we talk about um different student groups in the AP classes so if you look at the purple which also parallels the purple which is the bottom line in all of the slides and the numbers the overall student group enrollment has changed over time that that's pretty clear as you go across horizontal and students can be counted multiple times in the number enrolled in AP classes now if we advance to the next slide the next slide are our current options in English in the English course catalog so these have all been certified in the in the doorway these are all classes that are currently on our college profile they may not be offered this year but they are at our fingertips to use so in ninth grade we have College press 9 we have English 9 and English 9 honors although it's not offered this year 10th grade we have College Prep 10 English 10 English 10 honors and we have AP seminar which could be which could count as an AP um and in English course in 10th Grade and that also could count as an additional point the additional point for UC counts in 10th Grade not in ninth just an important to note and then our next slide is now that we've laid about the facts and the story is just an opportunity for for the board to discuss this information item do you have anything you okay I just we are looking for um your thoughts and comments on this on this item obviously that's a public comments tonight uh looking to hopefully get some direction and guidance from you and just your thoughts on this so thank you for engaging in the discussion thank you Dr Baxter I'm Dr Lucas for the presentation colleagues discussion I think we know the order starting with member Carlson please so fun I get to maybe if if you guys wouldn't mind if I can ask the questions and then maybe we can all sort of ask our questions and I can kind share some opinions and stuff on this um uh Dr Baxter thanks for the presentation um I'm gonna ask some questions like kind of off of certain slides so I don't know if you want to kind of like page through them while I'm asking them but we can go to page 2 first okay um on this uh so there's in this um History Section here here I'm sorry the rationale and goals I guess um I know there's been a few changes um where it says planning began 8 years prior so um you know sort of taking that backwards I guess 8 years prior to 2022 was that what we were talking about like 2014 ish or so I believe so so when I went back and transcribed to that board meeting this is what I lifted off of that presentation as I was a very new director in Culver City okay um I I have not I will admit I have not watched that board meeting however um as part of my prep work for this item I did call a couple of former board members who were on the board during this time frame um both of them had said there were no board discussions or decisions about ating the English honors courses during their tenure so I don't know if you can maybe and again I know you were not here but if there were some discussion or rationale shared during that um that meeting if you could maybe share with us you know what that process was who was involved what were they doing it was a it was an agenda item and the high school curriculum Department participated and it was shared about the plan for for for the following year which would be the 2223 school year and the curriculum was laid out is that that would be the offering okay yeah what I'm actually talking about is this sort of like years of planning thing right because um the board members that I talked to were on the board until kind of the late 2010s and 1 2020 um and so they had no recollection of having any conversations about this among the board so I was just kind of trying to figure out where just what the history was there um because it seems like it's been a little bit of a mystery I believe it was an internal conversation within the high school okay the ship in that team I I don't know that it was public I didn't watch me in the past okay um then on page 3 you have smaller class sizes cap at 28 and 9th and 30 and 10th so what were the class sizes before that before they became smaller to those numbers 35 that's generally what we run a high school English course okay all right um all right the on page 4 so there is um some comments here regarding of ninth grade 15% degree decrease in the DNA list and 10th grade 22% decrease in the dnf list uh what exactly are we comparing are we comparing you know English 9 to College Prep English 9 both English 9 and honors 9 together to the college prep 9 I just want to kind of understand what it is that we're talking about here sure so it just wasn't as pretty as some of as just kind of summarizing it to put it on a slide so what we did was we pulled we pulled when it was non-honors and honors ninth grade to when it went to ninth great college prep and compared compared the data from the first from the year of 2122 to 2425 in the semester 1 because we don't have semester 2 yet so I use semester 1 data okay and so this was just basically like every 9th grader taking English essentially in that year and every 9th grade are taking English in the recent year and there's a 15% decrease in the list okay yes um were there grading practices changed during that time frame as well well the grading practices would be the common rubrics but I do believe that is endemic and not endemic um that is a in gendered as a part of their practice um and so part of it is that the the composition of the classroom had changed and so the grading practices and scoring against a rubric that would be a really specific question I would ask the teachers but I believe they were using rubrics before that as well too so I believe they were using rubrics in 2120 20 2122 okay I'm not I'm not sure that I fully understood that but 1 of the things that I have heard um is that we went from sort of a grading practice where like an F could be a zero to F being 50% or something like that so that you don't end up like going to too far down the hole so if you get a couple of FS on things you're not failing the whole class but that might have been the case you know in the early years I guess um but not so much now so currently each department at the high school was doing a piece that's the from the grading for Equity model and they were doing a piece of the grading for equity so that specific question I'd have to follow up with you about about the the zero being a 50% of a 50 or zero that I would have to get for you because that's a really good specific question okay yeah I mean that's that's just what I'm sort of curious about because you might have fewer kids failing if they're easily not easily I guess but like more easily able to climb out of a hole like that you know you don't want the first few weeks of your class to just sort of determine whether you're going to fail it overall right I think that's a good practice overall um uh the other thing too that I just was kind of curious about as what the number is that we're talking about if you had let's say 20 kids on the dnf list 1 year and then you had a 15% decline that's like 3 less kids right but like I I don't know sort of the the numbers we're talking about their whether this is a a large number in absolute sense or a recently small 1 I did it as percentages so I took the percentage overall of the however many students were in and then the percentage that were on the DF list minus um I I subtracted that or I I did the algorithm Rhythm to the 2425 okay so we don't know like the total number then we just know the difference in percentages because we've seen the percentage but not the the number well the total number so for example if you're looking at 10th grade the total number in 10th ate for non-honors in 2122 would have been 253 students on the DF list oh okay and then on the um non-honors on the ABC would have been receiving an APC would have been um an a different 253 students and then if you look at the college prep it didn't exist then but then in 201425 we're at 481 because everybody is taking the same course okay I think I'm sort of understanding that but I mean that's that seems like a like half the kids were on the dnf list is that right no that was the enrollment I'm sorry and the dnf list was a percentage I don't have the okay I would be curious about that just to just to understand sort of how statistically significant that is you know because sometimes when you have a low number you know a couple people can be a percentage of like 10% or 15% um okay so we can go ahead and move on to page 5 mhm um okay so I know you you all have heard me in in other conversations say that I'm rather skeptical that AP is the end all and be all for all advanced quirks curriculum particularly due to the college board's profit motive and kind of a tendency to teach the test and those kinds of classes um of course AP does offer college credits nice thing to have of course it requires that students pay for every exam that they take so that's also a fairly significant expense for some families of more just means um I just want to know if we're taking enrollment in other Advanced and for credit options into account when we are analyzing our full portfolio of Pathways and our educational options so it be included think you know including things like dual enrollment at our local community colleges is honors courses you know I don't think we have any IB courses at the high school I'm okay I'm pretty far away from that at this point I have a first grader so um I'm just learning about all the options that that we have um so yeah so I mean are we are we also kind of thinking sort of outside the box and not just AP when we're thinking about Advanced coursework yes but of of particular interest had been AP and AP Lang so that's why that's the data point that I pulled just in the interest of time but there are other metrics absolutely people okay um and then on Page 6 okay so when we get to Page 6 here that is um AP language enrollment and ethnic literature and so it looks like we added ethnic literature 2223 that was also the first year we did not have the 9th and 10th great um we had an enrollment of 290 kids it looks like total between the 2 um I I guess 1 of the things I'm sort of uh curious about here is why we're um looking at AP language and ethnic literature together you know to be seen as essentially equivalent courses is ethnic literature kind of considered an honors course for all intents and purposes or some sort of advanced course and what other options do we have for the uh 11th graders in the English coursework so these are the these are among um the 2 courses there's also um I I'd have to pull all the rest of it but the reason why this was significant is because the the counselors everyone who tracks this was saying well kids are really excited it was it kind of a little bit of an anecdotal data point kids are excited about this is an option and they're opting into this in lieu of and the thought was that could have historically been some and again this is qualitative data not quantitative data so it could have been some of the kids who would have gone into AP Lang it's just another point of discussion for you all okay um just observing some things based on this chart um so if you kind of go back to 1819 um you know you can see that there's kind of 18 1919 202021 2122 um hovered around 170 kids in the AP language course except for that year 1920 I don't know what's up with that class but um it did dip a little bit that year and then of course you get to 2223 you kind of have your high water Point their AP language right um then massive drop in 2324 some recovery in 2425 but you're still like 30 students below where we were at in 1819 um even with ethnic literature as an option as well and it you know so it looks like just based on this chart the ethnic literature high point so far um based on the 3 years of information we have here was 2223 and so was the AP language high point so um I guess what I'm sort of wondering here uh you know is are they really I mean if they're I I don't know that we can really conclude the people that the kids are going away from EP language and into ethnic literature because the total number between 2223 again which is the last year that we had English 9 and 10 honors available for the kids going into that um that course in 11th grade was high and and also high in ethnic literature and then you sort of see this like precipitous drop in 20 324 and both of those courses right so it's like 80 I'm sorry 74 less students total between those 2 um I I I to me that causes some concern and that it's not you know students are not necessarily seeing these you know the ethnic literature is another option but rather just not taking these Advanced courses um can I ask you a question what what like uh 20 it's 26 total for 2324 right and so it is a a drop but it's still higher than 2122 we're seeing the same thing right uh I mean yeah because ethnic literature didn't exist um but that I mean I I don't know what is this of course not offered I don't know what the other options were that year you know I mean and again like that 2223 year what you had the kids in 2122 that were taking honors courses that were then deciding but they're going to do in 2223 and like this you know I mean obviously there's a much higher number total between those 2 courses but they had the honors option in 2122 so I don't you know what what we're trying to do is determine whether eliminating the honors actually cause an increase in enrollment among like basically any population I can't I can't tell you based on these numbers I didn't cause to increase among any population it just looks like a decreased overall when the honors courses went away so I mean we can certainly have that discussion later I want to finish asking my questions though um so I'm just going to go ahead and move on here um so all right so page 7 okay I went ahead and did some math um Andrew and I like to joke about this a lot because both of us are lawyers and are not math people but um if you sort of look at the a lot of this information to me was presented in somewhat of a confusing way but you know 21 22 1278 test 619 students we've got about 2.06 tests per student and this is of all AP right it's not just English it's like the whole correct the all the offerings that we have okay and then 2223 and 1665 fast and 781 students so then you went up to 2.13 tests per student and then um 23 24648 tests and 802 students so you're kind of back down to the 2.5% student this is on average of course there could be students that are taking 4 and their students that are taking none or 1 you know I mean we don't really have it looks like that information here um so then if you sort of compare that back to the numbers on page 5 and I know I'm kind of like jumping back and forth here but I can tell you that you know so yeah they have the 2122 you had 1512 students enrolled in AP with 1,278 tests taken based on page 7 so I'll represent to you that's 84% of the enrollment actually taking the test then in 2223 1665 tests taken 88% of the enrollment taking the tests and then in 2324 1859 enrolled 1648 tests so it's 88% of people the kids actually taking in the test looks like that's I mean kind of hovering around the same amount of percentage of students actually taking the tests um so presumably the more AP enrollment you have the more AP tests you have that that the kids are taking with minor variations between years I think is just kind of an interesting thing to note um and then I think I just had a couple other comments so if you go to page 8 um this 1 was a little bit more difficult for me to come comprehend as well because we're doing a lot of comparing apples to oranges they're looking at total School enrollment and then the number enrolled in AP classes but that's duplicative among students right um but I think kind of the most interesting thing here is I just was looking at the percentage of students enrolled well the percent percentage of AP enrollment it's not like absolute number of students because you can have some students enrolled in multiple courses Etc but just trying to compare like to like here you kind of go across that you know the um the numbers here and from 1819 the 2014 uh it looks to me like most populations were fairly flat with respect to you know I mean you had Asian students and 1819 you know 25% taking tests uh you know um 25% of the tests taken were that and then you kind of go up to 30% 30% 28% 27% kind of statistically insignificant right and then kind of the the percentage of the population remains relatively flat across the board there too same with the black students um it looks like white students there was somewhat of a decrease in the amount of white students taking AP tests or at least the amount of tests that were given I guess to White students I'm sorry that I have to be kind of precise in the language there because you want 26% 25% 23 23 24 it's kind of also like fairly equivalent it actually looks like you know we did a little bit better among its oh I'm sorry I I I I read the wrong name the 36 down to 31% sorry about that um and and then in the Hispanic population you you see like somewhat of a modest increase right from 25% to 31% so it looks to me overall and tell me if I'm wrong about this that for the most part Asian and black test taking remained relatively the same throughout this whole time frame white test taking went down a little bit other on here probably isn't significant enough to really like make a conclusion and Hispanic uh test taking actually went up which was kind of nice right um but not by I mean it was 6% in a matter of like 6 years right so it's not also again not super significant um but let me know what I guess if you have any thoughts on that or conclusions that you make so I just a point of clarification because we've looked at a few of these slides this slide that we're looking at now is around class and moment so this isn't on oh I'm sorry okay I just wanted to make to make sure I know it's a little bit confusing it's trying to parse it out as giving you all the most data that you can have and looking at Trends over time was was was kind of the goal for me but so that's why this goes into class and enrollment just as you overall student population and and what that looked like in student group but then how many kiddos were enrolling multi it could be multiple courses okay yeah all right okay fair enough um and we don't really have any sort of uh qualitative information behind any of this like you know if we have a particular population of kids that are like really killing it at AP classes or something right I mean it exists within the amongst the students and teachers they would be able to give a lot of really good qualitative information yeah but overall it's I mean we we sort of see what we see here so okay okay um I think that's that's all the questions I have I will have comments later when we have a discussion but that that was my question is based on your presentation thank you oh thank you okay so uh I'll ask the sort of a set I didn't submit these questions in advance I don't expect them all to be necessarily here um so as I understand it the general the updated data basically is trying to show that there has been an increase in students enrolling in AP classes overall an increase in students taking um other language and ethnic uh various ethnic literature classes as a result of of of of of the current course um so um you know my first question to all of this is you know there's a difference between causation and coral ation as we've been seeing in the news you can joke uh that some people have said that the you know there's a core there's a correlation in data between increases in sales of organic food and incidents of autism and doesn't mean they're connected so in this particular case um what I'm seeing here I I'm having trouble connecting that 1 is necessarily causing the other uh this is all good numbers to see and it's appreciated but how do we know there's a causation versus just a a correlation you know you're asking such a good question I think my goal was more to show you that um we don't have a control group yes um which lead me to a point I I make a little bit later um but uh but that that was my my my first question was just about those 2 things the other thing that's a part of this which in opening this up is and our our greatest failure you know in terms of our recruitment from disadvantaged communities is that we recognize there is a gap and there's been a focused effort yes to make sure that students are encouraged to challenge themselves and instead of merely relying on the system to pick those out which would be tracking and which we all I think we here is not a good thing we've engaged in a focused effort to make sure that we're recruiting and encouraging students who for a variety of reasons economics uh systemic barriers Etc should be taking classes to challenge themselves more and may for the those reasons or other reasons may not have been taking part in it right okay so uh again with that do we know what that impact has had on these numbers versus the classes that are being asked uh that are being offered I'm sorry can you rephrase the question the fact that we're now in the last couple of years as a part of challenging the issues around tracking is saying there are our populations that have not been recruited from and encouraged to challenge themselves and this is something which I think with or without this that we've been doing and I think it's a good thing but it seems to me it would seem that that would also be responsible for some of the you know for some of these the the positive results that you know that are in the data say confident that the cancers illustrators actively and recruit students and encourage them to to take whichever options are interesting to them I know that that is um a common conversation that I hear many many times over yes I just remember my own experience that I was a b student in math and I had 1 teacher who said no you can you can do calculus you can and encouraged me to challenge myself and if I hadn't thought of I hadn't thought of that in myself I wouldn't have had the opportunity to take that particular class so having this is a way in which our teachers make a big difference is that they see the opportunity and you know in each student to better themselves and to push them and it's not necessarily reflective in the class here but it's something that we're doing and I think it's a positive thing my last question on this and then we can get into the the other stuff later so you were mentioning the class sizes of being 28 to to 30 which you know maybe an improvement here but I was looking up and this the places where D tracking worked and in those cases they began those discussions in 2005 to 2007 to build the community together and get everyone in and get all the pieces in place New relle School District which is 1 of the few examples of where on a broad level a district that is majority white was able to bring up scores their Ela 3 class has 20 students per class which seems to me would be an exam example that 28 to 30 is still not quite the suite number we needed to be but I don't think we have the resources to get there we know we have challenges and it would be great to be able to see it on the flip side instead of pulling everybody into an experiment without the resources to make it work to show where it can work before we make that switch over and that that'll be a part of my discussions a little bit later but I don't think and correct me if I'm wrong from a budget perspective I don't think we would have the budget to be able to bring it down to in the low 20s you know per classroom for these you know in order uh to in order to get in order to to meet a similar standard from a program that did see success in dra and fully detracking we we cannot okay financially thank you those are my questions for now okay um I like the uh I think my brain works the same way that uh board member Carlson's does can we go through the slides again because I kind of wrote down questions on some of the pages uh if you could start with slide 2 please on the history I think and somebody can maybe add a little bit more information but I know this is starting to get far removed from everybody it's here I think part of that 8 year um timeline if I'm not mistaken this discussion actually began at the middle school and so even before it was implemented at the high school there was already some conversations about detracting at the at the middle school cuz there may I don't remember that far back I was a you know a parent who wasn't paying attention at that point um but I believe there were you know some of the same conversations about creating a for all experience um at the middle school and that's where it goes back even farther than the conversations that the high school or maybe they were involved but before the implementation at the high school um can you go to page 4 please so the D and F uh 9th and 10th information the the decreasing rate of students getting Ds and Fs I think is important information um I think it's interesting kind of reflecting on what the the gentleman from UC Riverside said um about these types of efforts as a whole or absolutely beneficial it may not be beneficial for every single student but as a whole and for the the majority of students it is um and so when you see students who Once Upon a Time were struggling doing significantly better that's absolutely important what I don't see in here is any data about I don't know if it'd be the ab rates or something like that how are the students at the the other end of the the Spectrum doing in this because 1 of the things that we've heard a concern from some parents is their students who are or potentially Advanced um you know our our supposedly not feeling as challenge so I I would love some additional information about how the other end of the grading spectrum and I think you share that with us as the board members in the various bits of data but I think that would be something important for us to talk about um as we go with this thank you um page 5 and 6 and 7 all talk about AP enrollment and that's certainly important um having kids in those classes what I don't see for those are the grades there like for the AP classes like what kind of grade your kids getting in that um what I also don't see is AP test I see AP test take rates I don't see AP test Pass rates and so there could be a lot of kids in these classes taking these tests this data does really give us