Mar 23, 2022 Study Session

[PLEDGE OF ALLEGIANCE]

[00:00:05]

YES WHAT? EVERYONE, PLEASE RISE WHILE WE TAKE A MOMENT TO SALUTE OUR FLAG.

SO OUR ROLL CALL, UM WELL STATE THAT ALL OF OUR BOARD MEMBERS ARE PRESENT. WE DO NOT HAVE OUR STUDENT BOARD MEMBER TODAY, SO IT'S JUST THE FIVE OF US. OKAY AND THAT BRINGS ME TO APPROVAL

[APPROVAL OF AGENDA]

[PUBLIC COMMENT ]

OKAY SO WE HAVE 41 PUBLIC COMMENTS, SO IT'LL BE JUST A MINUTE EACH AND AT THE TOP OF ALL THE PUBLIC COMMENT. YOU'LL SEE THE THAT WE ALSO HAVE LISTED THEIR THE AH, BOARD CIVILITY POLICY, AND WE SEEK PUBLIC COOPERATION AND POSITIVE COMMUNICATION AND DISCOURAGE VOLATILE, HOSTILE OR AGGRESSIVE ACTIONS SO PURSUANT TO GOVERNMENT SECTION CODE 54. BUS EXCUSE ME. 7054 PUBLIC COMMENT PROCESS SHALL NOT BE USED TO SHOW SUPPORT OR OPPOSITION FOR ANY OKAY, I GUESS WE'LL AND HE CAN'T. THAT'S REGARDLESS. OKAY, SO. CORRECT SO PUBLIC COMMENT IS ONLY ON THE SUBJECT THAT WE'RE REVIEWING AT THE BOARD MEETING TODAY, SO THAT WOULD BE CRITICAL RACE THEORY. SO IF YOU HAVE ANY COMMENTS THAT ARE OUTSIDE OF THAT, WE WOULD LIKE YOU TO HOLD IT TO OUR NEXT BOARD MEETING. UM AND, UM TODAY IS JUST ABOUT THAT. MADAM PRESIDENT? YES. I KNOW YOU USED TO CALL SEVERAL UP AT A TIME. IF IT'S POSSIBLE, AND THEY REMEMBER TO DO SO COULD THEY STATEMENT NAME AGAIN? BECAUSE SOMETIMES I GET IS TO CLARIFYING WHO HAD IF PERFECT, THANK YOU. SO AND WHAT I'LL DO. WE HAVE FOUR SEATS UP IN THE FRONT, SO I'LL CALL FOR AN ORDER AND YOU CAN FIND YOUR SEAT THERE. AND THEN WHEN YOUR NAME COMES UP, THEN YOU GO TO THE PODIUM AND YOU'LL SPEAK. AND WE'RE GOOD. SO UM, I GUESS WE'LL START NOW WITH PUBLIC COMMENTS.

SO, UM NO MORE PUBLIC COMMENT. CARDS ARE SHOULD BE TURNED IN AT THIS POINT. OUR FIRST FOUR COMMENTS WILL BE MAGDALENO. COMMENTS ARE THERE THERE ARE 41 41, SO WE DO SO WE'RE GOING TO DO ONE MINUTE EACH. IS THAT ACCEPTABLE? OKAY? SO FIRST MAGDALENA PRECIO. I HOPE I DIDN'T MESS THAT UP. SORRY ABOUT THAT. CURTIS MMA CATHERINE, MICHELLE ALMIR ALMEIDA. GREAT TO YOU. AND MAGDALENA YOUR FIRST. HELLO. I'D LIKE TO INVITE YOU TO LOOK AT THOSE OPPOSING YOU. I WANT TO REMIND YOU THAT AT THE END OF THE DAY WE'RE ALL HERE FOR THE SAFETY WELL BEING AND EDUCATION OF OUR STUDENTS. I SPOKE TO AN EDUCATOR AND THEY SHARED SOMETHING VERY PROFOUND.

LOVE OF YOUR COUNTRY IS WHOLEHEARTED. IT WOULD ONLY BE DAMAGING TO OVERSHADOW AMERICAN SACRIFICE, TRIUMPH AND PERSEVERANCE. THE AMERICAN HISTORICAL ASSOCIATION IN WASHINGTON, D. C OPPOSED THE BAN AND THE COLLEGE BOARD WILL REMOVE AP CURRICULUM. THE GRAVITY OF THIS BAN WILL HURT GRADE POINT AVERAGES AND ACADEMIC PERFORMANCE. I UNDERSTAND YOUR FEAR. I UNDERSTAND THAT WE ALL WANT OUR CHILDREN TO BE HEALTHY AND SAFE.

AND I'M SCARED TOO. I'M SCARED OF A DOMINO EFFECT OF CENSORSHIP OF MY PEOPLE'S HISTORICAL STRUGGLES TO BE ERASED. I'M SCARED THAT I WON'T BE SAFE ON CAMPUS WITH THE BAND. AND I'M A PERSON BEFORE I AM A STUDENT, AND I'M CALLING FOR YOUR SUPPORT AND FOR YOU TO ACT IN THE BEST INTEREST OF OUR EDUCATION. ARE YOU GOING TO LEARN ABOUT OUR COUNTRY? AND MOST OF ALL FOR OUR HUMANITY? THANK YOU. CURTIS. THANK YOU, MADAM PRESIDENT. I WOULD JUST LIKE TO CALL

[00:05:06]

GOOD AND BAD. HOW CAN WE LOOK AT ISSUES OF RACE AND LITERATURE AND HISTORY WITHOUT ACKNOWLEDGING THE SYSTEMIC NATURE OF RACISM? SLAVERY THE 3/5 COMPROMISE REDLINING. ALL VALUABLE PARTS OF THE CURRICULUM BUT CANNOT JUST BE PRESENTED AS PAST EVENTS. STUDENTS SHOULD BE ABLE TO EXPLORE THE ROLE OF SYSTEMIC RACISM IN THOSE EVENTS SO THAT WE CAN UNDERSTAND THEIR LEGACY. AND DO BETTER AS A NATION. STUDENTS HAVE A RIGHT TO BE CHALLENGED AND ENGAGED IN MEANINGFUL INQUIRY. THEY HAVE A RIGHT TO PURSUE AP COURSES WHICH COULD BE THREATENED BY THE SPAN SHOULD THEY CHOOSE TO DO SO. IF YOU VALUE EMPOWERING STUDENTS, THEN THERE IS NO PLACE FOR THIS BAN. IF YOU VALUE FREE SPEECH AND EDUCATION IN THIS DISTRICT, THEN THERE IS NO PLACE FOR CENSORSHIP. I OPPOSE THIS BAND. THANK YOU. GRADY IS GOING TO BE NEXT AND THEN COURTNEY JOCKS. I NEED A TUNE. CAMILLE KONG. AND NEIL ROSEN. GO AHEAD, GRADY. OUR RACE. OUR. TELL ME WE HAVE AN ALL WHITE SCHOOL BOARD WITHOUT TELLING ME WE HAVE AN ALL WHITE SCHOOL BOARD. I CAN'T HELP BUT NOTICE THAT THE DISCOURSE AROUND RACE IS CENTERED AROUND THE ISSUES OF WHITE GUILT LIKE SLAVERY. BUT FOR 70 YEARS WE HAVE POTS THAT JAPAN ATTACKED PEARL HARBOR. BUT NOW THAT YOU'RE DELICATE, WHITE SENSIBILITIES ARE OFFENDED. NOW THE SCHOOL BOARD TAKES ACTION.

IT'S LIKE YOU THINK. WHITE KIDS HAVE AN INHERENTLY WEAKER MORAL CHARACTER. DYING AWAY FROM THE TRUTH IS NOT A HEALTHY WAY TO HANDLE GUILT. AFTER PEARL HARBOR , THE UNITED STATES DROPPED BOMBS ON THAT COUNTRY WITH THE HUMANS BECAUSE FOR ALL HUMANS FIRST THAT'S EVEN MORE STIGMATIZING. MISS ANDERSON. HOW DO YOU EXPECT STUDENTS TO LIVE UP TO YOUR HIGH EXPECTATIONS WHEN YOU DON'T EXPECT THEM TO BE ABLE TO LIVE UP TO YOUR HIGH EXPECTATIONS, UNLIKE THEIR PARENT THEY WILL GET OVER THEIR GUILT BECAUSE NOT GOING TO BE FEELING GUILTY FOR THEIR WHOLE LIVES. FINISH YOUR COMMENTS. THANK YOU. MISS JACKSON. YOU DIDN'T HAVE A SUBJECT. I JUST WANT TO REMIND YOU OF JUST OKAY. THANK YOU. HI MY NAME IS COURTNEY. JACQUES AND I HAVE A STUDENT IN THE DISTRICT, ALTHOUGH THERE ARE SOME THAT SUPPORT THE THEORY OF CRT. I BELIEVE MOST ARE EITHER UNAWARE OR DISHONEST OF ITS TRUE PURPOSE AND IDEOLOGIES. IT'S MASKED AND HIDDEN AS DISCUSSIONS OF EQUITY , SOCIAL JUSTICE, DIVERSITY AND INCLUSION AND CULTURALLY RESPONSIVE TEACHING. 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 RACE, ESSENTIAL ISM, COLLECTIVE GUILT AND NEO SEGREGATION WHICH VIOLATE THE BASIC PRINCIPLES OF EQUITY AND JUSTICE. SECONDARILY THE HISTORICAL NARRATIVE ON WHICH CRITICAL RACE THEORY IS PREDICATED AS DISHONEST. WE MUST PROMOTE A TRUE STORY OF AMERICA ONE THAT IS HONEST ABOUT THE INJUSTICES AND THE HORRIFIC THINGS WE'VE DONE IN AMERICAN HISTORY. BUT THAT ALSO PLACES THEM IN CONTEXT OF OUR NATION'S HONORABLE FOUNDING AND PRINCIPLES. I IMPLORE YOU TO STAND AGAINST THE MOB THE LOBBYISTS AND AWOKE MENTALITY. PLEASE HAVE THE COURAGE TO FIGHT FOR TRUTH IN OUR DISTRICT AS WE EDUCATE THE NEXT GENERATION. I NEED A TON. ALTHOUGH WE SHOULD CONSIDER THE SUBJECT OF OUR

[00:10:01]

[00:15:06]

CREATING DOUBT IN THE CLASSROOM . ULTIMATELY DAMAGES DEBATES, OPEN DIALOGUE AND CRITICAL THINKING. DO NOT GIVE BAD ACTORS. THIS WRITTEN WEAPON CALLED RESOLUTION. 21 12. MY NAME IS FIONA SALSBURY, AND I'M A JUNIOR AT YORBA LINDA HIGH SCHOOL. WHEN MANY PEOPLE ARGUE TO REMOVE THE TEACHINGS OF CRT. THEY COME UP WITH THE ARGUMENT THAT CRT MAKES CERTAIN STUDENTS FEEL AS IF THEY ARE THE OPPRESSORS BY BANNING THE TEACHINGS OF CRT AND BY BANNING DISCUSSIONS OF RACE RELATED TOPICS. STUDENTS OF ALL RACES WILL BE EDUCATED IN AN ENVIRONMENT OF IGNORANCE. THE PURPOSE OF SENDING CHILDREN TO SCHOOL IS FOR THEM TO LEARN AND PREPARE FOR THE OBSTACLES THAT THEY WILL FACE AFTER GRADUATING . BUT HOW CAN STUDENTS WHO AREN'T TAUGHT ABOUT RACISM PROBABLY FACE A WORLD THAT IS FILLED WITH IT. ELIMINATING THE TEACHINGS OF CRT AND RACISM IS DENYING THE TRUTH. AND EVEN IF WE WISH MANY PARTS OF HISTORY WERE NOT TRUE, WE CAN'T CHANGE THE FACT THAT EVENTS SUCH AS SLAVERY, THE HOLOCAUST, AND MANY MORE HAPPENED BECAUSE OF RACISM. BY SUPPORTING CENSORSHIP IN THE CRT BAN. YOU MAKE YOURSELF AN OPPRESSOR TO ALL STUDENTS OF COLOR AND P WHILE USD THANK YOU. BEFORE WE GO ON. I'D LIKE TO RECOMMEND THAT WE ALL TURN OUR PHONES OVER OR PUT THEM AWAY SO THAT WE'RE NOT DISTRACTED AND USING THEM DURING OUR MEETING. I KNOW YOU TOLD ME TO PUT MY PHONE AWAY A MOMENT AGO, BUT I HAVE A KID AT EL MEDINA. I HAVE A KID THAT'S SWIMMING AND I HAVE ONE KID THAT'S GOING TO BE PICKING UP. SO IF THEY NEED TO COMMUNICATE WITH ME AS ONE OF MY SONS JUST DID I HAVE THE OPPORTUNITY TO DO SO. SO I WILL NOT PUT MY PHONE. COULD YOU PLEASE LEAVE IT AT THAT? AND, WELL, THAT'S WHAT I JUST LEFT IT AT MY SON TEXTED ME WOULD LIKE ME TO READ THE TEXT. I DON'T MEAN LIKE ME. NO, I DON'T NEED TO READ THE TEST. BUT WE ALL HAVE CHILDREN AND I HAVE CHILDREN AT HOME, TOO. AND I HAVE A HUSBAND AT WORK. AND I HAVE KIDS EVERYWHERE THAT DON'T DRIVE, SO IF THEY'RE TRYING TO COMMUNICATION IF THEY NEED AN EMERGENCY IS FINE, BUT WHEN WE'RE IN OUR MIDDLE OF OUR MEETING SCROLLING THROUGH DISTRACTIVE. THANK YOU. OKAY.

OUR NEXT FOUR SPEAKERS ARE RYAN LYNN. ABIGAIL LEAN, MATTHEW STRYKER AND JOSH SCHROEDER.

RYAN, YOU'RE FIRST. HELLO MY NAME IS RYAN LYNN AND I AM A SOPHOMORE AT VALENCIA HIGH SCHOOL. I WOULD LIKE TO START OFF BY SAYING THAT BYPASSING THE CRT BAND, YOU ARE DIRECTLY GOING AGAINST THE WISHES OF HUNDREDS OF STUDENTS. COUNTLESS TIMES IN PASSPORT MEETING STUDENTS HAVE COME UP AND EXPRESSED HOW THEY DIRECTLY DO NOT WANT THE CRT TO BAN AT THE BEGINNING OF THE

[00:20:05]

PASSING THE CRT BAND. IS THE. IS CENSORSHIP, WHICH WE LEARNED ABOUT IN L. A. IN THE BOOK FAHRENHEIT 4 51. CENSORING STARTS NOW AND IT CAN ONLY GET MORE AND MORE WORSE. ABIGAIL. MY NAME IS ABIGAIL LEE AND I'VE BEEN A STUDENT IN THIS DISTRICT FOR OVER 10 YEARS. I OPPOSE THE CRITICAL RACE THEORY BAND. OUR DISTRICT HAS PROMISED TO COMMIT TO EQUITY DIVERSITY AND INCLUSIVITY. HOWEVER OUR CURRICULUM DOES NOT CURRENTLY REFLECT THAT COMMITMENT LESS THAN 20% OF BOOKS ON THE CORN EXTENDED READING LISTS ARE WRITTEN BY AUTHORS OF COLOR.

EVEN OUR AP CLASSES, SOME OF WHICH TEACH US ABOUT SYSTEMIC RACISM AND INEQUALITY ARE AT RISK. THIS GETS ME MORE THAN ENOUGH REASON TO BELIEVE THAT THIS BAN IS WILLING TO CENSOR THE EXACT KIND OF BOOKS AND CONTENT WITHIN OUR CURRICULUM. WHAT DOES THIS BAND REALLY HERE TO DO? WHAT WE STOP TALKING ABOUT REAL LIFE INJUSTICE? HOW MANY MORE TESTIMONIES OF DISCRIMINATION DO WE HAVE TO SHARE? HOW MANY MORE OF OUR STUDENTS HAVE TO BE CALLED SLURS WITHIN OUR SCHOOL HALLWAYS. HOW MANY MORE PEOPLE HAVE TO BE KILLED AND HATE CRIME FOR THE STATISTIC TO BE BIG ENOUGH, NOR TO PROVE THAT SYSTEMIC INEQUALITY EXISTS. I KNOW THERE ARE PEOPLE IN THIS ROOM THAT DON'T AGREE WITH ME. I'M NOT ASKING YOU TO CHANGE THE ENTIRETY OF YOUR VIEWS. AND ONE NIGHT, HOWEVER, I AM ASKING YOU TO STAND AGAINST CENSORSHIP.

EVEN IF YOU DON'T AGREE WITH ME. PLEASE LISTEN TO MY VOICE. IF I AM TRULY A PART OF THE GROUP, YOU AIM TO PROTECT LEARNING ABOUT THE TRUTH WILL NEVER MAKE US LESS AMERICAN. THANK YOU.

