May 17, 2022 Board Meeting

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I C0 MEETING OF THE BOARD OF EDUCATION TO ORDER AND ACCORDANCE WITH GOVERNMENT CODE SECTIONS. 54950 IT'S ECUADOR AND EDUCATION CODE SECTIONS. 35140 IT'S SEQUITUR AT 56. PM. ON TUESDAY, MAY 17TH 2022 AT THE DISTRICT EDUCATION, EDUCATIONAL CENTER, 13. OH ONE EAST ORANGE, SHARP AVENUE, PLACENTIA, CALIFORNIA 600 P. M. WE'RE NOW

[CLOSED SESSION]

SASSER SUPERINTENDENT BRICK LOPEZ, ASSISTANT SUPERINTENDENT, HUMAN RESOURCES. DAVID GIORDANO , ASSISTANT SUPERINTENDENT, BUSINESS SERVICES REGARDING SIESTA AND A P L E AND NUMBER 55 CLAIMS. CLAIMANT NAME LISA FOCUS, UNKNOWN AGENCY. CLAIMED AGAINST PLACENTIA, YORBA LINDA UNIFIED SCHOOL DISTRICT MONETARY AMOUNT 271,000 IS THERE ANYONE PRESENT WHO WOULD LIKE TO ADDRESS ANY OF THESE ITEMS? OKAY, SEEING THEN WE'RE GOING TO ADJOURN. CLOSE SESSION AT 601.

PM THAT'S PROBABLY ME. MM. GOOD EVENING, EVERYBODY. IT IS 7 13. WE'RE COMING BACK OUT TO, UM

[REGULAR SESSION]

THIRD THE BOARD TOOK ACTION TO APPOINT DENISA YOU DID YOU DASHI HIGH SCHOOL ASSISTANT PRINCIPAL EFFECTIVE JULY 1 2022. A MOTION BY MRS FREEMAN, SECOND BY MRS BLADES AND THAT ALSO PAST 50.

FOURTH THE BOARD TOOK ACTION TO APPOINT MELISSA SAMPSON, ADMINISTRATOR. STUDENT SERVICES EFFECTIVE JULY 1 2022 MOTION BY MRS ANDERSON'S SECOND BY MR YOUNG BLOOD, AND THAT WAS A 50 VOTE AS WELL. NUMBER FIVE. THE BOARD TOOK ACTION TO APPOINT CONNOR DRAKE, ADMINISTRATOR CREEK SECONDARY CURRICULUM AND INSTRUCTION EFFECTIVE JULY 1 2022. MOTION BY MRS FREEMAN, SECOND BY MRS BLADES, AND THAT WAS A UNANIMOUS 50 VOTE. NUMBER SIX, THE BOARD TOOK ACTION TO APPOINT DANIELLA KLEIN COORDINATOR. SPECIAL EDUCATION EFFECTIVE JULY 1 2022 MOTION BY MRS BLADE SECOND BY MRS ANDERSON. THAT MOTION CARRIED 50. NUMBER SEVEN, THE BOARD TOOK ACTION TO APPOINT VICTORIA'S VICAR SCHOOL PSYCHOLOGIST, EFFECTIVE JULY 1 2022 MOTION BY MR YOUNGBLOOD SECOND BY MRS ANDERSON. THEN THAT MOTION CARRIED 50. THE BOARD TOOK ACTION TO APPOINT LAURA NG WELLNESS SPECIALIST EFFECTIVE JULY 1 2022 MOTION BY MRS FREEMAN, SECOND BY MR MRS BLADES, AND THAT MOTION CARRIED 50. NUMBER NINE, THE BOARD TOOK ACTION TO APPOINT 10 HAYLEY GOODWIN, UH, PROGRAM SPECIALIST EFFECTIVE MAY 18TH 2022 MOTION BY MRS FREEMAN SECOND BY MR YOUNG BLOOD, AND THAT MOTION CARRIED 50. AND LASTLY, UM, WE, THE BOARD MET AND CONFERRED IN CLOSE SESSION TO APPROVE WORKER'S COMPENSATION CLAIM NUMBER 20000323 26. $1000.26 $245,000 TO LISA FULKERSON CLAIMANT. THAT MOTION WAS BY MRS ANDERSON AND SECOND BY MRS FREEMAN, AND THAT WAS A 50 VOTE. AND THAT'S OUR REPORT OUT OF CLOSED SESSION. THAT WAS A LOT. WE'VE GOT A LOT GOING ON WITH HIRING RIGHT NOW, WHICH IS GREAT. SO NOW WE, MR YOUNGBLOOD, IF YOU WOULD LEAD US IN THE PLEDGE, PLEASE.

OKAY? SO LET THE ROLE SHOW THAT ALL OF OUR BOARD MEMBERS ARE PRESENT, INCLUDING OUR STUDENT

[APPROVAL OF AGENDA]

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THEY MUST BE COMPLETED AND TURNED IN PRIOR TO THE DESIGNATED TIME FOR PUBLIC COMMENT. WE PROVIDE A MAXIMUM OF 30 MINUTES FOR THE ENTIRE PERIOD AND MAXIMUM FIVE MINUTES PER PERSON. HAVE TRANSLATED TRANSLATION IS NEEDED. WE'LL PROVIDE AN EXTRA FIVE MINUTES.

IF YOU CAN LET US KNOW THAT AHEAD OF TIME THAT'S ALWAYS A LITTLE BIT MORE HELPFUL. ARE WE DO HAVE A CIVILITY POLICY EDUCATION CODE TO 20 PROHIBITS DISCRIMINATION ON THE BASIS OF DISABILITY, GENDER, GENDER, IDENTITY, GENDER EXPRESSION, NATIONALITY, RACE OR ETHNICITY, RELIGION, SEXUAL ORIENTATION OR ANY OTHER CHARACTERISTIC THAT IS CONTAINED IN THE DEFINITION OF HATE CRIMES SET FORTH IN SECTION 4 TO 2.55 OF THE PENAL CODE, INCLUDING IMMIGRATION STATUS.

[MINUTES]

[RECOGNITIONS]

SASSER AND EXECUTIVE CABINET MEMBERS TONIGHT WE WILL TAKE TIME TO HONOR SOME VERY DESERVING EIGHTH GRADERS IN OUR ADVANCEMENT VIA INDIVIDUAL DETERMINATION PROGRAM.

AFFECTIONATELY KNOWN AS AVID. ABBOTT IS A NONPROFIT ORGANIZATION THAT SUPPORTS STUDENTS BY HELPING SCHOOLS SHIFT TO A MORE EQUITABLE STUDENT CENTERED APPROACH. THE PROGRAM'S MISSION IS TO CLOSE THE OPPORTUNITY GAP BY PREPARING ALL STUDENTS FOR COLLEGE READINESS AND SUCCESS IN A GLOBAL SOCIETY. EACH YEAR. THE ABBOTTS DOWN OUT AWARD IS GIVEN TO STUDENTS WHO DEMONSTRATE EXCELLENCE, COLLABORATION, INTEGRITY AND SERVICE IN THEIR ACADEMIC ACHIEVEMENTS AND INDIVIDUAL DETERMINATION. THESE SIX STUDENTS BEFORE YOU THIS EVENING ARE BEING RECOGNIZED FOR THEIR HIGH G P A COMMUNITY SERVICE AND INVOLVEMENT IN LEADERSHIP AND EXTRACURRICULAR ACTIVITIES. MANY HOURS OF DEDICATION AND HARD WORK ARE BEHIND THESE STUDENTS ACCOMPLISHMENTS. THIS RECOGNITION REPRESENTS THE DETERMINATION, PERSEVERANCE AND COMMITMENT. EACH STUDENT HAS DEMONSTRATED TOWARDS THEIR EDUCATION. JOINING US TO HONOR AND SUPPORT THESE OUTSTANDING STUDENTS ARE THERE AVID PRINCIPALS, COUNSELORS, TEACHERS AND MR PAUL IMPORT OUR DISTRICT ZONE, AVID TEACHER ON SPECIAL ASSIGNMENT. IN ADDITION, WE WOULD ALSO LIKE TO ACKNOWLEDGE AND THANK OUR STUDENTS, FAMILIES FOR THEIR CONTINUED SUPPORT AND FOR BEING PRESENT WITH US TONIGHT. AT THIS TIME, I'D LIKE TO INVITE AVID EIGHTH GRADE STAND UP FROM BERNARDO YORBA MIDDLE SCHOOL, JOCELYN MARTINEZ AND AVID TEACHER FILL SITES TO JOIN ME NEXT TO THE LECTERN.

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BEST OF ALL. SHE DOES EVERYTHING. SHE HAS EVERYTHING SHE DOES WITH A POSITIVE ATTITUDE, AND SHE HAS A BRIGHT SMILE. ALWAYS SHE WILL SAY THAT THE FORTITUDE AND THE ATTITUDE THAT SHE HAS A RESULT OF HER FAITH. WHICH IS VERY DEVOTED AND I'M A WITNESS TO IT. JOSSLYN.

JESSALYN. YOU CAN STAY UP HERE. POLICE SATIATING HIS SHIFT DOWN TO MAKE ROOM FOR OUR NEXT HONOREE. NEXT UP. I'D LIKE TO INVITE AVID EIGHTH GRADE STAND UP FROM CRAMER MIDDLE SCHOOL. I KNOW TO HEAR ABDUL JABBAR, MOHAMMAD HASHEM AND AVID TEACHER BETH MISSOURI TO JOIN ME.

FROM CHALLENGING HERSELF ACADEMICALLY TO GETTING INVOLVED IN GIVING BACK TO THE COMMUNITY TO HASHEM IS EVERYTHING AVID STANDS FOR SHE MOVED TO THE US FROM SRI LANKA AT AGE EIGHT AND HASN'T STOPPED PUSHING HERSELF SINCE TO BE VERY TO BE HER VERY BEST. TO HEAR MAINTAINS A FOUR POINT OH GPA IS AN HONOR STUDENT AND SERVES AS A LEADER IN SB. MOREOVER SHE'S ALREADY COMPLETED 50 PLUS HOURS OF COMMUNITY SERVICE, AND WE'LL STUDENTS. I THINK YOU ALREADY STARTED AS A LIBRARY VOLUNTEER. THIS HARDWORKING AND AMBITIOUS FUTURE SURGEON IS AN AMAZING YOUNG WOMAN. NEXT UP. WE'D LIKE TO RECOGNIZE THE AVID EIGHTH GRADE STAND OUT FROM TRAVIS RANCH SCHOOL. MICHAELA DIXON, WHO WAS UNABLE TO BE HERE WITH US THIS EVENING AS SHE IS ATTENDING HER OWN SCHOOLS AWARDS CEREMONY TONIGHT. HOWEVER, WE'LL TELL YOU A LITTLE BIT ABOUT HER. WHEN ASKED ABOUT MICHAELA, HERE'S WHAT HER TEACHER KIMBERLY CARLOS HAD TO SAY. IT IS WITH GREAT PLEASURE. TRAVIS RANCH MIDDLE SCHOOL UNANIMOUSLY AND ANIMATES NOMINATES MICHAELA DIXON AS OUR 21 22 AVID STANDOUT STUDENT. MICHAELA IS AVID. SHE HAS A MODEL STUDENT FOR DEMONSTRATING THE CORE PRINCIPLES OF ADVANCEMENT VIA INDIVIDUAL DETERMINATION THROUGH THE LENS OF LEADERSHIP. SHE EMBRACES EVERY CHALLENGE WITH GRACE AND PERSISTENCE AND IS ALWAYS PUSHING FORWARD WITH INFECTIOUS, POSITIVE ENERGY AND ATTITUDE. IN ADDITION TO BEING A MODEL AVID STUDENT, MICHAELA IS ALSO AN ACTIVE LEADER IN A S B AND SUPPORTS THE INCLUSION OF SPECIAL EDUCATION STUDENTS BY HER OWN CHOOSING. NEXT I'D LIKE TO INVITE UP THE AVID EIGHTH GRADE STAND OUT FROM TUFFY MIDDLE SCHOOL, LOLA HINDER LIGHTER AND AVID TEACHER KIM SCHULTZ TO JOIN ME. GOOD EVENING. SO LOLA IS ONE OF THOSE RARE STUDENTS WHO EXEMPLIFIED HER FREEZE THREE CORE VALUES OF RESPECT, RESPONSIBILITY AND TEAMWORK. SHE'S DILIGENT IN HER SCHOOL WORK, MAKING SURE HER ASSIGNMENTS ARE COMPLETE AND THOROUGH AND AVID. SHE NATURALLY LEADS TO TRAIL DISCUSSIONS AND IS ALWAYS WILLING TO HELP HER PEERS THROUGH PEER TUTORING.

LOLA IS KIND HEARTED WITH A POSITIVE SPIRIT, WHICH MAKES OTHERS HAPPY TO BE AROUND HER.

HER TEACHERS ADMIRE HER MATURITY, SELFLESSNESS AND POSITIVE ATTITUDE. SHE'S AN ASSET TO THE ABBOT PROGRAM AS WELL AS FREE MIDDLE SCHOOL, AND SHE IS A PLEASURE TO TEACH. NEXT STEP. I'D LIKE TO INVITE THE AVID EIGHTH GRADE STAND UP FROM VALADEZ MIDDLE SCHOOL ACADEMY ON ADELIA DURIO AND HAVE A TEACHER, SAGE NEWMAN. AN ADELIA IS AN EMPATHETIC AND RESILIENT PERSON WHO IS MATURE BEYOND HER YEARS. SHE SHOWS A TREMENDOUS AMOUNT OF COMPASSION FOR HER FRIENDS AND TEACHERS AND CHECKS IN REGULARLY REGULARLY TO SEE HOW YOUR DAY IS GOING. THIS YEAR, SHE STEPPED INTO A LEADERSHIP ROLE AS AN AVID TEACHER AID TO LEAD TUTORIAL

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ANGEL GEAR, WHICH WAS A PERSONALIZED ANGEL JERSEY WITH THEIR LAST NAMES AND THE NUMBER 22 FOR THE YEAR THEY PROMOTE AND A GOOGLE CHROMEBOOK. REMARKABLY ON ADELIA, WHO WE SHARED ABOUT EARLIER FROM VALADEZ WAS AWARDED A $10,000 SCHOLARSHIP FOR COLLEGE. SHE WAS ONE OF ONLY SIX IN THE ENTIRE COUNTY. LET'S CONGRATULATE ALL OF THESE WONDERFUL STUDENTS AS THE 2022 AVID STANDOUTS FOR ONE MORE ROUND OF APPLAUSE. I'D LIKE TO INVITE OUR AVID STANDOUT STUDENTS AND TEACHERS TO WALK BEHIND THE DIETS AND SHAKE HANDS WITH OUR BOARD MEMBERS AND THEN REFERRING TO RETURN TO THE FRONT OF THE DIOCESE FOR SOME PICTURES. THANK YOU.

AND BEFORE. AND BEFORE YOU ALL WE'RE GONNA LET YOU TAKE OFF IF YOU LIKE, BECAUSE I'M SURE YOU ALL HAVE HOMEWORK. BUT BEFORE YOU DO THAT, WOULD COULD WE ALL PLEASE GIVE YOUR PARENTS AND IF THEY COULD STAND, LET'S GIVE THEM A ROUND OF APPLAUSE BECAUSE THEY SUPPORT ALL OF THIS. IT'S A

[00:20:03]

[STUDENT BOARD REPORT]

ACCUMULATED IN A SCHOOL WIDE TRIP TO KNOTS. BERRY FARM. FOLLOWING UP ON INPUT FROM THE BOARD OF EDUCATION. CAMINO HAS STARTED TO BUILD A SCHOOL LIBRARY AS PART OF THE EXISTING WELLNESS SPACE. OTHER HIGH SCHOOL LIBRARIES ARE ASSISTING WITH IDEAS FOR BUILDING A HIGH INTEREST ACCESSIBLE COLLECTION. EL DORADO HIGH SCHOOL. THE GOLDEN HAWKS ARE COMPETITIVE, LOYAL AND MOST OF ALL, SPIRITED AT THE BEGINNING OF MAY, THE ELDORADO HIGH SCHOOL STAFF WAS INVITED TO TAKE ON THE GIRLS ACROSS TEAM IN A STAFF VERSUS STUDENT GAME. UM THE ELDORADO HIGH SCHOOL STAFF WAS WILLING AND ABLE. THEY WENT TO PRACTICE WITH THE GIRLS' TEAM FOR NEARLY THREE WEEKS TO LEARN THE GAME AND GET READY. WHEN GAME DAY ARRIVED, THE GIRLS' TEAM SHOWED NO MERCY AND BEAT THE STAFF 12 TO 3. OTHER THE SCORE WASN'T CLOSED. THE ELDORADO HIGH SCHOOL FAMILY REMAINED AS CLOSE AS EVER, THANKS TO THE YEARBOOK ADVISORY, LANGUAGE ARTS TEACHER AND GIRLS ACROSS COACH PAT O'DONNELL FOR PUTTING TOGETHER THIS GREAT AND SPIRITED GAME.

ESPERANZA CERAMICS OPENED ITS CERAMIC SHOW AT THE MUSEO AND SANTA ANA ON MAY 7TH STUDENTS WORK WILL BE DISPLAYED IN THE ART GALLERY THROUGHOUT THIS MONTH. ESPERANZAS UNIFIED SPORTS PROGRAM WILL BE PLAYING SOFTBALL AGAINST ELDORADO UNIFIED SPORTS PROGRAM ON FRIDAY, MAY 20TH AT LUNCH AT ESPERANZA UNIFIED SPORTS STUDENTS WILL BE PLAYING ON THE VARSITY SOFTBALL FIELD, WHILE SB WILL BE SERVING SOME HOT DOGS TO ALL THOSE IN ATTENDANCE. GEORGE KEY STUDENTS , FAMILIES AND STAFF ARE EAGERLY LOOKING TOWARDS THE RETURN OF THE SCHOOL'S END OF THE YEAR.

OPPORTUNITY DRAWING AND BARBECUE GEORGE KEY IN VENTURA. ACADEMY'S PARENTS STUDENTS STAFF ORGANIZATION IS SPONSORING THIS EVENT IN CONJUNCTION WITH GEORGE KEY SCHOOL. THE EVENT WILL BE HELD ON MAY 27TH FROM 10 30 TO 12 30. PM OR 10, 30 AM TO 12. PM ON MAY 20TH PARKVIEW BOOSTERS WILL SPONSOR THE SCHOOL'S SENIOR PICNIC, AND ON MAY, 23RD PARKVIEW STAFF WILL HONOR THEIR DEVOTED VOLUNTEERS. THE VALENCIA HIGH SCHOOL DANCE TEAM HAD A GREAT WEEKEND IN THE FINAL WEEK OF APRIL. ALL THEIR DANCES QUALIFIED FOR THE GOLD DIVISION AT NATIONALS, AND ALL OF THEIR ROUTINES PLACED THE TEAM SMALL JAZZ ROUTINE, WENT TO FINALS AND FINISHED FIRST IN THEIR DIVISION. AND ON TOP OF THAT SMALL JAZZ ALSO FINISHED SECOND IN TOP OVERALLS FOR THE ENTIRE COMPETITION, WHICH INCLUDED OVER 300 ENTRIES. VALENCIA'S SENIORS ADVOCATE MARRIED MARRIOTT OH AND WARREN FAM ONE, THE CF DOUBLES TITLE AT THE OJAI TENNIS TOURNAMENT THIS LAST WEEK OF APRIL. THIS MARKS AVALANCHES FIRST WIN IN THE 120 YEARS OF OHIO HISTORY. THE OJAI TENNIS TOURNAMENT IS THE BIGGEST HIGH SCHOOL TOURNAMENT IN SOUTHERN CALIFORNIA. BOTH OF THESE OUTSTANDING ATHLETES WILL BE PLAYING TENNIS AT HARVEY MUDD UNIVERSITY COMING THIS FALL. AND YOUR BELINDA HIGH SCHOOL IS PROUD TO HAVE SEEN HAVE SEVEN WINNERS OF THE YORBA LINDA WOMEN'S CLUB ART IN PHOTOGRAPHY CONTEST THE FIRST WEEK OF MAY, THE STUDENTS WORK WAS ON DISPLAY AT ARTWORKS, THE DISTRICT ART SHOW AND WILL BE FEATURED AT THE SCHOOL'S SHOW. STARTING ON MAY 26TH. UM AND CONGRATULATIONS TO THE MUSTANGS ADVANCED VIDEO PRODUCTIONS FOR THEIR 15 NOMINATIONS AT THE ORANGE COUNTY FILM FESTIVAL AND AN EXTRA CORRECT CONGRATULATIONS TO MAX

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IT WAS TWO WEEKS, UM, IN THE MIDDLE OF SUMMER, SO IT WAS REALLY HOT. WE WENT IN THE MIDDLE OF THE BIGGEST HEATWAVE THEY HAD THERE. SO IT WAS GREAT TRIP, BUT I WAS DEFINITELY SWEATING. ALL THE TIME. AND I WAS THE ONE CARRYING THE BACKPACK SO MM. WHILE GOING AND DOING SOMETHING LIKE THAT. IT REALLY BRINGS HISTORY TO LIFE TO YOU GET TO SEE THINGS THAT YOU

[SUPERINTENDENT’S REPORT]

ACCORDING TO THE CALIFORNIA DEPARTMENT OF EDUCATION. PANDEMIC DISRUPTIONS MADE IT DIFFICULT TO COLLECT CONSISTENT ASSESSMENT DATA, WHICH TYPICALLY SERVES AS THE BASIS FOR THE

[00:30:04]

[COMMUNICATIONS AND BOARD REPORT]

THIS RECOGNIZES STUDENTS FROM ALL FIVE DISTRICTS THAT THAT MAKE UP THE ROP SO THAT, OF COURSE, INCLUDES US AND WE HAD MANY, MANY STUDENTS RECOGNIZED. AND I RATHER THAN TAKE THE TIME I HEAR, BUT I WILL PROVIDE THOSE NAMES OF THE MANY THAT WERE RECOGNIZED THAT WERE FROM ALL OF OUR HIGH SCHOOLS AND WHAT THEY RECEIVED. UM ALSO ON MONDAY, MAY 9TH I AM AND MANY, MANY, INCLUDING THE SUPERINTENDENT, ASSISTANT SUPERINTENDENTS AND OTHERS AND BOARD MEMBERS FOR ROP WENT TO THE MARRIOTT AND IRVINE. FOR THE 32ND ANNUAL CELEBRATION OF EXCELLENCE, WHICH HONORED THE 2022 ADMINISTRATORS OF THE YEAR AND FRIENDS OF EDUCATION. NORTH ORANGE COUNTY ROP. WAS HONORED THAT NIGHT IN THE CATEGORY OF PARTNERS FOR EDUCATIONAL EDUCATE EDUCATION EXCELLENCE. AND WHAT'S MORE, THE PERSON HONORED AS THE CAREER TECHNICAL EDUCATION ADMINISTRATOR FOR THIS YEAR.

