[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]
WE'RE GONNA NOW BE A JOURNEY TO CLOSED SESSION FOR THE PURPOSE OF DISCUSSING MATTERS EXPRESSLY AUTHORIZED BY GOVERNMENT CODE SECTIONS. THREE. 549.1 5 49 56.8. 5 49 56.95. 5 49 56.9. 
          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]
18 08. SIX OR EIGHT. AND THE REPORT OUT OF CLOSED SESSION. THE FIRST IS THE BOARD TOOK ACTION TO APPOINT DEBORAH KOJIMA ELEMENTARY PRINCIPAL EFFECTIVE JULY 1ST 2023. MOTION BY MARILYN ANDERSON SECONDED BY CARRIE BUCK THIS PAST 50. THE SECOND ITEM. THE BOARD MET AND VOTED TO APPROVE THE AMEND. STIPULATED AMENDED EXPULSION AGREEMENT BETWEEN P Y EL USD AND THE PARENTS OF 2315 C. THREE THIS WAS A MOTION BY CARRIE BUCK AND SECONDED BY MARILYN ANDERSON AND IT PAST 50. THE THIRD ITEM, THE BOARD MET AND VOTED TO APPROVE THE STIPULATED EXPULSION AGREEMENT BETWEEN THE Y EL USD AND THE PARENTS OF 23 1682. THIS WAS, UM EMOTION BY CARRIE BUCK SECONDED BY TODD FRAZIER. UM PAST 50. ON THE FOURTH ITEM. THE BOARD MET AND VOTED TO APPROVE THE STIPULATED EXPULSION AGREEMENT BETWEEN B Y L U. S D IN THE PARENTS OF 23 1782. IT WAS MOTIONED BY LEANDER BLADES SECONDED BY MARILYN ANDERSON AND IT PASSED BY ZERO. OKAY FOLKS, UM, AT THIS TIME, WE'RE GOING TO GO AHEAD WITH OUR PLEDGE OF ALLEGIANCE IF YOU WOULD KINDLY STAND. 
          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]
          [00:05:01]
MOTION FOR THE AGENDA. PLEASE MAKE A MOTION TO APPROVE THE MARCH 14TH 2023 BOARD OF EDUCATION AGENDA AS RECOMMENDED BY THE SUPERINTENDENT. AND A 2ND 2ND ALRIGHT, ANY COMMENTS? ALL THOSE IN FAVOR. HI. I. YEAH ACTUALLY, I HAVE A QUESTION. I WASN'T HERE. I READ ALL THROUGH THE MINUTES, SO MAYBE I SHOULD ABSTAIN SINCE I AGENDA. NEVER MIND. WE'RE GETTING TO A MINUTE. 
          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]
AVAILABLE IN THE FOYER. CARDS MUST BE COMPLETED AND TURNED IN PRIOR TO THE DESIGNATED TIME FOR PUBLIC COMMENT. UM EACH EACH SPEAKER HAS IS PROVIDED A MAXIMUM OF THREE MINUTES PER PERSON. IF TRANSLATION IS NEEDED . AN ADDITIONAL THREE MINUTES WILL BE GIVEN. BUT PLEASE LET US KNOW AHEAD OF TIME SO WE CAN ENSURE THAT WE'RE PREPARED. ALSO WE HAVE A CIVILITY POLICY EDUCATION CODE TO 20 PROHIBITS DISCRIMINATION ON THE BASIS OF DISABILITY, GENDER, GENDER IDENTITY, GENDER EXPRESSION, NATIONALITY. RACE OR ETHNICITY. RELIGION AND SEXUAL ORIENTATION OR ANY OTHER CHARACTERISTICS THAT ARE CONTAINED IN THE DEFINITION OF HATE CRIMES SET FORTH. BY SECTION 24 TO 2.55 OF THE PENAL CODE, INCLUDING IMMIGRATION STATUS. OKAY WITH THAT SAID, UM, WE DO HAVE A PUBLIC HEARING, UH, PUBLIC HEARING WILL BE HELD RELATIVE TO THE ADOPTION OF 2023-24 TRANSPORTATION PLAN. SO AT THIS TIME. 18 13. WE ARE GOING TO OPEN. THE HEARING. IS THAT CORRECT? OKAY? NO BLUE CARDS, ALL RIGHT. UM, ALRIGHT WITH THAT SAID NO, NO, NO PARTICIPANTS WILLING TO SPEAK ON TRANSPORTATION. OKAY? AS A PART OF A NEW LAW PROVIDING FUNDING FOR TRANSPORTATION PLAN. WE ARE REQUIRED TO ALLOW REMOTE PUBLIC COMMENT DURING THE PUBLIC HEARING. WE HAVE ADVERTISED THIS ON OUR BOARD AGENDA, AND NOW I WILL ASK IT. THE L USD CHIEF TECHNOLOGY OFFICER TO FACILITATE ANY REMOTE PUBLIC COMMENTS. MR POWELL. WE DO NOT HAVE ANY REMOTE PUBLIC COMPANY. OKAY WITH THAT SAID. AH WE'RE GOING TO CLOSE THAT PUBLIC HEARING PORTION AT 18 14. 6 14. AND WE DO HAVE ANOTHER NUMBER TWO. 
          [PUBLIC HEARINGS]
THERE'S A PUBLIC HEARING. BEING HELD RELATIVE TO RESOLUTION 22-18. THE DEDICATION OF. 
          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]
THE SUPERINTENDENT OF SCHOOLS THAT THE BOARD OF EDUCATION APPROVED THE MINUTES FOR THE REGULAR MEETING ON FEBRUARY 7TH 2023 2ND. MARILYN ANDERSON. THE END REPORT. IT'S ANY COMMENTS IS THIS THE ONE TRUSTY BUCK. YOU WERE ABSENT. SO YES, I'M GOING TO ABSTAIN FROM THIS SINCE I 
          [00:10:03]
WASN'T HERE. ALTHOUGH I DID JUST SO YOU ALL KNOW I WATCHED FROM AFAR AS IT WAS LIVE SO OKAY, OKAY. OKAY SO WITH THAT, I'M GONNA GO AHEAD AND TAKE A VOTE. ALL THOSE IN FAVOR. AYE ANY OPPOSED AND ONE ABSTENTION? IT AND I FROM OUR STUDENT BOARD MEMBER. EXCELLENT. OKAY, MOVING ON. THIS WILL BRING US TO OUR STUDENT BOARD REPORT. UM. OUR STUDENT BOARD MEMBER, MR BANG IF 
          [STUDENT BOARD REPORT]
YOU'LL GO AHEAD AND GIVE US A REPORT. TESTING, ALL RIGHT? GOOD EVENING, PRESIDENT YOUNGBLOOD TRUSTEES SUPERINTENDENT DR MATTHEWS AND EXECUTIVE CABINET MEMBERS. I'M HAPPY TO BE HERE TONIGHT TO SHARE RECENT HAPPENINGS FROM OUR COMPREHENSIVE HIGH SCHOOLS AND ALTERNATIVE SCHOOLS. FROM ONE OF VISTA VIRTUAL ACADEMY THIS PAST WEEK, BUENA VISTA VIRTUAL ACADEMY HAD ITS WASKE VISITATION , THE COMMITTEE FOUND THE SCHOOL TO BE EFFECTIVE OR HIGHLY EFFECTIVE IN EVERY AREA EXAMINED . THEY NOTED THAT WHEN A VISTA CONSISTENTLY SHOWS A POSITIVE ATTITUDE TOWARDS STAFF AND STUDENTS, FOSTERS A POSITIVE SCHOOL CULTURE AND IMPLEMENT STRONG TEACHING STRATEGIES TO ENGAGE LEARNERS, WAY TO GO WOLVES CAMINO REAL HIGH SCHOOL. 
          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]
WE'RE GONNA AH, TURN TO OUR SUPERINTENDENT, AND, UH, DR MATTHEWS. WHAT DO YOU HAVE FOR US PRESIDENT YOUNGBLOOD AND GOOD EVENING TRUSTEES AND EXECUTIVE CABINET MEMBERS WANT TO TALK FIRST OF ALL ABOUT IMPACTED SCHEDULES. BACK ON MARCH 8TH AS SHARED A LETTER WITH FAMILIES OF OUR CURRENT 8TH 9TH 10TH 11TH GRADE STUDENTS ABOUT OUR NEWLY IMPLEMENTED SCHEDULE IMPACTED 
          [00:15:05]
SCHEDULE GUIDELINES ARE CURRENT GRADUATION GUIDELINES OFFER STUDENTS WHO HAVE IMPACTED SCHEDULES THE OPPORTUNITY TO TAKE ONLINE SUMMER COURSES AS A MEANS OF COMPLETED REQUIRED COURSES TO MEET GRADUATION REQUIREMENTS. WHEN A STUDENT HAS AN IMPACTED SCHEDULE THAT TYPICALLY REFERS TO A SEQUENCE, OF COURSE, IS A PATHWAY OR CAREER LIKE ACADEMY. THAT MEANS A STUDENT CANNOT TAKE ALL THE REQUIRED COURSES FOR GRADUATION . WITHIN THE SCHOOL DAY. ALL THIS SYMBOL WAS SHARED IN MY LETTER. IT'S ALSO AVAILABLE IN THE DISTRICT WEBSITE AND WE'LL HAVE AN OPPORTUNITY WHERE WE HAVE AN OPPORTUNITY TONIGHT TO DISCUSS THOSE GUIDELINES AS PART OF OUR GRADUATION BOARD POLICY THAT COMES ON EARLY IN OUR AGENDA. UM WE ARE DOING OUR PRINCIPAL FOR A DAY EVENT COMING UP, WHICH IS SOMETHING WE'VE BEEN DOING FOR SOME TIME, BUT IN COLLABORATION WITH OUR PARTNERS AT PLACENTIA AND YORBA LINDA CHAMBERS OF COMMERCE, WE LOOK FORWARD TO HOSTING OUR ANNUAL PRINCIPAL FOR A DAY COMING UP ON WEDNESDAY, MARCH 22ND. OUR GUEST PRINCIPALS WHO COME FROM ACROSS THE PLACENTA IN YORBA LINDA COMMUNITY WILL GET AN INSIDE LOOK AT SCHOOL CAMPUSES AS A SHADOW ARE OUTSTANDING PRINCIPALS THAT MORNING AND THE DAY WILL CULMINATE RIGHT HERE IN OUR BOARDROOM AS WE HAVE A LUNCHEON IN CONVERSATION ABOUT HER EXPERIENCES AT THE SCHOOL. WE TRULY APPRECIATE THE CONTINUED SUPPORT OF OUR COMMUNITY AND OUR CHAMBERS OF COMMERCE AND COMMUNITY PARTNERS AND LOOK FORWARD TO THE OPPORTUNITY TO SHARE THE DAY TO SHOWCASE OUR STUDENTS. OUR STAFF. THEY WANT TO PRESS DIMENSION THERE. THANK YOU, SIR. PROGRAMS FACILITIES AND THE DEDICATED WORK OF ALL OF OUR SITE EMPLOYEES. UM, NEXT. CERTAIN PROGRAMS IN OUR SCHOOLS REQUIRE OUTSIDE APPROVAL AS A CHECK AND BALANCE TO MAKE SURE WE'RE OFFERING OUTSTANDING HIGH QUALITY EDUCATION FOR OUR STUDENTS AND EXCELLENT TRAINING FOR OUR NEW TEACHERS FOR HIGH SCHOOLS THAT AGENCIES ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES, OTHERWISE KNOWN AS WASKE AND FOR INDUCTION PROGRAMS FOR OUR TEACHERS, IT'S CALLED THE COMMISSION OF TEACHING CREDENTIAL, E. FOR THOSE WHO DON'T KNOW ABOUT OUR INDUCTION PROGRAM, CALIFORNIA SCHOOL DISTRICTS ARE REQUIRED TO PROVIDE INDUCTION PROGRAMS TO HELP TEACHERS PROGRESSED TO FULL UNDERSTANDING OF THE CALIFORNIA STANDARDS. THE TEACHING PROFESSION. I'M PLEASED TO ANNOUNCE THAT WE'VE HAD FOUR VERY SUCCESSFUL ACCREDITATION VISIT AS OF LATE. THIS INCLUDES VALENCIA HIGH SCHOOL, WHICH DID RECEIVE A SIX YEAR CLEAR WASH ACCREDITATION. ONE OF THE VERY HIGHEST, UM, ACCREDITATIONS YOU CAN GET AND WE'VE HEARD GREAT FEEDBACK. IT'S THAT'S WORTH APPLAUDING FOR. THANK YOU. WE'VE HEARD GREAT FEEDBACK FROM OUR INDUCTION PROGRAM, UNIVERSITY OF VIRTUAL ACADEMY AND WE WERE TODAY WE WERE DOWN AT EL CAMINO REAL HIGH SCHOOL AND HER GREAT FEEDBACK THERE AS WELL AND PARKVIEW WILL HOST A TEAM IN THE COMING WEEKS. SO THANKS TO EVERYBODY WHO'S PREPARED FOR THESE VISITS, DR. LINDA ADAMSON'S SPEARHEADED THE PREPARATIONS FOR THOSE FOR INDUCTION. FOR OUR INDUCTION SITE FOR SITE LEADERS, AND IT REQUIRES A LOT OF WORK FROM A LOT OF STAFF TO DO ALL THIS WORK. SO THANKS TO EVERYBODY WHO DOES ALL THAT WORK. UM NEXT. I WANT TO TALK ABOUT A LOT OF OUR HIGH SCHOOL STUDENTS IN MIDDLE SCHOOL STUDENTS WHO PARTICIPATED IN THE 24TH ANNUAL CHAPMAN UNIVERSITY, HOLOCAUST REMEMBRANCE, ART AND WRITING CONTEST. THE THEME OF THIS YEAR'S CONTEST WAS THE STRENGTH OF LOVE AND THE WILL TO SURVIVE EACH YEAR. STUDENTS FROM AROUND THE WORLD PARTICIPATE IN THIS CONTEST TO CONDUCT RESEARCH ON THE HOLOCAUST IN WORLD WAR TWO. THEIR STUDENTS ARE INSTRUCTED TO LISTEN TO THE TESTIMONY OF A HOLOCAUST SURVIVOR OR RESCUER WHILE THINKING ABOUT THAT INDIVIDUAL'S MOTIVATION AS THEY TELL THEIR STORY, AND THEY TELL THEIR STORY THE STUDENTS DO THROUGH ORIGINAL PIECE OF ART FILM OR WRITING THIS RETOLD AND REFLECTED ON THROUGH THAT INDIVIDUALS EXPERIENCE. WE'VE PARTICIPATED IN THIS FOR YEARS AS A PART OF THE COMPETITION, AND STUDENTS FROM MIDDLE SCHOOLS AND HIGH SCHOOLS ARE PROUD TO BE DOING SO. THIS YEAR IS NO EXCEPTION. 38 OF OUR STUDENTS, INCLUDING THREE FROM EACH SECONDARY SITE, AND A HANDFUL OF ALTERNATIVE SITES, PARTICIPATED , NOTABLY ONE OF OUR STUDENTS. CHIANA TOSHACK, FROM TRAVIS RANCH SCHOOL, WAS IDENTIFIED AS A COMPETITION FINALISTS FOR HER ORIGINAL FILM ENTRY, AND HER TEAM TEACHER IS KIMMY. CARLOS CARLOS SENT ME A COPY OF THE VIDEO. I GOT TO WATCH THAT TODAY. IT WAS POWERFUL. IT WAS WELL DONE. IT WAS ARTISTIC AND VERY PROUD OF THE WORK THAT CHIANA DID. AND THEN WE GOT TO SEVERAL LEVELS, GOT TO ATTEND THE CEREMONY AT THE YEAR AT CHAPMAN UNIVERSITY BOARD TRUSTEES WERE THEIR DISTRICT SCHOOL ADMINISTRATORS AND SEVERAL OF OUR STUDENTS. IT WAS A POWERFUL MOMENT THEY WERE HOLOCAUST SURVIVORS IN THE AUDIENCE. IT WAS A VERY POWERFUL MOMENT AND JUST TO SEE THE WORLDWIDE COMPETITION THERE WAS SOMETHING SPECIAL. SO THANK YOU FOR OUR STUDENTS COMMITMENT TO SHARING THEIR STORIES AND THE ARTISTIC AUTHENTIC VOICES FROM THE HOLOCAUST. UM I JUST FOUND THIS OUT TODAY. BUT AS YOU'RE AWARE, OUR MAINTENANCE FACILITY TEAM HAS BEEN HARD AT WORK ABOUT MAKING IMPROVEMENTS TO THE ESPERANZA HIGH SCHOOL THEATER. MANY OF THE IMPROVEMENTS HAVE BEEN UPGRADED AND MADE OVER THE LAST SEVERAL MONTHS, AND IT WAS FINISHED TWO WEEKS AGO. OVER THE WEEKEND, THE SCHOOL HOSTED ITS FIRST EVENT AND THE RENOVATED SPACE AND WE HEARD REALLY POSITIVE FEEDBACK FROM SCHOOL STAFF AND SEVERAL MEMBERS OF THE COMMUNITY. SO MY THANKS TO OUR MAINTENANCE FACILITIES 
          [00:20:02]
DEPARTMENT AND MY THANKS TO OUR TRUSTEES FOR YOUR SUPPORT OF THIS PROJECT, GLAD IT HAPPENED AND IT'S AH, IT'S ALRIGHT. BEING USED, SO THAT'S GREAT. AND FINALLY, MY ONE OF MY ABSOLUTE HIGHLIGHTS THIS MONTH WAS GOING TO A UNIFIED SPORTS BASKETBALL GAME BETWEEN VALENCIA AND ESPERANZA HIGH SCHOOLS ON FEBRUARY 28TH. FOR THOSE WHO DON'T KNOW ABOUT UNIFIED SPORTS . IT'S A PROGRAM THAT BRINGS SPECIAL EDUCATION STUDENTS AND GENERAL EDUCATION PARTNERS TOGETHER TO PRACTICE AND COMPETE . ESPERANZA'S HELD SEVERAL EVENTS. I KNOW BOARD MEMBERS HAVE SPOKEN ABOUT THOSE IN THE PAST. UM AND VALENCIA IS NOW CREATING A PROBLEM OF PRO PROGRAM OF THEIR OWN. THIS TIME , VALENCIA HOSTED ESPERANZA FOR FRIENDLY AND SPIRITED, INTRAMURAL GAME. THE GAME WAS DEDICATED TO ESPERANZA NINTH GRADER. STASIA WHO RECENTLY PASSED AWAY WILL BE CLOSING OUR MEETING IN HER HONOR. THEY RETIRED HER JERSEY BEFORE THE GAME STARTED A VERY POIGNANT MOMENT. THAT WAS INCREDIBLE, AND HER PARENTS APPRECIATED THAT. WE HAD A BIG CROWD. WE HAD CHEER SQUADS THERE AND IT WAS A THING WHERE YOU SMILE THE ENTIRE TIME YOU'RE THERE, AND I WAS JUST SO PLEASED WITH THE ENTHUSIASM FROM OUR STUDENTS. I LOVE THE GIVING NATURE OF ALL OF OUR STUDENTS AND STAFF WHO HELPED HIM OUT AND MY FIRST TIME TO SEE SOMETHING LIKE THIS AND JUST KNOW WE HAVE POWERFUL THINGS HAPPENING IN PY WELL, USD SO EVERY CONCLUDES MY REPORT FOR THE EVENING. THANK YOU. THANK YOU, DR MATTHEWS. OKAY THIS BRINGS US TO PUBLIC 
          [PUBLIC COMMENT]
COMMENT. PUBLIC COMMENT. IT'S AN OPPORTUNITY FOR THE PUBLIC TO PROVIDE INPUT TO THE BOARD OF EDUCATION DURING THE PUBLIC COMMENT PERIOD. BOARD MEMBERS DO NOT DIALOGUE WITH SPEAKERS OR MAKE COMMENTS REGARDING THE INFORMATION SHARED. WE HAVE 17 SO IT'S 17. PEOPLE WISHING TO SPEAK TONIGHT SO THAT GIVES EACH SPEAKER WILL HAVE A MINUTE AND A HALF. UM I ASKED SPEAKERS TO REPEAT THEIR NAMES WHEN THEY COME UP TO THE PODIUM TO SPEAK. SORRY ABOUT THAT. THANKS, JEREMY. UM. AND I WILL BE CALLING THE FIRST FOUR SPEAKERS TO SIT IN THE FIRST FOUR SEATS IN THE FIRST ROW. SO BE READY FOR THEIR COMMENT. AND LET'S SEE HERE. IT'S RIGHT IN COMMUNICATION. OKAY HERE WE GO. SO THE FIRST FOUR THAT I HAVE SUE SAWYER. 