information on how they're doing are they getting in there and not being successful are they getting in there and being very successful um so I think that would be additional data that would be helpful as we look at this I can outline that and and share that in the future future and it's important to note that we are an honorable and a I know that AP is AP but we are gold district because our Pass rates continue to increase but I can absolutely right I remember seeing that I mean but again I think that and especially specially uh targeted towards a language because that seems to be the follow on class to English 9 and 10 uh but in general yeah I do remember that about about being recognized for having high rates of uh Pass rates in general um slide 6 please you know uh there was a little bit of previous discussion about you know is ethnic literature drawing some students off but I would agree that just based on this data Alone um AP language is an 11th grade class generally correct yes so 2223 which was the high kind of point for AP language those 11th graders that was the year we began the college prep class so those 11th graders might have had an honors or might have had a general English class 2324 that would have been the first year when students who had had the college prep 10 would have been moving in then 2425 those are students who have had the college prep experience for 2 years yes I think this data that actually argues you know points towards some challenges with the argument that it's it's preparing I do see it dip and then rise so it could be the fact that maybe the first year you know the curriculum was an entirely where where we wanted to be looks like 24 25 there was significant improvements a you know I don't know that we have any way of knowing what the 2526 um if kids are doing kind of pre picking classes or something like that that might be a useful bit of information to know if there was a dip at the initial implementation but now we're we're out of that um so you mean like the course request for the yeah course request I guess which is which is still mushy because kids don't you know they might change their mind from now until then but how that's going knowing I think would be very helpful okay um slide 8 please looking at this um I know there was some discussion also about you know some populations seem pretty stable both in their share of the population but also in their enrollment rates um I actually think for the Hispanic student group uh 6% increase is is pretty significant actually especially when you look back at 18 19 and there was 25% of the AP enrollment but 38% of the population that's a that's a really wide Gap um whereas by 2425 it's 31% of the enrollment population and and 39% you know that Gap has come down pretty significantly there um and the and other groups are are you know either you know are pretty stable on that 1 um page 9 you mentioned that their current board options in English courses um I know college prep is the current class that's offered we still have English 9 and and 9 H back in the book for classes that have been boarded approved at some point but especially listening to the English teachers speak tonight it sounds like those course descriptions are out of date so that we wouldn't necessarily be able to just grab them off the shelf the way they were the last time they offered and turn around and offer them again I know several teachers mentioned as they've moved forward with college prep they've improved the curriculum that they Once Upon a Time offered um so I I'm sure those courses are still on the books and still in the system and things like that but I don't know if they are currently available you know um they are currently available but I think the tweaks and the differences we could you know flesh out and and discuss and and and those things I think that you know the nature of teaching is you always improve upon but the standards and the the iterative nature of teaching is that the craft can which is what they were expressing continues to evolve right so um you know that is more information I could get about that question okay mhm um yeah I think just some comments mostly slide driven I mean but I I do just want to uh add a couple other kind of things before we get into uh a full discussion um I've had a couple you know reached out a couple of times to some of the English teachers um you know and just want to highlight that fact that they they they are they they they feel very strongly that differentiation is happening um in classes um and again students are this very wide spectrum differentiation may not hit every single student but is certainly not a 1 size fits all class um kind of back to the history I know another piece of information that I think is important to this discussion um just because a class just because a high school puts an H next to a class and calls it honors doesn't necessarily mean it is recognized by UC as an honors class there's a process exactly we have to certify so first year is assistant soup we realize that our courses are honor courses hadn't been certified and we made sure they were certified right so that was a a a huge thing that we did very quickly another thing that's important to note is if you have an honors class you have to have a non-honors class so that the doorway that you see portal will will see it as an honors class you have to have 2 options you can't just have you know um 1 option so that that's just just know but that's important that was actually 1 of my other kind of questions early in this process and comment if we're doing honours level curriculum can't we just call it honors doesn't give everybody honors credit but the way that you see looks at classes they're not looking comparing to schools or to districts because of there's so many differences they look within a school and if you don't have 2 different classes exactly they won't they won't designate 1 of them as as honors um but to the other point about adding honors I think that is an important piece of information and some of the emails that we've gotten from folks who are not necessarily part of the school system and don't have kids in it seemed to be under the impression that we don't have any honors math classes which we absolutely do and now they are certified when they weren't there seemed to be some folks who are under the impression that we don't have any honor science classes which we do that are now getting credit that they weren't doing so there are honors options this is just a particular particular model in the English Department for 9 and 10 um and since you asked that really good question and you've opened the door if I could walk through for a second so AP and honors both give students the opportunity to have that additional point so thank you I don't know if if you were intending to let me say that but thank you totally going that direction um on that you know that that is that is something I mean my my own child is now a a first year college student so just went through this application process AP classes and and and you see recognized honors classes do give some additional points in calculating kind of GPA and things like that um there are limits um they don't let you just take 15 AP classes and count them all it's a maximum of 8 points over the 2 years um it's only 10 it's only 11 9th grade doesn't count for that even if you took all AP classes or all honors classes um it wouldn't count for that might count for Preparation and and making you a better person and all that kind of stuff but it's not actually counting on the the applications um I also agree with with uh board member Carlson about that idea that APS are great but they're not the end all be all it's not the only stand standard some of my child's AP classes were fantastic some of them he felt were very heavy on memorization and things that's still a skill and welcome to college you're going to get some of that there too um but there is that issue of paying for tests it is uh uh uh an expensive test do we have any kind of support for any students we do so uh we have confidential support and it's done through um it's done through our counselors and we do offset it's a it's it's a nominal fee it's like 5 or ten dollars or or we do or we have um funding through our Education Foundation that supports us and so we're very grateful for the support we have and because we had the a3g grant we were able to pay for all the AP African-American studies students to take the test as a as a way to um expand that new course because it was a pilot a couple of years ago so yes we we're very mindful of that but it is very very confidential but yes and it's not going to hit necessarily the middle income kids but but certainly the the lowest income students would have the most trouble with that you know and I I will say I I been surprised my my child having taken a number of AP tests classes getting to college and finding out wow that knocks out several of those breadth requirements and things like that so I could see an a situation where it actually allows a student who wanted to to accelerate their college experience get it done in 3 3 and a half years you know save a little bit of money on that end because they've they've come in with credits which brings me kind of to almost my last point on this is that that dual enrollment and I also appreciate the point about we're talking about AP but there's a lot of other things that students have gone into um I know dual enrollment is not new but a growing area that we're trying to expand um and I think long term for this discussion some data on kids to going students going into that experience going into the dual enrollment um and whether you know a dual enrollment is a college class if when they go um and just thinking about the cohorts our first cohort is 11th grade right now so the data is probably pretty limited but what is the experience of the students doing a college class an actual College college class um whether they had that that College Prep experience and whether they feel that prepared them which kind of gets to um 1 thing that I don't see in here we've heard some anecdotal de uh testimony some students came up and said it's a great experience some students came up and said it's it's not the experience that they need um I would ideally like to see some more widespread um anecdotal evidence of of what the students in the class are feeling you know people with strong opinions are always going to be the ones that come how does the student who doesn't have the strong opinion feel about it are they thinking it's a great experience are they thinking it's not a great experience um so I think that would add to the conversation last thing and then I'll wrap on this um couple people used a sports metaphor tonight talking about it um and I want to push back on that a little bit um absolutely when we talk about sports we're talking about competitive like after school athletic programs and things like that or trying out for the starring role in a play or something like that um those tend to be additional experiences for students during their PE class students aren't having that type of sorting going on during their PE class is when every student gets to experience that those types of things and so I think when we're talking about during the day English if we're talking about Academic Decathlon or some type of academic extracurricular activity absolutely competition Let It Rain um but what we're talking about during the day is that every student experience and so I I just want to push back a little bit on that Sports metaphor I don't think that's a good description of what happens in the classroom or what we want to be happening in the classroom we want every student to be challenged every student to be able to to rise to their their ability and their effort and things like that but there's compet competitive model I don't think is appropriate for during the day core offerings um so thank you thank you hi good evening friends um at first I want to say that like when we do have say m math um honors courses it is because we're adding like 2 extra sections uh so that's why it's accelerated or it's it earns that extra honors designation is that that correct yeah like it's it's deeper is a good way to think about it yeah so um so I just want to say like you know that was the difference between now cuz because board member Guerrero was saying like you have to have a differentiation between like what is going on you can't just put an H on something and and say that it's it's honors um I also want to uh take your point of dual enrollment offerings right now there's only like 7 offerings right now for dual enrollment coming up and none of them are appropriate for calling for for um Ela 9 or 10 they are like ASL they are they are in um Child Development early childhood development they are not in this area and um I don't know whether or not you know our uh our admin or anybody has has thought like hey how can we uh provide more uh different offerings that we cannot provide or we currently cannot provide here on campus um that's a good question dual enrollment offerings are an option for 12th grade students right because of the way that the courses are coded but they're not appropriate for 9 and 10 um in English sorry I don't know if I'm yes they're not appropriate for English 9 and 10 and so what I want to do right now I I did get most of uh of my questions answered I of time I I am a very different position than my colleagues here because I have a rising senior in a rising Junior so these folks right now my youngest is a current 10th grader and my oldest is is a current Junior and so that Junior had um honors English uh all through the the um through that uh early on in middle school and then not um later on and then my uh not uh she didn't have honors English last year right so then um in uh for my younger student she never had um honors Inn in Middle School and so when I had asked them and I looked at their curriculum you know my questions were you know and about like their teachers some of their teachers were the same and some of them were were different um through 7 through 10th grade and for the most part what I got from them was yes ma it was the same books like in Middle School it was the same it was the same books they you know are teachers are saying they are teaching the uh the idea of providing access um accelerated learning to all was their approach to this um instead of saying like so there's a certain number of folks that don't deserve that um that acceleration and so I I understand that I think that where we start to um have a red flag is when folks are coming to the podium or in our emails or or approaching us and saying like I'm all for equity but there's disruptive students that don't belong in in my kids class and that hurts because you're saying 2 things out uh out of the uh both sides of your mouth is you're saying like I'm all for equity and these students deserve their choice but they don't deserve to be with my student you're holding my student back um and so the approach should be more so what how can we do to different like what can we do to for the students that really have a passion for English what can we do for the students that like really want to do a deep dive into poetry and verse until like women's lit and so for for my for my colleagues that don't know there is a course handbook and I'm very familiar with this because every year for course selection my students and I you know have to have to look at each course sequencing and and I don't know if the zoom gets this but it's available on cchs.ccusd.org you go through academics and then you pull down for course um course handbook and you can go to page that's not it anymore you can you can go to page 27 and uh I don't need to see more thank you you can go to page 27 and you see that right now now what we have available is English 9 and 10 this course sequencing and then they can choose to go into either ethnic literature a um American literature AP English which is what they call AP Lang they could also do like a their the other choices in 11th and 12th grade are also AP Lit Intercultural literature um ethnic studies uh there's also myth and Legend science fiction and Tennessee and and English 12 should they um have enough uh interest in every um uh to to fill a a room to fill a classroom because I can imagine that some years you know some of the knot all of them will be offered in um complete sections so that being said right now we have this course sequencing um for this past year that's more like this where we do like we we have the board the previous boards approved cp9 into CP 10 follow with what I just said the English 11 um options now earlier this year our board approved also AP seminar are and during that time in a when we were approving AP seminar I had asked you very directly will uh folks be able to take a piece seminar instead of a college prep 10 or you know if they want want to take it in 11th grade or or 12th grade too they can do that and and you said yes so this now provides uh road map that we are now if this was going to be updated for next year providing the opportunity for cp10 or AP seminar um it's not just cp10 anymore and then they can go into their other AP uh English or American literature or whatever it is currently for 2526 is that correct so this is what we're we're waiting on a discussion discussion about but but I I I know that we're waiting on this discussion but didn't we approve that course work the course is approved yes okay so we approved that coursework and we were under the impression that this was a a uh available sequence because we approved that I mean that I think that's still up for final discussion I mean it's definitely course that is now included in the course catalog for us to continue uh offering or I'm sorry start offering next school year I I'm okay it's in the course it's in the course catalog but this wouldn't be the sequencing well I can't really see what you're holding but I think it would be the sequencing so we were told at the time that we approved the time that we approved it that the the students can choose after completing a college prep 9 they can choose either College Prep 10 or AP seminar was it in the course selection know that's what because I I had I had asked directly at the time of approval and if that is not the case I like then we I remember asking it on the diets at the time I think we were at district office and every time these course um the course approvals come up I asked for course sequencing this is something that I can go back and I can look at the recording and I am sure that it's there and that Baxter had said yes right so okay so we approved it on that basis we didn't say well I don't think that we should approve it because we don't want to offer more options like that is not what happened we approved it so um it is approved and uh I I would also like to understand um you know I have been asking for or you know well what is Ed Services recommendation you know what what's the recommendation and 1 of the things that I've been asking for for a couple years now is like has anybody ever thought about because we do this in other districts doing you know developing or looking into developing um uh another course in uh that is an option for you know English 10 like poetry free inverse like women's Literature Like You know um so many other more uh deep Dives that could still have the curriculum in terms of you know uh the writing skills the writing and comprehension skills that are being taught in English 10 but really um really provides the folks that have this like love of English love of the of uh reading love of the of um words to really like um provide them something different um and it's not just about like saying like oh we're going to provide folks with an H on it just because it's it's really getting them to think differently about it because I can I can understand the idea that like you know some folks they want to go at a you know they want to do a whole section on you know Shakespeare it's it's not my I mean I was in Shakespeare club when I was younger but like it's it's it's not my thing but it's it's somebody else's thing and so you know that's really that's really you could see that couldn't you you know you know that's uh that's the kind of that's the kind of options that that's a kind of development I think that our community is thirsting for and providing those kinds of options doesn't necessarily say that we are not creating a rising tide to lift all boats it's it's saying like like somehow we need to not we need to continue to um Pro uh provide that thirst for folks that really love um the English language arts to really still be excited by it and to move towards that and I just don't think that we're offering that right now um and uh is that I mean I is is that something that you been able to like look at in the past so you mean offering another option or asking for a query on a and an additional 10th grade course I I think that what we're we're looking for now is see the direction that we want to go we have these approved courses and what do we what is what is the board's you know how do how do we move this this sequence and um and just how do we have this discussion so we're all calibrated yeah so I we've gone back and forth on a couple of these emails and uh I know that you put up slide 9 and you're now calling it current options in English course catalog and I will go back to what board member Guerrero said is that I mean you can you can you can put this terrible slide back up like it's that option of English 9 and English 9h and English 10 in English 10h from what our teachers are telling us the curriculum of college prep 10 is the curriculum of English 10h so I find it really hard to believe and and in my mind once the the board before us approved that College Prep 10 like I don't think that I I feel like it's not something that you can go back on because are you going to set you I mean that's that you're teaching an English 9 and 10 that's like General but really it's remedial like now that we've elevated everyone to college prep 9 and 10 it tell tell me that that's not what would happen I I don't I don't understand the question I mean I can we this slide was just to illustrate the courses that are currently within the in the catalog I I advise us to not read too much into and if he was to delete it we can just delete it but I'm not entirely sure what what the question is that you're the teachers are saying that the curriculum for college prep 9 and 10 yes is the curriculum for English 9 honors in English 10 honors so if we went backwards and do what a lot of people are saying and reinstate honors and reinstate the English 9 and 10 that would essentially like now that we have a accelerated curriculum for all which is College Prep that would essentially go back and create like a remedial course because College Prep 9 and 10 is the same as the honors program from before you know what I'm saying right I'm not so sure what the I mean I making a statement or asking me a question sorry I mean do you not agree that the the teachers have been saying that the college prep 9 and 10 is the same curriculum as previous English 9 honors and English 10 honors understood yes so is that not it is that not the case that is the case yes so if we go backwards and put in call put in English in English 9 honors English 10 and English 10 honors it's like re bringing back like a remedial course now correct I would not say remedial but I I mean I hear your statement I I hear that that's your concern we haven't we haven't gotten to a point of where we're actually making the final decision around this but I hear I hear what you're saying but your concern but that would be the impact right if we were to go backwards and so instead of going backwards what I'm suggesting and I you know my colleagues can think about this because this is this college prep what we have on the table right now what we thought we approved earlier this year was call was another course an AP seminar course that can be taken instead of college prep 10 if they so choose they can choose to put themselves in it right and then they can in 11th and 12th great they can move into the other AP and other offerings as as they want it is their choice if we so choose as a board we can set direction to develop other courses for 25 uh for 26 2728 and Beyond right which may be a deep dive into poetry inverse which may be women's lit which may be whatever else and we can also develop honors courses um after we have developed those if we find the need to um uh this is where and this this is where I'm confused right now which is why I'm asking about AP seminar is because we approved it and now and somehow it's not being put like you're telling me that it's not it may not be on the master schedule right that's correct we're waiting for more guidance from you okay so colleagues my I'm focusing being on the road ahead I think that we should stick with our board approval of offering AP seminar from earlier this year as a choice versus College Prep 10 I understand with some folks that like you AP isn't the end all be all of things especially since you have to opt into the test you have to do all the tests maybe it's just he's teaching to test AP seminar is not that kind of course um however I also would say like let's challenge us to develop other courses for the future but in the meanwhile there is no reason why we should not be seeing a p seminar on the master schedule for 20 2526 my own students have told me that they would they are very disappointed to hear that it may not be on the master schedule and their friends have also told me that um they and they were looking forward to the teacher that they thought was going to was going to teach it as well um it is a very engaging teacher and a really uh provides a class uh deep discussion so um thank you for listening thank you colleagues that um for this for this discussion I um I originally had no questions that I think through some of the Q&A I have a few but I can I can be quick talk to you about sure I just wanted to touch on something that you said earlier around the debt I can't remember what slide forgive me but uh it was it's not having a control group yes and that this being unclear because we don't have a control group but if you could just for me please talk about that and and and why we don't because I think it's my belief that I think we could but maybe maybe I'd like to hear from you sure we were just using you know