SCALE CHI IRIS IRIS USED TO BE IN OUR DISTRICT BEFORE SHE WENT TO ROP. SHE WAS AT YOUR BILL IN

[00:35:01]

IT WAS ALREADY MENTIONED IN YOUR REPORT ABOUT STUDENTS WHO WERE, UM AWARDED SCHOLARSHIPS AND ALSO RECEIVED US FOR THEIR ARTWORK WHEN THE YORBA LINDA WOMEN'S CLUB HAD THEIR RECENT GATHERING.

ON MAY 5TH. PRIOR DAY. WE'VE ALL BEEN BUSY WAS THE FOUNDERS DAY DINNER FOR ALL OF US TO IN OUR DISTRICT, AND MANY OF US WERE THERE FOR THAT, AND IT WAS A NICE EVENING AND A LOT OF WORK GOES INTO THAT AND EVERYONE WAS SO EXCITED. BECAUSE AGAIN WE HAVEN'T BEEN TOGETHER FOR A LONG TIME. UM I HAD THE OCCASION WHICH I HAVEN'T DONE BEFORE, AND THAT IS TO ATTEND A BAND BOOSTER MEETING THAT WAS OUTLINING FOR INCOMING PARENTS OF THE HIGH SCHOOL LEVEL. THIS WAS AT ESPERANZA. UM, I WENT TO THAT MEETING. AND HAVING NOT HAD EITHER OF MY CHILDREN AS THEY WERE IN HIGH SCHOOL BE IN A BAND. AH AT THAT LEVEL. I AM I WAS AMAZED BY THE COMMITMENT THAT PARENTS MUST MAKE. THE STUDENTS MUST MAKE. AND ALSO THD DIRECTOR. I'M SURE REFLECTS THE SAME AT ALL OF OUR HIGH SCHOOLS. AND KUDOS TO THE. ALL THAT GOES INTO WHAT A BAND DIRECTOR DOES TO MOTIVATE AND BRING TOGETHER SUCH A LARGE NUMBER OF STUDENTS AND ALSO, LASTLY ON THAT I DO WANT TO SAY THAT THE OFFICERS AND OTHERS THAT ARE PART OF THE BOOSTER CLUBS FOR BANDS I'VE ALWAYS KNOWN THEY WERE BUSY AND COMMITTED AND ALL THAT. BUT WHEN YOU HEAR IT HOLD LAID OUT AND THE DEPTH OF THEIR COMMITMENT AND THE EXPECTATIONS ON THEM AND WHAT THEY DO TO AGAIN HELP. HATS OFF TO THEM. I WAS REALLY IMPRESSED. I DID GO TO THE REACH ART SHOW THAT WAS MENTIONED OVER AT THE LOCATION THERE IN CASA LOMA. AND IT WAS GREAT TO SEE SO MUCH WORK, UM, THROUGHOUT OUR DISTRICT AND AGAIN, THANK YOU TO REACH FOR DOING THAT. LASTLY, UM, SCHOOL SITE TOURS. AGAIN BACK TO ROP. I AT THE INVITATION OF OUR ROP SUPERINTENDENT, DR G. M. MERINO. WENT WITH HER. UM AND ONE OF OUR INSTRUCTIONAL ADMINISTRATORS, UM AND ALSO A GUEST FROM CALIFORNIA SCHOOL BOARD ASSOCIATION, OUR LIAISON HERE IN ORANGE COUNTY, JUSTIN MASSEY. TO BOTH ESPERANZA CAMPUS AND VALENCIA AND WENT INTO FOUR OF OUR ROP CLASSES AT VALENCIA AND THEN OVER TO THE MEDICAL

[00:40:09]

IT WAS AGAIN VERY EYE OPENING AND, UM, ENJOYED BY THE PERSON WHO CAME ALONG WITH US FROM C S P A. NETTED. WE'VE ALL BEEN SO BUSY, SO I KNOW YOU'LL HAVE A LOT OF DIDO'S AND OTHER THINGS YOU GUYS ARE DOING. SO THANK YOU. THANK YOU. YES, EVERYONE HAS BEEN THERE. VERY BUSY PAST THIS THIS LAST MONTH, AND SO, UM GOOD EVENING, EVERYONE. SINCE OUR LAST BOARD MEETING I WAS INVITED TO AS WELL AS OTHER MEMBERS HERE TO A FIRST RESPONDER BREAKFAST THAT WAS HELD IN IN YOUR BELINDA TO AH OFFICIALLY RECOGNIZED THE LAW ENFORCEMENT AND THE FIREFIGHTERS AND E. M. T S THAT HELP COVER THE AREA OF YOUR BELINDA. IT WAS A GREAT EVENT, AND I CANNOT TELL YOU HOW MUCH UM, IT, UH, IT JUST APPEALS TO EVERYONE TO RECOGNIZE THE THOSE THOSE MEMBERS OF OUR COMMUNITY, ESPECIALLY THAT PROTECT US, AND, UM AND TAKE CARE OF US DURING THE DAY TO DAY BASIS. SO THAT WAS A GOOD BREAKFAST AND I WAS VERY THANKFUL TO BE THERE. NEXT I WENT TO THE, UH, LOVE YOUR BELINDA EVENT. I'M SURE I SAW A LOT OF YOU THERE. IT WAS AN AMAZING EVENT IN WHICH WE GOT TO GO TO SEVERAL DIFFERENT LOCATIONS. MY LITTLE SMALL PART WAS I GOT TO GO TO, UM VALENCIA HIGH SCHOOL. I UH, MET SEVERAL STUDENTS THERE AND STAFF THAT WERE HELPING ME LEG. MULCH AND GROUND COVER IN SOME OF THE SOME OF THE PLANT PLANNING AREAS AND IT WAS IT WAS NEAT. I GOT NICE AND DIRTY, BUT IT WAS A FUN EVENT, AND IT WAS GREAT TO SEE THE TURNOUT. THE TURNOUT WAS TRULY AMAZING. I SAW SEVERAL OF YOU THERE, AND IT WAS JUST INCREDIBLE EVENT. ALSO, UM. AFTER WHICH I WAS INVITED TO ATTEND A U S ARMY. UM I GUESS YOU WOULD CALL IT KIND OF A IT WAS LIKE A RECRUITMENT TYPE OF DEAL IN WHICH THE ARMY WAS SHOWING MYSELF AND TRUSTEE BLADES, UM WHAT THEY WERE PLANNING TO DO WITH STUDENTS IN ORDER TO KIND OF MOTIVATE THEM TO LOOK AT A PROGRAM THAT THEY COULD NOT ONLY GET INVOLVED IN THAT WOULD PAY FOR SCHOOLING BUT ALSO HELP PROTECT THIS WONDERFUL NATION OF OURS. SO THAT WAS THAT WAS EVEN, UH, PRETTY INCREDIBLE. THEY BE THE EVEN WANTED TO ENLIST ME BUT ONCE THEY, UH, ONCE THEY REALIZED THEY COULDN'T RETRAIN AN OLD MARINE, THEY DECIDED NOT TO DO THAT. SO THAT WAS REALLY PRETTY COOL. UM, I ATTENDED TO OF THE DISTINGUISHED DISTINGUISHED SCHOLAR AWARD CEREMONIES, ONE FOR EL DORADO HIGH SCHOOL AND ONE FOR YOUR BELINDA HIGH SCHOOL. EVERY TIME I SEE THESE AND THE KIDS THAT ARE GETTING ANNOUNCED THAT HAVE FOUR POINT OH THROUGH, YOU KNOW, FRESHMAN THE HEIST. I CAN'T EVEN IMAGINE. I MEAN, YOU KNOW, SQUEAKING BY IT AT A C LEVEL. UM I COULDN'T IMAGINE SOME OF THE THINGS THESE KIDS ARE DOING AND WHAT THEIR FUTURE IS LOOKING LIKE. UM AHEAD OF THEM. AND I EXPECT THERE ARE PROBABLY MANY MORE EXCEPTIONAL STUDENTS IN OUR DISTRICT JUST LIKE THE ONES I WITNESSED WITH A VERY BRIGHT FUTURE IN FRONT OF THEM. I TOO GOT A CHANCE TO STOP BY THE ART SHOW. UM AT THE PROFESSIONAL DEVELOPMENT ACADEMY. UH, INCREDIBLE. INCREDIBLE SOME OF THESE KIDS TALENT WHEN IT COMES TO ARTWORK WITH PENCIL PEN.

CHARCOAL UM, ALL THE WAY UP TO TWO POTTERY AND IRONWORKS WAS JUST AMAZING. I WAS I WAS JUST TAKEN BACK AT THE TALENT THAT OUR STUDENTS HAVE SO UM, I WAS JUST WANT TO CONGRATULATE ALL THOSE STUDENTS FOR THE WELL DESERVED RECOGNITION THAT THEY PUT IN. I'M SURE THERE WAS A LOT OF TIME AND ENERGY THAT IT TOOK TO MAKE THESE PROJECTS. OKAY SO WITH THAT I'M LOOKING FORWARD TO. OBVIOUSLY NEXT NEXT MONTH WHEN WE START GETTING ALL OF OUR GRADUATIONS TOGETHER AND OUR PROMOTIONS FOR MIDDLE SCHOOLERS. I REALLY AM LOOKING FORWARD TO THAT AS WELL AS JUST LIKE, UM, DR AL SAUCER SAID. THERE IS A LOT OF OTHER EVENTS THAT ARE GONNA GONNA BE HAPPENING AND I'M SURE WE'LL ALL BE PARTICIPATING. AND I LOOK FORWARD TO SEEING A LOT OF YOU AT THESE EVENTS AND

[00:45:02]

AND IT WAS AMAZING. I LOVE MARIACHIS SO SUPER EXCITED WHEN I WAS ASKED THEY DIDN'T THINK I MIGHT NOT HAVE ANY INTEREST AND I SAID, WELL, WAIT A SECOND. I LOVE MARIACHIS. SO WE WERE ABLE TO GO DOWN THERE. MY HUSBAND AND I AND WE MET WITH THE FAMILY AND WE WERE ABLE TO HONOR THEIR TEACHER, THEIR MARIACHI TEACHER WHO IS NOW DECEASED. BUT HE CAME OUT WITH A BOOK AND THERE WAS ARTWORK AND WE MET THE FAMILY. AND IT WAS JUST SUCH A GOOD NIGHT. UM AND SO AFTERWARDS, I DID ASK THE TEACHER WHO'S TAKEN OVER FOR THE FATHER. I SAID, YOU KNOW, ARE YOU IN THE SCHOOLS? AND HE SAID, YES, WE ARE, AND HE IS ACTUALLY AN ANAHEIM SCHOOL DISTRICT. AND I JUST THOUGHT THAT THIS COULD BE SUCH A GREAT OPPORTUNITY. SO I DID TALK TO HIM A LITTLE BIT, AND HE SAID THAT HE'S VERY INTERESTED IN TRYING POSSIBLY TO COME OVER, UM TO OUR JUNIOR HIGHS, SO UM I HAVE MORE INFORMATION THAT I CAN PASS ON. UM WITH THAT. UM SO ANOTHER THING AS WELL. I'VE HAD SOME MEETINGS WITH SOME COMMUNITY MEMBERS WHO WERE VERY CONCERNED ABOUT SOCIAL, EMOTIONAL LEARNING, AND WHY DO I SUPPORT IT? AND I WAS AND RIGHT ABOUT THIS TIME WHEN I WAS BEING ASKED THESE QUESTIONS AND THE REASONING WHY I NOTICED THAT A LOT OF THE NEWS STATIONS HAVE REALLY. KIND OF JUST POLITICIZED AND KIND OF MADE IT INTO SOMETHING THAT I DON'T BELIEVE THAT IT WAS ORIGINALLY INTENDED TO BE. AND SO WHAT I'VE EXPLAINED, AND I WAS JUST GOING TO PASS THIS ON HERE BECAUSE I KNOW A LOT OF PEOPLE WATCH. UM SELLERS WAS INTENDED OR IS INTENDED TO ACT IMPACT CLASSROOM LEARNING. CLASSROOM LEARNING INCLUDES COGNITIVE SOCIAL EMOTIONAL ASPECTS, AND THIS NEEDS TO BE SUPPORTED IN THE CLASSROOM, NOT THROUGH EXTERNAL PROGRAMS, AND IT HELPS STUDENTS WITH SELF REGULATION AND EMOTIONAL WRECK. REGULATION. AND SELL COMPETENCIES ARE RECOGNIZING AND MANAGING EMOTIONS SETTING AND ACHIEVING POSITIVE POSITIVE GOALS, APPRECIATING THE PERSPECTIVES OF OTHERS, ESTABLISHING A MANY TAPE MAINTAINING POSITIVE RELATIONSHIPS. MAKE RESPONSIBLE DECISIONS AND HANDLE INTERPERSONAL SITUATIONS CONSTRUCTIVELY. AND SO WHEN THIS IS DONE INSIDE OF THE CLASSROOM, IT'S BASICALLY IT'S A WONDERFUL TEACHER AND STUDENT RELATIONSHIP AND WHAT WE'RE SEEING ON THE NEWS. NO MORE ASSESSING, AND SOME PROGRAMS THAT HAVE ATTEMPTED TO TRY TO POSSIBLY COME IN HERE IS UM THEY MIGHT HAVE A YOGA PROGRAM AND THAT MIGHT HAVE SOME PROGRAM AND WHAT THEY WANT THE STUDENTS TO DO IS THE TEACHER OR THE INSTRUCTION FOR THIS, UM, MIGHT SAY, WELL, LET'S MEDITATE AND TALK ABOUT YOUR BIASES OR THINK ABOUT ANY BIASES. AND SO THAT'S WHERE IT'S KIND OF GOTTEN. UM I BELIEVE IN THE SCHOOL SETTING AND FROM THE PEOPLE THAT I'VE BEEN SPEAKING TO WHO ARE REALLY UP TO DATE AND SOME OF THE BOOKS THAT I'VE BEEN READING. AND SO I DO SUPPORT THIS CELL TYPE LEARNING AND THIS , YOU KNOW, IN THIS PURE FORM, AND I THINK THAT IT IS A GOOD TOOL FOR US TO USE INSIDE THE CLASSROOM, ESPECIALLY UM IF THE TEACHER AND STUDENT RELATIONSHIPS ARE BUILT, AND, UM WE STICKED TO THIS THING WHERE IF A CHILD IS POSSIBLY PARENTS

[00:50:02]

CALL ME TEXT ME. I'M GETTING REPORTS FROM SOME TEACHERS FROM DIFFERENT SCHOOLS. THAT SOME OF THE APPEAL UNION REPS HAVE BEEN GOING TO THE DIFFERENT SCHOOLS AND THEY HAVE BEEN SAYING THAT MYSELF AND MAYBE OTHER MEMBERS OF THE BOARD DUE TO OUR POLITICAL VIEWS. DO NOT SUPPORT TEACHERS AND ARE PLANNING ON TAKING AWAY PAY AND BENEFITS. AND THEY HAVE ALSO SAID, IF MORE CONSERVATIVES GET ON THIS BOARD , THEIR AGENDA WILL NEVER BE ACCOMPLISHED. AND SO MY QUESTION IS. WHAT WOULD THE UNION AGENDA BE? AND WHAT. IS THE UNION'S POSITION BESIDES PAY BENEFITS AND WORKING CONDITIONS FOR TEACHERS. SO I'M HERE TO SAY THAT ANYBODY WHO KNOWS ME AND KNOWS THAT I HAVE BEEN IN TO POLICE UNIONS BEFORE AND I'M ALL ABOUT PAY. I'M ALL ABOUT BENEFITS. I LEFT THE SHERIFF'S DEPARTMENT BECAUSE I WENT TO A DIFFERENT POLICE DEPARTMENT.

THAT HAD BETTER PAY AND BETTER BENEFITS, AND I DID WHAT I NEEDED TO DO FOR MY FAMILY. SO WE'VE HAD SINCE I'VE BEEN ON THE BOARD. WE'VE UM, APPROVED TO RAISES, AND I BELIEVE THAT WE NEED TO PAY OUR STAFF TEACHERS, EVERYBODY, THE BEST THAT WE POSSIBLY CAN DO, SO WE RETAIN THEM. AND SO THIS IS A GOOD PLACE TO WORK AND THEY CAN PROVIDE FOR THEIR FAMILIES. SO IT DOESN'T MATTER WHO'S ON THIS BOARD OR WHAT POLITICAL POSITION I AM. THIS IS WHAT MY GOAL IS, AND I WILL NEVER TAKE AWAY ANYBODY'S PAY OR BENEFITS. SO, PLEASE, I THANK YOU. I APPRECIATE THE THREE TEACHERS FROM THE DIFFERENT SCHOOLS WHO HAVE BEEN TOLD THIS UM I THINK THAT THIS NARRATIVE IS DAMAGING TO THE REPUTATION OF OUR DISTRICT BECAUSE IF THEY TEACHERS UNIONS, SAYING THIS ABOUT THEIR BOARD MEMBERS AND OTHER TEACHERS WHO MIGHT POSSIBLY OR AIDS, ANYBODY WHO WANTS TO COME TO OUR DISTRICT IS HEARING THIS ABOUT US. I THINK IT'S DAMAGING AND IT'S JUST UNTRUE. SO I WANTED TO SET THE RECORD STRAIGHT TONIGHT THAT THAT IS NEVER AND WILL NEVER BE MY INTENTION AND ALSO TO AND THIS ISN'T. I'M GONNA BE HONEST HERE ALL THROUGH THE C R T BAN ALL THROUGH SOME OF THESE, UM THINGS THAT WE'VE THESE ISSUES THAT WE'VE BEEN GOING THROUGH. THE UNION HAS BEEN SPREADING FALSE. THINGS AND FALSE NARRATIVES TO THE TEACHERS TO THE STUDENTS TO THE STAFF THINGS THAT WE HAVE SAID ON HERE THAT IS ON CAMERA. AND THEY HAVE SAID OTHERWISE. AND SO IF WE'RE GOING TO CONTINUE TO HAVE THIS TABLE OVER HERE. THAT IS AN ACCOMMODATION. WE EXPECT THAT THE TRUTH IS GOING TO BE TOLD TO THE TEACHERS TO THE STAFF AND TO EVERYONE. THERE SHOULD BE NO. THERE SHOULD THERE SHOULD BE NO THERE SHOULD BE THERE SHOULD NOT BE ANY POLITICIZING OF THIS. WE NEED TO HAVE WHAT WE SAY UP HERE NEEDS TO BE RELAYED TO THE STAFF APPROPRIATELY, AND IF THAT CAN'T BE DONE, THEN THERE'S NO NEED FOR THIS TABLE. ANOTHER THING THAT WAS ALSO SAID WAS THAT WE'RE TRYING TO PROMOTE CHARTER SCHOOLS, AND WE WANT TO GET RID OF THE PUBLIC SCHOOL SYSTEM, WHICH IS NOT TRUE. DO I BELIEVE IN PARENTS' CHOICE? ABSOLUTELY. I DO BELIEVE IN PARENTS' CHOICE. AND I STAND BY THAT. HOWEVER I DO BELIEVE THAT MAKING OUR SCHOOL DISTRICT THE BEST THAT IT POSSIBLY DOESN'T DESTROYED TO DO THAT. PARENTS WON'T WANT TO PARENTS AND STUDENTS WON'T WANT TO LEAVE OUR SCHOOL IF WE CONTINUE TO STRIVE TO DO THAT, AND TO HAVE MORE ACCESSIBILITY AND TO GIVE THE PARENTS WHAT THEY WANT, AND WE KNOW BECAUSE WE KNOW WHY PEOPLE ARE LEAVING AND GOING TO CHARTER SCHOOLS AND PRIVATE SCHOOLS, AND WE KNOW WHAT THEY'RE SEEKING. SO WE NEED TO BRING THAT BACK AND WE HAVE THE TRUST AND RESPECT. AND WE NEED TO HAVE, UM A REASON THAT PEOPLE WANT TO STAY AND WANT TO BE HERE AND WE NEED TO GIVE THAT TO OUR FAMILIES. SO I JUST WANTED TO CLEAR THAT UP HERE WASN'T TRYING TO CAUSE ISSUES, BUT I FIGURED YOU KNOW WHAT? I'M HERE. THE CAMERAS ARE ON. I MIGHT EVERYBODY THERE'S THERE CAN'T BE ANY ANY MY WORDS. I GUESS, YOU KNOW. UM.