          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 
          [00:25:02]
GRADE HAS GIVEN MY SON THE ABILITY TO TAKE ELECTIVES HE SO ENJOYS, HE HAS THRIVED BECAUSE OF IT. THE TIGHTENED RESTRICTIONS TO SUMMER SCHOOL REMOVED FOR SO MANY THE MOTIVATION TO EXCEL IN THE CORE CLASSES, CHOIR VISUAL ARTS SPORTS, PROVIDING AN OUTLET OF EXPRESSION, A SOURCE OF PRIDE AND JOY THAT MAY NOT BE PRESENT IN THE ACADEMIC COURSES BY ELIMINATING THE OPPORTUNITY OF INCOMING NINTH GRADERS TO TAKE SUMMER SCHOOL OPENING THEIR SCHEDULE FOR MORE ELECTIVES. THE DISTRICT IS LIMITING THE BREADTH AND VARIETY, OF COURSE, IS WITHHOLDING THE OPPORTUNITY FOR THE CLASSES THAT PROVIDE THAT JOY AND SOURCE OF PRIDE. AND IMPARTING A PERCEPTION THAT THE ARTS ARE EXPENDABLE. WHEN CLASSES NEED TO BE CUT. THE ARTS ARE OFTEN THE FIRST TO GO. FEWER AND FEWER NINTH GRADERS WILL BE ABLE TO TAKE CLASSES LIKE CHOIR IN THE ARTS, JEOPARDIZING THE PROGRAM IN JUST A FEW YEARS. YES THE CLASS DURING THE SCHOOL YEAR IS MORE COMPREHENSIVE THAN THE SUMMER SCHOOL CLASS. BUT RATHER THAN LIMITING THE OPPORTUNITY AND MAKING IT HARDER TO ACCESS FROM VISE AND REVAMP SUMMER SCHOOL. WHY SHOULD THE KIDS HAVE TO DECIDE BETWEEN CHOIR AND OTHER COURSES WHEN THEY'RE LIMITED IN THE CLASSES THEY WANT TO TAKE? OUR GOAL IS TO PRODUCE WELL ROUNDED GRADUATES THAT NOT ONLY COLLEGES WANT BUT WHO WANT TO BE AN ASSET. AS ADULTS IN OUR COMMUNITY. WE WANT GRADUATES GRADUATES WHO DO MORE THAN THE MINIMUM. LET'S NOT LIMIT THEM BY RESTRICTING THEIR SUMMER SCHOOL. THANK YOU. HELLO MY NAME IS PRESTON WILSON. I'M A STUDENT AT ESPERANZA HIGH SCHOOL INVOLVED IN MEDICAL SCIENCES ACADEMY, PART OF THE SHOW CHOIR AND VOCAL ENSEMBLE. I'M CONCERNED ABOUT THE NEGATIVE IMPACT. IT'S SNOOPY . WELL USD IMPACTED SCHEDULED POLICY WILL HAPPEN. THE ARTS AND THE FUTURES OF STUDENTS TO START THE IMPLEMENTATION OF THIS POLICY WILL HAVE A NEGATIVE IMPACT ON THE AMOUNT OF PEOPLE WHO WOULD BE ABLE TO ENROLL IN THE ARTS. ALTHOUGH IT IS TRUE THAT BEING THE ARTS DOES NOT MAKE ONE INELIGIBLE TO TAKE SUMMER COURSES, IT DOESN'T NECESSARILY MAKE ONE ELIGIBLE. 
          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 
          [00:30:01]
I'M ALSO HERE REGARDING THE CHANGE TO THE IMPACTED SCHEDULE. THIS POLICY WAS CHANGED WITHOUT BOARD APPROVAL WITH ZERO TRANSPARENCY BY SOME SECRET COMMITTEE MADE UP OF WHO KNOWS? STILL TRYING TO FIND THAT OUT AFTER TWO WEEKS OF CALLING MEETING EMAILS AND I HAVE HEARD NOTHING FROM DR ADAMSON OR GINA AGUILAR. THE COMMITTEE WAS OKAY AS YOU CAN TELL, UH, ELIMINATING OR LIMITING SP LEADERSHIP. ATHLETES. AND STUDENTS IN THE ARTS. FROM SUMMER SCHOOL TO HELP WITH THEIR SCHEDULES SO THEY CAN CONTINUE WITH THESE CLASS. EXCUSE ME. I'M NOT A PUBLIC SPEAKER. THIS IS DISCRIMINATORY AND FOR AND FAR FROM EQUITABLE FOR ALL STUDENTS TO SUCCEED IN OUR DISTRICT. IT HAS BEEN CLEAR YEAR AFTER YEAR. THE ADMINISTRATION IN OUR DISTRICT HAS BEEN FAR FROM FAR FROM PROVIDING ADEQUATE SUPPORT, ESPECIALLY FOR THE PERFORMING ARTS. NOW THIS YES, I REQUIRE STUDENTS HAVE BEEN TOLD TO QUIT. FRESHMEN HAVE BEEN TOLD THEY AREN'T OFFERED THIS BECAUSE THEY SUMMER SCHOOL IS NOT AN OPTION. SO WE AREN'T GETTING CHOIR KIDS . WE AREN'T GETTING ARTS KIDS IN THESE CLASSES, WHICH IN TURN WILL ELIMINATE I AM ASKING THE BOARD. WHICH SHOULD HAVE BEEN ASKED IN THE FIRST PLACE AND SHOULD HAVE TALKED ABOUT THIS IN THE FIRST PLACE TO REINSTATE THE PREVIOUS POLICY. THANK YOU. HI MY NAME IS AUDREY ALMEIDA. I AM A SENIOR AT ESPERANZA HIGH SCHOOL. EMINEM INVOLVED IN VOCAL ENSEMBLE SHOW CHOIR AND SB. THE NEW POLICY POLICY DICTATING WHICH CLASSES QUALIFY, 1% IMPACTED SCHEDULE AND THE ABILITY TO TAKE SUMMER CLASSES SO IT'S NOT INCLUDE ARTS CLASSES, SB OR ATHLETICS. THE MESSAGE THAT SENDS TO STUDENTS AT THAT IS THAT THOSE WITH INTERESTS OUTSIDE OF ACADEMICS OR WHAT THE DISTRICT CONSIDERS CAREER PATHS ARE NOT VALUED FOR ME, THE ARTS CLASSES I AM IN OUR MY CAREER PATH. I AM PURSUING A CAREER IN THE PERFORMING ARTS INQUIRE HAS PROVIDED ME WITH THE EDUCATION AND TRAINING NECESSARY TO PREPARE ME FOR COLLEGE EDUCATION STUDYING THE ARTS. I WAS RECENTLY ACCEPTED INTO A 16 PERSON BFA MUSICAL THEATER PROGRAM, WHICH WOULD NOT HAVE BEEN POSSIBLE WITHOUT THE ARTS EDUCATED OCCASION I'VE RECEIVED FROM MR MYERS. I BUILT MY SCHEDULE IN A WAY THAT I KNEW WOULD BENEFIT ME AND MY FUTURE PLANS. IT SHOULD NOT BE UP TO THE DISCRETION OF THE DISTRICT TO DETERMINE WHICH CLASSES ARE THE MOST IMPORTANT, BASED ON A LIST OF PROGRAMS THAT ONLY CATERS TO CERTAIN STUDENTS. THE FACT THAT FINE ARTS WERE EXCLUDED FROM THE LIST IN THE FIRST PLACE SHOWS A LACK OF SUPPORT AND RESPECT FOR THE ARTS AND THE DISTRICT WHEN I SAW THE LIST, I WASN'T EVEN SURPRISED THAT THE ARTS HAVE BEEN EXCLUDED. I'VE GOTTEN SO USED TO THE FACT THAT ARTS ARE OVERLOOKED IN THE DISTRICT THAT IT WAS JUST ANOTHER INSTANCE OUT OF MANY. ARTS CLASSES PROVIDE SO MUCH MORE THAN JUST TECHNICAL TRAINING. WE ARE TAUGHT THE IMPORTANCE OF SELF ACCOUNTABILITY, LEADERSHIP AND CONFIDENCE. I KNOW HOW TO PRESENT MYSELF AND INTERVIEWS AND PROFESSIONAL SETTINGS BECAUSE OF CHOIR. THESE CLASSES PROVIDE JUST AS MANY APPLICABLE SKILLS AS THE CAREER PATHWAYS, YET THEY ARE CONSTANTLY OVERLOOKED. IT HURTS TO BE IN A DISTRICT WHERE I DO NOT FEEL RESPECTED OR SUPPORTED IN MY PASSIONS, AND IT FEELS LIKE THERE IS A CONSTANT BATTLE TO BE HEARD, AND I HOPE THAT CHANGES CAN BE MADE TO BETTER SUPPORT STUDENTS IN THE ARTS AND SB. 
          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 
          [00:35:03]
MOVE MY HAND BETWEEN MY LEGS AND WHISPER MAKE THOSE PRETTY LITTLE FINGERS DANCE FOR ME. THE SEXUAL HARASSMENT NEEDS TO STOP. I ENCOURAGE ALL PARENTS TO FILE FORMAL COMPLAINTS AGAINST THE LIBRARIANS AND THE STAFF. YOU. I MENTIONED DURING OUR LAST MEETING. WHY 500 PLUS P WELL, FAMILIES ARE IN SUPPORT OF A TWO WEEK CALENDAR SHIFT FOR DISTRICT TONIGHT. I WOULD LIKE TO SHARE WITH YOU. WHY MANY OF OUR PEOPLE, TEACHERS AND COACHES SUPPORT THE CALENDAR SHIFT REASON. NUMBER ONE SUMMER VACATION IS SHORT AND EVERY YEAR FOR OUR TEACHERS AND COACHES, THE COACH FOX SPORTS BECAUSE THEY START SEASON PRACTICES THE FIRST WEEK OF AUGUST DUE TO THE C I F CALENDAR. THE COACHES FROM OUR NEIGHBORING SCHOOL DISTRICTS ARE NOT AFFECTED BY THIS SINCE THEY HAVE ALREADY ADDRESSED IN THEIR CALENDARS. REASON NUMBER TWO RP WELL, TEACHERS THAT TEACH A P I B OR CAMBRIDGE COURSES NEED MORE TIME TO PREPARE THEIR STUDENTS FOR THEIR EXAMS. P Y ALL STUDENTS A TO STUDENTS WHO T THEIR SCHOOL YEAR IN AUGUST AND OFTEN HAVE 2 TO 3 WEEKS OF ADDITIONAL PREPARATION FOR THESE TESTS. REASON. NUMBER THREE. OUR FIRST SEMESTER HAS TRADITIONALLY ENDED IN JANUARY AFTER WINTER BREAK, MAKING FINAL EXAMS DIFFICULT WITH AN EARLIER START DATE FOR SEMESTER COULD END AT WINTER BREAK MAKING FOR A CLEAN SPLIT BETWEEN SEMESTERS. REASON NUMBER FOUR BY STARTING THE SCHOOL EARLIER THIS SCHOOL YEAR COULD ALSO END EARLIER, ALLOWING FOR MORE TIME OFF PRIOR TO SUMMER SPORTS CAMPS. WHICH OFTEN STARTED EARLY AUGUST AND SOME AS EARLY AS JULY. AGAIN. OUR CURRENT CALENDAR DOESN'T TREAT OUR TEACHERS THAT COACH FOX SPORTS FAIRLY WHEN IT COMES TO THEIR SUMMER VACATION DAYS. PLEASE CAREFULLY CONSIDER ALL THESE INPUTS THAT HAVE BEEN BROUGHT UP BY RP WELL TEACHERS AND COACHES AS YOU FURTHER DISCUSS THIS TOPIC TONIGHT. THANK YOU. OKAY YOU ARE NEXT FOUR IS GINNY PACK? MICHELLE. 
          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 
          [00:40:03]
INCLUDED IN THEIR IMPACTED SCHEDULES ARE ENROLLMENT IS DOWN IN THIS DISTRICT. BY HAVING THIS CHANGE, WE ARE GOING TO HAVE MORE PARENTS MOVE THEIR KIDS TO OTHER SCHOOLS AND OTHER DISTRICTS THAT WILL ALLOW THEIR STUDENTS TO BE INVOLVED IN THE PROGRAMS THAT GIVE THEM THE MOST VALUE. AND VALUE THEIR PASSIONS. UM. I CUT OUT OTHER THINGS BECAUSE I WAS GOING TO BE LONGER, SO THANK YOU. LINDA MANNION AND, UM WELCOME EVERYONE . THANK YOU FOR BEING HERE TONIGHT, AND I WANT TO THANK PRESTON FOR YOUR KIND REMARKS ABOUT OUR TEACHERS. I KNOW THAT IT'S HEARTWARMING WHEN WE HEAR STUDENTS REALLY ACKNOWLEDGE THE HARD WORK THAT OUR TEACHERS DO. 
          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]
IN ORDER TO HELP OUR STUDENTS GROW. FOR EXAMPLE, ACROSS OUR DISTRICTS, 21 ELEMENTARY SCHOOLS , THERE ARE ONLY TWO CHOIR TEACHERS. LET'S GIVING STUDENTS IN THESE PROGRAMS THE ABILITY TO MEET ONLY ONE TIME A WEEK. ON TOP OF THAT OUR DISTRICT HAS NOW CHOSEN NOT TO INCLUDE ARTS, ATHLETICS AND SB IN THE QUALIFYING CLASSES FOR SUMMER SCHOOL. NOT ONLY ARE WE AS A DISTRICT, NOT SUPPORTING THEY REQUIRE STUDENTS IN THE BEGINNING OF THEIR JOURNEY WITH THE ARTS. BUT WE'RE NOW WORKING AGAINST THEM AND THEIR LATER JOURNEY. PLEASE TELL ME HOW THAT SEEMS FAIR. NOW LET ME ASK YOU. HOW CAN WE AS A DISTRICT PROMISE TO WORK FOR THE BEST OF ALL STUDENTS AND THEN EXCLUDE AND REFUSED TO GIVE THEM THE SUPPORT THEY NEED TO BE SUCCESSFUL. SO I'LL ASK YOU AS A STUDENT IN A CHOIR MEMBER. PLEASE GIVE US THE SUPPORT. WE NEED TO THRIVE AND LIVE UP TO THIS DISTRICT IDEALS. LAST MONTH DURING PUBLIC COMMENT , I PREMATURELY THANK THE DISTRICT FOR DISCUSSING SAFE AND RESPECTFUL SCHOOLS. THREE BOARD MEMBERS LATER TABLED THAT DISCUSSION ON, YOUNGBLOOD SAID IT WOULD CAUSE UNNEEDED CONTROVERSY AND LEANDRA BLADES ARGUED ARGUED THAT IT WAS DIVISIVE POLITICS AND WOULD DO NOTHING TO RAISE OUR TEST SCORES. I RESPECTFULLY DISAGREE . OF COURSE, PY ALMOST FOCUSED ON ACADEMICS. BUT ACADEMIC EXCELLENCE STARTS WITH A SAFE AND SUPPORTIVE ENVIRONMENT. I ALSO THINK IT WOULD HAVE BEEN A GREAT OPPORTUNITY FOR LEANDRA TO DISCUSS CULTURALLY FOCUSED MUSIC PROGRAMS CAN HELP CULTIVATE AN ENVIRONMENT WHERE STUDENTS FEEL WELCOMED AND RESPECTED. SINCE THE LAST BOARD MEETING, I'VE HEARD OF AT LEAST TWO INSTANCES OF LOCKER ROOM BULLYING AT TWO DIFFERENT SCHOOLS, ONE TARGETING A STUDENT WITH A DISABILITY. I EMAILED RICHARD MCCOY LYNDON ABOUT THIS, BUT HAVEN'T HEARD BACK. I DON'T THINK STUDENT SAFETY IS CONTROVERSIAL AND POSITIVE SCHOOL ENVIRONMENTS, INCREASE ATTENDANCE AND ENGAGEMENT, WHICH IMPROVES LEARNING OUTCOMES. SO PLEASE REVISIT THE TOPIC, ESPECIALLY GIVEN RECENT CONCERNS. I'VE HEARD AROUND P Y ALL FUNDING FOR WELLNESS COUNSELORS. AND ALSO I JUST WANT TO SAY I LOVE SEEING ALL THE STUDENTS TALK TONIGHT, AND BOTH OF MY STUDENTS BENEFITED FROM TAKING SUMMER SCHOOL WITH IMPACTED SCHEDULES. 
          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]
SUPPOSED TO GO FOR EDUCATIONAL PURPOSES. MY QUESTION IS WHAT FRACTIONS THAT CAME TO PLACENTIA YORBA LINDA SCHOOL DISTRICT. AND HOW HAS THAT BEEN USED? SO IF YOU CAN MAKE THAT AVAILABLE TO US, I'D APPRECIATE IT. THANK YOU. MR HAMMOND. 
          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]
REPORT. HERE WE GO. WE'LL GO AHEAD AND START WITH THE TRUSTEE. BUT I THINK THAT'S A SMALL STROKE. THANK YOU. WELL WELL, I MISSED YOU ALL LAST MONTH. SO GIVE A LITTLE BIT OF UPDATE OF WHAT I MISSED SHARING ABOUT AND THEN, UM, ONGOING SINCE THEN. UM YOU HAD MENTIONED CONGRATULATIONS TO VALENCIA HIGH SCHOOLS, WOMEN'S WATER POLO TEAM , TOO, AS THERE'S C I F CHAMPS THIS YEAR AND ALSO CONGRATULATIONS TO VALENCIA HIGH SCHOOLS DECATHLON TEAM WHO ARE NOW GOING TO BE GOING TO STATE SO WE WISH THEM ALL THE BEST THEY WERE. THEY WERE SECOND PLACE DIVISION ONE, BUT WE ALSO HAD ESPERANZA HIGH SCHOOL IN YORBA LINDA HIGH SCHOOL THAT BOTH PLACED IN DIVISION TWO AS WELL. SO CONGRATULATIONS TO THEM. I HAD A FEW SCHOOL VISITS OVER THE LAST COUPLE OF MONTHS THAT I JUST WANTED TO TOUCH ON. UM I HAD THE OPPORTUNITY TO GO VISIT TO FREE MIDDLE SCHOOL, WHICH WAS A FABULOUS TOUR AND GOT TO VISIT ALL THE CLASSROOMS . I WENT INTO A CLASS, THOUGH, THAT I HADN'T UM, SEEN BECAUSE KIDS ARE ACTUALLY IN IT, BUT THEY HAVE A CULINARY CLASS IN THERE, AND I THOUGHT THAT WAS QUITE INTERESTING. AND SINCE WE HAVE A CULINARY ACADEMY AT YOUR BELINDA HIGH SCHOOL AND THAT CLASSROOM WAS SITTING THERE, I JUST KIND OF WANTED TO GIVE A HEADS UP THAT IT MIGHT BE INTERESTING TO CREATE SOME SORT OF CLASS THAT COULD BE THERE THAT MIGHT FUNNEL UP TO THE HIGH SCHOOL WAS GREAT TO SEE THAT UM , I WENT TO LINDA VISTA AND HAD A SCHOOL VISIT THERE. I WAS THERE DURING THEIR MONTH OF KINDNESS AND SO ALL THE WAY THAT THAT THE STUDENTS WERE DEMONSTRATING AND ENCOURAGING KINDNESS ON CAMPUS AND EVEN AT HOME, UM, I ATTENDED FAIRMONT ELEMENTARY SCHOOL ONE DAY AND AT THE TIME THEY WERE DOING THEIR STEAM GENIUS DAY, WHICH THEY DO ON A WEEKLY BASIS. AND THE I 
          [00:55:07]
BELIEVE IT'S FIFTH GRADE MIGHT BE 4TH AND 5TH GRADE GET TOGETHER IN THEIR MULTIPURPOSE ROOM, AND THEY IMAGINE THEY'RE ALL KINDS OF SOLUTIONS FOR PROBLEMS WHILE I WAS THERE THEY WERE DOING BUILDING RUBE GOLDBERG MACHINES, WHICH ARE MACHINES MADE OUT OF ANYTHING THAT THEY POSSIBLY COULD FIND. AND THEY WERE TRANSPORTING ONE THING TO ANOTHER. SO IT'S KIND OF LIKE, ALMOST LIKE A MOUSE TRAP GAME. IF YOU HAVEN'T SEEN THAT BEFORE, WHERE YOU HAVE THE MARBLE GO DOWN AND IT HAS TO GO AROUND TO GET TO THE END. IT HAS TO GO THROUGH ALL THESE DIFFERENT CHALLENGES. SO THEY WERE HAVING A BALL, UM, PLAYING AND DOING AND BUILDING THOSE MACHINES. UM, I WAS ABLE TO VISIT GLENVIEW AND VISITED THE CLASSROOMS THERE. AND, OF COURSE , THE DUAL IMMERSION PROGRAM AND SEEING WHAT THAT LOOKS LIKE NOW, AS WE GET READY TO EXPAND UP TO BERNARDO, YOUR BREASTS. I'M LOOKING FORWARD TO SEE WHAT THAT LOOKS LIKE WITH A WHOLE NEW SCHOOL THAT WE'RE GOING TO BE ADDING TO I WAS ABLE TO ATTEND THE UNIFIED DANCE. UM YOU MENTIONED THAT THE GAME. THE UNIFIED DANCE AT YOUR BELINDA MIDDLE SCHOOL WAS ANOTHER ONE OF THOSE EVENTS WHERE YOU SMILE, EAR TO EAR THE WHOLE TIME YOU'RE THERE. UM THAT WAS VERY FUN TO GET TO SEE MRS ANDERSON THERE. I ATTENDED THE PITA FOUNDERS INTER BACK IN FEBRUARY AND GOT TO SEE LOTS OF R R P T A S AND ALL OF OUR HARD WORKING PARENTS OUT ENJOYING THEIR EVENING, UH, ALSO PARTICIPATE IN THE EL CAP ONLINE THAT DR MATTHEWS AND DR ADAMSON LEAD UM AND THEN THE CHAPMAN HOLOCAUST. UM DAY THAT WAS THE ART MUSIC CONTEST. IT'S REALLY AN EMOTIONAL DAY. AND IF YOU DON'T HAVE TEARS IN YOUR EYES AT SOME POINT, YOU'RE JUST NOT PAYING ATTENTION BECAUSE IT WAS REMARKABLY MOVING. UM AND I'VE BEEN ATTENDING FOR MANY, MANY YEARS. WE I DON'T KNOW IF WE STILL ARE. BUT AT ONE POINT, WE WERE THE ONLY DISTRICT UM ACTUALLY IN THE WORLD THAT HAD ALL OF OUR MIDDLE AND HIGH SCHOOLS THAT SUBMITTED UM, I HOPE THAT WE'RE CHALLENGING OTHER DISTRICTS OUT THERE TO MEET THAT AS WELL. UM BUT WE USED TO HAVE A NUMBER OF HOLOCAUST SURVIVORS THERE, UM, A COUPLE OF ROWS AND OVER THE LAST FEW YEARS, UM, THERE ARE AGING OUT. AND SO THERE WERE ONLY TWO OR THREE THAT WERE THERE THIS TIME, SO IT'S INCREDIBLY IMPORTANT THAT WE UM, LISTEN TO THEIR STORIES AND GET TO HEAR THEIR STORIES. I'M PROUD THAT OUR STUDENTS GET TO DO THAT, UM, I ATTENDED THE EL DORADO HIGH SCHOOL ORCHESTRA CONCERT WITH THEIR FEEDER SCHOOLS THAT TOUGH FREE AND YOUR BILL IN THE MIDDLE. IT WAS OUR LUNCHEON ATTENDED WITH MRS BLADES, AND WE BOTH GOT TO STAND UP AND SAY THANK YOU TO ALL OF OUR STUDENTS AND THE FAMILIES OUT THERE THAT DO SUPPORT OUR MUSIC AND ARTS PROGRAMS. UM MOVING ON OUR NORTH ORANGE COUNTY ROP MEETING WILL BE TOMORROW. IT'S MY FIRST TIME ACTUALLY HAVING THE BACK TO BACK MEETINGS BECAUSE THERE'S JUST WEDNESDAY NIGHT FIRST TIME THEY WERE A WEEK LATER. SO UM I'LL BE GOING HOME AND DOING ADDITIONAL STUDYING AND WORKING ON THAT IN THE MORNING AS WELL, SO I'LL REPORT BACK ANY UPDATES THAT WE HAVE AT THE NEXT MEETING. IN A COUPLE OF WEEKS, I'LL ACTUALLY BE ABLE TO PARTICIPATE FOR THE FIRST TIME IN THEIR CELEBRATION OF SUCCESS. THEY HAVE STUDENT OF THE YEAR INTERVIEW, SO I'LL BE, UM, INTERVIEWING THREE STUDENTS TO SELECT WHO IS GOING TO BE THE ROP STUDENT OF THE YEAR? UM FOR C N A. C, WHICH IS THE CHILD NUTRITION ADVISORY COUNCIL FOR, UM, SUPERINTENDENT TONY THURMAN AND THE CALIFORNIA DEPARTMENT OF EDUCATION. WE HAD OUR SPRING MEETING LAST WEEK AND SPENT A HALF A DAY WORKING, WORKING OUT THE PREVIOUS GOALS THAT WE HAD SET AT THE PREVIOUS MEETING. UM WE WORKED TO DEVELOP WHITE PAGES AND STRATEGIES THAT THE CD WILL BE ABLE TO USE. UM AND THE THREE FOCUS AREAS THAT WE'RE WORKING ON RIGHT NOW ARE INCREASING ACCESS TO BREAKFAST. INCREASING OR, UM, INCREASING ACCESS TO NUTRITION DURING THE OUT OF SCHOOL TIMES, ESPECIALLY SUMMER AND ENSURING THERE'S ADEQUATE SEAT TIME THAT STUDENTS HAVE TO EAT WILL BE MEETING AGAIN IN MAY ONLINE AND THEN MEETING IN PERSON IN SACRAMENTO TO WRAP UP. 
