Mar 14, 2023 Board Meeting

[00:00:02]

LIKE WE'RE GOOD. DEVIL DEVIL TIME. OKAY GOOD EVENING. I'M CALLING THE MARCH 14TH. 2023 MEETING OF THE BOARD OF EDUCATION TO ORDER IN ACCORDANCE WITH GOVERNMENT CODE SECTIONS. 5 49 50 EXECUTIVES OR AND EDUCATION CODE SECTION 3 51 40 XX, SECULAR AT LET'S GO WITH.

FIBER. ONE PERFECT 17. OH, ONE. THAT'S ALL RIGHT. OKAY. UM, THIS IS OUR CLOSED SESSION PORTION.

[CLOSED SESSION]

CORRECTION 5 49. 57 THANK YOU AND 5, 49 57.6 AND WE'LL BE DISCUSSING. AREA ONE IS PUBLIC EMPLOYMENT PER HUMAN RESOURCES REPORT. TO PUBLIC EMPLOYMENT APPOINTMENT ELEMENTARY PRINCIPAL THREE. CONFERENCE WITH LABOR NEGOTIATORS. DR MICHAEL MATTHEWS, SUPERINTENDENT. DR RICK LOPEZ, ASSISTANT SUPERINTENDENT, HUMAN RESOURCES . DAVID GIORDANO, ASSISTANT SOUP BUSINESS SERVICES ABOUT C YES, E A P L. E. AND P L U. M. SECTION FOUR. WE'RE GOING TO BE LOOKING AT EXPULSIONS. THE FIRST ONE IS 21 15 C. THREE 2ND 1 23 1682. THE THIRD BEING 23 71782. NOW IS THERE ANYONE PRESENT THAT WOULD LIKE TO ADDRESS ANY OF THESE ITEMS. ANYONE. ANYONE IN THE BACK, YOU KNOW? OKAY SEE YOU. NONE WE ARE GOING TO ADJOURN TO CLOSE SESSION AT 17 OH, THREE.

THANK YOU.

OKAY LET'S GO AHEAD AND RECONVENE. WE'RE GOING TO RECONVENE TO REGULAR SESSION AT

[REGULAR SESSION]

ALL RIGHT. THANK YOU VERY MUCH. OKAY SO I'LL LET THE RECORD SHOW THAT ALL THE BOARD MEMBERS ARE PRESENT AND ACCOUNTED FOR, INCLUDING OUR STUDENT BOARD MEMBER. WELCOME AND I NEED A

[APPROVAL OF AGENDA]

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I'LL DO THAT. THEN I'M GLAD YOU HELD THAT UP, THOUGH, BECAUSE I THINK I DID SPEAK WITH YOU YESTERDAY. WE HAVE IN THE BACK IF WE LOOK UNDER A BOARD DISCUSSION NUMBER TWO AN OPPORTUNITY FOR THE BOARD INPUT REGARDING THE REQUIRED NUMBER OF YEARS OF MATH COURSES TO MEET GRADUATION REQUIRES. I WAS WONDERING IF YOU GUYS WOULD BE INTERESTED IN STICKING IT UNDER AND DISCUSSING IT. UNDER THE REVISED OF THE BOARD POLICY, THE REQUIREMENTS, GRADUATION FOR COMPLIMENTS FOR COMPLIMENTS OF HIGH SCHOOL JUST SO WE CAN LIKE , JUST TALK ABOUT IT ALL AT ONCE. WE DON'T HAVE TO COME BACK TO IT. IS THAT ACCEPTABLE? CAN WE DO THAT DISCUSSION? OKAY I DON'T HAVE A PROBLEM WITH THAT. ALRIGHT, OKAY. THAT'S TRUE. JUST DON'T LET ME MESS THAT ONE UP.

OKAY EXCELLENT. OKAY SO THE MOTION CARRIED, UH, 50 WITH A AND I FROM OUR STUDENT BOARD MEMBER. THANK YOU. OKAY NEXT ITEM. PUBLIC COMMENT. UM NOW THE PUBLIC COMMENT. CARDS ARE

[PUBLIC COMMENT ANNOUNCEMENT]

[PUBLIC HEARINGS]

EASEMENT TO THE SOUTHERN CALIFORNIA EDISON TO REPLACE THE ELECTRICAL POLE. AND AT A SUPPORT SYSTEM FOR A NEW POLL ON A PORTION OF VALENCIA HIGH SCHOOL PROPERTY. SO I OPENED THAT AT 18 14. IS THERE ANYONE THAT WOULD LIKE TO SPEAK? ON THAT. EVERYBODY'S OKAY WITH A NEW POLL THERE. ALL RIGHT. AH IF THERE'S NO SPEAKERS, THEN WE'LL GO AHEAD AND CLOSE THAT AT 18 15 6 15. OKAY, HERE WE GO. I NEED A MOTION. FOR THE MINUTES. I'LL MAKE A MOTION AS RECOMMENDED BY

[MINUTES]

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[STUDENT BOARD REPORT]

EL CAMINO REAL RECENTLY PARTICIPATED IN SEVERAL ENRICHMENT FIELD TRIP ACTIVITIES . A GROUP OF STUDENTS WENT TO FULLERTON COLLEGE TO EXPLORE COLLEGE AND CAREER OPPORTUNITIES TO TAKE ADVANTAGE OF AFTER HIGH SCHOOL GRADUATION. IN THE COMING WEEKS ARE COMMUNAL, REAL HIGH SCHOOL WILL TAKE A WHOLE SCHOOL FIELD TRIP TO MEDIEVAL TIMES. THIS TRIP WILL CLOSE OUT WILL CLOSE OUT CROSS CURRICULAR STUDIES FOR STUDENTS AS THEY HAVE BEEN EXPLORING DISEASES DURING THE MIDDLE AGES IN HEALTH LOCATIONS DURING THE MIDDLE AGES AND CAREER CLASSES, WRITING A NEWSPAPER ARTICLE FROM THE MEDIEVAL AGES AND LANGUAGE ARTS AND UNDERSTANDING THE FEUDAL SYSTEM AND IN GOVERNMENT. OTHER AUTO HIGH SCHOOL, THE GOLDEN HAWKS JUST WRAPPED UP THEIR SIXTH ANNUAL NONSENSE IN THE NEST NEST COMPETITION. NONSENSE IN THE NEST IS A FRIENDLY SCHOOL WIDE COMPETITION BETWEEN CLASSES WHERE EVERY STUDENT IS ENCOURAGED TO PARTICIPATE IN FUN AND ENGAGING ACTIVITIES TO BUILD CONNECTIVITY TO THE CAMPUS. THIS YEAR'S WINNER WAS THE CLASS OF 2024. CONGRATULATIONS. ESPERANZA HIGH SCHOOL SPRING SPORTS ARE IN FULL SWING. ESPERANZA ENCOURAGES EVERYONE TO COME OUT AND WATCH THE AZTECS PLAY SOFTBALL, BOYS, VOLLEYBALL, TRACK AND FIELD AND MORE. TAKE PRIDE WEEK IS COMING UP WHERE AZTECS WHO HAVE EMBODIED PRIDE, WHICH STANDS FOR POSITIVE, RESPONSIBLE, INNOVATIVE, DETERMINED AND ENGAGE, WILL BE CELEBRATED.

GEORGE KEY SCHOOL. GEORGE KEYS. PARENTS STUDENTS STAFF ORGANIZATION HAS PURCHASED NEARLY $1000 IN NEW SENSORY ITEMS AND SENSORY TOYS, SENSORY ITEMS AND TOYS, ASSIST STUDENTS WITH LEARNING AND EXPERIENCING THE WORLD AROUND THEM. ADVENTURE ACADEMY STUDENTS HAVE BEEN INVITED TO PARTICIPATE IN THE SCHOOL'S FIRST ANNUAL TALENT SHOW TO BE HELD ON APRIL 21ST 2023 THE GOLDEN MULTIPURPOSE ROOM. PARK VIEW SCHOOL DURING THE LAST WEEK IN MARCH, THE PARKVIEW PANTHERS WILL UNDERGO A FULL LAST VISITATION FOR CONDITION. HAVE LUNCH HIGH SCHOOL AT THE END OF FEBRUARY, THE VILANCH HIGH SCHOOL GIRLS WATER POLO TEAM WON THE CF CHAMPIONSHIP. THEY CELEBRATED THIS. THEY CELEBRATED THIS CHAMPIONSHIP, UH, WITH THE WATER POLO TEAM THE NEXT DAY AT SCHOOL, WHERE THEY RECEIVED THE OFFICIAL C I F CHAMPIONS PLAQUE.

ARE YOU WILLING TO HIGH SCHOOL STUDENTS ARE ENJOYING SEVERAL FUN ACTIVITIES PLANNED FOR MARCH SP WILL HELP CELEBRATE MANY SPECIAL DAYS, INCLUDING INTERNATIONAL WOUNDS DAY BY DAY, SAINT PATRICK TODAY AND THE FIRST DAY OF SPRING. THE SCHOOL'S ACADEMIC DECATHLON TEAM EARNED FIFTH PLACE IN DIVISION TWO AND 25TH INDIVIDUAL MEDALS AND 25 INDIVIDUAL MEDALS AT THE ORANGE COUNTY COMPETITION. THAT'S ALL. EXCELLENT REPORT. UM PRESS SOME REAL QUICK. UM WHAT WOULD YOU WISH EVERYONE IN THE COMMUNITY KNEW ABOUT R P Y ALL USD SCHOOLS. UM IN MY EXPERIENCE , I THINK I WANT REALLY EVERYONE TO KNOW HOW MUCH EFFORT I THINK A LOT OF OUR STAFF PUTS IN ESPECIALLY TEACHERS. WE HAD MR MCCULLOUGH HERE LAST MONTH. AND REALLY, THAT'S JUST ONE OF MANY TEACHERS THAT I'VE HAD IN MY LAST FOUR YEARS. AND LIKE WHOLE LIFE IN THE POWS, THE SCHOOL SYSTEM AND I THINK A LOT OF PEOPLE KIND OF OVERLOOK HOW MUCH EFFORT THEY REALLY PUT INTO KEEPING THEIR STUDENTS AND LIKE HOW MUCH THEY CARE FOR THEIR STUDENTS AND LIKE STAFF, TOO, ESPECIALLY NOT JUST TEACHERS, I THINK GO UNDER APPRECIATED. THANK YOU. OKAY. THIS POINT

[SUPERINTENDENT’S REPORT]

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[PUBLIC COMMENT]

KIRA OR MEANT. TO PRESTON WILSON. AND ABIGAIL BRAUN. COME ON DOWN. YEAH EXACTLY. MHM, YOU'LL BE FIRST. YES, MA'AM. THANK YOU. WELCOME TO THE RUSDI SCHOOL BOARD. MY NAME IS SUE SAWYER, MY TEACHER AT ESPERANZA AND AT THIS POINT IN THE SCHOOL YEAR. WE ARE ALL EXHAUSTED. NO TEACHERS. OUR STUDENTS ARE AND SO WHEN I'M EXHAUSTED AND I HAVE MY. PRETZELS AND DIET COKE FOR MY SUPPER. I WANT TO FIND GRATITUDE WITH PURPOSE. SO THIS IS WITH GRATITUDE AND I QUOTE THAT COMES TO MIND IS KINDNESS IS NOT AN ACT. IT'S A REFLECTION OF YOUR SOUL. I WANT TO THANK STUDENTS. I SEE A BUNCH OF STUDENTS IN THE AUDIENCE WORKING HARD PUSHING THROUGH COMING INTO YOUR OWN. YOU DON'T EVEN KNOW WHAT GAPS YOU HAVE. BUT WE'RE HELPING YOU GET THROUGH THAT. SO WE'RE GRATEFUL FOR YOU. I WANT TO THANK TECHNOLOGY FOR MAKING IT WORK WHEN, ESPECIALLY WITH THE RAIN AND THINGS DON'T WORK, AND JEREMY POWELL, YOU ARE A STEELY EYED SUPERSTAR, AND HE WILL NEVER SAY ANYTHING FOR HIMSELF. BUT HE'S IN CLASSROOMS ON FRIDAY NIGHT, HE'S BACK IN CLASSROOMS ON MONDAY MORNING. W ORTIZ IS AMAZING FOR ALL THE CT ORDERS THAT SHE PUTS THROUGH FOOD SERVICE, CAMPUS SUPERVISOR SITE ADMIN COUNSELORS, PARENTS, CAREGIVERS, COACHES, EVERYBODY AND THE BOARD FOR APPROVING EDUCATING FOR CAREERS. IT WAS A PHENOMENAL CONFERENCE. I HAVE NOT BEEN SINCE COVID. I LOVE GOING, I HOPE TO PRESENT NEXT YEAR. AND ESPECIALLY FOR THE PAY AGREES FOR THE EXTRA HOURS. A LOT OF US ARE EXHAUSTED BECAUSE HE WORKS SO MANY EXTRA HOURS, AND IT'S THE ONLY PROFESSION WHERE WE MAKE LESS. FOR WORKING OVERTIME SO HOPEFULLY MORE TEACHERS WILL GET INVOLVED. THANK YOU. AND I'M GRATEFUL FOR ALL OF YOU. HELLO I'M CAROL WILSON. ARMENTO THANK YOU. I WANTED TO ADDRESS THE SUBJECT OF SUMMER SCHOOL. I HAVE A JUNIOR AT ESPERANZA HIGH SCHOOL WHO'S BENEFITED FROM SUMMER SCHOOL WITHIN THE IMPACTED SCHEDULED GUIDELINES. THE ABILITY TO TAKE SUMMER SCHOOL PRIOR TO EACH ACADEMIC YEAR, INCLUDING NINTH

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FOR KIDS WHO WANT TO BE INVOLVED IN MULTIPLE ELECTIVE COURSES SUCH AS SB ATHLETICS AND THE ARTS, BUT ARE NOT INTERESTED IN TAKING THE PATHWAYS OFFERED, THEY WILL LOSE OUT ON THE CHANCE TO GAIN THE EXPERIENCE NECESSARY TO MAKE THEM WELL ROUNDED STUDENTS, ACCORDING TO THE PEW L USD ADVANTAGE PAGE ON THE DISTRICT'S WEBSITE DISTRICT HAS A QUOTE, UNWAVERING COMMITMENT TO BETTER PREPARE STUDENTS FOR COLLEGE AND CAREERS, UNQUOTE COLLEGES SEEK OUT STUDENTS NOT ONLY BY THEIR ACADEMIC MERITS, BUT ALSO BY THEIR INVOLVEMENT IN DIFFERENT ACTIVITIES. BY IMPLEMENTING THESE POLICY CHANGES. THE DISTRICT IS ONLY MAKING IT MORE DIFFICULT FOR STUDENTS TO ENROLL THESE PROGRAMS TO INCREASE THEIR CHANCES OF BEING ACCEPTED IN COLLEGES. FINALLY BY IMPLEMENTING THIS POLICY, THE DISTRICT IS ENCOURAGING THE BARE MINIMUM FROM STUDENTS BUT DENYING STUDENTS THE CHANCE TO GET AHEAD IN THEIR EDUCATION.

YOU'LL BE SITTING IN MENTALITY THAT STUDENTS WHO DO NOT TAKE THE COURSES LISTED IN THE NEW POLICY SHOULD BE INVOLVED IN STRIVE FOR THE BARE MINIMUM, BECAUSE THAT'S ALL THEY WILL BE ALLOWED TO DO. BY ALLOWING STUDENTS TO TAKE THESE COURSES. YOU ARE ENABLING STUDENTS TO BROADEN THEIR HORIZONS. I HOPE THE BOARD WILL TAKE THIS INTO CONSIDERATION UNDER THE CHANGES MADE TO THE IMPACT OF SCHEDULED POLICY. HELLO MY NAME IS ABIGAIL BRAUN. AND I AM A JUNIOR ESPERANZA HIGH SCHOOL, WORKING TOWARDS BOTH THE SEAL OF BI LITERACY AND THE CAPSTONE DIPLOMA. ADDITIONALLY I HAVE BEEN INQUIRE SINCE FOURTH GRADE , AND WE'LL BE CONTINUING NEXT YEAR FROM A VERY YOUNG AGE. I WAS TAUGHT TO STAND UP FOR WHAT I BELIEVED IN. AND I NEVER TRULY UNDERSTOOD WHAT THAT MEANT UNTIL THIS ISSUE SURROUNDING THE NEW DISTRICT POLICY, NOT INCLUDING ARTS, SB AND ATHLETICS FOR SUMMER SCHOOL ELIGIBILITY EMERGED. WELL, I UNDERSTAND THAT THIS POLICY DOES NOT SPECIFICALLY EXCLUDE THESE CLASSES FROM SUMMER SCHOOL. IT DOES NOT SPECIFICALLY INCLUDE THEM EITHER DECIMATING PROGRAMS SUCH AS CHOIR BECAUSE OF SCHEDULING CONFLICTS. THIS POLICY IS NOT EQUITABLE TO STUDENTS INVOLVED IN MULTIPLE PROGRAMS AT SCHOOL AND PREVENT STUDENTS FROM GETTING UP THE OPPORTUNITY TO GROW. SCHOOL IS MEANT TO PROVIDE EXPERIENCES AND LEARNING TOOLS IN ALL SUBJECT AREAS FOR STUDENTS BEFORE THEY MUST FACE PROBLEMS ON THEIR OWN , HOWEVER, PREVENTING STUDENTS FROM TAKING IMPORTANT CLASSES LIKE ARTS AND LEADERSHIP STUNTS , THE POTENTIAL OF ALL STUDENTS, REGARDLESS OF THEIR CHOSEN PATH AFTER GRADUATION. MUSIC CLASSES ARE IMPORTANT CLASSES, AND THERE ARE MORE THAN JUST A FUN ELECTIVE. I CAN HONESTLY SAY THAT I HAVE LEARNED MORE ABOUT MYSELF AND THE WORLD FROM MY MUSIC CLASSES THAN ANY OF MY OTHER CLASSES IN MY SCHOOL CAREER. I'M TIRED OF FEELING UNDERVALUED AND UNDER SUPPORTED BECAUSE I HAVEN'T CHOSEN TO BE IN A SCHOOL OFFERED CAREER PATH, BUT INSTEAD HAVE CHOSEN THE PATH THAT I WANT FROM MY LIFE. I'M NOT ASKING TO BE REVOLUTIONARY.

BUT I AM ASKING FOR YOUR RESPECT AND FOR YOUR RECONSIDERATION ON THE VALUE YOU PUT IN OUR ARTS.

THANK YOU. NEXT UP ANDREA BRAUN. AUDREY IMELDA. SHARI AND JENNY CHANG. HI. I'M ANDREA BROAD. AND

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THANK YOU. SEXUAL HARASSMENT IS AGAINST THE LAW IN ALL SCHOOLS IN CALIFORNIA , ACCORDING TO EDUCATION CODE 200 TO 12 48900. WELL, TELL US D BOARD POLICY 5145 SPECIFICALLY STATES THAT WHILE USD PROHIBITS UNLAWFUL SEXUAL HARASSMENT OF OR BY ANYONE IN OR FROM THE DISTRICT, IT ALSO STATES THAT ANY EMPLOYEE PERMITS OR ENGAGES IN SEXUAL HARASSMENT OF STUDENTS MAY BE SUBJECT TO DISCIPLINARY ACTION UP TO AND INCLUDING DISMISSAL. THE DEFINITION OF SEXUAL HARASSMENT INCLUDES VERBAL VISUAL OR PHYSICAL CONDUCT OF A SEXUAL NATURE.

SPECIFIC EXAMPLES OF SEXUAL HARASSMENT MAY INCLUDE WRITTEN VERBAL, PHYSICAL AND VISUAL CONTACT WITH SEXUAL OVERTONES SUCH AS SLURS, JOKES, TOUCHING BLOCKING MOVEMENT, SEXUAL CARTOONS OR DRAWINGS AND OBSCENE LANGUAGE. WELL USD HAS BROKEN ED CODE AND THEIR OWN BOARD POLICY WHEN IT COMES TO SEXUAL HARASSMENT. I WAS HERE THREE MONTHS AGO AND READ A BOOK TO ALL THAT WAS FOUND AT YOUR MELINDA HIGH SCHOOL THAT CLEARLY HAD VISUAL SEXUAL IMAGES AND OBSCENE LANGUAGE. TODAY, I WILL READ FROM GENDER, QUEER AND MILK AND HONEY. BOTH ARE CURRENTLY IN OUR SCHOOL LIBRARIES. YOU ALL HAVE COPIES OF WHAT I'M READING, GENDER QUEER QUOTE, MEMORABLY. I GOT OFF ONCE WHILE DRIVING JUST BY RUBBING THE FRONT OF MY JEANS AND IMAGINING GETTING A. MILK AND HONEY QUOTE. YOU MUST HAVE KNOWN YOU WERE WRONG WHEN YOUR FINGERS WERE DIPPED INSIDE ME SEARCHING FOR HONEY. THAT WOULD NEVER COME FOR YOU QUOTE. HE GUTS HER FINGERS. HE GETS HER WITH HIS FINGERS LIKE HE'S SCRAPING THE INSIDE OF THE CANTALOUPE. CLEAN QUOTE, YOU

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SCHNEIDER. LINDA MANNION AND POLAR POWERS.

HI MY NAME IS JEANNIE PICK AND I'M UP HERE AGAIN ABOUT CHANGING THE FIRST DAY OF SCHOOL TO MID AUGUST. I'M MAKING THIS EFFORT BECAUSE 537 PEOPLE SIGNED MY PETITION AND I FEEL RESPONSIBLE TO SPEAK UP ON THEIR BEHALF. WE AREN'T ASKING YOU TO DO SOMETHING GROUNDBREAKING. ALMOST EVERY HIGH SCHOOL DISTRICT IN ORANGE COUNTY MADE THE TRANSITION AS YOU CAN SEE ON YOUR HANDOUT. I KNOW MANY OF US ARE COMFORTABLE BECAUSE IT'S BEEN LIKE THIS FOR SO LONG, MANY LIKE THE LATE VACATION, BUT ITS PROS VS CONS PRIORITIES OVER PREFERENCES THE PRIORITIES HERE ARE WHAT IS BEST FOR STUDENTS, EDUCATIONAL EXPERIENCES AND OPPORTUNITIES. DR MATTHEWS CLEARLY OUTLINED THEM IN HIS SURVEY. THESE BENEFITS APPLY BROADLY, THIS ISN'T JUST FOR THE AP KIDS. THE MOST POPULAR PART THAT EVERYONE LIKES. EVEN THE PEOPLE WHO DON'T WANT. THE CHANGE IS TO END THE FIRST SEMESTER BEFORE WINTER BREAK. EQUALLY APPEALING IS ENDING EARLIER IN JUNE, WHICH WILL ENABLE ACCESS TO MORE SUMMER CAMPS, INTERNSHIPS AND COMMUNITY COLLEGE SUMMER CLASSES. WE ALSO ASKED TO MOVE UP BY TWO WEEKS AND NOT ONE IF WE ONLY MOVE UP BY ONE WEEK, BUT STILL WANT TO END THE FIRST SEMESTER BEFORE WINTER BREAK THE NUMBER OF INSTRUCTIONAL DAYS BETWEEN THE TWO SEMESTERS MAY NOT FEEL BALANCED. NOW IS THE PERFECT TIME TO START PLANNING FOR THIS CHANGE FOR THE 24 25 SCHOOL YEAR . WE HAVE DR MATTHEWS, WHO HAS THE EXPERIENCE AND HAS BEEN SUPPORTIVE. WE JUST CAME OUT OF THE PANDEMIC AND ADJUSTED TO A NEW BELL SCHEDULE. NOW IS THE TIME TO ADD ONE FINAL CHANGE WITH INSTRUCTIONAL CALENDAR AND LET THE DUST DUST SETTLE AS THE DISTRICT MOVES FORWARD WITH THE NEW SUPERINTENDENT. THANK YOU.

HELLO MY NAME IS MICHELLE SNYDER AND I HAVE CHILDREN AT I HAVE TWO CHILDREN AT ESPERANZA HIGH SCHOOL, AND I'M ALSO AN ALUMNI OF ESPERANZA. SO I'VE BEEN IN THE DISTRICT FOR QUITE A WHILE.

UM MY CHILDREN COULD NOT BE MORE DIFFERENT IN BOTH THEIR ACADEMICS AND THEIR EXTRA CURRICULAR ACTIVITIES. AND AS A PARENT, IT'S MY JOB TO MAKE SURE THAT THEY BOTH FEEL SUPPORTED IN THEIR IN WHAT THEY'RE INVOLVED IN. WITH THE NEW CHANGES TO THE IMPACTED SCHEDULE. IT'S CLEAR THAT THE DISTRICT FAVOR CERTAIN PROGRAMS OVER OTHERS. WELL, TRUE . THESE CHANGES ARE NOT TELLING STUDENTS THEY CANNOT BE INVOLVED IN THESE PROGRAMS. IT IS INHIBITING THEM FROM ATTENDING A FOUR YEAR UNIVERSITY BY IMPACTING THE DECISIONS THAT THEY MAKE THE COMPETITION IS TOUGHER THAN EVER TO BE ACCEPTED INTO A FOUR YEAR UNIVERSITY AND COLLEGES THAT COLLEGES WANT STUDENTS THAT ARE WELL ROUNDED AND INVOLVED IN EXTRACURRICULAR ACTIVITIES. BY ELIMINATING THESE PROGRAMS FROM BEING ELIGIBLE FOR SUMMER SCHOOL. YOU'RE REDUCING OUR STUDENTS CHANCES OF ATTENDING THEIR DREAM SCHOOLS. ALL OF OUR NEIGHBORING DISTRICTS ALLOW FOR THESE PROGRAMS TO BE

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AND I WANT TO THANK DR MATTHEWS FOR REALLY HIGHLIGHTING ALL THE WONDERFUL THINGS THAT ARE DISTRICT DOES. I WANT TO BRING TONIGHT? ANOTHER THING THAT'S COMING UP ANOTHER OPPORTUNITY TO HONOR OUR TEACHERS AND OUR STUDENTS, AND THAT'S OPEN HOUSE AT THE ELEMENTARY LEVEL. OUR TEACHERS HAVE BEEN WORKING REALLY HARD GETTING THE ROOMS READY, SHOWCASING ALL THE WONDERFUL, WONDERFUL WORK THAT OUR STUDENTS ARE DOING. AND THEY'RE SO ANXIOUS FOR ALL OF YOU TO COME IN AND SEE WHAT'S GOING ON. THIS IS JUST ANOTHER EXAMPLE OF HOW ARE USD STUDENTS ARE MEETING THE CHALLENGES EVERY DAY AND IN EVERY WAY, AND SO I INVITE YOU EVERY BOARD MEMBER TO COME TO OUR OPEN HOUSE. THEY START NEXT WEEK. I'M MARCH 23RD EVERY THURSDAY OR ELEMENTARY SCHOOLS WILL BE HOLDING THEIR OPEN HOUSE AND I KNOW OUR TEACHERS CAN'T WAIT TO MEET YOU AND SEE YOU AND SHOW OFF WHAT THEY HAVE GOING ON. AND WHAT THE ONE UNDER FEL THINGS THAT THEIR KIDS ARE DOING. SO I WANT TO MAKE SURE THAT THAT I EXTEND THAT EVERY INVITATION TO YOU. I ALSO WANT OUR HIGH SCHOOL SENIORS IN THE IN THE ROOM TO KNOW AND PARENTS OF HIGH SCHOOL SENIORS THAT WE ARE OFFERING SCHOLARSHIPS, ONE FOR EVERY HIGH SCHOOL AND APPLICATIONS ARE DUE TO YOUR COUNSELORS BY APRIL 10TH. SO TAKE A LOOK AT THAT. WE GIVE A SCHOLARSHIP. VERY HIGH SCHOOL, SO THANK YOU. POWERS. TO BEGIN WITH. I WOULD LIKE TO THANK THE BOARD FOR RECOGNIZING VALENCIA SCHOOLTEACHER WENDY COMBO LAST MEETING IT WAS HARM WARMING TO SEE THE COMMUNITY SUPPORT HER, BUT NO MOST NOTABLY , SEE THE GALLERY FILLED WITH HIGH SCHOOL STUDENTS WHO CAME TO HONOR HER TAKES A VERY SPECIAL TEACHER TO TOUCH SO MANY HEARTS IN THIS COMMUNITY, AND IT FELT SO GOOD TO FINALLY HAVE A MEETING. FOCUS ON WHAT THIS DISTRICT DOES BEST SERVING OUR CHILDREN. AS A SON AND A DAUGHTER IN THE DISTRICT. I CAN'T SAY THANK YOU ENOUGH TO THE DEDICATED EDUCATORS THAT PUT IN THE EXTRA HOURS TO ENGAGE MY CHILDREN IN RELEVANT LESSONS.

SPEND TIME REACHING OUT TO THEM WHEN THEY DON'T UNDERSTAND THE CONCEPT AND TAKE A MOMENT EACH DAY TO CONNECT TO THEM. PERSONALLY I APPRECIATE YOU AND YOUR EFFORTS. IT'S HARD TO HEAR HOW DEDICATED EDUCATORS HAVE HAD SUCH A POSITIVE IMPACT ON MY OWN CHILDREN'S LIFE SPOKEN NEGATIVELY ABOUT SOMETIMES I THINK EACH TEACHER THAT SEES MY SON AND DAUGHTER AS MORE THAN A TEST SCORE. I THANK YOU FOR NEVER LEAVING EITHER OF THEM BEHIND BECAUSE YOU THEY DON'T LEARN AT THE SAME PACE AS OTHERS IN THE ROOM. I APPRECIATE AND UNDERSTAND THAT YOU ACCEPT THEIR UNIQUENESS AND ALWAYS MAKE THEM FEEL WELCOME AT SCHOOL. I'M SADDENED TO LEARN THAT SOME OF OUR BOARD WHICH HAS ALWAYS SUPPORTED OUR CHILDREN BY RESPECTING THEIR TEACHERS HAVE IMPLIED THAT THE SEAT AT THE PROVERBIAL TABLE IS NO LONGER WELCOME. PLEASE KNOW THAT THIS COMMUNITY APPRECIATES ITS EDUCATORS AND EVERYTHING YOU DO EACH DAY TO SUPPORT MY CHILDREN . NEXT FOUR SPEAKERS, NICHOLAS GOLDSTEIN. SHOW ME MURRAY, ROBERT HAMMOND. AND JEANNIE. I CAN'T READ THE LAST PART. BRIMMER. AND WE'LL GO AHEAD AND HAVE, UH IS THIS, BROOKE? BROOKE JONES. NICHOLAS, YOU'LL BE FIRST. HELLO I'M HERE. EXCUSE ME. HELLO I'M NICHOLAS AND I'M HERE AS A STUDENT OF ESPERANZA HAVE SPENT MOST OF MY ENTIRE SCHOOLING CAREER L USDA AND IN THIS DISTRICT TO CLAIM HAS MADE THIS CLAIMS THAT OUR DISTRICT SEEKS TO IMPROVE AND ELEVATE STUDENTS TO THEIR HIGHEST POTENTIAL IN ALL AREAS. YET, HOW CAN THAT BE THE CASE, AND WE ROUTINELY FAILED TO PROVIDE OUR MUSIC PROGRAMS THE BASIC NEEDS THAT ARE IN SHOULD BE EXPECTED.