[00:55:08]

WITH DR L. SASSER. BUT THE SURPRISING NEWS GOT ME BY SURPRISE, AND I WAS REALLY SAD AND I THREATENED THAT I WAS GOING TO GO TO HIS SCHOOL DISTRICT AND GO TO OPEN COMMENTS THEN. DEMAND THAT THEY VOTE AGAINST HIM WHEN I HEARD ABOUT THIS, BUT I JUST WANTED TO SAY THAT I REALLY APPRECIATE DR L. SASSER'S HARD WORK, YOUR DEDICATION AND WITH DR ELLIS ASIR IN OUR DISTRICT, THERE WAS A LEVEL OF CARE. HE REALLY CARED FOR HIS BOARD. HE CARED FOR THE STAFF. HE CARED FOR THE TEACHERS. HE CARED FOR EVERYBODY HERE. UM, AND THAT WAS ONE THING THAT YOU'RE JUST COMFORTABLE WITH THAT. HE CARED. HE DIDN'T JUST LOOK AT THIS AS A JOB. HE REALLY DID CARE FOR EVERYBODY HERE. UM SO I APPRECIATE YOUR PROFESSIONALISM. YOUR KNOWLEDGE, YOUR THOUGHTFULNESS. HE UM, WAS VERY PATIENT WITH ME BECAUSE HE KNOWS I'M A TEXTER. SO I TEXTED HIM A LOT. UM BUT HE WORKED HARD AND A LOT OF THE HIRING HE WE MADE SOME GREAT HIRES IN THIS PAST YEAR AND A HALF. AND HE DID HE DID. SO WITH SO MUCH THOUGHTFULNESS, UM AND I JUST CAN'T SAY ENOUGH FOR HIM. AND YOU WILL DEFINITELY, UM, BE MISSED, AND I'M LOOKING FOR WAYS TO SABOTAGE. YOU'RE GOING TO THIS OTHER DISTRICT, BUT, UM, I JUST WANTED YOU TO KNOW HOW MUCH I RESPECT YOU AS A PROFESSIONAL AND A PERSON AND I'M JUST VERY, UM I'M VERY HAPPY THAT I WAS ABLE TO MEET YOU AND TO WORK ALONGSIDE YOU. SO THANK YOU. GOOD EVENING, EVERYBODY, UM. SO TO START OFF MY REPORT. I WOULD LIKE TO, UM, HIGHLIGHT THE AVERAGE SHOWCASE. I WENT AND OBSERVED, EVERYBODY DRIVE. AND WE IT WAS FUN TONIGHT TO SEE OUR AVID LEADERS IN EIGHTH GRADE.

TONIGHT AND AT RUBY. I GOT TO SEE THE VERY BEGINNINGS OF THE AVID AND, UM, LEARN ABOUT THEIR CORE PRINCIPLES WRITING INQUIRED COLLABORATION ORGANIZATION AND READING TO LEARN. AND THE BEST PART ABOUT THE SHOWCASE WAS EVERY CLASSROOM. THERE WAS SOME STUDENTS WHO LED YOU THROUGH THE CLASSROOM AND SHOWED YOU EXHIBITS AND THINGS LIKE THAT. AND, UM THEY. WERE AMAZING STUDENTS BECAUSE AS THEY WALKED AROUND THE ROOM, THEY'RE LIKE THIS IS AN EXAMPLE OF MY TWO COLUMN NOTES. AND THIS IS AN EXAMPLE OF MY ORGANIZATION. AND THIS IS MY AGENDA. AND THINGS LIKE THAT. AND SO SOME OF THE COMMENTS FROM THE KIDS AND THESE ARE NOT DIRECT QUOTES BECAUSE I WASN'T THERE. BUT IN EVEN TK SO THESE ARE NOT KINDERGARTNERS YET, UM, THE STUDENTS FIRST OF ALL. WE'RE VERY DISAPPOINTED THAT WE WEREN'T ON THEIR SCHEDULE. LIKE GET OVER HERE. I HAVE MORE TO SHOW YOU BECAUSE WE WERE ADMIRING AND THEY WANTED TO KEEP US ON TASK. AND UH, THEY'RE LIKE, HERE'S OUR ORGANIZATIONS. AND THIS IS WHERE I CAN FIND ALL THE SUPPLIES I NEED AND THEY SHOWED US HOW EVERYTHING WORKED . UM IN FOURTH GRADE, THE STUDENT WAS EXPLAINING HER TWO COLUMN DOUBTS. AND WE ASKED HER. WELL HOW DO YOU USE THESE NOTES? AND SHE GOES, WHY CAN REFER BACK TO THEM SO I DON'T HAVE TO BOTHER THE TEACHER AND I THOUGHT THAT WAS A GOOD ANSWER. AND IN SECOND GRADE, THEY WERE SHOWING US THESE PASSAGES THAT THEY HAD UNDERLYING AND, UM AND WE ASKED , LIKE, WELL, WHY DO YOU DO THAT? SHE GOES WELL, THAT'S PART OF INQUIRY. AND WE UNDERLINED THE KEY PASSAGES. AND THIS IS SECOND GRADERS EXPLAINING TO ME EXACTLY HOW THEY DETAIL THESE NOTES. AND IT WAS. IT WAS JUST SUCH A FUN EXPERIENCE. AND I HOPE YOU GUYS ALL GET TO GO AND WITNESS THAT AT SOME TIME. UM I ALSO ATTENDED DISTINGUISHED SCHOLAR NIGHTS FOR ELDORADO AND VALENCIA. AND WHAT I LOVE ALWAYS IS GETTING A GLIMPSE INTO THESE STUDENTS, PERSONALITIES AND SEEING THEM AND HEARING ABOUT THEIR FUTURE PLANS AND WHAT THEY'RE GOING TO DO, AND THE VERY VAST EXPERIENCES THAT THEY'VE HAD IN HIGH SCHOOL THAT HAD BEEN MEMORABLE TO THEM. I GOT TO GO AND SPEAK AT THE YOUNG CIVIC LEADERS ACADEMY AND SHARE A LITTLE BIT ABOUT WHY I SERVE ON THE SCHOOL BOARD, AND I GOT TO ANSWER A LOT OF THEIR STUDENTS QUESTIONS ON TOPICS FROM BUDGETS. UM AND THEY WERE VERY INTERESTED IN THE NEW HIGH SCHOOL START TIMES, WHICH I DON'T KNOW WHY, BUT THEY WERE VERY EXCITED ABOUT THAT. AND WHAT THAT WOULD MEAN TO THEM. I ALSO WENT TO THE REACH ART EXHIBIT, AND I GOT TO SEE MANY TALENTED ARTISTS AND IT ALWAYS

[01:00:01]

BOTH UM, AND ATTENDED THE DINNER MEETING FOR O C. S. B. A UM, I GOT THE WONDERFUL OPPORTUNITY WE SAW ARE AVID STANDOUTS FROM EIGHTH GRADE TODAY. UM I WAS ABLE TO GO AND SEE THEM AWARDED AT ANGEL STADIUM. BUT I ALSO WENT TO THE SENIOR STANDOUT HAVE ADORES AT U C. I IT'S SUCH A WONDERFUL PROGRAM AND I'M REALLY PROUD OF OUR DISTRICT BECAUSE WE START AT ELEMENTARY SCHOOL AND WE TAKE IT ALL THE WAY UP THROUGH SO THEY'RE LEARNING SKILLS IN ELEMENTARY SCHOOL THAT I PROBABLY DIDN'T LEARN UNTIL I WAS IN HIGH SCHOOL OR COLLEGE. JUST KEEPING YOUR AGENDA AND YOUR DAILY PLANNER DOING THAT EARLY. WHEN YOU'RE DOING THAT, IN ELEMENTARY SCHOOL, IT'S SOMETHING THAT YOU YOU DON'T HAVE TO BE TAUGHT IN MIDDLE AND HIGH SCHOOL. SO YOU'RE ALREADY BUILDING AN ORGANIZATION, SO I JUST LOVE THAT PROGRAM AND THE CONNECTION THAT, UM, THAT PROVIDES STUDENTS TO OPPORTUNITIES INTO THINKING ABOUT COLLEGE AND CAREER. UM LET'S SEE YOUR BELINDA LOVED YOUR BELINDA AND PLACENTA WE HAD AT HIS OC SHELTER. WE HAD A PROJECT THERE AGAIN. LANDSCAPING I THINK THAT'S A COMMON ONE. PEOPLE LIKE TO DO THAT, OR IT'S EASY TO GET PEOPLE INVOLVED IN ARTWORKS. I WENT TO THAT AND IMMEDIATELY OVERSHADOWED FOUNDERS DINNER AS WELL. WHICH WAS REALLY NICE, AND I WANT A BASKET FOR THE FIRST TIME EVER.

SO THAT WAS REALLY FUN. UM I DID. I KIND OF DID A LITTLE DANCE. I GUESS IT WAS VERY EXCITING. AND SOME OF YOU MIGHT NOT HAVE LIKED THE BASKET, BUT IT WAS A VEGAN BASKET. BUT I HAVE A DAUGHTER WHO'S VEGAN. SO IT WAS. IT WAS KIND OF GREAT. I COULD GIVE HER SOME OF THE STUFF

[01:05:04]

THANK YOU ALL FOR BEING HERE AND I'LL MOVE ON TO OUR NEXT PART OF THE MEETING. OKAY, SO THAT

[PUBLIC COMMENT]

[01:10:12]

MY NAME IS SUE BAYLISS. AND. I HAVE BEFORE ME. IT'S UM CRT CURRICULUM. THAT WAS TIGHT AT LINDA VISTA. ELEMENTARY SCHOOL. I'D LIKE TO READ IT TO YOU. IT'S A POEM CALLED I TWO. I, TOO SING AMERICA. I AM THE DARKER BROTHER. THEY SENT ME TO EAT AT THE KITCHEN WHEN COMPANY COMES BUT I LAUGH. AND I EAT WELL. AND GROW STRONG. TOMORROW I'LL BE AT THE TABLE WHEN COMPANY COMES, NOBODY WILL DARE SEND MEAT TO EAT IN THE KITCHEN, THEN BESIDES WE'LL SEE HOW BEAUTIFUL I AM.

AND BE ASHAMED. I, TOO UM, AMERICA. ELEMENTARY SCHOOL. THE EVER RUMPLE, A PAPER AND THEN TRY TO UNRUH. PEOPLE. IT ONCE WORDS ARE SAID YOU CAN'T GET IT STRAIGHT AGAIN. ONCE THE WORDS ARE SAID MY ELEMENTARY GRANDDAUGHTER. THIRD GRADE CAME HOME. AND SHE ASKED IF SHE WAS BLACK. SHE DIDN'T KNOW. ENTER TEACHING THIS STUFF. THIS IS FROM YOUR DISTRICT. CRT CURRICULUM. ON THEIR WEBSITE. THEY SAY THEY'RE CRT. AND I QUOTE. CULTURALLY RESPONSIVE TEACHING CRT FOR ETHNICALLY DIVERSE STUDENTS SHOULD BE A FUNDAMENTAL FEATURE TEACHER PREPARATION AND CLASSROOM PRACTICE. THIS IS BENCHMARK. I DON'T WEAR MY GLASSES HERE.

BENCHMARK. UNIVERSE .COM. TEXTS FOR CLOSE READING. I BEG YOU, PLEASE. LOOK AT YOUR CURRICULUM.

YOU'RE NOT. PERSONALLY I DON'T THINK YOU'RE READY TO MOVE ON NEXT YEAR WITH ALL OF THE NEW STUFF. I THINK YOU NEED A YEAR TO REVIEW. WHAT IS GOING ON IN THE CLASSROOMS CURRENTLY. AND HAVING HAVING BEEN A TEACHER MYSELF. YOU HAVEN'T ACTUALLY YOU HAVE NO CONTROL OVER WHAT TEACHERS SAY IN THE CLASSROOM. UNFORTUNATELY, AND I DON'T KNOW WHAT YOU DO ABOUT THAT. HAS IT'S A SAD SITUATION. MHM. THANK YOU. GRADY, YOU'RE NEXT. GRADY. YOU. I KNEW IT WAS ONLY A MATTER OF TIME BEFORE YOU TURNED AGAINST UKRAINE. IF YOU LOOK AT THE CONTROVERSIAL ISSUES POLICY HERE IS THE SITUATION THAT COULD HAPPEN AS FOLLOWS. YOU INVITE A UKRAINIAN REFUGEE TO SPEAK AT A SCHOOL AS A GUEST SPEAKER TO PRESENT THEIR ONE POINT OF VIEW. THEN THE TEACHER BECOMES RESPONSIBLE FOR ENSURING THAT STUDENTS KNOW HOW WOKE AND CORRUPT IS THE LEINSTER REGIME IS AND HOW IT'S RUSSIA WHO'S FIGHTING TO DEFEND WESTERN CIVILIZATION. AND IF THE STUDENTS DECIDE TO PROTEST THIS AND WALK OUT OF YOUR RUSSIAN PROPAGANDA YOU'RE IN. YOU INTEND

[01:15:08]

RUSSIAN GAS HEATS YOUR HOMES. NO, NO, THAT'S NOT THE INTENT OF THIS. OF THIS POLICY. THE INTENT HAS ALWAYS BEEN TO HAVE IT SELECTIVELY ENFORCED. I NOTICED HOW VAGUE. IT IS AS TO WHAT A PART WHAT IS CONSIDERED A CONTROVERSIAL TOPIC OR CONTROVERSIAL ISSUE. IT DOESN'T SAY SO. NO, THE INTENT HAS ALWAYS BEEN TO APPLY IT TO CONTROVERSIAL ISSUES. LIKE LGBT IDEOLOGY SUPPORTED BY ZELENSKY. THEY'RE SPEAKING OF THAT. I WONDER AT WHAT AGE DOES IT SUDDENLY BECOME AGED APPROPRIATE? IS THERE A NUMBER NOTICE HOW THE ARGUMENT. THIS IS NOT A JOKE, OPRI IT THERE IS NEVER A POINT AT WHICH THAT ENDS. MAYBE YOU THINK THE AGE IS 65. BUT WHAT YOU'RE REALLY SAYING IS MAYBE THERE'S THINGS THAT SHOULDN'T BE TAUGHT AT ALL.

IT. AND IF I REMEMBER CORRECTLY , ISN'T THIS THE SAME DISTRICT? STEP DECIDED. THAT THERE WAS A THEORY THAT WAS TOO CONTROVERSIAL, SO IT SHOULDN'T BE TAUGHT AT ALL PASSED THE RESOLUTION. STATING THAT AND NOW ALL OF A SUDDEN, YOU'VE CHANGED YOUR MIND AND SAID WE NEED TO HAVE SPACE FOR CONTROVERSIAL TOPICS. I'M NOT SURE WHAT'S HAPPENING HERE? AND SO I ASK YOU, PLEASE. RECONSIDER YOUR, UM YOUR THE DRAFT OF THE CONTROVERSIAL ISSUES POLICY. I THINK THERE ARE VERY SEVERAL DEFICIENCIES AND PROBABLY UNINTENDED CONSEQUENCES. IF YOU ALLOW IT TO GO INTO EFFECT AS IT IS CURRENTLY DRAFTED. THANK YOU. JUDY. AND NEXT UP WILL BE DONE AT GUN. SARAH PHILLIPS AND SHARON G. GOOD EVENING, EVERYONE . I'M HERE AGAIN AS A GRANDMOTHER. I DO HAVE A SOLUTION TO IMPROVE THE STUDENT'S SCORES. STOP THE COMMON CORE PROGRAM. FOR EXAMPLE. THE MATH. PARENTS KNOW HOW TO DO THE MATH. THEY KNOW HOW TO GET THE ANSWER, BUT THEY HAVE A VERY DIFFICULT TIME TEACHER TEACHING OR HELPING THEIR THEIR CHILDREN. I'VE SPOKEN TO MANY PARENTS REGARDING THIS. AND THEY ARE VERY FRUSTRATED WITH IT WHEN COMMON CORE WAS FIRST ADOPTED IN 2013. I SPOKE TO THE FINANCIAL PLANNER AND INVESTMENT BANKER AT THE TEACHERS CREDIT UNION. AND HE SAID TO ME, JUDY NUMBERS ARE MY GAME. I CAN'T EVEN HELP MY OWN SON. AND WHAT DID HE DO? HE PULLED HIS SON OUT OF TRAVIS. SO EDUCATION IS MEANT TO BE A TRIANGLE. YOU HAVE THE TEACHER. YOU HAVE THE STUDENT AND YOU HAVE THE PARENT AND COMMON CORE BREAKS THIS TRIANGLE. SO PLEASE LISTEN TO THE PARENTS AND HEAR WHAT THEY HAVE TO SAY. AND I HOPE I KNOW THAT IT IS STATE MANDATED. BUT PARENTS YOU CAN MAKE A DIFFERENCE IF YOU START UH, REACHING OUT AND, UH TO THE BOARD AND THE BOARD AND PERHAPS THE UNION CAN SPEAK TO OUR GOVERNOR, AND WE CAN STOP THE COMMON CORE. THANK YOU SO MUCH.

HELLO, LADIES AND GENTLEMEN. FIRST TEACHERS GOOD UNION BAD. I SAY OUR DISTRICT NEEDS NO CRT NO COMMON CORE. NO CO PARENTING WITH GOVERNMENT. NO ACTIVISM IN OUR CLASSROOMS, NO SEXUALIZATION OF OUR STUDENTS. NO BOYS IN THE GIRLS' SPORTS LOCKER ROOMS OR BATHROOMS. NO REVISION IS HISTORY AS IT IS IMPORTANT NOT TO REPEAT MISTAKES OF THE PAST. WHY DID OUR KIDS WERE MASS FOR SO LONG DURING THE WUHAN VIRUS? WHY. WHY WERE OUR KIDS OUT ON REMOTE LEARNING FOR SO LONG? THE UNION. THAT'S WHY. WHO HAS PROVEN THAT THEY DON'T CARE ABOUT OUR CHILDREN. THE UNION.

THAT IS CORRECT. THE UNION IS THE PROBLEM. THAT NEEDS TO BE FIXED. RUDE AS THE UNION LIKE

[01:20:08]

DETAILING THE LIVES AND CIRCUMSTANCES OF TWO FAMILIES. THE FIRST IS THE MONA MITSU FAMILY, AMERICANS OF JAPANESE DESCENT WHO WERE FORCED INTO INCARCERATION FOUND THE BOMBING OF PEARL HARBOR. AN EXECUTIVE ORDER. 9066 THE SECOND IS THE MENDEZ FAMILY WHO AGREED TO LEASE THEM TO FARM TO MAINTAIN THE LAND AND WORK THE LAND. THE MENDEZ FAMILY AND OTHER LOCAL MEXICAN AMERICAN FAMILIES BROUGHT SUIT AGAINST ORANGE COUNTY SCHOOL DISTRICTS TO END SCHOOL SEGREGATION IN CALIFORNIA. THE DECISION IN THEIR FAVOR WAS A PRECURSOR TO THE BROWN VERSUS BOARD OF EDUCATION IN 1954. ONE THING THAT MONEY MITSU DOES IN EACH CHAPTER IS A FOCUS ON KINDNESS AND WHAT DEFINES IT. MY FAVORITE WAS AT THE END OF CHAPTER EIGHT.

KINDNESS IS MORE ER E, WHICH IN JAPANESE IS SYMPATHY AND COMPASSION, SHOWN AND DEMONSTRATED FOR OTHERS. SHE NOTES THAT THIS IS UNIVERSALLY NECESSARY FOR SOCIETY TO BE SUSTAINABLE. THANK YOU FOR YOUR TIME. SHARON. AFTER SHARON. WE HAVE ANDY FALCO, PAUL KUNKEL AND CHRIS CURTIS. HI I HAVE TWO CHILDREN AND ELEMENTARY SCHOOL IN THIS DISTRICT LIKE THE PARENTS HERE. I'M VERY CONCERNED ABOUT WHAT'S BEEN GOING ON IN OUR SCHOOL DISTRICT. UM I'M VERY UPSET THAT MY YOUNG CHILDREN'S I'M GONNA TRY NOT TO CRY. INNOCENCE. HAS BEEN TAKEN AWAY FROM THEM THROUGH VARIOUS EXPOSURES AT SCHOOL. MY EYES WERE ALSO OPEN DURING THE ONLINE LEARNING AT THE BEGINNING OF THE PANDEMIC. I'VE SEEN FIRSTHAND THE STORIES AND INFORMATION. MY CHILDREN HAVE BEEN EXPOSED TO THROUGH THE ONLINE PROGRAMS. ALSO THESE KIDS ARE SPENDING WAY TOO MUCH CLASSROOM TIME ON THE ONLINE PROGRAMS ON THEIR CHROMEBOOKS. I SAW THIS GOING BACK TO PRE PANDEMIC TIMES WHEN I WAS A VOLUNTEER IN MANY OF THE CLASSROOMS, AND I WAS THERE 2 TO 3 TIMES A WEEK FOR SEVERAL YEARS. I WILL SAY IT'S DEPENDENT ON THE TEACHERS. SOME TEACHERS I SEE USE THE CHROMEBOOKS AND THE ONLINE PROGRAMS AS MORE OF A CRUTCH. UM AND OTHER TEACHERS ARE DEFINITELY BETTER ABOUT MORE , UM, LIVE INSTRUCTION FOR THE CHILDREN. UM I KNOW FAMILIES WHO HAVE LEFT THE DISTRICT BECAUSE OF ALL THE TIME SPENT ON THESE ONLINE PROGRAMS, AND I KNOW ANOTHER FAMILY THAT WILL BE LEAVING THE DISTRICT FOR THOSE REASONS NEXT YEAR. I DON'T KNOW WHAT SCREAMS AND NEED FOR TEACHER LED INTERACTIVE LEARNING MORE THAN THE PROFICIENCY SCORES THAT WE SAW AT ONE OF THE LAST MEETINGS. SECONDLY MY MOST IMPORTANT ROLE AS A PARENT IS TO PROTECT MY CHILDREN. PLEASE CONTINUE TO FIGHT THE MASK AND THE VACCINE MANDATES FIGHT FOR PARENTS CHOICE. UM I HOPE THAT YOU SUPPORT THAT EACH PARENT PARENTS AND FAMILY SITUATION IS INDIVIDUAL AND THEY SHOULD BE ABLE TO MAKE THE BEST CHOICE FOR THEM AND THEIR AND THEIR FAMILY.