          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]
HER SIGN IT. IT REALLY IS. WHAT SHE TALKED ABOUT WAS REALLY, UM . IMPORTANT AND TALKING ABOUT HOW WE NEED TO TEACH KIDS HOW TO REGULATE THEIR EMOTIONS. THEY MIGHT NOT BE ABLE TO IDENTIFY WHAT THAT EMOTION IS. THERE'S THERE STEPS THAT THEY THEY NEED TO BE ABLE TO BE SUCCESSFUL, SO BEING ABLE TO IDENTIFY WHAT THEIR EMOTION IS, LABEL IT, UM AND THEN HAVE STRATEGIES THAT CAN CAN HELP, YOU KNOW, AND THOSE THAT ARE DIFFICULT AND ACTUALLY IN ALL OF OUR EMOTIONS. 
          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]
NEED BEYOND WHAT WE HAVE HERE. SO IT'S NICE TO BE WORKING WITH THIS IN THE SAME PATHWAY AS THE COUNTY. HMM. LET'S SEE. LASTLY I JUST WANTED TO ALSO SHARE ON TUESDAY, MARCH 23RD AT ESPERANZA HIGH SCHOOL. IT'S GOING ACTUALLY IT'S FLINCH, HIGH SCHOOL, ESPERANZA HIGH SCHOOL CHOIR AND EVEN AN EVENING WITH TO TANISHA WILSON. I HOPE I SAID THAT CORRECTLY. IF YOU'VE EVER SEEN HIM, WILTON, YOU SHOULD GO AND SEE THIS SHOW. UM I PLAN ON SEEING A COUPLE OF OTHER PERFORMANCES COMING UP IN THE NEAR FUTURE. UM, NORMAL AND HIGH SCHOOL HAS YOU'RE IN TOWN THAT'S PERFORMING AND EL DORADO HIGH SCHOOL HAS ANOTHER ONE. AND, UM FORGET THE TITLE, BUT IT'S THE FOLLOWING WEEK. UM SO PLEASE GO OUT AND EXPERIENCE ALL OF OUR MUSIC PROGRAMS. THEY'RE FANTASTIC, SO THAT'S IT FOR ME. GOOD EVENING, EVERYBODY. UM THIS WAS A VERY BUSY MONTH. UM SO I'LL TRY TO KEEP IT AS BRIEF AS POSSIBLE. I HAD SEVERAL SCHOOL VISITS. I WENT TO YOUR BELINDA MIDDLE SCHOOL WHERE I GOT TO SEE THE DRUM LINE IN ACTION AS THEY GAVE ME A LITTLE PREVIEW IN THEIR CLASS. UM I ALSO LEARNED MORE ABOUT THE VIDEO PRODUCTION AND ALL THE VIDEOS THAT ARE MADE FOR THE SCHOOL. THE ANNOUNCEMENTS. UM SO THAT WAS EXCITING TO GO INTO THEIR CLASS. 
          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]
WELCOME AND INCLUDED. I WATCHED A LITTLE BIT OF A LANGUAGE ARTS LESSON ON DR MARTIN LUTHER KING WERE ALL STUDENTS WERE HAVING DISCUSSIONS AND LEARNING THE IMPORTANCE OF NOT ALL AGREEING ON ISSUES AND IT'S OKAY. AND I THINK THIS IS REALLY A LOST ART. UM AND I'M HOPING THE NEXT GENERATION BRINGS IT BACK UP. UM I GOT TO MEET THE WELLNESS COUNSELOR THERE AND VISITED THE WELLNESS ROOM AND IT WAS REALLY QUITE IMPRESSIVE. AND I COULD SPEND THE WHOLE DAY THERE. UM GLENN KNOLL. I ALSO WENT THERE. I GOT TO VISIT A THIRD GRADE CLASSROOM WHERE THE STUDENTS WERE IN COMPUTER LAB AND THE STUDENTS HAD DEVELOPED THEIR OWN SURVEYS, AND THEN THEY HAD ASKED THEIR CLASSMATES ANSWERS AND THEN THEY WERE ACTUALLY INPUTTING THEM AND MAKING GRAPHS ON THE COMPUTER. AND, UM THEIR SURVEYS WERE HYSTERICAL. UM ONE OF THE STUDENTS SURVEYS WAS, YOU KNOW WHAT'S YOUR MOST UNFAVORABLE VEGETABLE? NOT YOUR MOST FAVORITE AND FAVORITE AND MUSHROOMS, ONE OUT, HANDS DOWN. UM. MOUNTAINS WENT OVER BEACH. SORRY, DR MATTHEWS. YEAH. AND UM AND NOT SURPRISING MAC AND CHEESE AND HAMBURGERS TIED FOR THE MOST FAVORITE FOOD, SO I WAS REALLY KIND OF SURPRISED ABOUT CHICKEN NUGGETS. FIRSTLY, BUT THAT THAT WASN'T A TOP UM, I LEARNED MORE ABOUT CG COGNITIVE GUIDED INSTRUCTION AND HOW IT HELPS WITH OUR MATHS PROBLEM SOLVING. UM I LEARNED ABOUT MIXED NUMBERS AND IMPROPER FACTIONS AND THE TEACHER HAD A GREAT ANALOGY FOR THE STUDENTS. SHE COMPARED IT TO A £500 MAN STANDING OVER A BABY. AND I DON'T THINK THE KIDS ARE GOING TO FORGET THAT. UM I FOUND, UM OBSERVED AN INTERESTING LESSON WHERE STUDENTS WERE LOOKING FOR EVIDENCE IN THE TEXT TO SUPPORT THEIR THEORIES IN A IN A BOOK THAT THEY'RE READING, AND IT WAS JUST SO INTERESTING LISTENING TO THESE KIDS HAVE THIS MATURE LIKE I LIKE TO ADD ON AND I DISAGREE , AND IT WAS REALLY, UM, IMPRESSIVE. THEY WERE YOUNG. 
          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]
LOVE YOUR BELINDA DAY IS MARCH 29TH. SO IF YOU'RE INTERESTED IN PARTICIPATING IN THOSE, IT'S A GREAT WAY FOR STUDENTS TO EARN COMMUNITY SERVICE HOURS TO GET LEADERSHIP OPPORTUNITIES. SO IF YOU'RE INTERESTED, MEET NEW PEOPLE REALLY CONNECT. THAT'S THE PART I LOVE MOST ABOUT IT IS IT REALLY BRINGS THE COMMUNITY TOGETHER TO SERVE. AND, UM, AND THERE'S JUST SOMETHING ABOUT PLANTING OR DIGGING OR PAINTING NEXT TO SOMEBODY THAT YOU HAVE AN INSTANT BOND. AND UM SO HOPEFULLY WE'LL SEE YOU ALL OUT THERE ON THE 22ND OR ON THE 29TH. OR MAYBE BOTH. SO THAT'S WHAT I'VE BEEN UP TO. THANKS. THAT WAS GOOD. THANK YOU, UH, BUT TRUSTY ANDERSON. THAT WAS ESPECIALLY THE LOW PLACENTA. AND YOU'RE IN LOVE YOUR BELINDA. UM THE LAST YEAR WAS INCREDIBLE. 
          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]
DISTRICT. UM, AND SO THAT WAS A REALLY A REALLY SPECIAL NIGHT. AND SO I WANTED TO THANK EVERYONE FOR THE INVITE WHO REACHED OUT I ATTENDED TRAVIS RANCH FOR READ ACROSS AMERICA. I READ TO THE ALL OF THE TK CLASSES AND ALSO TO FOURTH GRADE AND FOURTH GRADE WAS READY FOR ME BECAUSE FOURTH GRADE ARE SOME ACTIVISTS. AND SO WHAT? THEY ALSO TALKED ABOUT THEY STILL WANT WALLS IN BETWEEN THE CLASSROOM WITH THIS. HOPEFULLY WE'RE WORKING ON THAT. BUT, UM THEY COMPLAIN ABOUT THE LUNCH MEALS. THEY WOULD LIKE BREAKFAST TO HAVE THE NOT SO HOT ALL THE TIME. THEY DO NOT LIKE THE SAUSAGE, UM, AND THE EGG. SANDWICHES THEY WOULD LIKE TO HAVE SOME MUFFINS THAT ARE WRAPPED UP IN GRANOLA BARS THAT WRAPPED UP BECAUSE SOMETIMES WHEN THEY GET THERE, NOT NECESSARILY HUNGRY, BUT THEY'RE HUNGRY AT SNACK SO THEY WOULD LIKE SOMETHING THAT IS WRAPPED SO THEY COULD TAKE IT WITH THEM. THEY WOULD LIKE MORE MORE OPTIONS. RIGHT NOW. THEY JUST HAVE A MILK AND CHOCOLATE MILK OPTION. THEY WOULD LIKE SOME JUICE OPTIONS. THEY WOULD ALSO TO WHICH THEY YOU KNOW, UH, MAY HAVE STARTED A PETITION IN THAT CLASS ON THAT DAY WHEN WE WERE IN THERE, BUT THEY ALSO HAD A LOT OF GREAT IDEAS ON HOW TO MINIMIZE THE LUNCH LINES. AND SO THEY WERE TEACHING, SAYING THAT WHAT? YOU WHAT YOU ARE TALKING ABOUT. THEY DON'T HAVE ENOUGH SEATS. AND THEY ALSO TOO. THEY DON'T HAVE ENOUGH TIME TO GET THEIR FOOD AND THEN SIT DOWN AND EAT SO THEY ARE BRINGING FORWARD TO THEIR ADMINISTRATION OVER TRAVIS RANCH. HOW TO, UH, HAVE TO LUNCH LINES OR SOME FABULOUS IDEAS IN THERE. THEY WOULD ALSO LIKE MORE BASKETBALLS AND THE RIMS ON THE BASKETBALL COURT. SOME OF THEM ARE TOO SMALL BOUNCE OUT TOO MUCH. OH, I LOVED IT. IT WAS GREAT. IT WAS AWESOME . ONE OF THEM REALLY IS PROBLEMATIC. I'M GOING TO GIVE. I'M GOING TO GIVE THE KIDS THAT AND SO WHILE WE'RE, UH THEY HAD A LOT OF GOOD THINGS TO SAY, AND A LOT OF GOOD THINGS TO IMPROVE THEIR SCHOOL AND I THINK TO WHAT WAS REALLY GOOD ABOUT THE TEACHER AND THE CLASS IS THAT I WAS IN IS THERE'S A LOT OF LIKE WE YOU CAN ADVOCATE FOR YOURSELF AND ALSO TO THERE'S WAYS TO APPROACH ADMINISTRATION WITH YOUR IDEAS. AND AS I TOLD HIM TO YOUR NINE YEARS OLD, BUT YOU'RE NEVER TOO YOUNG TO SPEAK OUT. 
          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]
SCREENING NECESSARY AND WE DON'T HAVE TO BRING POLITICS OR ANYTHING INTO THIS. LET'S JUST FIND A WAY TO SCREEN IN OUR DISTRICT AND MOVE FORWARD AND GET THESE KIDS THE BEST EDUCATION POSSIBLE. I ALSO HAVE BEEN ADVOCATING FOR EXCEL. IT ACCELERATED READER, WHICH IS OUR AIR PROGRAM, AND I WENT REALLY, REALLY HAPPY TO SAY THAT IT IS NOW BACK FOR THE 2023 24 SCHOOL YEAR. AS OF RIGHT NOW, THE P T A IS SUPPOSED TO PAY FOR THAT. AND I'M ALSO WONDERING, UM, IF THERE'S ANY WAY THAT THE DISTRICT NEEDS TO COULD POSSIBLY HELP PAY FOR THAT, BECAUSE IF A PTA YOU KNOW IF IT'S A NEED AT A DISK OR SCHOOL AND THE P T A IS HESITANT TO PAY OR DOESN'T WANT TO PAY. I DON'T THINK TEACHERS SHOULD HAVE TO MISS OUT IN THEIR CLASSROOM ON SOMETHING ESPECIALLY HELPING CHILDREN TO READ, UM. I TALKED TO, UM, I TALKED TO SOME MIDDLE SCHOOL WELLNESS SPECIALIST BECAUSE I WAS A HOT TOPIC THIS LAST WEEK AND OBVIOUSLY MENTAL HEALTH. WE ARE KIDS NEED MENTAL HEALTH, AND SO THEY DO A LOT. THEY WERE GIVING ME STATISTICS ON HOW MANY KIDS THEY SEE AND I JUST WANT THEM TO KNOW HOW MUCH THEY APPRECIATED, BUT I ALSO WANTED TO LET EVERYBODY KNOW THAT OUR DISTRICT STAFF ARE EXECUTIVE CABINET HERE AND ALL THE STAFF IS WORKING VERY, VERY HARD TO FIND THE MONEY. TO FILL THESE POSITIONS, AND, UM, THEY'RE DEDICATED TO DOING SO. AND SO I JUST WOULD REALLY LIKE TO ASK EVERYBODY TO JUST TO BE PATIENT AND JUST TO KNOW THAT EVERYONE UNDERSTANDS HOW IMPORTANT THIS IS. AND EVERYONE IS WORKING VERY HARD TO FIND THE FUNDING. AND I MEAN, DAVID GIORDANO. HE'S A ROCK STAR, SO HE HE'LL FIND IT IF IT'S THERE, UM I ALSO TALKED TO YOU TODAY ARE AN ALUMNI OF VALENCIA HIGH SCHOOL. HE IS NOW AT CAL STATE UNIVERSITY LONG BEACH. HE DID AN INTERVIEW FOR ONE OF THE NEWSPAPERS AT LONG BEACH ABOUT THE CRITICAL RACE THEORY BAND AND SOME OF THE STUFF THAT THAT'S ENTAILED. AND SO WE HAD ABOUT AN HOUR LONG CONVERSATION WAS A GREAT CONVERSATION AND I WAS JUST VERY, VERY PROUD OF HIM. HIS NAME WAS RICHARD MENDOZA. AND SO I TOLD HIM I WAS GOING TO GIVE HIM A SHOUT OUT TONIGHT BECAUSE IT WAS JUST A GREAT CONVERSATION. DID A GREAT JOB IN THE INTERVIEW. UM AND SO I LOOK FORWARD TO WORKING WITH HIM, AND HE JUST SAID THAT TO THANK EVERYONE HERE BECAUSE PLACENTIA YORBA LINDA, UM YOU KNOW, IT WAS A GOOD PLACE FOR HIM TO BE. AND THEN LASTLY, WE TALKED TO A LOT OF TEACHERS AND YOU KNOW, EVERYWHERE. WE'RE KIND OF JUST ALL AROUND, ESPECIALLY LIKE YOU KNOW, WHEN YOUR KIDS IN SCHOOL DISTRICT AND YOU'RE DOING LOTS OF THINGS ARE TEACHERS SOMETIMES FEEL LIKE THERE IS A DISCONNECT BETWEEN THE DISTRICT AND WHAT'S ACTUALLY GOING ON IN THE CLASSROOMS. AND SO THEY HAVE ACTUALLY ASKED IF WE COULD POSSIBLY HAVE A TEACHER'S TOWN HALL AND WHERE THEY CAN COME AND TALK ABOUT THEIR IDEAS AND TALK WITH OTHER TEACHERS. WHAT'S WORKING OR WHATNOT AND AIR WHAT THEY THINK COULD WORK. WHAT COULD NOT, AND SO I SAID I WOULD TAKE THAT I BRING UP THE BOARD MEETING. AND SO THAT'S WHAT I'VE DONE. UM AND SO I'M LOOKING FORWARD. ANOTHER BUSY MONTH AHEAD. I'M ATTENDING THE ESPERANZA. MUSIC. I DON'T KNOW WHAT THE NAME IS. YEAH I'M I'M ATTENDING THAT AND REALLY LOOKING FORWARD TO THAT, UM, LOOKING FORWARD TO A LOT OF COOL STUFF THAT'S COMING UP. AND SO THAT WILL AND MY BORDER PART ALL RIGHT. THANK YOU. THE FACT THAT SHE STOLE MOST OF MY THUNDER THERE. I MEAN, I DIDN'T MEAN TO. IT'S REALLY GOING TO MAKE MINOR MINE SHORT, BUT IT WAS. IT WAS A GREAT TRIP TO THE STATE CAPITAL. UM THE ON THE FIRST DAY, AS MISS BLADES MENTIONED IT WAS A MORE OF A PARENT SEMINAR, AND SO WE GOT TO MEET SEVERAL PARENTS THAT WERE, YOU KNOW, CONCERNED ABOUT EDUCATION AND THE FUTURE OF EDUCATION, WHICH WAS REALLY NICE TO KIND OF CONNECT WITH THEM. 
          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]
BUT, UH I WOULD LOVE TO SEE THIS DIAGNOSED EARLY ON, SO THESE KIDS WON'T HAVE TO BE SO FRUSTRATED AND PARENTS WON'T HAVE TO BE SO FRUSTRATED AS WELL. UM OTHER THINGS IN WHICH WE'RE DONE. UM WE'VE BEEN SPENDING A LOT OF TIME WITH OUR OUR SUPERINTENDENT FIRM IN WHICH WE'VE BEEN DEALING WITH. WE'VE GOT A COUPLE OF THINGS ON THE AGENDA FOR THAT COMING UP IN WHICH I'VE BEEN, UH, TALKING WITH A LOT AS WELL AS, UM OUR LAW FIRM. WE HAD SOME SOME DISTRICT THINGS THAT WERE HAPPENING IN WHICH WAS KEEPING ME PRETTY BUSY AS WELL. AND EVEN SOME COMMUNITY PARENTS HAD SOME QUESTIONS ABOUT THE DISTRICT OR SOME CONCERNS ABOUT SOME OF OUR OUR POLICIES AND, UH, USUALLY SET ASIDE SOME TIME FOR THEM WITH A LOT OF COFFEE INVOLVED. 
          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]
FUNCTIONS. I'M GONNA GO AHEAD AND GET EMOTION. PLEASE MAKE A MOTION TO ADOPT REVISED 2023 BOARD OF EDUCATION MEETING SCHEDULE A SECOND. OKAY? MOTION BY TODD FRAZIER SECONDED BY THE UNDER BLADES. OKAY. ANY COMMENTS? I JUST WANTED TO CONFIRM THIS IS ONLY A ONE YEAR ADDITION TO THIS DATE. CORRECT. THIS ISN'T ONGOING AND SUBSEQUENT YEARS. ONE YEAR JUST THIS YEAR. YES, MA'AM. WE'RE JUST DOING THE APRIL 18TH ONE FOR THE PURPOSE OF THE HIRING PERFECT. EXCELLENT. OKAY. ANY OTHER QUESTIONS? OKAY SO LET'S GO AHEAD AND, UH VOTE. ALL THOSE IN FAVOR. I OPPOSED. ALRIGHT FIVE. PLUS OUR STUDENT BOARD MEMBER. RIGHT? MOVING ON. OKAY. 
