GOOD EVENING, EVERYONE, I WOULD LIKE TO CALL YOUR ATTENTION THAT WE ARE NOW GOING INTO [00:00:05] OPEN SESSION, NOT VERY LOUD. OUR SYSTEM IS NEEDED AT THE MOMENT. YOU WANT ME ON YOU? YEAH, PLEASE. I DIDN'T KNOW THAT WAS YEAH, YEAH, NO, NO, NO, IT'S FINE. YOU GO. GOOD EVENING, EVERYONE. [STUDY SESSION] I'M GOING TO GO AHEAD AND OPEN OUR MEETING. OH, PERFECT. NOW OUR FINAL TWO ARE HERE. PERFECT. I UNDERSTAND PARKING IS A PROBLEM. OK. ALL RIGHT. I'M IF THE AUDIENCE WOULD PLEASE. THANK YOU. I'M GOING TO GO AHEAD AND CALL OUR NOVEMBER 16TH MEETING TO ORDER. THIS IS A REGULAR MEETING OF THE BOARD OF EDUCATION OF THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT, AND WE ARE CALLED TO ORDER AND IN ACCORDANCE WITH GOVERNMENT CODE SECTIONS 50 FOUR NINE 50 AT SECRETARY AND EDUCATION CODE SECTION THIRTY FIVE ONE FORTY EIGHT SEQUITUR AND WE ARE STARTING AT FOUR ZERO ONE FOUR OH TWO P.M. OK AND WE ARE WELCOMING THE PUBLIC. WE DO HAVE LIMITED SEATING IN ACCORDANCE WITH THE NEEDS TO SATISFY OUR FAIR CODE REQUIREMENTS. ALSO, MASKS ARE OPTIONAL FOR THOSE THAT ARE VACCINATED BUT REQUIRED FOR UNVACCINATED INDIVIDUALS, AND ALSO SEATING IS ON A FIRST COME, FIRST SERVE BASIS. THIS EVENING WE ARE GOING TO HAVE, AND I SHOULD ADD THAT STARTING THIS EVENING WE ARE LIVE STREAMING. THIS PORTION IS NOT PART OF OUR LIVE STREAMING OR STUDY SET. IT IS OK. WE WERE ABLE TO MAKE THAT HAPPEN. WONDERFUL. OK, SO THAT INFORMATION CAN BE FOUND ON OUR WEBSITE. CORRECT. THAT'S AS I UNDERSTAND IT. OK THIS EVENING TO START IN ADDITION TO OUR REGULARLY SCHEDULED MEETING AT SEVEN P.M. LATER, WE BEGIN THIS AS A STUDY SESSION AND IT IS SPECIFIC TO THE RESOLUTION THAT IS ALSO IN OUR AGENDA LATER THIS EVENING. FOR A FIRST READING THAT IS RESOLUTION NUMBER TWENTY ONE TWELVE OPPOSING THE TEACHING OF CRITICAL RACE THEORY. WE HAVE A DESIGNATED AMOUNT OF TIME SET ASIDE FOR THE STUDY SESSION THIS EVENING, AND WE WILL TAKE PUBLIC COMMENT. WE WILL ONLY ALLOW 30 MINUTES TOTAL BECAUSE. WE HAVE MULTIPLE REQUESTS TO SPEAK, WE HAVE 30 MINUTES AND I HAVE 28 REQUESTS, SO WE WILL BE DOING ONE MINUTE AND ONE MINUTE ONLY. AND IF ANYONE GOES OVER CAUSING US TO BE EXPIRING THAT OR LAPSING THROUGH THAT DEADLINE OF A 30 MINUTE PERIOD, WE WILL TAKE NO MORE COMMENT. WE DO HAVE OTHER BUSINESS WE HAVE TO CONDUCT IN OUR CLOSED SESSION AND IT INVOLVES LITIGATION AND WE HAVE ALSO ATTORNEYS THAT WE HAVE TO MEET WITH. SO THAT WILL BE THE 29. SO AS YOU CAN SEE, WE ARE ACCEPTING THESE UNTIL NOW, ACTUALLY, BECAUSE RIGHT NOW WE WILL TAKE THESE AT THE FORWARD PART BEFORE WE HAVE OUR DISCUSSION, OUR STUDY SESSION. I WILL LIMIT THE TIME TO ONE MINUTE, NO MORE THAN THAT. IF YOU CAN BE BRIEFER SO THAT EVERYONE CAN BE HEARD THIS EVENING, I WILL CALL FOUR PEOPLE UP AT A TIME. THERE ARE SEATS HERE AT THE FRONT. THOSE FOUR PEOPLE THAT I CALL THE NAMES PLEASE JUST COME FORWARD AND THAT WAY YOU CAN COME FORWARD TO THE PODIUM AND A MORE PROMPT WAY. SO STARTING THIS EVENING, NUMBER ONE, THE FIRST SPEAKER WILL BE JENNY BREMER, WHO WILL BE COMING, FOLLOWED BY NANCY WATKINS, FOLLOWED BY APRIL HOY, FOLLOWED BY COURTNEY COX. SO WITH THOSE? FOUR INDIVIDUALS COME FORWARD, THE PERSON, FIRST PERSON, AND I'M SORRY, MY BACK WILL BE TO YOU. I'LL SEE IF I CAN TURN AROUND HERE, BUT OUR FIRST SPEAKER, PLEASE. HI, I'M JENNY BREMER. I'VE READ RESOLUTION 21 12 AND AS A FORMER APULIA, PH.D., STUDENT, FORMER PARENT, CURRENT COMMITTEE MEMBER AND VOTER AND CURRENT PTSD TEACHER OF 16 YEARS. THERE'S SOME THINGS THAT I HAVE SOME QUESTIONS ABOUT. YOU ESTABLISH OUR TEXTBOOK HERE AS THE AUTHORITATIVE SOURCE. OK. MY QUESTION IS, IF IT'S NOT IN THIS TEXTBOOK, CAN WE NOT TEACH IT? WE ADOPTED THIS TEXTBOOK IN 20 06 AND IT ENDS IN 2001. THAT'S WHERE THE HISTORY IS IN THE BOOK. SO WE AND IT'S NOT ALIGNED WITH OUR STANDARDS, OUR FRAMEWORK OR OUR LAWS. YOUR RESOLUTION TAKES AN EXCERPT OUT OF BRITANNICA FOR A DEFINITION OF CRT AS VERY [00:05:02] CONFUSING TO TEACHERS. YOUR RESOLUTION CONTRADICTS ITSELF AND LEAVES A LOT OF QUESTIONS. WHO WILL DECIDE WHAT IS CRT AND WHAT IS NOT? HOW WILL TEACHERS KNOW IF AND WHEN THEY FIND THEMSELVES ON THE WRONG SIDE OF THIS RESOLUTION? COMING BACK FROM THANKSGIVING, MY 11TH GRADERS WILL BE LEARNING ABOUT DISCRIMINATION SEGREGATION AT THE TURN OF THE CENTURY, WHICH IS IN CHAPTER EIGHT OF THIS TEXTBOOK. THEY'RE ALSO GOING TO BE DOING A BOOK ABOUT THE CHINESE EXCLUSION ACT OF 1882, SO THAT A MINUTE THAT IS OUR TIME. OK, WE GET FIRED FOR TEACHING WHAT'S IN THE BOOK? THANK YOU. SECOND SPEAKER IS NANCY WATKINS. GOOD EVENING. I RETIRED FROM YORBA LINDA AFTER 30 YEARS AS A TEACHER, A SITE ADMINISTRATOR AND A DISTRICT ADMINISTRATOR. CRT IS A TERM THAT HAS BEEN EMPTIED OF MEANING AND IS BEING USED AS A PLACEHOLDER FOR ANYTHING RELATED TO EQUITY, SOCIAL JUSTICE, INCLUSION, SOCIAL EMOTIONAL LEARNING, CONTROVERSIAL BOOKS AND TEACHING AND LEARNING BAD THINGS. RESOLUTIONS TO BAN CRT ARE CREATED AS A POLITICAL MOVEMENT ATTEMPTING TO CATEGORIZE FEARS AND MISINFORMATION, OR AS THE RESOLUTION. CURRENTLY, STATES EXPRESSED CONCERNS BY COMMUNITY MEMBERS. THE RESOLUTION IS ILL CONCEIVED AND POORLY WRITTEN. THE LANGUAGE IS VAGUE. THERE IS NO CLARIFICATION OR RATIONALE FOR WHY THIS RESOLUTION IS NEEDED. OTHER THAN ANECDOTAL EXPRESSED CONCERNS, TEACHER STUDENTS IN THE COMMUNITY SHOULD HAVE A CLEAR UNDERSTANDING OF WHY THE BOARD BELIEVES THIS RESOLUTION IS NECESSARY AND HOW IT WILL IMPACT TEACHING AND LEARNING. THIS RESOLUTION ATTEMPTS TO TAKE A COMPLEX ISSUE THAT FEW PEOPLE UNDERSTAND TO FIND IT WITH AN ENCYCLOPEDIA BRITANNICA DEFINITION AND CREATE TWO POLAR BAD OPTIONS. WE EITHER BAN CRT OR WE TEACH CRT. THE TRUTH IS NOT REFLECTED IN EITHER OF THOSE EXTREME CHOICES A PROPOSAL. THANK YOU. MY NAME IS APRIL JOY, AND I'M A PLACENTIA RESIDENT AND A PARENT TO ONE CURRENT AND ONE POTENTIAL FUTURE STUDENT. I IMPLORE YOU TO VOTE IN FAVOR OF THE RESOLUTION TO PREVENT CRITICAL RACE THEORY FROM BEING TAUGHT ANYWHERE IN THE DISTRICT. I THEN IMPLORE YOU TO HOLD ALL DISTRICT EMPLOYEE PERSONNEL ACCOUNTABLE TO UPHOLDING THIS RESOLUTION. ALTHOUGH THERE ARE SOME THAT SUPPORT CRITICAL RACE THEORY, I BELIEVE MOST ARE EITHER UNAWARE OR DISHONEST OF ITS TRUE PURPOSE AND IDEOLOGIES. IT IS MASKED AS HIDDEN, IS MASKED AND HIDDEN IN DISCUSSIONS OF EQUALITY, SOCIAL JUSTICE, DIVERSITY, ET CETERA. HOWEVER, IT ADVOCATES THE PHILOSOPHY AND PRACTICE OF STEREOTYPING, SCAPEGOATING AND DEMEANING PEOPLE UPON THE BASIS OF RACE. PLEASE RECOGNIZE CRT FOR WHAT IT REALLY IS THAT AT ITS CORE, IT PROMOTES RACIAL RACE ESSENTIALISM, COLLECTIVE GUILT AND NEO SEGREGATION, WHICH VIOLATE THE BASIC PRINCIPLES OF EQUALITY AND JUSTICE. SECONDARILY, THE HISTORICAL NARRATIVE OF CRT IS PREDICATED AND DISHONEST. WE MUST PROMOTE A TRUE STORY OF AMERICA. THANK YOU. THE NEXT SPEAKER IS COURTNEY COX. CRITICAL RACE THEORY IS TELLING SOME CHILDREN THAT THEY'RE IRREDEEMABLY IRREDEEMABLY BAD AND THAT THEIR NATION IS BUILT ON A LIE, AND THAT SOME OF THEM ARE WORTH MORE THAN OTHERS, DEPENDING ON THE COLOR OF THEIR SKIN. EVERY CHILD DESERVES A CIVIL, HARMONIOUS SOCIETY WHERE OUR IMMUTABLE CHARACTERISTICS COMPLEMENT, NOT DIVIDE ONE ANOTHER DIVISION. THAT'S THE REAL AIM OF CRITICAL RACE THEORY AND THE REASON WE CAN'T ALLOW IT TO SEEP FURTHER INTO OUR SCHOOLS CURRICULUM. WHAT'S MORE, THE PROPOSED IDEOLOGY APPEARS TO BE IN DIRECT VIOLATION WITH THE CIVIL RIGHTS ACT. WHEN WE TEACH HISTORY, WE'RE TEACHING CHILDREN WHO THEY ARE AND WHERE THEY COME FROM, WHEN WE TEACH THEM CIVICS. WE TEACH THEM WHO THEY CAN BECOME IN SOCIETY. IF WE ALLOW CRITICAL RACE THEORY TO CORRUPT THIS, WE WILL TEACH THEM THE SOUL CRUSHING LESSON THAT THEY ARE NOTHING MORE THAN THE COLOR OF THEIR SKIN. AND THAT'S ALL THE EVER BE. THANK YOU. THE NEXT FOUR SPEAKERS TO COME FORWARD. SO PLEASE COME TO THE FRONT AND BE SEATED. THE NEXT PERSON WILL BE GRADY YOU, FOLLOWED BY JOAN HERRICK, FOLLOWED BY DONNA POTTER, FOLLOWED BY PRE-SHOW. I ON THE SCORE CARD. I OPPOSE THE RESOLUTION. I OPPOSE RESOLUTION 21 12 BECAUSE IT SEEMS THAT THIS BOARD HAS JUMPED ON THE CRT BANDWAGON WITHOUT FIRST SEEING WHERE IT IS HEADING. I WONDER, WILL THIS DISTRICT BE THE FIRST IN THE NATION TO IMPROVE THE BIOLOGY CURRICULUM BY BANNING CRITICAL RACE THEORY? YES. LET US BAN ALL THINGS WHICH ARE HARMFUL TO CHILDREN. [00:10:01] BUT IF WE'RE GOING TO GO DOWN THIS ROAD, WE'RE GOING TO ALSO HAVE TO BAN THE BIBLE. BECAUSE THE BIBLE DOES GIVE KIDS THIS IDEA ABOUT WHAT HAPPENS WHEN YOU HAVE THIS FORBIDDEN KNOWLEDGE OVER THERE THAT YOU'RE NOT SUPPOSED TO HAVE. AND THE BIBLE IS ALSO INSTRUCTIVE AS TO WHAT MUST HAPPEN ONCE SOMEONE HAS THIS FORBIDDEN KNOWLEDGE. THESE CHILDREN WILL NOT BE GROWING HERE IN YOUR LITTLE GARDEN FOREVER. IT'S THEIR OPTION IF THEY GET A NICE LITTLE FOOD SNAP ON THE WAY OUT. OH, AND KNOWLEDGE? YEAH, THAT'S GOOD, TOO. JOAN HERRICK. HI, SHANI MURRAY WAS UNABLE TO ATTEND THIS AFTERNOON, EXCUSE ME, FOR JUST A MOMENT, I APOLOGIZE FOR INTERRUPTING IF SOMEONE HAS A CELL PHONE ON, PLEASE HAVE IT. THANK YOU. THANK YOU. OK. PLEASE, LET'S LET'S START FROM THE TOP. THEY WILL. THANK YOU. THANK YOU. SHANI MURRAY IS UNABLE TO BE HERE THIS EVENING, SO SHE ASKED ME IF I WOULD SHARE HER REFLECTION. SO I'M JUST GOING TO READ THIS COMMENT AS SHE SENT IT TO ME. PLEASE DON'T CENSOR PLACENTIA YORBA LINDA EDUCATORS AND STUDENTS. AS WELL-INTENTIONED AS YOU THINK THAT BAN MIGHT BE. NOTHING PRODUCTIVE WILL COME OF SUCH CENSORSHIP. WE CAN'T TEACH OUR CHILDREN HOW TO RESPECT DIFFERENT VIEWPOINTS BY BANNING CONTENT. WE CAN'T TEACH OUR CHILDREN CRITICAL THINKING SKILLS BY SHIELDING THEM FROM ANYTHING CONTROVERSIAL. MY DAUGHTER ATTENDED PRESCHOOL THROUGH 12TH GRADE IN THIS DISTRICT, GRADUATING IN JUNE, AND THERE'S ABSOLUTELY NOTHING I WOULD BAN FROM HER PLACENTIA YORBA LINDA EDUCATION. MY SON IS A FRESHMAN. I CONTINUE TO TRUST PILE TEACHERS TO DEVELOP APPROPRIATE CURRICULUM WITHOUT UNNECESSARY RESTRICTIONS FROM PEOPLE WHO ARE NOT EDUCATORS. I SUPPORT TRUTH AND FREEDOM, AND I OPPOSE THIS BAN. AND THEN I WAS ASKED TO SHARE ONE MORE THING. THERE WAS A PETITION THAT WAS GOING AROUND AND 230, OK, THANK YOU. I WAS GOING TO AGREE. THANK YOU. YOU WANT TO GIVE THE NUMBERS TO THE NEXT PERSON WILL BE DONNA POTTER. HI, FIRST OF ALL, TEACHING THE PHILOSOPHY OF THE BIBLE HAS BEEN BANNED IN PUBLIC EDUCATION. THIS COMMENT IS ACTUALLY ADDRESSED TOWARDS CARRIE BUCK. I AGREE THAT A COMPLETE BAN ON SOMETHING SOUNDS INCREDIBLY HARSH, BUT I ASK YOU SHOULD ANYTHING ACTUALLY BE COMPLETELY BANNED IN SCHOOL? SHOULD A PHILOSOPHY THAT AT ITS CORE ROOT TEACHES DISCRIMINATION? SHOULD THAT BE BANNED? SHOULD THE PHILOSOPHY OF THE KKK BE BANNED IF IT TEACHES THAT ALL LAWS, INCLUDING THE CONCRETE PRINCIPLES OF THE CONSTITUTION OF THE UNITED STATES OR CONSTRUCT OF MAN OF I'M SORRY, WHITE MAN, SHOULD THAT BE BANNED? SHOULD WE BE BANNING THE TEACHING OF THE IDEA THAT PRINCIPALS ARE NOT CONCRETE BECAUSE PRINCIPALS ARE CONCRETE? THIS PHILOSOPHY ATTACKS THE CONSTITUTION OF THE UNITED STATES AND ALL LAWS THAT WE HAVE WRITTEN BECAUSE THEY WERE WRITTEN BY WHAT IS CLAIMED TO BE A WHITE MAN ARE ARE. I COMPLETELY AGREE WITH THE BANNING OF CRT. THE NEXT SPEAKER IS PREA SHAH. TWO HUNDRED AND THIRTY SEVEN PEOPLE, STAFF, PARENTS AND STUDENTS WHO COULD NOT BE HERE TODAY BECAUSE THEY'RE WORKING OR HAVE AFTER SCHOOL ACTIVITIES, HAVE SIGNED A PETITION OPPOSING THIS BAN. THE RESOLUTION UNDERMINES THE PYL CORE VALUE OF EXCELLENCE IN ALL ACADEMIC ENDEAVORS. CRITICAL RACE THEORY, AS DEFINED IN YOUR RESOLUTION, IS ONE AMONG MANY INTELLECTUAL MOVEMENTS THAT HAVE BEEN ADOPTED IN HIGHER EDUCATION OVER THE PAST 30 YEARS. THAT MEANS THESE THEORIES AND METHODS OF INQUIRY HAVE PASSED THOUSANDS OF PEER REVIEWED PANELS AT THE MOST PRESTIGIOUS JOURNALS, CONFERENCES AND SCHOLARLY SOCIETIES. THERE'S ABSOLUTE CONSENSUS THAT WHAT CRITICAL RACE THEORY ESPOUSES IS SOUND. RACE IS A SOCIAL CONSTRUCT, NOT A BIOLOGICAL REALITY. FURTHERMORE, THAT THERE IS A CONSENSUS THAT RACISM IS INHERENT IN THE LEGAL INSTITUTIONS OF THE U.S. INSOFAR AS THEY FUNCTION TO CREATE AND MAINTAIN EQUALITY. IF YOU PLANNED THIS. AP U.S. HISTORY HAS TO BE BANNED AND SO DOES THE IB PROGRAM. THANK YOU. THANK YOU. THE NEXT FOUR SPEAKERS BROOK HARPER, FOLLOWED BY JULIE SUTURED, FOLLOWED BY STEPHANIE D., FOLLOWED BY AMY S.. [00:15:03] MY NAME IS BROOKE, AND I OPPOSE THE CRT BAN IN 11 MONTHS, OUR NEWEST BOARD MEMBERS HAVE COMPARED BLACK PEOPLE TO DOGS, CANCELED NEW SELA BECAUSE IT COVERED ACTUAL CURRENT EVENTS, CANCELED BRAIN POP BECAUSE ITS CEO TALKED ABOUT EQUITY, ATTEMPTED TO BLOCK LEGALLY REQUIRED PROGRAMS THAT COULD HELP OUR STAFF SUPPORT LGBTQ STUDENTS WHEN SUFFERING. BLOCKED A PROGRAM DESIGNED TO KEEP TITLE ONE AT RISK. YOUTH OUT OF JAIL REMOVED AFRICAN-AMERICANS LIKE ME FROM A RESOLUTION ON MENTAL HEALTH, MADE AN 11TH HOUR ATTEMPT TO REMOVE ETHNIC STUDIES FROM THE EL CAP AFTER SIX MONTHS OF THAT PLAN BEING AVAILABLE TO THE PUBLIC. THEY ALSO SHOWED THAT THEY HAD NOT EVER LOOKED AT THE AGENDA BEFORE COMING TO ONE OF THESE MEETINGS UNTIL THAT MEETING. AND NOW THEY ARE INSISTING ON BANNING THE TEACHING OF CRITICAL RACE THEORY, DESPITE WIDESPREAD PUBLIC OUTCRY BY BONA FIDE COMMUNITY MEMBERS IN SHOWING US WHAT YOU ARE AGAINST. YOU SHOW US WHAT YOU ARE FOR AND THAT APPEARS TO BE MAINTAINING WHITE SUPREMACY. I OPPOSE THE BAN. DENISE BOUCHARD. CRITICAL RACE THEORY RECOGNIZES THAT SYSTEMIC RACISM IS PART OF THE LEGAL INSTITUTIONS WITHIN THE UNITED STATES, IT IS GRADUATE LEVEL FRAMEWORK OF IDEAS THAT IS NOT TAUGHT AT K THROUGH 12 SCHOOLS. SANTA CLAUS IS ALSO NOT PART OF THE K THROUGH 12 CURRICULUM, BUT SOME JEWISH FAMILIES MIGHT FIND HIS EXISTENCE OBJECTIONABLE. DOES ANYONE THINK WE NEED TO PASS A RESOLUTION TO BAN SANTA IN THIS DISTRICT TO MAKE JEWISH FAMILIES FEEL MORE COMFORTABLE? RESOLUTION 21 12 STATES THAT THE DISTRICT DESIRES TO UPLIFT AND UNITE STUDENTS BY FREEING THEM FROM THE RESPONSIBILITIES OF HISTORICAL TRANSGRESSIONS IN THE PAST, AND INSTEAD WILL ENGAGE STUDENTS OF ALL CULTURES AND AGE APPROPRIATE CRITICAL THINKING. HOW CAN YOU THINK CRITICALLY, IF YOU DON'T LEARN UNCOMFORTABLE TRUTHS ABOUT HISTORICAL EVENTS, IGNORING TRANSGRESSIONS DOES NOT MAKE THEM GO AWAY. RECENTLY, A SCHOOL ADMINISTRATOR IN TEXAS TOLD TEACHERS THAT IF THEY HAVE BOOKS ABOUT THE HOLOCAUST, THEY SHOULD OFFER BOOKS FROM AN OPPOSING POINT OF VIEW. NOBODY IS BLAMING GERMAN-AMERICAN STUDENTS FOR THE HOLOCAUST, BUT DOES ANYONE THINK IT'S A GOOD IDEA TO PRESENT PRO HOLOCAUST VIEWPOINTS TO APPEASE NEO-NAZIS? IF YOU BAN TEACHING IMPORTANT ASPECTS OF HISTORY BECAUSE THEY MAKE YOU FEEL UNCOMFORTABLE, HOW DO YOU EXPECT KIDS TO PASS AP HISTORY TESTS OR BE COMPETITIVE WITH STUDENTS WHO DON'T HAVE SCHOOL BOARD MEMBERS LIMITING THEIR EDUCATION? I WILL ALSO REMIND THE DISTRICT ABOUT BOARD OF EDUCATION VS. PICA, WHICH RULED THE SCHOOL BOARDS CANNOT MOVE BOOKS TO SUPPRESS IDEAS. ONCE AGAIN, I OFFER THE SUGGESTION TO ANTIQUE CRT, FOLKS. PERHAPS YOU SHOULD TRY READING BOOKS INSTEAD OF BANNING THEM. THE NEXT SPEAKER IS STEPHANIE G. THANK YOU. IBRAM X. KENNEDY WRITES THE DEFINING QUESTION IN CRT IS WHETHER THE DISCRIMINATION IS CREATING EQUITY OR INEQUITY. IF DISCRIMINATION IS CREATING EQUITY, THEN IT IS ANTI-RACIST IF DISCRIMINATION IS CREATING INEQUITY THAN IT IS RACIST TO TODAY TAKEN AT FACE VALUE. THIS IDEA SEEMS ABSURD. WE GIVE AND TAKE AWAY FROM STUDENTS BASED ON COLOR TO CREATE EQUITY, BUT ONLY TEMPORARILY. THEN WHAT HAPPENS IF THE PERSON OF COLOR BECOMES THE DOMINANT GROUP? THEN DO WE PIVOT AGAIN AND TAKE FROM THEM? AND WHAT IF YOU ALREADY HAVE EQUITY AS A PERSON OF COLOR? DO YOU GIVE SOME OF THAT UP UNTIL ALL ARE EQUAL? AND WHAT ABOUT OUR FAMILIES THAT CONTAIN BOTH GROUPS? WE'RE TEACHING THAT INSTEAD OF LIFE'S NOT FAIR, IT BECOMES LIFE MUST BE MADE FAIR AT ALL COSTS, AND THIS EQUITY DOES NOT BRING UNITY. THERE IS CONSTANT ASSESSMENT OF WHO IS OPPRESSED AND WHO IS OPPRESSOR. WE'RE NOT LEARNING ABOUT OUR SHARED COLLECTIVE HISTORY. WE'RE LEARNING ABOUT EACH OTHER TO HOLD IT AGAINST EACH OTHER. HOW CAN THAT SPUR US ON TO LOVE AND GOOD DEEDS? THERE IS NO GOOD SAMARITAN IN CRT. THERE ARE ONLY VICTIMS AND PERPETRATORS, ALL FOR EQUITY SAKE. WE HAVE ALL FALLEN SHORT OF THE LOVE WE SHOULD BE KNOWN FOR, AND WE ALL NEED TO DO BETTER TO SEE A WHOLE PERSON AND SEEK TO LOVE AND BUILD UP THAT PERSON. THIS IS WHAT WE SHOULD BE TEACHING. THERE'S NO MELTING POT IN CRT WILL ONLY CAUSE A MELTDOWN. HOLD THE LINE. PET LOVERS NEED TO HAVE YOU. THANK YOU. AMY, YES, PLEASE. CRITICAL RACE THEORY TEACHES KIDS TO DISCRIMINATE ON COLOR AND THEIR DEGREE OF INTERSECTIONALITY. WE SHOULD BE TEACHING KIDS ABOUT DIVERSITY WITHOUT PROMOTING DIVISION, TEACHING OUR CHILDREN TO PROMOTE UNITY AND UNDERSTANDING OF OTHER CULTURES. WE WANT OUR CHILDREN TO BE ABLE TO HEAR AND APPRECIATE DIFFERENT PERSPECTIVES, NOT TO FEAR AND REJECT OTHER IDEAS AND BACKGROUNDS. CRT PERPETUATES THE VICTIM MINDSET AND UNDERMINES PERSONAL RESPONSIBILITY. IT SEEKS TO CONTINUE THE SLAVERY MENTALITY OF OUR HISTORY RATHER THAN UPHOLD AND APPLAUD AMERICA'S STRUGGLE TO DEFEAT BIGOTRY AND HATE. ALMOST EVERY COUNTRY IN THE WORLD HAS THE STAIN OF SLAVERY ON IT, BUT AMERICA IS ONE OF THE ONLY COUNTRIES TO FIGHT TO END IT. CRT REJECTS THAT IDEA AND TELLS OUR CHILDREN THAT BECAUSE PEOPLE OF COLOR WERE DISCRIMINATED AGAINST IN THE PAST, WHITE PEOPLE, INCLUDING OUR CHILDREN, NEED TO BE DISCRIMINATED AGAINST NOW IN ORDER TO MAKE UP FOR IT. OUR COUNTRY, SINCE SLAVERY, SHOULD BE TAUGHT WITH THE RECOGNITION THAT THE HISTORICAL INEQUITY AND ITS LASTING IMPACTS PRESENT AN OPPORTUNITY FOR SOCIETY TO ENSURE THAT ALL CHILDREN HAVE ACCESS TO QUALITY EDUCATION. WE NEED TO TEACH OUR CHILDREN TO APPRECIATE IN VALUE THE COUNTRY THEY LIVE IN AND WORK TO CONTINUALLY IMPROVE IT, NOT TRY TO BREAK IT DOWN, DIVIDE THEM INTO OPPRESSED VERSUS OPPRESSOR AND CREATE DISTRUST OF THEIR PEERS. THE NEXT FOUR INDIVIDUALS, STARTING WITH KRISTEN M. [00:20:04] FOLLOWED BY BRANT D. FOLLOWED BY ANDY FALCO, FOLLOWED BY PAUL KUNKEL. CHRISTINE WILL BE FIRST. THESE ARE NOT MY WORDS. THIS IS A FRIEND OF MINE WHO CAN'T BE HERE TONIGHT, AND SHE SPOKE VERY FAST, SO I'M GOING TO DO MY BEST TO TRANSLATE WHAT SHE SAID. WHAT IS THE PURPOSE AS A PERSON OF COLOR? ALL I WANTED WAS TO NOT BE SEEN AS DIFFERENT. HOW WOULD YOU FEEL AS A BLACK CHILD SITTING NEXT TO YOUR WHITE FRIEND BEING TOLD YOUR ANCESTORS WERE BEATEN, ENSLAVED BY YOUR FRIENDS ANCESTORS? WHAT IS THE PURPOSE? CERTAIN HISTORY IS TAUGHT AT APPROPRIATE AGES? HEARING THAT MY FRIEND'S ANCESTORS BEAT THE F OUT OF MINE AS A YOUNG CHILD IN CLASS DOES NOTHING BUT EMBARRASS ME OR MAKE ME FEEL WEAK AND LESS. THEN BEING A COLOR OF PERSON IS NOT HAVING AN IDENTITY. AS A VICTIM, I DON'T WANT BEING A MINORITY AS BEING LABELED AS WEAK OR AS A VICTIM. HISTORY SHOULD BE TAUGHT, BUT USING IT AS A RACIAL ISSUE IS SEGREGATING KIDS IN THEIR MINDS. THIS ALSO IS A PERSON WHO USED TO WORK WITH PROSTITUTES, PULLING THEM OFF THE STREET AS AN LAPD OFFICER, AND SHE'S NOW GOING IN TO BE AS SHE WANTS TO DO COUNSELING. THIS PERSON HAS SUCH A HUGE HEART AND SHE CAN USE HER COLOR TO GET INTO THE SCHOOL, BUT SHE SHOULDN'T BECAUSE SHE'S WORKED SO HARD TO GET WHERE SHE IS. RACE HAS NOTHING TO DO WITH IT. BRANDY, I HAVE TWO KIDS OVER ELDORADO, JUST LISTENING IN. EVEN THIS YEAR TO SOME OF THE TEACHERS, WE HAVE A REAL PROBLEM ALREADY WITH CRT BEING TAUGHT. THIS IS WHAT THESE TEACHERS ARE TAUGHT TO DO. THAT'S WHY WE DO HAVE TO BAN IT. SO YOU HAVE A TOOL TO PREVENT OUR KIDS FROM BEING INDOCTRINATED TO FOR THEM TO BE TOLD THEY'RE AN OPPRESSOR OR OPPRESSED AND THEN COME HOME AND LOOK AT THEIR DAD AND SAY, OH, YOU'RE AN OPPRESSOR OPPRESSING, YOU KNOW, THE PEOPLE AT WORK THAT ARE PEOPLE OF COLOR. WELL, IT GETS COMPLICATED. SINCE MY GREAT GRANDFATHER IS A PERSON OF COLOR, HE'S AFRICAN-AMERICAN FROM THE DEEP SOUTH. SO, YOU KNOW, THAT'S WHAT HAPPENS WITH THIS THING. IT GETS ALL TWISTED. SO WE DO HAVE TO TO BAN THIS TO GIVE YOU GUYS A TOOL TO REALLY DEAL WITH THIS. SO AND OTHERWISE, WE'RE JUST GOING TO TAKE OUR KIDS OUT. THERE'S NO WAY WE'RE GOING TO LET THEM BE INDOCTRINATED WITH THIS STUFF. YES. THANK YOU VERY MUCH. NEXT IS ANDY FALCO. TO BE SPECIFIC, WE'RE AGAINST THE LIES THAT CRT TEACHES THAT OUR COUNTRY IS RACIST. THE POLICE ARE RACIST, THAT THE NUCLEAR FAMILY IS RACIST AS A POLICE OFFICER OF 21 YEARS AND BEEN IN THE POLICE BUSINESS FOR 30 YEARS. MY I'VE TAUGHT ALL OVER THE UNITED STATES. I HAVE NOT SEEN RACISM IN POLICE WORK. IS THERE RACISM IN POLICE WORK? YES, VERY FEW. BUT IT IS NOT SYSTEMICALLY RACIST. AS THE GENTLEMAN BEFORE ME SAID, IT IS BEING TAUGHT NOW. MY SON CAME HOME THE OTHER DAY, HE SAYS. MY TEACHER TOLD ME THAT POLICE HUNT DOWN BLACK MEN AND SHOOT AND KILL THOUSANDS OF UNARMED BLACK MEN A YEAR. THAT IS A LIE. THAT IS WHAT SERE TEACHES. IT IS A LIE. MY WIFE, WHO'S WORKED FOR THE FBI, IS A CONTRACTOR WHO'S WORKED FOR FIVE DIFFERENT PRESIDENTS, LOVES THIS COUNTRY. HER FAMILY LOVES THIS COUNTRY. AND OUR JUNIOR HIGH SCHOOL TEACHER CAME HOME. HER CHILD CAME HOME AND SAID, WE SHOULDN'T WEAR A SHIRT WITH AN AMERICAN FLAG ON IT BECAUSE IT HURTS PEOPLE'S FEELINGS. THAT IS A LIE. OUR COUNTRY IS GREAT. THIS IS A GREAT COUNTRY. THIS IS WHY WE NEED A BAN CRT. NEXT PERSON IS PAUL KUNKEL. YES. ANYWAYS, I HAVE A DAUGHTER, SHE'S 14, SHE'S PROBABLY SHE'S THE MOST BEAUTIFUL. SHE LOVES EVERYBODY. SHE DON'T CARE WHAT COLOR YOU ARE. SHE DOES WANTS TO BE YOUR FRIEND, AND SHE PULLS EVERYBODY INTO HER GROUP. SHE NEVER JUDGES ANYBODY. BUT NOW I HEAR A LOT OF I'M BEING TOLD THAT YOU'RE JUST WHITE. SOUNDS LIKE RACISM TO ME. SO I'M AGAINST THIS. IT'S IT'S SICK WHAT'S HAPPENING TO OUR KIDS, AND I DON'T WANT TO SEE THAT SPARKLE PUSHED OUT OF MY KID. PLEASE BAN THIS. THE NEXT FOUR SPEAKERS, MIKE, FOLLOWED BY NICOLAS FERNANDEZ, FOLLOWED BY JOCELYN BERDOWSKI, FOLLOWED BY EMILY ROSELLE. FIRST ONE WOULD BE MIKE. [00:25:07] GOOD EVENING. MY NAME IS MIKE. I'M THE FATHER OF TWO STUDENTS IN THE DISTRICT ONE TO TRAVIS RANCH AND WANTED ESPERANZA. I'VE PERSONALLY RAISED MY CHILDREN TO MEASURE OTHERS BY THEIR ACTIONS, WORDS AND CHARACTER, NOT BY THE COLOR OF THEIR SKIN. IT'S EXTREMELY DISTURBING TO ME THAT THE DISTRICT WOULD ALLOW TEACHING ANYTHING THAT PROMOTES THE EXACT OPPOSITE. THE LAST THING EDUCATORS SHOULD BE DOING IS ENCOURAGING OUR CHILDREN TO BE ASHAMED OF OR VIEW OTHERS BASED ON THE COLOR OF THEIR SKIN. CRT AND OTHER SIMILAR PROGRAMS, SUCH AS SOCIAL, EMOTIONAL LEARNING AND EDUCATION, TEACH CONCEPTS THAT ARE IN DIRECT VIOLATION OF THE DISTRICT'S ANTI-DISCRIMINATION POLICY, WHICH STATES THE BOARD OF EDUCATION IS COMMITTED TO PROVIDING EQUAL OPPORTUNITY FOR ALL INDIVIDUALS AND DISTRICT PROGRAMS AND ACTIVITIES. DISTRICT PROGRAMS, ACTIVITIES AND PRACTICES SHALL BE FREE FROM UNLAWFUL DISCRIMINATION, INCLUDING DISCRIMINATION AGAINST AN INDIVIDUAL OR GROUP BASED ON RACE, COLOR, ANCESTRY, NATIONALITY, ORIGIN OR ETHNIC IDENTIFICATION. IF YOU TRULY BELIEVE IN AND SUPPORT THE DISTRICT'S POLICY FOR ANTI-DISCRIMINATION, YOU MUST VOTE IN FAVOR OF ADOPTING THIS RESOLUTION. THANK YOU, NICHOLAS FERNANDES. HELLO, EVERYBODY, MY NAME IS NICHOLAS FERNANDES. I AM AN IMMIGRANT FROM SOUTH AMERICA. I'M A BUSINESS OWNER, A PROUD FATHER OF TWO IN TRAVIS RANGE, AND I CAN HONESTLY TELL YOU THAT I AM BLESSED TO IN THIS COUNTRY AND NOTHING CAN TAKE THAT AWAY FROM ME AND MY FAMILY. WHAT'S GOING ON RIGHT HERE IS STRICTLY A POLITICAL BRAINWASHING OF THE FUTURE GENERATIONS COMING UP. THEY DID IT IN COLLEGE. THEY DID IT IN UNIVERSITIES. THEY MORPHED INTO HIGH SCHOOLS. AND NOW THEY'RE MOVING LOWER THAN THAT ENOUGH. IT'S STAND UP. LET'S TAKE THIS BACK. YOU KNOW, THIS IS NOT IT'S NOT REAL. THIS IS FAKE. YOU KNOW, THEY'RE SELLING US SOMETHING THAT IT'S JUST NOT GOING TO HAPPEN, GUYS. YOU KNOW, WE'RE WE'RE WE'RE HUMAN BEINGS CREATED BY ONE GOD, AND WE'RE ALL THE SAME. WHERE IN THE CONSTITUTION DOES IT TELL US THAT WE SHOULD ACTUALLY BE LOOKING AT EACH OTHER'S COLORS, YOU KNOW, TO MAKE A DECISION OR TO ACTUALLY PROSPER IN LIFE? IT ALL BEGINS AT HOME. IF WHAT WE TEACH YOUR KIDS WHAT YOU GUYS TELL YOUR KIDS THAT THEY ARE. I DON'T CARE IF YOU'RE BLACK, IF A WHITE ASIAN. I DON'T CARE. WE'RE ALL THE SAME. LET'S MOVE FORWARD, UNITED. HELP US OUT, GUYS. HELP US OUT. JOCELYN, BERDOWSKI. AS OUR BOARD CONSIDERS A BAN ON CRITICAL RACE THEORY OR A RESOLUTION, WE'RE NOT ASKING FOR A BAN ON HISTORY OR RACE. AS A PARENT OF THE DISTRICT FOR THE LAST 17 YEARS, I IMPLORE OUR DISTRICT TO LOOK AT HOW THEY ARE STRUCTURING GUIDELINES AND EXPECTATIONS FOR OUR TEACHERS. I'M SPEAKING ON BEHALF OF OTHER PARENTS WHOSE STUDENTS HAVE BEEN TAUGHT JUST THIS LAST WEEK THAT THANKSGIVING IS EVIL AND IS SO BECAUSE OF WHAT WHITE PEOPLE DO. THIS NOT ONLY FALLS IN LINE WITH CRT, BUT ALSO HAPPENS BECAUSE WE DON'T HAVE CLEAR CURRICULAR EXPECTATIONS IN OUR DISTRICT. I'VE NOT LOST FAITH IN OUR DISTRICT. I ASK THAT YOU KEEP THAT FAITH BY ENSURING THAT CURRICULUM BOTH MANDATORY BOARD APPROVED AND SUPPLEMENTARY, ARE CLEAR AND TRANSPARENT AND ARTICULATED TO PARENTS, AND THAT THE CONSEQUENCES FOR INDIVIDUALS TEACHING OUTSIDE OF THIS ARE MADE ABUNDANTLY CLEAR. JUST LIKE THE FIRST SPEAKER SAID, WITHOUT ACCOUNTABILITY, THE PAINSTAKING HOURS WE'VE ALL SPENT ON THIS WILL ALL BE WASTED IF ACCOUNTABILITY IS NOT MADE CLEAR. BANNED CRT. AND PLEASE CONSIDER MOVING THESE MEETINGS TO ANOTHER LOCATION SO MORE PEOPLE CAN BE HERE. THANK YOU. EMILY ROSE, ROSELLE, THANK YOU. I AM ASKING YOU TO BAN CRT. THERE IS A SMALL TOWN IN NEW MEXICO THAT HAS BEEN TEACHING CRT IDEOLOGY FOR DECADES. THEY HAVE ONE OF THE HIGHEST MORTALITY RATES, SUICIDE RATES AND LACK OF INDIVIDUAL PROGRESSION. THE THEORY IS TAUGHT IN THIS REGION HAVE CRIPPLED INDIVIDUALS, FAMILIES AND THE WHOLE COMMUNITY. I LIVED IN THIS COMMUNITY FOR 18 YEARS. I WAS LUCKY TO HAVE PARENTS AND A TEACHER WHO HELPED ME LEARN A GROWTH MINDSET AND A POSITIVE WORK ETHIC. I BROUGHT MY KIDS TO YORBA LINDA FOR QUALITY EDUCATION AND A SAFE ENVIRONMENT WHERE THEY CAN ENGAGE AND LEARN FROM THEIR NEIGHBORS AND PEERS. I DID NOT WANT THEM TO EXPERIENCE FIRSTHAND WHAT I WITNESSED. NEVER DO NOT CRIPPLE OUR COMMUNITY WITH CRT. BAN IT. IT STIFLES THE PROGRESSION OF HUMAN INDIVIDUALS AND WE NEED TO HOLD THE TEACHERS ACCOUNTABLE WHO ARE TEACHING IT. [00:30:08] THE NEXT FOUR SPEAKERS, LISA KLING, ORTIZ, JEREMY KELLY, JULIE CLINK, CLINK, KLINENBERG AND EVELYN JONES, I BELIEVE IT IS. I AM A TEACHER OF TWENTY NINE YEARS IN THIS DISTRICT AND I TEACH STEM COMPUTER APPLICATIONS, I'VE TAUGHT MATH MANY SUBJECTS. I'VE NEVER COME TO A SESSION LIKE THIS, BUT I THINK CLARIFICATION IS VERY IMPORTANT. AND SO I WOULD ASK THAT YOU LOOK AT EIGHT IN THE RESOLUTION WHERE IT SAYS BRING THEM FROM THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST AND INSTEAD WILL ENGAGE STUDENTS OF ALL CULTURES AND AGE APPROPRIATE CRITICAL THINKING. I WOULD PLEASE ASK YOU TO LOOK AT THIS. IT IS VAGUE AND I WILL JUST STOP AT THAT AND MAYBE ADD SPECIFIC EXAMPLES OF WHAT YOU BELIEVE HISTORICAL TRANSGRESSIONS ARE, BECAUSE I BELIEVE THAT'S VAGUE. OK, THANK YOU. JEREMY KELLY, THANK YOU FOR THIS OPPORTUNITY TO SPEAK. SLAVERY COURT CASES LIKE CHEROKEE NATION VERSUS GEORGIA WOOSTER VERSUS GEORGIA DRED SCOTT V. SANDFORD, PLESSY VS. FERGUSON, THE TRAIL OF TEARS OR LITERACY TESTS, GRAMP OTHER CAUSES AND POLL TAXES, ALL WHICH AROSE AFTER THE TIME OF THE END OF THE CIVIL WAR. ALL THESE HAVE A LEGAL COMPONENT TO THEM, AND I'LL DEAL WITH IN SOME WAY THE USE OF RACE AS A LEGAL FOUNDING. THEY'RE ESSENTIAL TO UNDERSTANDING OUR NATION'S HISTORY. IT CERTAINLY SEEMS LIKE THIS RESOLUTION IS CURRENTLY DRAFTED, AND USING THE DEFINITION LAID OUT COULD VERY WELL LEAD TO US DISALLOWING ANY TEACHING AT THAT. LAWS THAT HAVE BEEN PASSED IN THE U.S. HISTORY, WHICH DEALT WITH VARIOUS GROUPS BEING LEGALLY DISCRIMINATED AGAINST IN THE PAST. MY CONCERN IS THAT THE PATH YOU ARE SETTING UP WITH IS ONE IN WHICH A RESOLUTION IS WORDED. I'M SORRY THAT COULD LEAD TO POSSIBLE CENSORSHIP. IF YOU'RE CONCERNED WITH TEACHERS BLAMING STUDENTS FOR DECISIONS THAT OUR FOREFATHERS MADE, THEN MAKE THAT YOUR RESOLVE SOMETHING LIKE WHERE WE ACKNOWLEDGE THAT STUDENTS ARE NOT RESPONSIBLE FOR THE DECISIONS MADE BEFORE THEIR TIME, BUT ARE RESPONSIBLE FOR MAKING SURE THAT WE LIVE UP TO THE IDEAL IN THE CONSTITUTION OF CREATING A MORE PERFECT UNION. THAT'S WHAT WE SHOULD HAVE. THANK YOU FOR YOUR TIME. JULIE? YES. HELLO. AND I'M HERE TO ADDRESS THE MY FRIENDS AT THE TABLE, BUT I'M JUST, I HAVE TO SAY, THE AMOUNT OF IGNORANCE AND MISINFORMATION IN THIS ROOM FROM MY NEIGHBORS. I, I REALLY HOPE YOU GUYS READ AND LEARN THE TRUTH. HI, I OPPOSE THE BAN. LET'S REFER TO SENATE BILL 48, THE FAIR ACT AND PROMOTE TRUTH. WHAT IS WRONG WITH BEING FAIR, ACCURATE, INCLUSIVE AND RESPECTFUL? WE NEED TO ALLOW OUR HIGHLY QUALIFIED PROFESSIONAL EDUCATORS TO TEACH AND ALLOW OUR CHILDREN THE FREEDOM TO LEARN. AND HERE'S MY SUCCESS STORY. MY HUSBAND AND I ARE 20 YEAR RESIDENTS. WE RAISED ALL THREE OF OUR SONS, PLACENTIA YORBA LINDA UNIFIED SCHOOLS. TWO ARE POST-GRAD CONTRIBUTING MEMBERS OF SOCIETY. ONE IS STILL IN COLLEGE. GUESS WHAT? THEY ALL HAD EXCELLENT, EXCELLENT EDUCATION. HERE THEY COME HOME TO THE DINNER TABLE. WE WOULD DISCUSS THINGS THAT WE LEARNED IN SCHOOL. NOTHING WAS CONTROVERSIAL. HOWEVER, THERE MIGHT HAVE BEEN DIFFERENT BELIEFS. I THINK WE SHOULD LEARN TO LISTEN TO OTHER PEOPLE'S POINT OF VIEW AND AND LET OUR TEACHERS TEACH. AND YEAH, JUST EDUCATE YOURSELVES, PLEASE. BAND. I OPPOSED THE BAND. EVELYN? YES, EVELYN. I AM HISPANIC AND I'M NOT A VICTIM. I GREW UP IN SOUTH CENTRAL. I MOVE FROM SCHOOL TO SCHOOL, AND I WAS CALLED MANY, MANY NAMES BY SO MANY DIFFERENT PEOPLE IN DIFFERENT COLORS. IT DIDN'T STOP ME. I MOVED OUT OF THOSE NEIGHBORHOODS AND I MOVED TO YORBA LINDA BECAUSE I FOUND THAT IT WAS ONE OF THE BEST SCHOOLS IN THE DISTRICT. MY EXPERIENCE HERE HAS NOT BEEN THE BEST BECAUSE I HAVE A CHILD WITH ADHD, TWO KINDS OF AID. MY CHILD WAS PUT ASIDE. HE WAS RIDICULED DURING HIS GRAMMAR YEARS. IN THIRD GRADE. HE WAS PUNISHED BECAUSE HE DESCRIBED THAT MEXICANS WORK IN MCDONALD'S. [00:35:08] HE WAS SUSPENDED FOR THAT. I AM HISPANIC. I WAS OUTRAGED. I SAID, LOOK, MY SON IS HALF HISPANIC. HOW CAN YOU SUSPEND HIM FOR THAT? IF YOU WANT TO PROVIDE EVERYONE WITH EXPERIENCES, WHY DON'T YOU GO AHEAD AND HELP CHILDREN AND HAVE ADD ADHD? YOU PUT ON A SITE CHILDREN