MATTHEW. MY NAME IS MATTHEW STRYKER. AND I OPPOSE RESOLUTION . 21 12. I'M A WHITE, PARENT OF WHITE STUDENTS AT TOPAZ ELEMENTARY SCHOOL. AS SUCH, IT'S IMPERATIVE THAT MY CHILDREN LEARN ABOUT THE RACIAL INJUSTICES THAT HAVE BEEN AND CONTINUE TO BE REALITIES IN OUR NATION SINCE ITS INCEPTION. AND LEARNING ABOUT RACIAL INEQUALITY IN OUR NATION'S HISTORY. MY CHILDREN ARE NOT TAKING ON THE BLAME OR BEING SHAMED, BUT INSTEAD GAIN UNDERSTANDING ABOUT THE POWERS OF EMPATHY, RESPECT AND COMPASSION FOR ALL PEOPLE OF ALL RACES, ETHNICITIES AND CULTURAL BACKGROUNDS. GUIDING THEM TO BE GOOD NEIGHBORS WHO LOOK OUT FOR THE INTERESTS OF OTHERS AND VALUE THE HUMANITY OF THOSE WHO ARE TOO OFTEN IGNORED OR DEEMED LESS THAN DUE TO EXPLICIT OR IMPLICIT BIASES INFUSED INTO OUR COUNTRY'S LANDSCAPE. BUT IF WE'RE HONEST, HAVE BEEN SHAPED BY HISTORY OF RACISM AND WHITE SUPREMACY. IN AN EMAIL TO THIS BOARD OF TRUSTEES. MY WIFE, VANESSA WROTE THESE WISE WORDS. ONE THING WE LEARNED FROM HISTORY IS THAT EVERY TIME THERE'S A MOVEMENT TOWARDS JUSTICE AND EQUALITY. THERE'S ALSO PUSHED BACK FROM THOSE WHO BENEFIT FROM THE STATUS QUO. THIS IS ONE OF THOSE MOMENTS IN TIME. OVER THE PAST TWO YEARS, THERE HAVE BEEN MORE MORE AWARENESS, THE ACKNOWLEDGEMENT OF THE WAYS THAT PEOPLE OF COLOR HAVE BEEN UNJUSTLY TREATED. RATHER THAN BEING VICTIMS. THEY'RE STEPPING UP AND SPEAKING OUT ABOUT POSITIVE CHANGE. WE HAVE THE OPPORTUNITY TO JOIN IN. PLEASE OPPOSE RESOLUTION. 21 12. JOSH YOU'RE GOING TO BE UP NEXT AND AFTER JOSH WILL BE JEREMY KELLY RYAN, RAW THREE. SARAH PHILLIPS AND AMY SWEARINGEN. UM, YEAH. MY NAME IS JOSH. RIGHT? I HAVE TWO KIDS IN SCHOOL IN THE DISTRICT. THIS RESOLUTION DOES NOT DEFINE CRITICAL RACE THEORY CORRECTLY.

THIS RESOLUTION BANS IN IRRELEVANT, NONSENSICAL POLITICAL BOOGEYMAN, AND IT DOES SO AT OUR CHILDREN'S EXPENSE. IT IS SO POORLY WORDED THAT TEACHERS WILL END UP AVOIDING NECESSARY TOPICS AROUND RACE JUST TO BE SAFE, AS MANY HAVE NOTED IT COULD PUT OUR AP COURSES AT RISK. EITHER WAY, MY KIDS AND YOURS WILL HAVE FEWER OPPORTUNITIES TO LEARN AND GROW.

THIS RESOLUTION COMES AT A TIME WHEN RACISM IS ON THE RISE IN ORANGE COUNTY, EVEN AT OUR OWN SCHOOL SPORTING EVENTS AND THAT FRIGHTENING CLIMATE, THIS RESOLUTION SIGNALS TO STUDENTS OF COLOR THAT THEY SHOULD LIMIT WHAT THEY SAY AT SCHOOL ABOUT THEIR PERSONAL REAL LIFE EXPERIENCES WITH RACISM. IT DOESN'T MATTER HOW MANY TIMES IT SAYS WHEREAS ON THE FIRST PAGE STUDENTS WILL FEEL SILENCED, NOT SUPPORTED. SO IF IT'S NOT ACTUALLY ABOUT CRT IF IT REDUCES LEARNING OPPORTUNITIES IF ITS SILENCE AND SILENCES STUDENTS WHO DOES THIS RESOLUTION REALLY HELP IT HELPS PARTISAN TRUSTEES RALLY THEIR BASE. PLEASE VOTE. NO PLEASE STOP THIS. AND BARRIS NG SELFISH, POINTLESS POLITICAL POSTURING. DON'T LET LIMIT MY KIDS OPPORTUNITY TO LEARN SHOW RESPECT FOR ALL STUDENTS. JEREMY KELLY. THANK YOU FOR THE OPPORTUNITY TO SPEAK THIS AFTERNOON. I SPEAK TO YOU TODAY AS A HISTORY TEACHER IN OUR DISTRICT. I GET IT. YOU WANT TO PROTECT CHILDREN? THAT'S ADMIRABLE, BUT THE WAY TO PROTECT OUR STUDENTS IS NOT BY HIRING, HIDING AND PAPERING OVER THE MESSY PARTS OF OUR PAST. BUT TO PRESENT THE GOOD AND THE BAD

[00:25:03]

THANK YOU. I OPPOSE RESOLUTION. 21 12. THIS RESOLUTION WAS CREATED TO INFLAME A POLITICAL REACTION. NOT FURTHER EDUCATION OR EQUITY IN OUR DISTRICT. HOW WILL THIS BE IMPLEMENTED? THIS RESOLUTION IS SO BROAD THAT ADMINISTRATORS AND TEACHERS WILL HAVE NO WAY OF KNOWING WHAT CONCEPTS ARE PROHIBITED. NEITHER WILL PARENTS. WHAT'S TO STOP PARENTS FROM INTERPRETING A LESSON TO BE IN OPPOSITION TO THIS RESOLUTION AND THEN HARASSED TEACHERS STRESSSABLE US COMPENSATION LAW IN THE LAND, AND THE ADJUDICATION OF A STRESS CLAIM IS ROUGHLY $25,000. PLUS THE TEACHER'S SALARY, WHICH HAS 60 DAYS ED COAT, OR 100% OF A TEACHER'S SALARY FOR 60 DAYS, PLUS THE COST OF A SUBSTITUTE PER CLAIM. MR YOUNGBLOOD LAST SESSION, YOU WERE BALKING AT $3500 IN AN EXPENDITURE THAT YOU THOUGHT WAS UNACCEPTABLE. WHY WOULD WE PUT THIS DISTRICT IN A POSITION TO SPEND TENS, IF NOT HUNDREDS OF THOUSANDS OF DOLLARS? THIS RESOLUTION DOES NOTHING FOR OUR STUDENTS, NOTHING FOR OUR STAFF AND NOTHING FOR OUR COMMUNITY.

PLEASE VOTE NOW, SARAH. SARAH IS GOING TO BE UP NEXT. AND THEN AMY SWEARINGEN, JOAN HERRICK. AM VERY FAIR AND GALA DECIMA. I OPPOSED TO CRT PAN. I READ A MEMOIR LAST WEEK TITLED BEAUTIFUL COUNTRY BY 10 JULIE WANG. SHE BEGINS HER LIFE IN CHINA, AND SHE DESCRIBES HER FATHER GETTING IN TROUBLE AS AN EDUCATOR FOR ANSWERING QUESTIONS FROM HIS STUDENTS ABOUT THE CULTURAL REVOLUTION. IN CHINA THAT HAPPENED FROM 1966 TO 1976 WHEN HE WAS A CHILD. THAT DECADE SAW MANY MASSACRES, RESULTING IN AT LEAST A QUARTER MILLION DEATHS. ESTIMATE 20 MILLION. IN THIS TIME, SCHOOLS AND UNIVERSITIES WERE CLOSED. EDUCATORS WERE EXECUTED OR HARASSED INTO SUICIDE. IT WAS TERRIBLE TIME FOR THE PEOPLE OF CHINA, BUT THE GOVERNMENT DID NOT WANT ITS EDUCATORS TO DISCUSS SUCH THINGS, EVEN IN THE LATE EIGHTIES AND EARLY 19 NINETIES. A TIGHT REIN ON INFORMATION STILL IS THE STATUS QUO IN CHINA. A BAN OF CRT, HOWEVER, YOU DEFINE IT IS THE SAME AND EDUCATIONAL GAG ORDER. IT IS CENSORSHIP. IT IS A DENIAL OF TRUTH. LET TEACHERS TEACH. LET STUDENTS LEARN. I OPPOSE THE CRT BAN. AMY SWEARINGEN, EUROPE FIRST. I HAVE, UM AH. THE PROBLEM THAT I HAVE WITH CRT IS THAT I FEEL LIKE IT IS TEACHING KIDS TO JUDGE EACH OTHER BASED SOLELY OR MOSTLY ON THEIR RACE FIRST, RATHER THAN THEIR MERIT AND THEIR CHARACTER. MY SON IS A SENIOR AT ELDORADO AND HE'S IN THE PROCESS. OF WAITING FOR COLLEGE ACCEPTANCES. 12 OF HIS CLASSMATES WERE ACCEPTED TO YOU LAST WEEK, BUT HE WAS NOT ONE OF THE GIRLS THAT WAS ACCEPTED IS EXCEPTIONALLY DESERVING. I KNOW HER PERSONALLY. SHE HAS EXCELLENT GRADES. SHE'S BEEN IN MOCK TRIAL ON SB. PLAYS THE SPORT AND SUPER SUPER SWEET GIRL. SHE ALSO HAPPENS TO BE HISPANIC AND FROM A LOW INCOME FAMILY. WHEN MY SON FOUND OUT THAT SHE WAS ACCEPTED, HE WAS SUPER HAPPY FOR HER AND SENT HER A TEXT. HER REPLY WAS, I PROBABLY ONLY GOT IN BECAUSE I'M HISPANIC. HOW SAD IS THAT? THAT SHE WOULD CALL USE? THINK THAT SHE QUALIFIED ONLY BECAUSE OF HER RACE, AND NOT BECAUSE OF ALL OF HER EFFORTS. SHE WORKED HER BUTT OFF FOR THE LAST FOUR YEARS. SEVERAL OTHER KIDS THAT GOT IN A BUNCH OF KIDS IN HIS AP LIT CLASS ALL KOREAN MALES, THEY JOKED, I PROBABLY PROBABLY ONLY GOT IN BECAUSE THE ADMISSIONS COUNSELOR WAS KOREAN. THAT'S NOT HOW QUESTION MARKS. JOAN HERRICK. I'LL BE READING THIS STATEMENT FROM ANGELA EYES, SELLERS WHO IS UNABLE TO BE HERE TODAY. AND IT STARTS. THIS ISSUE

[00:30:03]

THIS IS ABOUT THE FUTURE. THANK YOU. GAYLE. GAYLE. AFTER OH, I'M SORRY. THAT RIGHT? OKAY AFTER GAIL AND GAFFNEY, SONIA DOLLY WALL. CARRIE BURNELL AND JORDAN'S MURRAY. HELLO ON GALA DOES MAMA AND I OPPOSE THE CRT BAND? WHEN I GREW UP IN THE SOUTH, I LEARNED A LOT OF NEGATIVE BEHAVIOR. IN FACT, EVERYTHING I LEARNED ABOUT PEOPLE OF COLOR WAS NEGATIVE. AS AN OLDER ADULT. I'VE HAD TO UNLEARN THAT INFORMATION. AND EMBRACE PEOPLE WHO ARE DIFFERENT FROM ME WITH LOVE AND COMPASSION , THE SAME AS I WOULD FOR MY NEIGHBOR. WE MUST ACKNOWLEDGE OUR HISTORY AND NOT FEAR IT. THERE IS NO SHAME AND LEARNING ONLY SHAME AND NOT LEARNING THE LESSONS. HISTORY HAS TO TEACH US. THOSE WHO WANT THE CRT BAN. ARE THE VERY REASON WHY WE NEED TO TEACH TRUTH ABOUT OUR PAST. I NEVER THOUGHT I WOULD LIVE TO SEE A TIME WHEN BOOKS, EDUCATION AND IDEAS WOULD BE BANNED IN EDUCATIONAL UHH INSTITUTIONS. I OPPOSE THE CRT BAN. AND GAFFNEY.

HELLO MY NAME'S SANNE. GAFFNEY AND I OPPOSED THE CRT BAND. YOU CAN'T DISCUSS AMERICAN HISTORY WITHOUT DISCUSSING RACISM. AMERICANS WANT LIBERTY AND JUSTICE. FOR ALL. AND IT'S BEEN A STRUGGLE FOR US, AS EVIDENCED BY THE DEVASTATION OF NATIVE PEOPLES SLAVERY. THE CIVIL WAR.

JIM CROW. THE INTERNMENT OF JAPANESE CITIZENS. AND THE CIVIL RIGHTS MOVEMENT, WHICH WAS IN MY LIFETIME NOT VERY LONG AGO. WE HAVE PEOPLE HERE FROM ALL CORNERS OF THE GLOBE. ALL RACES , RELIGIONS, ETHNICITIES AND CULTURES. AND GOD WANTS ALL OF ITS CHILDREN TO BE TREATED FAIRLY AND EQUALLY UNDER THE LAW. AND AMERICANS WANT THAT, TOO. IT'S BEEN A STRUGGLE. IT WILL CONTINUE TO BE A STRUGGLE, BUT IT'S WORTHY GOAL. AND CRT IS IN OPPOSITION TO THAT GOAL, AND IRONY IS CRT. PLACE INCLUDE YOUR REMARKS. SONIA DHALIWAL. GOOD AFTERNOON. I'M SPEAKING TODAY TO PLEAD FOR YOU TO OPPOSE THE CRT BAN. MANY OF THE PARENTS WHO SPEAK AT THESE MEETINGS OFTEN

[00:35:04]

I'VE READ YOUR MOST RECENT DRAFT OF THE CRT RESOLUTION. AND MY BIGGEST CONCERN IS THAT YOU THE MEMBERS OF THE BOARD DON'T REALLY KNOW WHAT YOU'RE DEFINING. TO CONCLUDE THE CRITICAL RACE THEORY IS ANY TEACHING OF MERITOCRACY, INTERSECTIONALITY OR THE IDEA THAT OUR RACE IS INHERENTLY OR INTENTIONALLY RACIST? AS A GROSS MISREPRESENTATION OF CRT AS A CONCEPT. BY FOLLOWING THROUGH WITH THIS BAN. DO YOU INTEND TO LIMIT THE TEACHING OF THE TRAIL OF TEARS? THE CIVIL WAR, JAPANESE INTERNMENT OR DREAM, CARLOS? ALL OF THESE HISTORICAL EVENTS HAVE INCLUDED DISCRIMINATION ON THE BASIS OF RACE AND ON THE INTENT OF OPPRESSION. IF YOU INTEND TO BAN THESE TOPICS, THEN I CAN TELL YOU AS A FORMER AP US HISTORY STUDENT YOU WOULD BE CUTTING HALF OF THE CLASS CURRICULUM. I TRUST CREDENTIAL TEACHERS IN OUR DISTRICT TO DETERMINE WHAT IS ACCEPTABLE TO DISCUSS IN THE CLASSROOM JUST AS THEY DID FOR ME THROUGHOUT MY 15 YEARS ATTENDING SCHOOL HERE, AND YOU SHOULD, TOO. SHANI MURRAY. I'M SHANNON MURRAY. WE ASK THAT STUDENTS CITE THEIR SOURCES SO THIS RESOLUTION SHOULD CITE ITS SOURCES IN MY CRT RESEARCH. NOT ONCE HAVE I READ THAT A PERSON'S RACE DETERMINES THEIR MORAL CHARACTER. MY DAUGHTER GRADUATED LAST YEAR AND WAS NEVER TAUGHT THAT OUR RACE IS INHERENTLY RACIST. SO WHAT P Y EL LESSONS ARE YOU TRYING TO CENSOR? YOU'RE OBVIOUSLY NOT TRYING TO ADDRESS ISSUES SUCH AS THE YORBA LINDA POSTER INCIDENT OR THE SOCCER FAN INCIDENT. AND YOU WON'T HELP THE STUDENTS WHO HAVE RECOUNTED STORIES OF RACISM FEEL NOTICED NEEDED AND NURTURED. CENSORING HONEST DISCUSSIONS AROUND SYSTEMIC RACISM WON'T HELP OUR STUDENTS BECOME PRODUCTIVE CITIZENS IN AN INCREASINGLY DIVERSE WORLD. THE NATIONAL HOUSING ACT OF 1934 FORMALIZED REDLINING. BLACK CHILDREN ARE 18 TIMES, NOR LIKELY TO BE SENTENCED AS ADULTS THAN WHITE KIDS. THE NUMBER ONE PREDICTOR OF WHETHER YOU LIVE CLOSE TO A POLLUTING FACILITY. IS RACE. I DON'T EXPECT MY FRESHMAN SON TO BE BLAMED FOR THIS, BUT I ALSO DON'T WANT TO SHIELD HIM FROM OUR HISTORY AND LIVED EXPERIENCES OF MANY AMERICANS. BEATRIX. HELLO I'M BEATRIX

[00:40:07]

ALL RIGHT, TODD, PLEASE GO AHEAD . I'M TODD FRAZIER. GOOD AFTERNOON. I'M GLAD TO SEE SOMEBODY STUDENTS AND EDUCATORS OUT HERE. THAT'S GREAT. AT FOUR O'CLOCK. IT'S DIFFICULT FOR SOME OF US PARENTS TO GET HERE. SO IT'S INTERESTING THAT THE TIMING OF THE MEETING JUST GOING TO PUT THAT OUT THERE. ALSO THIS LETTER THAT WAS ON THE ALL OF THE SEATS PRESENTED AS IF IT WAS PART OF THE P WELL HANDOUT FROM THE AMERICAN HISTORY ASSOCIATION. AND I DON'T KNOW WHO PUT THAT THERE. JUST INTERESTING IF YOU READ THROUGH THAT. I THINK AH CRT NEEDS BE BANNED, AND I'M JUST GOING TO SAY IT, MARILYN, I'M TALKING TO YOU. THIS IS AN ISSUE THAT IS FUELED BY DIVIDING US IN AN ALREADY DIVIDED SOCIETY . IT'S GOING TO IT'S NOT GOING TO CRT DOES NOT SAY RACISM DOESN'T EXIST. RACISM IS TAUGHT . WE TALK ABOUT SLAVERY. WE TALK ABOUT JIM CROW LAWS. THAT'S ALREADY THAT WE'RE NOT TALKING ABOUT TAKING THAT OUT. WE'RE SAYING DON'T DIVIDE OUR PEOPLE BY WHAT THEY LOOK LIKE. WE NEED TO TEACH INCLUSIVITY. WE NEED TO TEACH. EVERYBODY IS CREATED EQUAL. CRT DOES THE OPPOSITE. IT DIVIDES US BASED ON RACE. THANK YOU. MATT. AFTER MATT WILL BE BEEN STUBS STEPHANIE DE JULIE. KLINKENBERG. AND JOSEPHINE KIM. HI MY NAME IS MATT SYLVESTER AND I'M A CONCERN. PLACENTIA CITIZEN . I'M ALSO STUDYING AMERICAN HISTORY AND HAVE BEEN FOR THE PAST SEVEN YEARS AT CAL STATE FULLERTON. UM THERE'S ABOUT 40 THINGS I WANT TO SAY RIGHT NOW, UM, BUT THE FIRST THING I WANT TO SAY, IS THAT THIS DEFINITION IS JUST SO BACKWARDS. IT DOESN'T MAKE ANY SENSE. IN NO WAY IS CRT ABOUT MAKING A PERSON'S RACE TWO TERMS THEIR MORAL CHARACTER AND MAKES HIM RESPONSIBLE FOR PASTURING AGGRESSIONS OF THAT RACE. THIS COMES FROM SUCH AN INSECURE WHITE GUILT. VIEWPOINT THAT JUST I REALLY IMPLORE THE BOARD AND I FEEL FOR YOU COMING FROM A WHITE PERSON WHO GREW UP IN ORANGE COUNTY. THERE'S A LOT OF UNLEARNING TO DO THERE, BUT YOU CAN PUT IN THAT WORK AND YOU REPRESENT THE STUDENTS AND YOU NEED TO PUT IN THAT WORK AND JUST DIVERSIFY YOUR VIEWPOINT. SO I OPPOSED THIS BAN. BEEN STUBS. HELLO. GOOD AFTERNOON.