          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]
MOVING FORWARD. UM I'D LIKE A MOTION, PLEASE. I'LL MAKE A MOTION TO REVISE BOARD POLICY 5128.1 REQUIREMENTS FOR GRADUATION FROM COMPREHENSIVE HIGH SCHOOL FIRST READING. THIS DEVICE POLICY INCLUDES GUIDELINES ON IMPACTED SCHEDULES SECOND OKAY, GET A MOTION BY MR FRASER SECONDED BY MS BLADES. DR MATTHEWS, IF YOU WOULD. WELL, THANK YOU VERY MUCH, UM PRESIDENT YOUNGBERG TRUSTEES AND EXECUTIVE CABINET MEMBERS. THIS IS BOARD POLICY 51 TO 8.1 REQUIREMENTS FOR GRADUATION. WE'RE BRINGING THIS FORWARD FOR YOUR CONSIDERATION TO FACILITATE , UM TO TALK ABOUT A RECENT CHANGE THE IMPACT OF SCHEDULED GUIDELINES WE MENTIONED IN THE REPORT. THE POLICY ALSO HAS SOME UPDATES BETTER BASED ON NEW LAWS THAT ARE OUT THERE. UM FIRST OF ALL, I WANT TO THANK THE SPEAKERS WHO CAME FORWARD AND TALKED TO US ABOUT THIS AS I THINK WE'RE WHAT WE'RE TRYING TO DO HERE IS BRING US FORWARD AS A BOARD POLICY BECAUSE IN THE PAST IT'S BEEN A GUIDELINE. THE INTENT HAS ALWAYS BEEN TO HELP STUDENTS TO TAKE MORE ELECTIVES, INCLUDING UNDERSTAND THERE'S CONSTERNATION ABOUT THAT. AND SO THIS HAS NOT BEEN PART OF A BOARD POLICY BEFORE, BUT WE AT THE BOARD REQUEST. WE ARE BRINGING IT FORWARD TO INCLUDE IT IN OUR BOARD POLICY ON GRADUATION. I DO WANT TO NOTE THAT WE'VE SEEN VERY FEW STUDENTS HAVE BEEN UNABLE TO REGISTER FOR CLASSES. THEY'RE CHOOSING DUE TO THE COURSES THEY WANT, AND LATER ON, I'LL GO THROUGH A FEW OF THOSE JUST SO YOU CAN SEE THE KIND OF COURSE, IS SCHEDULED THAT WE'RE APPROVING AND THAT WE ARE NOT APPROVING. UM WE HAVE ENCOURAGED EVERY FAMILY WHO BELIEVES THEY'VE BEEN AFFECTED TO SPEAK DIRECTLY TO THE SCHOOL COUNSELOR TO SEE IF THEY REALLY HAVE AN IMPACT OF SCHEDULE IF IT CAN BE ACCOMMODATED IN THE FAMILIES THAT HAVE SPOKEN WITH IN EVERY CASE THEY'VE BEEN ABLE TO ACCOMMODATE THE SCHEDULE. SO WE THE YOU CAN FIND THIS OUT. IF YOU'RE AT HOME AT WWW DOT PY L USD .ORG SO I'D LIKE TO. FIRST OF ALL YOU LOOK AT A FEW CHANGES WERE RECOMMENDING IN THE POLICY. THIS IS THE FIRST READING. AND THEN I'D LIKE TO GO THROUGH SOME SLIDES THAT HAVE SOME EXAMPLES OF SCHEDULES THAT WE'RE LOOKING AT. SO THE UNDERLYING PORTIONS ARE ONES THAT ARE RECOMMENDING CHANGES TO SO WHEN THE FIRST PAGES OF POLICY ONE CHANGE THAT WE'RE MAKING IS AND THIS IS A REQUIREMENT IN OUT CODE NOW, BUT WE CURRENTLY HAVE TO COMPLETE TWO MATH COURSES TO GRADUATE. AND ALGEBRA. ONE IS ONE OF THOSE WERE STATED BEFORE THAT. IF YOU COMPLETE ELIGIBLE ONE IN EIGHTH GRADE, YOU ONLY NEEDED TO COMPLETE ONE MORE. ED CODE REQUIRES THAT IF YOU COMPLETE AFTERWARD, EIGHTH GRADE, YOU STILL NEED TO TAKE TWO MORE COURSES IN MATHEMATICS. UM WE WANT OUR STUDENTS WHO ARE TAKING EIGHTH GRADE MATH TO DO TWO MORE COURSES OF MATH. IF YOU'RE AN ADVANCED MATH STUDENT, WE WANT YOU TO KEEP ON GOING. WE THINK YOU SHOULD BE DOING YOUR A THREE G, SO THIS SHOULD NOT BE IMPACTING ANYONE WITH THIS. THE SECOND ONE WILL TAKE SOME MORE EXPLANATION. UM IT TALKS ABOUT A THIRD YEAR MATH BEING TAKEN AS A COMPUTER SCIENCE COURSE. UM AND AS WE DO DONE MORE RESEARCH ON THIS, UM, THAT IS, IF WE HAVE A THREE YEAR MATH REQUIREMENT, THEN WE CAN MAKE THAT A THIRD YEAR, UH, THAT'S REQUIRED THERE AND SO THAT KIND OF FITS INTO OUR NEXT CONVERSATION ABOUT THE THREE YEAR MATH REQUIREMENTS, SO WE'LL TALK ABOUT THAT AND DETERMINE WHETHER WE CAN KEEP THAT IN THE POLICY OR NOT. ON THE NEXT PAGE. THE CTE LANGUAGE THERE IS JUST THIS DOESN'T CHANGE. ANYTHING THAT WE'RE DOING IS JUST SPECIFIES HOW WE HOW THOSE COURSES ARE SUPPOSED TO BE LABELED. AND THEN FINALLY , WE GET WE GET INTO THE LANGUAGE ON, UM ON IMPACTED SCHEDULES, SO THE LANGUAGE WE ARE RECOMMENDING IS A POLICY GUY . THAT'S WHAT WE DID PUT FORWARD. I DO. I DO BELIEVE WE COULD HAVE A ROBUST CONVERSATION AT THE BOARD TONIGHT THAT THAT COULD ALTER THIS, BUT WE PUT FORWARD WHAT WE PUT FORWARD EARLIER IN THE LETTER WE SENT OUT SO AND THAT'S BASICALLY THAT A STUDENT HAS AN IMPACTED SCHEDULE IF THEY ARE IN A CAREER , COLLEGE AND CAREER RADIUS ACADEMY OR PATHWAY OR PROGRAM THAT REQUIRES TO BE INVOLVED, OKAY, AND SO SOME OF THOSE INCLUDE THE AIR FORCE TO ROTC, THE AVID PROGRAM, THE AZTEC ENGINEERING AND MANUFACTURING CAREER TECHNICAL PATHWAYS. DIGITAL MEDIA ART ACADEMY, THE LAW ACADEMY, THE EARLY COLLEGE PROGRAM, THE INTERNATIONAL BACCALAUREATE, I B PROGRAM AS WELL AS THE AP PROGRAM. MEDICAL SCIENCES MUSTANG BUSINESS ACADEMY. THE STEEL OF BY LITERACY IS A BIG ONE BECAUSE ANYONE WHO'S PERSON WHO'S PURSUING FOREIGN LANGUAGES. UM REALLY HAS THE OPTION HASN'T IN OUR MIND AND IMPACTED SCHEDULE. SO ESPECIALLY THE FIRST THREE YEARS IF YOU'RE IN A SPANISH 123 FRENCH 123. YOU'RE GOING TO QUALIFY FOR AN IMPACTED SCHEDULE, AND THAT ALLOWS PEOPLE TO TAKE A LOT OF ELECTIVES AND CALTECH AND SO THAT'S THE IMPACT OF SCHEDULE. POLICY THAT WE'VE BEEN. WE'VE BEEN OPERATING BY, UM, I WOULD LIKE TO IF WE CAN GET SOME SLIDES UP HERE. LOOK AT A COUPLE OF SCHEDULES THAT THAT MIGHT, UH, SHOW YOU WHAT WE ARE 
          [01:40:03]
LOOKING AT. UM AND THAT MAYBE IT HELPS PEOPLE TO UNDERSTAND WHERE WE GO. OKAY THANK YOU VERY MUCH . UM SO HERE'S A FEW SELECTED TRANSCRIPTS THAT WE HAVE UM. ALRIGHT. SO HERE'S 1/9 GRADE STUDENT TAKING JAPANESE ONE TAKING AP COMPUTER SCIENCE PRINCIPLES TAKING ORCHESTRA AND THEN ALGEBRA TWO CHEMISTRY PE IN LANGUAGE ARTS. SO THERE ARE THREE ELECTIVES IN THERE AND BECAUSE THEY'RE TAKING JAPANESE ONE TOWARDS US AND THE CTE PATHWAY. UM AH. THEY QUALIFY AS AN IMPACTED SCHEDULE. UM. ALRIGHT SO ANOTHER ONE WOULD BE 1/10 GRADE STUDENT. UM, HERE. 
          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]
APPLY THOSE GUIDELINES CONSISTENTLY ACROSS IN THIS CASE, ALL FOUR HIGH SCHOOL SURE, BUT THE GUIDELINE IS NOT A POLICY. IT'S A SUGGESTION FOR THE STUDENTS. WE AGAIN WE WANT TO, UH YEAH, IT COULD BE MORE THAN THAT. IT CAN BE HOW WE INTERPRET THAT. AND IF THE BOARD DISAGREES WITH THAT THEY CAN BRING IT PARTNER POLICY AND SAY WE PREFER TO DO IT THIS WAY, SO, BUT IF IT'S A GUIDELINE, IT DIDN'T COME BEFORE THE BOARD. THIS IS SOMETHING THAT WAS CREATED BY OUTSIDE OF THE BOARD. AND THERE ARE MANY THINGS THAT HAPPENED THAT WAY. THOSE ARE STILL JUST SUGGESTIONS TO HOW TO DO THINGS AS OPPOSED TO A POLICY THAT DICTATES. THIS IS HOW YOU DO THINGS. POLICY IS INTENDED TO CREATE THE OVERALL STRUCTURE FOR HOW SOMETHING IS SUPPOSED TO HAPPEN, AND THEN THE STAFF FIGURED OUT HOW TO APPLY THAT POLICY EVENLY ACROSS THE SCHOOLS , AND THIS IS A GUIDELINE THAT WE'RE TALKING ABOUT. YOU'RE TRYING TO MAKE IT A POLICY IN THE GRADUATION REQUIREMENTS, RIGHT? WE'RE AND WE'RE I THINK THERE'S BEEN ENOUGH CONCERNS RAISED ABOUT THIS THAT WE SHOULD CLARIFY IT. BRING IT TO THE BORDER TENSION AND SEE WHERE WE GO FROM THERE. OKAY? I ACTUALLY THIS IS ACTUALLY BEEN SAID THAT THIS IS NOW A POLICY BECAUSE I HAVE A EMAIL THAT SAYS L USD IMPACT IS SCHEDULED POLICY AND IT WAS CREATED IN 2 17. 2023. 
          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]
? YEAH I DON'T THINK IS A GOOD EXAMPLE. I MEAN, I REALLY BELIEVE THAT ONE OF OUR COURSES IS A IS A BETTER SCHEDULE THAN A TA. UH MAY I? I DO BELIEVE THAT AND SO WHAT? WHERE IS THE LINE THAT WE DRAW? I MEAN, I MEAN, I LOVE THE SCHEDULE WITH FOUR ARTS CLASSES IN IT. BUT IS THAT WORTH NOT TAKING A ACADEMIC CLASS? UM TO GET THOSE FOUR ELECTIVES IN THERE, THAT'S THE HARD LINE TO DRAW. I THINK THE PROBLEM THAT WE HAVE HERE IS THAT IT WAS SAID IT WENT FROM TWO OR 300 KIDS, THE ORIGINAL INTENT IN 2015, AND THEN NOW YOU HAVE 1200 KIDS TAKING THESE CLASSES. SO NOW YOU HAVE KIDS THAT WERE IN EIGHTH GRADE THAT ARE TRYING TO GO INTO NINTH GRADE TO TAKE A HEALTH CLASS, AND IT IS IMPACTING SO MANY. IT'S IMPACTING HUNDREDS OF STUDENTS JUST IN THIS ONE TEXT MESSAGE. IT WAS IMPACTING FIVE STUDENTS. AND SO WHY ARE WHY ARE WE WHY ARE WE DOING THIS? FIRST OF ALL? WHERE DID THIS COME FROM? AND WHAT IS AND LIKE WHAT TODD SAID. WHAT IS THIS SOLVING BECAUSE THESE KIDS HAVE A RIGHT IF YOU WANT TO GO TAKE ZERO PERIOD AND TAKE YOUR BOOK AND YOU WANT TO BE AN ATHLETE AND YOU WANT TO BE AN SB AND YOU NEED TO TAKE A COUPLE OF SUMMER SCHOOL CLASSES TO BE ABLE TO MAKE THAT WORK. WHY WOULD ANYBODY STAND IN THE WAY WE ARE TRYING TO BRING OUT SO MANY WELL ROUNDED STUDENTS AND BY DOING THIS, LIKE YOU'RE SAYING YOU CAN ONLY ONLY IF YOU ARE DOING WHAT WE DEEM. IS GOOD. THIS IS THE ONLY WAY THAT YOU GUYS CAN GO FORTH THESE IMPACTED SCHEDULES. I MEAN, SO WE'RE REALLY GOING TO TAKE AWAY LIKE 6 800. YOU KNOW OF THESE STUDENTS SCHEDULES, THEY'RE GOING TO BE IMPACTED BECAUSE I MEAN, YOU JUST SAID THAT IT WENT UP TO 1200 WAS ACCESSING ALL OF THESE SUMMER SCHOOL CLASSES AND SO THEY COULD TAKE ADDITIONAL CLASSES. AND SO NOT EVERYBODY. I'M I KNOW. YOU SAID THAT THE NUMBER IS LOW, BUT NOT EVERYBODY HAS COME AND COMPLAIN TO THE DISTRICT ARE COMPLAINING TO US AND A LOT OF KIDS JUST WENT IN THERE TO THERE, COUNSELOR AND THEY WERE JUST TOLD. NO, YOU CAN'T TAKE THAT CLASS THIS NEXT YEAR. YOU CAN'T DO THIS SUMMER SCHOOL CLASS, SO YOU HAVE TO GO DROP SOMETHING, AND THEY HAVEN'T NECESSARILY REPORTED TO US TO THE DISTRICT, BUT THEY REPORTED IT TO US REPORTED TO THEIR COUNSELORS, AND IT'S JUST NOT FAIR AND IT'S NOT RIGHT. AND I DON'T SEE HOW YOU CAN GO FORWARD, AND IT WAS LIKE NOBODY KNEW ANYTHING. LIKE WHO WHO DECIDED TO START THIS LIKE WHO BROUGHT THIS FORWARD? WHERE WAS THIS COMMITTEE WHO WAS INVOLVED ON THE COMMITTEE? AND WHY WAS IT WHY WAS THE BOARD KEPT OUT WHEN YOU HAVE HUNDREDS OF STUDENTS? THAT ARE IMPACTED AND IT JUST CAUSES CHAOS. LIKE THAT'S WHERE WE WANT THE QUESTIONS. THAT'S WHERE THE AUDIENCE PEOPLE IN THE AUDIENCE PEOPLE AT HOME. THEY WANT TO KNOW WHY THIS WAS STARTED. ALL THESE KIDS WERE IMPACTED AND THE BOARD WAS LEFT OUT BECAUSE IT KIND OF SEEMS LIKE WE GET REOCCURRING CERTAIN INSTANCES WHERE THE BOARD IS LEFT OUT OF A LOT OF DECISIONS. 
          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]
RATHER HER BE DOING AN ACADEMIC CLASS, MAYBE A EVEN AN ART CLASS MUSIC CLASS, SOMETHING THAT'S UM , THAT'S ON CAMPUS. THAT'S NOT A T A AND IN EXCHANGE FOR A SUMMER PROGRAM IF IT'S AN ART AND MUSIC , THOSE CLASSES I DON'T HAVE ANY PROBLEM WITH THAT. I THINK IT'S GREAT. I THINK WE, UM HONESTLY, WE COULD DO MORE FOR ART AND MUSIC. UM YOU KNOW, WE COULD EVEN TOSS AROUND, CREATING SOME SORT OF PATHWAY THAT HAS TO DO WITH ART AND MUSIC. I THINK THAT WOULD BE PHENOMENAL AND REALLY CREATED INTO SOMETHING DEEPER AND RICHER. UM, I THINK THAT WE CAN EXPAND IT A LITTLE BIT AND TALK TO YOU KNOW, AND MAKE SURE THAT THE KIDS THAT WANT TO TAKE ART AND MUSIC AS ESPECIALLY AS THEY'RE GETTING INTO THEIR SENIOR YEAR. I MEAN, THERE'S REALLY ONLY ONE CLASS RIGHT NOW. 
          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]
. CAN THEY TAKE MORE THAN ONE TA IN A YEAR CAN FIND THAT OUT FOR YOU. I DON'T KNOW. THAT SEEMS THAT SEEMS, IS THERE A LIMIT ON THE NUMBER OF HOURS TO BE A T? A IN GENERAL ALTOGETHER? 20 CREDITS PERIOD. AND JUST FOR THE AUDIENCE AT HOME, BUT WE SAID THAT 20 UNITS MAX'S JUNIOR AND SENIOR, SO IT COULD BE ONE PER YEAR AND EACH OF THOSE YEARS BUT YOU GUYS, LET'S LOOK AT THIS. 
          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]
WHAT GRADUATION REQUIREMENT DOES THE IMPACTED SCHEDULE? GET US OUT OF IT DOESN'T SPECIFY THAT SO BEING BUT ONE OF THESE ONE OF THESE THAT'S LISTED IN HERE WHAT I UNDERSTAND. UNDERSTAND? WE'RE TALKING ABOUT IMPACTED SCHEDULES RIGHT NOW WE'RE TALKING ABOUT. WE AREN'T THE OTHER ONES. I THINK THERE THE ANDREW. IF WE DO THE WHAT YOU'RE SUGGESTING, THEN YOU'RE LEAVING IT UP TO EACH INDIVIDUAL COUNSELOR TO MAKE A DECISION AND THEY WILL I AGREE WITH YOU. WE HAVE GREAT COUNSELORS. THEY'RE GONNA MAKE GREAT DECISIONS, BUT THEY AREN'T ALL GOING TO BE THE SAME. AND YOU HAVE SOME COUNCIL TO SOME HIGH SCHOOLS MAKING SAY, SAYING, YES. AND SOME HIGH SCHOOLS ARE COUNCIL. OTHER SCHOOLS SAYING NO. WHY WOULD THEY SAY NO? NO. WHY? IF YOU HAVE TO GO TO SUMMER SCHOOL, THEN YOU HAVE THAT OPPORTUNITY. LIKE WHY WOULD WE SAY YOU'RE SO NOT ANYTHING? HMM. 
          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]
THAT NOW THEY'RE COMING BACK AND UM AND MAKING CHANGES. I BELIEVE SO THERE'S NO WAY THAT WE CAN DO. THERE'S NO WAY THAT WE CAN DO SOMETHING WITH THIS TONIGHT. SO ITS POLICY AND SO EVERYBODY KNOWS LIKE, AND I MEAN, I THINK WE SHOULD HAVE AN EMAIL GO OUT STILL AT FIRST READING, SO WE HAVE TO HAVE A SECOND READING COULD WAIVE THE SECOND READING, THOUGH. TECHNICALLY WE NEED WE NEED LANGUAGE, THOUGH ON HOW TO HANDLE THE ONLINE. WHAT IT DOES SAY, THOUGH, IS THIS IS NOT POLICY. IS WHAT WE JUST SAID. IMPACTED SCHEDULE IS NOT POLICY , RIGHT? I THINK WHAT THAT'S THAT STAYS TRUE. RIGHT OKAY, SO CAN WE. OKAY SO THEN LET'S IF WE'RE NOT GONNA IF WE'RE NOT. IF WE'RE GONNA GO THROUGH WITH THE SECOND READING, THEN CAN WE HAVE AN EMAIL GO OUT TO ALL OF OUR PARENTS AND OUR STAFF AND EVERYBODY SAYING THAT THIS HAS BEEN YOU FEEL LIKE YOU'RE REJECTED? FEEL LIKE YOUR SCHEDULE WAS CREATED IN A WAY YOU WANT TO ADJUST IT. YOU CAN GO BACK TO DO SOMETHING DIFFERENTLY THAN PLEASE GO BACK SOONER THAN LATER SO WE CAN GET OUR PRINCIPLES ON THERE LATER, FOR SURE. I JUST I JUST WANT SOME CLARIFICATION. SO WE'RE LETTING OUR STUDENTS TAKE ONE COURSE EVERY SUMMER. SO INSTEAD OF THE 20 CREDITS ON THE COURT AND THAT WHAT AND THAT SO IT WOULD BE ONE COURSE THIS SUMMER, SO IT'S UP TO LIKE FOR AND THEY DIDN'T WANNA TAKE AN EXTRA THING TO ADD TO THEIR SCHEDULES THAT CAN DO THAT. TO 20 CREDITS INCLUDES, LIKE COLLEGE LIKE DUAL ENROLLMENT STUFF, VICE VERSA. RIGHT. THAT'S WHAT I'M JUST TRYING TO CLARIFY CORRECT. OR BRING THAT BACK TO YOU NEXT TIME . OKAY. THANK YOU VERY MUCH. WE HAVE THE ASSURANCE OF LETTER WILL BE GOING OUT TOMORROW. NO NOT TOMORROW. YOU HAVE THE ASSURANCE THAT LETTER WILL BE GOING OUT. IT CANNOT BE THIS WEEK. THEN WE'LL GET A LETTER OUT THIS WEEK. THAT IS FAIR. THANK YOU. WE KIND OF TABLED THE MATH. TO THIS TIME THIS TIME, AND THEN I HAD SOME OTHER CHANGES IN HERE THAT SO MAYBE MAYBE BREATHING. I THINK WE WERE TALKING MAINLY ABOUT IMPACT OF SCHEDULE. SO SHOULD WE GO BACK TO THE BEGINNING? OH IS THAT WHAT YOU HAVE NOTES ON MARILYN? OR DO YOU HAVE STEFAN IMPACTED SCHEDULE? NO I HAVE. I'M DONE WITH IMPACTED SCHEDULES. UM. BUT I JUST WANTED TO AT THE BEGINNING, UM I WAS THINKING WE SHOULD ADD THE, UM CULTURAL STUDIES IN HERE BECAUSE THAT IS LAW AND IT'S GOING TO BECOME EFFECTIVE. THAT'S A GRADUATION REQUIREMENT. GRADUATION RIGHT 2030 SOLDIERS COULD AFFECT THE 2026 GRADUATING CLASS OF LIKE 2024. 29 20. MAYBE WE CAN INCLUDE IT, SAYING THAT WAS ACTUALLY IN THE SUGGESTION LANGUAGE FROM CSP A. TO PUT THAT IN THERE TO BE EFFECTIVE WITH THIS GROUP. WE COULD ADD THAT CERTAINLY. CAN WE JUST A YEAR? YES DEFINITELY. WE'RE ADDING THE YEAR WHEN YOU GUYS HAVE TO START , RIGHT? YEAH, YEAH, DON'T. OKAY, SO LET ME GET THIS STRAIGHT. THIS IS THE MOTION THAT'S ON THE TABLE RIGHT NOW. WE'RE NOT DONE YET. GO AHEAD. 