THAT HAVE THAT ARE NOT BEING HELPED RIGHT NOW. WITCHCRAFT, SOMEBODY HAS TO BE TAUGHT WITH A NEED TO HAVE YOU CONCLUDE YOUR REMARKS, PLEASE. THE TIME I SAY NO TO CRT BECAUSE YOU WILL TEACH WITCHCRAFT, YOU WILL TEACH. I WENT AHEAD. AND PLEASE BE SEATED. THANK YOU. WELL, THANK YOU. THE NEXT AND HOW ARE WE DOING ON OUR HALF HOUR? ARE WE GOOD WHERE WE'RE OK? WE'RE ALMOST THERE. OK, SO WE MAY HAVE TO CUT OK? WE HAVE THREE, SO PLEASE BE BRIEF OR WE WILL BE CUTTING IT. SONIA DELAVAL, FOLLOWED BY AIRGUN, FOLLOWED BY RAQUEL FLEISHER. WEITZNER CORRECTION. YES, SONYA, I APOLOGIZE. HELLO, TODAY, I'M SPEAKING IN OPPOSITION OF THE BAN ON CRITICAL RACE THEORY. TO PUT IT BLUNTLY, WE CANNOT IGNORE HISTORY. WE CANNOT PRETEND IT DIDN'T HAPPEN AND THAT IT HAS NOT AFFECTED SO MANY ASPECTS OF OUR GOVERNMENT AND OUR SOCIETY TODAY. HOW CAN WE FIX PROBLEMS IF WE IGNORE THEIR CAUSES? THE RESOLUTION SAYS YOU WANT TO FREE STUDENTS OF THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS. TO ME, IT SOUNDS LIKE YOU WANT TO PROTECT THEIR PRIVILEGE. PREEMPTIVELY PASSING A BAN ON CRT SERVES ONLY TO EMBARRASS OUR DISTRICT AND TO FORCE STUDENTS WHO ARE MARGINALIZED BY IT TO LEAVE THE DISTRICT. I THINK IT'S OBVIOUS THAT THE PEOPLE WHO ARE PROTESTING THE VACCINE MANDATE ARE THE SAME PEOPLE WHO WANT YOU TO BAN CRT. THEY SAY THAT IF YOU MANDATE THE VACCINE, THEY WILL LEAVE THE DISTRICT WELL, IF YOU BAN CRT. HAVE YOU THOUGHT ABOUT WHO WILL LEAVE THE DISTRICT THEN? THANK YOU. THANK YOU. ED GUNN. ED GUN. HE'LL BE SPEAKING AT 7:00. I JUST GOT IT. OK. I GUESS HE HAS NOT BEEN ABLE TO BE HERE AT THIS POINT. THANK YOU. AND THE LAST SPEAKER WILL BE RICHARD FLEISCHER. GOOD AFTERNOON, MY NAME IS RAQUEL FLEXNER. I'M A TEACHER AND MOM OF THREE STUDENTS IN THE DISTRICT. BEFORE MY FAMILY AND I MOVED HERE TO YORBA LINDA, WE LIVED IN BROOKLYN, NEW YORK. I TAUGHT IN A DISTRICT WHERE NINETY NINE PERCENT OF MY STUDENTS WERE BLACK AND ONE PERCENT OF THEM WERE LATINOS. IF THIS RESOLUTION HAS HAD PASSED IN MY DISTRICT AS A TEACHER, I WOULD NOT BE ABLE TO ANSWER THEIR QUESTIONS ABOUT WHY CERTAIN NEIGHBORHOODS IN BROOKLYN WERE WHITE WHILE OTHERS WERE BLACK. THIS IS THEIR HISTORY AND IT IS OUR HISTORY. AS A TEACHER. I UNDERSTAND THE IMPORTANCE OF FOLLOWING A CURRICULUM, BUT THIS RESOLUTION FAILS TO ADDRESS THE IMPLICATIONS ON THIS CURRICULUM, ON TEACHERS OR ON STUDENTS. HISTORY IS A COLLECTION OF EVENTS TOLD FROM A VARIETY OF PERSPECTIVES IN ORDER TO FULLY UNDERSTAND CIVIL THE CIVIL RIGHTS ERA. WE HAVE TO UNDERSTAND THE PERSPECTIVE OF BLACK FOLKS AND THOSE IN THE KKK. YET I DON'T SEE A BAN ON TEACHING WHAT THE KKK BELIEVED IN. OUR STUDENTS NEED TO HEAR ALL PERSPECTIVES. THANK YOU TO BLACK. SO WE'LL HOLD THAT TILL LATE. YES. OK. ALL RIGHT, THAT CONCLUDES PUBLIC COMMENT. OK. ALSO, FOR THOSE WHO MAY NOT BE FAMILIAR WITH WITH HOW THE BROWN ACT APPLIES IN PUBLIC COMMENT, WE TAKE THE COMMENTS. WE DO HEAR YOU. IT'S A MATTER THAT WE CANNOT ENGAGE IN A TWO WAY CONVERSATION WITH YOU, BUT WE REALLY APPRECIATE THE FACT THAT YOU HAVE TAKEN THE TIME TO BE HERE THIS EVENING AND SHARE WITH US YOUR OPINIONS AND VIEWPOINTS. THANK YOU. SO WITH THAT, LET US MOVE ON TO THE ACTUAL STUDY SESSION. THIS IS PERTAINING, OF COURSE, TO WHAT WE'VE BEEN HEARING SOME ABOUT, AND THAT IS THE [00:40:01] RESOLUTION THAT WE HAVE OUR FIRST READING OF. SO WITH THAT, I WILL BEGIN BY OFFERING. WELL, FIRST OF ALL, YOU SHOULD ALL HAVE THE RESOLUTION AVAILABLE TO YOU AND WE'LL OPEN IT FOR DISCUSSION. DID YOU HAVE SOMETHING? YES, PLEASE. CONTEXT, PLEASE. SO JUST FOR THE BENEFIT OF CAN YOU HEAR IT BETTER NOW? OK. OH, OK. SO JUST FOR CONTEXT, FOR THOSE WHO MAY NOT HAVE BEEN AT OUR LAST BOARD MEETING LAST MONTH, THE BOARD GAVE DIRECTION TO STAFF TO CREATE A DRAFT RESOLUTION DRAFT OF A RESOLUTION TO PROHIBIT THE TEACHING OF CRITICAL RACE THEORY AND PILLAR USD. EACH BOARD MEMBER PROVIDED THEIR OWN THOUGHTS AND PERSPECTIVES, AS WELL AS SOME SUGGESTIONS FOR THE DRAFT RESOLUTION. BASED ON YOUR FEEDBACK, STAFF SUBSEQUENTLY CREATED THE DRAFT OF THE RESOLUTION THAT IS BEFORE YOU THIS AFTERNOON FOR YOUR CONSIDERATION. FURTHER DISCUSSION AND CERTAINLY EDITS. THANK YOU. THANK YOU. OK. WE HAVE OBVIOUSLY A RESOLUTION THAT HAS OVER A PAGE WORTH OF WAREHOUSES. I WOULD LIKE TO KNOW THE PREFERENCE OF THE BOARD TO GO FORWARD AND DISCUSSING EACH OF THESE. ITEM BY ITEM, WHEREAS BY WHEREAS WHAT IS THE OPINION OF THE BOARD ON THAT? I SEE NODDING HEADS. OK, THAT SOUNDS GOOD. ALL RIGHT. LET US BEGIN. AND WITH THAT, WE WILL GO WITH THE FIRST ONE AND I WILL READ IT, WHEREAS ALL STUDENTS DESERVE. I THINK I MIGHT INSERT THE WORD A HIGH QUALITY EDUCATION AND EXPERIENCES AT PLACENTIA IN THE UNIFIED SCHOOL DISTRICT. ANY COMMENTS QUESTIONS ABOUT THAT? NO. IS IT OK TO PERHAPS PUT THE ARTICLE WORD A BEFORE HIGH QUALITY? DOES THAT SOUND A BETTER READ? OK. ALL RIGHT. LET US GO ONTO THE NEXT ONE. NOTHING IN THIS RESOLUTION SHALL BE CONSTRUED TO RESTRICT ACADEMIC FREEMEN OR FREEDOM OR STUDENT POLITICAL SPEECH. COMMENTS ON THIS, PLEASE. I KNOW I HAVE ONE, BUT ARE THERE OTHER COMMENTS? I HAVE ONE. OK. CAN YOU ALL HEAR ME? IT'S NOT WORKING. YES, I CAN HEAR YOU. YES. MY COMMENT IS JUST THAT WE STRIKE THE WORD POLITICAL. THAT'S ACTUALLY THE ONE THAT I WOULD HAVE THOUGHT OF, TOO, BECAUSE ACTUALLY STUDENTS HAVE QUITE A BIT OF PROTECTION UNDER THE LAW FOR A SPEECH. SO I DON'T THINK WE NEED THAT WORD. THEY ARE QUITE WELL PROTECTED. WOULD THAT BE CORRECT TO SAY? DR AL SASSER, AS FAR AS THE PROTECTIONS THEREIN? OK, SO WHAT IS THE FEELING, THOUGH, OF OF REMOVING THE WORD POLITICAL AND SIMPLY SAYING STUDENT SPEECH? THAT'S GOOD. I SEE. OK. AND I KNOW I FEEL GOOD WITH THAT. OK. ALL RIGHT. SO. WOULD THERE BE SOMETHING IN PLACE IF IT EVER JUST BE STUDENT SPEECH AND STUDENT SPEECH THERE? I MEAN, IT CAN BE RELIGIOUS, ET CETERA, ET CETERA. THERE'S A LOT OF CASE LAW WITH THAT AND PERHAPS A LITTLE PREMATURE, BUT I WAS EVEN WONDERING. WELL, NO, NEVER MIND. NOT AT THIS POINT. NEXT ONE, I'LL PROBABLY MAKE A SUGGESTION. SEE IF IT IS SOMETHING YOU WOULD BE INTERESTED IN DOING. LET'S GO ON TO THE THIRD, WHEREAS NOTHING IN THIS RESOLUTION SHALL REQUIRE ANY STAFF MEMBER TO VIOLATE FEDERAL OR STATE LAW. COMMENTS? I WOULD SAY ALSO IT WOULDN'T BE VIOLATING ANY EDUCATION CODE. AND IF I COULD ADD LOCAL LAW. OK, SO MAYBE WE COULD REORGANIZE THAT TO HAVE IT READ NOTHING IN THIS RESOLUTION SHALL REQUIRE ANY STAFF MEMBER TO VIOLATE LOCAL, STATE, FEDERAL OR FEDERAL LAW AS WELL AS EDUCATION CODE. DOES THAT SOUND? OK, SO WE'LL PUT LOCAL. CAN I REPEAT BACK TO MAKE SURE SHE'S GOT IT? YES. NOTHING IN THIS RESOLUTION SHALL REQUIRE ANY STAFF MEMBER TO VIOLATE LOCAL, STATE OR FEDERAL LAW, AS WELL AS CALIFORNIA EDUCATION CODE. SO, RIGHT. HOW DOES THAT SOUND TO EVERYONE? [00:45:01] OK. OK. ALL RIGHT, THE NEXT ONE. WHEREAS AND PERSONALLY, I WOULD IF THIS IS APPROVED ANY RESOLUTION, I THINK IT WOULD BE BETTER TO SPELL OUT BOARD OF EDUCATION AND THE NAME OF OUR DISTRICT. BUT THAT BEING SAID, THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION AFFIRMS ITS COMMITMENT AND EXPECTATION THAT TEACHERS WILL RELY ON THE BOARD OF EDUCATION ADOPTED CURRICULUM AS THE AUTHORITATIVE, AUTHORITATIVE SOURCE FOR THE CONTENT OF INSTRUCTION TO PROVIDE A COMPREHENSIVE EDUCATION ON UNITED STATES HISTORY. YES. MY RECOMMENDATION WOULD BE THAT WE STRIKE UNITED STATES HISTORY AND JUST SAY OR A COMPREHENSIVE EDUCATION AND COMPREHENSIVE EDUCATION PERIOD OR A COMMA AND AREN'T. OK. IT'S BROADER. OK. WHAT COMMENT FROM OTHERS ON THAT? I AGREE WITH THAT. OK. I AGREE. OK, SO WE WOULD PUT THE COMMA FOLLOWING THE WORD EDUCATION AND THEN DELETE THE FOUR WORDS FOLLOWING. OK. OK, NEXT, WHEREAS WHEREAS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT VALUES ALL STUDENTS AND PROMOTES EQUITY, RESPECTS DIVERSITY, CELEBRATES THE CONTRIBUTIONS OF ALL AND ENCOURAGES CULTURALLY RELEVANT AND INCLUSIVE TEACHING PRACTICES. AND PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT FURTHER BELIEVES THAT THE DIVERSITY THAT EXISTS AMONG THE DISTRICT'S COMMUNITY OF STUDENTS, STAFF, PARENTS, GUARDIANS AND COMMUNITY MEMBERS IS AN ASSET TO BE HONORED AND VALUED. I AGREE. OK. DID YOU HAVE A COMMENT? YEAH, I KIND OF WANTED TO SAY WHAT YOU SAY PROMOTES EQUALITY INSTEAD OF EQUITY, EQUITY AND EQUALITY REALLY DON'T MEAN THE SAME THING. LET'S ADD EQUALITY, EQUALITY, EQUITY BECAUSE YOU SOMETIMES CAN'T MAKE EVERYTHING EQUAL. IT'S BEEN MY EXPERIENCE, BUT THAT'S A DISCUSSION RIGHT AT THIS POINT. IN OTHER STUDENTS SHOULD BE TREATED EQUAL IF WE PROMOTE EQUALITY, WE'RE HAVING EVERYBODY BE EQUAL. MORE COMMENTS FROM THE BOARD, PLEASE. I'M JUST LOOKING AT IT LIKE THIS, SO IF YOU ADD EQUAL, YOU'RE ONLY TALKING ABOUT THE CONTRIBUTIONS OF ALL, CORRECT BECAUSE WE CAN'T MAKE EVERYTHING EQUAL LIKE VALENTIA HIGH SCHOOL HAS AN AUDITORIUM. ESPERANZA DOESN'T. YEAH, BUT SO I JUST WANT TO MAKE SURE IT'S IT'S, YOU KNOW, THE CONTRIBUTIONS OF ALL IN OUR DISTRICT AS. I, IN MY OPINION, I THINK THAT MAKES IT MAYBE A BIT CHALLENGING WHEN YOU LOOK AT EVEN WHEN YOU LOOK AT PEOPLE WITH DISABILITIES, IT'S NOT GOING TO BE EQUAL. IT'S GOING TO HAVE TO BE ADJUSTED. SO I'M. THAT'S JUST MY NOTE. YEAH, IT IS A CHALLENGING THING TO ACHIEVE EQUALITY IN TERMS OF THE THE WAY IN WHICH WE WANT TO PROMOTE THAT. ALL OF OUR EDUCATION AND THE OPPORTUNITIES FOR A GOOD EDUCATION ARE AS EQUAL AS WE CAN MAKE THEM. BUT THERE, BUT IT'S INEQUITY. WE CAN'T ACHIEVE EQUALITY FOR EVERYTHING, I THINK. YOU HAD A GOOD POINT. YOU MADE THAT THERE'S SOME THINGS THAT WE CANNOT MAKE EQUITABLE FOR EVERYONE. DO YOU HAVE A PHONE CALL COMING IN? OK. OKAY. I JUST DIDN'T KNOW IF YOU NEEDED TO TAKE THAT. OK. OK, WELL, LET'S WHAT ARE WE NOT TALKING ABOUT EQUALITY? SO I'M JUST SAYING WE PROMOTE EQUALITY. WE'RE NOT ACHIEVING EQUALITY, BUT WE'RE PROMOTING EQUALITY BECAUSE THAT'S WHAT THE WORD SAYS PROMOTES EQUALITY LIKE WE'RE PROMOTING EQUITY. WE MIGHT NOT ACHIEVE EQUITY AS WE KNOW WE DON'T ACHIEVE EQUITY IN OUR DISTRICT. WE CAN PROMOTE IT SO WE CAN PROMOTE EQUALITY AS WELL. I THINK IF WE'RE THROWING OUT DIVERSITY, EQUITY, EQUALITY, WE'RE DOING THIS. WE'RE PROMOTING IT. WE'RE NOT SAYING WE'RE ACHIEVING IT. WE'RE PROMOTING IT, PROMOTE EQUALITY. THAT'S ALL I'M SAYING. OK. FURTHER THOUGHTS ON THAT. I AGREE. THE EQUALITY AND EQUITY. TWO DIFFERENT THINGS. BUT WE SHOULD STRIVE TO PROMOTE IT FOR ALL STUDENTS. BOTH EQUITY AND EQUALITY IS THAT BOTH. I THINK THAT WELL, THIS IS A FIRST READING, SO AS LONG AS THE ATTORNEYS WOULD LOOK AT IT AND SAY, YOU KNOW, THAT THAT'S SOMETHING THAT ABSOLUTELY THAT'S A THAT'S PENCIL THAT IN [00:50:06] THEN AND WE CAN HAVE THE ATTORNEY AND WE THINK WE CAN RETURN TO THIS. IT'S IT'S OUR FIRST TIME. YES. DID YOU HAVE SOME INPUT FOR STAFF PURPOSES? WE JUST NEED TO BE CLEAR, ARE WE PUTTING THE WORD EQUALITY IN OR IF WE'RE NOT MARRIED? I THINK WE WANT TO HAVE IT CHECKED WITH THE ATTORNEYS TO MAKE SURE. MAYBE YOU CAN MAKE A NOTE TO CHECK, TO SEE. SO WE WANT TO INVESTIGATE IT, TO MAKE SURE IT'S AND REALLY WHAT THAT THAT MEANS IN TERMS OF WHAT WE DO IN OUR DISTRICT. OF COURSE, OUR PREMISE IN AMERICA IS TO HAVE EQUALITY. BUT IN THE DELIVERY OF WHAT WE DO, WE AS LONG AS I'VE BEEN DOING THIS, IT'S TO TO GET AS YOU USE THAT VERY GOOD EXAMPLE TO HAVE EVERYONE HAVE THE VERY SAME THING. A IT MAY NOT BE NECESSARY IN ALL LOCATIONS AND FOR WHATEVER REASON, BUT BUT IT MAY NOT ALSO BE WITHIN OUR MEANS TO ACHIEVE, DEPENDING ON WHAT THAT MIGHT BE. AND SO IT'S IT'S COMPLEX. IF I WAS SITTING IN THE AUDIENCE RIGHT NOW AND SOMEONE WAS SAYING THAT MY KID WOULDN'T HAVE EQUALITY OR PROMOTION OF EQUALITY IN SCHOOL, I THINK I HEAR FROM WHAT YOU'RE SAYING THAT THAT COULD BE THE WAY IN WHICH IT COULD BE INTERPRETED. I AGREE. I HEAR YOU. AND THAT IS WHY I THINK WE NEED TO REALLY KIND OF THINK ABOUT THIS. GET SOME MORE INPUT AND WE CAN DISCUSS IT AGAIN BECAUSE ONCE AGAIN, IT'S IT'S PROMOTES. THAT MEANS WE'RE ATTEMPTING TO DO IT THROUGHOUT THE DISTRICT FOR EVERY STUDENT. SO I DON'T SEE WHERE THE THE PROBLEM IS GOING TO LIE IF WE TRY TO PROMOTE EQUALITY FOR EVERY STUDENT. SO WE'RE NOT GOING TO ATTEMPT TO PROMOTE, WHY ARE WE SAYING OR PROMOTE EQUITY IF WE'RE NOT GOING TO, BECAUSE WE'RE NOT ACHIEVING EQUITY? I'M SORRY IF WE'RE JUST PROMOTING, IF THAT'S WHAT WE'RE TRYING TO PROMOTE EQUALITY, WE'RE TRYING TO PROMOTE EQUITY, WE'RE TRYING TO RESPECT DIVERSITY OR PROMOTING ALL THIS. THESE ARE JUST THINGS THAT WE'RE TRYING TO PROMOTE. I DON'T UNDERSTAND. I MEAN, I MEAN, IF WE NEED AN ATTORNEY, LOOK AT IT, THAT'S FINE. BUT I DON'T UNDERSTAND WHY THE WORD EQUALITY IS SO BAD IN THE SENSE, OK? IF I COULD, I DON'T THINK THAT EQUALITY IS A BAD WORD AT ALL. AND I THINK INCLUDING IT WOULD BE FINE. AND IT'S WE'RE JUST FIRST READING AND WE'LL GO BACK OVER. THAT'S GOOD. TO BE CLEAR, CLEAR. WE'RE GOING TO INSERT THE WORD IN THEN BECAUSE OUR ATTORNEY WILL REVIEW THIS ENTIRE RESOLUTION ANYWAY BEFORE THE SECOND READING. SO INSERT IT FOR THE ATTORNEY'S PURPOSE AND INSERT IT. AND THEN AND THEN WE CAN COME BACK TO HAVE ANOTHER DISCUSSION AT THIS POINT. I MIGHT MAKE A SUGGESTION. IT'S ONLY MY THOUGHT ABOUT THIS, AND WE HAVE, I BELIEVE, ONE OTHER PLACE IN HERE TOO. AND THAT IS THE PHRASE WHERE WE LIST THAT WE TALK ABOUT THE DISTRICT'S COMMUNITY OF STUDENTS, STAFF, PARENTS, GUARDIANS, ETC.. I HAVE LONG KIND OF HAD A THING ABOUT PUTTING THE SLASH BETWEEN PARENTS AND GUARDIANS, KIND OF MAKING THE GUARDIANS SEEM A LITTLE LESS THAN A PARENT'S ROLE IF THEY ARE INDEED THE GUARDIAN. I WAS WONDERING IF WE COULD JUST TAKE AWAY THE SLASH AND PUT IN COMMA BECAUSE YOU'RE EITHER A PARENT OR YOU'RE A GUARDIAN, OR YOU'RE THIS OR YOU'RE THAT. IT'S JUST A IT'S A THING. BUT YEAH, TO SAY THAT GUARDIANS, IF THEY ARE THE LEGAL GUARDIANS, THEY ARE AS IMPORTANT IN OUR COMMUNITY OF THE WHOLE. SO. OK, IF SMALL THING. OK, ALL RIGHT, GOOD ENOUGH. ALL RIGHT, NEXT ONE WHEREAS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT SEEKS TO SUPPORT THE TEACHING OF CIVIL DISCOURSE AND EMPATHY BY ALLOWING STUDENTS TO SEE THEMSELVES AND EACH OTHER AS PART OF THE NARRATIVE THAT ACCOUNTS FOR UNITED STATES HISTORY. I DON'T LIKE THAT PARAGRAPH. AND WHY DON'T YOU LIKE IT? IT DOESN'T. I DON'T KNOW. IT'S AN ODD PARAGRAPH TO ME. IN WHAT WAY? IT'S JUST AN ODD PARAGRAPH. I JUST I JUST DON'T LIKE IT IN THIS THING. THAT'S ALL. IS THERE ANYONE ELSE WHO CAN? WELL, IS THERE ANYONE ELSE WHO HAS A SAME OR SIMILAR FEELING? THE ONLY THING I'M THINKING OF IS. HOW WE GOT RID OF UNITED STATES HISTORY ABOVE AND IN EACH OTHER AS PART OF THE NARRATIVE OF, YOU KNOW, LIFE. [00:55:01] AND I WOULD THINK, IS THAT KIND OF WHAT YOU'RE GOING FOR? IT'S I MEAN, I DON'T LIKE DISAGREE. I JUST WONDERED WHY IT'S IN HERE, YOU KNOW, BECAUSE I FEEL LIKE IT'S LIKE THERE'S A LOT OF FLUFF IN THIS. I WAS THINKING LITERATURE, FOR EXAMPLE, IS ANOTHER AREA THAT THEY MIGHT WANT TO SEE THEMSELVES. THAT'S WHAT I WAS THINKING. AND, YOU KNOW, AND IN EVERY SUBJECT, YOU KNOW, WE WANT EVERYONE TO BE SEEN. SO I DON'T THINK IT'S FLUFF. I JUST THINK CIVIL DISCOURSE IS IMPORTANT AND EMPATHY FOR EVERYONE IS IMPORTANT. AND YET EVERYONE SHOULD SEE THEMSELVES AS PART OF THE NARRATIVE COMMA. DOES DOESN'T NECESSARILY HAVE TO JUST SAY U.S. HISTORY OR COULD THERE BE OTHER SUBJECTS THAT ARE ALSO INCLUDED? AND THAT'S KIND OF, I THINK, RATHER THAN DETAILED THEM OUT? YEAH, BECAUSE WE WANT. I MEAN, IF YOU FAST FORWARD AT THE END OF OF THIS, YOU KNOW THAT IT IT WOULD BE EXCLUDED IN ALL COURSE OFFERINGS. SO WHEN WE KEEP ADDING U.S. HISTORY, WE KEEP BRINGING IT BACK TO A HISTORICAL THING. AND YOU KNOW, AS I BROUGHT UP AT OUR LAST MEETING, YOU KNOW HOW IT'S STARTING TO COME INTO MATH AND THROUGH THE BOARD OF EDUCATION, THEY'RE STARTING TO TALK ABOUT HOW MATH IS RACISM. WE HAVE TO CHANGE THE STANDARDS. SO FOR EVERYBODY. SO I WANT TO MAKE SURE THAT WE'RE CAREFUL AND WE'RE NOT, YOU KNOW, YOU KNOW. KEEPING IT, YOU KNOW, JUST TO HISTORY. I AGREE. RIGHT, SO I THINK IT SHOULD JUST MAYBE, YOU KNOW, AS PART OF THE NARRATIVE AND THEN JUST END IT THAT WAY. I WOULD AGREE WITH THAT. OK, SO FOR STAFF PURPOSES, THEN WE WOULD PUT A COMMA OR SEMICOLON AFTER NARRATIVE AND THEN STRIKE THE WORDS THAT ACCOUNTS FOR UNITED STATES HISTORY. OK. THE NEXT ONE. WHEREAS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT CONDEMNS RACISM, A PREJUDICED ATTITUDE AND DISCRIMINATORY BEHAVIOR AGAINST INDIVIDUALS OR GROUPS ON THE GROUNDS OF RACE AND WILL NOT TOLERATE RACISM AND RACIST CONDUCT. AND THEN IT CITES THE POIO USD RESOLUTION NUMBER TWENTY FOUR DATE OF JULY 7TH TWENTY TWENTY. ANY PROBLEMS WITH THAT? YOU SAID PREJUDICE. IT'S PREJUDGED. DID I SAY PREJUDGED? I'M I'M SORRY. OK, I WAS WRONG. YOU'RE QUITE. NO WORRIES. I'M GLAD YOU CORRECTED ME. THANK YOU. THANK YOU. OK, EVERYONE. GOOD WITH THIS. OK, BECAUSE I BROUGHT A COPY OF THAT RESOLUTION, IF WE NEED TO DISCUSS THAT. OK. ALL RIGHT. SO CONTINUING, WHEREAS PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT DESIRES TO UPLIFT AND UNITE STUDENTS BY FREEING THEM FROM THE RESPONSIBILITY, THIS IS THE ONE I HAVE TO READ RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST AND INSTEAD WILL ENGAGE STUDENTS OF ALL CULTURES AND AGE APPROPRIATE CRITICAL CRITICAL THINKING THAT HELPS STUDENTS NAVIGATE THE PRESENT AND THE FUTURE. COMMENTS. I HAVE A COMMENT ON THAT ONE. MY INTEREST WOULD BE TO STRIKE. LET'S SEE. HAVE THIS WRITTEN DOWN HERE. SO LET ME READ THIS ONE. UPLIFTING UNITE UNITE STUDENTS AND THEN STRIKING BY FREEDOM FROM BY FREEING FROM THEM FROM THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST AND INSTEAD. WELL, AND SO STRIKING THAT AND THEN THE SENTENCE WOULD SAY, INSTEAD DESIRES TO UPLIFT AND UNITE STUDENTS BY ENGAGING STUDENTS OF ALL CULTURES IN AN AGE APPROPRIATE CULTURAL THING OR CRITICAL THINKING THAT HELPS STUDENTS NAVIGATE THE PRESENT AND THE FUTURE. I WOULD PREFER THAT TO. THAT SOUNDS BETTER. WHEN I READ THIS, I HAD A HARD TIME. WELL, ANYWAY, THAT WOULD BE MY PREFERENCE COMMENTS FROM OTHERS, PLEASE. WHAT WAS IT STRIKING, FREEING THEM FROM THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST AND INSTEAD WILL. AND SO THE SENTENCE WOULD READ INSTEAD POISED DESIRES TO UPLIFT AND UNITE STUDENTS BY ENGAGING STUDENTS OR UNITE STUDENTS. BUT IT'S A LITTLE REDUNDANT, BUT BUT BY ENGAGING STUDENTS OF ALL CULTURES AND AGE APPROPRIATE CRITICAL THINKING THAT HELPS STUDENTS NAVIGATE THE PRESENT AND THE FUTURE. I KIND OF LIKED THE RESPONSIBILITY OF HISTORICAL TRENDS BY FREEING THEM FROM THE [01:00:02] RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS, BECAUSE WHAT CRT SEEMS TO DO IS IT SEEMS TO HOLD A GROUP OF PEOPLE RESPONSIBLE FOR THE TRANSGRESSIONS OF THE PAST. AND THAT'S WHY I FEEL LIKE THAT IS A SENTENCE THAT SHOULD STAY IN THERE BECAUSE WE ARE DOING THE OPPOSITE OF WHAT CRT DOES OR MAKING SURE THAT WHEN WE TALK ABOUT HISTORY, SINCE WE'RE NOT SUPPRESSING HISTORY OR HISTORICAL EVENTS, WE ARE SUPPRESSING THAT YOU DON'T TAKE A STUDENT IN A CLASS AND BLAME THEM FOR THE EVENTS OF THE PAST. SO IN WHAT YOU'RE SAYING, YOU'RE ANTICIPATING THAT THERE WOULD BE SITUATIONS WHERE STUDENTS, A SINGLE STUDENT OR A GROUP OF STUDENTS COULD BE, SHALL WE SAY, CHASTISED IN A CLASSROOM SETTING THAT IS HAPPENING. I WILL MAKE SURE THAT THE AUDIENCE REMEMBERS THAT THEY ARE HERE ATTENDING OUR BOARD, MEETING OUR BUSINESS MEETING. PLEASE, IF YOU WOULD, I DO NOT WANT TO HAVE TO BREAK THIS UP A LOT AND SAY, PLEASE BE QUIET. THANK YOU FOR YOUR WIT AND RESPECT OUR OPPORTUNITY TO DISCUSS. THANK YOU. THAT IS ONE OF THESE DEALS THAT IT BLAMES, AND IT HOLDS PEOPLE ACCOUNTABLE US TODAY FOR WHAT HAS HAPPENED IN THE PAST. I BELIEVE THAT THAT IS AN IMPORTANT SENSE IN HERE. I ALSO AGREE THAT THIS IS AN IMPORTANT PART OF THIS RESOLUTION LAST OR LAST SCHOOL YEAR IN FEBRUARY DURING BLACK HISTORY MONTH. A PARENT SENT ME A PICTURE BASICALLY OF A SIGN THAT WAS AT ONE OF OUR SCHOOLS AND IT BASICALLY SAYING THAT YOU HAVE TO WALK IN YOUR PARENTS FOOTSTEPS AND I DON'T. I LOOK AT RACISM AND THINGS LIKE THAT IS AN INDIVIDUAL CHOICE. AND EVERYONE IS FREE TO MAKE THEIR OWN INDIVIDUAL CHOICES. THEY SHOULDN'T BE JUDGED BY WHAT THEIR ANCESTRY HAS DONE OR THEIR PAST. I FEEL LIKE YOU NEED TO BE JUDGED ON THE MERITS OF YOUR OWN EFFORTS AND AND WHO YOU ARE NOT OF SOMEBODY IN THE PAST OR NOT BECAUSE OF YOUR COLOR. BECAUSE LOOKING AT SOMEBODY, YOU CAN'T TELL WHAT THEY HAVE GONE THROUGH AND WHAT THEIR PAST IS. AND I THINK IT'S REALLY IMPORTANT THAT THAT THAT SHOULD NOT BE HAPPENING. WE SHOULDN'T BE MAKING, YOU KNOW, STEREOTYPICAL, YOU KNOW? STATEMENTS ABOUT, YOU KNOW, YOU HAVE TO WALK IN YOUR PARENTS FOOTSTEPS BECAUSE THAT IS WRONG AND THAT IS AGAINST, YOU KNOW, WHAT AMERICA IS ALL ABOUT IS YOU COME HERE AND YOU GET TO YOU START OVER AND YOU GET TO BECOME WHAT YOU WANT TO BECOME. YOU KNOW, THE OPPORTUNITIES AND IT'S NOT EASY WASN'T EASY FOR MY ANCESTORS, AND I DON'T, BUT IT CAN BE DONE. SO I THINK IT SHOULD STAY IN THERE. I WAS TRYING TO THINK OF MAYBE ANOTHER, NOT ANOTHER WAY TO WORD IT, BUT IS THERE SOMETHING THAT WE COULD ADD TO CLARIFY THAT SO THAT IT MAKES BETTER SENSE? I ACTUALLY DID COME UP WITH A SUGGESTION. ACTUALLY, I WOULD HAVE PLACED IT LATER IN THE RESOLUTION UNDER THE RESOLVED, BUT I WILL SHARE IT BECAUSE THIS IS WHAT I CAME UP WITH. NO ONE STUDENT OR GROUPS OF STUDENTS WILL BE MADE TO FEEL DIMINISHED BECAUSE OF THEIR RACE OR ETHNICITY, RELIGION, GENDER, GENDER IDENTITY, GENDER EXPRESSION, DISABILITY OR IMMIGRATION STATUS. ALL EDUCATIONAL OPPORTUNITIES, INCLUDING REQUIRED AND ELECTIVE COURSES, WILL WILL PRIORITIZE AND MAINTAIN A SAFE, CONSTRUCTIVE LEARNING ENVIRONMENT, AS WELL AS BE REFLECTIVE AND AND INCLUSIVE OF OUR DISTRICT'S DIVERSITY. DOESN'T THAT LIKE KIND OF SOUND LIKE A DISCRIMINATION STATEMENT, THOUGH? IT KIND OF DID COME FROM PART OF THAT? SURE DID, BECAUSE THOSE ARE THE PROTECTED GROUPS. YEAH, I MEAN, I MEAN, I USE THAT. I USE THINGS THAT CAME FROM OUR PLAN THAT GOES TILL TWENTY TWENTY FOUR IN OUR MISSION STATEMENT. THAT'S WHAT WE HAVE AS OUR FOUNDATION. SO ANYWAY, THAT'S WHAT I HAD AS A SUGGESTION BECAUSE I DON'T THINK ANY STUDENT FOR ANY REASON SHOULD BE MADE TO FEEL LESS. I TOTALLY AGREE WITH THAT PHILOSOPHICAL STATEMENT. WE SHOULD PROBABLY THINK WE SHOULD STICK TO THE CRT RESOLUTION. OUR MISSION STATEMENT GUIDES US, RIGHT? IT IS OUR GUIDE. AND THIS ALSO IS OUR GUIDE. AND SO THAT IS PERFECTLY LEGITIMATE TO REALLY LOOK AT THOSE AS WHERE WE'VE BEEN, WHAT WE PLAN TO DO IN THE FUTURE. AND AS I SAID, THIS IS THIS HAS PUT IT INTO EFFECT AND IT IS THROUGH TWENTY TWENTY FOUR. SO FURTHER COMMENTS ON THIS. IN THE SAME WAY THAT MRS. ANDERSON TALKED ABOUT, SHE DOESN'T WANT STUDENTS TO FEEL RESPONSIBLE FOR THINGS THAT HAVE [01:05:02] HAPPENED IN THE PAST. THAT'S EXACTLY WHAT I FEEL AS WELL, AND THAT'S WHY I WANTED TO TO HAVE THAT REMOVED BECAUSE I DO. WE MEET PEOPLE WHERE THEY ARE NOTHING. YOU KNOW, THINGS THAT HAVE HAPPENED IN THE PAST EVEN FROM, YOU KNOW, THINGS THAT HAVE HAPPENED FOR PEOPLE'S PARENTS THAT DOESN'T DEFINE WHO THEY ARE. SO I DEFINITELY THINK THAT, YOU KNOW, THAT LINE, IT FELT A LITTLE BIT LIKE THAT TO ME. SO STRIKING IT, I WANTED IT TO JUST TO BE A LITTLE CLEANER. NOT, I DON'T KNOW. I AGREE WITH MARILYN, BUT I LIKE THE IDEA OF NOT HAVING IT IN THERE. AND I LIKE IT. WHAT IF WE ADDED IN THE TRANSGRESSIONS IN THE PAST AND AND MEET EACH STUDENT WHERE THEY ARE LIKE, ADD WHAT YOU'RE KIND OF SAID, THIS IS BACK AND ENGAGE EACH STUDENT OF ALL CULTURAL AND AGE APPROPRIATE CRITICAL THINKING, SOMETHING LIKE THAT. WOULD THAT MAKE A DIFFERENCE? IS ANYONE TAKING NOTES, I'M NOT. YES, GOOD. THERE'S A LOT OF IDEAS FLOATING HERE, AND SO I WANT TO BE SURE THAT FOR SUBSEQUENT DISCUSSION, CAN I ALSO JUST ADD THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS THAT THAT REALLY DOES KIND OF FOCUS ON THE PEOPLE WHO WERE A CAUSE OF IT? BUT WHAT ABOUT THE PEOPLE THAT WERE IMPACTED BY IT? AND SO FOR OR WE'RE CALLING OUT THE RESPONSE WE'RE FREEING FROM THE RESPONSIBILITY, BUT WE ALSO NEED TO FREE FROM THE IMPACT SO THAT IT'S NOT SOMETHING THAT IMPACTS SOMEBODY'S, SOMEBODY'S FAMILY THAT, YOU KNOW, MAY HAVE HAD AN IMPACT OR MAY HAVE HAD A RESPONSIBILITY. NEITHER ONE OF THOSE THINGS. WHAT DOES THAT MEAN? NO, I DON'T. WHITE PEOPLE HAVING HISTORICAL TRANSGRESSIONS THAT ARE AND TAKING RESPONSIBILITY VERSUS BLACK PEOPLE WHO IT WAS, THE IMPACT OF THOSE TRANSGRESSIONS. SO IT HAS DIFFERENT. I THINK JUST PUTTING THE RESPONSIBILITY MAKES PEOPLE THINK LIKE IT'S MY FAULT, BUT IT'S NOT. BUT IT ISN'T THEIR FAULT. BUT UNFORTUNATELY, THE IMPACT. UNFORTUNATELY, CRT TEACHES THAT IT IS A PARTICULAR RACE FAULT. AND SO RATHER THAN HAVE THAT SOMETHING THAT IS, YOU KNOW, OVER 190 YEARS OLD, I MEAN, I CAN'T I CAN'T EXPECT A YOUNG CHILD TO BE TO BE RESPONSIBLE FOR SLAVERY. THAT HAPPENED ONE HUNDRED AND NINETY YEARS AGO. I CAN'T DO THAT. THAT'S THAT'S NOT RIGHT. I JUST JUST LIKE I CAN'T EXPECT AN ASIAN CHILD TO BE RESPONSIBLE FOR PEARL HARBOR. I CAN'T DO THAT. SO WE SHOULDN'T BE PLACING ANY BLAME ON ANY CHILD OF ANY RACE OR COLOR. CORRECT. WHAT RESPONSIBILITY OR THE IMPACT, THOUGH, IF WE'RE JUST TAKING THE RESPONSIBILITY AWAY? WE'RE NOT TALKING ABOUT THE IMPACT. COULD WE ADD ANOTHER SENTENCE? BUT WHY ARE WE TALKING ABOUT THE IMPACT NOW OR LEARN FROM THE PAST? BUT WHAT IS THE IMPACT NEXT? OF THESE KIDS. WELL, IT'S NOT THE RACE, BUT IT'S NOT THE RESPONSIBILITY, EITHER IT SHOULDN'T BE RESPONSIBLE OR THE IMPACT FROM WHAT'S HAPPENED. OKAY, BUT DOES THAT NOT MAKE ANY SENSE OR WHAT'S HAPPENED IN THE PAST IS INTACT? I MEAN, EVERY FIRST YEAR IS GOING TO BE IMPACTING SOMETHING, BUT CRTC TYPICALLY TALKS ABOUT RESPONSIBILITY AND WE PUT IT ON PEOPLE TO MAKE. AND THAT'S WHAT WE'RE SEEING AGAIN, WHERE WE TEACH HISTORY. THERE'S NO TEETH AND NOBODY WHO CAN EXPLAIN, YOU CAN'T BE IN THE CLASSROOM, YOU CAN'T HAVE MORE JUST TEACHING HISTORY. I WOULD AGREE. I THINK FREEING THEM FROM THE RESPONSIBILITY AND ALSO FROM THE FEELING THAT THE THE IMPACT OF IT, I MEAN, IT'S IT'S JUST IT'S TOO DIFFERENT. SO ARE YOU TALKING ABOUT FREEING THEM FROM BEING THE OPPRESSED? YES. I DON'T THINK THAT THERE SHOULD BE AN OPPRESSOR OR AN OPPRESSED. I THINK THAT'S WHERE YOU GET INTO THE RESPONSIBILITY OR THE BLAME OR THE CAUSE OR THE. THAT'S WHY I WANTED TO STRIKE THAT PIECE OF IT. WOULD IT BE BETTER IF WE HAD IF WE'RE GOING TO BE FREEING THEM FROM BEING AN OPPRESSOR AND AN OPPRESSED? OR ARE YOU READING FROM RESPONSIBILITIES FOR TRANSGRESSIONS? AND THERE ARE NO OPPRESSIVE OPPRESSIVE. YEAH. MAYBE THAT WOULD BE BETTER SAYING THAT AGAIN, WHAT BEING THE RESPONSIBILITY OF OPPRESSION AND THERE IS NO OPPRESSED OR OPPRESSOR? [01:10:01] I WAS TRYING TO GET AWAY FROM ALL OF THOSE KIND OF BUZZWORDS AND REMOVE ALL OF IT, THAT'S WHY I WAS, YOU KNOW, TAKING IT OUT. THEN IT IT WAS ELIMINATING BOTH THE OPPRESSOR AND THE REPRESSED. IT WAS UNITING KIDS BY ENGAGING THEM IN AGE APPROPRIATE CRITICAL THINKING. BUT I THINK BECAUSE THE WAY CRT IS AND HOW IT JUST ALWAYS KEEPS GOING BACK TO THE PAST. AND THAT'S WHAT I REALLY DON'T LIKE ABOUT CRT KNOW. I BELIEVE THAT EVERYBODY CAN CHANGE AND MOVE FORWARD. AND AND, YOU KNOW, LIKE ONE OF THE ONES THAT I HAD IN MY RESOLUTION THAT DIDN'T MAKE IT WAS THAT EACH PERSON CAN CHOOSE NOT TO HOLD AND THEY SHOULD, YOU KNOW, BE EXPECTED TO DO SO. I'M SORRY, BUT WHAT WAS THE WHOLE TEXT YOU? SO IN THE ONE I PRESENTED AT THE LAST MEETING, ONE OF THE LINES WAS THAT EACH INDIVIDUAL CAN CHOOSE NOT TO HOLD RACIST VIEWS AND SHOULD BE EXPECTED TO DO SO THAT RACISM IS DECLINING OVER TIME AND THAT WE CAN AND SHOULD SEE ONE OTHERS AS HUMANS FIRST AND MEMBERS OF A PARTICULAR RACE. SECOND. THAT'S CORRECT, THE LAST PART, I PROBABLY WOULD STRIKE THE LAST PART HUMANS FIRST AND THEN JUST END IT. CAN YOU READ THAT AGAIN? OK? WHEREAS AT EACH INDIVIDUAL CAN CHOOSE NOT TO HOLD RACIST VIEWS AND SHOULD BE EXPECTED TO DO SO THAT RACISM IS DECLINING OVER TIME AND THAT WE CAN AND SHOULD SEE ONE ANOTHER'S AS HUMANS FIRST? DID YOU STATE THAT RACISM IS DECLINING OVER TIME? YES. THE STATS DON'T SUPPORT THAT RIGHT NOW. SO YOU THINK WE ARE AS RACIST AS WE ARE? WE'RE IN JIM CROW LAWS. WELL, IT DEPENDS ON WHAT CONTINUUM YOU'RE LOOKING. YES, I THINK. YEAH, YEAH, YEAH. I THINK AND I DON'T I THINK WE HAVE WE ASPIRE TO BE, BUT I THINK WE'RE IMPROVING. ARE WE THERE YET? NO. AND WE STILL HAVE WORK TO DO. BUT IT I CAN'T YOU CAN'T SAY WHAT'S HAPPENING TODAY IS COMPARED TO JIM CROW LAWS OR SLAVERY. YOU KNOW, WE WE HAVE MADE IMPROVEMENTS. AND THAT'S MY MY BELIEF. SO I DO THINK RACISM IS DECLINING. THAT'S JUST MY PERSONAL BELIEF. WELL, COULD WE MAYBE HAVE? I DON'T KNOW WHAT YOU ALL FEAR, BUT I'M WONDERING IF IF THAT TEXT WITH THOSE MODIFICATIONS THAT HAVE KIND OF OCCURRED IN THE LAST FEW MINUTES AT LEAST HAVE THAT AVAILABLE TO REVIEW? YEAH, IT WAS. I GAVE IT TO YOU GUYS ALL AT THE LAST MEETING, AND I WAS THINKING OF ADDING IT EITHER AFTER THIS PARAGRAPH, THIS PARAGRAPH ABOUT HISTORICAL TRANSGRESSIONS, BECAUSE I THINK THEY THEY KIND OF FEED INTO EACH OTHER. I THINK THEY'RE SO WHEN. SO WHEN WE'RE TALKING ABOUT HISTORICAL TRANSGRESSIONS AND THEN WE JUST TALK NEXT ABOUT HOW IT'S AN INDIVIDUAL THING, WE'RE NOT HOLDING ON TO HISTORICAL THINGS THAT PEOPLE DID OR DIDN'T DO, BUT THEN WE'RE GOING. THEN WE'RE TAKING IT RIGHT BACK TO THE INDIVIDUAL BECAUSE I FEEL LIKE THIS IS AN INDIVIDUAL RESPONSIBILITY. AND THEN FIRST. IF I COULD JUST GO BACK TO THIS ONE. THE FREEING THEM OF RESPONSIBILITY IN THE WAY THIS IS WRITTEN, IT'S DESIGNED TO UPLIFT AND UNITE STUDENTS BY FREEING THEM FROM THE RESPONSIBILITY THAT IMPLIES THAT THEY ALREADY TAKE THE RESPONSIBILITY FOR HISTORICAL TRANSGRESSIONS. BUT THAT'S WHAT CRT TEACHES. THEY'RE VERY IMPORTANT AND RESPONSIBLE FOR WHAT HAPPENED IN THE PAST. AND THAT'S WHERE I BLUNTLY SPEAKING, HAVE A PROBLEM BECAUSE I DON'T BELIEVE THIS IS WHAT WE'RE DOING IN OUR DISTRICT, EVEN THOUGH OTHERS, INCLUDING SOME HERE, WILL DISAGREE WITH THAT. THAT'S WHY I HAVE HAD A PROBLEM WITH THIS RESOLUTION. SO I'M TRYING TO FIND, YOU KNOW, SOMETHING THAT IS CONSTRUCTIVE, ULTIMATELY FOR GIVING GUIDANCE AND AFFIRMING WHAT IT IS WE DO AND DON'T DO IN THE DISTRICT. BUT I'LL GIVE YOU THE LAST COUPLE OF WEEKS, SOMEBODY WAS AN EIGHTH GRADE CLASS TO STOP FURTHER RESEARCH. AND AS OF TODAY, TO SORT OF RESULT BECAUSE OF WHITE PEOPLE I CAME HERE TO. LOOK, I DON'T THINK THERE'S I THINK ONE COULD SAY THAT DEPENDING UPON WHAT YOU ARE DISCUSSING IN TAKING IT OUT