BEEN STUBBS, A PARENT OF AH, STUDENT HERE AT AH, PLACENTIA. YORBA LINDA SCHOOL DISTRICT, UM , WERE BELIEVERS IN GOD, AND WE BELIEVE THAT GOD IS A GOD THAT LOVES VARIETY. AND GROWING UP IN SOUTHERN CALIFORNIA. I'M IN FAVOR OF AN ORGANIC KIND OF ETHNIC STUDIES THAT WE GOT BY JUST BEING IN A DIVERSE CLASSROOM BEING ON THE DIVERSE SOCCER TEAMS SPORTING EVENTS. I LIKE THE ORGANIC WAY. I DON'T LIKE THE SYNTHETIC WAY THAT I GOT UNDER MY UNDERGRAD AND GRADUATE STUDIES AT CAL STATE FULLERTON REGARDS TO ETHNIC STUDIES BECAUSE IT WAS PRETTY RACIST, AND I DON'T WANT MY DAUGHTER OR ANY KIDS TO BE EXPOSED TO THAT. LET'S GO TO THE ORGANIC WAY. AND OTHER SYNTHETIC WAY IF WE INTRODUCED THIS KIND OF MATERIAL PRIOR TO COLLEGE IS A DIFFERENCE BETWEEN ROSA PARKS , LEARNING ABOUT ROSA PARKS AND LEARNING ABOUT EMMETT TILL I DON'T THINK HIGH SCHOOLERS SHOULD BE LEARNING ABOUT EMMETT TILL WHAT HAPPENED TO HIM. NOT READY. BUT YOU HAVE TO AN INTERESTING QUESTION ME LEFT. PLEASE BE QUIET THAT EVERYBODY WANTS IN THE FUTURE TO HAVE CRT. WHY ARE THE FACES ALL COVERED? WHY DON'T THEY SHOW THEIR FACES? OKAY. OUR NEXT SPEAKER STEPHANIE DE. OKAY I PLAN SOMETHING, BUT I'M GOING TO SAY SOMETHING DIFFERENT. MY DAUGHTER IS A STUDENT AT ELDORADO. AND LAST YEAR SHE WAS TAUGHT TO FEEL BAD ABOUT THE WHITE COLOR OF HER SKIN. AND I HOPE NO ONE IN OUR SCHOOLS LEARNS TO FEEL THAT WAY

[00:45:04]

IT ISN'T SOMETHING THAT'S BRAND NEW. NOW WE'RE ASKING THAT ARE WE PROTECT OUR CHILDREN THAT THEY NOT BE SEEN ON THEIR RACE. RIGHT? SO MY KID WAS TOLD LAST YEAR FOR A BAD FOR SKIN COLOR.

AND JUST TODAY, MY STUDENTS, MY CHILDREN LEARNED THAT 20% OF THEIR DAD'S HISTORY IS FROM WEST AFRICA. HE IS NIGERIAN AND NOW I HAVE TO PLEASE HELP THEM. UNDERSTAND ALL OF THAT AND C R T IS NOT GOING TO REMARKS. JULIE KLINKENBERG. JULIE KLINKENBERG. I OPPOSE THE BAN. I BELIEVE IN MY HEART. MOST MEMBERS OF OUR COMMUNITY WANT FREEDOM TO LEARN WITHOUT CENSORSHIP. I BELIEVE MOST OF US WANT TO BAN ON WITHOUT A BAN ON SOMETHING THAT ISN'T EVEN BEING TAUGHT IN THE FIRST PLACE. I AM A 20 YEAR. YORBA LINDA RESIDENT. I AM THE PROUD MOM OF 3% YEAR, BELINDA UNIFIED SCHOOL GRADUATES. MY SONS ARE SAFE. THEY RECEIVED EQUALITY, WELL ROUNDED, INCLUSIVE EDUCATION WITH THE TRUTH ABOUT AMERICAN HISTORY, THEY LEARNED WHAT IT MEANS TO BE DIVERSE, RESPECTFUL, FAIR, ACCURATE LOVE. UM TO OUR COLLEGE GRADS, AND THEY HAD A P CREDIT THAT THEY LEARNED THAT THEY EARNED AT YOUR BELINDA HIGH SCHOOL. I'M I DON'T WANT THAT TO HAPPEN TO OUR FUTURE. I DON'T WANT YOU GUYS TO HAVE TO, UM, NOT GET THAT OPPORTUNITY YOU AS BOARD TRUSTEES ARE HERE TO REPRESENT ALL OF THE RESIDENTS AND CITIZENS. EVEN THOSE WHO DON'T LOOK LIKE YOU OR THINK LIKE YOU. AND WHOEVER SAID IT EARLIER. I'M WITH YOU. I THINK THE MAJORITY OF US OUR FRIENDS, OUR NEIGHBORS HERE. I BELIEVE THAT, UM. ALL RIGHT. JUST JOSEPHINE. JOSEPHINE KIM IS NEXT AFTER JOSEPHINE. IT WILL BE YANA CNO BRIA SHAW. SHERRY, PAL ICKY AND SARAH CLARK. EVERYBODY COULD YOU PLEASE KEEP YOUR VOICES DOWN WHILE PEOPLE ARE SPEAKING SO THAT WE CAN HEAR FROM THE PODIUM. THANK YOU. THANK YOU. JOSEPH INCAN. AS A STUDENT, WHILE HS. I THINK ALL EDUCATION STARTS FROM A FOUNDATION, FOR INSTANCE, YOU CANNOT DO CALCULUS WITHOUT FIRST KNOWING HOW TO ADD, AND YOU CANNOT TRULY UNDERSTAND THE US WITHOUT KNOWING THE TRUTH OF OUR HISTORY YET HOW CAN WE STAND HERE TODAY AND ARGUE ABOUT WHETHER WE SHOULD TEACH THE TRUTH OF OUR COUNTRY? BENNY SIEROTY WOULD MEAN WE TAKE AWAY KNOWLEDGE FROM THE FUTURE OF OUR GENERATIONS. THE ONES WHO DIED FOR OUR FREEDOM TO LEARN. AND YET WE ARGUE, IF THIS MATERIAL IS TOO OFFENSIVE, BUT WHO SAID THIS WAS EASY, PEOPLE TIED, THEY SUFFERED AND CRIED, WHO SAID ANY OF THIS WAS EASY TO TEACH? BUT WE TEACH THIS SO WE DON'T REPEAT THE MISTAKES. SO THAT WE AREN'T IGNORANT. THIS IS NOT A PARTISAN DEBATE. THIS IS ABOUT THE EDUCATION. WE LEAVE FOR THE FUTURE. I WANT TO HAVE THE RIGHT TO DISCUSS IN SCHOOLS ABOUT EVERY PART OF THIS NATION. IF WE PASS THIS PAN, WE THROW AWAY THE FUNDAMENTALS AND THE SUBJECTS THAT BROUGHT US HERE. I WANT TO UNDERSTAND EVERY SINGLE SCORE THAT BUILT THE US THAT BUILT THIS NATION. LET'S STOP THE BAND OF SIERRA T. THANK YOU. YANA. HELLO. MY NAME IS YANA. SAY NO AND 10 DAYS AGO, MY SON, WHO IS A FRESHMAN HIGH SCHOOL WAS SCHEDULED FOR AN AP CLASS FOR THIS COMING YEAR. HE GOT SKIP THAT CLASS GOT DROPPED, SO HE NO LONGER CAN TAKE A P HISTORY AND I FEEL THAT REMOVING AP CLASSES ARE STUDENTS ARE AT A DISADVANTAGE TO COMPETE FOR A HIGHER GPA TO ENTER INTO A BETTER COLLEGE AND UNIVERSITY. WE MOVED TO YOUR BELINDA FOR THE ROBUST EDUCATIONAL OPPORTUNITIES THAT PEOPLE TELL US D OFFERS. HOW CAN WE PRIDE OURSELVES? IF THESE PERTINENT AP CLASSES ARE NO LONGER AVAILABLE? GROWING UP. I HAD A HISTORY TEACHER ONCE TOLD ME THAT THERE WERE NO CONCENTRATION CAMPS IN THE US AND VERY MY FATHER IN LAW COULD BE THE FIRST ONE TO TELL YOU THAT THAT WAS A BLATANT LIE. HE WAS BORN IN A CONCENTRATION CAMP. SO I REALLY JUST WANT FOR US TO LEARN FROM THESE PAST THE PAST EXPERIENCES AND BUILD AND REBUILD SO THAT OUR CHILDREN CAN BE BETTER AND SO THEY CAN BOND PRETTY SURE. THERE'S A GENTLEMAN

[00:50:07]

RACISM WAS INITIALLY APPLIED TO THE U. S CONTEXT TO JUSTIFY SYSTEMS OF INDIGENOUS LAND EXPROPRIATION AND THE SLAVERY OF AFRICAN PEOPLES. THIS IS NOT AN OPINION, IT'S NOT A THEORY. IT'S HISTORICAL FACT. YOU CANNOT TEACH RACE IF YOU BAN THE CONCEPT OF SYSTEMIC RACISM. HOW WOULD YOU TEACH THE DECISION BY THE US GOVERNMENT TO INTERN JAPANESE AMERICANS TWO MONTHS AFTER THE PEARL HARBOR ATTACK, PRESIDENT ROOSEVELT ORDERED THE INTERNMENT OF JAPANESE AMERICAN CITIZENS WAS PRESIDENT ROOSEVELT . JUST A RACIST INDIVIDUAL WHO MADE A BAD DECISION. OF COURSE NOT. THE PRESIDENT WAS ADVISED BY GOVERNMENT OFFICIALS WHO CAME FROM THE TRADITION OF IMMIGRATION POLICY THAT INCLUDED THE CHINESE EXCLUSION ACT AND THE REFUSAL OF JEWISH REFUGEES ATTEMPT ATTEMPTED TO EMIGRATE FROM GERMANY. RACE CONTINUES TO AFFECT IMMIGRATION POLICY. TODAY YOU CANNOT TEACH OUR FULL AMERICAN HISTORY IF YOU BAN THE CONCEPT OF SYSTEMIC RACISM.

THANKS. STORY, PELICAN. I THINK EVERYONE'S CONFUSED. WE'RE NOT TEACHING CRT. IT'S NOT IN OUR CURRICULUM RIGHT NOW. SO IT MAKES ME A LITTLE BIT SAD THAT THERE'S ALL THESE STUDENTS HERE AND I KNOW THAT THERE'S ALL THESE SCHOOL CLUBS RIGHT NOW. YOU GUYS ARE OFFERING COMMUNITY SERVICE HOURS TO COME TO THIS MEETING AND COME GO AGAINST THE CRT BAND. YOU GUYS WERE NOT YOUR VOICES DOWN TEACHING. CRT AND THE OTHER LIGHT IS THE AP THING. YOU'RE SPEWING ALL THESE LIES THESE POOR KIDS ABOUT NOW THEY'RE NOT GOING TO GET THEIR AP CLASSES. LEAVE THESE KIDS ALONE. THIS IS EXACTLY WHY WE NEED TO BE DOING WHAT WE'RE DOING. GO AHEAD, WHISPER AWAY.

YEAH PLEASE KEEP YOUR VOICES. SO ONE STUDENT STOOD UP AND SAID, AND ACTUALLY MADE FUN OF OUR WHITE SCHOOL BOARD. THAT WAS THAT'S CHARMING. ANOTHER STUDENT, SAID. CRT DOESN'T TEACH , HATE OUR COUNTRY AND HATE IN OUR COUNTRY TO HATE OUR COUNTRY. BUT YET MOST OF THE STUDENTS SAT DURING THE PLEDGE. YEAH. CLEARLY WE NEED TO MAKE IT VERY CLEAR THAT CRT TEACHES HATE AND IT'S DIVISIVE, AND IT HAS A QUICK MARCH THROUGH 12. THANK YOU, SARAH. AND AFTER SARAH, WE HAVE BROOKE RICKEL FLESH IN ER AND LISA WOODS. HI I'M SARAH CLARK AND I SUPPORTED THE BAN OF CRT, AND I REALLY SAD TO SEE THAT IT FEELS LIKE WE HAVE A LOT OF UNDER MISUNDERSTANDING AND A LOT OF CONFUSION GOING ON. I KNOW THAT WE ALL? UM NOBODY HERE WANTS RACISM. NOBODY WANTS TO TEACH THAT WE WANT OUR CHILDREN TO LEARN FROM OUR PAST. WE WANT TO LEARN AND MAKE THINGS BETTER AND GROW AND MAKE JUST DO BETTER. FROM WHAT WE WERE WORST HAPPENED IN OUR PAST AND WE CAN DO THAT. BUT WE NEED TO BE CAREFUL OF WHAT WE'RE TEACHING MY DAUGHTER IN SIXTH GRADE.

SHE'S 11 YEARS OLD, CAME HOME AND WAS FELT LIKE SHE WAS WRONG FOR CELEBRATING THANKSGIVING.

AND LITTLE DIDN'T KNOW THAT HER LANGUAGE ARTS TEACHER WHO MADE HER FEEL THAT WAY. KNOWS THAT WE HAVE NATIVE AMERICAN ANCESTRY, AND I DON'T UNDERSTAND WHY WE ARE TRYING TO DIVIDE. WE DO NOT NEED TO DIVIDE. WE CAN'T LET THE PENDULUM SWING TOO FAR TO THE SIDE WHERE WE ARE TEACHING RACISM WHEN WE NEED TO BE BONDING. CORRECT OK? MY NAME IS BROOKE H. AND I OPPOSE THE BAN ON CRITICAL RACE THEORY. IN 1996 , THE FAR RIGHT ACTIVISTS SAID THEY WOULD RATHER HAVE 1000 SCHOOL BOARD MEMBERS THAN ONE PRESIDENT, AND WE ARE SEEING THAT IN ACTION. CHRISTOPHER ROOF . OH, AND PEOPLE LIKE TRUSTEE BLADES HAVE REDEFINED ANYTHING THAT FOCUSES ON ENGAGING STUDENTS OF COLOR AS CRITICAL RACE THEORY, INCLUDING SOCIAL EMOTIONAL LEARNING, BECAUSE UNDERMINING A MULTI RACIAL DEMOCRACY IS ALL THIS BAN IS ABOUT. THIS DISTRICT IS 64% PEOPLE OF COLOR. THERE ARE DOZENS OF ANTI DISCRIMINATION AND ACADEMIC FREEDOM POLICIES THAT ALREADY PROTECT OUR STUDENTS, INCLUDING THE CONSERVATIVE ONES. HERE ARE SOME OTHER QUOTES. I DON'T KNOW HOW TO EXPLAIN TO YOU THAT YOU SHOULD CARE ABOUT OTHER PEOPLE.

IF MY KIDS ARE OLD ENOUGH TO EXPERIENCE RACISM THAN YOUR KIDS ARE OLD ENOUGH TO LEARN ABOUT IT. YOU CANNOT LOVE THY NEIGHBOR WHILE ACCEPTING LESS FOR THEM AND THEIR FAMILY THAN YOU DO FOR YOUR OWN. BANNING THE TEACHING OF SYSTEMIC RACISM IS ACTUALLY A PERFECT EXAMPLE OF SYSTEMIC

[00:55:01]

OKAY, THAT CONCLUDES OUR REMARKS , AND IT'S 55. OH, THREE. WE'RE GOING TO OKAY AND IN THE OUR LAST NOTES THAT MRS ANDERSON PASSED OUT, IT'S AT OUR RACE. IS THAT SOMETHING YOU TYPED AS WELL? I TYPED FROM THE NOTES. SO ON MY NOTES, I WENT BACK AND LOOKED AND IT SAYS ONE RACE. SO WHETHER IT'S SOMETHING THAT SWITCHED THAT NIGHT, BUT IT SAID ONE AND ON MY NOTES THAT I TOOK HOME SO I ASSUME THAT I MADE THAT TYPE OF THEN SO WE CAN ADDRESS IT THEN LATER, I JUST WANTED UPFRONT ACKNOWLEDGED THAT I THOUGHT THAT THAT I HAD MADE IT, TYPO AND WE'RE ON. NUMBER 13 B SECOND. YEAH. ONE RACE. OKAY. THANK YOU. OKAY, SO WOULD YOU

[STUDY SESSION/BOARD WORKSHOP]

DO YOU WANT ME TO? DO YOU HAVE A SUGGESTION? UM OKAY. IN MY NOTES , I PUT IN THAT I LIKE THE SECOND TITLE BETTER, BUT, UM BECAUSE I'VE BEEN SITTING AROUND A LOT LATELY. I WAS GOING TO REVIEWING EVERYTHING. AND, ACTUALLY, UM. THOUGHT OF A NEW TITLE. AND SO I MADE NOTES. ON A FEW DIFFERENT THINGS, AND I LIKE TO PASS THEM AROUND TO EVERYBODY.

