Jun 03, 2025 Board Meeting

[1. CALL TO ORDER]

[00:00:09]

GOOD AFTERNOON. I'M CALLING THE JUNE 3RD, 2025 REGULAR MEETING OF THE BOARD OF EDUCATION TO ORDER, PER GOVERNMENT CODE 654950 AND EDUCATION CODE 35140. EXECUTOR AT THE DISTRICT EDUCATIONAL CENTER, 1301 EAST ORANGE AVENUE, PLACENTIA AT 3:32 P.M. NOTE WE WILL BE TAKING BLUE

[2. PUBLIC COMMENT ON STUDY SESSION]

LINDA CONE, MARIA STUBBS AND PAM. OH OKAY. OKAY, AM I ON? YEAH, I AM ON. THANK YOU FOR THE OPPORTUNITY TO SPEAK TO THIS ISSUE. THERE'S AN OLD CLICHE.

ACTIONS ARE SUPPOSED TO SPEAK LOUDER THAN WORDS, BUT FAR TOO OFTEN WORDS ARE FOLLOWED BY NO ACTION. IT'S PARTICULARLY CONCERNING TO ME WHEN WORDS ARE FOLLOWED BY CONTRADICTORY ACTIONS. THIS IS, IN MY OPINION, EXACTLY WHAT'S HAPPENING WITH OUR FIRST AND ONLY DISTRICT CHARTER SCHOOL ON MAY 20TH. ON MAY THE 20TH, AT A MEETING OF THE CHARTER SCHOOLS ADVISORY COUNCIL, OF WHICH I AM A MEMBER, DOCTOR MERCER DECLARED, WE ALL WANT TO SEE OCSC SUCCEED. MONTHS EARLIER, ON JANUARY 14TH, THE THREE OF YOU WHO ARE THE UNION SUPPORTED MAJORITY ON THIS BOARD EXPRESSED STRONG SUPPORT FOR OCSC AND YET DID NOT GRANT INDEPENDENCE TO ALLOW THIS SCHOOL TO PURSUE EXTERNAL FUNDING FOR MUCH NEEDED FINANCIAL NEEDS. MOST CONCERNING WERE THE COMMENTS OF OUR BOARD PRESIDENT, WHO SAID HOW EXCITED SHE WAS TO HEAR FROM THE KIDS WHO SPOKE THAT SAME EVENING, JANUARY THE 20TH OF THEIR EXCITEMENT, TO BE A PART OF THIS NEW SCHOOL AND TO BE STUDENTS AT OCSC. OUR BOARD PRESIDENT DECLARED WE SHOULD HAVE THIS FOR ALL OF OUR KIDS. SHE THEN URGED THE BOARD TO SLOW DOWN AND HAVE A STUDY SESSION. THIS, IN MY OPINION, IS A CLASSIC EXAMPLE OF EQUITY. THE TRUE MEANING OF EQUITY, NOT EQUALITY OF OPPORTUNITY, BUT EQUALITY OF OUTCOME. THOSE WHO RISE TO FAST MUST BE SLOWED DOWN. IN THE FIRST FIVE MONTHS OF EXISTENCE, UP TO JANUARY 2025, OCSC HAD EXPERIENCED AN UNPRECEDENTED LEVEL OF SUCCESS WITH STUDENTS AND NATIONAL RECOGNITION AS THE MODEL SCHOOL FOR MODEL SCHOOLS.

YET THIS SUCCESS THROUGH INNOVATION WAS THE VERY THING THAT PUBLIC EDUCATION OF WHICH I WAS A PART OF AND HAVE BEEN A PART OF FOR MORE THAN 60 YEARS. PUBLIC EDUCATION, PARTICULARLY IN CALIFORNIA, CANNOT SEEM TO TOLERATE. THAT'S WHY WE'RE HERE TODAY TO ONCE AGAIN PUT A MICROSCOPE ON THIS SCHOOL AND POTENTIALLY PUT A LID ON THEIR FURTHER SUCCESS. I PRAY IT WILL BE. OTHERWISE. I DO WANT THIS SCHOOL TO SUCCEED. I DO WANT KIDS TO EXPERIENCE A SCHOOL THAT IS A MODEL SCHOOL FOR MODEL SCHOOLS. THANK YOU. THANK YOU. NEXT IS MARIA STUBBS.

[00:05:08]

EARLIER THIS YEAR, THE BOARD MAJORITY PROMISED THAT NOTHING WOULD BE TAKEN FROM SCS AND NOW, WITHOUT WARNING AND WITH UTTER DISREGARD, DLA HAS BEEN RIPPED AWAY FROM OCS. YOU LITERALLY BROUGHT TEARS TO PARENTS OR CHILDREN AS THEY LEARNED THE NEWS. YOU'RE NOT LOOKING.

MARILYN AND CARRIE AND TRICIA, I CAN GIVE YOU A COPY OF THIS. YOU DON'T NEED TO TAKE NOTES. DURING THE JANUARY 14TH, 2025 BOARD MEETING, AS TRUSTEE CARRIE BUCK VOTED NO ON THE PROPOSED CHARTER PETITION. BACK THEN, SHE SAID, AND I QUOTE, THAT DOES NOT MEAN THAT I THINK THIS SCHOOL SHOULD GO AWAY. IT DOES NOT MEAN THAT I WANT TO TAKE THINGS FROM THE SCHOOL. THIS WAS HER OWN WORDS DURING THE NOVEMBER 19TH, 2024, BOARD MEETING. THE PUBLIC HEARING FOR OCS PETITION REVISION TRUSTEE MARILYN ANDERSON. WHEN OCS CS PROPOSED EXPANDING TO SERVE MORE STUDENTS THROUGH USC, YOU ACTUALLY CALLED IT STEALING MARILYN. SO I HAVE A QUESTION FOR YOU, MARILYN. WHAT DO YOU CALL WHAT'S BEING DONE TO DLA BEING REMOVED FROM OCS? WHAT DO YOU CALL THAT? LET'S BE CLEAR. WITH THE REMOVAL OF DLA, YOU BOTH CARRIE BUCK AND MARILYN ANDERSON LIED TO OCS, CURRENT AND FUTURE FAMILIES, AS WELL AS TO EVERY CURRENT AND FUTURE DLA STUDENT. YOU ACTUALLY DID EXACTLY WHAT YOU SAID YOU WOULDN'T DO UNDER YOUR LEADERSHIP. MARILYN ANDERSON.

THE VERY THING YOU ACCUSED OF STEALING. YOU ARE COMPLICIT IN NOW. THANK YOU. LAST ONE PAM. I HAVE NO IDEA WHAT THE STUDY SESSION IS ABOUT BECAUSE THIS IS LIKE LIKE IT'S ALL MISSING. THIS IS, LIKE, COMPLETELY FLIMSY. I DON'T KNOW, IT'S KIND OF EMBARRASSING, ACTUALLY, THAT SOMEBODY ACTUALLY PUT THAT ON PAPER AND PRINTED IT OUT AND MADE COPIES AND IT SAYS ABSOLUTELY NOTHING. SO. I, I HAVE MY OWN ISSUES WITH THE FACT THAT PEOPLE TRIED TO MAKE IT INDEPENDENT. I ACTUALLY THOUGHT THAT WAS AN EMBARRASSING MOMENT FOR THE SCHOOL DISTRICT. YOU DON'T TAKE PUBLIC RESOURCES AND HAND THEM OVER TO A PRIVATE INSTITUTION WITHOUT I WANT MY MONEY. LIKE, WHERE'S MY CHECK? OKAY. BUT I DO WANT I THINK WE NEED CHARTER SCHOOLS, BECAUSE EVERYTHING YOU'VE BEEN DOING FOR THE LAST 20 YEARS ISN'T WORKING. SO THERE'S A LOT OF PEOPLE WHO JUST WANT TO DO THE SAME THING YEAR AFTER YEAR. NO CREATIVITY, NO INTELLECTUAL CURIOSITY. WE HAVE A UNION WHO ACTUALLY ISN'T SERVING THE TEACHERS OR THE PARENTS. I FEEL I MADE A PUBLIC COMMENT LAST MONTH ABOUT HOW IN 2009, THE TEACHERS UNION MADE A GREAT BARGAIN WITH THE STATE.

THEY SAID, WE'RE GOING TO INCREASE THE CLASS SIZES, WE'LL GIVE YOU A RAISE. AND WHERE WAS THE CTA? AND SAYING, HEY, GOVERNOR, WE HAVE A BIG SURPLUS. HEY, LET'S REVISIT THAT CONTRACT. WE LOSE STUDENTS EVERY YEAR TO PRIVATE SCHOOLS BECAUSE THE FIRST THING THEY BRAG ABOUT IS THE SMALL CLASSROOM SIZE COMPARED TO PUBLIC SCHOOLS. AND WHAT ARE YOU ALL DOING YEAR AFTER YEAR? YOU'RE NOT DOING ANYTHING TO DECREASE THE SIZE OF THE CLASSROOM. SO FOR THOSE REASONS, I DID TAKE MY KIT. ONE OF MY KIDS OUT AND HOMESCHOOLED HIM, AND I THINK HE WAS THE BETTER FOR IT. AND I UNDERSTAND THAT THE CHARTER SCHOOL USES SINGAPORE MATH. I WANT TO ENCOURAGE YOU TO KEEP USING THAT. WHEN I TOOK MY KID OUT OF BRYANT RANCH ELEMENTARY, THE FIRST THING I DID IS OKAY. THE US OBVIOUSLY IS NOT NUMBER ONE IN ANYTHING ANYMORE WHEN IT COMES TO EDUCATION, OKAY, WE JUST STINK. WE'VE BEEN BAD AT IT FOR DECADES. WHICH COUNTRY IN THE WORLD ARE KIDS GREAT AT? MATH? OKAY, SINGAPORE IS. OH WOW. WHY IS SINGAPORE RANKED NUMBER ONE IN THE WORLD FOR KIDS, YOU KNOW, ACHIEVING GREAT IN MATH. OKAY, THERE'S A SINGAPORE CURRICULUM. I MADE SURE I GOT THE NON US ONE. THE NON COMMON CORE ONE. IT'S A GREAT CURRICULUM. IT'S CREATIVE. IT'S LITTLE BOOKS. YOU KNOW THERE'S PICTURES IN THERE. I

[00:10:04]

OKAY. I DON'T THINK THERE'S ANY MORE COMMENTS. SO WE WILL MOVE TO OUR STUDY SESSION AND WE'LL

[3. STUDY SESSION]

YEAH, OKAY. THANK YOU, MADAM PRESIDENT. MEMBERS OF THE BOARD OF EDUCATION, OUR DISTINGUISHED COLLEAGUES FROM THE ORANGE COUNTY SCHOOL OF COMPUTER SCIENCE, THANK YOU SO MUCH FOR BEING HERE. AND ALL THE MEMBERS OF OUR AUDIENCE AND THOSE WHO ARE ONLINE PARTICIPATING IN THIS STUDY SESSION. OUR PURPOSE HERE IS FOR THE IMPLEMENTATION TEAM TO SHARE THEIR LIVED EXPERIENCES OF THE FIRST YEAR OF THEIR CHARTER SCHOOL. AND I'VE SHARED BEFORE THAT I AM A FOUNDING CHARTER SCHOOL PERSON MYSELF, WHO LOVED THE CONCEPT AND THE IDEA, AND I KNOW THERE'S ALWAYS CHALLENGES THE FIRST YEAR AND GROWING PAINS AND SO ON AND SO FORTH. SO THE PURPOSE TODAY IS REALLY TO ALLOW THE BOARD OF EDUCATION TO BETTER UNDERSTAND THOSE CHALLENGES AND EXPERIENCES, AS WELL AS MEMBERS OF OUR COMMUNITY. WE CERTAINLY EXPECT YOU TO SHARE HONESTLY AND OPENLY ABOUT THAT EXPERIENCE. I DON'T KNOW HOW MANY TIMES YOU'VE HAD A CHANCE TO SPEAK BEFORE THE BOARD OF EDUCATION, BUT SOMETIMES IT MAY SEEM A LITTLE SCARY, BUT WE'RE VERY FRIENDLY HERE, SO PLEASE JUST RELAX AND BE YOURSELF. SO WITH THAT, I BELIEVE PHIL SITES, WHO IS THE.

THE PETITIONER THAT THE ADVISORY COUNCIL ESTABLISHED AT THE ONE E JUST HAD A COUPLE QUESTIONS

[00:15:01]

THE ORANGE COUNTY DEPARTMENT OF EDUCATION ASKED FOR AN INVESTIGATION BECAUSE WE HAD COMPLAINTS THAT WENT OVER TO THE ORANGE COUNTY DEPARTMENT OF EDUCATION ABOUT THE PROGRAMS BEING REMOVED FROM THE SCHOOL SITE. AND SO THIS IS APPARENTLY SUPPOSED TO BE THIS INVESTIGATION. IT'S NOT SUPPOSED TO BE A STUDY SESSION. WE'RE SUPPOSED TO ACTUALLY INVESTIGATE. AND SO I'M KIND OF CONFUSED AS TO WHY WE'RE DOING A STUDY SESSION HERE, WHEN WE WERE SUPPOSED TO BE LOOKING AT WHY WE HAVE DLA THAT WAS MOVED FROM A SCHOOL SITE TO ANOTHER SCHOOL SITE IN VIOLATION OF THE CONTRACT. WHY WE HAVE THE PERIODS BEING CHANGED AND WHY WE HAVE THINGS LIKE THIS HAPPENING. AND SO FIRST OFF, WHAT I WANTED TO JUST MAKE SURE AND I THINK WE JUST NEED TO ESTABLISH A FEW THINGS. HERE IS WE RECEIVED A BOARD UPDATE ON FRIDAY AND IT TALKED ABOUT WHAT'S BEEN GOING ON AT THE COMMUNITY, YOU KNOW, THE ADVISORY COUNCIL MEETINGS AND WHAT'S BEEN GOING ON AT OC6. BUT IT ALSO SAID THAT MEMBERS OF THE OCSC IMPLEMENTATION TEAM AND VARIOUS TEACHER LEADERS WHO WERE INVITED BY PHIL SITES WILL BE PARTICIPATING IN THE UPCOMING STUDY SESSION, WHERE THEY'LL HAVE THE OPPORTUNITY TO SHARE THE EVOLUTION OF THE SCHOOL FROM BERNARDO YORBA MIDDLE SCHOOL TO ORANGE COUNTY SCHOOL OF COMPUTER SCIENCE. THE STAFF ALSO CAME TO A CONSENSUS ON FUTURE ADJUSTMENTS THAT THEY WOULD LIKE TO MAKE AND PLAN TO SHARE THESE PROPOSED ADJUSTMENTS DURING TUESDAY'S BOARD STUDY SESSION. AND THEN SO THEN IT WENT INTO THE LINK OF THIS SLIDESHOW, WHICH GAVE ABSOLUTELY ZERO INFORMATION. AND I HAVE TO AGREE WITH THE SPEAKER. IT WAS AN ABSOLUTE WASTE OF PAPER. AND SO WHAT WE'D LIKE TO POINT OUT HERE IS THAT PHIL SITES DID NOT INVITE ANYBODY. IT WAS WILL GRAY WHO DID THE INVITING. AND SO I DON'T KNOW WHY THAT WAS MADE TO THE BOARD, WHY IT WAS THIS INFORMATION CAME TO THE BOARD WHEN THAT IS NOT WHAT HAS HAPPENED. I ALSO WANTED TO JUST MAKE SURE THAT WE'RE IN HERE IS THAT THIS PURPOSE IS FOR AN INVESTIGATION INTO WHY THESE PROGRAMS AND WHY THINGS ARE BEING MOVED WITH NO MATERIAL REVISIONS, AND SUDDENLY THEY'VE BECOME ADJUSTMENTS. I'VE ASKED DOCTOR SERINO MANY TIMES TO TELL ME WHO IS MAKING THESE CHANGES. AND FIRST HE TOLD ME THAT THE BOARD AUTHORIZED THE CHANGES. AND SO WE ALL KNOW AS BOARD MEMBERS THAT THE ONLY AUTHORIZATION THAT CAN COME FROM THE BOARD IS WHEN WE'RE SITTING UP THERE AND WE VOTE. SO SINCE JANUARY, WE HAVE NOT MADE ANY BOARD VOTES. WE'VE NOT MADE ANY AUTHORIZATION TO MAKE ANY CHANGES TO THIS CHARTER WHATSOEVER. AND SO THAT'S MY FIRST QUESTION THAT I STILL WOULD LIKE ANSWERED IS WHO MADE THESE AUTHORIZATIONS? BECAUSE AT THE ADVISORY MEETING, THE QUESTION WAS ASKED. AND DOCTOR MIZUNO, FIRST YOU SAID THE BOARD AND THEN YOU SAID EXECUTIVE CABINET. AND SO WHO FROM EXECUTIVE CABINET MADE THESE CHANGES WITHOUT BOARD AUTHORIZATION? BECAUSE THAT IS ACTUALLY WHY WE SHOULD BE HERE. AND WE SHOULD BE ASKING THESE QUESTIONS AS TO WHO DID THIS. BECAUSE BOARD BYLAWS HAVE BEEN BROKEN, BECAUSE WE'VE ACTUALLY MOVED A SCHOOL, WE HAVE MOVED A SCHOOL THAT WAS PART OF A DISTRICT CHARTER TO ANOTHER LOCATION WITHOUT THE BOARD KNOWING, WITHOUT THE BOARD AUTHORIZATION. THE ONLY REASON I EVEN KNEW THAT THERE WAS GOING TO TUFFREY I'D HEARD ABOUT A BOARD MEETING, BUT WE WERE TALKING ABOUT, YOU KNOW, MAYBE TWO DIFFERENT PLACES, TWO DIFFERENT PROGRAMS, AND SUDDENLY OUR DLA PARENTS GET AN EMAIL THAT SAYS THIS IS BEING MOVED TO TUFFREY. AND HERE'S THE MEETING.

AND I SAID, WHAT? AND EVERYONE'S FREAKING OUT AND WE DON'T KNOW ABOUT THIS. SO I WOULD LOVE TO KNOW, SINCE WE'RE HERE STUDYING THIS, WHO MADE THESE MOVES, WHO AUTHORIZED THE MOVES AND WHY? THEY FELT THAT THE MOVES NEEDED TO TAKE PLACE BECAUSE I WILL SAY. WE HAVE HAD MATERIAL REVISIONS. WHEN WE HAD SIXTH GRADE, IT WAS A 3 TO 0 VOTE. I DON'T KNOW IF MARILYN AND CARRIE ABSTAINED OR IF YOU DIDN'T WEREN'T AT THE MEETING. THAT WAS A MATERIAL REVISION TO PUT SIXTH GRADE IN AT THE SCHOOL SITE WHEN THEY WANTED TO CHANGE THE CURRICULUM BECAUSE THEY DIDN'T FIND THAT ONE CURRICULUM WAS WORKING FOR THE STUDENTS, AND THEY WANTED TO JUST MOVE TO ANOTHER CURRICULUM. THERE WAS NO MATERIAL REVISIONS REQUEST, BUT ALL OF THAT CURRICULUM CAME BEFORE THE BOARD, JUST AS IT'S SUPPOSED TO AT NORMAL CURRICULUM MEETINGS. AND IT WAS APPROVED 5 TO 0. SO WE'VE GONE FROM EVERY SINGLE MOVE THAT HAS HAPPENED WITH THIS CHARTER SCHOOL TO BE BOARD APPROVED TO. ALL OF A SUDDEN, DECEMBER 20TH, 2024, IT JUST STARTS TO ABSOLUTELY MAKE MOVES. ALL SORTS OF THINGS START TO HAPPEN WITH NO BOARD APPROVAL. AND WE'RE SITTING THERE SAYING, WHAT THE HECK IS GOING ON? WHO'S DOING THIS? PEOPLE WON'T TELL US. IT'S LIKE VERY, YOU KNOW, OPEN. IT'S JUST VERY, VERY CLOSED, TIGHT LIPPED ABOUT EVERYTHING THAT'S GOING ON. AND SO THESE ARE THE QUESTIONS THAT I THINK BEFORE WE EVEN GO INTO THESE SLIDES, BECAUSE OCZKUS DID NOT ASK FOR A STUDY SESSION, THEY DID NOT ASK TO COME HERE TODAY AND TALK TO US ABOUT THIS. THIS IS BEING LED BY THE DISTRICT. THIS SLIDE SHOW IS PROPERTY OF OLIVIA YOUNG. SO

[00:20:03]

THEY THINK THEIR PROFESSIONAL DEVELOPMENT IS GREAT, BUT SINCE WE WON'T FUND IT PER THE CONTRACT, WHAT CAN THEY DO? SO I THINK THAT THIS IS JUST RIDICULOUS. WHAT'S GOING ON HERE? I THINK THAT WHEN YOU'RE TOLD BY THE ORANGE COUNTY DEPARTMENT OF EDUCATION, EITHER YOU GUYS INVESTIGATE OR WE WILL, AND THEN WE COME OUT HERE AND WE MAKE IT APPEAR THAT THE ORANGE COUNTY SCHOOL OF COMPUTER SCIENCE ASKED FOR THIS STUDY SESSION, AND THEY WANT TO HAVE THIS BIG ROUNDTABLE DISCUSSION WHEN THAT'S NOT WHAT'S GOING ON. THE DISTRICT HAS ORDERED THIS DISCUSSION. THE DISTRICT IS OBVIOUSLY, IN MY OPINION, WHEN YOU WILL NOT TELL YOUR BOARD MEMBERS AS THE SUPERINTENDENT OR ACTING SUPERINTENDENT, WHEN YOU WILL NOT TELL THEM WHO AT THE DISTRICT OFFICE IS MAKING THESE MOVES AND GOING AGAINST THE CONTRACT OR WHATEVER THIS IS, SO WE CAN FIGURE THIS OUT. WHEN YOU WON'T SAY IT, IT SEEMS LIKE A BIG COVER UP. AND SO THEN WE COME IN HERE AND LOOK AT WHAT WE HAVE HERE. WE HAVE THE DISTRICT, WE HAVE THIS TELLING THESE PEOPLE SITTING AT THIS TABLE THAT YOU'RE SUPPOSED TO COME TALK ABOUT THIS, AND THIS IS WHAT YOU'RE SUPPOSED TO SAY. SO THIS IS A SHAM IS WHAT THIS IS. THIS IS AN ABSOLUTE SHAM. AND I'M SORRY YOU PEOPLE ARE NOT SHAMS. YOU HAVE BEEN WORKING YOUR TAILS OFF FOR THIS PROGRAM.

BUT WE CANNOT CONTINUE TO DO THIS. WE HAVE A PROBLEM. AND WHEN? WHEN ADMINISTRATORS CAME TO OSC'S AND SAYS, WE'RE CUTTING YOUR BUDGET AND WE NEED TO DO THIS, WE RECEIVED TWO EMAILS THAT WENT UNANSWERED TO BETH FISHER AT THE TIME, WAS SENT TO THE SUPERINTENDENT AND TO THE ENTIRE BOARD. BOARD PRESIDENT WAS SUPPOSED TO ANSWER, ASKING FOR A STUDY SESSION JUST LIKE THIS TO STUDY THE BUDGET. AND IT WENT UNANSWERED. AND SO WHY IS THAT? SO ALL OF A SUDDEN, WHEN THE ORANGE COUNTY DEPARTMENT OF EDUCATION SAYS, YOU GUYS NEED TO BE INVESTIGATED, OR WE HAVE TO INVESTIGATE WHAT'S HAPPENING HERE, AND WE HAVE TO LOOK AT THESE MATERIAL REVISIONS, WE HAVE TO LOOK AT ALL OF THIS STUFF. SUDDENLY WE'RE DOING A STUDY SESSION AND EVERYTHING'S HUNKY DORY, BUT WE'RE HAVING THE DISTRICT TELL US WHAT TO DO AND HOW TO RESPOND. AND WE CAN'T EVEN SAY THAT. WHO INVITED THE TEACHERS LIKE PHIL? SITES DID NOT INVITE THESE TEACHERS. IT WAS WILL GRAY. WE CAN'T EVEN BE HONEST ABOUT THAT. SO STOP THIS CHARADE AND STOP THIS FACADE, AND LET'S ACTUALLY INVESTIGATE AND ANSWER OUR QUESTIONS. WHO AUTHORIZED THESE MOVES? SO THANK YOU, TRUSTEE BLADE. SO FIRST OF ALL, REGARDING ORDERING, THIS IS NOT AN ORDER. THIS IS A COLLABORATIVE APPROACH TO WORKING TOGETHER AS A TEAM. SINCE THE DISTRICT ITSELF IS THE AUTHORIZER OF THIS CHARTER. WE'RE TRYING TO BUILD A COLLABORATIVE RELATIONSHIP OBVIOUSLY, SO WE COULD WORK TOGETHER SO THAT WE DON'T GET TO THE POINT WHERE WE HAVE MULTIPLE DISPUTES. AS FAR AS HOW IT ALL EVOLVED, IT HASN'T BEEN AN EVENT. IT'S BEEN A PROCESS OVER THE COURSE OF THE LAST YEAR AND A HALF, AS ALL NEW PROGRAMS GO THROUGH, THERE'S GROWING PAINS, THERE'S CHANGES THAT ARE GOING TO HAPPEN AS YOU ADAPT TO THE EXPERIENCES THAT YOU'RE HAVING.

SO BY HAVING THE TEAM HERE TODAY WHO WERE NOT FORCED TO COME SHARE THEIR LIVED EXPERIENCES,

[00:25:02]

THE COUNTY HAS ALSO CONFIRMED THAT THEY DO NOT BELIEVE THERE'S MATERIAL REVISIONS. BUT IN MY EXPERIENCES WITH MATERIAL REVISIONS, PARTICULARLY FOR INDEPENDENT CHARTER, A CHARTER THAT IS LOCALLY FUNDED AND AUTHORIZED BY THE DISTRICT, THE BOARD OF EDUCATION CAN DETERMINE WHAT THOSE MATERIAL REVISIONS ARE. AND YOU COULD SAY, I WOULD LIKE TO BE INFORMED OF ANY CHANGES TO THIS DEGREE. WE KNOW THAT ADDING A SCHOOL LEVEL, A GRADE LEVEL RATHER, WHICH WE DID IN JANUARY OF 24, I BELIEVE, WITH THE SIXTH GRADE, AS WELL AS POTENTIALLY MOVING A SCHOOL OR ADDING A SCHOOL ARE REQUIRED. IT'S A STATUTORY REQUIREMENT. SHORT OF THAT, IT REALLY IS DETERMINED BY THE AUTHORIZER WHAT MAY OR MAY NOT BE. AND TYPICALLY IT'S TIED TO THE 15 ELEMENTS OF THE PETITION. SO THE PURPOSE HERE IS NOT TO CREATE A CONTESTED SPACE, BUT RATHER TO LET THE TEAM SHARE THEIR EXPERIENCES HERE SO THAT WE KNOW HOW BEST TO SUPPORT THEM MOVING FORWARD. WE OBVIOUSLY HAVE BUDGETARY CONSTRAINTS, AND THERE'S OTHER THINGS THAT HAVE IMPACTED ALL OF OUR SCHOOLS. AND AS THE AUTHORIZING BODY, THE BOARD OF EDUCATION NEEDS TO BE APPRIZED OF THOSE SO THAT IT COULD CONTINUE TO BUILD A SUSTAINABLE MODEL, ONE THAT HOPEFULLY WE COULD CONTINUE ON FOR YEARS AND YEARS TO COME, TO BRING GREAT PRIDE TO OUR DISTRICT AND COMMUNITY. SO WITH THAT, I WOULD LIKE THE TEAM WHO PREPARED TO. CAN YOU CONFIRM WHO PREPARED THIS SLIDESHOW? SAY THAT AGAIN. CAN YOU CONFIRM WHO PREPARED THE SLIDESHOW? IT WAS DONE BY DOCTOR GRAY WITH MR. SITES. AND I BELIEVE OTHER MEMBERS OF THE IMPLEMENTATION TEAM AS I UNDERSTAND IT, YOU JUST SAID THAT TO MOVE US TO MOVE THE SCHOOL OR TO MOVE PROGRAMS, THINGS LIKE THAT HAS TO HAVE A MATERIAL REVISION. SO ARE WE CLEAR THAT MOVING DLA FROM OCFS TO TUFFREY WITHOUT BOARD APPROVAL NEEDED A MATERIAL REVISION? BECAUSE I BELIEVE I SAW IN THE BOARD MEETING ABOUT THAT. AND SHE SAID YOU NORMALLY NEED A MATERIAL REVISION. WELL, AGAIN, THE BOARD OF EDUCATION MAKES THAT DECISION. THE BOARD OF EDUCATION AS THE AUTHORIZER COULD SAY YES. WE CONSIDER THAT A MATERIAL REVISION AND THEN COULD VOTE ON IT IF IT WAS NEVER BROUGHT BEFORE THE BOARD AND THE MOVE WAS MADE. HOW DID WE DECIDE? THAT MAKES NO SENSE.

THEY MOVED IT IN MARCH WITHOUT COMING BEFORE THE BOARD. SO HOW DID THE BOARD DECIDE IF THE BOARD WAS NEVER EVEN ASKED? WELL, THIS WAS IN THE WORKS FOR SOME TIME BEFORE MARCH. NO, IT WAS NOT AS AS AT LEAST AS I UNDERSTAND IT, IN, IN DECEMBER, OLIVIA YOUNG WENT TO CHERNISS AND BETH FISHER AND ASKED TO MOVE DLA FROM OCS TO TEFRA. AND BETH FISHER SAID NO. AND SO THEN WE ALL KNOW WHAT HAPPENED IN DECEMBER. AND SO THEN SUDDENLY AFTER THAT, SUDDENLY THINGS ARE MOVING, THINGS ARE CHANGING. WHEN THERE WAS NO MOVEMENT MADE BEFORE. AND IF I RECALL, WE WANTED, I BELIEVE THERE'S A COUPLE BOARD MEMBERS HERE WHO WERE TRYING TO INVESTIGATE DOCTOR CHERNUS FOR EVEN HAVING ANYTHING TO DO WITH THESE, ANY OF THESE REVISIONS OR ANYTHING HAVING TO DO WITH THE CHARTER SCHOOL. AND THEY WERE EVEN UPSET THAT THE DISTRICT KEPT ASKING THE DISTRICT, ARE YOU INVOLVED IN THE CHARTER REVISIONS? ARE YOU INVOLVED IN THE PREPARATION? ARE YOU INVOLVED IN THIS? BUT SUDDENLY, COME DECEMBER 20TH OF 2024, THE DISTRICT HAS ALL KINDS OF HANDS IN THE POT HERE, AND WE HAVE YOU GOING OVER TO THE SCHOOL SITE AND ACTUALLY TALKING TO THEM ABOUT THESE ALL THESE CHANGES WHEN BEFORE IT WAS ABSOLUTELY TABOO FOR DOCTOR CHERNUS OR ANYBODY AT THE DISTRICT TO HAVE ANY TYPE OF INVOLVEMENT. IT WAS ALL PLACED ON OSCS AND BETH FISHER. SO WHAT HAS CHANGED? BECAUSE WE HAVE ONE ADMINISTRATION WHO IS NOT

[00:30:02]

TEAM. AND I RECOGNIZE THAT. AND THERE'S BEEN A LOT OF TURMOIL. AND HOW DO WE MOVE BEYOND THE CONTESTED SPACES SO THAT WE COULD MOVE FORWARD? IF IT'S A MATERIAL REVISIONS, IT'S A MATERIAL REVISION. THE BOARD OF EDUCATION DETERMINED THAT AS FAR AS THE LAW IS CONCERNED, I DON'T BELIEVE YOU'LL FIND THAT THE BOARD OF EDUCATION IS GUILTY OF. WELL, WE'RE NOT VIOLATING ANY, ANY, ANY LAW. WE ARE NOT GUILTY BECAUSE IT NEVER CAME BEFORE US. SO WE CANNOT BE GUILTY. WELL, WE CONTINUE TO ASK YOU WHO MADE THE CHANGES. THE CHANGES WERE PART OF A PROCESS THAT INVOLVED EVERYTHING FROM LEARNING ABOUT THE SCHOOL TO BUDGETING, MAKING REDUCTIONS, GIVEN OUR NEW BUDGET AND SO ON. SO YOU'RE TELLING ME THAT WE COULD HAVE OPENED THIS SCHOOL WITH OPENED A DISTRICT CHARTER SCHOOL WITH NO MATERIAL REVISIONS, NO, NO CHARTER, NO CONTRACT? BECAUSE THIS IS ALL JUST A PROCESS. THEY THEY MINDED THEIR P'S AND Q'S AND THEY DOTTED THEY THEY CROSSED THEIR EYES. THEY DOTTED THEIR T'S, WHATEVER IT IS, OR I HAVE THAT BACKWARDS. THEY DID EVERYTHING.