[00:45:05]

SO THANK YOU. THANK YOU, MA'AM. MR HAMMOND. WOULD IT BE POSSIBLE TO, UH, GO LAST, SIR? UM IF IT'S OKAY WITH THE BOARD? ABSOLUTELY. YES. THANK YOU, SIR. JEANNIE WILL BE UP. GOOD EVENING. I'M JENNY BREMER, TEACHER AT ELDORADO HIGH SCHOOL FIRST, I'D LIKE TO THANK ALL THE STUDENTS THAT I SEE HERE. LOTS OF FAMILIAR FACES AND PARENTS TOO. SO PROUD OF ALL OF YOU FOR COMING AND USING YOUR VOICES FOR SOMETHING THAT YOU BELIEVE IN SO GOOD FOR YOU. THANK YOU FOR BEING SPECIFICALLY MINDED. I'M HERE TO GIVE MY MONTHLY REPORT ABOUT HOW GREAT MULTICULTURAL STUDIES IS. AND GIVE YOU AN EXAMPLE. MY MULTICULTURAL STATES CLASS IN ELDORADO. WE'RE STUDYING CALIFORNIA FARM WORKERS AND, UM AS A LITTLE BIT OF AN ADD ON MY STUDENTS, UM, WE'RE ANALYZING ORANGE CRATE LABELS FROM THE ORANGE GROVES FROM PLACENTA AND YOUR BELINDA AND THEY REALLY LOVED SEEING THIS KIND OF MICRO LOCAL ASPECT OF OUR CULTURE, AND THEY TOOK A LOOK AT THESE. DIFFERENT ORANGE CRATE LABELS, AND THEY SAW WHAT KIND OF STORIES THEY TOLD WHOSE STORIES THEY TOLD. AND THEN WE FOLDED THAT INTO OUR LESSON ON THE FARM WORKERS. ONE OF MY STUDENTS IS A DOSE AND TRAINING AT THE RANCH, WHICH IS ONE OF OUR MUSEUMS LOCALLY, AND SHE WAS SO EXCITED. SHE NEEDED TO INSERT YOURSELF THE LESSON. OF COURSE, HE SHOULD HAVE GOT OPPORTUNITY TO DO SO. AND THAT WEEKEND, A BUNCH OF US MET OVER AT THE RANCH ON SATURDAY, AND THIS STUDENT WAS ABLE TO GIVE US A TOUR OF KEY RANCH AND TALK ABOUT HOW THEY HAVE A WHOLE THING ABOUT RANGE GREAT LABELS AS PART OF THEIR TOUR AND PART OF WHAT THEY HAVE THERE AT THE MUSEUM, SO IT'S A REALLY GREAT WAY FOR MY STUDENTS TO BE ABLE TO HONOR EACH OTHER. AND OUR LOCAL COMMUNITY HERE IN OUR HISTORY HERE IN THE TILE THAT INTER MULTI CULTURAL STUDIES CLASS, SO JUST SPREADING THAT HAPPINESS ABOUT MULTICULTURAL STUDIES. THANK YOU SO MUCH. THANK YOU, MA'AM. GOOD EVENING. MY NAME IS BROOKE JONES. I'M A 45 YEAR. YOUR BELINDA RESIDENT AND FOUR OF MY CHILDREN. ALL FOUR OF THEM WENT TO BERLIN TO SCHOOL SYSTEM PERCENT BELINDA SCHOOL SYSTEM.

SO I'M VERY FOND OF THIS DISTRICT. I HAVE A QUESTION, HOWEVER, AND I HOPE THAT YOU CAN HELP ME WITH THIS. UM THE STATE DID VERY WELL. A COUPLE OF YEARS AGO, WE HAD ABOUT ALMOST $100 BILLION ABOVE THE BUDGET THAT WAS REQUESTED. AND OF THAT 49 BILLION APPROXIMATELY IS

[00:50:05]

NAME'S ROBERT HAMMOND, MEMBERS OF THE BOARD. SUPERINTENDENT. UM, I JUST WANT TO SAY, UH, HONOR TO COME BEFORE YOU GUYS. AH ON THE CURRENT PRESIDENT OF THE BOARD OF I NINE SPORTS ASSOCIATION, WERE NONPROFIT YOUTH SPORTS ORGANIZATION, AND WE FOCUS ON INTRODUCING CHILDREN AGES, 3 TO 15 TO MANY DIFFERENT SPORTS, UH, SUCH AS FLAG FOOTBALL CHEER, SOCCER, BASKETBALL, VOLLEYBALL TO BALL AND NOW TENNIS. WE'VE BEEN OPERATING FOR 10 YEARS AND OUR FIRST SEASON WAS RIGHT HERE IN THIS SCHOOL DISTRICT. I'M ALSO A FORMER SPECIAL EDUCATION TEACHER AND VARSITY COACH. AH! AND OVER THE LAST 10 YEARS WE'VE DEALT WITH MANY DIFFERENT SCHOOL DISTRICTS. CITY DEPARTMENTS, ANOTHER ORGANIZATIONS TO BE ABLE TO OFFER OUR ONE DAY A WEEK PROGRAM. AND THE REASON I'M COMING BEFORE THIS HONORABLE BOARD TONIGHT IS TO SHARE THAT THE USE OF FACILITIES DEPARTMENT THAT YOU ALL HAVE HERE AT THIS SCHOOL DISTRICT, WHICH HAS RUN BASICALLY BY MR PAUL WAREZ AND ASSISTED BY MRS THERESA, SLA, RIO AND MRS JAMIE TUNE. THEY HAVE BEEN ABSOLUTELY CONSISTENT IN BEING PROFESSIONAL, COURTEOUS AND REALLY CONSTANTLY GOING ABOVE AND BEYOND AND PROVIDING OUTSTANDING COMMUNICATION. THESE THREE INDIVIDUALS. UH, THEY HAVE . JUST PUT IT IN ANOTHER WAY. THEY HAVE BLESSED. UH OUR ORGANIZATION AND ALLOWING US TO FOCUS ON HELPING CHILDREN AND REALLY SERVING THE FAMILIES WITHIN THIS COMMUNITY. IF IT MAY PLEASE SUPPORT THAT I HAVE ANOTHER 15 SECONDS. I WOULD LIKE TO DOUBLE DOG BUT UNABLE TO AT THIS POINT. I'M SORRY. I HAVE THESE I'D LIKE TO JUST LEAVE THESE LETTERS WITH THE BOARD IF THAT'S OKAY. ABSOLUTELY. UH, DR MATTHEWS WILL WE'LL GET THOSE AS WELL, THANK YOU VERY MUCH, AND IT'S AN HONOR TO WORK WITH THEM BECAUSE I'LL TELL YOU WHAT THEY SET THE BAR FOR THE WHOLE COUNTY. THANK YOU APPRECIATE THAT.

OKAY FOLKS, THIS BRINGS US TO OUR ACTION ITEMS, UH, GENERAL FUNCTIONS. I WOULD LIKE TO HAVE A MOTION, PLEASE. OKAY I'LL TRY THAT ONE MORE TIME. LET'S GO WITH A COMMUNICATION AND BOARD

[COMMUNICATIONS AND BOARD REPORT]

[00:55:07]

UM, HOPEFULLY THESE GOALS AND THEN THOSE ITEMS WILL BE PLACED ON CALIFORNIA DEPARTMENT OF ED'S WEBSITE, UM, AND USED AS RESOURCES THROUGHOUT THE STATE. ORANGE COUNTY SCHOOL BOARD ASSOCIATION. WE HAD A FISCAL SEMINAR AT THE END OF JANUARY. WE'LL HAVE ANOTHER ONE COMING UP HERE PRETTY SOON TO TALK ABOUT THE BUDGET LAST WEEK, I ATTENDED THE OC S B A AND ACCESS A JOINT DINNER MEETING. CANDY KERN FROM BOARD MEMBER FROM CYPRUS ELEMENTARY SCHOOL, RECEIVED THE MARION FERGUSON AWARD FOR OUTSTANDING CONTRIBUTIONS AND SERVICE, PROMOTING AND ENHANCING PUBLIC EDUCATION. AND THE SPEAKER WAS NOT ALINA NASSER DEAN, WHO IS THE AUTHOR OF RISE UP FOR YOU. UM SHE TALKS ABOUT CLOSING THE GAP BETWEEN YOU AND YOUR POTENTIAL. SHE TEACHES ABOUT EMOTIONAL INTELLIGENCE TO EDUCATE, EMPOWER AND TRANSFORM COMPANIES AND INDIVIDUALS THROUGH EMPHASIZING SOFT SKILLS , CONFIDENCE AND LEADERSHIP ABILITY THAT'S NEEDED TO END TODAY'S WORLD. SHE HAS A BOOK OUT, AND SOME PEOPLE WERE ABLE TO GET THAT BOOK THERE AND HAVE

[01:00:04]

UM SEE. SO THERE'S A PROGRAM THAT I RECENTLY LEARNED ABOUT THAT. I JUST WANTED TO SHARE. UM IT'S CALLED SIV ECOLOGY, AND IT'S ABOUT IT'S BUILT TO CREATE CARING, CONNECTED MOTIVATED STUDENTS THROUGH CIVIC ENGAGEMENT AND CIVIC DISCOURSE. THE PROGRAM WAS DEVELOPED BY A HIGH SCHOOL GOVERNMENT AND ECONOMICS TEACHERS IN NORTHERN CALIFORNIA WHO ARE ALSO SCHOOL BOARD MEMBERS, AND THEY DEVELOPED A UNIQUE WAY TO APPROACH LEARNING AND MENTAL HEALTH. THEY EMPOWER STUDENTS TO SOLVE LOCAL PROBLEMS AND HELP OTHERS WHICH MAKES THEM FEEL CONFIDENT, OPTIMISTIC AND CONNECTED TO THEIR SCHOOL AND COMMUNITY. IT REALLY IS LIKE BUILDING A NONPROFIT WITHIN A HIGH SCHOOL, AND THAT'S WHAT IT'S DEVELOPED INTO AFTER THE 11 YEARS THAT THEY'VE BEEN DOING THIS UM, THEY BEGAN 11 YEARS AGO BECAUSE THEY KNEW LEARNING IS BEST BY DOING AND DOING HIS BEST BY SERVING OTHERS. WE ALL FEEL GOOD WHEN WE GO OUT AND VOLUNTEER AS WE KNOW. AND WE DO LOVE PLACENTA AND LOVE YOUR BELINDA. I DO A LOT OF THAT. AND IN MY, UH, MY WORK. WE HAVE A LOT OF VOLUNTEERS THAT COME AND THEY WANT TO GIVE BACK AND GIVING BACK HAS INTRINSIC. BENEFITS TO IT, AND THIS PROGRAM IS REALLY BUILT AROUND THAT, UM IT'S A MULTIFACETED CURRICULUM THAT BRINGS TOGETHER PIECES OF MENTAL HEALTH, CIVICS, GOVERNMENT ECONOMICS, ENGAGEMENT AND CIVIL DISCOURSE THAT WORKS IN ONE UNIFIED PROGRAM. IT'S A WORKSHOP WHERE THE SALUTED THE STUDENTS, THEY COME IN, AND THEY WERE THEY HAVE A GROUP OF STUDENTS. THEY PICK A CAUSE. UM TOGETHER, THEY BRAINSTORM AND IDENTIFY SOME OF THOSE SOLUTIONS , AND THEN THEY LEARNED HOW TO PARTNER WITH OTHERS IN THE COMMUNITY AND PLAN A CULMINATING EVENT THAT, UM THAT. WELL FOR THE FIRST ONE THEY DID. IT WAS A FINANCIAL GOAL. UM BUT IT'S WAYS TO GIVE BACK TO THE COMMUNITY. THE FIRST THE FIRST ONE THAT THEY ACTUALLY SHARED 11 YEARS YEARS AGO THAT THEY DID THE STUDENTS IN THIS SCHOOL, UM, HAD BEEN WORKING AT THE LOCAL ELEMENTARY SCHOOL AND ONE OF THE STUDENTS WAS A FIVE YEAR OLD AND OVER THE CHRISTMAS BREAK. THE STUDENT WAS IN A CAR ACCIDENT WITH ALL OF HIS FAMILY AND ALL OF HIS FAMILY MEMBERS, UM, DIED IN THAT ACCIDENT, AND SO THE STUDENTS CHOSE HIM AS THEIR CAUSE. THEY WANTED TO MAKE SURE THAT BECAUSE HE LOST HIS PARENTS THAT HE STILL HAD THE OPPORTUNITY TO GO TO SCHOOL. SO THEY WANTED TO RAISE MONEY TO PAY FOR HIS COLLEGE. UM NOT ONLY DID THEY RAISE MONEY, BUT THEY THEY UTILIZED PEOPLE IN THE COMMUNITY TO HELP THEM FIGURE OUT HOW THEY WERE GOING TO, UM, WHERE THEY WERE GOING TO PUT THE MONEY, HOW THEY WERE GOING TO USE IT AND INVEST IT SO THAT BY THE TIME THAT HE GRADUATED FROM HIGH SCHOOL HE HAD ENOUGH MONEY TO GRADUATE OR TO GO ON TO COLLEGE, SO THEY RAISED $30,000 . THEY FIGURED OUT THROUGH ALL OF THEIR INVESTIGATION THAT IT WAS GOING TO COST $131,000 FOR HIM TO GO TO SCHOOL. SO THEY INVESTED ALL OF THAT MONEY.

FIGURE IT OUT WITH THEIR, UH. YES WHAT THE OTHER PEOPLE THAT, UM, THE EXPERTS THAT THEY HAD WORKED WITH, UM, GOT A 9.9% RATE ON THAT RETURN. AND THAT STUDENT , UM, IS ACTUALLY NOW AT THE AGE OF GRADUATION AND HAS $131,000 TO GO TO SCHOOL. SO IT WAS JUST AN AMAZING STORY THAT ALL THE KIDS THOSE THE KIDS WERE THE ONES THAT FIGURED THIS OUT AND WANTED TO, UM, WANTED THIS TO BE THERE, CAUSE OKAY, SO I WILL PASS ALONG THE INFORMATION. IT'S A IT'S A ONE DAY EVENT. THEY COME DOWN AND THEY WORK WITH THE STUDENTS. UM AND THEY FIGURE OUT WHAT THAT CAUSE MIGHT BE SOMETHING THAT CAN GROW FROM THERE IN THE 11 YEARS. THEY'VE BEEN DOING THIS. THEY'VE NOW MADE IT INTO A PATHWAY AND THEY'VE GIVEN $1.2 MILLION TO SUPPORT UNDERSERVED CHILDREN.

AND THEY'VE CREATED AN EXPERIENTIAL LEARNING PROGRAM WITH A PURPOSE, SO I JUST WANTED TO SHARE. IT WAS REALLY AN AMAZING AMAZING PROGRAM THAT I I'VE NEVER REALLY SEEN BEFORE AND SINCE I DO A LOT OF THAT SAME WORK. A LOT OF US DO THAT SAME WORK IN OUR COMMUNITY. IT REALLY DOES CHANGE HOW YOU FEEL. AND UM WITH VERY LITTLE. I JUST WANTED TO HIGHLIGHT A COUPLE OF THINGS THAT I'VE READ RECENTLY AS WELL. UM ORANGE COUNTY DEPARTMENT OF ED HAS REGIONAL MENTAL HEALTH COORDINATORS, AND THEY HAVE RECEIVED A GRANT THROUGH THE MENTAL HEALTH SERVICES ACT. UM THAT IS NOW GOING TO EXPAND THAT TO SEVEN COUNT SEVEN COORDINATORS THAT NOW WILL WORK COUNTYWIDE AND WILL SUPPORT UM, ANY ADDITIONAL MENTAL HEALTH SERVICES THAT WE

[01:05:04]

I SAW A LOT OF GREAT NOVEL DISCUSSIONS READING, FORECASTING ABOUT WHAT COULD BE HAPPENING NEXT ON SOME GREAT NOVELS IN DIFFERENT CLASSES. I ALSO, UM I GOT TO LISTEN IN ON SOME EIGHTH GRADERS LEARNING ABOUT THE WESTERN MIGRATION AND THE OREGON TRAIL. UM. P E. I LEARNED HOW TO TIE SOME KNOTS FOR ARCHERY, AND I ACTUALLY LEARNED THE PROPER WAY TO SERVE. UM IN PICKLEBALL.

I DIDN'T KNOW YOU CAN'T. THIS IS WRONG. YOU HAVE TO GO THIS WAY. AH. IS THAT RIGHT? OKAY? YEAH.

AND, UM, I REALLY ENJOYED WATCHING THE STAFF AND ADMINISTRATORS INTERACTING WITH ALL THE STUDENTS AND YOU COULD BECAUSE I STAYED DURING BREAK AND YOU COULD REALLY TELL THAT THEY HAD SUCH A GREAT RAPPORT WITH THEIR STUDENTS AND EACH OF THEIR INDIVIDUAL NEEDS, AND SO THAT WAS REALLY FUN. UM I ALSO WENT TO BUENA VISTA ELEMENTARY SCHOOL. WHERE I GOT TO OBSERVE MUSIC CLASS, AND HERE ARE BEGINNING BAND STUDENTS A LITTLE BIT DIFFERENT THAN TOUGH THAN YOUR BELINDA. UM I GOT TO MEET ONE OF OUR REGISTERED BEHAVIORAL THERAPIST, AND THEN LATER ON IN MY VISIT, I GOT TO SEE HER IN ACTION. AND IT WAS REALLY UM IMPRESSIVE TO SEE HER WORK WITH THE STUDENT. AND EVERY SCHOOL I GO TO, I HEAR TESTIMONIALS. OF HOW IMPORTANT ARE REGISTERED.

BEHAVIORAL THERAPISTS ARE AND I'M GRATEFUL THAT WE ARE HAD THEM. I LEARNED ALL ABOUT THE LETTER P AND T K AND SAW SOME GREAT WORD TO CODY. UM, I SAW LOTS OF HAPPY AND ENGAGED STUDENTS. UM, I LEARNED MORE ABOUT THE INTERMITTENT MATH PROGRAM FOR ELEMENTARY STUDENTS AND HOW WE HELP STUDENTS THAT ARE IN ADVANCED MATH. AND UM, SIXTH GRADE, REALLY GET TO BRIDGE THAT SO THAT THEY'RE READY FOR ALGEBRA IN MIDDLE SCHOOL. UM I LEARNED ABOUT IRREGULAR PAST TENSE VERBS. AND I WAS REALLY IN AWE BECAUSE ONE OF THE STUDENTS EXPLAINED THE DIFFERENCE BETWEEN IRREGULAR AND REGULAR VERBS, AND HE DID AN AMAZING JOB AND I'M LIKE THIS IS A STUDENT. THIS IS A TEACHER IN THE MAKING RIGHT HERE. I'VE IT WAS SO CLEAR AND PRECISE. I WAS VERY IMPRESSED. UM I WENT ALSO WENT TO TOUGH RE MIDDLE SCHOOL. AND I GOT TO HEAR THE BAND AND THE CHOIR THAT DAY AND IT WAS THE FIRST THING I SAW WAS A GREAT WAY TO START THE DAY. I GOT TO GO UP INTO EUROPE. AND I WAS TREATED WHEN I ENTERED THE ROOM WITH A SALUTE FROM YOUR STUDENTS, AND IT WAS FUN TO SEE THEIR ENTHUSIASM. I GOT TO SEE. UM SCIENCE AND ACTION. ONE OF THE CLASSES WAS WORKING ON CIRCUIT BOARDS AND MAGNETS. AND IT WAS REALLY INTERESTING. I GOT TO LISTEN TO A LITTLE TALK RADIO FROM A RADIO THAT THE STUDENTS BUILT. THEY WERE LOOKING FOR MUSIC, BUT WE GOT SOME TALK RADIO. UM ANOTHER HIGHLIGHT WAS ACTUALLY SEEING YEAH, EVERY SMELLS LIKE KEEP GOING TO THE TALK ABOUT HOW THEY HAVE THESE VIDEO PROTECTION CLASSES AND THEY MAKE THE ANNOUNCEMENTS WHILE I ACTUALLY GOT TO SEE IT LIVE AND THAT WAS FUN TO SEE THE STUDENTS PUTTING THEIR WORK TOGETHER AND SEEING THEIR CREATIVITY. I GOT TO LEARN MORE ABOUT THE WEB PROGRAM THERE AND ALL THE OUTREACH THAT THEY'RE DOING TO MAKE THE STUDENTS FEEL

[01:10:02]

THEY WERE, I BELIEVE, FIRST OR SECOND GRADERS. IT MIGHT HAVE BEEN ACCOMPLISHED CLASS CAN'T REMEMBER. UM I LEARNED HOW THIS SCHOOL UM GLENN, NO TARGETS INTERVENTIONS FOR AFTER SCHOOL, AND IT WAS IT WAS VERY, UM. INTERESTING TO LEARN MORE ABOUT HOW THEY THEY'RE DOING THAT IN THEIR AFTER SCHOOL PROGRAMS. I ATTENDED THE MUSTANG MARKET. RIBBON CUTTING AND IT WAS EXCITED TO SEE THEIR STUDENTS HARD WORK IN ORGANIZING A BUSINESS AND DOING THEIR MARKET RESEARCH PURCHASED. SEEING AND BEING READY TO SELL ON CAMPUS. TWICE A WEEK, AND THEIR LOGO WAS ACT AND I FORGOT TO BRING IT WAS ACTUALLY DESIGNED BY A STUDENT. AND IT'S VERY CREATIVE. AND, UM THEY TREATED ALL THE VISITORS SO NICELY WITH LITTLE GIFTS. AND I JUST REALLY APPRECIATE THEM AND ALL THEIR HARD WORK AND WITH WISH THEM THE BEST. I ALSO ATTENDED THE SEAT. YES BE A AND ASSET ACCESS DINNER ON EMOTIONAL INTELLIGENCE, AND I REALLY LIKED HOW IT'S SUCH A. BESIDES THE STUDENT PORTION, IT WAS SUCH A KEY. PART FOR LEADERS TO HAVE ALL THAT EMOTIONAL TELEVISIONS.

I ALSO ATTENDED THE HOLOCAUST AND WRITING CONTEST WHICH HAS BEEN TALKED ABOUT AND IT WAS REALLY MOVING, LISTENING TO THE STUDENTS READ THEIR WORKS. THERE WAS PARTICULARLY YES. MIDDLE SCHOOL STUDENT READ HIS POEM AND IT WAS. IT WAS INCREDIBLE. UM I ATTENDED THE COMMUNITY MEETING AT AL CAMINO FOR THEIR WASKE ACCREDITATION. AND IT WAS REALLY INTERESTING, INSPIRATIONAL TO HEAR THE STORIES OF HOW EL CAMINO HAS CHANGED SO MANY PEOPLE'S LIVES. THERE WAS FORMER STUDENTS, CURRENT STUDENTS, PARENTS AND THEIR AND TALKING ABOUT HOW THE SCHOOL HAS JUST BLESSED THEM AND UPLIFTED THEM. AND THERE MIGHT HAVE BEEN SOME ADVOCATING FROM PARENTS AND STUDENTS FOR MORE ELECTIVES AND SPORTS. JUST F Y I ATTENDED THE MIDDLE SCHOOL, UM, BASKETBALL.

TOURNAMENT I JUST I HAD A SHORT PERIOD OF TIME I GOT TO WATCH A BOYS AND GIRLS GAME AND THAT AT FIRST I WALKED IN, AND I WAS LIKE WHAT IS GOING ON, AND IT WAS VERY ORGANIZED CHAOS AND WATCHING THESE KIDS PLAY TO THEIR FULL HEART OUT. AND LASTLY, HMM. ANYONE KNOWS ME TO PUT A PLUG IN FOR LOVE PLACENTA . UM IT'S COMING UP APRIL 22ND. THE PROJECTS ARE OPENING UP. UM THIS MONTH MARCH 23RD ONLINE. UM LEVEL CINCH IS GOING TO BE AT EVERY SCHOOL IN THE IN PLACENTIA. AND DOING PROJECTS THROUGHOUT THE CITY AND NONPROFITS. WE'RE REALLY EXCITED TO BE BACK TO OUR FULL STRENGTH FROM THE PANDEMIC AND. BECAUSE I LOVE YOUR BELINDA'S. WELL THEIR

[01:15:07]

DEFINITELY KEPT US BUSY. UM AND IT WAS A LOT OF FUN. SO THANKS FOR BRINGING THAT UP AGAIN.

ALRIGHT WELL THIS LAST MONTH, I HAD OPPORTUNITY TO DO A COUPLE OF SCHOOL VISITS. I GOT TO GO TO GLENDALE ELEMENTARY AND TAKE A TOUR OF THE SCHOOL ITSELF. GOT TO SEE THE LIBRARY OF THE COMPUTER LAB. I THAT CAMPUS IF YOU'VE NEVER BEEN AND JUST STOOD UP IN THE MIDDLE OF THAT QUAD THERE, YOU'VE GOT A GREAT LOOK OUT OVER. THIS IS JUST SOME OF THE CAMPUSES IN THIS DISTRICT ARE AMAZING. ENDED UP LANDING IN MRS PHINEAS THIRD GRADE CLASS AND HAD A GREAT TIME WATCHING THE KIDS DOING SOME. THEY WERE DOING SOME GRAMMAR COMPETITIONS , WHICH I'M A SPORTS GUY COMPETITION. IT WAS REALLY FUN, AND THE KIDS WERE REALLY INTO IT, AND THEY WERE GETTING SO MANY ANSWERS, CORRECT THAT THEY LIKE THE SYSTEM WAS OVERLOADING. IT WAS IT WAS, IT WAS REALLY PHENOMENAL. AND THEN, UM, I GOT TO SEE THERE. THEY'VE GOT CATERPILLARS THAT THEY'RE TURNING INTO BUTTERFLIES. AND THEN AT THE END, THEY ASKED ME TO READ. AH SO I SAID, I DON'T KNOW HOW TO READ. THIS IS A PROBLEM. AND I WAS KIDDING, OF COURSE. SO I READ READ A BOOK TO THE KIDS AND IT WAS. IT WAS REALLY GREAT GETTING TO SEE THE KIDS ENJOY THEY LIKE THEY ENJOY READING. THEY ENJOY THIS STORY THAT THE INCREDIBLE IVAN I THINK WAS THE BOOK AND DOING VOICES OF THE ANIMALS AND STUFF. I REALLY WE'VE GOT SOME PHENOMENAL KIDS AS THEY'RE COMING UP. AND THEN AFTER GLENN NOEL, I WAS ABLE TO ATTEND THE MUSTANG MARKET. UH OPENING WITH MARYLAND AND A FEW OTHERS. I HAVE TO SAY THERE WERE, UH, STUDENTS THAT SPOKE THERE AND THEN THE SPOONS THAT SPOKE TONIGHT WE HAVE AN AMAZING GROUP OF KIDS THAT ARE ARTICULATE. THAT ARE CLEAR AND CONCISE. THEY SHARE THEIR IDEAS AND THEY ARE GOING PLACES. THE THING I LOVE. I'VE SAID IT SEVERAL TIMES, I THINK, PROBABLY EVERY MEETING. UM THE CTE PROGRAMS WE HAVE AT THIS SCHOOL ARE THIS DISTRICT ARE AWESOME AND SPECIFICALLY THE MUSTANG BUSINESS ACADEMY OUT A TOUR OF THE ALMOST AN OFFICE SPACE. THE CLASSROOM THERE. IT FEELS LIKE IT'S A STARTUP FEEL THEY'VE GOT , UM IT'S A REAL OPPORTUNITY FOR STUDENTS TO FEEL WHAT BUSINESS IS LIKE AND SEE WHAT THAT ACTUALLY WOULD, UH, WOULD BE LIKE IN THE REAL WORLD. IT'S AGAIN IF YOU HAVE STUDENTS THAT ARE INTERESTED IN ANY OF THESE SETI PROGRAMS GETTING INVOLVED, I THINK IS A HUGE THING, AND IT'S GOING TO BENEFIT THEM MORE THAN HERE AND OUR DISTRICT, BUT BEYOND SO THAT WAS REALLY, REALLY GREAT. AND THEN FINALLY I'VE BEEN DOING A DEEP DIVE INTO THE DIFFERENCE BETWEEN, UH, POLICY, PROCEDURES AND GUIDELINES. LOT OF US HAVE BEEN DIVING INTO THAT THIS WEEK, AND I SEEING A LOT OF THINGS THAT NEED TO BE, UM CORRECTED, DEFINED. UM AND THEN THERE'S JUST A LOT OF CONFUSION. I THINK THAT NEEDS TO BE CLEARED UP WITH COMMUNICATIONS, SO I'M LOOKING FORWARD TO MANY THINGS THAT ARE ON THE AGENDA TONIGHT TO HELP YOU SOME OF THAT, AND, UM THAT'S THE END OF WHAT I HAVE TO SAY. AFTER MY LAST TWO BOARD REPORTS. I'M GOING TO TRY TO BE QUICK AS WELL. UM, IDEA GO. I VISITED MABEL PAIN THIS PAST WEEK AND I GOT A TOUR. THE CAMPUS HAD A GREAT TIME MEETING ALL I WENT THROUGH EVERY EVERY CLASS ON CAMPUS, AND, UM, THAT ALSO HAS AN AMAZING PLAYGROUND TO GLENDALE. I WAS THERE LAST MONTH. AND THAT VIEW IS GREAT.