          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]
TO DR ADAMSON. HMM WE HAVE SOME DATA FOR YOU BEFORE YOU START TO DISCUSSIONS. OKAY GO AHEAD AND PRESENT THAT SHORT. GOOD EVENING, PRESIDENT YOUNG BLED MEMBERS OF THE BOARD. EXECUTIVE CABINET AND DR MATTHEWS. THIS DISCUSSION IS AN ITEM BROUGHT FORWARD BY TWO BOARD MEMBERS WHO HAVE EXPRESSED INTEREST IN INCREASING PLACENTIA YORBA LINDA'S CURRENT METH GRADUATION REQUIREMENTS FROM TWO YEARS TO THREE. TO HELP FACILITATE THIS IMPORTANT CONVERSATION ATOP PLEASURE TO PROVIDE THE FOLLOWING INITIAL INFORMATION, INCLUDING KARENT GRADUATION GUIDELINES AND LANGUAGE AS OUTLINED IN OUR CURRENT BOARD POLICY. HMM. POLICY 51 TO 8 POINT POINT ONE WHICH OUTLINES THE PLACENTA YORBA LINDA. GRADUATION REQUIREMENTS. STATES THAT STUDENTS MUST COMPLETE TWO YEARS OR 20 CREDITS OF MATH, WHICH INCLUDES ALGEBRA ONE SOME STUDENTS COMPLETE THIS REQUIREMENT BY TAKING ALGEBRA ONE A AND ONE B WHILE OTHERS MIGHT TAKE ALGEBRA ONE AND GEOMETRY. IN ADDITION, SOME STUDENTS MAY START HIGH SCHOOL AND MORE ACCELERATED PATHWAY, BEGINNING WITH GEOMETRY OR ALGEBRA. TWO TRIGONOMETRY. IT'S IMPORTANT TO NOTE THAT BOTH THE CULL STATE AND YOU SEE SYSTEMS, WHICH REPRESENT THE MAJORITY OF FOUR YEAR COLLEGES NATIONWIDE REQUIRE STUDENTS TO COMPLETE A MINIMUM OF ALGEBRA. ONE GEOMETRY AND ALGEBRA TWO. REMEMBER THE DATA SCIENCE? IT NOW MEETS ALGEBRA. TWO REQUIREMENTS FOR WHICH OUR STUDENTS ARE ELIGIBLE , BASED ON THE BOARD'S RECENT APPROVAL OF DATA SCIENCE COURSE OFFERINGS. NEXT. I'M GOING TO ASK MR AGUILAR TO PROVIDE YOU WITH AN OVERVIEW OF PRACTICES ACROSS OTHER DISTRICTS THAT WE FEEL WILL BE IMPORTANT FOR YOU TO BE AWARE OF REFLECTING DATA SHOWING THAT IN ADDITION TO REFLECTING DATA THAT SHOWS OUR OWN STUDENTS PERFORMANCE ON THE STATE ASSESSMENTS. ANGRY CAT PUSHING IT AT THIS TIME STOPPING GOOD EVENING. PRESIDENT, YOUNG BLOOD. MEMBERS OF THE BOARD EXECUTIVE CABINET, DR MATTHEWS. AND LOOKING AT OTHER DISTRICTS ACROSS ORANGE COUNTY. YOU CAN SEE THAT PY L USD IS ONE OF SIX DISTRICTS WITH THE 20 CREDIT MATH REQUIREMENT. FIVE OF SIX, INCLUDING P Y EL REQUIRES STUDENTS TO COMPLETE ALGEBRA ONE TESTING UNIFIED SCHOOL DISTRICT REQUIRES STUDENTS TO COMPLETE A GEOMETRY GEOMETRY COURSE WITHIN THOSE 20 CREDITS. THE REMAINING NINE DISTRICTS HAVE A 30 CREDIT MATH REQUIREMENT. OF THOSE SEVEN REQUIRE STUDENTS TO COMPLETE ALGEBRA ONE. WE'LL BOTH SADDLEBACK VALLEY IN SANTA ANA REQUIRE STUDENTS TO COMPLETE ALGEBRA TWO. CAN I STOP YOU? JUST FOR A SECOND THERE? UM IRVINE HAS MOVED TO THREE YEARS. YES. WHEN WAS THAT? UM RECENTLY I WAS TALKING TO THE BOARD MEMBER TODAY. INTERESTING. OKAY, THAT'S GOOD TO KNOW. AND LOOKING AT THE MOST RECENT GRADUATING CLASS THE CLASS OF 2020 TO 84.6% OF STUDENTS TOOK THREE YEARS OR MORE OF MATH. IS IMPORTANT TO NOTE THAT THIS COULD BE ANY THREE MATH COURSES. FOR EXAMPLE , A STUDENT MAY HAVE TAKEN ALGEBRA ONE A ALGEBRA ONE B AND BUSINESS MATH. 15.4% OF GRADUATES TOOK TWO YEARS OF MATH. THIS SLIDE DEMONSTRATES HOW P Y EL USD STUDENTS IN THE CLASS OF 23 PERFORMED ON THE MATH CAST LAST YEAR AS JUNIORS. IT IS ALSO IMPORTANT TO NOTE THAT THE CAST TEST STUDENTS ON STANDARDS FROM ALGEBRA ONE GEOMETRY AND ALGEBRA TWO THE FIRST PIE CHART REPRESENTS STUDENTS WHO HAD TAKEN TWO YEARS OF MATH. THIS MEANS SOME STUDENTS WERE EXPOSED TO BOTH ALGEBRA AND GEOMETRY STANDARDS, WHILE OTHERS HAD ONLY TAKEN ALGEBRA ONE OF THESE STUDENTS, 5% MET OR EXCEEDED THE STANDARD. THE SECOND PIE CHART SHOWS THAT 65% OF STUDENTS WERE EXPOSED TO ALGEBRA TWO OR HIGHER PRIOR TO TAKING THE CAST OF THESE STUDENTS, 67% MET OR EXCEEDED THE STANDARD. THUS STUDENTS WHO TOOK THREE OR MORE YEARS OF MATH PERFORMS SIGNIFICANTLY HIGHER ON THE CAST. WE FEEL IT'S IMPORTANT TO JUST NOTE THAT I WOW, WE'RE LOOKING AT THAT CAST DATA. IT'S NOT NECESSARILY THE ONLY MEASURE. IT IS IMPORTANT DATA BECAUSE IT'S OBVIOUSLY THE WAY THAT THE STATE TRACKS PROGRESS ACROSS SCHOOLS AND DISTRICTS. AND REALLY, I KNOW THAT'S VERY INITIAL DATA THAT WE WANT TO GIVE YOU. WE KNOW THAT AS YOU HAVE THIS DISCUSSION, THERE WILL LIKELY BE ADDITIONAL QUESTIONS THAT COME UP, WILL, YOU KNOW HAPPILY TRACK AND TRACK THOSE QUESTIONS AS WELL AND PROVIDE ANY ADDITIONAL INFORMATION THAT YOU WOULD LIKE TO SEE AT A LATER 
          [02:20:05]
DATE AS WELL? AND AT THIS TIME, I'D LIKE TO RETURN IT BACK TO YOU, MR YOUNG BLOOD TO FACILITATE THE CONVERSATION. THANK YOU. QUICK QUESTION FOR YOU, UM TACULAR IS, UM, THE NUMBERS THAT WE'RE SEEING IN THE TWO YEARS OF MATH. IS THAT ALSO, UM OR I SHOULD SAY, LET ME BY. 
          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]
ABOUT HYPOTHETICAL, HYPOTHETICAL THEORY, I DON'T KNOW. WE DON'T KNOW WHAT I'M SAYING. IT WOULD MAKE A LITTLE SENSE, THOUGH. IF YOU STOP MOUTH AND AS A SOPHOMORE, AND YOU'RE TAKING YOUR S A T S AS A SENIOR, OR YOUR CAST IS A SENIOR YEAR. YOU'VE GOT TWO YEARS. THAT IS A GAP THERE, UM, AND TO GO BACK. JUST A SECOND. WE HAVE 84.6 OF OUR STUDENTS THAT ARE DOING THIS ANYWAY. SO IT'S REALLY CATCHING THE GAP THAT ISN'T SO OF THOSE KIDS. IN THAT GAP. WHAT CLASS WOULD BE LIKELY FOR THEM TO TAKE? IS IT GOING TO BE THAT NEXT LEVEL OF MATH, OR IS IT LIKELY GOING TO BE? IT'S MAYBE A LOWER MATH THAT WOULD HELP THEM MOVE ALONG? AND MAYBE EVEN BE BEFORE THEY GET TO ALGEBRA. ONE WOULD PROBABLY BE A MATH IN WHICH THEY'LL USE. YOU KNOW MORE IN THEIR LIFETIME, LIKE A BUSINESS, MATH OR SOMETHING OF THAT NATURE BECAUSE MANAGING YOUR FINANCES ABSOLUTELY. TO BALANCE A CHECKBOOK. YEAH, WE DO . OFFER BUSINESS MATH AT ALL FOUR HIGH SCHOOLS AS A MATH ELECTIVE. AND SO I USE THAT AS THE EXAMPLE. THAT'S WHAT A LOT OF STUDENTS DO. AND IT DOES HAVE FINANCIAL LITERACY BUILT INTO THOSE BUSINESS MATH CLASS IMPORTANT. YEAH. YEAH, THEY COULD. CONCERN ALWAYS IS. ARE YOU PUTTING MORE PRESSURE ON A KID? THAT'S JUST TRYING TO SURVIVE RIGHT NOW. SO THAT EXTRA EXTRA MATH CLASS MIGHT BE THE BREAKING POINT. SO UM, YOU KNOW , I WOULD. I WOULD BE VERY CONCERNED ABOUT THAT 85% THAT HAVE ALREADY ARE VOLUNTARILY CHOOSING TO TAKE THREE YEARS OF MATH BECAUSE OF THEIR THE WAY THAT THEIR PATH IS GOING. I THINK THAT I'M FINE WITH THE TWO YEARS JUST BECAUSE I THINK WE GO BACK TO THE WHOLE PARENTAL CHOICE THING. IF YOU KNOW YOUR KIDS DOES NOT LIKE MATH. THEY DO THEIR TWO YEARS TO GET THEIR GRADUATION REQUIREMENT. THEY DON'T NEED TO DO ANY FOR FURTHER. BUT IF IT CAN HELP THEM BE MORE FINANCIALLY STABLE AS AN ADULT, BUT IT SHOWS STUDIES HAVE SHOWN THAT THAT IS THE CASE. I WOULD LIKE TO PUT SOME INPUT IN HERE, PLEASE DO I, UM MRS BACK, HAS BEEN TALKING ABOUT ADDING THREE YEARS OF MATH SINCE I'VE BEEN COMING TO BOARD MEETINGS. 
          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]
JUST TO ADD ON TO WHAT YOU'RE SAYING. SO I FEEL LIKE IF WE'RE GOING TO ADD ON THE THREE YEARS OF MATH, THEN I KNOW OF GLOBAL IN HIGH SCHOOL THE WAY THE MATH DEPARTMENT GRADES IT IS 85% TEST 15% HOMEWORK. AND THAT IS EXTREMELY EXTREMELY HARD FOR STUDENTS WHO ARE NOT GOOD IN MATH. SO IF WE ARE GOING TO GO INTO THIS MAPPING AND MAKE EXTRA WE I FEEL LIKE IF WE'RE GOING TO DO THIS, AND WE'RE GOING TO FORCE THE THIRD YEAR MATH ON THEN WE NEED TO TALK ABOUT SOME GRADING GUIDELINES. AND WE NEED TO TALK ABOUT SOME THINGS BECAUSE IF YOU WERE TO TELL. I MEAN, I TOOK FOUR YEARS OF MATH, AND IT WAS HELL. AND IT WAS LIKE , BUT FOR ME THAT I DIDN'T GRADE THAT WAY. I NEEDED HOMEWORK. I NEEDED ALL THIS STUFF TO HELP BETTER MIGRATE BECAUSE I WASN'T A WONDERFUL MATH TEST TAKER, SO I THINK IF WE'RE GOING TO ADD THIS IN, WE NEED TO ADD SOME TYPE OF GRADING GUIDELINES. SO ARE SO OUR STUDENTS ARE SUCCESSFUL BECAUSE YOU KNOW, A LOT OF KIDS ARE LIKE TWO YEARS OF MATH AND I'M DONE. BUT IF WE'RE GOING TO CAUSE A THIRD, I THINK FOR THEM TO BE SUCCESSFUL . WE REALLY NEED TO LOOK AT HOW WE'RE DOING THE GRADING AND MAKE IT A DISTRICT WIDE EQUITABLE THING. SO IF WE'RE GOING TO FORCE THIS ON PEOPLE WHO MATH IS NOT THEIR STRONG SUIT. IT'S GOING TO BE SOMETHING THAT'S NOT GOING TO COMPLETELY STRESSED THEM OUT. SO IF I COULD GRADING IS A WHOLE ANOTHER TOPIC THAT WE COULD GET INTO. I THINK WHAT WE NEED TO THINK ABOUT IS WHAT IS THE PHILOSOPHY OF WHERE? WHAT WE WANT THE KIDS TO LEARN WHAT WHAT IS THE ULTIMATE GOAL? IS IT TOO BECAUSE I WAS A BETTER TEST TAKER THAN I WAS GETTING MY HOMEWORK IN ON TIME, SO 15 IS GREAT 85. BUT WHAT WOULD HAVE BEEN GOOD FOR ME? BUT IF IT WERE TO BE ANYTHING DIFFERENT, IT MAY HAVE IMPACTED ME IN A NEGATIVE WAY. SO WE NEED TO AS A WE JUST NEED TO FIGURE OUT WHAT THE PHILOSOPHY IS. ARE WE GOING TO BE GRADING STUDENTS BY WHAT THEY'RE COMPLETING AND TURNING IN, OR ARE WE GRADING STUDENTS AND ASSESSING THEM ON WHAT THEY'RE ON THEIR COMPREHENSION? SO THAT MAYBE COMBINATION COMBINATION BECAUSE THERE ARE SOME SKILLS THAT ARE REQUIRED. WE MIGHT BE STICKING KIDS IN THESE MATH CLASS. THEY MIGHT NOT HAVE A LOT OF COMPREHENSION, BUT WE SHOULD CELEBRATE THEIR EFFORTS WELL CELEBRATE THEIR EFFORTS, BUT WE WANT THEM TO BE ABLE TO BE SUCCESSFUL. YES SO THAT IT REALLY TO ME. IT'S NOT ABOUT WHATEVER CLASS IT MIGHT BE FOR MATH. IT'S JUST THE FACT THAT IT'S STILL CALCULATING AND IT'S PRACTICAL. IT'S REASONABLE AND IT'S WHAT WE DO IN REAL LIFE. RIGHT I MEAN, BALANCING A CHECKBOOK AS A PERFECT EXAMPLE. UM I THINK THAT THERE ARE SO MANY EVERYDAY JUST KNOW HOW TO DO BASIC MATH. IT'S VERY BASIC MATH, SO I THINK I LIKE IT. I JUST WANTED TO SHARE ONE MORE THING. THIS WAS FROM AN ARTICLE FROM THE PUBLIC POLICY INSTITUTE OF CALIFORNIA IN FEBRUARY OF 2021, IT SAID HIGHER MATH GRADUATION REQUIREMENTS ARE ASSOCIATED WITH BETTER OUTCOMES , PARTICULARLY FOR STUDENTS IN HIGH NEED HIGH POVERTY AND HIGH MINORITY SCHOOLS. THESE REQUIREMENTS DO NOT APPEAR TO LEAD TO LOWER HIGH SCHOOL GRADUATION RATES. ARE HIGHER DROPOUT RATES, OUTCOMES FOR STUDENTS IN RURAL SCHOOLS AND LOWEST PERFORMING SCHOOLS DO NOT APPEAR TO BE AFFECTED, SO I THINK THERE'S A LOT OF FEAR THAT YOU KNOW IT'S GOING TO CAUSE KIDS NOT TO GRADUATE OR THEY'RE GOING TO DROP OUT. BUT, UM STATISTICALLY WISE. IT'S IT HASN'T PROVEN SO LET'S ASK THIS WHAT ARE THE MATH IS PRE ALGEBRA A YEAR OF MATH IN HIGH SCHOOL. 