AND THEN SUDDENLY IN JANUARY, IT WAS A FREE FOR ALL. AND IT'S BECAUSE THERE WAS NO LONGER A GATEKEEPER WATCHING PEOPLE WHO ARE TRYING TO GO IN AND MAKE THIS CHARTER A STATUS QUO. SO I'M GOING TO ASK AGAIN, BECAUSE WHO MADE THE CHANGES? BECAUSE IT DIDN'T COME BEFORE THE BOARD. SO AS FAR AS I'M CONCERNED, IT IS A BOARD BYLAW VIOLATION THAT AN EMPLOYEE DID BECAUSE ALSO TOO, REMEMBER REMEMBER THE BIG ORDEAL WHEN DOCTOR CHERNUS DID NOT MOVE USC FROM PARKVIEW? REMEMBER THAT IT WAS STILL PARKVIEW PROGRAM, BUT ALL HE DID WAS WHEN THE WHOLE FIRE EXTINGUISHER DEBACLE AT THE PDA HAPPENED, HE MOVED THE LOCATION TEMPORARILY, WHICH ENDED UP BEING PERMANENT OVER TO BERNARDO YORBA. AND THAT WAS A HUGE ORDEAL. AND EVERYBODY WENT AMOK TALKING ABOUT ALL KINDS OF VIOLATIONS. THE BOARD DIDN'T KNOW ABOUT THIS. WHATEVER. WE ALL HAVE THIS STUFF ON VIDEO.

AND SO WHY IS IT THAT CERTAIN EMPLOYEES ARE DOING THINGS, MOVING PROGRAMS WITHOUT BOARD, YOU KNOW, WITHOUT ANY BOARD INPUT, ANY BOARD VOTES, NOTHING. BUT WE'RE HOLDING OTHER PEOPLE TO DIFFERENT STANDARDS WHERE WE WANT TO INVESTIGATE THEM. SO IF THIS IS THE CASE AND YOU'RE NOT GOING TO GIVE THE NAME OF THE EMPLOYEE WHO MADE THESE CHANGES WITHOUT BOARD AUTHORIZATION, THEN I CALL FOR AN IMMEDIATE INVESTIGATION BY THIS BOARD INTO THIS WHOLE CIRCUMSTANCES. AFTER THIS LOVELY STUDY SESSION THAT WE HAVE HERE. MRS. ANDERSON, COULD I JUMP IN AND ACTUALLY HAVE A COMMENT? SO IT'S UNFORTUNATE WHEN YOU DON'T GET THE ANSWERS YOU WANT. I FELT LIKE FOR THE LAST TWO YEARS OR SO, I ASKED FOR A LOT OF QUESTIONS I DIDN'T GET THE ANSWERS TO, AND I WAS HELD AT EVEN, NOT EVEN ALLOWED TO BE IN THE CLASSROOM, IN THE IN THE SCHOOL OR IN US. I MOVING PROGRAMS LIKE USC DIDN'T COME TO US EITHER WHEN IT WAS PICKED UP OVER THE SUMMER AND MOVED THERE. SO I CAN RELATE AND I UNDERSTAND HOW FRUSTRATING IT CAN BE.

PLEASE DON'T INTERRUPT. OKAY, THAT WAS NOT AN INTERRUPT. PLEASE DON'T INTERRUPT. LET ME HAVE A CHANCE TO HAVE A COMMENT BECAUSE YOU'VE HAD TEN MINUTES OR SO. SO MY UNDERSTANDING IS THAT CHANGES WERE MADE AND SOME OF THE CHANGES REGARDING DLA WERE ASKED FOR BY THE TEACHERS.

I'D LIKE TO KNOW MORE INFORMATION ABOUT WHAT THEY WANT. I WANT THIS SCHOOL TO SUCCEED DESPITE WHAT PEOPLE SAY OVER AND OVER. AS MRS. MICA SAID IN THE BOARD MEETING, I SAID THAT I'VE SAID IT OVER AND OVER. I WANT TO FIGURE OUT HOW TO MAKE IT SUCCEED, BUT I WANT TO KNOW

[00:35:01]

DLA, I THINK THERE SHOULD BE A NATURAL PATHWAY, SO I'M INTERESTED IN WHAT THAT'S GOING TO LOOK LIKE. BUT I ALSO WANT SITE LEVEL INPUT ON THAT. IF THEY DON'T WANT DLA THERE, IF THEY WANT TO MOVE IT OR IF THEY WANT TO KEEP IT, I'M NOT SURE WHERE THAT CAME FROM, BUT THAT'S WHAT THE UNDERSTANDING WAS. SO I'M INTERESTED IN LEARNING MORE. I AM INTERESTED IN HEARING FROM ALL OF YOU. I WANT SOMETHING TO BE CREATIVE AND SOMETHING NEW, BUT I ALSO WANT TO MAKE SURE THAT WE'RE FOLLOWING THE RULES THAT WE NEED TO FROM P RESPONSIBILITIES TO HAVING TEACHERS THAT ARE TEACHING CLASSES AND NOT VOLUNTEERS COMING IN AND TEACHING CLASSES.

I WANT TO HEAR MORE FROM YOU. I WANT TO HEAR MORE OF WHAT YOU WANT TO MAKE IT SUCCESSFUL AND HOW WE CAN HELP DO THAT, BUT THAT DOESN'T MEAN IT'S A BLANK CHECK. THERE HAS TO BE RULES AND REQUIREMENTS AROUND WHAT WE DO AND HOW WE PROVIDE THINGS. THE PRESENTATION, I WOULD AGREE, NEEDS MORE WORK. I WOULD LOVE TO SEE DATA INFORMATION ON IF YOU'RE WHATEVER YOUR SUCCESSES ARE, SHOW IT BECAUSE THIS DOESN'T REALLY. SO PLEASE SEND US MORE INFORMATION. I'D BE HAPPY TO READ ANYTHING THAT YOU SEND ALONG SO THAT I CAN SEE ALL OF THAT. I WANT TO DIG INTO WHAT'S HAPPENING AT THE SITE, NOT POINT FINGERS. DO ANY OF THAT. LET'S HERE AND LET'S TALK ABOUT HOW WE CAN SUPPORT YOU ALL AND MAKE THIS A GREAT SCHOOL FOR ALL OF THE STUDENTS. DOCTOR GRAY, MR. SEITZ, DID YOU GUYS CREATE THE PRESENTATION? YES. ON THURSDAY WE HAD A GOOD SESSION AND PUT TOGETHER SOME ICONS THAT ARE INDICATIVE OF THE TALKING POINTS THAT THE TEAM HAD PUT TOGETHER. IT WAS THE IMPLEMENTATION TEAM IS THE LEADERSHIP TEAM OF THE SCHOOL.

AND THEN MR. SEITZ BROUGHT FORWARD SOME NAMES OF SOME LEAD TEACHERS. AND SO I DID EXTEND THE EMAIL INVITATION TO THOSE LEAD TEACHERS BASED ON MR. SEITZ'S RECOMMENDATION. I THINK IT WAS THREE DAYS BEFORE THE INVITE CAME OUT. I HAD SUGGESTED A TEAM OF PEOPLE THAT I THOUGHT WERE BEST REPRESENTATIVE. IT WASN'T THAT I WAS TELLING DOCTOR GRAY THAT THESE SHOULD BE PEOPLE SHOULD BE INVITED, BUT I SUGGESTED A TEAM BASED ON THE FACT THAT I WANTED EVERY DEPARTMENT REPRESENTED, AND I WANTED ALSO THE INCLUSION SPECIALIST, RIGHT, AS WELL AS PSYCHOLOGIST REPRESENTED. AND THAT WAS JUST IN AN EMAIL AND HE SAID THANK YOU. RIGHT, VERY POLITELY. BUT THEN WHEN I THINK WE GOT AROUND TO MONDAY, THAT'S WHEN I THINK THE LIST GREW. SO THERE WERE OTHER PEOPLE ADDED. I WAS JUST CONCERNED THAT IF THERE WAS GOING TO BE A STUDY SESSION, WE WANTED TO MAKE SURE WE HAD A NICE REPRESENTATION OF PEOPLE. RIGHT. THAT REALLY KIND OF ENCOMPASSED THE ENTIRETY OF THE SCHOOL. I AM NOT PART OF THE IMPLEMENTATION TEAM. SO THAT IMPLEMENTATION IMPLEMENTATION TEAM MEETS, I THINK, IN THE AFTERNOON. MR. SHIN, CORRECT ME, IT'S IN THE AFTERNOON. SO IT'S WHAT I'M TEACHING, SO I CAN'T BE PART OF THAT TEAM. SO I WASN'T THERE TO WORK ON THE SLIDES DIRECTLY AT THAT TIME. SO WHEN I DID SEE THE SLIDES, IT WAS, I BELIEVE AFTER SCHOOL FOR ABOUT A HALF HOUR PERIOD, AND I WAS SHOWN WHAT APPEARED TO BE A COMPLETE SLIDE DECK. RIGHT. AND WE AGREED TO PUT SOME IMAGES INTO THE SLIDE DECK. BUT AS FAR AS ANYTHING ELSE, THAT WAS IT, RIGHT? SO IT WAS JUST WE WERE JUST ADDING A FEW IMAGES THAT REPRESENTED SOME OF THE THINGS YOU'RE GOING TO SEE THAT WERE BASICALLY REPRESENTED. WHAT WE'RE GOING TO PRESENT. RIGHT. AS FAR AS THE TALKING POINTS, IT WAS VERY MUCH A SKELETAL KIND OF FLOW WE'LL TALK ABOUT. AND IT WAS KIND OF A LIST, RIGHT. THERE WERE NO DETAILS IN IT THAT MAYBE, YOU KNOW, MRS. BUCK, THAT'S WHAT YOU'RE REFERRING TO IS THE LACK OF THE DETAILS. BUT AGAIN, WE WEREN'T PROVIDED THAT. SO WE I THINK EACH ONE OF US KIND OF DEVELOPED OUR OWN BASED ON THAT SKELETAL OUTLINE. WE DEVELOPED OUR OWN INFORMATION TO PRESENT. SO THAT CLARIFIES, YOU KNOW, YOUR QUESTION ABOUT HOW THIS ALL CAME ABOUT. TO THE BEST OF MY RECOLLECTION, THAT'S THE WAY IT OCCURRED. GOT IT. SO YOU WERE GIVEN AN OUTLINE OF THESE ARE THE THINGS WE WANT YOU TO TALK ABOUT. AND THEN YOU GUYS PUT TOGETHER WHATEVER IT IS YOU'RE GOING TO BE PRESENTING TO

[00:40:03]

[00:45:01]

I HAVE TO GIVE A BIG SHOUT OUT TO THE TEACHERS WHO ARE TRULY IMPLEMENTING THE UDL STRATEGIES AND ALL OF THEIR CLASSROOMS, BECAUSE THAT MAKES A HUGE DIFFERENCE WHEN WE TALK ABOUT IEP ACCOMMODATIONS, I ALWAYS TELL THE TEACHERS IT'S JUST GOOD TEACHING AND THEY'RE ALL DOING IT. AND OUR KIDS ARE PROVEN TO BE VERY SUCCESSFUL. WE BUY WITH THE HELP OF ASHLEY. TODAY WE PULLED SOME NUMBERS. AND FOR OUR CASELOAD OF STUDENTS WHO RECEIVE CI SUPPORT, WHICH IS PROVIDED FULLY IN THE GEN ED CLASSES, WE DO NOT HAVE ANY CLASSES THAT ARE PULLED OUT FOR OUR KIDS. THEY ARE 100% INCLUDED IN ALL OF THE CLASSES. OUR FOCUS IN SPECIAL EDUCATION TENDS TO BE ELA AND MATH WITH OUR CASELOAD. WHEN WE LOOK AT THE KIDS THAT ARE PASSING ELA WITH A C OR BETTER, WE HAVE 91% OF OUR STUDENTS PASSING OKAY AND NOT TO STEAL FROM YOU, BUT OUR SCHOOL TOTAL IS 96%. SO OUR KIDDOS WITH IEPS ARE REALLY HANGING IN THERE WITH EVERYBODY ELSE. AND THEN WHEN WE LOOK AT MATH AND THIS IS EXTREMELY IMPRESSIVE, OUR KIDDOS WITH C OR BETTER ARE AT 93%. SO THE MODEL THAT WE HAVE WITH FULL INCLUSION, IT'S WORKING. IT'S I COULD TALK ABOUT IT ALL DAY LONG, BUT IT IS DEFINITELY. AMAZING TO BE A PART OF IT AND TO SEE ALL THE SUCCESS THAT OUR KIDS ARE HAVING. I THINK THIS IS THE FIRST YEAR I'VE BEEN IN EDUCATION FOR 16 YEARS. WE ACTUALLY HAVE PARENTS THAT WILL SEEK OUT OUR ADMIN TO COMPLIMENT OUR IEP TEAM AND THE MEETINGS THAT WE HAVE, AND WE'VE HAD SOME DOOZIES. I KNOW, RENEE, YOU'RE VERY AWARE OF THAT. WE'VE HAD A LOT OF COMPLICATED CASES. IT'S BEEN AN AMAZING LEARNING EXPERIENCE FOR ME AS A SCHOOL PSYCHOLOGIST, TO SIT IN THEM AND LEARN, AND THE TOUGH ONES MAKE YOU BETTER. I LEARNED THAT MY FIRST YEAR OF TEACHING, SO THEY DO. I KNOW THEY'VE REACHED OUT TO ADMIN TO SAY JUST HOW SMOOTHLY OUR MEETINGS RUN, HOW AMAZING IT IS TO SEE THE GROWTH IN THEIR STUDENTS. WE HAVE KIDS WITH VARYING LEVELS OF DISABILITIES WITH VERY VARYING LEVELS OF NEEDS. WE HAVE KIDS THAT HAVE COME FROM SDC CLASSES THAT ARE FULLY INCLUDED AND THEY ARE SUCCESSFUL. ACADEMICS IS HUGE. IN SPECIAL EDUCATION. WE LOOK AT THE WHOLE KID AND SO THE IMPROVEMENTS I'VE SEEN WITH BEHAVIOR, THE IMPROVEMENTS I'VE SEEN WITH KIDS, LIKE SOCIALLY AND EMOTIONALLY, IS TRULY LIKE AN HONOR TO BE A PART OF. SO I ONE JUST SMALL STORY I HAVE WE HAVE ONE KID THAT IS MOSTLY NONVERBAL AND NOT TOO LONG AGO, AND I GREET THIS KID EVERY DAY. I SEE HIM EVERY DAY WHEN HE GETS OFF THE BUS AND HE, NEVER UNPROMPTED, WILL RESPOND TO ME. AND A COUPLE DAYS AGO, HE'S

[00:50:06]

CAN I MAKE A COMMENT ABOUT THE GRADING? THAT'S THE ONE THING THAT I'VE HEARD FROM COMMUNITY MEMBERS PARENTS THAT THEY JUST DON'T UNDERSTAND IT. AND I THINK FROM WHAT I'VE HEARD, THE FEEDBACK THAT I GOT WAS IT WAS EXPLAINED TO THEM AT SUCH A DETAILED LEVEL. I THINK THAT WAS THE PROBLEM. IT WASN'T SIMPLE ENOUGH. YEAH. LIKE WHAT YOU JUST SAID IS A GREAT WAY TO SAY GETTING AN A IS EASY, BUT GETTING AN A EXCEEDING OR EXCEEDED IS LIKE YOU ACTUALLY WORKED FOR THAT. THERE'S SOMETHING FOR THAT THAT SAYS THAT TRANSLATES TO REAL WORLD.

YEAH. I THINK ONE OF THE PROBLEMS THAT WE HAVE IS THAT THE MASTERY BASED INSTRUCTION AND THE GRADING SCALE IS A LITTLE BIT DIFFICULT TO EXPLAIN. I THINK YOU LOSE PEOPLE AFTER 1 OR 2 SENTENCES, AND I THINK IT'S GOING TO BE PART OF OUR WORK TO COME UP WITH A 1 OR 2 SENTENCE, YOU KNOW, THIS IS WHAT IT IS, AND THIS IS WHY IT SERVES A POPULATION. AND IT'S A IT'S AN ALTERNATE I DON'T WANT TO GO AS FAR TO SAY IS THIS IS THE BEST THING EVER, AND THIS IS THE WAY THAT EVERYONE MUST DO IT. BUT I THINK THAT IT SERVES STUDENTS WELL. BOTH TYPES OF STUDENTS WHO ARE TRADITIONALLY GREAT AT REGULAR SCHOOL AND THOSE WHO WHO AREN'T. AND I'D LIKE TO BE ABLE

[00:55:01]

JUST I'VE HAD IT WAS VERY DIFFICULT FOR ME AS AN EDUCATOR PERSON TO WRAP MY HEAD AROUND THE MASTERY BASED LEARNING, BUT HAVING TO EXPLAIN IT TO PARENTS IN IEPS. AND I GOT PARENTS WITH DIFFERENT LEVELS OF UNDERSTANDING. AND I FEEL ONE THING THAT I CAN DO WELL IS, IS ADJUST HOW I SPEAK TO PARENTS. SO THROUGH THAT LEARNING PROCESS, WHEN YOU CAN EXPLAIN IT TO THEM BASED ON THE SKILLS AND TEASE OUT THE SKILLS THAT THE STUDENTS ARE WORKING ON, AND THEN THAT'S WHAT THEY'RE BEING GRADED ON, IT MAKES A HUGE DIFFERENCE. SO WE'VE WALKED OUT OF IEP MEETINGS AND PARENTS ARE LIKE ALL THE QUESTIONS THAT I HAD, I GET IT NOW. AND I THINK AS PART OF OUR JOB AS THE INCLUSION TEAM TOO, IS WE ALSO ALIGN THEIR STUDENT, OUR STUDENT IEP GOALS TO THAT AS WELL. SO IT MAKES SENSE. SO WHEN YOU CAN EXPLAIN THAT IT'S THE SKILLS AND THEY'RE MAKING GROWTH OR THEY'RE MEETING IT IT IT'S HELPFUL FOR THEM TO UNDERSTAND. NOW DID YOU THINK THE STUDENTS BECAUSE PART OF THE WHOLE MASTERY BASE IS ABOUT LIKE WHEN THE KIDS COME RIGHT OUT THE GATE AND THEY FAIL A TEST AND THEN THEY'RE LIKE STUCK AT THAT GRADE LEVEL, IT'S HARD FOR THEM TO, LIKE, OBVIOUSLY WORK THEIR WAY BACK UP. DID YOU GUYS FEEL THAT THE KIDS WEREN'T AS LIKE DOWN ON THEMSELVES AND THEY WERE MORE HOPEFUL AND LIKE MOVING FORWARD? IT WASN'T LIKE, OH MY GOSH, I'M ALREADY FAILING THIS CLASS. LIKE NOT TO GIVE UP. DID YOU FEEL LIKE THAT WAS HELPFUL AND LIKE THAT, THAT IT DID THE STUDENT SOME GOOD I THINK. SO I KNOW THAT THEY'RE GOING TO TALK ABOUT THAT PIECE OF IT IN JUST A BIT, BUT I CAN SPEAK FOR THE STUDENTS THAT I MOSTLY WORK WITH AND THEY ARE EXPERIENCING SUCCESS. WE HAVE A LOT OF KIDS THAT TAKE THEIR TEST IN A SEPARATE SETTING, AND THEY ARE SUPPORTED IN THAT, THAT MANNER, BUT THEY ARE SO EXCITED. I HAD KIDS, I WAS IN THE MIDDLE. I WAS DOING SOMETHING IN THE CONFERENCE ROOM. THEY WALK BY AND THEY'RE LIKE, MISS HAWKINS, WE BOTH GOT A'S ON OUR TEST. WE DID A REALLY GOOD JOB, SO I'VE NEVER REALLY HAD. I USED TO TEACH AND KIDS DIDN'T REALLY GET EXCITED ABOUT THAT. SO TO SEE MY KIDS EXCITED ABOUT IT, IT'S REALLY NICE TO SEE. SO I LOVE THE CONCEPT OF IT. I THINK IT'S GREAT AND LIKE IT'S REAL WORLD IS WHAT I LIKE ABOUT IT. I THINK THAT MOST OF THE PARENTS THAT I HAD THAT MOSTLY HAD THE FRUSTRATION WITH IT WAS THE HIGH ACHIEVING KIDS PARENTS. RIGHT. SO I THINK THAT'S THAT'S THE PLACE WHERE HOW DO WE HELP THEM UNDERSTAND BETTER AND MORE CLEARLY? I MEAN, IT'S WEIRD FOR EVERYBODY BECAUSE WE ALL HAD A, B, C, D LIKE THAT.

THIS THIS IS TOTALLY BRAND NEW. SO FOR THE PARENTS THAT THE HIGH ACHIEVING STUDENT PARENTS IS WHERE I REALLY FOUND, I GOT THE MOST FEEDBACK FROM THEM TO SAY, LIKE MY CHILD WROTE A GREAT ESSAY, IT SHOULD HAVE BEEN AN A, AND I WAS LIKE, WELL, THAT'S NOT THE POINT. SO BUT I LIKE FOR ME, I THINK THAT SOME OF IT IS TRANSLATING IN FROM MIDDLE SCHOOL INTO HIGH SCHOOL. LIKE, WHAT DOES THAT LOOK LIKE GOING FROM, YOU KNOW, HOW DO YOU ADJUST GOING INTO THE A B FORMAT? I, I'M ACTUALLY SUPER EXCITED ABOUT THIS PIECE OF IT AND WHAT THAT COULD TRANSLATE INTO FOR ALL OF OUR SCHOOLS, ESPECIALLY AT THE ELEMENTARY LEVEL. I THINK THAT THIS WOULD BE A PERFECT, A PERFECT WAY TO LOOK AT NOT HAVING GRADES IN AN ELEMENTARY LEVEL, BECAUSE IT'S ABOUT PROGRESS OVER PERFECTION AND CELEBRATING SUCCESS. AND EVERYBODY'S GOING TO KEEP GOING.

EVERYBODY IS ON THAT TRAJECTORY. AND IT'S NOT ABOUT PUTTING YOU IN THIS, YOU KNOW, LOW BUCKET.

WE'RE ALL MAKING PROGRESS NO MATTER AT WHAT SPEED OR RATE OR WHEREVER WE'RE GOING. SO I'M VERY INTERESTED IN IT. I BUT I AM WANT TO BE COGNIZANT OF HOW THAT TRANSLATE INTO INTO HIGH SCHOOL, BECAUSE THAT'S A WHOLE NOTHER LEVEL. AND IF WE WERE TO TAKE IT TO THERE, THAT COULD HAVE FURTHER IMPLICATIONS. BUT AT AN ELEMENTARY AND MIDDLE SCHOOL LEVEL, I DON'T THINK KIDS SHOULD EVER FEEL LIKE THEY'RE A FAILURE OR THEY'RE NOT SUCCESSFUL. IT'S ABOUT HOW DO I GET TO THAT NEXT STEP? SO THE MORE DATA AND THE MORE INFORMATION YOU CAN PROVIDE ON THAT, I REALLY WANT THAT TO INFORM THE WORK THAT WE DO ON A BROADER SCALE. SO YOU DON'T AGREE WITH PUTTING A KID IN GATE WHEN THEY'RE EIGHT YEARS OLD AND HAVING THAT WITH THEIR WHOLE. I THINK THAT AS WE'VE BEEN DOING IN THE PAST, WELL, I HAD EIGHT KIDS AND I HAD NON GATE KIDS AND THEY'RE THEY THINK DIFFERENTLY, TOTALLY DIFFERENTLY. SO YOU HAVE TO LOOK AT IT DIFFERENT SOMETIMES. AND IT'S GOOD TO HAVE THEM ALL IN A CLUSTER BECAUSE YOU CAN DO DIFFERENT THINGS. I HAD KIDS THAT WENT TO BOTH, SO I GOT TO EXPERIENCE BOTH, AND THERE WERE PLUSES AND MINUSES TO EACH OF THEM, AND IT REALLY CAME DOWN TO WHAT IS SPECIFIC TO THAT ONE INDIVIDUAL CHILD. AND LOOKING AT IT FROM THAT PERSPECTIVE. RIGHT. I DO THINK, THOUGH, THAT LAST YEAR, I THINK IT WAS LAST YEAR WE WERE TALKING ABOUT WHEN THE KIDS WERE COMING OUT OF SIXTH GRADE, IF THEY WANTED TO TRY, WHEN THEY GOT INTO MIDDLE SCHOOL TO GET INTO THE HIGHER LEVELS. SO I DO THINK WE LIKE WE SHOULD IT SHOULD ABSOLUTELY BE THERE. THEY SHOULD. IT SHOULD BE ON THEIR NEXT STEP. NOT A BIG JUMP EITHER SO THAT THEY FAIL OR THAT THEY FEEL LIKE THEY'RE FAILING. SO I FEEL LIKE THAT'S THE THING, LIKE IF YOU'RE A POINT OFF OR IF YOU WANT TO TRY AN HONORS CLASS IN SEVENTH GRADE, YOU SHOULDN'T BE TOLD, WELL, NO, BECAUSE YOU KNOW, X, Y, AND Z, TRY IT AND THEN YOU CAN GO BACK DOWN. BUT I DO HAVE THAT. THING IS, I REMEMBER ONE OF MY KIDS WAS LIKE

[01:00:04]

SO MAYBE WE CAN OPEN UP THOSE TYPE OF THINGS AND LET THEM BECOME MORE COMPETITIVE AND SEE IF THEY CAN ACTUALLY RISE TO THE CHALLENGE. INSTEAD OF LETTING A TEST SCORE SAY NO. AND IT COULD ACTUALLY EVEN COME DOWN TO THE DAY. SO THERE WAS A TEACHER AT EL DORADO AND I CAN'T REMEMBER HIS NAME THAT WOULD SCAFFOLD ON ON THE ON THE BOARD. LIKE IF YOU'RE IF YOU WANT TO KNOCK IT OUT

[01:17:07]

[01:17:13]

[01:17:18]

THEY WERE THE SAME TEACHER THE WHOLE YEAR. SO WHY COULDN'T YOU GIVE GRADES? THAT'S A REALLY GOOD QUESTION, BECAUSE THAT DOESN'T MAKE ANY SENSE AS TO WHY THE GRADES COULDN'T BE GIVEN. IF THEY'RE IF I'M NOT SURE WHY WE DIDN'T GIVE GRADES, IF THERE ARE MANY, MAYBE THEY DON'T HAVE ENOUGH DATA OR SUBSTANCE TO IT OR LENGTH OF TIME, OR THEY WOULD MEET FOR ONCE A WEEK. AND SO I THINK MAYBE DOCTOR FISHER HAD JUST RECOMMENDED THAT IT WAS DIFFICULT TO GIVE CONSISTENT GRADES WITHOUT MAYBE THROWING OFF THEIR GPA. IS IT IS IT AN ISSUE WITH THEM BEING SUBSTITUTES, EVEN LONG TERM SUBSTITUTES AS OPPOSED TO PERMANENT TEACHERS? I DON'T I DON'T THINK THAT'S AN ISSUE AS FAR AS THE WAY THE MINI ELECTIVES ARE HELD. AND I JUST THINK THAT IT'S DISRESPECTFUL TO THEIR SERVICE TO OUR SCHOOL, THAT THEY WERE PAID AS LONG TERM SUBS WHEN THEY WERE THERE. THE WHOLE YEAR THERE WAS THERE. I THINK THAT ALL OF THEM WERE THERE EVERY DAY, THE WHOLE YEAR. YOU WANT TO SPEAK MORE TO THAT? SORRY. AND THEY DID LIKE ALL OF THEIR OWN PLANNING FOR WE ENDED UP DOING 3 OR 4 DIFFERENT LIKE ITERATIONS OF MINI ELECTIVES, AND WE HAD A COUPLE OF OUR LEARNING FACILITATORS THAT WERE TEACHING LIKE 3 OR 4 DIFFERENT CLASSES THAT THEY WERE PREPPING FOR EACH ITERATION OF IT. AND SO THEY, LIKE THEY ARE INCREDIBLY IMPORTANT TO WHAT WE WERE TRYING TO DO OR WHAT WE WERE ABLE TO DO THIS YEAR. FOR SURE, THAT MIGHT BE SOMETHING THAT YOU'LL NEED TO CONSIDER WITH YOUR BUDGET, BECAUSE THAT WOULD COME OUT OF YOUR SIGHT BUDGET. SO IF YOU WANT TO DO, IT'S KIND OF A AN EXPENSIVE CHOICE. BUT MAYBE, MAYBE THERE'S SOME WAY THAT YOU CAN BLEND IT SOMEHOW SO THAT YOU'RE MAXIMIZING BOTH. AND WELL, I APOLOGIZE BECAUSE WE WERE SUPPOSED TO HAVE AN ACTUAL TEACHER IN THAT POSITION. I DON'T KNOW WHY THEY DIDN'T WANT TO FUND THAT. SO I APOLOGIZE TO YOU GUYS, AND I HOPE THAT WE CAN FIGURE OUT HOW TO PUT THE TEACHERS IN PLACE AND MAKE IT WORK FOR YOU GUYS, BECAUSE IT SEEMS LIKE IT'S VERY POPULAR AND YOU GUYS LIKE YOUR PROFESSIONAL DEVELOPMENT DAY, RIGHT? BECAUSE MANY ELECTIVES, JUST TO BE CLEAR, WE'RE NOT GOING TO ADD EXTRA. THEY HAVE TO BALANCE THAT WITHIN THEIR OWN BUDGET. WE'RE NOT GOING TO GIVE THEM ADDITIONAL TEACHERS. I DIDN'T SAY THAT OKAY. JUST BUT I THINK WHAT YOU NEED TO REALIZE IS WHEN YOU'RE TALKING ABOUT THE MINI ELECTIVES, THE WAY THAT THE MINI ELECTIVES ARE SET UP IS WHAT IS GIVING THEM THEIR PROFESSIONAL DEVELOPMENT DAY. SO IF YOU WANT TO SUBSTITUTE MINI ELECTIVES OR TAKE HALF THAT, THAT TAKES AWAY FROM THEIR PROFESSIONAL DEVELOPMENT DAY. SO I THINK THAT YOU JUST KIND OF LOOK AT HOW TO SPLIT IT AT DIFFERENT GROUPS THAT SHIFT AROUND PERSONAL PROFESSIONAL. SO I DON'T I DON'T

[01:20:02]

SO DO YOU THINK RESTRUCTURING THE MANY ELECTIVES TO GET THAT IS WORTH IT, OR WOULD YOU WANT TO GO WITH LIKE ANOTHER MODEL TO TRY TO GET THAT PROFESSIONAL DEVELOPMENT? THAT'S A GREAT QUESTION. THAT'S A IT FEELS TO ME LIKE A CAN OF WORMS. YEAH. IT SEEMS LIKE SO MANY ELECTIVES IS LIKE THIS HUGE. LIKE IT SEEMS LIKE THIS HUGE. SO I MEAN, REMAIN SILENT OVER HERE. BY THE WAY, YOU'RE DOING A GREAT JOB, MICHELLE. SO I WOULD SAY THIS THAT WE UNDERSTAND THERE'S THIS CONNECTION BETWEEN OBVIOUSLY THE MANY ELECTIVES AND THE PROFESSIONAL DAY. THE PROFESSIONAL DAY DOESN'T HAPPEN IF THERE'S NO MINI ELECTIVES. BUT AT THE SAME TIME, I THINK WE'RE ALL IN AGREEMENT THAT IF WE HAD A CHOICE, WE WOULD HAVE THE PROFESSIONAL DAY ONLY BECAUSE THE AMOUNT OF WORK THAT'S BEING DONE DURING THOSE PROFESSIONAL DAYS, WE'RE LOOKING AT STARTING AROUND 9:00 IN THE MORNING AND GETTING DONE AROUND TWO, AND IT'S PRETTY MUCH SOLID WORK THE WHOLE TIME. WE'RE CREATING COMMON ASSESSMENTS, WE'RE DOING GRADING. WE'RE ACTUALLY REACHING AGREEMENT ON, YOU KNOW, DESIGNING A KEY. SO WE ALL GRADE THE SAME. WE'RE LOOKING AT EACH OTHER'S TESTS AND ASSESSMENTS AND TRADING THEM BACK AND FORTH. IT'S NONSTOP.