OF CONTEXT, AND I DON'T KNOW EXACTLY WHAT WAS SAID, I [01:15:01] DON'T KNOW THAT YOU WERE THERE, I WASN'T THERE. HUH. AND SO THOSE WORDS WERE IN THE LESSON. OK, OK. BE INTERESTING TO SEE. BUT THE POINT IS, I BELIEVE THAT WE'RE TRYING TO ALSO LEARN, AS YOU TOUCHED ON, WE'RE TRYING TO LEARN FROM THE PAST AND BE BETTER AT WHAT WE DO IN AMERICA THROUGH THESE CENTURIES. AND WE DO HAVE SOME IN OUR HISTORY THAT HAD SLAVES, ET CETERA. THERE ARE THERE ARE DISCUSSIONS THAT WILL BE HELD, I'M SURE, ABOUT THANKSGIVING AND WHAT THAT MEANT AND THE IMPLICATIONS THERE FOR INDIGENOUS. SO I DON'T KNOW THAT OTHER THAN SANITIZING WE WE WILL HAVE THOSE DISCUSSIONS. AND IS IT? I THINK WE ALWAYS TRY TO DO IT IN THIS RESOLUTION IS DO IT AS AGE APPROPRIATE? YEAH. AND I THINK THAT THOSE DISCUSSIONS ARE IMPORTANT, BUT IT'S THE WAY YOU FRAME THE LESSON. I TOTALLY AGREE WITH YOU. AND YOU KNOW THAT IT'S NOT, YOU KNOW, YOUR FAULT AND YOU DIDN'T DO THIS, YOU KNOW? AND I THINK THAT IT'S JUST VERY IMPORTANT. SO BECAUSE YOU GOT FIVE DIFFERENT TEACHERS AND DIFFERENT ATTITUDES. SO WE NEED TO TEACH WELL, AND THAT'S WHY WE HAVE CURRICULUM THAT WE, AS WE SAID EARLIER AND HERE, THAT WE USE A CERTAIN AUTHORITATIVE SOURCE ON THAT. SO WE NEED TO MAKE SURE THAT THE TEACHERS. AND WE HAVE QUALITY TEACHERS WHO I THINK ENDEAVOR TO BE VERY OK. THE WORST THING IS THAT PEOPLE COME TO US MOST TIMES EVERY WEEK SAYING THAT THIS IS A VERY OK. I SURE WISH THOSE PEOPLE WOULD REACH OUT TO ME BECAUSE I DON'T GET THIS EXAMPLE. SO I WOULD ASK THE AUDIENCE TO NOT ENGAGE. RIGHT NOW. I HAVE SAID BEFORE THAT I REALLY DO APPRECIATE THE EMAILS OF WHICH I GET DIFFERING VIEWPOINTS, BUT EXACT EXAMPLES THAT CAN BE ADDRESSED. AND IF THERE IS A PROBLEM, WE NEED TO BE AWARE OF IT. SO, OK, SO WHERE ARE WE AT? CAN I ADD JUST TO SWITCH OVER WORDS INSTEAD OF BY FREEING THEM, WHICH AUTOMATICALLY FEELS LIKE THAT? THAT'S SOMETHING THAT YOU HAVE TO REMOVE INSTEAD OF THAT? HOW ABOUT UPLIFT AND UNITE STUDENTS BY NOT IMPOSING THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST? SO WE'RE NOT FREEING THEM FROM IT BECAUSE THEY SHOULDN'T HAVE IT ALREADY, BUT WE'RE NOT GOING TO IMPOSE THOSE. YEAH, THAT'S. YEAH, THAT SOUNDS APPROPRIATE. YEAH. MM HMM. YEAH. AND WE SHOULD NEVER BLAME. YEAH. AND THE FACT OF IMPOSING I LIKE THAT. YEAH, OK, OK, OK. GOT THAT? ALL RIGHT. INSTEAD OF FREEING THEM FROM, WE'RE NOT IMPOSING IT, NOT IMPOSING, IMPOSING, NOT IMPOSING THE RESPONSIBILITY AND THE REST OF THE SENTENCE STANDS. QUESTION MARK. YES. YES. OK, I'VE KIND OF GOTTEN A LITTLE BIT OF A YEAH, SO WE'VE GOT ABOUT 11, 10 MINUTES. OK. OK, LET'S MOVE ON NEXT ONE. WHEREAS PLACENTIA YORBA UNIFIED IS COMMITTED TO MAINTAINING A SAFE, POSITIVE SCHOOL SCHOOL ENVIRONMENT WHERE ALL STUDENTS, STAFF, PARENTS AND GUARDIANS, GUARDIANS AND COMMUNITY MEMBERS ARE TREATED WITH RESPECT AND DIGNITY AND WHERE WE CAN AND WILL SERVE AND CELEBRATE STUDENTS THROUGH ACADEMIC EXCELLENCE. I'M FINE WITH THAT. EVERYONE GOOD. OK. DID WE WANT TO PUT IN THE THE WHEREAS THAT I SAID AFTER THE HISTORICAL TRANSGRESSION PARAGRAPH EIGHT, YOU'D HAVE TO READ IT AGAIN. YEAH. READ IT ONE MORE TIME. WHEREAS THAT EACH INDIVIDUAL CAN CHOOSE NOT TO HOLD RACIST VIEWS AND SHOULD BE EXPECTED TO DO SO THAT RACISM IS DECLINING OVER TIME AND THAT WE CAN AND SHOULD SEE ONE ANOTHER AS HUMANS FIRST. I'M OK WITH EVERYTHING, BUT RACISM DECLINING OVER TIME, I THINK THAT IS SOMETHING THAT RACISM CAN TAKE DIFFERENT FORMS THROUGH DIFFERENT TIME PERIODS, AND I'M NOT SURE I AT THIS MOMENT, BUT I'M HAPPY TO REFLECT ON IT MORE, BUT I'M NOT SURE THAT PARTICULAR PART OF THAT SENTENCE I'M COMFORTABLE WITH. I AGREE AS WELL. I THINK IT'S A LITTLE VAGUE AT THE DECLINING OVER TIME BECAUSE I THINK A LITTLE BIT OF THIS, YEAH, WE GO UP AND WE GO DOWN. [01:20:01] THERE'S AN EBB AND FLOW TO THE WHOLE THING. SO THERE'S THERE ARE MORE TIMES THAT RACISM. RACISM IS NOT AS APPARENT, BUT THEN THERE'S OTHER TIMES THAT IS VERY APPARENT. SO, OK, OK. SO WE JUST PUT OUT THOSE THAT ONE SECTION. SO WHEREAS AT EACH INDIVIDUAL CAN CHOOSE NOT TO HOLD RACIST VIEWS AND SHOULD BE EXPECTED TO DO SO AND THAT WE CAN AND SHOULD SEE ONE ANOTHER'S AS HUMANS FIRST. AND I LIKE THE FACT THAT YOU SEE EVERYBODY CAN CHOOSE THAT. I APPRECIATE THAT. YEAH, IT'S AN INDIVIDUAL CHOICE. WELL, WHICH HOPEFULLY ENJOY. YEAH. BUT IT'S THEIR RESPONSIBILITY TO LOOK INWARD FOR THAT. OK. ALL RIGHT. SO WHEREAS NEXT ONE, WHEREAS COMMUNITY MEMBERS HAVE EXPRESSED CONCERN THAT CRITICAL RACE THEORY IS BEING USED AS A FRAMEWORK TO GUIDE DISTRICT EFFORTS TO PROMOTE EQUITY, RESPECT DIVERSITY, RESPECTS DIVERSITY, CELEBRATES THE CONTRIBUTIONS OF ALL AND ENCOURAGES CULTURALLY RELEVANT AND INCLUSIVE TEACHING PRACTICES. I THINK WHAT THIS HUH? I THOUGHT WE SHOULD JUST REMOVE THE WHOLE PARAGRAPH JUST BECAUSE COMMUNITY MEMBERS HAVE EXPRESSED CONCERN THAT CRITICAL RACE THEORY IS BEING USED AS A FRAMEWORK TO GUIDE DISTRICT COVERS, PROMOTE EQUITY, RESPECT DIVERSITY, CELEBRATES CONTRIBUTION AT ALL. I JUST DIDN'T QUITE FEEL LIKE. I DON'T KNOW, IT DOESN'T MAKE A LOT OF SENSE TO ME, I JUST FEEL I DIDN'T LIKE THE PARAGRAPH AND I THINK WE COULD JUST REMOVE IT. I'M FINE WITH WHAT YOU GUYS THINK. I'M FINE. I'M GOOD WITH THAT KIND OF AN AWKWARD PARAGRAPH. IT WAS. IT CAN GO. IT'S A LITTLE MISLEADING. I BELIEVE IT'S TALKING ABOUT COMMUNITY MEMBERS EXPRESSING CONCERN THAT CRITICAL RACE THEORY IS BEING USED AS A FRAMEWORK TO GUIDE THE DISTRICT EFFORTS TO PROMOTE EQUITY. AND I THINK THAT IS A LITTLE WONKY IN A WAY THAT IT'S WRITTEN. I CAN GO. ALL RIGHT. IT'S CONSISTENT. ARE YOU GOOD WITH THAT? OK, NOW THE BIG ONE AND WE HAVE HOW MANY MINUTES? OH, OK, SEVEN MINUTES, GUYS. ALL RIGHT, LET ME READ. WHEREAS PLACENTIA, YORBA LINDA UNIFIED SCHOOL DISTRICT'S DEFINITION ALIGNS WITH BRITANNICA DEFINITION, WHICH DEFINES CRITICAL RACE THEORY CRT AS AN INTELLECTUAL AND SOCIAL MOVEMENT AND LOOSELY ORGANIZED FRAMEWORK OF LEGAL ANALYSIS BASED ON THE PREMISE THAT RACE IS NOT A NATURAL, BIOLOGICALLY GROUNDED FEATURE OF PHYSICALLY DISTANT SUBGROUPS OF HUMAN BEINGS, BUT A SOCIALLY CONSTRUCTED, PARENTHETICALLY, CULTURALLY INVENTED CATEGORY THAT IS USED TO OPPRESS AND EXPLOIT PEOPLE OF COLOR. CRITICAL RACE THEORIST HOLD THAT RACISM IS INHERENT IN THE LAW AND LEGAL INSTITUTIONS OF THE UNITED STATES INSOFAR AS THEY FUNCTION TO CREATE AND MAINTAIN SOCIAL, ECONOMIC AND POLITICAL INEQUALITIES BETWEEN WHITES AND NON-WHITES, ESPECIALLY AFRICAN-AMERICANS. CRITICAL RACE THEORISTS ARE GENERALLY DEDICATED TO APPLYING THEIR UNDERSTANDING OF THE INSTITUTIONAL OR STRUCTURAL NATURE OF RACISM TO THE CONCRETE PARENTHETICALLY, IF DISTANCE GOAL OF ELIMINATING ALL RACE BASED AND OTHER UNJUST HIERARCHIES, AND THEN IT CITES A ONLINE BRITANNICA WEBSITE FOR THE SOURCE. COMMENTS. THAT IS A LONG PARAGRAPH, IT TO ME, SEEMS LIKE THEY'RE I DON'T KNOW, IT SEEMS LIKE IT IS A DEFINITION THAT WAS USED PRIMARILY IN LAW AND LEGAL INSTITUTIONS. IT DOESN'T SEEM TO HAVE THE I DON'T KNOW THE THE GRIP OF EDUCATION BECAUSE THIS SHOULD HAVE A LITTLE MORE FOCUS ON WHAT IT MEANS CRT MEANS IN EDUCATION. AND I THINK, YOU KNOW, THIS IS THE LIKE THE COLLEGE DEFINITION OF IT. AND I THINK THIS DEFINITION HAS CHANGED OVER TIME TO WHERE NOW IT HAS HARDER RAMIFICATIONS FOR EDUCATION, AND I DON'T THINK THIS REALLY CAPTURES IT. THIS DEFINITION, THAT IS FOR THE COMMENTS. I ALSO AGREE. I DON'T THINK THAT THIS DEFINITION IS REALLY GOOD. I THINK IT NEEDS TO BE REALLY SPECIFIC. IT NEEDS TO SPELL OUT THE SPECIFIC THEORIES THAT WE DO NOT WANT TAUGHT IN OUR DISTRICT. YOU KNOW, LIKE THAT THE UNITED STATES IS FUNDAMENTALLY OR SYSTEMIC RACISM. HE SAYS THAT SOCIAL PROBLEMS ARE CREATED BY RACIST OR PATRIARCHAL SOCIETY STRUCTURES AND CONTINUE ON AND ON. I THINK IT SHOULD JUST I THINK THIS IS WHERE WE SHOULD SPELL OUT. THE TENETS ARE THE THEORIES THAT WE DISAGREE WITH AND THAT WON'T BE TAUGHT AND THAT WON'T BE TAUGHT IN SCHOOL. THIS IS WHERE I FEEL LIKE WE NEED TO BE REALLY SPECIFIC. [01:25:02] SO IF YOU START TALKING ABOUT PATRILINEAL KIND OR PETROW, WHAT WAS THE WORD AGAIN, PATRIARCHAL? THANK YOU. I'M THINKING OF MY FAMILY TREE STUFF. WE MIGHT, IF I MAY SAY SO, WE START TO GO INTO AREAS WHERE WHEN YOU START TALKING ABOUT A LOT OF DIFFERENT CULTURES AND HOW THEY'RE ORGANIZED AND WHETHER THEY'RE PATRIARCHAL OR MATRIARCHAL AND SO FORTH, YOU KNOW, YOU START THEN GETTING INTO PERHAPS LIMITING WHAT CAN BE TAUGHT IN A LOT OF SUBJECTS THAT NOT A LOT, BUT SOME OF OUR OUR DISCUSSIONS THAT WE MIGHT HAVE ABOUT HOW COUNTRIES EITHER THROUGH THE YEARS, THROUGH THE CENTURIES HAVE BEEN. I DON'T KNOW HOW MUCH OF THAT'S REALLY I'LL JUST STOP THERE. I'M NOT SURE IF OUTLINING ALL OF THAT IS MY PERSONAL PREFERENCE. BUT AGAIN, I I THINK WHAT WE'RE TALKING ABOUT IS THAT THERE'S NO SYSTEMATIC RACISM IN THE UNITED STATES, AND WE DON'T TEACH IT THAT WE TEACH HISTORY, BUT WE DON'T DEMEAN THE OTHER RACES AND WE START FROM THERE AND WE'RE CLEAR AS TO WHAT WE TEACH. LIKE, YOU CAN TEACH HISTORY, BUT YOU DON'T HAVE TO DEMEAN THE OTHER RACES. AND THAT'S WHY IT HAD THAT ONE. I READ YOU THAT I I WROTE ON MY OWN THAT TALKS ABOUT HOW WE WOULD, YOU KNOW, STRIVE NOT TO DO THAT VERY THING. WHETHER IT'S IF YOU'RE DISABLED, YOU'RE A DIFFERENT RACE ETHNICITY THAT WE WOULD NOT DO ANYTHING THAT WOULD MAKE ANYONE FEEL LESS FOR AS A STUDENT. COULD YOU READ THAT AGAIN? SURE. SURE, NO ONE STUDENT OR GROUPS OF STUDENTS WILL BE MADE TO FEEL DIMINISHED BECAUSE OF THEIR RACE OR ETHNICITY, RELIGION, GENDER, GENDER IDENTITY, GENDER EXPRESSION, DISABILITY OR IMMIGRATION STATUS. ALL EDUCATIONAL OPPORTUNITIES, INCLUDING REQUIRED AND ELECTIVE COURSES, WILL PRIORITIZE AND MAINTAIN A SAFE, CONSTRUCTIVE LEARNING ENVIRONMENT, AS WELL AS BE REFLECTIVE AND INCLUSIVE OF OUR DISTRICT'S DIVERSITY. AND I PURPOSEFULLY USE THE WORD CONSTRUCTIVE BECAUSE WE CERTAINLY WANT OUR STUDENTS TO BE EDUCATED. WE WANT THEM TO BE ABLE TO HAVE THE OPPORTUNITY TO DISCUSS AND COMPARE, IF YOU WILL, DIFFERENT THINGS, WHETHER IT'S CULTURES OR EVENTS THAT HAVE OCCURRED OR ANYTHING YOU WANT TO DISCUSS. AND YOU SHOULD BE ABLE TO DISCUSS THAT DEBATE THAT. BUT IT SHOULD BE A CONSTRUCTIVE ENVIRONMENT. IT SHOULDN'T EVER BE WHERE SOMEONE IS MADE TO FEEL LESS FOR WHO THEY ARE IN THOSE TYPES OF DISCUSSIONS. SO I THINK, TOO IN THIS AREA, WE NEED TO SAY THAT, YOU KNOW, IT IS AGAINST EDUCATION, GO DOWN CONSTITUTION, PROMOTE COMMUNISM, SO WE NEED TO HAVE BULLET POINTS LIKE THAT SO WE CAN'T HAVE INCIDENCES LIKE WE'VE HAD ON THE OTHER SCHOOL DISTRICTS. WE NEED TO BE VERY CLEAR ON THIS THING. SO THERE'S BULLET POINTS SO PEOPLE KNOW WHAT WE SHOULDN'T BE TEACHING, WHAT'S AGAINST THE EDUCATION CODE, THE CONSTITUTION OF THE UNITED STATES TO BE TEACHING. BUT WE'RE NOT SAYING DON'T TEACH HISTORY. DON'T DO THIS. WE HAVE LIKE A FRAMEWORK OF IN THIS PARAGRAPH WHAT CRT IS, WHAT IT'S DOING AND KIND OF WRAP IT UP LIKE THAT. WE JUST NEED TO BE SPECIFIC. THERE'S OH, GO AHEAD, PLEASE. I'M SORRY. I AGREE IN THAT SENSE. THIS SEEMS VERY, VERY LOOSE. AND IF I WERE A TEACHER IN THE DISTRICT, I WOULD BE CONCERNED BECAUSE WHAT DOES THIS MEAN? YOU KNOW, TO ME, AS FAR AS MY CURRICULUM, WHAT CAN I TEACH? WHAT CAN I NOT TEACH OR WHAT SHOULD I? SHOULD I BE CAREFUL ABOUT? SO I THINK FOR OUR SAKE AND FOR THE TEACHERS IN OUR DISTRICTS SAKE, WE SHOULD NAIL IT DOWN AND BE A LITTLE MORE, I GUESS, FIRM ABOUT WHAT WE'RE WE'RE WANTING TO PUT FORTH OUR DEFINITION. RIGHT? YEAH. JUST SO EVERYONE IS CLEAR ON IT. I I LIKE YOUR DEFINITION AND I DON'T HAVE A PROBLEM PUTTING THAT IN. BUT THEN I THINK WE ALSO NEED TO HAVE ANOTHER THAN ANOTHER, WHEREAS WHERE WE JUST SPELL IT OUT. AND SO IT'S IT'S CLEAR THAT PEOPLE UNDERSTAND AND TEACHERS UNDERSTAND BECAUSE I'VE, YOU KNOW, I'VE GOTTEN A LOT OF LETTERS FROM TEACHERS THAT THEY'RE AFRAID THEY'RE NOT GOING TO BE ABLE TO TEACH, HAVE THEIR STUDENTS READ, FIRST PERSON, HIS HISTORY BOOKS AND WHERE THEY'RE TELLING THEIR STORY FROM THEIR PERSPECTIVE. AND I THINK THAT'S AN IMPORTANT THING, AND I DON'T I DON'T WANT THAT TO BE PROHIBITED. I THINK THAT IS IMPORTANT PART OF EDUCATION FOR ME PERSONALLY. TWO THINGS THAT HAPPENED IN MY LIFE IN EDUCATION HERE IN PLACENTIA. ONE WAS MY FIFTH GRADE TEACHER WHO TOLD US HER PERSONAL EXPERIENCES ABOUT BEING IN A JAPANESE INTERNMENT CAMP. AND THE SECOND WAS IN HIGH SCHOOL. I WENT TO A HOLOCAUST ASSEMBLY WHERE SEVERAL SURVIVORS TOLD THEIR STORIES, AND THEY WERE [01:30:03] VERY IMPACTFUL FOR TO ME AS A PERSON. AND I THINK THAT THOSE ARE IMPACTFUL STORIES. SO THAT'S WHY I LIKE YOURS WHERE WE JUST KIND OF DO ABROAD. BUT THEN I THINK THE NEXT ONE SHOULD JUST SPELL IT OUT SO THAT EVERYONE UNDERSTANDS WE'RE REALLY OUT OF TIME. DID YOU HAVE SOMETHING YOU WANTED TO QUIT? I HAD A PARAGRAPH I COULD READ THAT FIRST READING, RIGHT? WE HAVE OUR FIRST READING. IF YOU HAVE A COUPLE OF THINGS YOU WANT TO PICK UP ON, THEN WE CAN DO THAT. WE CAN GET BACK TO IT. I KNOW I'M JUST GOING TO SAY ONE QUICK THING, AND THAT IS THE WORD PREPOSITION ABOUT LEARNED THIS YEARS AGO. AND THAT IS YOU CAN TEACH SOMETHING AND YOU CAN TEACH ABOUT SOMETHING. IT'S ONE THING TO TEACH, WHICH TO ME GOES IN THAT WORD OF INDOCTRINATION, BUT THEN TEACHING ABOUT SOMETHING SO THAT YOU BECOME INFORMED ABOUT SOMETHING THAT'S A DIFFERENT THING. SO KEEP THAT IN MIND ANYWAY. OK, LET'S GO AHEAD AND END OUR STUDY SESSION AND GO INTO CLOSED SESSION. [CLOSED SESSION] SO WHILE WE'RE STILL SEATED, HERE IT IS NOW. WHAT TIME DID YOU SHOW IN THERE? IT'S FIVE, THIRTY TO FIVE. THIRTY TWO OK, MOMENTS FROM NOW, THE BOARD IS GOING TO GO INTO CLOSED SESSION AND IN DOING SO, IT'S FOR THE PURPOSE OF DISCUSSING MATTERS EXPRESSLY AUTHORIZED BY GOVERNMENT CODE. SECTION THIRTY FIVE TWENTY NINE POINT ONE FIFTY FOUR NINE FIFTY SIX POINT EIGHT FIFTY FOUR NINE FIFTY SIX POINT NINE FIVE FIFTY FOUR NINE FIFTY SEVEN AND FIFTY FOUR NINE POINT FIFTY SEVEN POINT SIX. THOSE ITEMS WILL INCLUDE PUBLIC EMPLOYMENT PER HUMAN RESOURCES REPORT. WE'LL ALSO HAVE APPOINTMENTS OF SOME INDIVIDUALS, INCLUDING ELEMENTARY PRINCIPAL, MIDDLE SCHOOL COUNSELOR, DIRECTOR, ONE APPLIED BEHAVIOR ANALYSIS SUPERVISOR. FOUR. ALSO, WE HAVE AN EXPULSION CASE TO DEAL WITH. WE'LL HAVE OPPORTUNITY TO TALK ABOUT EMPLOYMENT, DISCIPLINE, DISMISSAL AND OR RELEASE. WE'LL HAVE THE CHANCE TO CONFERENCE WITH LABOR NEGOTIATION NEGOTIATORS. DR. JAMES L. SASSER, SUPERINTENDENT RICK LOPEZ, ASSISTANT SUPERINTENDENT, HUMAN RESOURCES. AND DAVID GIORDANO, ASSISTANT SUPERINTENDENT OF BUSINESS SERVICES AND THAT'S IN RESPECT TO OUR TWO ASSOCIATIONS, CSA AND APPELLEE. WE ALSO HAVE CONFERENCE WITH LEGAL COUNSEL ABOUT ANTICIPATED LITIGATION, AND WE HAVE ANOTHER LEGAL COUNSEL MEETING WITH ANOTHER LEGAL COUNSEL WITH ANTICIPATE. HEATEDLY LITIGATION BEFORE WE GO INTO CLOSED SESSION, IS THERE ANYONE WHO WISHES TO SPEAK TO THE ITEMS THAT WE WILL HANDLE IN CLOSED? NO ONE'S COMING FORTH. OK, THEN WE WILL GO INTO CLOSED SESSION AT FIVE THIRTY FOUR. THANK YOU VERY MUCH. WE WILL TRY TO RESUME PROMPTLY AT SEVEN P.M.. THANK YOU FOR BEING SO PATIENT, WE HAD TO GO A LITTLE LONGER IN OUR CLOSED SESSION IN ORDER TO HAVE TIME WITH BOTH OF OUR LEGAL. THANK YOU FOR BEING PATIENT. THANK YOU. I'M GLAD I'M BEING HEARD IN THE BACK. THANK YOU. WE HAD TO GO A LITTLE LONGER IN OUR CLOSED SESSION, BUT WE HAD TO HAVE ADEQUATE TIME TO DISCUSS TWO POTENTIAL LITIGATION MATTERS. WE ARE COMING OUT OF CLOSED SESSION AND WE BEGAN THIS EVENING AT 402 P.M. AND WE HAD A STUDY SESSION EARLIER THIS AFTERNOON OR LATE THIS AFTERNOON, AND WE ARE CONVENING NOW IN THE REGULAR SESSION AT 7:20 TO. [REGULAR SESSION] OK, AND IN CLOSED SESSION, WE HAD THE ITEMS THAT ARE SO INDICATED IN THE AGENDA. THESE ARE AUTHORIZED BY VARIOUS GOVERNMENT CODES THAT WE HANDLE EXCLUSIVELY IN CLOSED SESSION. THE ITEMS THAT WE HANDLED WERE SOME APPOINTMENTS. WE HAD AN EXPULSION. WE HAD OPPORTUNITY TO DISCUSS ANY MATTERS PERTAINING TO LABOR NEGOTIATIONS WITH OUR OUR RESPECTIVE INDIVIDUALS. INDIVIDUALS THAT WE WOULD CONFER WITH. AND WE ALSO, AS I'VE INDICATED, WE HAD TIME TO MEET WITH SEPARATE LEGAL REPRESENTATIVES TO DISCUSS POTENTIAL LITIGATION. I HAVE SOME ITEMS TO REPORT OUT OF CLOSED SESSION. THE FIRST ITEM THE BOARD TOOK ACTION TO APPOINT EVA MATHEWS ELEMENTARY SCHOOL PRINCIPAL, TOPAZ ELEMENTARY SCHOOL, EFFECTIVE NOVEMBER 17TH, 2020 ONE. [01:35:02] THE MOTION WAS BY MR. YOUNGBLOOD, THE SECOND BY MRS. ANDERSON. IT PASSED ON A FIVE ZERO VOTE. THE SECOND ITEM THE BOARD TOOK ACTION TO APPOINT ANDRENA RODRIGUEZ FRISCH COUNSELOR, EFFECTIVE NOVEMBER 17TH, 2020, ONE MOTION BY MRS. ANDERSON, SECOND BY MRS. BLADE'S THAT PASSED ON A FIVE ZERO VOTE. THE THIRD ITEM THE BOARD TOOK ACTION TO APPOINT A LISA GRIFFITHS, DIRECTOR OF ONE OR LEVEL ONE COMMUNICATIONS, EFFECTIVE NOVEMBER 17, 2020. ONE MOTION BY MRS. BUC, SECOND BY MRS. ANDERSON, PASSED ON A FIVE ZERO VOTE. THE BOARD TOOK ACTION TO APPOINT ALEXANDRA ALFARO, APPLIED BEHAVIOR ANALYST SUPERVISOR, EFFECTIVE NOVEMBER 17 20 21, AND THE MOTION WAS BY MRS. BLADE'S SECOND BY MR. YOUNGBLOOD, AND IT PASSED ON A FIVE ZERO VOTE. THE BOARD ALSO TOOK ACTION TO APPOINT YALE HERRERA APPLIED BEHAVIORAL ANALYST SUPERVISOR, EFFECTIVE NOVEMBER 17TH, 2020, ONE MOTION BY MRS. ANDERSON, SECOND BY MRS. BUCK. IT PASSED ON A FIVE ZERO VOTE. LASTLY, THE BOARD MET AND VOTED TO APPROVE THE STIPULATED EXPULSION AGREEMENT BETWEEN THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT AND THE PARENTS OF TWO TWO ZERO ONE B AS IN BOY. IT WAS A MOTION BY MRS. BUCK, SECONDED BY MR NO. YEAH, I WROTE DOWN THE WRONG INITIAL BY MR. YOUNGBLOOD, AND IT PASSED ON A FIVE ZERO VOTE. OK, SO WITH THAT, I WOULD LIKE TO CALL UPON MR. YOUNGBLOOD TO LEAD US IN THE PLEDGE. WHATEVER ONE, PLEASE STAND AND JOIN THE PLEDGE OF ALLEGIANCE. READY BEGIN. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. THANK YOU. THANK YOU, MR. YOUNGBLOOD. I MADE THIS ANNOUNCEMENT EARLIER, BUT I'M GOING TO MAKE IT AGAIN BECAUSE WE HAVE SOME NEW PEOPLE IN OUR AUDIENCE SINCE WE WERE HERE STARTING AT FOUR. AND SO I JUST WANT TO SAY THAT THAT MASKS ARE OPTIONAL FOR VACCINATED INDIVIDUALS, BUT REQUIRED FOR UNVACCINATED INDIVIDUALS. AND AS YOU CAN TELL, PERHAPS AS YOU ARRIVE, SEATING IS LIMITED. IT IS ON A FIRST COME, FIRST SERVE BASIS, AND WE NO LONGER WILL HAVE PEOPLE STANDING IN THE ROOM. AND WE ALSO HAVE SOME SEATS UP IN THE FORWARD SECTION HERE. SO WHEN WHEN WE GET TO PUBLIC COMMENT, I WILL BE CALLING INDIVIDUALS FORTH IN GROUPS OF FOUR SO WE CAN KIND OF MOVE IT ALONG BECAUSE AT THIS POINT WE HAVE 58 SPEAKERS, OK? AND I MIGHT ADD AND I'LL MAKE AN ANNOUNCEMENT AGAIN, BUT I'LL HAVE YOU START THINKING WE WILL KEEP THAT TO A MINUTE. WE DID THAT AT OUR FOUR O'CLOCK. AND THAT WAY, WE WILL HOPE TO HEAR FROM EVERYONE. BUT AGAIN, START THINKING, IF YOU WILL, TO CURTAIL YOUR REMARKS. AND IF YOU'VE HEARD IT ALREADY SAID BY ANOTHER INDIVIDUAL, MAYBE YOU CAN EITHER JUST EMPHASIZE THE POINT QUICKLY OR SHARE ONE MORE POINT THAT WASN'T SHARED. OK, NOW. OH, IT'S GOING TO BE INDICATED ON A ROLL CALL THAT EVERYONE IS PRESENT WITH THE EXCEPTION OF OUR STUDENT BOARD MEMBER, SHE WAS UNABLE TO BE WITH US HERE THIS EVENING AND I WILL TAKE AN APPROVAL OF THE AGENDA AND IT IS AS AMENDED. [APPROVAL OF AGENDA] I MAKE A MOTION TO APPROVE THE NOVEMBER 16 TWENTY TWENTY ONE BOARD OF EDUCATION AGENDA AS AMENDED AS RECOMMENDED BY THE SUPERINTENDENT. WELL, SECOND, I HAVE A MOTION FOR MRS. ANDERSON, A SECOND FROM MR. YOUNGBLOOD. ALL THOSE IN FAVOR, PLEASE SAY I HIGH POST MOTION IS PASSED UNANIMOUSLY. AND AS I MOMENTS BEFORE HAD INDICATED, LET ME MAKE A FEW COMMENTS ABOUT PUBLIC COMMENT. [PUBLIC COMMENT ANNOUNCEMENT] THE PUBLIC COMMENT THAT WE WILL HAVE AT THE FORWARD PORTION HERE OF THE MEETING WILL GIVE YOU ANY OF YOU AN OPPORTUNITY AS LONG AS YOU HAVE IN FACT FILLED OUT ONE OF THESE, AND I WON'T TAKE ANY MORE AS I WHEN I GET TO THE ITEM ON THE AGENDA. SO IF YOU HAVEN'T TURNED IT IN, PLEASE TURN IT IN PROMPTLY. SO BE SURE YOU FILL OUT THAT THE CARD THAT IS AVAILABLE. ALSO, WE NORMALLY ALLOW 30 MINUTES FOR PUBLIC COMMENT. IT LOOKS LIKE WE'RE GOING TO EXCEED THAT BY BIT. BUT YOU HAVE TO REALIZE THAT THIS IS OUR BUSINESS MEETING AND THEREFORE WE WOULD DO TRY [01:40:04] TO GET THROUGH THE PUBLIC COMMENTS IN A WAY THAT WE COULD HEAR THE OPINIONS AND PERSPECTIVES THAT YOU HAVE. BUT WE DO NEED TO ATTEND THE REST OF OUR BUSINESS OF OUR AGENDA. ALSO, IF YOU THINK WE'RE GOING TO ANSWER A QUESTION, IF YOU ARE COMING TO THE PODIUM, IT DOES NOT INVOLVE A TWO WAY DIALOG THAT IS THE BROWN ACT. BUT IF YOU HAVE A QUESTION THAT YOU POSE, WE'LL BE CERTAIN TO HAVE SOMEONE GET BACK WITH YOU WITH ANSWERS TO THE QUESTION THAT YOU POSED AT THE PODIUM. WE ALSO ALLOW NORMALLY UP TO FIVE MINUTES. AS I SAID, THAT'S GOING TO BE CURTAILED TODAY AND IT'LL BE ONE MINUTE. AND IF THERE'S A NEED FOR TRANSLATION, WE WILL GIVE YOU AN ADDITIONAL MINUTE FOR THAT. LET ME JUST EMPHASIZE CIVILITY. WE HAD A REALLY GOOD PUBLIC COMMENT SEGMENT AT OUR STUDY SESSION AT ONE, I THINK, VERY WELL. PEOPLE OBSERVE THAT TIME FRAME. WE WERE ABLE TO HEAR EVERYONE AND WE WERE ABLE TO HEAR THEM BECAUSE THERE WEREN'T, YOU KNOW, NOISES THAT INTERFERED WITH US HEARING EACH PERSON WHO CAME FORTH. ONCE AGAIN, I ASKED THAT YOU OBSERVE THAT WE DO HAVE A CIVILITY POLICY AND WE JUST WANT TO BE SURE THAT WE HEAR FROM EACH OF YOU. THAT'S WHY YOU'RE HERE. WE WANT TO HEAR WHAT YOU'RE GOING TO SHARE WITH THAT. LET'S GO ON TO, I GUESS, THE APPROVAL OF THE MINUTES. [MINUTES] WE HAVE TWO SETS. WE HAVE THE ONE FROM OUR REGULAR MEETING AND WE HAVE THE ONE FROM OUR SPECIAL BOARD MEETING. I'LL TAKE A MOTION FOR THE FIRST, PLEASE. I'LL MAKE A MOTION TO APPROVE THE MINUTES OF THE REGULAR MEETING. OCTOBER 12TH. TWENTY TWENTY ONE SECOND. THANK YOU. I HAVE A MOTION FOR MR. YOUNGBLOOD. A SECOND BY MRS. BLADES. ANY ADDITIONS OR CORRECTIONS? NOPE. OK. ALL THOSE IN FAVOR. PLEASE SAY I. I OPPOSED. IT HAS PASSED UNANIMOUSLY AND WE WON'T BE DESIGNATED DESIGNATING THE PREFERENTIAL VOTE OF OUR STUDENT BOARD MEMBERS SINCE SHE IS ABSENT. I'LL TAKE A MOTION ON THE SECOND SET, PLEASE. I'LL MAKE A MOTION THAT WE APPROVED THE MINUTES OF THE SPECIAL MEETING OF NOVEMBER 1ST, 2021. I'LL SECOND THANK YOU. MOTION BY MRS BUCK, SECOND BY MRS. ANDERSON. ANY ADDITIONS OR CORRECTIONS? OK. ALL THOSE IN FAVOR. PLEASE SAY I. I OPPOSED. OK, IT HAS PASSED FIVE ZERO. OK, WE'RE PUBLIC HEARING, SO IT CAME UP REALLY FAST. [PUBLIC HEARING] OK. SO WITH THAT, WHAT DID I DID PUBLIC HEARING? OH YEAH, THANK YOU. I'M KIND OF CONDITIONED BY EARLIER. THANK YOU. OK. THIS IS A PUBLIC HEARING, FOR ANOTHER MATTER. IT'S NOT PUBLIC COMMENT. THIS IS RELATIVE TO THE ADOPTION OF THE EDUCATOR AFFECTED EFFECTIVENESS GRANT EXPENDITURE PLAN. AND IS THERE ANYONE WHO WISHES TO COME FORWARD TO SPEAK TO THAT AT THIS TIME? OK, I'VE OPENED THE HEARING, I SHOULD SAY, AT SEVEN THIRTY ONE. ANYONE WHO WISHES TO SPEAK TO THAT. OK. I HAVE DECLARED THE HEARING CLOSED AT SEVEN THIRTY TWO. OK. ALL RIGHT. SUPERINTENDENT'S REPORT DIDN'T WANT TO RUSH BY YOU THERE. [SUPERINTENDENT’S REPORT] THANK YOU. GOOD EVENING, PRESIDENT FREEMAN TRUSTEES, EXECUTIVE CABINET MEMBERS AND AUDIENCE MEMBERS. I ALSO WANT TO SAY HELLO FOR THE FIRST TIME TO OUR VIEWERS WATCHING THIS MEETING THROUGH OUR NEW LIVE STREAM FEED, COURTESY OF SWAGIT PRODUCTIONS. WE ARE EXCITED THAT ALL OF OUR REGULARLY SCHEDULED BOARD MEETINGS WILL NOW BE BROADCAST IN REAL TIME ON THE DISTRICT WEBSITE. THIS PAST MONTH HAS BEEN A BUSY ONE FILLED WITH THE PERFORMING ARTS ACROSS OUR SCHOOL DISTRICT. THE DISTRICT'S ANNUAL HIGH SCHOOL SYMPHONY ORCHESTRA CONCERT TOOK PLACE ON NOVEMBER 1ST SINFONIA. I SHOULD SAY ORCHESTRA CONCERT TOOK PLACE ON NOVEMBER 1ST AT THE PIHL USDA PERFORMING ARTS CENTER. ALL FOUR OF OUR COMPREHENSIVE HIGH SCHOOLS JOINED TOGETHER TO OFFER AN EVENING, A FIRST RATE MUSIC SELECTIONS DIRECTED BY OUR TALENTED TEACHERS WHO SERVED AS CONDUCTORS. THEN, ON NOVEMBER 10TH, OUR FORTY FIFTH ANNUAL BAND PAGEANT TOOK PLACE IN BRADFORD STADIUM AT VALENCIA HIGH SCHOOL. STUDENTS FROM ALL SIX OF OUR MIDDLE SCHOOLS AND ALL FOUR OF OUR COMPREHENSIVE HIGH SCHOOLS CAME TOGETHER TO PERFORM INDIVIDUALLY AND COHESIVELY IN FRONT OF A PACKED CROWD OF CHEERING LOVED ONES, STAFF AND COMMUNITY MEMBERS. FOR DECADES, OUR MUSIC PROGRAMS HAVE ENJOYED AMPLE SUPPORT FROM OUR BOARD OF EDUCATION STAFF, PARENTS, GUARDIANS, THE SURROUNDING COMMUNITY AND OTHER PARTNERSHIPS SUCH AS OUR BOOSTER CLUBS AND THE REACH FOUNDATION. WE ARE VERY GRATEFUL FOR THE CONTINUED SUPPORT OF OUR STUDENT PERFORMERS AND FOR OUR [01:45:03] CHERISHED PERFORMING ARTS EVENTS MAKING A RETURN THIS SCHOOL YEAR. OUR HIGH SCHOOL SHOWCASE EVENTS RECENTLY KICKED OFF WITH EL DORADO ON NOVEMBER 4TH IN VALENCIA ON NOVEMBER 9TH. BOTH EVENTS WERE WELL ATTENDED BY PROSPECTIVE STUDENTS AND FAMILIES IN ORDER TO HEAR ABOUT THE UNIQUE ACADEMIC ATHLETIC ACTIVITY AND ART BASED OPPORTUNITIES AT EACH SCHOOL. NEXT UP, YORBA LINDA HIGH WILL HOST THEIR EVENT ON DECEMBER 1ST AND ESPERANZA ON DECEMBER 8TH, AND YOU MAY VISIT OUR DISTRICT WEBSITE FOR MORE INFORMATION ON THOSE EVENTS. NEXT, ON NOVEMBER 10TH, EL DORADO HIGH SCHOOL HOSTED ITS NINTH ANNUAL VETERANS DAY CEREMONY AT ITS FALLEN HEROES MEMORIAL ON CAMPUS. EACH YEAR, THE CEREMONY IS SUPPORTED BY PLACENTIA BOY SCOUT GROUP SEVEN, TROOP SEVEN TWENTY THREE, THE BENNING'S FAMILY AND THE SCHOOL'S CHORAL AND DIGITAL MEDIA ARTS PROGRAMS. THE FALLEN HEROES MEMORIAL WAS CONSTRUCTED IN 2013 AS AN EAGLE SCOUT PROJECT BY ANDREW BENNING'S AT TWENTY FOURTEEN EL DORADO HIGH SCHOOL GRADUATE. THE MEMORIAL HONORS THE THREE EL DORADO GRADUATES WHO SACRIFICED THEIR LIVES DEFENDING OUR COUNTRY, INCLUDING MARINE CORPS STAFF SGT. WILLIAM HARRELL, CLASS OF NINETEEN NINETY TWO MARINE CORPS CORPORAL CLAUDIO PATINO, THE 4TH CLASS OF TWENTY SIX, AND ARMY SERGEANT JASON MICHAEL WEAVER, CLASS OF 2007. THE CEREMONY WAS INCREDIBLY MOVING AS KEYNOTE SPEAKERS, STUDENTS AND STAFF TOOK TURNS, SPEAKING ABOUT THE THREE GOLDEN HAWKS AND THE IMPORTANCE OF VETERANS DAY IN THE UNITED STATES. FOLLOWING A SUCCESSFUL VOLLEYBALL TOURNAMENT LAST OCTOBER, THE DISTRICT HOSTED OUR SECOND MIDDLE SCHOOL SPORTS EVENT WITH A CROSS COUNTRY MEET AT VETERANS PARK NEXT TO YORBA LINDA MIDDLE SCHOOL. TEAMS FROM ALL SIX MIDDLE SCHOOLS RACED AROUND A 3K ROUTE. THE EVENT WAS HOSTED AND SUPPORTED BY THE VALENCIA HIGH SCHOOL CROSS-COUNTRY TEAM, IN ADDITION TO A TEAM OF DISTRICT OFFICE STAFF. OVER TWO HUNDRED AND SIXTY SEVENTH AND EIGHTH GRADERS TOOK PART IN THE COMPETITION THROUGH FOUR RACES. MEDALS WERE GIVEN TO THE TOP 15 RUNNERS IN EACH RACE, AND CHAMPIONSHIP PLAQUES WERE PROVIDED FOR THE WINNING TEAMS IN EACH RACE. WE LOOK FORWARD TO OUR NEXT DISTRICT WIDE MIDDLE SCHOOL SPORTS EVENT, WHICH WILL BE A BASKETBALL TOURNAMENT AT EL DORADO HIGH SCHOOL IN FEBRUARY 2022. AND SPEAKING OF ATHLETICS, OVER THE WEEKEND, THE YORBA LINDA HIGH SCHOOL MEN'S WATER POLO TEAM WON THE CIF SECTION DIVISION TWO CHAMPIONSHIP. VS. REDLANDS EAST VALLEY HIGH SCHOOL WITH A SCORE OF FIVE TO FOUR IN OVERTIME PLAY. SO CONGRATULATIONS TO ALL OF OUR STUDENT ATHLETES AND FIRST YEAR COACH MICHAEL ENGLISH ON AN IMPRESSIVE VICTORY AND SUCCESSFUL SEASON, AND WE LOOK FORWARD TO HONORING THE TEAM AT A FUTURE BOARD MEETING. BUT ALSO, WE JUST RECEIVED WORD AN HOUR AGO THAT THE MUSTANGS WON THE FIRST ROUND OF CIF STATE AGAINST MOUNT CARMEL HIGH SCHOOL THIS EVENING. THE TEAM WILL ADVANCE TO ROUND TWO LATER THIS WEEK ON THEIR QUEST TO BE CROWNED CIF STATE CHAMPIONS. AND LASTLY, WITH THE THANKSGIVING HOLIDAY AROUND THE CORNER, THE DISTRICT IS SHOWING GRATITUDE TO EMPLOYEES THROUGH OUR THANKFUL FOR PYL EMPLOYEES CAMPAIGN ON SOCIAL MEDIA THROUGHOUT NOVEMBER. THE CAMPAIGN IS MEANT TO HIGHLIGHT THE HARD WORK AND DEDICATION OF OUR TWO EMPLOYEE GROUPS. EACH DAY, THE DISTRICT SHARES A PICTURE OF A TEACHER, A CLASSIFIED MEMBER ACCOMPANIED BY A DIRECT QUOTE THAT EXPLAINS THEIR WHY BEHIND TEACHING OR SERVING IN THEIR ROLE. IF YOU WOULD LIKE TO HELP THE DISTRICT SHOW THANKS TO EMPLOYEES. FOLLOW US ON FACEBOOK, TWITTER AND INSTAGRAM AND THEN LIKE OR COMMENT ON THE POST, INCLUDING THE HASHTAG THANKFUL FOR PYL EMPLOYEES. THAT CONCLUDES MY REPORT. THANK YOU VERY MUCH. GOOD NEWS ON THE WINDS THERE. THAT'S GREAT. THANK YOU. OK, WELL, NOW WE ARE A PUBLIC COMMENT. [PUBLIC COMMENT] SO AGAIN, I ASK THAT EACH OF YOU KEEP YOUR YOUR COMMENTS TO THAT ONE MINUTE. YOU WILL HEAR A BELL. SO WHEN YOU HEAR THAT, PLEASE, THAT'S THE END OF THE TIME THAT YOU HAVE BEEN ALLOTTED. SO OBSERVE IT, IF YOU WOULD, PLEASE. OK, SO THE FIRST FOUR SPEAKERS THAT I'M GOING TO BE CALLING FORWARD ARE LINDA COHN, JOLENE JAQUES, COURTNEY JAQUES, NANCY WATKINS. GOOD EVENING. DO YOU ALL KNOW THAT THERE ARE PEOPLE ALL OVER THIS COMMUNITY PRAYING FOR YOU? IN FACT, I WOULD BE WITH A GROUP RIGHT NOW IF I WEREN'T STANDING HERE IN FRONT OF YOU TELLING YOU THIS. NOW WHEN I SAY YOU, OBVIOUSLY I MEAN THE BOARD. BUT I REALLY WANT TO UNDERSCORE IT'S NOT JUST THE BOARD, IT'S ALL PEOPLE WHO ARE PART OF THE PLACENTIA YORBA LINDA COMMUNITY. WE'RE PRAYING FOR ALL OF YOU, ESPECIALLY OUR CHILDREN. WHAT ARE WE PRAYING FOR? PEACE, CIVILITY, RESPECT, REASON AND WISDOM? [01:50:06] PARENTS, YOUR CONCERNS FOR YOUR KIDS ARE REAL AND THEY ARE LEGITIMATE, AND THOSE CONCERNS HAVE TO BE HEARD IN ORDER FOR THEM TO BE HEARD. WE ALSO MUST BE PEACEFUL, CIVIL, RESPECTFUL AND REASONABLE, AND WE ALSO MUST BE WISE. I'M ASKING ALL OF YOU TO PRAY FOR WISDOM. THE ONLY GOD CAN PROVIDE. THANK YOU SO MUCH, AND GOD BLESS YOU. JELENA JACK. HI. HI, MY NAME IS JELENA. I AM A DAUGHTER OF THE AMERICAN REVOLUTIONARY WAR. THAT MEANS MY FAMILY FOUGHT IN THE REVOLUTIONARY WAR FOR OUR RIGHTS AND FREEDOMS. MY ANCESTORS WOULD BE VERY DISAPPOINTED THAT I HAVE THAT I HAVE TO STAND HERE AND BEG IN FRONT OF YOU FOR MY FREEDOM OF CHOICE. I DO NOT WANT TO GET VACCINATED AND I KNOW SOME OF MY FRIENDS DO. BUT THAT IS WHAT MY ANCESTORS AND YOUR FOREFATHERS FOUGHT FOR FREEDOM SO THAT PEOPLE WHO WANT IT CAN GET IT IN. PEOPLE WHO DON'T WANT IT DON'T. I HOPE THAT YOU CAN MAKE IT OPTIONAL. SO MANY, SO ME AND MANY OTHERS CAN CONTINUE GOING TO SCHOOL. MY ANCESTORS FOUGHT FOR YOU. NOW IT'S YOUR TURN. FIGHT FOR ME. THE NEXT SPEAKER IS COURTNEY JOFFE. MY NAME'S COURTNEY. MY THAT'S MY YOUNGEST DAUGHTER, SHE'S AT TRAVIS. AND I JUST HONESTLY JUST BOOKED MY TIME IN CASE SHE WENT OVER FOR HER FIRST TIME. BUT I DID WANT TO SAY THAT I FEEL COMPELLED TO SAY, IF YOU DON'T HAVE A CHILD