BUT WE DO WE HAVE SOME REALLY, REALLY NICE CAMPUSES. UM, I DID ALSO GO TO THE ELDORADO ORCHESTRA CONCERT I ATTENDED WITH, UH, CARRIE BACK AND WE SAT NEXT TO EACH OTHER WHEN I REALIZED IS, UM SO SHE PLAYS THE PIANO. AND TODD PLAYS THE DRUMS . I CAN PLAY THE TAMBOURINE AND I KARAOKE. AND SO WE'RE KIND OF WONDERING WHAT YOU TO DO BECAUSE WE KIND OF FEEL WE COULD BE BROUGHT IN ON SOME OF THESE MUSIC COLLABORATIONS AND TAKE THE SHOW ON THE ROAD. AND SO, YEAH, SO YOU LEARN SOMETHING NEW EVERY DAY, SO WE'LL SEE. WE'LL FIND OUT WHAT MARILYN IS HAUNTED AND TALENTS ARE BUT I DID FIND IT REALLY FUNNY. THEY DID A LOT OF BEAUTY AND THE BEAST SONGS AND THAT'S A SONG ME AND MY BROTHER KARAOKE TO QUITE OFTEN, SO IT WAS JUST THAT WAS A FUN NIGHT AND IT WAS REALLY THEY WERE JUST SPECTACULAR. WE HAVE SO MUCH SO MUCH TALENT IN THIS

[01:20:01]

OBVIOUSLY OF ALL THESE KIDS SPEAKING OUT TONIGHT, YOU KNOW, LEARNING TO SPEAK ON AND ADVOCATE FOR YOURSELF. I THINK IT'S JUST AMAZING FOR THESE KIDS, ESPECIALLY AT THIS YOUNG AGE. I ALSO AM PART OF THE YORBA LINDA WOMEN'S CLUB, AND SO THEY HAD THEIR BIG CRAFT FAIR THIS WEEKEND. SO I VOLUNTEERED. UM AND ONE OF MY SONS VOLUNTEERED WITH ME AND SO WALKING AROUND THE END I RAN INTO A GROUP OF STUDENTS AND THEY HAVE I DIDN'T KNOW THERE WERE STUDENTS AT THE TIME. JUST LOOKED LIKE YOU KNOW, CUTE GIRLS SELLING BRACELETS AND I NEEDED A GIFT. FOR A FRIEND'S DAUGHTER. AND SO I MET FROM TRAVIS RANCH. I MEANT ALYSSA IS OUR AREA. FLORES ITALIANA KATANA SOFIA. I'M IN A REALLY I'M GONNA SCREW UP THIS NAME SOPHIA AND ALEX MASTER ROSIE IN AND SO THEY ARE A PART OF THE PCI BOUTIQUE. AND SO THEY DO CUSTOM BRACELETS, THE CUSTOM NECKLACES. THEY ACTUALLY PERSONALIZED BRACELET. AND SO I DID ASK PERMISSION IF I COULD GIVE THEM A SHOUT OUT TONIGHT BECAUSE THEY ARE GOING LIVE ON AN INSTAGRAM PAGE PRETTY SOON THIS WEEK OR NEXT WEEK, SO IF YOU'RE LOOKING FOR SOME REALLY COOL BRACELETS, NECKLACES . I MEAN, IT WAS REALLY, REALLY CUTE. I DID THE EVENT MALE, SO THAT'S GREAT ENDO CASH. I'M SURE EVERYWHERE I GO. MY HUSBAND REALLY GETS IRRITATED WITH ME BECAUSE THAT BEEN NO OPTION. UM SO, YEAH. SO I BOUGHT SOME GOOD THINGS. AND I JUST THOUGHT, YOU KNOW, TOO. SO CREATIVE. THEY'RE OUT THERE. THEY'RE NETWORKING.

YOU KNOW, THEY'RE SELLING THEIR STUFF. I MEAN, THIS IS REALLY A GREAT GROUP OF KIDS THAT WE HAVE IN OUR DISTRICT. UM ATTENDED THE CALIFORNIA POLICY CENTER IN SACRAMENTO. MYSELF IN A SEAN. WE FLEW UP AFTER THE LAST BOARD MEETING, AND THAT WAS A TWO DAY EVENT, AND A LOT OF IT WAS LEGAL UPDATES. A LOT OF IT WAS WHAT'S GOING ON WITH THE SCHOOLS AND ONE OF THE THINGS THAT WE FOUND OUT THERE, AND I'M SURE WE MAY HAVE KNOWN ABOUT THIS, BUT THIS WAS REALLY KIND OF ONE OF THE BIG DEALS IS THAT 25% OF THE CHILDREN IN THE UNITED STATES ARE DYSLEXIC, AND THEY NEED SCREENING. AND SO. OKAY THROUGH THIRD GRADE. THAT IS A HOT. THAT'S THE TIME WHEN YOU NEED TO HONE IN AND FIND THIS, YOU KNOW, TO BE ABLE TO STOP IT OR NOT EVEN STOP IT, BUT TO, I GUESS, DIAGNOSE IT AND BE ABLE TO LIKE , UM, YOU KNOW, HELP THEM AND NOT AFFECT THEIR EDUCATION. AND SO THE NEXT DAY WE WERE ABLE TO GO WHEN WE WERE MEETING WITH A COUPLE OF PEOPLE. THAT'S IN THE ASSEMBLY, AND THERE'S ACTUALLY SOME BILLS THAT ARE THAT'S BEING MOVED FORWARD, AND THERE'S BEEN BILLS IN THE PAST. AND THIS IS GOING TO SOUND LIKE VERY, UM LIKE AS A HIT, BUT IT'S NOT A HIT ON THE UNION AT ALL. BUT THEY'VE SAID THE C T A HAS BEEN BLOCKING THIS BILL, AND IT IS THEY THINK IT'S GOING TO BLOCK IT AGAIN. AND SO MY HOPE IS THAT US AND THE UNION CAN WORK TOGETHER TO START SCREENING FOR DYSLEXIA IN OUR SCHOOL DISTRICT. AND THAT WE CAN ALL WORK TOGETHER. AND THE TEACHERS. UM THE PARENTS OF STUDENTS, WE CAN FIND A WAY THAT WE CAN DO THE

[01:25:01]

ALSO ALSO WE GOT TO TALK TO SEVERAL EDUCATOR TO LEGISLATORS , ACTUAL LAWMAKERS AND, UM, ONE OF THE THINGS THAT I WAS REALLY IMPRESSED WITH IS THE FACT THAT A BILL IS BEING BEING PLACED OR IT'S GOING TO BE SHOWN THAT IS BIPARTISAN BILL THAT TALKS ABOUT DYSLEXIA TESTING, AND I THINK YOU'LL START SEEING THAT HERE COMING UP IN THE VERY NEAR FUTURE. IN WHICH THEY'RE GOING TO REQUIRE IT. I BELIEVE UP TO SECOND GRADE THAT THEY'RE LOOKING TO REQUIRE IT FOR ALL SCHOOL SETTINGS, PUBLIC, PRIVATE AND EVEN FOR HOMESCHOOLING, SO WE'LL SEE HOW THAT GOES. JUST KIND OF, YOU KNOW ANYTHING IN WHICH WE CAN HELP KIDS, YOU KNOW , SUCCEED BETTER. I KNOW MY OLDEST WAS DYSLEXIC AND WE COULD NOT UNDERSTAND WHY IT WAS SO DIFFICULT FOR HIM IN SCHOOL BECAUSE SUPER SMART KID IT'S JUST HE WAS JUST SEEING THINGS DIFFERENTLY THAN WHAT I WOULD HAVE SEEN OR READING WAS DIFFERENT FOR HIM. BUT ONCE ONCE WE GOT IT FIGURED OUT WITH A LOT OF TESTING, AND, UH, YOU KNOW, A LOT OF PRAYING ABOUT IT. HE WAS HE WAS FINE. HE MADE IT THROUGH,

[01:30:04]

SO I'M PRETTY COFFEE DOUBT RIGHT NOW. BUT NEEDLESS TO SAY, THOSE , UH THOSE TIMES WERE REALLY GOOD. LOOK FORWARD FOR THIS THIS MONTH. AS YOU'RE HEARING, IT'S GOING TO BE VERY BUSY MONTH, BUT IT SHOULD BE VERY PRODUCTIVE. SO UM, THAT WILL END MY BOARD REPORT. AND WE'LL GO AHEAD AND GET, UH GET MOVING ON. OKAY? HERE WE GO NOW. THE ACTION ITEMS MHM. SORRY ABOUT THAT. GENERAL

[GENERAL FUNCTIONS]

I NEED A MOTION FOR NUMBER TWO, PLEASE. I'LL MAKE A MOTION TO VOTE FOR NO MORE THAN NINE CANDIDATES FOR THE CALIFORNIA SCHOOL ASSOCIATION DELEGATE ASSEMBLY. OKAY, SECOND. ALRIGHT MOTION BABY BLADES, SECOND BY MS ANDERSON OKAY, GUYS, SO, UM. WHAT THEY HAVE IN THE PACKETS OF FOLKS IS THEY HAVE SEVERAL DELEGATES IN WHICH WE CAN VOTE FOR UP TO NINE. UM THE ONLY TWO THAT I REALLY KNOW OR ON THIS DAY IS RIGHT NOW, UM, BUT THEY DID GIVE A LITTLE BIT OF INFORMATION ON ALL THESE OTHER CANDIDATES. UM THAT WERE ALSO BUYING FOR THESE SEATS, SO. AS FAR AS I'M CONCERNED, I JUST HAVE, UH MISS ANDERSON AND MS BLADES THAT I'LL BE VOTING FOR.

BUT SO MRS ANDERSON AND I TALKED A LITTLE BIT ABOUT THIS BECAUSE WE BOTH ATTEND, UM, THE O. C. S B A MEETINGS AND NO, SOME OF I KNOW ALL THE PEOPLE, ACTUALLY NOT ALL BUT A COUPLE. UM, SO WE TALKED A LITTLE BIT ABOUT IT. UM SO IN ADDITION TO LEANDER BLADES IN MARYLAND, ANDERSON WE HAVE MICHELLE BARTO. BONNIE CAST RE CARRIE FLANDERS. JACKIE FELL. BECK. SUSIE SWARTZ. AND THEN WHAT WERE THE OTHER TWO? WE, KELLY OSBORNE AND LAUREN. LAUREN KLATSKY. SO THAT WAS NINE. AND SOME OF THEM I'VE WORKED WITH. SO I HAVE SOME EXPERIENCE THE OTHER ONES THAT I DIDN'T WE. WE KIND OF LOOKED AT THEIR RESUMES AND FELT WHO MIGHT BE THE MOST BENEFICIAL TO US AS A DOZEN ORANGE COUNTY DELEGATE TO BE ABLE TO SPEAK ON BEHALF OF ORANGE COUNTY. OKAY KIND OF LOOKED FOR VARIOUS, YOU KNOW, INTERESTS AND EXPERTISE AS WELL. EXCELLENT. PERFECT DEFINITELY FEEL MORE CONFIDENT. IF YOU GUYS, UH, HAVE AN IDEA OF WHO ELSE TO VOTE FOR AWESOME. OKAY SO LET'S GO AHEAD AND TAKE A VOTE ON THESE NINE, WHICH WERE BROUGHT FORWARD. HALL IN FAVOR HIGH. ANY OPPOSED. ABSTAIN FROM THIS LIPSTICK GOT IT? YOU DON'T WANT TO VOTE FOR ME AND DARRYL? ANYBODY? SO YOU COULD LOOK FOR THEM. THAT'S TRUE. TAKING OFFENSE. KIDDING KIDDING, OKAY.

MOTION CARRIES ZERO AND, UH, ABSTAIN STUDENT BOARD MEMBER WILL NEVER AGAIN REALLY? OKAY

[01:35:01]

[01:40:03]

HERE'S TAKING LANGUAGE ARTS GEOMETRY CHEMISTRY. SPANISH FOR AVID MEDICAL CAREERS. ETHNICS THIS IS A THREE TIME QUALIFIER FOR AN IMPACTED SCHEDULE. IT'S A LITTLE OVERKILL, ACTUALLY, BUT THEY WOULD QUALIFY TO TAKE AN ONLINE COURSE AS WELL. UM, HERE'S AN 11TH GRADE STUDENT. UM . THERE WE GO. TAKING AP ENGLISH LANGUAGE SPANISH THREE PRE CALCULUS PHYSICS AP CHEMISTRY ATHLETICS THEY QUALIFY BECAUSE AGAIN THEY'RE PURSUING TOWARDS THE CEILING BY LITERACY SO THEY WOULD QUALIFY TO TAKE THOSE COURSES. UM. AND THESE ARE VERY TYPICAL SQUAD. HERE'S ANOTHER 11TH GRADE STUDENT TAKING CERAMICS. UH AP ENVIRONMENTAL SCIENCE BUSINESS COMMENT TECH AND ATHLETICS. THEY QUALIFY BECAUSE THEIR INNER CTE PATHWAY HERE'S THE STUDENT. ANOTHER 11TH GRADE STUDENTS TAKING SPANISH THREE ADVERTISER TRIG CONCERT CHOIR, A S B. ABBOTT ACCOUNTING ATHLETICS. THEY QUALIFY FOR AN IMPACT OF SCHEDULE AGAIN FOR AVID AND THE BILATERAL RESEAL.

AND UM THEN WE GO TO ANOTHER 11TH. GRADE STUDENT WITH ENVIRONMENTAL SCIENCE, THEATER ARTS, PSYCHOLOGY PSYCHOLOGY. UM SO THEY THIS IS THE STUDENT WHO WOULD NOT QUALIFY UNDER OUR UNDER OUR GUIDELINES RIGHT NOW, BECAUSE, UM, THEY THERE'S THEY HAVE THE THEATER ARTS, ELECTIVE PSYCHOLOGY, ELECTIVE SOCIOLOGY, ELECTIVE. UM AND SO THERE'S THREE ELECTIVES ON THERE WITHOUT BEING IN ONE OF OUR IMPACTED PROGRAMS. AND SO UNDER OUR CURRENT GUIDELINES, THEY WOULD NOT QUALIFY. ANOTHER ONE. WE HAD 12TH GRADE STUDENT TAKING YOUR ALLOWED AS 1/12 GRADER TAKE JUST FIVE CLASSES. IT'S THE ONLY ONLY GREAT WHEN YOU CAN DO THAT, AND SO THEY ARE TAKING AP SEMINAR AP GERMAN PRE COG MEDICAL ASSISTING , UM AND SO, WITH ONLY TAKING FIVE CLASSES, WE WOULD SAY THEY COULD TAKE A GOVERNMENT ECONOMIC LAST IN THEIR SIXTH PERIOD DAY. AGAIN A BIG PART OF THE REASON WE'RE LOOKING AT THIS POLICY IS WE LOVE THE IDEA OF STUDENTS HAVING AN IMPACTED SCHEDULE AND BE ABLE TO TAKE AN ONLINE COURSE. BUT WE ALSO RECOGNIZE THE SIX WEEK ONLINE COURSE DOES NOT COMPARE TO A 36 WEEKS IN PERSON COURSE FOR US HERE, AND SO WE'RE TRYING TO DRAW THAT RIGHT BALANCE BETWEEN WHAT'S BEST FOR THE STUDENT AND WHAT'S BEST FOR THEIR ACADEMIC PROGRESS ALONG THE WAY. UM. HERE'S ANOTHER 12TH GRADE STUDENT WITH LANGUAGE ARTS FOUR. THEN THEY HAVE WIND ENSEMBLE, JAZZ ENSEMBLE, JAZZ ENSEMBLE AND ORCHESTRA AND TEACHER'S AIDE. UM AGAIN. WE THINK THAT OUR OUR CLASSES, UH OF THE 36 WEEKS SCHEDULE IN, OF COURSE, ARE YEAH , A TEACHER'S AIDE. WHILE WE CAN BE A GREAT OPTION FOR A KID WOULD RATHER SEE THEM TAKE A GOVERNMENT E CON CLASS WITH US DURING THE COURSE OF THE YEAR. AND SO THOSE ARE EXAMPLES OF SCHEDULES AS WE'VE BEEN PUT FORWARD, SO I'LL OPEN UP TO THE BOARD. THIS IS A FIRST READING OF A POLICY. UM AND SO THE WAY THAT WORKS IF WE LISTEN TO OUR BOARD CONVERSATION, WE AND WE WILL COME BACK TO YOU WITH IF THERE'S CONSENSUS ON THE BOARD AND WHERE TO GO. WE'LL PUT THAT IN WRITING AND BRING IT BACK TO YOU AT OUR APRIL 11TH MEETING. CAN YOU DEFINE THE DIFFERENCE BETWEEN A GUIDELINE AND POLICY FOR US, RIGHT GUY? THAT WAS SO POLICIES ARE AND OUR GRADUATION REQUIREMENTS ARE LISTED IN THERE , AND SO WE ARE OFTEN TRYING TO FIGURE OUT UM, WHICH COURSES STUDENTS CAN TAKE THE FIGURE THAT PART OUT AND SO, UM, EVERY DETAIL IS NOT FIGURED OUT AS WE SORT OF SET OF POLICIES YOU WILL OFTEN HAVE COUNSELORS COME TO US AND SAY OKAY. HOW DO WE DO THIS? WHAT IS THAT MEAN? THIS IS THE POLICY. HOW DO WE GO FORTH AND MAKE THIS HAPPEN? WHAT ARE THE DETAILS OF IT? BECAUSE IF YOU'VE EVER SPOKEN TO A HIGH SCHOOL COUNSELOR, THEY HAVE A GAZILLION PROBLEMS THEY BRING UP THAT COME UP THAT WE DIDN'T ANTICIPATE IN THE POLICY. SO WE'RE TRYING TO FIGURE OUT THE GUIDELINES FOR THAT LED US TO HAVE CONSISTENT APPLICATION. OF WHAT WE THINK WILL ACHIEVE THE BOARD POLICY. WOULD IT BE FAIR TO SAY GUIDELINES A SUGGESTION? WELL WHAT WE WANT TO DO IS BE CONSISTENT WITH ALL OF OUR SCHOOLS. AND SO WE TRIED TO

[01:45:02]

AND THAT IS NOT ON A DAY OF A BOARD MEETING AND THAT WAS DONE WITHOUT THE BOARD. SO I THINK WHAT WHAT TRUSTEE FRASER TRYING TO SAY IS WE HAVE NOW SAID THAT THIS IS A POLICY BECAUSE YOU HAVE PUT IT OUT TO OUR OUR TEACHERS, TEACHERS, STAFF PARENTS AS A POLICY THAT DIDN'T GO BEFORE THE BOARD. SO WHEN ARE WE NOW BREAKING BOARD POLICY BY ENACTING BOARD POLICIES OR SAYING THAT THEIR BOARD POLICIES AND CREATING WITHOUT BOARD APPROVAL BECAUSE THIS IS IMPACTING THIS HAS CAUSED CHAOS. ABSOLUTE CHAOS THROUGHOUT THIS SCHOOL, AND SO HERE WE HAVE THIS THAT THIS WAS CREATED ON 2 17. DID YOU VOTE IN ANYTHING ON TO 17? I DIDN'T. THIS HAS NEVER BEEN ABOARD POLICY, BUT IT SAID P Y EL USD IMPACTED SCHEDULED POLICY. SO YOU GUYS ARE SAYING TO PEOPLE. THIS IS A POLICY. BUT THEN WHEN YOU COME IN HERE AND SAY THAT, WELL, THESE ARE ONLY GUIDELINES AND THEN ALL OF THESE KIDS HAVE LOST OUT. NOW THEY'VE GONE THROUGH ESPERANZA, THE JUNIOR CLASS THEY HAVE BEEN TOLD THEY CANNOT TAKE GOVERNMENT OR ECON OVER THE SUMMER TIME. I JUST GOT A TEXT MESSAGE. FROM SOMEONE THAT SAID. MY DAUGHTER ISN'T YOUR BILL IN THE HIGH SCHOOL? SHE IS IN ZERO PERIOD BAND YOUR BOOK AND SOCCER WITH ALL OF THEIR CORE CLASSES. SHE HAD TO TAKE HEALTH AND CAREERS OF THE SUMMER. SHE WANTED TO DO THE SAME CLASSES NEXT YEAR. BUT OUR SCHEDULE IS TOO IMPACTED, SO SHE HAS TO DROP SOMETHING. SO SHE HAS DROPPING SOCCER IN ORDER TO STAY IN BAND IN YOUR BOOK, NOT WANT WHAT SHE WANTED TO DO. BUT YOUR BOOK WILL LOSE ALL BUT FOR CURRENT STUDENTS BECAUSE OF THIS SO THERE'S FIVE. THERE'S FIVE STUDENTS IN ONE CLASS BECAUSE THIS IS IMPACTED. AND SO MY CONCERN IS THAT WE THERE'S BEEN SO MUCH MISINFORMATION.

WE'VE BEEN TOLD THAT THE TEACHERS AND THE UNION BROUGHT THIS FORWARD. AND THEN WE WERE TOLD, AS ABOARD. THE TEACHERS IN THE UNION WERE BROUGHT BROUGHT THIS FORWARD. THE UNION SAYS THEY HAVE NOTHING TO DO WITH IT. AND SO WHERE DID THIS COME FROM ? WHERE DID THIS START? AND WE NEED TO BE HONEST AS THE WORDS CAME FROM, BECAUSE YOU CAN'T GIVE THE UNION A BAD RAP, SAYING THAT THE UNION BROUGHT THIS FORWARD, BUT IT WAS OUTSIDE NEGOTIATION. AND YOU CAN'T YOU KNOW THE TEACHERS BROUGHT FORWARD OR IS THIS IS DONE INTERNALLY BEHIND EVERYBODY'S BACK BECAUSE THIS IS NOT TRANSPARENT WHATSOEVER. YEAH AGAIN. WHEN YOU TALK ABOUT POLICIES, THERE'S A SBS SET POLICIES FOR DANCES. UM SPORT TEAMS SET POLICIES FOR HOW? HOW? HOW THEY OPERATE AS WELL. THERE'S YEAH, SO MANY DIFFERENT ORGANIZATIONS THAT SET POLICIES FOR US ABOARD POLICY IS ABOARD POLICY. EVERYTHING ELSE OPERATES FROM WITHIN THOSE. AND SO WHEN A BOARD POLICY IS CREATED, THAT IS WHAT MUST BE FOLLOWED AND SO AGAIN, IF THE IF THE BOARD WANTS TO DO THAT, THAT'S GREAT, BUT WHAT WE DO IS WHEN WE WENT THIS POLICY WAS CREATED BECAUSE OUR COUNCILORS WANTED CONSISTENCY ON HOW WE DID THAT. SO WE WERE MEETING WITH OUR COUNSELORS AND FIGURING OUT HOW WE DO IT. IF THE BOARD DISAGREES WITH IT, IT IS YOUR RIGHT TO SET A POLICY WHERE HE DESCRIBED THAT MORE FULLY. AND SO WE'RE GOING. WE'RE GOING TO TAKE ME AGAIN. THERE ARE SO MANY DETAILS THAT IF WE BROUGHT ALL THOSE DETAILS THE BOARD FOR EVERY MEETING YOU'D BE MEETING EVERY DAY. WE HAVE TO HAVE THE WE HAVE TO HAVE THE ABILITY TO INTERPRET POLICY AND GO FORTH WITH IT AND AGAIN IF THE BOARD SEES A PROBLEM WITH IT, BRING IT BACK AND MAKE IT PART OF THE BOARD POLICY. UH I'VE STILL NEVER HEARD OF LIKE A PROBLEM THAT WE'RE SOLVING.

THAT'S AND WE HAD THE CONVERSATION THAT THERE'S NOT REALLY A PROBLEM. IT'S JUST A PREFERENCE THAT THESE CLASSES IN THE SUMMER ARE NOT AS ROBUST. AS DURING THE SCHOOL YEAR. BUT THERE'S NOT A TRUE PROBLEM THAT WE'RE SOLVING BY. LIMITING THE KIDS TAKING SUMMER SCHOOL. IS THAT CORRECT? I E. ONLY PROBLEM WE'RE CREATING. IS THAT BEING YOU MEAN SOLVING? THESE ARE GOOD

[01:50:01]

AND THEN IT STARTS. YOU KNOW, STUFF STARTS TO CATCH ON FIRE. AND LIKE WE'RE HERE, PUTTING OUT THE FLAMES, AND SO HERE WE ARE WITH ALL OF THESE KIDS WHO HAVE HAD TO MAKE THESE DECISIONS WILL NOW I HAVE TO GIVE UP SOCCER. MY SENIOR YEAR. WELL, THAT'S NOT FAIR TO MAKE A KID GIVE UP SOCCER BECAUSE YOU GUYS WANTED TO CHANGE SOMETHING AROUND. IT'S NOT FAIR, AND IT'S NOT RIGHT.

AND SO WE NEED SOME MORE TRANSPARENCY FROM THE DISTRICT. BECAUSE LOOK AT WHERE WE'RE AT NOW. ARE YOU GOING TO SEND ALL OF THESE KIDS BACK TO THE COUNSELOR? EIGHTH GRADE THROUGH 11TH. ARE WE SENDING THEM BACK? ALL THE COUNSELORS AND SAY, YOU KNOW WHAT YOUR SCHEDULE IS NOT GOING TO BE IF WE VOTE A DIFFERENT WAY TONIGHT LIKE WE HAVE TO GO BACK AND FIX IT ALL.

WE DON'T THINK THERE WERE THAT MANY TO FIX, BUT THAT'S EXACTLY WHAT WE WOULD DO IF THERE IF, IF MEANS. LET'S THINK THE ISSUE BEFORE YOU TONIGHT IS, UM SOME OF YOU DON'T LIKE THE WAY THE POLICY WE'VE BEEN USING, UM, LET'S WHAT DO YOU WANT TO DO? MAKE A RECOMMENDATION FOR A POLICY AND LET'S HAVE A DISCUSSION WILL BRING IT BACK TO YOU, AND WE CAN MOVE FORWARD.

WELL, IF WE'RE GOING TO TALK, SO THIS IS WHERE IT'S GETTING MUDDY. YOU KEEP SAYING POLICY, BUT THEN YOU ALSO ARE SAYING WHAT'S THE WORD? GUIDELINES GUIDELINES SETTING A POLICY TONIGHT I'M SAYING SET ABOARD POLICY. CAN I SUGGEST THAT WE JUST REMOVE NUMBER THREE FROM THIS ENTIRELY? BUT WITHOUT ANY LIMITS ON SUMMER SCHOOL OR MAKE DO WE NEED TO MAKE A STATEMENT ABOUT THINK YOU NEED TO MAKE A STATEMENT ON THAT WHEN I THINK COUNSELORS NEED THAT CLARITY WHEN IT WHEN THE STUDENT CAN TAKE A SUMMER SCHOOL ONLINE SUMMER SCHOOL COURSE CAN I JUST WEIGH IN? JUST ATTACH? I HAVE THREE DAUGHTERS THAT HAVE BEEN THROUGH HIGH SCHOOL. ALL THREE OF THEM HAVE TAKEN SUMMER SCHOOL CLASSES BECAUSE OF IMPACTED SCHEDULES. UM ONE I B ONE THAT WAS A P AND A S, B E AND THE, UM UM, THE SPANISH THE, UM SALEM BY LITERACY. MY OLDEST ONE STARTED DOWN THAT PATH OR MY YOUNGEST ONE STARTED DOWN THAT PATH HAS TAKEN A SUMMER SCHOOL CLASS. BUT THIS NEXT YEAR, SHE'S GOING TO BE A JUNIOR, AND SHE DOESN'T HAVE AN IMPACTED SCHEDULE. AND SHE STILL WANTS TO TAKE A SUMMER SCHOOL CLASS. BUT SHE WANTS TO BE A TA FOR ONE OF THE CLASSES.

I DON'T WANT HER TO BE A T A I. NO OFFENSE DID BEING A TA. IF BUT IT HEARD LEVEL OF ACHIEVEMENT. I EXPECT HER TO DO SOMETHING THAT'S MORE ACADEMIC. SO IN THAT SENSE, I WOULD MUCH

[01:55:01]

THAT HAS A FOUR YEAR REQUIREMENT, WHICH IS LANGUAGE ARTS, SO WE KNOW THEY'RE GOING TO BE DOING LANGUAGE ARTS AS LONG AS THEY'VE MET ALL OF THE OTHER. CRITERIA THEY SHOULD BE ABLE TO DO OTHER CLASSES. UM BUT AGAIN, IT'S MEETING THE OTHER CRITERIA I HAVE TO AGREE WITH.

YOU KNOW THAT THE ECONOMICS IS GOING TO BE ECONOMICS AND SOCIAL , SO IT'S GOING TO BE DIFFERENT IN THE SUMMER. I MEAN, IT JUST IS MY DAUGHTER'S PRIMARILY TOOK HISTORY. UM MY YOUNGEST ONE NOW WANTS TO DO A DUAL ENROLLMENT CLASS WITH FULLERTON COLLEGE AND DO BUSINESS SO THAT SHE GETS DUAL ENROLLMENT FOR THAT, BUT I DON'T WANT HER TO I WANT HER TO GET A TO BE AT SCHOOL AND TO BE LEARNING, AND THIS IS HER ONLY OPPORTUNITY TO DO THAT. SO I DON'T WANT TO TAKE IT AWAY BECAUSE IT OPENS IT UP THERE FOR THAT TA POSITION. UM BECAUSE IT'S THERE'S NOT A LOT OF STRUCTURE TO IT. YOU KNOW YOU'RE JUST HELPING. UM AND THAT SENSE BUT THE ART AND MUSIC I BELIEVE THAT IF THERE'S A YOU KNOW IF THAT'S AN INTEREST, AND THAT IS A PASSION, AND THEY WANT TO DO THAT, THEN I THINK WE DEFINITELY , UM COULD LOOK AT THAT. I ALSO THINK TOO LIKE WHEN YOU'RE TALKING ABOUT THE T A SPOT. I THINK IT WAS 12TH GRADER WHO IS A T A SO SOMETIMES 12TH GRADE.