BUT THE THING IS, I DON'T THINK THAT WE'VE TALKED ABOUT THE IDEA OF SUSTAINABILITY, AND I'M NOT

[01:25:01]

AND IT WASN'T THAT THERE WAS A HUGE NUMBER OF THEM, THERE WAS JUST ENOUGH THAT IT CAUSED AN ISSUE. BUT WHEN YOU BECAUSE THERE WAS ALWAYS THE QUESTION, WHY DO THEY HAVE SEVEN? AND SO THIS IS WHY THE SEVEN WERE BROUGHT IN BECAUSE OF THIS HELPING YOU GUYS. RIGHT? AT ONE POINT WE ACTUALLY HAD ONE IN EVERY BUILDING. SO THEY WERE MANAGING STUDENTS THAT WERE IN THAT BUILDING BECAUSE YOU COULD IMAGINE IF YOU'VE GOT TEACHERS WHO ARE ALL SITTING IN MY ROOM HAVING A MEETING, AND I'VE GOT KIDS WHO ARE WANDERING THROUGH THE HALLWAYS, RIGHT? OR THEY'RE, YOU KNOW, THEY'RE NOT IN CLASS OR THEY'RE ACTUALLY COMING INTO ROOMS AND ASKING QUESTIONS OF TEACHERS AS THEY'RE MEETING. THAT DISRUPTION DISTURBS, OBVIOUSLY, THE PROCESS OF WHAT, YOU KNOW, OUR MEETING PROCESS. RIGHT. IT ALSO THEN DRAWS US THEN INTO THE HALLWAY TO DEAL WITH CLASSROOM HALLWAY MANAGEMENT OR STUDENT MANAGEMENT BECAUSE OF IT. SO AGAIN, I THINK THAT THIS IS SOMETHING THAT I THINK REALLY SERIOUSLY NEEDS TO BE DISCUSSED BECAUSE IT IS BUILT INTO THE CHARTER AS IT'S WRITTEN. RIGHT? IT'S A CORE TENET OF THE CHARTER, AND IT'S SOMETHING THAT WOULD OBVIOUSLY REQUIRE A MATERIAL REVISION TO CHANGE. BUT AT THE SAME TIME, I THINK THAT IT'S SOMETHING THAT WE NEED TO DISCUSS BECAUSE IT'S HIGHLY BENEFICIAL TO THE WORK THAT WE'RE DOING. AND A LOT OF THE TEACHERS IN MY DEPARTMENT ARE ALREADY EXPRESSING CONCERN ABOUT GOING INTO NEXT YEAR AND BEING ABLE TO CONTINUE WHAT WE'RE DOING. WITHOUT THAT PROFESSIONAL DAY. I COMPLETELY APPRECIATE THAT. IN ALL FAIRNESS, ALL THE OTHER OTHER MIDDLE SCHOOLS DO NOT HAVE SEVEN OTHER STAFF MEMBERS TO KEEP AN EYE ON STUDENTS. SO WE HAVE TO BE ABLE TO BALANCE THAT SOMEWHERE. I DON'T THINK THAT THAT'S FAIR AND I WOULDN'T AGREE TO THAT. SO WE NEED TO LOOK AT WHAT THAT LOOKS LIKE BECAUSE YOU HAVE TEACHERS OUT, YOU HAVE TEACHERS IN THE CLASSROOM, YOU HAVE SEVEN ADDITIONAL PEOPLE THAT ARE WATCHING KIDS THAT ARE OUT. THAT SHOULD BE IN A CLASS WHERE A TEACHER IS. SO THERE'S A LOT THERE THAT NEEDS TO BE HANDLED. AND IF IT'S STUDENTS BEING OUT AND NOT PARTICIPATING AND WE'RE HAVING DISCIPLINE ISSUES AND ALL OF THAT FOR THE NUMBER OF KIDS YOU HAVE, HAVING SEVEN SUPERVISORS OUT THERE IS A LOT COMPARED TO OTHER SCHOOLS. MIDDLE SCHOOLS HAVE ONE, HIGH SCHOOLS HAVE 2 OR 3. SO IT'S JUST A CONSIDERATION. I MEAN, I TOTALLY APPRECIATE IF WE HAD UNLIMITED MONEY THEN IT WOULD BE GREAT, BUT WE DON'T. SO HOW DO WE MAKE SURE YOU GET THE PROFESSIONAL DEVELOPMENT THAT YOU WANT THAT'S BALANCED WITH IT, WITH THE MANY ELECTIVES OR SOME NEW ITERATION OR ADJUSTMENT OF IT. AND BECAUSE THE LACK OF SUPERVISION THAT HAPPENS DURING THAT TIME, I'M NOT WILLING TO ADD ANOTHER SEVEN PEOPLE IN THERE TO MANAGE THAT. I THINK YOU ALL NEED TO HANDLE THAT. AND I'M WILLING TO FIGURE OUT HOW WE CAN BE CREATIVE TO HELP SUPPORT THAT, AND I APPRECIATE THAT. BUT I THINK THAT THE GRADES, THOSE ELECTIVES BEING GRADED, I THINK THAT'S THE FIRST STEP. I THINK THE STUDENTS NEED TO UNDERSTAND THE SERIOUSNESS OF THE CLASS, REGARDLESS OF IT'S AN ELECTIVE OR IT'S A CORE CLASS. AND IF WE HAD THAT ALONE, I THINK THAT THAT WOULD GO A LONG WAY TO A REGULAR CLASS. THE TEACHERS THERE, THE STUDENTS KNOW THEY HAVE TO BE IN THERE. IT'S NOT THE SAME PLACE BECAUSE IT DOES CHANGE, YOU KNOW, LOCATIONS AS YOUR MINI ELECTIVE CHANGES.

YOU'RE IN DIFFERENT CLASSROOMS, YOU KNOW, EARLIER, REGULAR WEEK, YOU MIGHT HAVE THAT CLASSROOM FOR HISTORY, AND ALL OF A SUDDEN YOU'VE GOT A MINI ELECTIVE THERE BECAUSE IT'S ON THAT PARTICULAR DAY WHEN THERE'S A PROFESSIONAL DAY FOR THAT TEACHER. SO THAT'S WHERE I THINK IT GETS KIND OF CONFUSING FOR STUDENTS AND THE SYSTEM OF IT TO TRY TO WRITE, TO KIND OF KNOW THAT I KNOW I'M IN THE SAME CLASSROOM AS THAT TEACHER, BUT THERE'S A DIFFERENT TEACHER HERE. BUT THEY NEED TO UNDERSTAND THAT'S A LEGITIMATE TEACHER GIVING YOU A GRADE. SHE'S GIVING YOU A GRADE RIGHT,

[01:30:01]

ARE THE DEVELOPMENT DAYS STAGGERED BY DEPARTMENT? YES THEY ARE RIGHT. SO EVERY TUESDAY HISTORY AND LANGUAGE ARTS HAD THEIR STAFF DEVELOPMENT. EVERY WEDNESDAY WAS SCIENCE AND MATH.

AND THEN ON THURSDAY WAS THE ELECTIVES AND THE INCLUDING PE BAND AND INTERNATIONAL INNOVATION LAB AND SO ON. OKAY. WELL I FIND TOO LIKE, YOU KNOW, IF WE HAVE TO UP THE PAY IF WE PUT A PERMANENT TEACHER IN, IF THAT WOULD HELP SOME OF THESE, YOU KNOW, ELECTIVES AND WE DON'T HAVE SEVEN, WE DON'T HAVE SEVEN PEOPLE RUNNING. I MEAN, SORRY, NOT PEOPLE, BUT SEVEN SECURITY PEOPLE RUNNING AROUND ANYMORE. CORRECT. SO YOU GUYS KNOW WE HAVE ONE FULL TIME AND TWO NEW DUTY, RIGHT? SO WE HAVE ONE FULL TIME AS THE OTHER SCHOOLS ARE AND THEN TWO. SO BUT ALSO TO WHAT I THOUGHT WAS SO OBVIOUSLY THIS HAS BEEN

[01:38:18]

AND LET'S BACK UP FOR A SECOND IN TERMS OF WHAT THE CHARTER PETITION NEEDS TO INCLUDE. A CHARTER PETITION IS A CONTRACT ESSENTIALLY BETWEEN THE DISTRICT AND THE CHARTER SCHOOL. IN THIS CASE, IT'S VERY DIFFERENT BECAUSE IT'S A DEPENDENT CHARTER. SO THERE'S NOT GOING TO BE THE LEVEL OF SPECIFICITY IN A DEPENDENT CHARTER THAT THERE WOULD BE IN AN INDEPENDENT CHARTER, PRIMARILY BECAUSE THERE'S COLLECTIVE BARGAINING AGREEMENTS THAT ARE STILL APPLICABLE TO THAT CHARTER. THERE'S BOARD POLICIES THAT ARE STILL APPLICABLE TO THAT CHARTER, ETC, ETC. WHEN THERE IS A REQUEST FOR A MATERIAL REVISION, AND AS WE TALKED ABOUT BEFORE, THERE'S ONLY TWO INSTANCES THAT ARE CLEARLY DESCRIBED IN THE CHARTER SCHOOLS ACT AS TO WHAT CONSTITUTES A MATERIAL REVISION. AND THAT'S A GRADE LEVEL CHANGE OR A CHANGE IN THE LOCATION OF THE SCHOOL. EVERYTHING ELSE, IN TERMS OF WHAT CONSTITUTES A MATERIAL REVISION, IS REALLY AT THE DISCRETION OF THE AUTHORIZING AGENCY. THE AUTHORIZING AGENCY MAKES A DETERMINATION AS TO WHETHER THERE'S A MATERIAL REVISION OR NOT. HOW DO WE GET TO THAT DECISION MAKING PROCESS? A COUPLE OF DIFFERENT WAYS. ONE IS THAT A SO-CALLED LEAD PETITIONER AND I WILL SAY THE TERM LEAD PETITIONER IS NOT ANYWHERE WITHIN THE CHARTER SCHOOLS ACT. IT ESSENTIALLY IS USED TO DESCRIBE AN INDIVIDUAL THAT IS A LIAISON BETWEEN THE AUTHORIZING AGENCY AND THE CHARTER SCHOOL. SO A LEAD PETITIONER CAN SAY, YOU KNOW, WE'VE LOOKED AT THIS, THIS ISN'T WORKING FOR US. THIS IS WORKING FOR US. WE WANT TO CHANGE SOMETHING. I'M GOING TO SUBMIT A REQUEST FOR MATERIAL REVISION TO A CHARTER TO THE AUTHORIZER. IN THIS INSTANCE, THE CHARTER SCHOOL BOARD AND THE DISTRICT BOARD ARE ONE AND THE SAME. THE

[01:40:02]

CAN SAY, YOU KNOW WHAT, WHAT'S GOING ON OVER THERE REALLY IS A MATERIAL REVISION. WE WANT TO HAVE THAT MATERIAL REVISION BROUGHT TO THE DISTRICT BOARD FOR CONSIDERATION. IN THAT INSTANCE, THEY CAN EITHER HAVE THE LEAD PETITIONER WORK ON THAT. THEY CAN HAVE DISTRICT STAFF WORK WITH THE LEAD PETITIONER OR ANY ONE OF THOSE THINGS, BECAUSE AT THE END OF THE DAY, IN THIS INSTANCE, BECAUSE IT'S A DEPENDENT CHARTER, THE LEAD PETITIONER IS A DISTRICT EMPLOYEE, THE DISTRICT ARE ALL DISTRICT EMPLOYEES. AND SO THIS IDEA THAT, YOU KNOW, DISTRICT STAFF IS WORKING ON IT, EVERYBODY THAT'S WORKING ON IT IS DISTRICT STAFF. SO THAT'S LIKE A MISNOMER. AND WE SHOULD JUST DISREGARD THAT REALLY BECAUSE THIS IS A DEPENDENT CHARTER SCHOOL. SO WHEN A DEPENDENT CHARTER SCHOOL SUBMITS A MATERIAL REVISION THERE'S NO 60 DAY HOLD SO TO SPEAK. SO THE FIRST THING THAT HAS TO BE DONE IS THE PETITION IS SUBMITTED AND THERE'S A PUBLIC HEARING THAT'S HELD WITHIN 60 DAYS. SO THE 60 DAYS IS THE OUTSIDE TIME FRAME. IT'S NOT SOMETHING THAT YOU'RE REQUIRED TO MOVE THAT FAR ALONG.

THEN WITHIN 90 DAYS, THE DISTRICT BOARD HAS TO TAKE ACTION TO EITHER APPROVE OR DENY THAT MATERIAL REVISION. IN INSTANCES OF DEPENDENT CHARTERS, I'VE OFTEN WORKED WITH THEM TO HAVE THE PUBLIC HEARING AND THE ACTION ITEM TAKEN AT THE SAME TIME. IT REALLY IS UP TO THE BOARD, THE AUTHORIZING AGENCY, AS TO WHEN THEY WANT TO HOLD THAT PUBLIC HEARING. AND IT IS UP TO THE BOARD, THE AUTHORIZING AGENCY, AS TO WHEN THEY WANT TO TAKE ACTION ON THAT MATERIAL REVISION. I HAVE GONE THROUGH SOME OF THE CHANGES THAT MR. SEITZ HAD AND THE OTHER STAFF MEMBERS. I SPENT A SIGNIFICANT AMOUNT OF TIME LOOKING AT THE CHARTER. THERE WAS VERY THOUGHTFUL CONSIDERATION. AND ALL OF THE COMMENTS, I THINK, WERE REALLY WELL INTENTIONED AND REALLY THOUGHTFUL. SO I REALLY APPLAUD YOU FOR ALL THE TIME THAT YOU TOOK ON THAT. SOME OF THEM, AS YOU SAID, WERE CLARIFICATIONS. SOME OF THEM WERE, YOU KNOW, WE HAVEN'T DONE THIS OR THIS IS UNCLEAR. THIS IS SOMETHING WE'D LIKE TO SEE. SO OVERALL, THE NUMBER OF CHANGES TO THIS PETITION ARE NOMINAL. SOME OF THEM, I WILL SAY IN MY EXPERIENCE, HAVING DONE THIS FOR A THOUSAND YEARS, ARE MATERIAL AND SHOULD BE CONSIDERED BY THE BOARD. SO I JUST WANTED TO MAKE CLEAR. SO WHEN WE SAY IT WAS DONE CORRECTLY, THAT FISHER DID THIS CORRECTLY WHEN SHE BROUGHT FORWARD IN NOVEMBER FOR THE PUBLIC HEARING, MY MIC IS ON. OH, OKAY. SO WHEN BETH FISHER DID DO THIS IN NOVEMBER OF 2024 AND SHE HAD THE PUBLIC HEARING FOR THE MATERIAL REVISION, AND THEN WE BROUGHT IT FORWARD IN DECEMBER, WE COULD IT WASN'T I REMEMBER MRS. ANDERSON SAID THEY HAD GUIDANCE FROM SOME OUTSIDE COUNSEL THEY WOULDN'T NAME, AND THEY SAID THAT WE COULDN'T HEAR THIS AND WE COULDN'T VOTE ON THIS BECAUSE WE WERE IN A CERTAIN AMOUNT OF DAYS. SO JUST SO WE'RE GOING FORWARD IN THE FUTURE, THAT IS INCORRECT. SO THEY COULD DO A PUBLIC HEARING, AND AS LONG AS WE HEAR IT AND CAN VOTE IN THE 90 DAYS, WE DON'T HAVE TO WAIT A CERTAIN AMOUNT OF DAYS OR WHATEVER IT IS. SO YOU DO HAVE TO HAVE THE STAFF REPORT AND RECOMMENDATIONS THAT ARE POSTED 15 DAYS BEFORE THE BOARD TAKES ACTION. OKAY, SO THAT IS A REQUIREMENT. AND I WASN'T OBVIOUSLY YOUR COUNSEL AT THAT TIME. SO I DON'T KNOW IF THAT WAS RIGHT. OKAY. BUT BUT THE WHOLE THING HERE, THE WHOLE THING HERE IS LIKE WE HAVE SOME ISSUES WHERE THE DISTRICT LIKE WE JUST KEEP GOING BACK TO THIS. THIS IS NOT WHAT THEY ASKED FOR. THIS IS WHAT THE DISTRICT IS TELLING THEM THAT THEY HAVE TO DO. AND SO THEY HAVE A BUDGET THAT'S $170,000 LESS. AND YOU'RE SITTING HERE SAYING, WELL, IF THEY CAN FIT THIS IN THEIR BUDGET. BUT THE DISTRICT CAME TO THEM AND THEY THE DISTRICT MOVED TO L.A. AND THE DISTRICT SAID, WE DON'T WANT TO TAKE AWAY YOUR PROFESSIONAL DEVELOPMENT, AND WE DON'T WANT TO DO THEM ANY ELECTIVES, AND WE'RE GOING TO TAKE THAT. AND SO THE DISTRICT IS DOING THAT. THIS IS NOT THESE GUYS COMING TO US SAYING THIS IS NOT WORKING FOR US AND WE DON'T WANT THIS ANYMORE. AND SO THAT'S BEEN THE CONTENTION THE WHOLE TIME IS THAT THIS IS COMING FROM THE DISTRICT WHO'S MAKING THESE CHANGES AND WHO IS TELLING THESE GUYS THAT THIS ISN'T GOING TO BE IN THE MODEL GOING FORWARD. AND NOBODY IS ANSWERING THAT QUESTION BECAUSE WE'RE NOT HEARING THIS FROM THEM COMPLAINING TO US. THIS WAS LED BY DISTRICT STAFF AND PERSONNEL THAT THEY WANTED TO MAKE THE CHANGES, THAT THIS WAS THEIR CHANGES THEY WANTED TO MAKE. DLA WAS MOVED. IT WAS GIVEN THE OPTION. IT SAID THEY WENT IN THERE AND THEY SAID, YOU ARE GOING TO HAVE YOUR BUDGET CUT IN HALF AND WE'RE OPENING UP DLA AND TUFFREY AND IT MADE NO SENSE TO THEM TO HAVE DLA AT TUFFREY AND TO SPLIT CLASSES, WHICH IT DOESN'T MAKE ANY SENSE TO SPLIT AND HAVE 20 KIDS AT TUFFREY AND 20 KIDS AT OXX'S. SO IF YOU WERE GOING TO EXPERIENCE ALL THESE BUDGET CUTS, THEY SAID, FINE, MOVE THE DLA PROGRAM OUT. BUT THEY DIDN'T WANT THE DLA PROGRAM TO MOVE. IT WAS BROUGHT IN THAT THAT THEY'RE MOVING THE DLA PROGRAM. IT WAS LIKE THESE THINGS LIKE WHEN YOU TOLD HALF YOUR BUDGET, YOU HAVE TO CUT ALL THESE THINGS. THESE PEOPLE DID NOT COME AND SAY, WE DON'T WANT THE DLA PROGRAM. THEY DID NOT COME AND SAY, WE DON'T WANT THE PROFESSIONAL DEVELOPMENT DAY. AND THEY DIDN'T COME AND SAY, WE DON'T WANT THE MANY ELECTIVES. IT WAS DISTRICT STAFF WHO CAME AND SAID, THIS IS WHAT'S GOING TO HAPPEN. AND SO WE HAVE TO BE CLEAR HERE. WE CAN'T JUST KEEP DANCING AROUND THIS. WE HAVE TO BE CLEAR. AND FROM WHAT WE'RE HEARING FROM THIS, THIS IS WORKING. AND SO LEAVE THEM

[01:45:06]

BECAUSE STEP AND COLUMN IS INCREASES. OUR WORKERS COMP HAS GONE UP. OUR LIABILITY INSURANCE HAS GONE UP. SO IT'S NOT JUST THE 170,000. IT'S. SO WHAT I'D LIKE TO DO IS I WOULD LIKE TO LOOK AT FTE. HERE WAS YOUR FTE IN 2425. HERE'S WHAT THE NEW FTE, FTE IS AND WHAT THAT LOOKS LIKE FOR YOUR BUDGET. SO I DON'T KNOW IF I'M MAKING ANY SENSE, BUT IT'S MIGHT BE LESS FTE FOR 2526 BECAUSE OF THOSE CHANGES. BUT THE REASON THAT IT'S NOT A BIG DOLLAR AMOUNT IS BECAUSE WE'VE INCREASED THOSE COSTS. DOES THAT MAKE SENSE? IF WHAT YOU'RE SAYING, JOAN AND I, I THINK IT'S A GOOD IDEA TO TELL THEM EXACTLY WHAT THE NUMBER IS THAT THEY HAVE TO GET TO, BECAUSE IT SOUNDS LIKE THESE CHANGES WERE THEY WERE TOLD WE HAVE LESS MONEY, SO FIGURE IT OUT. SO THEY WENT THROUGH AND SAID, WHAT CAN WE CHANGE? WHAT CAN WE CUT? BUT IT DOESN'T SOUND LIKE THEY'VE GOT THE NUMBER THAT THEY HAVE TO DEAL WITH. SO IF WE COULD GET THAT AND START FROM A POINT OF FACTUAL INFORMATION AND DATA THAT SAYS YOU NEED TO REMOVE THESE AMOUNT OF DOLLARS, HOW CAN WE DO IT? THEN WE COULD LOOK AT WHAT ARE THE THINGS THAT THEY WANT TO DO DIFFERENTLY.

HOWEVER, TO THIS POINT THAT HASN'T HAPPENED. EVERYTHING'S WORKING WELL. THEY WERE TOLD THEY WERE LOSING MONEY, DIDN'T TELL THEM HOW MUCH, SO THEY CAME WITH SOME SOLUTIONS, BUT IT'S BEING PRESENTED TO THEM THAT THEY'RE HAVING PROBLEMS. THIS IS CRAZY. THIS IS WELL, IT'S NOT EVEN TO LIKE, BRING A SOLUTION. THEY WERE TOLD THEY WERE NOT EVEN THEY WERE TOLD PROFESSIONAL DEVELOPMENT DLA AND THIS IS GOING. SO THAT WASN'T EVEN SOMETHING THAT YOU GUYS HAD TO BRING UP. IT WAS BASICALLY SAID TO YOU GUYS AND YOU GUYS OKAY. LIKE SO I GUESS WE'LL HAVE TO MAKE THIS. AND SO THEN THEY HAVE TO TRY TO COME TO AN AGREEMENT BECAUSE THERE'S NO MATERIAL REVISION. OKAY. LIKE I GUESS THIS IS WHAT WE'LL GIVE UP. BUT YEAH. SO THE ACTUAL DOLLAR AMOUNT I THINK THAT'D BE GREAT BECAUSE THEN WE CAN START FROM A PLACE OF LIKE, THIS IS WHAT WE NEED TO GET TO. SO I CAN DO THAT. I'LL BRING MORE DETAIL. I ALREADY KNOW WHAT THE BUDGET LOOKS LIKE FOR NEXT YEAR, BUT IT'S FOR THE PRESENTATION. IT'S JUST BIG NUMBERS. I'LL INCLUDE FTE NUMBERS IN THERE TOO, SO YOU CAN SEE THE CHANGES. I UNDERSTAND THAT THERE'S CHANGES, BUT WHEN YOU TELL SOMEBODY YOUR BUDGET IS GOING TO BE IN HALF, AND THEN YOU SAY IN MARCH THAT IT'S $7 MILLION, AND THEN IT'S WE COME TO MAY, WE COME TO MAY AND IT'S $9 MILLION OR IT'S NINE, WHATEVER IT IS, AND IT'S $170,000 LESS. THEN ALL THE QUESTIONS START TO COME IS, WHAT THE HECK ARE WE GIVING UP? THE PROGRAMS WE LOVE AND THE THINGS THAT WE LIKE? WHY ARE WE GIVING THIS UP IF IT'S THE SAME? AND SO BUT THE QUESTION IS ALREADY THIS WHY DID DISTRICT PERSONNEL TELL THEM THAT THEY HAD TO GIVE UP THE PROGRAMS AND DLA HAD TO BE MOVED? THAT NEEDS TO BE ASKED.

AND NOBODY FROM THE DISTRICT IS GIVING US THE ANSWERS. WHO STARTED THIS? BECAUSE LOOK AT THIS IS WHERE WE ARE. OKAY, LET'S MOVE TO DLA THEN. NO MORE ANSWERS. NO, NO, YOU ASKED A QUESTION. I'VE ASKED A QUESTION FOR MONTHS AND I'M NOT GETTING ANSWERS OF WHO STARTED THIS DLA AND I'M SAYING LET'S TALK ABOUT IT. NO I'M NOT, NOT, NOT WHO STARTED THE DLA. OKAY. I'M NOT ASKING THAT. WHO MOVED THE DLA PROGRAM. THAT'S WHAT WE'RE TALKING ABOUT OKAY. BUT NOBODY'S TELLING ME WHO MOVED IT WITHOUT THE BOARD KNOWING. NOBODY'S TELLING ME WHO WENT IN TO THIS PLACE AND SAID, MOVE THE MANY ELECTIVES, GET RID OF THE MANY ELECTIVES AND THE PROFESSIONAL DEVELOPMENT BECAUSE IT'S COMING FROM THE DISTRICT. SO WHO IS MAKING THESE MOVES WHEN IT'S KNOWN THAT IT HAS TO HAVE A MATERIAL REVISION, AND THESE PEOPLE ARE NOT ASKING FOR IT. MY UNDERSTANDING IS THAT THERE WAS DISCUSSION HELD. AND THEN AT A BOARD MEETING A COUPLE OF TIMES AGO, IT WAS BROUGHT UP AND MENTIONED, AND IT WAS NOTHING REALLY WAS DISCUSSED IN GREAT DETAIL ON THAT TIME. NOBODY THREW UP ANY OH MY GOSH, STOP DOING THIS. IT WAS A THIS IS WHAT WE'RE LOOKING AT. NOBODY REALLY SAID ANYTHING AND IT JUST MOVED ALONG. BUT BUT RIGHT NOW I DON'T I AM NOT INTERESTED IN, IN DLA MOVING UNLESS THEY WANT IT TO MOVE OR IF IT DOESN'T FIT THERE. SO LET'S TALK ABOUT WHERE IT IS. I'VE ALSO HEARD THAT TUFFREY WANTS ONE AS WELL. SO ARE WE GOING TO ADD SOME DLA CLASSES IN BOTH OF THOSE? AND HOW DO WE LOOK AT THE PIPELINE

[01:50:01]

GRADE MASTER SCHEDULE. NO, PRINCIPAL. IT IS, IT IS. IT IS VERY DISHEARTENING TO LISTEN TO EVERYBODY. AND THAT'S. YEAH. SO WHAT DO WE NEED TO DO, GUYS? JUST TELL US WHAT WE NEED TO DO.

I'M NOT SAYING WE'RE GOING TO LIKE, JUMP, BUT WE JUST WANT TO WORK AND WE WANT TO TAKE CARE OF THESE KIDS AND THE PARENTS, THE STAFF, THE COMMUNITY. SO JUST TELL US WHAT WE NEED TO DO. AND THAT'S WHY I WAS INTERESTED IN, LIKE I SAID, YOU GUYS TO HEAR WHAT WORKED, WHAT DIDN'T WORK, KIND OF PROBLEM SOLVE TOGETHER AND NOT POINT FINGERS OF WHO DECIDED THIS AND WHO DECIDED THAT. BUT LIKE ACTUALLY GET TO WHAT YOU GUYS, WHAT DO WE NEED TO DO. THAT'S. AND IF THERE'S IF THERE'S RUMORS ABOUT THE DLA AND THAT THERE HAVE SAID THEY DON'T OR WHATEVER, WHAT DO YOU ALL WANT. DO YOU ALL COLLECTIVELY WANT IT THERE. BUT BUT IS IT OUR DECISION. WELL OF COURSE WE WOULD LOVE TO HAVE THEM THERE. WELL OF COURSE THEY ARE A WONDERFUL, WONDERFUL, WONDERFUL.

IT'S I'M NOT SPECIFICALLY TALKING ABOUT THE STUDENTS IN DLA. THEY ARE WONDERFUL. BUT THE DLA PROGRAM AS A WHOLE, BECAUSE THERE WAS RUMORS AND MISUNDERSTANDING. DO YOU ALL WANT TO KEEP IT AT AT OXX'S? GREAT. I LOVE TO HEAR THAT, BUT I THINK IT'S ALSO BETTER AND MORE APPROPRIATE TO ASK THE DLA TEACHERS CORRECT INSTEAD OF US. CORRECT. SO IF YOU ALL HAVEN'T BEEN ASKED AS A WHOLE, CORRECT, THEN I DON'T SEE A REASON WITHOUT GETTING INPUT FROM YOU ALL WHAT STEPS YOU WOULD TAKE TO MOVE ANY OF US, SINCE WE'RE NOT DLA TEACHERS, TO BE SPEAKING TO WHETHER THE PROGRAM SHOULD STAY OR GO, PARENTS. YEAH, OBVIOUSLY. OBVIOUSLY THERE'S A COMMUNITY CONCERN, RIGHT? WE APPRECIATE THE STUDENTS BEING THERE. IT INCREASES OUR ADA. THAT WAS THE PLAN FROM THE START. IT WAS THE PLAN FROM THE START. IT'S I THINK IT'S WRITTEN IN THE

[01:55:02]

SO IT IS THAT PROGRAM FROM THERE THAT SCHOOL, THEY MOVED IT TO TUFFREY WITH THOSE TEACHERS. SO WHY DID WE FUNNEL THAT MONEY OVER TO TUFFREY IF WE COULD KEEP IT AT OXX'S? THAT'S ANOTHER REASON THAT THIS IS ALL VERY SUSPICIOUS BECAUSE WE CAN'T WE CAN'T FUND THIS PROGRAM AT OXX'S. BUT WE COULD GO MOVE IT, MOVE IT TO TUFFREY. MAKES ZERO SENSE. WELL, IT'S FUNDED WITH TEACHER SALARY, SO IT STAYS IN WHERE TEACHERS. YES, WE HAVE THE TEACHERS AT OCF. I TOTALLY UNDERSTAND, BUT THE RUMOR WAS THAT THERE WAS THE RUMOR. YES. SO THAT'S WHY WE'RE ASKING WHY EXACTLY. SO WHY WE'RE HERE? WE'RE TALKING ABOUT THIS BECAUSE I DON'T WANT TO LISTEN TO RUMOR.