          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]
YOU IF YOU LOOK BACK AT THIS SLIDE THAT HAS THE GRADUATION REQUIREMENTS. YOU CAN SEE THAT UM OF THE DISTRICTS ON THE LEFT, WHO HAVE A THREE YEAR MATH REQUIREMENT. I DON'T KNOW. SEVEN OF THEM STILL ONLY HAVE ALGEBRA ONE IS THE MINIMUM REQUIREMENT. AND SO IT'S REALLY THERE'S TWO FACTORS. THAT'S WHAT ARE THE REQUIREMENTS FOR MATH? HOW MANY CREDITS 20 OR 30 AND WHAT'S THE MINIMUM CLASS OF STUDENTS HAVE TO COMPLETE, SO THOSE ARE TWO DECISIONS THAT GO HAND IN HAND WITH IF WE ALTER THIS BOARD POLICY WHEN YOU LOOK AT TEST IN, AND THEY HAVE THE MINIMUM IS GEOMETRY THERE. I MEAN, THEY'RE ALREADY KIND OF TAKING IT UP TO THAT NEXT STEP ANYWAY. LOOKING AT THIS GRAPH. DOES IT SHOW THAT SADDLEBACK VALLEY IN SANTA ANA REQUIRE ALGEBRA TWO FOR GRADUATION? JEEZ. AND SANTA ANA HAS GRADUATED THAT IT WOULD HAVE BEEN A LITTLE STICKY. YEAH YOU KNOW WHEN WE'RE IF WE'RE TALKING ABOUT ADDING A THIRD YEAR MATH. WE'RE ALSO NOW THING THAT COULD YOU COULD. YOU KNOW, THERE ARE A WHOLE SET OF KIDS THAT THAT WOULD CAUSE YOU'RE TALKING ALGORITHMS. YOU'RE TALKING COMPUTER PROGRAMMING. I MEAN, SOMETHING THAT I WOULD NOT DO WELL IN THREE YEARS OF IT. I WOULD GO SLOWLY AND I'D GET THAT , BUT WE'RE NOT FORCING COMPUTER SCIENCE. I MEAN, I THINK I WAS JUST GETTING WHAT IF, ALTHOUGH MAYBE WE SHOULD. THERE'S A LOT, OKAY, SO THIS IS A KIND OF POLICY THAT IF WE DO IT, IT WOULDN'T TAKE GRABBY. WE CAN'T IT WOULD ONLY IMPACT THE INCOMING CLASS THE VICE GREAT CLASS THAT YEAR AFTER WE DO IT RIGHT. I WOULD LIKE THE ABILITY TO STUDY THAT 15% OF OUR STUDENTS WHO AREN'T DOING THREE YEARS OF MATH AND FIGURE OUT HOW IT MIGHT IMPACT THEM. YES UM IF THE BOARD WOULD LIKE TO MOVE FORWARD, THIS IS SOMETHING THAT THE BOARD REQUEST. WE HAVE NO AT THIS POINT. THERE'S NO STAFF RECOMMENDATION ON THIS, AND SO UM, BUT IF WE CAN STUDY THAT, AND LOOK AT HOW IT MIGHT IMPACT THOSE STUDENTS OUT, I APPRECIATE THAT OPPORTUNITY TO DO IT AND COME BACK TO YOU WITH THAT INFORMATION. ALSO I'D LIKE US TO REACH OUT TO THE COMMUNITY COLLEGE DISTRICT AND LEARN MORE FROM THEM AND SEE WHAT THEY'RE SEEING AND HOW WE CAN ASSIST. THAT'S SO OUR STUDENTS ARE BETTER PREPARED. WE CAN GATHER THAT INFORMATION AND BRING IT BACK, AND I JUST WANT TO SAY TWO THINGS. I THINK THE FIRST ONE, THE DOCTOR MATTHEW SAID. WE WERE NOT, YOU KNOW, WE REALLY WANTED TO PRESENT THE SLIDES TO YOU. AND WHAT A BEAUTIFUL I THINK CONVERSATION THAT YOU ALL HAD, AND THEY'D THROUGH THAT AND CAME TO SO MANY OF THOSE CONCLUSIONS YOURSELF. AND I THINK THE SECOND PIECE YOU KNOW, WE'RE ALL IN AGREEMENT THAT IT'S ABOUT ENSURING THAT STUDENTS ARE GOING TO BE SUCCESSFUL. SO WHATEVER WE DO AGREE, AND IF THIS IS A BOARD POLICY YOU WANTING TO PASS YOU KNOW WE GET TO, I THINK SET THOSE PARAMETERS, BUT THE SCAFFOLDS WILL BE IN PLACE TO ENSURE THE SUPPORT IS THERE FOR THOSE STUDENTS WHO COULDN'T WAIT TO DROP MATH AFTER THAT SECOND YEAR, AND AT THE SAME TIME? I THINK THE GRADING PIECE IS A DEFINITE PART OF THAT CONVERSATION THAT WE WOULD WANT TO EXPLORE AND IS CONTINUING FOR US TO EXPLORE IT AND INVESTIGATE. I WOULD LOVE TO HAVE A LITTLE STUDY SESSION OR SOMETHING LIKE THAT TO DISCUSS THIS AFTER YOU DO A LITTLE MORE DIGGING. THAT'D BE GREAT, OKAY? AND THE SESSION ABOUT MATH. IT SOUNDS SO FUN. WE'LL HAVE SOME PROBLEM SOLVING PARTS OF IT, TOO, CAN BRING EMINEM'S AND COUNT THEM IF I MAY. MR YOUNGBLOOD, I GAVE YOU BAD ADVICE. I THINK WE DID NEED TO VOTE ON THE PREVIOUS MOTION BECAUSE WE DID DO EMOTION IN A SECOND ON IT, AND THE EMOTION WOULD BE TO AMEND THE POLICY, AS INDICATED WITH REMOVAL OF THE IMPACT OF SCHEDULES AND THE ADDITION OF THE ABILITY ONLINE COURSES. SO YOU JUST SAY SO MOVED. WE'LL FIGURE OUT HOW THAT HOW THAT GETS WORDED. SO MOVED. AND STILL VOTED. I GUESS WE ALL 50 FOR THAT. OKAY I OKAY, UM THANK YOU, MA'AM. UH, HOW ABOUT WE TAKE CONTINUE. NEXT ITEM WE'LL TALK 
          [CURRICULUM AND INSTRUCTION]
ABOUT. I'LL NEED A MOTION FOR PLEASE. HMM I'LL MAKE A MOTION TO PROVE THAT CONTINUATION OF THE 30 DAY PUBLIC REVIEW OF T. C. I S SOCIAL STUDIES ALIVE. FOR K FIVE E HISTORY AND SOCIAL SCIENCE ADOPTION. I'LL SECOND. OKAY I HAVE EMOTION. BY MISS SANDERSON SECOND, MR FRASER. DR ADAMSON. THANK YOU. GOOD EVENING AGAIN. PRESIDENT YOUNGBLOOD, MEMBERS OF THE BOARD, DR MATTHEWS, EXECUTIVE CABINET AND MEMBERS OF OUR COMMUNITY. WE ARE PLEASED TO PRESENT TO YOU THIS EVENING. THE MATERIAL SELECTED BY OUR PILOT COMMITTEE FOR BOTH ELEMENTARY AND MIDDLE SCHOOL HISTORY, SOCIAL STUDIES, INCLUDING THE STEPS THE COMMITTEE TOOK THIS PAST YEAR. 
          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]
MEETING. WE'RE SO GRATEFUL TO BOTH PILOTING COMMITTEES FOR OUR ELEMENTARY AND MIDDLE SCHOOL TEACHERS, TOSSES AND ADMINISTRATORS FOR THEIR INCREDIBLE DEDICATION AND COMMITMENT AND CAN ONLY SAY THANK YOU FOR THE GUIDANCE AND DIRECTION FROM START TO FINISH. 
          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]
ELEMENTARY STUDENTS WERE ASKED. HOW MUCH DID YOU LIKE TODAY'S LESSON? 96.4% OR 640 OF THE 664 SURVEYED STUDENTS REPORTED EITHER LIKING OR FEELING NEUTRAL TOWARDS THE LESSON WITH THE MAJORITY 67% OR 444 STUDENTS LIKING THE LESSON. IN TERMS OF HOW ACCESSIBLE THE CURRICULUM WAS. STUDENTS WERE ASKED IN STUDENT FRIENDLY LANGUAGE. HOW HARD WAS THE BOOK TO READ? 97.2% OF THE STUDENTS FOUND THE CURRICULUM TO BE READILY ACCESSIBLE TO READ AT THEIR GRADE LEVEL OR FELT NEUTRAL ABOUT ITS DIFFICULTY. ONLY 19 OF THE 664 SURVEYED STUDENTS OR 2.8% RATED THE TEXT IS HARD TO READ AT THE GRADE LEVEL. T C. I IS KNOWN FOR ITS INTERACTIVE LESSONS WITH STUDENTS ENGAGING IN SIMULATIONS AND CREATING THEIR OWN RECORD OF LEARNING IN THEIR INTERACTIVE STUDENT NOTEBOOK. THIS MODEL OF INSTRUCTION ALLOWS FOR STUDENTS OF ALL ABILITIES TO ENGAGE IN DEMONSTRATING THEIR LEARNING. HERE'S A VARIETY OF SAMPLES FROM KINDERGARTEN TO FIFTH GRADE. OUR PILOT TEAM SINCERELY ENJOYED THE TC EXPERIENCE OF INSTRUCTION. 
          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]
GEOGRAPHIC TEXTBOOKS AFTER COMPLETING EACH PILOT. TEACHERS CAREFULLY ANALYZED AND COLLECTED DATA AND ENGAGED IN DETAILED DISCUSSIONS REGARDING THEIR EXPERIENCE WITH THE SELECTED TEXT BOOKS. FOLLOWING THE COMPLETION OF THE PILOT FOR BOTH TEXTBOOKS. THE PILOT TEAM HIGHLY RECOMMENDED NATIONAL GEOGRAPHIC FOR ADOPTION OF THE 21. PILOT TEACHERS SURVEYED 18% SUPPORTED AND 82% STRONGLY SUPPORTED NATIONAL GEOGRAPHIC FOR ADOPTION. ZERO TEACHERS REPORTED ANYTHING OTHER THAN THEIR SUPPORT. THIS DETERMINATION WAS BASED ON THE OVERWHELMINGLY POSITIVE FEEDBACK RECEIVED FROM BOTH STUDENTS AND TEACHERS. STUDENTS PARTICIPATED IN A VARIETY OF ACTIVITIES DURING THE NATIONAL GEOGRAPHIC LESSONS. THESE ACTIVITIES INCLUDED READING FROM THE TEXTBOOK ENGAGING IN PERIOD, UH, SHINS, WRITING THREE PARAGRAPH ESSAYS USING GRAPHIC ORGANIZERS, MAINTAINING FIELD JOURNALS AND COMPLETING BOTH DIGITAL AND PAPER FORMATIVE ASSESSMENTS. IN TERMS OF HOW ACCESSIBLE THE CURRICULUM WAS. STUDENTS WERE ASKED ABOUT THE TEXT READABILITY. 2729 STUDENTS WERE SURVEYED. 79% OF THE STUDENTS FOUND THE TEXT TO BE MID RANGE AND ONLY 2% OF THE STUDENTS REPORTED THAT IT WAS TOO CHALLENGING. 19% REPORTED THAT IT WAS READABLE, WHICH MEANS THAT THE MATERIAL WAS A GREAT LEVEL. STUDENTS HAD A MORE POSITIVE, PREFERABLE ATTITUDE TOWARDS THE DIGESTIBLE NATIONAL GEOGRAPHIC TEXT. THIS SUGGESTION US THAT THE USE OF THE ENGAGING AND ACCESSIBLE MATERIALS CAN POSITIVELY IMPACT STUDENTS, ENGAGEMENT AND MOTIVATION TO LEARN. WHEN ASKED TO DESCRIBE THE PICK TO DESCRIBE THE FEATURES OF THE LESSONS THAT HELPED THEM LEARN THE MOST COMMON STUDENT RESPONSE WAS THE PICTURES. THE HIGHLIGHTS. THIS HIGHLIGHTS THE IMPORTANCE OF VISUAL AIDS AND ENHANCING STUDENTS, UNDERSTANDING AND RETENTION OF INFORMATION. 
          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]
THE APRIL MEETING WITH EXPECTED IMPLEMENTATION OF T C I AND NATIONAL GEOGRAPHIC TO BEGIN IN THE SUMMER. I'M SORRY IN THE SPRING AND SUMMER THANK YOU SO MUCH FOR YOUR TIME, AND I WILL ANSWER ANY QUESTIONS YOU MAY HAVE. THANK YOU. QUESTIONS. I DON'T REALLY HAVE ANY QUESTIONS. 
          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]
THEIR OWN LESSONS TO MEET THESE REQUIREMENTS, BOTH TEXTBOOKS PILOTED WERE THE ESSENTIALS NATIONAL TEXTBOOK VERSION, WHICH EXCLUDED CHINA CONTENT, AND THE RECOMMENDATION IS TO CONTINUE USING THE L USD CREATED CHILD LESSONS TO SUPPLEMENT THE NEW MATERIAL. WITH THE HOPE OF HAVING NEW MATERIALS IN PLACE FOR THE 23 24 SCHOOL YEAR. WE CREATED THIS TIMELINE THAT BEGAN LAST OCTOBER AND STARTED WITH A TEAM OF FIVE TEACHERS REPRESENTING OUR HIGH SCHOOLS. 
          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]
COMMENTS FROM WE ARE COLLECTING BARCODE WITH WHERE EVERYTHING IS SET UP. AND SO ANY MEMBERS WHO WE INVITE THEM TO PROVIDE FEEDBACK AND ANY QUESTIONS THEY MAY HAVE SO WE CAN RESPOND TO THAT AS WELL. SO WE WILL HAVE DATA HOPEFULLY TO BE ABLE TO SHARE ASSUMING EVERYONE IS FEELING FILLING IT OUT. I WAS JUST CLARIFYING WHAT YOU WERE SAYING. MAKE SURE I UNDERSTOOD. 
          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]
SATRAPI IS AN AUTOBIOGRAPHY THAT TELLS THE STORY THROUGH A BLACK AND WHITE COMIC STRIP ABOUT THE AUTHOR'S LIFE IN TEHRAN, FROM 6 TO 14 YEARS OF AGE. THE DAILY PORTRAYAL OF IRAN FROM SEEING DETHRONE EMPERORS, STATE SANCTIONED WHIPPINGS AND HEROES OF THE REVOLUTION PAGE, THE PERSONAL AND POLITICAL PICTURE OF WHAT'S THE TROPHY AND HER COUNTRY EXPERIENCED FROM HER LENS. THIS NOVEL WAS REQUESTED AS A CORE LITERATURE PIECE BY 11TH GRADE. I BE TEACHERS CURRENTLY NEEDS TO UPDATE CERTAIN LITERARY WORKS IN ORDER TO COMPLY WITH THE LATEST I BE REQUIREMENTS. A BALANCE OF LITERARY FORMS A GENDER BALANCE OF AUTHORS STUDIED AND A BALANCE OF WORKS CONSIDERED CANON AND NEWER WORKS. PERSEPOLIS ALLOWS THEM TO MEET THESE CRITERIA. 
          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. BUT I THINK THAT ONE OF THE REASONS THAT WE LIKE TO PILOT TEXTBOOKS WERE NOVELS WITH STUDENTS IS WE MAY THINK IT'S A GOOD IDEA TO BRING A CERTAIN NOVEL FORWARD. UM BUT THE STUDENTS ARE TRUTH TELLERS. THEY'RE THE ONES WHO SAY GREAT IDEA. WE LOVE IT OR MY GOODNESS . THIS IS, UH, NOT STRIKING HOME AT ALL. AND WE DON'T KNOW THAT UNTIL WE ACTUALLY TRY THAT IN A CLASSROOM, AND I THINK THAT'S VERY IMPORTANT TO GET THE STUDENT FEEDBACK. HOWEVER, I THINK I I'M FEELING LIKE I AGREE WITH WHAT YOU'RE SAYING HERE. I FEEL LIKE WE NEED TO STOP GAP BETWEEN THE STAFF THAT THE COMMITTEE READING IT AND THEN IT BEING PILOTED JUST TO SAY HEY, ARE WE? OKAY PILOTING THIS WITH THE KIDS FROM THE BOARD'S APPROVAL LEVEL? DOES THAT MAKE SENSE? YOU'RE REQUESTING A STEP IN THE FLOW CHART THAT WOULD BE FROM THE PARENT'S APPROVAL. I THINK WE PROBABLY NEED TO JUST MAKE SURE THAT WE'RE SAYING YES , WE ARE. OKAY WE THE FIVE OF US ARE OKAY, LETTING THE KIDS PILOT THIS BOOK. I THINK THAT MAYBE FOR ME GOING A BIT ABOVE AND BEYOND, BECAUSE WE ALREADY HAVE OUR STAFF DOING IT. OUR EXECUTIVE CABINET R L R C, WHICH WE VALUE. I MEAN, WE SELECTED THE PEOPLE FROM THE L R C AND IN THIS BOX ON THE SELECTED PEOPLE FOR THE L R. C WE DIDN'T SELECT THE PEOPLE BUT ARE EDUCATED DISTRICT STAFF HAS CHOSEN THEM MAKING SURE THAT IT WAS CLEAR THAT WE DIDN'T SELECT THE BOX IN THE FAR LEFT CORNER SAYS FIRST L R C MEETING AND AT THE BOTTOM, IT SAYS VOTE TO APPROVE PILOTS. I'M ASSUMING THE L R C GROUP IS APPROVING. CORRECT? YES. AND I THINK THAT MIGHT BE ONE OF THE ISSUES BECAUSE HAD THE L R C UH , APPROVAL COMMITTEE HAD BEEN REALLY ON TOP OF IT LOOKS LIKE THIS MIGHT NOT HAVE GOTTEN THROUGH AND PLACED IN OUR LIBRARY. IT'S NOT ON OUR CORE CURRICULUM BOOKS. SO THAT'S THAT'S A WHOLE DIFFERENT BOOK. THAT'S THAT'S NOT SOMETHING THEY'RE STUDYING IN CLASS. 
          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]
BOOKS. JUST HAVE A SAY, OKAY, GO AHEAD OR NO, LET'S NOT I MEAN, IT'S IF WE'RE GOING TO DO THAT. 
          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]
HAPPENING ON THE RADIO. IT'S HAPPENING IN CONVERSATIONS. THAT BOOK IS NOT THE ONLY PLACE THAT THEY'RE GOING TO HURT HERE. THE TERM OR WHORE, SO WE NEED TO HAVE THOSE CONVERSATIONS SO THEY DON'T THEY'RE NOT LISTENING TO THE RAIN. RADIO IN THE CLASSROOM. BECAUSE WE DON'T ALLOW THAT TYPE OF LANGUAGE IN THE CLASSROOM. SO YOU'RE SAYING IT'S OK TO ALLOW THIS TYPE OF BOOK WITH THIS TYPE OF LANGUAGE IN THE CLASSROOM? I WOULD ADD THAT WHEN YOU'RE STUDYING I WOULD BE CURRICULUM, HISTORY AND LITERATURE. UM WE TALKED ABOUT THE HOLOCAUST EARLIER. THE ATROCITIES THAT HAPPENED IN THE HOLOCAUST ARE UNMENTIONABLE. AND YET YOU DON'T MENTION WHAT THOSE ATROCITIES. WORDS YOU'RE NOT TEACHING ABOUT IT. AND SO YOU HAVE BEEN POINTING OUT THE DEGRADATION OF WOMEN THAT HAPPENED IN THE IN THE IRANIAN CONTINUES TO HAPPEN. TO POINT OUT THE ANTI SEMITISM OF THE OF THE HOLOCAUST TO POINT OUT THE ATROCITIES THAT HAPPENED INTEREST IN SLAVERY AND BEFORE IN THE CIVIL RIGHTS ERA. THAT'S JUST KNOWLEDGE OF WHAT HAPPENED . IT CREATES OUTSTANDING DISCUSSIONS ALONG THE WAY. DO WE CONDONE THE LANGUAGE? OF COURSE, WE DON'T CONDONE THE LANGUAGE. WE RECOGNIZE THAT CAT TREATMENT HAPPENED TO OTHER HUMAN BEINGS IN THE WORLD. YES, WE DO. I UNDERSTAND THAT AND I'M NOT SAYING THAT IT DIDN'T HAPPEN AND THAT IT SHOULDN'T BE DISCUSSED. BUT THERE'S PROPER NOVELS THAT DON'T HAVE THIS TYPE OF LANGUAGE AND HAVE THE TYPE OF BEHAVIOR AND STUFF THAT THAT ARE MORE EASILY DISCUSSED. AND I'M SAYING IF WE'RE GOING TO ALLOW BOOKS INTO THE CLASSROOM THAT HAVE THE F WORD ON EVERY SINGLE PAGE AND HAVE ALL THESE DIFFERENT SLANG, ALL THIS STUFF THAT'S PROBABLY NOT NECESSARY TO BE THERE, AND WE NEED TO TAKE A STEP BACK AND SAY WE ARE BRINGING THIS INTO THE CLASSROOM, AND WHEN THE KIDS START THROWING UP BOMBS EVERYWHERE. WE'RE NOT GOING TO HOLD THEM ACCOUNTABLE BECAUSE WE'RE ALLOWING THIS TO BE WE'RE ALLOWING IT AGAIN. IF THE POINT OF IT IS, THIS IS DEPLORABLE BEHAVIOR, WHICH SHOULDN'T HAVE HAPPENED BACK THEN. AND WHICH WON'T BE WE WANT TO MAKE SURE DON'T HAPPEN IN OUR SOCIETY. WE'RE TRYING TO LEARN FROM THE PAST SO WE CAN TREAT EACH OTHER AS FELLOW HUMAN BEINGS BETTER, BUT THAT'S NOT WHAT I JUST SAID. I SAID THAT THERE ARE BOOKS THAT CAN GET THAT POINT ACROSS WITHOUT HAVING TO HAVE A TON OF PROFANITY. SO IN THE MEANTIME, WE'RE GOING TO BAN BOOKS. WHO'S TALKING ABOUT BANNING ABOUT EXACTLY WHAT THIS IS TALKING ABOUT ABOUT APPROVING OR NOT APPROVING BOOKS TO BE USED AS CORE CURRICULUM. THAT'S WHAT THIS PROCESS IS ABOUT. RIGHT? YEAH ELIMINATING WE'RE TALKING ABOUT. WE'RE TALKING ABOUT A 30 DAY REVIEW OR NOT EVEN GOING TO ALLOW THAT I UNDERSTAND, BUT IT'S BEEN PILOTED AND MY QUESTION AGAIN. ARE WE INTERESTED? IN ADJUSTING THE PROCESS TO ALLOW THE BOARD. TO APPROVE PILOTING. THAT'S MY QUESTION. I KNOW THAT QUESTION. YOU LADIES ARE NOT INTERESTED IN THAT. I'M INTERESTED. INTERESTED THREE OF US ARE INTERESTED IN CHANGING THAT REVISION OF OUR POLICY ON THIS ISN'T A POLICY THOUGH YOU'RE ASKING FOR A REVISION OF A POLICY BECAUSE YOU RIGHT NOW THE BOARD HAS AUTHORIZATION OVER CERTAIN AREA AND YOU'RE ASKING TO AUGMENT THAT POLICY WITH THIS . THIS POLICY. WHERE DID THIS POLICY COME FROM? BECAUSE APPROVAL POLICY. WHEN WAS IT APPROVED? THIS HAS BEEN PROBABLY A LONG TIME. THIS IS WHAT DISTRICTS DO. RIGHT SO THE REFERRED TO IT AS A PROCESS DOING THEN I'M REQUESTING TO CHANGE THE POLICY THAT ADJUST THIS PROCESS. THAT IS NOT A POLICY, BUT IT'S USED TO. IT'S USED TO IMPLEMENT THE POLICY THAT EXISTS, UNDERSTAND THAT'S ALL I'M ASKING FOR. WOULD THAT BE CONSIDERED A FUTURE AGENDA ITEM? OKAY OKAY. I UNDERSTAND THE REQUEST. SO THE MOTION THAT'S ON THE TABLE RIGHT NOW IS THE APPROVAL OF A 30 DAY POLICY OR 30 DAYS. REVIEW OF THIS PARTICULAR NOVEL IS THAT CORRECT? OKAY SO DO I HAVE A SO THAT SO THAT WE'RE NOT APPROVING THAT THIS BOOK WOULD BE USED AS CORE CURRICULUM. WE'RE APPROVING THAT PARENTS GET A CHANCE TO LOOK AT. ABSOLUTELY BECAUSE PARENTS HAVEN'T HAD A CHANCE TO LOOK AT THIS NECESSARILY. YEAH I WOULD SUGGEST ANY BOOK IN WHICH WE PUT OUT AS A DISTRICT PARENTS SHOULD BE LOOKING AT OVER SHOULD BE RESEARCHING THEM THEMSELVES, NOT JUST RELYING ON US FIVE IN A IN A. YOU KNOW A REVIEW BOARD IN ORDER TO MAKE THEIR DECISION UNTIL WE ELIMINATE IT. UH YEAH, THAT'S WHERE WE'RE BANNING IT. 