IN THIS DISTRICT OR IF YOU DON'T TEACH IN THIS DISTRICT OR IF YOU DON'T LIVE IN THIS DISTRICT, IT REALLY SADDENS ME THAT YOU'RE TAKING UP A SEAT FOR SOMEONE WHO CAN'T GET IN, WHO DOES HAVE A CHILD HERE. AND AND I DON'T MEAN TO SAY THAT YOUR VOICE DOESN'T MATTER, BUT I WOULD JUST HOPE THAT YOUR VOICE WOULD MATTER IN YOUR DISTRICT WHERE IT WHERE IT WOULD HAVE AN IMPACT. SO IF YOU DO COME HERE AND YOU DON'T HAVE A CHILD IN OUR DISTRICT, I WOULD JUST ENCOURAGE YOU TO GO TO YOUR OWN MEETING AND FREE UP THE SPACE FOR THE PEOPLE WHO ARE SITTING OUTSIDE WHO REALLY WANT TO BE IN HERE. SO THANK YOU FOR YOUR TIME. BEFORE THE NEXT TO CLARIFY, I SHOULD HAVE DONE THIS, BUT I SAY I NEED TO. WE DO NOT GIVE TIME OVER TO ANOTHER SPEAKER. SO JUST FOR THE FUTURE SPEAKERS COMING FORTH, WE DON'T GIVE THE TIME FOR SOMEONE ELSE TO HAVE EXTRA MINUTES. SO JUST KEEP THAT IN MIND. THANK YOU. OK. THIS IS NANCY WATKINS. THANK YOU. I WOULD LIKE TO COMPLIMENT THE BOARD OF EDUCATION FOR SUPPORTING EMPOWERED WOMEN IN INDUSTRY THAT WAS HELD AT THE PAC ON OCTOBER 13TH. I WAS INSPIRED BY THE SPEAKERS AND OUR STUDENT REPRESENTATIVES AT THAT EVENT. THE KEYNOTE SPEAKER, MICHELLE MANU, WAS A VALENCIA HIGH SCHOOL GRADUATE, AND SHE SPOKE ABOUT THE POSITIVE ROLE HER TEACHERS AND ADMINISTRATORS PLAYED IN HER SCHOOLING. SHE STARTED HER KEYNOTE WITH A LAND ACKNOWLEDGMENT OF THE WINDOWS OR MORE FORMALLY, THE YACHTSMEN, WHO HOLD THE INDIGENOUS RIGHTS TO THE LAND WHERE WE LEARN. SHE SPOKE OF WOMEN'S RIGHTS AND WOMEN'S POWER AND NOTED THAT THERE IS STILL WORK TO DO. HER MESSAGE WAS EMPOWERING, AND THIS IS THE OTHER REASON I'M SPEAKING TONIGHT. THIS BOARD SERVES ALL STUDENTS IN THE DISTRICTS, AND IN MANY WAYS WE HAVE COMMON GROUND. WE WANT QUALITY EDUCATION FOR OUR CHILDREN. WE WANT TO BELIEVE OUR VOICES ARE HEARD. WE WANT ALL STUDENTS TO BE SAFE AND SECURE IN THEIR LEARNING. BUT COMMON GROUND THROUGH CONVERSATIONS FOR EMPATHY IS POSSIBLE, BUT IT'S NOT HAPPENING WHEN THERE ARE ILL CONCEIVED, POORLY WRITTEN ACADEMIC BANS BASED ON ANECDOTAL INFORMATION. AS A STUDY SESSION ILLUMINATED, THIS RESOLUTION IS NOT READY FOR A VOTE. I OPPOSE RESOLUTION 20 112. THANK YOU. THE NEXT FOUR SPEAKERS TO COME FORTH EVELYN JONES, ED GUN., JEREMY KELLY, MICHELLE WATERWORTH, STARTING WITH EVELYN. THEY'RE CALLING FOR HIM. OK, I'M GOING TO REPEAT THE NAMES IN CASE THEY ARE SEATED OUTSIDE, THAT'S EVELYN JONES, FOLLOWED BY EGGEN, FOLLOWED BY JEREMY KELLY, FOLLOWED BY MICHELLE WATERWORTH. [01:55:06] EVERYONE. AND EXCUSE ME, JUST JUST ONE MOMENT, ARE YOU ARE YOU, EVELYN? YOU'RE ON BEHALF OF HER? OK, THANK YOU. THANK YOU. WHAT IS HAPPENING RIGHT NOW IS ABHORRENT. WE ARE HAVING MEDICAL PROCEDURES, EXPERIMENTAL PROCEDURES BEING ENFORCED BY THE BUREAUCRACY, BY THE UNELECTED, BY PEOPLE THAT GOD HAS NOT WANTED US TO BE OBEYING. THESE PEOPLE ARE NOT MORAL. THESE PEOPLE ARE VERY IMMORAL. THEY WANT YOU TO OBEY THE THINGS THAT ARE AGAINST ETERNAL LAW. THOMAS AQUINAS WRITES ABOUT THIS IN THE TREATISE OF LAW HOW ANY LAW, ANY STATUTE, ANY DECREE THAT GOES AGAINST WHAT IS ETERNAL, WHAT IS OF GOD IS NO LAW. IT IS SIMPLY AN IMMORAL. IT IS SIMPLY AN ABHORRENT SOMETHING THAT THAT IS BIBLICAL FRANKLIN. WE'RE HAVING WE'RE HAVING THE CONTROL OF THE PEOPLE FROM FROM GOVERNMENT THAT THAT SIMPLY WANTS YOU TO BE WEAK. WE HAVE A CHOICE AND WE'RE NOT GOING TO OBEY THINGS OR NOT MORAL. AT GUN. ALL RIGHT. HELLO, THANK YOU VERY MUCH, ED GUNN. FIRST, MY STATEMENT, TEACHERS, GOOD UNION. BAD. OK. WANTED TO BRING SOMETHING TO THE ATTENTION OF THE BOARD AND THAT IS BASICALLY MY UNDERSTANDING IS CARRIE BUCK IS ON THE BOARD AS THE EXECUTIVE DIRECTOR OF HOMELESS INTERVENTION SERVICES O.C. AND ON FACEBOOK. THAT WAS POSTED A POST THAT WAS EL CAMINO REAL HIGH. THE CONTINUATION HIGH SCHOOL HAS PARTNERED WITH HOUSE OF HIS HOUSE, O.C. AND TRUSTEE BUCK, THE EXECUTIVE DIRECTOR AND BASICALLY STATES HASH TAG DONATION AND STARTS WITH THAT. OUR SCHOOL DISTRICT PRINTED AND DESIGNED FIVE HUNDRED GLOSSY COLOR THANK YOU CARDS FOR THE HOUSE YOU SEE. SO HOW MUCH WOULD THAT COST THOUSAND TO FIFTEEN HUNDRED BUCKS? WHO PAID FOR IT? HOW DID THAT PASS THE SMELL TEST? I'D LIKE TO KNOW WHO APPROVED THAT. SO DOES THE SCHOOL DESERVE TO HAVE YOU BE SEATED? DOES THE SCHOOL DISTRICT FUND BY PRIVATE TIME HAS EXCEEDED? THANK YOU VERY MUCH, MR. GUNN. JEREMY KELLY. OH, SORRY. AS A LONG TIME POLICY, PHD STUDENT AND NOW HISTORY TEACHER IN HER DISTRICT, I'M CONCERNED WITH SOME OF THE WORDING IN THE FOUNDING BOARD RESOLUTION 21 12. I APPLAUD YOU FOR MANY OF THE STATEMENTS OF DIVERSITY INCLUSION LAID OUT IN THIS PROPOSED LANGUAGE. HOWEVER, IN ATTEMPTING TO BAN CRT WITH PHRASES LIKE TEACHERS WILL RELY ON THE BOARD OF EDUCATION. ADOPTED CURRICULUM IS THE AUTHORITATIVE SOURCE FOR THE CONTENT OF INSTRUCTION TO PROVIDE COMPREHENSIVE EDUCATION OF THE UNITED STATES HISTORY. I BECOME A BIT CONCERNED. DOES THIS MEAN THAT TEACHERS CAN ONLY USE OUR CURRENT TEXTBOOK BECAUSE OF SO WE ARE USING A TEXTBOOK THAT IN OUR EIGHTH GRADE CLASSROOMS IS OLDER THAN THE STUDENTS WE ARE TEACHING? THE NEW FRAMEWORK, WHICH HAS BEEN ADOPTED 10 YEARS AFTER OUR TEXTBOOK WAS PUBLISHED, HAS SAID THINGS LIKE STUDENTS SHOULD BE TAUGHT THAT HISTORY IS AN INVESTIGATIVE DISCIPLINE, ONE THAT IS CONTINUALLY RESHAPED BASED ON PRIMARY SOURCE RESEARCH AND ON NEW PERSPECTIVES THAT CAN BE UNCOVERED. STUDENTS SHOULD BE ENCOURAGED TO READ MULTIPLE PRIMARY AND SECONDARY SOURCES TO UNDERSTAND MULTIPLE PERSPECTIVES AND TO LEARN ABOUT HOW SOME THINGS CHANGE OVER TIME AND OTHERS TEND NOT TO. DOES THIS RESOLUTION MEAN THAT WE WILL LOSE THE ABILITY TO REVERT TO AND USE THOSE PRIMARY AND SECONDARY SOURCE DOCUMENTS IN MY CLASSROOM? THANK YOU. I STOPPED, BUT THANK YOU. EXCUSE ME IF I MAY. REGARDLESS OF WHO YOU MIGHT SUPPORT, LET'S DO KEEP IT QUIET IN THE AUDIENCE AS SPEAKERS ARE UP AT THE FRONT. THANK YOU. MICHELLE WATERWORTH. YES, MY SON IS A 16 YEAR OLD STUDENT IN THIS DISTRICT, AND DATA DEMONSTRATES INCREASED RISKS OF MYOCARDITIS AND PERICARDITIS. IT ALSO STATES THAT THE OBSERVED RISK IS HIGHEST IN MALES 12 THROUGH 17 YEARS OF AGE. MYOCARDITIS IS IRREVERSIBLE. [02:00:02] ONCE THE HEART MUSCLE IS DAMAGED, IT CANNOT BE REPAIRED. MYOCARDITIS HAS A 20 PERCENT FATALITY RATE AFTER TWO YEARS AND 50 PERCENT FATALITY RATE AFTER FIVE YEARS OF LIVING WITH THE CONDITION. SO NOW THERE'S A CHANCE THAT MY CHILD COULD DIE FROM A LIFELONG CONDITION CAUSED BY THIS VACCINE. AND FOR WHAT REASON, EXACTLY. AND I WOULD LIKE TO ASK WHO WILL ACCEPT LIABILITY, NOT THE PHARMACEUTICAL COMPANY, NOT THE DOCTORS? WILL THE DISTRICT. IF THE BOARD ENFORCES THE VACCINE MANDATE AND DOESN'T STAND UP TO THE STATE, THEN THE ADVERSE REACTIONS SOME OF OUR CHILDREN WILL HAVE WILL BE ON YOUR CONSCIENCE. CAN YOU LIVE WITH THAT? I KNOW THAT I COULD NOT LIVE WITH MYSELF IF ONE OF MY CHILDREN WAS HURT PERMANENTLY BECAUSE OF THIS VACCINE. I WILL LEAVE YOU WITH THIS. YOU CAN'T LEAVE THOSE WHO CREATED THE PROBLEM IN CHARGE OF THE SOLUTION. WE, AS IN P USC, NEED TO BE THE SOLUTION. THANK YOU. THE NEXT INDIVIDUALS, LINDSAY, SID DURYEA, AHMED. CHRISTA JONES, MARISSA MALLORY. FIRST PERSON WILL BE LINDSEY. I HAVE TWO YOUNG CHILDREN ENROLLED HERE AT PYLUSD, AND MY YOUNGEST CHILD HAS YET TO EXPERIENCE A NORMAL SCHOOL EDUCATION. MY OTHER SON'S LAST NORMAL EXPERIENCE WAS WHEN HE WAS IN PREPPIE K. FIFTY TWO PERCENT OF KIDS AGES FIVE THROUGH 11 HAD COVID AS OF JUNE, PER CDC, LIKELY 50 TO 60 PERCENT. NOW, AFTER THE DELTA WAVE AND INDISCRIMINATE VACCINATION POLICY AND CHILDREN RESULT IN UNINTENDED HARM, THESE ARE SELF-INFLICTED WOUNDS ON OUR NATION'S CHILDREN. CHILDREN HAVING NINETY NINE POINT NINETY NINE EIGHT PERCENT CHANCE OF SURVIVAL. WHAT I FIND CONFUSING IS THAT THERE ARE ALREADY BEEN OTHER DISTRICTS THAT HAVE ALREADY STATED THAT THEY WILL NOT BE ENFORCING THE VACCINE MANDATE. THEY ARE WILLING TO TURN DOWN THE COVID FUNDING THAT YOU ARE GETTING FROM FOLLOWING THIS MANDATE AND MANDATE THAT IS CAUSING MORE HARM TO CHILDREN THAN GOOD SUICIDE RATES, HEALTH ISSUES, ETC. ARE AT AN ALL TIME HIGH. AND FOR WHAT? I ASK ONE MORE THING FROM THE BOARD AND THE DISTRICT. BE THAT DISTRICT, BE THAT BOARD THAT STANDS FOR FREEDOM, THAT STANDS FOR THE RIGHTS OF OUR CHILDREN AND YOUR STUDENTS DO THAT DISTRICT THAT FOLLOWS THE CONSTITUTION OF THE UNITED STATES. WE HAVE RIGHTS. ACKNOWLEDGE THOSE RIGHTS. THANK YOU. DARYA AHMED HAI, SOMETHING SIGNIFICANT THAT HAS DEFINITELY SHAPED MY OUTLOOK ON ACADEMIA AS A WHOLE IS A PERCEPTION OF PEOPLE IN COLOR, IN ACADEMIC SPACES. FROM A YOUNG AGE, I'VE BEEN CONGRATULATED BY PEERS FOR BEING WELL-SPOKEN. THIS COMPLIMENT WAS AND IS NOT THE COMPLIMENT THOSE AROUND ME THOUGHT IT WAS. IT'S A DIRECT ASSUMPTION BASED ON AN UNCONSCIOUS BIAS, BECAUSE HOW COULD YOU IMAGINE ME AS A BROWN PERSON TO SPEAK AT SUCH A SOPHISTICATED LEVEL, EVEN IN CLASS WHEN I'D MENTIONED TOPICS OR POINTS RELEVANT TO OUR LESSON? I'D HAVE CLASSMATES DISREGARD MY STATEMENT AND REWARDED AS THEIR OWN, GAINING ANY PRAISE I WOULD RECEIVE. THIS CAUSED ME TO DISENGAGE ACADEMICALLY, BECAUSE WHY WOULD I BE GIVING MY 100 PERCENT WHEN OTHERS WERE GETTING PRAISE FOR THEIR 40? I WAS DISREGARDED BECAUSE I WAS NO LONGER ABLE TO BE TOKENIZED. THIS CONDITIONED ME INTO NOT WANTING TO TRY IN SCHOOL AND ENGAGE IN ANY OUT OF BOX THINKING. AND WHEN DISCUSSING THIS WITH MY FELLOW POC PEERS, WE ALL AGREED. THIS IS A SHARED EXPERIENCE. PE ALL USED WAS AND IS STILL GROOMING US INTO BEING MEDIOCRE. I HAVE SIBLINGS CURRENTLY ATTENDING A PILLOW, CLOSED SCHOOLS AND WHILE YOU GUYS MAY HAVE FAILED ME, PLEASE DON'T FAIL THEM. THANK YOU. CHRISTA JONES, HI. I'M A TEACHER HERE IN THIS DISTRICT. PLEASE LISTEN WITH OPEN EARS, OUR EARS AND HEARTS AND MINDS. WHEN WE SAY WE NEED YOU TO STAND UP AND BE BOLD, I URGE YOU NOT TO ENFORCE, SUPPORT OR COMPLY WITH THE MANDATE, WHICH REQUIRES ALL STUDENTS AND STAFF TO BE VACCINATED. WE NEED YOU TO PUSH BACK AND NOT BE BULLIED INTO COMPLIANCE. JOIN WITH OTHER SCHOOL DISTRICTS AND SAYING NO. ALL WE'RE ASKING IS THAT EVERYONE BE TREATED EQUALLY AND HAVE THE RIGHT TO CHOOSE FOR THEMSELVES AND THEIR CHILDREN AS TO WHAT KIND OF MEDICAL PROCEDURES, DRUGS, DEVICES WE PUT IN AND ON OUR BODIES. THAT SEEMS LIKE A NO BRAINER. THE 9TH CIRCUIT JUST REAFFIRMED THE FUNDAMENTAL RIGHT TO DETERMINE ONE'S OWN MEDICAL TREATMENT AND TO REFUSE UNWANTED MEDICAL TREATMENT. THE DISCRIMINATION AND SEGREGATION WHICH IS GOING ON RIGHT NOW HAVE NO PLACE IN OUR SOCIETY, LET ALONE OUR SCHOOLS. IF YOU STAY SILENT, YOU ARE CHOOSING THE SIDE OF THE OPPRESSOR. YOU NEED TO BE BOLD, TO BE BRAVE AND TO BE COURAGEOUS. WE'RE COUNTING ON YOU. DO YOU THINK I SHOULD LOSE MY JOB BECAUSE I WANT TO MAKE DECISIONS ABOUT MY OWN BODY? ONE SIZE FITS ALL DOESN'T WORK IN EDUCATION, AND IT DOESN'T WORK IN HEALTH CARE WHERE [02:05:04] THERE'S A RISK THERE MUST BE A CHOICE IF WE DON'T HAVE THE FREEDOM TO DECIDE WHAT GOES IN OR ON OUR OWN BODIES. WE'RE NOT A FREE PEOPLE SICK UNTIL PROVEN THAT THERE'S NO LESS TYRANNICAL THAN GUILTY UNTIL PROVEN INNOCENT UNTIL WE HAVE NO CHOICE. TO DO WITH THE INDUSTRY. AND THAT WON'T HAPPEN IN AMERICA. THERE'S A BIGGER AGENDA ON THE HORIZON. EVIL. I DID. THANK YOU. THE NEXT INDIVIDUALS COMING FORTH ARE MARISSA MALLORY. GOOD EVENING. ON MARCH 13TH, 2020, I WOKE UP MY KIDS AND TOLD THEM ABOUT THAT. BEFORE THE END OF THE DAY, THEIR PRINCIPALS WOULD ANNOUNCE THE SCHOOLS WERE CLOSING FOR TWO WEEKS TO SLOW THE SPREAD. I ALSO TOLD THEM THAT ONCE THEY GOT HOME, THEY WEREN'T GOING BACK THIS YEAR OR THAT YEAR. I TOLD THEM TO GRAB EVERYTHING OUT OF THEIR DESKS AND STOP BY THE LIBRARY TO GET ANYTHING THEY NEEDED TO FINISH OUT THEIR ACADEMIC YEAR. OVER A YEAR AND A HALF LATER, THEIR LIVES ARE STILL NOT BACK TO NORMAL. AND NOW THE STATE OF CALIFORNIA WANTS THEM TO GET AN EXPERIMENTAL JAB. THAT'S NOT HAPPENING. WE WILL PULL OUR KIDS AT THIS POINT. PILULE HAS ALREADY LOST OUR SON. HE'S DECIDED HE'S GOING TO A PRIVATE HIGH SCHOOL NEXT YEAR. IF THAT HIGH SCHOOL DOESN'T FIGHT THE MANDATE, THEN HE'S DECIDED TO GO TO AN ONLINE HOME SCHOOL THAT HAS YOU SEE AN NCAA APPROVED COURSES. THIS DISTRICT WILL NOT GET HIS ADA. OUR DAUGHTER WILL BE A SENIOR NEXT YEAR. SHE HAS ONE CLASS TO TAKE. IF THIS MANDATE GOES THROUGH, SHE WILL TAKE. IT WILL COST US FOUR HUNDRED DOLLARS TO TAKE THE ONE AP ENGLISH CLASS SHE NEEDS AND THEN SHE'LL BE DONE. POISED WILL LOSE ANOTHER $10000. THAT'S $20000 JUST FROM OUR FAMILY LOOKING AROUND HOW MANY MILLIONS WILL LOSE? THANK YOU. THANK YOU SO MUCH. THANK YOU. ALL RIGHT, THE NEXT FOUR PEOPLE TO COME FORWARD. BRANT, D., CHRISTIAN, M.. READY, THE COLLAPSE AND MRS SILVER. SO I HAVE TWO KIDS AT EL DORADO, ALL LAST YEAR. THEY HAD TO WEAR MY SON, HE PLAYED VOLLEYBALL, HE HAD TO WEAR MASKS, PLAYING VOLLEYBALL, PRACTICING GAMES, SO THEY JUST DECIDED THAT IT'S A CHOKING HAZARD NOW. SO IF YOU TEST, HE DOESN'T HAVE TO ANYMORE. SO WHAT WE'RE FINDING OUT IS FOR A WHOLE YEAR, THE DISTRICT, THE SCHOOL BOARD PUT OUR KIDS MY KID IN HARM'S WAY WITH A CHOKING HAZARD FOR MASS. SO NOW YOU'RE SAYING, OK, NOW WE'RE GOING TO HAVE TO DO MANDATORY VACCINES LIKE THIS WAS COMMON SENSE FOR THE PARENTS. THIS IS RIDICULOUS THAT THEY WERE WEARING MASKS, TRYING TO PLAY VOLLEYBALL INSIDE. BUT NOW IT'S LIKE, OK, WHAT'S MASSEY'S KIDS UP ALL DAY LONG EVERY DAY? WHAT KIND OF WHAT ARE WE GOING TO FIND OUT A YEAR DOWN THE ROAD ABOUT THAT? OK, SO YOU GUYS ARE RESPONSIBLE? YOU'RE YOU'RE. YOU'RE CULPABLE. YOU, THESE ARE OUR CHILDREN. YOU HAVE TO GIVE US A CHOICE ABOUT THIS. DON'T ENFORCE THE MASS AND THE VACCINES. THANK YOU. THANK YOU. CHRISTINE, HI. MY KIDS GO TO EL DORADO AND TOUGHER. I HAVE THREE SIMPLE REQUESTS. WE ARE ASKING YOU TO ADVOCATE FOR OUR KIDS. YOU, OF ALL PEOPLE SHOULD KNOW HOW EVERY CHILD IS DIFFERENT AND NOTHING IS ONE SIZE FITS ALL. PLEASE COME OUT PUBLICLY TO THE GOVERNOR'S OFFICE AND AGAINST OR AGAINST THIS VACCINE, LIKE OTHER DISTRICTS HAVE TO. WE KNOW VACCINATING KIDS IN OUR VERY OWN DISTRICT, PIU. AS YOU SAID, SCHOOLS ARE GETTING SICK WITH COVID AND BEING THE CAUSE OF OTHERS HAVING TO QUARANTINE. IF YOUR CONCERN IS TO STOP THE SPREAD, THEN MAKE THE RULE THE SAME FOR VAX VERSUS END VAX. IF THAT'S NOT YOUR CONCERN, THEN DON'T MAKE A MODIFIED QUARANTINE. LET HIM GO TO SPORTS TO AFTER THEY GET THEIR NEGATIVE TESTS. THREE. WHEN KIDS, YOU CAN DO THAT. WHEN KIDS DO HAVE TO QUARANTINE, THEY NEED TO BE ABLE TO HEAR THE LESSON. I UNDERSTAND CAMERAS IN THE CLASS ARE LEGALITY ISSUE BECAUSE PARENTS DON'T WANT THEIR KIDS ON CAMERA. HOWEVER, EVERY CLASS HAS A SMART BOARD. WE HAVE ESSER FUNDS. WE CAN TIE IN CAMERAS TO THE SMART BOARDS SO THAT KIDS IN THE CLASS AREN'T SEEN AND KIDS CAN STILL GET THE LESSON. MY DAUGHTER SPENT FOUR HOURS WHEN I NOTIFIED THE DISTRICT THAT I WAS SICK. MY KIDS WERE NOT AND THEY HAD TO STAY HOME. MY DAUGHTER SPENT FOUR HOURS TRYING TO FIGURE OUT ONE MATH LESSON BECAUSE SHE COULDN'T HEAR THE TEACHER TEACH TO HER. MY SON GOT HIS FIRST BABY IN 10 YEARS BECAUSE HE HAD TO MISS OVER A WEEK OF SCHOOL AND NOT HEAR THE CLASS. THANK YOU. GOOD EVENING, MY KIDS ARE NOW UNDER THEIR SIXTH QUARANTINE AT EL DORADO HIGH SCHOOL, I HAVE TWO KIDS SIX QUARANTINE. THEY'RE ALLOWED TO GO TO SCHOOL, NOT SPORTS. WE NEED TO LEARN FROM HISTORY. [02:10:02] SO LET ME REMIND YOU OF AN ANCIENT RULER OF BABYLON WHO RULED WITH SUCH PRIDE THAT HE MUST USE THE SACRED FOR HIS OWN PLEASURE. AND THAT NIGHT? HANDWRITING WAS ON THE WALL. IT READ MANY, MANY TELCO PERSON, MANY NAMES, THE DAYS OF THE RULER NUMBERED AND WILL BE BROUGHT TO AN END. TAKE ON THESE. YOU HAVE BEEN READ AND HAVE BEEN FOUND WANTING IN PERSON IS YOUR KINGDOM WILL BE DIVIDED AND HANDED OVER TO RUIN. NOW USED TO GET ON BOARD AND TEACHERS UNION HAVE BEEN ENTRUSTED WITH WHAT IS SACRED. OUR CHILDREN AND YOU HAVE RUTHLESSLY SUPPLIED IGNORING STAKEHOLDERS, YOUR QUEST FOR AGENDA ITEMS, DISREGARDING OUR SILENT PROTEST SUNDAY NIGHT AND DISCRIMINATING AGAINST THOSE WHO DON'T FOLLOW ALONG WITH WHAT THE GOVERNMENT SAYS. IF YOU IS PLAYFUL ENOUGH TO CONTINUE ON WITH THE GOVERNMENT AND THE VALUES THAT WE HOLD SACRED, YOU'LL BE FOUND WANTING FOR THE LOSS OF THESE FAMILIES AND EDUCATORS. AND WE'RE BASICALLY HANDED OVER TO RUIN THREE HUNDRED THREE THOUSAND EIGHT HUNDRED KIDS SET OUT SIMPLY BECAUSE WE ASKED THEM TO WILL WALK AWAY. THANK YOU. HI, GOOD EVENING, I'M ASKING WHY IT WOULD COME ACROSS TO THE BOARD TO BAN AREA OF STUDY THAT IS NOT BEING TAUGHT IF WE ARE NOT TEACHING RIGHT NOW CRT, WHY ARE WE WASTING TIME WHEN WE COULD BE DISCUSSING OTHER ISSUES ON A SUBJECT THAT'S NOT PART OF THE CURRICULUM? IT IS NOT PART OF THE STATE FRAMEWORKS. WHERE ARE WE GOING TO END THIS? ARE WE GOING TO SIT THERE AND BAN OTHER SUBJECTS THAT AREN'T BEING TAUGHT? I MEAN, IT SEEMS KIND OF RIDICULOUS, DOESN'T IT? I LISTEN TO THE STUDY SECTION AND A LOT OF PEOPLE WHO SAT THERE AND SAID CRT IS DEMEANING AND IS DEMORALIZING. IT IS NOT TRUE. YOU ARE NOT AWARE OF WHAT CRT IS. I KIND OF DISAPPOINTED THAT YOU'RE TALKING ABOUT A SUBJECT YOU DO NOT KNOW, AND AS A TEACHER, IT UPSETS ME. MY FIRST TEACHING JOB, I HAD A STUDENT WHOSE PARENTS WERE MIXED. ONE WAS WHITE, ONE WAS BLACK. MOM WENT TO LOOK AT A HOUSE WHO'S WHITE IN YORBA LINDA, AND THEY SHOWED HER BEAUTIFUL HOUSES. SHE CAME BACK THE NEXT WEEKEND WITH BLACK HUSBAND AND THERE WERE NO HOUSES FOR SALE IN YORBA LINDA. RACISM IS SOMETHING THAT DOES EXIST, EXISTS IN YORBA LINDA. I DO NEED. WHAT ABOUT IT? EXCUSE ME, I. I'M GOING TO ASK THAT EVERYONE BE RESPECTFUL OF EVERY SPEAKER WHO COMES FORWARD. THANK YOU. THE NEXT SPEAKERS TO COME FORWARD. EMMA-JANE GOODMAN, MIKE. PAGE MARTIN AND LINDSAY GROSS. THESE ARE FROM OUTSIDE IN CASE THEY'RE OUTSIDE. YES, HI, YES, YES, YOU'RE UP FIRST. POSSUM, HI, BOARD, MY NAME IS EMMA JANE. I GREW UP IN THIS DISTRICT, MY PARENTS MOVED HERE IN THE SEVENTIES, SO I LOVE YORBA LINDA. I HAVE FIVE KIDS THAT I'M RAISING IN THE DISTRICT. I'M SORRY. I GOT TO CATCH YOUR BREATH. IT'S FREEZING OUTSIDE. I JUST WANTED TO TELL THE BOARD, IT'S REALLY FRUSTRATING WHEN YOU FEEL LIKE YOU'RE TALKING AND YOU'RE NOT BEING HEARD KIND OF LIKE WHEN YOU HAVE KIDS AND YOU'RE CONSTANTLY TALKING TO THEM AND THEY'RE NOT LISTENING TO YOU. THAT'S HOW WE FEEL. AND I CAN PROBABLY SAY THAT FOR BOTH SIDES. WE'VE EMAILED YOU'RE NOT REALLY GETTING RESPONSES, SO I WOULD JUST REALLY RECOMMEND THAT WE HAVE A TOWN HALL. I THINK IT'S ABOUT TIME THAT WE START HAVING A COMMUNICATION OF KIND OF THESE MEETINGS. I SACRIFICED MY TIME AWAY FROM MY KIDS, AND IT SEEMS LIKE NOTHING IS GETTING RESOLVED. IT'S REALLY FRUSTRATING. I'M DONE WITH THE COMPUTER PROGRAMS. WE'RE DONE. THE KIDS NEED TO BE WRITING AND DOING WORK, REAL WORK WITH PAPERS. WE NEED TO BE DONE WITH A COMPUTER PROGRAM SPENDING WAY TOO MUCH MONEY ON COMPUTER PROGRAMS. SO. NO. MIKE MIKE. HI, MY NAME IS MIKE. FATHER OF TWO IN THE DISTRICT, TWO BOYS. I JUST WANTED TO TAKE A FEW MINUTES TO ADDRESS THE EXTREME DISAPPOINTMENT THAT I HAD AND A LOT OF OTHER FOLKS HAD IN THE WAY THE DISTRICT HANDLED THE PEACEFUL PROTEST OF THE STUDENTS THAT PUT SHOES OUT IN FRONT OF THIS OFFICE ON SUNDAY NIGHT. A LOT OF WORK WENT INTO THAT. STUDENTS POURED THEIR HEARTS INTO THE NOTES THAT WERE LEFT. I KNOW DR. SASSER, YOU REPLIED TO SEVERAL EMAILS FROM CONCERNED PARENTS WHO FELT THE SAME WAY. AND YOU STATED EVERY NOTE WAS PICKED UP AND IT'S GOING TO BE SHARED WITH THE BOARD. [02:15:01] THE SHOES WERE PICKED UP TO BE DONATED. I WAS SITTING OUT HERE AT SIX A.M. SUNDAY MORNING. I'M SORRY MONDAY MORNING WHEN THAT WAS HAPPENING. A FEW OF THE NOTES WERE PICKED UP AND THE REST WERE PICKED UP AND PUT IN TRASH BAGS. DID THOSE GET CRUMPLED AND SHARED WITH THE BOARD? DID THOSE GET CRUMPLED AND READ WHAT HAPPENED TO ALL THOSE NOTES? SO I DON'T APPRECIATE THE LIES AND THE RESPONSES YOU NEED TO DO BETTER. SO FOR EVERYBODY IN THE ROOM, WE'RE WINNING. THE NUMBER OF PEOPLE THAT HAVE SHOWED UP OUT HERE IS PROOF OF THAT. HOLD THE LINE AND LET'S GO, BRANDON. WE WILL NOT WE WILL NOT TOLERATE INAPPROPRIATE SPEECH. LET'S GO, BRANDON. I KNOW WHAT THAT IS. WE'RE NOT WE'RE NOT GOING TO HAVE THAT HERE. WE WILL NOT HAVE THAT HERE. ANYONE WHO SAYS IT THE NEXT TIME, I DON'T INTERRUPT THEM. HE, OF COURSE, SEEMED TO SAVE IT FOR THE LAST. I HAVE MADE NOTE OF IT. PLEASE. OK. SO PAGE ONE, THINK. NEXT PERSON, PAIGE MARTIN, R.N.. GOOD EVENING. I'M HERE TO SPEAK AGAINST THE VACCINE MANDATE. I AM A REGISTERED NURSE AND I'M A MOTHER AND I HAVE TWO KIDS AT YORBA LINDA HIGH SCHOOL. MY JOB AS A MOTHER IS TO PROTECT MY MINOR CHILDREN. YOUR JOB IS TO EDUCATE OUR CHILDREN AND NOT DECIDE HOW TO MEDICATE OUR KIDS WITH BLANKET MANDATES OF HARMFUL DRUGS. THE VACCINE IS NOT REALLY A VACCINE. THE CDC AND EVEN WEBSTER'S DICTIONARY RECENTLY CHANGED THE DEFINITION OF VACCINE TO MAKE THE MRNA GENE MODIFICATION THERAPY FIT THE DEFINITION. THIS DRUG IS VERY DANGEROUS. OTHER PEOPLE HAVE TALKED ABOUT MYOCARDITIS AND THAT KIND OF THING, BUT IT'S ESPECIALLY DANGEROUS TO HEALTHY KIDS. ARE YOU GUYS FAMILIAR WITH THE VEIRS REPORT V H E R S THAT STANDS FOR VACCINE ADVERSE EVENT REPORTING SYSTEM? IT'S THE CDC'S MONITORING OF HOW THE COVID 19 VACCINE AND OTHER VACCINES ARE WORKING. ACTUALLY, ONLY ONE PERCENT ARE TRACKED BECAUSE IT'S SO DIFFICULT. OH MY GOSH. THANK YOU VERY MUCH. APPRECIATE IT. FAMILIAR. LINDSAY GROSS, PLEASE THANK YOU. HELLO. WHO IS JOHN FRANKLIN ENDERS? HE IS. HE'S ONE OF THE FATHERS OF MODERN DAY VIROLOGY AND HIS EXPERIMENTS. HE TOOK THROAT, BLOOD AND FECAL SAMPLES FROM A PERSON WHO HAD BEEN DIAGNOSED WITH THE MEASLES VIRUS. IN THESE SAMPLES WERE TAINTED ENZYMES, PROTEINS, LACTASE PROTEASES, BACTERIA, FUNGI, DNA AND RNA. HE ASSUMED THE MEASLES VIRUS WAS IN THE SAMPLES FOR THE CULTURING EXPERIMENT. HE USED A MONKEY CELL KIDNEY LINE AND INOCULATED THESE CELLS WITH THESE SAMPLES HE REMOVED FROM THE PERSON WHO HAD MEASLES. HE THEN ADDED EXTRA INGREDIENTS MILK STREPTOMYCIN, PENICILLIN, BOVINE AMNIOTIC FLUID, BEEF EMBRYO EXTRACT, HORSE SERUM FORMALIN, ALSO KNOWN AS FORMALDEHYDE HEMATOXYLIN EOSIN, SOYABEAN TRYPSIN PHENOL AND PHENOL RED. THIS CAUSED THE CELLS TO STARVE TO DEATH AND BREAK DOWN INTO TINY PARTICLES. HE DISCOVERED THAT THE EXPERIMENTS SHOWED THE SAME EXACT PSYCHOPATHIC EFFECT WHETHER HE USED THE MEASLES VIRUS OR NOT, AND HIS HYPOTHESIS WAS WRONG. SO YOU SHOWED THAT IT WOULD COST HIM MISSING OUT ON MONEY FOR ALL JUST TO THIS DAY. USE THE SAME METHOD OF EXPERIMENTATION AND IT DOES NOTHING. THANK YOU. YEAH. OK. THE NEXT GROUP. SARAH PHILLIPS, FOLLOWED BY SHARI PALICKI, FOLLOWED BY BRENDA L. REPEAT SARA PHILLIPS, IS FIRST FOLLOWED BY SHARI PALICKI, FOLLOWED BY BRENDA. I BELIEVE IT'S EL, BUT MAYBE IT'S A V AND THE FOURTH WOULD BE GASTON CASTELLANOS. GOOD EVENING, EVERYBODY. THANK YOU, TRUSTEE ANDERSON, FOR COMING TO SEE THE LIBRARY DISPLAYS FOR OCTOBER. [02:20:01] I ENJOYED TALKING ABOUT BOOKS AND LIBRARIES WITH YOU FOR NOVEMBER. THE LIBRARY DISPLAY FEATURES NATIVE AMERICAN HERITAGE MONTH. I RECENTLY FINISHED LIBRARY ORIENTATIONS FOR THE FRESHMEN, AND SOPHOMORES OF THE SOPHOMORES GOT AN ABBREVIATED ZOOM VERSION LAST YEAR, AND SO THEY CAME IN FOR THE FULL WEEK THIS YEAR. AS I WAS TALKING ABOUT THE LIBRARY WITH THE STUDENTS AND DESCRIBING WAYS IT'S USED, I SAID THE LIBRARY IS WHATEVER YOU NEED IT TO BE THE TEACHER THAT DAY SAID. SO IT'S LIKE THE ROOM OF REQUIREMENT IN HARRY POTTER, AND I SAID EXACTLY THAT. IF YOU'VE NOT READ THE BOOKS OR SEEN THE MOVIES, THE ROOM OF REQUIREMENT IS A MAGICAL ROOM IN HOGWARTS CASTLE, WHICH CAN ONLY BE DISCOVERED BY SOMEONE WHO IS IN NEED. THE LIBRARY IS THERE FOR THOSE IN NEED, WHETHER IT'S TO FIND A BOOK FOR PLEASURE OR RESEARCH A PLACE TO STUDY, A PLACE TO GET TUTORING, A PLACE TO RELAX, A PLACE TO ZONE OUT, A PLACE TO CHAT WITH FRIENDS. A PLACE OF VOLUNTEER. THE LIBRARY IS WHATEVER PEOPLE NEED. THANK YOU. SORRY, PALICKI. YES. KEITH CARMONA, LINDA ADAMSON, JIM SASSER, MARILYN ANDERSON, CARRIE BUCK AND KAREN FREEMAN, YOU ARE ALL TREADING VERY CLOSE TO THE WRONG SIDE OF HISTORY. THE PERSON WHO WATCHES SOMEONE GET HURT OR HUMILIATED AND DOESN'T HELP HAS BLOOD ON HIS HANDS. THIS IS WHAT OUR CHILDREN ARE GOING THROUGH, FORCING 13 YEAR OLDS TO PUBLICLY ANNOUNCE THEIR PRONOUNS IN FRONT OF THEIR PEERS, TEACHING THE PYRAMID OF HATE, PROMOTING ANTI-POLICE RHETORIC, FINANCING SEXUALIZED NOVELS IN OUR LIBRARIES, SUPPORTING DISCRIMINATION OF OUR UNVACCINATED STUDENTS AND STAFF WITH HUMILIATING MEASURES AND STANDING BY AS A CORRUPT GOVERNMENT MANDATES. AN UNTESTED INJECTION THAT HAS PROVEN DETRIMENTAL SIDE EFFECTS AND LETHAL OUTCOMES MAKES YOU ALL COMPLICIT BECAUSE YOU ARE NOT TAKING A STAND IN THE FUTURE. YOUR CHILDREN AND GRANDCHILDREN WILL KNOW HOW YOU SAT ON THE SIDELINES AND NOT ONLY WATCHED BUT SUPPORTED IT. TO QUOTE ANNE FRANK, I CAN'T IMAGINE HOW ANYONE CAN SAY I'M WEAK AND THEN REMAIN SO. AFTER ALL, IF YOU KNOW IT, WHY NOT FIGHT AGAINST IT? WHY NOT TRY TO TRAIN YOUR CHARACTER? OUR LIVES ARE FASHIONED BY OUR CHOICES. FIRST, WE MAKE OUR CHOICES, THEN OUR CHOICES MAKE US THANK YOU. OH, ALL RIGHT. GREETINGS. AS A TEACHER AND SENT OUT A UNIFIED FORMER BOARD MEMBER OF ORANGE UNIFIED AND STAKEHOLDER AND TRUSTEE ANDERSON'S AREA, I SAY CRITICAL RACE THEORY IS DANGEROUS BECAUSE IT INCENTIVIZES KIDS TO IDENTIFY AS OTHER GENDERS. THE TERM NON-BINARY ON OUR STUDENT DATA FORMS MEANS UNLIMITED GENDER CHOICES. THE CDC DEFINES IT AS GENDER CREATIVE, MEANING KIDS CAN MAKE UP THEIR OWN GENDERS. CRT SAYS BIOLOGICAL MALES AND FEMALES JUST GENDERS, ARE PRIVILEGED OPPRESSORS. HOWEVER, OTHER GENDERS ARE MARGINALIZED OR OPPRESSED MINORITIES WHO WANTS TO BE A MEAN PRIVILEGED OPPRESSOR. CRT INCENTIVIZES KIDS OF ALL RACES TO IDENTIFY AS GENDERS OUTSIDE OF BIOLOGICAL REALITY. I URGE THE BOARD TO BAN CRT AND TO INFORM THE DISTRICT STAFF OF THE DEFINITION OF NON-BINARY IN ORDER TO EDUCATE CODE FIVE ONE ONE ZERO ONE. THE DOCUMENTS ON MY WEBSITE, BRENDA FOR KIDS DOT COM, THE NUMBER FOUR BLEND OF FOR KIDS DOT COM. THANK YOU. GOOD EVENING. I WANT TO SPEAK IN FAVOR OF ETHNIC STUDIES. I'M 100 PERCENT CONFIDENT THAT WITH PARENTAL INPUT, WITH BOARD APPROVAL, OUR EXCELLENT STAFF CAN COME UP WITH AN ETHNIC STUDIES COURSE THAT TELLS THE TRUE STORY OF AMERICA THAT UPLIFTS ALL STUDENTS AND INCLUDES ALL THE CONTRIBUTIONS FROM ALL AMERICANS TO OUR GREAT COUNTRY. I WOULD NEVER SUPPORT A COURSE THAT DEMONIZES ANYONE OR CASTS PEOPLE OF COLOR IN IN SOME KIND OF VICTIMHOOD. ON THE CONTRARY, ETHNIC STUDIES, STORIES OR STORIES OF RESILIENCE OF TRIUMPH OVER THE ODDS. THESE ARE QUINTESSENTIALLY AMERICAN STORIES THAT WE CAN ALL BE PROUD OF. AND AS FOR OUR CHILDREN, THEY CAN HANDLE THE TRUTH ABOUT AMERICA. I THINK I HAVE MORE CONFIDENCE IN YOUR KIDS THAN SOME OF YOU DO. AND TO THOSE WHO WOULD CONTINUALLY LIE OR MISREPRESENT OR PRESENT A FALSE NARRATIVE ABOUT ETHNIC STUDIES THAT IT'S SOMETHING ELSE OR SOME KIND OF STRANGE PLOT. I LEAVE YOU TO YOUR CONSCIENCE, SUCH AS IT IS OK. OK, WE'RE ABOUT HALFWAY THROUGH, OK, THE NEXT FOUR, JUDY DESJARDIN, FOLLOWED BY KATHY LYNN SATCHELL, FOLLOWED BY ANDY FALCO, FOLLOWED BY SHANI MURRAY. [02:25:14] I'LL SAY THE NAMES ONE MORE TIME, PLEASE. IT WOULD APPEAR EVERYONE DID. HERE WE HAVE FOUR PEOPLE UP HERE, OK? THE FIRST PERSON IS JUDY. GOOD EVENING, EVERYONE, I'M JUDY DESJARDIN, AND I AM HERE AS A MOM AND A GRANDMOTHER. MY SON TEACHES IN THE DISTRICT. MY GRANDCHILDREN ATTEND TO FORCE VACCINATION ON OUR CHILDREN AND TEACHERS IS NOT FREEDOM OF CHOICE. THERE ARE GOOD TEACHERS IN THIS DISTRICT. THIS IS A GOOD ADMINISTRATION, BUT I FEEL THAT THEY HAVE THEIR HANDS TIED BY THE DEMANDS OF THE UNION. CAN WE HAVE TWO HUNDRED BRAVE TEACHERS PULL OUT OF THIS UNION AND SEND A MESSAGE TO THE UNION AND TO THE GOVERNOR? ALSO, TEACHERS, YOU CAN GIVE YOURSELF A THOUSAND DOLLARS A YEAR RAISE. PARENTS DO NOT WANT CRT, THE AGGRESSIVE SEX EDUCATION AND REVISION OF HISTORY TAUGHT TO OUR CHILDREN. THANK YOU VERY MUCH. THANK YOU. KATHY SATCHELL. I'M KATHY SATCHELL FROM YORBA LINDA. THESE ARE JUST A FEW OF MY DAD'S MEDALS, A WORLD WAR TWO, AND HE FOUGHT FOR OUR FREEDOM, AND SOME OF YOU ARE HOLDING BACK THESE PARENTS FROM GETTING THE FREEDOM THAT THEY DESERVE THE VACCINES, AS YOU KNOW, MANY OF THE EDUCATED PEOPLE, FIREMEN, POLICE OFFICERS, NURSES, DOCTORS ARE REFUSING TO GET VACCINATED. YOU BETTER LOOK INTO THAT. THERE'S SOMETHING MIGHT BE ABOUT THAT THAT YOU MIGHT WANT TO KNOW. SECONDLY, THIS IS CHILD ABUSE. I TALKED ABOUT THIS BEFORE. THIS DOES NOT WORK. THIS DOES NOT WORK. AND IT DOES A DETRIMENT TO THE CHILDREN'S MINDS. ALSO, CRT VIRGINIA SHOWED YOU ABOUT CRT AND AS FAR AS A TWO LIBERAL. PEOPLE ON THE BOARD NEXT YEAR, YOU BETTER START PACKING YOUR BAGS. THE NEXT SPEAKER IS ANDY FALCO. WOW. I CAN'T. MY NAME IS ANDY. I HAVE FIVE KIDS IN THE DISTRICT. I KNOW I LOOK VERY YOUNG, BUT I DO. I HAVE TWO IN ELEMENTARY SCHOOL, ONE IN JUNIOR HIGH AND TWO IN HIGH SCHOOL. AND WHEN I TELL THEM ABOUT HOW SCHOOL USED TO BE TAUGHT, IT'S LIKE TEACHING A FAIRY TALE. I SAY ONCE UPON A TIME, THEY USED TO TEACH US HOW TO READ. THEY USED TO TEACH US HOW TO COUNT. THEY USED TO TEACH US HOW TO WRITE. THEY USED TO TEACH US HOW TO THINK, NOT WHAT TO THINK. THAT IS WHAT THEY'RE DOING NOW. WE USED TO TEACH HISTORY. I LEARNED ABOUT SLAVERY. I LEARNED ABOUT THE BAD THINGS ABOUT THIS COUNTRY ALL THE TIME. I LEARNED HOW WE BOMBED THE HECK OUT OF JAPANESE ISLAND. I LEARNED HOW WE KEPT JAPANESE AMERICANS IN INDOCTRINATION CAMPS AND CAMPS HERE IN THE UNITED STATES. I LEARNED A LOT ABOUT THOSE THINGS, BUT THEY DIDN'T THEN TURN AROUND AND SAY, IT'S YOUR FAULT CHILD, THAT THESE THINGS HAPPEN IN OUR COUNTRY. THAT DID NOT HAPPEN. SO I DON'T KNOW WHAT IT IS WHEN PEOPLE ARE SAYING WE NEED TO TEACH THE TRUE HISTORY OF OUR COUNTRY. I LEARNED ABOUT THE TRUE HISTORY, THE HISTORY OF OUR COUNTRY, BUT THEY DIDN'T TURN IT AROUND AND SAY THAT IT WAS ALL MY FAULT. AND IF WE CAN GET THESE CAMERAS IN THIS ROOM, WE CAN GET CAMERAS IN THE CLASSROOM. IT'D BE VERY SIMPLE. YOU GUYS FIGURED THAT. THANK YOU. NEXT, SPEAKER IS SHANI MURRAY, THANK YOU. HI, MY NAME IS SHANI MURRAY, AND I'M HERE TO SAY, PLEASE DON'T CENSOR POILE EDUCATORS AND STUDENTS AS WELL-INTENTIONED AS YOU THINK THE BAN MIGHT BE, NOTHING PRODUCTIVE WILL COME OF SUCH CENSORSHIP. WE CAN'T TEACH OUR CHILDREN HOW TO RESPECT DIFFERENT VIEWPOINTS BY BANNING CONTENT. WE CAN'T TEACH OUR CHILDREN CRITICAL THINKING SKILLS BY SHIELDING THEM FROM ANYTHING CONTROVERSIAL. MY DAUGHTER