I DON'T I WANT TO HEAR FROM ALL OF YOU WHAT IS HAPPENING HERE. I'LL JUST SAY I DON'T DIRECTLY WORK IN THE DLA PROGRAM, BUT I'VE HAD THE HONOR OF WORKING AT GLENVIEW, AND I'VE SEEN IT GROW FROM GLENVIEW TO OXX'S. FANTASTIC PROGRAM. I LOVE GOING IN. I LIKE HEARING THE KIDS SPEAK IN SPANISH. OUR KIDS DO THE ANNOUNCEMENTS IN SPANISH SOME DAYS. SO, I MEAN, IT'S A FANTASTIC PROGRAM, BUT I DON'T THINK, AGAIN, WE WERE TASKED WITH MAKING A DECISION OR BEING SAY, HEY, THIS IS WHAT WE WANT. WE WERE TOLD TO TALK ABOUT IT. SO I FEEL LIKE THESE DECISIONS ARE ABOVE OUR PAY GRADE. I BELIEVE THAT A LOT OF THE QUESTIONS THAT HAVE BEEN ASKED, THEY'VE BEEN TOLD THIS OR THEY'VE BEEN TOLD THAT WE HAVEN'T BEEN TOLD ANYTHING ABOUT BUDGET, AND WE DON'T HAVE THAT CHOICE TO KEEP THE DLA OR NOT. I BELIEVE THAT THIS SCHOOL DISTRICT NEEDS TO JUST FUNCTION. AND HEY, IF YOU TELL US WE CAN'T HAVE DLA, THEN WE'LL FIGURE OUT HOW TO MAKE IT WORK. IF YOU TELL US WE CAN'T HAVE ANY ELECTIVES BECAUSE THERE'S NOT MONEY, THEN WE'LL FIGURE OUT HOW TO MAKE IT WORK. BUT I THINK SOMEBODY NEEDS TO STEP UP AND JUST MAKE THOSE DECISIONS IN THE PROPER LEGAL WHATEVER WAY. AND WE ARE BOOTS ON THE GROUND. WE ARE NOT THE PEOPLE WHO ARE SUPPOSED TO BE MAKING THESE DECISIONS. OTHERWISE WE WOULD TAKE THESE SEATS RIGHT HERE AND RIGHT NOW, I, I FEEL LIKE A KID LISTENING TO MOMMY AND DADDY FIGHT, AND I FEEL VERY, VERY UNCOMFORTABLE. AND I FEEL LIKE THERE NEEDS TO BE A LOT OF THIS DYSFUNCTION NEEDS TO BE JUST TAKEN OUT. SOMEONE NEEDS TO FIGURE OUT WHO'S ACTUALLY IN CHARGE OF THESE DECISIONS. AND BUT SOMEBODY WOULDN'T BE ON THE BOARD. AND SO THAT'S WHO DID THAT. I THINK HE'S TRYING TO SPEAK AT THIS POINT. IT'S AT THIS POINT IT'S MOOT BECAUSE, AS MISS DETWEILER SAID, WE'RE LEAVING IN A COUPLE OF WEEKS. WE DON'T HAVE A PRINCIPAL. WE'RE SUPPOSED TO COME BACK TO SCHOOL IN AUGUST, AND WE DON'T KNOW WHAT WE'RE GOING INTO. WE CAN MAKE IT WORK, BUT SOMEBODY NEEDS TO MAKE THE DECISIONS THAT JUST SOMEBODY NEEDS TO MAKE THE DECISIONS AND WE'LL MEET YOU. WE'LL WORK WITH YOU. WELL, I FEEL LIKE WE CAME IN AND I FEEL LIKE IT'S LIKE WE'RE THE ENEMY AND WE'RE NOT. WE ARE NOT THE ENEMY. WE WANT TO MAKE THIS WORK. WHETHER IT'S THE PRESENTATION. AND IT DIDN'T HAVE ENOUGH DATA AND IT DIDN'T HAVE ALL OF THIS STUFF. WE JUST WANTED TO. IT'S A STUDY SESSION TALK, RIGHT? YOU GUYS MAKE THOSE POWERS. YOU MAKE THOSE DECISIONS. TELL US WHAT WE NEED TO DO. TELL US, AND WE WILL DO IT. AND WE CAN ALL WRITE BOOKS ABOUT WHAT WORKED AND WHAT DIDN'T WORK THIS YEAR. SO IF YOU REALLY WANT TO KNOW, LIKE MY EMAIL IS AVAILABLE, LIKE I WILL WRITE YOU AN ENTIRE NOVEL. ONE OTHER THING THAT SORRY, ONE OTHER THING THAT I WANT TO MENTION REAL QUICK I. THE WORD CHAOS HAS BEEN DROPPED A FEW TIMES. OUR SCHOOL IS NOT A PLACE OF CHAOS. OUR TEACHERS ARE INCREDIBLE. OUR STUDENTS ARE INCREDIBLE, OUR OUR FAMILIES ARE INCREDIBLY SUPPORTIVE. THROUGH ALL THE CHANGES THAT WE'VE GONE THROUGH. THEY HAVE BEEN THERE. THEY WANT WHAT WE'RE DOING. YES, WE HAVE HAD OPERATIONAL HURDLES AND WE HAVE. WE ARE. YEAH. AND WE ARE. YOU KNOW, WE ARE SHOWING

[02:00:04]

WE DON'T KNOW WHO TOLD THEM THAT ALL THESE MOVES HAD TO BE MADE, BECAUSE NOBODY'S TELLING US WHO TOLD THEM THAT THESE MOVES NEEDED TO BE MADE. SO AS FAR AS I'M CONCERNED, DLA IS STILL AT OXFORD BECAUSE WE'VE SEEN NO MATERIAL REVISION, WE STILL HAVE PROFESSIONAL DEVELOPMENT, WE STILL HAVE MANY ELECTIVES THERE BECAUSE WE HAVE NOTHING'S COME TO THE BOARD, NOTHING'S BEEN DECIDED, WE HAVE NO MATERIAL REVISION. SO IF SOME MYSTERY PERSON HAS TOLD YOU GUYS THAT THESE PROGRAMS HAVE TO LEAVE AND THAT DLA IS LEAVING AND STUFF, THEN IT'S LIKE, AS FAR AS I'M CONCERNED, THAT'S NULL AND VOID AND YOU GUYS SHOULD JUST GO ENJOY YOUR SUMMER. WE'LL FIND YOU A PRINCIPAL AND WE WILL. YOU'LL GO BACK IN SEPTEMBER OR AUGUST AND YOU GUYS JUST ROCK IT AS NORMAL. STUDY SESSION IN HAWAII, RIGHT? STUDY SESSION IN HAWAII. I THINK THAT MIGHT BE OUT OF OUR BUDGET. SO I'M SORRY. I DON'T KNOW YOUR NAME. SUKI. YOU HAD SAID THAT THERE WERE SOME THINGS THAT WERE OBVIOUSLY MATERIAL REVISIONS THAT NEEDED TO BE DONE IN THAT WAY THAT WOULD BE BROUGHT BEFORE THE BOARD, BUT THAT YOU SAID THAT THERE WERE A LOT OF THINGS THAT WERE NOMINAL AND THEY DIDN'T REQUIRE. SO COULD YOU BE MORE SPECIFIC ABOUT THE THINGS IN THE CHARTER, WHICH IN FACT WOULD REQUIRE A MATERIAL REVISION? SO THE ONES THAT I WOULD RECOMMEND COME BEFORE THE BOARD FOR A MATERIAL REVISION ARE THE DLA PROGRAM, THE ELIMINATION OF IT, THE CHANGES TO THE PROFESSIONAL DEVELOPMENT AND THE ELECTIVES. I THINK THOSE WERE WRITTEN INTO THE CHARTER. THOSE WERE ANY TIME THAT YOU HAVE A CHANGE IN THE CHARTER TO THE INSTRUCTIONAL PROGRAM, IT SHOULD COME BACK TO THE BOARD. SO EVEN IF WE'RE NOT THE ONES CHANGING IT, NO, THAT'S THE THING IS, IF YOU GUYS DON'T WANT TO CHANGE, DON'T BRING THE MATERIAL REVISION FORWARD. SO DON'T DO IT. SO THERE ARE A COUPLE OF DIFFERENT WAYS TO BRING A MATERIAL REVISION FOR A DEPENDENT CHARTER. NORMALLY FOR AN INDEPENDENT CHARTER, THE CHARTER PETITIONERS WOULD BRING THAT TO THE GOVERNING BODY, TO THE AUTHORIZING BODY. THEY WOULD SAY, WE WANT TO GO FROM A MONTESSORI PROGRAM TO AN INDEPENDENT STUDY PROGRAM. SO THEY WOULD BRING THAT, THEY WOULD MAKE ALL THE CHANGES TO THEIR CHARTER PETITION, THEY WOULD REDLINE IT. WE WOULD DO THE PUBLIC HEARING, WE WOULD POST A STAFF RECOMMENDATION AND FINDINGS, AND THEN THE BOARD WOULD TAKE ACTION. WHEN IT'S A DEPENDENT CHARTER AND THE DISTRICT BOARD AND THE CHARTER BOARD ARE ONE AND THE SAME AND ESSENTIALLY FUNCTIONS. I MEAN, AS WE HAVE TALKED ABOUT A COUPLE OF TIMES, THE CONCEPT OF INDEPENDENT CHARTER DOESN'T EXIST. IT'S SOMETHING THAT THE ATTORNEYS HAVE KIND OF MADE UP. RIGHT. LET'S BE HONEST ABOUT IT. SO IN THIS INSTANCE, IT'S NOT ONLY THE ABILITY OF A LEAD PETITIONER TO ASK FOR THAT CHANGE. IT'S ALSO BECAUSE THE CHARTER BOARD AND THE DISTRICT BOARD ARE ONE AND THE SAME. THE CHARTER BOARD CAN ASK FOR THOSE CHANGES AND DIRECT STAFF TO REVISE THAT PETITION, BRING IT FORWARD. THE DISTRICT BOARD, WHICH IS THE AUTHORIZING AGENCY, CAN DIRECT STAFF TO BRING THAT CHANGES. SO THERE'S A NUMBER OF DIFFERENT WAYS. THE SUPERINTENDENT. ALSO, WHEN YOU LOOK AT THE CHARTER PETITION, IT TALKS ABOUT THE GOVERNANCE WILL BE IN CONJUNCTION WITH THE SUPERINTENDENT AND THE GOVERNANCE OR, EXCUSE ME, THE AUTHORIZING BOARD, THE SUPERINTENDENT CAN DIRECT STAFF TO MAKE THOSE CHANGES AND HAVE IT BROUGHT BACK. THE IDEA BEHIND CHARTER PETITION IS SO THAT THOSE INDIVIDUALS WHO ARE INTERESTED IN ATTENDING THAT CHARTER, IT'S NOT GOING TO BE, LIKE I SAID AT THE VERY BEGINNING OF MY COMMENTS, WITH THE SAME LEVEL OF SPECIFICITY AS AN INDEPENDENT CHARTER IS, SO THAT IF I WANT MY CHILD TO GO THERE, WHAT IS IT THAT MY CHILD IS GOING TO BE TAUGHT? HOW ARE THEY GOING TO BE TAUGHT? SO THERE'S THAT CLARITY. SO CAN I JUST CLARIFY THEN, I MEAN, AND JUST BE DIRECT BECAUSE YOU JUST EXPLAINED IT REALLY WELL. THANK YOU VERY, VERY, VERY MUCH. IF WE DON'T BRING A MATERIAL REVISION BECAUSE WE'RE GOING OUT IN NINE DAYS, WHAT HAPPENS? THE DISTRICT BOARD COULD STILL DIRECT STAFF TO PREPARE A MATERIAL REVISION AND HAVE IT BROUGHT BACK. AND THAT COULD BE HELD OVER THE SUMMER. SO THERE COULD BE A PUBLIC HEARING AND ACTION ITEM TAKEN OVER THE SUMMER, SO THAT IF IT IS THE DESIRE OF THE DISTRICT BOARD TO MAKE THOSE CHANGES TO THE CHARTER PETITION, THEY COULD BE DONE BEFORE THE START OF THE SCHOOL YEAR. OKAY. SO THAT ANSWERS OUR QUESTION, BUT NOT A DISTRICT EMPLOYEE.

WELL, THE DISTRICT SUPERINTENDENT COULD DIRECT STAFF. OKAY. SO DID OUR SUPERINTENDENT. DID YOU DIRECT STAFF TO DO THIS? YEAH. RENEE, DID YOU DIRECT STAFF TO DO THIS? SO WHO THE HECK DID THIS? SO AGAIN, THIS WAS A CULMINATION OF A YEAR'S WORTH OF MEETINGS THAT

[02:05:07]

MUCH LIKE ALL OF OUR OTHER SCHOOLS WERE INDIVIDUALIZED BECAUSE ALL THE SCHOOLS HAVE UNIQUE NEEDS. AND WE RECOGNIZE THAT SOME HAVE CONTINUUM, SOME DO NOT HAVE CONTINUUM. THERE'S A LOT OF FACTORS GO INTO IT. IT'S NOT NECESSARILY BLACK AND WHITE. SO OVER THE COURSE OF THE LAST FEW MONTHS, PARTICULARLY WHEN OUR BUDGET HAS COME TO LIGHT, THEN THAT'S WHEN WE DETERMINE THAT WE HAVE TO MAKE SOME SIGNIFICANT REDUCTIONS THAT PLAYED OUT AT BOARD MEETINGS, NOT DIRECTLY BUT INDIRECTLY, BY VIRTUE OF US PROVIDING OUR STABILIZATION PLAN IDEAS AND REDUCING OUR FTES AND SO ON AND SO FORTH. THE MARCH 15TH. SO AGAIN, I RECOMMEND, IN THE INTEREST OF ENSURING THAT OUR TEAM, OUR OX TEAM, WHICH AGAIN, I REALIZE YOU CAME HERE AND IN GOOD FAITH AND YOU ENDED UP IN THE MIDDLE OF A FIRESTORM. AND I UNDERSTAND. I SUGGEST THE BOARD OF EDUCATION DIRECT ME TO WORK WITH THE STAFF AND THE TEAM AT OX TO DISCUSS HOW WITHIN THE BUDGET, NOW THAT WE ARE ABLE TO IDENTIFY A CERTAIN AMOUNT AND WORK TO ENSURE THAT THE INTEGRITY OF THE PROGRAM IS KEPT INTACT WHILE STILL MEETING OUR FINANCIAL OBLIGATIONS. SO HOW IS. NOBODY'S ANSWERED MY QUESTION. YOU MOVED THE DLA TEACHERS AND THE DLA PROGRAM OVER TO TUE-FRI, BUT IT'S THE SAME COST. AND SO IS IT NOT? NO. SO TO GO BACK TO WHAT I WAS TRYING TO EXPLAIN BEFORE AS THIS, LET'S JUST I'LL GIVE YOU A REAL SIMPLE EXAMPLE THAT MAKES SENSE IN MY HEAD. SO LET'S JUST SAY COST $1,000 BECAUSE OF ALL THOSE THINGS THAT ARE GOING UP NOW, IT'S GOING TO COST $1,200. BUT WHAT WE HAD TO DO THEN WAS GO IN THERE AND SAY, WHAT CAN WE REDUCE DOWN? SO I THINK SOME OF YOUR I FORGOT I'M SO SORRY, YOUR INTERVENTION. I FORGOT WHAT YOU WERE CALLING FACILITATORS. THANK YOU. THAT WAS. WELL, IF WE REDUCE THAT IT'LL BRING US BACK DOWN TO THE $1,000. I UNDERSTAND THAT, BUT I'M SAYING, WHY DO WE NEED TO REMOVE DLA FROM THEM AND PUT IT AT ANOTHER MIDDLE SCHOOL IF IT'S GOING TO BE THE SAME COST THAT THE OTHER MIDDLE SCHOOL I'M NOT TALKING ABOUT? THAT'S WHAT I WAS TALKING ABOUT. THAT'S I UNDERSTAND THE OTHER THINGS I'M TALKING ABOUT DES NO? DLA STILL AT OXFORD THIS SEMESTER? NO. WELL STARTING NEXT

[02:10:03]

THERE'S NO REASON WHY WE CAN'T HAVE TWO DLA PROGRAMS THAT COULD FUNNEL INTO EITHER ONE HIGH SCHOOL PROGRAM OR MULTIPLE, BECAUSE WE WANT TO CONTINUE THAT. I THINK THAT SPLITTING THE BABY. BUT WE COULD TALK ABOUT THAT LATER. YEAH, BUT BUT MY THOUGHT IS WE HAVE NO REVISION.

IT'S WHERE IT IS NOW. IT SHOULD STAY THERE IF, IF TEFRA WANTS TO ALSO CONTINUE AND CREATE A DLA, THEY SHOULD DO THE SAME. WE HAVE THE CURRICULUM. WHY NOT. AND THEN STUDENTS CAN EITHER THEY CAN STAY WHEREVER THEY'RE THERE. BUT AT THE ELEMENTARY LEVEL THERE'S ONLY 64 STUDENTS IN THE PROGRAM. YES, IT'S ALL AT GLENVIEW AND GLENVIEW HAS IF I'M I THINK I REMEMBER THE NUMBERS CORRECTLY, THEY HAVE 32 IN 2 CLASSES. SO THAT'S 64 STUDENTS. SO IF YOU SPLIT THAT UP BETWEEN TWO MIDDLE SCHOOLS, I DON'T KNOW MUCH ABOUT FINANCES, BUT IT DOESN'T MAKE SENSE TO ME. I, I, I THINK THAT'S SOMETHING THAT WE CHARGE THE DISTRICT WITH FIGURING OUT AND BRINGING BACK TO US. AND WE DON'T HAVE ENOUGH FOR TWO, I THINK. I THINK IT'S IRRESPONSIBLE TO DO THAT FOR NEXT YEAR BECAUSE WE'RE WE'RE LIKE, WE'RE NINE DAYS. MAKING THESE CHANGES, I THINK IS CRAZY AND TERRIBLY IRRESPONSIBLE. BUT YOU'RE SAYING THAT IT'S ALREADY BEEN TOLD TO YOU THAT IT'S NOT INCLUDED FOR SEVENTH GRADERS NEXT YEAR? CORRECT. AND THAT WAS BROUGHT DIRECTLY TO YOU BY SOMEONE? YES. WHO BROUGHT THAT TO? WHO BROUGHT IT FORWARD? WHO TOLD THEM THAT? I'M HAPPY TO SPEAK ON THIS. WE HAD FAMILIES FROM GLENVIEW ELEMENTARY WHO REPEATEDLY REQUESTED OF THE PRINCIPAL TO HAVE AN OPTION. THAT WAS A NON CHARTER FOR DUAL LANGUAGE. WE CANNOT REQUIRE STUDENTS TO ATTEND A CHARTER SCHOOL THAT'S AGAINST ED CODE. AND SO BECAUSE THESE FAMILIES ASKED FOR THIS OPTION, WE HAVE ENGAGED IN CONVERSATIONS FOR OVER A YEAR ABOUT WE NEED TO HAVE ANOTHER DUAL OPTION BECAUSE OAKS IS NOW A CHARTER. AND SO THAT'S WHY IN FEBRUARY WE BROUGHT IT TO THE BOARD AS WE ARE EXPLORING ADDING DUAL LANGUAGE AT TUFFREY, WE SAID WE WANT TO DO IT IN ANOTHER YEAR BECAUSE TUFFREY NEEDED TIME TO ESTABLISH IT. THEY WANTED TO FOCUS ON AVID. I RECALL THE WHOLE PRESENTATION THAT MIKE AND LIZ GAVE AT THE TIME, BUT FOLLOWING THAT, FOLLOWING THAT MEETING, DOCTOR FISHER EMAILED US STATING THEY WANTED TO MAKE THE MOVE NOW. AND I HAVE THAT EMAIL IN WRITING SAYING, I WANT TO MAKE THE MOVE NOW. MY DUAL TEACHERS DID NOT APPRECIATE THE THOUGHT OF IT BEING ADDED AT TUFFREY, SO MAKE THE MOVE ENTIRELY FOR NEXT YEAR. AND SHE THEN SHE WAS NOT FORCED. NOBODY FORCED VERBALLY. IF I COULD JUST FINISH. I NEVER SPOKE WITH DOCTOR FISHER ABOUT THIS. SHE EMAILED ME FOLLOWING THE BOARD MEETING IN WHICH THE BOARD PRESENTATION WAS MADE. THEN SHE ASKED FOR A MEETING TO DISCUSS IT. AND IN THAT MEETING THERE WERE MULTIPLE DISTRICT REPRESENTATIVES RENEE, MYSELF, DOCTOR GRAY, AMANDA AND BETH. AND SHE SAID, I WANT TO MOVE THE DUAL LANGUAGE PROGRAM. AND I'VE ALREADY TOLD SARAH BARTON EARLIER TODAY, IT'S COMING TO YOUR SCHOOL NEXT YEAR. AND SO I SAID, OKAY. AND SO SHE EMAILED AND THEN SHE TOLD THE TUFFREY PRINCIPAL, AND THEN SHE TOLD US.

AND SO THAT WAS THE FIRST THING ON HER LIST. SHE SAID, I KNOW WE NEED TO MAKE REDUCTIONS. HERE'S THE LIST OF REDUCTIONS I WANT TO MAKE. HERE'S WHAT I DON'T WANT TO TOUCH. I NEVER TALK TO DOCTOR FISHER ABOUT ANY REDUCTIONS, SHE SAID. I KNOW WE HAVE TO, BECAUSE SHE HAD TO DEVELOP AN LCAP, AND THE MONEY THAT SHE WAS USING WAS ESTIMATED ADA BASED OFF OF HER ENROLLMENT. AND SO SHE WAS ESTIMATING WHAT HER REVENUE WAS, AND SHE WAS ESTIMATING WHAT HER EXPENSES WERE, AND SHE ESTIMATED WHAT SHE NEEDED TO CUT BY. AND SHE PRIORITIZED. THESE ARE THE EXACT THINGS I WANT TO CUT, SHE SAID. DUAL. SHE SAID MANY ELECTIVES, LEARNING FACILITATORS. AND SHE SAID WITH THAT IS OF COURSE, THE PD DAYS AND THE CAMPUS SUPERVISORS. SO SHE LISTED ALL THESE OUT AND I TOOK NOTES ON IT AND WE WERE ALL IN ATTENDANCE IN THAT MEETING. OKAY. BUT BECAUSE YOU SAID YOU WERE CUTTING THE BUDGET. BUT THEN ALSO I DID NOT SAY I WAS CUTTING THE BUDGET. SHE SAID THAT SHE NEEDED TO MAINTAIN HER BUDGET. SO WILL GRAY SAID THE BUDGET WAS BEING CUT. SO LET'S LET'S MOVE ON. THOUGH IT DOESN'T MATTER WHAT BETH FISHER SAID, IT DOESN'T MATTER. IT DOES MATTER WHAT SHE SAYS. NO IT DOESN'T. I THINK FOR THE YOUNG. WOULD YOU PLEASE FORWARD THAT EMAIL TO ALL OF THE BOARD? SHE DIDN'T COME FORWARD. I WOULD BE HAPPY TO. IT DOESN'T MATTER WHAT BETH FISHER SAID, BECAUSE BETH FISHER DIDN'T DO A MATERIAL REVISION AND BRING IT TO THE BOARD. SO, BETH, THAT

[02:15:04]

AND IT'S CHANGED SINCE THEN, SINCE IT DIDN'T COME TO THE POINT. LIKE ALSO THAT I PICKED UP WAS THAT THE EMAIL WAS SENT BECAUSE THE DLA TEACHERS DIDN'T FEEL SUPPORTED. YEAH. BY THE AND THAT'S WHY SHE WAS STANDING UP FOR THAT PROGRAM BEING MOVED INSTANTLY. YEAH. RIGHT. AND WHEN SHE SAID THAT AND SHE SAID THAT THAT'S NOT THIS DISTRICT, BUT SHE SAID VERY CLEARLY THAT IT WAS THE PRIOR DISTRICTS WHEN THE DUAL PROGRAM FIRST CAME TO BERNARDO. SO SHE WAS VERY CLEAR IN THAT MEETING ABOUT THAT, BECAUSE THERE WAS A LOT OF SUPPORT PROVIDED TO THE DUAL PROGRAM, INCLUDING CURRICULUM ADOPTIONS, WHICH YOU CURRENTLY HAVE IN PLACE THERE FOR THE DUAL PROGRAM RELEASE DAYS. I THINK THAT SPLITTING IT AND OR THE TEACHERS NOT KNOWING THAT IT WAS GOING TO BE MOVED, RIGHT. SO THAT'S WHAT THE SUPPORT MEANS, NOT NECESSARILY THE I TALKED ABOUT ADDING IT AT FREE AGAIN BECAUSE OF THE CHARTER REQUIREMENT, OUT OF RESPONSE TO A LARGE CONTINGENCY OF GLENVIEW PARENTS WHO CONTINUE TO ASK, WHAT IS OUR DUAL OPTION? YOU CANNOT FORCE US TO GO TO A CHARTER. AND SO THAT IS WHY WE TALKED ABOUT ADDING A SECOND PROGRAM. AND SO IN RESPONSE TO THAT PRESENTATION, THAT'S WHEN SHE SAID THAT. YES. BUT ONCE AGAIN, IT DOESN'T MATTER WHAT BETH FISHER SAYS. IT DOESN'T MATTER WHAT ANYBODY SAYS. THERE WAS NO MATERIAL REVISION BROUGHT FORWARD. AND SO PEOPLE KEEP SAYING, OH, WELL, THIS WAS SAID.

AND THIS WAS SAID WAS THIS WAS IT DOESN'T MATTER BECAUSE IT WAS NEVER BROUGHT BEFORE THE BOARD TO ACTUALLY MAKE THE MOVE. SO YOU GUYS COULD HAVE HAD ALL KINDS OF SIDEBAR CONVERSATIONS.

YOU COULD HAVE TALKED ABOUT ANYTHING YOU WANT. BUT THE WHOLE FACT OF THE MATTER IS, NOBODY FOLLOWED THE PROCESS OF DOING A MATERIAL REVISION AND ACTUALLY GETTING INPUT FROM THE BOARD. SO IT DOESN'T MATTER WHAT EMAIL YOU HAVE, WHAT THIS HAS, WHO BETH FISHER CALLED ABOUT THIS BECAUSE IT WAS MY UNDERSTANDING IS THAT SINCE YOU WERE GOING OVER TO TEFRA, IT DIDN'T MAKE ANY SENSE TO SPLIT 42 STUDENTS AND GO 20 OVER HERE AND 20 OVER HERE. AND YOU'RE TELLING THEM WE HAVE TO CUT THE BUDGET, WHICH WAS SAID TO THEM, THEY HAVE TO CUT THE BUDGET BECAUSE THEY'RE ALL SITTING THERE GOING, OBVIOUSLY SOMEBODY TOLD THESE PEOPLE THAT THEIR BUDGETS WERE BEING CUT BECAUSE THIS IS WHY ALL THESE THINGS HAD TO BE CUT. SO THEY SAY, OKAY, WELL, IF YOU'RE GOING TO SEND THEM OVER TO TEFRA ANYWAYS, THEN THIS DOESN'T MAKE ANY SENSE. THEN WE'LL CUT THE DLA. BUT THE WHOLE FACT OF THE MATTER, I'VE CONTINUED TO SAY THIS FOR MONTHS. IT DOESN'T MATTER WHAT BETH FISHER SAID, IT DOESN'T MATTER WHAT ANYBODY SAID ABOUT THIS. IT NEVER BECAME. IT NEVER CAME BEFORE THE BOARD. SO DID IT EVER. IT'S NOT EVEN SUPPOSED TO HAPPEN. IT DIDN'T COME BEFORE THE BOARD. SO IN LIGHT OF WHAT HAPPENS WITH DLA AND NOT REQUIRING FAMILIES TO OR OR CHILDREN TO ATTEND A CHARTER SCHOOL, THAT MEANS IF THEY'RE IN DLA AT GLENVIEW NOW AND THEY DON'T WANT TO GO TO THE CHARTER SCHOOL, THEN THEIR PIPELINE IS DONE. SO I WOULD BE INTERESTED IN FINDING OUT WHAT WE COULD DO AT TUFFREY TO HELP, BECAUSE I DON'T THINK THEY SHOULD BE CUT OFF OF THAT PROGRAM EITHER. IF THEY DON'T WANT TO GO TO CHARTER, THAT'S FINE. WE SHOULD HAVE THE OTHER OPTION THERE AVAILABLE FOR THEM AND LEAVE IT AT OCFS2 BECAUSE THAT'S WHERE IT STARTED. THAT'S WHERE IT LIVES. BUT BECAUSE WE HAVE RESTRICTIONS ON THAT, WE CAN'T FORCE PEOPLE, KIDS TO GO THERE AND WE WANT TO LEAVE OPEN ALL OPPORTUNITIES FOR THEM. WE SHOULD ALSO LOOK INTO PUTTING SOME WORK INTO TEFRA. AND CAN I JUST SAY TOO, THAT REGARDLESS OF WHAT PEOPLE FEEL ABOUT DOCTOR FISHER PRO OR CONS, SHE IS UNFORTUNATELY NOT WITH US ANYMORE. AND WE ARE HERE. WE ARE HERE TRYING TO MAKE THIS WORK AND MOVE FORWARD. SO I GET, I, I GET FOR DOING THAT ALL ABOUT THAT. YOU KNOW, I KNOW THERE'S DISLIKES AND LIKES ON BOTH SIDES, BUT WE'RE HERE SO YOU GOTTA YOU GOTTA TAKE CHARGE. NO, NO, WE DIDN'T FILE. SO WHAT I'M HEARING, THIS IS WHAT I DO WITH MY STUDENTS. WHAT I'M HEARING. OKAY, IS THAT WE'RE LEAVING IN NINE DAYS. WE ARE NOT MAKING A MATERIAL REVISION. WE DON'T HAVE ENOUGH TIME. IT'S NOT GOING TO HAPPEN. SO, CHESS, THE BALL IS IN YOUR COURT ON HOW YOU MAKE US PROCEED. BECAUSE FROM WHAT I'M UNDERSTANDING FROM YOU IS THAT.