          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]
I'M SAYING IS THAT IF THIS BOOK GOES INTO A LIBRARY THAT'S FINE. CHOOSE TO READ IT TO READ IT. 
          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]
MOTION, PLEASE. I'LL MAKE A MOTION TO CERTIFY A B 1200 SLASH 2756 REPORT FOR THE ASSOCIATION OF PLACENTIA, LINDA EDUCATORS, AS PROPOSED IN THE 2022 TO 2023 COLLECTIVE BARGAINING AGREEMENT. 
          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]
VERY EXCITED ABOUT, UM, THE COMPENSATION RATE FOR HOURLY ASSIGNMENTS AT THE $55 RATE. I'M BEEN SAYING IT'S TRAGIC THAT WE'RE ONLY PAYING OUR TEACHERS 24 $25 AN HOUR, SO THIS IS EXCELLENT. THANK YOU. AGREED. AWESOME OKAY, WE'LL GO AHEAD AND VOTE ALL THOSE IN FAVOR. I NONE OF POE'S MOTION CURIOUS. FIVE. OH, EXCELLENT. NUMBER THREE. LET ME GET A MOTION, PLEASE. UH MAKE A MOTION TO APPROVE THE PROPOSAL BETWEEN PL UM AND P WELL USD FOR 7% BASE SALARY INCREASE RETROACTIVE TO JULY 1ST 2022 OKAY. I HAVE A. PRIMARY MOTION AND SECONDARY DOCTOR LOPEZ, PLEASE. THANK YOU. I'M PLEASED TO BRING FORWARD THE PROPOSAL FOR THE PLACENTIA LINDA UNIFIED MANAGERS. I WOULD LIKE TO THANK OUR DISTRICTS DEDICATED LEADERS WHO FAITHFULLY SERVE THE STUDENTS, STAFF AND COMMUNITY OF P WELL USD THIS PROPOSAL INCLUDES A COMPENSATION INCREASE ALIGNED WITH THOSE APPROVED FOR APPLE. THANK YOU FOR YOUR CONSIDERATION. AWESOME. 
          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]
FIVE OH, MOVING ON TO NUMBER SEVEN. I'LL MAKE A MOTION TO ACCEPT THE INITIAL SUNSTEIN PROPOSAL FROM THE DISTRICT AND INITIATE THE COLLECTIVE CLASSIFIED BARGAINING PROCESS FOR THE 2023 2024 SCHOOL YEAR. SECOND DR LOPEZ. IF YOU WOULD UM , WE INTRODUCED BOTH ACTION ITEMS. SO IF THE BOARD IS COMFORTABLE WITH THAT YOU CAN GO AHEAD AND PROCEED WITH THE VOTE. 
          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]
2022 TO 23 2ND INTERIM REPORT WITH A POSITIVE CERTIFICATION. A POSITIVE CERTIFICATION INDICATES THAT BASED ON CURRENT PROJECTIONS, THE DISTRICT WILL MEET ITS FINANCIAL OBLIGATIONS FOR THE CURRENT FISCAL YEAR AND SUBSEQUENT TWO FISCAL YEARS. I'LL SECOND. OKAY MOTION IN A SECOND. MR GIORDANO, PLEASE. THANK YOU. AND GOOD EVENING TONIGHT WE'RE GOING TO BE WITH YOU ARE 22 23 2ND INTER FINANCIAL REPORT AND THIS REPORT REPRESENTS THE SECOND OFFICIAL REVISION TO THE DISTRICTS OF ADOPTED BUDGET. IT WAS PRESUMED UP, ACTUALLY PRESENTED AND APPROVED BACK IN JUNE, AND IT ALSO INCORPORATES THE KEY COMPONENTS OF THE GOVERNOR'S PROPOSAL FOR NEXT FISCAL YEAR. 23 24 OF THE REPORT CONTAINS OUR ACTUAL FINANCIAL DATA THROUGH JANUARY, 31ST. AND ALSO INCLUDES UPDATED REVENUE AND EXPENDITURE FORECAST FOR THE CURRENT AND TO SUBSEQUENT YEARS. AND SO HERE'S A LOOK AT OUR AGENDA FOR TONIGHT. FIRST INTERVIEW WITH YOU, THE GOVERNOR'S JANUARY BUDGET PROPOSAL FOR FISCAL YEAR 23 24. FOLLOWED BY THE CHANGES THAT OCCURRED SINCE THE FIRST INTERVIEW REPORT WAS APPROVED BACK IN MID DECEMBER. TONIGHT WE'RE ALSO GOING TO DISCUSS SOME OF THE KEY BUDGET CHALLENGES THAT LIE AHEAD AND THEN THOSE NEXT STEPS AND OUR BUDGETING PROCESS. SO HERE'S A GLANCE AT THE GOVERNOR'S BUDGET PROPOSAL FOR FISCAL YEAR 23 24. AND WE KNOW THAT PROPOSAL WAS RELEASED BACK ON JANUARY 10TH. AND IT REPRESENTS THE START OF THE BUDGET CYCLE FOR NEXT FISCAL YEAR. WE ALSO KNOW THE GOVERNOR'S FORECASTING SLOWER ECONOMIC GROWTH, BUT HE'S NOT FORECASTING A RECESSION. OF COURSE, THIS ASSUMPTION CARRIES WITH IT SOME ADDITIONAL RISK THE ECONOMY WERE TO SLIP INTO RECESSION AND STATE REVENUES WOULD DETERIORATE FURTHER FROM CURRENT PROJECTIONS. AND WITH THAT SLOWER ECONOMIC GROWTH, STATE GENERAL FUND REVENUES ARE FORECAST TO DECLINE BY 29 A HALF BILLION DOLLARS BELOW THE 22 23 BUDGET ACT LEVEL, WHICH WILL TRIGGER AN ESTIMATED SHORTFALL OF 22 A HALF BILLION DOLLARS IN THE STATE GENERAL FUND NEXT FISCAL YEAR. AND BECAUSE SCHOOL FUNDING IN CALIFORNIA IS BASED OFF OF THOSE STATE REVENUE COLLECTIONS. PROP 98 FUNDING IS EXPECTED TO BE A LEANER IN THE COMING YEAR AS WELL. AS A RESULT , THE GOVERNOR'S PROPOSING AN EDUCATION BUDGET THAT'S SIMPLY MAINTAINS THE INVESTMENTS THAT WERE MADE DURING THE GOOD YEARS. 
          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]
CALLER ON RL CFF FUNDING FOR NEXT YEAR. AND FOR OUR DISTRICT. THIS REPRESENTS AN INCREASE OF ROUGHLY $11.1 MILLION IN L. C FF BASED GRANTS AN ADDITIONAL $1.1 MILLION IN SUPPLEMENTAL GRANTS. 
          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]
AND CLASSIFIED BARGAINING GROUPS. YOU'D ALSO SEE THAT WE'VE INCLUDED THE STEP IN COLUMN INCREASES AS WELL. AND THEN IF YOUR DRILL DOWN FURTHER AND TAKE A LOOK AT THE STATUTORY LINES, YOU SEE THE INCREASED COST FOR CASTERS AND CALPERS PENSION SYSTEMS. WE'RE GOING TO TAKE A LOOK AT THE STATUTORY COLA TALK ABOUT THAT HERE IN A BIT. IN TERMS OF THE ENROLLMENT . YOU CAN SEE ENROLLMENT FOR THE CURRENT YEAR COMING IN AT JUST UNDER 23,000 STUDENTS. AND WE ARE PROJECTING DECLINES IN EACH OF THE TWO SUBSEQUENT YEARS OF 400 STUDENTS EACH YEAR. WE TALKED ABOUT OUR ATTENDANCE RATE A LITTLE BIT AGO. ATTENDANCE RATE IS DOWN IN THE CURRENT YEAR AT 93.3% THAT'S THE PROJECTION. WE ARE PROJECTING A SLIGHT UPTICK AND THE TWO OUT YEARS UP TO 93.5. AND THEN WE'RE GONNA TAKE A LOOK AT OR ELSE IF HAVE FUNDING PROJECTIONS OR REVIEW OUR MULTI YEAR PROJECTION HERE IN A BIT. REGARDING HEALTH AND WELFARE BENEFIT COSTS. THEY ARE 5.2% OVER THE PRIOR YEAR AND AGAIN THAT'S BASED ON THE FINAL NEGOTIATED RATES WITH ALL OF OUR HEALTH AND WELFARE BENEFIT PROVIDERS AND THEN IN THE TWO OUT YEARS WERE PROJECTING INCREASES OF 6% AND THAT'S BASED ON, UM PROJECTED INCREASES IN HEALTH AND WELFARE BENEFIT COSTS. AND NATIONALLY. AND NEXT, WE'RE GONNA REVIEW SOME OF THE KEY FINANCIAL INFORMATION THAT'S CONTAINED IN THIS SECOND INTERIM REPORT. AND SO HERE'S A LOOK AT THAT MULTI YEAR PROJECTION. AND THIS MULTI YEAR PROJECTION OF COURSES IN JUST SUMMARY FORMAT. AND HERE WE'RE FOCUSING ON JUST OUR UNRESTRICTED ARBORIA COUNCIL. JUST OUR DISCRETIONARY , JUST DISCRETIONARY REVENUE SOURCES. YOU CAN SEE WE'VE INCLUDED THE CURRENT YEAR AND THEN WE ALSO INCLUDED THE THREE SUBSEQUENT YEARS FOR THE CURRENT YEAR. 22 23, YOU CAN SEE WHERE FORECASTING AND OPERATING SURPLUS OF JUST UNDER $1.3 MILLION. THAT SURPLUS CONTAINS ABOUT $2.8 MILLION IN ONE TIME EXPENSES, AND SO WHEN WE BACK OUT THOSE ONE TIME EXPENSES WERE LEFT WITH A STRUCTURAL SURPLUS IN THE CURRENT YEAR OF $4.1 MILLION. WHEN WE MOVE INTO 23 24 YOU CAN SEE THE OPERATING SURPLUS IS PROJECTED TO INCREASE AGAIN JUST UNDER 6.1 MILLION BEFORE DROPPING PRETTY SIGNIFICANTLY IN FISCAL YEAR 24 25 TO JUST OVER $5000 AND THE REASON FOR THE CLIENT IN 24 25 GOES BACK TO THAT COLA THAT WE TALKED ABOUT EARLIER. 3.54. THAT COAL IS NOT ENOUGH TO COVER THE PROJECTED DECLINES IN ENROLLMENT AND THE ATTENDANCE RATE IN THAT YEAR. AND SO WE'RE PROJECTING A YEAR OVER YEAR DECREASE IN L C F F FINDING ABOUT $1.8 MILLION, AND SO THAT'S LEADING TO THAT REDUCTION. YOU SEE IN THE SURPLUS IN 24 25. THEN WHEN WE GOT TO 25 26, YOU CAN SEE WE ARE PROJECTING A DEFICIT OF 2.6 MILLION. AND AGAIN THAT GOES BACK TO THE FACT THAT ARE OPERATING EXPENDITURES ARE PROJECTED TO INCREASE FASTER THAN HER OPERATOR. OPERATING REVENUES IN 25 26. AND SO AGAIN , THERE ARE THREE KEY REASONS THAT CONTRIBUTE TO THE GENERAL FUND OPERATING PRESSURES THAT BEGIN IN 24 25 1ST. IT'S THE 3.54% ESTIMATED CALL. IT'S JUST NOT ENOUGH TO COVER THE OFFSETS AND ENROLLMENT AND OUR ATTENDANCE RATE IN THAT GIVEN YEAR AND THAT'S GOING TO TRIGGER A YEAR OVER YEAR DECREASE IN L C F F FINDING ABOUT $1.8 MILLION AND THEN ON TOP OF THAT, WE HAVE COST INCREASES FOR A STEP IN COLUMN, HEALTH AND WELFARE BENEFITS AND THEN PERSON STARTS PENSION CONTRIBUTIONS, WHICH ARE GOING UP ON AVERAGE ABOUT 3% PER YEAR OVER THE FORECAST PERIOD. AND THEN LASTLY, OF COURSE, IN ORDER TO BE ABLE TO MAINTAIN A COMPETITIVE COMPENSATION PACKAGE WE KNOW INCREASES IN SALARY WILL ALSO PLACE STRAINS ON OUR OPERATING BUDGETS MOVING FORWARD. AND SO THIS SLIDE JUST HIGHLIGHTS THE ALL THE TEMPORARY POSITIONS AND SERVICES THAT ARE FUNDED WITH THE ONE TIME COVID 19 FUNDING. AND IT'S IMPORTANT TO BE ABLE TO TRACK THESE DOLLARS SEPARATELY TO ENSURE THAT THOSE ONGOING PROGRAMS AND SERVICES ARE NOT CHARGED TO ONE TIME FUNDING SOURCES. AND UNFORTUNATELY, THIS IS ONE OF THOSE AREAS THAT DISTRICTS CAN GET THEMSELVES IN TROUBLE WITH IF THEY'RE NOT MAKING THE REQUIRED ADJUSTMENTS IN THOSE POSITIONS AND SERVICES THAT ARE FUNDED WITH ONE TIME DOLLARS, AND SO THIS IS ONE OF THOSE AREAS THAT ARE FISCAL SERVICES TEAM MONITORS REALLY CLOSELY AS WELL AS THEIR BUSINESS OFFICE, AND WE'LL CONTINUE TO DO THAT. AND THEN HERE'S A LOOK AT HOW WE PROJECT TO CLOSE OUT THE CURRENT YEAR. THIS IS FOR FISCAL YEAR. 22 23 ARE COMPONENTS OF ANY FUND BALANCE. AND YOU CAN SEE WHERE PROJECTED TO CLOSE OUT WITH JUST OVER 115.6 MILLION OR COMBINED GENERAL FINE. OF THAT 56.7 MILLION ROUGHLY IS IN OUR UNRESTRICTED ACCOUNTS AND THEN JUST OVER 59 MILLION AND ALL OF OUR RESTRICTED CATEGORICAL PROGRAMS. WE ALSO HAVE THAT 
          [03:55:01]
LEGAL RESTRICTED RESERVE FOR CASH AND STORES THAT SAID IT SET ASIDE IT JUST OVER 317,000. AND THEN IN THE MIDDLE OF THE SLIDE, YOU CAN SEE WE SET ASIDE SOME RESERVES FOR OTHER COMMITMENTS, WHICH INCLUDE TEXTBOOK TEXTBOOK ADOPTIONS OF FIVE MILLION DECLINING ENROLLMENT OF 10 MILLION. THE DEFICIT MITIGATION OF JUST OVER 3.9 MILLION AND AGAIN ALL THOSE RESTRICTED CATEGORICAL PROGRAMS LEADER RESTRICTED SET ASIDE AT 59 MILLION. WE ALSO HAVE A CONTINGENCY RESERVES SET ASIDE AT 18.7 MILLION, AND THAT WILL LEAVE US WITH A RESERVE FOR ECONOMIC UNCERTAINTIES. JUST OVER $18.7 MILLION, OR 5% OF OUR TOTAL OPERATING BUDGET. AND NEXT, WE'RE JUST GOING TO TAKE A LOOK AT SOME OF THOSE KEY BUDGET CHALLENGES THAT WE FACE MOVING FORWARD. AS WE SHARE WITH THE BOARD IN THE PAST. THESE ARE CHALLENGES THAT ARE NOT UNIQUE TO OUR DISTRICT. MOST DISTRICTS IN THE STATE ARE FACING THE SAME ISSUES. AND SO HERE'S A LOOK AT SOME OF THOSE THOSE CHALLENGES FIRST. WE KNOW A DECLINING ENROLLMENT CONTINUES TO BE A CHALLENGE FOR OUR DISTRICT. AS WELL AS OTHER DISTRICTS THROUGHOUT THE COUNTY THROUGHOUT THE STATE AND THE NATION, FOR THAT MATTER. AND OVER THE LAST THREE YEARS ALONE. OUR DISTRICT ENROLLMENTS DECLINED BY ABOUT 1850 STUDENTS. AND THIS YEAR ENROLLMENTS DOWN BY ABOUT 370 STUDENTS OVER THE PRIOR YEAR, AND THAT'S PRIMARILY IN THE MIDDLE AND HIGH SCHOOL GRADE LEVELS. IN ADDITION TO THE ENROLLMENT DECLINE, OR DISTRICTS, ATTENDANCE RATE HAS DECLINED AS WELL DURING THE PANDEMIC AND AGAIN REMAINS WELL BELOW OUR HISTORICAL TRENDS. 
          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]
ARE WE ANTICIPATING THAT SO THE COLA ASSUMPTIONS THAT WE RECEIVE . WE GET THOSE FROM SCHOOL SERVICE AT CALIFORNIA AND WHAT THEY DO IS THEY TOOK TAKE A LOOK AT THE DEPARTMENT OF FINANCE IS PROJECTIONS FOR THE COLA, AND THEY COME UP WITH AN ESTIMATE AS WELL. THAT NUMBER THAT YOU SEE THE 3.54% IS THE BEST GUESS OF WHAT THAT COAL IS GOING TO COME IN AND LOOK LIKE FOR THE COMING YEAR. THEY WILL ADJUST THAT THROUGHOUT THE YEAR, THEY ADJUSTED SEVERAL DIFFERENT POINTS, ADJUSTED. 23 24 THEY DID HAVE TO BE CLEARED. IS THE COLA THE AMOUNT THAT THE COST OF LIVING INCREASES OR IS IT THE AMOUNT OF FUNDING THAT WE'RE GOING TO BE RECEIVING AN ADDITION WHAT WE HAVE NOW? YES SO THE COLA IS IT'S BASED ON AN INFLATIONARY FACTOR. IT'S A BASICALLY AN ADJUSTMENT SORT OF LIKE THE C P I. AND SO THAT'S THE THAT IS THE ADJUSTMENT THAT WE RECEIVE ON OUR L C. F F FUNDING. IT'S ALSO, UM, AND ADJUSTMENT THAT WE RECEIVE ON THOSE CATEGORICAL PROGRAMS. THAT REMAINED FUNDED OUTSIDE THE LCF F. SO THE SPECIAL ED PROGRAM, CHILD NUTRITION, STATE PRESCHOOL MANDATE BLOCK GRANT ALL THOSE PROGRAMS. UM WHAT WE TALKED ABOUT THE ATTENDANCE RATE BEING DOWN. WHAT HISTORICALLY, IS THE ATTENDANCE RATE 93% WHAT'S THE GREAT QUESTION SO THAT HISTORICALLY HERE THE ATTENDANCE RATES BEEN AROUND THE 96, A HALF PERCENT. MARK AND SO, UM, AND IT'S AND LIKE MOST DISTRICTS IN THE STATE OF CALIFORNIA DURING THE PANDEMIC, THAT RATE WENT DOWN FOR MOST DISTRICTS IN THE 3% RANGE, AND THAT'S ABOUT WHAT IT'S GONE DOWN FOR US AS WELL ABOUT 3% AND SO, UM, AND I THINK IT JUST GOES BACK TO THE FACT THAT YOU KNOW, KIDS. STILL WHEN THEY'RE FEELING ILL, THEY'RE STAYING HOME RIGHT AND SO AND UNFORTUNATELY WE'RE NOT FUNDED OFF OF, UM THOSE STUDENTS THAT DON'T SHOW UP EACH AND EVERY DAY AND SO WE'RE FUNDED OFF OF, UM, YOU KNOW, TENDENCY, PERIOD, AND SO IF THEY DON'T SHOW UP, WE DON'T WE DON'T GET PAID FOR HIM. UM THE RESERVE FOR ECONOMIC UNCERTAINTIES ACCOUNT WHAT WOULD BE AN EVENT THAT WOULD CAUSE US TO BE ABLE TO DIP INTO IT? OR RATHER NEED TO? YEAH, IT'S A GREAT QUESTION. AND SO, UM, YOU KNOW, WE LOOK AT THE STATES THE STATE'S BUDGET FOR NEXT YEAR. 
          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]
LOT OF WORK. THANK YOU. THANK YOU TO YOU AND YOUR TEAM. ALL OF YOU OUT THERE. OKAY FOLKS. IF THERE'S NO MORE QUESTIONS, LET'S GO AHEAD AND TAKE A VOTE ON THIS ALL IN FAVOR. BY ALRIGHT. MOTION CURIES FIVE. OH, THANK YOU, SIR. I'LL MAKE A MOTION TO ADOPT THE DISTRICT TRANSPORTATION PLAN FOR ED CODE 39800.1 EFFECTIVE MARCH 15TH 2023 THROUGH JUNE 30TH 2024. SECOND. OKAY MOTION BY MISS PLEASE. SECOND BY MR FRASER . UH MR GIORDANO ONE MORE TIME. THANK YOU. BASED ON NEW PROVISIONS THAT ARE INCLUDING THE CURRENT YEAR BUDGET ACT AND DETAILED AND EDUCATION CODE SECTION 39 800.1 SCHOOL DISTRICTS ARE REQUIRED TO DEVELOP A PLAN DESCRIBING THE TRANSPORTATION SERVICES IT WILL OFFER TO STUDENTS AND HOW PRIORITIZED PLAN TRANSPORTATION SERVICES FOR STUDENTS IN TRANSITIONAL KINDERGARTEN KINDERGARTEN GRADES ONE THROUGH SIX AND STUDENTS WHO ARE LOW INCOME. THIS PLAN MUST BE ADOPTED BY THE DISTRICT'S GOVERNING BOARD ON OR BEFORE APRIL 1ST 2023, THEN UPDATED ANNUALLY BY APRIL, 1ST EACH YEAR THEREAFTER. WITH THAT SAID, IT'S MY PLEASURE TO INVITE OUR TRANSPORTATION DIRECTOR MR RICHARD JIMENEZ TO THE PODIUM WHO WILL PRESENT THE DISTRICT TRANSPORTATION PLAN, INCLUDING INFORMATION ON ALL THE NEW REQUIREMENTS AND THEN FEEDBACK THAT WE RECEIVED FROM OUR DIFFERENT STAKEHOLDER GROUPS. MR MENDEZ. GOOD EVENING. SO HERE'S A LOOK AT TONIGHT'S AGENDA. 