THANK YOU. HELLO. I'M EDDIE. HELLO. AND I'M GOING TO PRETEND FOR TONIGHT THAT WE HAVE GOTTEN THROUGH THE NONSENSE OF CRT AND THE MAST. SO LET'S JUST PRETEND THAT WE'VE GOTTEN PAST THAT. BUT PARENTS IT'S TIME TO CONCENTRATE ON THE ACTUAL EDUCATION OF OUR KIDS. IF I MAY BE SO BOLD TO SAY IT'S TIME TO MAKE EDUCATION GREAT AGAIN. AS WAS DEMONSTRATED BY A

[01:25:04]

BUT IF I REMEMBER CORRECTLY, IT WAS SEVERAL MONTHS AGO, THEY HAD LOWERED THE STANDARDS OF GRADING DOWN 10 TO 14. SO IT'S REALLY NOT FAIR TO SAY LOOK HOW GREAT WE ARE WHEN WE'VE IMPROVED SOMETHING THAT WAS MERELY DONE BY ALTERING THE NUMBERS. I HEARD TODAY FROM ONE OF MY FRESHMAN'S AT MY HOME I HAVE TO FRESHMAN'S AT ELDORADO. THAT STUDENTS CAN GRADUATE WITH A D MINUS IT IS NO WONDER THAT I SEE KIDS WORKING AT REGISTERS AT STARBUCKS OR COFFEE BEAN THAT STRUGGLE TO COUNT CHANGE BACK OR EVEN TO HAVE A CONVERSATION WITH THEIR CUSTOMER IN AN APPROPRIATE MANNER. I ASKED THEM SOMETIMES. WHAT SCHOOL DID YOU GO TO? AND THEY'LL SAY ONE OF THE SCHOOLS IN OUR SCHOOL DISTRICT AND IT JUST MAKES TOTAL SENSE THAT THEY CAN'T COUNT SIMPLE CHANGE. SO PARENTS WE HAVE SOME WORK TO DO FIRST, AS WE ALL KNOW THE TEACHERS UNION AND THEIR NEGATIVE INFLUENCE MUST GO. WE ALSO NEED TO FIND A SUPERINTENDENT. NOW I'M GONNA GO WITH LEANDRA. BUT SHE SAID THAT DR L SOUTH, SIR. IT WAS A GOOD SUPERINTENDENT FOR US. I'M GOING TO TAKE HER WORD FOR IT. BUT LET'S BE INVOLVED IN THE HIRING OF OUR NEXT SUPERINTENDENT. I DON'T KNOW HOW WE CAN BE INVOLVED. I DON'T KNOW HOW WE CAN DO IT. BUT WE NEED TO FIGURE IT OUT. I DO NOT KNOW. I JUST READ THAT PART. BUT WE NEED TO FIGURE IT OUT. AND OF COURSE, WE HAVE TO SCHOOL BOARD MEMBERS WHO NEED TO BE REPLACED. SO WE ALL NEED TO BE ACTIVE IN THAT. IT MAY TAKE SOME TIME TO MAKE EDUCATION GREAT AGAIN HERE IN PLACENTIA, YORBA LINDA. BUT AS YOU KNOW, I HAVE FIVE KIDS IN THE DISTRICT. ONE OF THEM IS IN FIRST GRADE. I WILL BE HERE FOR A LONG TIME AND I WILL NOT STOP FIGHTING FOR OUR KIDS. PAUL, YOU'RE NEXT. PAUL KUNKLE. THAN CHRIS CURTIS. SO WE'LL GO WITH CHRIS AND THEN PAUL, YOU'LL BE UP AFTER HIM. DOES HE WANT TO GO OR. OKAY FIRST, I'D LIKE TO THANK, UH, THE LOCAL POLICE DEPARTMENT AND FIRE DEPARTMENT.

THANK YOU FOR SERVING OUR COMMUNITY. THANK YOU. BOARD FOR LISTENING TO US. WHAT I'M GOING TO TALK ABOUT. TONIGHT IS FIVE G. IT'S COMING TO OUR COMMUNITY, AND IT'S COMING NOW. UM LET ME READ THIS. UM. IF YOU HAVE BEEN SITTING AT HOME ON YOUR COUCH DURING ALL OF THIS COVID NONSENSE AND MASKING AT OUR SCHOOLS. IT'S TIME FOR YOU TO GET UP BECAUSE THIS IS GOING TO BE IF NOT AS BAD WORSE THAN THE MANDATORY VACCINES IN THE MASKING AND COVID THIS IS ANOTHER. ISSUE WHERE BIG BUSINESS IS COMING IN, AND IT'S GOING TO AFFECT OUR HEALTH AND OUR KIDS HEALTH UM. THIS IS NOT A DEMOCRAT ISSUE. IT'S NOT A REPUBLICAN ISSUE. THIS IS AN ISSUE ABOUT OUR KIDS, OUR KIDS SAFETY AND OUR SAFETY AS FAMILY MEMBERS IN OUR COMMUNITY. THE WAY FIVE G WORKS IS RIGHT NOW YOU HAVE YOUR NORMAL CELL TOWERS THERE. LET'S JUST GIVE AN EXAMPLE OF A HALF A MILE APART. TO MAKE FIVE G WORK. YOU HAVE TO HAVE SPACING OF EVERY 700 FT. TO HAVE FIVE G THAT MEANS AND A HALF A MILE SPOT THROUGH OUR CITY AND THROUGH OUR HOUSING TRACTS. THERE'S GOING TO BE A CELL SITE FOR FIVE G. TRANSMITTING. EVERY 700 FT.

THAT'S I MEAN, THERE'S GONNA BE HUNDREDS, PROBABLY IN OUR COMMUNITY. UM, I JUST GOT THIS NOTICE ON THURSDAY. THERE'S ONE GOING IN 10 FT. NEXT TO MY HOUSE. OKAY? I LIVE NEAR THE DRY LAKE BED. I KNOW SOMEONE ON IN THIS AREA OVER HERE. LIVES OVER THERE, TOO, AND YOU SHOULD BE CONCERNED ABOUT WHAT'S HAPPENING. BECAUSE THE CITY COUNCIL OR THE CITY PLANNING IS HAVING A MEETING COMING UP. THEY'RE SAYING THAT IT'S A RADOM SITE. THEY'RE NOT SAYING IT'S FIVE G OR FOUR G OR ANYTHING. THEY'RE BEING VERY VAGUE. AND ANYWAY. RADIATION COMING FROM THESE CELL TOWERS. UM CAUSES TUMORS AND CANCERS AND AGGRAVATES EXISTING CANCERS.

RADIATION ALSO DAMAGES DNA AND CAUSES INFERTILITY. THE BRAGG ANTENNA RANKING IS A SCHOOL REPORT THAT RECOMMENDS SCHOOLS, SCHOOL DISTRICTS, ALL MUNICIPALITIES AND STATES. CALL UPON THE FCC FOR RULING THAT REQUIRES 1500 FT. SETBACK FOR ANY AND ALL WIRELESS INFRASTRUCTURE NEAR SCHOOLS. I DON'T KNOW IF YOU GUYS KNOW, BUT AT VETERANS PARK AT THE PARK,

[01:30:05]

WHAT I HEAR IS THIS TIRED, UNDERPAID TEACHERS WHO SUFFER AND COMPLIANCE SILENCE JUST TO MAKE IT THROUGH THE DAY. GOOD. UNDERPAID TEACHERS WHO EXERCISE THEIR RIGHT TO ORGANIZE TO MAKE THEIR INCREDIBLY DIFFICULT AND STRESSFUL JOBS MORE SUSTAINABLE. BAD. YOU'VE HEARD ME SPEAK MANY TIMES BEFORE ON THE BEST WAY TO ENSURE WE HAVE A GOOD SCHOOL DISTRICT SPOILER ALERT. IT'S WITH A GREAT TEACHER. COINCIDENTALLY MISS BLADES ALSO CHOSE TO SPEAK ABOUT SUPPORTING TEACHERS. HERE'S THE THING YOU CAN'T SAY YOU SUPPORT TEACHERS WHILE SIMULTANEOUSLY QUESTIONING THE INTENTIONS OF THEIR UNION. YOU CAN'T SAY YOU SUPPORT TEACHERS WHILE VOTING AGAINST STAFF. MENTAL HEALTH SUPPORTS YOU CAN'T SAY YOU SUPPORT TEACHERS AND SIMULTANEOUSLY SO DOUBT REGARDING THEIR COMPETENCE AND EXPERTISE. OUR TEACHERS CAME HERE IN DROVES TO SPEAK AGAINST BANNING CERTAIN DISCOURSE IN THE CLASSROOM, AND YOU IGNORED THEM. THAT'S NOT ME. MISCONSTRUING YOUR WORDS. IT'S ME COMING TO EVERY BOARD MEETING AND TAKING NOTE OF WHAT YOU SAY. AND MORE IMPORTANTLY, WHAT YOU DO. IF THIS BOARD REALLY SUPPORTS OUR TEACHERS, YOU SHOULD KNOW TEACHER TURNOVER STATISTICS AND WHY SO MANY OF OUR TEACHERS HAVE RETIRED EARLY OR GONE TO OTHER DISTRICTS. IF THIS BOARD REALLY SUPPORTS OUR TEACHERS, YOU SHOULD BE GIVING TEACHERS THE TOOLS THEY'RE ASKING FOR. TO BETTER TEACH THEIR LESSONS, NOT CONSTANTLY QUESTIONING THEM.

SAYING YOU SUPPORT TEACHERS DOESN'T MEAN YOU ACTUALLY SUPPORT THEM. AND, MORE

[01:35:01]

[STAFF PRESENTATIONS]

TO LEAD US THROUGH THIS IMPORTANT INFORMATION, MRS RENE GRAY. GOOD EVENING, PRESIDENT BUCK TRUSTEES SUPERINTENDENT L. SASSER AND EXECUTIVE CABINET. I HAVE THE PLEASURE TO PRESENT OUR LONG RANGE PLAN DESIGNED TO ADDRESS MORE INCLUSIVE OPPORTUNITIES IN THE GENERAL EDUCATION ENVIRONMENT FOR SPECIAL EDUCATION STUDENTS. TONIGHT I WILL BE REVIEWING RY BEHIND INCLUSIVE EDUCATIONAL PRACTICES THE RESEARCH SURROUNDING INCLUSIVE PRACTICES ARE DISTRICT DATA, ON LEAST RESTRICTIVE ENVIRONMENT. THE STATE COMPLIANCE MANDATES AND ARE LONG RANGE PLANS FOR ENSURING OUR STUDENTS WITH DISABILITIES ARE INCLUDED IN OUR GENERAL EDUCATION PROGRAMS. WHY IS INCLUSION IMPORTANT? EVERY CHILD HAS A DIFFERENT LEARNING STYLE AND PACE. EACH CHILD IS UNIQUE, NOT ONLY CAPABLE OF LEARNING BUT ALSO CAPABLE OF SUCCEEDING. OUR FOCUS IS ON CHANGING THE LEARNING ENVIRONMENT TO ACCOMMODATE OUR STUDENTS BECAUSE WE BELIEVE ALL STUDENTS CAN LEARN. AS YOU KNOW, OUR EDUCATIONAL SERVICES DEPARTMENTS FOCUS. THIS SCHOOL YEAR HAS BEEN ON COLLECTIVE TEACHER EFFICACY. COLLECTIVE TEACHER. EFFICACY IS DEFINED AS EDUCATORS SHARE BELIEF THAT THROUGH THEIR COLLECTIVE ACTION, THEY CAN POSITIVELY INFLUENCE STUDENT OUTCOMES, INCLUDING WITH THOSE STUDENTS WHO ARE DISENGAGED. DISADVANTAGED OR DIFFERENTLY ABLED. WHEN INCLUSIVE INSTRUCTION IS DESIGNED CAREFULLY AND INTENTIONALLY AND BARRIERS ARE IDENTIFIED AND REMOVED. OUR STUDENTS WITH SPECIAL NEEDS CAN PARTICIPATE TO THE BEST OF THEIR ABILITY, IMPROVING EDUCATION OF ALL STUDENTS. AS THEY LEARNED TOGETHER. MANY YEARS OF RESEARCH REFLECTS THAT THE EDUCATION OF CHILDREN WITH DISABILITIES IS MOST EFFECTIVE WHEN HAVING HIGH EXPECTATIONS AND ENSURING ACCESS TO THE GENERAL EDUCATION CURRICULUM IN THE REGULAR CLASSROOMS. IN EARLY CHILDHOOD.

THERE ARE LONG TERM EFFECTS OF EARLY PLACEMENT DECISIONS. RESEARCH HAS SHOWN THAT CHILDREN OF MATCHED DEMOGRAPHICS AND DEVELOPMENTAL LEVELS WHO WERE PLACED AND INCLUSIVE PRESCHOOL PROGRAMS WERE SIGNIFICANTLY MORE LIKELY TO BE AN INCLUSIVE ELEMENTARY CLASSES SEVERAL YEARS LATER. THEN THEY'RE MATCHED PEERS WHO STARTED OFF IN SEPARATE PRESCHOOL PROGRAMS. FOR OUR SCHOOL AGE STUDENTS A QUANTITATIVE STUDY OF MORE THAN 13,000 STUDENTS BETWEEN THE AGES OF SIX AND NINE YEARS OLD. WITHIN 180 SCHOOL DISTRICTS FOUND THAT ACCESS POSITIVELY IMPACTED OUTCOMES. THE STUDY FOUND A STRONG CORRELATION BETWEEN THE AMOUNT OF TIME SPENT IN GENERAL EDUCATION AND ACHIEVEMENT IN MATH AND READING FOR STUDENTS WITH DISABILITIES.

IN ADULTHOOD DATA FROM THE BUREAU OF LABOR STATISTICS HIGHLIGHTS POSSIBLE LINGERING EFFECTS OF LIMITED EDUCATIONAL OPPORTUNITY. IT INDICATES ONLY 21.6% OF PEOPLE WITH DISABILITIES. ARE PARTICIPATING IN THE LABOR FORCE COMPARED TO 67.3% OF THE TOTAL POPULATION.

ADDITIONALLY AFTER LONGITUDINAL E FOLLOWING THE OUTCOMES OF STUDENTS WITH DISABILITIES, IT WAS FOUND THAT THE MORE TIME SPENT IN GENERAL EDUCATION WAS POSITIVELY CORRELATED WITH BETTER OUTCOMES FOR THESE STUDENTS AFTER HIGH SCHOOL. IN THE AREAS OF EMPLOYMENT AND INDEPENDENT LIVING. THE INTENT OF SPECIAL EDUCATION IS TO PROVIDE SPECIALIZED SUPPORTS AND SERVICES TO STUDENTS THROUGH AN INDIVIDUALIZED EDUCATION PROGRAM TO ASSIST STUDENTS AND ACCESSING THE GENERAL EDUCATION PROGRAM. UNDER THE INDIVIDUALS WITH DISABILITIES ACT, KNOWN AS IDEA . SPECIAL EDUCATION IS CONSIDERED A SERVICE FOR CHILDREN RATHER THAN A PLACE WHERE CHILDREN ARE SENT. THEREFORE SPECIAL EDUCATION IS NOT NECESSARILY THE RESOURCE ROOM OR A SELF CONTAINED CLASSROOM. IT IS THE SERVICE DELIVERED BASED ON THE STUDENT'S

[01:40:05]

THE IDEA ALSO REQUIRES THAT THE U. S DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION PROGRAMS MONITOR STATES' IMPLEMENTATION OF IDEA. EACH STATE IS EVALUATED THROUGH A STATE PERFORMANCE PLAN. THE STATE PERFORMANCE PLAN INCLUDES 17 MEASURES REFERRED TO AS INDICATORS THAT WE ARE GRADED ON ANNUALLY AS A DISTRICT. OF THE 17. TOTAL INDICATORS TO ARE DEVOTED TO LEAST RESTRICTIVE ENVIRONMENT. ADDITIONALLY THE STATE IS CURRENTLY MOVING TOWARDS ADDING THE LEAST RESTRICTIVE ENVIRONMENT TO THE EL CAP IS ONE OF THE DASHBOARD INDICATORS. TO ENSURE THAT BOTH GENERAL AND SPECIAL EDUCATION PARTNER TO ADDRESS INCLUSIVE EDUCATION IN THE FUTURE. CURRENTLY THE MEASURES ON THE SPECIAL EDUCATION ELLARIA INDICATORS ARE NUMBER FIVE, WHICH IS THE MEASURE OF LARI FOR 6 TO 22 YEAR OLDS AND INDICATORS . SIX WHICH IS THE MEASURE OF L A. R E FOR PRESCHOOL. INDICATOR NUMBER FIVE IS THE MEASURE FOR STUDENTS AGES. 6 TO 22 WITH DISABILITIES SERVED INSIDE THE GENERAL EDUCATION CLASSROOM FOR AT LEAST 80% OF THEIR DAY. SPECIFICALLY THE GOAL IS TO BE ABOVE THE STATE TARGET OF 53.2.

THIS TRANSLATES TO MORE THAN HALF OF OUR STUDENTS WITH SPECIAL NEEDS BEING INTEGRATED IN GENERAL EDUCATION FOR AT LEAST 80% OF THEIR DAY. IT IS IMPORTANT TO TAKE NOTE THAT THE STATE TARGETS INCREASE BY AT LEAST 1% EVERY YEAR TO ENSURE THAT THE INCLUSION RATES CONTINUE TO IMPROVE. HERE. YOU WILL SEE THAT IN 2017 18. WE MET THE STATE TARGET OF 51.2% BY INCLUDING 52.6% OF OUR STUDENTS IN THE GENERAL EDUCATION ENVIRONMENT. FOR MORE THAN 80% OF THEIR DAY. HOWEVER AS THE STATE TARGET GREW IN THE 2000 AND 18 1919 2020 SCHOOL YEARS,

[01:45:08]

INDICATOR NUMBER SIX IS THE SECOND INDICATOR OF THE 17 DEVOTED TO L RE THIS MEASURE SPECIFICALLY FOCUSES ON PRESCHOOL, ELLERY SEPARATE SETTING, THE STATE HAS MANDATED THAT WE PROVIDE SERVICES FOR STUDENTS WITH DISABILITIES WHEN THEY TURN THREE SPECIFICALLY ON THIS INDICATOR. THE GOAL IS TO BE BELOW THE STATE TARGET OF 30.4% OF PRESCHOOL STUDENTS EDUCATED IN SEPARATE, NON INCLUSIVE SETTINGS. THIS TRANSLATES TO NO MORE THAN APPROXIMATELY A THIRD OF OUR STUDENTS THAT ARE ALLOWED TO BE PLACED. IN A SEPARATE PRESCHOOL, SPECIAL DAY CLASS. IT IS IMPORTANT TO TAKE NOTE THAT THE STATE GOAL IS A MOVING TARGET ON THIS INDICATOR AS WELL, FURTHER EMPHASIZING THE NEED TO ADDRESS OUR PRESCHOOL INCLUSION RATES HERE. YOU WILL SEE THAT FROM 2017 TO 2018. TO THE 19 2020 SCHOOL YEARS. WE HAVE NEVER MET THE STATE TARGET WHILE WE HAVE IMPROVED BY REDUCING THE PERCENTAGE OF PRESCHOOL STUDENTS IN SEPARATE SETTINGS FROM 46.83. TO 36.88% WE ARE STILL PERCENTAGE POINTS AWAY FROM THE TARGET, THEREFORE PUTTING OUR DISTRICT IN TARGETED INTERVENTION STATUS ON THIS INDICATOR AS WELL. MOST DISTRICTS DO NOT HAVE EXISTING GENERAL EDUCATION PRESCHOOL PROGRAMS AS THEY ARE NOT MANDATED BY LAW, HOWEVER, IDEA REQUIRES THAT MANDATED SPECIAL EDUCATION SERVICES FOR PRESCHOOL STUDENTS BE DELIVERED AND PROVIDED IN AN INCLUSIVE GENERAL EDUCATION SETTING. WHILE THE STATE IS CURRENTLY FOCUSING ON EXPANDING EARLY EDUCATION IN THE PUBLIC SCHOOL SYSTEM, THERE ARE STILL NOT ANY CURRENT PRESCHOOL GENERAL EDUCATION PROGRAMS AVAILABLE IN THE MAJORITY OF DISTRICTS. WHEN WE BEGIN STUDENTS EDUCATIONAL CAREERS IN AN INCLUSIVE SETTING, IT IS MORE LIKELY THAT THEY WILL CONTINUE BEING INCLUDED IN INTEGRATED SETTINGS JUST AS WHEN WE BEGIN AS STUDENTS EDUCATIONAL CAREER IN A SEPARATE SETTING, IT IS LESS LIKELY THAT THE STUDENT WILL BE INTEGRATED THROUGHOUT THEIR EDUCATIONAL JOURNEY.