we were using correlation and causation so I thought you know control group too would fit in with the all the the C data points we were looking at and it was on slide 6 and so if you go thank you if you look at slide 6 because we don't because we didn't have this variable right in the Years 18 19 through 2122 we didn't have the ethnic literature as as a course offering right and so because of that um the there was an additional option added in 2223 which the anecdotal information was that students who likely would have taken AP Lang were interested and took ethnic ethnic lit instead so yeah yes and then AP African-American studies which was 2324 but we've but but that's not um that's not an English course but it's just over time we have added different things so you don't have the same especially when it's a counts as an English on the a through G you I don't have the same you don't have a a set a stagnant offer set of offerings you have more offerings so it pulls from all the choices is what I'm trying to say and I understand that but I um I'm I'm talking about English honors and APA and so it's it's my belief that if we look at like English 11 English 12 wouldn't that get rid of the duplicity anyways and that can be the control group when we look at whether or not when super the previous superintendent rolled this out and said that what this was going to do was bring more people specifically into AP Lang if we then only looked at English 11 and English 12 would that not give us a control group and get rid of the duplicity that's a great idea I can absolutely pull that because what what I'm hearing and I think that's what what we've known for sure is that kids are interested in taking AP classes that they feel are relevant to them and so when we talk about students taking April African-American studies or we for ethnic literature to meet with that saying is that kids think that that's relevant to them and that's great and we want kids in those courses but I also think that there are kids who are interested in English honors and I don't know that the 2 can or should be with with the other I think there was a member may maybe it was Mr Mr lachman earlier who talked about um causation maybe Mr Grow touched on the fact that these 2 might not necessarily may not be a clear line between 1 or the other and so to me what I'm hearing is that we should continue to keep offering diverse courses because our student body seems to really attract to that and and and and really lean towards those but I don't know that it's necessarily doing what what was said it was going to do and that's my that's my that's my conversation and that and that's really what I want to talk about I um I know I know Mr G you talked earlier about the sports analogy um and how they make have been some some some comments that it's my recollection from my time at the high school that actually is fortunate sports analyst does does apply because kids who are taking Sports and are excelling in the sports do not do regular B those kids do the 6 per they instead of 6 period be they practice their Sport and so when we're talking about people who excel in a specific group in my humble opinion perspective the sports analogy does quite literally outline that um I think we talked talked about earlier and I don't remember forgive me colleagues who had talked about it but it talked about a barrier that any cost at all to an an AP class or an AP course would offer I know it was said that there are people doing really good work to make sure that we're covering that we're covering a bulk of that I would go as far as to say that and he costs at all as a barrier um and also we have to recognize the process that we make kids go through to get that waiver it's not that it's just something that's given they need to either go to their counselor which we already know that our counselors are already over burden or they have to go to the College and Career Center and then they look at whether or not it's free reduced lunch and so what we're doing is we're actually adding a ton of more barriers to students who are already underserved in order to take an AP class a test yes and so yes for me really this is what this is what my my conversation about I also had questions about why English honors why honors you know it's it's my belief I think that someone had said it in public comments that tracking happens much before we get to to high school and we know that it happens in pre-k and we know what happens again in third grade when we talk about math literacy and being able to read and so what I'm curious to know and I want to take this conversation just a step further because I'm really interested in having a a really in-depth conversation about what education Equity actually looks like in practice and how we can make sure to get ahead of the fold and not catch it at 11th grade when in my humble opinion we've already failed these students and so when we hear um conversations from the community that I you know I don't I don't love about you know these students being bad for me what that's a symptom is is kids are engaging with the curriculum and what our data tells us is that certain kids simply cannot read and so what I want to talk about as a board is if we actually are saying that we're fully committed to education equity and how that translates to the classroom and how our outcome data can actually show that I think we need to be having conversations about pre-created therapy and so it's my opinion and perspective that removing uh Honor's English I think if we look at the data it showed that there was absolutely from my view of it there was no change at all um and it showed that it was not yielding the results that we that we said it was going to um and so I think Mr Grow talked right now I am probably the I know I'm the most recent member on this board to have gone through the the college application process um but it was talked about the fact that we are actively putting students at a disadvantage um we know that certain colleges we know that you see is factored in um honors curriculum into how they scale um or or array or you know their their acceptance scale um and English honors is 1 of those courses and so to me what we are saying is that we are actively putting students at a disadvantage when we pulled the data I don't think it was at this presentation but there was a presentation that showed the diversity that was in English Honors that was actually the on this class that had the most diversity maybe it wasn't as good as it can be I'm always open to a conversation of us doing more I think that we can always be talking about intentionality and full diversity in all of our courses but what we effectively did was looked at the most diverse honors class and got rid of it and so my question is it's most likely rhetorical because I think I already know the answer but why on why why honors English if we were saying we're going to fully commit to the tracking why not all the honors classes and why aren't we having conversations about pre good third as a rhetorical because I think these are just the conversations that we need to be having I know colleagues there were there was a want to have more comments after questions so could go again that would be great great thank you um round 2 so um I mostly just asked my questions first and I have a lot of thoughts on this and I've been you know this is this is 1 of those things um the honors courses has not been a you know personal issue for me because I mean when this when this decision was made my family wasn't even in the district yet um the first year that I have 1 child and he's in first grade and he was in TK and 2223 and so I was just getting into the district as all of these conversation conversations were starting and the 2022 election if folks remember that's kind of when like the sort of save honors movement started um and I at the time and I will I will just completely acknowledge it I was like what's the big deal it's just 1 class you know why are these people being so nuts about it um but you know I I I've come over time to start thinking that you know it's it's not just 1 class and it's not just the fact that you know we're we're looking at like you know so we're we're kids end up next it's also meeting the kids where they're at it's the the image that we're giving to the community as a whole and to the educational Community within Los Angeles um and so you know much of the conversation that I've seen you know in the public has been focused around this issue and it's really kind of sad to me to see our English teachers come here speak tonight have such emotion and powerful words to say and then frankly leave before hearing from a lot of the other community members um that that is disappointing because I think that that is sort of symptomatic as to why we are so far apart from each other on this why our English teachers believe every things working everything's just fine if you guys would just see what's going on in our classrooms you know everything's fine and then the whole Community is basically saying you know what it's actually not fine um and you know I think um 1 of the things that I'm I'm gonna say it might take everybody off is I I just I kind of think this sort of appeal to data all the time is not really where we need to be um a robust statistical analysis of what's actually going on would ensure that we have sufficient sample sizes we're controlling for preferences we're looking at other confounding factors you know edition of uh other courses the fact we have ethnic literature we didn't have it before that's a wonderful thing it's obviously increased overall enrollment as between ethnic literature and AP language but AP language still went down and we don't know why all these things sort of happened and it just to me it's led to the 2 sides of this that she just kind of talking past each other and so I'm I'm not going to focus on the data I'm going to focus on um some other aspects here um I think you know it seems to me like a favorite strategy of folks making public appeals these days is um you know when they're pursuing a particular goal that seems sort of unpopular based on like the comments that are made at public meetings and out there in the community on social media Etc is to sort of make an appeal to the opinions of those people who are not in the room right of course unless you've actually talked to people who are not in the room um you're operating on conjecture and uh that can be really substantially influenced frankly by stereotypes and prone to paternalism especially when we're talking about populations to which we do not belong um I can tell you this for sure however because I ran for election last fall uh I do actually know what a lot of people in the community think who are not present in this room tonight I spent most of my Saturdays not watching my son play hockey um but out in the community talking to people going to their doors meeting them where they live knocking on their doors having these conversations I actually didn't bring up honors pretty much ever you know mostly it was like what do you think about the district you know what what are you looking for in a school board member over and over again this issue came up it was from people a very diverse backgrounds um also I talked to people at meet and greets you know instead of reading stories to my son at bedtime I was out at various houses around town here was on the phone in my office calling people um in the apartments and condos and um I spoke to a lot of people directly and over and over again voters of all ages and backgrounds in this community would mention at the elimination of honors of English elimination of honors in English and intend how this was just a really terrible thing to happen in the district um exact nature of the conversation varied I I will tell you that it was rare if at all that I actually heard people saying I don't want my kid in the class with these other you know badly behaving kids I will say that I have heard that comment from teachers before frankly that if they have you know an honors class and a regular class the regular class is full of bunch of kids that don't really behave and if you sort of mix the 2 populations together then the kids that you know are really interested in learning and generally pretty you know um you know it just focused on the actual curriculum we'll sort of help the other kids and I don't think that's fair to the kids who are focused on on learning frankly and that's the job of teachers really to try to bring kids in and if there's some Equity solutions that that we need here like you know having our honors courses at our Max of like 35 and taking some of our you know I guess you say regular English or English 9 to a lower number of kids in the class that those kids can get more individual attention I'm all for that I think that that would actually be a really great solution it would help teachers be able to actually work with the kids that that are in need of the most help um I will say that you know the those who had a personal experience with the shift to 1 level of English um you know feel like they were deprived of a challenging academic experience we heard 1 Brave young lady come here tonight and say that um and hope that she that her your younger brother has a different experience um and the tenor of the comments from those who haven't been personally impacted yet and a lot of these folks are my peers you know parents of first graders and other Elementary School students and kids who aren't in school yet are really worried um they're considering their family's future in this district and you know if you were not out there knocking on doors calling people how would you know that that these people are feeling this way um I'm also going to say something that I think may make some people feel a little bit uncomfortable too um a lot of these kids and parents haven't spoken out publicly out of fear of retaliation that was a sentiment that was often communicated to me at the doors and in community conversations um was another 1 that I kind of didn't really honestly believe my mom was a teacher by the way too and I know she's not tell you it again students whose parents were vocal um you know it's it's a pretty I think most teachers are professionals be quite honest um you know but I have to say that at the moment this item was agenda um and especially from some of the things I heard here tonight that's actually changed my view and I think um I'm a little bit concerned that that fear might be reasonable and I think the students who did come and speak here tonight are very brave and uh to be commended for that um another thing I did in preparing for this is call an expert in the field of Education Equity my friend uh Dr Bill coski he is a Stanford law professor has a PhD in education policy and he founded and direct direct still currently the Stanford law school's Youth and education law project um I talked to him actually during that my son's TK year a couple years ago when we were having brunch and he's married to 1 of my law school friends so a whole bunch of us were out and I was like talking about some of the things going on in the district and 1 of the things I mentioned was the elimination of honors English and he said oh my God that's a bad idea it's terrible idea you know he lives in San Francisco they've tried a lot of these sorts of solutions before too he said the kids frankly the the most negatively impacted are those who don't have the family resources to pay for extra tutoring in classes and whose parents can't afford to yank them out of the public schools um I talked to him again a couple weeks ago I said you know we're actually venise this I want to get your you're more in-depth take on this and he told me a cautionary tale about what happened in the Atherton Menlo Park District up in the Bay Area in the 90s um it really felt like I was hearing Deja Vu at that point um District decided to detract their classes I think it was just the English classes um on the same Theory and you know same good intentions that we did in this District as well parents pulled their kids out sent them to private school there were complaints of a dumb down curriculum and he said worst of all there was a huge backlash against the other Equity folks focused initiatives at the schools were implementing and so he said to me is like just from a real politics standpoint like this is not the battle to fight you know eliminating Advanced courses is not worth the trouble it ends up basically causing an exodus from public education that is not what I want to see in this District it's not why I located here with my family I'm very strong believer in public education and I really don't want this to become the kind of place that we see in so many parts of Los Angeles where the moment of family has money they pull their kids out and they send them to private school and then the local schools are not that great even as some of the wealthier neighbors that we have here um so you know just from the outside looking at our middle school and high schools because my family is not there yet I you know I often question why we picked this specific area to dig in our heels we have 25 AP classes we have honors courses and the other disciplines at the high school although as noted tonight not not ninth grade social studies although we do in 10th um we have something in this District called double accelerated math uh which I've not experienced yet um but uh but it's it does it's rather confusing and it seems to have greater barriers to entry frankly than even our honors courses do um I understand it requires through jumping some through some hoops and scheduling and having some pretty involved parents we have Varsity Sports Teams I think to my colleagues comments there I mean I was a varsity tennis player in high school and you know I mean we didn't you know sort of sort ourselves out and say well you know you might not you might not feel good like if you're not all on the same tennis team know I mean like you know basically played up and basic competed and if you were on Varsity you were if you weren't okay you played on JV that's fine I think you know in some of our our particular kinds of Athletics I think there's also sort of the question too of you know scholarships right because a lot of times you know you have recruiters come out and take a look at like your varsity Athletics and some of your high performing students and if we just said to everybody here well no you know what that's going to make kids feel bad if they're not all in the same team we would be doing a disservice to those athletes and I think we get a lot of backlash from that frankly too um and then like I said I have I have concerns about Equity I'm concerned about meeting our kids needs I'm I am as you probably can tell from my cam is very supportive of bringing back our honors English options and I'm really focused I think we should be doing it with an eye toward giving additional support to our kids who need it um like I said could be in the form of having smaller class sizes for English 9 and 10 compared to the honors courses providing additional support to help eighth grade teachers and ninth grade teachers identify those high-profile um high potential students encourage them to sign up for honors courses and really just being also very intentional and combating our implicit biases as well um I did want to just sort of address 1 thing that came up through the court to some of the questions about you know the curriculum for each of these courses um back when we decided to agenda this and we started getting a bunch of emails and you know from folks saying like well you know it's the same curriculum Bob so I said um I think I I asked Dr Baxter for some sample syllabus um syllabi I guess that is plural um from the college prep course honors course regular English and the ones that I was provided frankly um they're the same and that's the same between regular English and honors English and College Prep um at least the the 3 that I have and in fact 1 of them even says English 9 English 9 honors from 2020 to 2021 it is the same document um 1 thing that I think we should be exploring is making sure not that we have have you know if we're trying to say that College Prep is honors uh maybe honors needs to be more rigorous in the first place um you know I think we're trying we're not trying to create a remedial class of any sort we're trying to do is make sure that our honors is actually an honors course um in these syllabus syllabi sorry this is not um a typical word in my dictionary but um you know so you have like um here when you have the college prep syllabus um says you know I'll you know there's text for the your animal farm process Romeo and Juliet tequila Mockingbird that's it um and then when you're looking at English 9 English 9 honors Things Fall Apart Animal Farm Romeo and Juliet additional text TBD based on distance learning and then I think this 1 let me see here is the English 9 honors and that 1 had the animal farm Things Fall Apart Things Fall Apart Romeo and Juliet additional text TVD based on distance learning okay granted that was the co year so that was um maybe a little bit of an anomaly there but um I think what we really need to be doing is focusing on providing those opportunities to our kids to make sure that there is in fact a real Advanced course for those students that want it and need it and you know of course that addresses sort of like the kind of regular kids I mean there's nothing wrong with being regular and I think that may be also part of our our society's problem here and like not sort of recognizing and I I I've always kind of had a little bit of a problem with the college prep designation as well frankly because you know I I went to college I went to law school um did pretty well in both those things my husband is not a college graduate my husband has dyslexia my husband had difficulties in school his whole life and you know frankly I think that we have a little bit of an elitism to us when we're deeming the only thing that sort of acceptable is something that is college prep so I think we also need to change our attitude a little bit too and you know make sure that all of our kids understand that you know nobody should be made to feel inferior based on their course choices whether that is you know the regular course of study or an honors course in any particular discipline um so I'm going to go ahead and stop talking now but again I think we just we need to bring these courses back um for our kids as well as for the long-term health of the district I know it's not my turn right now but I was about to just get a point of clarification from the chair um do are you looking for where like what are final direction is because 1 button it's a nearly 11:00 and I'm about to move to limit discussion this is just an information item so and we have so much to get through look at our audience so I I'm just asking like because I don't need to belabor the fact any more and I would like to if you ask us what's the you recommend to move towards whatever Direction um I'm I'm looking for that yeah I mean that's what staff was looking for direction on I do have some direction on that yeah so if you could just put what like put it succinctly and then like we can just plus 1 it that would be great you're asking lawyers to be brief and concise is it not possible because I will I will move to limit the discussion at this point yeah no absolutely um know so to to get back in to build on on board member Carlson's comments um I think um there's there's 2 points to be made here in terms of Direction 1 is uh I2 1 out of every 5 houses I talked to honors was a concern and that shows that there is a disconnect between our teachers and our community and part of the discussion needs to be coming together because parents are our partners in this they need to be engaged and if something is not being relayed 1 way or another then we're having a Communications problem and that that's not good for our community secondly I uh very much agree in terms of at a minimum having an option for students who want to challenge themselves whether it's AP seminar or something else like that if that is not put forward an option because of resistance I don't like interfering with the job that teachers do you have the hardest job and I and and and this is not easy but there is very clearly a concern here and it is very widespread and if that is not heard then our other option would be to go back and re-examine this an entirety and revert it fully back uh which some would like to see but I think there are some flaws and some things we have to address here with that so at the very least having that AP seminar option I frankly think it would be M have made more sense to have this particular approach of what we're doing that should be uh a pilot instead of doing a complete reversion it doesn't make sense and the class and and and I'll just close in saying with this um you know in in districts in in that are more economically challenged it's going in the opposite direction they want more honors classes for students that want to challenge themselves and it's a weird kind of flipping around in terms of what we can do to try to seek Equity I think finding ways to challenge our students making sure we the resources there but going back to the new relle example they have 2,200 students it's pretty much the same size as our high school except for they have 2 high schools but they made sure that all those resources were there to do the job right and if we're not going to give you tools to do the job right then we have to take another option going forward because it's not fair to you and it's not fair to the students and I just feel that we we we owe it to everyone to make sure that if we're invested in an approach that we're all on the same page and that the tools are there to make it work and I don't see from what I'm seeing here the questions being answered to say that it is and I'll close with that thank you and I hope we can all work together if that's I believe there's a path I don't there's a path for us to all come together on this because you care so much about these students and we all do here so we all want to see the best for them no matter where they come from or how they learn or the challenges that they face thank you I think there was a question about why do we offer this why do we offer honors in math and acceleration in math why do we offer acceleration in science but not it would