SO I LIKE RESOLUTE THE SECOND RESOLUTION, BUT I THINK WE NEED TO INSERT UM, WHERE IT SAYS RESOLUTIONS CONCERNING DISTRICT TEACHINGS CRITIC. THIS IS THE PART THAT WE INSERT CRITICAL

[01:00:01]

OF. WHO DETERMINES IF THERE IS ANY VIOLATION. AND ANY CONSEQUENCES SO PERHAPS LATER IN THE AGENDA, BUT I'LL JUST PUT THAT OUT. THERE IS A QUESTION THEY HAVE ABOUT THAT. TRUSTEE FREEMAN. HOW DOES IT HOW DOES IT WORK NOW? IF THINGS GET TAUGHT THAT ARE NOT SUPPOSED TO BE TAUGHT, OR THERE'S ANY VIOLATIONS TODAY, THESE CODES HOW DOES IT HAPPEN NOW? I WOULD EXPECT IT TO HAPPEN THE SAME AND I WON'T HAVE ALL THE ANSWERS ON THAT. BUT I WOULD SAY THAT THERE'S TWO THINGS TO CONSIDER. ONE WOULD BE THOSE OBSERVATIONS OR ANYTHING THAT WOULD BE BROUGHT TO THE ATTENTION OF STAFF. BUT ALSO WE HAVE OUR PUBLIC. AND OUR PARENTS SECTOR AND THEY HAVE THEIR VOICES, TOO. SO AGAIN, I'LL I DON'T KNOW IF IT'S CORRECT. I WOULD THINK I WOULD THINK THE SAME THING WOULD APPLY. AND I WOULD THINK THAT WOULD ALL BE REFERRED BACK TO THE SUPERINTENDENT TO WORK THROUGH. ANY TIME THERE'S A CONCERN BROUGHT FORWARD ABOUT SOMETHING THAT'S TAUGHT IN A CLASSROOM TYPICALLY STARTS BY THE PERSON BRINGING IT TO THE PRINCIPAL'S ATTENTION, WHO THEN LOOKS INTO IT. AND HANDLES IT AT THE SITE LEVEL. IF IT ISN'T

[01:05:02]

DO YOU WANT TO DO THE INSERTS NOW OR DO YOU WANT TO WAIT? LET'S GO IN ORDER. SO IF YOU HAVE AN INSERT, LET'S PUT IT IN ORDER, OKAY? JUST WANT TO MAKE SURE OKAY, SO ON AFTER PARAGRAPH NUMBER THREE. ON THE NOTES. YOU'LL SEE THAT I HAVE TO WHEREAS IS THAT I WOULD LIKE TO ADD IN AND THE FIRST ONE IS, WHEREAS THIS RESOLUTION HAS TO DO WITH HOW TOPICS OF RACE IS THIS ON THE NEW ON YOUR NEW OLD ONE IS THE VERY FIRST THING. DID EVERYBODY GET COPIES? OKAY? SO WHEREAS THIS RESOLUTION HAS TO DO WITH HOW TOPICS OF RACE WILL BE TAUGHT IN THE DISTRICT, NOT WHAT TOPICS WILL BE TAUGHT AND WHEREAS CRITICAL RACE THEORY OR OTHER SIMILAR FRAMEWORKS WILL NOT BE USED AS A SOURCE TO GUIDE HOW TOPICS RELATED TO RACE WILL BE TAUGHT. SO LET'S JUST DISCUSS THOSE TWO AND THEN I HAVE ONE MORE IN MY NEW NOTES THAT I LIKE TO ADD THERE AS WELL. MAY I POSE THE QUESTION? YES PLEASE THE SECOND WHEREAS YOU HAVE HERE WHEN YOU SAY OTHER SIMILAR FRAMEWORKS. THAT'S PRETTY OPEN. SO WHAT MIGHT THOSE BE? WELL AS WE KNOW, DEFINITIONS CHANGE CONTINUALLY. AND SO IF THIS GETS REBRANDED. TO SOMETHING THAT. AS WE ARE GOING TO DEFINE.

HOPEFULLY THAT WE WILL HAVE A FIRM DEFINITION IS COVERED, THEN IT WOULD BE THE OTHER ONE. IF THAT MAKES SENSE. I THINK IT'S TOO SUBJECTIVE JUST JUST INCLUDE OTHER FRAMEWORKS. I THINK IF THAT CHANGES, THEN WE WOULD BRING IT BACK. I DON'T LIKE THE ADDITION OF SIMILAR FRAMEWORKS.

I UNDERSTAND WHERE YOU'RE GOING BECAUSE THINGS HAVE BEEN CHANGING THE LANGUAGE. BUT THE CONTENT IS STILL SAME. SO I AGREE WITH BOTH OF YOURS. ADDITIONS. UM LET ME EXPLORE THE FIRST OF YOUR WAREHOUSES, WHICH READS, WHEREAS THIS RESOLUTION HAS TO DO WITH HOW RACE HOW TOPICS OF RACE WILL BE TAUGHT IN THE DISTRICT, NOT WHAT TOPICS WILL BE TAUGHT CAN YOU HELP ME UNDERSTAND IN THIS? HOW YOU SEE HOW DIFFERENT FROM WHAT SURE. CRITICAL RACE THEORY IS A THEORY OF LIKE, HOW YOU LOOK AT THINGS. SO IT'S THE LENS OR THE VIEWPOINT OF HOW IT'S BEING TAUGHT NOT WHAT IS BEING TAUGHT. SO IF WE USE THESE EXAMPLES, YOU KNOW IN THE IN THE RESOLUTION.

AND I THINK I'VE TALKED ABOUT THIS AT THE LAST TIME WE DISCUSSED. THIS RESOLUTION. SO, UM. YOU'RE NOT GOING TO BE AND I KNOW THIS WAS BROUGHT UP SEVERAL TIMES TODAY IN PUBLIC COMMENT.

THAT THE UNITED STATES IS FUNDAMENTALLY OR SYSTEMICALLY RACIST, WHICH MEANS THAT IT'S

[01:10:02]

PEOPLE WITH ALL DIFFERENT BELIEFS AND BACKGROUNDS. AND SO WHAT? SOME OF THEM BELIEVED IN WHAT'S THEY CAME INTO CONFLICT, AND I THINK YOU KNOW IF I REMEMBER ANYTHING FROM HISTORY IT WAS, YOU KNOW, IT'S THE GREAT COMPROMISE. I HEAR THAT BUT WOULD NOT POSSIBLY INDICATE THAT THE FOUNDING DOCUMENT HAD THAT THEN IN IT THAT IT WAS IT WAS MINUS SOMETHING BECAUSE IT WAS A COMPROMISE. SO ANYWAY, I'LL LEAVE IT AT THAT. THANK YOU. OKAY. I APPRECIATE WELL, WHEN I GOT FROM YOUR WORDING WAS THIS RESOLUTION HAS TO DO WITH HOW TOPICS OF RACE WILL BE TAUGHT NOT WHAT TOPICS? AND SO IT IS HOW WE WANT. WE WON'T BE TALKING ABOUT SYSTEMIC RACISM OR WHITE PRIVILEGE, OR, YOU KNOW, BASICALLY DOING ANY RACE BLAME OR RACE BAITING. BUT IT'S NOT TO TELL. IT'S NEVER SAID THAT CERTAIN TOPICS WON'T BE TAUGHT CERTAIN TOPICS WHEN WE TAKEN AWAY. THAT'S HOW I UM, READ YOUR PARAGRAPH. THAT YOU'RE JUST SAY , SIMPLY SAYING, WE'RE NOT GOING TO DO THE THINGS THAT CRITICAL RACE THEORY TEACHES. HOWEVER WE'RE NOT REMOVING ANY SUBJECTS THAT WE HAVE NOW. A P CLASSES, ANYTHING. WE'RE NOT REMOVING THAT FROM THE CLASSROOM. AND I DON'T KNOW WHERE THAT I MEAN. I KNOW WHERE THE RUMOR IS AND WHERE IT STARTED, BUT, UM BUT THAT'S NOT. THAT'S NEVER BEEN THE INTENTION THIS BOARD AND I THINK THAT WE HAVE REPEATEDLY SAID EVERY SINGLE SESSION. WE'RE NOT REMOVING TOPICS. WE'RE NOT REMOVING SUBJECTS. NOTHING WILL BE REMOVED. IT'S JUST THAT WE WILL NOT APPLY CRITICAL RACE THEORY AND PLAY A RACE BLAME GAME. CORRECT SO ARE YOU SAYING THAT SYSTEMIC RACISM DOESN'T EXIST? IN THE UNITED STATES NOW MM. DO YOU BELIEVE IT EXISTS? SYSTEM OF RACISM? I THINK THERE ARE SYSTEMS THAT HAVE RACIAL INEQUALITIES BUILT INTO THEM IN THE UNITED STATES. YES SO YOU BELIEVE IN CRITICAL RACE THEORY? NO YOU'RE PUTTING A YOU'RE PUTTING. NO, YOU'RE PUTTING CRITICAL RACE THEORY DEFINITION OVER TALKING ABOUT SYSTEMIC RACISM. I THINK THERE'S TO ME THERE'S TWO DIFFERENT DEFINITIONS. THERE'S UM LIKE I SAID, STRUCTURAL RACISM WHERE LAWS AND THINGS HAVE BEEN SET UP THAT ARE RACIST, BUT SYSTEMIC MEANS FROM THE ROOT SYSTEM MEANS IT'S WITHIN THE SYSTEM. FROM THE VERY CORE, AND I DON'T THINK THAT WAS THE INTENTION OF OUR FOUNDING FATHERS. SYSTEMIC RACISM TO ME IS NOT AT THE FOUNDING CORE. IT'S THIS RACISM THAT'S WITHIN THE SYSTEMS THAT WE HAVE IN THE UNITED STATES. WELL, THERE SEEMS LIKE THERE'S A LOT OF OPINIONS ABOUT SYSTEMIC RACISM. AND SO WE SHOULDN'T PROBABLY SHOULDN'T TEACH IT BECAUSE THERE IS SOME SO MANY OPINIONS. WE SHOULD JUST STICK TO THE HISTORICAL FACTS. THERE ARE FACTS. THAT SHOWS SYSTEMIC RACISM. REDLINING IS A FACT. SEGREGATION IN SCHOOLS IS A FACT. OKAY. WE'RE NOT NOT GOING

[01:15:08]

A AND COLUMBIA UNIVERSITY. CRITICAL RACE THEORY IS A PRACTICE. IT'S AN APPROACH TO GRAPPLING WITH THE HISTORY OF WHITE SUPREMACY THAT REJECTS THE BELIEF THAT WHAT'S IN THE PAST IS IN THE PAST AND THAT THE LAWS AND SYSTEMS THAT GROW FROM THE PAST ARE DETACHED FROM IT.

CRITICAL RACE SERIOUS, NOT ONLY BELIEVE THAT PEOPLE OF COLOR EXPERIENCE RACISM DAILY, BUT ALSO THAT THE MAJORITY OF AMERICAN SOCIETY OR, MORE SPECIFICALLY, WHITE PEOPLE HAVE NO INTEREST IN STOPPING THIS SO CALLED OPPRESSION BECAUSE IT BENEFITS WHITE AMERICANS. THEY ALSO BELIEVE THAT VIRTUALLY ALL INSTITUTIONS IN AMERICA ARE RACIST AND THAT PEOPLE ARE PRIVILEGED, REPRESSED BASED ON THEIR RACE. CRITICAL RACE THEORY IS ALSO POST THE IDEA OF COLORBLINDNESS. MANY OF US ARE TAUGHT WHEN WE'RE YOUNG NOT TO FOCUS ON THE COLOR OF PEOPLE'S SKINNED BUT RATHER ON THE CONTENT OF THEIR CHARACTER. CRT ARGUES THAT THIS APPROACH IS ACTUALLY DAMAGING TO SOCIETY AND CREATES MORE RACISM RATHER THAN REDUCING IT. CRITICAL RACE THEORY IS NOT SIMPLY TEACHING THE DARK SIDE OF AMERICAN HISTORY, AS MANY ARE LED TO BELIEVE THOSE THAT ARE UPSET ABOUT PROPOSED BANS ON CRT IN OUR SCHOOLS HAVE BEEN MISLED TO THINK THAT THE STATES THAT HAVE BANNED CRT FROM BEING TAUGHT WILL NO LONGER TEACH ABOUT JIM CROW LAWS. THE DISPLACEMENT OF NATIVE AMERICANS OR EVEN SLAVERY IN AMERICA. THIS IS NOT TRUE.

CRITICAL RACE THEORY IS NOT THE TEACHING OF HEART HISTORY, AND THE BANNING OF THE THEORY WILL NOT STOP THE TEACHING OF THESE EVENTS, CRTS AND INTERPRETATION OF HISTORY AND IDEOLOGY THAT TAKES PRECEDENCE OVER FACTS AND CHERRY PICK PIECES OF HISTORY THAT FIT THE NARRATIVE WHILE IGNORING OR EVEN ALTERING HISTORY THAT DOES NOT THE IDEA THAT BANNING CRT WILL ONLY ALLOW FOR A WHITEWASHED VERSION OF HISTORY IS MISINFORMATION. ON THE CONTRARY, BANNING CRT WILL REMOVE A DANGEROUS SWISS TING AND REWRITING OF AMERICAN HISTORY. SO IF I COULD POINT OUT THIS IS WRITTEN BY, UM NOT ANY OF THE PEOPLE THAT, UM THAT WROTE CRITICAL RACE THEORY.

THERE WAS ONE TWO QUOTES IN THAT WHOLE STATEMENT. THE REST OF IT IS OPINION AND ITS OPINION FROM A WOMAN NAMED CALLIE FONTANA. UM THE AUTHOR OF THIS GUIDE. SHE HAS BEEN A TEACHER IN PUBLIC SCHOOL. BUT AS UM THIS HAS PUSHED THROUGH THE BIG, UM, THE BLOCKS IT WEBSITE, SO IT'S NOT OTHER THAN THAT ONE QUOTE FROM KIMBERLY CRENSHAW. THE REST OF IT IS THIS PERSON'S OPINION.

JUST LIKE IT WAS YOUR OPINION THAT IT'S SYSTEMATIC RACISM. IT'S PEOPLE'S OPINIONS. AND SO WE SHOULD STICK. NO, THEY'VE ACTUALLY HAVE. PROOF OF SYSTEMS THAT HAVE RACISM WITHIN THEM.

IT'S A THEORY. THEORY. PERFECT OKAY. ARE WE GOOD? OKAY TO CLEAR THE ROOM AT SOME POINT. YEAH, WE NEED EVERYBODY IN THE AUDIENCE TO PLEASE KEEP YOUR VOICES DOWN AND JUST LISTEN. YEAH MAYBE THAT DOES MEAN MAYBE THE SNAPPING IS JUST EVERYTHING SHOULD STOP. SO ARE WE GOING WITH THREE UPDATED ? SO WHAT? WHAT IS IT ALWAYS STAYING WITH THREE AND WE'RE GOING TO UPDATE THE CHANGES.

[01:20:02]

THAT'S WHAT FOLLOW HIS SEPARATE WEAR ASSES. IS THAT CORRECT? CORRECT OK, SO THEY WOULD BE NEW NUMBERS ULTIMATELY, ULTIMATELY, THANK YOU. OKAY? DO WE NEED TO RUN ANY OF THE NEW ITEMS PACK? ANY CONCERN. TODD YOU HAVE ANY CONCERN ON THE TWO ADDITIONAL. I DON'T THINK IT'S A GOOD IDEA TO LOOK AT THIS LINE BY LINE LIKE THAT. I THINK WE NEED TO LOOK AT IT AS A WHOLE DOCUMENT FIRST, OKAY? OKAY, MOVING ON NUMBER FOUR. WHEREAS THE PLACENTA OR BLENDER UNIFIED SCHOOL BOARD OF EDUCATION AFFIRMS ITS COMMITMENT AND EXPECTATION THAT TEACHERS WILL WRITE RELY ON THE BOARD OF EDUCATION ADOPTED CURRICULUM AS THE AUTHORITATIVE SOURCE FOR THE CONTENT OF INSTRUCTION TO PROVIDE A COMPREHENSIVE EDUCATION. NOTES. CHANGES. UM. I GUESS I'D ASK WHAT CONSTITUTES A COMPREHENSIVE EDUCATION. IS THERE ANYTHING THAT WE DO? DEFINE OR ADDRESSING THAT I'M JUST ASKING. IT'S. NORMALLY I THINK ABOUT IT IS I THINK I KNOW WHAT IT MEANS. BUT NOBODY'S I START TO LOOK AT THINGS AND BEGAN TO ASK IF THERE'S ANY OTHER MEANING TO COMPREHENSIVE.

ANY COMMENT. OTHERWISE I'LL TAKE IT THAT IT MEANS WHAT I HAVE HISTORICALLY CANNOT UNDERSTAND WHAT YOU'RE SEEING IN THE DAY IN WHICH IT SEEMS, DEFINITIONS ARE BEING CHANGED DAILY.