HISTORICALLY CALIFORNIA HAS ONE OF THE LOWEST INCLUSION RATES IN THE COUNTRY. CALIFORNIANS INCLUSION RATE WAS ALMOST 7.5% LOWER THAN THE NATIONAL AVERAGE RATE OF INCLUSION. WHILE THE NATIONAL AVERAGE WAS 63.4% OF STUDENTS INCLUDED IN GENERAL EDUCATION FOR THE MAJORITY OF THEIR DAY, CALIFORNIA WAS AT 56. OUR DISTRICT HAS SHARED IN PREVIOUS SLIDES HAS HOVERED AROUND 52 51% INCLUSION RATES, HOWEVER, IN THE 19 2020 SCHOOL YEAR, OUR DISTRICT PERCENTAGES DECREASED TO 46.83. AS HAVE OTHER SIMILAR DISTRICTS IN THE STATE. DISTRICTS ACROSS ORANGE COUNTY ARE REPORTING THAT EVEN PRIOR TO COVID, THEY HAD BEEN EXPERIENCING A LARGER NUMBER OF BEHAVIORAL AND ACADEMIC CHALLENGES IN BOTH GENERAL AND SPECIAL EDUCATION, OFTEN THE WAY THAT ACADEMIC AND BEHAVIORAL CHALLENGES ARE ADDRESSED IN SPECIAL EDUCATION IS THROUGH A MOVE TO A MORE RESTRICTIVE SETTING. HOWEVER ACCORDING TO THE LAW, WE KNOW THAT THE REMOVAL OF CHILDREN WITH DISABILITIES FROM THE REGULAR EDUCATION ENVIRONMENT CAN ONLY OCCUR WHEN THE NATURE OR SEVERITY OF THE DISABILITY IS SUCH THAT EDUCATION IN REGULAR CLASSES WITH THE USE OF SUPPLEMENTARY AIDS AND SERVICES. CANNOT BE ACHIEVED SATISFACTORILY. CURRENTLY THERE IS PROPOSED LEGISLATION THAT ADDRESSES BARRIERS TO INCLUSION IN THE GENERAL EDUCATION CLASSROOM. THE LEGISLATION AIMS TO PROMOTE THE INCREASE IN INCLUSIVE PRACTICES FOR STUDENTS WITH DISABILITIES BY ADDING PREPARATION REQUIREMENTS TO THE ADMINISTRATIVE CREDENTIAL PROCESS IN THE AREAS OF INCLUSION AND EVIDENCE BASED PRACTICES, ENSURING THE CALIFORNIA DEPARTMENT OF EDUCATION DEVELOP A COMPREHENSIVE INCLUSION. GUIDEBOOK FOR DISTRICTS. CONDUCTING A STUDY OF STAFF REQUIREMENTS. TRAINING ALL EDUCATORS AND UNIVERSAL DESIGN FOR LEARNING AND FINALLY REMOVING OUTDATED REFERENCES AND EDUCATION CODE THAT HINDER INCLUSION. THE PREVIOUS SELL. RE GRAPH FOR PRESCHOOL DEPICTED DATA FROM 19 2020. THIS WAS THE LAST TIME THE STATE MEASURED VERY RATES DUE TO THE PANDEMIC. THIS GRAPHIC, HOWEVER, IS A CURRENT MEASURE OF OUR DISTRICT , EL RE PRESCHOOL DATA AS MEASURED IN THE 21 22 SCHOOL YEAR. OUR GOAL IS TO INCREASE THE GREEN SECTION OF THE CHART, WHICH REPRESENTS THE STUDENTS ENROLLED IN GENERAL EDUCATION PRESCHOOL PROGRAM, WHICH IS A TOTAL OF 14.4% OF OUR STUDENTS. THIS IS ACHIEVED BY PARENTS CHOOSING TO PLACE THEIR CHILD IN AN EARLY CHILDHOOD PROGRAMS SUCH AS PRIVATE PRESCHOOL, STATE PRESCHOOL HEAD START OR HEAD START. THE YELLOW PORTION OF THE PIE CHART REPRESENTS 11.6% OF OUR INTEGRATED PRESCHOOL STUDENTS ATTENDING A PROGRAM WITHIN OUR DISTRICT IN WHICH LESS THAN THE REQUIRED HALF OF THE STUDENTS ARE GENERAL EDUCATION. THESE GENERAL EDUCATION PEERS HELPED TO MAKE UP WHAT'S CALLED OUR NEIGHBORHOOD BUDDIES PROGRAM, IT COULD BE CONSIDERED A REVERSED MAINSTREAMING MODEL. THE BLUE PORTION OF THE PIE CHART

[01:50:06]

TO EXAMINE OUR L RE DATA SERVICE DELIVERY MODELS AND BEST PRACTICES. WE'VE BEEN MEETING WITH COUNTY HEAD START TO EXAMINE PART POSSIBLE PARTNERSHIPS TO INCREASE INCLUSIVE OPPORTUNITIES FOR OUR STUDENTS. ADDITIONALLY WE'VE DEVELOPED A BOARD RESOLUTION ON INCLUSIVE EDUCATIONAL PRACTICES THAT WILL BE BEFORE YOU THIS EVENING. THIS RESOLUTION, MAYBE THE FOUNDATION UPON WHICH FUTURE PLANNING AS WELL AS ENHANCEMENT OF OUR SPECIAL EDUCATION PROGRAMS WILL BE BUILT. NEXT YEAR IN THE 22 23 SCHOOL YEAR, WE WILL AIM TO EXPLORE AND CREATE INCLUSIVE DELIVERY OPTIONS FOR ALL GRADE LEVELS, SUCH AS MORE INCLUSIVE PRACTICES, INCLUDING, BUT NOT LIMITED TO. PARTNERSHIPS WITH PRESCHOOLS AS WELL AS EXPLORING EDUCATION, INCLUSIVE MODELS LIKE CO TEACHING DELINEATED IN RL CAP. ADDITIONALLY WE PLAN TO PROVIDE TARGETED PROFESSIONAL DEVELOPMENT BY ENLISTING THE ASSISTANCE OF EXPERTS IN THE FIELD OF INCLUSIVE EDUCATION AND CONSULTING WITH OTHER DISTRICTS WHO HAVE MET THEIR INCLUSION TARGETS. IN THE 2023 24 SCHOOL YEAR. OUR PLAN WILL BE TO IMPLEMENT THE INCLUSIVE DELIVERY MODELS EXPLORED AND CREATED FROM THE PREVIOUS YEAR AND CONTINUE TO PROVIDE TARGETED PROFESSIONAL DEVELOPMENT. TO ENHANCE THE DELIVERY OF THESE SERVICES AND IN THE 2024 25 SCHOOL YEAR. OUR PLAN IS TO CONTINUE TO EXPAND INCLUSIVE SERVICE DELIVERY OPTIONS FOR ALL GRADE LEVELS AVAILABLE WITHIN THE DISTRICT WHILE WE MONITOR ADJUST AND EXPAND THE IMPLEMENTATION OF THESE MODELS, ACCORDING TO OUR DATA. IN SUMMARY. THIS QUOTE ENCAPSULATES OUR CURRENT BELIEF THAT ALL STUDENTS ARE FIRST AND FOREMOST GENERAL EDUCATION STUDENTS WHO MAY REQUIRE ADDITIONAL SPECIAL EDUCATION SUPPORTS AND SERVICES IN ORDER TO ACCESS THEIR EDUCATION.

INCLUSIVE CLASSROOMS, SUPPORT THE ABILITIES AND RECOGNIZE THE POSSIBILITIES OF ALL STUDENTS ARE ULTIMATE GOAL IS FOR ALL OF US TO RECOGNIZE THE POSSIBILITIES IN OUR STUDENTS WITH SPECIAL NEEDS. THANK YOU. THANK YOU, RENEE. GREAT JOB. QUESTIONS. ANYBODY HAVE ANY QUESTIONS? AS FAR AS PROPOSED LEGISLATION DID YOU DO YOU KNOW WHERE THAT IS, IN A KIND OF A TIMELINE, AND IT'S CURRENTLY IN THE EDUCATIONAL COMMITTEE. IT'S SENATE BILL 11 13. AND THEY'RE TALKING ABOUT IT'S I WAS JUST IN SACRAMENTO LAST WEEK AND THEY WERE. IT'S A PRETTY STRONG BILL FOR INCLUSION RIGHT NOW. AND I, UM IT'S PRETTY LIKELY TO PASS AND EVEN IF IT DOESN'T PASS THERE'S TALK ABOUT IN THE EL CAP. AS I STATED EARLIER. OF INCLUDING, UM INCLUSION AND LARGELY RATES AS ONE OF OUR INDICATORS ON THE DASHBOARD. ARE WE READING THE RESOLUTION OR CAN WE MAKE ANY AMENDMENTS TO IT? WHAT THAT'S NOT AT THIS POINT. BUT THAT WOULD BE LATER IN THE PRESENTATION. OKAY, SO SHOULD I WAIT FOR THE FOR THE RESERVATION THINGS. OKAY PERFECT. MAY I FOLLOW UP WITH ONE MORE QUESTION? SURE. AS YOU PROVIDED INFORMATION STATISTICS AND SO FORTH AS TO WHERE WE ARE IN, PARTICULARLY IN OUR EARLIER GRADES ARE PRESCHOOL AND SO FORTH. UM. ARE THERE ANY THINGS THAT WE SEE AT THIS POINT THAT ARE OUR STRONGEST HURDLES TO OVERCOME? IS IT FACILITIES AND HOW WE INTRODUCE MORE STUDENTS? IT MEANS THAT OUR CAPACITY IN EACH CLASSROOM CAN ALTER AND THEREFORE CLASSROOM SPACE IN SOME CASES MAY BECOME CRITICAL

[01:55:04]

UM MAYBE EVEN ANOTHER JENNETTE PRESCHOOL CLASS. IF WE BRING THAT ON BOARD THAT IF WE COMBINE WITH THEM, THEN WE COULD MEET THIS EL RE TARGET AND AS I SAID, IF WE START THAT WAY IN A STUDENT'S EDUCATIONAL JOURNEY, IT'S SO MUCH MORE LIKELY AS THEY MATRICULATE THROUGH THE GRADES THAT THEY WILL CONTINUE TO BE INCLUDED. THANK YOU VERY MUCH. I JUST WANTED TO MAKE A COMMENT.

I'M SUPER EXCITED ABOUT THIS. I FOLLOW LIANE YOUNG CLOSELY. UM YOU KNOW HER EMAILS AND ALL OF HER WORK, AND I'M SUCH A STRONG BELIEVER AND INCLUSION, BUT I THINK LIKE A MORE PERSONAL STORY, AND A FEW PEOPLE UP HERE HAVE HEARD THIS BUT WHEN ONE OF MY SONS WAS SWIMMING IN IN LEAGUE FINALS HE HAD A STUDENT WHO IS IN OUR, YOU KNOW, SPECIAL ED PROGRAM AND HEAT. THEY HAD GONE TO SCHOOL WITH HIM. UM YOU KNOW, BECAUSE HE WAS INCLUDED IN THEIR CLASSROOMS AND, UM AT THE END OF THE MEAT WHEN ONE OF MY, UM KIDS PLACED HE WAS SO EXCITED BECAUSE IT'S SUCH A GOAL OF HIS , UM, AND THE STUDENT THAT, UM WAS ALSO ON THE SWIM TEAM. UM BUT BECAUSE HE WAS INCLUDED. HE KNEW EVERYONE ON THE SWIM TEAM SO WELL AND HE KNEW OUR KIDS LIKE THEY GO TO SEPARATE SCHOOLS NOW, BUT HE STILL REMEMBERED HIM FROM HIS, YOU KNOW, JUNIOR HIGH CLASSROOM. AND MY SON IS HOLDING ON HIS THING. HE'S JUST LIKE GOING CRAZY SCREAMING. YES YES. AND SO THIS OTHER BOY WENT DOWN AND HE STARTED SCREAMING. YES, YES. AND THEN EVERYBODY STARTED SCREAMING. YES AND THEN MY SON WAS HELPED OUT OF THE POOL AND THEY STARTED. THEY EMBRACED AND THEY STARTED JUMPING UP AND DOWN . AND LIKE I LOOKED AT THE, UM THE OTHER MOM IS LIKE YOU'RE NOT CRYING. YOU'RE NOT CRYING BECAUSE IT'S SUCH A MOMENT. AND UM, IT JUST WAS SO EVIDENT RIGHT NOW. WHY IT GIVES THEM A PLACE.

IT'S NOT A SEPARATE THING. TERRIBLE TO INTEGRATE. THEY'RE ABLE TO PARTICIPATE IN SPORTS AND THIS LIFE AND TO HAVE THESE TYPE OF RELATIONSHIPS AND I JUST SO WISH THAT I HAD BEEN VIDEOING, BUT I THINK I WAS LIKE YELLING AND SCREAMING MORE, UM, DURING THE RACE AND SOME TERRIBLE WHEN A VIDEO BUT I WISH I HAD BECAUSE IT WAS JUST SUCH A MOMENT TO SHOW THE IMPORTANCE OF THIS AND SO I AM JUST SO HAPPY THAT WE ARE AT THIS PLACE, AND I CANNOT, UM CONNECT TO SEE WHAT I CANNOT WAIT TO SEE WHERE WE GO WITH THIS. THANK YOU. THANK YOU SO MUCH. THAT'S A GREAT STORY.

IT REALLY BUILDS UNDERSTANDING. UM FOR BOTH SIDES FOR KIDS THAT ARE TYPICAL KIDS, UM, NOT HAVING EXPOSURE YOU WHEN YOU DON'T KNOW. YOU KNOW, IT'S FEARFUL. UM SO THE BRINGING THEM IN AT THE MOST EARLY LEVEL. IT'S JUST A NORMAL PART OF LIFE LIKE IT IS FOR ALL OF US. SO GLAD THAT WE'RE ADDING MORE. UM IT'S BEEN A JOURNEY. I'M EVEN. YOU KNOW, 10 12 YEARS AGO, WE WEREN'T DOING SO MUCH OF THIS AND WE REALLY PUSHED FORWARD. I WISH WE HAD MET OUR TARGETS. UM BUT YOU KNOW, THAT'S WHEN YOU RE STRUCTURE AND YOU LOOK AT THINGS AND YOU'VE SET A PLAN. UM I THINK HAVING IT ON THE DASHBOARD WOULD BE GREAT. BECAUSE ONCE YOU MARKET THEN THEN YOU KNOW WHERE YOU'RE GOING, AND YOU'RE ALWAYS LOOKING AT IT. BUT IF WITHOUT THAT INFORMATION, THEN YOU'RE JUST KIND OF, YOU KNOW. TRYING TO FIGURE IT OUT WITHOUT HAVING ANY DATA BEHIND IT. SO I'M I'M REALLY THRILLED WITH THIS, TOO. YEAH, WELL, I'LL CLAP. THANK YOU. THANK YOU, MRS GRAY. OKAY.

NEXT, UM. DR ADAMSON IF YOU'LL INTRODUCE OUR NEXT PRESENT PRESENTATION. WELL, GOOD EVENING ONCE AGAIN. LAST MONTH, THE BOARD VOTED TO PLACE THE PROPOSED YELLOW LONG MULTICULTURAL STUDIES ELECTIVE COURSE FOR HIGH SCHOOL JUNIORS AND SENIORS ON A 30 DAY PUBLIC DISPLAY AT THE PROFESSIONAL DEVELOPMENT ACADEMY. AS A RESULT OF THE 30 DAY PUBLIC DISPLAY PERIOD. WE HAVE RECEIVED THE FOLLOWING FEEDBACK, WHICH WE'RE PLEASED TO REVIEW WITH YOU THIS EVENING. TO PRESENT A SUMMARY OF OUR PROPOSED REVISIONS TO THE MULTICULTURAL STUDIES, COURSEWORK FOR YOUR CONSIDERATION AND FINAL APPROVAL THIS EVENING. IT'S MY PLEASURE TO INTRODUCE TO YOU HIGH SCHOOL DIRECTOR MRS GINA REGULAR. THANK YOU. GOOD EVENING, PRESIDENT BUCK TRUSTEES AND EXECUTIVE CABINET TONIGHT WE BRING FORTH FOR BOARD CONSIDERATION THE FINAL APPROVAL OF OUR PROPOSED ELECTIVE COURSE FOR HIGH SCHOOL JUNIORS AND SENIORS ENTITLED MULTI CULTURAL STUDIES. THIS IS A YEAR LONG PROPOSED HIGH SCHOOL ELECTIVE THAT WILL PROVIDE ALL STUDENTS WITH THE OPPORTUNITY TO LEARN ABOUT HISTORIES, CULTURES AND CONTRIBUTIONS OF DIVERSE GROUPS REPRESENTED IN THE UNITED STATES. THE COURSE AIMS TO EMPOWER STUDENT VOICE AS THEY

[02:00:01]

CHANGES WERE PRIMARILY MADE WITH THE LATIN AMERICAN LESSON PLANS. NUMEROUS LESSON PLANS. EXCUSE ME . NUMEROUS LESSONS PROVIDE STUDENTS WITH THE OPPORTUNITIES TO SELECT SPECIFIC HISTORICAL OR SIGNIFICANT INDIVIDUALS THAT THEY WOULD LIKE TO EXPLORE. ADDITIONAL KEY FIGURES WERE ADDED TO PROVIDE MORE STUDENT CHOICE. ALL LESSON PLANS INCLUDE BACKGROUND INFORMATION THAT BUILD CONTEXT AND CLEAR DIRECTIONS FOR STUDENTS AND REFLECTION. CHANGES WERE MADE BY PROVIDING ADDITIONAL DEFINITIONS OF ESSENTIAL CONTENT TERMS AND BROADER OPPORTUNITIES. DISCOURSE AIMS TO INCORPORATE ALL STUDENTS INVOLVED ALL STUDENTS AND EMBRACE ALL STUDENTS. WE RECOGNIZE THAT ALL STUDENTS HAVE A STORY TO BE TOLD, AND EVERY CHILD HAS VALUE. MULTI CULTURAL STUDIES IS DESIGNED TO PROVIDE ALL STUDENTS WITH THE POWERFUL OPPORTUNITY TO LEARN ABOUT AND CELEBRATE ONE ANOTHER. IS WITH THIS IN MIND THAT TONIGHT WE ASK YOU MEMBERS OF THE BOARD TO JOIN US IN HONORING THE VERY UNIQUE IDEAS, EXPERIENCES AND EDUCATIONAL DESIRES OF OUR VERY OWN P Y EL USD STUDENTS AS WE SEEK FINAL BOARD APPROVAL FOR A P Y EL USD MULTICULTURAL STUDIES HIGH SCHOOL ELECTIVE THANK YOU FOR YOUR TIME AND CONSIDERATION THIS EVENING. MR FREEMAN. THIS IS SO EXTENSIVE. IT'S INCREDIBLE AND GOING THROUGH IT AGAIN THE VOLUME OF INFORMATION IN HERE I'M CURIOUS. IS THERE ULTIMATELY THE THOUGHT TO DO AN INDEX OR NOT. IS THERE SO MUCH? IT'S PHENOMENAL. YES AND WE'VE SPOKEN ABOUT THAT. I THINK I THINK THAT'S A GOOD IDEA AS WE CREATE THIS NEW CURRICULUM AND INDEXES GOING TO CERTAINLY BE RECORDED NECESSARY. LIKE IT ISN'T A TEXTBOOK. OKAY? YES, OKAY. I'D LIKE TO PERSONALLY THANK THE COMMITTEE THAT PUT THIS TOGETHER INCREDIBLE WORK READING THROUGH IT WAS IT'S FASCINATING. IT'S AMAZING SOME OF THE THINGS THAT YOU FORGET ABOUT AND YOU HAVE TO KIND OF KNOCK THE RUST OFF WHEN YOU YOU KNOW, START READING SOME OF IT, BUT IT WAS DEFINITELY A WORK THAT TOOK A LOT OF PEOPLE TO DO AND I APPRECIATE THE COMMUNITY MEMBERS THAT STEPPED UP AND WENT THROUGH ALL OF THIS INFORMATION AND GAVE YOU KNOW THEIR CRITIQUES ON IT, AND I SO APPRECIATE IT AND I LOOK FORWARD TO THIS CURRICULUM BEING PART OF OUR DISTRICT. THANK YOU. AND I JUST HAVE TO SAY YOU'RE CORRECT . TEACHERS POURED THEIR HEART AND SOUL INTO THIS, AND I'M GLAD TO SEE THAT IT SHOWS. THANK YOU. I TOO, UM I WAS LIKE, SO IMPRESSED. AND IT WAS AMAZING. I CAN TELL ALL THE HARD WORK THAT WENT INTO IT. UM AND SO A LOT OF PEOPLE SAID WHILE USD SHOULD WRITE THEIR OWN CURRICULUM FOR EVERYTHING IT WAS DONE SO WELL, AND I SO I KIND OF LAUGH BECAUSE I KNOW I'VE MENTIONED THAT BEFORE, AND I GOT THE CRAP, BUT IT WAS SO WELL DONE. IT TOTALLY EXCEEDED EXPECTATIONS OF EVERYBODY IN THE COMMUNITY, AND PEOPLE ARE VERY EXCITED ABOUT IT. SO THANK YOU SO MUCH, AND THANK YOU TO EVERYONE WHO PARTICIPATED IN THIS AMAZING JOB. I GUESS WE'RE JUST GOING TO MAKE OUR COMMENTS ABOUT THIS NOW INSTEAD OF WHEN WE DO THE MOTION. I LOVE THIS CURRICULUM. I REALLY ENJOYED READING IT. UM I LOVE HOW IT WAS, YOU KNOW. YOU KNOW, JUST STARTS OFF, YOU KNOW, WITH LIKE BEING SENSITIVE AND RESPECTFUL TO OTHERS. I LIKE HOW IT ALSO, UM. HAD INSTRUCTION FOR ENGLISH LANGUAGE DEVELOPMENT AND YOU KNOW, UM. HOW YOU KNOW, LIKE IN THE MEDIA LITERACY, HOW TO EVALUATE MEDIA SOURCES AND IT JUST GAVE YOU KNOW TEACHER TIPS AND THEN THOSE TIPS THAT WERE LIKE FOUND IN LESSON. YOU KNOW, SECTION ONE. THEY FOLLOWED THEMSELVES THROUGH SECTION 23 AND FOUR AND THEY JUST GOT KEPT

[02:05:05]

AND, YOU KNOW, JUST CONTINUE AND REINFORCEMENT OF THE CONCEPTS THAT WERE TAUGHT AT THE BEGINNING AND HOW THEY FOLLOW THROUGH. ALL THE LESSONS SO IT WAS AN EXCELLENT JOB. I REALLY LOVED THE CURRICULUM. I LEARNED A LOT ABOUT A LOT OF DIFFERENT CULTURES THAT I DIDN'T KNOW.