ATTENDED PRESCHOOL THROUGH 12TH GRADE IN THIS DISTRICT, AND THERE'S ABSOLUTELY NOTHING I WOULD BAN FROM HER PE LAUSD EDUCATION. MY SON IS A FRESHMAN AND I CONTINUE TO TRUST POIO TEACHERS TO DEVELOP APPROPRIATE CURRICULUM WITHOUT UNNECESSARY RESTRICTIONS FROM PEOPLE WHO ARE NOT EDUCATORS. IF HE TAKES A COURSE THAT GIVES HIM A SENSE OF RESPONSIBILITY OF THE PRIVILEGE HE HAS BASED ON HISTORICAL TRANSGRESSIONS. [02:30:01] IT WILL FORCE HIM TO THINK MORE CRITICALLY ABOUT THE WORLD AROUND HIM, THE SUPPORTING YOUR GOAL OF HELPING STUDENTS NAVIGATE THE PRESENT AND FUTURE. I SUPPORT TRUTH AND FREEDOM AND EDUCATION, AND I OPPOSE THIS BAN. THE NEXT FOUR, GLORIA MAHONEY, FOLLOWED BY KAREN, FOLLOWED BY SAMIA HIGH AND THE FOURTH WOULD BE PAUL KUNKEL. I'LL REPEAT THEM AGAIN. GLORIA MAHONEY, KAREN SALMIYA HI, PAUL KUNKEL. ARE YOU, GLORIA, BY CHANCE? YOU ARE THE FIRST TO GO UP TO THE PODIUM AT THIS TIME? THANK YOU. GOOD EVENING, BOARD MEMBERS AND SUPERINTENDENT, WHAT I HEAR TODAY, SEE AND HEAR PEOPLE SPEAKING IS ABOUT PARENT CHOICE. WE'VE LOST THAT IDEA THAT PARENTS HAVE THE CHOICE ON ON VACCINATIONS FOR THEIR CHILDREN. THE PARENTS HAVE THE CHOICE OF CURRICULUM, WHICH WAS WHICH CRT IS EMBEDDED IN THE CURRICULUM AND THE ETHNIC STUDIES WHICH THIS DISTRICT AS WELL AS CALIFORNIA ADOPTED. GENDER THEORY IS ALSO A CONCERN FOR MANY PARENTS. THAT'S THAT'S THE PARENT'S RESPONSIBILITY TO DISCUSS THOSE THINGS. AND THERE'S AN ADDED CODE THAT SAYS THAT PLEASE INCLUDE PARENTS ON CURRICULUM DECISIONS. BOARD MEMBERS AND TEACHERS TOOK AN OATH OF ALLEGIANCE. SO IT'S IMPORTANT TO THINK ABOUT THE DECISIONS THAT YOU MAKE AS FAR AS CURRICULUM AND INCLUDING PARENTS IN THIS IN THESE DECISIONS AS WELL AS THE VACCINATION. THANK YOU. MY KIDS GO TO WILEY HS, AND I'M A TEACHER BY TRADE WITH A MASTER'S IN EDUCATION. SO DON'T TELL ME I CAN'T SPEAK ON THE SUBJECT. SOME OF YOU THINK CRT IS NOT BEING TAUGHT. YES, IT IS. IN FACT, THE TEACHER THAT SPOKE DURING THE EARLIER MEETING TRIED TO TEACH MY KIDS THAT THE WHITE HOUSE IS A SYMBOL OF WHITE SUPREMACY. I LEARNED THAT CURRICULUM CAME FROM THE ZINN PROJECT, WHICH IS SELF-IDENTIFIES AS A SOCIALIST ORGANIZATION WHOSE MAIN PURPOSE IS TO PROVIDE CURRICULUM FOR TEACHERS THAT PRESENTS HISTORY THROUGH A MORE SOCIAL JUSTICE LENS THAT IS CRT CRITICAL RACE THEORIES. ROOTS ARE MARXIST CRITICAL RACE THEORY IS THE SOFT BIGOTRY OF LOW EXPECTATIONS. BUT WHAT I CAN'T UNDERSTAND IS FOUR MONTHS DURING THE ETHNIC STUDIES DEBATE, WE'VE BEEN TOLD OVER AND OVER THAT CRT ISN'T BEING TAUGHT, SO NO NEED TO WORRY. SO WHY NOW ARE THOSE SAME PEOPLE SO ADAMANT ABOUT NOT BANNING IT? NEXT TOPIC MASK MANDATES WERE TO CONDITION YOU FOR VACCINE MANDATES. VACCINE MANDATES ARE TO CONDITION YOU TO HAND OVER YOUR BODILY AUTONOMY, BECAUSE ONCE YOU DO THAT, YOU'VE HANDED IT OVER TO THE STATE. SOUND FAMILIAR? IT'S CALLED MARXISM. I NEED TO HAVE YOU CONCLUDE THANK YOU AND SIT DOWN. THANK YOU VERY MUCH. DITCH THE MASK REQUIREMENT AND HELP US FIGHT THE NEXT PERSON COMING UP AS TO ME, HI, IT'S ME, I HEAR. NO, I DON'T SEE. OK. YES, PLEASE. MR. KUNKEL. HELLO, MY NAME IS PAUL KUNKEL. I HAVE A DAUGHTER IN THE DISTRICT. I WASN'T ASKED BY MY UNION TO BE HERE. I WASN'T GIVEN HOURS TO SHOW UP. I CAME HERE FOR MY KID, NOT BECAUSE OF THE WHAT I RECEIVED. LET'S SEE. I'VE SPOKEN TWICE TO YOU. YOU OBVIOUSLY NOT LISTENING BECAUSE I WAS CONTACTED BY MY CHILD'S SCHOOL ACCUSING ME OF LYING ABOUT STUFF THAT I'VE TOLD YOU. IF YOU WOULD HAVE BEEN LISTENING, YOU WOULD HAVE HEARD WHAT I SAID, WHICH WAS THAT FOR OVER A YEAR AT ANOTHER SCHOOL. SO IF WE'RE LISTENING, MY CHILD WAS HARASSED BY A TRANSGENDER KID WHO STILL CONTINUES TO HARASS ME WHILE HE'S IN SCHOOL. NOW, THIS DID NOT HAPPEN IN THIS SCHOOL SO THAT WE ARE CLEAR. YOU DON'T NEED TO PULL MY CHILD IN TO SPEAK TO MY CHILD WITHOUT MY PERMISSION. NOT ONCE, BUT TWICE. AND THEN TO HAVE ONE OF THE SCHOOL STAFF CALL ME AND ACCUSE ME OF LYING. [02:35:04] THANK YOU VERY MUCH. THANK YOU. HEY, THE NEXT GROUP. JAN TEMPLIN, FOLLOWED BY CURTIS MCARTHUR MCKEITHEN, FOLLOWED BY MIKE RODRIGUES, FOLLOWED BY MAGDALENA APARICIO. WELL, HI. I HAVE SPOKEN HERE BEFORE ABOUT WHY I THINK CRITICAL RACE THEORY IS A REALLY BAD IDEA. AND SO I'M NOT GOING TO GO INTO THAT TONIGHT. BUT WHAT I WILL SAY IS REALLY, LET'S SAY I'M WRONG, LET'S SAY IT'S A GOOD IDEA. WHAT GOOD CAN COME FROM IT, HONESTLY? HOW DOES IT IMPROVE OUR CHILDREN'S EDUCATION? HOW DOES IT FOSTER A DESIRE FOR EXCELLENCE BY SEPARATING CHILDREN, BY RACE AND INSINUATING THAT SOME ARE HOLDING OTHERS BACK BY PERPETUATING SOME SORT OF SYSTEMIC RACISM? DOESN'T THIS CREATE DIVISION AND HATRED? I DON'T THINK IT CREATES FRIENDS TO BE, YOU KNOW, COME ON, LET'S LET'S THINK ABOUT IT BY INSISTING THAT OTHERS ARE NOT ONLY AT A DISADVANTAGE, BUT ACTUALLY SO OPPRESSED THAT THEY CAN'T SUCCEED. HOW DOES THIS NOT DISCOURAGE THEM? I DON'T. I JUST DON'T GET IT BY FOCUSING ON PROGRAMS THAT SEPARATE STEREOTYPE, DEMEAN AND SCAPEGOAT CHILDREN ON THE BASIS OF THOSE ON WHAT THEY CAN'T CHANGE. I DO NEED TO HAVE YOU. DOES THIS IMPROVE EDUCATION FOR? THANK YOU. CURTIS MCCARRON, PLEASE. SORRY, I FORGOT THE ORDER. THANKS. I'VE SPOKEN THE LAST SEVERAL MONTHS, BUT I WANTED TO TAKE A SECOND AND AND HUMBLY APOLOGIZE FOR CASTING ASPERSIONS. I THINK THAT THERE ARE SOME LEGIT CONCERNS TO BE BROUGHT UP. I DON'T WANT MY CHILD LEARNING THAT SOMEBODY ELSE IS HOLDING THEM BACK. I DON'T WANT SOMEBODY ELSE TO THINK THAT PRIVILEGE MEANS THAT YOU HAVE TO BE AN OPPRESSOR OR THAT IF YOU'RE MARGINALIZED, YOU HAVE TO BE A VICTIM. BUT THAT'S NOT WHAT CRT TEACHES, AND IT'S NOT WHAT ETHNIC STUDIES IS GOING TO TEACH. PLEASE TALK TO US. I DON'T WANT MY KIDS TO HAVE TO LEARN IN FRONT OF A SCREEN, EITHER. I DIDN'T LIKE IT WHEN THEY WERE HOME. I DIDN'T LIKE WHAT THEY HAD TO WEAR MASKS, BUT WE NEEDED TO DO THESE THINGS TO CONTROL COVID. WE ARE NOT YOUR ENEMIES. PLEASE COME TALK TO US. LET'S HAVE A RATIONAL AND REASONABLE DISCUSSION. INSTEAD, WE GET THINGS LIKE THIS RESOLUTION, WHICH HAS ABSOLUTELY NO SUBSTANCE TO IT AT ALL BECAUSE ALL YOU WANT TO DO IS TO GET A WIN IN THE POLITICAL COLUMN. THANK YOU. NEXT IS MIKE RODRIGUEZ. GOOD EVENING. I'D LIKE TO DISCUSS THE PROPOSED BAN ON CRT. BUT FIRST, A LITTLE BIT ABOUT THE WORDING. YOU WANT TO FREE PEOPLE, STUDENTS FROM THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST. WHAT DOES THAT EVEN MEAN? IT IS ALL OUR RESPONSIBILITY IS TO TEACH OUR HISTORY IN AN HONEST AND AUTHENTIC WAY. WHAT THIS TELLS ME IS THAT YOU DON'T WANT TO UNCOVER THE HISTORY OF RACISM, DISCRIMINATION AND MARGINALIZATION IN OUR CLASSROOMS. WHAT I'VE LEARNED, WHAT I'VE SEEN IN COMMUNITIES LIKE PLACENTIA YORBA LINDA, WHO HAVE HISTORICALLY BEEN MAJORITY WHITE THROUGH RACIALIZED PROCESSES SUCH AS SEGREGATION AND REDLINING. THEY'RE HAVING A REALLY BIG PROBLEM WHEN THEIR COMMUNITY STARTS SEEING AN INCREASE IN PEOPLE OF COLOR IN THEIR NEIGHBORHOODS AND THEIR SCHOOLS, SO THEY DON'T WANT TO ADJUST TO DEMOGRAPHIC SHIFTS IN THEIR NEIGHBORHOODS. THESE ACTIONS LIKE TRYING TO BAN CRT AS A LAST GASP TO STOP CHANGE. BUT IF YOU REALLY WANT TO EMPOWER YOUR STUDENTS, PLEASE INCLUDE THE CURRICULUM THAT EXPLORES THE SOCIAL CONSTRUCTION OF RACE AND SYSTEMIC RACISM. THIS IS AN INJUSTICE TO TRY TO COVER UP THESE HISTORIES, AND BANNING CRT IS RACIST IN ITSELF. OH YES, AND WE ARE STILL WAITING FOR AN APOLOGY FROM ONE OF THE BOARD MEMBERS THAT MARCHED WITH INSURRECTIONISTS. WHY NOT? JUST ON JANUARY SIX WHEN THEY ATTEMPTED TO. DEMOCRATIC ELECTION, I DO NEED TO. MY MAGDALENA APARICIO. HELLO. WEEKS AGO, A STUDENT AT MY SCHOOL CREATED A MESSAGE OF HATE IN A SEEMINGLY INNOCENT FOOTBALL FIELD. YOUR DAD IS MY GARDENER, IT READ A STATEMENT MOCKING HISPANIC STUDENTS IN MINUTES. [02:40:04] PI USD WAS DIVIDED AS HISPANIC STUDENT AND CHILD OF MEXICAN IMMIGRANTS. I SAT IN MY CLASSES WHILE MY CLASSMATES DEBATED MY RIGHT TO BE ANGRY. NOW, MORE THAN EVER, WE MUST HAVE UNCOMFORTABLE CONVERSATIONS OR INCIDENTS LIKE THESE ARE MORE LIKELY TO OCCUR AND WILL BE SWEPT UNDER THE RUG IF WE NO LONGER WANT TO LIVE IN A WORLD THAT SYSTEMICALLY OPPRESSES RACIAL MINORITIES. WE NEED TO START BY UNDERSTANDING AND TEACHING THE TRUTH OF THESE SYSTEMS. WITHOUT THESE, WITHOUT THESE, WITHOUT THESE MOVEMENTS, WE ARE ONLY REGRESSING. WITHOUT THIS, WE ARE ONLY HARMING OUR STUDENTS AND LIMITING OUR EDUCATORS. I AS WELL HAVE HUNDREDS OF OTHER STUDENTS AND FACULTY MEMBERS AT BYU. LAUSD STRONGLY OPPOSE THE BAN OF CRT. EDUCATION DOES NOT THRIVE IN A COMFORT ZONE. IGNORANCE DOES NOT BELONG IN A CLASSROOM. THANK YOU. OK. THE NEXT FOUR TO COME UP. JOSEPHINE KIM, CAMILLE KONG, IF I HAVE THAT CORRECT, I HOPE DONNA GREELY'S EGREGIOUS, PRETTY CLEAR. I GUESS I GOT THAT. AND MARIA STUBBS AND I JUST WANT TO SAY, I WANT TO SAY THAT AS PEOPLE ARE SPEAKING, JUST PLEASE DO NOT DROWN THEM OUT. I WILL ASK THEM TO BE SEATED. BUT IT'S NOT YOUR ROLE AT THIS TIME. THANK YOU. HELLO, MY NAME IS JOSEPHINE KIM, AND I AM A STUDENT AT WILEY CHESS. GROWING UP AS AN ASIAN AMERICAN, YOU COULD ALREADY ALREADY IMAGINE THE SITUATIONS I'VE BEEN THROUGH. WHAT MEMORY I RECALL WAS AN INCIDENT WHERE MY FAMILY SAT ME DOWN AND TOLD ME HOW TO DEFEND MYSELF FROM HARASSMENT DUE TO MY DUE TO MY RACE. YET I RECALL ALL THE PAST ISSUES NEVER HAD ANY CONSEQUENCES TO THEM. HOW WILL THE FUTURE GENERATIONS UNDERSTAND THE BASIC FUNDAMENTALS ABOUT RACE? THE REASONS WHY SO MANY PEOPLE GET HURT AND UNDERSTAND HOW UNFAIR AND XENOPHOBIC THE SOCIETY IS? I UNDERSTAND THEY'RE NOT TALKING ABOUT AN ISSUE MAY SEEM LIKE THE BETTER SOLUTION, BUT ONE DOES HIDING A PROBLEM LOOK LIKE A SOLUTION MORE THAN IGNORANCE? IGNORANCE IS BLISS, BUT THAT DOES NOT MEAN THAT THE REAL WORLD DOESN'T EXIST. IF WE HAVE THE ABILITY TO READ FREELY, THEN WHY ARE WE PROPOSING THE IDEA TO CENSOR BOOKS AND AUTHORS THAT TALK ABOUT DIVERSITY, EQUALITY AND EQUITY? OUR PROBLEMS DO NOT JUST DISAPPEAR IF WE RUN AWAY FROM THEM. LET'S STOP THE CRT BAN A PILL USD. THANK YOU. NEXT, SPEAKER CAMILLE. I HATE CHINA AND ALL THE OTHER ASIAN COUNTRIES LEAVE OUR COUNTRY. I CLOSE MY PHONE TO THE BLARING HATE SPEECH ON MULTIPLE SOCIAL MEDIA PLATFORMS. TO BE HONEST, I WAS SCARED. I WAS TERRIFIED. AND WHEN I LEARNED I WAS IGNORED FOLLOWING THE GUIDELINES GIVEN BY MY SCHOOL, I TALKED TO AN ADULT. I SHARED THE STORY, EXPLAIN HOW MUCH IT HURT MY FRIENDS AND I. I FOLLOWED THE CORRECT STEPS, RIGHT? I TOLD THE STAFF MEMBER THE CORRECT THINGS, RIGHT? THEY SHOULD HAVE TAKEN THE CORRECT MEASURES, RIGHT? REPLY. WE'LL LOOK INTO THIS. AND MONTHS LATER, NOTHING HAPPENED. TO WHAT EXTENT IS THIS A REGULAR OCCURRENCE? A REGULAR PATTERN ACTUALLY IN OUR MODCLOTH? YOU WERE INSTRUCTED TO FIND A PATTERN AND ANALYZE THE FUTURE EFFECTS. IF I'M HERE, TENS AND HUNDREDS ARE HERE TO SAY THERE'S A PROBLEM. CAN YOU ANALYZE THE FUTURE EFFECTS? BUT CRT BAN IS A COMPILATION OF HARMFUL ACTS THAT CONTINUE A PATTERN OF INJUSTICE FOR OUR STUDENTS. THE NOTICE NEEDED IN PURCHASING WHICH YOU HAD CREATED AND POSTED ON EVERY SCHOOL WALL NOW IS ONLY TO BE CONTRADICTED BY YOUR ACTIONS. THANK YOU. THANK YOU. DONNA, EGREGIOUS, EGREGIOUS. OH. THAT'S PERFECT. HI, MY NAME IS DONNA ELIAS, AND MY HUSBAND AND I HAVE THREE CHILDREN. OUR OLDEST IS A FRESHMAN AT EL DORADO HIGH SCHOOL AND I WOULD LIKE TO SPEAK REGARDING THE DECISION TREE FOR CLOSE CONTACT BY COVID POSITIVE PERSON. WE HAVE EXPERIENCED WE HAVE EXPERIENCE WITH THE DECISION TREE BECAUSE OUR NINTH GRADER HAS RECEIVED THAT DREADED CLOSE CONTACT EMAIL DURING THE FIRST WEEK OF SCHOOL, ACTUALLY A SECOND WEEK OF SCHOOL. HE NEVER HAD COVID, NOR HAS HE HAD THE COVID SHOT, ACCORDING TO THE DECISION TREE. HE WAS ABLE TO ATTEND SCHOOL, MASKED INDOORS AND OUTDOORS, AS WELL AS BE TESTED TWICE FOR COVID, BUT WAS NOT ABLE TO PARTICIPATE IN ANY EXTRACURRICULAR ACTIVITIES. AS A FRESHMAN AT EL DORADO HIGH SCHOOL, HE HAS HAD THE AMAZING OPPORTUNITY TO BE PART OF THE AWARD WINNING EL DORADO HIGH SCHOOL BAND IN COLOR GUARD AND IS GIVING HIM A PLACE TO BELONG. AND HE HAS SPENT COUNTLESS HOURS PRACTICING AND REHEARSING ORIGINAL TO [02:45:03] THIS CLOSE CONTACT. HE WAS NOT ABLE TO PARTICIPATE IN THE PLAYING OF THE BAND FOR THE BELL GAME. THEY HAD MISSED A WEEK OF REHEARSALS THAT WERE OUTSIDE OF SCHOOL. UNFORTUNATELY, AND FORTUNATELY, HE'S NOT HAD TO MISS ANY OF THE SATURDAY FUTSAL COMPETITIONS. I WOULD JUST LIKE TO SAY THAT THE DECISION TREE SHOULD BE APPLIED TO ALL STUDENTS BECAUSE VACCINATED AS WELL AS UNVACCINATED CAN SPREAD AS WELL AS, YEAH, BASICALLY SPREAD COVID. THANK YOU. MARIA? YES. I AM REPRESENTING MY FAMILY AND MY NEIGHBORHOOD, WHERE PEOPLE FROM ALL ETHNICITIES AND RELIGIONS WITH A STRONG STANCE FOR PARENTAL CHOICE. WE VOTED OUR CURRENT MEMBER AFTER TWO FAMILIES HAVE PUT OUT SOME SIGNS. THEY EXPLAIN THIS CANDIDATE WAS A MEMBER OF THEIR FAITH A SOLID, STRONG FOR FREEDOM, FAMILY ORIENTED WITH A LIKE MORALS AND VALUES INDIVIDUAL. OCT. 12. EXCERPT FROM THE LETTER FOLLOW UP INFORMATION REGARDING STATE'S COVID COVID 19 VACCINE MANDATE BY SUPERINTENDENT JIM L. SASSER AND I QUOTE WE ARE ALSO GRATEFUL FOR YOUR UNDERSTANDING THAT A SCHOOL BOARD AND DISTRICT ADMINISTRATION ARE NOT LEGALLY PERMITTED TO LESSEN THE REQUIREMENTS WHERE UNDER FROM THE STATE OF CALIFORNIA. CALIFORNIA DEPARTMENT OF PUBLIC HEALTH AND ORANGE COUNTY HEALTH CARE AGENCY, NOVEMBER 11. FOX NEWS HEADLINE CALIFORNIA SCHOOL DISTRICT WILL NOT COMPLY WITH NEWSOM'S COVID 19 VACCINE MANDATE. THE STATE IS AWARE OF POSSIBLE REPERCUSSIONS. THE DECISION CAME DURING THE TUESDAY MEETING AND APPLIES TO BOTH STUDENTS AND STAFF. CALAVERAS DISTRICT WILL DISCUSS AND POSSIBLY MAKE A DECISION ON MASK MANDATES AND TESTING PROTOCOLS AT A LATER DATE. BUT MEMBERS OF THIS COMMUNITY SCHOOL TODAY DEMANDED ME TO FOLLOW SUIT TO STATE MY HUMBLE MARIJUANA. TWO AND I UNDERSTAND. THANK YOU. THANK YOU. NEXT PERSON SPEAKING BEN STUBBS, JULIA JULIA DE DODO, ADRIANA Q AND BRIGITTE TANNER. BEN PHILLIPS, BEN STOKES, I HAVE A CHILD IN THE DISTRICT THIS PAST SUMMER, I PRESENTED TO THE BOARD MY PREDICTION, WHICH UNFORTUNATELY DID COME TO PASS THAT THE MASK MANDATE FOR OUR CHILDREN WOULD REMAIN IN PLACE AT LEAST UNTIL NOVEMBER UPON EMERGENCY AUTHORIZATION FROM THE FDA OF THE EXPERIMENTAL JAB. WELL, HERE WE ARE, AND THE GOVERNOR MANDATED THIS PHARMACEUTICAL PRODUCT ON OUR KIDS BEFORE IT EVEN RECEIVED THE RED STAMP. CONCERNED PARENTS PRESENT TONIGHT DO NOT TAKE ANY EXEMPTION AS CONCESSION. LET US HAVE NO ILLUSION THAT A PERSONAL BELIEF OR MEDICAL EXEMPTION FROM THIS JAB AND ITS BOOSTERS WILL BE AVAILABLE FOR LONG. KEEP AN EYE ON LEGISLATION SOON TO COME OUT FROM CALIFORNIA STATE SENATOR RICHARD PAN'S OFFICE AND HIS COLLEAGUES. THEY WILL MAKE SURE THAT ANY SUCH EXEMPTION NEVER SEES THE LIGHT OF DAY. THIS GOVERNOR IS PLAYING BY HIS RULES, WHICH IS MIGHT MAKES RIGHT. I THINK HE FORGETS WHAT COUNTRY HE'S IN. HE THINKS HE CAN ENCOURAGE HIS PEOPLE INTO EXTENDING THIS INTO MARCH 2022 AND PENSIONS EXPERIMENTAL PRODUCT INTO OUR CHILDREN'S ARMS REPEATEDLY. WHEN DOES IT END? THE BETTER QUESTION IS BY WHOM DOES IT END? IT ENDS WITH US AND OUR BOARD. HOPEFULLY TONIGHT. HELLO. HELLO, MY NAME IS JULIA D'ADDARIO. I'M CURRENTLY A JUNIOR AT YORBA LINDA HIGH SCHOOL, INVOLVED IN VARSITY CHEER. I'M HERE TO SHARE MY VOICE REGARDING THE COVID 19 VACCINE MANDATE. OUR STATE HAS PUT UPON US IT IS NOT THE VACCINE ITSELF, BUT THE CARD WE HAVE TO USE IN ORDER TO HAVE EDUCATION AND HOW MY SCHOOL IS TREATING ME. I HAVE MISSED OVER WEEKS OF SCHOOL BECAUSE I'VE BEEN EXPOSED TO SOMEONE WITH COVID AND I'M NOT VACCINATED AND I DO NOT CHOOSE TO BE VACCINATED, UNLIKE THOSE WHO HAVE BEEN VACCINATED. I WILL NOT EVER PUT UP WITH THIS AGAIN. THIS IS RIDICULOUS. AND THE KYOTO PROTOCOL TREE IS STUPID. IT CREATES DIVISION AMONG MY STUDENT BODY AND TEAM. THIS IS JUST THE START OF SEGREGATION. EVERYONE NEEDS TO WAKE UP. HELLO, MY NAME IS ADRIANA QUINLIVAN. MY SON IS A KINDERGARTNER AT WAGNER ELEMENTARY. EARLY YESTERDAY MORNING, THERE WERE HUNDREDS OF PAIRS OF SHOES LEFT IN FRONT OF THIS BUILDING. I'M NOT SURE IF YOU SAW THEM BECAUSE THEY WERE PICKED UP BY A CLEANING CREW BEFORE THE SUN CAME UP. SO I WANTED TO LET YOU KNOW THAT THEY WERE THERE, HUNDREDS OF THEM. MANY OF THOSE SHOES ARE REPRESENTED BY PARENTS IN THIS ROOM. [02:50:04] PARENTS WHO ARE NOT ANTI-VACCINE BUT ARE ANTI MANDATE. PARENTS WHO HAVE THE RIGHT TO DECIDE WHAT MEDICAL TREATMENTS THEY WILL ELECT FOR THEIR CHILDREN. IF THIS VACCINE MANDATE IS PASSED INTO LAW, I WILL BE ONE OF MANY REPRESENTED HERE TO PULL MY CHILD FROM THIS SCHOOL DISTRICT. IN A DEMOCRATIC REPUBLIC WHERE PUBLIC OFFICIALS ARE ELECTED, THE PEOPLE HOLD THE POWER. WE, THE PEOPLE, PUT YOU IN A POSITION OF POWER IF YOU DO NOT REPRESENT THE BEST INTEREST OF YOUR CONSTITUENTS, YOUR STUDENTS AND THE FAMILIES IN YOUR COMMUNITY. YOU CAN AND WILL BE VOTED OFF THIS BOARD. PLEASE DO NOT FORGET THAT I AM BEGGING YOU RIGHT NOW TO STAND WITH US, STAND WITH STUDENTS, PARENTS, TEACHERS, DISTRICT EMPLOYEES AND COMMUNITY MEMBERS FOR CHOICE. STAND WITH THOSE WHO HAVE EXAMINED THE FACTS. EVALUATE. THE RISKS AND POTENTIAL BENEFITS AND OPTED AGAINST THIS MEDICAL TREATMENT. STAND WITH US ON THE SIDE OF CHOICE FOR OUR KIDS AND OUR BABIES FOR CONCLUDING. GOOD EVENING. I'D, FIRST OF ALL, LIKE TO START BY, I FEEL LIKE THERE'S A CONFUSION AGAINST ETHNIC STUDIES AND CRT. US PARENTS ARE NOT AGAINST ANY ETHNIC STUDIES BEING TAUGHT. LEARNING ABOUT DIFFERENT CULTURES, DIFFERENT RACES. WE ARE NOT AGAINST LEARNING TO LOVE AND TO KNOW ABOUT HOW EVERYTHING CAME TO BE HERE IN AMERICA. AMERICA DOESN'T HAVE A PRETTY HISTORY, NEITHER DOES ANY COUNTRY, AND WE ARE NOT AGAINST LEARNING THE REAL HISTORY OF HOW THIS CAME TO BE, BECAUSE THE TRUTH IS WE HAVE COME SO FAR. OUR COUNTRY AND THE PEOPLE AND THE HISTORY HAS MADE SO MANY SACRIFICES TO BE WHERE WE ARE TODAY. WHAT CRT DOES IS TAKE US BACKWARDS. THIS PUTS OUR CHILDREN INTO TWO CATEGORIES. TWO. THERE ARE SO MANY MORE THINGS THAT ARE IMPORTANT IN THIS WORLD THAN THAT CHARACTER. I NEED TO HAVE INCLUSION AND ACCEPTANCE. THANK YOU. OK, THE NEXT FOUR COMING UP ARE TINA HAHN'S. MIGUEL LOPEZ DOES ST. AMUNT AND ILEANA MICE. GREETINGS AND SALUTATIONS. MY NAME IS TINA HANCE, AND I'M HERE TO URGE YOU TO VOTE AGAINST THE IMPLEMENTATION OF CRITICAL RACE THEORY. PROPONENTS OF THIS THEORY ARGUE THAT IF WE DO AWAY WITH CRITICAL RACE THEORY, THEN CHILDREN WON'T LEARN ABOUT RACE AND RACE RELATIONS. NO ONE HERE TONIGHT IS AGAINST LEARNING ABOUT RACE, ABOUT THE PROBLEMATIC PARTS OF NOT ONLY U.S. HISTORY, BUT WORLD HISTORY. EVERY COUNTRY HAS PROBLEMS, EVERY COUNTRY HAS DARK MOMENTS, AND WE ARE FINE BEING TAUGHT THAT. HOWEVER, THE THING THAT WE HAVE AN ISSUE WITH IS THE EDUCATION SYSTEM DIVIDING STUDENTS INTO GROUPS OF VICTIMS AND OPPRESSORS, AS WELL AS RACE ESSENTIALISM. IN JANUARY OF THIS YEAR, A STORY BROKE ABOUT A THIRD GRADE TEACHER IN CUPERTINO ASKING HER THIRD GRADERS TO RANK THEMSELVES BASED ON THEIR POWER AND PRIVILEGE. I REFUSE TO BELIEVE THAT ANY CHILD IS INHERENTLY BAD BECAUSE OF THE SINS OF THE PAST. THANK YOU. NEXT PERSON IS MIGUEL LOPEZ. OH, SORRY. SO REALLY QUICKLY, CRT IS NOT BEING TAUGHT ETHNIC STUDIES IS SOMETHING TOTALLY DIFFERENT, AND YOU'RE RIGHT, YOUR CHILDREN AREN'T INHERENTLY OPPRESSORS. ETHNIC STUDIES DOESN'T TEACH THAT NEITHER TO CRT. IT TEACHES THAT RACE IS A SOCIAL CONSTRUCT, NOT A BIOLOGICAL CONSTRUCT. THERE'S A HUGE DIFFERENCE. YOU'RE NOT BORN ANYWAY. YOU'RE NOT ALL OF A SUDDEN AN OPPRESSOR BECAUSE YOU MIGHT BE LIGHTER SKINNED. AND HISTORY IS NOT JUST SOME ANCIENT THING. IT'S NOT WHETHER OR NOT THE WHITE HOUSE IS A SYMBOL OF WHITE SUPREMACY, ALTHOUGH TWO HUNDRED SLAVES BUILT IT, AND YOU CAN LOOK THAT UP YOURSELF ON THE WHITE HOUSE WEBSITE. IT'S ABOUT THE FACT THAT KIDS LIVE WITH IT TODAY. YOU'VE JUST HEARD CHILDREN COME UP RIGHT NOW, TELL YOU ABOUT WHAT THEY EXPERIENCE ON A DAILY BASIS RIGHT NOW IN LAUSD. AND YOU DON'T WANT TO DEAL WITH IT. IT'S RIDICULOUS THAT YOU'RE PUTTING THE KIDS THROUGH THIS AND YOU DON'T WANT TO ACTUALLY [02:55:03] OPEN UP TO IT, I MEAN, MAYBE TAKE A COURSE IN ETHNIC STUDIES YOURSELF. FULLERTON IS RIGHT DOWN THE STREET. HELL, YOU COULD TAKE A COURSE ONLINE FOR FREE. YOU DON'T EVEN NEED TO PAY. HOW HARD IS THAT? THANK YOU. PAY DESS. CAN YOU PLEASE EXPLAIN TO ME HOW CHILDREN OF COLOR CAN AND DO EXPERIENCE RACISM AND AGGRESSIONS, YET THEIR PEERS ARE TOO YOUNG TO LEARN ABOUT HOW THE SAME PREJUDICES HAVE SHAPED OUR SYSTEMS IN HISTORY? HOW WOULD THIS BAN BE ENFORCED? WELL, WHERE'S THE LINE DRAWN? SINCE RACE AND PREJUDICE ARE INTERTWINED WITH SO MANY TOPICS, WILL TEACHERS BE ALLOWED TO DISCUSS THE CIVIL RIGHTS MOVEMENT? WHAT ABOUT SLAVERY OR THE EFFECTS OF JIM CROW LAWS AND REDLINING? OH, BUT WHAT IF SOMEONE FEELS BAD WHEN WE'D BE ABLE TO STUDY TO KILL A MOCKINGBIRD? ARE YOU GOING TO CHANGE THE COLLEGE BOARD STANDARDS NEXT? WELL, AP LITERATURE CLASSES BE ABLE TO READ BELOVED WHAT WE'D BE ABLE TO DISCUSS THE HOLOCAUST? OR IS THAT NOW GOING TO BE CONTROVERSIAL? WHERE DOES IT END? HOW WILL THE PROPOSED BAN HELP STUDENTS AND STAFF OF COLOR FEEL NOTICED, NURTURED AND NEEDED? HOW DO YOU THINK WE FEEL ABOUT THE FACT THAT THIS RESOLUTION IS EVEN BEING CONSIDERED? OUR DISTRICT IS GROWING MORE DIVERSE EACH YEAR. WHO IS THIS STAND SERVING? WHO IS BEING PROTECTED? I STRONGLY OPPOSE THIS BAN. ETHICS, ETHNIC STUDIES IS NOT THE EVIL THAT YOU THINK IT IS. I SAY THIS AS SOMEBODY STUDYING ETHNIC STUDIES RIGHT NOW. I DON'T LEARN ABOUT CRT. MY FRIENDS IN LAW SCHOOL CAN BECAUSE THAT'S WHAT IT IS. IT'S AN OPTIONAL LAW SCHOOL CLASS, AND I DON'T HATE EVERY WHITE PERSON THAT CROSSES MY PATH. WHAT I HAVE DONE, THOUGH, IS I'VE LEARNED ABOUT PEOPLE LIKE DOLORES HUERTA. I HAVE LEARNED THAT IT WAS NOT ONLY MEXICAN-AMERICANS THAT HELPED CREATE THE NATIONAL FARM WORKERS ASSOCIATION, BUT THAT FILIPINO AMERICANS SPEARHEADED THE MOVEMENT AND WORKED IN SOLIDARITY WITH US. I HAVE LEARNED THAT PEOPLE LIKE ME CAN MAKE HISTORY SOMETHING I NEVER THOUGHT I WOULD BE ABLE TO LEARN WITHIN THE AMERICAN EDUCATION SYSTEM. I HOPE MANY MORE KIDS CAN LEARN THAT TOO. AND IF YOU WANT TO OPPOSE THAT, LET IT BE ON YOUR CONSCIENCE, BUT IT WILL NOT BE ON MINE. OK. THE NEXT GROUP OF SPEAKERS COMING FORWARD, MCKENNA HASTINGS, FOLLOWED BY RAQUEL FLEISHER, FOLLOWED BY DAVID GARCIA, FOLLOWED BY. I BELIEVE IT'S BERNARD, DEAN COURTIN OR CORTINES, I MAY HAVE THAT INCORRECT. FIRST ONE IS MCKENNA HASTINGS. HI, I AM A FRESHMAN AT ESPERANZA HIGH SCHOOL, AND I BELIEVE CRT SHOULD NOT BE BANNED. I BELIEVE THIS BECAUSE I BELIEVE THERE ARE TWO SIDES TO EVERY STORY AND THAT BOTH SIDES NEEDS TO BE EQUALLY DISCUSSED. I SAY THIS BECAUSE IN MY HISTORY CLASSES I'VE TAKEN AND IN MY PERSONAL LIFE, I'VE ONLY HEARD ONE SIDE OF THE STORY BEING DISCUSSED AND THAT MUST STOP. FOR EXAMPLE, IN MY FAMILY, MY DAD'S SIDE IS DEMOCRATIC AND MY MOTHER'S SIDE IS REPUBLICAN. WHEN I WAS LITTLE, I WOULD LISTEN MORE TO MY DAD'S SIDE. BUT AS I'VE GOTTEN OLDER, I'VE REALIZED I NEED TO LEARN BOTH SIDES OF THE STORY TO FULLY UNDERSTAND WHAT HAPPENS AS A WHOLE. I FEEL THAT THIS ALSO APPLIES TO HISTORY BECAUSE IF WE ONLY LEARN FROM ONE SIDE OUR WHOLE LIVES, WE AREN'T ACTUALLY LEARNING ANYTHING. THANK YOU. THANK YOU. THE NEXT PERSON IS RAQUEL FLEISHER. GOOD AFTERNOON, MY NAME IS RAQUEL FLEISCHER. I'M A TEACHER AND MOM OF THREE STUDENTS IN THE DISTRICT. HISTORY IS A COLLECTION OF EVENTS TOLD FROM A VARIETY OF PERSPECTIVES. OUR STUDENTS NEED TO HEAR ALL PERSPECTIVES IN ORDER TO LEARN EMPATHY AND ENGAGE IN CRITICAL THINKING. THE ANSWER ISN'T TO BAN A PERSPECTIVE, BUT TO EXAMINE IT ALONG WITH OTHERS. OUR STUDENTS NEED TO READ THE GREAT GATSBY AND BETWEEN THE WORLD AND ME. THEY NEED TO LEARN ABOUT GEORGE WASHINGTON. THE FIRST PRESIDENT AND THE SLAVEHOLDER BANNING IDEAS IS THE PATHWAY TO CENSORSHIP AND THE DEATH OF CRITICAL THINKING. YOU DON'T CARE TO LISTEN TO ME. FINE. I'D RATHER YOU LISTEN TO THE KIDS AND THEIR STORIES, ESPECIALLY THE KIDS OF COLOR. WHAT WILL WE DO FOR THEM? [03:00:02] HOW WILL WE ADDRESS THE INJUSTICES THEY FACE ON THEIR CAMPUSES? OR WILL WE BAN THEIR STORIES AND LABEL THEM CRT TO? OK, REMIND ME AGAIN, WHO WANTS FREEDOM AND WHO WANTS FREEDOM OF CHOICE, WHO WANT FREEDOM OF CHOICE. I WANT FREEDOM TOO. THERE IS NO FREEDOM IN NOT KNOWING AND THERE IS NO FREEDOM IN A BAN. CRITICAL RACE THEORY SUPPORT STUDENTS OF COLOR AND BRINGS TO LIGHT HOW WE AS A COMMUNITY, UNDERSERVED OUR SCHOOLS, OUR COMMUNITY AND OUR CHILDREN. LEARNING ABOUT PRIVILEGE DOES NOT MAKE YOU AN OPPRESSOR. IT MAKES YOU RESPONSIBLE. IN FACT, PRIVILEGE GIVES YOU THE FREEDOM OF CHOICE. WELL, YOU HAVE CHOICE TO ADDRESS THE PROBLEMS IN THIS COMMUNITY, IN YOUR STUDENT'S CLASSROOM, YET SOME PEOPLE ON THIS BOARD AND ON THIS AUDIENCE CHOOSE TO NOT. CRITICAL RACE THEORY SUPPORTS THE LIVES AND EMPOWERMENT OF YOUR CHILDREN'S LEARNING. IT SUPPORTS THE LIVES OF STUDENTS YOU ARE RESPONSIBLE FOR. CHANGE IS NOT TOMORROW. IT IS TODAY. IT IS YOUR STUDENTS. SO USE YOUR CHOICE. CHOOSE CRITICAL RACE THEORY AND CHOOSE ETHNIC STUDIES. OK. OH, I'M SO SORRY. I'M SORRY TO KNOW HISTORY IS TO KNOW SELF. I'M BERNADINE CATENA, A SOPHOMORE, CHAPMAN UNIVERSITY, AND I OPPOSE THE CRT BAN THREE YEARS AGO. I IMMIGRATED FROM THE PHILIPPINES AND IT WAS NOT UNTIL MY FIRST SEMESTER OF COLLEGE THAT I FINALLY SAW MYSELF IN MY EDUCATION THROUGH AN ASIAN-AMERICAN STUDIES CLASS. THE U.S. HISTORY I LEARNED IN HIGH SCHOOL TOLD A DIFFERENT NARRATIVE FROM PHILIPPINE HISTORY. I LEARNED BACK HOME U.S. HISTORY HERE GLOSSED OVER THE WAYS IN WHICH THE U.S. COLONIZED THE PHILIPPINES, WHICH DIRECTLY IMPACTED GENERATIONS OF MY FAMILY. CRT RECOGNIZES AND RECOGNIZES THE REALITY THAT MARGINALIZED COMMUNITIES LIVE WITH. WE ARE HAUNTED BY SYSTEMIC RACISM AND THE LEGACIES OF U.S. COLONIALISM AND IMPERIALISM. HISTORY IS NOT JUST PAST. IT IS OUR PRESENT AND IT IS OUR FUTURE. AND THE EDUCATION THAT WE FIGHT FOR TODAY IS ONE FOR ALL. STUDENTS AND STUDENTS OF COLOR SHOULD NOT HAVE TO WAIT TO NOT HAVE TO BE LUCKY TO SEE THEMSELVES IN THEIR EDUCATION. THANK YOU. THE NEXT INDIVIDUALS COMING UP ARE MATTHEW JONES FOLLOWED. HOPEFULLY, IF THE AUDIENCE CAN HEAR, OK? MATTHEW JONES, FOLLOWED BY SHANE ROCHE, MRS. G. AND MELISSA SANCHEZ. WAIT A MINUTE, WAS HE A KILLER THERE? NO, NO, NO. I'M SORRY. OKAY. YOU ALREADY SPOKE. NO, THAT WAS ON BEHALF OF MY MOM. WE DON'T DO THAT. I EXPLAIN. WE ONLY HAVE ONE TIME. YOU CAN'T SPEAK ON BEHALF YOU ALREADY HAVE SPOKEN. NO. THAT WAS NOT. THIS IS MINE. NO. NO, YOU CANNOT SPEAK AGAIN. THAT IS NOT AS WE ARE NOT GOING TO HAVE YOU SPEAK AGAIN. YOU'VE ALREADY SPOKEN AND YOU WILL NOT BE SPEAKING. NO, YOU WILL NOT HAVE 30 SECONDS. WE ARE TREATING EVERYONE THE SAME. YOU'VE ALREADY SPOKEN. THANK YOU VERY MUCH. OH YEAH, FINE. THAT'S FINE. ARE ARE YOU? WHO ARE YOU, PLEASE? I'M HIS MOTHER. AND WHAT IS YOUR NAME? OK, SO YOU WERE NOT HERE? OK, SO NOW YOU WERE HERE AND HE SPOKE EARLIER IN YOUR PLACE. YOU WERE HERE. OK, I WAS NOT HERE. NO, I STILL HAVE YOUR CARD. I WILL GO AHEAD AND HAVE. THANK YOU. THANK YOU. AND SO YOU WERE EVELYN JONES. THANK YOU. I'M HERE BECAUSE I WANT ME TO MAKE SURE THAT OUR KIDS THAT ARE CONSERVATIVE GET THE CHANCE TO HAVE FREE SPEECH AT OUR SCHOOLS. TO MY SON STARTED A TURNING POINT AND HIS MARKETING MATERIAL WAS VANDALIZED. IT WAS TAKEN OUT OF A ROOM AND HE WAS TAKEN OUT TO THE LOCKER ROOMS AND THROWN ON THE FLOOR. WE HAVE ASKED FOR THIS TO BE INVESTIGATED. AND AS OF TODAY, I HAVE NOT GOTTEN A RESPONSE IN WRITING FROM THE SCHOOL. SO AS EVERYBODY WANTS CRT AND OUR STUDENTS HERE, WE ALL ALSO WANT TO BE ABLE TO EXPRESS OUR CONSERVATIVE VALUES AT SCHOOL. SO ALLOW THAT FOR US AS WELL. IT CANNOT JUST BE ONE SIDED KIDS THAT ALSO HAVE, YOU KNOW, ADDED, I HAVE A CHILD WHO IS NINTH GRADER AND HE HAS THAT LIST. GIVE THEM THE SAME EQUALITY. [03:05:02] NOT MY SON. AND WHEN HE WAS LITTLE, HE WAS PUT ASIDE BECAUSE OF THE AID. WELCOME EVERYBODY. THANK YOU. SCHNEID. WHEN I GO TO SCHOOL, I DON'T JUST BE EXPECTED TO BE EDUCATED. I EXPECT TO BE EDUCATED TO BE A FUTURE LEADER, TO BE A PERSON IN THE FUTURE WHO COMES TOGETHER WITH A COMMUNITY AND TO UNDERSTAND EVERY SINGLE PART OF THAT COMMUNITY, EVERY SINGLE INDIVIDUAL IN THAT COMMUNITY, TO UNDERSTAND WHAT MAKES THEM WHO THEY ARE TO UNDERSTAND THEIR PAST STRUGGLES. BECAUSE I KNOW THAT NOT EVERY PAST, NOT EVERY PERSON'S PATH IS THE SAME AS MINE, THAT WHILE WE ALL MAY BE THE SAME, AND WHILE WE ALL MAY ACT HAVE THE SAME FEELINGS AND EMOTIONS, WE DO NOT HAVE THE SAME EXPERIENCES AND THAT IS WHAT SEPARATES US. SOMETIMES THERE ARE PEOPLE WHO HAVE PRIVILEGE AND PRIVILEGES THAT YOU DON'T HAVE TO EXPERIENCE CERTAIN THINGS, AND THAT IS WHY I'M AGAINST THE BAN OF CRT AT SCHOOL. IN ORDER FOR US AS FUTURE LEADERS TO GO INTO A SOCIETY, WE NEED TO UNDERSTAND EVERY SINGLE INDIVIDUAL AND THIS TELLING US THAT WE CANNOT EXPLORE HAVING THESE UNCOMFORTABLE HAVING THESE UNCOMFORTABLE CONVERSATIONS. IT IS NECESSARY IN ORDER TO HAVE THIS IGNORANCE. IGNORANCE CANNOT PREVAIL IN THIS SOCIETY. THANK YOU. MRS. G. I HAVE THREE CHILDREN, TWO ARE IN THE DISTRICT, ONE HAD TO LEAVE BY NOT HIS CHOICE, BUT HE HAD TO GO. IF CRT COMES INTO OUR SCHOOL DISTRICT, I'LL HAVE TO HAVE TWO MORE LEAVE, SO IT'S NOT LIKE I'M PULLING THEM. I'VE ALREADY PULLED ONE AND I'LL HAVE TO PULL TWO MORE. AND IF THE MANDATE COMES, THEY WILL LEAVE AS WELL. I ALSO WANT TO BRING UP WE HAVE A YORBA LINDA HIGH SCHOOL LIBRARY, AND THERE IS SOME THINGS THAT ARE ON THEIR WEBSITE VIRTUAL WEBSITE THAT THE LIBRARIAN HAS ASKED US ALL IN THIS ROOM TO GO AND TAKE A LOOK AT HER VIRTUAL DISPLAYS. I HAVE DONE THAT AND I THINK THERE'S BEEN SEVERAL EMAILS TO ALL OF YOU ABOUT THIS, AND THERE IS STILL CONTINUE TO BE BLACK LIVES MATTER CONTENT ON THERE. I CAN SHARE RIGHT HERE ON MY PHONE AS BEFORE I CAME AND IT'S ON HERE AND THEY SEND YOU TO A LINK. SEVERAL LINKS ARTICLES ON BLACK LIVES MATTER AND I WAS TOLD THAT THEY WERE REMOVED AND IT'S NOT REMOVED. YOU DON'T HAVE YOU CONCLUDE. THANK YOU. MELISSA SANCHEZ. HI, MY NAME IS MELISSA SANCHEZ. I WENT TO BRYANT RANCH, TRAVIS RANCH AND YORBA LINDA HIGH SCHOOL. I CANNOT JUST EXPLAIN HOW MUCH RACISM I'VE EXPERIENCED. I GREW UP IN YORBA LINDA. I KNOW WHAT IT'S LIKE, LIKE IT IS CRAZY. AND ONE CRT IS NOT EVEN TAUGHT ONE. SO LIKE, WHY BAN IT? AND LIKE, LITERALLY LIKE WHAT'S LIKE, IT'S ABSOLUTELY AWFUL. LIKE, THERE IS AN INCIDENT, LITERALLY. I YORBA LINDA HIGH SCHOOL OF THE POSTERS MAKING FUN OF