seem to be resisting it in language arts and I think that there is a a fundamental difference between the way that mathematics is taught and the way that mathematics curriculum Builds on itself um the way the science progresses and the way that language arts teaches the language arts standards the language it's recursive it it it continues looping around so I think it's a very different subject matter and a very different instructional man in fact you know what people feel that people how to teach it that's also within the state Frameworks about how it's designed um I think 1 of the challenges with being a teacher is that everybody goes through school and so everyone has an experience with it and I think that causes us sometimes to forget that our teachers are highly trained professionals you know they are doctors who have been studying this for years they are you know have master's degrees they have multiple credentials on this type of thing I highly trained as a doctor as an engineer as a lawyer in their own way um it is now Vogue to second-guess doctors and to second guess you know lawyers at the second guess Engineers because I've got the internet so I know everything um but our our teachers are highly trained professionals so I put an awful lot of stake into the experience um and the perspective of our Educators doesn't mean it's 100% right doesn't mean there's not some you know bias is because they're in the middle of it um it doesn't mean that there's not room for improvement in the classes I think it's also challenging because we have a lot of people who are very passionate about this issue who don't have any direct experience when I hear somebody who's a kindergarten teacher talking about they're projecting forward 9 years into what they would like for their student they don't have any direct experience necessarily in how successful or unsuccessful that class is um and so I I put a lot of stake I I also a lot of stake into the the the experiences of the parents who have students currently going through this or the students who currently go through this you know you're absolutely right we had a very brave student coming up and talking about it we also had a couple of a brave student coming up and talking about how the college prep experience is is fantastic for them um so we've gotten student experience on both sides um I think 1 to me 1 of the dangers and this is I think what what uh board member Loretta was articulating if we were to go back to the previous model of an English 9 and an English 9 honors what we'd be basically doing is saying we're going to have an English honors for the fast kids and another English for the slow kids and and that is ultimately what that begins to say um I I would not and could not support that I think board member loretto's uh uh kind of suggestion about doing some specialized classes that allow students to really dive deeper into it at 10th grade whether it's you know call it an honors class because it's dealing specifically with a particular kind of literature or a spec specific kind of poetry or verse or or some type of language arts things but deeper I I would really struggle with English fast and English slow um you know and so having a different curriculum that allows students to go in and allows some students to specialize and take a deep dive whether that's the AP seminar or that some new classes that are developed um that allow that deep type of specialization for those students who want it I think that's a different conversation and I think that's that's worth exploring but just English fast and English slow um I I I think is very problematic thank you um I would like to ask um staff to look into whether or not AP seminar is really a replacement for um English 10 who else in the state is doing that and um maybe that's not appropriate and maybe it is a deep maybe and I still feel will you know over the past couple years I really appreciate what our teachers have been saying about like you know using the honors curriculum to be the standard of college prep I never I was in here when this was created so I I I never really liked the the the name of that but I could I get behind the intention of it but now it's uh you know what what can we what can we develop that is a deeper dive that is giving some options um and whether or not that development is it it could possibly be phased but until somebody looks into that and actually provides a recommendation of our options um in terms of like do we do a uh English verse in poetry um General and then add an honors to it the following year like that could be a possible course sequencing uh you know I I would like to know like what um you know there are other districts that we could model this a like this kind of thing after and whether or not we do do it a whole all in and next year or all you know you know or phased is also the question here but my my direction is really that I have a visceral reaction to saying that that board approved course catalog is really board approved because I don't think we can go backwards but we can make progress and that progress is now you know the floor is now that Co what what we were calling College Prep 9 and 10 is really English 9 and 10 honors right like that's really the the floor of it and don't let us dumb that down anymore because now we do have data like and that's and we should be D data driven that we have made we have made progress with our Ds and Fs and we don't want to lose that and so some of what is happening is working and let's not slip let's just go forward and um have a brighter future with it thank you so much I um I'm hoping that I may be the last commenter um on this but I think that it was pretty clear I hope it was clear in my comments where I'm I'm landing on this um I'm in favor of bringing back honest English I mean honest English and I don't yes I really don't thank you um I there was a there was a a point earlier that when talked about doing research about AP seminar and whether or not that actually is a replacement for for honors and I've done the research I I haven't found that there is enough that there's enough full proof that show that this is um a direct replacement I guess like I could be wrong I'm open to looking at more but I was unable to find anything that showed strong enough um data that this was a direct replacement but that doesn't mean that it shouldn't be offered that's not saying it shouldn't be offered either I I just wanted to make sure with them sure and just just to honor what both of you were saying I'll I can share the list through from the doorway of all the schools that offer AP seminar as a 10th grade English because that's how it's certified in the doorway so I I can share that that's no problem yeah well thanks I mean I don't know colleagues pretty clear that there is um there's Direction here I don't to staff have what they need or or stuff so unclear so what would be the next step staff bringing something back for ACT what would be the next step step bringing something back for action no it would be first read we write write or unless uh a action what what happens here it should be action can I ask so if I could just clarify I I did hear I heard different options for Ward so it seems to me like I would pull together and present different core sequences for you all to that's what I'm hearing and just because it was all the options some of the options only tenth and AP seminar with college prep I heard something I didn't hear all maybe I'm maybe I'm it's maybe I misunderstood but I didn't hear everybody say the same thing so I hear that I need to bring several options for you all to um take action on is that I that would certainly be my preference just to be able to make choices I mean is the choice basically for ninth grade ninth grade English ninth grade honors for 10th grade honors or not and then for 10th grade it seems like it would at this point based on the courses that we have approved and I don't know if we're going into further discussion about like you know some eventual I I don't I would not necessarily favor trying to come up with like new courses right now but 10th grade English English honors AP seminar 2 I guess yeah and I think that's the conversation that we're having right now is about English honors specifically um and I and I fear that having or trying to engage in too deep of a conversation about specific curriculum completely negates the role of a board and directors of teaching and learning and and that's where it says Department because it's precisely those people who are supposed to be doing the curriculum and instruction work and are supposed to the board is supposed to approve that and so for us to be engaging in the conversation about creating curriculum to me is completely the antithesis of what of board of education does can I can I ask colleagues um just for a little bit more here that there is a consensus to like bring back different like a like something that looks like on honors right but what I'm not clear on and I think that this is what I'm trying to help Dr Baxter with what I'm not clear on is if you want to people that old honors program back out of that course catalog and leave it as is and that's what I'm not what I'm confused about or what I think I'm hearing from board member Guerrero and me is that the honors program actually like the college prep program is what the general should be moving forward and then the honors program be a new court like a course correct curriculum is that what I'm is that what you're saying too or like I I I feel like I'm hearing that from all like from all of us but in a different way I'm not hearing that you want to bring it back like just the old 1 back from the back I thought you wanted to no no I'm getting clarification because you're not I mean because I I think that it's being said in different ways what I'm hearing is I think closer you're muted Carlson you're muted usually I have to be on Zoom to say that um so what I'm hearing what what I'm sensing is that we'd all like to see what board member Carlson was suggesting of these are your options for 10th grade what those 3 options what would those 3 options look like generally but without getting too heavily into the curriculum because uh you know chairs correct it's not our job to delve that deep but at least in terms of a structure of of um I can't remember the the way that board member Laredo put it but how how the sequencing works in order to you know present those as options and then we can maybe try to find a consensus going forward uh amongst us amongst those uh 3 options it would be easier for me to move this forward if staff would that's what they need for clarification I don't know if colleagues we need to As Long As staff is clear I'm good I don't know if we need to yeah go over this again alright I'm just hearing that I need to bring you all options that you can take action on because I didn't hear you all say the same thing so I I'm good with putting together options that's not a problem what what what the chair was saying is 1 of those options going forward and it might work for us which is you know going to the way the system was that that's 1 option the other would be um where where we are now and then the third would be um a seminar type of option enrollment report all right um did you guys get what you guys got what you need okay cool um 9.3 enrollment report so 9.3 the enrollment report this actually um is just um information of the 7th month um enrollment numbers if you really compare the 7th School month which ended on the February 21st to the previous month actually there is a gain of 5 students in um Elementary and there is a gain of 1 student in secondary and then preschool gained a shot there's a slight increase in preschool I believe um that's the seventh month report of enrollment moving on to are we good to move on to the next item yeah okay so I item 9 for 9. 4 6 and to assist in illustrating facility adjustment and also make program adjustments to optimize program placement enhance student access and increase utilization of facilities that may currently be underused this work also directly supports our measuring facility plan as we align Capital Investments with actual Community needs and educational priorities keeping in mind that every School site offers high quality Equitable learning environments we have Mr tloi um the vice president from MGT thank you for waiting um to share his analysis floor is yours Mr toloi of clarification vice president not the vice president so um yes I love talking about demographics specially at 11 oclock at night so let's let's talk let's talk our student forecasting I'm going to go into some of the uh factors that we've done and the um the results I'm assuming that is going to be a PowerPoint up there in a second and pardon me I'm going to have to look over there I neglected to print out my PowerPoint um it's Earth Day and all I didn't want to waste the paper so let's go to the next let's go to the next 1 there uh just sort of work that we completed we did a completely spatial and tabular data set up for your District we've got all the data will go into we analyze your current current uh student population and forecasted that out based on uh attendance area and then based on enrollment next please so some of the data that we have is is we took your stew your boundary of your District we plotted all the school points we've of course did all of the attendance areas and then we've got all the partial data and addresses um we also broke the district down into what we call study areas these are small neighborhood are areas that are broken up by Major streets railroad tracks um physical features on the ground especially when we're talking about about breaking up a study area you can look at it as we don't want students to cross major streets Etc and we got a download from your student information system of all the students over the last 4 years uh we were able to then geocode them to their location by their given address and you see there's a heat map of where the students reside uh so we've we've got all that we've also got some demographic data from them programs anything else we could do anything that was in your student information system we're then able to do spatial analysis on next slide please so a couple of things about the forecast it's all calculated for each of the 117 study areas so each of the study areas you saw uh there's an actual individual forecast for it it's based upon the 2024 October data we try to get it downloaded as close to the seabeds time so this is now approaching almost a year old um and which does bring me up to a point that when we're doing these plannings doing these forecasts it's not a you you have to completely do it after year after year because show up not just in 1 year and it's hard to identify that Trend you have to continuously look at that to identify future Trends and proactive to that um it's based on where the students reside and not where they're going to school so the resident based forecast is important we want to make sure this forecast is for facil ilities planning and what we want to make sure is that a the facilities are in the proper location for where the student density is and that there's a facilities for those students in those locations So Pro we're talking programs here today um programs can change from year to year from school to school and that would change enrollment so when we're looking at facilities planning we want to make sure sure we're looking where the students reside um there's factors that go into this the birth rates is 1 of the factors that's area of births uh Mobility that students moving in and out of the district and new housing next slide please so the first is our incoming kindergarten class this is calculated using the birth rates from the California Department of Health Vital Statistics we get that reported by ZIP code and we compare that to the number of K class students that show up 5 years later we also do a ratio of looking at the current births for in this case 20119 versus the births between 2000 and through 2024 and that'll allow us to um see if there's any fluctuations in those births and that Trend we would see then at the K class 1 of the interesting things to me is that you're capturing so there's a burst in 2019 5 years later they show up in as K in 2024 was up a little bit in the 70s but then over the last few years it's dropped to about a small our percentage we've used that percentage through the entire forecast because that's the most recent Trend next please Mobility factors measures the students that are in each attendance area now it is the attendance area uh by the elementary now we look at K through 12th grade students in each Elementary Zone we're not saying that those students of course go to the elementary schools but we want to get the geographic differences in the district so we use the school it's the the elementary schools the smallest bit of geography we can look at so in the Elementary School attendance area if there was a 100 9th graders in 1 year the next year we would expect 110th graders what we do is we look at 4 years of student data and those 4 years 3 years of change and we get that average number of students coming either increasing or declining um they're not necessarily these same students we're just looking at the net growth or decline from year to year so what this is saying in elderon there is there's a 100 students and a 104% um Mobility factor between K and 1 it would go up to 104 students so that's how multiplied and this is an important factor because it's applied to all students in all grades and so that really does drive your your numbers here next slide please um next is the residential development we went to the city website uh talked to city planners there is a lot on their planning in their pipeline planning a lot of different develop however for our purposes and for this forecast we only used any development that's in the in construction phase or in the plan check phase this is because everything before that in other phases are very preliminary and there is no guarantee that they will be built there's no guarantee that they'll be built the same way plans are still changing so they're not don't even have those plans finalized yet at that point and this is another reason why we suggest this is not a snapshot in time that you rely on all the time that you have to update this annually to be able to really get an idea of what's happening so there was approximately 74 units to be built in the next few years um mostly multifamily attached uh so they don't get a lot of students out of them normally next slide please so the district forecast there are some assumptions we made the area of births are somewhat stable but trending down um the resident K capture rate trended down Mobility remains positive between first and seventh grade and a little bit on the negative side after that so that means you're gaining students as it's going through um in an October 2024 there was about 4,800 64 TK 12 resident students and you're also getting 100,725 tk12 inner District transfers students are permit coming in from your District next slide so this is an important slide that I want to show this is just showing your resident student data and what I think is really important to see is just let's look at that K class in the first 3 years of the kindergarten there's 370 and 2021 338 2022 332 and 2023 and then it drops to 279 and 2024 again this is resident students enrolled in your schools what I see from there and what shows me that there is what's driving the decline if we're keeping that birth rate at a fairly level stable like the births are showing that 279 is going to be that new normal around the around the way you've seen it clear decline in the K class and each year you see a natural metric of students declining um so an example of 2021 there's 43 38 12th graders they graduate out they're replaced by 338 kindergarten students then the 396 graduate out and replaced by 332 so each year you just got that natural line of students there um 403 was replaced by 279 and your K class is even smaller now I mean your 12th grade class is 3 366 so in the forecast running these numbers through you're seeing that 279 even with gaining students in the early grades is still a much smaller cohort than in previous years in 4 years it's less than its more than uh almost the 100K class students so that's what's driving these forecasts next slide please so this is just informational slide that we've both did a resident based forecast for each the elementary schools district-wide of course for the middle and the high school um and that's again that's based on where they're living because where they're living where they they're going to school can be 2 very different things um also we've done done a enrollment based forecast for 4 years 5 years out um that shows an estimate of the number of students actually attending the schools because again there are 2 very different things now unfortunately we did did find an error in those enrollment forecasts and so that's something that um I've talked with the District staff about it's something that we're going to correct and probably within the next week we'll have a correction for that there was some sort of error in that forecast that I I actually don't know where where it is but we're going to investigate it we take full responsibility for that um but it will be corrected next slide please so this is our student transfer analysis and this is a a sometimes it's very eye-opening slide for people um I think it's interesting because it really does illustrate that difference between where the students live and where they go to school so let's take El Ricon for a second here there's 716 tk5 students living in that attendance area as of October 2024 out of that 716 only 375 are going to Recon 34 are going to fargate 29th talaba bolonia uh Bona sorry uh 23 to Lynwood how and then 255 to El Marino so you could see that the 716 is is the biggest number of attendants students there and that's where your student population lives compared to the others but the f 561 of the students that are actually going to elderon is in line with all the others it's completely you know it's a little bit of difference so if you're looking down the outer con again 375 live and go there um 31 live in Farragut but go to orone label on 16 Lynwood how 29 and then you have a 110 students that are out of District that go to that school so this illustrates those that difference between where the students live versus where they go to school and that's why when we're doing facilities planning we want to make sure we know where those pockets of students are living uh if we're needing to who do something and we want to make sure as we're moving forward those that that pocket of students is um identified because the demographic scenarios change as much slower than a program so a program that could be tracking students to 1 School can move a school from year to year and that would change the enrollment immediately but the demographics in that area won't change as quickly that's why we forecast based on that and next slide so key items births are trending down somewhat stable but trending down that's in line with all of California and most of the United States uh we're we're losing births or losing uh less people are having children um there's at this point seti 74 City approved residential units um either in the planned or construction fla phase much more in the pipeline again that's another reason why we suggest this is not a 1-time shot because those those pipeline move through things change from year to year here I like to give the example that you're not going to plan a picnic on a weather report from a month away you want to get the most recent data so that's why we look at this annually um student retention is mostly positive especially in the Elementary grades uh resident student population is declining uh students are taking advantage of the programs at El Marino so you've got a lot of students going from other parks the district there and the decline in Rel in student um sorry the decline of student resident students is due relatively smaller K classes enrolled in larger secondary classes graduating uh with that I am open for any questions and comments thank you colleagues discussion um I had a bunch of questions that I I think submitted beforehand I don't know if we want to and cognizant of the time so I don't want to like ask too many right now but I thought this was a really interesting study and I really enjoyed getting into the data um uh and then let me see if I can just sort of summarize some of the comments here so I think we saw we had like a Kinder capture rate of 63.3% um and I think I'd asked like relative to other you know comparable districts and you know in the LA area is that high low average you know is there possible room for improvement there for example there's always possible room for improvement uh I've seen ranges from 50% to about 80% okay uh so uh it we don't have any other districts on working for currently right in this neighboring area so I can't really but it's not anything that was eye-opening to me okay all right well that's helpful I think um there's also the before residential units in the pipeline and like you showed us a chart of many more that are possible um and I think there certainly is an interest in you know a lot of development to meet our Arena goals here in Culver City and um you know try to actually develop some more units I would also say too I think there was some presumption in the presentation that multi multi-family units generally do not have kids I don't know that that's necessarily true in Culver City especially because a lot of folks live here um I I'm actually our family is 1 of those lives in the Ellyn con footprint and sends our son to El Marino uh for the language immersion obviously and those 2 schools I think you know the interesting aspect of this is like the kind of occupy sort of the same space which might be why you see a lot more from the Elder and con footprint going there um and fewer sort of going to our con 1 thing that I had also kind of noticed is that um like elrond Khan cannot accommodate all of the students that live in the elrond con footprint right now so you actually need some of these folks to go elsewhere and if we do build a lot more in that Fox Hills area where there's a lot of units sort of maybe not in the pipeline but could be pretty soon like that that could be become even more disproportionate