MY AUNT, SOMETIMES 12TH GRADERS, THEY RUN OUT OF CLASSES. AND SO THAT'S WHEN THEY T A AND SO I THINK TO AS A PARENT, YOU SAID NO TO THE T A. BUT THERE'S GONNA BE SOME PARENTS WHO ARE GOING TO SAY YES TO THE T A. AND IT'S FINE. AND SO I THINK THAT WE JUST HAVE TO LEAVE THAT UP TO ALL OF THE PARENTS AND THE STUDENTS AND HOW THEY WANT TO HANDLE THEIR EDUCATION. BUT AS A DISTRICT AND AS EDUCATORS WERE SUPPOSED TO BE EDUCATING SO FOR THEM TO NOT BE TAKING A CLASS OR TO TAKE A SMALLER CLASS IN THE SUMMER. SO THAT THEY CAN HAVE AN OPEN PERIOD. THAT'S THAT'S A DEFINING LINE FOR ME THIS I STILL THINK THEY SHOULD HAVE A FULL SCHEDULE. ACTUALLY I WANT TO ADD SOMETHING. I AGREE WITH TRUSTY BOOK I'M ALL FOR LIKE HAVING PERFORMING ARTS AND SCHEDULE ASP. OBVIOUSLY I'M AN ACE. BE RIGHT NOW AND THEN I HAVE A YOUNGER BROTHER WHO WILL BE IN S B AND HE'LL NEED TO TAKE SUMMER COURSES. BUT AT THE SAME TIME I KNOW PEOPLE WITH LIKE THREE PERIODS AND TA PERIODS THROUGHOUT THE DAY, AND THEN I THINK THAT IF OUR PRIORITY IS LIKE THE EDUCATION OF THE STUDENT, THEN WE SHOULD BE LOOKING AT LIKE THE QUALITY OF THE 36 WEEK COURSE, VERSUS LIKE A SIX WEEK SUMMER COURSE. AND FOR SOMETHING LIKE ECON, MAYBE LIKE HISTORY OR HEALTH AND CAREERS OVER THE SUMMER. I THINK THAT'S LIKE EASIER TO FIT IN. UM BUT FOR A BIG CLASS, LIKE ECON OR SOME OTHER VIGOROUS COURSES. IT'S NOT. I THINK WE SHOULD, LIKE, DRAW THE LINE THERE ON WHETHER WE WANT TO LET THE STUDENTS MAKE THEIR OWN DECISION ON HAVING A TIA CLASS WHEN THEY'RE KIND OF IGNORING THE POSSIBILITY OF TAKING SUCH LIKE A BIG HORSE THAT THE YEAR I DON'T DISAGREE WITH WHAT YOU'RE SAYING. HOWEVER I FEEL LIKE WE'RE BORDERING ON GETTING INTO THE PARENTS' BUSINESS. THAT'S THAT'S MY CONCERN, IS NOT EDUCATED, EDUCATIONAL DISAGREE WITH THAT. BUT I'M I'M WONDERING IS A TA MAYBE SOMETHING WE SHOULDN'T OFFER, LIKE. IS THAT WHAT WE'RE SAYING? DON'T OFFER TO YOU. FOR TA TA IS A STICKING POINT. WHY DO WE HAVE IT? RIGHT, LIKE ASKING THE QUESTION. WHY? WHY DO WE HAVE T A THE A. T. A.

A TA CAN BE A GREAT ELECTIVE FOR A KID. I MEAN, IT CAN BE SOMETHING THEY PUT IN THEIR SCHEDULE THAT REALLY MAKES THEM FEEL MEANINGFUL WHERE THEY'RE SUPPORTING A TEACHER. UM AND THEY DON'T HAVE TO GO TO SUMMER SCHOOL TO DO IT THAT OFTEN TIMES THEY DON'T WANT TO TAKE ANOTHER ELECTED. THEY DON'T WANT TO BE IN A FOREIGN LANGUAGE THEY DON'T WANT THEY MADE WHATEVER IT MAY BE, AND IT CAN BE A REALLY NICE PART OF THEIR DAY. SO T S ARE GOOD. MEAN TA CAN BE A CAN BE A VALUABLE THING. I AGREE. IT'S NOT A COMMUNITY CAN ALSO IT'S NOT ACADEMIC. THAT'S TWO DIFFERENT ANSWERS FOR THE SAME QUESTION. SO WE'RE NOW WE'RE IN A PREFERENCE SITUATION WHERE THE STUDENT AND OR THE PARENT GETS TO MAKE THAT DECISION. IT'S A QUESTION IF THEY TAKE TO ART CLASSES AND A MUSIC CLASS AND TO TA CLASSES. WHERE DOES THAT TAKE MORE THAN ONE? T? A I DON'T KNOW. I DON'T KNOW EITHER. CAN YOU I WAS AT TA ONCE ON ACCIDENT . NO QUESTION. SERIOUS QUESTION

[02:00:01]

THIS TEXT MESSAGE SHE IS IN ZERO PERIOD BAND SHE HAS GOING INTO SCHOOL EARLY TO DO BAND. SHE HAS YOUR BOOK, AND SHE HAS SOCCER. AND SO NOW SHE HAS TO GIVE UP SOCCER BECAUSE OF THIS IT IS NOT RIGHT. IF ONE KID HAS TO GIVE UP A SPORT, IT'S NOT RIGHT OF 20. IT'S NOT RIGHT OF 100. WE SHOULDN'T BE MAKING KIDS BECAUSE WE'VE DONE WHAT WE'RE DOING, OR I WOULDN'T SAY WHAT WE'RE DOING.

UM IT SHOULDN'T. IT SHOULDN'T BE THIS WAY. THESE KIDS LIKE YOU HAVE KIDS WHO ARE PASSIONATE ABOUT CERTAIN THINGS. AND IF THEY WANT TO TAKE A SUMMER SCHOOL CLASS, I MEAN, THAT'S TIME OUT OF THEIR SUMMER, AND IF THEY WANT TO GO TO A ZERO PERIOD SO THEY CAN CARRY LIKE A BAND OR A S, B OR WHATEVER WE HEARD A STORY ABOUT LAST YEAR'S SB WHO SHE WON HER ELECTION, AND THEN SHE WAS TOLD. NO, YOU NEED TO QUIT. SB. BECAUSE OF YOUR SCHEDULE, SO SHE TOOK CLASSES OTHERWISE OTHER, YOU KNOW ANOTHER PLACE, BUT LIKE WE SHOULDN'T BE PUTTING THESE RESTRICT RESTRICTIONS ON THESE STUDENTS. IF THEY WANT TO TAKE A SUMMER SCHOOL CLASS, LET HIM TAKE A SUMMER SCHOOL CLASS. AND IF YOU KNOW IF THEY BOMB IT, THEY BOMB IT. THEY HAVE TO RETAKE IT. YOU KNOW, DURING THE SCHOOL YEAR, BUT WE SHOULD BE OPENING UP THESE KIDS FOR AS MUCH. I MEAN, WE'RE TALKING ABOUT T A LIKE, I DON'T THINK THAT THERE'S A TON OF KIDS THAT ARE HAVING THESE SCHEDULES WITH TA. WHAT WE'RE TALKING ABOUT HERE IS BANNED YOUR BOOK SOCCER SB. UM THE ARTS. WE'RE TALKING ABOUT MUSIC. WE'RE TALKING ABOUT ALL THESE THINGS THAT WE'RE ASKING THESE KIDS TO GIVE UP AND IT'S NOT RIGHT TO MAKE THEM GIVE IT UP. IF SOMEONE WANTS TO BE THAT WELL ROUNDED AND THEY WANT TO BE IN SPORTS, THEY WANT TO BE IN MUSIC AND THEY WANT TO BE IN A SP OR SOMETHING ELSE. WE SHOULD GIVE THEM THAT OPPORTUNITY. THAT'S WHAT THIS IS ABOUT OPPORTUNITY. WHAT WOULD YOU LIKE THE LANGUAGE TO BE? OKAY WHY DON'T WE JUST ADD? I MEAN, WOULD YOU BE OPPOSED TO ADDING THOSE? WOULD WE EVEN ADD IT BECAUSE THEN WE'RE GOING TO HAVE SOMEBODY ELSE THAT COMES INTO. WELL, WE'LL KNOW THIS ISN'T A PART OF THIS. WHY DON'T WE JUST TAKE THIS AWAY. AND WHAT THE COUNSELORS LIKE. CAN'T WE HAVE GREAT COUNSELORS, RIGHT? LIKE WHY ARE WE NOT TRUSTING OUR COUNSELORS TO DO WHAT'S RIGHT LIKE IT? HAS ANYBODY COMPLAINED? MY COUNSELOR SCREWED UP AND I DON'T HAVE THE GRADUATION REQUIREMENTS. MY COUNSELOR SCREWED UP AND I CAN'T GO TO A CSU OR YOU SEE, HOW ARE WE? ARE WE GETTING THOSE EMAILS? ARE WE RUNNING INTO THOSE PROBLEMS? SO LET'S JUST GO LIKE LET'S JUST GO AS WE'VE BEEN DOING AND CONTINUE ON AND GIVE THESE KIDS OPPORTUNITIES AND IF THEY WANT TO GO TO SUMMER SCHOOL, THEY GO TO SUMMER SCHOOL. AND IF THEY DON'T THEY DON'T OKAY, SO WHAT'S YOUR SO LET ME GET THIS STRAIGHT? THE ARE WE LOOKING TO DO? TO BRING FORWARD THE BOARD POLICY THAT WASN'T ABOARD POLICY BEFORE. WE DON'T EVEN KNOW WHAT OR OR IS THIS BASICALLY THE FOUNDATION OF WHAT WE'RE GONNA DO FOR FUTURE BECAUSE NOW WE CAN MAKE IT ABOARD POLICY INSTEAD OF A GUIDELINE THAT WAS CONSIDERED WELL, I'M SITTING HERE WONDERING BECAUSE SINCE THIS WAS ENACTED, AND I QUESTIONED THE EMAIL THAT WENT OUT KNOWING THAT THIS WAS GOING TO BE DISCUSSED TONIGHT THAT IT HAD SUCH FINALITY TO IT LAST WEEK. I DID QUESTION THAT I DIDN'T UNDERSTAND WHY I WAS SENT AN EMAIL OUT WHEN THERE WAS GOING TO BE A DISCUSSION AND A VOTE TONIGHT. AND SO I THINK THAT AS FAR AS THIS ONE GOES I WOULD JUST SAY. SCRAP THIS WHOLE THING AND LET THE COUNSELORS DO THEIR MAGIC AND WHAT WE SHOULD DO IS PUT THIS PART IN ACT THIS PART IMMEDIATELY BECAUSE A LOT OF THESE KIDS ARE GOING TO HAVE TO GO BACK INTO THEIR COUNSELORS AND SAY, PLEASE PUT ME BACK INTO MY SOCCER CLASS. PLEASE PUT ME BACK INTO MY MUSIC CLASS. PLEASE PUT ME BACK INTO THIS FOR NEXT YEAR AND THEN FOR THE OTHER STUFF ALL OF THE OTHER GRADUATION REQUIREMENTS. WE COULD HAVE A 2ND 1ST 2ND 10TH READING. BUT THIS IS THIS IS A STRESSFUL SITUATION FOR PARENTS AND FOR STUDENTS, AND THIS NEEDS TO BE RECTIFIED IMMEDIATELY. OKAY OKAY. SUGGESTED SOLUTION. WE REMOVED THE IMPACTED PART OF IT COMPLETELY. AND THEN WE JUST HAVE THE FIRST PARAGRAPH READ ALL STUDENTS HAVE THE OPPORTUNITY TO TAKE UP TO 40 CREDITS. YOU CAN TAKE ONE. CLASSES SUMMER. WHERE ARE YOU READING THAT PART OF THE POLICY THOUGHT THAT SAME THING, MR FRASER. I THOUGHT THAT SAME THING, BUT WHAT THAT POLICY IS ABOUT IS HMM. YOU CAN TAKE EXTRA COURSES FOR EXTRA ELECTIVES LIKE IF YOU WANT TO TAKE AN EXTRA MATH CLASS. YOU CAN DO THAT, BUT DOESN'T WE'RE LOOKING FOR CLARIFICATION OF WHAT GETS YOU OUT OF A GRADUATION REQUIREMENT IN OUR WHAT GRADUATION REQUIREMENTS. JUST GET YOU OUT OF 20 UNITS. REALLY? NOT ANYTHING. NO, I UNDERSTAND. BUT

[02:05:07]

BIG I THINK, BECAUSE WE BELIEVE THAT IT'S 12. 36 WEEK COURSE IS IMPORTANT. BUT IF YOU WANT TO PUT INTO POLICIES THAT A STUDENT SHOULD BE ABLE TO TAKE AN ONLINE COURSE. IN LIEU IN LIEU OF OKAY.

I SEE WHAT YOU'RE SAYING THEY ARE ALLOWED TO TAKE ONLINE COURSES IN LIEU OF ONE ONLINE COURSE IN LIEU OF A GRADUATION GRADUATION, OKAY? I MEAN, THAT'S WHAT WE CAN WE CAN RESEARCH THAT. MAKE SURE WHAT WE'RE DOING IS LEGAL. PUT THAT IN THERE AND BRING IT BACK TO YOU NEXT TIME IN LEGAL THIS WHOLE TIME, THOUGH, RIGHT? WHAT WE'VE BEEN DOING SO FAR HAS BEEN LEGAL.

THERE'S BEEN NOTHING DOING IT SINCE 2015. THERE'S BEEN NOTHING SAID AS POLICY, THOUGH, AND THAT'S WHAT WE'RE GOING BEYOND THAT. WE'RE GOING BEYOND WHAT WE'VE BEEN DOING THE PAST. SO UM AND SO, BUT I THINK IT WILL BE I THINK IT WILL BE. SO THEN WE CAN I'M GOING TO SUGGEST WE REMOVED THE IMPACTED SCHEDULE SECTION COMPLETELY AND WE HAVE LANGUAGE PUT IN THERE TO ALLOW FOR STUDENTS TO TAKE SUMMER SCHOOL. TWO FOR GRADUATION REQUIREMENTS . SO CAN I ADD? SO IN SECTION THREE, AIR NUMBER THREE HERE THAT FIRST PARAGRAPH THAT REFERENCES, BOARD POLICY AND A OURS AND IT TALKS ABOUT STUDENTS CAN TAKE UP TO 20 CREDITS. IT DOESN'T AND NAVIGATE CONFLICTS.

IF WE TAKE THAT SECOND PARAGRAPH, AND THAT WHOLE BOX OUT WITH ALL THE DETAIL. UM DOES THE FIRST PARAGRAPH IN NUMBER THREE. ADDRESS THE NEEDS THAT WE WANTED TO, AS WELL AS BOARD POLICY. A R 6178 ANYTHING. IT DOESN'T DOESN'T TAKE CARE OF THAT. THAT SOUNDS LIKE A AN EXTRA ON TOP OF THAT. I THINK THEIR LANGUAGE YOU'RE SUGGESTING DOES MAKE SENSE. I GUESS. ONE QUESTION I WOULD ALSO ASK YOU ARE YOU ARE YOU IS IT R T S INCLUDED IN THAT. I MEAN IT. IS THERE A GOOD FOR SUMMER SCHOOL, NO SCHOOL CLASS SO THAT YOU CAN BE A TA AND ALL YEAR. AGAIN IT IS A HUGE PROBLEM RIGHT NOW. AGAIN. I THINK WE'RE BORDERING ON OUR PARENTS. DECISIONS AS TO WHAT THEY WANT THEIR STUDENTS TO DO, BECAUSE THERE'S THERE MAY BE A STUDENT THAT WANTS TO BE A TEACHER, AND BEING A TA IS AN AWESOME OPPORTUNITY FOR THEM TO SAY THIS IS WHAT IT'S LIKE TO BE A TEACHER, RIGHT THAT WE DO HAVE A TEACHER PATHWAY. WE COULD CORRECT, SURE, BUT MAYBE THEY DIDN'T DECIDE THAT UNTIL THEIR SENIOR YEAR. THEY'RE NOT IN THE PATHWAY, AND THEY'RE LIKE I NEED A WAY TO SEE THE CLASSROOM. IT'S JUST AN OPPORTUNITY, I'M SAYING I'M GOOD WITH CHOICES, I WOULD SAY TO ONE OF ONE OF THE COUNSELORS TO LIKE WAS TALKING. AND SHE SAID, SOMETIMES THE KIDS THEY HAVE A VERY RIGOROUS, RIGOROUS SCHEDULE, AND YOU JUST NEED A CLASS. THAT GIVES YOU A LITTLE BIT OF A BREAK. SO THAT COULD BE A T A CLASS. THAT COULD BE SOME OF THESE OTHER CLASSES AND SO IS THERE A LIMIT TO THE AMOUNT OF TIMES DURING THE FOUR YEAR YOU CAN BE A TA TWICE TWICE. OKAY? SO YOU CAN ONLY BE TWICE IN YOUR HIGH SCHOOL CAREER. THAT'S A PRETTY GOOD CAP. SO WHAT? I'M HEARING THE WILL OF THE BORDERS BRING IT BACK AS A ALLOWING STUDENTS TO TAKE THAT COURSE. AND REALLY ANY ANYTHING GOES ANYTHING GOES, BUT WE'RE STILL LEAVING. THE TA IS THE TWO YEARS AND THEN THEY CAN SUB IN ART MUSIC ESPEED. EVERYONE'S INCLUDED. EVERYONE'S INCLUDED. WHATEVER YOUR PASSION IS, LET'S DO IT. SO THEN, UM. YEAH IF THERE'S LIKE, NO SECTIONAL IMPACTED SCHEDULE WITH A STUDENT THEN, LIKE, THEORETICALLY BE ABLE TO TAKE ALL THEIR CORE CLASSES OVER THE SUMMER, OTHER THAN LIKE THEY'RE REQUIRED LANGUAGES BELIEVE WE'RE SAYING ONE. OKAY THERE'S NOT ENOUGH TIME TO TAKE ALL THE SUMMER AND BE SUCCESSFUL. YEAH RIGHT. RIGHT OKAY. BRING IT WILL BRING THAT BACK TO YOU. AND TO ANSWER YOUR QUESTION, MISS BLADES. UM WE'LL NOTIFY OUR COUNSELORS IMMEDIATELY. THIS IS GOING ON, SO THEY'RE READY TO DEAL WITH THAT, AND IT WON'T BE POLICY UNTIL WE MEET NEXT TIME, BUT WE CAN ADJUST. WE WILL MAKE SURE THAT WE KNOW EXACTLY WHAT'S HAPPENING WITH THAT AND BE ABLE TO SERVE ALL THE STUDENTS THAT WERE WORKING WITH COULD WE ALSO TRACK HOW MANY OF THOSE WERE MAKING ADJUSTMENTS ON JUST SO THAT WE KNOW THAT THAT WOULD HAVE BEEN DEFINITELY THAT NOW BECAUSE WE'RE LOOKING AT THIS

[02:10:02]

I'M SORRY. I'M LOOKING AT MY NOTES. BUT I UM, I WANTED TO ALSO TO ADD INTO WHAT MRS BUCK SAID. I REALLY THINK IT WOULD BE, UM IMPACTFUL THAT WE HAD SOME TYPE OF PERFORMING ARTS ACADEMY OR PATHWAY FOR STUDENTS THAT ARE REALLY PASSIONATE ABOUT IT, SO THEY'RE GETTING A MORE BROAD BASE. OF PERFORMING ARTS, YOU KNOW, LIKE MORE MUSIC THEORY , OR LIKE ADDING IT TO A CT PATHWAY KIND, CORRECT. AGREED WE CAN'T TECHNICALLY WE CAN'T DISCUSS IT. SO MAYBE THAT'S SOMETHING WE CAN BRING BACK THINKING FOR IMPACTED SCHEDULES THAT THAT WOULD BE A GOOD THING THAT AS A PATHWAY FOR IMPACT, BUT SINCE WE'RE NOT DOING THAT NOW, SO THE NEW ITEM, SO THIS IS THE SUGGESTION. IT'S ONLY WHAT IS IT CALLED? WHAT'S THE WORD AGAIN? GUIDELINE GUIDELINE. IT IS. AND I THINK THAT'S EVERYTHING ABOUT THIS, BUT WE CAN MOVE INTO MATH, MATH. CAN I HAVE A CLARIFICATION ON ON THE SECTION B ABOUT MATH BEFORE WE GET INTO ADDING ANOTHER YEAR OF MATH. I WANT TO CLARIFY THE SECOND SECTION THAT WOULD BE THAT WE'RE TRYING TO ADD, POTENTIALLY IF WE'RE ADDING MORE YEARS OF MATH MOVING AHEAD, BUT DOES THAT APPLY? IF WE'RE NOT ADDING ANOTHER YEAR THAT COUNTS AS ONE OF THEIR TWO YEARS COMPUTER, SO NOT NOT AT THIS TIME. THAT'S CORRECT. GOOD QUESTION AND NO, IT DOESN'T. THERE'S A THIRD YEAR THEN COMPUTER SCIENCE COULD COUNT. CAN WE ALLOW IT, EVEN IF THERE'S NOT A THIRD YEAR? QUESTION MARK , CAN WE ALLOW COMPUTER SCIENCE TO COUNT AS ONE OF THEIR TWO MATH COURSES? IF WE DO NOT ADD A THIRD YEAR, DON'T BELIEVE THE STATE GRADUATION REQUIREMENT. ALLOW THAT. GOTCHA. THAT'S A STATE. OKAY? SHALL WE MOVE INTO THE MASS OF THE MAP? OKAY ALL RIGHT. VERY GOOD. TURN THAT OVER

[02:15:06]

[02:20:05]

LET ME BACK UP. THE ONE IN THE THREE YEARS IS THAT INCLUDE HONORS AND AP STUDENTS. YES. IF I MAY. PRESIDENT WE LOVE YOU STAYING, BUT I KNOW YOU HAVE TO STUDY THINGS YOU GOT TO DO TONIGHT, TOO. SO PLEASE FEEL FREE TO GO WITH HOMEWORK. ALL THAT MATTERS MORE THAN TWO YEARS OF MATH. I GUARANTEE YOU THAT SO MY QUESTION IS A LOT OF YOU KNOW, IF YOU WANT TO GO TO A FOUR YEAR COLLEGE, THEY OBVIOUSLY YOU HAVE A LOT OF MATH THAT YOU HAVE TO DO AND SO IF YOU DON'T WANT TO NECESSARILY GO THAT WAY IS THE TWO YEAR I MEAN, I THINK THE TWO YEARS OF MATH IS SUFFICIENT. I MEAN, I THINK I DID 33 OR FOUR IN HIGH SCHOOL, YOU KNOW, BECAUSE I WAS ON A CERTAIN PATH. AND THEN MY BROTHER WAS ON A DIFFERENT ONE. AND HE DID YOU KNOW, TWO AND MY SISTER FOUR SO IS THIS GOING TO WHAT WOULD BE THE BENEFIT? FOR THE PEOPLE WHO DON'T NECESSARILY NEED THE THREE OR FOUR YEARS OF MATH TO GO TO COLLEGE, LIKE FOR SOMEONE WHO MAYBE JUST ISN'T IN THAT PATH. SO DO YOU MEAN SOMEONE WHO ISN'T GOING TO GO TO COMMUNITY COLLEGE E THERE LIKE SOMEONE WHO MIGHT BE GOING TO TRADE SCHOOL OR SOMETHING? MILITARY MILITARY IF THERE'S NOT A MATH REQUIREMENT FOR WHATEVER THEIR POSTSECONDARY GOALS ARE THAN THEY DON'T NECESSARILY NEED TO TAKE THE MORE ADVANCED MATH. HOWEVER. STUDIES SHOW THAT IF YOU TAKE A THIRD YEAR OF MATH, YOU HAVE A SIGNIFICANTLY BETTER ABILITY TO MANAGE YOUR OWN PERSONAL FINANCES. IT DOESN'T REALLY MATTER WHAT MATH THAT CLASS THAT IS, BUT JUST HAVING THAT ADDITIONAL YEAR OF MATH IF YOU THINK ABOUT OUR STUDENTS WHO MAY STOP AT A SOPHOMORE YEAR BY THE TIME THEY'RE, UM, BY THE TIME THEY'RE GRADUATING, THEY'VE MISSED THREE YEARS OF MATH. UM REPETITION IS IMPORTANT AND WHEN WE LOSE OUT ON THAT, WHEN WE STOPPED USING IT, WE LOSE IT. UM AND IT IS REALLY INCREDIBLY IMPORTANT TO PEOPLE THAT ARE THAT MAY BE LOW INCOME. OR UM, UH, THAT THAT THAT IS SOMETHING THAT THEY'RE EXPOSED TO. SO WE'RE THERE. I AGREE TO IN WHETHER IT'S STUDENTS GOING TO A TRADE SCHOOL OR THE MILITARY. THERE ARE SOME APPLICATIONS OF MASS. SO MAYBE AN ALGEBRA TWO COURSE ISN'T REQUIRED. BUT THERE ARE APPLICATIONS OF MATH THAT THEY WOULD USE AND WHETHER IT'S YOU KNOW, UM MANUFACTURING, TRADE OR CULINARY, OR I MEAN, THERE ARE APPLICATIONS OF MATH, ALTHOUGH THERE'S NOT A REQUIREMENT TO COMPLETE ALGEBRA TWO OR DATA SCIENCE, RIGHT? THAT'S YEAH, THAT'S DEFINITELY NOT NOT. WHAT I'M SUGGESTING IS SETTING IT UP TO BE ALGEBRA TWO.

IT REALLY IS JUST NOT REQUIRING ALGEBRA TO CORRECT IT WOULD BE BASIC MATH. JUST SAYING THREE YEARS AS AS A MATH GUY. I APPRECIATE THIS A LOT. UM I HAVE A QUESTION ABOUT THIS CHART HERE. THE 65% OF PEOPLE. JUNIORS WHO TOOK THE CAST IN 2022 WERE EXPOSED TO ALGEBRA TWO OR HIGHER . HOW MANY OF THE THREE YEAR STUDENTS SO 65 WHICH MEANS 35% OF THE STUDENTS DID NOT TAKE UP TO ALGEBRA TWO, BUT THEY HAD THREE YEARS OF MATH IN THIS SECTION, CORRECT. NO. OKAY. CAN YOU EXPLAIN THAT TO ME, THEN? AM I? I'M I'M MISSING THIS SOMEHOW ON THIS CHART. IT'S NOT ABOUT THREE YEARS OF MATH, ALGEBRA TWO OR HIGHER. OH IT'S NOT ABOUT THREE YEARS EXPLOSIVE TO HAVE THREE YEARS TO GET TO. THEY DID FOR USING MATH AND IT TOOK ALGEBRA TWO. SORRY YEAH, THESE ARE THE STUDENTS WHO WERE EXPOSED TO ALL THREE CONTENT AREAS THAT ARE ON THE CAST PRIOR TO TAKING THE CAST. OKAY BEFORE THAT, OUR STUDENTS THAT TOOK ANY THREE YEARS OF MATH. THAT'S WHY WE USE THE CLASS OF 22 BECAUSE THEY'VE ALREADY GRADUATED. WE DON'T HAVE ALL THE DATA ON THIS SLIDE 65% ON THE RIGHT 35% OF THE LEFT COMBINED IS THE ENTIRE STUDENT POPULATION. YES. OKAY, THAT HELPS UM. YEAH. I MEAN, I THINK AS LONG AS WE'RE NOT SAYING ALGEBRA TWO I'M NOT PUSHING THAT AT ALL. BUT WHERE DO YOU LIKE? WELL LET'S THINK ABOUT THIS, THOUGH, SO A LOT OF KIDS ARE TAKING PRE ALGEBRA IN SEVENTH OR EIGHTH GRADE ALGEBRA ONE AND THEY HAVE GEOMETRY. AND SO THEY EITHER HAVE TO GO TAKE A DATA SCIENCE OR THEY HAVE TO TAKE ALGEBRA TWO. FOR THAT THIRD YEAR MHM. A KID. THAT'S IN THEORY. IT COULD BE ALGEBRA AND GEOMETRY COULD BE IN THEORY. THE KID THAT'S GOING TO GO ALGEBRA ONE. IN EIGHTH GRADE AND THEN GEOMETRY. THEY'RE NOT NECESSARILY INTERESTED IN STOPPING FOR THE MOST PART, PROBABLY BE TAKEN THREE AND THAT WAS ME, RIGHT? SO UM AND I THINK THAT MATH IS GOOD. WE'RE TALKING ABOUT SCORES. I THINK THIS IS A POTENTIAL GOOD SOLUTION. FOR MASS SCORES TO INCREASE RIGHT? I MEAN, I THINK IF WE'RE TALKING

[02:25:01]

TO BE HONEST, I DIDN'T REALLY CARE ABOUT IT. AND IT WASN'T A BIG DEAL TO ME. UM BUT THEN I HAD A CONVERSATION WITH A FRIEND AND SHE WORKS AT FULLERTON COLLEGE IN THE RECORDS DEPARTMENT. AND SHE ASKED ME. HOW WAS OUR DISTRICT DEALING WITH A B 705? THE NEW LAW THAT HAS BEEN PASSED? AND I'M LIKE, WHAT LAW ARE YOU TALKING ABOUT? AND SO SHE EXPLAINED TO ME THIS LAW THAT BASICALLY SAYS THAT OUR COMMUNITY COLLEGES CANNOT OFFER. STUDENTS CLASSES THAT ARE NOT TRANSFERABLE. SO. BASICALLY WHAT SHE SAYS. THEY'RE HAVING A HUGE GAP PROBLEM LIKE COSMETOLOGY STUDENTS WELDING STUDENTS THAT GO TO FULLERTON COLLEGE TO GET THEIR CERTIFICATE. THEY HAVE TO TAKE COLLEGE ALGEBRA NOW. THEY DON'T GET THE GET IN. NO AS THEIR MATH REQUIREMENT TO GET OUT. GET OUT, GET IN TO GET OUT. SO UM, SHE SAYS IT'S CAUSING, YOU KNOW ISSUES IN THE COMMUNITY COLLEGE BECAUSE NOW THESE KIDS ARE COMING AND THEY'RE NOT PREPARED. AND THERE'S THIS HUGE GAP. AND SO WHAT YOU KNOW, AND THE COLLEGES TRYING TO MANAGE IT. BY TAKING THEIR COLLEGE ALGEBRA COURSES AND TURNING IN THEM INTO SIX UNIT CLASSES OR MORE SO THAT THE KIDS GET THE HELP TO TAKE IT. SO MY PERSPECTIVE IS, WHAT ARE WE DOING FOR OUR STUDENTS HERE TO PREPARE THEM TO GO? TO COLLEGE OR TO THE COMMUNITY COLLEGE TO TAKE THOSE CERTIFICATE PROGRAMS THAT WE DON'T LIKE IN MY HEAD. YOU KNOW, I WAS LIKE, WELL, THEY DON'T TAKE IT. IT'S YOU KNOW THEIR CHOICE. BUT NOW BECAUSE OF THE LAW IN CALIFORNIA, THEY'RE THEY'RE KIND OF BEING FORCED TO TAKE IT. AND THAT'S WHY I THINK WE SHOULD ADD THE THIRD YEAR OF MATH. I THINK WE SHOULD BETTER HELP OUR STUDENTS PREPARE TO GO TO COLLEGE. THAT IS WHAT OUR ADVANTAGE PLAN SAYS THAT WE HELP THEM FOR CAREER READY CLASSES. UM NOT JUST COLLEGE READY, BUT CAREER PROGRAMS, AND I'VE BEEN DOING A LOT OF RESEARCH ON THIS . CALIFORNIA IS ONLY ONE OF THREE STATES THAT REQUIRE TWO YEARS OF MATH. ALL THE 27 STATES REQUIRE THREE YEARS OF MATH IN 17 STATES REQUIRE FOUR YEARS AMOUNT. SO IT'S ONLY MAINE, MONTANA AND US UM. IN THE IN CALIFORNIA DURING THE 2018 AND 2019 YEAR 59% OF DISTRICTS AND ROLLING 66% OF OUR STUDENTS. POPULATION REQUIRED THREE OR FOUR YEARS OF MATH. AND THAT IS FROM THE PUBLIC. UM, POLICY INSTITUTE. AND WE DISCUSSED IT AGAIN. OKAY? SO DURING THE 2018 2019 YEAR, 15 9% OF DISTRICTS IN CALIFORNIA, ENROLLING 66% OF THE STATES THROUGH 12 POPULATION REQUIRED THREE OR FOUR YEARS OF MATH. CAN I CAN I SAY SOMETHING

[02:30:07]

SO COULD YOU GO PRE ALGEBRA, ALGEBRA AND ALGEBRA ONE BECAUSE YOU GO PRE ALGEBRA ALGEBRA BUSINESS MAP. COULD WE DO THAT? THERE BE SOME THINGS FOR PEOPLE WHO JUST AREN'T GOOD AT MATH.