WORD TO OUR STUDENTS TAKING THIS COURSE. ALL YOU STUDENTS OUT THERE. HOPE YOU SIGN UP. TO LEARN A LOT. THANK YOU. THAT INCREDIBLY WELL DONE. UM I TOO LEARNED A LOT. I'M NOT A HISTORIAN, SO I LEARNED A LOT. I'M GOING BACK AND READING AND IT WAS SO COMPREHENSIVE AND I WOULD GET TO THE NEXT SECTION AND I AND IT WOULD BE A WHOLE DIFFERENT, UM, A GROUP OF PEOPLE THAT WE WERE GOING TO TALK ABOUT, AND LEARN ABOUT. UM, I EVEN SAW THAT WE HAVE OUR, UM, ARE VALID AS AH, NAMED PERSON THE PERSON THAT WE NAMED THE SCHOOL AFTER THAT'S RECOGNIZED IN THERE, SO NOT ONLY IS IT BROAD, BUT IT ALSO TAKES IT RIGHT BACK TO, UM LOCAL, AND, UM WHAT'S HAPPENING HERE IN OUR RIGHT WHERE WE ARE? FOR OUR KIDS. AGAIN. THANK YOU. AND I HOPE ALL THE TEACHERS INVOLVED ARE LISTENING TONIGHT BECAUSE I'M SURE THEY WILL REALLY APPRECIATE ALL THESE COMMENTS. THE TEACHERS DIDN'T INCREDIBLE JOB RESEARCHING AND PULLING IT TOGETHER AND THEN LINING IT ALL THE WAY THROUGH FROM START TO FINISH. THEY REALLY DID A GREAT TEAM. THANK YOU. AND QUINN. THANK YOU FOR BEING HERE. IF YOU WANT TO SNEAK OUT AT ANY POINT YOU CAN I KEEP MEANING TO TELL YOU THAT I'M SURE YOU HAVE TESTS THAT YOU'RE THAT YOU'RE GOING TO STUDY BEFORE. SO THANKS FOR BEING HERE. MRS FREEMAN. OH I JUST WANT TO DOUBLE BACK EVER SO BRIEFLY, BECAUSE I THINK WHAT HAS BEEN SAID PARTICULARLY MARYLAND. WHAT YOU SAID, SETTING THAT STAGE IF YOU WILL, SETTING THE PROTOCOLS EARLY ON. SO THIS IS THE RIGHT ATMOSPHERE TO DISCUSS MANY, MANY TOPICS AND, UM, AND KEEPING THAT AS THAT REMINDER THROUGHOUT OF HOW WE GO ABOUT TALKING ABOUT PEOPLE THAT MADE ANY EXPERIENCES IN PARTS OF HISTORY THAT MAYBE WE DON'T KNOW. AND MAYBE MAYBE, YOU KNOW, BRING UP DIFFERENT THOUGHTS AT THE TIME, BUT THERE'S AS IT'S LAID OUT PROCESSES OF HOW TO ADDRESS THAT. AND, UM ANYWAY, I THOUGHT IT GAVE SUCH CONSIDERATION TO EACH AND EVERY STUDENT AS TO HOW THEY WOULD FEEL AS THEY WOULD GO THROUGH THIS. IT WAS IT WAS GREAT, SO I JUST WANT TO UNDERLINE THAT FURTHER THANK YOU. I HAVE A SOPHOMORE. SO I'M HOPING THAT, UM, IN THE NEXT TWO YEARS SHE'LL BE TAKING THIS CLASS. THANK YOU.

THANK YOU. OKAY SO NOW WE'LL MOVE TO EDUCATIONAL SERVICE. UM WE'RE REQUESTING A LITTLE BREAK.

WHY DON'T WE TAKE A FIVE MINUTE? OKAY WE'RE GOING TO GET STARTED.

IF YOU COULD HAVE A SEAT. HMM. AND THAT BRINGS US NOW TO OUR EDUCATIONAL SERVICES, PART OF

[EDUCATIONAL SERVICES]

[02:10:06]

WE CELEBRATE DIFFERENCES AND THE WAYS IN WHICH ALL STUDENTS, INCLUDING STUDENTS WITH DISABILITIES, ADD TO THE FABRIC OF OUR SCHOOL COMMUNITIES. WE STRIVE TO IMPLEMENT BEST PRACTICES AND INCLUSIVE EDUCATION. BY CONCENTRATING ON THREE MAJOR COMPONENTS. ACADEMIC INCLUSION, SOCIAL INCLUSION AND PHYSICAL INCLUSION. BE IT ALSO RESOLVED. STUDENTS ARE FIRST AND FOREMOST GENERAL EDUCATION STUDENTS WHO MAY REQUIRE ADDITIONAL SPECIAL EDUCATION SUPPORTS AND SERVICES IN ORDER TO ACCESS THEIR EDUCATION. BE IT ALSO RESOLVED. INCLUSIVE PRACTICES ARE NOT A SEPARATE COMPONENT OF EDUCATION, BUT RATHER A CORE IDEAL THAT WILL BE PRESENT IN ALL OF OUR SCHOOLS AND ALL OF OUR DISTRICT PROGRAMS. BE. IT ALSO RESOLVED.

THE AFOREMENTIONED PRACTICES SHALL FOCUS ON FULLY ENGAGING ALL STUDENTS, REGARDLESS OF THEIR DISABILITIES OR OTHER LEARNING CHALLENGES AND ENSURE THAT ALL STUDENTS ARE MEANINGFUL MEMBERS OF THEIR SCHOOL COMMUNITIES. BE IT FINALLY RESOLVED. THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT, CELEBRATES ALL STUDENTS AND STRIVES TO MODEL EXCELLENCE, COLLABORATION, INTEGRITY AND INNOVATION WITH HIGH EXPECTATIONS FOR EVERY STUDENT IN ALL SETTINGS. YOU MENTIONED YOU HAD A COMMENT. I HAD TO WRITE THIS DOWN, SO I WOULDN'T FORGET BECAUSE YOU KNOW, I KIND OF START TO SOMETIMES. UM SO I'M JUST IT SHOULDN'T TAKE TOO LONG.

I WANTED TO SAY FIRST, I WANT TO THANK OUR DISTRICT FOR TAKING THE LEAD ON RIDING RESOLUTION INCLUSION FOR STUDENTS WITH IDENTIFIED DISABILITIES SPECIAL . THANK YOU TO RENE FOR YOUR LEADERSHIP ON THIS LONG OVERDUE, UNMET NEED THIS IS AN IMPORTANT STEP IN ENSURING OUR MISSION OF ALL STUDENTS HAS MET. I WANT TO START FIRST WITH THE STRONG POINTS RESOLUTION. THE FOUNDATION OF INCLUSION IS BUILT ON THE SECOND PORTION OF THE RESOLUTION THAT STATES IT ALSO RESOLVES STUDENTS ARE FIRST AND FOREMOST GENERAL EDUCATION STUDENTS WHO MAY REQUIRE ADDITIONAL SPECIAL EDUCATION AND SUPPORTS AND SERVICES. THIS BEING SAID, IS IMPORTANT TO LOOK AT THE LANGUAGE WITHIN THIS RESOLUTION THAT CONTRADICTS THIS RESOLUTION. IN PARAGRAPH TWO LINES 1 TO 2. IT SAYS THE PLACENTIA YORBA LINDA UNIFIED SCHOOL DISTRICT BELIEVES THAT TO THE MAXIMUM EXTENT POSSIBLEENTSS DESERVE THE OPPORTUNITY TO HAVE ACCESS TO THE GENERAL EDUCATION SETTING. WITH THEIR GENERAL EDUCATION PEERS. ADDITIONALLY IN PARAGRAPH FOUR BULLET 40.1 IT READS. STUDENTS WITH DISABILITIES HAVE THE OPPORTUNITY TO PARTICIPATE WITH THEIR SAME AGE, TYPICAL PEERS AND ALL SCHOOL ACTIVITIES, THE MAXIMUM EXTENT APPROPRIATE.

WELL, I UNDERSTAND THE LANGUAGE. MAXIMUM EXTENT, POSSIBLE OR APPROPRIATE COMES DIRECTLY FROM THE LANGUAGE USED AN IDEA THIS LANGUAGE BECOMES WHAT OFTEN PROVIDES THE LIMITATIONS TO OUR STUDENTS. I WOULD LIKE THIS TO BE REMOVED. AS ARBITRARY MEASURES ARE SET ON OUR STUDENTS WITH IDENTIFIED DISABILITIES, WHICH ULTIMATELY RESULTS IN PLACING THESE STUDENTS AWAY FROM THEIR TYPICAL PEERS, BOTH IN THE ACADEMIC AND EXTRACURRICULAR ACTIVITY SETTING ALSO, I WOULD LIKE TO REQUEST THAT WE REVISED THE LANGUAGE TREAT STUDENTS WITH IDENTIFIED DISABILITIES. SPECIAL EDUCATION STUDENTS ARE LABELED AS SUCH BECAUSE THEY HAVE BEEN IDENTIFIED TO QUALIFY AND HAVE A DISABILITY. THERE ARE NUMBER OF STUDENTS WHO HAVE INVISIBLE DISABILITIES, OR I'M NOT QUALIFIED TO RECEIVE SPECIAL EDUCATION SERVICES WHO WOULD BENEFIT FROM SUCH SERVICES. AS SUCH THE EDUCATION SYSTEM AS DEFINED THOSE WHO HAVE BEEN IDENTIFIED TO HAVE A DISABILITY

[02:15:01]

I ALSO WILL CALL UPON THE UNION TO REMOVE THIS LANGUAGE FROM THE CONTRACT AND WORK WITH OUR DISTRICT OFFICE AND THE ONGOING STRATEGIC PROFESSIONAL DEVELOPMENT PLAN THAT PROVIDES ALL OF OUR EDUCATORS WITH THE TOOLS TO FULLY ENGAGE OUR LEARNERS, REGARDLESS OF IDENTIFIED DISABILITIES. I WOULD ALSO LIKE OUR DISTRICT BE MINDFUL THAT THE LANGUAGE AND POLICIES PUT FORWARD TO NOT CREATE ARBITRARY MEASURES FOR OUR STUDENTS WITH IDENTIFIED DISABILITIES TO BE EXCLUDED FROM THE GENERAL EDUCATION, ENVIRONMENT, LANGUAGE LIKE TO THE MAXIMUM EXTENT POSSIBLE ALLOWS FOR THE CREATION OF ARBITRARY MEASURES. I WANTED TO BE CLEAR IN THE EXPECTATION, AND AS WE LOOK IN THIS RESOLUTION, I'M HOPING THAT THE FOLLOWING ONE WILL HAPPEN. REMOVE ALL THE LANGUAGE THAT LIMITS STUDENTS AS TO THE EXTENT POSSIBLE. REMOVE THE LABEL OF SPECIAL EDUCATION STUDENTS BY UTILIZING LANGUAGE OF PROVIDING STUDENTS IDENTIFIED WITH A DISABILITY. WITH SPECIAL EDUCATION SERVICES AND SUPPORT PRESENT A SYSTEMATIC PROFESSIONAL DEVELOPMENT PLAN THAT FOCUSES ON UNIVERSAL DESIGN FOR LEARNING INTERVENTIONS AND ONGOING PRODUCT PROGRESS, MONITORING AND ACCOMMODATIONS AND MODIFICATIONS, AND THEN ALSO, LASTLY TO CHANGE THE UNION CONTRACT. LANGUAGE THAT ISOLATES GENERAL EDUCATION TEACHERS FROM STUDENTS WITH IDENTIFIED DISABILITIES IF ALL STUDENTS ARE GENERAL EDUCATION STUDENTS THAN THE PROVISIONS SHOULD COME IN THE PROFESSIONAL DEVELOPMENT. LEARNING AND SUPPORT FOR TEACHERS RATHER THAN REMOVING THE DIRECT SUPPORT OF THE GENERAL EDUCATION TEACHERS. AND I WOULD LIKE TO THANK ALL OF THE TEACHERS WHO WHEN I WAS ASKING ABOUT THE RESOLUTION, WHO GAVE ME SO MUCH INPUT, AND, UM WAS HOPEFULLY READABLE FOR YOU GUYS. THANK YOU, MISS MISS BUCK, IF I MAY, UM SO WE CAN'T HAVE THE BOARD CAN'T COMMENT ON UNION CONTRACT BECAUSE IT'S NOT PART OF THE AGENDA. OK, SO YOUR COMMENTS HAVE TO BE LIMITED TO JUST THIS RESOLUTION. THAT'S BEFORE YOU TONIGHT, AND ACTUALLY, WE NEED EMOTION. IN A SECOND TO CONTINUE THE DISCUSSION. AND THEN YOU CAN ALL SHARE YOUR COMMENTS GO FROM THERE. WE DID. WE HAD EMOTIONS.

OKAY. OKAY. GREAT. I DIDN'T WRITE IT DOWN. GOOD SO THEN WE JUST NEED TO YOUR COMMENTS HAVE TO BE SPECIFIC TO WRITE REGARDING THIS RESOLUTION, OR LIKE SO IN THE SECOND PARAGRAPH

[02:20:06]

SO YOU CAN'T SO YOU HAVE TO QUOTE ED CODE. MM. IF I MAY ASK A QUESTION. HE HAD CUT THAT THIS IS REFERENCING. IS THIS SPECIFIC TO STUDENTS THAT ARE CONSIDERED STUDENTS WITH DISABILITIES? YES AND I MAY I ADD A COMMENT? SURE OKAY ON THAT SECOND PARAGRAPH, WHERE IT SAYS P Y L BELIEVES THAT THIS IS ACTUALLY A STATEMENT OF A BELIEF SO IT DOES HAVE A QUALIFIER IN THERE THAT QUOTES A PART OF THE LAW. BUT THE ENTIRE STATEMENT IS NOT QUOTATION OF THE LAW. SO YOUR SUGGESTION MRS BLADES IS PY L I'M JUST GOING TO SAY IT FOR SHORT. SORRY L DISTRICT BELIEVES THAT OUR STUDENTS WITH DISABILITIES DESERVE THE OPPORTUNITY TO HAVE ACCESS THAT IS I DON'T. I PERSONALLY THINK WE COULD TAKE THAT OUT WITHOUT NOT WITHOUT BREAKING OR VIOLATING ANYTHING IN LAW BECAUSE THIS IS A BELIEF STATEMENT WHERE WE ADDED THAT CODE IN THERE. DOES THAT MAKE SENSE? OKAY? SO I WAS I'M I'M BUT I'M NOT MAKING THAT DECISION . I'M COMFORTABLE IF YOU'RE COMFORTABLE. OKAY? SO WITH SOMEONE SUMMARIZED THAT, SO WOULD IT BE TO REMOVE TO THE MAXIMUM EXTENT PROCESS. APPROPRIATE APPROPRIATE. I THINK OTHER THINGS HAVE SAID POSSIBLE AND OTHER THINGS WE'VE READ. YES, OKAY. THAT WAS IN THE SECOND PARAGRAPH. AND THEN DID YOU WANT TO ALSO? UM, I DIDN'T. I'M SORRY. WHAT DID YOU ALSO WANT TO STRIKE IT FROM THE FIRST BULLET POINT. YEAH WHERE I WAS. I THINK THAT WE SHOULD JUST BE NOT TO THE MAXIMUM EXTENT APPROPRIATE. I THINK IT'S JUST OUR GOAL THAT WE JUST DO IT NOW.

HOW DOES THAT READ FOR YOU GUYS IF WE SAID STUDENTS WITH IDENTIFIED AND IDENTIFIED DISABILITIES IN THERE WILL HAVE THE OPPORTUNITY TO PARTICIPATE WITH THE SAME AGE, TYPICAL PEERS AND ALL SCHOOL ACTIVITIES. WHAT ABOUT KIDS WITH THAT ARE UNIDENTIFIED. THAT'S TRUE.

THAT'S A GOOD POINT. BECAUSE THERE IS HIS IDENTIFY. THEY'RE ALREADY IN THERE. MRS FREEMAN, DID YOU HAVE SO I'M AGAIN. I'M TRYING TO FOLLOW CATCH, FOLLOW AND CATCH UP ON THIS SO AH! IN SAYING TO THE EXTENT APPROPRIATE, THAT'S IT. IS THERE ANY FURTHER COMMENT TO EXPLAIN WHAT IS MEANT IN THIS CASE BY APPROPRIATE BECAUSE THERE MAY BE SOME THINGS THAT A CHILD WOULD BE HARMED, POTENTIALLY BY BEING INCLUDED JUST BECAUSE IT WOULD SUGGEST EVERYTHING IS AVAILABLE.

RIGHT. I THINK THAT THERE'S A QUALIFY IN THERE IN THERE JUST IN CASE, SO LET'S SAY, FOR EXAMPLE, YOU HAVE A NANA BULUS TORREY STUDENT WHO YOU'RE GOING TO GO ON A BOAT TRIP. I MEAN, I'M NOT SAYING THEY CAN'T GO, BUT I'M JUST TRYING TO. I'M THINKING OFF THE TOP OF MY HEAD.

THAT MIGHT BE WHY THAT'S IN THERE. SO UM, WE OBVIOUSLY WANT TO HAVE THE OPPORTUNITY FOR ALL TO PARTICIPATE, BUT, UM, IT SHOULD BE AS APPROPRIATE, BUT WE COULD THINK ABOUT IT IN ANOTHER WAY. WHERE WE SAY THAT THEY WILL HAVE THE OPPORTUNITY TO PARTICIPATE WITH SAME AGE TYPICAL PEERS AND ALL SCHOOL ACTIVITIES. UM UM, CONSIDERING SUPPORTS AND SERVICES THAT WILL HELP THEM ACCESS BLAH, BLAH, BLAH, BLAH, BLAH, BECAUSE I THINK THAT'S THE ISSUE. IF THEY CAN'T ACCESS IT, WE CAN'T MAKE THEM ACCESS IT IF THERE'S SOMETHING PROHIBITIVE, RIGHT, SO MAYBE IT'S THAT WITH ALL SUPPORTS AND SERVICES TO HELP THEM ACCESS THE ACTIVITY. I MEAN, THAT'S THAT'S ONE SUGGESTION. OKAY UM, SAY THAT ONE MORE TIME, SO STUDENTS WITH DISABILITIES WILL HAVE THE OPPORTUNITY TO PARTICIPATE WITH SAME AGE TYPICAL PEERS AND ALL SCHOOL ACTIVITIES WITH ALL SUPPORTS AND SERVICES TO MEET THE STUDENTS UNIQUE NEEDS. I WILL BE THE DEVIL'S ADVOCATE IN THIS QUESTION ON THIS ONE. WOULD THAT PERHAPS? MISLEAD OR OR MAKE

[02:25:05]

I DON'T WANT TO EVER DENY ANY STUDENT ANY OPPORTUNITY, BUT I ALSO DON'T WANT TO IN SOME THINGS SUGGEST THAT EVERYTHING FOR ALL STUDENTS. I MEAN, THERE ARE STUDENTS IN OUR GENERAL ED POPULATION THAT MAY NOT FOR DIFFERENT REASONS MAY NOT PARTICIPATE, BUT THAT'S I THINK YOU KNOW ANOTHER TOPIC ALTOGETHER, I BUT I'M JUST IT'S A CONCERN. IT'S A CONCERN FROM THE ANGLE OF THE FAMILIES AS TO HOW THEY CONSIDER WHAT THEIR CHILDREN PARTICIPATE IN AND OF COURSE WE WANT TO SUPPORT THEM. ABSOLUTELY. UM, I'M ANYWAY. JUST LEAVE. TO THE MAXIMUM EXTENT THAT WE POSSIBLY CAN, I THINK MAYBE. WHAT ADDRESS IT. I MEAN THAT WAY. WE'RE AT LEAST STRETCHING IT. IT'S WHERE MAXIMIZING, UM, WITH THAT ADDED PHRASE WITH, UM WITH WITH ALL SUPPORTS AND SERVICES TO THE EXTENT, HOWEVER, TO MEET THE STUDENTS UNIQUE NEEDS. YES. SO WE COULD EVEN LEAVE IT ALL IN. SO WE'RE SAYING, UM, SAME AGE, TYPICAL PEERS AND ALL SCHOOL ACTIVITIES TO THE MAXIMUM EXTENT APPROPRIATE WITH ALL SUPPORTS AND SERVICES TO MEET THE STUDENTS UNIQUE NEEDS. I THINK I'D EVEN GO AWAY FROM THE WORD APPROPRIATE. WHICH SOUNDS LIKE THE MAXIMUM EXTENT POSSIBLE BECAUSE WE WANT EVERY POSSIBILITY EXPLORED. I LIKE POSSIBLE BECAUSE THEN WE'RE NOT DEEMING WHAT'S APPROPRIATE EXACTLY IS OPEN POSSIBILITY. WAY OPEN THERE. AND UM, WELL, YOU KNOW, SURE THAT WE HAVE SUPPORT AND SERVICES AND SO FORTH. AND TO THE EXTENT POSSIBLE THAT WE CAN WITH THOSE SUPPORTS AND SERVICES MHM, THEY DON'T BE PARTICIPATING. SO I'LL READ IT ONE MORE TIME. AND YOU ALL TELL ME IF I GOT IT RIGHT? MAYBE STUDENTS WITH DISABILITIES WILL HAVE THE OPPORTUNITY TO PARTICIPATE WITH SAME AGE TYPICAL PEERS AND ALL SCHOOL ACTIVITIES TO THE MAXIMUM EXTENT POSSIBLE WITH ALL SUPPORTS AND SERVICES TO MEET THE STUDENTS UNIQUE NEEDS. YES. GOOD GOOD. MR BLAKE. SOUNDS GOOD, OKAY? THAT LOOKS LIKE WE'LL ADD THAT ONE. THANK YOU. OKAY, SO UNLESS THAT'S IT I THINK THAT WAS THAT WAS THAT I'M MAKING SURE MY NOTES. I'M NOT MISSING ANYTHING. OKAY SO WITH THAT WE ALTERNATIVE PAGE, WE WILL CALL FOR A VOTE. ALL THOSE IN FAVOR. I OPPOSED. MOTION CARRIES 50. THAT BRINGS US TO NUMBER TWO. AND WHY DON'T WE? SINCE WE'RE ON THIS, WE'LL DO A MOTION IN A SECOND, AND THEN WE'LL PASS IT ON TO DR ADAMSON. I'LL MAKE A MOTION DESIGNATING RESOLUTION. I'M SORRY TO ADOPT RESOLUTION NUMBER 21 28 DESIGNATING THE MONTH OF MAY 2022 AS MENTAL HEALTH AWARENESS MONTH I'LL SECOND OKAY? AND DR ADAMSON. GOOD EVENING. ONCE AGAIN, IT'S OUR PLEASURE TO BRING BEFORE YOU FOR YOUR CONSIDERATION. RESOLUTION NUMBER 21 28, WHICH RECOGNIZES THE MONTH OF MAY AS MENTAL HEALTH AWARENESS, MAN. THE RESOLUTION READS AS FOLLOWS.