IT DOESN'T REALLY MATTER WHETHER WE MAKE A MATERIAL REVISION OR NOT. THE BOARD MAKES THE DECISIONS, RIGHT? THE BOARD. THANK YOU, THANK YOU. THE BOARD CAN ALSO ASK FOR A MATERIAL REVISION AND IT DOESN'T NEED RIGHT. SO JUST TELL US WHAT WE NEED TO DO. CAN I MAKE. GO AHEAD. I WAS JUST GOING TO SAY IF WE START TALKING ABOUT SPLITTING THE BABY WITH DLA, WHY TUFFREY AND NOT YORBA LINDA MIDDLE SCHOOL, WHICH IS WAY CLOSER, AND THE PIPELINE, IF IT'S AT ESPERANZA FOR HIGH SCHOOL, WOULD MAKE MORE SENSE IN THAT, LIKE THIS DOESN'T NONE OF THIS MAKES SENSE TO ME. COMMON SENSE. AND I SAID THAT IN THE MEETING WHEN WE HAD THE PRESENTATION. SO I THINK THERE'S A LOT OF WORK TO BE DONE ON THAT TO GET ANOTHER OPTION. I'M NOT SURE WHY IT WAS DIRECTED TO TEFRA OR TO SARAH. I MEAN, IF THAT WAS A BETH THING OR SARAH WANTED IT, I DON'T KNOW. YEAH, MAYBE WE'LL FIGURE THAT OUT. BUT WE NEED TO CREATE ANOTHER SPACE FOR KIDS TO GO, AND I GET THAT. THAT NEEDS TO HAPPEN. BUT WE NEED TO DO IT, RIGHT? YEAH. FOR

[02:20:05]

I, WE DON'T HAVE ONE HERE. YEAH I AGREE AND I JUST WANT TO THANK YOU GUYS SO MUCH FOR COMING AND FOR ALL YOUR HARD WORK. I KNOW FIRST YEAR IS ALWAYS CRAZY, A LITTLE CRAZY. AND YOU'RE IT'S A LOT A BIG LEARNING CURVE. AND I JUST WANT TO THANK YOU GUYS FOR DOING THAT BECAUSE I, I HAVE MY NEIGHBORS SENDS THEIR KIDS TO YOUR SCHOOL AND THEY HAVE HAD A WONDERFUL EXPERIENCE AND THEY'VE ONLY SAID WONDERFUL THINGS ABOUT THE SCHOOL. THEIR SON LOVES THE MANY ELECTIVES. HE MIGHT BE THE UNO CHAMPION. WHAT I'VE BEEN TOLD. SO AND WE HAVE WE HAVE WORK TO DO. AND I WANT YOU GUYS TO ENJOY YOUR SUMMER. I WOULD LOVE FOR YOU GUYS. YOU WILL HAVE A PRINCIPAL SOON. WELL HOLD ON MARILYN, THEY'RE LEAVING HERE AT NINE DAYS AND THERE'S NOTHING ON THE TABLE. AND SO WE'RE SAYING, WELL, KEEP YOUR SEVENTH GRADERS FOR DLA, SO WE'D HAVE TO GET THT THEIR JOB, I GUESS. WHAT WHAT I'M JOB AT THE DISTRICT. CAN I DO YOU WANT TO DO THIS THEN LIKE ISN'T THIS WHAT. THAT'S WHY I SAID WE HAVE A LOT OF WORK TO BE DONE, RIGHT? SO WHY AREN'T WE JUST SAYING RIGHT NOW AS A BOARD, YOU GUYS MOVE ON. A SEVENTH GRADE AT OCZKUS IS OPEN, AND THEN YOU KEEP YOUR PROFESSIONAL DEVELOPMENT DAYS AND YOU KEEP YOUR MINI ELECTIVES. AND WE LEAVE HERE SO THEY HAVE DIRECTION. WHAT ARE YOU GOING TO DO? WHEN ARE YOU GOING TO DECIDE ALL THIS AND MORE STUDY SESSION? MY QUESTION IS BECAUSE WE'RE LEAVING IN I GUESS NOW EIGHT DAYS WE ARE LOSING LIKE WE'VE IT'S NO SECRET THAT WE'RE LOSING ENROLLMENT. AND I THINK ONE OF I'M GOING TO MAKE A SUGGESTION IS THE ONE OF THE REASONS WHY WE'RE LOSING ENROLLMENT IS BECAUSE WE DON'T WE HAVEN'T BEEN ABLE TO GIVE ANYBODY DIRECT ANSWERS. WE DON'T HAVE A BELL SCHEDULE. WE DON'T KNOW IF THINGS ARE HAPPENING. YES, WE HAVE TOLD PEOPLE ABOUT DLA, BUT NOW WE MIGHT HAVE IT BACK. SO WE WOULD LIKE TO BE ABLE TO TELL PEOPLE THINGS BECAUSE THEY ARE ASKING, THEY ARE EMAILING DAILY. I DO SPEAK WITH EVERY SINGLE PARENT THAT WANTS TO LEAVE OUR SCHOOL, AND IT IS REALLY DISHEARTENING WHEN I DON'T HAVE THE INFORMATION TO GIVE THEM. SO IS THERE ANY INFORMATION THAT WE CAN GET THAT WE CAN TAKE AWAY FROM THIS? I THINK WE CAN. DO WE AS A AS A BOARD, DO WE HAVE CONSENSUS THAT THE DLA WILL STAY DLA, MANY ELECTIVES AND THE PROFESSIONAL DEVELOPMENT ONE AT A TIME, BECAUSE I THINK WE HAVE TO HAVE JOAN LOOK AT WITH THE BUDGET BEFORE WE APPROVE ALL OF THAT. WELL, JUST REAL ROUGH JUST FROM THE CONVERSATIONS. AND I AM NOT I CAN'T I DON'T HAVE NO AUTHORITY TO TELL ANYBODY ANYTHING. I JUST WATCH THE MONEY IS ROUGHLY IF YOU BRING BACK TEACHERS TO KEEP YOUR PROFESSIONAL DEVELOPMENT GOING AND YOU KEEP YOUR DLA PROGRAM GOING, WE'RE PROBABLY GOING TO ADD ANOTHER $1.22 MILLION TO THE DEFICIT. SO IS IT DOABLE? WE'RE ALREADY ALMOST AT 5% THREE YEARS OUT. SO THAT MEANS MONEY'S GOT TO COME FROM SOMEWHERE ELSE. SO THAT'S ALL I'M GOING TO SAY. OKAY. SO WHAT ABOUT WHAT IF WE OKAY. SO WHAT IF WE GO LEARNING FACILITATORS SO THEY CAN KEEP THEIR MANY ELECTIVES AND THEIR PROFESSIONAL DEVELOPMENT. AND THEN I DON'T UNDERSTAND THE WHOLE DLA THING. LIKE IF YOU'RE JUST MOVING THE TEACHERS TO ANOTHER SCHOOL SITE, I DON'T UNDERSTAND HOW IT'S GOING TO BLEED MONEY FROM THEM, BECAUSE WON'T THAT JUST AFFECT THE OTHER SCHOOL SITE TOO? LIKE ISN'T IT KIND OF JUST MOVING IT BACK AND FORTH? WELL, WHAT I'M HEARING IS YOU ONLY HAVE SO MANY KIDS AND YOU'RE GOING TO SPLIT THEM NOW BETWEEN TWO SCHOOLS. SO THAT'S ADDING ANOTHER TEACHER IN THAT.

YEAH. COULD WE SPLIT THE TEACHER, OUR TEACHER OR THE, THE CURRENTLY THE HISTORY TEACHER THAT WAS JUST HIRED AT TUFFREY IS SPLIT BETWEEN OUR SCHOOL AND TUFFREY. THEY'RE GOING TO HAVE ONE PERIOD OF EIGHTH GRADE HISTORY. DLA SO MAYBE COULD WE HAVE YOU ALL DO SOME WORK BEHIND THE SCENES, FIGURE IT OUT TO COME BACK AND TALK WITH US IN JUNE? WE HAVE A MEETING COMING UP JUNE 17TH, BUT THEY NEED TO HAVE SOME DIRECTION WITH WITH FUNDING. BEFORE WE SAY, SURE, I,

[02:25:06]

BUDGET, AND IT WOULD CHANGE ACCORDING TO WHATEVER IS DECIDED. BUT IT WOULD BE A HIT TO THE GENERAL FUND UNLESS WE UNLESS WE TAKE MONEY AWAY FROM SOMEBODY ELSE DURING THAT TIME.

SO, JOAN, THE BUDGET THAT YOU HAVE, THAT'S ONLY 100 SOMETHING DIFFERENT. THAT'S WITH ALL THESE REDUCTIONS ALREADY IN FOR REDUCTIONS ARE ALREADY IN THERE. OKAY. SO YOU HAVE TO ADD IT BACK AND TAKE IT FROM SOMEWHERE ELSE. WE HAVE TO ADD IT. WE HAVE TO ADD IT BACK ANYWAYS BECAUSE IT WASN'T A MATERIAL REVISION. LIKE WE CAN'T MAKE THOSE CHANGES. I'M WAITING FOR THE BOARD TO GIVE ME DIRECTION. I HEAR YOU, I'M JUST SAYING. BUT THE CHANGES ARE ALREADY IN THE BUDGET, BUT THERE WAS NO MATERIAL REVISION TO CHANGE IT. SO IF WE ARE LOOKING AT AND ADDING ONE MORE, ANOTHER MILLION DOLLARS. IF I'M THIS IS WHAT I'M HEARING TO MAKE SURE WE HAVE DLA, THE MANY ELECTIVES AND THE PROFESSIONAL DEVELOPMENT, WE ADD ANOTHER MILLION DOLLARS TO THEIR BUDGET AND IT COMES OUT OF OURS. I AM A NO ON THAT. SO IF WE'RE GOING TO DO THAT, THEN WE NEED TO TALK ABOUT A MATERIAL REVISION. YEAH, I THINK WE NEED TO STAY FOCUSED. AND IF THAT IS WHAT IT IS, I THINK THEN I WOULD MY SUGGESTION WOULD BE TO GO TO THE ASK THE DISTRICT TO PUT TOGETHER SOME MATERIAL REVISIONS, BECAUSE WE NEED TO BE CAREFUL WITH OUR BUDGET. WE'VE ALREADY IS THAT SOMETHING THAT HAPPENS OVER THE SUMMER? WE WOULD WANT TO HAPPEN ASAP. WE HAVE A MEETING COMING UP JUNE 7TH, SO WE CAN'T GIVE PARENTS INFORMATION. AS OF RIGHT NOW. WE WOULD HAVE TO GIVE PARENTS INFORMATION IN AUGUST. THIS IS THIS IS YOU KNOW, WE GIVE DIRECTION. WE WOULD BE ADDING ANOTHER MILLION DOLLARS TO OUR DEFICIT RIGHT NOW. AND WE NEED TO EVALUATE THAT. THAT'S A THAT'S A BALLPARK NUMBER. AND I THINK THE MATH PROBABLY PRETTY CLOSE. THAT'S A BALLPARK NUMBER.

BUT THERE ALSO ARE WE HAD BUDGETS THAT WE WERE ACTUALLY UNDER FOR SEVERAL YEARS IN A ROW. HOWEVER, WE HAVE A PROBLEM WITH A SCHOOL THAT CAN'T ADVISE THEIR PARENTS ABOUT WHAT TO DO FOR NEXT YEAR. THIS IS PRETTY VALUABLE. STUDENTS SCHEDULES RIGHT NOW. IF WE WERE TO GO TO THE TABLE, IF WE WERE TO, I MEAN, FIGURE OUT SOMETHING THAT WE COULD DO AND, AND, AND MEET YOU GUYS HALFWAY. WE JUST WANT TO KEEP OUR SCHOOL AND WORKING ON LEARNING FACILITATORS. MRS. VELASCO, IF WE WERE TO COME UP WITH SOMETHING ELSE FOR A PROFESSIONAL DEVELOPMENT DAY, MINUTES AND RELEASE TIME AND COME WITH A COMPROMISE, IS THAT GOING TO SAVE US SOME MONEY? I'D LIKE TO SEE WHAT YOUR PLAN IS. WELL, WE WOULD TOO. I MEAN, WE'RE WE'RE WE'RE WE'RE WE'RE WE'RE WE'RE ALL WAITING FOR THAT. AND I AND I'M MAKING SUGGESTIONS THAT I PROBABLY, YOU KNOW, SHOULDN'T BE DOING. BUT I WANT TO LEAVE HERE KNOWING THAT WE'RE GOING TO MOVE FORWARD AND, AND, AND WE HAVE SOMETHING THAT WE CAN TELL THESE KIDS. SO EVEN IF WE KNOW, YOU KNOW, MAYBE, MAYBE I DON'T KNOW. I MEAN, WE PULL THE TEACHERS, MAYBE IF WE SAY SOMETHING ALONG THE LINES THROUGH MINUTES AND THEY WORK ALL THEIR MAGIC AND, AND WE'RE MEETING INSTRUCTIONAL MINUTES AND WE GIVE YOU A PLAN AND WE WERE TO MEET YOU THAT WAY, YOU KNOW, WOULD IT WORK? WELL, WHERE THE MONEY IS, IS IN PEOPLE, I MEAN, REALLY WHEN WE GET TO THIS POINT. SO WHAT IS SO IF YOU WANT TO KEEP THOSE PROGRAMS, IS THERE SOME OTHER COSTS THAT YOU COULD REDUCE BY. WHAT ABOUT THE TWO PE TEACHERS IF YOU KEEP YOUR MANY ELECTIVES AND I DON'T KNOW IF THIS IS THE APPROPRIATE PLACE.

YEAH. WE'RE GOING TO HAVE TO COME BACK TO THE TABLE BECAUSE I GIVE UP MY HAIR DYE, YOU KNOW, AND STUFF LIKE THAT. BUT SO LET'S LOOK AT COMING BACK AT JUNE 19TH WITH SOME NOTES. I THINK WE NEED TO COME BACK AT THIS HAS BEEN HIGHLY IRRESPONSIBLE IS ALL I HAVE TO SAY. THIS IS COMPLETELY IRRESPONSIBLE. AND IT'S ACTUALLY GROSS TO TREAT STUDENTS AND PARENTS AND ALL THESE TEACHERS THIS WAY. IT IS JUNE 3RD AND WE HAVE THEY CAN'T MAKE A MASTER SCHEDULE. NOBODY KNOWS IF THERE'S GOING TO BE A SEVENTH GRADE DLA OR NOT. NOBODY KNOWS.

THEY DON'T KNOW WHAT THEIR SCHEDULES IS. AND WE HAVE JUST, YOU KNOW, AND EMAILS. I'VE ASKED FOR SPECIAL BOARD MEETINGS, I'VE ASKED FOR ALL KINDS OF THINGS, AND I'VE BEEN IGNORED FOR MONTHS NOW. AND I'VE HAD QUESTIONS THAT I'VE ASKED AND I'VE BEEN IGNORED FOR MONTHS. AND SO NOW WE'RE SITTING HERE IN JUNE SO I CAN I CAN RELATE. WE'RE $12 MILLION IN THE DEBT BECAUSE WHEN I STARTED IN 2021, WE WERE 16 MILLION IN. AND WE'RE STILL OKAY. WELL, WE WERE FINE A COUPLE OF YEARS AGO AND NOW WE'RE IN A MAJOR PROBLEM. SO NOW WE HAVE TO MAKE ADJUSTMENTS. IT ALWAYS BALANCES OUT. IT'S NOT BE SO DRAMATIC. I THINK WE NEED TO. DID YOU HAVE ONE MORE COMMENT BEFORE WE END? YES. I GUESS STUDY SESSION WENT REALLY LONG. IF WE WERE AWAY WITH NOTHING, IF WE ARE GOING TO

[02:30:05]

SO, YEAH. SO WHAT I'M HEARING IS THAT IF WE'RE ALL IF WE'RE ALL IN AGREEMENT THAT THIS CAN GO ON SO YOU GET ANSWERS, PARENTS GET ANSWERS, YOU HAVE SOMETHING TO JUMP OFF WITH TONIGHT. SO WE COULD TECHNICALLY SAY MAYBE NOT TONIGHT IF NOT POSSIBLE, BUT JUNE 17TH DECIDE THAT WHAT YOU GUYS DECIDE TO ADJUST YOUR PD RIGHT? THEN IT WOULD BE OKAY. LIKE WE'RE NOT GOING TO HAVE INVESTIGATIONS OR LAWSUITS OR ANYTHING LIKE THAT AS LONG AS WE ALL ARE IN AGREEMENT THAT THAT'S WHAT'S BEST TO START THE YEAR, TO GIVE PARENTS ANSWERS AND TO KIND OF FIGURE OUT SO THEY KNOW WHERE TO GO. BECAUSE I KNOW THAT IS TERRIBLE. HAVING A SUMMER, NOT KNOWING WHAT YOUR NEXT STEP IS GOING TO BE IN AUGUST, ARE WE GOING TO PAY? IT'S VERY STRESSFUL. ARE WE GOING TO PAY LIKE I MEAN, OBVIOUSLY IF THEY CAN'T DO A MASTER SCHEDULE, THEY CAN'T DO ANYTHING. SO THEY'RE STUCK FOR THE NEXT 14 DAYS. SO WE'RE ASKING THEM NOW INTO THEIR SUMMER VACATION FOR ALL OF THESE PEOPLE TO COME IN AND TO WAIT FOR OUR BOARD MEETING ON THE 17TH AND THEN GET THEIR INSTRUCTIONS AND THEN START WORKING ALL THIS MAGIC INTO THEIR SUMMER. SO HOW DO THESE PEOPLE GET PAID? ARE THEY SUPPOSED TO VOLUNTEER THEIR TIME? KNOW THAT? I WOULD SAY THAT WOULD BE A QUESTION OF LIKE, CAN WE PAY FOR MAYBE TWO PD DAYS IN THE SUMMER, TWO SPECIAL BOARD MEETING OR SPECIAL, OR HAVE A SPECIAL BOARD MEETING FOR A MASTER SCHEDULE OR HAVE A SPECIAL BOARD? THAT'S NOT THE PEOPLE. I'M JUST SAYING, HYPOTHETICALLY, TWO DAYS LIKE I WOULD THAT NUMBER OUT THERE, BUT LIKE, IS THERE WEEKS I AND SO I THINK LIKE A JUNE 17TH BOARD MEETING WITH DECISIONS WHEN MY LAST DAY IS JUNE 23RD AND I CAN'T GIVE SCHEDULES TO OVER 550 STUDENTS AND TELL FAMILIES WHAT TO EXPECT IS NOT REASONABLE. I HAVE CALLS AND EMAILS DAILY ASKING WHAT THEIR SCHEDULE IS GOING TO LOOK LIKE, WHAT ELECTIVES THEY'RE GOING TO HAVE, AND I CAN'T EVEN WHAT I'M ASKING LIKE WHAT'S FEASIBLE? WHAT IS LIKE, WHAT IS WHAT, WHAT'S THE TIMELINE LOOKING LIKE ABOUT THIS IS WE PAY THE MILLION DOLLARS FOR THE MISMANAGEMENT OF THE DISTRICT RIGHT NOW. THAT'S WHAT WE DO. WE PAY THE MILLION DOLLARS BECAUSE, YOU KNOW, THAT'S WHAT WE'RE ASKING. PEOPLE FAILED YOU. SO THAT'S WHAT WE'RE SAYING. SO WHAT WE COULD DO, WHAT WE COULD DO IS IF THE BOARD APPROVES, YOU NEED A, I BELIEVE, A BOARD THE BOARD DECISION. BUT IF THE MAJORITY OF THE BOARD APPROVES TO LEAVE THEM AS IS FOR THIS COMING YEAR, WE COULD ADD BACK. IT'S GOING TO INCREASE YOUR DEFICIT, BUT THEN WE'RE JUST GOING TO HAVE LARGER CUTS IN 26, 27. THAT'S WHAT THIS LOOKS LIKE. I THINK IT IS. IT'S RESPONSIBLE FOR US TO GIVE THEM INFORMATION SO THAT THEY CAN CONTINUE TO RUN THE SCHOOL WELL, AND THEN WE HAVE TO FIGURE OUT HOW TO EAT IT ON THE BACK END. YEAH. THIS IS THIS IS A HERE PROBLEM. YEP. THIS IS NOT A THERE I DON'T NECESSARILY AGREE. IT'S A HERE PROBLEM. ABSOLUTELY. IT'S AT THE DISTRICT LEVEL I THINK IT WAS IT WAS A PROGRAM THAT IDEALLY IF WE HAD ALL THE MONEY IN THE WORLD WOULD BE ABLE TO FUNCTION YEAR TO YEAR. BUT WITH EDUCATION AS WE KNOW, IT'S A PENDULUM. IT GOES BACK AND FORTH. WE HAVE MONEY. WE DON'T HAVE MONEY. SO TO INVEST THIS AMOUNT INTO A PROGRAM THAT POSSIBLY LIKE WE KNEW, WE KNEW WE WERE GOING TO LOSE MONEY THIS YEAR. WE KNEW IT WAS GOING TO HAPPEN. SO TO INVEST THAT IN THE BEGINNING AND EXPECT IT TO BE SUSTAINABLE, I THINK THAT WAS WHERE THE IRRESPONSIBILITY WAS IN THE BEGINNING. IT SHOULD HAVE AGAIN STARTED SMALLER, POSSIBLY, AND THEN BUILT FROM THERE IF WE HAD THE MONEY. BUT TO PUT ALL YOU KNOW, WE'RE ASKING UNFORTUNATELY, UNFORTUNATELY, BECAUSE THAT'S REALISTIC. I MEAN, IF WE DON'T GO OUT IN FEBRUARY, WHEN YOU DO A BUDGET AFTER YOU'RE IN YOUR HOME, YOU DON'T GO SAY, I'M GOING TO MAKE $1 MILLION NEXT YEAR, WHEN POSSIBLY YOU CAN MAKE 500,000 YOU. TRICIA. HERE'S THE DEAL THOUGH. WE HAVE THE MONEY TO TAKE CARE OF THE SCHOOL AND THE STUDENTS. NO, BUT AT THE EXPENSE

[02:35:04]

SO LET'S DO THIS. THE SPECIAL BOARD MEETING. LET'S DO A SPECIAL BOARD MEETING. WE'LL TRY TO COME UP WITH A PLAN. AND I THINK AND THE DISTRICT CAN ASSIST YOU. YEAH. AND IF THERE'S INFORMATION YOU GUYS WANT AND, YOU KNOW, DATA NUMBERS TELL US AND WE'RE HAPPY TO COME WITH THAT. I THINK IT'S JUST ABOUT WORKING TOGETHER. AND IT'S NOT I THINK WE NEED TO STOP SAYING YOU US IT'S COME TOGETHER AS A TEAM AND PROBLEM SOLVE. AND I THINK ALL THIS POINTING FINGERS, IT'S NOT GETTING US ANYWHERE BUT WE. AND WHY WOULD WE HAVE TO MAKE THE CHANGES? WE DIDN'T ASK FOR CHANGES EXACTLY 100%. THAT IS THE UNFORTUNATELY, IT'S A DISTRICT SCHOOL AND WE ALL HAVE TO MAKE WE ALL ARE MAKING CUTS. BUT BECAUSE IT WASN'T DONE IN THE CORRECT ORDER, YES, IT'S THE CHARTER SACRIFICE EVERY ALL OTHER KIDS AND ALL OTHER SCHOOLS FOR THAT. I'M NOT SAYING WE'RE SACRIFICING OTHER KIDS. WE KNOW WE'RE NOT. WE'RE IT'S THE MONEY IS LITERALLY IN OUR BUDGET. IT JUST MEANS THAT WE PUSH IT OFF TO NEXT YEAR. WE FIGURE OUT WHAT WE NEED TO DO. WE DON'T KNOW THE NUMBERS. 1.2 IT MIGHT BE 900, IT MIGHT BE 800. WE MIGHT BE ABLE TO FIND $500,000. IT FINALLY SHOWS UP SOMEWHERE NEXT. NEXT SEPTEMBER. THAT'S HOW THIS KIND OF STUFF WORKS. THEY ARE AT A DISADVANTAGE. THE STUDENTS OF THIS SCHOOL ARE AT A DISADVANTAGE, AND THE PARENTS ARE PROBABLY PULLING THEIR HAIR OUT TRYING TO FIGURE OUT, WHAT AM I GOING TO DO? MAYBE I JUST GO TO A DIFFERENT SCHOOL. AND THAT IS A PROBLEM FOR THIS SCHOOL. AND THIS IS A PROBLEM FOR THIS DISTRICT BECAUSE IT WASN'T HANDLED EARLIER. WE DIDN'T HAVE THIS MEETING IN FEBRUARY OR MARCH. IT'S JUNE, WE'RE HAVING THIS MEETING AND ALL THESE THINGS HAVE BEEN DONE AND BEHIND THE SCENES THAT ARE CAUSING THESE PROBLEMS. FROM THIS SIDE, WE'VE GOT A PROBLEM THAT WE HAVE TO FIX. AND UNFORTUNATELY, IT'S AN EXPENSIVE MISTAKE. IT SOUNDS LIKE, WELL, THIS HAS BEEN BROUGHT UP SINCE FIRST INTERIM WHEN THEIR BUDGET AND I DON'T I'M NOT. YES. AT FIRST INTERIM THEY WERE OVER BUDGET. BUT WAS IT 1 MILLION OR 1.5 MILLION REGARDLESS. AND THEN WE HAD OUR BUDGET SUSTAINABILITY PLAN WHERE EVERY SCHOOL WAS ASKED TO MAKE CUTS OF 4%, EVERY, EVERY THING. SO IT'S JUST THAT IT'S JUNE, IT'S JUNE, AND WE NEED TO MAKE IT'S WE'RE JUST BEEN DELAYED. WE'VE BEEN PUSHING ALL THIS STUFF BACK, TRYING TO SOLVE PROBLEMS, AND IT'S TIME TO ACTUALLY MAKE SOME HARD DECISIONS. SO IF I CAN SPEAK, IF I CAN SPEAK, MARILYN, THOUGH,

[02:40:07]

SO WE WILL NEXT YEAR. THIS SUMMER WE'RE GOING TO BE WORKING VERY HARD ON STARTING TO LOOK AT CUTS FOR THE FOLLOWING YEAR. AND THAT'S MY SUGGESTION THAT WE GO WITH THAT BECAUSE THEN AT THAT PROGRAM, YOU'RE RIGHT. WE'RE GOING TO LOOK AT EVERY SINGLE PROGRAM IN THIS DISTRICT. WE'RE GOING TO LOOK AT STAFFING RATIOS. WE'RE GOING TO LOOK AT EVERYTHING THAT IS OUT THERE RIGHT NOW. IT'S A LOT OF WORK, AND IT'S NOT THE MOST FUN THING IN THE WORLD TO DO, BUT IT IS WHAT WE HAVE TO DO, BECAUSE I DO KIND OF THINK YOU'VE RUN OUT OF TIME. SO THAT'S MY SUGGESTION, OKAY. AND WE CAN WE CAN ADDRESS THIS. LET'S LET THEM GO ADDRESS THIS AND WE'LL ADDRESS IT NEXT YEAR. WE'RE GOING TO ADDRESS IT IN THE SUMMERTIME. ALL THE STUFF THAT IS HAPPENING ALL ACROSS THE DISTRICT. CORRECT? I APPRECIATE THAT, JOAN, BUT I'M NOT INTERESTED IN ADDING ANOTHER MILLION DOLLARS. AND I THINK WE NEED TO LOOK AT THAT. AND THEN 85 TEACHERS OR IS IT 85 TEACHERS? WE'VE LET GO, AND NOW WE'RE TELLING THEM WE'LL SPEND A MILLION AT ONE SCHOOL, BUT WE CAN'T. WE HAD TO PINK SLIP ALL THESE TEACHERS. BUT THEY WERE TEMPORARY TEACHERS, CORRECT? RIGHT. BUT STILL THEY ARE STILL NEEDED TEACHERS. THEY'RE TEMPORARY. THEY ARE STILL PEOPLE. CONTRACT 37. IT WAS 737. SO THAT COULD THAT COULD COVER THOSE 37. SO IT'S KIND OF A I DON'T KNOW. IT'S I DON'T KNOW. THESE ARE HARD DECISIONS. AND I THINK WE NEED TO SERIOUSLY LOOK AND TRY TO COME TO SOMETHING IN THE MIDDLE. AND IF WE CAN HAVE A SPECIAL BOARD MEETING AT THE END OF THE WEEK, THEN THAT'S WHAT WE DO. BUT OUR TIME IS UP. IT'S ALREADY 615, AND WE'VE TALKED THROUGH CLOSED SESSION. SO WE'RE GOING TO THANK YOU. EVERYBODY SO MUCH IS SAYING WE'LL BE OKAY AND WE'RE NOT GOING TO WE'RE NOT GOING TO TAKE WHAT OUR FINANCIAL PERSON IS SAYING, AND WE'RE GOING TO CONTINUE TO GO ANOTHER DIRECTION. I THINK WE NEED I DON'T MAKE DECISIONS TO BE MADE AND WE CAN'T MAKE IT RIGHT NOW. IT'S TOO LATE. I DON'T THINK SHE SAID IT WAS GOING TO BE OKAY.

SHE SAID, WE'RE GOING TO HAVE TO ADD ANOTHER MILLION. SHE SAID WE'RE ALREADY UPSIDE DOWN FOR NEXT YEAR, SO WE HAVE MAJOR THINGS WE HAVE TO DO NEXT YEAR. IN THE BIG PICTURE, IN A 300 PLUS MILLION DOLLAR BUDGET, $1 MILLION, WE FIGURE IT OUT BECAUSE WE GOT TO FIGURE OUT 15 MILLION NEXT YEAR. SO LIKE THIS IS WE'RE TALKING WE'RE TALKING LIKE THIS IS OUR FINANCES. I DON'T WANT TO FIGURE OUT HOW TO FIND $1 MILLION FOR MYSELF PERSONALLY, THAT'S CRAZY. BUT IN THIS SITUATION, BECAUSE OF WHERE WE'RE AT AND HOW WE'VE HANDLED THIS DISTRICT WISE, WE HAVE TO DO SOMETHING THAT IS UNCOMFORTABLE. BUT WE WILL FIGURE IT OUT. AND I THINK THAT WE'VE GOT PEOPLE THAT HAVE SOLUTIONS TO MAKE THIS WORK IN THE FUTURE. BUT RIGHT NOW WE HAVE TO BITE THE BULLET. SO THAT'S WHAT WE'RE SAYING. THAT'S WHAT WE'RE SAYING. SO HOLD ON.