CAN SOME OF THE LOWER AND DIVIDED UP BETWEEN AN A AND B OR CURRENTLY I MEAN, WE CAN OFFER ANYTHING RIGHT? BUT CURRENTLY, UM, ALGEBRA ONE IN THE GENERAL ED SETTING IS THE LOWEST LEVEL MATH COURSE THAT'S OFFERED. WE DO HAVE A GENERAL MATH FOR NEWCOMERS CLASS AT LUNCH HIGH SCHOOL FOR OUR NEW AND ENGLISH LANGUAGE LEARNERS, AND WE OFFER PRE ALGEBRA IN GENERAL MATH SPARINGLY IN SOME OF OUR SPECIAL EDUCATION PROGRAMS. BUT CURRENTLY IN THE GENERAL EDUCATION, POPULATION. ALGEBRA ONE A IS THE WHERE PEOPLE START IN MATH, SO 90 ISH PERCENT OF OUR STUDENT BODY THEIR FIRST YEAR THERE IN SOME FORM OF ALGEBRA. UH I'D SAY HIGHER THAN THAT. PROBABLY 95% OKAY, SO YOU COULD TECHNICALLY COULD YOU TECHNICALLY DO ALGEBRA ONE? ALGEBRA OR ONE A ONE B GEOMETRY , OR COULD YOU TAKE A BUSINESS MATH? COULD YOU GO THAT ROUTE AND SATISFY YOUR THREE YEARS JUST DEPENDS ON WHAT THE BOARD POLICY IS. SO YES, YES. GIVE LEEWAY TO THE KIDS WHO REALLY ARE GOING TO HATE THREE YEARS OF HER LIFE. SO IF YOU LOOK AT IF YOU IF YOU LOOK AT THE OTHER DISTRICTS ABOUT THIS COME ON MATH IS A SUPERPOWER HOPE ARE IF

[02:35:04]

[CURRICULUM AND INSTRUCTION]

ALL MATERIALS ARE CURRENTLY ON PUBLIC DISPLAY IN THE MAIN LOBBY ABOUT DISTRICT OFFICE AND THE ONLY ACTION FOR WHICH WE ARE SEEKING YOUR APPROVAL. TONIGHT IS THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW. WE INTEND TO BRING FORWARD OR MATERIALS FOR YOUR FINAL APPROVAL AT THE APRIL

[02:40:04]

I CANNOT DESCRIBE THE PRIDE AND MAYBE A LITTLE SENSE OF RELIEF THAT I KNOW THEY'RE ALL FEELING AS WE MOVE ON TO THE NEXT EXCITING STEPS. IT'S MY PLEASURE AT THIS TIME TO INTRODUCE TWO OF THOSE REMARKABLE LEADERS, DR LEONE AND DR SPACE ODD TO PROVIDE AN OVERVIEW OF THE PROCESS AND FINAL RECOMMENDATIONS TO START US OUT DR LIZ LEONE. THANK YOU. GOOD EVENING, PRESIDENT YOUNGBLOOD TRUSTEES, DR MATTHEWS AND EXECUTIVE CABINET. THIS EVENING.

WE COME TO YOU WITH NEW HISTORY AND SOCIAL SCIENCE MATERIALS FOR BOARD CONSIDERATION OF THE TC SOCIAL STUDIES ALIVE TEXTBOOK FOR ELEMENTARY GRADES AND THE NATIONAL GEOGRAPHIC TEXTBOOKS FOR MIDDLE SCHOOL. PLEASE ALLOW ME TO PROVIDE YOU WITH DETAILS OF HOW WE'VE COME TO SELECT THESE MATERIALS. SINCE THE ADOPTION OF OUR CURRENT TEXTBOOKS, THERE HAVE BEEN MANY CHANGES TO HISTORY AND SOCIAL SCIENCE EDUCATION. THE FRAMEWORK ENCOMPASSES NEW CONTENT LITERACY DEVELOPMENTS ALIGNED WITH THE COMMON CORE STATE STANDARDS, INQUIRY MODELS OF INSTRUCTION AND CIVIC ENGAGEMENT APPLICATIONS. THESE EMPHASIZE INVESTIGATION CLOSE READING ANALYSIS OF EVIDENCE, ARGUMENTATIVE WRITING SKILLS AND INQUIRY. THE PILOT TEAMS WERE LED THROUGH THE PILOT PROCESS BY THE ORANGE COUNTY DEPARTMENT OF EDUCATION. THESE COMMITTED TEACHERS HAVE SPENT NEARLY A YEAR WORKING TO SELECT THE BEST CURRICULA FOR OUR STUDENTS.

DURING THE SPRING OF 2022. THERE WAS A FORMATION OF PILOT TEAMS. THERE WAS TRAINING ON THE NEW FRAMEWORK THAT WAS PROVIDED BY ORANGE COUNTY DEPARTMENT OF ED IN THE SUMMER OF 2022. THERE WAS A PAPER SCREEN CURRICULA WITH THE PILOT TEAM AND THROUGH THAT THERE WAS A SELECTION OF TWO PUBLISHERS. THE PUBLISHER TRAINING WAS PROVIDED FOR PILOT NUMBER ONE. IN THE FALL OF 2022.

THE PILOT, ONE GATHERED FEEDBACK AND DATA THEREAFTER. PUBLISHER TRAINING WAS PROVIDED FOR PILOT NUMBER TWO IN THE WINTER OF 2023 TO CHEW, THEN GATHERED FEEDBACK AND DATA. IN MARCH OF 2023. WE ARE HERE BEFORE YOU WITH THE RECOMMENDATION OF TC SOCIAL STUDIES ALIVE FOR K THROUGH FIVE AND NATIONAL GEOGRAPHIC GRADES SIX THROUGH EIGHT. TO PRESENT TO YOU. ORANGE COUNTY DEPARTMENT OF ED PROVIDED DATA DRIVEN PILOT EXPECTATIONS AND IT TEXTBOOK EVALUATION TOOK IT FROM THESE TEACHERS AT EVERY GRADE LEVEL COLLABORATIVELY SELECTED A UNIT WITH AT LEAST THREE LESSONS OR ACTIVITIES TO PILOT OVER 2 TO 3 WEEK PERIOD AND ONE OPEN ENDED INQUIRY BASED COMMON ASSESSMENT . BOTH STUDENTS AND TEACHERS WERE EXPECTED TO PROVIDE FEEDBACK ON THEIR PRE SELECTED COMMON LESSONS. AT THE END OF THE UNIT, TEACHERS WERE ASKED TO EVALUATE THE DIFFERENTIATION IN CRITICAL OBJECTIVES OF THE UNIT. IN ORDER TO MAKE AN INFORMED DECISION. TEACHERS COLLECTED DATA ON WHAT STUDENTS LEARNED TEXTBOOK READABILITY AND THE EFFECTIVENESS OF EACH LESSON.

THEY ASSESS THE TEXTBOOKS ALIGNMENT TO THE FRAMEWORK AND ITS TEACHING STRATEGIES, PAYING CLOSE ATTENTION TO SUPPORT FOR ENRICHMENT AND INTERVENTION. STUDENTS PUT STUDENTS APPLIED FEEDBACK ON WHAT THEY LEARNED. THE READABILITY OF THE TEXT AND HOW EFFECTIVE THE LESSON WAS IN ALL NEARLY 700 ELEMENTARY AND 3000 MIDDLE SCHOOL FEEDBACK SURVEYS WERE COLLECTED. NOW I WILL SPECIFICALLY SPEAK TO THE DETAILS OF THE ELEMENTARY PILOT. THE PILOT TEAM CONSISTED OF 17 TEACHERS FROM VARIANT SCHOOLS. THIS TEAM EVALUATED THE FOUR STATE BOARD APPROVED TEXT FOR ALIGNMENT WITH THE FRAMEWORK PROGRAM ORGANIZATION ASSESSMENT , UNIVERSAL ACCESS AND INSTRUCTIONAL PLANNING AND SUPPORT. USING COMMON TEXTBOOK ASSESSMENT TOOLS PROVIDED BY THE ORANGE COUNTY DEPARTMENT OF ED TEACHERS SELECTED MCGRAW HILL AND TC TWO PILOT AT THE END OF EACH PILOT, TEACHERS SCRUTINIZE THE DATA COLLECTED AND DISCUSS THE TEXTBOOK EXPERIENCE IN DETAIL. AFTER BOTH TEXTBOOKS WERE PILOTED, TEACHERS OVERWHELMINGLY RECOMMENDED TC FOR ADOPTION OF THE 17 PILOT TEACHERS. 16 TEACHERS STRONGLY RECOMMENDED THIS TEXTBOOK THAT IS A 94% OFFERING THEIR STRONG SUPPORT. JUST ONE TEACHER 6% OF THE TEAM OFFERED SIMPLE SUPPORT OF THE RECOMMENDATION. ZERO TEACHERS REPORTED ANYTHING OTHER THAN THEIR SUPPORT. THIS DETERMINATION WAS BASED ON STRONG STUDENT AND TEACHER FEEDBACK. AFTER EACH LESSON. OUR

[02:45:05]

THEY REPORTED AT EVERY GRADE LEVEL THAT STUDENTS WERE ENGAGED AND EXCITED ABOUT THE BOOKS AND ACTIVITIES. THE LESSONS LED THEM TO THINK AND DEVELOP THEIR OWN IDEAS ABOUT THE CONTENT.

STUDENTS OF ALL LEARNING STYLES COULD ENJOY AND ACCESS THE INSTRUCTION BECAUSE OF THE MULTIPLE MODALITIES EMBEDDED IN THE LESSONS. TEACHERS REPORTED THAT STUDENTS EXPERIENCE SUCCESS WITH THIS CURRICULUM AND THAT THE STUDENTS COULD DISCUSS THE CONTENT MORE READILY AND HAVE AN IN DEPTH ANALYSIS OF THE MATERIALS. THE CURRICULUM ITSELF WAS ACCESSIBLE TO STUDENTS EASY TO FOLLOW FULL BOARD FOR BOTH TEACHERS AND STUDENTS RELATABLE TO STUDENT EXPERIENCE AND VARIED ENOUGH TO REMAIN INTERESTING. THE LESSONS START WITH DIRECT INSTRUCTION AND GRADUALLY RELEASED STUDENTS INTO COLLABORATIVE GROUPS AND INDEPENDENT LEARNING. TEACHERS BECOME THE FACILITATORS WHILE STUDENTS BECOME THE OWNERS OF THEIR LEARNING EXPERIENCE. NOW PLEASE LET ME INTRODUCE TO YOUR DOCTOR SPENCER, WHO WILL BE SHARING THE MIDDLE SCHOOL PILOT EXPERIENCE AND RESULTS. THANK YOU SO MUCH. DOCTOR LEONE. I THINK WE'RE JUST GOING TO TAKE A PAUSE THERE BECAUSE I THINK WE HAVE TO EITHER OPEN IT UP FOR DISCUSSION AND TAKE A VOTE BEFORE WE DO A MOTION FOR THE MIDDLE SCHOOL ONE, SO I'LL TURN IT BACK TO YOU. QUESTIONS, FOLKS. AND THEN AT THIS POINT, WE'RE JUST OPENING IT UP FOR REVIEW. SO CORRECT JUST A 30 DAY PUBLIC REVIEW AND THEN WE'LL COME BACK AND WE CAN WE CAN VOTE ON IT. JUST LIKE, SAY, THANK YOU FOR THE DATA AND THE PRIEST. THERE WAS A LOT OF GOOD INFORMATION. THANK YOU. OKAY, SO WE'LL GO AHEAD AND TAKE A TICK. ALL THOSE IN FAVOR. I OPPOSED. ALRIGHT THE MOTION CARRIES FORWARD FIVE OH, THANK YOU, MA'AM. I'LL MAKE A MOTION TO APPROVE THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW OF THE DISPLAY OF WORLD HISTORY. ANCIENT CIVILIZATION, WORLD HISTORY, MEDIEVAL AND EARLY TIMES AND U. S HISTORY STORIES BEGINNING TO WORLD WAR ONE FOR THE 6TH AND 8TH GRADE HISTORY. ADOPTION SECOND OKAY, DR ADAMSON. WELL AT THIS TIME. IT'S MY PLEASURE TO INTRODUCE TO TALK ABOUT OUR MIDDLE SCHOOL PILOT DOCTOR SPACE HARD. GOOD EVENING , PRESIDENT YOUNGBLOOD TRUSTEES , DR MATTHEWS AND EXECUTIVE CABINET THIS EVENING I PROVIDE AN OVERVIEW OF THE MIDDLE SCHOOL PILOT FOR THE BOARD'S CONSIDERATION. SEEKING YOUR APPROVAL FOR THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW OF THE NATIONAL GEOGRAPHIC CURRICULUM.

I WILL NOW PROVIDE YOU WITH INSIGHTS INTO OUR SELECTION PROCESS FOR THESE MATERIALS.

PLEASE ALLOW ME TO PROVIDE YOU WITH THE DETAILS OF HOW WE'VE COME TO THE SELECTED MATERIALS.

THE PILOT TEAMS FROM BOTH MIDDLE SCHOOL AND ELEMENTARY SCHOOL. WE'RE IN SYNC WITH THEIR REGARDS TO THEIR PROCESS AND TIMELINE. FOLLOWING THE TRAINING OF PILOT TEACHERS ON THE NEW FRAMEWORK AND EVALUATIVE TOOLS. THE PILOT TEAM EVALUATED FIVE STATE BOARD APPROVED TEXT FOR GRADE SIX THROUGH EIGHT. THESE TEXTS WERE ASSESSED FOR THEIR ALIGNMENT WITH THE FRAMEWORK. PROGRAM ORGANIZATION. ASSESSMENT UNIVERSAL ACCESS AND INSTRUCTIONAL SUPPORT AND PLANNING THROUGH A PAPER SCREENING PROCESS. WITH THE HELP OF THE COMMON TEXTBOOK ASSESSMENT TOOL PROVIDED BY THE OECD. E TEACHERS CHOSE TO PILOT MCGRAW HILL AND NATIONAL

[02:50:01]

TEACHERS CAN CONSIDER INCORPORATING MORE VISUALS SUCH AS DIAGRAMS, CHARTS AND INFOGRAPHICS INTO THEIR LESSONS TO SUPPORT STUDENTS LEARNING. BASED ON THE SURVEY RESULTS, THE MAJORITY OF MIDDLE SCHOOL TEACHERS FOUND THE LESSONS TO BE INTERESTING AND ENGAGING. ONLY 5% OR 134 OF THE 2729TH SURVEYED STUDENTS REPORTED THAT THE LESSON WAS NOT VERY ENGAGING. IN THE MID RANGE. WE SEE THAT 23% OF STUDENTS RATED THE ENGAGEMENT AS A TWO AND FOUR POINT SCALE WITH THE LARGEST AMOUNT OF STUDENTS 53% REPORTING THAT THE TEXT WAS ENGAGING. 19% OF THE STUDENTS. FIGHT WHICH IS 532 OUT OF 202,007 ENGINE. 29 STUDENTS REPORTED THAT THE LESSON WAS ENGAGING. HAVING THESE LESSONS IS IMPORTANT BECAUSE IT HELPS STUDENTS STAY MOTIVATED AND INTERESTED IN THE SUBJECT MATTER. ENGAGING LESSONS CAN ALSO HELP STUDENTS RETAIN INFORMATION BETTER AND IMPROVE THEIR OVERALL LEARNING EXPERIENCE. THE PILOT TEAM'S RESPONSE TO NATIONAL GEOGRAPHIC WAS ONLY OVERWHELMINGLY POSITIVE , AS MENTIONED BEFORE EACH GRADE LEVEL REPORTED THAT NATIONAL GEOGRAPHIC ENGAGE STUDENTS THROUGH ITS USE OF EYE CATCHING VISUALS. VIDEOS GRAPHIC ORGANIZERS AND PRIMARY DOCUMENTS. TEACHERS FOUND THAT THE LESSONS WERE ACCESSIBLE TO ALL LEARNERS THROUGH CLEARLY DEFINING CONCEPT WORDS, APPROPRIATE TEXT LENGTH AND INCLUSION OF SCAFFOLDING, ENRICHMENT AND INQUIRY.

ADDITIONALLY, TEACHERS APPRECIATED THE QUICK ACCESS TO CHALLENGING QUESTIONS FOR HONOR STUDENTS. AS WELL AS THE DIFFERENTIATION. AND ENGLISH LEARNERS STRATEGIES AVAILABLE WITHIN THE TEXT. GROUP DISCUSSION QUESTIONS EMBEDDED IN THE LESSONS HELPED TO SOLIDIFY LEARNING. AND TEACHERS VALUED THE FLEXIBILITY TO MODIFY AND ADAPT THE LESSONS FOR ALL LEARNERS. BASED ON OUR PILOT TEAM'S RESPONSE. IT'S CLEAR THAT THE NATIONAL GEOGRAPHIC IS HIGHLY RECOMMENDED AS THE BEST OPTION FOR STUDENTS. THE PROGRAM'S ABILITY TO ENGAGE STUDENTS SUPPORT DIFFERENT LEARNING STYLES AND ABILITIES AND PROVIDE OPPORTUNITIES FOR ENRICHMENT AND DIFFERENTIATION IS HIGHLY VALUED BY BOTH TEACHERS AND STUDENTS. OUR NEXT STEPS FOR ELEMENTARY AND MIDDLE SCHOOL HISTORY. SOCIAL SCIENCE ADOPTION WILL INCLUDE THE CONTINUATION OF THE 30 DAY PUBLIC DISPLAY, WHICH BEGAN ON FRIDAY, MARCH 10TH OF THE T. C I. SOCIAL STUDIES ALIVE FOR K FIVE AND NATIONAL GEOGRAPHIC FOR SIXTH THROUGH EIGHTH GRADE. THIS EVENING. WE ARE SEEKING THE BOARD'S APPROVAL ONLY FOR THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW. WE INTEND TO BRING THE CURRICULUM FOR IT AGAIN FOR A FINAL APPROVAL AT

[02:55:06]

I'VE JUST STARTED TO DIVE IN, UM , GOTTEN PARTIALLY THROUGH ONE OF THE TEXTBOOKS ALREADY. UM I WAS JUST SURPRISED AT HOW MANY STUDENTS PARTICIPATED, HAVING 515 100. THAT WEIGHED IN AND GOT TWO TO GO THROUGH. THAT WAS VERY INFORMATIVE. THANK YOU. IS THAT UNUSUAL THAT IT'S THAT BIG OF A SAMPLE QUESTION? I CAN'T ANSWER. I'VE ONLY BEEN HERE A SHORT TIME. MHM IT'S ABOUT IT'S ABOUT AVERAGE AND WHAT WE WHAT WE HAVE HAVE COME TO EXPECT IT WOULD DEPEND ON HOW MANY TEACHERS ARE PARTICIPATING, OBVIOUSLY, AND BECAUSE THEY YOU KNOW, OBVIOUSLY ADMINISTER THE LESSONS TO THEIR STUDENTS, THE MIDDLE SCHOOL LEVEL THAT'S MORE THAN ELEMENTARY BECAUSE THEY SEE 26 CLASSES. AND DID I SEE THAT RIGHT THAT THE CURRICULUM IS BUILT SO THAT ALL LEVELS OF LEARNERS USE THE SAME CURRICULUM AND THAT'S IMPRESSIVE. DIDN'T I JUST HAVE A QUESTION FROM THE EARLY ARE THE YOUNGER TO THE ELEMENTARY TO THE MIDDLE IS HOW HOW DOES THAT TRANSLATE THROUGH SO WE DON'T HAVE MCGRAW HILL, WHICH YOU WOULD THINK IF IT WAS ELEMENTARY AND MIDDLE. IT WOULD BE AN EASY TRANSITION. HOW UM, IS THERE ANY ANYTHING THAT WE SHOULD BE CONCERNED OF? BECAUSE THEY'RE DIFFERENT PUBLISHERS GOING FROM FIFTH GRADE INTO SIXTH GRADE. OKAY SORRY. I WANT TO BE RESPECTFUL. UM SO THERE IS NOT A CONCERN BECAUSE WE'RE USING THE FRAMEWORK TO GUIDE AND SO THE TEXTBOOKS ARE RESOURCES AND WE ARE ACCOUNTABLE TO THE STANDARDS AND SO WITHIN THE STANDARDS, WE ALSO FOLLOW THE FRAMEWORK. ANY OTHER QUESTIONS. ANYTHING ELSE? I THINK THE LAST THING JUST THAT I'D LIKE TO SHARE ON BEHALF OF ALL OF US THIS WE CAN DO THIS WITHOUT THE TEACHERS. THEY DIDN'T CREDIBLE WORK AND WE JUST PUTTING A BOW ON IT, SO WE JUST THANK THEM SO MUCH. YES. THANK YOU SO MUCH. OKAY SO ALL OF THOSE IN FAVOR TO CONTINUE WITH THE REVIEW HIGH OPPOSED MOTION CARRIES. FIVE MOTION MOTION MOTION TO APPROVE THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW OF GW ESSENTIAL HEALTH SKILLS FOR HIGH SCHOOL FOURTH EDITION 2023 FOR THE NINTH GRADE HEALTH ADOPTION TO BRING FORWARD FOR APPROVAL AT THE APRIL BOARD MEETING. THESE MATERIALS WILL BE AVAILABLE FOR REVIEW ON A 30 DAY PUBLIC DISPLAY FROM MARCH 13TH APRIL 11TH 2023 AT 13 01 EAST ORANGE AVENUE, PLACENTA 92870 DURING REGULAR BUSINESS HOURS. SECOND KILLED THAT ONE. ABSOLUTELY OFFICIAL. OKAY UH, DR ADAMSON ONE MORE TIME. PLEASE HAVE BEEN BUSY THIS YEAR. A LOT OF PILOTING SO ALRIGHT. ONCE AGAIN . GOOD EVENING, PRESIDENT YOUNGBLOOD, MEMBERS OF THE BOARD, DR MATTHEWS, EXECUTIVE CABINET AND MEMBERS OF THE COMMUNITY. WE'RE PLEASED TO BE BRINGING FORWARD BEFORE YOU THIS EVENING. THE HIGH SCHOOL HEALTH MATERIALS AND TEXTBOOKS THAT HAVE BEEN SELECTED BY OUR PILOT COMMITTEE, INCLUDING AN OVERVIEW OF THE PILOTING PROCESS THAT THE COMMITTEE FOLLOWED. ALL MATERIALS ARE CURRENTLY ON PUBLIC DISPLAY IN THE MAIN LOBBY OF OUR DISTRICT OFFICE, WHICH MEANS ONCE AGAIN, THE ONLY ACTION WILL BE ASKING FOR Y'ALL FROM YOU THIS EVENING IS APPROVAL OF THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW. ALL MATERIALS WILL BE BROUGHT FORWARD FOR YOUR FINAL APPROVAL AT THE APRIL MEETING. I'D LIKE TO TAKE THIS MOMENT TO SHARE ONCE AGAIN HOW GRATEFUL WE ARE TO THE PARROTING COMMITTEE FOR THEIR FOCUS AND DEDICATION. WE WISH TO THANK HIM WHOLEHEARTEDLY FOR THEIR CRITICAL INVOLVEMENT IN HELPING US PROCEED ONCE AGAIN TO THESE VERY EXCITING STEPS.

IT'S MY PLEASURE AT THIS TIME TO INTRODUCE ONE OF THOSE KEY LEADERS INVOLVED IN GUIDING THOSE STEPS ARE DIRECTOR OF HIGH SCHOOL MISS GINA REGULAR TO PROVIDE AN OVERVIEW OF THE PROCESS AND FINAL RECOMMENDATIONS. REGULAR THANK YOU THIS EVENING. I COME TO YOU WITH A NEW HEALTH MATERIAL FOR BOARD CONSIDERATION. HEALTH IS A ONE SEMESTER FRESHMAN COURSE THAT IS REQUIRED FOR GRADUATION. PLEASE ALLOW ME TO PROVIDE YOU WITH DETAILS OF HOW WE'VE COME TO SELECT THESE MATERIALS. SINCE THE LAST ADOPTION OF OUR CURRENT HEALTH TEXTBOOK IN 2007, THERE HAVE BEEN MANY CHANGES IN HEALTH EDUCATION. THERE IS A GREATER EMPHASIS ON UNDERSTANDING MENTAL HEALTH NEWS SOURCES OF TOBACCO ABUSE AND GREATER DRUG RISKS THAT OUR STUDENTS NEED TO UNDERSTAND IN ORDER TO HAVE A COMPREHENSIVE EDUCATION IN THIS FIELD. IN ADDITION, OUR INSTRUCTIONAL METHODS HAVE SHIFTED TO INCLUDE SOME ONLINE RESOURCES, WHICH ARE CURRENT TEXTBOOK DOES NOT HAVE IT IS IMPORTANT TO NOTE THAT IN 2016, THE CALIFORNIA HEALTHY YOUTH ACT, KNOWN AS CHAIYA REQUIRED ADDITIONAL CONTENT TO BE TAUGHT IN HEALTH. Y EL USD CREATED

[03:00:03]

THESE INSTRUCTORS COMPLETED AN EXPLORATION OF TWO DIFFERENT TEXTBOOKS TO FORM OUR EVIDENCE BASED RECOMMENDATION. PLEASE ALLOW ME TO DESCRIBE OUR PILOT PROCESS. INITIALLY, A UNIT OF STUDY IS SELECTED IN THREE DIFFERENT ACTIVITIES WITHIN THAT UNIT OR EVALUATED AFTER STUDENTS HAVE COMPLETED THEM. THESE ACTIVITIES COULD INCLUDE AN EXAM RESEARCH PIECE WORKSHEET OR ANY OTHER PART OF THE NORMAL COURSE OF STUDY FOR THAT UNIT. OUR INSTRUCTORS, THEN TEACH THE SELECTED UNIT WITH FIDELITY IN ORDER TO PROVIDE A BASIS FOR COMPARISON. ONCE THE PILOT UNIT HAS BEEN TAUGHT STUDENTS AND TEACHERS PROVIDE FEEDBACK ABOUT THEIR EXPERIENCES. THE INFORMATION PROVIDED BY THE STUDENTS AND INSTRUCTORS IS THEN EVALUATED FOR THE OVERALL QUALITY OF THE LEARNING EXPERIENCE AND STUDENT ACHIEVEMENT. THE SAME PROCESS IS THEN REPEATED WITH THE SECOND HEALTH MATERIAL. ONCE THE EVALUATION OF BOTH MATERIALS ARE COMPLETED. TEACHERS THEN COMPARE THE RESULTS AND DETERMINE WHICH MATERIAL IS BEST FOR THE SUCCESS OF OUR STUDENTS. OUR FIRST PILOT MATERIAL WAS MCGRAW HILL'S GLENCOE HEALTH. THIS IS THE UPDATED VERSION OF OUR CURRENT HEALTH TEXTBOOK. THE UPDATED VERSION INCLUDES RECENT CHANGES IN LAWS RELATED TO ALCOHOL, TOBACCO AND ILLEGAL SUBSTANCES AND EXPANDED MENTAL HEALTH UNIT AND AN ONLINE LEARNING COMPONENT. EXCUSE ME. GOOD HEART WILCOX. ESSENTIAL SKILLS ARE SECOND PILOT MATERIAL COVERS ALL OF THE NATIONAL STANDARDS HAS CURRENT INFORMATION FOLLOWS HEALTH EDUCATION TRENDS AND AN ONLINE LEARNING COMPONENT AS WELL. GOOD HURT WILCOX.