so um you know it's I think that's maybe something to consider as well as I I I think brought up something too with our um our Administration about the possibility of considering where we're zoning kids as well um um I did notice that lab bionas already sort of under enrolled relative to capacity I mean we have you know it's at least the state of capacity here there's about the same amount of students going to the elementary schools that are not El Marino we did here tonight El Marino has a lot more students in general um it is a bigger campus um I just 1 thing that I think that we should all be cognizant of too is making sure that lob Iona stays healthy um in the sense of that we're having enough students there on a year-over-year basis I did um kind of look at the math there too and sorry that you know we have um in interdistrict permit rates that lie on is kind of the highest of all of them at 33% um so we're really kind of relying on kids coming in from other districts in order to be able to keep that school full so that might something where maybe we need to market the the school and the program is there a little bit more to Culver City folks or figure out how to track more people to that particular school is a really great Spanish Immersion program there for example so you know just something I think we need to consider as we're going forward into the future but um I don't know that I had anything that was you know of real urgent need to talk about tonight but thanks for the analysis and um all the information you're very welcome so very quickly just to build on it because we're we're tight on time here it's getting 1 uh just to Echo about multifamily housing if you look at the the map that you had of where people live you know the student population is that whole area right next to the college that's all multifamily housing those are all apartment buildings buildings those are all town houses I live there we have a lot of students there and same with Fox Hills so um you know right there you go so unless they're living in studio apartments um which I know some of the affordable housing is geared that way uh I will sort of challenge that supposition necessarily that uh you know that apartments are not where um families live um so that that's it the other number uh the second question I have is uh with respect to the the the numbers we said 1 thing I didn't see in the interdict transfer rate and that may not be what you have is there are students there are families that live here that send their kids out of the district and I didn't see that number in there or at least I don't remember it being in there and that would be sort of interesting to to to know in all of this because you know can we can we get can we create an environment where some of them would want to send you know where it would be an appropriate place where these parents would want to send their kids back into the district uh and the second uh the the third question on this because I was getting some commentary for some other folks the feeling that you know how small is too small to school a school B before we would really look at this because you know frankly I think some of the people who are criticizing our permits and things like that don't understand the math and they're assuming that permit students are costing us more because the Ada's is is a certain gap between what we get and what we spend student but honestly if you take into account we get from federal funds state funds the difference becomes a couple hundred dollars not per student not not not the thousands and so you'd actually it would take a massive Exodus out and the the the result would be catastrophic to do that but I I I am particularly interested in terms of the parent families we have here that don't that send their kids out okay well let me address a couple of those things uh the last question um is more for the district uh by staff to address than than myself um we have with risk of sounding like I'm trying to upsell or anything like that um we do have other analysis that we can do that was not part of this scope of work we do a capture rate analysis and and that takes Census Data with the estimated number of school age students in each of those attendance areas versus the number of students that are actually attending 1 of your schools and that would give you an estimate of maybe your captioning 80% of those school age students go to 1 of your schools and so you've got 20% that you possibly could mark it to or make programs go for as after the number of the actual students that were in a a ccusd uh school and then I've left it that would have to be District staff doing exit interviews and discussing with them why they're leaving where they're leaving to Etc so they would have to be able to do that um and there was a second 1 oh about the multi-family you're absolutely right it it might be different here than in my other previous uh experience we again we weren't contracted to do a student you know instead and right now I wouldn't suggest it because there's only a very limited amount of units in that pipeline that are really going to affect and whatever student yield would come up with even if it is more than I I would say 74 units is not going to push the needle 1 way or the other at this point now once that pipeline starts getting and then you start getting more units then I think at that point that's where you would want to do and consider that second study okay thank you you're welcome um thank you yeah I really um there's a lot of interesting information on that heat map um you know there's a lot of density in the Fox Hills and like the rain tree area and and I agree did it not any time in the near immediately but at some point we might want to look at different boundaries that kind of divide that a little bit different um so we're not concentrating all the high density at a single school I think the other thing that's really interesting is there's some dots outside of of our boundaries um and I assume that students who are permitting in from some of the neighboring areas sometimes we hear certain members of the community talk a lot about students permitting in from Englewood but really most of them it seems like are coming from palms and Mar Vista um which would be another reason why there's a lot of permits LA bayona because it's adjacent to that um I think uh the mobility Factor very interesting um it's I think it's fascinating that for the most part I don't know what a a big swing is considered but there's a lot more growth or stability than there are particular declines for example uh the 5th to 6th column um a lot of times and a lot of middle schools they experience shrinkage because parents choose to use use that transition to go somewhere else or they're afraid of middle schools so they seek a charter or a private school for a smaller environment and really we have 1 School population that's holding steady but everybody else we're actually seeing an increase from fifth grade into our middle school so I think that's actually very complimentary of our Middle School likewise uh 8th to 9th you know we there's 1 school that's got a little bit of slippage but for the most part our population is is growing from 8th to 9th so I think and that's residents um so I think that kind of you know fits in or or kind of is a different narrative than sometimes we hear that oh people are leaving the district and things like that that that isn't reflected in this data um so I think that's that's really interesting um the residential development I think that's a a conversation that you know we definitely want to have with the city because if the birth rate is declining and there's not enough housing for new families and things like that not only is the school district potentially shrinking but the city is potentially shrinking um and that's something for all of us to be concerned about or at least you know cognizant of um with the city and then on the enrollment uh forecasts I I think the those are interesting I do kind of want to push back on your your kindergarten particularly the TK forecast because I you know I don't know if you got the question but I brought up the point the enrollment window for TK is changing next year it's going from 9 months to 12 so 1 would expect a certain amount of growth from that and you've got it steady um so I mean I think that's something to think about likewise I think it's probably the um the error in the formula that you mentioned but when I look at your enrollment forecasts they're much swing here and when you look at a cohort of students you know this year's Kinder and next year's first grade following Year's second grade there's some spikes up and then some drops down that seem a little bit imprecise if you're talking about the same group of kids especially give the mobility um numbers that you showed that were pretty steady and on the transfer analysis again I think that's fascinating um I think it's very interesting that within a couple of students the number of students that you know from rinkon that go to Farragut go to lab wanted to go to Lynwood how is is pretty much the same they're they're kind of trading almost like numbers of students um El Marino and I don't mean this in a negative way but it's kind of a a a draw on all schools and and pulling from all the school enrollments um particularly El ring con maybe because the proximity less so from laiona maybe because they've got their own dual language program so there's not as much need for that um so I thought that was was very interesting and the other thing is we seem to almost use Elementary inter District uh permits to backfill the students at each Elementary that are pulled out for uh El Marino I mean and so you know some of these schools if we weren't doing permits because of the draw from Elm Marina would actually have really low enrollments kind of to Mr lachman's points and some dangerously low enrollments to whether we can maintain that um so the permit suits are are actually being very supportive in that um so yeah I look forward to the numbers when you you make that adjustment on the in enrollment types of things um and then just last 1 is is I think the district-wide analysis those are all interesting again about the housing and about the capture rate of Kinder and about the capture rate of TK you know because if we can get families in I'm pretty confident as the data shows most of them are going to stay here um so getting a higher capture rate of kindergarten is going to offset to a certain extent some of the just natural birth rate declines um that seem to be affecting us over the next couple of years so thank you for this you're welcome hi good evening not yet morning yet but um uh I I just want to I thank you for this I'm I'm very interested in understanding what we may expect when you return with the enrollment like forecasts because that's 1 of the things that I did have a question with because it didn't seem to follow your mobility and birth rate it's the same way and so I was just like and there was too much of a disparity between the some of the schools um so I'm I'm hoping that it would be a little bit more positive that more just more in line with the others figures that you were showing us um Now 1 of the things that like I guess I was most surprised about and um and I'm just going to say this for for our public now like we do have you you didn't take a look at the smaller or smaller schools because it doesn't have a huge impact on the on the whole thing which is I Academy and covert Park um I do want our public to understand that you know El Marino is only able to be bigger because it encompasses the original cover Park High School area and that's what allows that facility to actually have more capacity for more uh to take on more folks um so that has been you know very good for us so that we can deliver the Dual language immersion program that you know our community really um Depp uh really wants and is looking for um and thankfully we are able to also have that at Laona what a lot of our folks might not realize also is that fox Hills then as a neighborhood was the last piece of land to be incorporated into Culver City which is why our elrond Khan um area uh sending school district is the largest 1 and knowing that you know a lot of them will choose the proximity to el el Marino which board member Guerrero said you know it makes sense that we cannot if everybody in the El rinkon school zone wanted to go to Elvin Khan that's not what we have right now and so it's good to see that like we do have kind of an even intra District permit um rate um number across the uh the different elementary schools um however what I was disappointed and maybe it's it's I I was led to believe I I thought when we got the this information back is not only would we look at forecasting you know in enrollment versus capacity but also you know uh that this is our um sending School District map right now it's not precise it's only a representation because if I were to look at it and I'm not going trying to do it right now um Mr lachman's place of residence it's included in the wrong um in the wrong color but like I I know what he's you know uh what he's zoned for right like it's just it's imper perfect but like it's a good representation and so like what I was looking for through this data was could we learn anything uh about whether or not we are drawing these lines in the best way possible for um you know what you said earlier about you know Crossing railroads or like you know that's not a thing here but like you know uh Crossing railroads or you know for Equity sake you know like what what are doing well or you know what do we need to continue to learn on learn about because what I'm concerned with is that you know there's this perception coming into it as I campaigned and knocked on doors like I know that there's this perception especially in my neighborhood about how El ring con is you know the most recent school to come out of Title 1 and that like you know oh that's the most that's that's a very diverse school and and like in some cases up the crust like people look down upon it and you know they want they say oh you know my my neighbors might say oh you send your kids to elrond Khan like why didn't you ask for an intra District permit to figure it for instance and you know I think that that's shortsighted because you know if you are not a part of making your your sending School better than how will it get better um and so I guess I'm I'm asking you and you know there there's also a historic impact of red lining we have um certain schools that have a greater amount of single family homes um and less density and that hasn't changed and so what I'm looking to you is like do you have any advice upon how we can what data points we can look at to improve improve this or improve our decisions upon these boundaries and also for equity because I what I don't want is also to use to for people to misuse your data to say oh this resident enroll this the prediction for this resident like District is low so we automatically shouldn't invest in that in that school anymore because that's not you know we can we have in District intra and Inter District permits so that all of our schools are you know pretty well enrolled at this time but what are how have other people used this data and and what do what what's your advice well um 1 of the benefits of of breaking the district down into the study areas is we've got the data down to that level and there's like I mentioned their small neighborhood areas and they they've taken to account major streets any other physical barrier that is easily identified so say the board decides to look at boundaries that you don't want any Elementary School student to cross a major Street we have now the ability to do analysis on that and move those study areas around assigning study area from school a to school B so they're all not Crossing major streets uh and then give you the number of students living they're currently the forecasted number of students and then their current demographic breakdown or any analysis based on their sis what's it at in their student information system so we have that ability to use use this data and start playing those what ifs if you want to look at boundaries if you want to do analysis on say where we've I've given you a broad idea of where your El Marina kids are coming from but we could actually analyze more down down to the granular level of where they're coming from so we have the ability now to do multiple different analysis and that would be my your  was what would be my suggestion my suggestion is to figure out the questions that you want answered and then we could help you do that through our spatial analysis spatial analysis which was not included in here would would help draw some of those map like geo geography questions right it won't necessarily like provide more um about our you know say socioeconomic status or like um but it will provide more information about you know where they're coming from in terms of density like is is that yeah um again depending on what's on the student information system we can get the actual demographics of each of those study areas what the students that are residing in each of those study areas we can also look at third-party data census data and some of the socioeconomic indicators of those areas uh so we can combine that 2 to do analysis on that uh so again it's really we can do any analysis to answer whatever questions you want to do uh it's just a matter of of figuring out what what the answer we want to get or what the question is and we will try to do the analysis to make it work not make it work as in get you your answer that you want to hear but do the analysis for you I'm under the impression that you've also done analyses of like um neighboring like like our in inter District per other districts inter District permits and also like um uh neighboring areas to see like where we could possibly think of you know also targeting you know uh other new students is that wrong uh we've only for interdistrict students we've done analysis to just to see where they're residing where they're coming from uh very general maybe they're the ones that we already have the ones that you already have uh outside of District we don't normally do any analysis outside the district boundaries inside the district we can see where your pockets of students are coming from versus the estimated school age students in that area so we could look at El recon's attendance area and see how many estimated school age students there are kind of like what board member Guerrero was talking about exactly okay okay thank you thank you so much for the presentation I actually don't have a question I think colleagues answer the question but I did just want to briefly push back a little on something that I I heard over here about families not being in apartments I don't know that I would venture to say that and so I just wanted to bring that up because I think and maybe Mr luqman that was you but I'm of families are in apartments and so I just wanted to state that um but I had no I have no questions thank you so much for the presentation all right thank you all yeah 9.5 districtwide stand it's yes um before uh we move into 9.5 to 9.10 on measuring information items I would like to take a moment to recognize someone who's been patiently waiting for the past few hours in support of agenda item 13.9 mind regarding CC High cchs um thank you Miss Mariah dedicated chemistry teacher um at the high school who was part of the cchs facilities site needs committee and she's been participating in this committee for a long and she those are support even on the day of the agenda approval date uh so miss meravi truly appreciate your commitment if you're willing we would love you to share a few words about your experience in this process please thank you I really appreciate that um so I am uh I've been with the district for 16 years and I'm also a resident and a homeowner in Culver City so it really means a lot to me um it's been a really great process um so last spring uh there was an all staff email asking for volunteers I believe there were 6 teachers who volunteered but only 4 slots and so Dr Thomas just randomly chose like she put us all in a generator and randomly generated 4 names uh 1 teacher couldn't make it so actually we started with 7 and then she randomly chose again so anyway there's 4 of us and um it's been a really collaborative process The Architects have really uh at the beginning they did a lot of um activities to like just get a sense of who we were what we were looking for like they mapped out different um um uh vision boards and had us choose things that really spoke to us um so that was just the beginning of the process and then we went through uh iterations of uh for at the high school anyway we had a 5 a through e and then we finally uh ended up choosing um Choice f um and I'm happy to say that it was a unanimous choice we um have had agreement among teachers um community members parents as well as um our principal so it's been a very not perfect not perfect but smooth process um and I would also say that the 4 uh teachers on the committee we've really tried our best to get all of our colleagues involved so whether speaking with them personally or sending out um uh surveys we really try to get feedback and we've invited them to come to meetings as well so thank you I really hope that the board will um appreciate the work that we've done thank you thank you now 9.5 District by standards I want to express my deepest gratitude to the entire districtwide standards Committee in including 40 dedicated members teachers environment teacher and then environmental sustainability committee Representatives classified staff administrators uh 90% of the emote staff and especially our parents and community members I want to give a big shout out to Mark Naylor Roman Chu Mark ber Ron levenson Natty sir Greg moron and Board of Trustees Miss loureda and Mr lack please excuse me pronunciations from our kickoff meeting on December 11th to the final meeting on April 9th your commitment and expertise shape is 127 page book that you have created this wouldn't have been possible without your invaluable input this these standards will guide our efforts and ensure we are investing in state-of-the-art art facilities for our students um without I know please stand up if you're present at the board meeting I know um most of them left but or if you're there in the or if you're there the zoom meeting please give a thumbs up if you're joining us via Zoom boom uh so we can recognize you a big shout out to everyone for your continued support and lastly thank you to miss dusa and Mr Blaine from tellyou for your behind the scene help now I'll hand it over to the architects who with their collaboration helped bring this vision into life floor is yours TVP thank you so good evening Board of Trustees Dr Lucas and assistant superintendent thank you to the and also uh thank you to the community for passing measure M we're pleased to present a synopsis of the Culver City Unified School District district standards uh my name is Gary Moon long Chang and Robert dammond we're all from tbp architecture and uh was especially wanted to thank the standards committee and Santa just did that for me so I really appreciate that essentially uh it was an incredibly inclusive process uh as she said a lot of a lot of uh input and we met with you know the the team consisted of the principles some principles take teachers Food Service superintendent special education OCD maintenance and operations technology and of course the parents who were integral to this if you could go to sorry next yeah next slide uh we we formulated the district standards over 12 meetings and then if you could go to the next slide please oh sorry 1 back I could quite see whether my glasses yeah thank you and um essentially the 130 or so Pages uh are organized so that we begin with District goals and vision we talked a little bit about learning environments will show show you in a minute and then the bulk of the the document is really the building standards uh and they're just want to make sure that everybody understands their suggestions based of course on availability and cost and and what a a district district standard really is is a living document so it's going to change as educational uh thought changes and lessons are learned so it's it's not a static document that we'll never change um in addition to us the Architects we had p2s which was engineering or engineering firm that is associated with us uh electrical engineers mechanical engineers and plumbing engineers uh helping meet with maintenance and operations to determine those uh building building standards as a as a boy who does uh uh locking mechanisms uh web food service and then a landscape architect by the name of Cornerstone so all those things have all those people were garnering information from that District guidelines group and and compiling it into this document um the document started uh if you could go to the next 1 please with vision and goals and you can see the vision of goals here the standards really the purpose of them is uh to ensure that the district schools are easy to make maintain and operate uh it's it's to uh ensure that we're great that the district does a great Steward of the b e measure e Bond monies um that you would facilitate the campus development in an equitable manner across the district so when a teacher walks in a classroom or student walks in a classroom it doesn't really matter which classroom it is whether it's a new classroom an old classroom that it has all the same attributes uh there there are some some uh uh components which are sustainably minded uh all as all all the districts projects should be part charting a path towards zero net energy so not having any kind of energy use and then 1 element which is not up here uh which is in the document but it didn't make the PowerPoint was that a project teams are encouraged to consider sustainability goals and values outlined in the district's green new deal as part of the design decision process if you could go to the next next slide please so the goals and vision are really the road map that guides a and all decisions are are are uh weighed against those goals and visions so 1 of the first elements that we uh talked about and explored in in our district design uh meetings was a general classrooms and special education classrooms and these are a couple instant couple examples