COMPREHENSIVE MAY MEAN SOMETHING TOTALLY DIFFERENT THAN WHAT IT USED TO BE 5 10 YEARS AGO AS OPPOSED TO RIGHT NOW, SO MAYBE A LITTLE MORE CLARIFICATION ON COMPREHENSIVE. THIS IS THE BOARD'S RESOLUTION, SO I WOULD NEED TO KNOW FROM THE BOARD. WHAT YOU ENVISION THE COMPREHENSIVE WOULD COVER I DON'T THINK WE REALLY NEED TO DEFINE IT BECAUSE WE HAVE PROVED THE CURRICULUM. AND YOU KNOW, AND WE. SO WHAT IS APPROVED IS, I WOULD SAY A COMPREHENSIVE EDUCATION. I MEAN, I AGREE, AND I THINK WE'RE LIKE, REALLY STARTING TO NIT PICK. UM, MONEY, THE WATERS A LITTLE BIT. WITH ALL DUE RESPECT, WE APPROVE ALL CURRICULUM, SO THIS IS SORT OF GOING BEYOND WHAT WE ALREADY DO . ANYWAY OKAY. SINCE WE APPROVE ALL CURRICULUM, THEN I'M FINE WITH THIS LINE. OKAY, NUMBER FIVE. WHEREAS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT VALUES ALL STUDENTS AND PROMOTES EQUITY AND EQUALITY, RESPECTS, DIVERSITY CELEBRATES THE CONTRIBUTIONS OF ALL AND ENCOURAGES CULTURALLY RELEVANT AND INCLUSIVE TEACHING PRACTICES . THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT FURTHER BELIEVES THAT THE DIVERSITY THAT EXISTS AMONG THE DISTRICTS COMMUNITY OF STUDENTS, STAFF PARENTS, GUARDIANS AND COMMUNITY MEMBERS IS AN ASSET. TO BE HONORED AND VALUED. I AGREE. I DON'T HAVE A PROBLEM. NO PROBLEM. NUMBER SIX, WHEREAS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT CONDEMNS RACISM , A PREJUDGED ATTITUDE AND DISCRIMINATORY BEHAVIOR AGAINST INDIVIDUALS OR GROUPS ON THE GROUNDS OF RACE. AND WILL NOT TOLERATE RACISM AND RACIST CONDUCT. P Y EL USD BOARD RESOLUTION 44 OR 24, JULY 7 2020. I LIKE THAT PARTICULAR ONE. HOWEVER, I WONDERED. UPON ONE OF MY MULTIPLE READINGS OF IT. IF IT WOULD BE OF VALUE TO ADD. AH WILL NOT TOLERATE RACISM , RACIST CONDUCT BIGOTRY OR ANYTHING THAT CONSTITUTES HATE ACTIVITIES. I LIKE THAT. COULD YOU REPEAT REPEATED CHECK AND WRITE IT? UM WILL NOT TOLERATE RACISM, COMMA. RACIST CONDUCT, COMMA, BIGOTRY, COMMA OR ANYTHING THAT CONSTITUTES HATE ACTIVITIES AND THAT'S DEFINED BY LAW. AND I KNOW WE HAVE THAT IN OUR BELIEVER ED CODE AND SO FORTH, BECAUSE WHEN WE HAVE OUR EXPULSIONS AND OTHER THINGS, WE KNOW THAT THERE'S CERTAIN THINGS THAT ARE IN IN, UM IN CODE AS TO WHAT CONSTITUTES THAT. MRS FREEMAN. YOU REPEAT THAT AGAIN BECAUSE I'M A LEFTY. AND NOW I'VE HAD MR GIORDANO V. MY SCRIBE. OKAY ONE MORE TIME. SURE OKAY, SO THAT'S AGAIN. IT'S ITEMS SIX, AND IT'S KIND OF IN THE MID PART THERE. SO AND WILL NOT TOLERATE RACISM, COMMA, RACIST CONDUCT COMMA. BIGOTRY, COMMA. OR ANYTHING THAT CONSTITUTES HATE ACTIVITIES. I'M

[01:25:09]

I DON'T SEE ANYTHING THAT COVERS. THE NEW EDITIONS. OKAY, BUT HER IN THAT RESOLUTION.

WOULD YOU SUGGEST WE ADD THAT I WOULD SUGGEST THAT WE HAD ANOTHER, WHEREAS THAT COULD EXPLAIN MORE SPECIFICALLY OR OR ADD IF YOU WILL. DO YOU WANT TO ADD TO THE END OF THAT SENTENCE OR DO A WHOLE ANOTHER? WELL, I THINK THE POINT HAS BEEN MADE IS THAT SINCE THIS REFERENCES SPECIFICALLY THE JULY 7TH 2020 RESOLUTION. THAT TO KEEP IT CLEANER AND A PHRASE THAT PERHAPS TO DO SEPARATE FROM THIS MIGHT BE THE BETTER WAY TO GO. AGAIN. I DEFER TO THOSE WHO ARE MORE SKILLED IN THE PREPARATION OF. SO ARE YOU SUGGESTING WE KEEP PARAGRAPHS? SIX INTACT, AS IS AND THEN ADD A NEW AIRCRAFT. SEVEN. RIGHT? IT'S BASICALLY THE NEW WORDING THAT YOU WANT TO ADD IS I'M SORRY. IS IT JUST HATE CRIMES. I MEAN, I KNOW THERE'S SOME, IT'S DO YOU HAVE NOT TOLERATE RACISM, COMMA AND THEN THE RACIST CONDUCT, AND I WAS LOOKING MORE AT SOMETHING ABOUT WHAT CONSTANT WHAT? CONDUCT MIGHT BE MIGHT INCLUDE IT COULD BE BIGOTRY IN TERMS OF HOW YOU SPEAK TO PEOPLE. DO SIGNS OR SOMETHING, SOMETHING THAT'S BIGOTED. MM HMM. BUT ALSO SOMETHING THAT COULD ACTUALLY BE AN ACTION. I HATE CRIME. SO CAN WE JUST PUT A COMMA AFTER THE RACIST CONDUCT AND SAVE IT BIGOTRY AND THEN ANYTHING THAT CONSTITUTE HATES CRIMES? I'M FINE IF THERE'S A WAY TO WORK THAT IN, BUT I DON'T AS WAS MENTIONED AS I LOOK AT THE PARENTHETICAL, IT SEEMS MORE TO BE JUST CROSS REFERENCE TO SAY THAT THE BOARD'S ALREADY MADE A STATEMENT ON THIS SO WELL, WHAT YOU'RE PROPOSING ISN'T NECESSARILY IN THERE. IT'S NOT NECESSARILY INCONSISTENT WITH IT, EITHER. SO IT'S UP TO THE PLEASURE OF THE BOARD WHETHER TO ADD IT THERE OR NOT. OKAY WELL, I'LL DEFER TO MY COLLEAGUES. SO YOU'RE SUGGESTING WE COULD LEAVE IT AND INCLUDED IN PARIS AT THE CURRENT PARAGRAPH SIX. YEAH IT'S JUST NOT SPECIFICALLY REFERENCED IN THAT IN THAT RESOLUTION, BUT I DON'T NECESSARILY SEE THIS WHEREAS AS A DIRECT QUOTE FROM THAT RESOLUTION, EITHER. THAT'S WHY I'M SAYING IF YOU WANT TO ADD IT AND JUST CROSS REFERENCE THE BOARD'S POLICY STATEMENT FROM JULY 7TH 2020, THAT'S FINE, TOO. SO WE COULD KEEP PARAGRAPHS

[01:30:04]

UM ONLY BECAUSE THAT IS ONE AT ADDITIONAL ACT. UM, IT'S SEPARATE. IT CAN BE AND FURTHER EXPANSION OF THAT, SO I THINK IT'S IMPORTANT TO PUT IN THERE BECAUSE IF THAT WERE TO HAPPEN, WE WOULD OBVIOUSLY WANT TO HAVE A RESPONSE TO THAT, SO WE WOULDN'T WANT TO INCLUDE IT.

THOUGHT? YES, NO. I'M FINE WITH IT. OKAY, OKAY. OKAY SO WE'LL MOVE ON TO SEVEN WHEREAS EACH INDIVIDUAL CAN CHOOSE NOT TO HOLD RACIST VIEWS AND SHOULD NOT BE EXPECTED TO DO SO. I'M SORRY AND SHOULD BE EXPECTED TO DO SO AND THAT WE COULD CAN AND SHOULD SEE ONE ANOTHER AS HUMANS FIRST.

FINE WITH THAT. ABSOLUTELY. THING ELSE, OKAY? MOVING ON NUMBER EIGHT, WHEREAS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT DESIRES. TO UPLIFT AND UNITE STUDENTS BY NOT IMPOSING THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST, AND INSTEAD WE'LL ENGAGE STUDENTS OF ALL CULTURES IN AGE APPROPRIATE CULTURAL THINKING THAT HELPS STUDENTS NAVIGATE THE PRESENT AND THE FUTURE. DIDN'T YOU HAVE CHANGES FOR THAT? MARYLAND? YEAH. UM IN THE VERY END. WHERE IT HELPS STUDENTS NAVIGATE. I PUT THE PAST COMMA PRESENT AND THE FUTURE. SO ADDING THE PAST AND THEY'RE MAKING IT. THAT SEEMS APPROPRIATE. YES. I WOULD SUGGEST. THAT WE STRIKE BY NOT IMPOSING THE RESPONSIBILITY OF HISTORICAL TRANSGRESSIONS IN THE PAST, AND INSTEAD WILL SO IT WASN'T THIS LIKE, WASN'T DIDN'T WE GO OVER THIS THE LAST TIME WHEN WE KEPT IT IN BY THE MAJORITY VOTE, BECAUSE I THINK THAT'S WHAT WAS AN ISSUE LAST TIME, AND I THINK WE KEPT IT IN. I THINK THIS IS OUR NEXT TIME TO DISCUSS IT, AND THAT'S WHAT WE'RE DOING THIS SO I'D LIKE TO KEEP IT IN STILL LIKE TO KEEP IT IN BECAUSE I ALONG SIMILAR LINES, I THOUGHT THAT THAT COULD BE STRUCK AND REPHRASE TO READ THAT. THE PLACENTA YORBA LINDA UNIFIED SCHOOL DISTRICT DESIRES TO UPLIFT AND UNITE STUDENTS UNITE STUDENTS BY ENGAGING STUDENTS OF ALL CULTURAL CULTURES AND AGE APPROPRIATE CRITICAL THINKING THAT HELPS STUDENTS NAVIGATE. UM. THE PAST THE PRESENT AND THE FUTURE BECAUSE I AGREED THAT I LIKE THAT INSERTION OF THE WORD PASSED IN THERE. I LIKE THE PARAGRAPH AS IS AND MARYLAND'S EDITION OF NAVIGATE THE PAST PRESIDENT FUTURE. I'M AGREEABLE WITH THAT. THIS FOR ME, AND I JUST WANT TO UNDERSTAND COMPLETELY KIDS. AND I'M SORRY. I'M SO HANDICAPPED. CAN YOU PLEASE JUST SAY IT ONE MORE TIME SO I CAN FOLLOW ALONG AND FOLLOW? SURE ABSOLUTELY.

ABSOLUTELY. AGAIN. WE'RE ON ITEM EIGHT. SO IT WOULD BE, WHEREAS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT DESIRES TO UPLIFT AND UNITE. AH I SHOULD ADD THAT WORD STUDENTS BY ENGAGING STUDENTS OF ALL CULTURES AND AGE APPROPRIATE CRITICAL THINKING THAT HELPS STUDENTS NAVIGATE. THE PAST, THE PRESENT AND THE FUTURE. THANK YOU. I LIKE PARAGRAPH EIGHT AS IT STANDS. WITH THE ADDITION OF THE PAST. OKAY, I DISAGREE. BUT WE ARE 3 TO 2, SO WE'LL MOVE ON.

[01:35:04]

OKAY? NUMBER 10. THEREFORE BE IT RESOLVED. THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT HONORS THE EXPERIENCES OF ALL STUDENTS BY ENCOURAGING INSTRUCTION THAT APPROPRIATELY EXPLORES THE HISTORY, PHILOSOPHY AND STRUCTURES THAT COMPROMISE THE AMERICAN EXPERIENCE. 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. I SAW THAT IN MARYLAND'S NOTES APPROPRIATELY WAS SCRATCHING.

THINK I AGREE WITH THE APPROPRIATELY BEING STRUCK? I AGREED WITH THAT, TOO. I STRUCK IT FROM MINE. ARE EITHER MARYLAND TWO. YES, OKAY. OKAY, SO NOTHING ELSE ON 10. NUMBER 11. IT ALSO RESOLVED. THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT STANDS BY THE COMMITMENT TO TEACH A COMPLETE AND ACCURATE ACCOUNT OF HISTORY. WE CAN AND WILL EMPOWER AND SERVE ALL STUDENTS. OKAY IN MY NOTES THAT I SENT TO EVERYBODY. I JUST THINK THAT THIS IS, UM THIS WHOLE PARAGRAPH JUST NEEDS TO BE REMOVED. I THINK IT'S TOO SUBJECTIVE AND IT'S COVERED IN PREVIOUS PARAGRAPHS. I'M AN AGREE WITH THAT. OKAY STRIKING NUMBER 11. MOVING ON NUMBER 12, BUT ALSO RESOLVED THE CRITICAL RACE THEORY THAT CRITICAL RACE THEORY WILL NOT BE USED AS A FRAMEWORK TO GUIDE DISTRICT EFFORTS TO PROMOTE EQUITY RESPECT. DIVERSITY CELEBRATE THE CONTRIBUTIONS OF ALL AND ENCOURAGE CULTURAL, RELEVANT AND INCLUSIVE TEACHING PRACTICES.

MARILYN, YOU WANT TO TAKE THAT ONE? THAT WAS ONE OF YOUR YOUR CHECKS AS WELL. OKAY. I REWROTE THIS. THIS RESOLVED. AND IT. IS IN THE NOTES. IT SAYS BE. IT ALSO RESOLVED THAT THE DISTRICT SUPPORTS EFFORTS AND EDUCATION TO PROVIDE OUT EQUITY RESPECT, DIVERSITY, CELEBRATE THE CONTRIBUTIONS OF ALL AND ENCOURAGE CULTURALLY RELEVANT AND INCLUSIVE TEACHING PRACTICE BUT WILL NOT ALLOW THE USE OF CRITICAL RACE THEORY AS A FRAMEWORK TO GUIDE SUCH EFFORTS.

I LIKE THAT PARAGRAPH. SO I JUST KIND OF SWITCHED IT AROUND A LITTLE. SO MARYLAND MISS ANDERSON WHAT YOU JUST WOULD REPLACE CURRENT PARAGRAPH 12. CORRECT. THEN YOU HAVE THIS. I THINK HE WAS CLEANED IT UP, AND IT JUST SOUNDS BETTER. WHAT WAS THE VERY LAST PART OF THAT IF YOU WOULD, HOW DID THAT FINISH OFF? YOU KNOW YOU AND YOU READ YOU INVERTED IT. BUT DID YOU SEE WHAT WAS YOUR LAST WORD OR TO THE LAST THING BUT WILL NOT ALLOW THE USE OF CRITICAL RACE THEORY AS A FRAMEWORK TO GUIDE SUCH EFFORTS. THANK YOU. AND MR ROBBINS COMMENT, UM. FROM THE LAST MEETING WE HAD WE WOULD ALSO STRIKE THE AND RIGHT HERE IS THE STATEMENT. I'M LEARNING HERE. AND LISTEN THE EVENING SO JUST TO BE CLEAR. THIS WILL BE NUMBER 11 SINCE WE STRUCK NUMBER 11 LASTS. IT'LL ALL BE REMEMBERED BECAUSE WE'RE ADDING IN TWO PARAGRAPHS AFTER NUMBER THREE THANK YOU. AND WE'RE ELIMINATING ALL ANDS AT THE END OF ANY RESOLVED. CORRECT CORRECT. OKAY. ANYTHING ELSE ON THAT? KEEP MOVING ON NUMBER 13 B. IT ALSO RESOLVED THAT THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT DEFINES CRITICAL RACE THEORY AS ANY THEORY OR FRAMEWORK THAT IT SPOUSES OR TEACHES THAT A. THE UNITED STATES IS FUNDAMENTALLY OR SYSTEMATICALLY RACIST. GOOD. I'M GOOD WITH THAT. I'M GOOD. SO THESE ARE THESE BIG? THIS BEGINS A LIST OF SORTS OF WHAT CAN'T BE DONE RIGHT? OR YOU COULD LOOK AT IT, THE ADVERSE OF LIKE ALL THE

[01:40:04]

SYSTEMICALLY RACIST OF THE UNITED STATES, WHICH IS THE ROOT HOW IT WAS. FROM THE VERY CORE THE VERY BEGINNING, AND THAT'S WHAT IT MEANS. NOW DO I THINK WE'VE HAD RACIST LAWS? YES RACIST LEADERS. YES AND THINGS HAVE HAPPENED IN OUR COUNTRY. AND WE SHOULD DISCUSS THAT AND HOW THOSE THINGS CAME TO BE AND HOW THEY WERE CORRECTED. AND WHAT? WHAT STEPS WENT INTO CORRECT THOSE THINGS. WHAT IF THEY HAVEN'T BEEN CORRECTED YET? THEN YOU SHOULD TALK WELL. BUT WE CAN'T TALK ABOUT HIM. NO I WAS GOING TO SAY WE CAN'T. WE SHOULD NEVER GO TO OUR STUDENTS AND SAY UM, ABC LAW THIS IS A REALLY A RACIST LAW. BECAUSE WE'RE NOT WE'RE TRYING TO TEACH OUR KIDS TO BE CRITICAL THINKERS , AND WE CAN ASK QUESTIONS ABOUT ABC LAW. AND ASK IF IT'S FAIR AND ASK QUESTIONS LIKE HOW DO YOU THINK THIS WOULD IMPLY? HOW WOULD THIS ABC LAW, YOU KNOW, AFFECTS YOU AS A PERSON, YOUR NEIGHBOR AND JUST GETS IT THAT WAY AND LET THE KIDS COME. WE'RE NOT SUPPOSED TO BE GIVING OUR KIDS ANSWERS. BUT IF THEY ASK, HOW DO WE FOLLOW THAT UP WITH ANSWERS? IF THEY'RE ASKING. WE DON'T JUST SAY GO TO THE ENCYCLOPEDIA AND THE DICTIONARY, OR I THINK WE TURNED THE QUESTION BACK ONTO THE STUDENT. WHAT DO YOU THINK? AND HOW DO

[01:45:03]

IT IS NOT TO JUST HAND OUT THE ANSWERS. THEY DO GO FOR THE IDEA OF HOW TO GENERATE THE THINKING , UM, GIVING THEM AGAIN AS YOU SAY, SOURCES, WHETHER IT'S BOOKS THIS OR THAT TO LOOK AT AND THEN AGAIN, THOSE PROMPTS WE ALL TALK ABOUT THE WRITING PROMPTS THE BREEDING PROMPTS THAT THE DISCUSSIONS, ETCETERA. AND UM AND THEN HAVE THOSE DISCUSSIONS. I DON'T. THE SCHOOL DAY WOULD BE OVER A LOT QUICKER. IF TEACHERS ALL THEY DID WAS JUST GET UP THERE AND STATE THEIR OPINION AND WALK OUT. IT IS AN INTERACTIVE. ENVIRONMENT WHEN YOU'RE TEACHING, AND I JUST DON'T SEE HOW WE CAN AND. TRY TO GINGERLY WALK AROUND SOME OF THESE PHRASES THAT YOU KNOW ARE GOING TO COME UP, POSSIBLY FROM THE STUDENTS THEMSELVES. SO WHAT HAPPENS IF THE STUDENTS SAYS FROM WHAT I'M SEEING IN THIS ARTICLE AND THIS AND WHATEVER THEY MIGHT SITE. MAYBE THERE'S A GROUP OF STUDENTS WHO SAY WE'VE COME TO THE CONCLUSION THERE'S A PROBLEM WITH A SYSTEMIC RACIST.