LET ME TALK THOUGH. THINK ABOUT THIS THOUGH. WE GIVE THEM THE MILLION DOLLARS, THEY GO ON AS PROCEEDED. BUT WE'RE LETTING ALL KINDS OF OTHER PROGRAMS THROUGHOUT THE DISTRICT. WE HAVEN'T LOOKED AT THEM TO MAKE THE CUTS OR TO SEE WHAT THEY'RE DOING. SO WE LET THEM HAVE THEIR MILLION DOLLARS GO FORWARD AS NEEDED. AND THEN WE DO A WIDE LOOK AT ALL THE PROGRAMS IN THE DISTRICT AND FIGURE OUT WHERE THEY ARE, BECAUSE THAT'S IF WE'RE NOT CUTTING. BUT IF WE'RE NOT, DIDN'T WE CUT EVERY PROGRAM? HOW ARE WE RATIONALIZING EVERY SINGLE OTHER PROGRAM WHEN THIS ONE PROGRAM IS BEING CUT? LOOK AT EVERY DIDN'T WE ALREADY CUT 4% OFF OF EVERYONE'S BUDGET? WE CUT 4% OFF OF EVERY SITE AND DEPARTMENT BUDGET. CORRECT. SO EVERYBODY'S ALREADY MADE 4% CUTS I UNDERSTAND THAT, BUT THEY'RE ALSO TWO. THEY'RE ALSO READY TO GO FOR NEXT YEAR. THEY DON'T HAVE TO SIT HERE THROUGH THE SUMMER AND FIGURE OUT MASTER SCHEDULES, WHICH SHE JUST SAID TAKES WEEKS. THEY'RE NOT SITTING IN THE SAME POSITION THAT WE HAVE PUT THESE PEOPLE, AND IT'S THE DISTRICT'S FAULT. MRS. ANDERSON, IT DOESN'T SEEM LIKE WE HAVE CONSENSUS, OR AT LEAST A MAJORITY, TO ADD ANOTHER MILLION DOLLARS ON YET THAT WE WANT TO COME BACK IN TWO WEEKS AND TALK ABOUT IT. AND THEN, YOU KNOW WHAT? THEN YOU CAN TAKE THE YOU CAN TAKE A SPECIAL BOARD MEETING OR A SPECIAL BOARD MEETING, SPECIAL BOARD MEETING, OR A SPECIAL BOARD MEETING FROM THE TEACHERS AND THE STUDENTS AND THE FAMILIES THAT OKAY, SO IF PLEASE EXTEND MY APOLOGIES TO YOUR FAMILIES IF WE END UP WITH DLA AT OUR SITE ANYWAYS BECAUSE THERE IS NO MATERIAL REVISION BROUGHT FORWARD, THEN WOULD WE HAVE TO HIRE ANYWAYS AND WHERE WOULD THAT COME FROM? WHAT? HOW? WHAT ARE WE GOING TO DO IF I UNDERSTAND THIS CORRECTLY, IF WE GIVE DIRECTION, IT GOES BACK TO WHAT I SAID. YEAH I'M SORRY. RIGHT. YEAH. GO BACK TO WHAT I SAID. I DON'T THINK WE WERE PREPARED TODAY TO MAKE THAT KIND OF DECISION. SO WE'RE JUST SAYING WE UNDERSTAND WE'RE WE'RE PICKING UP THE PIECES OF SOMETHING THAT WE'VE BEEN TRYING

[02:45:03]

OKAY, SO WE'RE GOING TO END THE STUDY SESSION AT 617.

[6. REGULAR SESSION]

CARLOS. SORRY. AND A VERY SPECIAL APPEARANCE BY RYAN HOM, WHO IS CELEBRATING HIS BIRTHDAY TODAY. ALL RIGHT. AND THIS ENSEMBLE IS PART OF THE ESPERANZA OUTSTANDING ORCHESTRA PROGRAM, WHICH HAD AN EXCEPTIONAL YEAR FILLED WITH REMARKABLE ACHIEVEMENTS, INCLUDING BOTH THE SYMPHONIC AND CONCERT ORCHESTRA, EARNING THE HIGHEST POSSIBLE RATING OF UNANIMOUS SUPERIOR AT THE ANNUAL SCSBOA MUSICAL FESTIVAL THIS PAST MARCH. THE ORCHESTRA WAS ALSO ONE OF JUST 16 HIGH SCHOOL. ENSEMBLES INVITED TO THE PHILHARMONIC SOCIETY OF ORANGE COUNTY TO PERFORM AT THE PRESTIGIOUS RENÉE AND HENRY SEGERSTROM CONCERT HALL, AND IN DECEMBER, THEIR CHAMBER STRINGS ENSEMBLE HELPED LAUNCH THE JOHN WAYNE AIRPORT HOLIDAY MUSICAL PROGRAM, DELIGHTING TRAVELERS WITH LIVE PERFORMANCES RIGHT IN THE TERMINAL. SO WE ARE SO PROUD OF THESE STUDENTS AND THE MUSIC PROGRAM AT ESPERANZA HIGH SCHOOL, AND PLEASE JOIN US IN WELCOMING THE ESPERANZA HIGH SCHOOL STRING SUCCESS.

[02:55:20]

[02:57:55]

[10. APPROVAL OF AGENDA]

AND WE'RE ALSO GOING TO REMOVE CONSENT ITEM 19.38 AND CLOSED SESSION. AND WE'RE GOING TO MOVE BOTH OF THOSE ITEMS TO JUNE 17TH. CAN I ALSO PLACE AN ITEM ON THE AGENDA FOR TONIGHT? WELL, WE HAVE TO AMEND THIS FIRST. WE NEED A SECOND I'LL SECOND. OKAY. WE HAVE A MOTION BY MRS. BUCK AND A SECOND BY MRS. BLADES. OKAY. SO ON MONDAY, JUNE 2ND, THE DEPARTMENT OF JUSTICE SENT AN EMAIL TO ALL CALIFORNIA SCHOOL DISTRICTS WHO ARE STAFF MEMBERS AND POLITICAL SUBDIVISIONS OF THE STATE OF CALIFORNIA. WE HAVE UNTIL JUNE 9TH TO REMOVE SECTION 300 AND TO STOP ALLOWING MEN AND WOMEN'S SPORTS TO BE IN VIOLATION OF THE EQUAL PROTECTION CLAUSE. AND TO AVOID LEGAL LIABILITY, WE NEED TO BE IN COMPLIANCE BY JUNE 9TH. I MOVE THAT WE PLACE THIS ITEM

[03:00:03]

NO, WE DID NOT RECEIVE IT YET AS A DISTRICT, OR AT LEAST IT DID NOT COME TO MY ATTENTION. AND I HAVE I DID ASK MY ASSISTANT TO SEE IF IT PERHAPS WENT TO MY PREDECESSOR'S EMAIL, BUT THAT'S NOT THE CASE EITHER. BUT IN IN GETTING THE INFORMATION FROM TRUSTEE BLADES, I DID REACH OUT TO THE COUNTY TO LEARN MORE ABOUT IT, AND IN SPEAKING TO GENERAL COUNSEL, HE SAID, WE ARE STILL RESEARCHING SEVERAL ISSUES THAT PERTAIN TO THE FEDERAL GOVERNMENT'S AUTHORITY OVER STATE POLITICAL ENTITIES AND OTHER ENTITIES, SUCH AS THE CALIFORNIA INTERSCHOLASTIC FEDERATION. AT THIS TIME, WE DO NOT ADVISE THAT PYLUSD IS REQUIRED TO RESPOND TO THE DEER.

DEER PUBLIC SCHOOL DISTRICT LETTER OF JUNE 2ND FROM THE ASSISTANT ATTORNEY GENERAL. WE WILL UPDATE YOU WHEN WE HAVE FINISHED THE LEGAL ANALYSIS OF THIS ISSUE. THAT WAS FROM CARL PIPER, THE COUNSEL FROM THE ORANGE COUNTY DEPARTMENT OF EDUCATION. I ALSO WE ALSO MADE COPIES FOR THE BOARD OF EDUCATION OF A MEMO THAT CAME FROM FROM YEAH, FROM TONY THURMAN TODAY. SO THAT YOU GUYS WOULD HAVE ALL THE INFORMATION NECESSARY TO, TO MAKE AN INFORMED DECISION. RIGHT. SO SHOULD WE MOVE THIS FORWARD TO A VOTE? WE COULD DISCUSS IT AND THEN VOTE ON IT. SO AT LEAST WE HAVE THE VOTE DOWN BEFORE JUNE 9TH. BECAUSE IF WE'RE HELD ACCOUNTABLE, THEN I MEAN, BECAUSE TONY THURMOND HAS SAID MANY TIMES THAT THINGS ARE A LAW WHEN IT IS NOT. AND SO IF THEY'RE STILL RESEARCHING IT, BUT THE DOJ'S HANDING IT DOWN, I KNOW THEIR DISTRICTS ARE ARE DOING STUFF LIKE THIS IN CLOSED SESSION. THEY'RE BRINGING IT OUT TO OPEN. SO I DIDN'T KNOW WE SHOULD DISCUSS THIS RIGHT NOW. OR DO WE MOVE IT FORWARD ON THE AGENDA FOR A VOTE? I'M NOT INTERESTED IN MOVING IT ON THE AGENDA FOR A VOTE CURRENTLY IN THIS LETTER THAT'S ON MY DESK, WHICH I JUST GOT TODAY, IT SAYS THE DOJ ASSERTIONS ARE NOT IN

[03:05:03]

SO THEY'RE WELL AWARE OF WHAT WENT ON IN OUR DISTRICT. WE'RE NOT MAKING IT. WE'RE NOT MAKING ANY DECISIONS. SO NO. WELL YOU HAD UNTIL JUNE 9TH. AND SO THERE'S WHAT ARE YOU GOING TO DO. IT SAYS JUNE 9TH. OUR NEXT BOARD MEETING IS NOT TILL JUNE 17TH. AND WE HAVE CONFLICTING THINGS IN OTHER DOCUMENTS. SO AT THIS POINT, NO. SO I GUESS YOU MADE THE DETERMINATION. NO. FOR THE WHOLE BOARD. VERY GOOD. VERY GOOD FOR ME. NO, I'LL SEND IT. YOU CAN'T SEND IT ON BEHALF OF THE BOARD ON BEHALF OF YOUR OWN NAME. YEAH, I KNOW THAT. THANK YOU. MRS. QUINTERO. OH, I DON'T FEEL COMFORTABLE KNOWING THAT IT'S NOT BEEN INVESTIGATED. IT HAS. THE DEPARTMENT OF ED HASN'T GIVEN US DIRECTION. ALSO, I DON'T THINK IT'S GOOD. ANY REASON TO DO IT NOW? JUST BECAUSE SOMEONE WANTS TO MAKE A POLITICAL POINT? I JUST THINK THAT WE JUST WAIT AND WAIT IT OUT AND FIND OUT MORE INFORMATION ABOUT WHAT WE NEED TO DO OR WHAT WE CAN OR CAN'T DO. I'D LIKE TO SAY I DON'T WANT TO BE THE COURT CASE THAT MAKES THE DETERMINATION ON THIS PERSONALLY, AT LEAST IF WHAT WE CAN SAY IS WE WERE TOLD BY THE DOJ TO MAKE THIS CHANGE, AND SO WE MAKE THE CHANGE WE FOLLOW BY THE RULE. AND THEN, YOU KNOW, IF THE OCD OVERTURNS IT, AT LEAST WE'RE NOT SITTING ON THE OTHER SIDE OF THE THING WHERE THEY SAID YOU DENIED THE DOJ. AND SO NOW WE'RE PULLING FEDERAL FUNDING. WHAT WAS THAT? I COULDN'T HEAR YOU. DO WE NEED TO VOTE? WE'RE SO WE DO HAVE A MOTION AND A SECOND TO ADD IT. BUT REMEMBER, IT TAKES A 4/5 VOTE TO ADD IT TO THE AGENDA. BUT WE DO HAVE TO DO WE DO HAVE A MOTION AND A SECOND. SO I MEAN YOU DO NEED TO VOTE ON IT. BUT AGAIN IT'S GOING TO TAKE A 4/5 VOTE. YEP. OKAY. SO THE MOTION WAS MADE BY MRS. BLADES AND THE SECOND BY MR. FRAZIER. RIGHT. OKAY. ALL IN FAVOR I, I ALL OPPOSED. NO, NO. OKAY. WELL, WE'LL GET MORE INFORMATION THEN WE CAN MAKE AN INFORMED DECISION. OKAY. WE HAVE TO FINISH OUR APPROVAL OF THE MINUTES. WE HAVE A MOTION BY MRS. BUCK OF THE AGENDA. EXCUSE ME? A MOTION BY MRS. BUCK AND A SECOND BY MRS. BLADES. ALL IN FAVOR? I, I MOTION FIVE. OH. OKAY. PUBLIC COMMENT. PUBLIC COMMENT CARDS ARE AVAILABLE IN

[11. PUBLIC COMMENT ANNOUNCEMENT]

[03:10:05]

[12. RECOGNITIONS]

[03:15:04]

FIRST, I WOULD LIKE TO THANK THE BOARD AND THE SCHOOL DISTRICT FOR HAVING ME AND FOR GIVING ME THE OPPORTUNITY TO TALK A LITTLE BIT ABOUT MY TIME IN THE UNITED STATES AS AN EXCHANGE STUDENT FROM BRAZIL. MY FIRST, MY FAVORITE CLASS WAS DEFINITELY CERAMICS, BECAUSE I HAD TO HAVE A BREAK FROM THE MORE INTENSE CLASSES I WAS TAKING AND TO ALSO PRACTICE MY SKILLS AND CREATING PIECES I NEVER THOUGHT I WOULD. MY TEACHER, MR. SMOAK, TOOK THE TIME TO INSTRUCT ME AND HELPED ME WITH EVERYTHING I NEEDED AND SUPPORTED MY PROJECTS WITH GIVING, GIVING ME TIPS TO ACCOMPLISH EVERY SINGLE PROJECT I WANTED TO MAKE. HE TAUGHT ME THAT YOU DON'T HAVE TO BE GOOD AT EVERYTHING AS SOON AS YOU START, AND IT'S OKAY IF SOMETHING DOESN'T COME OUT EXACTLY AS PLANNED. BUT AND THAT'S SOMETHING I'LL TAKE FOR LIFE. TO ME, WHAT WAS MOST SURPRISING TO SEE WAS HOW INDEPENDENT WHAT WHAT I'LL MISS THE MOST IS DEFINITELY MY FRIENDS THAT I'VE MADE HERE IN SUCH FEW MONTHS. WE ALREADY GOT SO CLOSE AND I HOPE WE CAN MAINTAIN CONTACT FOREVER. TODAY I BROUGHT WITH ME AVA. SHE'S THE CLOSEST FRIEND I MADE HERE, AND I WAS LUCKY ENOUGH TO HAVE MET HER ON MY SECOND DAY OF SCHOOL IN MATH CLASS. WE SAT TOGETHER AND THE NEXT DAY WE BONDED OVER OUR FAVORITE MUSIC. LITTLE DID I KNOW, I'D BE SPENDING SO MUCH TIME WITH HER AND IN AND OUT OF SCHOOL. WHETHER IT BE AT LUNCHTIME, STARBUCKS, THE MALL, OR HER HOUSE. WHEN WE STARTED TO GET TO KNOW EACH OTHER BETTER, I TOLD HER THAT I WANTED TO HAVE MY AMERICAN HIGH SCHOOL MUSICAL MOMENT, AND SHE MADE SURE MY DREAM CAME TRUE. SHE MADE EVERYTHING IN HER POWER SO THAT I COULD HAVE THE MOST ENJOYABLE TIME HERE. THE AMERICAN EXPERIENCE IS OUR CATCHPHRASE, AND AFTER IS OUR CATCHPHRASE THAT I WOULD SAY AFTER ANYTHING I CLASSIFIED AS SO AMERICAN. LIKE HANGING OUT AT STARBUCKS AFTER SCHOOL, SHOPPING AT TARGET, GOING TO A CONCERT IN LA, OR HAVING A SLEEPOVER TO GET READY FOR PROM. SHE NEVER FAILED TO GIVE ME EVERY SINGLE OUNCE OF AMERICAN CULTURE, AND I'M SO BEYOND UNGRATEFUL. I'M SO BEYOND GRATEFUL AND LUCKY TO HAVE HER AS MY AMERICAN BEST FRIEND. HI. GOOD EVENING. THANK YOU FOR HAVING ME. I MET LAKISHA ON OUR SECOND DAY OF SCHOOL WHEN IN OUR MATH CLASS. AND SINCE THEN, SHE'S EVIDENTLY ALTERED MY LIFE. SHE'S TAUGHT ME A LOT ABOUT BRAZIL, AND SHE'S TAUGHT MY FRIENDS AND I HOW TO PRONOUNCE DIFFERENT WORDS AND SENTENCES IN PORTUGUESE. SHE'S TALKED ABOUT HER CULTURE WITHIN HER COUNTRY, AND IT'S SO EXCITING AND IMPORTANT, LEARNING ABOUT A WHOLE NEW PART OF THE WORLD AND THE DIFFERENT EXPERIENCES SHE'S HAD FROM HERE. EVEN WITH JUST SIMPLE TOPICS LIKE HER SCHOOL LIFE, SHE'S SHOWN ME A LOT ABOUT CHANGE, AND I THINK IT'S REALLY INSPIRING HOW SHE WAS BRAVE ENOUGH TO COME HERE TO AN ENTIRE DIFFERENT CONTINENT AND GO TO SCHOOL WITH ALL SORTS OF NEW PEOPLE, AND HOW SHE WAS ABLE TO MEET AND BEFRIEND PEOPLE SO QUICKLY. SHE'S SHOWN ME THAT IT'S POSSIBLE TO DO HARD AND SCARY THINGS BECAUSE OF THAT, AND HER IMPACT ON MY LIFE WILL ALWAYS STAY WITH ME. THANK YOU. THANK YOU SO MUCH, LADIES. IF YOU'D GO AHEAD AND COME UP AND I'D LIKE TO INTRODUCE LETICIA. AVA'S PARENTS ARE MR. AND MRS. CARLISLE. CARLISLE ARE HERE AS WELL. AND SO AGAIN THESE TWO WE HAVE MANY MORE INTERNATIONAL STUDENTS. AND WE HAVE STUDENTS THAT ARE AS WELCOMING AS AVA IS. BUT THEY RIGHT NOW ARE REPRESENTING OUR ENTIRE GROUP. AND WE WANTED TO HONOR THEM. AND WE THOUGHT IT WOULD BE GOOD TO HAVE THE BOARD GIVE A CHALLENGE COIN AS WELL AS HAVE YOU COME UP AND TAKE A PICTURE WITH THE BOARD. SO IF YOU WOULDN'T MIND COMING UP. MRS. COME ON UP. THIS IS FOR YOU. THANK YOU. THANK YOU. SHOULD WE PUT IT UP? YOU GUYS READ THE.

[03:20:22]

TONIGHT, WE ARE PROUD TO RECOGNIZE THE INCREDIBLE ARTISTIC ACHIEVEMENTS OF OUR STUDENTS WHO PARTICIPATED IN THE PTA REFLECTIONS PROGRAM, AN ESTEEMED MULTI-LEVEL ARTS RECOGNITION INITIATIVE THAT ENCOURAGES STUDENTS FROM PRE-K THROUGH GRADE 12 TO EXPLORE THEIR CREATIVITY AND EXPRESS THEMSELVES THROUGH ORIGINAL WORKS OF ART. EACH YEAR, STUDENTS CREATE PIECES IN RESPONSE TO A STUDENT SELECTED THEME. THIS YEAR'S THEME, ACCEPTING IMPERFECTION, INSPIRED POWERFUL, AND DEEPLY PERSONAL ENTRIES ACROSS SIX ARTISTIC CATEGORIES DANCE CHOREOGRAPHY, FILM PRODUCTION, LITERATURE, MUSIC COMPOSITION, PHOTOGRAPHY, AND VISUAL ARTS. HERE IN THE PLACENTIA-YORBA, LINDA UNIFIED COUNCIL OF PTAS 26 PTA AND PTSA SCHOOLS PARTICIPATED IN THE PROGRAM, RESULTING IN AN IMPRESSIVE 593 ENTRIES AT THE UNIT LEVEL. OF THOSE, 266 ADVANCED TO THE COUNCIL LEVEL AND 28 WERE SUBMITTED TO THE FOURTH DISTRICT PTA AND THREE ADVANCED TO THE CALIFORNIA STATE PTA. WE ARE THRILLED TO SHARE THAT BOTH OF THE ENTRIES SUBMITTED TO THE NATIONAL PTA LEVEL RECEIVED NATIONAL RECOGNITION. AT THE NATIONAL LEVEL, ENTRIES ARE EVALUATED BY ARTS PROFESSIONALS FROM ACROSS THE COUNTRY WHO CONSIDERED THREE CRITERIA. INTERPRET INTERPRETATION OF THE THEME CREATIVITY, AND TECHNIQUE. WE ARE VERY HONORED TO ANNOUNCE THAT TWO OF OUR STUDENTS RECEIVED THE NATIONAL AWARD OF EXCELLENCE, WHICH INCLUDES A SILVER MEDAL, A $200 YOUNG ARTIST SCHOLARSHIP, A CERTIFICATE, AND THE OPPORTUNITY TO BE FEATURED IN THE ONLINE NATIONAL REFLECTIONS GALLERY. AT THIS TIME, I'D LIKE TO INVITE VALENCIA HIGH SCHOOL SENIOR OR SORRY JUNIOR MEGAN PARK TO COME FORWARD AND JOIN ME AT THE LECTERN. I'D ALSO LIKE TO POINT OUT THAT MEGAN WENT TO KRAMER MIDDLE SCHOOL WHEN I WAS PRINCIPAL THERE, SO IT'S GREAT TO SEE HER AGAIN. I CAN'T BELIEVE SHE'S A JUNIOR. MEGAN RECEIVED THE NATIONAL AWARD OF EXCELLENCE FOR HER DANCE CHOREOGRAPHY SUBMISSION TITLED HANDS TO HEART. PLEASE TURN YOUR ATTENTION TO THE SCREEN FOR A 32ND SAMPLE OF MEGAN'S AWARD WINNING PERFORMANCE.

[03:25:04]

NOW, I'D LIKE TO INVITE DOCTOR LIZ LEON, EXECUTIVE DIRECTOR OF ELEMENTARY EDUCATION, TO LEAD THE RECOGNITION OF OUR NEXT NATIONAL WINNER. AND I WOULD BE REMISS TO NOT MENTION THAT PRINCIPAL CHRIS HERZFELD IS HERE TO RECOGNIZE MEGAN IN THE AUDIENCE. THANK YOU. CHRIS.

THANK YOU. THANK YOU SO MUCH. GOOD EVENING. IT'S MY PLEASURE TO INVITE TRAVIS RANCH SCHOOL FIFTH GRADE STUDENT ETHAN JONES TO COME FORWARD AND JOIN ME AT THE LECTERN. HI. ETHAN RECEIVED THE NATIONAL AWARD OF EXCELLENCE FOR HIS ACCESSIBLE ARTS MUSIC COMPOSITION TITLED WONDERFULLY IMPERFECT MEGA ORCHESTRA. PLEASE TURN YOUR ATTENTION TO THE SCREEN FOR A 32ND SAMPLE OF ETHAN'S AWARD WINNING COMPOSITION.

CONGRATULATIONS, ETHAN. YOU MAKE PYLUSD AND TRAVIS RANCH VERY PROUD. ON BEHALF OF THE BOARD OF EDUCATION AND THE DISTRICT, PLEASE ACCEPT THIS CERTIFICATE OF ACHIEVEMENT THAT YOU'LL BE RECEIVING FROM MR. YOUNG. TO BOTH. ABSOLUTELY. TO BOTH MEGAN AND ETHAN, AND TO ALL THE TALENTED STUDENT ARTISTS WHO PARTICIPATE IN THIS YEAR'S REFLECTIONS PROGRAM. THANK YOU FOR SHARING YOUR CREATIVITY AND COURAGE. YOUR WORK IS TRULY INSPIRING AND REFLECTS THE VERY BEST OF WHAT OUR SCHOOLS NURTURE. LET'S GIVE THESE EXCEPTIONAL YOUNG ARTISTS AND THE DEDICATED PTA LEADERS WHO SUPPORT THEM A WELL ROUNDED APPLAUSE. I WOULD ALSO LIKE TO ACKNOWLEDGE THAT ASSISTANT PRINCIPAL EDDIE TABATA IS HERE ON BEHALF OF TRAVIS RANCH. THANK YOU FOR BEING HERE. AT THIS TIME. I'D LIKE TO INVITE MEGAN AND ETHAN TO SHAKE HANDS WITH OUR BOARD MEMBERS AND JOIN US FOR A GROUP PHOTO TO COMMEMORATE THIS IMPRESSIVE ACHIEVEMENT.

ART. VACCINATION. THANK YOU. CHARLIE.

THEY'RE GOING TO COME CLOSE TO. YEAH, IF YOU CAN. I. SMILE, ETHAN.

THANK YOU. ONE MORE. ALL RIGHT. THERE YOU GO. GREAT. LET'S GO. THIS WAY.

YEP. THAT'S THIS. SORRY, SORRY. WE'RE GONNA GO OVER HERE. THERE YOU GO. IT'S A CERTIFICATE.

YEAH, YEAH. THAT WAS PRETTY AMAZING. THANK YOU GUYS SO MUCH FOR SHARING YOUR TALENTS. AND I CAN'T WAIT TO SEE HOW YOU GUYS PROGRESS THROUGH YOUR CAREER. THAT WAS TRULY. WOW. OKAY, NOW I'M GOING TO TURN THE TIME OVER TO DOCTOR MUCINO. WELL, THANK YOU, MADAM PRESIDENT. MEMBERS OF THE BOARD CABINET AND OUR PLACENTIA YORBA LINDA FAMILY WHO ARE HERE TONIGHT AND ONLINE.

[03:30:06]

[03:35:10]

AND I JUST WANT TO SAY A COUPLE WORDS ABOUT REBECCA ALLEN, WHO IS THE PRINCIPAL AT VENTURE IN GEORGE KEEFE STAND. REBECCA, I JUST WANT TO HONOR HER. I THINK PART OF WHAT HAS HELPED BRING LINDA HERE IS REBECCA. SHE IS THE ULTIMATE LEVERAGE IS WHAT I'D LIKE TO CALL HER. I DON'T EVEN THINK THAT'S A WORD. BUT SHE IS DONE. SHE HAS DONE SUCH A FANTASTIC JOB AT BOTH OF THOSE SCHOOL SITES, LEADING THEM FOR THE LAST FEW YEARS. AND THERE IS A MARKED DIFFERENCE WHEN YOU WALK THROUGH THOSE CAMPUSES, AND WE HAVE REALLY MADE SO MANY PARTNERSHIPS OVER THESE LAST FEW YEARS, AND IT REALLY SHOWS WITH THE FACILITIES, THE STUDENTS LEARNING THE CURRICULUM THAT YOU'VE BROUGHT IN AND THE STAFF IS JUST FLOURISHING. AND MORE IMPORTANTLY, THE STUDENTS ARE LEARNING AND GROWING. SO BECAUSE OF YOU, WE REALLY APPRECIATE THIS. AND WE KNOW LINDA IS HERE BECAUSE OF YOU AND ALL THE WORK YOU'VE DONE. I JUST WANTED TO ADD THAT THEY DO COFFEE TUESDAY THURSDAY MORNINGS AND IT'S RIGHT BY THE GARDEN. IT'S LOVELY. AND SO IF YOU WANT TO SEE LINDA'S AMAZING WORK AND VISION, IT'S A GREAT OPPORTUNITY AND ALSO SUPPORT OUR STUDENTS. SO THANK YOU LINDA SO MUCH. OKAY. WE ARE IF OUR GUESTS WANT TO LEAVE THIS IS A GOOD TIME FOR GET IN.

YOU'RE WELCOME. YOU'RE WELCOME TO STAY. WE'RE NOT. TO SPEAK WITH YOU ON 14 OKAY. YEAH OKAY.

[13. PRESENTATIONS]

ALRIGHTY. SO TONIGHT WE ARE VERY EXCITED TO HIGHLIGHT ONE OF THE MANY WAYS THAT OUR DISTRICT CONTINUES TO LEAD WITH INNOVATION AND INCLUSIVITY. SINCE IMPLEMENTING THE CO-TEACH MODEL IN OUR PRESCHOOL PROGRAMS DURING THE 2223 SCHOOL YEAR, WE'VE SEEN A LOT OF REALLY PROMISING RESULTS RESULTS THAT ARE NOT ONLY BENEFITING OUR YOUNGEST LEARNERS, BUT ARE SETTING THE TONE FOR AN INTEGRATIVE MINDSET ACROSS ALL GRADE LEVELS. THIS MODEL THAT YOU WILL HEAR THIS EVENING REINFORCES OUR BELIEF THAT STUDENTS WITH SPECIAL NEEDS THRIVE WHEN LEARNING ALONGSIDE THEIR GENERAL EDUCATION PEERS. AND THE DATA THAT YOU WILL HEAR TONIGHT SUPPORTS THIS APPROACH AND IS RESOUNDING AND ENCOURAGING. FROM PRESCHOOL TO

[03:40:07]

ACCORDING TO A STUDY PUBLISHED BY THE JOURNAL OF EDUCATIONAL PSYCHOLOGY, STUDENTS WHO SPENT THE MAJORITY OF THEIR DAY IN THE GENERAL EDUCATION SETTING WERE SCORED 220 4.3 POINTS HIGHER IN ELA AND 18.4 IN MATH, AND THEY WERE 22% MORE LIKELY TO GRADUATE COMPARED TO THOSE IN MORE RESTRICTIVE SETTINGS. IN FACT, THIS STUDY WAS REPLICATED WITH A LARGER SAMPLE OF OVER 230,000 STUDENTS WITH CONSISTENT OUTCOMES. RESEARCH ALSO SUPPORTS THAT INCLUSIVE ENVIRONMENTS FOSTER SELF-ESTEEM, FRIENDSHIP, AND A SENSE OF BELONGING, AND THAT TEACHERS IN INCLUSIVE SETTINGS IMPLEMENT MORE DEVELOPMENTALLY APPROPRIATE AND RESPONSIVE INTERACTIONS THAN THOSE IN NON INCLUSIVE SETTINGS. THIS IS NOT JUST OUR PHILOSOPHY, IT IS BACKED BY DECADES OF RESEARCH AND PROVEN RESULTS. IT IS ESSENTIAL TO UNDERSTAND THE REQUIREMENTS FEDERALLY FOR PRESCHOOLERS ON IEPS UNDER IDA REGIONAL CENTER SERVICES BIRTH TO THREE YEARS AND A SCHOOL DISTRICT IS LEGALLY REQUIRED TO ASSESS CHILDREN AND HAVE THEM PREPARED TO RECEIVE THEIR SERVICES BY THEIR THIRD BIRTHDAY. THAT MEANS THAT OFTEN OUR ASSESSMENT TEAMS ARE ASSESSING STUDENTS OR TODDLERS THAT ARE 2.9 YEARS. AND YOU CAN SEE HERE THAT OUR DISTRICT ASSESSES OVER APPROXIMATELY 300 OF THESE CHILDREN PER YEAR. SINCE PRESCHOOL IS NOT A MANDATE IN CALIFORNIA, OUR DISTRICT HAS NOT HISTORICALLY OFFERED GENERAL EDUCATION PRESCHOOL OPTIONS.