uh there's actually about 50 ages in total which outlined very clearly what can occur or could our in each of the classrooms these are uh visual showing the classroom of the roof was taken off of it all the furniture and carpet Etc of colors are are uh representative they're not what's what every classroom is supposed to look like because really what these are trying to describe is all the attributes that each level of classroom would have whether it's OCD which is different than TK and K which is different than elementary school and then Middle and High School classrooms are relatively the same uh if we go to the next slide uh it shows special education teaching spaces and really the big difference between these spaces and the general education classroom spaces is the fact that they have uh some some further attributes uh at the OCD of course has restrooms TK and K has restrooms in both uh General classrooms and and special ed special education classrooms but it the elementary school in the middle and high school level each of those classrooms special education has r rooms that are directly accessible from the rooms and then those rooms those restrooms have uh changing tables in them and then every single 1 of these classrooms has uh hooks in the ceiling uh next please so also supporting the special education classrooms is special education support and and those are comprised of uh resource specialist classrooms and Title 5 says that they need to be at least 250 square feet or larger and they'll they'll most likely be um size based on the need at each of the sites and so they will be tailored to the school and the program and then in addition to that there uh in each of our meetings uh there was a request to make sure that we had the right types of support support spaces so speech occupational therapy psychologist and sensory rooms so again these are describing what those rooms may look like and the sizes uh next please and then our technology uh consultant uh worked to create standardized uh technology that would support classrooms computer spaces as well as Labs so that's that's really what it's showing here so it's not it's not the the furniture inside of the classroom it or or Laboratory it's not the shape of it because of course there are all sorts of different shapes but it's the the attributes that that technology should employ in each of the classrooms so as I said teachers and and uh and students as they walk into a classroom they should have they should be able to operate and utilize the same technology and be supported by that technology uh next please so the next next item was uh landscape and uh our skate park detect uh worked with maintenance and operation staff to determine the best uh and most appropriate uh types of landscaping trees ground cover uh Vines and grasses so that um they were California natives uh they they were very easy to maintain there are no plants that with stickers on them that can hurt students and then uh the other component to this illustrates is uh is Hardscape and by that I mean permeable Paving types and permeable Paving so that allows groundwater recharging and hardscapes if they're chosen to uh reduce heat heat the heat island effect and I'm just going very very quickly through this uh so then the next slide please um uh we worked together to and showed a whole slew of options to determine um what types of Outdoor Learning opportunities could present it so that both classroom and instruction could cover both inside the classroom and outside the classroom and arrived at a couple different uh options and these were the ones that were kind of highlight as as ones that people preferred um a habitat planning area that again is is California Natives and teaches students about about those uh maybe a micro Forest Area and these are options that could be employed at any of the schools our next slide thank you uh 1 of the first steps toward sustainability that that uh was was discussed was kind of re-engineering um some of the food service processes uh essentially eliminating all the throwaway plates and silverware and opting for permanent plates and silverware which means that at each school campus they would need to be washed and they would have to have a students would have to have a way of dropping off those items so they could to be washed and then finally on the last last or almost the last slide is uh the specifications and this is really the bulk of the document uh about 52 pages and it was uh in working in close combination with maintenance and operations and this is really 1 of the big pieces that'll be able to change over time as as uh there are Lessons Learned and it was a right you know the the the idea here is arriving at preferred materials and Building Systems there are 33 different sections which describe preferred products manufacturers models color and finish and and notes that are particularly uh relevant to each of those materials and uh systems that are have been chosen and really the the bottom line is the purpose is it's for cost efficiency Equity across the district and so you can reap things like volume discounts so things you know ultimately the the cost uh of running the schools will be will decrease and with that I'd like to thank thank the committee and especially the board members that were on the committee Andrew lachman and Stephanie Laredo so with that there's a questions colleagues discussion or discussion I will spare you any questions thank you very interesting yeah we've sat through so many meetings I have no questions left uh thank you by the way but thank you to everybody who worked on this particularly my colleagues who did this um I 1 of the things that it took me a little while to wrap my head around is these are not floor plans they're demonstrations of owners will be this high this will be the window treatment this will be the wall treatment and things like that because I think a lot of people thought oh that's going to be the standard classroom set it's more the the fixtures and what what will be included as you said so thank you for that um 1 of the conversations that some concern um raised by some folks and some board members because there's sped classrooms on here and we've been moving away in a lot of cases from uh designated spend classrooms to more uh inclusive and integrated classrooms um so appreciate that most of the features most of the um accessibility features are actually in the Gen Ed classroom so a student with a disability could be successfully uh participate in that classroom and and it's just things like bathrooms um or the the railing system for students with extreme mobility issues um 1 thing that was kind of a red flag to me and I talked to to miss Rajiv about this was on the list of like Electronics it mentioned security cameras but that that is not necessarily we're not planning on putting a camera in every room some of that is the hard wiring for in case that room ever got something like that um so just wanted to share that with folks 1 question any specs on outside of classrooms this is all interior know except for except for the plan and then the things like that but anything about like exterior walls or any of that kind of stuff or is that something specific and those are spikes well at this point they're sight specific okay okay thank you I don't have any questions for you and it's more so like you know moving forward from here uh we had Mr Chew come earlier and it's about you know building our mission for sustainability into the phases moving forward from here um and so I I appreciate that you know you've uh brought these options these standards and materials and options and it's about us you know moving forward with um making sure that as much as possible our our our vision is is manifested uh through the choices that we make from here um would would do you have any comments about that yes I think we have Incorporated um we looked at it our aspirational gold um goals are to become an lead goes to become a lead goal standard uh District but then right now I think we are meeting most of the elements of leads um silver so that's something we have to do and then we are also looking at all the 9 pillars of the g&d Grant Green new detail as to I think we are we are we are kind of touching on the education energy and water but I I don't think these chances right now address the waist or green purchasing so we definitely have room to improve on those aspects so so this is a living document so we will be amending this as we move along with uh so that we can align 100% with green New Deal should I don't have any questions thank you TVP and then before going to 9.6 to 9.9 this the next few agenda items are for all the 4 Architects to come back and share the updated Master Plan before we begin um the measure we updated Master plans for each for 8 school sites were done by um tbp Huckabee um and for because I think it's too late so I can't even remember the names of DLR and SBA Architects are here um so this is I just want to take a moment again again to express my heart for gratitude to the committee thank you to everyone who served on the individual school facility needs committee across all states we had a total of 106 dedicated committee members um combining all the school sites and incredible turnout in my 30 years of professional life I've never worked with such a passionate invested and caring group of individuals and since November 2024 you work closely with your site Architects coming committing to 6 months of thoughtful engagement your patient students understanding and unified focus on what's best for students may this passes truly meaningful I also want to recognize the engagement of our students whose voices and ideas paid an important role in shaping this Milestone moment their input reminded us who we are ultimately planning for and helped ground every decision in what students need most I also want to give a big shout out to all our amazing students who were part of this important process uh Dylan um Leon um Hunter Brandt and Lola Sanchez from CCMS where part of the committee Henry zamrock um Emily Robinson and Rana villani from cchs and Quincy at third grader and Jack of fifth grader at El ring con so they were part of this committee your voices brought such valuable insight write an energy to the table and a special shout out to Henry for attending 100% of the meetings um your commitment did not go unnoticed this is a high school student and thank you all for showing up and speaking up and helping shape the future of our schools we are so proud of you now the floor is yours finally 12:30 a.m. come on team let's do it okay all right to start off uh is El Marino Language School right and so so I can just start off and say you know we as as Santa just said we had a very inclusive uh a a great uh cross-section of all the different uh stakeholders in the the El Marino language school and if you could go to the next 1 uh here's the list of the site committee and and uh again kind of wanted to shout out as santha says to Brad Thompson Brent nap uh sit Lolly steal Lisa Collins Claudio fedo Mark Bower Greg Moran and Miriam M imagine uh those were parents that put in a lot of dedicate a lot of time and uh had a lot of input uh and that also Dorien Davies who uh somehow got elevated up to uh working at the school district but they're just listed wrong up there um and and I think uh again it was you know it was probably a very Broad uh broad group District staff maintenance and operations Paul care Cobian um the principal teachers and parents we had about 8 meetings and 2 meetings where we uh spoke with all the teachers so if you go to the next next uh next 1 so uh just some quick statistics uh El Marino language school as everybody has heard is the largest school in the in the district at the elementary school level uh it serves about 820 students and it's on a 7 7 Acre Site so it's very small um it has 12 P permanent buildings and 5 relocatable serves OCD TK through 5 and then after school care um our process began with with uh turning the campus with our engineers and documenting uh what we saw and assess and and at about that point we did an enrollment analysis uh based on on student enrollment moment capacity uh and and the uh the enrollment capacity per classroom and arrived in an necessity to provide t uh 40 teaching spaces because we wanted to make sure that uh we in our planning we didn't uh add classrooms that weren't needed everything is Justified that's if you can go to the next yeah uh so so we began also by looking at the uh master plan and the phase 1 projects which said uh that we needed to replace all the Portables with permanent classrooms to keep all the relocatable uh during construction for an interact facilities construct a classroom building uh and support because there's needed support at each of the each each School uh and then modernize existing classrooms I think looking at the this is a compass very similar to many campuses That Grew over time and as I said uh some of the high school uh old high school buildings were incorporated into the into this campus so uh you have grades kind of spread all over the place so that was 1 of the intents was to get to create grade groupings and especially at the TK and K levels so if you plan which is the proposed plan uh this is I don't know what what uh option it is but it's probably option F or so it it we went through quite an iterative process to arrive at this final plan uh and you know you can see immediately that there's a TK grouping down in the lower left corner uh we have K and TK uh K surrounded in the sort of green Square is a new classroom building and it's great because it's going to hold the edge along uh Port Street and inform this really nice uh TK and K uh play area um then adjacent to that well Incorporated in that uh there were 3 K classrooms and the K classrooms are all small and the TK classrooms are too small and 1 of the important things was that uh the aggregate of the classroom the uh uh restrooms storage and teachers work areas all needs to be at least 1350 square feet for this for the state to help uh uh pay for it essentially so you have eligibility you want to maximize that eligibility and Garner those Monies so we looked at um the the smallest classrooms and making making them larger so as as an example that that lower left um building building number 7 which is surrounded by the pink and the far lower lower left you used to have 3K classrooms they're all really small so now uh they're appropriately sized classrooms and it's converted into a TK and a k and then uh building number no it's okay building uh 12 which is just to the right of that is the newest building on the campus and that had 4 classrooms that are now being reconfigured into just 2 TK classrooms which seems crazy but those classrooms were less than 700 square feet each so by by utilizing those classrooms reorganizing the room so we can make 2 apply sized TK classrooms um we moved the art classrooms uh to those spaces adjacent to it because they're wonderful spaces with a lot of natural light and then adjacent to that on go moving towards the right is uh is the fifth grade classroom it's a new single-story building uh and it's augmented by um support spaces and the support spaces our occupational therapy speech and a conference room um OCD on this campus occupies 1 space and it's uh it'll remain in a portable building and then this campus uh has a lunch area that has uh uh portable or has kids that shade structures um that are pretty inadequate and they're falling apart so that was 1 of the the the structures that the school was really um wanting uh then additional additional projects or playground repair parking lot uh Outdoor Learning areas which is basically augmentation of what they already have because they have some pretty pretty nice uh Outdoor Learning area quadrant areas and then finally modernizing all the remaining classrooms so the next slide illustrates um School priorities and essentially um almost all of it can fit in what we figure as being Phase 1 so it's the kindergarten kindergarten classroom the new classroom Building B with just has fifth grade modernizing all the uh all the modernizing all the buildings on campus um modernizing the the original K building and K and TK and modernizing that uh there's a building number 12 which has the the the 4 small classrooms currently which will end up being TK as well so all that as long and including the lunch shelter can all fit within the phase 1 and then all the remaining remaining site um site items that uh could be done uh fixing the play area increasing parking uh all can be future phases okay next next slide uh so finally we get to um we we are at this point we have some example pulse of uh massing for this campus the T the kindergarten building is on the left regular classrooms on the right and the idea was that it it was it's a building which fits in like a a family member to the campus and and it also is reflecting some of the um some of the breakdown of the massing of the local uh housing which is adjacent to it and slide please and that's that's okay now this is where the rubber hits the road uh Phase 1 November budget was 26,056,000 and uh we're right at about 26,500,000 so very very close uh you can see that that encapsulates essentially those Phase 1 1 items and then Phase 2 with the site work so you can accomplish almost everything that they set out to do originally and in terms of a timeline uh if we begin uh the our documentation right away we can we can get into DSA um the Department of State architect at the beginning of 2026 and will be out just out just as school begins in September of 26 and then construction can commence um right at the end of 2026 but the construction duration there that's Illustrated is something that's actually going to be it's it's going to change because there's a whole lot of different sequencing that's got a and that's something that we'll be working out with two so with that um I'd like to open up a questions or we can move on yeah no that's fine yeah no problem I'll do good morning yeah I'll make it faster okay okay so uh Lyn Lynwood how uh let's see let's go go down so again I interactive process a great a great group um we had some really Lively discussions about how you know if we had all the money in the world what we could do but we don't we're we're Limited um so let's go to the next next slide please uh so the existing campus serves 577 students on a 4 Acre Site so even a smaller site of course uh we have 3 story buildings and 6 6 permanent buildings and all and it serves again OCD tk5 and after school care um armed with the assessment for the master plan uh we you know our engineers uh our team toured everything and again we did an enroll enrollment analysis and uh we could go to the next slide and again uh what we what we arrived at was uh that we needed 40 spaces in total and there was no change between the number of classrooms that they currently have and what they will what they'll have in the future um the master plan on this campus said that Phase 1 work would be replacing the Portables with permanent uh creating again a new a new uh new classroom building and support and then fencing and again uh the planning at intent was to group OCD group TK and K and then create grade level groupings let's go to the next slide so that's what we did uh that's okay down down down so start starting on the upper right side there uh we can essentially look at the ground level because that's that's those are the levels that change the upper levels of the classroom buildings didn't change uh we removed TK building on the upper right corner and created because those again were small T small sorry we removed the K building and created uh a building that has 4 kindergartens that are all right sized uh the building just to the left of that is a currently 4 classrooms on the ground level and or convert converting that to 3 TK and then TK support with an art classroom and then on the lower uh lower left uh Corner we're creating a new single-story classroom building which will house uh 4 classrooms and then all the support spaces that are needed to support the the uh campus 1 of the things that we had been playing with we were talking about maybe moving uh the SDC down to the new classrooms but we decided that uh that it that fit best where it is because it's most most centralized and in this instance uh OCD is also or is is still going to remain in a in a portable um other projects were uh that are probably going to end up being well other projects were uh fixing the the play areas uh both the hard-courts and and the uh Turf areas and then increasing the parking area and if you go to the next slide you can see that faces almost every single thing is in there the thing that was arrived at later was that um we would modernize all the remaining buildings but originally that wasn't in in what phase 1 worked was supposed to be anyway so that's that will occur in a future phase so essentially we'll be able to accommodate all those aspects uh that that the uh site was asking for at this campus and so with that so any questions I have 1 quick plan I don't know so when you talk about future phases is that a future phase of this project or is that a future phase assuming additional funding at some point in the future it's a future depending on additional funding available okay so Phase 1 is what we're getting for sure okay and and I appreciate the forward projecting on what are the next things to do based on priorities and things like that I just want to make it sure that it's clear that that is not in the current budget but it is identified as next needs that that's my follow on is when you say future funding is I mean we get extra State matching funds now or this is we may have to go to the voters again in the future so or both both okay put all of the above all the above perfect okay and um thank you tbp uh next up is um Huckabee who will be presenting on eldering Kahn Elementary School and cover Park High School come on up thank you all right Mr President team members of the board distinguished cabinet thank you so much for having us here tonight really appreciate it or uh this morning I guess it would be at this point so I will kind of go through this as quickly as possible if you want to go to the next slide really quickly please I would like to just say that um as a parent in the district as a CCSD parent as an architect as a homeowner I really appreciate kind of the effort that the board's putting into this that cabin is putting into this and I'd really get like a heartfelt thanks to really the um the site facilities committee that we had at Ellyn con they were just super motivated and super great and their Vision really is kind of driving this this whole project for us um you want to go to the the next slide just to sort of set the scene so here we are at elrond Kahn Elementary school um this site has served the community admirably for 75 years um unfortunately many of the portable classrooms that are out there and particularly unfortunately the 2 story classroom that's out there that are no longer really serving the community serving the school the way that really needed to function for 21st century classrooms uh moving forward and so we kind of took a look at how we're going to kind of handle this um working with the site facilities committee and really 1 of the first things we identify was removing the portable classrooms that was all part of the master plan if you do want to kind of go to the next slide again please we can begin to see sort of the shape that is taking this was sort of some of our our original Concepts um as you can see from the top of the screen there that's where the existing 2 story building is that we're really proposing to put a new 2 story classroom there is kind of a replacement facility for the 1 that's the classrooms are just not sized properly and there's just a lot of problems with it um the way that it functions for the for the students and for the teachers on the site right now um another idea or another concept that we kind of developed through the this was that the fact that the kindergarten classroom at the bottom right side um is exposed to 1 of the busiest intersections in all of Culver City especially at all the cool City Sites with sotil and Overland right there and so we're looking at creating new right-sized kindergarten that most of the elementary schools are all kind of facing using that as sort of an edge to the campus and focusing it back towards the center um it was also kind of an understanding that of course you know we don't have a bottomless budget so if you want to kind of go to the next screen too um we continue to focus uh the plans with the site and really sort of found out exactly all the the facilities that they need all the rooms that they need and so it has kind of condensed a little bit and this is kind of what we're looking at as far as our phasing going um in regards to our priorities the big 1 for them was the kindergarten at the front mostly kind of because it does solve some issues with the roads that are over there but also kind of the 1 of the things that we're talking about with capturing the students in Culver City right now the the Pre-K the K the preschool the TK and the K really does not put a very good foot forward there it'll run kind we're looking to capture a lot of those students so creating a new TK kind of a community down there uh in kindergarten Community focusing back towards the campus was really a priority the next priority was really that 2-story classroom building that's just really problematic um and a number of levels and so that would be kind the second priority and then modernizing the 3 bar buildings that go through with the master of the campus I'm currently our budget was 32 million we're right pretty much on that budget right now we're like just slightly under that and that kind of includes all the phases that you see here in the colors and if you want to kind of go forward some of the things that we're looking at briefly and we're still working with the site facilities committee on this um this is sort of sort of what the look is and with the shape of this is we kind of try to take a little bit of inspiration from the movement and the action that's associated with rocket and and and steam and stem and that kind of stuff and really sort of building on that is is something that kind of can Inspire these students and we're still kind of working through that right now um our schedule is probably