WHEREAS MAY HAS BEEN DESIGNATED NATIONAL MENTAL HEALTH AWARENESS MONTH IN THE UNITED STATES SINCE 1949 BY THE MENTAL HEALTH AMERICA ORGANIZATION, AND WHEREAS THE COVID 19 PANDEMIC HAS DISRUPTED ALL AREAS OF OUR NATION'S HEALTH MEDICAL, SOCIAL AND ECONOMIC FUNCTIONING, CAUSING STRONG EMOTIONS IN ADULTS AND CHILDREN ACROSS OUR NATION AND INCREASING THE EFFECTS OF SECONDARY TRAUMATIC STRESS REACTIONS BY VULNERABLE POPULATIONS. PARTICULARLY CHILDREN WITH MENTAL HEALTH CONCERNS. AND WHEREAS THE PLACENTA YORBA LINDA UNIFIED SCHOOL DISTRICT RECOGNIZES THAT MENTAL HEALTH IS ESSENTIAL TO EVERYONE'S OVERALL HEALTH AND WELL BEING. AND WHEREAS THE BOARD OF EDUCATION ENDORSES OF FOCUS ON PREVENTION AND EARLY INTERVENTION EFFORTS THAT COULD GREATLY REDUCE THE NUMBER OF CHILDREN EXPERIENCING SERIOUS MENTAL HEALTH CONDITIONS. AND WHEREAS STUDENTS AND ADULTS CAN REMOVE CAN RECOVER FROM MENTAL

[02:30:03]

AND THREE APPROVED THE DESIGNATION OF MAY 2022 AS MENTAL HEALTH AWARENESS MONTH FOR THIS SCHOOL YEAR. AND AFTER THE BOARD'S CONSIDERATION AND APPROVAL, IT'S MY PLEASURE TO RETURN CONTROL BACK TO YOU, PRESIDENT. BUT ANY COMMENTS. I LIKE IT. I HAVE ONE ADDITION.

IF, UM, IF YOU'RE CONSIDER AT THE NUMBER TWO AT THE BOTTOM. THE BULLET POINT ACKNOWLEDGING THE NEED FOR APPROPRIATE AND ACCESSIBLE MENTAL HEALTH SERVICES FOR STUDENTS, STAFF AND FAMILIES WOULD LIKE TO TAKE IT A STEP FURTHER, INSTEAD OF JUST ACKNOWLEDGING IT, BUT ALSO INCREASING THE RESOURCES AVAILABLE TO ADDRESS THOSE NEEDS. THAT WOULD JUST BE THE ADDITION OF AND INCREASE THE RESOURCES AVAILABLE TO ADDRESS THOSE NEEDS WAS NUMBER TWO. I'M JUST GOING TO READ IT FOR CLARIFICATION PURPOSES. ACKNOWLEDGE THE NEED FOR APPROPRIATE ACCESSIBLE MENTAL HEALTH SERVICES FOR STUDENTS, STAFF AND FAMILIES AND INCREASE THE RESOURCES AVAILABLE TO ADDRESS THE NEEDS. OKAY, WE'VE BEEN INCREASING. DO WE STILL NEED A LOT MORE? ADDITIONAL SUPPORT TO MEAN YES, WE'VE BEEN INCREASING. THAT WOULD ALWAYS BE YES, THAT'S DEPENDENT ON PHONES . RIGHT? MR. DEAR DONNA. THAT WOULD BE MY QUESTION FOR MR DON'T ASK HIM. OKAY. IS THAT OKAY? THAT'S PERFECT. OKAY, GREAT. THANK YOU VERY MUCH, DOCTOR ADAMSON. AND SO WITH THAT WE'LL TAKE A VOTE. ALL THOSE IN FAVOR. I OPPOSED. MOTION CARRIES 50. THEN MOVING ON TO OPEN SIDE AND IF I COULD HAVE A MOTION IN A SECOND I'LL MAKE A MOTION TO APPROVE THE ADOPTION OF OPEN SOCIETY IS THE SIXTH THROUGH EIGHTH GRADE CURRICULUM FOR IMPLEMENTATION IN THE 2022 22. 23 SCHOOL YEAR SECOND. QUESTION BY MRS ANDERSON, SECOND BY MRS FREEMAN, DR ADAMS TASTIC RIGHT? AT THE MARCH 8TH BOARD MEETING, THE BOARD VOTED TO PLACE THE PROPOSED SIXTH THROUGH EIGHTH GRADE CURRICULUM OPEN SIDE ON A 30 DAY PUBLIC DISPLAY AT THE PROFESSIONAL DEVELOPMENT ACADEMY. BUT THIS 30 DAY PUBLIC DISPLAY PERIOD NOW COMPLETE. WE ARE SEEKING THIS EVENING YOUR FINAL APPROVAL TO FORMALLY ADOPT OPEN SIDE AS THE SIXTH THROUGH EIGHTH GRADE SCIENCE CURRICULUM FOR IMPLEMENTATION IN THE 22 23 SCHOOL YEAR. WE THANK YOU IN ADVANCE FOR YOUR CONSIDERATION, AND IT'S MY PLEASURE TO RETURN CONTROL BACK TO YOU, PRESIDENT BACK THANK YOU. ANYBODY HAVE ANY COMMENTS? I THINK IT'S DID YOU LEARN A LOT AFTER READING ALL OF YOUR SCIENCE. YEAH, I STILL DON'T LIKE IT. I DID LEARN A LOT , AND I THOUGHT THE LESSONS WERE GREAT. I LOVE HOW THEY START OFF WITH A QUESTION OR PHENOMENON AND YOU KNOW THEY HAVE EXPERIMENTS. UM LIKE HOW THE LESSONS CONNECT AGAIN. THERE'S THAT CONNECTIVITY THROUGHOUT THE THINGS AND I LOVE HOW UM. EACH LESSON HAS A LETTER THAT GOES HOME TO THE PARENTS, YOU KNOW, LIKE, SO IT BRINGS. I LOVE THAT BRINGING HOME DINNER TABLE CONVERSATIONS AND THINGS LIKE THAT. AND TALKING ABOUT. INCLUSIVE IT. ALSO THERE WAS EXAMPLES OF HOW TO WORK WITH STUDENTS. THAT HAVE DIFFERENT DISABILITIES AND DISCUSSED ADAPTIVE EQUIPMENT FOR THEM. I THOUGHT THAT WAS REALLY GREAT. AND IT GAVE LIKE SOME PERSPECTIVES. WITH PEOPLE WITH DISABILITIES, AND I LIKE HOW IT TAUGHT EMPATHY. THERE WAS A LOT OF REALLY GOOD THINGS ABOUT

[02:35:01]

ANYBODY HAVE ANY FURTHER? COMMENTS FROM BEFORE. NOPE. OKAY. GREAT. DON'T BE TOO THE HORSE. OKAY SO WITH THAT WE'LL TAKE A VOTE ALL THOSE IN FAVOR BY AND OPPOSED. MOTION CARRIES 50. OKAY, THAT TAKES US NEXT TO, UM OUR GRADES. 9 TO 12 IMPLEMENTATION OF SCIENCE TEXTBOOKS WHO WOULD LIKE TO MAKE A MOTION? THAT'S A LOT OF READING. I GUESS I'LL DO THAT A LOT OF READING. I WILL MAKE A MOTION THAT WE APPROVED THE ADOPTION OF THE FOLLOWING SCIENCE TEXTBOOKS FOR GRADES NINE THROUGH 12 FOR IMPLEMENTATION IN THE 20. 2022 23 SCHOOL YEAR. THOSE INCLUDE CAMPBELL BIOLOGY 12 V FOR AP BIOLOGY ADOPTION CHEMISTRY AND MOLECULAR APPROACH. 684 AP CHEMISTRY ADOPTION. COLLEGE PHYSICS EXPLORING APPLY TO E FOR AP PHYSICS ADOPTION INQUIRY HUB FOR LIVING EARTH ADOPTION PHYSICS EXPERIENCE FOR PHYSICS IN THE UNIVERSE ADOPTION WELSH HOLES ESSENTIAL OF ANATOMY AND PHYSIOLOGY TO EVE FOR CP ANATOMY AND PHYSIOLOGY ADOPTION. UH MM. ENVIRONMENTAL SCIENCES YOUR WORLD YOUR TURN FOR CP ENVIRONMENTAL SCIENCE ADOPTION. LASTLY STEM SCOPES FOR CHEMISTRY IN THE EARTH'S SYSTEM ADOPTION.

OKAY. WE HAVE A MOTION IN A SECOND. DOCTOR ADAMSON. THANK YOU. THE LAST TWO MONTHS HAVE BEEN BUSY BECAUSE LAST MONTH, THE BOARD ALSO VOTED TO PLACE EIGHT NEW PROPOSED HIGH SCHOOL SCIENCE TEXTBOOKS ON A 30 DAY PUBLIC DISPLAY AT THE D A. WITH THAT DISPLAY PERIOD OVER. WE ARE SEEKING THIS EVENING YOUR FINAL APPROVAL TO FORMALLY ADOPT THESE HIGH SCHOOL SCIENCE TEXTBOOKS FOR IMPLEMENTATION IN THE 22 23 SCHOOL YEAR, AND WE THANK YOU IN ADVANCE FOR YOUR CONSIDERATION.

AND IN OTHER COMMENTS BEFORE WE TAKE A VOTE. OKAY. ALL THOSE IN FAVOR. HI. AND OPPOSED MOTION

[GENERAL FUNCTIONS]

AND ORDER A OF BIENNIAL TRUSTEE ELECTION FOR THE NOVEMBER 8TH 2022 ELECTION, ALL SECOND PASSING THIS ON. TO AFTER YOU OK? DR BAXTER FIELD TONIGHT. INCLUDED UNDER GENERAL FUNCTIONS

[02:40:10]

ENTITIES GET BILLS FOR THIS, BUT THEY DO SO IN THAT REGARD, THERE IS A LITTLE LITTLE BIT OF A SILVER LINING OF SORTS. SO FOR WHAT IT'S WORTH. OKAY SO WE'LL TAKE A VOTE. ALL THOSE IN FAVOR? AYE. MOTION CARRIES 50. OKAY, NEXT ONE IF I COULD GET EMOTION. I'LL MAKE A MOTION TO ESTABLISH BOARD POLICY 61 44 CONTROVERSIAL ISSUES FIRST READING. AND DR ASSESSOR. TAKE THAT AWAY. THANK YOU. THE BOARD PERIODICALLY REVIEWS, UPDATES AND DEVELOPS POLICY TO ENSURE COMPLIANCE WITH STATE LAW OR ESTABLISHED PROCEDURES REGARDING THE OPERATION OF THE DISTRICT, AS SUCH INCLUDED ON THE AGENDA TONIGHT UNDER GENERAL FUNCTIONS AS THE FIRST READING THE BOARD POLICY 61 44. CONTROVERSIAL ISSUES FOR YOUR CONSIDERATION. THIS POLICY IS BEING BROUGHT FORWARD AT THE REQUEST OF SOME TRUSTEES AND AT THE GUIDANCE OF OUR GENERAL COUNSEL, MR TODD ROBBINS. THE BOARD RECOGNIZES THAT THE DISTRICT'S EDUCATIONAL PROGRAM MAY SOMETIMES INCLUDE INSTRUCTION RELATED TO CONTROVERSIAL ISSUES. THE BOARD EXPECTS TEACHERS, STAFF AND ADMINISTRATORS TO EXERCISE PROFESSIONAL JUDGMENT WHEN DECIDING WHETHER OR NOT A PARTICULAR ISSUE IS SUITABLE FOR STUDY OR DISCUSSION AND CONSULTATION. WITH THE SUPERINTENDENT OR DESIGNEE AS NECESSARY. THE POLICY BEFORE YOU THIS EVENING OUTLINES GUIDANCE FOR EMPLOYEES PROVIDING INSTRUCTION RELATED TO A CONTROVERSIAL ISSUE. THANK YOU FOR YOUR CONSIDERATION. COMMENTS. BUDDY HAVE ANYTHING? YEAH, I THINK I JUST HAVE, UM COMMENTS OF CLARIFICATION, AND I JUST WANT TO MAKE SURE THAT WE'RE ALL ON THE SAME PAGE. UM SO THE SECTION WHERE IT TALKS ABOUT. UM YES, SPEAKERS PRESENT ONE SIDE. IT'S RIGHT AFTER, UM THE NUMBER EIGHT. I JUST WANT TO MAKE SURE THAT WHEN WE SAY GUEST SPEAKERS WERE WERE ALSO JUST DISCUSSING LIKE VIRTUALLY, YOU KNOW, IT'S JUST NOT IN PERSON. BUT IF SOMEONE YOU KNOW SPEAKS VIRTUALLY OR YOU'RE LISTENING TO, YOU KNOW, ONE SIDE. ON A. I DON'T KNOW WHAT IT WOULD BE. BUT YOU KNOW WHAT IF THEY PRESENT YOU KNOW, AND YOU'RE WATCHING LIKE A VIDEO OR SOMETHING ON THEM THAT IT THAT IS ALSO COVERED. THAT WHAT YOU GUYS THINK SO? CAN I UNDERSTAND THAT? YOU'RE SAYING THAT IF THERE IS A GUEST SPEAKER, WHICH WE MIGHT THINK WOULD BE MAYBE ONE OR TWO OR WHATEVER. AH THAT WHETHER THEY ARE IN PERSON OR COMING IN VIRTUALLY THAT THAT WOULD APPLY.

CORRECT. I JUST WANT TO MAKE SURE THAT WHEN I READ THIS, I WANT TO MAKE SURE THAT WE ALL KIND OF UNDERSTAND. THAT THAT'S WHAT IT WOULD BE AS WELL. THAT'S THAT'S AN INTERESTING POINT. I THINK THAT HAS MERIT IN TERMS OF UM BUT I DON'T TOSS THIS BACK, MAYBE TO STAFF OR MY COLLEAGUES HERE. A GUEST SPEAKER. AS OPPOSED. TO AN EDUCATIONAL. PRESENTATION ON SOME SUBJECT THAT MIGHT NOT BE WELL, IT'S ONLY ON CONTROVERSIAL ISSUES. OKAY SO ANYTHING THAT WOULD PERHAPS BE IN THAT REALM EXCLUSIVELY. CAUSE IT DOES SAVE A PRESENTATION RELATED TO A CONTROVERSIAL DOES SO. WHEN A GUEST SPEAKER IS INVITED TO MAKE A PRESENTATION RELATED TO

[02:45:02]

YEAH, I WANT TO MAKE SURE THAT WE'RE NOT, YOU KNOW, EXCLUDING SO I DON'T KNOW HOW THE BOARD FEELS THAT THEY FEEL MORE UNCOMFORTABLE, ADDING IN PERSON AND VIRTUAL, OR IF WE JUST COLLECTIVELY SAY THAT IT'S ANY GUEST SPEAKER COMING INTO A CLASSROOM, NO MATTER HOW WHAT THE MEANS ARE ON A CONTROVERSIAL ISSUE. I ALWAYS FEEL THAT. WE MIGHT KNOW WHAT WE AGREED TO, BUT FOR THE FUTURE, ALWAYS BETTER. I THINK TO HAVE THE WORDS IN THERE. HELP SHOULD WE JUST ADD IN PERSON OR VIRTUALLY WHERE WOULD YOU LIKE TO INSERT THAT? PRESENTATION OR REMOTE IS THAT EVEN A IS VIRTUAL THE BEST WORD OR REMOTE. OR I'M JUST THINKING. WHICH. WELL WHICH VIRTUAL. PERHAPS I THINK VIRTUAL WOULD PROBABLY BE THE BEST. I JUST I JUST KNOW YOU KNOW, LIKE PEOPLE RECORD THINGS, AND THEN YOU KNOW YOU YOU SHOW LIKE THEIR LECTURE LATER OR SOMETHING. SO IT MIGHT NOT BE. YOU KNOW, TIME SENSITIVE. THAT MAKE. IT SEEMS TO ME THAT COULD GO AFTER PRESENTATION OR AFTER THE CONTROVERSY. I THINK IT I THINK IT WOULD GO FLOW BETTER, TOO CONTROVERSIAL ISSUE, WHETHER IN PERSON OR VIRTUALLY OKAY. THEN. MY NEXT COMMENT IS I JUST REALLY LIKE THERE'S A SECTION IN HERE IF YOU HAVEN'T READ IT ABOUT COMPREHENSIVE SEX ED THAT ALL PARENTS MUST BE NOTIFIED PRIOR TO INSTRUCTION, SO I THINK THAT'S GREAT. AND WHICH WE DO ALREADY? YES WHICH WE DO ALREADY , BUT I THINK ARE THE LAW. I THINK IT'S JUST GOOD TO KEEP REITERATING THAT THAT'S WHAT WE'RE DOING. I JUST WANT TO MAKE SURE PEOPLE KNOW THAT WE ALREADY DID IT. THAT'S NOT A NEW THING. IT'S NOT RIGHT. YEAH, IT'S IN THERE. BUT I THINK PEOPLE FORGET THAT, SO THAT'S WHY I WANTED TO BRING THAT TO OUR ATTENTION. AND THEN ALSO, UM THE SECTION.

NUMBER THREE. FOR, SAYS TEACHERS NOT ALLOWED TO ADVOCATE HIS OR HER OPINION. VIEWPOINT. AND I GUESS MAYBE WE SHOULD ADD SOMETHING TO THIS BECAUSE I THINK IT SHOULD INCLUDE POLITICAL CANDIDATES, PROTESTS AND LOBBY. I'M SORRY. KIND OF MAKE THAT CLEARER WHAT YOU YEAH , JUST BECAUSE WE THAT IT SAYS HERE IN THE CLASSROOM TEACHERS ACT ON BEHALF OF THE DISTRICT AND ARE EXPECTED TO FOLLOW THE ADOPTED CURRICULUM. AND LEADING AND GUIDING CLASS DISCUSSIONS ABOUT ISSUES THAT MAY BE CONTROVERSIAL TEACHER MAY NOT ADVOCATE HIS OR HER PERSONAL OPINION OR VIEWPOINT. AND THEN I THINK IT'S JUST THEY SHOULD INCLUDE POLITICAL CANDIDATES.

PROTESTS AND LOBBYING. SO IT'S VERY CLEAR. ON POLITICAL CANDIDATES. PROTESTS. OR LOBBYING EFFORTS, I GUESS. WHAT IF THEY'RE LOBBYING FOR EDUCATION? A CONTROVERSIAL ISSUE . WELL I THINK YEAH, THAT'S YEAH, THAT'S WHERE IT GOES BACK TO, YOU KNOW. SO IT'S NOT LOBBYING LOBBYING POLITICALLY. YEAH BECAUSE THERE ARE OPPORTUNITIES FOR US TO LOBBY.

RELATED TO EDUCATION. AND THE TEACHERS DO THAT. NOT NECESSARILY NOT IN THE CLASSROOM, BUT YEAH, BUT IT WOULDN'T BE IN THE CLASSROOM. CASE. I READ IT AGAIN, PLEASE, OKAY. IN THE CLASSROOM TEACHERS ACT ON BEHALF OF THE DISTRICT AND EXPECTED TO FOLLOW THE ADOPTED CURRICULUM. AND LEADING OUR GUIDING CLASS DISCUSSIONS ABOUT ISSUES THAT MAY BE CONTROVERSIAL. A TEACHER MAY NOT ADVOCATE HIS OR HER PERSONAL OPINIONS. OUR VIEWPOINTS. ON POLITICAL CANDIDATES, PROTESTS AND LOBBYING. TRYING TO THINK OF THE RIGHT WORD EFFORTS OR LOBBYING. ANYBODY HAVE A GOOD WORD? CAN I BUY A WORD? AT 10 10 AT NIGHT. COULD SAY ACTIVITIES MAYBE ACTIVITIES, BUT I WANT TO MAKE SURE IT'S RELATED TO MAYBE THE POLITICAL PIECE OF IT

[02:50:03]

I THINK IT I THINK, ADDING ALL THE OTHERS THAT MAKES IT A LITTLE YEAH, I THINK IT SHOULD BE BRIEFER. IF YOU'RE GOING TO JUST HAVE THE BITS OF ANY OF THEIR POLITICAL VIEWS, I THINK IS WHAT YOU'RE GOING FOR, IN WHATEVER FORMAT AND WHATEVER THAT WOULD REFERENCE, NO POLITICAL OPINION OR VIEWPOINT. I JUST THINK WE SHOULD SPELL IT OUT. THAT'S JUST MY PERSONAL OPINION. BECAUSE IN THAT KIND OF DOES LEAD INTO THE FIRST THING IS, COULD IT BE SOME TYPE OF CONTROVERSIAL ISSUE THAT MAY NOT BE POLITICAL, BUT THEN WE'RE ALSO GOING INTO THE POLITICAL REALM WITH MARYLAND'S EDITION. SO I COULD BE ON BOARD WITH THAT. MAN MAKE A SUGGESTION THAT , UH, SINCE WE WERE GUIDED TOWARDS THIS BY OUR LEGAL COUNSEL, THAT MAYBE THERE MIGHT BE A CONVERSATION AS TO ANYTHING PERTINENT TO WHAT'S BEING SUGGESTED HERE THAT MIGHT TAKE US INTO AREAS WHERE WE. CAN'T GO . I MEAN, ABSOLUTELY. I JUST WANT TO MAKE SURE WHAT I SENT TO HIM AND TALKED TO HIM ABOUT. I'M CLEAR THAT IT'S JUST IT'S JUST THE FIRST READING CATCH. I DON'T THINK I'VE CAUGHT THE LATEST THE LATEST VERSION. YEAH I'M I HAVE NOTES TO COMPLETE EITHER SOME OKAY, SO I THINK IT WOULD BE NOT ADVOCATE HIS OR HER PERSONAL OPINION, OUR VIEWPOINT ON POLITICAL ACTIVITIES, INCLUDING CANDIDATES, PROTESTS AND LOBBYING. I THINK THAT'S WHAT I'M LEANING TOWARDS. BUT THIS IS JUST THE FIRST READING SO AND YOU SAID ON POLITICAL ACTIVITIES. THE FIRST PARAGRAPH DOES REFERENCE. POLITICAL PHILOSOPHY. I DON'T THAT BE MORE APPROPRIATE. IF YOU ADD POLITICAL, THEN YOU'RE MISSING SOME OF THE OTHER ONES. THAT MAY BE CONTROVERSIAL. SO I THINK IF WE KEEP IT IN THE BEGINNING AND KEEP IT AT THE BOTTOM JUST A PERSONAL OPINION. AND VIEWPOINT THAT IS REMOVED AND WE'VE IDENTIFIED THAT CONTROVERSIAL PIECES UP AT THE BEGINNING. I DO SEE WHERE YOU'RE GOING WITH IT? BECAUSE IT DOES. YOU HAVE TO KIND OF END ON THE PERSONAL OPINION VIEWPOINT, BUT THEN YOU COULD PICK UP THIS INCLUDES POLITICAL CANDIDATE CANDIDATES PROTESTS LOBBYING EFFORT. YOU COULD GO ADDITION. BUT THEN WE COULD GO INTO A LOT OF A LOT OF STUFF. THAT'S THE PROBLEM COULD MAKE ANOTHER POINT. IF WE WANTED TO. I GUESS IT'S UP HERE ALREADY. POLITICAL PHILOSOPHY, IT SAYS POLITICAL PHILOSOPHY.