HOWEVER, WE ARE LEGALLY REQUIRED TO ASSESS AND SERVE CHILDREN ON IEPS STARTING AT THE AGE OF THREE WITHOUT GENERAL EDUCATION PRESCHOOL OPTIONS. OUR ONLY PLACEMENTS HAVE BEEN SELF-CONTAINED SPECIAL EDUCATION CLASSES WITH LIMIT. THIS LIMITS OUR ABILITY TO PROVIDE A FULL CONTINUUM OF SERVICES AND OFFER THE LEAST RESTRICTIVE ENVIRONMENT THAT'S REQUIRED BY LAW. THE RESULT IS AN UNDERFUNDED SYSTEM WITH FEWER INCLUSIVE OPPORTUNITIES FOR PRESCHOOLERS WITH DISABILITIES. IN THE FALL OF 2022, FOLLOWING THE BOARD'S SUPPORT OF A50 VOTE ON AN INCLUSION RESOLUTION, WE WERE ABLE TO LAUNCH OUR FIRST INCLUSIVE PRESCHOOL WITH THE TOPAZ HEAD START. IN FACT, THIS IS THE FIRST OF ITS KIND IN ORANGE COUNTY, AND WE'RE EXCITED

[03:45:01]

THIS GRAPH SHOWS THE PERCENTAGE OF PRESCHOOLERS ON IEPS RECOMMENDED FOR GENERAL EDUCATION. UPON EXITING OUR TOPAZ SPECIAL EDUCATION PRESCHOOL PROGRAM OVER THE PAST FOUR YEARS. THE YELLOW BROKEN LINE MARKS THE START OF OUR INCLUSIVE, CO-TAUGHT PRESCHOOL MODEL. IN THE YEAR OF 20 2223, BEFORE INCLUSION. 2021 IS REPRESENTED BY THE PINK BAR, AND ONLY 10% OF THOSE STUDENTS WERE RECOMMENDED TO ATTEND GENERAL EDUCATION FOR ELEMENTARY IN 2122, REPRESENTED BY THE LIGHT GREEN BAR, JUST 14% AFTER THE INCLUSIVE MODEL IN 2022, 23 IS REPRESENTED BY THE BLUE BAR. AFTER LAUNCHING THIS CO-TAUGHT MODEL WITH HALF CHILDREN ON IEPS AND HALF IN GENERAL EDUCATION, 85% WERE RECOMMENDED FOR GENERAL EDUCATION IN 2324, REPRESENTED BY THE YELLOW BAR, 84% WERE RECOMMENDED FOR GENERAL EDUCATION AND ELEMENTARY SCHOOL.

SUSTAINING THE SUCCESS OF THIS MODEL. IN FACT, OBSERVERS FREQUENTLY NOTED THAT WHEN THEY CAME THROUGH THE PROGRAM, THEY COULD NOT TELL THE DIFFERENCE BETWEEN THE CHILDREN THAT WERE ON IEPS AND THOSE THAT WERE NOT AN INDICATOR OF TRUE INCLUSION. CAN I STOP YOU JUST THERE AND SAY CONGRATULATIONS? THESE NUMBERS ARE INCREDIBLY IMPRESSIVE. THANK YOU. AND IT'S TRULY WITH THE WORK OF EXPANDED LEARNING AND ALL OF OUR WORK FROM OUR PRESCHOOL. SO OUR GENERAL EDUCATION PRESCHOOL AND SPECIAL ED, IT'S THANK YOU. SO AS YOU MENTIONED, OUR THESE OUTCOMES ARE CLEAR AND SIGNIFICANT. SO NOW WE FOLLOW THE SAME GROUP OF STUDENTS LONGITUDINALLY TO ANALYZE WHETHER THESE INCLUSIVE SETTINGS IN WHICH WE EDUCATE THEM IN PRESCHOOL HAS IMPACTED THEIR CURRENT STUDENT ACHIEVEMENT. THIS GRAPH SHOWS STUDENT SCORES FROM THIS YEAR'S IREADY DIAGNOSTIC TWO FOR BOTH READING AND MATH. THE PINK AND LIGHT GREEN BARS REPRESENT THE GROUPS OF STUDENTS WHO WERE EDUCATED IN AN SDC PRESCHOOL. NOW, IN ELEMENTARY, YOU CAN SEE THAT THE PINK BAR SHOWS THAT ONLY 12.5% OF THESE STUDENTS ARE SCORING ON OR ABOVE GRADE LEVEL FOR READING, AND ONLY 37.5% FOR MATH. THE LIGHT GREEN BARS SHOW THAT 33% OF THESE STUDENTS ARE SCORING ON OR ABOVE GRADE LEVEL FOR READING AND MATH. THE TWO COHORTS WHO WERE EDUCATED BY OUR CO-TAUGHT PRESCHOOL MODEL NOW IN ELEMENTARY, ARE SHOWING A SIGNIFICANT INCREASE IN BOTH READING AND MATH. THE BLUE BAR SHOWS 75% OF STUDENTS ARE ON OR ABOVE GRADE LEVEL FOR READING, AND 62.5 FOR MATH, AND THE YELLOW BAR SHOWS 62.5 FOR READING AND 50 FOR MATH. ALTHOUGH WE RECOGNIZE THESE ARE DIFFERENT GROUPS OF STUDENTS, THE DATA IS ALSO CLEAR THAT NOT ONLY WHEN WE EDUCATE CHILDREN IN A GENERAL EDUCATION SETTING FIRST, THEY ARE MORE LIKELY TO CONTINUE IN GENERAL EDUCATION, AND THEY ARE ALSO MORE LIKELY TO DEMONSTRATE SIGNIFICANTLY HIGHER SCORES IN READING AND MATH ACHIEVEMENT. AND IN FACT, IN THIS CASE, SOME OF THEIR PERFORMANCE MORE THAN DOUBLED. SO IT'S AMAZING. AND GIVEN THIS RESEARCH AND OUR STUDENT ACHIEVEMENT DATA, IT'S ESSENTIAL NOW MORE THAN EVER THAT WE ENSURE THAT WE'RE SUSTAINING THE MOMENTUM FOR THESE CHILDREN AS THEY ARE ENTERING INTO OUR K-12 SITES. SO NOW MOVING INTO ELEMENTARY, WE WANT TO HIGHLIGHT ONE OF OUR SCHOOLS THAT IS CONTINUING TO PROVIDE STUDENTS WITH INCLUSIVE SERVICE WITH AN INCLUSIVE SERVICE DELIVERY MODEL. AND WE ARE ALSO SEEING SIGNIFICANT RESULTS AT RUBY DRIVE ELEMENTARY UNDER THE LEADERSHIP OF PRINCIPAL CARMONA, THE RUBY DRIVE TEAM IS PROVIDING SPECIAL EDUCATION SERVICES THAT ARE ALLOWING STUDENTS TO RECEIVE THE SUPPORT THEY REQUIRE WHILE REMAINING IN THE GENERAL EDUCATION SETTING. FOR THE MAXIMUM EXTENT APPROPRIATE. THIS GRAPH ILLUSTRATES STUDENT ACHIEVEMENT BASED ON THEIR PERFORMANCE IN READING AND MATH. ON THE CUSP SCORES AT THE BOTTOM, YOU'LL SEE THE CASP SCORES ARE REPORTED BY PERFORMANCE INDICATORS, AND EACH OF THOSE REPRESENT EACH. EACH COLOR REPRESENTS A DIFFERENT BAND, SO RED BEING THE LOWEST AND BLUE BEING THE HIGHEST. AND AS YOU WILL SEE ON THE LEFT, THE CASP SCORES FOR READING FOR THESE STUDENTS WITH DISABILITIES WAS IN THE RED PERFORMANCE BAND FOR THE 21, 22 AND 23 SCHOOL YEAR AND IN 2024 WITH THE IMPLEMENTATION OF A SCHOOL WIDE COLLABORATIVE MODEL, CAST SCORES

[03:50:01]

AND IT BRINGS US WHEN WE SEE DATA ACHIEVEMENT, WE MUST EXAMINE WHAT ARE THE TRENDS, WHAT ARE THE VARIABLES? VARIABLES AND ASK WHAT ARE WE DOING DIFFERENTLY. AND THE STAFF AT RUBY DRIVE IS NOT DIFFERENT. THE CHILDREN WITH DISABILITIES ARE NOT DIFFERENT. AND THE OTHER AMAZING SUPPORTS AT RUBY DRIVE ELEMENTARY OFFERS IS NOT DIFFERENT. BUT WHAT IS DIFFERENT IS THE SETTING AND THE WAY WE ARE EDUCATING THESE STUDENTS AND THE STUDENTS WITH DISABILITIES ARE ABLE TO BE TREATED AS GENERAL EDUCATION STUDENTS FIRST. AND NOW I'M GOING TO TURN IT OVER TO GWEN RIVERA, WHO IS GOING TO SHARE SOME MORE IMPACTFUL DATA ABOUT SPECIAL EDUCATION AND HOW WE'RE SUPPORTING STUDENTS AT OUR SECONDARY LEVEL. THANK YOU.

JAMIE. SO FIRST, WE'D LIKE TO SLIDES. FIRST, WE'D LIKE TO REVIEW WITH YOU THE STATEWIDE TREND THAT'S IMPACTING ALL OF US DECLINING ENROLLMENT. WELL, STUDENTS, THE NUMBERS OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES IS CONTINUING TO RISE ON THIS GRAPH. THE BLUE BARS REPRESENT THE NUMBER OF STUDENTS ENROLLED IN CALIFORNIA SCHOOLS, AND THE GRAY BARS REPRESENT THE NUMBER OF STUDENTS WHO QUALIFY FOR SPECIAL EDUCATION SERVICES. THE ORANGE LINE AT THE TOP REPRESENTS THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. IN THE 20 1314 SCHOOL YEAR, OUR PUBLIC SCHOOLS SERVED APPROXIMATELY 6.2 MILLION STUDENTS OVER THE. BY THE 2324 SCHOOL YEAR. TEN YEARS LATER, WE HAVE DROPPED TO 5.8 MILLION, A DECLINE OF OVER 400,000 STUDENTS. THE GRAPH ALSO SHOWS THAT IN 2013, THERE WERE ONLY 11.3% OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICE, AND NOW, TEN YEARS LATER, THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL ED SERVICES IN CALIFORNIA HAS INCREASED TO 14.6%. THIS INVERSE CORRELATION BETWEEN THE TWO VARIABLES IS VERY IMPORTANT FOR US TO CARE DEEPLY ABOUT. EACH YEAR IN OUR DISTRICT, WE COMPLETE HUNDREDS OF INITIAL OUR SPECIAL EDUCATION NUMBERS ARE GROWING AS WELL. THIS TREND ISN'T EXPECTED TO STOP. THEIR PROJECTIONS INDICATE THAT WE WILL CONTINUE TO DECLINE IN ENROLLMENT OVER THE NEXT FIVE YEARS, AND THE INVERSE CORRELATION IS ALSO PROJECTED TO HOLD ON IF WE CONTINUE WITH BUSINESS AS USUAL, WE ARE FINDING THAT MANY STUDENTS, DUE TO A LACK OF READINESS, SKILLS AND BEHAVIOR, ARE BEING REFERRED FOR SPECIAL EDUCATION EVALUATION. HOWEVER, THESE ISSUES MAY NOT TYPICALLY BE DUE TO A STUDENT'S DISABILITY. THERE IS A MISCONCEPTION THAT WHEN A STUDENT QUALIFIES FOR SPECIAL EDUCATION SERVICES, THEY WILL GO TO A DIFFERENT CLASSROOM. THE LAW REQUIRES US TO PROVIDE EDUCATIONAL SUPPORT IN THE GENERAL EDUCATION SETTING BEFORE EVEN CONSIDERING REMOVING A STUDENT. WE HAVE CLEARLY SHOWN TODAY THAT STUDENTS ARE MOST SUCCESSFUL WHEN THEY REMAIN IN THE GENERAL EDUCATION SETTING. WHEN WE ASSESS STUDENTS, IT'S IMPORTANT FOR ALL OF US TO REALIZE THAT STUDENTS QUALIFY AS PART OF A FORMULA AND MAY ONLY BE MADE ELIGIBLE BY 2 OR 3 POINTS. THE MAJORITY OF STUDENTS WITH SPECIAL EDUCATION SERVICES, APPROXIMATELY 90%, ARE THOSE WITH MORE MILDLY IMPACTED DISABILITIES. OUR JOB AS AN EDUCATIONAL INSTITUTION IS TO HELP ALL STUDENTS WHO HAVE LEARNING DIFFERENCES, WHETHER THEY QUALIFY OR NOT. STUDENTS SHOULD NOT NEED TO HAVE A LABEL TO GET THE SUPPORT THEY NEED. AS SHARED EARLIER, SPECIAL EDUCATION STUDENTS ARE THE MOST SUCCESSFUL WHEN THEY RECEIVE THEIR SERVICES IN THE GENERAL EDUCATION SETTING ALONGSIDE THEIR PEERS. FOR THE MAJORITY OF THEIR DAY, THE DATA IS CLEAR, REPLICABLE AND TELLS US WHAT IS BEST FOR STUDENTS. SPECIAL EDUCATION IS NOT A PLACE. IT IS A SERVICE THAT WILL SUPPORT A STUDENT IN THE MOST APPROPRIATE AND LEAST RESTRICTIVE SETTING. OKAY, THERE WE GO. THIS LEADS US TO OUR CHARGE TO CONTINUE TO EXPAND OUR PRACTICES AND HOW WE SUPPORT OUR STUDENTS AT THE SECONDARY LEVEL. AS WE GET CLOSER TO OUR STUDENTS GRADUATING AND LEAVING US TO HAVE IT, WE HAVE TO STRENGTHEN OUR FOCUS TOWARDS INDEPENDENCE AND PREPARATION FOR ADULT LIFE. ACROSS ALL OUR MIDDLE SCHOOLS, STUDENTS WITH DISABILITIES ARE SERVED THROUGH CO-TAUGHT AND COLLABORATIVE MODELS. TODAY, WE WANT TO SPOTLIGHT THE AMAZING AND INNOVATIVE WORK AT OCSC, WHERE THE VISION IS SIMPLE AND

[03:55:04]

COLLABORATIVE LEADERSHIP. THIS JOURNEY BEGAN MANY YEARS AGO OR A FEW YEARS AGO, WHEN OCSC WAS STILL BIMS. THE SPECIAL EDUCATION DEPARTMENT BROUGHT IN DOCTOR LEON YOUNG, AN INTERNATIONAL EXPERT IN INCLUSIVE PRACTICES, AND BEGAN WORKING COLLABORATIVELY WITH HER. SHE TRAINED OUR ADMINISTRATIVE TEAM. SHE WORKED WITH DOCTOR BETH FISHER AND SOME OF OUR ELEMENTARY AND HIGH SCHOOL LEADERS TO DEVELOP THEIR INCLUSIVE VISIONS. STAFF WIDE TRAINING ALSO FOCUSED ON HOW INCLUSIVE SETTINGS WORK FOR ALL STUDENTS, AND THE ROLE OF THE GENERAL EDUCATION AND SPECIAL EDUCATION TEACHERS. AS WE HEARD EARLIER IN THE BOARD STUDY SESSION, THEY'RE ALSO VERY SPECIFIC, INTENTIONALLY DESIGNING UNIVERSAL ACCOMMODATIONS INTO EVERY LESSON TO MEET THE NEEDS OF ALL STUDENTS. THEIR STUDENTS ARE HIGHLY INVOLVED IN DEVELOPING THEIR STANDARDS ALIGNED GOALS, AS WE HEARD EARLIER, AND DEVELOPING AND TRACKING THEIR SUCCESS IN ORDER TO MEET INDIVIDUAL GOALS. THE IMPACT ON TEACHERS AND STUDENTS IS POWERFUL. YOU CAN FEEL IT WHEN YOU'RE ON THE CAMPUS AT OCSC, I WANT TO SHARE TWO POWERFUL QUOTES FROM LONGTIME TEACHERS AT OCSC. MISS MURRAY, A GENERAL EDUCATION LANGUAGE ARTS TEACHER AND DEPARTMENT CHAIR, SHARED THAT UDL STRATEGIES ARE EMBEDDED IN MY CLASSROOM AND LESSON DESIGN, EMPOWERING ALL STUDENTS, NOT JUST THOSE WITH IDENTIFIED NEEDS. ONE OF OUR EDUCATIONAL SPECIALISTS, MICHELE DETWILER, SHARED THAT STUDENTS TOTALLY BELONG IN CLASS AND IN THE SCHOOL COMMUNITY. BEFORE WE WERE A SEPARATED COMMUNITY, INDIVIDUL TRANSITION PLAN, OR ITP. ITPS ARE THE FOUNDATION FOR BUILDING STUDENTS INDEPENDENCE AND REALLY THE ULTIMATE GOAL OF SPECIAL EDUCATION. WHETHER A STUDENT IS HEADED FOR COLLEGE, A CAREER, OR ANOTHER POST-SECONDARY PATHWAY, THE ITP HELPS GUIDE THEM AND HELP THEM GET THERE WITH PURPOSE AND SUPPORT TO MEET THEIR LIFE AFTER HIGH SCHOOL GOALS. THAT'S WHY WE'RE WORKING CLOSELY WITH OUR HIGH SCHOOLS TO ENSURE TEACHERS ARE WELL EQUIPPED TO PROVIDE STUDENTS THE GUIDANCE THAT THEY NEED. OUR NEXT STEPS AND FOCUS FOR THE UPCOMING YEAR WILL BE TO ADDRESS THE COMPLEX SCHEDULING ISSUES THAT ARISE DAILY TO PROVIDE PROFESSIONAL DEVELOPMENT REGARDING BEST PRACTICES. TO FURTHER SUPPORT OUR CO-TEACHING MODELS, AND STRENGTHENING OUR RELATIONSHIP AND AWARENESS OF COMMUNITY AGENCIES. TO THAT END, WE WANT TO REACH OUR END GOAL OF PROVIDING STUDENTS WITH WORK EXPERIENCE AND EMPLOYMENT OPPORTUNITIES. ONE OF THE WAYS WE WILL DO THIS IS TO STRENGTHEN OUR RELATIONSHIP WITH ONE OF OUR COMMUNITY PARTNERS, NORTH ORANGE COUNTY REGIONAL OCCUPATIONAL PROGRAM, OR NO CROP. TO MOST OF US, WE'VE HAD A LONG STANDING RELATIONSHIP WITH NO CROP, BUT WE REALIZE AND RECOGNIZE THAT WE HAVEN'T BEEN IMPLEMENTING IT WITH THE INTENTIONALITY THAT OUR STUDENTS DESERVE. NO CROP THROUGH A WORKABILITY GRANT PROVIDES JOB DEVELOPMENT SPECIALISTS WHO VISIT OUR CAMPUSES TWICE A MONTH TO PROVIDE PRE-EMPLOYMENT SKILLS, VOCATIONAL TRAINING, WORK BASED LEARNING THROUGH SUBSIDIZED EMPLOYMENT, AND DIRECT JOB PLACEMENT. OUR PLUS PROGRAM HAS MADE GREAT STRIDES BY CONNECTING STUDENTS IN OUR ADULT TRANSITION PROGRAM TO JOBS WITHIN OUR PILOT PROGRAM. DEPARTMENTS. SINCE ITS INCEPTION, FOUR STUDENTS HAVE BEEN HIRED WITHIN THE DISTRICT. BY COMBINING OUR EFFORTS WITH OUR FROM OUR PLUS PROGRAM AND OUR PARTNERSHIP WITH NO CROP, WE CAN MOVE BEYOND INTERNAL PLACEMENTS AND OFFER MORE TO STUDENTS BOTH IN HIGH SCHOOL AND IN OUR ADULT TRANSITION PROGRAM.

AS YOU CAN SEE ON THIS SLIDE, OUR GOALS WITH FOR OUR GOALS THAT WE WANT TO DEVELOP WITH NO CROP NEXT YEAR FOR OUR STUDENTS, ARE TO SERVE 400 STUDENTS TO PROVIDE DIRECT PLACEMENT TO STUDENTS, DIRECT JOB PLACEMENTS WITH 50 OF OUR STUDENTS, AND TO PROVIDE 30 STUDENTS WITH SUBSIDIZED JOB PLACEMENT. THE TO REACH THESE GOALS. OH, I WANT TO TELL YOU TO THESE TARGETS ALMOST DOUBLE OUR EFFORTS FROM THIS YEAR. SO WE WANT TO REALLY EXPAND WHAT WE'RE DOING. SO TO REACH THESE GOALS, WE WILL BE PRESENTING AN MOU TO YOU AT THE NEXT SCHEDULED BOARD MEETING.

[04:00:02]

OKAY. JEREMY. AWESOME. GOOD JOB JEREMY. EVERYBODY'S WATCHING I KNOW. YAY JEREMY OKAY. WE ARE NOW MOVING TO OUR PUBLIC HEARINGS. AND. IF YOU SUBMITTED

[14. PUBLIC HEARINGS]

OKAY. WE'RE GOING TO OPEN THE STUDY SESSION AT 753. AGAIN, I'LL CALL FOR SPEAKERS IF THERE'S ANYONE HERE THAT WOULD LIKE TO SPEAK ON REGARDING THE LCAP, PLEASE COME FORWARD. OKAY, I DECLARE THIS HEARING CLOSED AT 754. OUR NEXT HEARING IS 14.2, A PUBLIC HEARING TO THE ADOPTION OF THE 2526 LOCAL CONTROL AND ACCOUNTABILITY PLAN FOR THE ORANGE COUNTY SCHOOL OF COMPUTER SCIENCE. I WILL DECLARE THIS OPEN AT 754. AND ARE THERE ANY SPEAKERS THAT WOULD LIKE TO SPEAK TO THE LCAP FOR? OKAY. SEEING NONE, WE WILL CLOSE THE HEARING AT 754. NEXT 14 14.3.

WE'LL HAVE A PUBLIC HEARING FOR THE 2526 PROPOSED BUDGET FOR THE DISTRICT AND FOR THE ORANGE

[04:05:06]

THESE DEFICITS SHOULD BE THE BIGGEST PRIORITY OF OUR SCHOOL BOARD. RATHER THAN THE GRANDSTANDING ABOUT CULTURE WAR ISSUES RELATED TO A MINOR CHILD WHO DOESN'T EVEN LIVE IN OUR DISTRICT. IN MY OPINION, SOME OF THESE DEFICITS STEM FROM POORLY PLANNED, FISCALLY IRRESPONSIBLE PROJECTS LIKE USC AND OCS, WHICH WERE RUSHED INTO WITHOUT PROPER BUDGETING AND OVERSIGHT DUE TO TRUSTEES PRESENT. THANK YOU. THANK YOU, MISS PATRICIA. HANSEL, PLEASE. OH. YOU'RE THERE. GOOD EVENING. THIS IS 14.3, THE 20 2526 PROPOSED BUDGETS FOR ALL SCHOOL SITES NEEDS TO BE FAIR, IT IS UPSETTING TO SEE HOW THE PREVIOUS SCHOOL BOARD, YOUNGBLOOD, BLADES AND FRAZIER, DID NOT SAFEGUARD THE BUDGET. NEVER ASKED IF CONTRACTS WERE COMPETITIVE, AND GAVE FORMER SUPERINTENDENT CHERNISS THE GREEN LIGHT ON ANYTHING HE WANTED. IT IS UNPROFESSIONAL, IT WAS UNETHICAL AND IT WAS CORRUPT. PARENTS LIKE ME ASK FOR DETAILS FOR THE OC SCHOOL OF COMPUTER SCIENCE, HOW THEY WERE SPENDING THEIR MONEY. WE ASKED FOR THAT TRANSPARENCY IN THE FALL OF 2023, AND IN THE SPRING OF 2024, WE WERE IGNORED. THE STATE ARCHITECT CAUGHT THE THEN SUPERINTENDENT, CHERNISS, RIPPING OUT THE PDA BUILDING ON CASA LOMA THAT SPRING. BECAUSE DSA IS SUPPOSED TO KNOW AND AUTHORIZE CONSTRUCTION WORK, SO WE CAN'T FOLLOW BASIC PROTOCOLS. IT IS VERY CONCERNING AS A PARENT, AND I IMAGINE FOR EMPLOYEES AS WELL, IT'S SNEAKY CONDUCT. PARENTS ALSO GOT CRITICIZED ON A SOCIAL MEDIA

[04:10:04]

GOOD EVENING. AS A PRELIMINARY MATTER, I WOULD LIKE TO REQUEST THAT IN THE FUTURE, DRAFT BUDGETS BE ATTACHED TO THE AGENDA. ALTHOUGH I APPRECIATED THE ATTACHMENT OF THE FLIER THIS YEAR, IT FAILED TO PROVIDE PRACTICAL NOTICE OF THE COMMUNITY FOR REVIEWING THE BUDGETS PRIOR TO THIS MEETING, LETTING US KNOW LATE FRIDAY THAT THE BUDGET IS AVAILABLE FOR INSPECTION. THE DISTRICT OFFICE REALLY ONLY ALLOWS THE PUBLIC TO REVIEW THESE DOCUMENTS ON MONDAY OR TUESDAY. I UNDERSTAND THERE'S A PHYSICAL NOTICE POSTED IN THE DISTRICT OFFICE AND IN YORBA LINDA, BUT IT WOULD CERTAINLY BE MORE PRACTICAL TO PUT THE DOCUMENTS ONLINE, EVEN IF THEY ARE IN DRAFT FORM. HAVING SAID THAT, WE DID GO TO THE DISTRICT OFFICE ON MONDAY TO REVIEW THE DRAFT BUDGETS, BUT WERE ASKED NOT TO TAKE COPIES WITH US. WE UNDERSTAND THESE ARE DRAFT DOCUMENTS AND THE DOCUMENTS THEMSELVES ARE STAMPED AS SUCH. WHY EXACTLY IS A TIME, PLACE AND MANNER RESTRICTION OF THE PUBLIC BEING PLACED ON REVIEW THESE DOCUMENTS? MOST OF THE PUBLIC HAS NEITHER THE TIME NOR THE RESOURCES TO SIT IN THE DISTRICT OFFICE AND DO AN ADEQUATE REVIEW IN SUCH A LIMITED ENVIRONMENT. WHILE WE DID APPRECIATE THE STAFF, THAT DID TAKE TIME TO ANSWER SOME OF OUR QUESTIONS. THERE WERE MANY THEY COULD NOT ANSWER AND THOSE THAT COULD WERE NOT AVAILABLE. JOAN, I'D LIKE TO SET UP A MEETING, IF POSSIBLE, WITH THIS GROUP SOMETIME BEFORE THE 17TH. AND IF YOU'RE WILLING TO DO THAT, PLEASE LET ME KNOW. WITH THE BREAK AS PRESENTED, THE DRAFT BUDGET HAS FAILED TO ADDRESS MANY OF THE FINANCIAL ISSUES FACING THE DISTRICT. IN APRIL, WE WERE PROMISED THAT CUTS TO THE UC WOULD BE DISCUSSED AT THE MAY MEETING. NO SUCH DISCUSSION TOOK PLACE AND THERE IS NOTHING ON TONIGHT'S AGENDA OR IN THE DRAFT BUDGETS.

THIS PROGRAM CONTINUES TO HEMORRHAGE LIMITED DISTRICT FUNDS, AND NOWHERE DOES IT APPEAR THAT ANY CUTS, RESTRUCTURING OR EVALUATION IS BEING SERIOUSLY CONSIDERED. ALL WE HAVE HEARD FROM A COUPLE OF BOARD MEMBERS IS THAT WE SHOULD SPEND MORE MONEY ON THIS ILL CONCEIVED PROGRAM. ACROSS THE BOARD, CUTS MEAN VERY LITTLE IF THEY ARE NOT TRULY ACROSS THE BOARD. WHEN YOU EXCLUDE PET PROJECTS FROM SUCH CUTS, THE REST OF THE DISTRICT BEARS A DISPROPORTIONATE BURDEN OF THESE MEASURES, CUTTING EDUCATIONAL SPECIALISTS WHILE CONTINUING TO POUR MONEY INTO A PROJECT LIKE THIS MAKES LITTLE SENSE. WHY ARE WE FAVORING A HANDFUL OF STUDENTS IN A PROGRAM THAT GENERATES NO REVENUE AT THE EXPENSE OF THE ENTIRE DISTRICT? ADDITIONALLY, THE CUTS WERE BEING FORCED TO MAKE. WE ARE BEING FORCED TO MAKE DISPROPORTIONATELY IMPACT SOME OF OUR MOST VULNERABLE STUDENTS. THESE APPARENTLY CONSCIOUS DECISIONS ARE TRULY UNCONSCIONABLE. ON THE TOPIC OF USA, USC, I THINK THIS BOARD REALLY NEEDS TO ADDRESS TRUSTEE FRAZIER'S APPARENT CONFLICT OF INTEREST. AS ONE OF THE ONLY BOARD MEMBER WHO FINANCIALLY BENEFITS DIRECTLY FROM CONTINUING THIS PROGRAM, THERE IS AT AT USC. AT THE VERY LEAST, THIS BOARD NEEDS TO HAVE A SERIOUS DISCUSSION WITH

[04:15:09]

THAT CONCLUDES OUR PUBLIC COMMENTERS ON THAT ITEM. IS THERE ANY OTHER. PEOPLE HERE TO SPEAK ON THE BUDGET? OKAY. SEEING NONE, I'LL CLOSE THIS AT 805. OKAY. LAST PUBLIC HEARING 14.4 WILL BE HELD ABOUT THE INSTRUCTIONAL CONTINUITY PLAN, AND I'LL DECLARE IT OPEN AT 805.

IS THERE ANYONE HERE THAT WOULD LIKE TO SPEAK TO THAT? OKAY. SEEING NONE, I WILL CLOSE THE HEARING AT 805. OKAY, SO WE'VE BEEN GOING. I'M THINKING HOW MANY PUBLIC COMMENTS ARE THERE TO TAKE A BREAK REAL QUICK? TEN RIGHT AT THE THREE MINUTE LINE. DO YOU GUYS WANT TO TAKE A BREAK? JUST WENT I JUST WENT I FIGURED WE'D MOVE THINGS ALONG. OH, OKAY. OKAY. WE'LL DO PUBLIC

[15. PUBLIC COMMENT]

NELLY. RAFAEL. KENNY PEREZ AND LESLIE ALEXANDER, OUR FIRST FIVE SPEAKERS. PAM, YOU MAY APPROACH THE PODIUM WHEN YOU'RE READY. THREE MINUTES, THREE MINUTES. WE GOT 11. WE GOT 11. SO IT'S TWO MINUTES. YOU START IT OVER. WE CAN DO A RESET. ARE YOU GOING TO RESET? THERE YOU GO. YEAH. OKAY.

THANK YOU. I WANTED TO ADDRESS THE STUDY SESSION, WHICH I THINK HIGHLIGHTED AND REVEALED THE DYSFUNCTION THAT IS AT THE DISTRICT. THAT STUDY SESSION WAS AWFUL. IT WAS A COMPLETE EMBARRASSMENT AND A WASTE OF TIME. I STILL DON'T EVEN KNOW WHY IT WAS HELD. I MEAN, WAS IT PRODUCTIVE? NO, I NOT EVERY SPEAKER THAT WAS SITTING THERE SPOKE. I THINK IT SHOWED A LACK OF LEADERSHIP, ESPECIALLY AT THE EXECUTIVE LEVEL. IT SHOWED A COMPLETE LACK OF POLICIES AND PROCEDURES IN PLACE FOR THE EXECUTIVE STAFF THAT TRANSCENDS DIFFERENT SUPERINTENDENTS AND POLITICS. MAYBE YOU DON'T HAVE GREAT JOB DESCRIPTIONS. PEOPLE SHOULD BE WORKING AND DOING WHAT'S BEST FOR THE STUDENTS AND THE PARENTS, AND NOT BEING VINDICTIVE AND NOT WANTING TO UNDERMINE PEOPLE THAT THEY DON'T LIKE. IT'S AWFUL. IT WAS AN AWFUL DISPLAY. AND THEN YOU WONDER WHY ENROLLMENT IS DOWN. THERE'S SO MUCH DYSFUNCTION. I'LL REPEAT WHAT I SAID PREVIOUSLY. THIS BUILDING, THESE BUILDINGS, THIS IS WHERE ALL THE CRAP HAPPENS. THIS IS WHERE ALL THE BAD MISTAKES AND ALL THE ERRORS HAPPEN. OKAY? TEACHERS ARE OUT THERE DOING THEIR JOB AND YOU PEOPLE MAKE IT DIFFICULT FOR THEM, INCLUDING THE EXECUTIVE STAFF. AND WHEN YOU'RE LOOKING AT THE BUDGETS, I WANT YOU TO PRIORITIZE KEEPING TEACHERS AND TERMINATING EXECUTIVE STAFF DURING YOUR BUDGET TALKS. THE BUDGET I DON'T KNOW WHY YOU'RE LIKE, OH MY GOD, WE DON'T HAVE ANY MONEY. WHERE HAVE YOU ALL BEEN? WHERE HAVE YOU ALL BEEN? YOU SHOULD HAVE CUT STUFF LAST YEAR. I REALLY DON'T UNDERSTAND WHY THERE'S A SURPRISE AND A SHOCK OF IT ALL.