similar to most of them we do hope to get into DSA as soon as possible and get out of DSA and then start construction on the next slide I guess please and start construction at the end of 2026 and for that I like to say just thanks again for this 1 I know it's been a late night for everybody and I appreciate you guys sticking around for this and and and and your patience any questions okay I've got 1 really quick there's a little bit of of concern on my part because there's 4 kindergartens and 2 TKS if our capture were higher we should theoretically have as many TKS as KS um my understanding is that it's easier to add on to a 1-story building at some point in the future than it is uh uh a 2-story building so I know from 1 phase of the plan you kind of lopped off a classroom right there because that's what the current need is but let's say somewhere down the road we had more TK capture and we're interested in adding 1 could another build room be added to that yes we're certainly taking that into account is adding that there it's also the way that that that sort of Half Moon phases the campus most adjacent classrooms in the bar buildings would also be potential to be converted into a future TK or a kindergarten classroom to sort of continue to focus on that area and that little Community right there that would be our our younger kind of community all right thank you very much so we're going to move on and thanks everybody again and for uh not to go through it all over again uh the 1 shout out I would love to give on this 1 would be to Miss Allison Curry uh the principal at Culver Park who who really the love that she has for the students said she serves in that Community is just really been an inspiration on this project um her adaptability and flexibility has been amazing um and she's just been a pleasure to work with um so Cobra Park High School it's kind of an amazing mix of programs students staff of the adult community and really our first task was kind of really trying to understand what exactly all was kind of going on in this sort of little village that we have at the back of Culver City High School and Culver City Middle School and so I kind of going through this process we like a lot of them are within Cobra Park High School a lot of them are sort of just a to Culver Park High School there's some that really are served by fargate and there's some that really are just um that are district altogether and so it was really kind of how can we condense this the master plan originally sort of showed a brand new project that included new classroom spaces new Administration and a whole new function that was over there um as we kind of got into this and as there's just a lot of you know issues with funding and bonds and escalation in the market and everything else we're looking at like how can we really make sure we're focused on what the kids really need and that's the educational spaces if we go to the next slide and so the current plan really for Culver Park High School is to focus on on a new construction for the students to get them out of the Portables right now and to make sure that they do have new permanent construction um to make sure that all the students in Co City feel like they're just as equally valued and so they're not stuck in portable classrooms at Culver Park High School um part of the the budget constraints we had is we are relocating Administration um into an into an existing portable they're in a portable now they'll be moving into a portable that's going to kind of reshape the campus so they're closer and more centralized to the classroom buildings where they're at right now um we're planning on future outdoor spaces for physical activity kind of bringing more of a PE aspect into Culver Park also some outdoor classrooms and Gathering spaces for them and there is going to be some existing Portables that left over that's going to be potentially um set up for the Culver closet or some of the adult education and so that's still a process that we're working through with the district as a whole um and that really kind of brings us to where we are the budget for Culver Park is now about 6 million dollars and so we're kind of run on budget with our current plan right there and Construction in the drawings are going to be on the same kind of a schedule right now as Elder Ren Khan um so we're looking at getting in and out of DSA in 2026 and then starting construction by the end of 2026 hopefully that wasn't too painful to everybody anybody got any kind of questions on what we're going to be doing at coupa Park High School all right thank you so much appreciate you guys next stop is 9.8 um SBA Architects they will be presenting their descent packages for fate Elementary School and office of Child Development and lab bayona elementary school good morning board superintendent um yeah for our frigate project you can't say fgo without OCD because they're very symbiotic uh relationship between the 2 campuses next slide please so Chris manager and his uh teachers staff and parents were uh very uh vocal about what they were interested in accomplishing with our meeting so we uh listen to them carefully and understood really the concerns that they had so as we go to the next slide the primary concern they had really was about the playground they knew that there was some issues some site safety issues that were causing injuries to students staff and teachers so 1 of the things that we noted is that you know that could immediately be a standalone project but we looked at integrating that is part of the construction of the newer buildings but as you can see in this site plan the OCD campus really kind of bleeds into the fera campus so it's a very uh I want to say fluid kind of boundary between the 2 so 1 of the things that they were concerned about is making sure that each of the campuses maintain their playground space they didn't really want to share spaces just because of the operations and management of uh the different students so you know is really to identify really what the key points were for the new construction as well as for frigate as well as for OCD so as you can see the uh the uh OCD is in the green and it's sort of like slide down into the Fara campus so part of it really is just trying to make sure that there was a flow between each of the campuses while maintaining their identities as well as maintaining their playground space next slide please so instead of having 2 separate meetings with OC campus and Farragut we did have them combined we wanted everyone to basically have a dialogue about how both of the campuses would interface with each other and so we have had uh a lot of uh discussion about how those would work how the operations would be shared between them but we want to make sure that we understood really the operational nature of both of the campuses uh 1 of the things that we focused on it really is like how do we maintain the autonomy of the OCD but at the same time maintain a critical mass for the Early Education Center so 1 of the things that came through the discussion really was to keep all the younger students together the kindergarten TK programs wanted to keep them uh close to each other but also the fact that they were going to be close proximity to the OCD which you know obviously those are the students that were particularly into the uh ferga campus as well but from the several um sessions that we have with the stakeholders this was sort of the hybrid plan that allowed us to uh integrate both the desires and features of the frigate campus which really was to build for uh kindergarten classrooms and that would uh interface with their existing TK program that could be housed in their existing kindergarten classrooms and also by redeveloping the OCD campus and this really uh was really focused on the fact that uh they have licensing requirements they wanted to maintain but at the same time the uh orientation of the new classrooms would also provide a protective playground area as uh as it's also of this uh uh program at farig is also important to provide these 4 Aftercare classrooms uh it was important to have these from the standpoint that the programs are very uh well used and that the idea was that um the classrooms also will serve uh during the day for other support functions whether it's music or for intervention but uh also the uh campus really saw this as an opportunity for uh PE program monster and rainy days and other activities that that could be used so the idea that these 4 classrooms could have movable doors to actually operate so that they would have the uses actually 1 space so that gave them the flexibility that they desired that would actually sent their program next slide please so at the end of the day you know we have limited funding so 1 of the things that we did uh identify as our priorities was the uh induction of doing the for kindergarten classrooms for Farragut as well as doing their modernization program that was really the key to making sure that all the classrooms got modernized as well as making sure that they had the capacity for also accommodating kindergarten and TK program for the OCD we will be building Back 2 special ed classrooms and this will allow them to have uh purposely built facilities to accommodate their special ed program but as part of getting the program started 1 of the things that we had to do is really propose moving the OCD administration building so that that will allow us to infill with new classrooms as part of a phase 2 program so the initial program really was I forget to provide new kindergarten classrooms modernize all the classrooms provide new or new OCD special ed classrooms as well as relocating the administration building as part of the phase 2 we would by the Aftercare classrooms the floor that you see that the bottom of the screen and also the balance of OCD classrooms and additional a classrooms that would be able to be accomplished in the phase 2 next slide please so we did develop some uh conceptual drawings that were a little more about kind of the scale and the placement of the buildings and really wanted to show to case how we can actually you know uh integrate the designs into the existing campus next slide please and similar to my colleagues you know our schedule looks at really getting through DSA uh in 2026 really early on so that if we can sort of look at starting construction probably the fall of 2026 as far as our budget we're coming in at approximately what 24 million so that's really I think what we can do with the phase 1 with the funding that's available and any questions pick 1 um I know there was some grumbling in the past fast I don't I don't know if this has been resolved but you know because OCD and fargate are kind of sharing space there um I have heard a little bit from Farragut parents that they thought that OCD was kind of taken up too much space and too much money um I don't know if you had heard that through this process and if that's been more less resolved at this point so I definitely there is a I think public comment also today on this I was going to address at the agenda action item so a bit of context um I think an appreciation regarding site planning process the plan selected by the committee reflect deflects the updated master plan and the site played a key role in moving things forward they were first to provide their priorities which is why we didn't Circle back with additional input they wanted but then OCD definitely the OCD program at Farragut is a bigger program than it is in the other school sites so definitely in the beginning um they were like we getting 28 million or 30 million dollars and we're sharing bulk of it with OCD right so conversation was after a few meetings of that um discussions where they didn't we didn't find a common ground then we said focus on the program that you for OCD what is it that we want to continue this program and then from Farragut what is the program space that you need let's focus on the program space and then we'll add it so they developed 2 different plans 1 for OCD and 1 for fargate side and then we all along they kept presenting them 2 options finally they selected 1 option both both the groups were happy and then only thing what we had to do different was we only have 26 28 million so we had this priority both of them gave their priority and that priority is added to it so I think the only um point of the concern that I we I still heard today was they had the fargate was the first School site even before we started in September October or the first meeting when I started they already had their plan and vision and goals and everything done for Farragut so and then they also to identify their priorities way in advance compared to all the other sites so that's why we finished early on with Farragut and we didn't go back to them because they had already given us a priority and that's how we came with that option the last option of prioritizing and now I it I hear that they're still not happy so I'm going to go back and share this so they understand this is what they've already approved and there's no change in that original plan that they've selected okay thank you okay we can go on to uh the next project oh and went the wrong way I forget green is off um so on that same thing I think in some of the other plans faced to the kind of hypothetical when we you know find some more money under a under a tree somewhere um was things like you know Paving the parking lot or or you know creating some some playground space and things like that when I see Phase 2 on this 1 though there's some pretty significant OCD buildings that are projected for Phase 2 what happens in the meantime are they continuing to use the existing buildings there are we putting something temporary there um this 1 seems a little bit harder to wrap my head around what they'll do until Phase 2 happens assuming it does yes so what the plan is actually um once we take care of this all the existing Portables we need to make sure like we do a renovation inside so that they don't they don't have to live in the same space which was which was not the best option so we are thinking of instead of until we replace that with a new building we are going to renovate this uh portable that they have right now okay I might need to follow up later on on a little bit more just spatially how that works because looking at the phase 1 construction I'm not entirely Li able to visualize right now how let's say for a while we only have Phase 1 how we have the new building and the old portable kind of coexisting so but I can we can have that conversation now those are going to be swing spaces so that's why even even if you had the money to do those Portables will be the last 1 to go and that's on the place so our plan is to relocate those Portables along to the edge of the campus because right now the current location is right where that new Kinder building is going to go so we're going to relocate them we're going to touch them up modernize them like Sandra was saying but if if and when additional money comes in that's when we'd be going to be building new OCD classrooms but let's say there's a uh it takes us a while to secure that funding do those Portables stay there do they come back here and potentially move out again at some point well our plan as part of this plan and 1 of Target's and OC's requirements was to redo uh the central Kodiak space so that will be done so I I wouldn't recommend bringing those Portables back because that'll just interfere with the entire sequencing and how that's going to work okay uh so preferably when money does come in we'll demolish those Portables I mean I'm relocate them elsewhere and then build new in that same spot okay thank you a similar process we met with Dr Rebecca got be in her staff instructors and parents and really this is really a replacement uh as far as uh uh replacing all the existing Portables um let's go to the existing plan so you can see on the left this is actually the ground level the Portables up on the upper uh portion of the image there are 7 Portables there so the idea is to actually convert those to permanent classrooms so we're looking that basically a direct uh you know Net Zero ad for the campus uh what are the concerns that they had here on the site is particularly they wanted to preserve a lot of the playground space so it was important to you know maintain supervision make better use of the playground space and at the same time you know 1 of the things that we did uh cover from the site was that we had a large sewer line that really bisected part of the site so we had to sort of look at 1 of those as a constraint of how do we you know develop velvet the new structures in order to accommodate that so we did go through several uh reiterations of the site in terms of where would this Early Education Center be located on the site we looked at it on the west side of the side we looked at the North Corner we looked at several locations s and I think 1 of the thoughts was is there a way that we can use that space at the adjacent to the kindergarten play area so we looked at that area and it looked like you know that probably had the best opportunity to uh maintain the large playground space uh next slide please so on the left hand drawing the first floor we've uh proposed the kindergarten classrooms to kindergarten and 2 TK classrooms so they're approximately the same sort of footprint and then at the top we have the 3 preschool or OCD classrooms uh what this site plan accomplished is really to provide still maintained supervision for the main playground space we kept a lot of their existing structure to play structures and turf fields in place in the you know in terms of trying to maintain as much as the budget for the new new construction and at the same time will be modernizing all of the classrooms as well um 1 of the things that uh Dr Gabby noticed is that as once we've built back to 7 classrooms 1 of the things that we wanted to make sure is that they had additional space for some of the transient program like music so you know as part of the uh opportunity is if we're in budget we will be looking at adding or having the some Second Story classrooms this way we're not opinion upon the existing playground space and take it up anymore area for the kids because I think some of the operations is that they may have up to 100 Kids on the playground at 1 time so going to make sure that they had the ability to accommodate those programs as well next slide please so the similar exercise we wanted to show them really what does the 2 story look like in terms of of adjacent to their other 2 story building so we want wanted to make sure that the idea is that we economize on using the same set of stairs introduced in another elevator but the idea is that there's existing walkway around the existing buildings which we had also economized by um adding on to that as well next slide in a similar schedule looking at getting through DSA 2026 get a starting construction that that fall as well and uh right now our budgets at about a little over 22 23 million any questions are there I don't see Phase 1 and 2 on this 1 is everything Phase 1 we believe everything can be done in Phase 1 okay Mr Grow is that your only question yeah sorry thank you yes yeah thank you know other questions great thank you our next um architect is DLR who actually this is item number 9.9 they are bringing the programme decent packages for Culver University High School and Culver City Middle School we have Kevin here Kevin Fleming yes the floor is yours all right good evening everyone since I am the last on the agenda I will make this as painless as possible for all of us okay um cover City High School next slide um again team members who we are DLR group I put pictures of my team on the other side and we had a fantastic site committee meeting that has showed up for every meeting and giving me a run for my money to get to where we are so um next slide so the first thing that we did when we got out there was high schools are a little bit more complicated because house spaces are used are a little bit different than an elementary school so we coded everything classified everything put everything in a departments to make sure that we counted 94 teaching stations that they currently had and that's what we were aiming for for whatever our solution would be next so we went through obviously 6 options because we got to option f after we got through our our meetings um the idea was that even though it shows that we're going to build 98 we have 98 in the proposed um solution it's actually already been paired back to just 94 again so we're back down there but the whole idea was that we'd be building a 3-story building in the parking lot north of the shops building on the campus um part of the idea is that it replaces all of the Aging Portables there's 15 portable on that site right now it will also the building 13 that's next to this area there has a real Consolidated pinch point that the cars have to go through and it's rather dangerous for both the step and the students even though there's some fencing going in right now um we also moved science around we're giving the science back to the high school and we're moving science from the Middle School out because there's some conflicts in how those being used and then this obviously greatly improves the emergency vehicular circulation which is kind of a touch point with the city next slide please so we went through with the site knowing that we can only get so far with the budget but I wanted to make sure that everybody understands 1 Thing both of the middle school and high school sites are going to qualify for a chunk of State money um because they're large schools and they've been waiting for it for a while so even though we're showing the current phases priority the new classroom building to get rid of the relocatable which has been kind of a mantra um removing Building 13 so that we can improve that circulation space and the the area out there and then building 10 they always they said we forgot about the air conditioning in the gym with the last go around so we're going to add that for this thing but the money coming in from the state the reason it's not included in Phase 1 is because the timing is still up in the air about 1 that will actually come in we're predicting it in 2027 um but modernizing the first 2 at least the science and the priority 5 building 11 which are the 2 large classroom buildings are fairly reasonably acknowledged to be part of next so here's some images that we derived from I'm not going to get you all there but what I thought was interesting is our design team with some prodding the um the whole idea this is the physical embodiment of the school's mission to elevate learning broadens Horizons and encourages students to see themselves as part of a greater whole this is why we're pushing this project up a little bit so that you just get to see the Vista of the community that you're part of um next slide please budget versus estimate our assigned budget at the time construction only just so everybody knows was 43.2 Million our current scope with just the measure e-money is 44.3 million we're anticipating between 17 and 18 million additional State money and then the future scope is all the other stuff that's on that thing is another 45 so we're getting halfway there we're a little bit more um that's it for Culver City High Schools or any quick questions or any questions so I'll move into the middle school it's amazing that I can lose my voice at 1:00 and I haven't even been talking okay um we can skip you know again great committee both of these committees we met back back to back on and Wednesdays half days over there because these campuses were built as 1 Campus it was designed by 1 same routine 1 through classified everything for this and we ended up um that we have an existing teaching stations of 71 on this campus um and then we're proposing 74 but part of that is just how they're using them next so this is option 08 I didn't I mixed this up so this is option D which is the existing we had 74 and we're going to do option D sorry about that I thought I flipped these slides um the the Crux of this campus is we have this building called forth Hall there are 5 buildings on the campus that they're kind of classified through the division of the state architect where if we touch them we own them which means there are 2 Storey buildings and they're of a structural system that they want us to at least give them a current seismic upgrade so they bring it up to the current 2023 or 2022 code cycle Bob knows all this stuff um which in some of these 2 story buildings that are built in concrete would be cost prohibitive so they want us to replace the building and they actually give a state money to accomplish that fourth all is 1 of those so that's why we're proposing for it and it also combines functions that don't necessarily think of when you wanted to put them all in the same building kind of like a catch-all building so the idea here is that we would build the new science labs that we need from vacating the science at the high school with the additional classrooms that would come out of the fourth Hall project use fourth Hall as their swing space that was 1 of the benefits of both of these schemes is we don't we don't spend any money on interim housing because um we want to keep it off for the future and then we would um be modernizing buildings and then replacing that final building uh fourth Hall with the PE components of that building and only next slide I think it's actually 2 yeah going on another 1 so the site priorities the same thing we actually did this as a committee to determine which buildings if we had to go through because they wanted to make sure that we did good modernizations even if we didn't get to them all shall we say so over here the priorities would be again 2 and 3 which are the modernizing buildings 8 and 9 and priority 3 would be building 10 which is the campus core primarily we're still thinking that even though they're not showing up currently we're still looking at another 17 to 18 million in funding to accomplish that next please and these are some images again we're keeping a similar vocabulary um there some excitement when we were going through this process about bringing a little bit of a sustainable materialistic ideas and how you face buildings north south and and fenestrate them and also not how do put it giving them a more Collegiate kind of upper classmen feel I don't know how to put that correctly but that's the best I can do at this time right now um and final um our budget and schedule um schedule is pretty much similar to everybody else's depending on where we're going to go it's the construction schedule that's going to vary because of the phasing and utilizing existing buildings for interim housing and then finishing them up but our assigned budget was 40.7 our current scope estimate is 54 and the future scope is 40 but we have the swing in between with the state money it's not accounted for here that's it okay thank you have any questions guys I I I I don't have I have lots of a question and more of a comment and it may not have come up in your in your meetings but 76 years ago when we started doing business as a as a unified school district District this plot of land between CCMS and cchs was uh taken by eminent domain but um but uh from a uh Japanese American Family who had returned from um from internment and their their patriarch had passed away young in the you know what would now be the entrance to the high school um on their farm and so I I hope that we in the future as we were planning this for starting in the 75th year where we put out the um the bot when we when we passed the bond that you know this is very feature and forward-looking and also like honoring um the the family Legacy um we currently have a garden that is um dedicated to them on the high school campus um because it's just it's kind of a sad had a situation where like we have to acknowledge our past in order to afford to feature forward and um I I hope that you know the unity that you were able to build around the cross collaboration here um will um we'll speak to that in the future so I I thank you for your work thank you that did not come up but I find that highly interesting I just have 1 question here if I met on this so in the earlier phases I thought 1 of these buildings like 12 was going to be in Phase 1 um or did that change the the um the thing that changed was we were asked to give what could be accomplished with only your measure e funding okay so yes it probably will but it's going to be covered with the additional funding we're going to be bringing in yeah the 89 and 10 is in the beginning of next yeah okay I confuse building numbers between the to campuses yet to this day the second row end yeah yeah thank you you're welcome thank you thank you Architects um for all of you your patience and staying late and finishing up I I'm sure you'll remember CCSD forever and um moving on to 9. 