ESSENTIAL SKILLS ARE SECOND PILOT MATERIAL. PROVIDES AN UPDATED APPROACH AND INCLUDES AN EXPANSIVE FOR CHAPTER. YOU KNOW, I'M MENTAL AND EMOTIONAL HEALTH THAT CARRIES A THEME OF MANAGING STRESS AND POSITIVE THINKING. THERE ARE ALSO CHAPTERS DEVOTED TO AVOIDING HAZARDOUS SUBSTANCES SUCH AS ALCOHOL AND TOBACCO USE AND INCLUDES THE FIGHT AGAINST VAPING, OPIOIDS, OPIATES AND FENTANYL. ANOTHER APPEALING ASPECT OF GW HEALTH IS THAT THE ONLINE LEARNING COMPONENT IS TOTALLY COMPATIBLE WITH GOOGLE CLASSROOM WHICH WILL ALLOW FOR TEACHERS AND STUDENTS TO HAVE A SMOOTH TRANSITION TO THE MATERIAL. AFTER CAREFULLY CONSIDERING TEACHER FEEDBACK, STUDENT FEEDBACK AND ACCESSIBILITY OF RESOURCES ARE INSTRUCTORS HAVE SELECTED GW ESSENTIAL HEALTH SKILLS AS THEIR RECOMMENDATION FOR ADOPTION. THE MATERIAL RANKED HIGHER IN EACH OF THE ASSESSED CATEGORIES, CLEARLY SHOWING THE STRENGTH OF THE CURRICULUM. WHEN EXAMINING ALL ASSESSMENT CRITERIA, INCLUDING MATERIAL COHERENCE, EFFECTIVE TEACHING OPPORTUNITIES , SUPPORT FOR STUDENTS WITH DIVERSE LEARNING NEEDS AND THE ABILITY TO MONITOR STUDENT PROGRESS. YOU CAN SEE THAT GW HEALTH SCORE HIGHER IN EACH ADDITIONALLY, WHEN STUDENT WORK WAS EVALUATED TO DETERMINE HOW THE CURRICULUM SUPPORTED AUTHENTIC STUDENT UNDERSTANDING , G W HEALTH ONCE AGAIN RANKED HIGHER. THE MAJORITY OF TEACHERS GAVE THIS MATERIAL OF FIVE OUT OF FIVE AS INDICATED IN PURPLE. AND HERE ARE A FEW QUOTES FROM OUR PILOT, TEACHERS AND STUDENTS THAT ALLOW US TO SEE THE POSITIVE FEEDBACK THAT CAME AS A RESULT OF THE G W PILOT. THE HEALTH MATERIALS ARE CURRENTLY ON A 30 DAY PUBLIC DISPLAY IN THE MAIN LOBBY OF OUR DISTRICT OFFICE, AND WE ARE SEEKING TO APPROVE THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW. THE MATERIALS WILL BE BROUGHT FORWARD FOR YOUR FINAL APPROVAL FOR ADOPTION AT THE APRIL BOARD MEETING. THANK YOU. I HAVEN'T. JUST FOR OUR VIEWERS AT HOME? YES I THINK THAT THIS QUESTION PROBABLY COME UP AND JUST SPARK THE CLARIFICATION. WE'RE NOT REPLACING OUR HEALTH CURRICULUM . THIS IS JUST AN ADDITION TO THE UP. THERE'S JUST UPDATES TO IT. YES THE DRUGS AND EVERYTHING GOES, BUT WE'RE NOT CHANGING IT. WE'RE NOT GOING TO A DIFFERENT CURRICULUM. THERE'S JUST ADDITIONS TO IT TO MAKE MORE OF THE SECTIONS MORE UP TO DATE. YES AND AS I, AS DR LEON STATED, WE TEACH THE HEALTH STANDARDS IN THE TEXTBOOK IS A RESOURCE TO TEACH THOSE STANDARDS. AND THIS IS A MORE UPDATED RESOURCE BECAUSE I THINK THAT'S WHAT A LOT OF PEOPLE WERE CONCERNED ABOUT TONIGHT. THEY THOUGHT THAT WE WERE SCRAPPING WHAT THE BOARD DID IN 2018, AND WE'RE GOING TO TOTALLY NEW DIRECTION. AND SO I'M JUST CLARIFYING FOR EVERYBODY. YES YES, PERFECT. IN FACT, THAT'S WHY WE PILOTED THE NATIONAL ADOPTIONS OF THE TEXTBOOK BECAUSE THEY EXCLUDED THAT PORTION THAT WE WERE PLANNING ON KEEPING IT. OKAY. PERFECT. THANK YOU SO MUCH. YES.

HERE HERE. QUICK QUESTION. UH, THE REVIEWS THAT YOU'LL HAVE ON THIS 30 DAY. UH REVIEW. WILL WE GET A CHANCE TO SEE THOSE IN THE APRIL MEETING BY CHANCE, TAKING ANY COMMENTS. I'M SORRY. TAKING

[03:05:02]

YES. ANY OTHER QUESTIONS. OKAY SO WE'LL GO AHEAD AND WE HAVE THE MOTION. LET'S GO AHEAD AND EVERYBODY IN FAVOR ALL THOSE IN FAVOR. ANY OPPOSED MOTION. CURIOUS? FIVE OH, ALRIGHT NEXT.

I'LL MAKE A MOTION. WE APPROVE THE CONTINUATION OF THE 30 DAY PUBLIC REVIEW OF PERSEPOLIS. I HOPE I SAID THAT CORRECTLY. A STORY OF CHILDHOOD FOR A NOVEL EDITION OF NINE THROUGH 12 CORE AND EXTENDED READING LIST TO BRING FORWARD FOR APPROVAL AT THE APRIL BOARD MEETING. THESE MATERIALS WILL BE AVAILABLE FOR REVIEW AT 30 DAYS FOR PUBLIC DISPLAY MARCH 13TH THROUGH 11TH HERE AT THIS CENTER. I'LL SKIP THE ADDRESS 13 OH, ONE EAST ORANGE SHARP AVENUE, 98 07870.

I'LL CHECK IT. OKAY I HAVE A MOTION BY MISS BUCK AND SECOND BY MS BLADES, UM DR ADAMS. THANK YOU AGAIN. WELL, ONCE AGAIN GOOD EVENING, PRESIDENT YOUNGBLOOD, MEMBERS OF THE BOARD, DR MATTHEWS, EXECUTIVE CABINET AND MEMBERS OF THE COMMUNITY. WE'RE PLEASED TO BE BRINGING AND PRESENTING TO YOU. THE NOVEL PERSEPOLIS, WHICH HAS BEEN APPROVED OUR LITERATURE REVIEW COMMITTEE TO BE ADDED TO OUR EXISTING CORE AND EXTENDED LITERATURE LIST. IT'S CURRENTLY ON A PUBLIC DISPLAY IN THE MAIN LOBBY OF OUR DISTRICT OFFICE. AND AS WITH ALL THE OTHER ACTIONS WE BROUGHT FORWARD SO FAR, I WILL CONTINUE TO BE ON DISPLAY AND ONCE AGAIN ASKING EACH OF YOU TO APPROVE THIS EVENING AT THE CONTINUATION OF THAT 30 DAY PUBLIC DISPLAY.

PERSEPOLIS WAS PREVIOUSLY APPROVED AS AN OPTION ON THE SIXTH THROUGH 12TH GRADE STUDY SINK NOVELIST, WHICH IS AN ACTIVE ONLINE LIST. THE USE OF THE STUDY SYNC LIST WAS BOARD APPROVED IN THE SPRING OF 2017 WHEN WE ADOPTED STUDY SOON BECAUSE OUR SECONDARY CURRICULUM FOR ENGLISH LANGUAGE ARTS ALL BOOKS ON THIS LIST WERE AT THE TIME AUTOMATICALLY APPROVED FOR TEACHER YOUTH. A RECENT ADJUSTMENT TO OUR REVIEW PROCESS NOW REQUIRES THAT ALL BOOKS INCLUDING THOSE ON THE STUDY SYNC LIST EQUALLY, WHICH MEANS THEY ARE READ AND APPROVED BY OUR LITERATURE REVIEW COMMITTEE, AS REFLECTED BY THE FLOW CHART. ON THE SLIDE BEFORE YOU PLEASE FEEL FREE TO FOLLOW ALONG WITH ME AS I REVIEW EACH STEP BRIEFLY. WE'RE GOING TO START ALL THE WAY OVER AT THE LEFT. AND REALLY WHAT THAT INDICATES IS THAT ANY TEACHER REQUESTING A BOOK TO BE ADDED TO THE CORE AND EXTENDED READING LIST SUBMITS A FORM WHICH MAKES THEIR INITIAL REQUEST TO KNOWN. THE REQUEST IS THEN REVIEWED BY CABINET PRIOR TO THE NEXT LR. SEE THAT IS OUR LITERATURE REVIEW COMMITTEE AND OUR I'LL BE REFERRING IT TO IT AS OUR L R C AND MOVING FORWARD.

AT THE L. R C MEETING. A PRESENTATION OF THE REQUESTED NOVELS IS GIVEN PROVIDING A SUMMARY OF EACH NOVEL, INCLUDING THE RATIONALE FOR WHY THE TEACHER REQUESTED THAT PARTICULAR BOOK. THE COMMITTEE, THEN VOTES TO APPROVE EACH NOVEL TO BE PILOTED. IF IT IS APPROVED , TWO THINGS HAPPEN NEXT. THE COMMITTEE ASSIGNS READINGS FOR EACH BOOK AND THE BOOKS ARE BEING PILOTED. NEXT PILOT TEACHERS WILL WORK ON COMPILING THEIR DATA AND STUDENT FEEDBACK TO SHARE AT THE NEXT L R C MEETING. IT'S AT THAT TIME THAT THE DATA IS REVIEWED, AND THE COMMITTEE VOTES ON WHETHER TO APPROVE THE NOVEL OR NOT. IF APPROVED, THE BOOKS ARE PRESENTED FIRST TO CURRICULUM COUNCIL AND THEN TO CABINET FOR THEIR FINAL APPROVAL. IF APPROVED BY CABINET, WE THEN TAKE THE NEXT STEP. THEY ARE PLACED ON 30 DAY PUBLIC DISPLAY PRIOR TO BEING BROUGHT FORWARD FOR FINAL BOARD APPROVAL. UPON BOARD APPROVAL. THE NOVELS WILL THEN BE ADDED TO THE CORE AND EXTENDED READING LIST FOR TEACHERS. FUTURE USE. PLEASE NOTE THAT ANY PARENT OR GUARDIAN WHO OBJECTS TO THE NOVEL THAT THEY STUDENT STUDENT IS READING IN CLASS REQUEST AN ALTERNATIVE NOVEL BY SOME SUBMITTING WHAT WE REFER TO AS OUR OPT OUT NOVEL REQUEST FORM TO THEIR TEACHER. IF THIS IF THIS IS THE CASE AND ALTERNATIVE ASSIGNMENT, WHICH IS VERY SIMILAR IN LENGTH, AND RIGOR WILL BE ASSIGNED AND COMPLETED BY THE STUDENT WITHIN THAT SAME CLASS. THIS EVENING. THE NOVEL PERSEPOLIS, WHICH WAS RECENTLY APPROVED THROUGH THIS VERY SAME PROCESS, ONCE AGAIN, AS I REFER TO THE BEGINNING IS CURRENTLY ON 30 DAY DISPLAY AND TO PRESENT AN OVERVIEW OF THE BOOK AND A LITTLE BIT OF BACKGROUND. I'M GOING TO GO AHEAD AND INTRODUCE NEXT, MISS AGUILAR. THANK YOU, AS DR ADAMSON STATED. THE REQUEST TO ADD THE NOVEL PERSEPOLIS TO OUR LIST SUPPORTS THE ONGOING EFFORT TOWARD EXPANDING THE CORE AND EXTENDED READING LIST AS A MEANS OF FURTHERING THE VARIETY OF BOOKS AVAILABLE TO OUR STUDENTS.

A SUMMARY OF THE NOVEL PER SEPARATE LISTS THE CHILD THE STORY OF CHILDHOOD BY MARJANE

[03:10:01]

BESIDES UPDATING LITERARY WORKS , I BE NOW ALLOWS STUDENTS MORE FREEDOM TO CHOOSE WHICH WORKS THEY'LL USE AND THERE I BE ASSESSMENTS, WHICH INCLUDE ORAL COMMENTARY, WRITTEN ASSIGNMENTS AND TIMED PAPERS. THIS WORK WILL GIVE STUDENTS ANOTHER OPTION FOR A MODERN WORK. FOR A GRAPHIC NOVEL VERSUS NOVELS OR POETRY AND FOR A WORK BY A FEMALE AUTHOR. PERSEPOLIS IS CURRENTLY ON A 30 DAY PUBLIC DISPLAY IN THE MAIN LOBBY OF OUR DISTRICT OFFICE, SO WE ARE SEEKING TO APPROVE THE CONTINUATION OF A 30 DAY PUBLIC REVIEW. THIS BOOK WILL BE BROUGHT FORWARD FOR YOUR FINAL APPROVAL TO BE ADDED TO THE CORN EXTENDED LIST AT THE APRIL MEETING. QUESTIONS. I WAS JUST KIND OF TWO QUESTIONS. ONE IS WHAT WAS THE STUDENTS FEEDBACK? BECAUSE WE HEARD FROM STUDENTS ON THE OTHER THINGS, AND I WAS JUST CURIOUS WHAT THE STUDENTS THOUGHT ABOUT THE BOOK.

PILOTED I DON'T HAVE THAT WITH ME, BUT WE CAN GET THAT INFORMATION TO YOU. I'M SORRY TO JUMP IN. OH MY SECOND QUESTION WOULD BE, UM, WE'RE APPROVING THIS NOVEL TO THE 9 12 CORE AND EXTENDED READING LIST. BUT ARE WE REALLY JUST APPROVING IT FOR THE I B PROGRAM? WELL WHAT'S THE DIFFERENCE? I DON'T KNOW THAT WE JUST APPROVED NOVELS. WHEN WE APPROVE THEM. THEY GO ON THE LIST AND THEREFORE USE WE DON'T GENERALLY IT'S NOT IN THE LITERATURE LITERARY REVIEW PROCESS. AS OF AS IT STANDS NOW, IN THE POLICY THAT WE APPROVE THEM FOR A CERTAIN CLASS OR CERTAIN PROGRAM. THEY'RE APPROVED FOR A GRADE LEVEL, AND THAT'S WHAT'S INDICATED ON THE CORE AND EXTENDED LITERATURE LIST. NOW. SO MY ISSUE HERE IS THE ACTUAL POLICY BECAUSE YOU SAID THAT YOU 70 REQUESTED IT. IS IT A POLICY? OKAY? YEAH. IS THIS A POLICY? IS THIS A POLICY? THE POLICY FOR THE BOARD IS THAT YOU APPROVED TEXT TO ME. ONLY BOARD CAN APPROVE TEXT AND PUT THEM ON THE EXTENDED LIST WERE THE ONES WHO GO THROUGH THE PROCESS TO REVIEW THEM AND BRING THEM TO YOU. SO. NO, YOU HEAD. IT'S FINE. I WAS GOING TO ASK. SO THE L R C PROCESS IS SOMETHING THAT WAS JUST PUT TOGETHER ON HOW YOU ARE IMPLEMENTING THE POLICY. CORRECT IT'S IN ACCORDANCE WITH BOARD POLICY BECAUSE THE BOARD POLICY STATES THAT IT IS UP TO THE DISTRICT STAFF TO IDENTIFY MEANS BY WHICH BOOKS WILL BE SELECTED . SO WITHIN THOSE PARAMETERS, IT FALLS UNDER THE PILOT UNDER THE BOARD POLICY. UM DO YOU HAVE? BEFORE I FORGET. LET ME OKAY. SO . MY ISSUE ON THIS IS THAT I HAVE NO ISSUE WITH THE PRESENTATION ON THE SUBMITTED NOVELS, BUT WE VOTE TO APPROVE THE PILOTS. SO THEN. MY ISSUE IS THAT AND THE PARENTS ISSUES HAVE ALWAYS BEEN IS THAT THESE BOOKS ARE PILOTED IN THE CLASSROOM. WITHOUT THE BOARD APPROVAL. AND SO IF THEY DON'T CHOOSE NOT TO USE IT. THEN THEIR KIDS, YOU KNOW, THEY DON'T REALLY EVER KNOW. AND THEY HAVE AN ISSUE WITH THAT, SO IS THERE A WAY TO SKIP THE CHILDREN OR THE STUDENTS IN THE PILOT PROCESS AND JUST HAVE STAFF? DO THE PILOTING SOMEHOW. SO THEN, THAT WAY, WE DON'T GET ANY UNNECESSARY GRIEF. THAT KIDS READ A BOOK THAT THEY DEEMED IT WAS AN APPROPRIATE LIKE THEY'RE NOT THE GUINEA PIGS. THAT WOULD BE MY ISSUE. CAN I ASK YOU A QUESTION? DID THE PARENTS GET A ANY INDICATION THAT THE STUDENTS ARE GOING TO BE READING THIS EVEN IN A PILOT. SO THEY COULD OPT OUT. I'M GOING TO LOOK TO MISS ANGOLA, ARE WE DO WE KNOW IF NOTIFICATION IS SENT HOME TO PARENTS PRIOR TO THE YOU READING IT? I WOULD ASSUME, YES, SYLLABUS. AND BEFORE OUR STUDENTS READ A NOVEL, THEY'RE TOLD WHAT NOVEL THEY'RE GOING TO READ BECAUSE THEY HAVE TO BUY IT, BUT IS IT STATED PILOTED BOOK THAT IS NOT APPROVED BY THE DISTRICT. THAT'S A PILOT. I THINK THAT'D BE IMPORTANT. I'M NOT SURE WE CAN. WE WILL LOOK INTO THAT, AND WE CAN GIVE A DEFINITIVE ANSWER. AND IF THERE ISN'T ONE THAT CAN BE PART OF OUR MAYBE A STUDENT GROUP THAT REALLY LIKES TO PILE OF BOOKS. AND WE MIGHT BE ABLE TO USE

[03:15:01]

THAT'S THAT'S WHAT WE'RE DEBATING ON RIGHT NOW. MY ISSUE . MY ISSUE, THOUGH, IS THAT THERE'S SOME BOOKS AND WE KNOW THAT SOME BOOKS HAVE NOT GOTTEN PAST THE PILOT PROCESS, AND SOMETIMES THERE'S JUST BOOKS THAT JUST PILOT AND THEN THEY NEVER TAKE THE NEXT STEP AND THEN ANOTHER PILOT, AND IT DOESN'T TAKE THE NEXT STEP. AND SO WE'VE HEARD OF THAT. AND SO I THINK A WAY TO GET AROUND THAT. IS EITHER TO HAVE THE BOARD APPROVED THE PILOT PROCESS OR WE HAVE SOME CHECKS AND BALANCES THAT PARENTS KNOW THAT THIS IS A PILOT AND LIKE STUDENTS CAN PARTICIPATE IN THE PILOT. JUST SO IF SOMETHING GOES WRONG, I MEAN, WHO WHO GETS BLAMED IF SOMETHING GOES WRONG? YOU KNOW THAT WE GET BLAMED AND SO WE'RE JUST TAKING RESPONSIBILITY. SO EITHER OF THE PARENTS KNOW AND LIKE THEY SIGNED SOMETHING. THIS IS YES. MY KID CAN PILOT IT. UM OR I THINK I THINK IT'S BOTH AND I WOULD FEEL LIKE IT'S A BOTH END LIKE THE BOARD SAYS THIS IS OKAY. BUT I THINK THE PARENTS STILL SHOULD BE TOLD THEY WERE PILOTING A BOOK. IT'S BEEN APPROVED BY THE BOARD, BUT IT'S STILL A PILOT. IT'S NOT APPROVED READING. CAN WE JUST ADD A STEP? THAT'S ALL I'M ASKING FOR? WE CAN ABSOLUTELY HAD WRITTEN NOTIFICATION TO INFORM PARENTS RIGHT BEFORE THE PILOT BEFORE YOU PILOT THEM TO STUDENTS THAT YOU BRING IT TO US. IS THAT WHAT THE BOARD IS REQUESTING AT THIS TIME? I'M NOT REQUESTING THAT. I THINK THAT PUTTING IT ON 30 DAY REVIEW IS THAT OPTION TO DO THAT? I THINK IF WE'RE PILOTING IT IN THE CLASSROOM, IT DEFINITELY SHOULD. HAVE A NOTE. GO HOME TO THE PARENTS SAYING WE'RE PILOTING THIS BOOK. THIS IS THE BOOK. YOU CAN OPT OUT IF YOU LIKE. BUT IT'S ADDING SO MUCH MORE INITIALLY FOR US TO DEBATE AND GO THROUGH THAT WHEN IT MIGHT NOT EVEN GET TO THAT POINT, SO I THINK IT'S STEPPING TOO FAR OVER BEFORE WE EVEN GET TO THAT PILE OF PEACE. IF WE'RE TALKING ABOUT A BOOK, THAT'S FOR AN I B CLASS. IT'S APPROPRIATE. IT'S DESIGNATED FOR THAT SPECIFIC GRADE ADDRESSES THE GUIDELINES. THAT IS SPECIFIC TO TEACHING IN CLASS. IT'S NOT A LIBRARY BOOK. IT FOLLOWS ALONG THERE IF IT'S MADE IT TO THE L. R C AND R AND R CABINET IS REVIEWING IT. I THINK THAT IT'S APPROPRIATE TO PILOT IT AND LET PARENTS KNOW WE'RE PILOTING THIS BOOK. AND THEN IF IT GOES TO THAT NEXT STEP, WHERE THE STUDENTS LIKE IT, AND THE TEACHERS LIKE IT, THEN IT SHOULD MOVE FORWARD TO THE NEXT PROCESS. THAT'S TRUE. WHY DOES IT HURT TO SAY HEY, BOARD CHECK THIS OUT, BECAUSE I'M AFRAID THAT WE'RE GOING TO BE LIMITING BOOKS AND REMOVING THEM BEFORE WE EVEN HAVE A CHANCE TO PILOT HIM. BUT YOU CAN PILOT IT AND WE CAN STILL NOT VOTE ON IT TRUE, SO IT'S THE SAME THING AND I THINK TO YOU IT DOESN'T GET TO THE CABINET UNTIL AFTER ANOTHER CABINET GETS FIRST APPROVAL FIRST. ACTUALLY, IN THE FIRST STEP, WE START REVIEWING THEM AND READING, SO I'M GONNA UPSET EVERYONE RELYING ON THEM TO KNOW . WE KNOW THEY KNOW WHAT WE'RE EXPECTING. IF THEY SEE ANYTHING THAT WOULD BE OUT OF LINE. THEN THIS HAS BEEN THROUGH SOME OF IT. YEAH. I JUST I DON'T SEE WHY IT'S A BIG TO DO TO SAY, HEY, WE'RE GETTING READY TO PILOT THIS AT A MEETING OR ONE OR TWO BOOKS. HOWEVER MANY THE L. R C SAYS THAT WE WANT TO PILOT THESE

[03:20:02]

I WANT TO END PUBLIC AT A BOARD MEETING BECAUSE I'M AFRAID THAT OUR BOARD IS GOING TO BE TAKING.

BUT IS OUT OF THE HANDS OF OUR CHILDREN OUT OF BOARD MEETING. I'M NOT SUGGESTING BEHIND THE SCENES. WHAT KIND OF PRIOR NOTICE WITH THE BOARD WANT TO BE ABLE TO REVIEW THE BOOKS TO BE PILOTED? I PERSONALLY FEEL COMFORTABLE IF WE ARE SENDING NOTIFICATION TO THE PARENTS.

LETTING THEM KNOW THAT WE ARE PILING IN THIS NOVEL, GIVING THEM CONTENT INFORMATION ABOUT THE NOVEL. INCLUDING SOME TYPE OF A RATING SYSTEM. YOU KNOW, WE CAN'T WATCH TELEVISION WITHOUT IT, SAYING SEX, DRUGS, VIOLENCE SMOKING YOU KNOW THAT SOMETHING SIMPLE THAT GIVES THEM A THING.

AND I'M COMFORTABLE WITH THAT. AND THAT THE PARENTS YOU KNOW, ARE CONCERNED THEN THEY CAN CHECK OUT THE BOOK. THEY CAN READ THE REVIEWS THINGS THEY CAN OPT OUT, AND THEY STILL DO THAT AFTER THE BOARD VOTES TO SAY, BUT I THINK IT NEEDS TO GO THROUGH THE PROCESS. WE DON'T DO THAT WITH TEXTBOOKS. WE DON'T BUT TEXTBOOKS ARE LIMITED LIKE WE HAD A CONVERSATION ABOUT TEXTBOOKS. THERE'S ONLY FIVE TO CHOOSE FROM. WE'RE TALKING ABOUT THIS SEA OF LITERATURE IS THERE'S A LOT OF REQUIREMENTS AS MRS AGUILAR STATED THAT LOTS OF BOXES THAT THEY HAVE TO TICK. TO CHECK. SORRY. TWO. YOU KNOW, MEET THE STANDARDS FOR THE CLASS BASED ON THE STATE OF CALIFORNIA , ON THE STATE OF CALIFORNIA AND THE TIME LIMIT THAT THEY HAVE IN THE CLASS, SO THERE'S ONLY SO MANY NOVELS YOU CAN ACTUALLY READ AND IN YOUR CLASSES IS NOT A LIBRARY APPROVAL, RIGHT? NO, I TOTALLY AGREE. YOU KNOW, WE'RE NOT GOING TO BE STUDYING IT LINE BY LINE TOGETHER. ONLY LIKE READ TWO PAGES OF THE NOVEL SO FAR. I READ THE WHOLE THING. AND, UM. HMM YOU WANNA HEAR IT OUT LOUD? IT SHOULD BE INTERESTING. JUST FROM WHAT I'VE SEEN SO FAR. UM BUT I THINK LETTING PARENTS KNOW IS REALLY ALL THAT WE NEED AND LET'S LET'S GO THROUGH THE PROCESS. THAT'S MY WHAT DO YOU THINK, SEAN? UM I THINK YEAH, I THINK THE IDEA OF HAVING THE PARENTS RECEIVE A NOTE. IT SAYS.

HEY WE ARE PILOTING THIS BOOK WILL GIVE THEM THE OPTION, ESPECIALLY BECAUSE THEY CAN RESEARCH IT ONLINE AS WELL. JUST JUST AS EASY AS YOU AND I CAN. SO IF THEY DIDN'T WANT TO HAVE THEIR CHILD IN THAT BOOK, THEY COULD OPT OUT OF IT. SO WHAT ABOUT COULD DO THAT THEY CAN DO THAT FOR ANY BOOK THAT WE HAVE. THAT'S ALWAYS TRUE. THAT'S NOT A NEW THING. TELLING THEM IS PILOTED IS SOUNDS LIKE A NEW THING. I'M JUST ASKING FOR A STEP BETWEEN AT A BOARD MEETING WITH A VOTE. TO SAY, ARE WE OKAY? PILOTING? THERE'S NO CLASSROOM. ARE YOU INTERESTED IN THAT? I'M INTERESTED IN IT. ABSOLUTELY. I'M INTERESTED. BECAUSE THEN I MEAN, IT DID GET YOU KNOW IT GOT TO THIS POINT AND I UM, READING IT. SO I THIS IS MY THING. I WASN'T INTO THIS BOOK AT ALL. I THINK THE KIDS WOULD BE MUCH BETTER IF THIS WAS LIKE A NOVEL JUST DEALING WITH WHAT IT WAS. BUT I ALSO THINK, TOO, AND WE HAVE TO START TO BE VERY CAREFUL BECAUSE IF WE ARE SUSPENDING IF KIDS ARE GETTING IN TROUBLE FOR CALLING NAMES. AND UM, USING VULGAR TERMS TOWARDS WOMEN. THEN I DON'T UNDERSTAND HOW WE CAN ALLOW THESE TYPES OF BOOKS. THESE WITH GRAPHIC. UM YOU KNOW, GRAPHIC PICTURES. UM. DEROGATORY TOWARDS WOMEN MAKING THESE THESE STATEMENTS. HOW CAN WE CONTINUE TO, LIKE, EXPECT DIFFERENT THINGS IN SCHOOL WHEN THEY'RE READING THESE IN A BOOK, AND THE LANGUAGE THAT COMES OUT OF THIS IS WHAT IT IS. DO YOU KNOW WHAT I'M SAYING? HERE? I GET IT EXPECTED. REALITY IS THAT'S REAL LIFE, AND THAT STUFF HAPPENS EVEN HERE, NOT EVEN YOU KNOW, BEYOND I UNDERSTAND THAT IT'S REAL LIFE AND THEY'RE USING THESE TERMS. IF THEY'RE GOING TO CALL PEOPLE SLUTS IN CORES AND ALL THIS STUFF, THEN WE CANNOT EXPECT THEM NOT TO USE IF WE'RE BRINGING THESE BOOKS INTO THE CLASSROOM. WE'RE ESSENTIALLY AS A BOARD SAYING IT'S OKAY. THIS TYPE OF THAT I WOULD SAY THAT THAT'S WHERE YOU HAVE A DISCUSSION ABOUT WHY THEY'RE DOING THAT. AND WHY THEY'RE SAYING THAT AND WHAT THAT MEANS HERE AND WHY WE DON'T HAVE THOSE CONVERSATIONS. BUT YOU CAN SAY WELL, WE'VE BROUGHT THIS IN THIS BOOK END. AND SO IN THIS BOOK, ALL THEY WERE CALLING THE WOMEN SLUTS AND WHORES. AND PEOPLE ARE PISSING ON PEOPLE IN HERE. THERE'S A GRAPHIC PICTURES OF THAT. AND SO ARE WE SAYING THAT THIS IS ACCEPTABLE BEHAVIOR TO PUT INTO OUR CLASSROOM AND THEN WHEN THEY ACT OUT LIKE WE'VE HAD A PROBLEM OF WHAT WE'RE TALKING ABOUT PEOPLE USING CERTAIN TERMS, AND WE KNOW THAT OUR MIDDLE SCHOOL KIDS ARE LISTENING TO NINETIES GANGSTER RAP, AND THERE'S CERTAIN WORDS THAT ARE IN THAT WRAP THAT ARE NOW BEING USED ON THE PLAYGROUND. AND SO THESE KIDS ARE BEING PUNISHED FOR THAT, SO WE NEED TO EDUCATE THEM BECAUSE THAT'S WHAT'S HAPPENING IN THE WORLD. IT'S

[03:25:02]

AND NOT NECESSARILY BEING EVERYONE ON THE CORE CURRICULUM IS BANNED. IF WE'RE IF WE'RE GOING WELL, I DON'T KNOW THAT'S A GOOD QUESTION. IS IT GOING TO GO INTO THE LIBRARY? IF THIS IS NOT ALLOWED IN CORE CURRICULUM, ARE YOU GONNA BOOKS FOR CORE CURRICULUM? LIKE WHAT? THIS IS.

THIS IS A VERY STRANGE AVENUE TO BE TALKING ABOUT THIS WHEN IT'S I'M JUST CURIOUS IS WE'RE NOT EVEN GOING TO BE PILOTING IT PILOTING IT. WHERE DO WE START READING? THIS BOOK IS IN THE LIBRARY. I DON'T THINK THAT I WOULD HAVE A PROBLEM WITH THIS BEING IN THE LIBRARY, OKAY? ALL

[03:30:03]

BUT DO SOME PARENTS WANT, LIKE? LOOK AT THIS? I MEAN, IT'S SO RANDOM IN THIS BOOK. RIGHT BACK HERE. IT WAS SO OFF THE WALL WHAT WAS SAID, AND I WAS JUST LIKE WHAT'S GOING ON HERE? SO THIS GIRL'S YOU KNOW, SHE'S ABOUT TO GO TO AUSTRIA BECAUSE SHE'S FLEEING IRAN. AND SO IN THIS CONVERSATION, HER GRANDMA ARE IN THE SAME BEDROOM TOGETHER . AND SHE SAYS, GRANDMA, HOW DO YOU HAVE SUCH ROUND BREASTS AT YOUR AGE? EVERY MORNING AND NIGHT. I SOAKED THEM IN A BOWL OF ICE WATER FOR 10 MINUTES. AND IT'S LIKE WHAT IS THAT HAVE TO DO LIKE? I DON'T KNOW, LIKE THAT'S JUST A WEIRD THING LIKE THIS WHOLE BOOK WAS WEIRD LIKE THAT WITH A BUNCH OF THESE WEIRD STATEMENTS, AND SO DO PARENTS WANT THIS IN THE CLASSROOM IF YOU WANT TO CHECK IT OUT AND READ IT PERFECT. BUT LIKE WHEN YOU HAVE ALL OF THIS WEIRD STUFF GOING ON. MAYBE PEOPLE AREN'T VERY UM, COMFORTABLE WITH THAT. WHICH IS WHERE THE OPT OUT COMES IN. SO OR OR WE JUST PUT IN THE LIBRARY AND WE CHOOSE A DIFFERENT BOOK. THAT DOESN'T MAKE WEIRD STATEMENTS LIKE THAT OR CONTROVERSIAL STATEMENTS AND UNTIL SOMEBODY COMES AND SAYS, WE DON'T WANT IT IN THE LIBRARY, THEN WHAT? WELL, THEN WE TALK ABOUT WHETHER WE WANT IN THE LIBRARY OR NOT. THAT'S A WHOLE OTHER CONVERSATION. IT'S LIKE WE'RE SIDEBAR IN THE WHOLE DEAL. I WAS ASKING FOR EVIDENTLY A CHANGE IN POLICY, AND NOW WE'RE TALKING ABOUT WHETHER THIS IS GOING TO BE REQUIRED READING THAT YOU CAN OPT OUT OF. I UNDERSTAND, BUT IT STILL REQUIRED READING FOR THE COURSE.