HOW ABOUT WE JUST THE PIT IN IT. PUT A PIN IN IT AND MAYBE TALK AND SEE IF OUR LEGAL REPRESENTATIVE. WHAT THEY THINKG NUMBER THREE WITH LEAVING THREE AS IT STANDS, ASKING WHERE HE THINKS THAT WOULD BE THE MOST APPROPRIATE PLACE TO PUT IT SO THAT WE'RE NOT LOSING THE INTENT. UM, I READ. YOU KNOW DIFFERENT RESOLUTIONS FROM OTHER SCHOOL BOARDS. AND THEY DO OUTLINE A LOT OF THEM. THE POLITICAL ACTIVE SO ARE YOU LOOKING FOR, UM HAVE PLACE TO PUT US AND ADDITIONAL STATEMENT THAT SAYS SOMETHING LIKE THIS INCLUDES POLITICAL ACTIVITIES, INCLUDING CANDIDATES, PROTESTS AND LOBBYING SOMETHING TO THAT EFFECT TO THAT EFFECT, YES, SO IS THERE. BUT WOULD THAT BE SPECIFIC TO THE OPINION OF BECAUSE, YOU KNOW ISSUES THAT COME UP. THAT OUR CONTEMPORARY COULD INCLUDE OBVIOUSLY PROTESTS AND LOBBYING, LOBBYING AND ALL THAT SO THERE AND THAT'S WHERE I'M GOING FOR IS THAT'S WHY I THINK TRUE OPINION. YEAH, AND THAT'S WHY I THOUGHT IT WAS GOOD AND THIS ONE BECAUSE IT TALKS ABOUT THEIR PERSONAL OPINION OR VIEWPOINT. SO LIKE A TEACHER. CAN'T SAY I'M GONNA VOTE FOR SO AND SO FOR PRESIDENT OR YOU KNOW HOW WE HAVE THEIR SIGNS UP IN THEIR CLASSROOM OR EVEN LIKE YOU KNOW, THEY'RE WEARING A SHIRT.

[02:55:06]

YES. YEAH ALL OF THAT KIND OF STUFF. IT'S THE UMBRELLA. WELL I'M WILLING TO PUT A PIN IN IT AND GET MORE FEEDBACK AND THINK ABOUT IT. OKAY IT IS THE FIRST READING SO WE CAN COME BACK.

THINK ABOUT IT ALL A LITTLE BIT MORE AND COME BACK. SO IF IT'S POSSIBLE ANY OTHER COMMENTS AND ARE. WE JUST DID WANT TO COMMENT THAT NUMBER FOUR? UM, I THOUGHT WAS REALLY VERY IMPORTANT. UM AND I READ IT FOR THOSE WHO AREN'T FAMILIAR HEARING IT, BUT IT SAYS STUDENTS SHALL BE ASSURED OF THEIR RIGHT TO FORM AND EXPRESS AN OPINION WITHOUT JEOPARDIZING THEIR GRADES OR BEING SUBJECTED OR SUBJECT TO DISCRIMINATION, RETALIATION OR DISCIPLINE. PROVIDED THE VIEWPOINT DOES NOT CONSTITUTE HARASSMENT, THREATS, INTIMIDATION OR BULLYING OR IS OTHERWISE UNLAWFUL. BUT I JUST THOUGHT THAT WAS AN IMPORTANT PIECE OF THE ITEMS THAT WERE LISTED. ONE THROUGH EIGHT. I AGREE. OKAY SO IF IT'S ALL RIGHT , WE'LL MOVE ON AND TAKE A VOTE FOR GOOD. OKAY SO ALL THOSE IN FAVOR SAY, AYE, AYE. AND OPPOSED. MOTION CARRIES 50. AND

[BUSINESS AND FINANCIAL]

WE'LL TAKE A VOTE ALL THOSE IN FAVOR. I MOTION AND OPPOSED MOTION CARRIES FIVE YEARS. AND NEXT IF I COULD HAVE EMOTION IN A SECOND I'LL MAKE A MOTION TO A JOB RESOLUTION NUMBER 21 25 COMMITTING PORTIONS OF THE GENERAL FUND BALANCE FOR SPECIFIC PURPOSES. SECOND MR. I'LL GIVE THAT TO HIM SPLAYED SO MOTION BY MRS ANDERSON, SECOND BY MRS BLADES. MR GIORDANO YOUR ON AGAIN. THANK YOU FOR THE 21. 22 ENACTED STATE BUDGET PROVIDED DEPOSITS INTO THE STATE'S RAINY DAY FUND, TRIGGERING THE 10% LOCAL RESERVE CAP ON ASSIGNED AND UNASSIGNED GENERAL FUND BALANCES IN FISCAL YEAR 22 23. OTHER RESERVE CAP IS A REQUIREMENT THAT WAS ESTABLISHED AND DEFINED UNDER PROPOSITION NUMBER TWO, WHICH WAS APPROVED BY THE VOTERS BACK IN 2014, THE RESERVE CAP IS MEASURED AS A PERCENTAGE OF OUR TOTAL GENERAL FUND EXPENDITURES. TRANSFERS OUT AND OTHER USES. DISTRICTS ARE PERMITTED TO RECLASSIFY ANY ASSIGNED OR UNASSIGNED COMPONENTS OF THE FUND BALANCE TO THE COMMITTED OR RESTRICTED CATEGORY. BOTH THE ORANGE COUNTY DEPARTMENT EDUCATION AND THE FISCAL CRISIS MANAGEMENT ASSISTANCE TEAMS OTHERWISE KNOWN AS MATT, OR BOTH. RECOMMENDING THE DISTRICTS COMMIT ANY ASSIGNED OR UNASSIGNED, GENERAL

[03:00:05]

SITE CARRYOVER. TEXTBOOK ADOPTIONS, DECLINING ENROLLMENT AND DEFICIT SPENDING. MITIGATION STAFF WILL PROVIDE SPECIFIC AMOUNTS FOR EACH CONSTRAINT AS PART OF THE 21 22 ON AN ACTUAL REPORT, WHICH WILL BE PRESENTED THE BOARD. ON SEPTEMBER 13TH OF 2022. THANK YOU. ANY QUESTIONS OR COMMENT. OKAY AND WITH THAT WE'LL TAKE A VOTE ALL THOSE IN FAVOR BY AND OPPOSED MOTION

[HUMAN RESOURCES]

THANK YOU, PRESIDENT BUCK. EACH YEAR, THE BOARD IS ASKED TO CONSIDER APPROVING A DECLARATION OF NEED FOR FULLY QUALIFIED EDUCATORS. WITH YOUR APPROVAL, THE DISTRICT WOULD HAVE THE OPTION IF NEEDED TO ISSUE A TEACHER AND EMERGENCY PERMIT TO COVER A CLASSROOM THAT MAY BECOME VACANT OR IF THERE IS AN INSUFFICIENT NUMBER OF CREDENTIAL CANDIDATES IN AN AREA OF NEED THE COMMISSION ON TEACHER CREDENTIAL AND REQUIRES DISTRICTS TO ANTICIPATE THESE NEEDS AND PROVIDE THIS DECLARATION FOR ANY AREA THAT MAY BE IMPACTED. THANK YOU FOR YOUR CONSIDERATION. AND WE DO THIS OFTEN AT THE END OF THE YEAR IS WE ARE GETTING READY ROUTINE. ME BUDDY. OKAY SO WE'LL TAKE A VOTE. ALL THOSE IN FAVOR? AYE. AND OPPOSED. MOTION CARRIES

[CONSENT CALENDAR]

[39. Approve the renewal agreement between Valadez Middle School Academy and the online program, Quizizz, Inc.]

MOTION IN A SECOND. OKAY, DISCUSSION. REASON I PULLED. THIS WAS, UM I KNOW THAT ED PUZZLE. VALADEZ WAS SUPER IMPORTANT TO THEM BECAUSE OF IT REALLY HELPS THE ENGLISH LANGUAGE LEARNERS. BUT THE QUIZZES HAS WHAT WE JUST TALKED ABOUT A LOT OF CONTROVERSIAL ISSUES IN IT. AND I THINK WHEN YOU'RE DOING AN ONLINE PROGRAM LIKE THIS, THERE'S A LOT OF STUFF THAT POPS UP AND THAT IS NOT BEING TAUGHT IN PERSON. YOU CAN'T REALLY SHOW BOTH SIDES OF IT. AND THEY'RE JUST TAKING BASICALLY WHATEVER THE ONLINE ARTICLES ONLINE PROGRAM IS GIVING. SO AS I SCROLL THROUGH IT AND LOOKED ONLINE. THERE'S A LOT OF A LOT OF CONTROVERSIAL ISSUES AND SO I JUST WANTED TO PULL IT AND SEE IF WE CAN PUT OUR MONEY TOWARDS UM SOMETHING ELSE. THAT UM MAYBE IS GEARED A LITTLE BIT MORE TOWARDS CURRICULUM AND NOT FOR SOCIAL ISSUES. CAN I ASK A QUESTION AS TO WHETHER IT'S MORE THAN QUIZZES? SO ACTUALLY QUIZ I MEAN AN ACTUAL SMALL TEST BY THE INTENT OF THE PROGRAM IS REALLY IT'S NOT DESIGNED NECESSARY TO UTILIZE THE LESSONS, ALTHOUGH THEY DO HAVE LESSONS THAT ARE AVAILABLE, AND THAT'S PROBABLY WHAT YOU'VE BEEN WHAT YOU'RE LOOKING AT MRS BLADES. YEAH, BUT THE CONTENT OF IT IS ACTUALLY TO CREATE QUIZZES RIGHT? IT'S SHORT , FORMATIVE ASSESSMENTS. AND SO YOU KNOW, I WANT TO JUST BE VERY

[03:05:01]

WHO IT IS. IT'S ANOTHER OPTION. IT'S OBVIOUSLY JUST DIFFERENT. IT DOESN'T HAS, YOU KNOW, OFFERS, YOU KNOW DIFFERENT VARIETY AND ABILITIES. I THINK THE REASON VALIDATES IS YOU KNOW THE SIMPLE REASON THEY'RE REQUESTING. THIS IS THEY'VE BEEN USING IT FOR YOU KNOW, THEY OBVIOUSLY WHEN THEY REQUESTED FOR IT LAST YEAR WAS ACTUALLY A THREE YEAR SUBSCRIPTION THAT THEY WERE DOING, BUT BECAUSE THEY'RE PAYING FOR IT OVER, YOU KNOW, EACH YEAR, THE AMOUNT THAT THEY DON'T BELIEVE THEY HAD THE FUNDING TO REALLY COVER IT FOR THREE YEARS, SO THEY'RE REALLY JUST COMING BACK FOR THE SECOND YEAR ABOUT THREE YEAR, YOU KNOW, SUBSCRIPTION THAT THEY'RE HOPING TO CONTINUE, AND IT'S SOMETHING THAT TEACHERS AND STUDENTS ARE FAMILIAR WITH. SO THAT'S THE REQUEST. OF COURSE THEY ALWAYS OTHER, YOU KNOW. AT THE PROGRAMS OUT THERE THAT CAN BE UTILIZED.

AND, UM, YOU KNOW WHAT I WOULD LIKE. I WONDER IF THE BOARD WOULD BE OPEN TO OUR YOU KNOW, BEING ABLE TO GET GATHER MORE INFORMATION AND MAYBE EVEN BRING BACK SOME SAMPLES, EVEN SEEING IT BEING UTILIZED IN THE CLASSROOM AS TO HOW THE TEACHERS THERE YOU KNOW, ARE INDEED MAKING USE OF IT AS A RESOURCE. UM, BUT AT THE SAME TIME, AS YOU'RE ASKING WITH THE YOUNG, GLAD WE CAN ABSOLUTELY LOOK AT OTHER OPTIONS AND, YOU KNOW, SEE IF THAT WOULD BE A VIABLE UM, ALTERNATIVE FOR THEM AS WELL. ALL RIGHT. THANK YOU. MRS RAYMOND. HAVE WE HAD ANY ISSUES COME UP AT THE SITE, HAVING USED IT FOR ONE YEAR. NO WE'RE NOT THAT I'M AWARE OF. I KNOW THAT MR CARMONA HAD YOU HAD WRITTEN A RESPONSE AND TO YOU KNOW THE INFORMATION THAT WE PROVIDED TO YOU WHEN YOU WERE ASKING SOME QUESTIONS, AND WE HAVE NOT BEEN MADE AWARE OF ANY CONCERNS, OKAY ? AND THIS IS SOMETHING THAT THEY VIEWED AS SOMETHING THEY WOULD LIKE TO HAVE ONGOING.

THAT'S WHY IT WAS DIRECTED ORIGINALLY AS THREE YEARS BUT COULD BE RENEWED EACH YEAR FROM THE STANDPOINT OF USING. I PRESUME THEY'RE UNIT BUDGETS OR SOMETHING TOWARDS CORRECT. I BELIEVE IT'S TITLE ONE TITLE. I'M NOT LOOKING AT WHAT HAPPENED, BUT, UM SO THEY HAD THAT IN MIND SO THEY WOULD HAVE TO KIND OF REGULAR TO SOMETHING ELSE. IF I IMAGINE IT WOULD BE A CHALLENGE TO IF THEY'VE TAKEN OVER THIS PAST YEAR, THEY'VE CREATED MANY OF THEIR OWN ASSESSMENTS THAT WERE THEN YOU'RE LIKELY NOT BE AVAILABLE ANYMORE IF THEY CHANGED TO ANOTHER PROGRAM, WHICH WOULD BE CHALLENGING, SO THERE WOULD BE THAT ADJUSTMENT. UM. WHEN IT SAYS HERE, IT DOESN'T SAY FOR HOW MANY YEARS THIS NEW CONTRACT THIS FOR IS THAT CORRECT? THIS IS JUST FOR ONE. IT'S ANOTHER YEAR, BUT IT'S JUST ANOTHER EAR. CORRECT, RIGHT AND THEN UM. MY NEXT QUESTION WOULD BE HAVE TO BE WITH IF WE TABLE THIS ISSUE. TO GET MORE INFORMATION SO WE CAN BE CLEAR ABOUT HOW IT IS UTILIZED AND WHAT THE KIDS HAVE ACCESS TO IS THAT THE BEST.

POSSIBLE PARLIAMENT. I MEAN, I KNOW WE HAVE TO FINISH WITH THIS. MOTION, BUT IS THAT POSSIBLE TO TABLE WITH THIS IS FOR NEXT YEAR. THEIR SUBSCRIPTION, SO YEAH, IT STILL GIVES US TIME AND THEN YOU KNOW TO LOOK AT POSSIBLE OTHER PROGRAMS. OKAY, SO NOW WE. SO WE

[03:10:03]

OKAY SO 39 WILL NOT BE VOTED ON TONIGHT. OKAY? SORRY, OKAY. ALL RIGHT. THANK YOU VERY MUCH.

[FUTURE BOARD AGENDA ITEMS]

WELL WITH THAT, UM, I'D LIKE TO I'D LIKE THE BOARD TO ALLOW ME TO EXPLORE THE SPIRITUAL ASPECT OF OUR STUDENTS. UH THIS COULD INCLUDE TEACHERS AND STAFF. AND, UM WE EVEN MAY MAKE IT A RESOURCE. I WOULD LIKE TO SPEARHEAD THE RESEARCH, AND I WOULD LIKE PARENTS TO CONTACT ME WITH IDEAS AND INFORMATION IN WHICH I COULD ORGANIZE AND PRESENT TO THE BOARD AT A LATER DATE. TO BE DETERMINED. UH, THE WHOLE, UH, THE WHOLE. MOVEMENT I GUESS YOU'D SAY THE WHOLE, UH WHAT'S THE WORD I'M LOOKING FOR? THE WHOLE CHILD. EXACTLY. UH THIS WOULD WOULDN'T BE A STANDALONE PROGRAM, BUT IT WOULD PROVIDE A NEEDED RESOURCE FOR THOSE STAFF, TEACHERS AND STUDENTS THAT WOULD LIKE TO SUPPORT THEIR FAITH AND SPIRITUALITY. UM I THINK IT'S A VERY IMPORTANT DURING THIS THIS TIME. ESPECIALLY BECAUSE MENTAL HEALTH YOU KNOW, OBVIOUSLY ENTAILS, UM, SPIRIT, WHETHER IT BE FACEBOOK. FAITH BASED OR NOT , AND I THINK IT WOULD BE A AN AREA IN WHICH I THINK WE COULD DEFINITELY HELP OUR, YOU KNOW, HELP OUT ALL OF OUR FAMILY. THAT MIGHT BE DIFFICULT BECAUSE THERE'S A SEPARATION OF CHURCH AND STATE WITH PUBLIC SCHOOLS, AND WE WOULDN'T BE ABLE TO WRITE ANYTHING WITH RELIGION AND THAT WOULDN'T BE LIKE RELIGION BASED IT WOULD BE SPIRITUALITY, WHETHER IT BE ANY FORM OF THEIR FAITH. THEY WOULD HAVE RESOURCES IN ORDER TO GO THAT DIRECTION. I THINK IT REALLY ENCOMPASSES THE MENTAL HEALTH BECAUSE WITH WITH ALL THESE OTHER THINGS THAT WE TALKED ABOUT, UM WITH MENTAL HEALTH FAITH AND SPIRIT IS ONE OF THEM. SO I THINK WE AS A BOARD SHOULD BE PROACTIVE IN ORDER TO, YOU KNOW, COMPLETE.

THIS AND GIVE THAT ABILITY TO NOT JUST THE STUDENTS BUT TO OUR STAFF AND OUR TEACHERS AS WELL.

SO I THINK PEOPLE'S UM FAITH IN THEIR BELIEFS IS INCREDIBLY IMPORTANT, BUT IN A PUBLIC SCHOOL, THAT'S IT. IT'S NOT APPROPRIATE THAT WOULD NEED TO BE OUTSIDE OF SCHOOL. SOMETHING OUTSIDE WOULD BE SOMETHING IN WHICH WE COULD I ALSO THINK THERE'S A LOT OF, UM, LIKE I WENT TO CLUB RUSH, AND THERE'S A LOT OF CLUBS THAT ARE REALLY, UM SPIRITUALLY BASED, AND I THINK THAT'S A BETTER THAT'S WHERE IT CAN HAPPEN IN THE STUDENTS CAN PICK THAT. YEAH APPROPRIATE VENUE, I GUESS. THERE'S A LOT OF CASE LAW THEIR SIGNS SURE THAT THERE WILL BE SO THIS ISN'T ON THE AGENDA SO WE CAN'T REALLY DISCUSS IT. NO, THAT WAS JUST I JUST WANTED TO SEE IF THERE WAS A LEAST A AN INTEREST IN THE BOARD DOING THAT I WOULD DO ALL THE LEGWORK. IN ORDER TO, UM, ALONG WITH LIKE LOCAL CHURCHES. WHAT? WHETHER IT BE, YOU KNOW, WHATEVER FAITH IN ORDER TO PROVIDE SHORING IF YOU KNOW IF THAT WAS SOMETHING THAT WOULD WE COULD DO. SO WE WOULD JUST PROTOCOL. WE WOULD JUST NEED TO KNOW IF THERE'S A MAJORITY OF THE BOARD THAT WANTS US TO PUT THIS ON A FUTURE JIN ITEM FOR FURTHER DISCUSSION AND EXPLORATION. I'M IN, UM. I'M IN.

I'M IN FAVOR. I'M TRYING TO, UM I GUESS JUST SO MAYBE WE SHOULDN'T TALK ABOUT IT AT ALL.

SO WE SHOULD PROBABLY JUST DO A THUMBS UP THUMBS DOWN. OKAY? OKAY, SO. I'M DOWN, SO THAT'S 32 DOWN. SO THAT'S A NOT MOVING FORWARD AT THIS POINT. SORRY. THANK YOU. UM MRS BLADES. DID YOU HAVE ANYTHING? FIVE NO, I'M KIDDING. ANYTHING LITERALLY BELIEVED YOU THEM LIKE, WAIT. IT WASN'T 30 ME. THANK YOU. MRS ANDERSON. UM I JUST HAVE ONE THING THAT UNIVERSAL, UM T K

[03:15:05]