WAY OF DOING WHATEVER. THEN WHAT DOES THE INSTRUCTOR DO WITH THAT? CAN THEY NOT? THEM FOLLOW UP ON THAT. DISCUSS IT. I MEAN, WHERE IS THAT LINE? HOW HOW DO YOU DETERMINE WHEN THERE'S A VIOLATION WELL DISCUSSION. I WOULD SAY, THOUGH, THAT WHEN IT SAYS BE IT RESOLVED THE PLUS CENTURY OR WILL IN A UNIFIED SCHOOL DISTRICT DEFINES CRITICAL RACE THEORY, ANY THEORY OF FRAMEWORK THAT ESPOUSES OR TEACHES SO I WOULD SAY THAT IF THIS COMES UP IN CONVERSATION AMONGST THE KIDS AND LET THEM HAVE THE CONVERSATION, BUT IT SHOULDN'T BE TEACHER LED, TELLING KIDS THAT THE UNITED STATES HAS FUNDAMENTALLY RACIST OR SYSTEMATICALLY RACIST IF THEY WANT TO COME TO THEIR OWN CONCLUSION ABOUT THAT AND HAVE THE CONVERSATION. BUT WE HAVE HAD INSTANCES IN THIS DISTRICT WHERE TEACHERS HAVE TOLD CHILDREN THIS IN A LECTURE. SO I WOULD SAY IF THE TEACHER'S LECTURING THE KIDS, AND WE SHOULD NOT BE BEHIND SOMETHING LIKE THAT, IF THEY WANT TO HAVE A DISCUSSION, HAVE A REAL DISCUSSION. THAT'S FINE. BUT THIS IS NOT SOMETHING THAT WE AS A SCHOOL DISTRICT ARE TELLING THE TEACHERS THAT IT IS APPROPRIATE LIKE IT'S APPROPRIATE TO SAY, I MEAN, OBVIOUSLY, THERE'S TONS OF OPINIONS THAT YOU HAVE IN A CLASSROOM AND YOU SHOULD ALL BE FREE. TO HAVE YOUR OPINION, BUT WE WON'T BE TEACHING THIS TYPE OF THEORY IF SOMEBODY WANTS TO BRING IT UP IN A CLASSROOM FOR DISCUSSION, A STUDENT THEN ABSOLUTELY TALK ABOUT IT AND LET THEM BUT I MEAN WE'VE HAD TEACHERS WHO STAY YOU KNOW, TO LEAVE YOUR WHITE PRIVILEGE AT THE DOOR AND THAT PRESIDENT TRUMP IS THE BIGGEST SYMBOLISM OF RACISM WHEN HE WAS IN THE WHITE HOUSE. WE'VE HAD TEACHERS SAY THAT TWO STUDENTS AND SO IS THAT APPROPRIATE. NO, IT'S NOT APPROPRIATE. THANK YOU. OKAY SO I'M GOOD WITH I'M GOOD WITH A I'LL STAY WITH YOU. I'M GOOD WITH IT. I DON'T NEED IT THERE.

I ALSO AGREE. I DO NOT WANT TO THEIR QUESTION BECAUSE THIS GOES BACK TO WHAT WE WERE TALKING ABOUT EARLIER. UM WHAT. I GUESS THE FIRST QUESTION IS WHAT'S THE OVERALL INTENT OF THE RESOLUTION? MEANING? IF IT'S REPORTED THAT A TEACHER. CONTRADICTS THIS FIRST BULLET POINT WHAT WILL HAPPEN? I THINK THAT'S A QUESTION FOR OUR HR. YOU'LL HAVE TO GO THROUGH ADMINISTRATION. BUT I THINK IT'S A CRITICAL QUESTION FOR THE BOARD TO CONSIDER, UM BECAUSE.

YOU KNOW, IN MY NOTES ON THE ORIGINAL DOCUMENT THAT I SENT BACK ONE OF THE THINGS I

[01:50:06]

AND THEN ANOTHER EXAMPLE IS THAT SHOW NYPD BLUE. THERE WAS SOME NUDITY ON IT FOR SEVEN SECONDS AND ABC AFFILIATES 45 ABC AFFILIATES WERE FINED APPROXIMATELY $27,000 EACH TO A TUNE OF A COUPLE MILLION BUCKS TOTAL. UM. PENNED IN THE BROADCASTERS FOR THE WORD SHOWS AND ABC. SUED TO HAVE THOSE PENALTIES OVERTURNED ON THE GROUNDS THAT THEY WERE THE REGULATION WAS VAGUE. AND THAT IT VIOLATED THEIR DUE PROCESS. THE NOTICE PROVISION OF DUE PROCESS DUE PROCESS IS NOTICE AND AN OPPORTUNITY TO BE HEARD. AND SO THE NOTICE PROVISION. WAS WHAT WAS EXAMINED BY THE SUPREME COURT, AND THEY SAID THAT THE LAW WAS SO VAGUE THAT THE BROADCASTERS DIDN'T HAVE NOTICE OF WHAT CONSTITUTED VIOLATION. AND SO THEREFORE BROADCASTERS HAD NO IDEA OF KNOWING HOW THAT WOULD BE ENFORCED. AND SO THAT'S WHY I'M COMING BACK TO THIS QUESTION OF WHAT'S THE BOARD'S INTENT WITH THIS BECAUSE WE ARE OBLIGATED WHEN WE WERE PASSING RULES, REGULATIONS, BYLAWS, BOARD POLICIES, ET CETERA. TO MAKE SURE THAT THEY ARE CLEAR ENOUGH THAT PEOPLE ARE ON NOTICE ABOUT WHAT THEY CAN AND CANNOT DO, ESPECIALLY IF THERE'S AN ENFORCEMENT MECHANISM BEHIND IT . SO IF THE INTENT IS FOR A TEACHER TO BE SUBJECT TO DISCIPLINE UM. I THINK THE CONVERSATION THAT JUST HAPPENED DEMONSTRATES THAT THERE IS SOME UNCERTAINTY ABOUT WHAT THAT FIRST BULLET POINT MEANS. AND COULD CREATE POTENTIAL PROBLEMS FOR ENFORCEMENT. SO THAT'S THAT'S WHY I SAY THAT'S SOMETHING THE BOARD SHOULD CONSIDER. WE CAN'T JUST PUNT TO RICK BECAUSE RICK'S GOTTA WORK BASED ON WHAT THE BOARD'S INTENT IS, UM, AND WHEN I'M WORKING WITH RICK, I HAVE TO HAVE AN UNDERSTANDING OF WHAT THE BOARD'S INTENT IS AS WELL WHEN I'M SAYING YOU CAN DO X Y OR Z OR YOU CAN'T UM SO THAT'S WHEN I PUT IN THE NOTES HERE ABOUT CLARITY IS IMPORTANT AND THINGS LIKE THAT. THAT'S WHY I PUT IT THERE BECAUSE I WANTED THE BOARD TO BE AWARE THAT WE DO NEED TO BE MINDFUL OF CLARITY. IF THE INTENT BEHIND THIS IS TO HAVE SOME TEETH FOR ENFORCEMENT. SO THAT'S I THINK AN IMPORTANT CONVERSATION FOR THE BOARD TO AT LEAST THINK ABOUT IF NOT HAVE TONIGHT SO I THINK, TOO. I DON'T KNOW IF OUR CURRICULUM OR HISTORY CURRICULUM IN THESE THINGS. IF IT'S ACTUALLY SAYING THAT THE UNITED STATES HAS AMENDMENTS FUNDAMENTALLY OR SYSTEMATICALLY RACIST, AND SO I THINK OF THE TEACHERS TEACHING THAT AND THAT'S NOT WHAT OUR CURRICULUM IS STATING, AND WE HAVE. MAYBE AN ISSUE THERE, BECAUSE THAT'S AN OPINION. THAT'S NOT WHAT THE DISTRICT APPROVED CURRICULUM IS SAYING, AND I ALSO THINK, TOO WE HAVE BEEN TOLD SO MANY TIMES IN MULTIPLE SUBJECTS ACROSS THIS DISTRICT THAT EVERYBODY IS TEACHING FROM THE INTERNET.

THEY'RE NOT TEACHING FROM TEXTBOOKS ANYMORE, WHICH IS THE DISTRICT APPROVED CURRICULUM.

AND SO I THINK THAT THIS WHERE THIS IS WHERE PACING GUIDES REALLY COME INTO PLAY SO THAT WE KNOW THAT EVERY SINGLE LEVEL WE KNOW EXACTLY WHAT EVERY TEACHERS TEACHING ANOTHER TEACHER FROM THE TEXTBOOK, AND THEY'RE TEACHING THE SAME THING. SO THE DISTRICT DOES HAVE A LITTLE BIT MORE CONTROL OVER WHAT OUR STUDENTS ARE HEARING. I I HAD A KID LAST YEAR WHO DIDN'T USE THE BIOLOGY TEXTBOOK AT ALL. THE OTHER CLASSES DID HE DID NOT. UM AND THERE WAS THERE WAS ISSUES THERE BECAUSE WHAT WHAT WERE THE OTHER CLASSES BEING TAUGHT? FIRST IS LIKE WHAT WAS HIS CLASS BEING TAUGHT? AND SO I THINK THAT'S WHY WE REALLY NEED PACING GUIDES SO WE CAN MAKE SURE THAT

[01:55:01]

I'VE BEEN USING IT SO I FEEL LIKE IF WE HAVE PACING GUIDES, AND WE MAKE SURE THAT EVERYONE IS TEACHING THE SAME TYPE OF THING, AND THIS ISN'T A PART OF OUR CURRICULUM, THEN. WHY ARE THEY TEACHING IT IF THAT MAKES ANY TYPE OF SENSE? CAN I ASK A QUESTION ABOUT CURRICULUM? SO WHEN WE HAVE FIFTH GRADE HISTORY. UM WHAT DOES THAT LOOK LIKE? ACROSS THE DISTRICT? AND WHAT DOES THAT LOOK LIKE? WHAT DIRECTION OUR FIFTH GRADERS FIFTH GRADE TEACHER THAT WOODSBORO GIVEN VERSUS FIFTH GRADE TEACHER AT RUBY DRIVE. WELL, ESSENTIALLY, THAT'S THE ADOPTION PROCESS RIGHT AWAY. WE SELECT THE BOOKS AND THE CURRICULUM THAT WE'RE GOING TO USE AS A DISTRICT AND SO REALLY AT THE FIFTH GRADE LEVEL, I MEAN, EVERY TEACHER WOULD BE USING THE SAME MATERIALS TO TEACH THE STANDARDS FOR FIFTH GRADE. THERE MAY BE SOME VARIATION IN IF THERE'S AN ENRICHMENT AND THAT'S WHERE MAYBE IT'S A AN ARTICLE THAT COMES IN OR IT'S A VIDEO THAT A TEACHER CHOOSES TO REALLY JUST BRING SOMETHING TO ALLOW FOR THE STUDENTS THAT'S GOING TO HELP THEM BETTER RELATE TO THE TOPIC ON HAND. BUT EVERYONE ALL TEACHERS WILL BE FOLLOWING THE SAME THE SAME AND THE PACING PIECE OF IT, AND WE DO WE DO PROVIDE OUR TEACHERS WITH THAT STRUCTURE AT THE BEGINNING OF THE YEAR, AND THAT'S OFTEN THAT'S OFTEN PROVIDED IN THE TEXT BOOK ITSELF. IT'S BROKEN UP INTO UNITS, AND IT'S GIVEN AN IDEA OF HOW LONG THE TEACHERS SHOULD BE SPENDING ON EACH OF THOSE LESSONS WITHIN EVERY UNIT.

OUT OF THE COURSE OF IT, BUT SOME ARE NOT USING THE TEXTBOOK AT ALL I WOULD LIKE AND I'VE WRITTEN THAT DOWN ABSOLUTELY. TRUSTEE BLADES. I THINK WE NEED TO LOOK INTO THAT. AND I'D LIKE TO KNOW YOU KNOW WHERE THAT'S OCCURRING AS WELL. SO IT'S DEFINITELY SOMETHING WE WANT TO EXPLORE AND LOOK INTO FURTHER. OKAY I WAS JUST LIKE TO FOLLOW UP WITH MR LOPEZ. SO IF THE SITUATION THAT MRS BLADES DESCRIBES THAT A TEACHER IS NOT USING THE CURRICULUM, AND IT'S JUST, YOU KNOW, NOT USING THE TEXTBOOK AND ETCETERA IS THERE A PROCESS NOW THAT TEACHERS GO THROUGH, YOU KNOW. LIKE. YOU KNOW, I KNOW LIKE EVERYONE SIGNS OF THINGS, SAYING THAT THEY SUPPORT THE CONSTITUTION. AND RE AS BOARD MEMBERS HAD TO SIGN IT AS WELL. AND, UM LIKE IF A TEACHER IS NOT TEACHING THAT, LIKE THEY'RE SPEAKING OUT AGAINST THE CONSTITUTE. WHAT IS THE PROCESS? HELP US UNDERSTAND THAT? SO I KNOW DOCTORAL. SASSER OPENED UP EARLIER WITH EXPLAINING WHEN IT CONCERN COMES FORWARD. USUALLY SOMETIMES IT STARTS WITH THE TEACHERS OR EMPLOYEE THAT THERE IS A CONCERN WITH AND THEN IF THAT DOESN'T BRING ABOUT SATISFACTION THAT GOES ONTO THE SITE PRINCIPLE, AND THEN THEY COLLABORATION WITH EDUCATIONAL SERVICES IF IT IS RELATED TO A CURRICULUM THING, PROVIDING CLARITY THERE AND THEN IF THERE CONTINUES TO BE CONCERNS THAT IT WOULD GO THROUGH. TO OUR DEPARTMENT TO PARTNER WITH THEM IN ADDRESSINGE RIGHT LIKE THEY'RE LIKE IF IT KEEPS PROCESS CORRECT. AND I THINK BACK TO MR ROBBINS QUESTIONS THAT WOULD BE THE SAME PROCESS LIKE IF A TEACHER YOU KNOW? IT'S NOT FOLLOWING THROUGH THAT THERE WOULD BE LIKE THAT. THAT PROGRESSIVE PROCESS TO GO THROUGH MUCH TO THE SAME RIGHT? AGAIN THOUGH, JUST COME TO THE CLARITY OF IT. AND SO I THINK I'M GONNA SPEAK FROM PERSONAL EXPERIENCE HERE BECAUSE I USED TO BE A HISTORY TEACHER. UM ANDA CHALLENGE, KNOWING WHAT WAS WITHIN BOUNDS AND WHAT'S NOT, AND I READ THAT AS AN ATTORNEY, TOO, AND I'VE HAD THE SAME PROBLEM. UM YOU KNOW THE EXAMPLE OF THE CONSTITUTION? IS A GOOD ONE. AND I RECALL WHEN I WAS TEACHING HIGH SCHOOL HISTORY, ONE OF THE THINGS WHEN WE TALKED ABOUT THE FOUNDING WITHIN THE TEXTBOOK THAT WE HAD WAS A DISCUSSION ABOUT THE 3/5 COMPROMISE. UM WHICH WAS THE COMPROMISE TO GET THE SOUTHERN STATES TO SIGN THE CONSTITUTION THAT FOR APPORTIONMENT PURPOSES.

COUNTED SLAVES ONLY AS 3/5 OF A PERSON. UM SO. HAVING A CONVERSATION ABOUT THAT IN A CLASS. UM WHO WOULD A TEACHER. WHAT'S THE BOARD'S VISION ON HOW A TEACHER COULD DISCUSS THE 3/5 COMPROMISE AT THE FOUNDING? THEN TAKING THAT THROUGH THE SPECTRUM AND CONTINUATION OF HISTORY.

WHEN YOU'RE TALKING ABOUT THINGS LIKE, UM, THE FEDERAL VOTING RIGHTS ACT IN THE 19 SIXTIES.