THE PARENTS ESPERANZA. IT WENT VIRAL. I DON'T KNOW ABOUT YOU GUYS, BUT IT'S LITERALLY UP AND ALIVE. THIS STUFF NEEDS TO BE TAUGHT IN OUR SCHOOLS. LIKE LITERALLY, I CAME IN HERE TODAY AND A WHITE MAN STOPPED ME AND HE WAS LIKE, HE'S LIKE, ARE YOU FROM HERE? WHERE DO YOU LIVE? LIKE? LIKE, I DON'T HAVE TO EXPLAIN ANYTHING TO YOU. LITERALLY, I DON'T LIKE, WHY ARE YOU ASKING ME THIS STUFF? AND I GREW UP HERE, YORBA LINDA. I LIVE OVER HERE LIKE, THANK YOU. OK. SURE. ALL RIGHT. THAT CONCLUDES PUBLIC COMMENTS. THANK YOU ALL VERY MUCH. NOW WE'RE GOING TO CONTINUE ON. WE'LL TAKE A BREAK. WE'D LIKE TO DO A COUPLE MORE BEFORE WE TAKE A BREAK, IF WE COULD. WE NEED TO IF IF THE MAJORITY IS TO TAKE THE BREAK NOW, BUT WE'RE TRYING TO MOVE THROUGH THE AGENDA BECAUSE. WELL, GO AHEAD AND WE'LL TAKE TAKE NO MORE THAN 10, AND I, WELL, DEFINITELY NO MORE THAN 10 FIVE WOULD BE BETTER IF WE CAN DO IT. YES, WE'RE GOING. OH, SO THE BREAK WILL BE AT EIGHT EIGHT, FIFTY EIGHT AND WE'LL RETURN, HOPEFULLY IN FIVE MINUTES. THANK YOU. [03:10:14] OK. OK, WE'RE GOING TO GO BACK INTO SESSION. IT IS NOW, WHAT TIME IS IT? NINE? OH, FIVE, I'VE GOT IT RIGHT HERE, RIGHT? OK. WE ARE BACK IN SESSION AS OF NINE. OH, FIVE, OK. [GENERAL FUNCTIONS] THE NEXT ITEMS THAT WE HAVE ON THE AGENDA ARE THE GENERAL FUNCTION ITEMS. THE FIRST ITEM IS A FIRST READING AND YOU'RE RIGHT ON THAT. IT'S A FIRST READ. OF COURSE, THIS IS WELL, IT'S DIFFERENT. IT'S NOT REVISING THAT RIGHT. SO THE FIRST ONE IS I'M GOING TO HAND IT OVER TO OUR SUPERINTENDENT. BUT WOULD YOU LIKE ME TO HAVE A MOTION FIRST? SURE, I CAN MAKE THAT MOTION. THANK YOU. I'D LIKE TO MAKE A MOTION THAT WE REVISE FOR BYLAW NINE THOUSAND ROLE OF THE BOARD AND CHANGE THE TITLE TO BOARD AND SUPERINTENDENT ROLES AND RESPONSIBILITIES. FIRST READING YOU. OK, MRS. BACH MADE THE MOTION AND SECOND ON THAT I WILL GIVE TO MRS. ANDERSON. OK, NOW DR. SACKS, YOU INCLUDED ON THE AGENDA TONIGHT UNDER GENERAL FUNCTIONS IS A REVISED VERSION. THE BOARD BYLAW NINE THOUSAND TITLE ROLE, THE BOARD, WHICH WE ARE PROPOSING TO NOW BE TITLED BOARD AND SUPERINTENDENT ROLES AND RESPONSIBILITIES. AS YOU WILL RECALL, WE WORKED TOGETHER TO REVISE THIS DOCUMENT IN ORDER TO HAVE A CLEAR UNDERSTANDING OF THE ROLES SPECIFIC TO THE SUPERINTENDENT, ROLES SPECIFIC TO THE BOARD, AS WELL AS SHARED RESPONSIBILITIES. IF THE FIRST READING IS APPROVED THIS EVENING, WE WILL BRING THE BOARD BYLAW NINE THOUSAND BACK FOR A SECOND READING AND FINAL ADOPTION AT OUR DECEMBER MEETING. THANK YOU FOR YOUR CONSIDERATION OF THIS ITEM. OK. ALL RIGHT. AS HAS BEEN SAID, WE HAVE SPENT SOME TIME ON THIS, SO TO SAY THE LEAST, AND THIS IS A REVISION OF WHAT WE FORMALLY HAD, BUT MUCH OF IT IS SAME OR SIMILAR. THIS IS A REVISION OF AN EXISTING BOARD BYLAW THAT WE'VE HAD FOR MANY YEARS, PROBABLY DECADES, AND WE'VE BEEN SPENDING TIME AT OUR WORKSHOPS DISCUSSING THIS AND REFINING IT. SO AT THIS TIME, ARE THERE COMMENTS FROM THE BOARD? I ACTUALLY HAVE JUST THREE LITTLE NOTES. SURE. ON THE BOTTOM OF PAGE THREE, THE LAST LINE WHERE IT SAYS MONITORING AND EVALUATING STUDENT ACHIEVEMENT TO MAKE IT CONSISTENT WITH THE REST OF THE DOCUMENT, IT SHOULD SAY MONITOR AND EVALUATE SYNTAX. YES. BUT WHAT ABOUT SETTING DIRECTION AT THE TOP SECOND BULLET? SET THE DIRECTION, OK, IS EVERYONE FOLLOWING ALONG ON THAT? OK, EVERYONE, EVERYONE'S OK WITH THAT. AND THEN ON THE NEXT PAGE, PAGE FOUR ROLE OF THE SUPERINTENDENT. THE FIRST ONE PROMOTES THE SUCCESS OF THE STUDENTS WITH AN S. THAT'S IT, JUST A MAN. OK, THANK YOU. ANY OTHER COMMENTS? NO, I DO WANT TO POINT OUT BECAUSE I KNOW THAT SOME OF THE COMMENTS WOULD HAVE INDICATED THERE'S A CONCERN AS TO INVOLVEMENT OF THE COMMUNITY THAT HAS LONG BEEN HERE AS PART OF OUR BOARD BYLAWS. AND IT DOES HAVE DOWN HERE, EVEN IN OUR PRIOR VERSION, THAT THERE IS A PROCESS INVOLVING THE COMMUNITY, PARENTS, GUARDIANS, STUDENTS AND STAFF. SO THAT HAS BEEN IN PLACE FOR A LONG TIME. OK, WELL, THIS IS A FIRST READING AND SO IT WILL COME BACK. BUT AT THIS TIME, WE'RE GOING TO APPROVE THAT WE'VE HAD THE FIRST READING OF IT. SO WITH THAT AND NO MORE QUESTIONS, LET'S GO AHEAD AND TAKE A VOTE. ALL THOSE IN FAVOR, PLEASE SAY I. I OPPOSED MOTION IS PASSED UNANIMOUSLY. OK, CONTINUING ON THE NEXT ONE IS THE CONFLICT OF INTEREST. I'LL TAKE A MOTION ON THIS AND THEN DR. AL SASSER HAS SOME COMMENTS. I'LL MAKE THE MOTION TO ADOPT. RESOLUTION NUMBER TWENTY ONE POINT THIRTEEN. CONFLICT OF INTEREST CODE AND REVISED EXHIBIT. A LIST OF DESIGNATED POSITIONS BOARD BY LAW. NINETY TO FIFTY POINT ONE CONFLICT OF INTEREST CODE. I'LL SECOND THANK YOU. MOTION BY MR. YOUNGBLOOD, SECOND BY MRS. ANDERSON. DR. L. SASSER. THANK YOU. THIS IS AN ANNUAL ITEM. THE POLITICAL REFORM ACT REQUIRES EVERY AGENCY TO REVIEW ITS CONFLICT OF INTEREST CODE IN ORDER TO NOTIFY THE CODE REVIEWING BODY IF THE CURRENT CODE IS ACCURATE, OR ALTERNATIVELY, THAT THEIR CODE MUST BE AMENDED. THE PILL USED CONFLICT OF INTEREST CODE WAS LAST REVIEWED ON OCTOBER 6TH, 2020. THE REVISED CODE, PRESENTED BEFORE YOU THIS EVENING HAS BEEN UPDATED TO REFLECT OUR RECENT POSITION CHANGES AND A MORE STREAMLINED PROCESS FOR FILING CONFLICT OF INTEREST FORM 700 TO THE ELECTRONIC CLERK OF THE BOARD SYSTEM. THANK YOU FOR YOUR CONSIDERATION OF THIS ITEM. [03:15:01] THANK YOU. ANY QUESTIONS? COMMENTS? YEAH, OK. AS HE SAID, WE GET THIS ANNUALLY. OK, LET'S TAKE A VOTE. ALL THOSE IN FAVOR. PLEASE SAY I. I OPPOSED. MOTION IS PASSED UNANIMOUSLY. OK. NEXT, ITEMS HAVE TO DO WITH HUMAN RESOURCES. [HUMAN RESOURCES] ON THE FIRST ONE ITEM, ONE, I WOULD LIKE TO HAVE A MOTION, PLEASE. I'LL MAKE A MOTION TO ACCEPT THE INITIAL SUNSHINE PROPOSAL FROM CSA CHAP TER TWO POINT NINETY THREE AND INITIATE THE COLLECTIVE COST FIDE BARGAINING PROCESS FOR THE TWENTY TWENTY ONE TWENTY TWENTY TWO SCHOOL YEAR. A SECOND. I HAVE A MOTION FROM MRS. ANDERSON'S SECOND FROM MRS. BLADES, MR. LOPEZ. THANK YOU. GOOD EVENING, PRESIDENT FREEMAN, BOARD MEMBERS SUPERINTENDENT DR. L. SASSER AND EXECUTIVE CABINET. IT IS MY PLEASURE TO INTRODUCE THE NEXT TWO ITEMS ON OUR AGENDA BEING BROUGHT FORWARD FOR CONSIDERATION. THE DISTRICT AND CSA HAVE A COLLECTIVE BARGAINING AGREEMENT THROUGH JUNE 30TH. TWENTY TWENTY TWO PER ARTICLE ONE OF THE CONTRACT, THE PARTIES AGREED TO COMMENCE REOPENING NEGOTIATIONS FOR OUR CONTRACT. THE EDUCATIONAL EMPLOYMENT RELATIONS ACT REQUIRES INITIAL CONTRACT PROPOSALS MADE BY BOTH SIDES TO BE PRESENTED AT A PUBLIC MEETING PRIOR TO COMMENCEMENT OF EMPLOYER EMPLOYEE NEGOTIATIONS IN ACCORDANCE WITH THESE PROCEDURES. CSA IS SUBMITTING THEIR INITIAL PROPOSAL TO OPEN NEGOTIATIONS IN ACCORDANCE WITH THESE PROCEDURES. THE DISTRICT IS ALSO SUBMITTING THEIR PROPOSAL TO OPEN NEGOTIATIONS, AS IS REPRESENTED IN THE SECOND ACTION ITEM BEFORE YOU TONIGHT. WE LOOK FORWARD TO WORKING TOGETHER WITH CSA IN OUR CONTINUED PARTNERSHIP AND SERVICE TO THE STUDENTS OF PILL USD. OK. OK, SO THIS IS BASICALLY OUR OPENER TO BEGIN OUR SEASON OF NEGOTIATION WITH OUR CSA, OUR CLASSIFIED ASSOCIATION. OK. ALL RIGHT. ARE WE READY TO GO? LET'S GO AHEAD AND TAKE OUR VOTE ALL IN FAVOR. PLEASE SAY I OPPOSED MOTIONS PASSED UNANIMOUSLY. FIVE ZERO. THE SECOND ONE, AGAIN, I'D LIKE A MOTION ON THIS. I'LL MAKE A MOTION THAT WE ACCEPT THE INITIAL SUNSHINE PROPOSAL FROM THE DISTRICT AND INITIATE THE COLLECTIVE CLASSIFIED BARGAINING PROCESS FOR THE TWENTY TWENTY ONE TWENTY TWO SCHOOL YEAR. A SECOND. THE MOTION FROM MRS. BURKE, A SECOND FROM MRS. ANDERSON. AGAIN, MR. LOPEZ. I'M SORRY. YEAH. MR. LOOKING FURTHER DOWN. YES, THANK YOU. WE INTRODUCED BOTH OPTIONS, SO IF THERE'S ANY QUESTION YOU'RE RIGHT, YOU DID SAY THAT. OK. ALL RIGHT. WITH THAT, ARE WE READY TO VOTE? ALL THOSE IN FAVOR, PLEASE SAY I. I OPPOSED. MOTION CARRIES UNANIMOUSLY. OK, NOW WE'RE IN CURRICULUM AND INSTRUCTION. [CURRICULUM AND INSTRUCTION] THE FIRST ITEM IS ACTUALLY A PRESENTATION. AND SO AT THIS TIME, I WILL TURN IT OVER TO DR. ADAMSON. THANK YOU. PRESIDENT FREEMAN. OK, I'VE GOT IT, MY FRIEND. WELL, GOOD EVENING, PRESIDENT FREEMAN, MEMBERS OF THE BOARD, EXECUTIVE, CABINET MEMBERS AND MEMBERS OF THE COMMUNITY. IT IS MY PLEASURE TO PRESENT PRESENT TO YOUR BELINDA'S STORY WITH YOU THIS EVENING. IT'S A STORY THAT BEGINS THAT BRINGS INTO ACCOUNT RESULTS VERSUS IMPACT AND THAT HIGHLIGHTS OUR STUDENTS CURRENT PERFORMANCE, ACCORDING TO OUR RECENTLY ADMINISTERED DISTRICT COMMON ASSESSMENTS. WE'VE CHOSEN TO FOCUS ON THE MOST RELEVANT DATA AVAILABLE TO US TO TELL THE STORY, GIVEN THE UNIQUE SITUATION OF THESE PAST TWO YEARS AS A RESULT OF THE COVID 19 PANDEMIC. WE DID NOT HAVE CURRENT STATE CASP TESTING DATA RESULTS AVAILABLE TO US, WHICH IS WHAT WE WOULD TYPICALLY SHARE THIS EVENING AT THIS TIME OF YEAR OR STATE ASSESSMENT DATA IS CURRENTLY TWO YEARS OLD AND THEREFORE NOT INDICATIVE OF WHERE OUR STUDENTS STAND TODAY. INSTEAD, WE INTEND TO PROVIDE YOU WITH AN IN-DEPTH LOOK AT OUR CURRENT BASELINE IREALLY DATA AS A MEANS OF IDENTIFYING FOR YOU, OUR STUDENTS CURRENT STATUS BY GRADE LEVEL AND STUDENT GROUP. WE WILL THEN SHARE WITH YOU OUR GOALS IDENTIFYING WHERE WE HOPE OUR STUDENTS TO BE BY THE YEAR'S END. ALONG WITH OUR PLANS AND HOW WE INTEND TO CLOSE ANY IDENTIFIED LEARNING GAPS AND THEREBY HELP OUR STUDENTS MEET THE GOALS WE'VE SET FOR THEM AND ESSENTIALLY FOR OURSELVES. AND WE WILL DO THIS THROUGH THE UTILIZATION OF A FOUR STEP PROCESS, ONE BY PROVIDING YOU FIRST WITH AN OVERVIEW OF THE PURPOSE OF ASSESSMENT DATA, ALONG WITH THE DEMOGRAPHIC MAKEUP OF THE DISTRICT, ENSURING YOU HAVE A THOROUGH PICTURE OF WHO OUR STUDENTS ARE AND WHO THEY REPRESENT. TWO. AFTER SETTING THE STAGE, WE'LL PROVIDE YOU WITH AN IN-DEPTH DATA ANALYSIS SHOWING THE [03:20:02] VARIOUS STUDENT GROUPS. IN OTHER WORDS, THE STORY OF WHAT THE DATA TELLS US ABOUT PLACENTIA YOUR BLENDER. AFTER EACH DATA ANALYSIS WILL SHARE DETAILS ON HOW WE'RE RESPONDING TO THE DATA, ALONG WITH WHAT ACTIONS WE'RE TAKING TO ADDRESS ANY IDENTIFIED GAPS. AND FINALLY, WE'LL CONCLUDE BY SHARING WHERE WE ARE CURRENTLY IN COMPARISON TO OUR TARGETED GOALS TO PROVIDE AN OVERVIEW OF OUR CURRENT DATA. IT IS MY PLEASURE TO INTRODUCE TO YOU, OUR DIRECTOR OF STUDENT WELLNESS ACCESS AND ACADEMIC SUCCESS, DR. TRINA GONZALEZ. GOOD EVENING, EVERYONE. IT'S MY PLEASURE TO PRESENT THE PURPOSE OF SHARING DATA THROUGHOUT THE SCHOOL YEAR AS A DISTRICT WIDE PRACTICE. FIRST AND FOREMOST, PERFORMANCE DRIVEN DISTRICTS USE DATA TO SET SPECIFIC, MEASURABLE GOALS TO IMPROVE STUDENT LEARNING AND TEACHING. AS ILLUSTRATED BY THE VISUAL, THIS IS CYCLICAL IN NATURE AND IS EMBEDDED IN THE BELIEF OF CONTINUOUSLY STRIVING TO IMPROVE THE SERVICES AND EDUCATION THAT WE PROVIDE TO OUR STUDENTS. DATA HAS HISTORICALLY SHOWN THAT OUR STUDENTS EXCEL AND TRULY HAVE AN ADVANTAGE BY ATTENDING OUR SCHOOLS WITHIN PE LAUSD. DATA HAS ALSO SHOWN AREAS OF GROWTH AS WE STRIVE TO PROVIDE ACADEMIC EXCELLENCE FOR ALL OF OUR STUDENTS. DATA IS PRIMARILY USED TO GUIDE AND INFORM OUR DECISION MAKING TO PROVIDE STAFF WITH BASELINE INFORMATION TO INFORM OUR INSTRUCTION TO DETERMINE STUDENT NEEDS AND INTERVENTIONS TO MONITOR AND EVALUATE EFFECTIVENESS AND MOST IMPORTANTLY, IS USED TO HELP US PIVOT WHEN WE HAVE NOT MET OUR GOALS AND DEVELOP NEW STRATEGIES TO BETTER SERVE OUR COMMUNITY. THERE ARE TWO KEY PIECES OF DATA THAT WE WILL BE PRESENTING THIS EVENING. FIRST, IT IS ESSENTIAL TO LOOK AT OUR DEMOGRAPHIC DATA TO PROVIDE A FULL UNDERSTANDING OF THE DIVERSE POPULATION THAT WE SERVE. WE CAN ALSO USE DEMOGRAPHIC DATA TO REFINE OUR TEACHING PRACTICES AND MAKE A MORE TARGETED EFFORT TO IMPROVE THE LEARNING OPPORTUNITIES FOR STUDENT GROUPS THAT HAVE ILLUSTRATED AN ACHIEVEMENT GAP. NEXT, WE WILL PRESENT DISTRICT WIDE COMMON ASSESSMENTS FOR K-8 IN THE AREAS OF READING AND MATH. FOCUSING ON DISTRICT WIDE COMMON ASSESSMENTS HELPS ALL STAKEHOLDERS TO DETERMINE OUR IMPACT ON ACADEMIC PERFORMANCE FROM THE DISTRICT LEVEL TO THE SCHOOL SITE LEVEL AND INTO THE INDIVIDUAL TEACHER'S CLASSROOM. THIS WILL ALLOW OUR TEAM TO PROVIDE COHESIVENESS, ACCOUNTABILITY AND A COMMON GOAL TO MEASURE STUDENT ACHIEVEMENT. LET'S DOVE RIGHT INTO THE DEMOGRAPHIC GROUPS THAT MAKE UP OUR BEAUTIFULLY DIVERSE STUDENT POPULATION FOR THE TWENTY ONE TWENTY TWO SCHOOL YEAR. OUR OVERALL ENROLLMENT IS TWENTY THREE THOUSAND SIX HUNDRED AND SIXTY SEVEN. AND LIKE MOST SCHOOL DISTRICTS IN ORANGE COUNTY, ENROLLMENT IS SLIGHTLY DECLINING. WHICH IS AN APPROXIMATE DECLINE OF SIX HUNDRED OVER THE PRIOR YEAR. THIS BAR GRAPH REPRESENTS SEVERAL STUDENT GROUPS WITHIN PILL USD CURRENTLY, APPROXIMATELY FORTY FIVE PERCENT OF OUR STUDENTS LIVE IN LOW INCOME HOUSEHOLDS. 13 PERCENT ARE ENGLISH LANGUAGE LEARNERS, 11 PERCENT HAVE SPECIAL NEEDS, EIGHT PERCENT AND ARE HOMELESS, AND LESS OF ONE PERCENT ARE FOSTER YOUTHS. IT IS IMPORTANT TO NOTE THAT ONE STUDENT MAY BE REPRESENTED ACROSS MULTIPLE DATA SETS. FOR EXAMPLE, A STUDENT MAY BE PART OF A LOW INCOME FAMILY, BE IDENTIFIED AS AN ENGLISH LANGUAGE LEARNER AND HAVE SPECIAL NEEDS. THIS CHILD WOULD BE COUNTED AS A PART OF EACH PERCENTAGE AND REPRESENT EACH STUDENT GROUP. THIS PIE GRAPH REPRESENTS A BREAKDOWN OF THE RACE AND ETHNICITY WITHIN OUR COMMUNITY. THE CHART SHOWS THAT THE TWO LARGEST POPULATIONS ARE HISPANIC, MAKING UP 42 PERCENT OF THE POPULATION AND WHITE, CONSISTING OF THIRTY POINT SEVEN ASIANS, CONSTITUTE THE NEXT LARGEST GROUP AT SEVENTEEN POINT TWO PERCENT. STUDENTS WITH TWO OR MORE RACES, FILIPINO STUDENTS AND AFRICAN-AMERICAN STUDENTS MAKE UP ABOUT EIGHT PERCENT OF THE REMAINING STUDENT BODY. NOW THAT WE HAVE AN UNDERSTANDING OF THE DEMOGRAPHIC MAKEUP OF OUR STUDENT POPULATION, WE CAN SEE HOW EACH GROUP IS PERFORMING IN THE AREA OF READING. IT IS IMPORTANT TO REMIND YOU OF THE OPENING WORDS SHARED BY DR ADAMSON. THESE ARE BASELINE DATA, WHICH MEANS IT MEASURES HOW A STUDENT IS PROGRESSING TOWARD THE END OF THE YEAR EXPECTATIONS. IT WAS ANTICIPATED THAT WE WOULD SEE LOWER SCORES AT THE BEGINNING OF THE SCHOOL YEAR, AS STUDENTS AT RESPECTIVE GRADE LEVELS HAVE ONLY BEEN EXPOSED TO ONE MONTH OF GRADE LEVEL MATERIAL WHEN THE AI READY ASSESSMENT DATA WAS ADMINISTERED. ASSESSMENT WAS ADMINISTERED. AS PREVIOUSLY MENTIONED, THIS DATA REPRESENTS THE OVERALL PERFORMANCE OF OUR K-8 STUDENTS. THE DATA IS BROKEN DOWN INTO FOUR LEVELS. STUDENTS THAT ARE AT OR ABOVE GRADE LEVEL IN READING ARE REPRESENTED BY THE BLUE BAR. [03:25:01] STUDENTS THAT ARE ON OR AT GRADE LEVEL FOR READING EXPECTATIONS ARE REPRESENTED BY THE GREEN BAR. STUDENTS THAT ARE PERFORMING ONE LEVEL BELOW CURRENT GRADE LEVEL IS REPRESENTED IN THE YELLOW BAR. AND FINALLY, THIS ASSESSMENT IDENTIFIES STUDENTS WHO ARE PERFORMING TWO OR MORE GRADE LEVELS BELOW AND SIGNIFIES TO STAFF THAT THEY ARE IN NEED OF INTERVENTIONS IN THIS CORE SUBJECT AREA. THESE ARE REPRESENTED BY THE RED BAR. AS YOU CAN SEE, APPROXIMATELY FORTY FOUR PERCENT OF OUR STUDENTS ARE PERFORMING AT OR ABOVE GRADE LEVEL. THIRTY TWO POINT FIVE ARE ONE YEAR BELOW GRADE LEVEL AND TWENTY THREE PERCENT ARE TWO OR MORE GRADE LEVELS BELOW GRADE LEVEL EXPECTATION. WHEN WE DESEGREGATE THE IED DATA BY GRADE LEVEL, WE SEE THAT OUR THIRD GRADERS PERFORM BETTER IN READING THAN ANY OTHER GRADE LEVEL, WITH WELL OVER 50 PERCENT OF THE STUDENTS ON OR ABOVE GRADE LEVEL. ANOTHER SIGNIFICANT FINDING IS THAT STARTING IN FIFTH GRADE, THE PERCENTAGE OF STUDENTS THAT ARE AT OR ABOVE GRADE LEVEL BEGINS TO INCREASE. HOWEVER, THE PERCENTAGE OF STUDENTS PERFORMING TWO OR MORE LEVEL TWO OR MORE LEVELS BELOW GRADE LEVEL ALSO INCREASE, SHOWING US A NEED TO DIFFERENTIATE INSTRUCTION. WHEN ANALYZING THE DATA FOR SPECIFIC STUDENT GROUPS, DATA INDICATES STUDENTS OF LOWER SOCIOECONOMIC BACKGROUNDS PERFORM BELOW THEIR PEERS OF HIGHER SOCIOECONOMIC STATUS, BUT BETTER THAN ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES. OVER 50 PERCENT OF OUR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH DISABILITIES ARE TWO OR MORE LEVELS BELOW GRADE LEVEL EXPECTATION. ADDITIONALLY, THE NUMBER OF STUDENTS WITH DISABILITIES THAT ARE PERFORMING AT GRADE LEVEL SCORE BETTER THAN OTHER ENGLISH LEARNERS, WITH FIVE PERCENT MORE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL. THIS FURTHER CONFIRMS IDENTIFIED NEED AND ACTIONS THAT HAVE BEEN INCLUDED IN THE LIGHTCAP TO SUPPORT THE ACADEMIC NEEDS OF OUR ENGLISH LEARNERS. THE DISAGGREGATION OF READING SCORES BY RACE AND ETHNICITY SHOW THAT ASIAN-AMERICANS STUDENTS WHO HAVE BEEN IDENTIFIED AS TWO OR MORE RACES AS WELL AS WHITE STUDENTS, PERFORM THE HIGHEST IN THE AREA OF READING. THE HISPANIC POPULATION HAS MORE STUDENTS BELOW GRADE LEVEL, WITH 73 PERCENT ONE OR MORE LEVELS BELOW GRADE LEVEL EXPECTANCY. IT IS ALSO ONE OF OUR LARGEST DEMOGRAPHIC GROUPS AT FORTY FOUR PERCENT, ILLUSTRATING THE NEED TO PROVIDE TARGETED INTERVENTION TO THE STUDENT GROUP. NEXT, I'D LIKE TO SHARE WITH YOU BASELINE INFORMATION FOR THE AI READY MATH SCORES FOR STUDENTS IN GRADES K-8, WHICH HAS BEEN AN AREA OF FOCUS FOR THE LAST TWO YEARS. HOWEVER, THIS IS JUST A BASELINE AND AS STATED EARLIER, WE ANTICIPATED LOWER SCORES. BASELINE DATA SHOWS THAT CURRENTLY THIRTY THREE POINT FIVE PERCENT OF K-8 STUDENTS ARE ON OR ABOVE GRADE LEVEL, APPROXIMATELY FORTY FOUR PERCENT ARE ONE GRADE LEVEL BELOW, AND TWENTY THREE PERCENT OF THE STUDENTS ARE TWO OR MORE GRADE LEVELS BELOW THEIR CURRENT GRADE AT THIS TIME OF THE YEAR BASED ON THIS DATA. WHEN WE DISAGGREGATE THE MATH BY GRADE LEVEL, WE SEE MORE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL IN MATH BY SIXTH GRADE. WELL, IT IS ALSO WORTH NOTING THAT MORE STUDENTS EMERGE ABOVE GRADE LEVEL IN SEVENTH AND EIGHTH GRADE. THE NUMBER OF STUDENTS PERFORMING TWO OR MORE GRADE LEVELS BELOW GROWS AS STUDENTS MATRICULATE THROUGH THE DISTRICT, THEREBY CREATING A WIDENING ACHIEVEMENT GAP. A COMPREHENSIVE ANALYSIS FOCUSED ON FOCUSING ON RACE AND ETHNICITY SHOWS THAT MORE STUDENTS THAT IDENTIFY AS ASIAN, WHITE OR TWO OR MORE RACES ARE AT OR ABOVE GRADE LEVEL IN MATH, AFRICAN-AMERICAN AND HISPANIC STUDENTS HAVE THE LARGEST ACHIEVEMENT GAP IN THE AREA OF MATH. THESE THREE STUDENT GROUPS, LOW INCOME ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES PERFORM SIGNIFICANTLY LOWER THAN ALL OTHER STUDENT GROUPS. THIS INDICATES THAT WE MUST MAKE A CONCERTED EFFORT TO SUPPORT THE UNIQUE NEEDS OF THESE THREE STUDENT POPULATIONS. AS A RESULT OF THIS INITIAL INITIAL DATA ANALYSIS, OUR SAT OUR STAFF HAS SAID DESIRED END OF THE YEAR OUTCOMES AT THE DISTRICT LEVEL. OUR GOAL IS TO ENSURE THAT WE HAVE A MINIMUM OF 50 15 PERCENT GROWTH ACROSS BOTH SUBJECT AREAS IN ALL GRADE SPANS. THIS WOULD IMPLY THAT WE NEED TO MAKE SIGNIFICANT PROGRESS OVER THE SCHOOL YEAR, AND WE CAN ASSURE YOU THAT WE ARE WORKING TIRELESSLY TO PROVIDE DISTRICT WIDE SUPPORTS TO ENSURE THAT ALL OF OUR GOALS ARE MET. THIS INCLUDES WORKING COLLABORATIVELY WITH A HIGH SCHOOL TO CREATE AND IMPLEMENT COMMON ASSESSMENTS DURING THE TWENTY ONE TWENTY TWO SCHOOL YEAR IN BOTH LANGUAGE ARTS AND MATH. [03:30:03] THESE COMMON ASSESSMENTS WILL ALLOW US TO MEASURE THE ACADEMIC GROWTH AND ENSURE THAT WE CAN SET INSTRUCTIONAL GOALS AND MONITOR PROGRESS THROUGHOUT ALL GRADE SPANS. DR ADAMSON WILL ELABORATE ON THE ACADEMIC SUPPORTS THAT ARE CONSISTENT ACROSS THE DISTRICT. WELL, OUR STORY MOVES NOW TO A CALL FOR ACTION, DRAWING ATTENTION TO THE PROGRAMS AND SUPPORTS THAT WE ARE IMPLEMENTING TO CONTINUE TO CLOSE THE GAPS THAT WE KNOW EXIST ACROSS ALL GRADE LEVELS. OUR SEVEN AREAS OF FOCUS FOR THIS YEAR WILL INCLUDE A FOCUS ON THE ANALYSIS OF OUR ACADEMIC PROGRESS AND THE IDENTIFIED LEARNING GAPS AS A RESULT OF THE CHALLENGES PRESENTED BY THE LAST TWO YEARS. AND WE PLAN TO DO THIS BY USING DISTRICT WIDE ASSESSMENT DATA TO IDENTIFY STUDENT NEEDS AND PLAN ACADEMIC INTERVENTION, AND BY MONITORING THE EFFECTIVENESS OF OUR EFFORTS. BY MEASURING OUR STUDENTS PROGRESS AND MAKING NECESSARY ADJUSTMENTS ALONG THE WAY. WE'LL SUPPORT HIGH SCHOOL STUDENTS IN THIS WAY BY DEVELOPING COMMON ASSESSMENTS THAT WILL ENSURE CONSISTENCY ACROSS GRADES NINE THROUGH 12 AND ALLOW FOR A COMMON MEANS OF MEASURING HIGH SCHOOL PROGRESS IN THE SUBJECTS OF MATH AND ENGLISH LANGUAGE ARTS. THIS IS NOT A PRACTICE THAT WE HAVE FOLLOWED PRIOR TO THIS YEAR. NEXT, WE WILL UTILIZE PROFESSIONAL LEARNING COMMUNITIES OTHERWISE KNOWN AS PLCS, TO DETERMINE A GUARANTEED VIABLE CURRICULUM, ALSO KNOWN AS A JVC. WE WILL CREATE COMMON ASSESSMENTS, ANALYZE STUDENT RESULTS AND SHARE AND ADJUST INSTRUCTIONAL PRACTICES. A GUARANTEED VIABLE CURRICULUM SIMPLY MEANS THAT WE'RE FOCUSED ON PROVIDING AN EQUAL LEARNING OPPORTUNITY FOR ALL STUDENTS BY PROVIDING ADEQUATE TIME TO TEACH NECESSARY CONTENT AND ENSURING THAT THE CURRICULUM THAT IS TAUGHT IS THE CURRICULUM THAT'S BEING ASSESSED. WE'LL CONTINUE TO FOCUS ON ASSESSMENT AS A MEANS OF PROVIDING TEACHERS WITH IMMEDIATE INFORMATION AND FEEDBACK TO INFORM AND IMPROVE THEIR INSTRUCTION. WE ALSO INTEND TO PROVIDE ONGOING PROFESSIONAL DEVELOPMENT IN THE AREA OF DIFFERENTIATED INSTRUCTION, ENSURING WE'RE TEACHING STUDENTS ACCORDING TO THEIR CURRENT SKILL AND ABILITY, PROVIDING SMALL GROUP AND INDIVIDUALIZED INSTRUCTION, AND TARGETING STUDENTS INDIVIDUAL ACADEMIC NEEDS. AND FINALLY, WE INTEND TO ELIMINATE ANY POSSIBLE BARRIERS BY LEARNING TO LEARNING, BY FOCUSING ON THE SOCIAL AND EMOTIONAL WELL-BEING OF OUR STUDENTS, SOMETHING WE'VE BEEN ABLE TO ENSURE THIS YEAR THROUGH THE ADDITIONAL MENTAL HEALTH AND WELLNESS SUPPORTS RESOURCES AND STAFF, ALL THANKS TO THE ONE TIME FUNDING WE RECEIVED. AND ALL THIS BECAUSE WE KNOW STUDENTS LEARN BEST WHEN THEY'RE TRULY SUPPORTED, NOT JUST ACADEMICALLY SPEAKING, BUT BOTH SOCIALLY, SOCIALLY AND EMOTIONALLY TOO. WE KNOW THAT IT'S NOT ONLY THROUGH. WE KNOW THAT IT IS ONLY THROUGH ONGOING ANALYSIS OF THE DATA, ALONG WITH FREQUENT PROGRESS MONITORING AND REGULAR ASSESSMENT THAT WE'RE BETTER ABLE TO IDENTIFY LEARNING GAPS AND INTERVENE EARLY BY PROVIDING TARGETED SUPPORT TO OUR STRUGGLING STUDENTS AS A MEANS OF KEEPING YOU UPDATED AS TOP PROGRESS TOWARDS OUR OVERALL GOALS. WE WILL PREPARE AND BRING FORWARD AN ADDITIONAL PROGRESS UPDATE IN THE SPRING OF 2020 TO. LOOKING TOWARDS THE YEAR END, I REMIND YOU THAT TESTING AND ASSESSMENT DATA BE INFORMATIVE OR SUMMATIVE SERVE JUST ONE METRIC IN HELPING US FOCUS ON WHO STUDENTS WILL BECOME. AS CAROL DWECK SO APTLY PROCLAIMS, THERE IS NO TELLING WHERE THEY WILL OR COULD END UP. IT'S FOR THIS REASON THAT IT'S SO IMPORTANT THAT WE INCORPORATE A VARIETY OF STRATEGIES, INTERVENTIONS AND SUPPORTS TO ADDRESS OUR STUDENTS OVERALL EDUCATIONAL NEEDS. THANK YOU ALL FOR YOUR ATTENTION THIS EVENING. IT IS MY PLEASURE TO ASK IF YOU HAVE ANY QUESTIONS OR COMMENTS AT THIS TIME. ANY OF THE BOARD MEMBERS HAVE ANY QUESTIONS THAT THEY'D LIKE TO PUT FORTH AT THIS TIME. MRS. ANDERSON. YES, I HAVE A QUESTION. DR. GONZALEZ'S COMMENT, SHE SAID SOMETHING THAT INTERVENTIONS ARE ONLY GOING TO BE FOR THOSE STUDENTS THAT ARE TWO OR MORE GRADE LEVELS BELOW. IS THAT CORRECT? WE'RE NOT GOING TO DO INTERVENTIONS FOR STUDENTS THAT ARE ONE GRADE LEVEL BELOW. WE ABSOLUTELY HAVE INTERVENTIONS FOR STUDENTS WHO ARE STRUGGLING AT ALL, EVEN IF IT'S NOT EVEN A FULL GRADE LEVEL BELOW. SO THAT IS NOT CORRECT. THANK YOU BECAUSE I WAS LIKE, I'M GLAD. I'M GLAD YOU ASKED AND CLARIFIED THAT. THANK YOU. OK. AND THEN I, ACCORDING TO THE DATA, THERE SEEMS TO BE A BIG GAP BETWEEN ACHIEVEMENT ONCE STUDENTS TRANSFER TO THE MIDDLE SCHOOL IN MATH. YOU TALKED ABOUT HOW, YOU KNOW, ACHIEVEMENT THE THE TWO OR MORE WENT UP AND THE ACHIEVEMENT, YOU KNOW, AT GRADE LEVEL WENT DOWN. AND I WAS WONDERING, CAN YOU EXPLAIN TO ME, GIVE ME AN EXAMPLE OF LIKE AN INTERVENTION THAT YOU GUYS ARE GOING TO UTILIZE TO TO TO ASSESS THAT NEED? SO I THINK THE FIRST PIECE OF IT IS JUST THE FACT THAT WE NOW HAVE COMMON ASSESSMENTS. AND I KNOW THAT SOUNDS LIKE, WELL, YOU KNOW, SORT OF GREAT WHERE WE'RE ASSESSING OUR STUDENTS. BUT THAT TRULY IS THE FACT THAT WE HAVE, YOU KNOW, THREE MEASUREMENTS [03:35:03] THROUGHOUT THE YEAR THAT WE'RE ACTIVELY MEASURING THE PROGRESS AND THE GROWTH OF STUDENTS. SO WE CAN, YOU KNOW, CLOSELY MONITOR THE GROWTH THAT THEY'RE MAKING THROUGHOUT THE YEAR. SO THAT'S THE FIRST PIECE OF IT. WE DO HAVE AT THE MIDDLE SCHOOL MATH 180, AND THAT MAY BE, YOU KNOW, A PROGRAM THAT YOU'VE HEARD MENTIONED IN PREVIOUS YEARS. SO THAT IS SPECIFIC TO OUR MIDDLE SCHOOL STUDENTS WHO YOU KNOW, HAVE IDENTIFIED, YOU KNOW, A SPECIFIC NEED. AND SO THAT IS IT'S AN, YOU KNOW, SPECIFIC INTERVENTION PROGRAM THAT TARGETS STUDENTS AT THEIR SPECIFIC AREA OF NEED. AND IT'S ALSO INDIVIDUALIZED, YOU KNOW, STUDENTS WORK. THERE'S A COMPONENT OF IT WHERE THEY'RE WORKING. IT'S AN ONLINE COMPONENT, BUT THEN IT'S ALSO SMALL GROUP INSTRUCTION WITH THE TEACHER AS WELL. SO, YOU KNOW, THAT'S ANOTHER OPTION THAT WE HAVE AVAILABLE TO US. AND THEN OF COURSE, THIS YEAR, WHICH IS NEW, IS THAT I READ ONLINE LESSONS AS WELL, WHICH ONCE AGAIN ARE SPECIFICALLY GEARED BASED ON HOW STUDENTS SCORE ON THE DIAGNOSTIC AT THE BEGINNING, MIDDLE AND END OF THE YEAR. THE LESSONS ARE TARGETED SPECIFICALLY TO THEIR NEEDS, AND SO YOU KNOW WHERE STUDENTS ARE WORKING AT AT THE PACE THAT THEY NEED TO BE. AND AGAIN, IT'S IDENTIFYING, YOU KNOW, THEIR AREAS OF OF TARGETED WEAKNESS IN, YOU KNOW, DEPENDING ON THE GRADE LEVEL. HAS THAT BEEN LIKE A CURRENT TREND IN PAST YEARS WHERE WHERE THE ACHIEVEMENT GAP BETWEEN MIDDLE SCHOOL AND ELEMENTARY HAPPENS? OR IS THIS LIKE AN ANOMALY? SO THE THE MOST RECENT DATA THAT WE WOULD HAVE HAD TWO YEARS AGO WHEN WE WERE LOOKING AT CAS DATA, YOU KNOW, WE DEFINITELY DID SEE AND I CAN THINK BACK TO, YOU KNOW, THE THE MOST PREVIOUS TWO YEARS, 1819. AND, YOU KNOW, EVEN BEFORE THAT 17, 18, YOU KNOW, WE DEFINITELY DID SEE, YOU KNOW, A SLIGHT SORT OF INCREASE IN THE ACHIEVEMENT GAP AS STUDENTS, YOU KNOW, PROGRESSED UP TO MIDDLE SCHOOL. IT'S A LITTLE A LITTLE LARGER THIS YEAR, I WILL SAY THAT. AND SO I THINK THAT'S THAT'S DEFINITELY SPEAKS TO THE REASON WHY WE WE SEE THE NEED FOR THOSE COMMON ASSESSMENTS SO WE CAN ACTIVELY BE ASSESSING STUDENTS AND AND MONITORING THEIR GROWTH. BUT IN ADDITION TO THAT ADDITIONAL, YOU KNOW, INTERVENTIONS AND WE HAVE SOME OF THEM FOR THIS YEAR, BUT WE ARE UTILIZING SOME OF THE ONE TIME FUNDING. ONE OF THE ITEMS, OF COURSE, IS, YOU KNOW, ON THE AGENDA THIS EVENING TO, YOU KNOW, BE ABLE TO BRING IN ADDITIONAL INTERVENTION STAFF THAT CAN ACTUALLY WORK WITH SMALL GROUPS ALONGSIDE THE TEACHERS TO, YOU KNOW, JUST TARGET SOME OF THAT INSTRUCTION FOR OUR STUDENTS. OK, ONE LAST QUESTION. SO I NOTICED THERE WAS NO DATA FOR HIGH SCHOOL STUDENTS. IS THAT COMING LATER OR IT WILL BE? YES. AND SO YOU KNOW, YOU YOU HEARD THAT, YOU KNOW, THIS IS REALLY THE FIRST YEAR THAT WE HAVE COMMON ASSESSMENTS AT THE HIGH SCHOOL LEVEL, MEANING THAT, YOU KNOW, EVERY EVERY STUDENT AT EACH OF THE GRADE LEVELS WILL BE TAKING THE SAME ASSESSMENT. WE ARE IN THE PROCESS OF THAT WILL BE ADMINISTERED IN EARLY JANUARY. AND SO WHEN WE DO OUR SPRING UPDATE, WE WOULD BE ABLE TO SHARE WITH YOU, YOU KNOW WHERE THEY ARE. KEEP IN MIND THAT TYPICALLY AT THIS TIME. TIME OF YEAR, WE WOULD BE SHARING THE CASH STATUS OF THE STATE ASSESSMENT DATA FOR OUR HIGH SCHOOL STUDENTS, BUT WE DON'T, YOU KNOW, THAT'S TWO YEARS OLD AND SO WE DON'T HAVE THAT AVAILABLE. BUT YES, WE ABSOLUTELY HOPE TO BRING THAT AT OUR PROGRESS UPDATE IN THE SPRING. OF COURSE, FURTHER QUESTIONS. DID YOU HAVE ANYTHING? I WOULD LIKE TO SEE JUST A LITTLE MORE BREAKDOWN AS FAR AS SCHOOLS AND WHAT IT LOOKS LIKE AND SPECIFICALLY THE TITLE ONE SCHOOLS AND WHAT THESE LOOK LIKE VERSUS. ABSOLUTELY. WE CAN PROVIDE THAT IN A WAY THAT DAY TO BREAK THAT DOWN. ABSOLUTELY, WE CAN DO THAT. OF COURSE, THIS IS LIKE ANYTHING ELSE. I ALSO WOULD ADD TO THAT. I'M CURIOUS WHEN, ESPECIALLY WHEN IT COMES TO MATH IN TIMES PAST. FOR SOME STUDENTS, WHEN WE HAVE, WE HAVE SOME ELEMENTARY'S THAT GO THROUGH SIX OTHERS AND FIFTH, THEREFORE THEY BECOME PART OF A MIDDLE SCHOOL. SO THEY THEY GET INTO THE MATH CURRICULUMS. THEY'RE AT THE MIDDLE SCHOOL LEVEL. I, AS WE GET MORE INFORMATION, I'D LIKE TO KNOW HOW THAT MIGHT LOOK IF THERE'S ANY DIFFERENCE THAT WE ARE SEEING IN THE MATH PROFICIENCY FOR THE. YES, ABSOLUTELY. WE COULD PROVIDE THAT AS A BREAKDOWN AS WELL. ABSOLUTELY. OKAY. ALL RIGHT. ALL RIGHT. THANK YOU VERY MUCH. APPRECIATE IT VERY MUCH, AND THANK YOU FOR THE PRESENTATION THAT WAS THERE BY MR. GONZALEZ. THANK YOU. ALL RIGHT. OUR NEXT ITEM IS THIS IS THE FIRST READING. IT DOES SAY ADOPTION, BUT THIS IS NOT A FINAL ADOPTION. THIS IS A FIRST READING OF THE RESOLUTION NUMBER TWENTY ONE POINT TWELVE, WHICH IS INDICATES AS OPPOSING THE TEACHING OF CRITICAL RACE THEORY. WE, AS I SAID EARLIER AND SOME PEOPLE WHO MAY BE AWARE OF THIS, OR PROBABLY ALL OF YOU [03:40:04] ARE FOR THE MOST PART. WE HAD A STUDY SESSION TODAY AND THAT WAS AT FOUR O'CLOCK AND WE HAD A FEW THINGS WE HADN'T FINISHED. SO I THINK WE WANT TO RESUME THAT TO KIND OF FINISH OFF THIS FIRST EFFORT AT AT THIS RESOLUTION. SO WITH THAT, MAY I WANT TO GET YOUR ITEMS OUT AGAIN. WE HAD BEEN GOING PARAGRAPH OR RATHER, WHEREAS SECTION, IF YOU WILL, BY SECTION. YES, WE ARE ON PAGE TWO, AS IT WOULD SHOW. AND THAT WAS THE WHEREAS THAT WAS THE LENGTHY ONE, WHICH INCLUDE THE BRITANNICA DEFINITION BRITANNICA DEFINITION, AND I'M NOT SURE IF WE WRAP THAT ONE UP. I THINK THAT'S WHERE WE'RE AT. OK. STILL WORKING ON THAT. NONE OF US REALLY LIKE THEM. OK, SO I DON'T THINK WE CAME AWAY WITH ANY SATISFACTORY RESULT ON THAT. OK, SO THE ONLY THING I RECALL CORRECTLY IS WE LIKED YOUR WORDING. BUT THEN WE ALSO TALKED ABOUT HAVING SPECIFIC KEY POINTS AND IN A DIFFERENT WAY. SO HAVE I DON'T KNOW IF YOU WANT TO READ YOURS? YEAH, YEAH. I ACTUALLY HAVE COPIES THAT I MADE FOR. THIS IS THE ONE THAT I REWROTE AND I'M NOT SAYING MINE'S THE WHIZ BANG, BUT THAT DOES INCLUDE IT. SO LET ME WAIT. YEAH, THAT'S ONE. OH ME, DO I NEED? I THINK THAT'S IT. OK. AND THEN LET ME BE SURE I HAVE ONE FOR ME. OH, I SHOULD HAVE AMPLE, BUT I WANT TO BE SURE. YEAH, THAT'S FINE. ONE OF THEM SAYS MINE ON IT, BUT THEY'RE ALL THE SAME. I WAS JUST GOING TO AGAIN, TRY NOT TO. AND YOU WILL NOTE THAT AND WE HADN'T DISCUSSED THE TITLE. BUT YES, MINE HAS SOME DIFFERENT THINGS IN IT. SO BUT THE QUESTION WAS ASKED JUST NOW WHAT I HAD WRITTEN ON THE ONE THAT I READ, I THINK TWICE WHEN WE HAD OUR STUDY SESSION EARLIER. SO I JUST WANTED TO MAKE IT EASIER FOR YOU TO SEE WHAT I