SO, UM, I DON'T THINK THE BOOK WAS VERY GOOD BUT WASN'T NECESSARILY REQUIRED. IT WAS ONE OF THE OPTIONS THAT THE STUDENTS COULD CHOOSE CORRECT. YEAH THE TEACHER INDICATED IT WAS GOING TO BE USED AS AN OPTION IN AND I BE. THERE'S SEVERAL ASSIGNMENTS THEY HAVE TO COMPLETE AND THEY HAVE TO CHOOSE FROM A VARIETY OF TYPES OF NOVELS, AUTHORS ETCETERA, SO NOT EVERYONE WILL BE READING THIS ON THE CORE NOVELS LIST A TEACHER COULD CHOOSE ANYONE COULD USE IT IN THEIR CLASS. OKAY, SO ARE WE STILL ARE WE VOTING ON THE 30 DAY REVIEW? IS THAT CORRECT? OKAY? ALL RIGHT, ALL THOSE IN FAVOR. HI. OPPOSE MOTION CURIOUS FIVE OH, OKAY, MOVING ON.

[HUMAN RESOURCES]

OKAY MOTION BY MS BLADE. SECONDLY MR FRASER, MR. GIORDANO WILL YOU TAKE US THERE? YES SO THANK YOU. AND GOOD EVENING TONIGHT UNDER HUMAN RESOURCES ACTION ITEM NUMBER TWO STAFF WILL RECOMMEND THE BOARD APPROVED THE 22 23 TENTATIVE AGREEMENT WITH THE ASSOCIATION OF PLACENTIA, LINDA LINDA EDUCATORS. OTHERWISE KNOWN AS APPLE IN ORDER TO COMPLY WITH THE PROVISIONS OF HB 1200 NAVY 27 56 DISTRICTS REQUIRE DISCLOSED THE MAJOR PROVISIONS OF THE AGREEMENT, INCLUDING THE COSTS WILL BE INCURRED IN THE CURRENT AND TO SUBSEQUENT YEARS.

AND THIS INFORMATION MUST BE DISCLOSED PRIOR TO ENTERING INTO THE AGREEMENT. INCLUDED WITH THE AGENDA ITEM IS THE DOCUMENT TITLED PUBLIC DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENT THAT HIGHLIGHTS THE KEY PROVISIONS OF THE TENTATIVE AGREEMENT WITH APPLE. OKAY. ANY QUESTIONS? IT'S A LOT OF NUMBERS. I FIGURED, MR FRASER, YOU WOULD HAVE SOME INPUT THERE.

ALRIGHT. OKAY THEN WITH THAT WE'LL GO AHEAD AND VOTE ALL THOSE IN FAVOR BY UNOPPOSED MOTION CARRIES BY BOTH. THANK YOU, SIR. MAKE A MOTION TO APPROVE THE TENANT AGREEMENT BETWEEN A PLE AND THE P Y EL USD. SECOND. OKAY DR. LOPEZ, WILL YOU TAKE THIS ITEM, PLEASE? THANK YOU, PRESIDENT YOUNGBLOOD , MEMBERS OF THE BOARD SUPERINTENDENT, DR MATTHEWS AND EXECUTIVE CABINET. TONIGHT. I'M PLEASED TO BRING FORWARD THE TENTATIVE AGREEMENT WITH THE ASSOCIATION OF POTENTIAL AND EDUCATORS FOR THE 2022 2023 NEGOTIATIONS. WHEN BROUGHT FORWARD TO THE MEMBERSHIP. THE AGREEMENT PASSED WITH A 96% APPROVAL. I WOULD LIKE TO THANK THOSE WHO SERVED ON THE APPLE NEGOTIATING TEAM, INCLUDING JIM FOX. MARCH COOLEY, JEREMY KELLY , KAREN ALEXIS AND CLIFF SCHUSTER. I WOULD ALSO LIKE TO THANK THE DISTRICT NEGOTIATING TEAM, INCLUDING NANCY BLADE, RENE GRAY, CHRISTINA MICHELLE, PAGE STILLS, OLIVIA YOUNG AND ADDITIONAL SUPPORT FROM DAVID GIORDANO. WE'RE GRATEFUL FOR THE COLLABORATIVE PROCESS WITH APPLE AND SHARED COMMITMENT TO THE ONGOING SUCCESS OF OUR STUDENTS IN DISTRICT. THANK YOU FOR YOUR CONSIDERATION OF THIS TENTATIVE AGREEMENT. AWESOME ANY QUESTIONS ? IT'S NOT A QUESTION. I JUST

[03:35:07]

QUESTIONS. ALL RIGHT. WE'LL GO AHEAD AND VOTE. ALL THOSE IN FAVOR. HIGH PROPOSED MOTION.

CURIOUS FIVE. OH THANK YOU. I'LL MAKE A MOTION TO CERTIFY A B 1200 SLASH 2756 REPORT FOR THE CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION. PLACENTA CHAPTER NUMBER 2 93 AS PROPOSED. I'LL SECOND. ALL RIGHT, MR. GIORDANO WILL YOU GO AHEAD AND THANK YOU AGAIN AND TONIGHT? THIS IS UNDER THE NEXT ACTION ITEM UNDER HUMAN RESOURCES ACTION ITEM NUMBER FIVE STAFF WILL RECOMMEND THE BOARD APPROVED THE 22 23 MEMORANDUMS OF UNDERSTANDING WITH THE CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION, OTHERWISE KNOWN AS HE HAS TO CHAPTER 2 93. AGAIN IN ORDER TO COMPLY WITH THE PROVISIONS OF A B 1280 27 56 DISTRICT IS REQUIRED TO CLOSE THE MAJOR PROVISIONS OF THE AGREEMENT, INCLUDING THE COST OF BEING INCURRED IN THE CURRENT AND TO SUBSEQUENT YEARS AND THIS INFORMATION MUST BE DISCLOSED PRIOR TO ENTERING INTO THE AGREEMENT. INCLUDED WITH THE AGENDA ITEM IS THE DOCUMENT TITLE, PUBLIC DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENT.

THAT HIGHLIGHTS THE KEY PROVISIONS OF THE TENDER AGREEMENT. WAS HE SEE A. ANY QUESTIONS? NO. ALRIGHT LET'S GO AHEAD AND VOTE. ALTHOUGH SOME PAPER I POSED NO MOTION CARRIES FIVE OH, ALL RIGHT. NUMBER FIVE. I'LL PROVE, UM, MOTION TO APPROVE THE MEMORANDUM OF UNDERSTANDING BETWEEN CSC A CHAPTER 2 93 AND THE P Y EL USD FOR AN ADDITIONAL 930.5 OFF SCHEDULE INCREASE OVER THE 2021 2022 SALARY SCHEDULE, RETROACTIVE TO JULY 1ST OF 2020.

SECOND. OKAY AND YOU MEANT ON SCHEDULE. CORRECT? CORRECT. ALL RIGHT. DR. LOPEZ, IF YOU WOULD YES, THANK YOU TONIGHT. I'M PLEASED TO BRING FORWARD AN AGREEMENT WITH CSC A CHAPTER 2 93 TO PROVIDE COMPENSATION EQUITY BETWEEN THE EMPLOYEE GROUPS FOR THE 2022 23 NEGOTIATIONS. WE APPRECIATE THE COLLABORATIVE PROCESS WITH CSC A AND THANK YOU FOR YOUR CONSIDERATION OF THIS AGREEMENT. COMMENTS. NONE ALL RIGHT, ALL THOSE IN FAVOR. ALRIGHT MOTION PASSES FIVE. OH, MOVING ON TO NUMBER SIX. MOTION PLEASE MAKE A MOTION TO ACCEPT THE INITIAL SUNSHINE PROPOSAL FROM CSC, A CHAPTER 2 93 AND INITIATE THE COLLECTIVE CLASSIFIED BARGAINING PROCESS FOR THE 2023 TO 2024 SCHOOL YEAR. ONCE AGAIN, DR LOPEZ. THANK YOU. IT IS MY PLEASURE TO INTRODUCE THE NEXT TO ITEMS ON OUR AGENDA BEING BROUGHT FORWARD FOR CONSIDERATION. THE DISTRICT IN CSKA CHAPTER, 2 93 HAVE A COLLECTIVE BARGAINING AGREEMENT THROUGH JUNE 30TH 2025 ARTICLE ONE OF THE CONTRACT, THE PARTIES AGREED TO COMMENCE REOPENING NEGOTIATIONS FOR THE 2023 2024 SCHOOL YEAR. THE EDUCATIONAL EMPLOYMENT RELATIONS ACT REQUIRES INITIAL CONTRACT PROPOSALS MADE BY BOTH SIDES TO BE PRESENTED AT A PUBLIC MEETING PRIOR TO THE COMMENCEMENT OF THE EMPLOYER EMPLOYEE NEGOTIATIONS. IN ACCORDANCE WITH THESE PROCEDURES TO IS SUBMITTING THEIR INITIAL PROPOSAL TO OPEN NEGOTIATIONS. IN ACCORDANCE WITH THESE PROCEDURES. THE DISTRICT IS ALSO SUBMITTING THEIR PROPOSAL TO OPEN NEGOTIATIONS, AS IS REPRESENTED IN THE SECOND ACTION ITEM BEFORE YOU TONIGHT. WE LOOK FORWARD TO WORKING TOGETHER WITH CSKA AND OUR CONTINUED PARTNERSHIP AND SERVICE TO THE STUDENTS OF WELL USD. ANY QUESTIONS FOR DR LUCAS. WHO OKAY, ALL THOSE IN FAVOR HIGH. ALRIGHT. MOTION CARRIES

[03:40:03]

EXCELLENT THANK YOU. ALL THOSE IN FAVOR HIGH. ALRIGHT. MOTION CARRIES FIVE OH, OKAY, MOVING ON. BUSINESS AND FINANCIAL MAY I HAVE A MOTION FOR NUMBER ONE MAKE A MOTION TO APPROVE THE

[BUSINESS AND FINANCIAL]

SO HERE'S A LOOK AT THIS STAGE GENERAL FUND REVENUE ESTIMATES THAT IMPACT THE PROPOSITION 98 MINIMUM FUNDING GUARANTEE FOR SCHOOLS FOR FISCAL YEARS. 21 22 23 24. AS YOU CAN SEE FROM THIS CHART. STATE REVENUES ARE FORECAST TWO DEGREES FROM 214.9 BILLION UNDER THE CURRENT YEAR BUDGET ACT 2 $206 BILLION UNDER THE GOVERNOR'S BUDGET PROPOSAL FOR NEXT YEAR, 23 24. AND THIS REPRESENTS A DECREASE OF 8.9 BILLION OR 4.1% LESS THAN THE CURRENT YEAR ESTIMATE. AND THEN IMPORTANTLY, THE GOVERNOR'S REVENUE ESTIMATES OR EVEN LESS CONSERVATIVE THAN THE HELIOS OFFICE. IN FACT, THE LEOS FORECASTING EVEN LARGER DECREASE IN STATE REVENUES NEXT YEAR OF 14.8 BILLION, OR 6.9% OF BRINGING THE TOTAL ESTIMATED REVENUES DOWN TO JUST OVER $200.1 BILLION. AND SO HERE'S A LOOK AT THE IMPACT ON THE PROPOSITION 98 MINIMUM FUNDING GUARANTEE FOR SCHOOLS WITH THAT DECREASE IN STATE REVENUE COLLECTIONS SINCE THE BUDGET ACT WAS APPROVED BACK IN JUNE, THE PROP 98 GUARANTEE IS DOWN AN ESTIMATED $3.4 BILLION IN THE CURRENT YEAR. 22 23 THEN IN 23 24. THE GUARANTEES FORECAST INCREASE BY 1.8 BILLION, AND THAT'S UP FROM THE REVISED CURRENT YEAR LEVEL. YOU CAN ALSO SEE FROM THIS CHART THAT THE GOVERNOR'S PROP 98 GUARANTEE ESTIMATES ARE ROUGHLY $3.1 BILLION HIGHER THAN THE LEO'S OFFICE OVER THE FORECAST PERIOD , WHICH COVERS FISCAL YEARS. 21 22 THROUGH 23 24. AND SO WHAT'S THE GOVERNOR PROPOSING FOR NEXT FISCAL YEAR? WELL FIRST IN ORDER TO HELP OFFSET SOME OF THE INFLATIONARY PRESSURES. HE'S PROPOSING $4.2 BILLION TO FUND AN ESTIMATED 8.13% A STATUTORY

[03:45:04]

GOVERNOR IS ALSO PROPOSING AN ADDITIONAL 669 MILLION AND THIS IS TO COVER AN ESTIMATED 8.13% COLA ON ALL THOSE CATEGORICAL PROGRAMS THAT ARE FUNDED OUTSIDE THE L C. F F WHICH INCLUDES SPECIAL EDUCATION, CHILD NUTRITION, STATE PRESCHOOL AND THE MANDATE BLOCK RAMP PROGRAM AS WELL. AND ADDITIONALLY AND EVEN IN ORDER TO PROVIDE EVEN MORE FUNDING TO THE HIGHEST NEED. SCHOOLS GOVERNORS PROPOSING $300 MILLION IN ONGOING FUNDING AS AN ADD ON TO THE L C F F AND HE'S TURNED THIS NEW FUNDING SOURCE. THE EQUITY MULTIPLIER, WHICH WILL PROVIDE APPROXIMATELY $874 PER STUDENT TO SCHOOLS SERVING THE HIGHEST CONCENTRATIONS OF LOW INCOME STUDENTS. AND UNFORTUNATELY, THE GOVERNOR IS ALSO PROPOSING A REDUCTION IN THE ONE TIME ARTS MUSIC AND DISCRETIONARY BLOCK GRANT OF $1.2 BILLION, AND THIS IS NEEDED TO HELP COVER THE COST OF THAT STATUTORY COLA THAT WE TALKED ABOUT AND THIS NEW EQUITY MULTIPLIER. AND FOR OUR DISTRICT . THIS REPRESENTS A REDUCTION OF APPROXIMATELY $5.4 MILLION IN THAT ARTS MUSIC AND DISCRETIONARY BLOCK, GRAHAM. NEXT WE'RE GONNA TAKE A LOOK AT SOME OF THE KEY CHANGES THAT OCCURRED SINCE THE FIRST ENEMY REPORT WAS PROVED BY THE BOARD BACK IN MID DECEMBER. SO HERE'S A LOOK AT SOME OF THOSE KEY CHANGES SINCE FIRST INTERIM, UH, IN THIS CHART, YOU CAN SEE THE COST OF LIVING ADJUSTMENTS AND THE CASTERS AND CALPERS EMPLOYER CONTRIBUTION RATE ESTIMATES FOR EACH OF THE NEXT TWO YEARS. AND FOR 23 2023 24 THAT COAL ESTIMATES BEEN REVISED UP FROM 5.38% AT FIRST INTERIM TO 8.13% UNDER THE GOVERNOR'S PROPOSED BUDGET FOR NEXT YEAR. ON THE OTHER HAND FOR FISCAL YEAR 24 25 THAT COAL ESTIMATES BEEN REVISED DOWN FROM 4.2% TO 3.54% AND THAT'S BASED ON THE LATEST ESTIMATES RECEIVED FROM SCHOOL SERVICE TO CALIFORNIA. REGARDING THE CALPERS EMPLOYER CONTRIBUTION RATES FOR 23 24. THAT ESTIMATES BEEN RIGHT REVISED UP FROM 25.2% AT FIRST INTERIM TO 27% UNDER THE GOVERNOR'S PROPOSAL FOR NEXT YEAR. ADDITIONALLY FOR FISCAL YEAR 24 25. THE ESTIMATES BEEN REVISED UP FROM 24.6% AT FIRST GENERAL TO 28.1% UNDER THE SECOND INTERIM REPORT. AND YOU'LL NOTE THAT THERE ARE NO CHANGES CURRENTLY PROPOSED TO THE CASTERS. EMPLOYER CONTRIBUTION RATES, WHICH ARE SET TO REMAIN THE SAME AT 19.1% FOR THIS YEAR AND THE NEXT TWO YEARS. AND SO THIS SLIDE JUST HIGHLIGHTS THE CHANGES IN OUR ENROLLMENT AND OUR AVERAGE DAILY ATTENDANCE SINCE WE LAST REPORTED THE BOARD BACK IN MID DECEMBER. YEAH FOR FISCAL YEARS . 23 24 24 25. YOU CAN SEE ENROLLMENTS AND REVISED DOWN BY ADDITIONAL 10 STUDENTS AND 23 24 BY 30 STUDENTS IN 24 25. AND THIS IS DIRECTLY RELATED TO THE CONTINUED DECLINE ENROLLMENT THAT WE'VE SEEN SINCE THE BEGINNING OF THE YEAR. REGARDING OUR AVERAGE DAILY ATTENDANCE. DISTRICTS FUNDED 80 IS ALSO BEEN REVISED DOWN BY 90 STUDENTS IN 23 24 BY 206 STUDENTS AND 24 25. AND UNFORTUNATELY, LIKE MOST SCHOOL DISTRICTS HERE IN ORANGE COUNTY AND THROUGHOUT THE STATE OF CALIFORNIA, OUR DISTRICT 88 DID DROPPED PRETTY SIGNIFICANTLY DURING THE PANDEMIC, AND OUR ATTENDANCE RATES HAVE REMAINED REMAIN BELOW HISTORICAL NORMS. AND WE'RE GOING TO HIGHLIGHT THE IMPACT OF THESE CHANGES AND MORE A LITTLE LATER IN THE PRESENTATION. NEXT WE'RE GONNA TAKE A LOOK AT SOME OF THE KEY BUDGET ASSUMPTIONS THAT WE USE TO BUILD OUR SECOND IN THE REPORT. SO TAKING A LOOK AT OUR DISTRICT ENROLLMENT IF YOU GO ALL THE WAY BACK TO 2015 16 OUR DISTRICT EXPERIENCED A CUMULATIVE DECLINE IN ANNUAL ENROLLMENT OF 2600 AND TWO STUDENTS OVER THE LAST SEVEN YEAR PERIOD. AND THE AVERAGE ANNUAL ENROLLMENT DECLINED DURING THAT SAME TIME FRAME REPRESENTS A LOSS ABOUT 372 STUDENTS EACH YEAR. AND THIS YEAR ENROLLMENTS DECLINED BY ABOUT 370 STUDENTS OVER THE PRIOR YEAR. AND REGARDING AVERAGE DAILY ATTENDANCE, ALTHOUGH THE 88 DECLINES OVER THE PAST THREE YEARS HAVE BEEN MUCH STEEPER THAN THE YEARS WE SAW PREVIOUS TO THE PANDEMIC IN PERCENTAGE TERMS OR DISTRICTS, ATTIAS DECLINE ROUGHLY IN ALIGNMENT WITH OTHER DISTRICTS IN ORANGE COUNTY. SO HERE'S A LOOK AT SOME OF THE KEY ASSUMPTIONS THAT WE USE TO BUILD OUR SECOND INTERIM FINANCIAL REPORT. AND YOU CAN SEE WE'VE INCLUDED NOT ONLY THE CURRENT YEAR, BUT THE TWO SUBSEQUENT YEARS AS WELL. AND I'M NOT GOING TO GO THROUGH ALL THESE, BUT I DO WANT TO HIGHLIGHT A FEW. THE FIRST, OF COURSE, IS THE SALARY LINES IF YOU WERE TO TAKE A LOOK AT OUR SACKS, FINANCIAL REPORTS AND YOU TAKE A LOOK AT THE SALARY LINES, YOU WOULD SEE THAT WE HAVE INCLUDED THE TENTATIVE AGREEMENTS WITH OUR CERTIFICATED

[03:50:05]

[03:55:01]

SINCE DISTRICT ARE FUNDED OFF OF THE NUMBER OF STUDENTS THAT ATTEND SCHOOL EACH AND EVERY DAY, NOT ACTUAL ENROLLMENT. THIS WILL EXACERBATE THE FUNDING LOSSES IN THE COMING YEARS.

ADDITIONALLY OF COURSE, WE HAVE INCREASING COST PRESSURES FOR THINGS LIKE STEP AND COLUMN.

HEALTH AND WELFARE BENEFITS AND THEN PERSON SERVES PENSION OBLIGATIONS AGAIN WILL PLACE ADDITIONAL STRAINS ON THE BUDGET MOVING FORWARD. AND THEN THIS SLIDE JUST HIGHLIGHTS THOSE THREE PRIMARY COST DRIVERS THAT SCHOOL DISTRICTS WILL SEE IN THE IN THE OUT YEARS. AS YOU CAN SEE FROM THIS CHART. COST FOR STEADMAN COLUMN MOVEMENT PERSON STIRS PENSION OBLIGATIONS IN HEALTH AND WELFARE BENEFITS. THEIR PROJECTED GO UP JUST OVER 2.5% OVER THE NEXT TWO YEARS. ON THE OTHER HAND, WHEN YOU TAKE A LOOK AT OUR L C F F BASE FUNDING, IT'S EXPECTED INCREASE THAT JUST UNDER 2% OVER THAT SAME TWO YEAR PERIOD, AND SO, WITH OUR EXPENDITURES FORECAST RISE FASTER THAN OPERATING REVENUES IN THE NEXT TWO YEARS THAT STRUCTURAL SURPLUS THAT WE'VE HAD THE CURRENT YEAR PROJECT TO HAVE IN THE SUBSEQUENT YEAR. THAT WILL BE REDUCED ABSENT ADDITIONAL FUNDING FROM THE STATE AND OR REDUCTIONS WERE ABLE TO MAKE IT THE LOCAL LEVEL. AND THEN FINALLY, WE'RE JUST GOING TO WRAP WRAP UP WITH A LOOK AT OUR BUDGET TIMELINE AND THEN SOME OF THE NEXT STEPS. IN THE BUDGETING PROCESS. SO AGAIN. AH BACK IN MID DECEMBER, THE BOARD HAD TAKEN ACTION AND APPROVED THE FIRST INTERIM REPORT WITH A POSITIVE CERTIFICATION. TONIGHT WE'RE ASKING THE BOARD FOR CONSIDERATION AND APPROVAL OF THE DISTRICT SECOND INTERIM FINANCIAL REPORT AGAIN WITH THE POSITIVE CERTIFICATION. OF COURSE, THIS SECOND INTERVIEW INCLUDES THE GOVERNOR'S JANUARY BUDGET PROPOSAL FOR NEXT FISCAL YEAR. AND THEN IN EARLY JUNE, WILL HOLD THE PUBLIC HEARING ON OUR LOW CONTROL ACCOUNTABILITY PLAN, AS WELL AS THE ADOPTED BUDGET AND THEN IN LATE JUNE, WILL BRING BACK BOTH THOSE ITEMS FOR THE BOARD'S APPROVAL. BOTH THE CAP AND THE ADOPTED BUDGET. THE ADOPTED BUDGET IS GOING TO BE BASED OFF THE GOVERNORS MAY REVISE PROPOSAL THAT COMES OUT IN MID MAY. AND THAT PROPOSAL INCLUDES ACTUAL TAX COLLECTIONS THROUGH THE MONTH OF APRIL, AND SO THAT TYPICALLY PROVIDES US A MUCH BETTER GUESSTIMATE OF WHAT THE STATE BUDGET IS GOING TO LOOK LIKE IN THE COMING YEAR.

THIS YEAR. IT'S GONNA BE A LITTLE BIT COMPLICATED BY THE FACT THAT THE STATE EXTENDED THE TAX DEADLINE FOR SOME RESIDENTS IN CALIFORNIA. AND SO THAT WILL YEAH, THAT'S RIGHT. YES, THAT'S CORRECT. AND SO, UH, SO IT WILL IMPACT REVENUES, AND SO WE'LL KEEP A CLOSE EYE ON THE REVENUE OUTLOOK AND THE DEPARTMENT OF FINANCE WILL BE DOING THE SAME. AND SO WITH THAT. I JUST WANT TO OPEN UP TO QUESTIONS ABOUT BEFORE I DO. I DO WANT TO SAY A BIG THANK YOU TO OUR TWO DEPARTMENTS THAT WORKED ON THE BUDGET FOR FISCAL SERVICES DEPARTMENT AND ALSO OUR BUSINESS SERVICES OFFICE, AND FONG TRAN, OUR DIRECTOR OF FISCAL SERVICES IN THE AUDIENCE THIS EVENING, AND CHRISTINA MICHELLE, OUR DIRECTOR OF BUSINESS SERVICES, AND A SPECIAL THANKS TO THEIR TEAMS FOR ALL THE WORK. SO WITH THAT. QUESTION DO WE NEED TO START BREEDING LABRADORS TO MAKE MONEY FOR THE DISTRICT? ARE WE THERE YET? LABRADORS? YEAH. I DON'T THINK WE HAVE TO DO THAT.

YEAH. SO WE TALKED ABOUT BREEDING LABRADORS AND HAVING SELLING EGGS GETTING CHICKENS SELLING EGGS, PART OF OUR NEW MATH CURRICULUM WHEN WE'VE HIT THAT POINT, WE KNOW OKAY, ANYWAYS, UM THE 24 25 COLA WITH INFLATION AND ALL THE THINGS GOING ON. THAT'S REALLY LOW. WHY

[04:00:02]

RIGHT, UM A STATE BUDGET OVERALL LOOKS REALLY GOOD FOR EDUCATION . BUT THEY HAVE BEEN YEARS MANY YEARS WHERE THE EDUCATION BUDGET GETS HIT. VERY VERY HARD, RIGHT? AND SO IF WE EVER GOT INTO SITUATION WHERE WE HAD TO MAKE DRAMATIC CUTS AND WE WEREN'T WEREN'T ABLE TO MAKE ENOUGH CATS . IN ORDER TO BE ABLE TO GET TO A BALANCED BUDGET. THAT WOULD BE 11 AREA THAT WE'D BE ABLE TO DRAW ON THAT RESERVE. THERE WAS A LOT OF SAFEGUARDS THAT COME INTO PLAY BEFORE WE EVER GET THERE. AS SOON AS WE INDICATE THAT WE'RE GOING TO HAVE PROBLEMS MEETING OUR FINANCIAL OBLIGATIONS WILL HAVE TO LET THE COUNTY KNOW THAT THERE WILL BE A DIFFERENT CERTIFICATION THAT WILL ASK THE BOARD. TO CERTIFY A QUALIFIED CERTIFICATION WOULD BE THE FIRST STEP IN THAT PROCESS, WHICH INDICATES THE DISTRICT WOULD HAVE PROBLEMS MEETING ITS OBLIGATIONS, BUT WELL, BEFORE WE GET THERE, WE'LL BE HAVING CONVERSATIONS WITH THE BOARD ABOUT THE FINANCIAL CONDITION BUT REALLY COMES DOWN TO IF YOU'RE NOT ABLE TO MAKE THE AMOUNT OF EXPENDITURE REDUCTIONS TO BALANCE YOUR BUDGET. THAT'S THE SITUATION WHERE YOU BE DIPPING IN. BUT WE HAVING LOTS OF CONVERSATIONS WELL, BEFORE WE GET TO THAT POINT, AND WE HAVE A 60 $60 MILLION FUND BALANCE, SO LET ME WORK. WE HAVE THAT TO DEAL WITH, BUT STILL. WE NEED TO BE CREATIVE. I DON'T LIKE RED ON THAT. YES YES. ASIDE FROM LABRADORS, DO WE HAVE ANY OTHER COMMENTS OR QUESTIONS? I JUST WANTED TO TALK ABOUT, UM, THE ARTS AND MUSIC AND SEXUAL MATERIAL BLOCK GRANT. WHAT ARE WE ANTICIPATING OUR SHARE OF THAT TO BE AND HAVE WE RECEIVED ANY OF THOSE DOLLARS? I HAVE TO GO BACK AND LOOK AT HOW MUCH OF IT RECEIVED WERE RECEIVED, AT LEAST 50% OF IT AND THE AMOUNT WORKS PECTIN RECEIVED BASED ON THE, UM THE PROPOSAL BY THE GOVERNOR WITH THE JANUARY BUDGET WE'RE EXPECTING RECEIVED 9.6 MILLION, AND SO I CAN GO BACK AND LET YOU KNOW EXACTLY HOW MUCH OF THAT RECESS THAT INCLUDED IN THE SECOND INTERIM. YEAH SO WE'VE BUDGETED THE 9.6 MILLION. AND SO WHAT WE TYPICALLY WOULD DO WE HAVE TO RECORD THE REVENUE ESTIMATE. AND SO WE RECORDED THE 9.6. AND THEN WHAT WE'LL DO IS WE'LL BUDGET OUT OVER THE COURSE OF THE SPENDING GUIDELINES ON THAT GRANT. EXPENSES THAT MATCH THAT 9.6 MILLION AND WE'LL ADJUST THAT AFTER THE BOARD APPROVES THE EXPENDITURE PLAN, AND THAT WILL WILL BRING THAT TO YOU AT A FUTURE BOARD MEETING. WHEN DO YOU THINK WE'RE GOING TO BE APPROVING THAT? I WOULD SAY THAT'S PROBABLY THE MONEY. PEOPLE APRIL APRIL. WE WANT TO BRING UP OKAY, THANKS. THANK YOU

[04:05:05]

FIRST WE'LL PROVIDE AN OVERVIEW OF THE DISTRICT'S TRANSPORTATION PLAN AND DISCUSS KEY REQUIREMENTS ON HOW THE DISTRICT WILL MEET THE REQUIREMENTS WILL DISCUSS THE REQUIREMENTS IN CALIFORNIA EDUCATION CODE 39800.1. WHICH INCLUDES THE FOLLOWING COMPONENTS.