AND THE USE OF AT LARGE ELECTIONS IN THE SOUTH BECAUSE IT'S SPECIFICALLY WHAT WAS ADDRESSED IN THE FEDERAL VOTING RIGHTS ACT OF 1965 OR WHATEVER IT WAS. UM THE USE OF THAT LARGE

[02:00:03]

OTHER THAN THE WHITE RACE. WHAT I MEAN IS, UM SO. SHERYL HARRIS ARGUES IN THE HARVARD LAW REVIEW

[02:05:12]

THIS PROVIDES EVIDENCE TO CRITICAL RACE THEORY IS THAT RACE IS A CREATION OF WHITE PEOPLE TO GIVE THEMSELVES SPECIAL STATUS. BASED ON THEIR WHITENESS. SO IF WE'RE GOING TO SAY. ONE RACE OR WE'RE REALLY TALKING ABOUT JUST THE WHITE RACE. ANY EUROPEAN ANY ANGLO SAXON. WOULD THAT BE WHAT WE'RE REALLY DISCUSSING. WHEN WE TALK ABOUT RACE, WE'RE TALKING ABOUT THE CONSTRUCT THAT. THAT HUMANS HAVE CREATED AND IT'S PRIMARILY BASED ON COLOR. OKAY I THINK IT'S MORE BASED ON POWER. WOULDN'T YOU SAY? COLOR IN POWER. POWER OVER COLOR. BECAUSE AS WE JUST DISCUSSED, IT SEEMS EVERY RACE THROUGHOUT THE WORLD HAS BEEN A SLAVE AT ONE TIME OR ANOTHER, WOULDN'T YOU SAY? NO. WHICH WHICH RACE HAS NOT BEEN A SLAVE. IF WE LOOK AT THE UNITED STATES. WHITE PEOPLE WEREN'T THE IRISH AND INDENTURED SERGENT PRETTY SURE THEY WEREN'T SLAVES.

THEY WERE INDENTURED SERVANTS, SO THERE'S THE DIFFERENCES. AND VENTURED SERVANTS VERSUS LIKE THE WAY THAT PEOPLE CLASSIFIED THEM. STILL ASLEEP THEIR SLAVES. WHAT SO HOW ABOUT ANY RACE? BECAUSE YOU CAN HAVE PEOPLE WHO ARE RACIST AGAINST WHITE PEOPLE . I MEAN, I'VE HAD THAT.

ABSOLUTELY. SO DO WE JUST SAY ANY RACE? IS INHERENTLY RACIST OR INTENTIONALLY RACIST AND BECAUSE THEN IT OPENS IT UP THAT IT'S NOT ONE RACE. IT'S NOT. IT'S ANY RACE. LIKE WE'RE NOT GOING TO HAVE A TEACHER GO UP THERE AND SAY A CERTAIN RACE IS RACIST, SO WE COULD SAY ANY RACE AND WE CAN LEAVE IT OPEN THAT ANYBODY CAN BE RACIST. SO IN THE IN THE BOOK OF FROM BARBARA APPLEBAUM. ABOUT IN BEING WHITE BEING GOOD. 2010 COPY, IT ARGUES THAT IS NOT POSSIBLE FOR WHITE PEOPLE NOT TO BE RACIST AND QUOTES, OTHERS TO SUPPORT THIS VIEW. WHITE SUPREMACY, ACCORDING TO TRIP INJURE INHABITS THE MINDS OF ALL WHITE PEOPLE. WILDMAN AND DAVIS ALSO STATED THAT CONTEND THAT WHITE SUPREMACY IS A SYSTEM OF OPPRESSION AND PRIVILEGE THAT ALL WHITE PEOPLE BENEFIT FROM. THEREFORE ALL WHITE PEOPLE ARE RACIST. AND IN THE USE OF THE TERM BECAUSE THEY THEY ALL BENEFIT FROM SYSTEMIC WHITE PRIVILEGE. SO I THINK, REALLY, WE'RE JUST LOOKING AT ONE PARTICULAR RACE THAT IS CONCERNING. I AGREE WITH MRS BLADES. I THINK IT SHOULD BE ANY RACE AND IT SHOULD COVER ALL. I'VE BEEN THINKING ABOUT THIS A LOT, BECAUSE A LOT OF CRITICAL RACE THEORY HAS TO DO WITH WHITE SUPREMACY AND THINGS LIKE THAT, BUT I THINK IT SHOULD BE ANY RACE. AGREE. SO ARE YOU PROPOSING THAT ITEM B WOULD BREED SOMETHING TO THE EFFECT ANY RACE IS INHERENTLY AND INTENTIONALLY RACIST. AND NOR RESPONSIBLE FOR STEREOTYPING. ETCETERA ABSOLUTELY. IS THAT WHAT THE CRITICAL RACE THEORY? YEAH. WHERE DID THIS DEFINITION? WHAT'S THE SOURCE OF THIS LIST ON ITEM? 13? I WAS ONE QUESTION I HAD. WHAT WAS THE THESE SOURCE FOR THIS DEFINITION. WOULD IT COME FROM? ALL DIFFERENT SOURCES . SO IT'S AN AMALGAMATION OF SEVERAL IDEAS. IT'S NOT ONE DEFINITION. HAS ANYONE COME UP WITH THE DEFINITION? UH I THINK I THINK I HAD THE DEFINITION FROM THE ETHNIC STUDIES AT OUR LAST BOARD MEETING WHEN WE SPOKE ABOUT THIS AND I, WHAT CRITICAL RACE THEORY IS AND ACCORDING TO ETHNIC STUDIES, ACCORDING TO THE CALIFORNIA STATE ETHNIC STUDIES , AND I PUT THAT ON THE NEW NOTES THAT I PASSED AROUND TODAY. YES. YOU'LL SEE THAT, UH , NEW NOTES THE NEW NOTES. SORRY WHO KNOWS? AND I YES, HERE IS, WHEREAS THE CALIFORNIA ETHNIC STUDIES MODEL CURRICULUM DEFINES CRITICAL RACE THEORY AT THE PRACTICE OF INTERROGATING RACE AND RACISM IN SOCIETY. CRT RECOGNIZES THAT RACE IS NOT BIOLOGICALLY REAL BUT IS SOCIALLY CONSTRUCTED AND SOCIALLY SIGNIFICANT, ACKNOWLEDGE THAT RACISM IS EMBEDDED WITH HIM, SYSTEMS AND INSTITUTIONS THAT REPLICATE RACIAL INEQUALITY. CODIFIED IN LAW, EMBEDDED IN STRUCTURES AND WOVEN INTO PUBLIC POLICY. THAT'S WHAT THE CALIFORNIA ETHNIC STUDIES MODEL CURRICULUM, SAYS CRTS. AND WE DON'T WANT TO TEACH THE RT. SO WHAT ARE WE GOING TO DO ABOUT ETHNIC STUDIES MODEL

[02:10:02]

AND HAS BEEN TESTED. AND WE WOULD KNOW THAT WE COULD ENFORCE IT. AND SO I'M JUST GIVING YOU THAT IS SOMETHING TO CONSIDER. AS AN EXAMPLE. THAT IS SOMETHING THAT IS OUT THERE. THAT SEEMS TO COVER WHAT YOU'RE TALKING ABOUT HERE, AND I WILL IF I CAN BREAK IN. WE HAD A AT THE LAST BOARD MEETING. THIS WAS BROUGHT FORWARD AS A CONTROVERSIAL ISSUES TO BE PUT INTO OUR BYLAWS, AND IT WAS VOTED DOWN. I BELIEVE ME AND TRUST THE YOUNG BLOOD VOTED YES, FOR IT TO BE HEARD AT THE NEXT BOARD MEETING AS AN AGENDA ITEM, AND IT WAS VOTED DOWN. OKAY BUT LIKE I SAID, UM, YOU MAY WANNA AS ABOARD THINK ABOUT RECONSIDERING THAT, IF BECAUSE IT DIRECTLY COVERS SOME OF THE THINGS THAT A LOT OF THINGS THAT YOU'RE THAT YOU'RE CONSIDERING HERE TONIGHT , AND IT'S ALREADY ESTABLISHED. UM AND IT IS SOMETHING THAT WE HAVE USED IN HIS FAMILIAR IN THE EDUCATIONAL COMMUNITY AS SOMETHING THAT PLACES PARAMETERS ON. DISCUSSIONS ABOUT CONTROVERSIAL TOPICS. SO THAT'S A GREAT QUESTION, TODD. I WOULD LIKE THE BOARDS OF POSSIBLY LOOK AT PROMOTING THAT. MAYBE IN OUR NEXT SESSION, WE COULD LOOK AT PUTTING ONE OF THOSE. POLICIES TOGETHER. IN ORDER TO MAYBE AVOID SOME OF THESE THESE CONVERSATIONS WE'RE HAVING NOW.

WE CAN'T DO ANYTHING DIRECTLY NOW BECAUSE IT'S NOT ON THE AGENDA, BUT WE CAN, UM AT OUR NEXT BOARD, MEETING OR OR I THINK ONE OF THE REASONS THAT GO AHEAD. I REMEMBER WHEN THAT DID COME UP, BECAUSE I HAVE SEEN A POLICY WHETHER IT'S THE ONE THAT YOU'RE REFERRING TO. I DON'T KNOW ON CONTROVERSIAL ISSUES. IT'S JUST WE CONSTANTLY HAVE SO MUCH ON OUR PLATE. I THINK WE CAN ONLY THIS IS ONE OF THE HEAVY ONES AND WE CAN ONLY PUT SO MUCH IN FRONT OF US AND DO A GOOD JOB OF IT. AND I THINK THAT THAT MAY VERY WELL BE SOMETHING WE WILL LOOK AT IN THE FUTURE, BUT AT THE TIME THAT WAS POSED TO PUT ONE MORE THING, HONEST. WAS NOT IN MY I CHOSE. IT WAS BROUGHT UP LAST MONTH. I REMEMBER. I REMEMBER. YEAH I HAVE SEEN THE POLICY. I BET I SAID, I DON'T KNOW IF IT'S THE SAME POLICY. THEN IT MAY BE. AH, ANOTHER GOOD THING WHICH WE LOOK OUT AGAIN, SO WE CAN LAYER ALL OF THIS TOGETHER TO MAKE SURE WE HAVE A ROCK SOLID POLICY THAT WON'T GET TEACHERS. IN ISSUES THAT THEY CAN'T DEVIATE FROM OR WON'T PUT US IN A POSSIBLE LITIGATION, SO I THINK IT MIGHT BE A PRIORITY. SO YOU'RE SAYING MERRY UP SOME OF THE LANGUAGE

[02:15:05]

BUT I JUST THEY SAID I WASN'T INTERESTED AT THE TIME BECAUSE WE HAVE A LOT OF OTHER THINGS THAT WE'VE BEEN DEALING WITH. MR ROBBINS. THAT SECTION THAT YOU READ FROM THE 61 44. CAN YOU READ THAT AGAIN? SURE. SO I'LL READ THE LEAD UP TO IT FIRST, WHEN PROVIDING INSTRUCTION RELATED TO CONTROVERSIAL ISSUES . THE FOLLOWING GUIDELINES SHALL APPLY, AND THIS IS NUMBER SEVEN.

THE INSTRUCTION SHALL NOT REFLECT ADVERSELY UPON PERSONS BECAUSE OF THEIR RACE, ETHNICITY , NATIONAL ORIGIN, SEX, SEXUAL ORIENTATION, GENDER, IDENTITY OR EXPRESSION, DISABILITY, RELIGION OR ANY OTHER BASIS PROHIBITED BY LAW. THANK YOU. I HAVE PART OF THAT 61 44 HERE. BUT IS IT 61 33? R 44. I THINK IT'S 44. OKAY? SO WE'RE STILL AT B. AND THE ONLY THING THAT WE'VE ADDED HERE IS TO MAKE IT ANY I'M GOOD WITH THAT. SAM. I'M JUST THINKING, UF THIS MAKES MORE SENSE THAT YOU SAY ANY RACE COULD INHERENTLY OR INTENTIONALLY. JUST TRYING TO WORK IT OUT IN MY HEAD. ANY THOUGHTS. WELL. MY QUESTION IS IT SAYS THAT CRITICAL RACE THEORY IS THAT ANY RACE IS INTENTIONAL IS CAN BE INHERENTLY OR INTENTIONALLY RACIST, BUT WE CAN'T TEACH THAT. SO. WELL, WHY WOULD YOU TEACH THAT? THEN WHY IS IT IN HERE? YEAH, I'M JUST. IF THAT'S A STATEMENT ANY ANY RACE IS INHERENTLY OR INTENTIONALLY RACIST AND RESPONSIBLE FOR STEREOTYPING, TYPING, SCAPEGOATING OR OPPRESSION OF OTHER RACE, WHETHER CONSCIOUSLY OR ON CONSCIOUSLY. BUT WHY ARE REALLY NOT INTO TEACH THAT THEN IT SHOULD BE ONCE IT SHOULD BE SHOULD BE THAT ONE'S ONE'S LIKE O N E APOSTROPHE S OKAY. ONE'S RACE. OKAY, LET'S DO THAT. OH, ANY POSTURING? I'M GOOD WITH THAT. NO, I'M NOT GOOD WITH THAT, EITHER, BUT I GUESS WE'RE MOVING ON C 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. I JUST HAVE TO SAY FLAT OUT. I'VE JUST NEVER HEARD THAT. AS SOMETHING I STATED THAT THEIR MORALS ARE BASED ON YOUR RACE. I HAVE NOT EITHER. JUST NEVER. I DON'T UNDERSTAND THE PURPOSE OF THAT HERE, BUT EVIDENTLY, ACCORDING TO SOME SOURCE OF CRITICAL RACE THEORY, IT IS THOUGHT TO BE THE CASE, I GUESS. ARE WE GOING TO SEE THEM? I'M GONNA SEE. I'M GOOD. GOOD SO I HAVE A GRAMMAR RECOMMENDATION . SORRY. OKAY. THE SEMI COLON.

TYPICALLY SETS OFF AN INDEPENDENT CLAUSE. UM. AND IF THAT IS AN INDEPENDENT, YEAH, I'M A NERD. THANK YOU, UM. UM THAT REALLY CHANGES THE MEANING OF THAT BECAUSE STATEMENT IF IT'S ITS OWN INDEPENDENT CLAUSE , SO THAT'S WHY I PUT IN MY ORIGINAL COMMENTS TO YOU. I DON'T REALLY UNDERSTAND. WHAT THIS MEANS, IS IT. YOU KNOW IS THAT BECAUSE OF THIS, REFLECTING BACK TO UM IS IT SAYING BECAUSE OF THIS, PEOPLE SHOULD BE TREATED DIFFERENTLY. OR IS IT

[02:20:05]

THAT YOU SEPARATED WITH A SEMICOLON. AND IF SOMEONE WANTS TO CORRECT ME EVEN OVER IN THE GALLERY, THAT'S FINE. YES DOCTOR L SASSER PROPOSED PERHAPS JUST CHANGING IT TO AN END. SO MAYBE WE REFLECT THAT CHANGE AND READ IT AND SEE IF THAT MAKES SO IF YOU CHANGE YOUR UNDERSTANDING AND READ IT, DOES IT. PERSON'S RACE STATE EXACTLY WHAT YOU WANTED IT TO STATE. OR THE WORD YOU COULD HAVE A NEW SENTENCE AND JUST SAY, THEREFORE, SOME PEOPLE SHOULD BE TREATED DIFFERENTLY OR DISCRIMINATED AGAINST BECAUSE OF THEIR RACE. SO WOULD YOU JUST BE PUTTING PERIODS AFTER A THROUGH F JUST HAVE A PERIOD AT THE END AND JUST LIKE, ALMOST GO INTO A NEW SENTENCE, OR NEW I THINK I UNDERSTAND WHAT MARYLAND SAYING WE'RE STILL IN C, AREN'T WE? I UNDERSTAND THAT, BUT YOU HAVE A SEMI WE HAVE THE SEMI COLON BEHIND A YOU HAVE SOMEBODY CALLING BEHIND BE SO THEN IF YOU REMOVE THE ONE BEHIND, SEE, IT'S NOT IT'S IN THE MIDDLE UNDER TRANSFER IN THE MIDDLE. SECOND LINE UP THE FOURTH WORD IN. OH I SEE. I THOUGHT YOU'RE TALKING ABOUT THE ENDING. I THOUGHT YOU WERE TALKING ABOUT THAT. NO NO, NO. I'VE SEEN THAT. NO ONE IN THE MIDDLE. SORRY I WAS TRYING TO CLEAR BETWEEN RACE BECAUSE, YES. ARE YOU TRYING IF I READ IT? BECAUSE I'M NOT SURE WHAT YOU'RE EXACTLY WHAT YOU'RE TRYING TO SAY, EITHER, BUT A PERSON'S RACE DETERMINES THEIR MORAL MORAL CHARACTER MAKES THEM RESPONSIBLE FOR THE PAST TRANSGRESSIONS OF THAT RACE. AND BECAUSE OF THIS, SOME PEOPLE SHOULD BE TREATED DIFFERENTLY OR DISCRIMINATED AGAINST BECAUSE OF THEIR RACE IS THAT WAY. IS THAT THE ESSENCE OF WHAT YOUR THAT'S FINE. NETWORKS. OKAY. ALRIGHT, WAS LOOKING AT THE END. THE END . YEAH, THAT'S WHAT I WAS TOO.

SORRY. I WAS VERY CONFUSED. I'VE NEVER SEEN ANYWHERE AND CRT WHERE IT SAYS THAT OR EVEN ALLUDED TO THAT A PERSON'S GRACE DETERMINES THEIR MORAL CHARACTER.