          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]
INCLUDING STUDENTS, PARENTS, CLASSIFIED STAFF CERTIFICATED STAFF ADMINISTRATORS, AS WELL AS LOCAL TRANSIT AND AIR QUALITY AGENCIES. THE SURVEY WAS DISTRIBUTED ON FEBRUARY 3RD AND CLOSED ON FEBRUARY 9TH AND THE DISTRICT RECEIVED OVER 1700 SURVEY RESPONSES. TOP RESPONSE CATEGORIES FROM THE SURVEY INCLUDE REQUESTS FOR FREE, ENTER ADDITIONAL TRANSPORTATION SERVICES FOR SPECIFIC PROGRAMS. AN ADDITIONAL DRIVERS TO SUPPORT HIGH SCHOOL ACTIVITY TRIPS. THE RESULT OF THE SURVEY HELPED GUIDE DECISION MAKING DURING THE DEVELOPMENT OF THE TRANSPORTATION PLAN OUTLINING SERVICES OFFER. LASTLY BASED ON STAKEHOLDER FEEDBACK, RECEIVED STAFFER REVIEW RECOMMENDATIONS FOR THE BOARD TO CONSIDER. FIRST, ALTHOUGH THE REQUIREMENT IS TO PROVIDE FREE TRANSPORTATION ONLY TO UN DUPLICATED STUDENTS STAFF RECOMMENDS THE BOARD CONSIDERED PROVIDING FREE TRANSPORTATION TO ALL STUDENTS THAT RESIDE IN ELIGIBLE ZONES. BY OFFERING FREE TRANSPORTATION TO ALL STUDENTS ARE INELIGIBLE ZONES. THIS MAY CAUSE AN INCREASE IN RIDERSHIP AND THE NEED FOR ADDITIONAL ROUTES. BASED ON CURRENT SEATING CAPACITY STAFF DOES NOT ANTICIPATE THE NEED TO ADD MORE THAN 2 TO 3 ROUTES. NEXT STAFF IS RECOMMENDING TO INVESTIGATE THE HIRING OF ADDITIONAL BUS DRIVERS TO SPORTS SCHOOL ACTIVITY TRIPS AND REDUCE RELIANCE ON CONTRACTING SERVICES. IN ORDER TO SUPPORT SCHOOL ACTIVITY TRIPS IN HOUSE AND REDUCE RELIANCE ON CONTRACTING SERVICES STAFF ESTIMATES THE NEED TO HIRE APPROXIMATELY FIVE ADDITIONAL DRIVERS. THIS WILL ALLOW US TO ACCOMMODATE TRIPS FOR ATHLETIC AND EXTRACURRICULAR ACTIVITIES. WHICH ARE WHICH WE HAD TO CONTRACT OUT WITH PRIVATE CHARTER COMPANIES AT A MUCH HIGHER COST. BECAUSE THE CHARTERS HAVE A MINIMUM CHARGE FOR FIELD TRIPS, INCLUDING A FUEL SURCHARGE FEE. THE DISTRICT COST TO COMPLETE AS SCHOOL ACTIVITY TRIP IS ESTIMATED TO BE APPROXIMATELY 55 TO 65% LESS THAN IT WOULD COST A CHARTERED COMPANY TO DO THE SAME TRIP. AS AN ADDED BENEFIT. THE ADDITIONAL DRIVERS WOULD ALLOW ATHLETIC GROUPS TO UTILIZE BUSSES AT A LATER TIME MINIMIZING THE AMOUNT OF CLASS TIME THAT WOULD BE MISSED. WITH THAT WE WOULD LIKE TO OPEN IT TO ANY QUESTIONS THE BOARD MAY HAVE I HAVE A QUESTION REGARDING ELOP, SO WE'RE GOING TO BE DOING A LOT OF AFTER SCHOOL PROGRAMMING. UM WHAT DOES THAT LOOK LIKE FOR STUDENTS WHO ARE STAYING AFTER SCHOOL AND THOSE YEAH, THAT'S SOMETHING THAT WE WOULD DEFINITELY HAVE TO INVESTIGATE ON WHAT THE OUTLOOK FOR TRANSPORTATION NEEDS WOULD BE. ALONG WITH DR LOPEZ AND EXECUTIVE CABINET. YEAH BECAUSE IF KIDS CAN'T PARTICIPATE BECAUSE THEY HAVE TO LEAVE THAT KIND OF NEGATES, WE NEED TO FIGURE OUT MAKE SURE THEY CAN STAY. AND HOW DO WE GET THEM HOME IF THEY'RE STRUGGLING? DEFINITELY SOMETHING WE CAN INVESTIGATE. SO UM, AN EMPLOYEE WHO DRIVES A BUS DRIVER IN OUR DISTRICT BROUGHT IT TO THE ATTENTION, UM, ABOUT THE ELECTRIC BUSSES THAT, UM, LET ME SEE. THAT THAT WE HAVE. IS IT TRUE THAT WE'RE TRYING TO LOOK AT RENTING A NEW LOT TO STORE THESE BUSSES AND THAT THEY CAN'T MAKE IT UP HILLS AND THE CHARGES ONLY BEEN GOOD FOR ONE ROUTE. 
          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]
HAVE A GOOD REPUTATION SO FAR, MURANO VALLEY UNIFIED HAS ADOPTED THOSE SAME PARTICULAR BUSSES. AND THERE YOU HAVE A PRETTY GOOD SUCCESS RATE OUT OF 38 BUSSES. AT THE TIME. WHEN I WENT TO VISIT THEY HAD THREE BUSSES DOWN. UM BUT WE I DON'T SEE OUR DISTRICT ADOPTING FOLEY ELECTRIC BECAUSE OF FURTHER THAT SAME CONCERN. UM YOU KNOW, WE DON'T WANT TO COMMIT OURSELVES TO SOMETHING AND BE LIMITED IN HEERENVEEN. CURRENTLY RIGHT NOW PATROL IS NOT LETTING HER DRIVER'S TEST IN FULLY ELECTRIC BUSSES, SO WE WILL HAVE TO STILL KEEP OTHER FUELS SUCH AS PROPANE GASOLINE. UNFORTUNATELY IN CALIFORNIA, CUMMINGS, WHO WAS A BIG MANUFACTURER OF OUR NATURAL GAS VEHICLES OR ENGINES, THEY JUST DIDN'T DISCONTINUED IN JANUARY, THEIR NATURAL GAS AND SO WE SHOULD REALLY SEE IN THE STATE OF CALIFORNIA, THEN FORCING US TO AGREE THEY GO GASOLINE, PROPANE OR ELECTRIC. THANK YOU. I JUST WANT TO SAY I LOVE THE HIRING OF NEW BUS DRIVERS DEALING WITH ESPECIALLY WITH THE SPORTS AND THE EXTRA ROUTES. I THINK THAT'S AND THE FISCAL RESPONSIBILITY OF SAYING WE CAN HIRE MORE PEOPLE PAY LESS THAN CHARTERS AND PROVIDE JOBS FOR MORE PEOPLE, SO I LOVE THAT. UM MY QUESTION IS, WHERE ARE THESE ADDITIONAL ROUTES? DO YOU ANTICIPATE THEM BEING SO AT THIS TIME WITH US, UH, GOING TO FULLY HIS FATHER'S STUDENTS THAT LIVE IN TRANSPORTATION ELIGIBLE ZONES FOR OFFERING FREE TRANSPORTATION . WHAT I ANTICIPATE RIGHT NOW, WHERE OUR CURRENT BUSSES ARE FULL IS FOR THE VALENCIA HIGH SCHOOL ROUTES. THAT'S WHERE WE'RE REALLY IMPACTED. WE DO HAVE SOME ROOM FOR THE RIO VISTA , THE MORRIS ROUTES EVEN IN THE TEENS ROUTE, BUT IF ANYTHING, I SEE THAT BEING THE POTENTIAL IMPACT FOR FULL FREE CHOP STATION AT NO COST. YEAH I HAVE NO QUESTIONS. THANK YOU VERY MUCH. I'M EXCITED. THE NEW BUS DRIVERS THAT THEY'D HIRE WOULD STILL HAVE TO MAINTAIN A CLASS B ABSOLUTELY CLASS B WITH THE PASSENGER AIR BRAKE ENDORSEMENT AND THE SCHOOL BUS CERTIFICATE. SO WE WILL LOOK TO HIRING ALREADY CERTIFIED DRIVERS, BUT WE ALSO ARE STARTING CLASSES FOR BEHIND THE WHEEL TRAINING AS WELL. THANK YOU. THAT'S AWESOME. OKAY WITH THAT. LET'S GO AHEAD AND TAKE A VOTE. ALL THOSE IN FAVOR, AYE. ALRIGHT NOW OPPOSE MOTION CARRIES FIVE. OH, THANK YOU SO MUCH. OKAY THAT NOW WILL BRING US. TO OUR BOARD DISCUSSION NOW WAS THERE EVER EIGHT STOPPING POINT THAT WE WERE DISCUSSING I WAS WONDERING IF WE SHOULD THINK ABOUT MAYBE TABLE. NEXT YEAR, RIGHT? DISCUSSION. WHAT? WHAT DO YOU THINK? WE CAN'T MAKE A DECISION ON WHAT'S OUR DOUBLE? SOONER WE DO IT, THE BETTER OFF WE ARE. I THINK CERTAINLY WE SHOULD MAKE PLANS BEFORE YOU WITH THIS SCHOOL YEAR OR WHATEVER IT'S FOR YOU. I'M HAPPY. AT EVERY BOARD PREFERS ON THIS. I THINK IT'S PROBABLY A 10 MINUTE PRESENTATION. I THINK I'M OKAY. I'M OKAY WITH TABLING IT BECAUSE IT'S NOT GOING WELL. IT'S NOT GONNA IT'S WE CAN'T DO ANYTHING CURRENTLY, AND WE, IT WOULD BE NICE TO GET THROUGH THE REST OF THIS. IF WE CAN BRING IT BACK IN APRIL. IT'S NOT GOING TO IMPACT. 
          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]
IS AN EXCELLENT COUGH. ALL RIGHT , GO AHEAD, DOCTOR. DO IT QUICKLY FOR US. OKAY AND WE HAVE A PRESENTATION. I KNOW READY TO GO ON THIS. OF COURSE. WE DISCUSSED THIS BACK IN DECEMBER , AND YOU ASKED US TO GET MORE INFORMATION ABOUT IT. SO THAT'S WHAT TONIGHT'S MEETING IS ALL ABOUT. UM AND SO I'M ACKNOWLEDGING THE HOUR IN TRYING TO MOVE FORWARD HERE AGAIN. IT WAS BROUGHT FORWARD BY SEVERAL MEMBERS OF OUR COMMUNITY TO MOVE THE CALENDAR FOR BUT EITHER ONE OR TWO WEEKS. UM WE WE'VE WE START LATE COMPARED TO OTHER DISTRICTS. WE KNOW THAT UM AND IN FACT, WERE THE LATEST UNIFIED DISTRICT IN ORANGE COUNTY. TO START AND SO I THINK THAT WAS MORE MORE REASON FOR THAT. AND SO JUST AGAIN, THIS IS A LITTLE DIFFERENT WAY OF SHOWING THE SAME DATA. THESE ARE WHEN OTHER DISTRICTS BEGIN THEIR SCHOOL YEAR. OTHER UNIFIED DISTRICTS RATHER BEGIN THEIR SCHOOL YEAR AND YOU CAN SEE THAT WE'RE AT THE TAIL END OF THAT COMPARISON. 
          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]
COUNTY. AND THREE WAS MORE TIME TO PREPARE FOR STUDENTS. UH HELP FOR STUDENTS PREPARE FOR EXAMS LIKE THE AP, AND I BE EXAMS. SO THOSE WERE OUR TOP ANSWERS THERE. THE THIRD QUESTION WAS THE OPPOSITE. WHAT REASONS FOR NOT MOVING THE SCHEDULE TO AN EARLIER DATE, AND WE HAD THREE REASONS ON THERE. UM AND THOSE IN ORDER OF PREFERENCE WERE THE NUMBER ONE POPULAR ENTRY WAS. I DON'T SEE ANY NEGATIVES. SECOND WAS THE SUMMER WILL BE SHORTER AND THERE WILL BE THE MOVE DOESN'T BENEFIT ELEMENTARY OR MIDDLE SCHOOL STUDENTS AS MUCH AS HIGH SCHOOL STUDENTS. AND AS I SAID LAST TIME THE THAT IS WE KNOW THAT TO BE TRUE. AND YET WE ALSO KNOW TO BE TRUE. THEY ARE ELEMENTARY AND MIDDLE SCHOOL STUDENTS WILL BECOME HIGH SCHOOL STUDENTS. UM, AND SO THAT'S A PART OF THAT AS WELL. AND THEN FINALLY. OH, YEAH, I DID GET SEVERAL EMAILS FROM KENYA BEING REMEMBER MEMBERS WISHING WE HAD OFFERED MORE CHOICES FOR NOT MOVING THE CALENDAR AND SOME OF THE REASON PEOPLE SUGGEST YOU WERE, UM IT'S NICE HAVING A LATER START BECAUSE POPULAR SON OR SUMMER VENUES ARE LESS CROWDED AND EIGHT AUGUST. UM IT'S NICE BECAUSE STUDENTS CAN FIND AND SCHEDULE WORK IN THOSE LAST FEW MONTHS OF THE SUMMER BECAUSE OTHER STUDENTS HAVE GONE BACK TO SCHOOL. IT'S NICE, BECAUSE IT'S EASIER SCHEDULE VACATIONS TOWARDS THE END BECAUSE AGAIN THAT'S MORE AVAILABLE AS WELL AND THAT STUDENTS WILL BE ON CAMPUS FOR LONGER DURING THE HOT WEATHER IN IN MID TO LATE AUGUST, AND SO THOSE WERE SOME ADDITIONAL INPUT. THE PEOPLE PROVIDED IN THEIR EMAILS TO ME ON THAT. UM FINALLY, WE ASKED THE QUESTION TO HAVE THEM CHOOSE ONE OF THREE OPTIONS WHETHER THEY WANTED TO GO TWO WEEKS EARLIER ONE WEEK EARLIER STAYED THE SAME. AND THE DATA WE SAW ON THAT. WE'VE GOT A PIE GRAPH HERE FOR THAT, OR THE MOST POPULAR ANSWER IS TWO WEEKS. POPULAR ANSWER IS ONE WEEK OR SHE'S BEEN NO CHANGE. 
          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]
OF TWO WEEKS OF THE DIRECTION WE CAN CERTAINLY DO YOU GET MORE INFORMATION ABOUT THAT AND START WORKING WITH THE EMPLOYEE GROUPS ON THAT PROCESS AS WELL. IF WE TOTALLY RIP OFF THE BAND AIDED DO TWO WEEKS IN ONE YEAR, WHICH I DON'T KNOW IF OUR EMPLOYEES WITH APPRECIATE THAT OR NOT. 
          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]
PROPOSED FOR THE CONSENT CALENDAR ITEMS ARE CONSISTENT WITH APPROVED PRACTICES OF THE DISTRICT AND ARE DEEMED ROUTINE IN NATURE. THE TRUSTEES WERE RECEIVED. BOARD AGENDA. BACKUP INFORMATION IN ADVANCE OF THE SCHEDULED MEETING. AND ARE PREPARED TO VOTE WITH THE KNOWLEDGE ON THE BLOCK. VOTE ITEMS. SO AT THIS TIME, LET'S SEE. IT LOOKS LIKE THERE'S 51 OF THEM. ARE THERE ANY ITEMS TO BE PAUL? I WAS GOING TO PULL 26. THEN I DON'T KNOW IF THIS WAS ADDRESSED, BUT NUMBER 37 I DIDN'T KNOW IF ANYBODY NOTICED. I WAS THERE AN EMAIL? OKAY I DIDN'T SEE THE WHAT THE 103 WAS. WHAT WAS THE ONE? OH, THREE. ABOUT WAS IT TAVERNA T. WELL, WHAT? WHAT WAS PAGE ONE? OH, THREE. ABOUT BECAUSE IT JUST SAID APPROVED OF PROFESSIONAL DEVELOPMENT SERVICE PROPOSAL. OKAY SO THAT'S FINE. OKAY, GOT IT. ALRIGHT THEN. ALL I ALL I HAVE IS 26. OKAY SO WE WILL PULL NUMBER 26. I'M GONNA GO AHEAD AND NEED A MOTION FOR THE REMAINDER. I'LL MAKE A MOVE. I'LL SECOND EXCELLENT. STARTS, MISS ANDERSON, OKAY? SO LET'S GO BACK TO NUMBER 26 WITH. LET'S TAKE A VOTE. ALL THOSE IN FAVOR . AYE, ANY OPPOSED? MOTION PASSES. I'VE OH, AND NOW BACK TO NUMBER 26 BLADES. I'LL MAKE A MOTION TO APPROVE A RADICAL RATIFIED INDEPENDENT CONTRACTOR AGREEMENTS AND SERVICES LISTED IN ACCORDANCE WITH BOARD POLICY NUMBER 41 TO 4 RETENTION CONSULTANTS SECOND. OKAY. THE ONE THAT I WAS GOING TO PAUL IS THE HAPPINESS IS NOW. UM SEVERAL YEARS AGO, WE HAD THE ISSUE AND THEN LAST YEAR, THE OWNER OF THE 
          [04:35:03]
COMPANY HE CAME AND THERE WAS A BIT OF A DISPUTE WITH THE PARENTS AND HIM. HE WASN'T WORKING FOR HAPPINESS IS NOW BUT HE WAS ACTUALLY HERE FOR CATA. BUT SOME OF THE CATHOLIC CATA CATA, OKAY, CASLER CATTLE, WHICHEVER ONE IT WAS, AND SO, UM , A LOT OF OUR PARENTS WERE VERY UPSET ABOUT IT. AND SO I JUST THINK WE MIGHT BE ABLE TO FIND GIVE A LITTLE BIT OF A BREAK, AND, UH BECAUSE IT JUST SEEMS LIKE THERE'S JUST BEEN YOU KNOW SOME ISSUES THE LAST FEW YEARS THAT WE'VE HAD THIS COME NOT SAYING THAT IT'S NOT A GOOD PROGRAM, BUT I JUST FEEL LIKE MAYBE THERE'S SOMETHING BETTER FOR NOW. DID YOU? DID YOU SAY THAT? HE UM WAS ON CAME FOR CATTLE. BUT HE WASN'T WORKING FOR HAPPINESS IS NOW AT THIS POINT CAME, UM YOU KNOW IT WAS THE OWNER OR THE DIRECTOR OF HAPPINESS IS NOW AND IT CAUSED A HUGE ISSUE IF YOU RECALL THE EMAILS LAST YEAR, RECALLED THAT BUT ONLY WHEN IT IT PRIOR TO IT BEING HANDLED. RIGHT YEAH, I HEARD. YEAH SO I JUST I'M JUST BRINGING IT FORWARD. I THINK THAT MAYBE WE SHOULD JUST CONTINUE TO TAKE A LITTLE BREAK FROM THAT. THE ISSUES THAT OCCURRED IN THE FIRST, UH PRESENTATION THAT THEY HAD HAS THAT BEEN IT WAS RESOLVED, THEN IS IT STILL CURRENTLY RESOLVED AND ANY COMMENTS ON THAT? FROM WHAT I UNDERSTAND REGARDING THE HAPPINESS IS NOW ASSEMBLY. THERE WAS YES, ONE SITUATION THAT CONCERNS ABOUT WHICH CONCERNS WERE RAISED, AND THAT WAS ADDRESSED SINCE THEN, YOU KNOW, FOR ALL THE ASSEMBLIES OUR PRINCIPLES WHEN THEY DO CONTRACT WITH AN OUTSIDE COMPANY. THEY DO REQUEST A FULL AGENDA, WHICH IS WHAT WE HAVE BEEN DOING WITH HAPPINESS IS NOW AND WE HAVE BEEN SUCCESSFULLY USING THEM FOR I BELIEVE ABOUT THE PAST, MAYBE 16 MONTHS, AND I BELIEVE SOMETHING. SOME OF YOU THINK YOU AS WELL. TRUSTEE BLADES ACTUALLY ATTENDED 11 OF THE ASSEMBLY'S TO VIEW IT. BUT YOU KNOW, AS FAR AS I KNOW, WE HAVEN'T HAD ANY CONCERNS IN THE LAST 16 MONTHS. THE STIPULATION THAT'S IN PLACE IS THE PRINCIPLE OF SAYING WE SEE THIS AHEAD OF TIME, AND THAT'S BEEN REQUESTED A COPY OF THE AGENDA AND ALL MATERIAL THAT WILL BE PRESENTED AT THE ASSEMBLY. SINCE IT'S BEEN REVOLVED RESOLVED. I DON'T HAVE ANY ISSUES WITH IT. WELL, THAT ISSUE WAS RESOLVED, BUT THEN WE HAD THE ONE LAST YEAR INVOLVING HIM PERSONALLY. IN THE MIDDLE SCHOOL. UM, REMEMBER THE MIDDLE SCHOOL? WHAT WAS IT A SB WITH ALL THE PARENTS THAT WERE SO UPSET? AND SO THAT'S MY THAT'S THAT'S MY THAT'S MY ISSUE. IS LIKE, I DON'T KNOW IF WE CONTINUE TO BRING SOMEBODY BACK WHO'S CAUSED ISSUES NOT TWICE. 
          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.