DEVELOPMENT OF THE TRANSPORTATION PLAN, DESCRIBING SERVICES OFFERED TRANSPORTATION SERVICE REQUIREMENTS FOR STUDENTS WITH DISABILITIES. MCKINNEY, VENTO AND FOSTER YOUTH. PRIORITY TRANSPORTATION FOR GREAT T K TO SIX AND LOW INCOME STUDENTS. ALSO INCLUDED ON THE AGENDA WILL BE STAKEHOLDER FEEDBACK AND KEY TRANSPORTATION DATA. I WOULD LIKE TO GIVE YOU AN OVERVIEW OF THE TRANSPORTATION PLAN REQUIREMENTS AS DEFINED IN CALIFORNIA EDUCATION CODE 398001.1, WHICH WAS ADDED AS PART OF THE 22 23 BUDGET ACT, WHICH STATES THAT ELIGIBLE LOCAL EDUCATION AGENCIES DEVELOP A PLAN TO PROVIDE HOMELESS SCHOOL TRANSPORTATION REPORT SPECIFIC DATA ABOUT THE IMPACT OF THE HOMESCHOOL PLAN INCLUDE FEEDBACK FROM VARIOUS STAKEHOLDER GROUPS. AND FORMALLY ADOPT THE PLAN ON OR BEFORE APRIL 1ST. THE TRANSPORTATION PLAN INCLUDES DATA SUCH AS EXPENDITURE, DETAILS, INFORMATION ABOUT RIDERSHIP, NUMBERS OF STUDENTS TRANSPORTED AND OTHER DATA RELATED TO TRANSPORTATION. THE PLAN ALSO INCLUDES TRANSPORTATION WILL BE WILL BE PRIORITIZED FOR T K THROUGH SIXTH GRADE. MCKINNEY VENTO FOSTER YOUTH AND DUPLICATED STUDENTS. AS A SIGNIFICANT COMPONENT OF THE TRANSPORTATION PLAN. WE'LL DISCUSS TRANSPORTATION FOR STUDENTS WITH DISABILITIES. WE CAN'T EVEN TELL FOSTER YOUTH. STUDENTS WHO IS INDIVIDUALIZED EDUCATION PROGRAM REQUIRES TRANSPORTATION WILL CONTINUE TO RECEIVE SERVICES AT NO CHARGE. ANY EVENTUAL STUDENTS WHERE TRANSPORTATION IS A BARRIER TO ACCESSING THEIR EDUCATIONAL SERVICES WILL CONTINUE RECEIVING TRANSPORTATION AT NO COST AS WELL. IN ACCORDANCE WITH THE NEW REQUIREMENT, BEGINNING WITH THE 23 24 SCHOOL YEAR ON DUPLICATED STUDENTS WILL BE ELIGIBLE TO RECEIVE FREE TRANSPORTATION SERVICES. WITHIN TRANSPORTATION ELIGIBLE ZONES IDENTIFIED IN THE PLAN ON DUPLICATING STUDENTS CAN APPLY ONLINE FOR FREE BUS PASSES OR IN PERSON AT THE DISTRICT'S TRANSPORTATION OFFICE. NEXT WE'LL DISCUSS PRIORITIZING TRANSPORTATION FOR STUDENTS IN GRADES TK 26 AND LOW INCOME STUDENTS. AN EFFORT TO PROVIDE EASY ACCESS TO ACCESS TRANSPORTATION SERVICES IN JULY OF EACH YEAR. ALL STUDENTS CAN APPLY FOR TRANSPORTERS TRANSPORTATION SERVICES ONLINE AND OBTAIN A BUS PASS FOR THE UPCOMING SCHOOL YEAR. BASED ON NEW REQUIREMENTS AND CONSISTENT WITH BEST BEST PRACTICE. TRANSPORTATION SERVICES WILL BE PRIORITIZED FOR STUDENTS WHO ARE IN GRADES T K TO SIX AND THAT ARE WITHIN ELIGIBLE TRANSPORTATION ZONES. LASTLY IN AUGUST OF EACH SCHOOL YEAR, TRANSPORTATION STAFF WILL CONTINUE TO PROVIDE COMMUNITY OUTREACH FORUM AT A LOCATION WITHIN THE COMMUNITY TO ASSIST FAMILIES WITH THE BUS PASS APPLICATION PROCESS. IN THIS SLIDE, WE SHOW A BRIEF DESCRIPTION OF TRANSPORTATION DATA INCLUDED IN THE PLAN. CURRENTLY THERE ARE 13 HOMELESS SCHOOL ROUTES AND 40 ROUTES THAT PROVIDE TRANSPORTATION FOR STUDENTS WITH SPECIAL NEEDS.

WE'RE ALSO CURRENTLY TRANSPORTING OVER 2300 STUDENTS DAILY, WHICH INCLUDES 1400, GENERAL EDUCATION STUDENTS AND 870 STUDENTS THAT ARE STUDENTS WITH SPECIAL NEEDS. OF THE GENERAL EDUCATION WRITERS 81% ARE IDENTIFIED AS UN DUPLICATED WHILE 52% OF THE WRITERS THAT ARE STUDENTS WITH SPECIAL NEEDS ARE IDENTIFIED AS UN DUPLICATED . NEXT WE'LL GIVE AN OVERVIEW OF STAKEHOLDER FEEDBACK. STAFF DISTRIBUTED OR TRANSPORTATION SURVEY DISTRICT STAKEHOLDERS,

[04:10:01]

AND LIKE THERE'S MULTIPLE LIKE THEY THE CHARGING, ISN'T THAT GREAT? SO YOU CAN MAYBE GO AROUND AND THEN YOU HAVE TO GO BACK AND CHARGE AND THEN IT TAKES ALL DAY. SO I'M JUST CURIOUS IF THIS IS SOMETHING THAT IF WE HAVEN'T TALKED, RATHER HIRE MORE BUS DRIVERS, THEN GO RENT A LOT TO CHARGE ELECTRIC BUSSES. AND SO I'M WONDERING IF THIS IS SOMETHING THAT WE NEED TO LOOK AT. I DON'T KNOW WHAT OUR PROGRAMS ABOUT THE ELECTRIC BUSSES, BUT BEFORE CHARGING CONSTANTLY, AND WE HAVE TO LOOK FOR NEW LOTS AND ALL THAT STUFF, SHOULD WE JUST HIRE THE FIVE PEOPLE AND MAYBE GET SOME MORE GAS BUSSES. OR IS THIS WHAT IS THIS TRUE IS THIS WHAT WE'RE EXPERIENCING IS NOT TRUE. WE'RE CURRENTLY WE HAVE ENOUGH ROOM IN OUR LOT, TOO CURLY ACCOMMODATE FOR ANY BUSSES THAT WE RECEIVED NEW. EARLY ADOPTION OF ELECTRIC BUSSES DID HAVE A MINIMUM LIKE ROUTE OF ABOUT 80. MILES UM, THAT'S ABOUT WE ONLY HAVE 13% OF OUR ROUTES THAT GO ABOVE 80 MILES. SO THE NEW BUSSES THAT WERE GETTING HAVE A 210 KILOWATT BATTERY PACK. WHICH ON AVERAGE IF YOU LOOK AT AVERAGES ABOUT 1.7 KILOWATT PER REGULAR MILE, SO IT CAN GO UP ANYWHERE FROM AGAIN, DEPENDING ON DRIVER HABIT, ANYWHERE FROM ABOUT 100 AND 10 230 MILES PER ROUTE, SO IT'S WELL YOU KNOW, IT CAN ACCOMMODATE FOR OUR ROUTES THAT ARE CURRENTLY SET. BUT EARLY ADOPTION. YEAH THERE WAS SOME ISSUES ISSUES, BUT THERE'S BEEN WORKED OUT. YEAH AND WE'RE NOT LOOKING FOR A NEW LOT JUST TO CHARGE THE BUSSES. CORRECT WE'RE ACTUALLY LOOKING INTO A CHARGE RADIO PROGRAM WITH THAT SO SOUTHERN CALIFORNIA EDISON TO LOOK AT INFRASTRUCTURE AND WE'RE LOOKING AT SOME DC FAST CHARGERS, WHICH WILL CHARGE OUR VEHICLES AT A MUCH FASTER RATE.

AND SO WE STILL HAVE SEVEN ELECTRIC BUSSES. CORRECT SEVEN BUSSES THAT ARE COMING, CORRECT . AND I'M JUST CURIOUS. IS THERE A WAY LIKE BECAUSE OF THESE ISSUES? ARE THEY DOING LIKE THE HYBRID CARS ARE WE DOING LIKE HARVARD BUSSES? SO JUST IN CASE LIKE I WOULD HATE TO HAVE THESE ELECTRIC BUSSES BREAKDOWN SOMEWHERE AT NIGHT? BRINGING LIKE EARTH ARE SPORTS PEOPLE BACK? YEAH WE WERE KIND OF PATIENTLY WAITING TO SEE WHAT THE TECHNIQUE BECAUSE THE TECHNOLOGY IS SO NEW, AND WE ALSO SAW THESE ISSUES WHEN CNG WAS ADOPTED IN THE LATE NINETIES. EARLY TWO THOUSANDS. AND SO THE BUSSES THAT WERE GOING WE CHOSE TO GO WITH, UM,

[04:15:05]

WHAT WE'RE DOING FOR NEXT YEAR ALREADY DID NUMBER TWO, SO WE'RE JUST TO CONSOLIDATE. SO I MEAN, I DON'T KNOW. I KNOW WE DO CONSENT. I KNOW. I I'M JUST REMINDING YOU, I KNOW. MINUTE AGO. OKAY SO DO I UNDERSTAND THAT WE'RE GONNA TABLE. THIS DISCUSSION IS THAT CORRECT? I WOULD LIKE TO HAVE IT, BUT WE COULD DO IT. EITHER KNOCK IT OUT EITHER IS FINE, BUT IT ISN'T GOING TO MAKE A DIFFERENCE TONIGHT. WE COULD WAIT UNTIL APRIL. YEAH BECAUSE IT'S JUST JUST GIVES THEM MORE TIME TO CREATE. ALL THE THINGS RELATED TO IT, MY CORRECT IT'S HELPFUL FOR. YEAH, WE HAVE TO HAVE YOUR FEEDBACK ON. DO YOU WANT US TO MOVE FORWARD OR NOT? I MEAN, WE WERE GIVING THE DATA ON THIS WHICH YOU KNOW YOU'VE SEEN, BUT YOU HAVEN'T HAD A CHANCE TO DISCUSS IT YET. SO UM, WE'RE LOOKING FOR FEEDBACK. IS THAT THING WE SHOULD STOP WORKING ON? OR IS IT SOMETHING WE SHOULD CONTINUE WORKING ON? THAT'S THE FEEDBACK WE'RE LOOKING FOR. I WANT YOU TO KEEP WORKING ON IT WELL TO KEEP WORKING ON IT. I MEAN, MOVING IT, MOVING IT FORWARD. I MEAN, DESPITE THE PRESENTATION, I READ THROUGH IT . I MEAN, I STILL HAPPY TO HEAR IT, BUT I THINK THAT MEANS WE SHOULD HEAR IT. GOT YOUR CALL, FOLKS. OKAY GO AHEAD. YEAH THAT

[04:20:01]

UM AND THEN AGAIN, SO WE TYPICALLY WE LOOK AT THE CALENDAR EACH AND EVERY YEAR FOR THE FUTURE GET FAR ENOUGH IN ADVANCE FOR PARENTS TO MAKE THEIR PLANS ARE FOR EDUCATORS TO MAKE THEIR PLANS. BUT THIS YEAR WE'RE LOOKING AT COMMUNITY COMMUNITY FEEDBACK IS A LITTLE DIFFERENT PROCESS FOR US, AND SO I WANT TO SHARE THAT FEEDBACK WITH YOU AGAIN YESTERDAY. MIND YOU. THIS WAS ALREADY SAID BY THE BOARD. THE EARLIEST WE CAN MAKE A CHANGE WOULD BE THE 24 25 SCHOOL YEAR. THERE WILL NOT BE A CHANGE IN NEXT YEAR'S CALENDAR. IT'S BEEN APPROVED, NOTHING IS CHANGING. THEN I WON'T SAY IT AGAIN. UM AH, SO PARTS OF MAKING A CALENDAR WITH AN EARLIER SCHOOL DATE. UM AND IT WAS SAID IN THE PUBLIC COMMENTS EARLIER, TOO. BUT IF WE MOVE IT BY ONE WEEK OR TWO WEEKS, THE FIRST SEMESTER IS PROBABLY, UM, IS GOING TO END BEFORE WINTER RECESS AND YOU'LL SEE THE DATA LATER ON ON THIS. THIS IS THE MOST COMPELLING DATA WE HAVE FROM MAKING THIS CHANGE BECAUSE OUR OUR HIGH SCHOOL STUDENTS IN PARTICULAR COULD HAVE A STRESS FREE WINTER BREAK, AND THAT IS A AGAIN HAVING EXPERIENCED IT BEFORE. IT'S A BIG DEAL. TWO KIDS AND A BIG DEAL TO FAMILIES. UM SOMETHING I'VE BEEN ADDRESSING WITH SOME OF OUR TEACHERS OUT THERE WITH CONFUSION ON IT IS THE FIRST SEMESTER WILL PROBABLY BE SHORTER THAN THE SECOND SEMESTER . UM IT COULD BE FOUR DAYS SHORTER. IT COULD BE EIGHT DAYS SHORTER SO YOU COULD HAVE A 82 DAY FIRST SEMESTER AND I WHAT'S THE MATH ON THAT 98 DAY SECOND SEMESTER? UM, THAT'S OKAY. I MEAN, I MEAN, WERE YOU REQUIRED TO HAVE A 60 HOURS SEMESTER AS FOREIGN EVENTS OF THAT IT MIGHT MEAN YOU TEACH A LITTLE MORE OF WHAT YOU USED TO TEACH IN THE FIRST SEMESTER. YOU MIGHT TEACH THAT IN THE SECOND SEMESTER, IT HAPPENS THERE COULD BE ADAPTATIONS TO IT. UM AND FINALLY THE PARK. IT'S HARD. IT'S JUST REFLECTED THE DATA TO IS THAT DURING THE TRANSITION, SUMMER OR TRANSITION SUMMERS THE SUMMERS ONE WEEK SHORTER AND THERE'S NO. I MEAN, WHEN YOU'RE MAKING THAT CHANGE, THAT'S THE PAIN OF MAKING THE CHANGE. AND ONCE YOU GET THROUGH THAT CHANGE, SUMMERS GO BACK TO BEING NORMAL SUMMERS. UM SO WE DID STAY COLD. UH STAKEHOLDER SURVEYS OF EMPLOYERS. EMPLOYEES ARE STUDENTS, PARENTS AND GUARDIANS AND OUR COMMUNITY MEMBERS AND YOU CAN SEE HERE. THE NUMBERS THAT WE HAVE 30 ALMOST 4000 RESPONSES. 870 EMPLOYEES 600 STUDENTS, 2003 AND 46 PARENTS AND GUARDIANS AND 49 COMMUNITY MEMBERS, ALL WHO HAD ACCESS TO THE SURVEY. AND SO WE ASKED FOR BASIC QUESTIONS. THE FIRST WASN'T JUST A GENERAL QUESTION. DO YOU SUPPORT MOVING THE SCHOOL YEAR? TWITTER EARLIER START DATE. AFTER SEEING SOME OF THE REASONS FOR AND OR AND AGAINST IT, UM, THE PREPONDERANT REASON WAS TO THE FIVE ON A SCALE OF 1 TO 51 BEING STRONGLY DISAGREE TO FIVE BEING STRONGLY AGREE. FIVE WAS THE MOST POPULAR ANSWER. ONE WAS AN EX POST POPULAR AND THEN YOU CAN SEE 43 AND TWO BEING NEXT IN POPULARITY . IF YOU LOOK AT THAT, IN SIMPLE MATHEMATICAL TERMS, 59% STRONGLY AGREE OR AGREE WITH THAT MOVE. 32% STRONGLY DISAGREE OR DISAGREE WITH THAT MOVE, SO IT'S A STRONG MAJORITY THERE. THE SECOND QUESTION WAS, I'M SORRY. BREAKING THIS DOWN THE FIRST QUESTION BY BY DIFFERENT GROUPS . WE BROKE IT DOWN BY EMPLOYEES BY PARENTS AND GUARDIANS BY STUDENTS AND BY COMMUNITY MEMBERS, AND YOU CAN SEE THE DATA. THEY'RE STILL FOR. EACH OF THE GROUPS STRONGLY AGREE, WAS THE MOST POPULAR ANSWER ON THAT . UM AND SO IT IS CONSISTENT. WE WERE ASKING THE QUESTION. WILL WE SEE ONE GROUP B REALLY OUT OF LINE WITH THE REST, AND WE'RE NOT SEEING THAT WE'RE SEEING THE GROUPS BEING IN ALIGNMENT. OF COURSE, THERE'S DIFFERENCES, BUT IN ROUGH ALIGNMENT WITH EACH OTHER UM SUPERNATURAL QUESTION NUMBER TWO IS IF YOU WANT ONE OF THE BEST REASONS FOR MOVING THE SCHOOL YEAR CALENDAR EARLIER START DATE. WE ASKED WHEN YOU LOOK AT THE REASONS WE GAVE IN THERE, AND I'LL JUST GO TO THE TOP THREE REASONS ON THERE. THE TOP THREE NUMBER ONE WAS LIKE I WAS TALKING ABOUT ENDING THE FIRST SEMESTER. PRIOR TO THE WINTER BREAK, NUMBER TWO WAS BEING MORE IN LINE WITH OTHER SCHOOL DISTRICTS IN ORANGE

[04:25:03]

AND THAT TERRIBLE POPULAR ANSWER IS ONE WEEK. BUT IF YOU ADD THE ORANGE AND RED TOGETHER WITH THE YOU KNOW, MOVING IT SOMEWHAT, THERE'S SOMETHING THERE'S AGAIN A PREPONDERANCE, WHICH ECHOES WHAT WE SAW IN QUESTION NUMBER ONE, AND THE BREAKDOWN FOR THIS IS SIMILAR. WE'RE SEEING GROUPS ACROSS THE SPECTRUM. UM BREAKING TWO WEEKS IN GENERAL AS THEIR AS THEIR TOP CHOICE WITH THAT. UM SO ALONG WITH THAT, I THINK THAT I DO APPRECIATE ALL THE SURVEY RESPONSES WE HAD. SO AS I WAS SAYING EARLIER, UM AH, I'M WE'RE VERY INTERESTED IN HEARING THE BOARD'S DIRECTION ON THIS IF THE BOARD IS SAYING WE SHOULD MOVE AHEAD WITH THIS IDEA OF STARTING THE YEAR EARLIER, WE'LL GET TO WORK AND WORK WITH THEIR EMPLOYEE GOOD BECAUSE IT DOES IMPACT EMPLOYEE SCHEDULES, AND WE HAVE TO MAKE SURE WE WORK WITH THEM ON THAT. GATHER MORE DATA IF NECESSARY, AND COME BACK TO YOU WHEN WE'RE READY WITH THAT INFORMATION. I AM ALL FOR MOVING IT TWO WEEKS. I AGREE. IS WELL. MY ISSUE IS THAT WHERE LIKE I FEEL LIKE TO APPEASE BECAUSE OBVIOUSLY LIKE I HAVE KIDS IN FALSE SPORTS. SO WE GET THE C I F BREAK AND THEN WE'RE BACK LIKE SO THERE'S NO DIFFERENCE AND THERE'S A LOT OF PEOPLE IN THIS ROOM AND WHO DEAL WITH THAT AS WELL IN HIGH SCHOOL, BUT MY THING IS TO MAKE UP THE TWO WEEKS FOR THE ELEMENTARY AND THE MIDDLE SCHOOL WHO AREN'T YOU KNOW PARENTS THAT JUST ARE USED TO HAVING TO HANG OUT AROUND THE SUMMERTIME. IS THERE LIKE AN EXTRA WEEK? IT'S LIKE, REMEMBER IF WE PULL IT BACK THAT FIRST TWO WEEKS AND THEY LOSE IT TWO WEEKS OF SUMMER. IS IT POSSIBLE TO MAKE IT UP TO THEM DURING THAT YEAR? CAN YOU HAVE AN ADDITIONAL WEEKEND THANKSGIVING ADDITIONAL WEEKENDS? SPRING BREAK? CAN WE DO SOMETHING TO MAKE IT UP? SO WE JUST DON'T JUST LOSE TWO WEEKS? THAT WOULD BE MY THING.

IF THE SCHEDULING GURUS CAN MAKE SOMETHING LIKE THAT HAPPEN, SO YOU KNOW YOU LOST YOUR TWO WEEKS SUMMER, BUT MAYBE YOU HAVE AN ADDITIONAL VACATION TIME THROUGHOUT THE YEAR. UM TO MAKE UP THAT TIME, AND I THINK THAT WOULD BE A GOOD THING. SO ONE AS A ONE TIME SUGGESTION BECAUSE WE'RE PULLING IT BACK FOR THOSE TWO WEEKS, SO THAT ONE YEAR LET'S MAKE IT UP TO OUR FAMILY SOMEWHERE IN THERE AND THEN WE'RE ALL CAUGHT UP THE FOLLOWING YEAR, BUT ISN'T IT THAT TWO WEEKS IS IT ONE WEEK THE FIRST YEAR AND THEN IT'S A TWO YEAR PROCESS CAN BE TWO WEEKS OR ONE WEEK, ONE YEAR AND THEN ONE WEEK THE NEXT. SO WE'RE SAYING A TWO WEEK WE'RE SAYING WE'RE GOING TO PULL IT BACK TWO WEEKS. SO THE ONLY THING ABOUT THAT THE IDEA IS IF WE PUT BACK TWO WEEKS, AND THEN WE GIVE THEM EXTRA TIME. THAT MEANS THEY HAVE TWO SUMMERS THAT ARE SHORTENED.

THE FIRST ONE IS MORE SHORTENED. THE SECOND WAS LESS SHORTENED. BUT IF WE DON'T GIVE ANY EXTRA TIME, THEN THEY GET A NORMAL. THEY JUST HAVE ONE BAD SUMMER. AND THEN IT'S BACK TO NORMAL SUMMER. I LIKE WHAT? I SEE WHAT YOU'RE SAYING. BUT THEN WE HAVE TO HAVE THAT ON THE BACK END THE SURVEY, IT SAYS OVER TWO YEARS TO TWO WEEKS OVER TWO YEARS, SO WHEN WE THE FIRST YEAR YOU MOVE IT. FORWARD ONE WEEK AND THEN THE SECOND YEAR IF THE SECOND WEEK. CAN WE DO A SURVEY ANOTHER ONE TO ASK THAT QUESTION WE CAN. AND I DID GET SOME COMMUNITY FEEDBACK ON THAT, TOO. WHY DIDN'T WE HAVE THAT OPTION AND THE REASON WAS JUST TO KEEP THE CHOICE IS SIMPLE. SO IF WE THINK

[04:30:02]

THAT WOULD BE A QUESTION FOR THEM. WE COULD ADD, LIKE A THIRD WEEK DURING THE CHRISTMAS BREAK . THAT'S RIGHT. YEAH BECAUSE THAT'S WHAT ORANGE DOES. THAT'S WHY THEY'RE DATE. THEY DON'T GET OUT AS EARLY AS YOU WOULD THINK THAT WE COULD ADD THAT THAT EXTRA WEEK SO THAT IT'S AT THE BEGINNING OF THE BRICK SO IT DOESN'T END UP. PUMPING OUT AT THE END. DOES THAT MAKE THEIR SUMMER SHORTER THAN US BY A WEEK, THOUGH? I THINK IT'S JUST THAT FIRST YEAR BECAUSE YOU'RE PULLING THE TWO WEEKS BACK, AND SO YOU'RE LIKE LOSING TWO WEEKS HERE, BUT YOU KNOW YOU'RE LOSING TWO WEEKS. BECAUSE YOU'RE GOING BACK EARLY. SO IF YOU COULD BE HAVING A THIRD WEEK AT CHRISTMAS OR HOLIDAY, JUST START AND THEN YOU JUST START AGAIN AND THEN YOU'RE JUST NORMAL. IT JUST BE THAT FIRST YEAR. IF I'M THINKING OF STILL, BUT YOU'RE STILL LENGTHENING THE ACTUAL DAYS OF THE SCHOOL YEAR IF YOU'VE INSERTED BREAKS IN THE MIDDLE CORRECT. FOREVER. NO JUST FOR THE ONE YEAR FOR ONE YEAR. ORANGE DOES IT ORANGE DOES IT EVERY YEAR AND THEY START SCHOOL . ACCORDING TO THIS, UM AUGUST 17TH, AND THEY TAKE A THREE WEEK CHRISTMAS BREAK. DO THEY END AT THE SAME TIME? WE DO, AND THEN I DON'T BECAUSE WE DON'T HAVE THAT INFORMATION, BUT I BELIEVE THEY END. THAT DOESN'T DOESN'T HELP. YEAH LET'S SEE. MIGHT BE IN OUR OTHER. YEAH. DOES IT SAY WHEN THEY END? THAT WAS ORANGE UNIFIED, AND, UM, JUNE 8TH. OKAY SO IT'S STILL LONGER. YEAH IT'S NO LONGER MOVE IT UP TWO WEEKS AND YOU ONLY MOVE IT BACK ONE WEEK. AH! I THINK WE'RE ALL FOUR. MOVING IT BACK, AND IF WE CAN SOMEHOW MAKE IT, I THINK OUR ELEMENTARY SCHOOL KIDS AND PEOPLE WHO AREN'T AT THE DISTRICT 24 7, YOU KNOW, WITH HIGH SCHOOL ATHLETES AND STUDENTS AND STUFF. I THINK IF WE COULD JUST GIVE SOME PEOPLE A BREAK THAT FIRST YEAR, THEY WON'T FEEL LIKE THE PEOPLE WHO ARE IN THE 40% WHO FEEL LIKE THEY'RE LIKE REALLY UPSET THAT WE'RE DOING THIS AND WE CAN JUST GIVE SOMETHING TO THEM ON THE BACK END. BUT THAT'S THE SAME AS JUST DOING ONE WEEK A YEAR. UH WE'RE LOOKING AT ALL THE OPTIONS AND ANOTHER THING JUST TO GO OUT THERE, TOO, IS A SHORT OF THE SUMMER IS THE HARDER IT IS FOR OUR MAINTENANCE DEPARTMENT TO GET THE SCHOOLS READY, SO IT'S A GOOD POINT. THAT'S ALWAYS A CHALLENGE, TOO. SO WE'LL LOOK AT ALL THOSE FACTORS TALK START TALKING WITH THEIR EMPLOYEE GROUPS. DO SOME ADDITIONAL SURVEY WORK AND COME BACK TO YOU WITH SOME IDEAS. OKAY ABSOLUTELY. YEAH, THAT SOUNDS LIKE THAT'S WHAT THE IDEA TO WORK WORK. IT'S ALL IT'S ALL WORK, AND THAT'S OKAY. THAT'S OKAY. EXCELLENT, OKAY. SINCE WE ALREADY DID NUMBER TWO. WE'RE GONNA WE'RE GONNA MOVE ON. THANK YOU. WAS THAT SOMEBODY SMART? UM WE'RE GONNA GO INTO OUR CONSENT CALENDAR. SO THE ACTIONS

[CONSENT CALENDAR]

[04:35:03]

IS THAT A GOOD THING? DO WE KNOW IF HE IS COMING BACK OR A DIFFERENT EMPLOYEE? IT'S ONLY HIM AND MY CHEF. YEAH, HE'S HE'S THE PERSON WHO DOESN'T. I WOULD I WOULD WANT TO. WE COULD ABSOLUTELY VERIFY THAT I COULD GET MORE INFORMATION FOR YOU ON THAT. I BELIEVE THERE ARE THE INDIVIDUALS AND I HAVE BEEN TOLD AS WELL THAT THAT PARTICULAR INDIVIDUAL HAS HAS BEEN OUT. UM YOU KNOW, THE OTHER ONE THAT THE HEAD PERSON? THAT COMES. THE DIRECTOR IS REFERRING TO. IF THE IF THE BOARD WOULD ALLOW US TO, YOU KNOW, JUST GET A LITTLE BIT MORE INFORMATION TO PRESENT TO YOU. IF THAT IF THAT WAS, THAT IS A CONCERN THAT'S BEING EXPRESSED ABOUT IT SPECIFIC INDIVIDUAL. THAT'S A WHOLE NOTHER MATTER VERSUS THE HAPPINESS IS NOW ASSEMBLY AND THE PROGRAM THAT THEY OFFER BUT I WAS UNDER THE IMPRESSION THAT THEY WERE, YOU KNOW, EITHER INDIVIDUALS WHO PRESENTED BUT I CAN ABSOLUTELY CLARIFY THAT. TABLE THIS UNTIL WE GET MORE INFORMATION. IS THIS SET TO BE ASSEMBLY TOMORROW? NO OKAY. DO YOU HAVE A DATE? YOU'RE FINE. NO GOOD. I BELIEVE THAT ONE OF THE ASSEMBLY'S ACTUALLY IS GOING TO BE POSTPONED TO A LATER DATE IN MAY FOR ONE OF THE SCHOOLS. I BELIEVE WE HAVE SOME TIME. HOW MANY ASSEMBLIES IN THE LAST 16 MONTHS HAVE BEEN SUCCESSFULLY EXECUTED THROUGH HAPPINESS IS NOW I DON'T HAVE AN EXACT NUMBER OF IT. I CAN GET THAT NUMBER FOR YOU. I WOULD SAY YOU KNOW THAT AT LEAST THREE BUT I DON'T WANT TO BE QUOTED ON THAT. OKAY. IT SOUNDS LIKE, UH, DID WE WANT TO TABLE THIS ONE UNTIL WE GET MORE INFORMATION? IF WE CAN BRING BACK THE HAPPINESS NOW, BUT I THINK YOU JUST WANT TO STRIKE THAT FROM THIS ITEM AND APPROVED THE REST OF THEM AND DIRECTORS TO BRING THAT BACK TO YOU LATER DATE. THAT'S GREAT. PERFECT, OKAY?

* This transcript was compiled from uncorrected Closed Captioning.