WELL UNDER DOMINANT IDEOLOGIES. IT'S THE IDEAS, ATTITUDES, VALUES, BELIEFS AND CULTURE. SO OKAY, SO SERIES THAT'S BEEN DONE. UM. AND I CAN LOOK IT UP AND SHARE IT WITH EVERYBODY. BUT IT'S FROM. IN WASHINGTON, D C. THERE'S ALL THE MUSEUMS. WHAT ARE THOSE CALLED SMITHSONIAN, SMITHSONIAN'S AND SMITHSONIAN'S CAME OUT WITH. DIFFERENT RACES, AND THEY HAVE, LIKE, HAVE PUT MORAL CHARACTERS TO THEM. SO. AND THEN ALSO TO THE BOARD OF EDUCATION HAD A PANEL AND WHAT WASN'T JULY AND AUGUST OF LAST YEAR, AND I THINK IT WAS RECORDED AND TALKED A LOT ABOUT THIS STUFF AS WELL. I SAW THAT. OKAY, SO MOVING ON, I GUESS. TWO D CHARACTER TRAITS, VALUES MORAL AND ETHICAL CODES, PRIVILEGES, STATUS OR BELIEFS, RESULT AND MEMBERS OF A RACE BEING INHERENTLY RACIST AND ARE INCLUDED TO OPPRESS OTHERS. I THINK. AH INCLUDED SHOULD BE SCRATCHED AND PUT PREDISPOSED. YEAH I GAVE THREE DIFFERENT CREATURES POSED. I LIKE

[02:25:10]

MOVING ON FROM THIS. I DON'T AGREE WITH THIS ONE. BUT KEEP GOING. OKAY MEDIOCRITY, C OR TRAITS, SUCH AS WORK ETHIC OR DEVOTION TO DUTY AND OBLIGATIONS ARE INHERENTLY RACIST. I HAVEN'T AGAIN. I HAVE NOT SEEN THAT AND CRT SO I DISAGREE. THIS ONE. I DISAGREE. I DON'T KNOW. MY MIND WENT TO WORK ETHIC. I'VE NEVER HEARD ANYTHING ASSOCIATED WORK ETHIC WITH RACE, BUT MOREOVER, WHAT DO WE DO IN OUR CAREERS CLASSES WHEN WE TALK ABOUT THE IMPORTANCE OF WORK ETHIC? I MEAN, ARE WE NOT GOING TO BE ABLE TO DISCUSS THIS. BUSINESS SOMEHOW. MAYBE YOU CAN'T SAY THAT ONE RACE WORKS HARDER OR WORKS LESS THAN ANOTHER. OKAY? BECAUSE THAT WOULD BE RACIST TO SAY THAT RIGHT? MY WEIGHT AGREED THAT WE WOULD BE RACIST, BUT I. ANY OTHER COMMENTS ON THAT ONE.

I'M GOOD WITH IT. THANK. OKAY NUMBER F INTERSECTIONALITY, THE INTERCONNECTED NATURE OF SOCIAL CHARACTERIZATION. CHARACTERIZATIONS SUCH AS RACE, CLASS AND GENDER CREATE OVERLAPPING THE ENERGY DEPENDENT SYSTEMS OF DISCRIMINATION OR DISADVANTAGE. I DON'T SEE HOW THIS IS AVOIDABLE BECAUSE I LOOK BACK TO WHEN I WAS. TRYING TO GET A JOB. I HAD MY DEGREE. MY HUSBAND WAS STILL WORKING ON HIS AND I FOUND THAT I DIDN'T GET A JOB BECAUSE I WAS DEEMED NOT TO BE THE BREADWINNER, EVEN THOUGH HE WAS AT THAT TIME. AH AND OR WAS HOPING TO BE ULTIMATELY WAS, BUT I WAS A WOMAN. AND THEY HAD ASSUMPTIONS ABOUT YOU KNOW THAT WOMEN AREN'T AREN'T. THE BREADWINNERS AND, YOU KNOW, RACE IN THAT CASE, I DON'T KNOW THAT IT HAD ANYTHING TO DO WITH IT, BUT I DON'T UNDERSTAND HOW WE CAN START TALKING ABOUT OR NOT FIND OURSELVES IN CERTAIN SETTINGS, CERTAIN CLASSES DISCUSSING THAT OVERLAP WHERE YOU MIGHT HAVE FEMALE, UM, PERHAPS LET'S SAY HISPANIC, UM. YEAH JUST THOSE OVERLAYS AND HOW THAT MAY NOT MAKE YOU AS MIGHT LIMIT YOUR OPPORTUNITIES FOR EMPLOYMENT. IN THE EYES OF SOME . SO HOW DO YOU HOW DO YOU TALK ABOUT THOSE THINGS THAT HAPPENED? UM, STILL UM, HOW DO YOU AVOID INTERSECTIONALITY? I JUST DON'T UNDERSTAND HOW OKAY? I THINK WE HAD THIS DISCUSSION. YEAH BUT I STILL STRUGGLING ABOUT THAT. I DON'T HAVE A PROBLEM WITH THE OVERLAPPING. FOR ME. THE PROBLEM IS THE SECOND POINT OF THE DEFINITION OF INTERSECTIONALITY WHERE WE RANK AN INDEPENDENT SYSTEM OF DISCRIMINATION, SO EVERYBODY IS LIKE. LIKE I HAVE EXPLAINED THIS SEVERAL TIMES PUT ON THE LADDER AND YOUR DISCRIMINATION YOU KNOW IS RANKED LIKE YOURS IS MAYBE MORE THAN MINE OR KIND OF A CASTE SYSTEM KIND OF THING RIGHT ? AND THAT'S THE SECOND PART THAT I DON'T HAVE A PROBLEM DISCUSSING OVERLAPPING, YOU KNOW? ISSUES AND HOW THIS COULD HAVE, YOU KNOW, MAYBE AFFECTED YOUR LIFE, YOU KNOW, BEING A WOMAN BEING A MINORITY BEING AN IMMIGRANT BEING ENGLISH LANGUAGE LEARNER. ALL THOSE THINGS I DON'T HAVE A PROBLEM WITH THAT IS WHEN THEY ARE PUT INTO THAT.

INDEPENDENT SYSTEM. YOU KNOW WHEN THEY'RE RANKED THAT'S THE PART ABOUT INTER SEXUALITY THAT

[02:30:05]

MHM. SO I JUST I MEAN THAT BECAUSE IT WOULD BE INTERNALLY INCONSISTENT. AND THAT WOULD CREATE SOME CONFUSION. SO LET ME GET THIS STRAIGHT NUMBER 11 WOULD BE IF WE PUT THAT BACK OR

[02:35:10]

I SEE WHERE IT IS OKAY, AND THAT'S DIFFERENT THAN THE DEFINITION PROPOSED BY THE CALIFORNIA ETHNIC STUDIES MODEL CURRICULUM, SO IS IT IS THE BOARD. REJECTING THAT DEFINITION. IF IT INCLUDES IT UP AS AWARE AS STATEMENT, IS IT REJECTING THAT DEFINITION DOWN BELOW, WITH ITS BE, IT RESOLVED? STATEMENT? OR IS IT INCORPORATING THAT DEFINITION? UM. I THINK INCORPORATING. PLEASE KEEP IT DOWN.

YOU'RE SUGGESTING IS 13. CONTRADICTS. YOU STEP OUT. IT'S DEFINITELY DIFFERENT. UM. I WOULDN'T GO SO FAR YET IS TO SAY IT CONTRADICTS WITHOUT SPENDING MORE TIME WITH IT, BUT IT'S DEFINITELY DIFFERENT. I DON'T I THINK BUT ONE THAT THE A THROUGH F. I DON'T THINK IT CONTRADICTS THAT. I JUST THINK IT GOES INTO MORE DETAIL. I DON'T FEEL LIKE IT CONTRADICTS IT BECAUSE I'M READING THIS. AND THAT'S JUST. FIVE SENTENCES, AND THEN WE WENT INTO MORE DETAIL. I GUESS JUST BECAUSE WE'VE BEEN STUDYING CRITICAL RACE THEORY, AND ALL OF THAT'S INCLUDED LIKE ALL THE MANY CHAPTERS, I GUESS, AND SO I FEEL LIKE IT DOESN'T CONTRADICT. I FEEL LIKE WE WENT INTO MORE DETAIL ABOUT WHAT CRITICAL SERIOUS ACTUALLY ABOUT. SO IF IT I THINK IT GOES INTO THE INTERROGATING PART OF THE DEFINITION. THAT WE KIND OF YOU KNOW, WEEK EXPANDED AND INTERROGATED WHAT IT MEANS. SO IS THE IS THE BOARD. INTERROGATING THE DEFINITION, OR IS THIS JUST THE BOARD SAYING THIS IS WHAT WE INTERPRET INTERROGATING RACE TO MEET? BECAUSE SO LIKE ON THE FACE OF IT WITHOUT LIKE, I SAID, SPENDING MORE TIME WITH IT. THIS DEFINITION DOESN'T MENTION ANYTHING ABOUT INDIVIDUALS. IT MENTIONS. INSTITUTIONS SYSTEMS CODIFIED IN LAW EMBEDDED IN STRUCTURES WOVEN INTO PUBLIC POLICY. SO BIG THINGS. WHEREAS THE DEFINITION BY THE BOARD FOCUSES ON INDIVIDUALS. UM I THINK IT COULD BE ON INDIVIDUALS BECAUSE WE'RE TRYING TO PROTECT THE STUDENTS IN THE CLASSROOM. SO IF IT'S MAYBE PROTECTING AN INDIVIDUAL IN THE CLASSROOM VERSUS. ABROAD. SORRY I INTERRUPTED YOU. OH, NO, I WAS DONE. LIKE I SAID, THIS IS THE DEFINITION THAT I'M MORE FAMILIAR WITH. WHEN I WAS IN LAW SCHOOL. THINGS LIKE THAT. MY READINGS ON IT AS IT'S BECOME AN ISSUE. UM I'M MOST FAMILIAR WITH IT AS AN EXAMINATION OF SYSTEMS. AND OF LAWS. I'M NOT SO FAMILIAR WITH IT IN TERMS OF INDIVIDUALS.

UM AND SO THAT'S THAT'S WHY I ASKED THE QUESTION. MIGHT GO SO FAR AS TO SAY THAT IT WOULD SEEM THAT AS IT'S BEEN EXPRESSED A FEW TIMES THAT THERE'S GREAT CONCERN. ABOUT WHAT A TEACHER WILL STAND UP IN FRONT OF A CLASS AND SAY. AND THIS SECTION 13 THAT HAS BEEN EXAMINED TODAY. DOES SPEAK MORE TO THE INDIVIDUAL AND BECOMES KIND OF THAT SUIT A LIST OF WHAT NOT TO DO OR TALK ABOUT. AND. AGAIN THAT'S WHY I'VE BEEN VERY UNCOMFORTABLE WITH THIS BECAUSE

[02:40:02]

I'M MORE FAMILIAR WITH THE CONCEPT OF CRT AS EXAMINING INSTITUTIONS, LAWS AND SYSTEMS NOT AS EXAMINING THE MOTIVES OF INDIVIDUALS DOES THAT. YEAH, I GET WHAT YOU'RE SAYING SO I'VE IN WHEN I WAS IN LAW SCHOOL, AND WE TALKED ABOUT CRITICAL RACE THEORY. UM IN THE CONTEXT OF REDLINING, FOR EXAMPLE, SOME OF THE THINGS WE TALKED ABOUT TODAY. YOU'RE LOOKING AT A SYSTEM YOU'RE NOT LOOKING AT, YOU KNOW? JOHN SMITH WAS THE CITY COUNCILMAN THAT WROTE THE LAW. AND HE WAS A RACIST IT WAS. THIS IS REDLINING. AND WHAT IS THE WHAT IS THE IMPACT THAT REDLINING HAS ON YOUR HAT ON AFRICAN AMERICAN COMMUNITIES AS AN EXAMPLE OF A FACIALLY NEUTRAL LAW. IT'S A TERM THAT YOU GETTING LOST COOL THAT ON ITS FACE. IT DOESN'T SEEM TO BE RACIST OR HAVE ANY SORT OF RACIAL INTENT, BUT IT HAS A DISPARATE IMPACT ON RACES. AND SO WHEN, WHEN WE USED CRITICAL RACE THEORY OR IT WAS TAUGHT TO US IN THE CONTEXT OF CRITICAL RACE THROUGH IN LAW SCHOOL, THAT'S THE LENS THROUGH WHICH WE LOOKED AT THINGS. IT WASN'T LOOKING AT THE MOTIVES OF THE INDIVIDUALS THAT WAS LOOKING AT THE OUTCOMES OF THE FACIALLY NEUTRAL LAWS THAT WERE PASSED. UM AND SO I RAISED THE QUESTION. FOR CLARITY PURPOSES, JUST LIKE ALL OF THE QUESTIONS ARE TRYING TO HELP THE BOARD. MAKE SURE IT'S CLEAR IN WHAT IT'S SAYING.

THIS DEFINITION. BY THE ETHNIC STUDIES CURRICULUM. FOCUSES ON. THE BIGGER, BROADER PICTURE, WHEREAS THE BOTTOM PART IS SOMETHING I'M NOT FAMILIAR WITH IN CRITICAL RACE THEORY IS FOCUSING ON THE MOTIVES OF INDIVIDUALS. AND SO THAT'S WHY I WANT TO MAKE SURE THAT IF THIS DEFINITION DOES GET INCLUDED THAT THE BOARD THINKS ABOUT UM, IS THIS DEFINITION HERE, TOO? SAY WE ARE REJECTING THE ETHNIC STUDIES DEFINITION OF CRT, AND THIS IS WHAT WE BELIEVE CRTS OR IS THE BOARD'S INTENT WITH THIS DEFINITION TO SAY. THIS IS WHAT THE MODEL CURRICULUM SAYS CRT IS AND WE ACCEPT THAT. BUT WE ALSO BELIEVE IT IS THIS AS WELL. UM, AND THEY'RE TWO DIFFERENT CONCEPTS. BUT IF THAT IF YOU'RE CREATING YOUR OWN ADDITIONAL DEFINITION OF CRT. IT'S JUST WE WANT TO BE CLEAR OF WHAT THAT'S THE INTENT IS BY ADDING THAT FIRST ONE CAUSE THEY DON'T NECESSARILY CONNECT NATURAL. SO IT SOUNDS LIKE THE DEFINITION THAT THE CURRICULUM MODEL CURRICULUM GOES BY IS A BROADER, BROADER STROKE. SO IT'S BASICALLY A BROAD, BROAD SWORD WHERE WE'RE LOOKING AT MORE, UM MORE FINITE TYPE OF SWORD. WHEN WE TALK INDIVIDUAL. WHAT THIS.

WOULD THIS BE ABLE TO BE ADDED OR INCLUDED WITH THIS WITHOUT DISTORTING WHAT WE'VE ALREADY? I DON'T KNOW. UM I'D HAVE TO SPEND SOME MORE TIME READING. UM I'M GOING BASED ON PAST EXPERIENCE.

THE I'M JUST. SAYING FROM MY PAST EXPERIENCE IN LAW SCHOOL AND THEN READING ABOUT THIS, BECAUSE IT'S BECOME AN ISSUE THAT CLIENTS BEEN ASKING ME ABOUT. THE SECOND PART UNDER THE BE IT RESOLVED. THE SIX BULLET POINTS ARE NOT GENERALLY INCLUDED. IN WHAT. THE DEFINITION OF CRT IS THAT I HAVE COME ACROSS UM AND SO. I THAT'S WHY I'M SAYING I JUST THE BOARD NEEDS TO HAVE A DISCUSSION OR HAVE A BETTER UNDERSTANDING OF IF THIS GETS HIM INSERTED IN IT.

WHAT IS THE EFFECT OF THAT? OF WHAT? HOW DOES THAT DEFINITION IMPACT THIS RESOLUTION? BASED ON THE BOARD TO YOU. CHECKED OUT, SO I'M GOING TO THINK ABOUT IT. OKAY. ARE WE PUTTING IT IN AT

[02:45:03]

BUT MY CONCERN WOULD BE AGAIN WITH THE SIX BULLET POINTS. IF THE INTENT WAS TO KEEP THE SIX BULLET POINTS I NEED TO SPEND AFTER TONIGHT'S CONVERSATION AGAIN JUST A LITTLE TIME WITH THEM TO MAKE SURE THAT THEY'RE CLEAR OR IF IT WAS TO JUST DELETE THOSE INCLUDE THE DEFINITION IN THAT'S IN THE MODEL CURRICULUM AND THEN ADOPT 61 44 INDEPENDENTLY. I WOULD SAY THAT'S PROBABLY THE SAFEST ROUTE TO GO. SO DO WE. YEAH WE VOTED TO ADOPT A HAPPY 1 44. SORRY BUT I THINK WE'RE ON THE SAME PAGE. I THINK WE ARE TWO MORE. WE ADD IN THAT PARAGRAPH AND GET OUT

[02:50:04]

AND. IF THERE'S CONSENSUS WITH THREE OF YOU, THEN WE BRING IT BACK ON THE AGENDA IN MAY SO THAT YOU CAN THEN DO A FIRST READING AND ULTIMATE ADOPTION. OKAY, SO APRIL. 5TH IS THE CRT BAN. AND THEN THE MAY WOULD BE THE 61 44. POLICY. IF WE BRING IT FORWARD, BRING IT FORWARD ON APRIL 5TH, AND THERE'S AT LEAST CONSENSUS THAT THAT'S WHAT THE BOARD WOULD WANT TO DO. OKAY? BUT REMEMBER ON THESE BOARD POLICIES AND BYLAWS WHEN WE BRING HIM SO WE BRING IT MAY IT'S THE FIRST READ THAT YOU GUYS GET TO GO THROUGH IT AND TELL US WHAT YOU WANT DIFFERENT AND THEN WE WOULD TAKE ALL THE NOTES AND BRING IT BACK IN JUNE FOR AN ADOPTION, RIGHT? BUT WE JUST WANT TO BE CLEAR APRIL 5TH WILL BE THE CRITICAL RACE THEORY BAN. RESOLUTION AND KNOWING THAT YOU'RE GOING TO REQUEST ON APRIL 5TH THAT WE BRING THIS ADDITIONAL POLICY. ARE WE GOING TO GO AHEAD AND STRIKE THE SIX BULLETS AND REPLACE THAT WITH THIS NEW THE DEFINITION FROM MODEL THE CALIFORNIA ETHNIC STUDIES MODEL CURRICULUM. RIGHT? OKAY THAT SOUNDS APPROPRIATE.

ALRIGHT, SO WE'LL PUT IN THE MODEL CURRICULUM INTO THIS AND TAKE THE SIX OUT, OKAY? OKAY, SO I. THINK THAT MAY WRAP IT UP. WE'RE JUST 15 MINUTES OVER, SO WE'LL STOP THERE AND ALL NEED A MOTION TO ADJOURN. SOME OF A SECOND MOTION BY MR FREEMAN. SECOND MIND, MRS ANDERSON. ALL THOSE IN FAVOR ALRIGHT, MOTION CARRIES 50 AND WE LEAVE AT SOMEBODY GIVE ME A TIME.

* This transcript was compiled from uncorrected Closed Captioning.