1 2 this is this is the last presentation an important update on our measure e Bond program budget and schedule the floor is yours but before I say since you thank you to Telecom Mr Sosa and Mr order for their ongoing support and coordination as a program and construction management company now the floor is yours well thank you so much good morning members of the board Dr Lucas cabinet and staff uh pretty and I promised to be quick this is definitely the last presentation even though Kevin thought he was last uh we'll we'll wrap it up um so our intent here is really just to give an overall programmatic view of the master program schedule and budget and provide some bookends to all the presentations that you saw today uh we only have 4 slides 1 of them is the title slide so we can move on to slide number 2 uh which is really just a high level uh schedule on the program uh so in terms of schedule the presentations that you've seen you know this evening is really the culmination of an integrated process with District staff the facility committee members uh program management and of course our design professionals uh that started about 6 months ago on updating the measure e master plan of course for all of the sites your approval of the agenda items tonight will essentially allow us to 1 show that collaborative process and really transparency that we've gone through as we've updated these Master plans but also allow us to move forward with implementation of each of these projects um we will not be building all of the master plans all at once we have to align that with sequencing and minimizing disruption to the staff and students uh we also have to align that with the issuance of your bond dollars but it essentially allows us to move forward with developing those construction drawings submitting them to the division of State architect for what we would call our phase 1A projects so the first group of projects out of the phase 1 measure e projects uh and also as all of the Architects have kind of presented today the overall schedule is uh again getting those in you know to say by the end of the year more or less allowing those to be approved by the division of State architect next summer in 2026 we would look at Phase zero projects any swing space moving you know uh students out of any spaces that would start new construction and then full-blown construction for most of the projects begins in the fall of 2026 um so that's our overall schedule I know I hit that pretty quickly there's a number of kind of deliverables that will you know continually come up throughout that process um next slide if you don't mind hand in hand with the scheduling update is the overall programmatic budget so this is an intentional but I know you can't read any of those numbers that are on there there or maybe it is intentional uh pretty has been living in this you know day in and day out for the last weeks if not months so as we've kind of been updating all of these measure e projects and we'll share this again and this will become a document as a part of the cboc as well um has been updating all of these Master plans we in turn have to then of course update the budget based off the types of project the sequencing of those projects swing space a number of other factors that come into play Not Just associated with how much the construction costs but all of what we would call soft costs as well so I'll let Pretty kind of walk through this document and then I'll summarize at the end on where we're at in the overall programmatic budget thank you Blaine uh good morning everybody um so I'm not going to go through all the numbers I definitely want to go through the process of how we arrived uh like bla said it's been a very extensive last couple of months and uh working with Sandra trying to get the numbers the total exactly where we want it um so um first thing the goal of this spreadsheet it only covers measure e dollars so Blaine is going to talk later about potential um State matching funds coming in later but I'm not going to cover it here um across the top of the page you see from left to right you have every single site defined by phases um for example elbring on there are 3 projects that we're going to be doing there right it's a new Kinder building um it's a new 2 story building and then modernization it is impossible to do all those projects at the same time um we're going to have to phase them out so if we Define them as Phase 1 a phase 1 B and Phase 1 c um you're going to have different escalation factors uh we see like bla said phase 1C probably starting 2029 uh which is why we divided up um on the left leftmost column from the top to the bottom of the page we've summarized different construction categories so you have high level um and the reason we do that sorry and the reason we do that is because um a lot of people when they ask me about construction they say oh this is just a 20 million project why is there a budget about 3035 million and that's where we get into the other construction costs involved into making a DSA project um yes the Construction contract is a large portion of of that project but not everything so what are the other causes associated with that the main category on the top is site cost which uh consists mainly of survey costs and miscellaneous planning costs um the board has seen a bunch of board items come through for approval of the last couple of months um and that has been survey costs from nv5 for aerial typography as well as detailed topography scanning high school middle school and all elementary schools um we've also bought through or got pushed through sorry GPRS who is doing the underground utility scanning for storm water and sewer system at every site uh this is a these 2 are major components of the planning category which have to be done in the early stages of design and all that information is given to the architects um next component that takes a huge chunk of your budget is the escalation Factor um so taking eldering on Kinder building 6 classrooms for example um if we were to build that project tomorrow and go out to bid tomorrow cost about $0 million but we only projecting to come out of DSA fall of 2020 so and for all of 2026 when I go out to bid that value is going to be about 12 million so that's an increased cost about 1 and a half to 2 million dollars um so for the escalation costs that we're carrying right now due to the current market conditions and the national level tariffs I'm carrying about 1% per month um best case scenario we do not use that money and the money gets put back into the project and or can be assigned to a different project okay um the other construction categories that we have is testing and inspections you cannot build a DSA Project without that just go hand in hand you need to have a full-time PSA inspector on your site um as well as DSA lab of record the major component of construction um is your Construction contract um even though that is the bulk of the cost I also carry a miscellaneous construction car category of about 1% or 2% of construction costs um and then to wrap it up at the very end you have contingency which is about between 4 to 8% of your project cost right yeah and blame so last slide of the night we promise just a quick summary if you scroll to the next 1 real quick so what does that look like for our overall program for measure e which we also call Phase 1 in the site Master plans the total summary is uh just over 378 million mejri is 358 million dollars so there's a 20 million dollar overage there for our Phase 1 projects that we identified as Kevin and and a number of our other Architects have shared the district is eligible for about $50 million in state matching funds for the projects we have identified and Phase 1 now there's no guarantee of a securing those dollars however where we're at on the program and our ability to get into DSA ahead of the lot of the other districts that passed in November is a high likelihood that will achieve most of that money specifically at the middle school and the high school because we have seismic mitigation money which is freed up sooner than any of the modernization dollars so that twenty million dollar Gap we're comfortable that that is um you know reduced to zero just through those State matching funds in addition the faster the program can accelerate now that we've spent a lot of good time that'll save us time on the end through this master planning process we hope to offset those escalation numbers we have to carry them in now based off current market conditions but again the ability to move forward efficiently will hopefully reduce those numbers um and you know bring us in under our 378 what you would be approving for this evening is not a dollar amount or the budget I mean we're we're on budget for the measure really it's just allowing us to advance the phase 1A projects the phase 1A total that we have identified right now so the first group at every single site uh is a bulk of the bond it's about 248 million um so starting in 26 you're going to see you know 20 you know 2/3 of those Bond dollars start being spent on those new construction and modernization projects so that's it questions um so are we I I'm guessing that because we got ahead of it and we're ahead of all of the November ballot ones is that what you all are looking at across the state is still like very good for us comparatively to the stuff that came behind us and and that at this stage after we pass all this that we can update our master plan on future ready to the those are my 2 question yeah so the first part yes you guys are ahead of the game in this process it took a long time to get here but through that you're going to gain efficiency because you've gone through you know your overall site Master Plan update and we can now implement the projects relatively quickly so you're ahead of the game there you're potentially ahead of the game on having DSA approved project which is a requirement to submit to the state for funding what we're not ahead of the game on is there's a number of conditions that changed in the market that were never anticipated when he passed measure e right so that's where all those escalation numbers are coming in we had wildfires in La a record number of bonds that passed in know November and terrorists to material prices that are significantly increasing so you're in the same boat as everybody else we're also going to be facing the Olympics that are coming up in construction so just in terms of the ability and resources that we're going to have in area that's where we want to try to move forward as expeditiously as possible because of kind of The Perfect Storm of all those conditions coming into play right now are The Architects can start um doing the designing starting from now it's a new day they've already started yeah and just 1 quick oh 1 sorry did you want um my my only question is you mentioned that we put these things out to bid in 2026 or something like that so there's no understanding the increases the longer you wait the more the costs go up there is no number 1 there's no way to lock this in any earlier and 2 I know there's only 1 School District that and our discussions that got ahead of us a little bit because they planned ahead for the next phase and maybe we can work that kind of approach into what we do so that if and when we when we get to the next phase we can roll our plan into it so we can get even further ahead on the next phase but I'll leave you to answer that's a a great Point Mr lockman I mean the whole point of this process is as we're building Phase 1 you're making sure that you have monies that are potentially coming through and designing your next round of projects so that there's no stop Gap in the implementation of that we also have shuttle ready projects you know ready to go potentially um when future money comes in so yes uh that would be the approach to kind of offset that escalation in terms of your first question uh we we you cannot secure um the entire construction project without really going through the design process and having those ready to go that being said we will Implement certain cost-saving measures such as uh alternative procurement uh methods and deliver methods such as CMS or sourcewell contract that's where we can buy materials directly like you do with your Roofing projects which allows us to lock those in and what we've seen with a lot of our trade Partners is buying that and storing it is cheaper than waiting to buy it later on so we'll definitely look at sourcing all those materials this is where we can for some of those in that way that kind of offsets those risks of the volatile Market and just a quick comment I mean I appreciate hearing the the bits about where ahead of the game on some of these things um you know a year ago 2 years ago there a lot of kind of second guessing and discussion back and forth about whether doing this in March was the right choice um it worked I think you know in hindsight doing it as quickly as we did and the community pulling together um you staff pulling together oh you know again a lot of people in the community really working on this um you know knock on wood it looks like it was the right choice to have made because it does put us ahead of all the other districts that did this in November and had we waited until November we would be at the back of that line instead of the front of it so just wanted to share that and I don't know whether it was it was definitely we are updating after all this we are updating the master plan online or that's something we have to go back and discuss because we have uh we have a platform that dealer actually created so I am I am not spoken to them yet I'll engage in conversation to see how do we overlay this plan over the older 1 thank you okay thanks thank you yeah okay 131 okay so 13.1 the next action item is a resolution to establish fund 17 why fund 17 so we are creating funds 17 to set aside potential Revenue sharing funds from the city in the hope of getting additional funds from them or other sources for a reserved specifically to address economic uncertainty this fund will be used for General operating expenditures not Hospital projects both the general fund and fund 17 normally will be counted towards meeting the 3% the state requirement the goal is to balance the budget each year with the funding that we get on the general fund side and then transfer any surplus into this fund 17 so that uh but just so you know that any transfers in and out of fund 17 we need your approval this is just creating funds in in our books um we don't do anything with it we have to come back to you every time we want to move funds or we want use anything on the front 17 this strategy is just to help maintain a positive certification by ensuring that we have 33% funding preserved um parked in fund 17 so we don't touch it and then we only balance a general fund so I think that's 1 of the straight IES um that we are proposing this um establishing this fund 70 move move to approve second great colleague discussion well seeing none all those in favor please say I I I okay 13 13.2 to 13.9 uh excuse me if I may make a suggestion on and this may not be allowed from a procedural standpoint but it's just noting the hours late and we've we've so all of these I think you're asking for us to just do them all in 1 action yeah we should yes Consolidated yeah so just talking about the design packages 1323456789 and I believe that's it that's it yes second yeah 13.2 to 13.9 requesting the approval for program to send packages the updated master plan developed by all our for 4 I move 1 second okay all those in favor say I I I 1310 good morning I know real quick I just want to thank me for this incredible work on all of these projects and also to our Architects thank you for sticking with us this evening or this morning and all of your hard work over the last couple months I've been just truly impressed by every everyone's work on it thank you thank you for leading it so well and 13.1 is the DSA final fees for the weight room and this is the last piece of the um weight room project and this is paid out of fun 40 to extent of 8318.27 just to close the project just it just  that we're still spending money on this I mean we spent so much money on this and I I know it's a small amount I'm sorry we need a motion before we discuss I thought you were making a motion that's why I need to do I move okay second by Mr sorry it's like the record has your your did you nope that's it okay discussion none okay all those in favor please say I I 1811 so 1 3. 1 1 8 detailed survey information to begin reviewing for DSA Ada path of travel requirements for each of the school sites um this is to the tune of 84624 dollars paid out of measure e move to approve second colleagues all those in favor say I I 1312 this is an agreement with dprs for jetting and vacuuming Services um this is a part of the actually topographical Underground mapping that we are doing so we needed to do because there is some blockage um so this is for conversity High School Middle School faculty Elementary School and Elementary Language School move to approve second discussion colleagues all those in favor say I I 1313 33 architectural we are just adding the color Park High School as part of the measure their decent services are now we adding into the contract to the tune of 541,000 and 437 this is out of measure e move second discussion colleagues all those in favor say I I 1314 this is the district by standard 124 pages I don't know whether I'm forgetting that so yes you are approving that document um today and this is the living document we'll come back and amend as we deem fit move to approve discussion colleagues all in favor say I I 1315 1315 is a resolution the district is considering entering into a project workers agreement with the Los Angeles and Orange counties building and construction trade councils they were here I don't think they are here now are 1 hold out okay thank you are their equivalent trade Council I believe this will help measure e projects uh are delivered on time and within budget and allowing the district to get the most value from its bonfire and this is the first time I'm going to be working with project workers agreements so um I'm also learning through this process and this item will give actually a direction to us from the board to explore more and negotiate uh and bring back this proposed agreement for second discussion saying none all those in favor please say I I I it's your turn good morning um 14.1 is a resolution to release temporary employees um temporary employees include our CTE teachers um any Elementary teachers that are paid with a um with a special funding or long-term um teachers that are on leave that have a long-term substitute on there um this is statutorily required through Ed code move to approve second discussion colleagues all those in favor say I I 142 sorry 14.2 is similar to 14.1 um this is the res resolution to um to to release our adult school teachers our adult school teachers the way um that their contracts are set up any teachers that teach under 60% of a a full day are considered temporary contracts so we um we issue temporary contracts each year and then based on enrollment we would reissue contracts to them for the next school year second discussion colleagues no cool all those in favor say I I 143 14.3 where in March we brought forward um the initial layoffs resolution that listed specific types of positions that we potentially were going to need to lay off prior to May 15th by May 5th we have to issue notice to employees that they will not have a job so while the last resolution came forward and show specific job types this now we went through a bumping process with employees and this resolution now shows employee numbers these are the actual employees that we will be sending notice saying that you will not have a job for next here um I do want to note that we are we are decreasing our um our s I'm sorry classified Workforce by 21 and a half positions we have um between that that March resolution and now we have have had um 5 employees that have either resigned moved into another position by accepting a voluntary demotion or actually in 1 person was promoted so um this resolution tonight has 16 employees on it that would be receiving notice now those employees would be put on the 39-month list and then as we have um positions come up that they're eligible for we would be resending their um layoff notice for them is there a motion moved to approve 1 second discussion colleagues you muted yourself just to repeat so we went from 23 positions originally on the reductions list down to well positions may still be 23 but 16 actual people yeah so there was 21 and a half positions so it was 19 positions and then 2.75 positions um and we are going to actually um we'll need to issue layoff notices to 15 and employees okay thank you once this is approved that's good more questions all right that's that all those in favor please say I I okay and finally 14.4 um this is solution regarding certificated layoffs um for certificated layoffs we um originally let me get the number we originally were decreasing our certificated employees uh positions by 16 we still will be um red positions next year by 16 certificates however just with retirements um resignations and then reassignments into classroom positions we actually will not need to issue layoff notices to any cert certificated employees at this time however this is our good faith effort to show that we are reducing our budget by reducing 16 um certificated positions moved to proof second discussion colleagues just to iterate that again 16 positions but zero actual people in those positions exactly okay that's great news and if I can point out from from 1 Point earlier I forgot to ask when we went through the CTE ones that does not mean we're getting rid of this so the public knows we're not getting the CTE we will the the the positions and we're going to continue and hopefully there's also some better Partnerships we can do with some of our labor Partners on that as well yeah um the way that those contracts would be given out is looking at the number of students that sign up for classes and which ones are full and then based on that then we would issue contracts to the teachers based on we have enough students to enroll this many sections so you have a you know 60% send 80% or 100% um contract for next year so as soon as we have enrollment numbers um in sections we'll be able to issue contracts to CTE teachers but there's not a plan to um you know to get rid of CTE programs thanks all those in favor say I I I consent um cause I know we have 1 member who's pulling something from consent so yes I'm pulling 5 15.3 so if no 1 else has anything to pull I I would like to of 15 2 and 15.4 through 15.25 second discussion call it oh all those in favor say I I I I uh 153 I pulled this because I plan to abstain thank you okay so okay is there a second second second by member Carlson all in favor say I I all is abstaining abstain yeah okay 141 um great board Corner 161 measure e stuff yeah yeah I'm sorry but it measuring stuff that we just approved yeah great um cool and we probably will have a lot of communications coming out soon about the superintendent's Arch so I think we're good with 1 um the team too but items great none I understand that some of the items that were delayed at this meeting will be brought at the next meeting that we discussed and also at some point maybe this maybe the next meeting we can finally bring forth the calendar and the excused absence of policy so we can we've talked about wanting to FM that up a little bit sure so maybe not next meeting but by the 1 after that okay maybe I could follow up with you if that'd be okay that would be fine thank you sure all right 71 motion to adjourn is there a motion I'll move it I guess second is there a second second I I I thank you everyone

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Regular Board Meeting 04-22-25

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