HAD WRITTEN ON THAT ONE. SO THE ONE THAT YOU'RE REFERENCING IS IN FACT THE ONE THAT I SHOW AS THE THE SECOND TO LAST ITEM ON THE SECOND PAGE, THE ONE THAT SAYS BE IT FURTHER RESOLVED, BUT WE CAN MOVE THAT AROUND. BUT THAT WAS THE TEXT THAT I WAS CITING FROM WHAT I HAD WRITTEN. AND AGAIN, THIS IS OUR FIRST READING, THIS IS A POSSIBILITY, BUT THIS IS THE PROCESS WE'RE IN. COMMENTS. I'M GOOD WITH THIS LANGUAGE TO REPLACE. THE FIRST ONE, THE FIRST IS WE HAVE SOME BULLET POINTS IN ANOTHER, WHEREAS. THIS IS. SO THAT PARAGRAPH IS SUPPOSED TO TAKE THIS PLACE. THAT WAS WHAT HAD BEEN DISCUSSED. THAT'S THAT'S HOW WE ENDED THE LAST THE STUDY SESSION, RIGHT? I THOUGHT WE WERE GOING TO GO TO THE FULL POINTS AFTER. THAT'S HOW I AND I WILL. I WILL. FOR THOSE IN THE AUDIENCE WHO MAY NOT HAVE BEEN HERE, I WILL READ WHAT IT WAS THAT WE'RE NOW REVIEWING AS A POSSIBILITY, A CONSIDERATION FOR CHANGING THE FIRST VERSION THAT WE RECEIVED. THIS IS WHAT WE'RE LOOKING AT. IT SAYS OR WOULD BE, WHEREAS NO ONE STUDENT OR GROUPS OF STUDENTS WILL BE MADE TO FEEL DIMINISHED BECAUSE OF THEIR RACE OR ETHNICITY, RELIGION, GENDER, GENDER IDENTITY, GENDER EXPRESSION, DISABILITY OR IMMIGRATION STATUS. ALL EDUCATIONAL OPPORTUNITIES INCLUDE INCLUDING REQUIRED AND ELECTIVE COURSES WILL PRIORITIZE AND MAINTAIN A SAFE, CONSTRUCTIVE LEARNING ENVIRONMENT, AS WELL AS BE REFLECTIVE AND INCLUSIVE OF OUR DISTRICT'S DIVERSITY. I'M OK WITH THAT. WHERE ARE WE AT? I'M OK WITH THAT ONE. OK. WE HAVE SO MUCH OF THE FIRST STAGE. I THINK WE HAVE SO MUCH ON THE FIRST PAGE THAT JUST TALKS. THINK WE NEED TO STICK WITH THE CRITICAL RACE THEORY AND WHAT WE WANT TO DO. [03:45:01] I FEEL LIKE WE JUST KEEP GOING ON AND ON ABOUT OTHER STUFF. I THINK WE NEED THE BULLET POINTS THAT SAYS WHAT WE'RE NOT GOING TO TEACH AND THEN MAYBE LIKE, PUT THAT UP THE END. BUT I FEEL LIKE WE JUST KEEP GOING AND GOING LIKE WE JUST NEED TO GET TO THE MEAT AND POTATOES OF IT AND JUST SAY, THESE ARE THE BULLET POINTS AS WELL. WE'RE NOT GOING TO TEACH AND THEN AND THEN MOVE ON. OK, THEN I THINK WHAT WE'RE TRYING TO DO IS HOPEFULLY IF WE CAN COME TO AN AGREEMENT OF ALL FIVE OF US, PERHAPS WE WON'T GET THERE. BUT I'M JUST SAYING THIS IS THE CONSIDERATION. SO IF IF WE'RE TRYING TO GET CONSENSUS ON THAT, SO WHERE ARE WE AT ON THAT PARTICULAR ONE? DO WE GO FORWARD WITH IT? DO WE HAVE THREE THAT WANT TO AT LEAST GO FORWARD WITH IT? AT THIS, IT WILL COME BACK TO US. YEAH, I THINK WE'RE GOING TO HAVE TO COME BACK TO THAT ONE. THAT'S THAT'S STILL WAY TOO VAGUE. IT ALMOST FEELS LIKE IT'S VERY SPECIFIC. IT CALLS OUT THE GROUPS THAT WE WOULD WANT TO BE SURE DID NOT FEEL LESS OR DIMINISHED. YEAH, I FELT THAT IT WAS A MIRROR IMAGE OF THE FRONT OF THIS. IT WASN'T REALLY. IT WASN'T GIVEN ANY. IT WASN'T GIVEN ANY SUBSTANCE IN MY THOUGHT IT WAS. IT WOULD BE CRT, THE DEFINITION OF IT, WHICH WOULD INCLUDE CURRICULUM MATERIAL OR SCHOOL PROMOTED LITERATURE, PROMOTING OR ENDORSING THE USE OF WHITENESS, WHITE SUPREMACY, WHITE IDENTITY, ANY PRIVILEGED, DOMINANT GROUP INTERNALIZED DOMINANCE. SILENCE IS VIOLENCE. ANY STRUCTURAL OR SYSTEMATIC RACISM. ANY COLOR BLINDNESS. AFFIRMATIVE SPACE MICROAGGRESSIONS. I WANTED SOME MORE MEAT TO THAT I WANTED TO. I WANTED TO HEAR COLOR BLINDNESS. ANYTHING THAT HAD TO DO WITH COLOR BLINDNESS. BLM WEEK. COME ON, GUYS. THIS IS WHAT THE CRT IS BRINGING HERE. WESTERN NUCLEAR FAMILY. IF THERE ARE, IF THERE ARE THESE COMPONENTS IN THERE THAT DEFINE WHAT CRT IS ABOUT, THEN I WOULD BE MORE MORE RESPONSIVE TO THAT. ARE YOU SAYING THOSE THOSE WORDS SHOULD NOT BE USED? I THINK THEY SHOULD BE IN THERE. I THINK IT NEEDS TO BE VERY SPECIFIC. BUT IF IT'S IN THERE, WHAT IS YOUR INTENT? THOSE WORDS OR PHRASES CANNOT BE USED, NOT BE TAUGHT IN USED IN MATERIAL. ANYTHING THAT'S GOING TO DISPARAGE ONE PARTICULAR RACE, ONE PARTICULAR GROUP SHOULD BE DISCOURAGED AT ALL COST. AND SO YOU DON'T FEEL THAT WHAT WE HAVE HERE THAT I AND I, I DON'T MIND THE FACT I HAPPEN TO WRITE IT, THAT'S NOT MY POINT. NO, NO, NO. THAT'S THAT'S THE THING. I DON'T THINK IT HAS ENOUGH TO IT. I THINK IT'S DANCING AROUND THE POINT, AND I THINK WE NEED TO HAVE A TRUE FOUNDATION OF WHAT WE'RE LOOKING FOR IN CRT BEING TAUGHT OR NOT TAUGHT IN THIS DISTRICT. FURTHER COMMENTS FROM THE BOARD. I AGREE WITH HIM. I THINK THAT SINCE WE'RE TAKING OUT THE DEFINITION BRITANNICA DEFINITION, WE NEED TO SAY WHAT WE BELIEVE CRITICAL RACE THEORY IS AND HIS BULLET POINTS AND TALK ABOUT THE WORDS AND SAY WHAT WON'T BE TAUGHT, HOW YOU WON'T BE PITTING THE RACES AGAINST EACH OTHER. SO I THINK EXACTLY WHAT HE SAYS, WE NEED TO HAVE THAT IN THIS PARAGRAPH. AND I THINK WHAT YOU WROTE, IT JUST SOUNDS LIKE THE SAME THING. WE'RE DANCING AROUND THIS LIKE WHOLE THING. WELL, WE'RE NOT GOING TO DO THIS, BUT WE'RE NOT SAYING HOW WE'RE GOING TO IMPLEMENT IT. AND THIS RESOLUTION SHOULD BE HOW WE ARE GOING TO IMPLEMENT THE CRT. NOW WE'RE GOING TO DO AGAIN, IMPLEMENT CRT. WHAT I DIDN'T I DON'T THINK I HEARD THE LAST WORD. NOW WE'RE GOING TO BAN CRT IN THE CLASSROOM. IF WE JUST KEEP PUTTING THESE THINGS AND SAY NO STUDENT OR GROUPS WILL BE MADE TO FEEL DIMINISHED. WE WON'T DO THIS. WE WON'T DO THAT. IT DOESN'T SAY. THE ACTUAL MEAT AND POTATOES OF CRT AND WHAT IT IS AND WHAT CAN'T BE TAUGHT. SO WE'RE GOING TO PEOPLE ARE GOING TO GO INTO THE CLASSROOM AND THEY'RE GOING TO SAY, WELL, I DON'T THINK I DID THIS AND THAT WASN'T MY INTENT AND THEN THEY DO IT ANYWAYS. AND SO WE HAVE TO HAVE SOME TYPE OF GUIDELINES AND SOMETHING FOR PEOPLE TO BE ABLE TO FOLLOW SO THEY KNOW WHAT THE GUIDELINES ARE. SO WITH THIS THEN HAVE TO BE AN EXPENSE, AS YOU VIEW, WOULD HAVE TO BE AN EXPANSIVE LIST OF ALL THE DEROGATORY TERMS THAT COULD EVER BE THOUGHT OF. WHAT ARE YOU SEEKING NOW? WELL, YOU LISTED SEVERAL THERE. SO I CAN'T IMAGINE THAT THE FULL LIST AS SOME WOULD. OK. SO SO WHAT? HE SAID, ANY CURRICULUM, MATERIAL OR SCHOOL PROMOTIONAL LITERATURE PROMOTING OR ENDORSING THE USE OF WHITENESS, WHITE SUPREMACY, WHITE IDENTITY, ALLY PRIVILEGE, DOMINANT GROUP INTERNALIZED DOMINANCE SILENCES VIOLENCE, STRUCTURAL, SYSTEMATIC RACISM, COLOR BLINDNESS, [03:50:05] AFFINITY SPACES, MICROAGGRESSIONS, BLM WEAK ANTI BLACKNESS, WESTERN NUCLEAR FAMILY, YOU CENTERING WHITENESS, DECONSTRUCTING ANYTHING THAT DISPARAGES RELIGION LIKE THAT SHOULD NOT BE TAUGHT IN THE CLASSROOM. WE CAN TEACH HISTORY AND WE DON'T HAVE TO TALK ABOUT PEOPLE'S PRIVILEGE, COULD YOU? YOU KNOW, I. THESE ARE SOME TERMS THAT, FRANKLY, I HAVE NO KNOWLEDGE AS TO THEY UNDERSTAND. SO WE'VE BEEN STUDYING CRT FOR THE LAST YEAR, SO WE UNDERSTAND WHAT WHAT WE'RE TALKING ABOUT AND THE PARENTS HAVE BEEN TELLING US WHAT'S BEEN GOING ON IN THE CLASSROOM. SO WE NEED TO INSTEAD OF JUST HAVING FLUFF. WE NEED TO ACTUALLY SIT HERE AND SAY, THIS IS NOT WHAT WE'RE GOING TO BE TEACHING. WE'RE GOING TO TEACH HISTORY. WE'RE NOT GOING TO. WE'RE NOT GOING TO TALK ABOUT PEOPLE'S PRIVILEGE. OR, YOU KNOW, IN LAST YEAR, SOMEONE WAS IN TROUBLE. AND SO IN LIEU OF SUSPENSION, THEY SAT IN A THING AND IT SAID, WHAT WAS YOUR PRIVILEGE THAT MADE YOU DO THIS? THAT'S CRT TALKING ABOUT SOMEBODY'S PRIVILEGE BECAUSE THEY MESSED UP. SO THAT'S THE THINGS THAT SHOULD NOT BE HAPPENING IN OUR SCHOOLS, JUST ASSUMING THAT SOMEBODY HAS PRIVILEGE IF THEY MAKE A MISTAKE AND THEY HAPPEN TO BE WHITE. OK. OTHER COMMENTS FROM THE MANY BOARD MEMBERS. THIS IS ANY FURTHER. WELL, I REALLY FEEL LIKE THE BULLET POINTS ARE ESSENTIAL THAT WE REALLY OUTLINE THE THEORIES THAT WE DO NOT WANT TO. I THINK SOME OF THE WORDING THAT IS IN THERE IS MAYBE. AGGRESSIVE, NO, NOT AGGRESSIVE, BUT LIKE VAGUE, YOU KNOW, LIKE WE'LL JUST USE THE WORD RIGHT. WHITE SUPREMACY THAT WAS IN THAT LIST, WELL, I FEEL THAT OUR STUDENTS SHOULD LEARN ABOUT WHAT WHITE SUPREMACY IS, BUT RIGHT, BUT THEY SHOULDN'T BE TOLD THAT BECAUSE THEY'RE WHITE, THAT THEIR WHITE SUPREMACY. SO THAT'S EXACTLY EXACTLY THAT'S THE THING. LIKE THE AUDIENCE, PLEASE REMAIN QUIET WHILE WE CONDUCT OUR BUSINESS. THE TEACHING ABOUT WHITE SUPREMACY BUT I'M NOT SAYING HAVING THEM TAUGHT THAT THEY ARE WHITE SUPREMACISTS BECAUSE THEY DO OR BELONG A CERTAIN WAY OR THEY THINK A CERTAIN WAY, IF THEY'RE CONSERVATIVE, THEY'RE WHITE SUPREMACISTS AUTOMATICALLY THAT THAT DOESN'T WORK. NO, AND IT DOESN'T WORK. BUT I JUST THINK, YOU KNOW, WHEN WE DO OUR WORDING, WE NEED TO BE CAREFUL. AND IT NEEDS TO BE EXACT. AND WHEN YOU WERE READING OFF THAT LIST, I WAS LIKE, OH, DOES THAT MEAN WE CAN'T TALK ABOUT WHITE SUPREMACY? WELL, THAT'S THAT'S HOW I TOOK IT WHEN YOU READ IT. SO I JUST WANT TO MAKE SURE WHATEVER LIST WE COME UP WITH THAT WE CAN HOPEFULLY ALL AGREE UPON IS SPECIFIC. AND MY LIST THAT I TALKED AT THE LAST MEETING I HAD THE UNITED STATES IS FUNDAMENTALLY OR SYSTEMICALLY RACIST. SOCIETAL PROBLEMS ARE CREATED BY RACE OR PATRIARCHAL SOCIETY STRUCTURES AND SYSTEMS. ONE RACE IS INHERENTLY OR INTENTIONALLY RACIST OR AND OR RESPONSIBLE FOR STEREOTYPING AND SCAPEGOATING AND OUR OPPRESSION OF ANOTHER RACE, WHETHER CONSCIOUSLY OR UNCONSCIOUSLY, A PERSON'S RACE DETERMINES THEIR MORAL CHARACTER AND MAKES THEM RESPONSIBLE FOR PAST TRANSGRESSIONS OF THAT RACE. BECAUSE OF THIS, SOME PEOPLE SHOULD BE TREATED DIFFERENTLY OR DISCRIMINATED AGAINST BECAUSE OF THEIR RACE. TEACHING THE THEORY THAT CHARACTER TRAITS, VALUES, MORALS AND ETHICAL CODES, PRIVILEGES, STATUS OR BELIEFS RESULT IN MEMBERS OF A RACE BEING INHERENTLY RACIST OR INCLINED TO OPPRESS OTHERS. AND THEN THE LAST ONE WAS MERITOCRACY OR TRAIT, SUCH AS WORK ETHIC OR DEVOTION TO DUTY AND OBLIGATION OBLIGATIONS AND INHERENTLY ARE INHERENTLY RACIST. THERE'S ONE MORE THAT THE INTERCONNECTED NATURE OF SOCIAL CATEGORIES SUCH AS RACE, CLASS AND GENDER CREATE OVERLAPPING AND INTERDEPENDENT SYSTEMS OF DISCRIMINATION OR DISADVANTAGES. SO THOSE WERE THE THE KEY THINGS THAT I THOUGHT SHOULD AND IT'S NOT. I WANT TO BE REALLY CLEAR HERE. I'M NOT BANNING WORDS. I'M JUST TALKING ABOUT PROHIBITING THE TEACHING OF THESE THEORIES. COULD I GO AHEAD BACK SO WAS MENTIONED BEFORE ABOUT THE WOMEN IN INDUSTRY AND THE SPEAKER THAT WAS THERE AND TALKED ABOUT HOW SHE WAS A PERSON OF COLOR AND ALSO A WOMAN IN BOTH OF [03:55:05] THOSE HAD AN IMPACT ON HER AND SHE HAD TO WORK HARDER IN CERTAIN ASPECTS BECAUSE OF THOSE THINGS. IS THAT SOMETHING THAT WILL NOT BE ABLE TO DISCUSS? WHY WOULDN'T YOU BE ABLE TO DISCUSS IT? BECAUSE WE'RE TALKING ABOUT INTERSECTIONALITY. HE'S TALKING ABOUT HOW. BIG COSTS. SO WOULD THAT LEAVE IT UP FOR FOR DEBATE AND THEN HAVE MAYBE PEOPLE CALLING AND SAYING, NO, WE SHOULDN'T HAVE A SPEAKER THAT IS A WOMAN OF COLOR AND ACTUALLY MENTIONS THAT? OR IS THAT OK? AND THAT'S THAT'S I WANT TO MAKE SURE THAT THAT WE AREN'T ELIMINATING ANY OF THAT. I WOULDN'T I WOULDN'T THINK WE WERE WOULD BE ELIMINATING THAT. I WOULD THINK IF IT WAS A PERSON, A WOMAN, A PERSON OF COLOR THAT CAME IN AND IS TEACHING ABOUT OR TALKING ABOUT HER SUCCESS AND HOW SHE SHE PULLED HERSELF OUT. WHAT'S THAT? BUT WHAT IF SHE TALKS ABOUT THE DOWNFALLS BEFORE SHE GETS TO SUCCESS? IS THAT OK? THAT'S ABSOLUTELY OK. BUT I THINK WHERE IT GETS TO BE PROBLEMATIC IS TO SAY, HEY, YOU KNOW, I HAD TO DO THIS AND THERE WERE ALL THE WHITES WERE KEEPING ME DOWN AND THERE WAS THERE WAS NO WAY IN WHICH I COULD DO IT BECAUSE THE WHOLE SYSTEM IS RACIST. THAT WOULD BE WRONG. AND YOU ARE WHERE YOU ARE BECAUSE OF YOUR PRIVILEGE. BUT I WORKED FOR IT WHEN NOBODY KNOWS WHAT EVERYBODY'S BACKGROUND IS, JUST ASSUMPTIONS. I DIDN'T SAY THAT, SO I'M NOT SAYING THAT I'M. BUT IF SOMEBODY WORDED IT THAT WAY, WOULD THEY NOW COME TO THE BOARD AND SAY SHE GOT UP THERE AND SAID BECAUSE SHE'S A PERSON OF COLOR, IT WAS HARDER FOR HER? AND THEN THAT CAUSES THIS SNOWBALL EFFECT OF NOW WE'RE NOT GOING TO HAVE WOMEN IN INDUSTRY ANYMORE. NO, NO. I THINK A BIT OF A STRETCH. YEAH. IF SHE WERE TO SAY THAT THE THE THE WHITE TEACHERS IN PLACENTIA SCHOOL DISTRICT KEPT HER DOWN AND SHE HAD TO GO OUTSIDE THE DISTRICT BECAUSE THEY WERE ALL RACISTS HERE, THEN THAT WOULD PROBABLY BE AN ISSUE, WOULDN'T IT? I WOULDN'T PARTICULARLY LIKE THAT CONVERSATION, EITHER, BUT THAT DOESN'T NECESSARILY MEAN THAT THAT'S WHAT SHE WAS SAYING. SHE WASN'T EVEN THOUGH SHE IS A WOMAN OF COLOR, RIGHT? AND SHE'S NOT A WHITE WOMAN. OK, THAT SHE STILL HAS THE SAME EXPERIENCE, AND I DON'T WANT US TO LIMIT HER BEING ABLE TO TALK ABOUT HER EXPERIENCES BECAUSE SHE'S A PERSON OF COLOR. I THINK, TOO, THAT SHE'S A SPEAKER THAT THE DISTRICT BROUGHT IN AND PEOPLE CHOSE TO GO AND SEE HER BECAUSE THEY WANT TO KNOW WHAT HER STORY IS. WE'RE TALKING ABOUT KIDS THAT HAVE TO GO TO CLASS AND THEY HAVE TO LISTEN TO THEIR TEACHER AND THEY HAVE TO DO WHAT THEIR TEACHER SAYS AND THEY HAVE TO WRITE PAPERS FOR GRADES. THERE'S A WHOLE DIFFERENT STORY, ESPECIALLY WHEN WE'VE HAD FAMILIES WHO SAID THAT IN OUR DISTRICT THAT THEY'VE HAD TO WRITE PAPERS TO THEIR TEACHERS VIEWS TO GET A GOOD GRADE. AND WE'VE HAD MULTIPLE TEACHERS OR MULTIPLE PARENTS COME FORWARD AND SAY THAT OR ELSE THEIR CHILD WOULD HAVE A D OR AN F ON A PAPER BECAUSE THEIR VIEWPOINT DIDN'T AGREE WITH THEIR TEACHER. I THINK THERE'S A COMPLETELY DIFFERENT THING THAT WE'RE TALKING ABOUT HERE. SO WHEN WE'RE DOING OUR ABCS, WHICH ARE PRIMARILY HISTORICAL AND THE STUDENTS ARGUE ON BOTH SIDES, THERE'S A TIME WHERE THEY ARGUE ON ONE SIDE AND THERE'S A TIME WHERE THEY ARGUE ON THE OTHER SIDE. AND PART OF THE REASON WHY THEY ARGUE ON BOTH SIDES IS TO GET AN UNDERSTANDING ABOUT BOTH SIDES OF THAT TOPIC, BUT ALSO TO BE ABLE TO ARTICULATE BOTH SIDES OF THAT TOPIC. AND SO I WORRY THAT THAT THIS PARTICULAR EXERCISE WOULD NOT BE ALLOWED BECAUSE IF A STUDENT FELT LIKE, WELL, I DON'T WANT TO ARGUE THAT SIDE, EVEN THOUGH EVERYBODY'S ARGUING BOTH SIDES, THEN THAT WOULD BE A PROBLEM. SO I I THINK THAT WE. I THINK LIKE YOU'RE MUDDYING THE WATERS A LITTLE BIT LIKE THAT'S DEBATE IN CLASS, LIKE PEOPLE TAKING SIDES, WE'RE TALKING ABOUT TEACHERS TEACHING THAT SOMETIMES THE TEACHERS WILL ASSIGN ONE SIDE AND YOU. AND THAT'S JUST HOW IT IS AND YOU ARGUE IT AND ANOTHER SIDE IS GIVEN TO SCHOOL. I UNDERSTAND WHAT THE DEBATE'S ABOUT, BUT I'M SAYING IS. WELL, FIRST OF ALL, IT SOUNDS LIKE WE HAVE SOME DISTANCE ON THE THE PARAGRAPH FOR THE WHEREAS THAT IS THE LARGE ONE WE ARE, I'M NOT SURE THAT HAS BEEN ACCEPTED IN ITS PRESENT TEXT. WHERE ARE WE AT ON THAT? I NEED TO FIND OUT AGAIN. ARE THERE IS THERE CONSENSUS THAT THIS PARAGRAPH STAY? WHICH WHICH DO? IT'S THE LENGTHY ONE THAT INCLUDES THE BRITANNICA. NO, LET'S GET RID OF IT. PARDON. I SAY, GET RID OF IT. OK. SO I SAY WE LOOK FOR ANOTHER DEFINITION SO THAT AT LEAST WE CAN SAY, DO WE HAVE? OK, I WOULD. I WOULD CONCUR WITH THAT. SO THAT ONE IS HISTORY. PARDON THAT USE OF WORD. [04:00:01] AND SO WHAT WE NOW APPEAR TO NEED IS SOME, IF, IF NEEDED, AN ALTERNATE. NOW THAT SEEMS TO BE THE INTEREST. SO I DON'T KNOW THAT WE CAN HAMMER THAT OUT TONIGHT. I'M NOT SURE WE ARE CLOSE IN THIS BECAUSE I DON'T THINK WE HAVE ARRIVED AT AN ALTERNATE TEXT. WOULD I BE INCORRECT? PLEASE INFORM ME IF I'VE GOT THAT WRONG. I THINK WE'RE LOOKING FOR A MORE DETAILED DEFINITION. MAYBE IF WE COULD MOVE ON TO THE NEXT TWO AND GET THROUGH THOSE? OK, AND THEN WE CAN COME BACK AND BRING DEFINE THAT DEFINITION A LITTLE BIT MORE. BECAUSE OF ALL THE TERMS, I'D LIKE TO GO THROUGH THEM AND HAVE A LITTLE MORE TIME WITH THEM THAN JUST RIGHT NOW. AND ALSO, I THINK IT WOULD BE WHO WAS TO HAVE THIS IN PRINTED FORM BECAUSE THERE'S QUITE A BIT. AND SO WE COULD EXAMINE THIS AGAIN. WE CAN ALWAYS HAVE A THIRD READING. I MEAN, WE DON'T HAVE TO, BUT THIS BE SOMETHING THAT WE HAVE ANOTHER STUDY SESSION ON. TO TRY TO HAMMER IT OUT BEFORE THE NEXT MEETING. I DON'T KNOW. OR HAMMERED OUT WORK THAT IN TIME WISE. DO YOU HAVE ANY COMMENT AT THIS POINT? JUST I'D HAVE TO LOOK AT THE CALENDAR AND SEE IF WE CAN WITH THE SCHOOL OUT NEXT WEEK AND THE FOLLOWING WEEK. CSB. YEAH. YEAH, I KNOW IT'S GETTING TIGHT. YEAH, BECAUSE TWO THREE OF US ARE GONE THAT ENTIRE FIRST WEEK OF DECEMBER. AND SO THINGS, YOU KNOW, EVERYTHING GETS COMPRESSED. WE DON'T HAVE A TIMELINE ON THIS. DO WE KNOW? SO THERE'S NO WE CAN HAVE A THIRD READING. THERE'S NO PROBLEM. SEE THAT JUST TO KIND OF LET SOME OF THE I THINK WE NEED TO JUST KEEP, YOU KNOW, THE INFORMATION CLEAR SO THAT AGAIN, THAT'S WHY I WENT AHEAD AND PRINTED UP WHAT I'D WRITTEN. ONLY BECAUSE SOMETIMES, AT LEAST FOR ME, WHEN I SEE IT, THEN I CAN START DIGESTING IT. AND, YOU KNOW, I'M AFRAID I DON'T HAVE ALL THOSE ITEMS THAT YOU HAD. I DON'T REMEMBER. I PROBABLY GOT THEM, BUT ALL OF MY PAPERS, I DON'T REMEMBER FINDING IT. SO BUT WE NEED TO GET MORE INFORMATION. SO PRESIDENT FREEMAN, COULD WE MAYBE GET AT OUR NEXT STUDY SESSION IF WE CAN GET ANOTHER STUDY SESSION IN, MAYBE HAVE A DEFINITION IN WHICH EACH BOARD MEMBER COULD BRING IN AND WE COULD GO OVER THOSE THAT WAY? AT LEAST WE KIND OF HAVE AN IDEA OF WHERE THE OTHER PERSON IS AT ON A DEFINITION. SO WE'RE LOOKING FOR A DEFINITION OF CRT SPECIFICALLY, RIGHT? SO FOR THOSE WHO WOULD SUPPORT THAT, OK, IF THAT BE A DEFINITION, SO SOME MAY BRING THEM, SOME MAY NOT. OK, OK, BUT OK. ALL RIGHT. WELL, A STUDY SESSION MAY NOT BE FEASIBLE FOR DECEMBER. WE COULD LOOK AHEAD TO JANUARY. OK. OK. ALL RIGHT. SO LET'S FINISH THE OTHER TWO. YES, LET'S DO THAT. LET'S DO THAT. OK. SO THE SECOND TO LAST THAT WE HAVE IN THE ONE WE RECEIVED, THEREFORE BE IT RESOLVED THE PLACENTIA OR BLEND UNIFIED SCHOOL DISTRICT HONORS THE EXPERIENCES OF ALL STUDENTS BY ENCOURAGING INSTRUCTION THAT APPROPRIATELY, APPROPRIATELY EXPLORES MULTICULTURALISM. THE BOARD OF EDUCATION SEEKS TO SUPPORT THE TEACHING OF RESPECTFUL COMMUNICATION, EMPATHY AND UNDERSTANDING BY ALLOWING STUDENTS TO SEE THEMSELVES AND EACH OTHER AS PART OF THE NARRATIVE THAT ACCOUNTS FOR UNITED STATES HISTORY. I THINK WE HAD, WE HAD, WE HAD STRUCK PREVIOUSLY THE JUST AFTER NARRATIVE PUT A PERIOD. YES. OK. OK, SO WE GOT THAT ONE DONE. ALL RIGHT. NEXT ONE, BE IT. I'M SORRY. GO AHEAD. I'M SORRY. I HAVE A PLEASE COMMENT. SURE. INSTEAD OF USING THE WORD MULTIPLE MULTICULTURALISM, CAN WE INSTEAD USE THE HISTORY, PHILOSOPHIES AND STRUCTURES WHICH COMPRISE THE AMERICAN EXPERIENCE? WAIT, AM I USING THE RIGHT ONE? YES. THE HISTORY OF PHILOSOPHIES AND STRUCTURES WHICH COMPRISE THE AMERICAN EXPERIENCE, INCLUDING PERTINENT INSTRUCTIONS REGARDING THE FOUNDING OF IDEALS OF OUR NATION AS. AS WELL AS. OK, I'M TIRED. I KNOW THAT'S THAT'S WHY BOARD MEETINGS SHOULDN'T GO. MAYBE WE SHOULD WAIT FOR ON THIS ONE. YES, MAYBE. WHY DON'T YOU WRITE THAT UP AND HAVE THAT AVAILABLE FOR US, IF YOU WOULD? MULTICULTURALISM TO ME SEEMED TO FIT BECAUSE OF THE FACT THAT THE THE TITLE I BELIEVE THAT IT'S GOING TO BE GIVEN TO OUR ELECTED IS MULTICULTURALISM. AND SO TO ME, THAT MADE A LOGICAL SENSE, LOGICAL SENSE TO A POINT OF BEING THERE. I DIDN'T WRITE THAT, BUT I'M JUST SAYING WHEN I SAW THAT, I THOUGHT, OH, THAT'S THE TITLE OF WHAT WE WOULD HAVE FOR OUR FUTURE ELECTRIC ELECTIVE. YEAH. I THINK I RATHER USE THIS HISTORY, PHILOSOPHIES AND STRUCTURES WHICH COMPRISE THE [04:05:02] AMERICAN EXPERIENCE AND THEN JUST ENDED THAT WITH AND THEN GO WITH THE BOARD OF EDUCATION SEEKS TO IMPROVE THE TEACHING OF RESPECTFUL COMMUNICATIONS. SO YOU HAD HISTORY, PHILOSOPHY, STRUCTURES, STRUCTURES WHICH COMPRISE THE AMERICAN EXPERIENCE. WHAT ARE WHAT WOULD YOU WHAT WOULD BE STRUCTURES? THAT LIKE HOW OUR BOARD IS SET UP, HOW GOVERNMENT IS SET UP, ALL THE DIFFERENT STRUCTURES, GOVERNANCE STRUCTURES, THEN ARE YOU SAYING GOVERNANCE STRUCTURES OR GOVERNMENTAL? GOVERNANCE STRUCTURES OF SOCIETY, HOW SOCIETY WORKS, ACTUALLY, THE GOVERNMENT STRUCTURES IN SOCIETY, STRUCTURES OF FAMILY, YEAH, ALL BUT THERE'S ALL KINDS OF STRUCTURES IN FAMILIES. SO BUT OK, I. YEAH. OK, SO THAT WOULD THEN READ THAT A. YEAH. PLEASE READ IT ONE MORE TIME. OK, LET'S START AT THE BEGINNING, YES. PLACENTIA YORBA LINDA SCHOOL DISTRICT HONORS THE EXPERIENCES OF ALL STUDENTS BY ENCOURAGING INSTRUCTION THAT APPROPRIATELY EXPLORES THE HISTORY, PHILOSOPHIES AND STRUCTURES WHICH COMPRISE THE AMERICAN EXPERIENCE PERIOD. AND THEN IT WOULD GO. THE BOARD OF EDUCATION SEEKS TO SUPPORT THE TEACHINGS OF RESPECTFUL COMMUNICATIONS, EMPATHY AND UNDERSTANDING BY ALLOWING STUDENTS TO SEE THEMSELVES IN EACH OTHER AS PART OF THE NARRATIVE PERIOD. OK, THANK YOU. ALL RIGHT. I REALLY WANT TO BE SURE I UNDERSTAND STRUCTURES BEFORE I WOULD SAY AGREED ON THAT BECAUSE. YOU SAID THAT WOULD BE GOVERNANCE STRUCTURES, FAMILY FAMILY STRUCTURES, ALL THE STRUCTURES OF OF THE AMERICAN EXPERIENCE, THERE'S A LOT OF DIFFERENT STRUCTURES IN HERE. SO IF I READ THE WHOLE FIRST SENTENCE, IT SAYS WHILE U.S. HONORS THE EXPERIENCES OF ALL STUDENTS BY ENCOURAGING INSTRUCTION THAT APPROPRIATELY EXPLORES HISTORY, PHILOSOPHY AND STRUCTURES WHICH COMPRISE THE AMERICAN EXPERIENCE. CORRECT. PHILOSOPHIES, PLURAL. WELL, HISTORY PHILOSOPHY IS PLURAL HISTORY, PHILOSOPHY, HISTORY, PHILOSOPHIES. AND WE'LL JUST MAKE THEM ALL PLURAL. HISTORY, SINGULAR PHILOSOPHIES AND STRUCTURES ARE BOTH PLURAL, WE CAN GO ALL PLURAL. FROM LET ME EXPLORES HISTORY, THE HISTORIES OF THE AMERICAN EXPERIENCE, BUT I THINK IT SHOULD BE STRUCTURED. THE HISTORY, PHILOSOPHY AND STRUCTURE STRUCTURES SHOULD BE STRUCTURES. STRUCTURES WOULD BE PLURAL. OK. OK, GOT IT, IF THERE'S AGREEMENT TO THAT, I HAVE IT. I AGREE. OK. YOU HAVE CONSENSUS. I CAN AGREE. I'M STILL TRYING TO UNDERSTAND STRUCTURES A LITTLE MORE. I MEAN, I'M HEARING, BUT I CAN AGREE WITH IT FOR NOW AND FOR NOW, FOR NOW. OK, THANK YOU. AND WE CAN THINK ABOUT IT. YES. THINKING ABOUT IT WAS GOOD. OK. ALL RIGHT. LAST ONE. I'M SORRY. SECOND LAST. BE IT ALSO RESOLVED. PLACENTIA ERBLAND UNIFIED SCHOOL DISTRICT STANDS BY THE COMMITMENT TO TEACH A COMPLETE AND ACCURATE HISTORY ACCURATE ACCOUNT OF HISTORY, WHILE ALSO SUPPORTING THE CULTURAL INTEGRITY OF STUDENTS AND EMPOWERING THEM TO BECOME ACTIVE AGENTS IN THE BRIDGE-BUILDING PROCESS WE CALL. I THINK IT WOULD BE THE CALL AMERICAN LIFE. I DON'T KNOW IF IT'D BE THE AMERICAN LIFE OR JUST AMERICAN LIFE. I DON'T KNOW IF WE NEED THAT COMMA AFTER PROCESS. YEAH, OK. AND WE CAN. SORRY, WE CAN AND WILL EMPOWER ALL STUDENTS AND SERVILE STUDENTS. SO ON THAT ONE, I WAS THINKING THAT IF WE SAID BE IT, ALSO RESOLVE WHAT'S IN TROUBLE IN A UNIFIED SCHOOL DISTRICT STANDS BY THE COMMITMENT TO TEACH A COMPLETE AND ACCURATE ACCOUNT OF HISTORY. PERIOD, WE CAN AND WILL EMPOWER ALL STUDENTS AND SERVE ALL STUDENTS BECAUSE I FEEL LIKE WE'RE JUST REPEATING HERSELF. IT'S LIKE A LOT OF FLUFF. I JUST FEEL LIKE IF WE JUST SAY IT, WE'RE GOING TO TEACH A COMPLETE, ACCURATE ACCOUNT OF HISTORY AND WE CAN AND WILL EMPOWER AND SERVE ALL STUDENTS AND THEN JUST KIND OF BE DONE WITH THAT AGAIN. SAY THAT AGAIN, BE IT ALSO RESOLVED. PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT STANDS BY THE COMMITMENT TO TEACH A COMPLETE AND ACCURATE ACCOUNT OF HISTORY PERIOD. WE CAN AND WILL EMPOWER ALL STUDENTS AND SERVE ALL STUDENTS, PERIOD, WHICH IS THE FINAL SENTENCE IN THAT PARAGRAPH. OK. OK. SO CONSENSUS TO STRIKE OUT THOSE MIDDLE TWO LINES. YEAH. FOR NOW, TBD TO BE DETERMINED AGAIN, HAVE TO [04:10:10] DIGEST THIS, YOU KNOW, BECAUSE YOU HAVE TO ONCE YOU MAKE SOME CHANGES, THEN YOU WANT TO GO BACK AND READ THE ENTIRE RESOLUTION AND SEE MAKE SURE IT'S ALL COVERED KIND OF FLOWS AND AND THE ORGANIZATIONAL STRUCTURE OF IT IS GOOD. OK. AND THEN BE IT FINALLY RESOLVED. PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT WILL NOT INCLUDE CRT IN ANY CORE SOFTWARE OFFERINGS. COMMENTS FROM THE BOARD. WHERE ARE WE ON THAT? I THINK IT SHOULD INCLUDE CRT PRINCIPLES. I THINK PRINCIPLES SHOULD BE PUT IN THERE. I WAS GOING TO SAY THE SAME THING. IT'S PRETTY. IT'S PRETTY VAGUE. IT MIGHT HELP DEFINE IT A LITTLE BIT MORE. THE VAGUENESS, WELL, IS NOT. IT COULD BE PROBLEMATIC. YEAH. AND THAT MAY RESOLVE ITSELF ONCE WE GET A SOLID DEFINITION ON IT. WITH THE BULLET POINTS, WE HAVE CONSENSUS FOR SOME, FROM SOME TO JUST ADD THE WORD PRINCIPLES AFTER CRT, SO ITS POLICY WILL NOT INCLUDE CRT PRINCIPLES IN ANY COURSE OFFERINGS. CORRECT. SOUNDS GOOD. THAT'S A GOOD MORNING. I'D LIKE TO IDENTIFY PRINCIPLES BEFORE WE SAY IT, COULD WE BRING THAT BACK FOR THE SECOND READING? LEAVE IT LIKE THIS AS THE CRT, BUT COME BACK WITH IDENTIFYING WHAT THOSE PRINCIPLES ARE AND THE INITIAL PART, BECAUSE I THINK WE TALK ABOUT THOSE. YEAH, BUT I'D LIKE TO HAVE IT IN THERE. OK. I'M GOOD WITH THAT. YES. YOU MEAN, IF WE ADD MORE TO THE PRINCIPLES, THEN THERE'S NO, YOU KNOW, THERE'S NOT GOING TO BE ANY CONFUSION. OK, SO HIS PRINCIPLES INSERTED OR NO, NO PRINCIPLES ARE OUT RIGHT NOW. CORRECT. WE'RE GOING TO LET IT STAND AS IS. OK. AND THEN TRY TO DEFINE THAT AND WORK ON THE NEXT TO CONTINUE TO WORK ON IT. ALL RIGHT. AND I THINK THE ONE THING WE DIDN'T DISCUSS WAS THE TITLE. IT SEEMS TO HAVE TWO TITLES. THE TITLE OF THE RESOLUTION, USUALLY WE HAVE ONE TITLE ON A RESOLUTION, JUST A SUGGESTION, BUT AGAIN, YOUR THOUGHTS? I MADE A NEW TITLE. I THOUGHT ONE TO. MINE SAYS, RESOLUTIONS SUPPORTING TRUTHFUL TEACHING AND TEACHING CREDIBLE. AND I HAD MADE THE ONE BECAUSE OF MULTICULTURALISM COMING IN IN THE FUTURE. I SAID, PLACENTIA, YOUR BLEND UNIFIED SCHOOL DISTRICT POSITION ON MULTICULTURAL STUDIES. BUT YOU SEE THAT LIKE THAT IS THE ETHNIC STUDIES COURSE, AND SO RIGHT NOW WE'RE TAKING CRT AND ETHNIC STUDIES AND WE'RE LIKE PUTTING IT TOGETHER LIKE A CRITICAL RACE THEORY CAN BE IN ANY SUBJECT. ONE OF THE THINGS THAT WE HAVE APPROVED AS A BOARD OF ONE OF OUR ONLINE COURSES, ACTUALLY THAT HAD DATA HOW YOU CAN PUT CRITICAL RACE THEORY IN MATH, SCIENCE, LITERATURE, EVERYTHING. SO IT'S NOT JUST IN AN ETHNIC STUDIES, COURSES AND EVERYTHING. SO I THINK THAT THAT TITLE WOULD BE NOT ACCURATE, ESPECIALLY BECAUSE WE'VE REMOVED A LOT OF THAT WORDING ON PAGE ONE, YOU KNOW, FIVE HOURS AGO. WELL, IT SEEMED TO ME FROM MY STANDPOINT, THE WAY I REACHED WENT TOWARDS IT WAS THAT DOING A RESOLUTION TO ME SHOULD TALK ABOUT REALLY WHAT WE'RE DOING OR ABOUT TO DO. AND IT SEEMS LIKE ETHNIC STUDIES SOMEHOW TURNED A CORNER AND BECAME CRT. AND THAT'S WHY I WENT AT IT FOR SOMETHING THAT WE PLANNED TO DO AND WHAT WE WOULD WANT IT TO DO, AND THAT WOULD BE APPRECIATE EVERYONE'S CULTURE. LEARN MORE. KEEP AN OPEN MIND, ET CETERA, ET CETERA. AND ALSO BE CERTAIN NOT TO LET ANY STUDENT FEEL SOMEHOW LESSENED OR OR EVEN, YOU KNOW, SOMEHOW NOT HARASSED. BUT SOMEHOW THIS DOESN'T SPEAK TO THEM. IT SHOULD SPEAK TO ALL OF OUR STUDENTS ONE WAY OR THE OTHER WHEN WE DO ANY STUDIES. SO ANYWAY, THAT'S WHY I HAVE THE TITLE THAT I HAD. SO SO I JUST THINK THOUGH WE NEED TO HAVE A SINGLE TITLE AS MY OPINION. I DON'T RECALL SEEING A RESOLUTION THAT'S HAD TWO TITLES, WHICH THIS BASICALLY DOES. WHEN WE WERE TRYING TO PUT THINGS TOGETHER, WE HAD FEW TITLES AND FORGOT TO TAKE OUT ONE. SO, SO WELL, ARE WE KIND OF I DON'T REALLY HAVE ANY DIRECTION ON WHICH I LIKE RESOLUTION OPPOSING TEACHING, CRITICAL RACE THEORY. I DO AS WELL. I DO, TOO. SO WE HAVE CONSENSUS FROM THREE BOARD MEMBERS. I DON'T KNOW, BUT AT LEAST WE I MEAN, IF YOU COME UP WITH A BETTER TITLE, I LIKE TRUTHFUL TEACHING. THAT'S GOOD, TOO. [04:15:02] BUT I LIKE TO HAVE IT BE MORE POSITIVE FOR ME TOO. I THINK IT SHOULD GO TO. YEAH, OK. SO WE DO HAVE DIRECTION ON THAT. OK, GOOD. ALL RIGHT, GUYS. ARE WE ABLE TO SET THAT ASIDE AND MOVE ON TO THE REST OF OUR AGENDA? OK, GOOD. THANK YOU ALL. ALL RIGHT, NOW WE HAVE ANOTHER PRESENTATION. THIS IS GOING TO BE ON AND A DISCUSSION TO FOLLOW ON ON THE FIRST READING. I'M SORRY. OH, YOU'RE RIGHT. THANK YOU. THANK YOU, MR. SO HAPPY. SO HAPPY TO JUST MOVE US ALONG THERE. WE DO NEED TO SAY THAT WE HAVE HAD OUR FIRST READING, SO I'LL MAKE A MOTION. YES, MAKE A MOTION. ADOPT THE RESOLUTION NUMBER TWENTY ONE DASH 12 OPPOSING THE TEACHING OF CRITICAL RACE THEORY. FIRST READING I'LL SECOND. OK, LEANDER BLADES OK. ANY FURTHER DISCUSSION ON THIS? OK. WE ARE TO CALL FOR THAT. WE MADE A LOT OF PROGRESS. WE MADE SOME PROGRESS. OK. WE'RE GOING TO HAVE TO CALL FOR ABOUT ALL THOSE IN FAVOR. PLEASE SAY I I, I OPPOSED. I WILL OPPOSE BECAUSE I DISAGREE WITH THE TITLE OF IT. OK. SO WITH THAT, WE HAVE A FOR ONE, I'M THE DISSENTING VOTE. KAREN FREEMAN. OK, OK. [STAFF PRESENTATION AND BOARD DISCUSSION] NOW WE DO HAVE THAT PRESENTATION AND A DISCUSSION. SORRY, THIS IS NOTHING THAT WE HAVE A PRESENTATION AND DISCUSSION DISCUSSION REGARDING EL DORADO HIGH SCHOOL FIELD LIGHTS. AND WITH THAT, I WILL TURN THAT OVER TO MR. GIORDANO. OKAY. WELL, THANK YOU AND GOOD EVENING. AT THE BOARD MEETING ON TUESDAY, OCTOBER 12, A STAFF PRESENTED INFORMATION REGARDING THE HISTORY OF DISTRICT FIELD LIGHTING. THE ESTIMATED PROJECT COSTS FOR THE INSTALLATION OF PERMANENT FIELD LIGHTING AT EL DORADO HIGH SCHOOL AND A POTENTIAL PROJECT OUTLINE AND TIMELINE IF THE PROJECT WERE TO BE APPROVED BY THE BOARD. AT THE CONCLUSION OF THE PRESENTATION, THE BOARD REQUESTED ADDITIONAL INFORMATION FROM STAFF REGARDING POTENTIAL FUNDING AND ANY INCIDENTS THAT MAY HAVE BEEN REPORTED IN THE FIELD AREAS IN ORDER TO ASSESS ANY SAFETY CONSIDERATIONS AS A RESULT. DISTRICT STAFF REVIEWED ALL ACCIDENT RECORDS ON FILE AT THE DISTRICT OFFICE REGARDING ANY INCIDENTS REPORTED IN THE HIGH SCHOOL FIELD AREAS. THESE RECORDS WERE REVIEWED WITH SCHOOL SITE STAFF AND PROVIDED TO THE BOARD FOR REFERENCE PURPOSES. ALSO DISCUSSED DURING THE OCT. 12 PRESENTATION IN TWENTY THIRTEEN, STAFF PREPARED A ROUGH ESTIMATE A POTENTIAL PROJECT. YOUR COST FOR THE INSTALLATION OF PERMANENT FIELD LIGHTING AT EL DORADO HIGH SCHOOL, THE 2013 ESTIMATE WAS UPDATED BY APPLYING AN INFLATION FACTOR AND THE REVISED ESTIMATE OF EIGHT HUNDRED SIXTY NINE THOUSAND FOUR HUNDRED DOLLARS WAS SHARED WITH THE BOARD DURING THE PRESENTATION THIS PAST MONTH. ASSUMING THE PROJECT WOULD TAKE ROUGHLY 30 MONTHS TO COMPLETE FROM START TO FINISH AND COSTS ARE ADJUSTED BASED ON THE CURRENT CALIFORNIA CONSTRUCTION COST INDEX, THE PROJECT ESTIMATE WOULD INCREASE TO ROUGHLY ONE POINT ONE MILLION. HOWEVER, UNTIL THE DISTRICT CONTRACTS WITH AN ARCHITECT TO PREPARE THE DESIGN PLANS AND THE BIDDING PROCESS IS COMPLETE. THIS IS A VERY ROUGH ESTIMATE, OF COURSE, IN ORDER TO FUND A PROJECT OF THE SCOPE. THE DISTRICT WOULD NEED TO SET ASIDE ROUGHLY 1.1 MILLION IN CAPITAL FACILITY FUNDS. THESE ARE NON GENERAL FUND DOLLARS THAT ARE CURRENTLY EARMARKED FOR DISTRICT WIDE ANNUAL DEFERRED MAINTENANCE PROJECTS. THESE PROJECTS TYPICALLY INCLUDE ROOFING PAINTING, FLOORING, LANDSCAPE IMPROVEMENTS, PLAYGROUND EQUIPMENT, REPLACEMENT ASPHALT AND CONCRETE WORK PLUMBING, AS WELL AS ELECTRICAL UPGRADES. WITH THAT SAID, I LIKE TO OPEN UP TO ANY ADDITIONAL QUESTIONS THE BOARD MAY HAVE. OK, WE DID RECEIVE SOME INFORMATION. THERE HAD BEEN A REQUEST TO GET INFORMATION ABOUT ANY INJURIES THAT HAD BEEN OCCURRING AT THE FIELDS, AND SO WE DID GET A REPORT FROM ALL FOUR OF OUR COMPREHENSIVE SCHOOL CAMPUSES WITH REGARDS TO THAT. AND MOREOVER, AS I'M SURE YOU ALL LOOKED AT THE DATA AND SUMMARIZED IT AS I DID, YOU'LL YOU CAN SEE FOR YOURSELF HOW IT HOW IT SHAKES OUT AS FAR AS THE NUMBER OF OCCURRENCES PER SCHOOL. THE WHAT WE NEED TO DO IS DETERMINE THE NEED TO OR IF THERE'S A NEED TO PURSUE HAVING LIGHTS PUT ONTO THE FIELDS THERE IN LIEU OF THE ONES THAT WE HAVE BEEN OPERATING WITH AT EL DORADO. SO I NEED TO HAVE SOME FEEDBACK FROM THE BOARD ON THIS AS TO WHETHER WE GO FORWARD ON IT. THERE IS A SUBSTANTIAL COST THAT WOULD BE INVOLVED. PLUS THERE, AS HAS BEEN EXPLAINED BEFORE, WE WOULD HAVE A PROCESS THAT WE GO THROUGH WITH SCHOOL AND SO FORTH AND SO ON REGARDING THAT. [04:20:02] SO MRS. ANDERSON, DID YOU START TO SAY SOMETHING? I JUST HAVE A QUESTION. THERE'S BEEN A LOT OF TALK ABOUT OTHER FUNDING SOURCES LIKE PRIVATE DONORS AND THINGS LIKE THAT. DO WE HAVE ANY COMMITMENT? IS THIS SOMETHING THAT WE'RE LOOKING INTO? YEAH, ASIDE FROM IN TERMS OF PRIVATE DONORS, NOT AT THIS TIME, I HAVEN'T HEARD ANY PRIVATE DONORS THAT HAVE STEPPED STEPPED UP IN THE RECENT PAST. THERE WAS A DONOR A FEW YEARS BACK THAT DID MENTION AN INTEREST IN MOVING FORWARD WITH THIS PROJECT, BUT THAT THAT DONATION NEVER REALLY CAME TO FRUITION IN TERMS OF THE FUNDING THAT WE WOULD SET ASIDE. THERE'S REALLY REDEVELOPMENT MONIES THAT WE RECEIVE. THESE ARE DOLLARS THAT WOULD BE COULD BE SPENT ON CAPITAL FACILITY PROJECTS, AND WE COULD SET ASIDE APPROXIMATELY TWO AND A HALF MILLION DOLLARS OUT OF THOSE FUNDS. MAJORITY OF THOSE MONIES GO TO PAY OFF DEBT SERVICE, PRIMARILY FOR OUR COPS. THOSE WERE ISSUED TO FINANCE THE CONSTRUCTION OF YORBA LINDA HIGH SCHOOL SO WE CAN SET ASIDE ABOUT, YOU KNOW, PORTION OF THOSE FUNDS TO PAY FOR THIS, AS WELL AS SET ASIDE SOME DEFERRED MAINTENANCE DOLLARS AS WELL. AND SO THAT WOULD BE THE TYPICAL TYPICAL FUNDING SOURCE FOR A PROJECT OF THIS NATURE. UM, FOR THE COMMENT, MRS. ANDERSON, I'M JUST TRYING TO UNDERSTAND, SO IF WE USE SOME OF THOSE THAT MONEY THAT WE'RE USING TO PAY OFF OUR DEBT IS DOES THAT MEAN WE WON'T HAVE THE MONEY FOR DEBT OR IS THERE EXTRA? I MEAN, I KNOW WE JUST REFINANCED AND WE SAVED THE TAXPAYERS LOTS OF MONEY, BUT I JUST WANT TO MAKE. YEAH, IT'S A GOOD QUESTION. THANK YOU, MISS ANDERSON. YEAH. THESE ARE MONIES THAT ARE IN EXCESS OF THE REQUIRED DEBT SERVICE PAYMENTS. SO WE ALWAYS PRIORITIZE THE DEBT SERVICE PAYMENTS FIRST, AND THESE ARE MONIES THAT ARE ABOVE AND BEYOND THAT WE'RE RECEIVING IN REDEVELOPMENT AGENCY TAX INCREMENT THAT CAN GO TOWARD THOSE CAPITAL FACILITY PROJECTS. SO BASICALLY, YOU'RE SAYING WE HAVE THE MONEY WE COULD SET ASIDE THOSE MONIES TO USE FOR THIS PROJECT, THEY WOULDN'T GO TOWARDS OUR TYPICAL DEFERRED MAINTENANCE PROJECTS THAT WE DO, BUT THEY COULD BE USED FOR THAT PURPOSE FOR A PROJECT OF THIS NATURE. OKAY, NOW YOU JUST CONFUSE ME. WE HAVE THE MONEY. SO I VOTE. WE MOVE FORWARD WITH THIS PROJECT. I THINK WE NEED TO DO WHAT THE COMMUNITY WANTS. THEY'VE BEEN ASKING SINCE 2007. AND I THINK THE FIELD NEEDS IT. IT'S THE ONLY FOOTBALL FIELD IS THE ONLY FIELD AT ONE OF OUR HIGH SCHOOLS THAT DOES NOT HAVE LIGHTS. AND SO I I JUST FEEL IT'S IMPORTANT TO THE COMMUNITY AND I THINK IT NEEDS TO BE DONE. I AGREE THE INFORMATION THAT YOU SENT US, THE STATISTICS FROM 2010 TO CURRENT, IT SHOWED OVER 50 INJURIES. NOW SOME OF THOSE INJURIES I GATHERED WERE ABOUT AT DUSK. THERE WERE SOME THAT WERE BEFORE THAT. BUT I WONDER IF SOME OF THESE INJURIES COULD HAVE BEEN PREVENTED WITH ENOUGH ADEQUATE LIGHT OUT THERE. PLUS, IT'S GOING TO COST US MORE IN THE DISTRICT OR ON THE DISTRICT. IF ONE OF THESE KIDS GET INJURED BADLY TO WHERE WE'RE GOING TO BE PAYING OUT MORE THAN IT WOULD HAVE BEEN, EVEN TO PUT THE LIGHTS UP, THE INFORMATION THAT WE RECEIVED WAS QUITE DETAILED. IT TALKED ABOUT TACKLING ANOTHER TACKLED BY ANOTHER, HIT HIS HEAD ON THE GROUND AFTER BEING TACKLED. HIT IN THE HEAD A FEW TIMES, THIS IS ALL IN FOOTBALL. THERE ARE LIGHTS THERE. THEY'RE JUST NOT THE TYPE OF LIGHTS THAT HAVE THE HIGH RISE. YES. WELL, GETTING HIT IN THE FACE WITH THE LACROSSE BALLS AT IN DARKNESS. AND THEY I MEAN, WE'RE USING STRIKER'S LIGHTS. WE'RE USING A CLUB SOCCER FACILITY, LIGHTS THAT RUN ON DIESEL. SO IT'S NOT VERY HEALTHY FOR THE PEOPLE IN THE STANDS OR THE PEOPLE ON THE FIELD TO BE BRING IN DIESEL FUMES AS THEY'RE RUNNING AROUND. AND I THINK THE THREE ELECTRICAL LIGHTS, I MEAN, LITERALLY AFTER THE LAST BOARD MEETING, I WAS OVER AT EL DORADO FOR A FOOTBALL GAME AND EVERYONE KIND OF WE WERE IT WAS KIND OF JOKING, HEY, LOOK AT THOSE ARE THE LIGHTS AND WHO WERE THERE VERY SHORT LIGHTS. THEY DON'T HAVE A BEEF, YOU KNOW, THERE'S REALLY NO COVERAGE ON THE FIELD AND IT REALLY IS A SAFETY ISSUE. YEAH. FORTUNATELY, I BECAUSE I LIVE OVER IN THAT AREA, I GET TO SEE RUN PAST IT ALL THE TIME AND I SEE THESE KIDS PRACTICING IT JUST ABOUT DUSK. AND THE SHADOWS ARE LONG ENOUGH TO WHERE YOU COULD TRULY MISS WHERE THE BALL IS OR WHERE ANOTHER PLAYER IS. AND IT'S, YOU KNOW, FORTUNATELY, WE HAVEN'T HAD ANY SERIOUS INJURIES, BUT IT'S JUST A MATTER OF TIME. I NOTICED, THOUGH, BY COMPARISON, YORBA LINDA HIGH SCHOOL, WHICH HAS A STADIUM WITH ALL THE LIGHTS YOU COULD EXPECT IT HAS TWICE AS MANY INCIDENTS AS EL DORADO HAS ONE HUNDRED AND SIX. YEAH, THE LIGHTS DIDN'T SEEM AS MUCH, AT LEAST. LOOKING AT THE THE DETAILED REPORT, I DIDN'T SEE THE EYE. [04:25:01] LET'S LET'S ALSO TAKE INTO ACCOUNT THAT YOUR ROLE IN HIGH SCHOOL WAS FULLERTON COLLEGE THAT PLAYS THERE. THEY ALSO HAVE ESPERANZA GOES OVER THERE IN PLACE BECAUSE THEY SHARE THAT FIELD, SO THERE MIGHT BE MORE GAMES AND MORE PLAYING ALBERT YORBA LINDA HIGH SCHOOL. YEAH, BECAUSE OF THE FIELD SIZE AND BECAUSE OF THE STANDS AND BECAUSE UNFORTUNATELY THEY CAN'T. THEY CAN'T PLAY AT NIGHT OVER ELDORADO AT NIGHT MISSES WITH FULLERTON COLLEGE BE LISTED ON THIS IF THEY HAD INJURIES. NO, THOSE ARE JUST THOSE ARE INCIDENTS REPORTED FOR OUR HIGH SCHOOL, SPECIFICALLY SOCCER TEAMS. AND WOULD WOULD CHAPELLE HAVE ESPERANZA AND YORBA LINDA HIGH SCHOOL? OR IS IT JUST YOUR BLEND HIGH SCHOOL? BECAUSE WE HAVE AN ESPERANZA AS WELL, IT SHOULD BE JUST JUST THOSE SPECIFIC HIGH SCHOOLS. OK. OK. ESPERANZA WAS ONE THIRD OF NORMAL HIGH. SO, SO SO MY QUESTION IS WHEN I WAS READING THE DATA, A LOT OF THESE HAPPENED LIKE AT EIGHT OR NINE O'CLOCK AT NIGHT. SO I'M ASSUMING THEY'RE ALL HAPPENED DURING A GAME. YOU KNOW, THE ONES THAT YOU'RE BLENDED, THERE'S NOT ANY BECAUSE THERE'S TWO FOUR YORBA LINDA. THERE'S CHAPELLE STADIUM, WHICH HAD ONE HUNDRED AND SIX INCIDENTS, AND FIFTY NINE OF THOSE HAPPENED AFTER SUNSET, 12 OR UNKNOWN BECAUSE IT WASN'T RECORDED AND THIRTY FIVE HAPPENED DURING THE DAY. BUT. UM AND BRADFORD STADIUM, AGAIN, A LOT OF THOSE HAPPENED AT NIGHT, AND I WOULD ASSUME BECAUSE THEY'RE YOU. THAT'S WHAT THEY'RE PLAYING. AND SO IT ALSO HAD A HIGHER KIND OF INCIDENT RATE AS WELL. BUT I'M ASSUMING THAT'S JUST MY ASSUMPTION WHEN I SEE THAT THE INCIDENT HAPPENED AT NINE O'CLOCK AT NIGHT AND THINGS LIKE THAT THAT THIS WAS DURING A GAME SO I CAN HAVE A FOLLOW UP QUESTION. DO WE HAVE MONEY JUST SITTING THERE THAT WE COULD USE ON THIS? YOU MENTIONED THAT WE HAVE AT DEFERRED FOR LOTS OF OTHER PROJECTS. ARE THOSE MAYBE NOT EARMARKED FOR IT? BUT ARE THEY SLATED TO TAKE CARE OF CERTAIN PROJECTS THAT WE WOULD NO LONGER BE USING OR NO LONGER BE DOING? WELL, WHEN YOU LOOK AT THE PROJECTS THAT WE WOULD TYPICALLY DO DURING THE SUMMER MONTHS, LIKE YOU LOOK AT A LOT OF THE PROJECTS WE DID THIS PAST SUMMER, WE DO A LOT OF ASPHALT WORK DURING THE SUMMER MONTHS. WE DO A LOT OF HVAC UPGRADES, PAINTING PROJECTS, AND THAT'S THE DOLLARS THAT WE'D USE TO DO THOSE PROJECTS. AND SO REALLY WHAT WE'D BE DOING IS WE'D BE PRIORITIZING THOSE DOLLARS TO GO TOWARD THIS PROJECT RATHER THAN SOME OF THOSE OTHER PROJECTS THAT WE DO. IF WE HAD A BOND, FOR EXAMPLE, AND WE HAD DEDICATED FUNDING THAT COULD BE USED JUST FOR THIS, WE WOULDN'T HAVE TO USE THOSE OTHER DOLLARS FOR THESE THESE PURPOSES. BUT OF COURSE, WE DON'T HAVE, YOU KNOW, BOND MONEYS AT THIS TIME. YEARS AGO, WE HAD TWO DIFFERENT LOCAL BOND MEASURES WHERE WE COULD HAVE DONE A PROJECT OF THIS NATURE, BUT WE DON'T CURRENTLY. MRS. BLADES, YOU HAVE MENTIONED IN THE PAST THAT THERE WERE PEOPLE WILLING TO HELP SUPPORT THIS AND FINANCE IT. IS THAT STILL YOUR UNDERSTANDING THE SAME DONOR? THERE WAS A DONOR YEARS AGO WHO WAS WILLING TO COME FORWARD. AND I DON'T KNOW WHAT, I DON'T KNOW WHAT ALL OF THE ISSUES WERE. BUT I DO KNOW THAT THIS HAS BEEN AN ISSUE FOR THEM SINCE THOUSAND SEVEN. AND IF WE LOOK AT TWO, IF WE PUT LIGHTS LIKE RIGHT NOW, I DON'T KNOW ABOUT THE FIELD RENTALS AND WHAT'S GOING ON, BUT IF WE DO HAVE GOOD LIGHTING ON THAT FIELD, YOU COULD RENT THE FIELD OUT TO SOCCER OR LACROSSE. SO YOU HAVE ALL THESE PEOPLE WHO CAN COME IN AND WE CAN TRY TO MAKE THE MONEY BACK. IT'S NOT LIKE WE'RE JUST GOING TO THROW UP A MILLION DOLLARS IN LIGHTS AND THEN NOT GET THE MONEY BACK. SO I DON'T KNOW THE COMMUNITY. WE'RE HERE FOR THE KIDS. THAT'S WHAT LIKE. THE ISSUE THAT I HAVE IS WE'RE SUPPOSED TO BE HERE FOR THE KIDS. WE'RE SUPPOSED TO HAVE A STUDENT SUPPOSED TO BE FREE HERE FOR ATHLETES, SUPPOSED TO BE HERE FOR OUR BAND. AND I DON'T KNOW WHY IT'S SUCH A BIG DEAL AND WHY PEOPLE ARE OPPOSING MAKING INVESTMENTS INTO OUR STUDENTS, OUR ATHLETES, OUR AND OUR KIDS. I JUST DON'T UNDERSTAND. I DON'T UNDERSTAND. THIS HAS COME UP A NUMBER OF TIMES BEFORE, AND IT DIDN'T MOVE FORWARD BECAUSE THE COMMUNITY DIDN'T WANT US TO MOVE IT FORWARD. WELL, IT SOUNDS LIKE THE COMMUNITY WANTS TO MOVE FORWARD NOW. SO BUT I. YEAH. COOL. MRS. ANDERSON, I DIDN'T WANT TO INTERRUPT YOU. NO, NO. I JUST HAVE A QUESTION. SO THE LIGHTS THAT ARE CURRENTLY THERE, THAT ARE DIESEL POWERED. THEY'RE NOT THE SCHOOL DISTRICT'S LIGHTS. IS THAT CORRECT? THEY'RE THE. I BELIEVE WE HAVE TWO SETS OF LIGHTS. I BELIEVE WE HAVE A SET THAT IS NOT DISTRICT OWNED AND THOSE ARE THE DIESEL POWERED. THAT'S MY UNDERSTANDING. AND THEN THERE'S ALSO A SET THAT'S THE LEDS THAT WE INSTALLED A COUPLE OF SUMMERS AGO, AND THOSE ARE ELECTRICAL POWERED AND THOSE, AGAIN, THOSE ARE DISTRICT OWNED. SO I BELIEVE THERE'S TWO SETS TO THE ELECTRIC ONES. [04:30:02] GO ON WHEN YOU'RE THERE OR YOU'RE JUST SEEING DIESEL. WELL, THE ELECTRICAL LIGHTS AREN'T SUFFICIENT. SO THAT'S WHY THE STRIKERS BROUGHT IN THE DIESEL LIGHTS. SO THERE'S MORE LIGHTING SO THEY CAN ACTUALLY PLAY. SO THE CURRENT LIGHTS THAT THE DISTRICT PROVIDES ARE NOT ENOUGH. NOT AT ALL. INADEQUATE. OK, OK. SO I WOULD LIKE TO HAVE QUIET FROM THE AUDIENCE. THANK YOU. SO I THINK WHERE WE'RE SOUNDS LIKE WE HAVE CONSENSUS BY SEVERAL TO MOVE FORWARD WITH THIS AND SEE WHERE WE GO NEXT ON THAT AND WE'LL GET MORE INFORMATION. SO IF WE HAVE CONSENSUS TO MOVE FORWARD, WE WILL JUST START THE PROCESS AND THEN EVENTUALLY A CONTRACT WILL COME TO YOU. FOR SOME, WORK IN THE CONTRACT OF THE BOARD WOULD HAVE TO APPROVE. OK. OK. AND WILL THAT ALSO INCLUDE MORE INFORMATION ON THE SECRET TIMELINE? WHERE WHERE DOES THAT COME IN? YEAH. SO WE FIRST WANT TO DO IS HAVE A MEETING WITH THE SITE, TALK ABOUT SITE COORDINATION ISSUES. WE WANT TO BRING A CONTRACT TO THE BOARD FOR APPROVAL FOR AN ARCHITECT. SO WE'RE REACHING OUT TO OUR ARCHITECT. AND THEN AT THAT SAME TIME, WE'RE GOING TO WANT TO ENGAGE SERVICES OF A SCALE CONSULTANT. SO WE'LL GET SOME PROPOSALS FOR AN EXPERT IN THAT AREA AND WE'LL BRING ALL THAT UP FOR THE BOARD. I DO HAVE A QUESTION WHEN WE TALKED ABOUT THE COMMUNITY. THERE ARE SOME PEOPLE WHO HAVE HEARD ABOUT THE THE LIGHTS AND THEIR ARCHITECTS, AND THEY HAVE SAID THAT THEY WOULD BE WILLING TO BRING FORWARD A BID. OR DO YOU DO THAT OR IS THAT SOMETHING THE DISTRICT DOESN'T DO IF THEY WERE ABLE TO GIVE US THEIR SERVICES AND WE WOULDN'T HAVE TO PAY ASTRONOMICAL FEES? WE WOULD HAVE. WE DO HAVE TO BID THE PROJECT RIGHT, SO WE'D HAVE TO GO OUT TO A FORMAL BID AND DETERMINING WHO WE WOULD AWARD IT TO. WE'D HAVE TO, OF COURSE, ORDER TO THE MOST RESPONSIVE AND RESPONSIVE RESPONSIBLE BIDDER, SO WE'D HAVE TO FOLLOW THE, YOU KNOW, THE PURCHASING PROTOCOLS. BUT IF SOMEBODY IN OUR COMMUNITY WANTED TO BID? ABSOLUTELY. OK. ABSOLUTELY. THANK YOU. OK. ALL RIGHT, THEN. THANK YOU. OK. ALL RIGHTY. NOW WE'RE CONCERNED. CALENDAR AND IT'S 10:30. OK. SO KEEPING THAT IN MIND, BECAUSE IT'S A LONG NIGHT AND WE STARTED IT FOR AND ALL OF US, INCLUDING STAFF, YOU KNOW, IT'S BEEN A LONG DAY AND EVERYONE HAS TO GET UP AND BE HERE FIRST THING IN THE MORNING. I PARTICULARLY SAY THAT ABOUT OUR STAFF. OK, CONSENT CALENDAR. [CONSENT CALENDAR] THESE ARE ALL CONSIDERED TO BE ROUTINE ITEMS. WE ARE RECEIVING WE DO RECEIVE INFORMATION AHEAD OF TIME IN ORDER FOR US TO COME PREPARED. WE ALSO HAVE THE OPPORTUNITY TO POSE OUR QUESTIONS TO STAFF IF THERE'S SOMETHING WHERE WE'RE NOT UNDERSTANDING OR WE NEED SOME MORE DETAIL. WE HAVE ITEMS ONE THROUGH THIRTY SEVEN AND HOPEFULLY WE DON'T HAVE ANY TO BE PULLED. BUT WITH THAT, I WILL ASK ARE THERE ANY ITEMS THAT SOMEONE WOULD LIKE TO HANDLE SEPARATELY? ALL TWENTY ONE, PLEASE? YEAH, I AGREE. TWENTY ONE, TWENTY ONE, TWENTY ONE. IT'S THE MOVING MINDS. OKAY, SO ALL RIGHT, FINE WITH THAT, I WILL TAKE A MOTION TO APPROVE THE REST OF THE CONSENT CALENDAR, PLEASE. I'LL MOVE THAT. WE APPROVED THE CONSENT CALENDAR. I'LL SECOND. OK. THIS IS BUCK WAS THE MAKER OF THE MOTION MRS. ANDERSON. THE SECOND ALL THOSE IN FAVOR. PLEASE SAY I OPPOSED THAT HAS PASSED UNANIMOUSLY. OK. ALL RIGHT. SO WE HAVE ITEM TWENTY ONE TO BE HELD BY. [21. Approve the agreement with Moving Mindz for the 2021-22 school year to provide site-based intervention support for Title I schools.] I BELIEVE I HEARD MAYBE MRS. BLADES FIRST. SO WITH THAT, I NEED TO HAVE A MOTION ON THIS ITEM BEFORE WE CAN DISCUSS IT. YOU NEED A MOTION TO DISCUSS IT. IS THAT CORRECT? OK, THEN I MAKE A MOTION THAT WE DISCUSS THE AGREEMENT WITH MOVING MINDS. I'LL SECOND. OK. SO NOW LET ME GET TO PAGE FORTY SEVEN. ALL RIGHT, SO WITH THAT, I'LL TAKE A QUESTION OR WHATEVER FROM THE REASON THAT THIS WAS HELD, PLEASE. I HAD MADE A QUESTION. I CALLED DR. AL SAUCIER ABOUT THIS AND I WANTED TO MAKE SURE THAT THIS WAS NOT JUST ANOTHER COMPUTER PROGRAM IN WHICH KIDS WERE GOING TO HAVE TO SIT IN FRONT OF AND, YOU KNOW, GO THROUGH IT BECAUSE IT SEEMS LIKE WE'VE BEEN BEATING THE KIDS OVER THE HEAD WITH COMPUTER PROGRAMS. IT ALMOST SEEMS LIKE THERE'S NO ACTUAL TEACHING FACE TO FACE ANY LONGER. [04:35:02] SO I WANTED TO MAKE SURE THAT THIS WASN'T THE SAME THING. AND THEN WHEN I SAW THE PRICE TAG OF $400000, I GO, I WANT TO REALLY MAKE SURE THAT WE'RE NOT SPENDING OUR MONEY FOOLISHLY. SO COULD WE GET A LITTLE MORE EXPLANATION ABOUT THIS? SURE. DR. ADAMSON, CAN YOU TALK TO THE. ABSOLUTELY. AND I SO APPRECIATE YOUR QUESTION, MR. YOUNGBLOOD, BECAUSE IT'S THE EXACT, YOU KNOW, ANTITHESIS THE OPPOSITE OF OF, YOU KNOW, SOMETHING ONLINE. THIS IS SPECIFICALLY IN-PERSON INSTRUCTION IN SMALL GROUPS SITUATIONS. AND YOU KNOW, FOR FOUR YEARS AGO, WE HAD THE ABILITY THAT WE WERE ABLE TO ADD HIGHER INTERVENTION TEACHERS AT OUR ELEMENTARY SITES. AND YOU KNOW, AT THAT TIME, WE HAD ONE INTERVENTION TEACHER PER ELEMENTARY SCHOOL WHO WAS ABLE TO GO IN DURING READING TIME SPECIFICALLY AND WORK ALONGSIDE TEACHERS TO PULL SMALL GROUPS AND REALLY PROVIDE TARGETED READING STRATEGIES AND INTERVENTIONS. AND SO THIS IS VERY AKIN. AND, YOU KNOW, MUCH LIKE THAT PROGRAM THAT WE WERE ABLE TO PROVIDE OURSELVES FOUR YEARS AGO, YOU KNOW, COMING INTO THE BEGINNING OF THE OF THIS YEAR KNOWING, YOU KNOW, WE'VE JUST SHARED THE DATA WITH YOU THAT WE'RE SEEING SOME OF THOSE, YOU KNOW, INCREASING LEARNING GAPS THAT WE, YOU KNOW, WE'RE GOING TO WANT TO PROVIDE ADDITIONAL INTERVENTION. WE HAVE THE FUNDING THIS YEAR, BUT NOT THE PEOPLE. YOU KNOW, WE'RE STRUGGLING TO FILL YOUR SUBSTITUTE TEACHER POSITIONS AND AIDE POSITIONS. SO MOVING MINDS ARE ESSENTIALLY WHAT THEY'RE DOING IS THEY'RE GOING TO BE PROVIDING THE PEOPLE FOR US TO BE ABLE TO, YOU KNOW, PUT THAT PROGRAM INTO PLACE. YOU'RE RIGHT. IT'S A HEFTY PRICE TAG FOR 400000. BUT REALLY SPECIFICALLY, THE FUNDING GOES, WE'RE GOING TO START WITH OUR, YOU KNOW, NEEDIEST SCHOOLS AND REALLY USE THE DATA TO IDENTIFY WHICH SCHOOLS, YOU KNOW, WE WILL SORT OF PILOT THE PROGRAM WITH AND AND REALLY LOOK TOWARDS SEEING RESULTS. BUT ESSENTIALLY, IT WOULD PROVIDE ANYWHERE BETWEEN THREE TO EVEN FIVE TEACHERS WHO WOULD WORK AT EACH OF THOSE IDENTIFIED SCHOOLS AND COME ALONGSIDE THE TEACHERS IN THE AREA OF WE'RE WANTING TO FOCUS SPECIFICALLY ON K THROUGH SECOND FOR READING. AND THEN OUR GOAL WOULD BE FOR A, YOU KNOW, K THROUGH FIVE OR SIX GRADE SIXTH GRADE AT THE ELEMENTARY LEVEL FOR MATH. AND THEN, YOU KNOW, BOTH MATH AND AND READING AT THE MIDDLE SCHOOL LEVEL AS WELL. AGAIN, I WOULD JUST BE IDENTIFIED SCHOOLS FOR NOW AND THE MAJORITY OF OUR TITLE ONE SCHOOLS BECAUSE THAT'S WHERE WE'RE SEEING THE HIGHEST NEED. BUT WE'RE WANTING, YOU KNOW, WE WILL BE BRINGING IN SOME NON TITLE ONE SCHOOLS INITIALLY TO REALLY ALLOW US TO BE ABLE TO TARGET THOSE STUDENTS OF OF HIGHEST NEED. SO I HAVE A QUESTION. SURE. I WAS LOOKING ON THERE AND THEY'VE ONLY BEEN AROUND FOR FIVE OR SIX YEARS. AND WHEN WE WERE WHEN I WAS LOOKING FOR ANY EVIDENCE BASED RESULTS, THERE WAS NONE AND THERE WAS VERY THERE WAS LITTLE INFORMATION. AND AS I WAS LOOKING AT REVIEWS, IT SAID THAT THIS WAS MORE OF A HOME SCHOOL TYPE THING. AND SO I'M JUST KIND OF CONFUSED AS TO HOW WE FOUND THIS PROGRAM SPECIFICALLY. AND MY CONCERN IS THAT THERE'S NO EVIDENCE, EVIDENCE BASED RESULTS AND THEN JUST THE PRICE. AND WHEN YOU TRY TO FIND OUT WHAT TYPE OF EMPLOYEES LIKE, WHAT TYPE OF CREDENTIALS WE'RE BRINGING IN, A LOT OF IT WAS SYLVAN, EXCUSE ME, I'M SYLVAN LIKE TEACHERS. THERE WAS SCHOOL PROGRAMS AND THAT HE DID SEE THAT THERE WAS NINE EMPLOYEES THAT WE COULD SEE, AND THE WEBSITE WAS JUST VERY IT WAS VERY, NON INFORMATIVE. SO I JUST WASN'T IMPRESSED. AND I DID ASK SOME EDUCATORS TO TAKE A LOOK AT IT, AND THEY WEREN'T IMPRESSED AS WELL. SO I WAS JUST VERY CONCERNING TO ME THAT WE JUST AS THE ONLY PEOPLE WE ASKED FOR IT LOOKED FOR. BUT IT'S A REALLY. AGAIN, I APPRECIATE THE QUESTIONS. IT GIVES US AN OPPORTUNITY TO, YOU KNOW, TO EXPLORE A LITTLE FURTHER. AND I AGREE THEIR WEBSITE IS VERY, VERY, VERY GRAY, RIGHT? IF YOU WANT TO USE THOSE TERMS, THAT DOESN'T GIVE A WHOLE LOT OF INFORMATION. WE'VE ACTUALLY HAD THE OWNER, YOU KNOW, OTHER COMPANIES COME OUT AND MYSELF AND MEMBERS OF OUR IT SERVICES TEAM HAVE ALL MET DIRECTLY WITH WITH HIM TO, YOU KNOW, REALLY FIND OUT MORE ABOUT THE STAFF THAT THEY EMPLOY ALL OF THEIR TEACHERS OR CREDENTIALED AND CERTIFIED. THEY DO YOUR THOROUGH BACKGROUND CHECKS, YOU KNOW, ALL OF THAT IS ALREADY BEING COMPLETED. SO WE'RE ABLE TO, YOU KNOW, VERIFY THAT AND WE WOULD DO SO BEFORE, YOU KNOW, BRINGING ANY OF THOSE TEACHERS, YOU KNOW, ONTO OUR SCHOOL CAMPUSES. SO THAT'S THE FIRST PIECE THEY DID START OUT INITIALLY. I THINK JUST, YOU KNOW, REALLY BEING ABLE TO WORK ALONGSIDE, YOU KNOW, PARENTS WHO WERE HOMESCHOOLING THEIR STUDENTS. BUT THAT'S JUST WHY. ONE OF THE SERVICES THAT THEY PROVIDE, I THINK THE BEAUTY ABOUT BEING ABLE TO WORK WITH THEM IS SPECIFICALLY THAT, YOU KNOW, WE HAVE WE HAVE ALREADY GOT OUT, YOU KNOW, PROGRAM AND OUR VISION OF HOW WE WANT TO IMPLEMENT INTERVENTION FOR OUR STUDENTS. THEY'RE WILLING TO COME ALONGSIDE US AND, YOU KNOW, USE OUR CURRICULUM. ESSENTIALLY, WE'RE JUST, YOU KNOW, THEY'RE PROVIDING THE STAR FOR US TO BE ABLE TO PUT INTO INTO PRACTICE WHAT WE ENVISION AND WHAT WE KNOW OUR STUDENTS NEED. SO, YOU KNOW, IT REALLY IS. IT'S OUR PROGRAM JUST, YOU KNOW, UTILIZING THEY'RE PROVIDING THE PEOPLE THAT WE SO DESPERATELY NEED RIGHT NOW. SO MY QUESTION IS IS WE HAVE NEVER BEEN IN CONTACT WITH THEM, CORRECT? [04:40:03] NO. ON THEIR WEBSITE, IT SAYS THAT THEY ARE IN CONTRACT WITH US AND THEY WERE PART OF THEIR PROGRAM. SO WHY ARE THEY FALSIFIED? AND THAT WAS ANOTHER RED FLAG. THAT KIND OF THAT SURPRISED ME AS WELL. AND I ACTUALLY WENT LAST NIGHT. I COULDN'T FIND IT ANYWAY. SO MAYBE YOU COULD SHARE WITH ME WHERE THAT IS NOW. BUT NO, WE HAVE NOT BEEN IN CONTACT WITH THEM, LIKE WE'VE HAD MEETINGS DIRECTLY WITH THE OWNER OF THE COMPANY TO FIND OUT MORE. BUT ABSOLUTELY NOT. WE HAVE NOT BEEN WORKING WITH THEM UP UNTIL THIS POINT. YEAH. AND WHO AT OUR SECONDARY LIKE WAS THAT THE ONLY PEOPLE THAT YOU GUYS HAVE LOOKED AT OR WHO AT OUR SECOND AND THIRD? I MEAN, THERE HAS TO BE OTHER PROGRAMS OUT THERE, CORRECT? DO WE PRICE, YOU KNOW? DO WE LIKE LOOK AT THE PRICES OR IS THIS JUST THE ONLY? IF NOT, THIS IS THE ONLY PROGRAM THAT WE, YOU KNOW, CONSIDERED AT THIS TIME? YEAH, YEAH. AND WHERE DID WE HEAR AND WHERE DID WE HEAR ABOUT THIS PROGRAM FROM? WE, WE IT ACTUALLY IS. WELL, I, YOU KNOW, JUST FULL TRANSPARENCY. WE HAVE ONE ONE OF OUR MEMBERS OF OUR STAFF AT THE SERVICES LEVEL WHO ACTUALLY WORKED WITH THEM LAST YEAR, YOU KNOW, IN IN HER DISTRICT. AND SO SHE WAS AS I BEEN ABLE TO SPEAK TO IT, YOU KNOW, DIRECTLY AND SEEN THE RESULTS FIRSTHAND. AND SO IT WAS IT DID COME AS A RECOMMENDATION AND THAT WAS, YOU KNOW, REALLY THE REASON WE EVEN, YOU KNOW, LOOKED INTO THEM SPECIFICALLY TO BEGIN WITH. SO ARE YOU SAYING THEN THAT THERE IS ANOTHER DISTRICT THAT HAS BEEN UTILIZING THEM AND THEREFORE THEY WOULD HAVE INFORMATION AS TO CORRECT? YES, THE SUCCESS THAT THEY HAVE REALIZED FOR THEIR CORRECT AND WE CAN ACTUALLY PROVIDE, YOU KNOW, SOME MORE DETAILED INFORMATION FOR YOU OF SOME OF THAT DATA AS WELL. YOU KNOW, WE WERE PROVIDED BY THE OWNER OF SORT OF A PACKET OF INFORMATION, AND WE'RE HAPPY TO PRESENT THAT AND SHARE THAT WITH YOU AS WELL TO SHOW THE PROGRESS IN THE ABSENCE OF THIS, WHAT WOULD WE BE ABLE TO DO THEN TO WORK TOWARDS ASSISTING STUDENTS WHO HAVE HAD ACADEMIC INTERRUPTIONS BECAUSE OF THE WAY THINGS HAVE BEEN THROUGH COVID AND SO FORTH AND ARE NEEDING TO TO CATCH UP ON SO FORTH? RIGHT? WELL, I THINK WHAT WE'RE HEARING FROM OUR TEACHERS AND AS WE'RE SEEING IT WHEN WE, YOU KNOW, WALK CLASSROOMS RIGHT NOW, THE BIGGEST NEED IS THAT ABILITY FOR TEACHERS TO BE ABLE TO WORK IN SMALL GROUPS WITH STUDENTS AND JUST PROVIDE TARGETED INSTRUCTION. AND SO, YOU KNOW, THEY CAN OBVIOUSLY DO THAT IN A GROUP OF, YOU KNOW, 25 TO 36 STUDENTS, DEPENDING ON ON HOW MANY STUDENTS ARE IN A CLASSROOM. BUT IT'S IT'S NOT AS EFFECTIVE WITHOUT, YOU KNOW, THAT INTERVENTION TEACHER IN THE CLASSROOM WORKING ALONGSIDE THOSE STUDENTS. SO, YEAH, SO I JUST WANT TO REVIEW THIS IS FOR MATH ONLY. CORRECT. THAT'S OUR BIGGEST. WE WOULD BE WE WOULD BE FOCUSING ON MATH, BUT WE'RE ALSO INCLUDING READING AT THE K THROUGH SECOND GRADE LEVEL AS WELL. OK. YES. AND IT'S IN-PERSON. IT'S NOT SOMEONE THAT'S GOING TO COME INTO THE CLASSROOM AND THEN DIRECT THEM TO WORK ON IT. ABSOLUTELY NOT. IT'S ALL IN-PERSON SMALL GROUP FACE TO FACE. YEAH, GOOD. THAT'S GOOD BECAUSE YOU'RE CERTIFICATED AND HAVING THAT, THAT THAT DIRECT, INCORRECT AND ALL THESE TEACHERS ARE EXPERIENCED IN WORKING WITH STRUGGLING STUDENTS AS WELL. SO THEY, YOU KNOW, HAVE THOSE STRATEGIES AND TOOLS WITHIN THEIR TOOLBOX TO. OK. MY ONLY CONCERN HERE IS THAT WE ONLY WENT WITH ONE COMPANY AND IT'S A HEFTY PRICE OF $100000. AND WE DIDN'T LOOK FOR ANY ANYTHING ELSE, AND WE DIDN'T LOOK AND DO OUR HOMEWORK AND SEE IF THERE WAS ANYTHING ELSE. LIKE, WE SIT HERE, WE TALK ABOUT EL DORADO LIGHTS AND NICKEL AND DIAMOND, BUT WE MIGHT NOT BE ABLE TO DO THIS. BUT THEN WE JUST THROW FOUR HUNDRED THOUSAND WITHOUT SHOPPING AROUND, AND THAT'S MY CONCERN. LIKE, I THINK THERE'S A LOT OF MONEY I WOULD. IF WE COULD FIND SOMETHING ELSE, THAT'S BETTER. I THINK THE THE PIECE THAT WE FEEL SO CONFIDENT ABOUT IT IS THAT THE MONEY IS GOING SPECIFICALLY TOWARDS THE PAYMENT OF TEACHERS. IT'S THE PEOPLE THAT WE NEED. AND SO WHEN YOU'RE LOOKING AT THAT 32, YOU KNOW, $50000 PER SCHOOL SIDE IS ESSENTIALLY WHAT IT'S GOING TO, YOU KNOW, BREAK DOWN TO. THAT'S GOING TOWARDS PAYING YOUR TEACHERS TO COME IN, YOU KNOW, FOR 25 WEEKS OF THE SCHOOL YEAR, FIVE DAYS A WEEK, YOU KNOW, TO WORK WITH OUR STUDENTS. AND THAT'S REALLY THAT'S WHAT WE'RE PAYING FOR. IF IT IF WE HAD THE PEOPLE AND WE COULD, YOU KNOW, HIRE INDIVIDUALS AND TEACHERS TO COME ON AND THEY WERE OUT THERE WAITING IN THE SIDELINES, WE WOULD WE WOULD BE, YOU KNOW, SNAPPING THEM UP. BUT LIKE I SAID, WE'VE THERE'S A CHALLENGE RIGHT NOW WITH HIRING. I UNDERSTAND AND PERSONALLY, I'D LIKE TO SEE A LITTLE MORE DATA FROM THEM. I'D LIKE TO. THEIR SUCCESS. AND IF WE COULD SEE A PRESENTATION, POSSIBLY THAT THEY HAVE TO OFFER, I THINK THAT WOULD BE VERY APPROPRIATE. AND WE CAN ABSOLUTELY SHARE ADDITIONAL DATA. ABSOLUTELY. AND PRESENTATION, THIS COULD THEN DELAY OUR INTERVENTIONS, SO PART OF OUR SCHOOL YEAR GOES BY. IS THAT CORRECT? YEAH. OK. YEAH, WE HAVE A MOTION. THEN LET'S GO WITH THAT. SO WE HAVE OUR MOTION AND A SECOND. LET'S GO AHEAD AND TAKE OUR VOTE. AND THIS WOULD BE TO APPROVE THE AGREEMENT WITH MOVING MINDS FOR TWENTY TWENTY ONE TWENTY [04:45:07] TWO SCHOOL YEAR TO PROVIDE SITE BASED INTERVENTION SUPPORT FOR TITLE ONE SCHOOLS. ALL THOSE IN FAVOR, PLEASE SAY I OPPOSE. NO. NO. OK, MOTION PASSES THREE TWO. THE THOSE VOTING IN FAVOR WOULD BE MRS. ANDERSON, MRS. BURKE, MRS. FREEMAN. THOSE DISSENTING WERE ARE MRS. BLADES AND MR. YOUNGBLOOD. OK, SO WE'RE REPORTS IT'S GOING TOWARDS 11 O'CLOCK. YOU KNOW WHAT? I DIDN'T EVEN WRITE MINE BECAUSE I WAS BUSY WITH EVERYTHING. I THINK IT MIGHT BE WISE FOR US JUST TO DISPENSE WITH THOSE THIS EVENING BECAUSE IT'S LATE. I THINK EVERYONE HAS HAD A LONG NIGHT, AND UNLESS THERE'S SOMETHING THAT IS EVER SO PRESSING THAT WE NEED TO KNOW ABOUT THAT, WE HAVEN'T ALL RECEIVED LIKE AN INVITATION TO THE AGENDA ITEMS FOR NEXT MONTH. WE STILL HAVE FUTURE BOARD AGENDA ITEMS. OH, THAT'S A NEW ONE. THAT'S RIGHT. THANK YOU. YOU'RE WELCOME. OK, SO COMMUNICATION'S BOARD REPORT ANY COMMUNICATIONS. AS I SAID, I WOULD ENCOURAGE US TO NOT DO BOARD REPORTS TONIGHT IN THE INTEREST OF TIME. BUT AS I SAID, IF THERE'S ANYTHING PRESSING. OK. ALL RIGHT, ANY COMMUNICATIONS THAT YOU'VE RECEIVED REGARDING, YOU KNOW, OUR SCHOOL DISTRICT OR ET CETERA. OK, SO FUTURE BOARD AGENDAS, THIS IS A NEW ITEM AND I WILL START WITH MR. [FUTURE BOARD AGENDA ITEMS] YOUNGBLOOD. OH, I'M SORRY, DID YOU WANT TO MAKE IT JUST LEADS TO YOUR AGENDA? CAN I JUST ADD CONTEXT? ABSOLUTELY. THANK YOU. IN MOVING FORWARD, THIS PORTION OF THE AGENDA, TITLED FUTURE BOARD AGENDA ITEMS, WILL BE A STANDING ITEM AT A REGULARLY SCHEDULED MEETINGS. THIS WILL ALLOW TRUSTEES THE OPPORTUNITY TO PROPOSE FUTURE BOARD AGENDA ITEMS TO ONE ANOTHER. IF A MAJORITY OF TRUSTEES SUPPORT THE PROPOSED FUTURE BOARD AGENDA ITEM, THEN I'LL EVALUATE THE BOARD MEETING SCHEDULE AND PLACE IT ON A FUTURE AGENDA. IF A MAJORITY OF THE TRUSTEES DO NOT SUPPORT THE PROPOSED FUTURE BOARD AGENDA ITEM, THEN THAT ITEM WILL REMAIN OFF THE FUTURE AGENDAS FOR THE TIME BEING. SO NOW, PRESIDENT FREEMAN, I'LL TURN IT BACK OVER TO YOU. THANK YOU. SO WITH THAT, MR. YOUNGBLOOD, OH, SO I'D LIKE TO MAKE A FUTURE BOARD ITEM BE ABOUT THE MANDATORY VACCINATION COMPLIANCE. AND THAT WOULD ALSO INCLUDE MASK REQUIREMENT. HOW LONG AGO WAS IT THAT WE DID THE MASK ONE WASN'T THAT IN JUNE SUMMERTIME, BECAUSE DON'T WE HAVE IF IT'S RECENT SIX MONTHS, SIX MONTHS THAT WE DON'T REVISIT IT ON OUR BOARD? YEAH, WE'D HAVE TO COME UP WITH A THAT WAS. I'LL GET YOU THAT DATE. BUT IT WAS. I JUST REMEMBER IT WAS SUMMERTIME. IT WAS EITHER JUNE OR JULY, IT IN DECEMBER, JANUARY. SO I'LL LOOK, I'LL LOOK AT THE DATE AND I'LL LOOK AT THE BOARD POLICY AND MAKE NOTE OF IT. OK. AND ALSO, IS THERE INTEREST IN THIS TO BE BROUGHT BACK VACCINE, THE VACCINE AND THE VACCINE? ABSOLUTELY, I WOULD SAY AS SOON AS POSSIBLE. SO WE HAVE THREE. I DON'T KNOW. OK, OK. SO YOU HAVE THREE THAT ARE THREE FOR VACCINE. AND THEN WHAT ABOUT DO I HAVE HOW MANY MASK REQUIREMENTS AT THIS POINT? WE DON'T HAVE YOU DON'T THINK IT'S CLEAR WHETHER WE WOULD BE BRINGING THAT BACK ONCE ONCE YOU GET THE DATE. I'M NOT INTERESTED. AND SO ARE WE STILL OK WITH THE THUMBS UP? THUMBS DOWN? YEAH, OK. ALL RIGHT. THUMBS UP FOR THE VACCINE, MAN. WHICH ONE ARE WE ON HERE WHERE THE VACCINE MANDATE STILL THUMBS UP THREE THUMBS UP? WE'VE GOT TO FREE UP ON THAT. ALL RIGHT. OK. ALL RIGHT. SO THIS GOING ON TO MRS.. OK, SO LISTENING TO EVERYBODY TONIGHT ABOUT THE DECISION TREE, I AGREE ONE HUNDRED PERCENT THAT EVERYBODY IN THE DISTRICT SHOULD BE TREATED EQUALLY. SO I PROPOSE THAT ON NEXT MONTH'S AGENDA, WE VISIT THE DECISION TREE AND WE MAKE EVERYBODY THE SAME AND WE DON'T DISCRIMINATE AGAINST THE VACCINATED OR UNVACCINATED. AND SO IF WE'RE GOING TO HAVE A QUARANTINE TESTING, WHATEVER, IT'S THE SAME FOR THE VACCINATED AS IT IS FOR THE UNVACCINATED. AND JUST MAKE EVERYTHING THE SAME. SO EVERYBODY'S EQUAL BECAUSE IT DOES KIND OF LOOK LIKE IF IN THE FUTURE, IF PEOPLE START GETTING SUED FOR DISCRIMINATION, I'D LIKE TO STAY ON THAT. WE DID THE RIGHT THING EARLY ON AND WE DIDN'T HAVE TO WAIT TO BE TOLD TO DO THE RIGHT [04:50:01] THING. SO I WOULD LIKE THAT TO BE ON THE NEXT AGENDA. KEN, IS THAT DOES THAT COME FROM AN OUTSIDE ENTITY, A HEALTH DEPARTMENT? ORANGE COUNTY HEALTH CARE AGENCY IS. WHO PROVIDES THAT TO? OK, THANK YOU. ALL RIGHT. CAN I GO STRICTER THAN THE ORANGE COUNTY HEALTH AGENCY? AND THIS WOULD BE STRICTER, BUT IT WOULD ALSO BE NONDISCRIMINATORY IF WE DID THIS. DO I HAVE A SHOW OF HANDS OR THUMBS? I DON'T NEED TO CHANGE. OK, SO WE'RE WE CAN HAVE SOMETHING ON THAT. SO DECISION CHANGE. OK. THIS IS ANDERSON. THE TWO THAT I WAS THINKING OF HAVE BEEN BROUGHT UP, SO I'M GOOD, OK? I DON'T HAVE ANYTHING TO ADD EITHER. I HAVE NOTHING TO ADD. OK, SO WE'VE GOT THAT PART DONE. ALL RIGHT. NOW THE BIG ONE ADJOURNMENT. I'LL TAKE A MOTION. I'LL MAKE A MOTION TO ADJOURN. SECOND, THERE'S A LOT OF ANXIOUS PEOPLE. OK, I'M GOING TO GIVE THE MOTION TO MRS. BURKE AND THE SECOND TO MR. YOUNGBLOOD. ALL THOSE IN FAVOR. PLEASE SAY I OPPOSED. WE STAND ADJOURNED AT TEN. FORTY SIX P.M.. * This transcript was compiled from uncorrected Closed Captioning.