AND YOU DON'T SEEM TO STILL GET IT. YOU WANT TO SPEND $30,000 FOR A COMPANY CALLED MTS TO GET DATA YOU ALREADY PAID FOR JUST A COUPLE OF YEARS AGO. YOU SHOULD SPEND MONEY TO GO TO HAVE SOMEONE DO RESEARCH. ASK PARENTS, WHY DON'T YOU COME TO OUR DISTRICT? YOU LIVE HERE. WHY DON'T YOU SEND YOUR STUDENTS HERE? THAT WOULD BE A BETTER USE OF YOUR RESOURCES. AGAIN, I DON'T KNOW WHO'S MAKING THESE DECISIONS. I THINK YOUR EXECUTIVE STAFF LEAVES A LOT TO BE DESIRED. THANK YOU. THANK YOU. PAM. PATRICIA. HANSEL. HELLO AGAIN. AND JUST TO PUT IT ON THE RECORD, DURING THE PREVIOUS FOUR SECTIONS, I KNOW THE SECTION I SPOKE AT 14.3, THE PUBLIC HEARING FOR BUDGETS. ONE OF THE BOARD MEMBERS WAS NOT PRESENT, SO SHE ALREADY TOOK HER BREAK. AND I FIND THAT VERY DISRESPECTFUL TO WALK AWAY WHEN SHE HEARD THE NAMES OF THE

[04:20:03]

THANK YOU, MISS SANZO. NELLY. RAFAEL. I WANT TO HIGHLIGHT SOME OF THE MANY ISSUES IN OUR DISTRICT CAUSED BY THE ACTIONS OF THE CURRENT BOARD MAJORITY, BUCK QUINTERO ANDERSON, AND INCLUDING THE ACTING SUPERINTENDENT VOTING AGAINST PROTECTING FEMALE ATHLETES IN PYLUSD, DENYING WELL-DESERVED TITLES AND OPPORTUNITIES WHICH MAY RESULT IN LOSS OF FUNDING FOR OUR DISTRICT, PAYING THREE SUPERINTENDENT SALARIES CURRENTLY AND DURING THE TIME THEY CONDUCTED AN INVESTIGATION ON DOCTOR CHERNUS WITHOUT TRANSPORTATION TRANSPARENCY OR DISCLOSURE OF RESULTS, LEADING TO HIS DEPARTURE TO A PRESTIGIOUS DISTRICT IN WHICH I HEARD THAT HE RECENTLY SECURED A PARTNERSHIP WITH NIKE FOR A PROGRAM AT HIS CURRENT SCHOOL DISTRICT WHERE HE IS EMPLOYED, NEGLECTING TO PROMOTE THE SUCCESS OF USC, CAUSING A DECLINE IN STUDENT MORALE AND ENTHUSIASM. FORMER AND CURRENT ATHLETES WERE ASSISTING OUR STUDENTS IN PURSUING THEIR ATHLETIC ASPIRATIONS AND PROGRAMS AT USC. IT IS TRULY UNFORTUNATE THAT ONCE AGAIN, STUDENTS ARE NOT BEING PRIORITIZED. FUNDING DOCTOR GATES EXTENDED LEAVE WITHOUT PROVIDING INFORMATION TO THE COMMUNITY, NEGLECTING COMMUNITY PRIORITIES AND LACK OF TRANSPARENCY. WE ARE STILL EAGER TO RECEIVE UPDATES ON THE INVESTIGATION AND ARE SEEKING AN EXPLANATION FOR WHY DOCTOR GATES IS STILL ABSENT. ARE YOU EMPLOYING THE SAME DECEPTIVE TACTIC WITH DOCTOR GATES AS YOU DID WITH DOCTOR CHERNUS, SIMPLY WAITING UNTIL HE GIVES UP? WHAT INFORMATION ARE YOU WITHHOLDING? THIS BOARD MAJORITY IS ENGAGING IN HYPOCRISY BY CRITICIZING THE PREVIOUS BOARD MAJORITY FOR FISCAL IRRESPONSIBILITY, WHILE OVERSPENDING ON MULTIPLE SUPERINTENDENT SALARIES. LITIGATION ISSUES AFTER LITIGATION ISSUES, PAYING FOR LEGAL COUNSEL, AND THE ACCUMULATING FEES RISING MONTH AFTER MONTH. OBTAINING ATTEMPTING TO DEMOLISH CHARTER STATUS AT OCS, DEMOLISHING INNOVATIVE PROGRAMS AND FAILING TO PRIORITIZE STUDENTS AND COMMUNITY MEMBERS. THE BOARD MAJORITY'S ACTIONS ARE CAUSING THIS SITUATION. THANK YOU. THANK YOU, MISS RAFAEL. MR. PEREZ.

YES. GOOD EVENING. I'M A PARENT OF THREE DUAL LANGUAGE ACADEMY STUDENTS. I'M SPEAKING TONIGHT ABOUT THE DISTRICT'S DECISION TO RELOCATE THE DUAL LANGUAGE ACADEMY FROM OAKS TO JOFFRE MIDDLE SCHOOL, A DECISION MADE WITHOUT COMMUNITY INPUT OR TRANSPARENT PLAN. WHY WERE THESE MOVES MADE? FAMILIES DESERVE TO UNDERSTAND THE WHY BEFORE THE WHAT. WE ARE NOW BEING TOLD THAT THE PROGRAM WASN'T WORKING, BUT WHY WASN'T THIS SHARED WITH US BEFORE? WHAT SUPPORTS THE DISTRICT PROVIDE IF THINGS WERE NOT WORKING, HOW CAN THE SOLUTION BE TO RELOCATE IT WITHOUT FIRST ENGAGING THOSE WHO ARE DIRECTLY IMPACTED? HOW CAN A DECISION TO MOVE A PROGRAM MAY BE MADE WITHOUT TELLING US WHAT WILL BE DONE DIFFERENTLY THIS TIME TO ENSURE ITS SUCCESS? THIS IS NOT ABOUT BUDGETS, AND MY CHILDREN ARE NOT YOUR POLITICAL PAWNS. THIS IS ABOUT TRUST, TRANSPARENCY AND COMMUNITY VOICE. DECISIONS THAT SHAPE FUTURE SHOULD NEVER BE MADE IN ISOLATION WITHOUT THE PEOPLE WHO LIVE IN THE CONSEQUENCES. FELLOW COMMUNITY MEMBERS, I ASK YOU, WHO IS THIS REALLY FOR? BECAUSE IT CERTAINLY DOESN'T FEEL LIKE IT'S FOR US, THE FAMILIES AND STUDENTS AND EDUCATORS WHO HAVE BUILT THIS PROGRAM WITH THEIR TIME, ENERGY, AND HOPES. I'M NOT SAYING OUR STUDENTS ARE MORE SPECIAL THAN OTHERS. THIS IS ABOUT THE PROCESS. IF CUTS ARE BEING MADE ACROSS ALL PROGRAMS, THEN TRANSPARENCY AND COMMUNICATION SHOULD APPLY TO

[04:25:03]

PARENTS AND COMMUNITY MEMBERS. IMAGINE THIS WAS YOUR SCHOOL, YOUR KIDS. EL DORADO FAMILIES.

IMAGINE THE LAW PROGRAM WAS REMOVED. VALENCIA FAMILIES. IMAGINE THE IB PROGRAM DISAPPEARED. ESPERANZA. WHAT IF YOUR MANUFACTURING AND ENGINEERING PATHWAYS DISAPPEARED OVERNIGHT WITH NO WARNING? WHAT WOULD YOU DO? WHAT WOULD YOU SAY? WOULD YOU STAY SILENT? I WOULDN'T, BECAUSE THAT'S NOT WHAT I TEACH MY KIDS. AND AS ELECTED BOARD MEMBERS, YOU SAID THAT YOU WOULD SAVE OUR SCHOOLS. THANK YOU, MR. PEREZ. LESLIE ALEXANDER. LESLIE. ALEXANDER, I DID WANT TO SAY THAT I APPRECIATE THE BOARD FOR DIRECTING THE SUPERINTENDENT SEARCH COMMITTEE TO MEET WITH MANY DIFFERENT STAKEHOLDER GROUPS TO GATHER INFORMATION AS THEY BEGIN THEIR SEARCH FOR OUR NEXT SUPERINTENDENT. I ATTENDED THE TOWN HALL LAST WEEK. I FOUND THE PROCESS TO BE HELPFUL AND ATTENDEES SHARED FREELY AND ANONYMOUSLY IN A CONFIDENTIAL SETTING. UNFORTUNATELY, ONE PERSON AT THAT TOWN HALL WAS KEEPING A WRITTEN RECORD OF THE OPINIONS THAT WERE SHARED BY THE OTHER ATTENDEES AT THE MEETING. THIS INFORMATION WAS EVIDENTLY SHARED WITH TRUSTEE BLADES, WHO THEN SHARED A MISREPRESENTATION OF THAT INFORMATION IN A DEFAMATORY SOCIAL MEDIA POST. MRS. BLADES, IT IS DIFFICULT TO UNDERSTAND HOW A BOARD MEMBER COULD SHOW SUCH DISREGARD FOR THE SEARCH PROCESS AND FOR THIS COMMUNITY VIOLATING CONFIDENTIALITY. CONFIDENTIALITY IS SERIOUS MISCONDUCT, PARTICULARLY WHEN IT IS DONE IN SUCH A MALICIOUS MANNER. YOUR MISCONDUCT IS UNPROFESSIONAL, UNDIGNIFIED AND REFLECTS POORLY ON OUR DISTRICT AND OUR COMMUNITY. IT REVEALS A LACK OF INTEGRITY AND A WILLFUL INDIFFERENCE TO WHAT IS BEST FOR STUDENTS AND THIS DISTRICT. MRS. BLADE, YOUR LIST, YOUR MRS. BLADES, YOUR LIST OF DISQUALIFYING MISCONDUCT CONTINUES TO GROW. PERHAPS IT IS TIME FOR YOU TO STEP DOWN FROM YOUR SEAT ON THIS BOARD. YOU HAVE DEMONSTRATED THAT YOU DO NOT POSSESS THE SOUND JUDGMENT OR THE INTEGRITY THAT THE SEAT REQUIRES. STUDENTS DESERVE A TRUSTEE WHO UNDERSTANDS THE CONCEPT OF CONFIDENTIALITY AND HAS THE INTEGRITY TO DELIVER IT.

THANK YOU. THANK YOU, MISS ALEXANDER. NEXT, FIVE PUBLIC COMMENTERS ANDY FALCO, LINDA MANION, JANICE CHAPPELLE, CRYSTAL NOBLE, AND LINDA COHN. PLEASE MAKE YOURSELF COMFORTABLE IN THE FIRST ROW HERE, MR. FALCO. THANK YOU. YOU'RE WELCOME. SO I, PAM AND NELLIE, TOOK EVERYTHING I WANTED TO SAY, BUT LET ME JUST REITERATE THAT. WHY ARE WE DOING A SEARCH FOR A SUPERINTENDENT WHEN WE HAVE A SUPERINTENDENT? DOCTOR ISAIAH GATES HAS A FANTASTIC HISTORY OF HELPING AND SAVING SCHOOLS AT EVERY DISTRICT HE'S WORKED FOR, IN SCHOOLS HE'S WORKED FOR. WHY IS HE STILL ON ADMINISTRATIVE LEAVE? YOU'VE CONDUCTED YOUR INVESTIGATION. YOU'VE OBVIOUSLY FOUND NOTHING, OR ELSE YOU WOULD HAVE FIRED HIM WITH CAUSE HE'S STILL SITTING AT HOME GETTING PAID NEARLY A $300,000 SALARY AND BENEFITS AND SALARY, AND WE'RE PAYING FOR IT. BUT YOU WON'T APPROVE MONEY TO KEEP OAKS IT. THIS IS REALLY CRAZY. HE SHOULD BE COMING BACK TO THE DISTRICT, WORKING AS THE SUPERINTENDENT. THERE'S NO NEED TO DO A SEARCH. AND I AGREE. THE STUDY SESSION WE HAD, WE ON ONE SIDE OF THE ROOM. WE HAD INCREDIBLY COMPETENT PEOPLE, AMAZING TEACHERS TALKING ABOUT THE AMAZING THINGS THAT HAPPENED IN OAKS. AND I WILL PUT TODD AND LEANDRO ON THAT SIDE OF COMPETENT, INTELLIGENT PEOPLE ON THE OTHER SIDE, JUST THE OPPOSITE. NOTHING MADE SENSE. NOTHING THAT ANYBODY SAID ON THIS SIDE OF THE ROOM MADE SENSE ABOUT WHAT IT IS THAT THEY DID, AND HOW THEY'VE NOT ALLOWED OAKS TO THRIVE, TO CONTINUE THE WORK THAT THEY'VE ALREADY STARTED MAKING THE CHANGES FOR THE THINGS THAT WEREN'T WORKING BUT ARE NOW WORKING BECAUSE IT'S A BRAND NEW SCHOOL. WHY IS IT NOT GOING TO BE ALLOWED TO CONTINUE NEXT YEAR? WHY BLOCK THE APPROXIMATE MILLION DOLLARS THAT ARE NECESSARY TO GO INTO THE NEXT YEAR? IT MAKES NO SENSE. YOU JUST SPENT HUNDREDS OF THOUSANDS OF DOLLARS IN AN INVESTIGATION, A NEEDLESS INVESTIGATION, AND SALARIES ON PEOPLE THAT HAVE BEEN SUSPENDED.

WE SPENT IN, I THINK IT'S LIKE $5 MILLION ON A KITCHEN IN VALENCIA. WE'VE SPENT SO MUCH MONEY ON OTHER THINGS, NOT EDUCATION, BUT IN ACTUAL EDUCATION. YOU DON'T WANT TO GIVE THEM THE MONEY TO CONTINUE THEIR SCHOOL. I THINK IT WAS BUCK THAT APPROVED A $42 MILLION LOAN WITH A $400 MILLION PAYBACK. SHE APPROVES THAT. THAT'S OKAY, BUT NOT THE MONEY

[04:30:06]

LINDA MANNION, PLEASE APPROACH THE PODIUM. LINDA MANNION. WELCOME, EVERYONE. AND TONIGHT I JUST WANT TO SHARE A POSITIVE MESSAGE. I'VE GIVEN A LOT OF SPEECHES OVER THE YEARS, AND I HAVE MANY MORE TO COME, I'M SURE. BUT TONIGHT WILL BE MY LAST SPEECH AS APPLE PRESIDENT.

AND SO I WANT TO TAKE THESE LAST MINUTE AND A HALF TO CELEBRATE THE WONDERFUL WORK OF OUR TEACHERS. I THINK THEY ARE IN THE CLASSROOM EVERY DAY. THEIR WORK NEVER ENDS. THEY NEVER CLOCK OUT. THEY'RE WORKING ALL THE TIME, RIGHT BACK IN THE BACK OF THE ROOM. THEY HAVE PILES OF PAPERS THAT THEY'RE GRADING. THEY TAKE THEM WITH THEM EVERYWHERE THEY GO. THEY GO TO THEIR DOCTOR'S OFFICE OR GRADING PAPERS. THEY'RE THERE WHEN THEY'RE ON VACATION. THEY'RE THINKING ABOUT WHAT THEY'RE GOING TO TEACH THE NEXT, NEXT DAY WHEN THEY COME BACK, OR THE IDEAS ARE GOING TO SHARE WITH THEIR STUDENTS. THEY'RE IN EVERY GIFT SHOP BUYING SOUVENIRS FOR THEIR KIDS TO BRING BACK. AT NIGHT. THEY HAVE A PAD OF PAPER NEXT TO THEIR NEXT TO THEIR BED, AND AS THEY GET IDEAS IN THE MIDDLE OF THE NIGHT, THEY GET UP AND JOT THEM DOWN SO THEY DON'T FORGET THEM. SO A BIG SHOUT OUT THERE ENDING THE YEAR. THEY WORKED VERY HARD THIS YEAR. THEY PUT THEIR HEART AND SOUL INTO EVERY STUDENT, EVERY DAY, AND I WANT TO GO OUT APPRECIATING THEM, CELEBRATING THEM, AND LETTING THEM KNOW THAT EVERY DAY THEY'RE IN THEIR CLASSROOM, THEY'RE APPRECIATED FOR THE WORK THEY DO FOR OUR STUDENTS. AND I'D LIKE TO END WITH THESE WORDS FROM MARILYN APPELBAUM, TEACHERS, YOUR WORK IS A WORK OF THE HEART. YOU GET UP EARLY AND OFTEN, GO TO BED LATE YOU ARE A DIFFERENCE MAKER. THANK YOU, MISS CHAPELLE. HELLO, BOARD, MY NAME IS CRYSTAL NOBLE. I HAVE THREE STUDENTS IN THE DISTRICT. I WANT TO TALK ABOUT A COUPLE DIFFERENT THINGS. THE FIRST ONE BEING THE RESOLUTION TO DISALLOW BOYS IN GIRLS SPORTS. I UNDERSTAND THE OTHER SIDE'S ARGUMENT CLAIMING THAT IT'S NOW A NEW BIOLOGICAL FACT THAT THERE ARE ANYTHING OTHER THAN BOYS AND GIRLS. THERE'S NOT. THERE'S NO SUCH SCIENCE AS THAT. BASICALLY.

MARILYN, YOU HAD SAID THAT YOU RAN TO PROTECT ALL STUDENTS, BUT YOUR NO VOTE ON THE RESOLUTION SHOWED THAT YOU ARE ACTUALLY SUPPORTING THE RADICAL EXTREMISTS AND SMALL AMOUNT OF TRANS STUDENTS, WHILE LEAVING ALL THE GIRLS TO FEND FOR THEMSELVES. THIS IS A 8515 ISSUE ACROSS THE COUNTRY, WHICH INCLUDES MOST DEMOCRATS. NOW WE HAVE A JUNE 9TH DEADLINE BEFORE OUR DISTRICT WILL LOSE FUNDING. I ASK FOR YOU TO RECONSIDER YOUR VOTE AND BRING THE RESOLUTION BACK ON THE AGENDA AS IS, SO WE CAN AVOID ANY LOSS OF FEDERAL FUNDING. MY NEXT THING IS I WOULD ALSO LIKE TO ASK ABOUT THE INVESTIGATION INTO DOCTOR CHERNISS AND DOCTOR GATES. WE ARE STILL WAITING ON THE ON THE RESULTS. WHEN DID THE INVESTIGATION CONCLUDE? WHAT ARE THE RESULTS? AND IN THE INTERESTS OF TRANSPARENCY, YOU SHOULD MAKE THE RESULTS AVAILABLE AS SOON AS POSSIBLE TO THE PUBLIC. AS IT WAS OUR TAX DOLLARS THAT HAVE BEEN PAYING FOR THIS INVESTIGATION, OUR TAX DOLLARS THAT ARE PAYING FOR TWO SUPERINTENDENTS AND DOCTOR, INCLUDING DOCTOR CHERNISS, WHO WAS PAID UNTIL I BELIEVE THIS WEEK, AND THEN DOCTOR GATES, WHO'S ON AN EXTENDED VACATION, BASICALLY COLLECTING HIS FULL PAYMENT, HIS HIS FULL BENEFITS.

LET'S SEE. SO ACTUALLY, IT SEEMS TO ME THAT IF THE RESULTS HAD PRODUCED THE OR IF THE INVESTIGATION HAD PRODUCED THE RESULTS THAT YOU WANTED, YOU PROBABLY WOULD HAVE PUT POSTED THE RESULTS RIGHT AWAY. SO IT SEEMS TO ME THAT YOU'RE HIDING IT AND YOU'RE DRAGGING YOUR FEET AND HOPING THAT DOCTOR OR DOCTOR GATES WILL DO THE SAME AS DOCTOR CHERNISS AND FIND OTHER ALTERNATIVE EMPLOYMENT. THANK YOU. THANK YOU, MISS NOBLE. I READ THE WRONG NAME THERE. THAT WAS CRYSTAL NOBLE. AND THIS IS JANICE. AND THANK YOU FOR LISTENING TO ME. I'M NOT HERE AS A PROFESSIONAL. I DON'T KNOW ANY DETAILS. I JUST AM A VOLUNTEER FOR 50 YEARS IN YORBA LINDA, AND I HAVE BEEN WORKING WITH LEANDRA AND OTHER PEOPLE. I'VE BEEN IN MEETINGS WITH OTHER PEOPLE THAT WERE RUNNING FOR SCHOOL BOARD, AND THEY HAD ALREADY PROMISED TO SPEND OVER $300,000 TO GET RID OF DOCTOR TERNUS. THAT WAS THE PLAN BEFORE THAT PERSON WAS EVEN ELECTED. AND I'VE BEEN THERE. I GAVE OUT THE MAIL TO THE TRANSGENDER PERSON. THE FIRST ONE I WORKED TILL 11:00 AT NIGHT AT THE SCHOOL I WORK IN THE TRACK. I WORK IN FOOTBALL. I WORK ALL OVER. I WORK IN MIDDLE SCHOOL. I'VE BEEN HELPING EVERYONE, AND I KNOW A LOT OF PEOPLE IN THE CITY COUNCIL, A

[04:35:03]

SHE WORKS SO HARD. AND OUR SUPERINTENDENT OF SCHOOLS IS JUST SAYING TO ME, PLEASE LET PEOPLE KNOW HOW WONDERFUL SHE IS. HE IS THE MOST WONDERFUL PERSON. IF YOU HEAR HIS STORY, HE HAS NO LEGS. HE CAN'T GET AROUND. HE WAS THROWN TO THE GUTTER. HE WAS FLOWN IN A PLANE HERE FROM VIETNAM AND HE'S HERE TO TELL ME, PLEASE SUPPORT LEANDRA BECAUSE SHE'S DOING THE RIGHT THINGS FOR OUR KIDS. PLEASE LISTEN TO HER BECAUSE I'VE BEEN HERE 50 YEARS.

VOLUNTEERING FROM TROY HIGH SCHOOL TO MY SON IS GOING TO BE 55. I VOLUNTEER IN HIS SCHOOL WHEN HE WAS FIVE YEARS OLD. HE'S NOW 55 YEARS OLD THIS MONTH. AND I WANT TO SAY I DON'T WANT TO CONTINUE WITH. AND I TALKED TO ALL THE PARENTS IN HIGH SCHOOL, IN FOOTBALL AND TRACK AND EVERYTHING, AND THEY TELL ME THEY DON'T WANT THIS STUFF THAT'S GOING ON HERE. STOP IT RIGHT NOW, I MEAN IT. I WANT PEOPLE LIKE LEANDER AND TODD TO KNOW THAT I'M SUPPORTING THEM, BECAUSE I BELIEVE THAT GOD WOULD WANT US TO. AND I'M HERE TO SAY I ALMOST DIED LAST MONTH. I WAS IN THE HOSPITAL, AND I ONLY I CAME BACK TO MY HOUSE IN YORBA LINDA. I'M STILL HERE. I CAN'T BELIEVE I'M HERE. GOD MUST WANT ME TO DO SOMETHING ELSE. AND I THINK HE WANTS ME TO TELL THE WORLD WE NEED TO PAY ATTENTION TO OUR CHILDREN. NOT A TRANSGENDER THAT HAS SIZES FIT, THAT SAYS HE'S A GIRL. AND I SEE THESE OTHER GIRLS AND THEY'RE CRYING. SO I'M SAYING, LISTEN TO ME. THANK YOU, MISS CHAPELLE, LINDA COHN. I DID HAVE SOME PREPARED COMMENTS, BUT I'M COMPELLED TO RESPOND TO A COUPLE OF THINGS THAT HAVE JUST BEEN SAID. YES, I WAS THAT PERSON FURIOUSLY TAKING NOTES. THAT'S HOW I WAS DESCRIBED AT THE FIRST TOWN HALL. I DON'T BELIEVE I'VE TALKED TO MRS. BLADES OVER THE PAST WEEK AT ALL, SO I HAVEN'T REPORTED BACK TO HER YET. I SUPPOSE MAYBE I SHOULD, NOW THAT I'VE BEEN OUTED FOR HAVING DONE THAT. BUT I WANT TO REMIND EVERYONE, AT NO TIME WERE WE TOLD BY THE SEARCH TEAM THAT WHAT WAS SAID IN THE ROOM WAS SAID IN CONFIDENTIALITY AND NOT TO BE SHARED. THE SEARCH TEAM TOLD US THEY WOULD NOT SHARE OUR INDIVIDUAL RESPONSES, BUT WE WERE NOT TOLD THAT WE WERE NOT ALLOWED TO TALK ABOUT WHAT WENT ON IN THAT ROOM. IF WE HAD BEEN, I WOULD NOT HAVE EVEN ANSWERED QUESTIONS ON A SIGNAL GROUP. SO I HOPE THAT CLEARS THE AIR SOMEWHAT. MAYBE WE CAN TALK SOON. THE OTHER THING I WANT TO TALK ABOUT, I DIDN'T PLAN TO, IS THIS IS THE INDEPENDENT AUDIT REPORT. I JUST WANT TO READ A COUPLE OF STATEMENTS DIRECTLY FROM IT. THIS IS THE FISCAL YEAR ENDING IN JULY, JUNE 30TH 24.

THE DISTRICT'S COMBINED NET POSITION WAS HIGHER ON JUNE 30TH 24 THAN IT WAS THE YEAR BEFORE, INCREASING 17.5%. AND THEN, IN A LOWER COMMENT, A SIGNIFICANT CONTRIBUTOR TO THE INCREASE IN COST WAS NEGOTIATED SALARY INCREASES. THIS IS AN INDEPENDENT AUDIT. I INVITE THE PEOPLE IN THE BACK OF THE ROOM TO GO OVER THIS AUDIT AND GET SOME TRUE FACTS AND FIGURES ABOUT OUR FINANCIAL SITUATION. THANK YOU, MISS COHEN, AND OUR FINAL SPEAKER, DAVE R.

LEANDRA, YOUR VIEWS ON LIFE ARE MORE PREDICTABLE THAN THE RISING SUN GOING AFTER SAM MAROVICH FOR HIS, QUOTE, SUDDEN INTEREST IN SCHOOL AGED CHILDREN. REALLY? YOU'RE DERANGED AND TAWDRY IMPLICATIONS ASIDE, THERE'S NOTHING SUDDEN ABOUT SAM'S OR ANY OF THE OTHER LIFELONG EDUCATORS INTEREST IN SCHOOL AGED CHILDREN. THAT'S WHAT TEACHERS DO. I KNOW YOU'RE NOT LIKELY TO RESPOND, BUT I'LL ASK FOR CLARIFICATION NONETHELESS. WHEN YOU SPOKE ABOUT SAM'S SUDDEN INTEREST, WHAT EXACTLY WERE YOU TRYING TO IMPLY? DO YOU HAVE THE COURAGE TO BE DIRECT, OR ARE YOU FULLY AWARE THAT ARTICULATING THAT WHICH YOU IMPLIED WOULD BE ACTIONABLE? IN ONE BRIEF SENTENCE, YOUR OUR FORMER SCHOOL BOARD PRESIDENT HAS REVEALED HER IGNORANCE AND UTTER CONTEMPT FOR EVERYTHING A PUBLIC SCHOOL SYSTEM EXISTS TO SUPPORT, I.E. AN INTEREST IN SCHOOL AGED CHILDREN. SAM'S INSTINCT TO PROTECT THE INDIVIDUAL, TO PROTECT THE

[04:40:05]

OKAY. I THINK WE'LL TAKE A TEN MINUTE BREAK AT 830. OKAY. WE'LL RECONVENE AT 843. SO

[16. ACTION ITEMS - HUMAN RESOURCES]

[17. CONSENT CALENDAR]

OKAY. SORRY. MARILYN. YEAH 20.8. AND THEN 20.11 20.12 AND 20.15. ANYTHING ELSE? I'LL MAKE A MOTION THAT WE APPROVE THE BALANCE OF THE CONSENT CALENDAR. SECOND. OKAY. WE HAVE A MOTION BY MRS. BURKE, A SECOND BY MR. FRAZIER. ANY COMMENTS? OKAY. ALL IN FAVOR I ANY OPPOSED? OKAY.

MOTION CARRIES FIVE ZERO. WE MOVE TO. ARE YOU READY FOR 20.8 OKAY. OR THE. ARE YOU DOING THEM

[20.8 Approve the agreements for use of Pali Institute for fifthand sixth-grade students to attend overnight science camps during the 2025-26 school year.]

[04:45:02]

SO THIS WAS ON KTLA FIVE. CONTROVERSY ERUPTS AFTER PARENTS OF LOS ALAMITOS FIFTH GRADERS LEARN OF SLEEPING ARRANGEMENTS AT CAMP, AND THEN ALSO TO INSTITUTE SPECIFICALLY ITS PALI ADVENTURES. SUMMER CAMP HAS BEEN THE SUBJECT OF CONTROVERSY CONCERNING ITS HOUSING AND COUNSELOR POLICIES, SLEEPING ARRANGEMENT AND GENDER IDENTITY. SOME PARENTS OF FIFTH GRADE GIRLS FROM WEAVER ELEMENTARY IN LOS ALAMITOS RAISED CONCERNS ABOUT COUNSELORS USING THEY THEM PRONOUNS, POTENTIALLY SHARING CABINS WITH THEIR DAUGHTERS AT CAMP PALI. THEY WERE NOT INFORMED ABOUT PAULEY'S POLICY, AND THEN PALI STANCE WAS THEY INSTITUTE THAT IT'S MAINTAINED AS FOLLOWS CALIFORNIA LAW BY ASSIGNING STAFF TO CABINS BASED ON THEIR GENDER IDENTITY AND EMPHASIZE ITS COMMITMENT TO DIVERSITY AND INCLUSION. SO IF THEY HAVE A CLASS OR A ROOM FULL OF GIRLS, THEY'LL PUT A FEMALE COUNSELOR IN, I'M ASSUMING. BUT WHAT IF IT'S A MALE WHO IDENTIFIES AS A FEMALE BECAUSE THAT'S WHAT THEY FOLLOW, THE ADULT OR THE CHILD? THE ADULT? THE ADULT. IT SOUNDS LIKE THAT'S WHAT I'M ASKING. ACCORDING TO WHAT WAS READ, IT SOUNDS LIKE THEY'RE FOLLOWING WHAT THE STATE SAYS IS GENDER IDENTITY FOR COUNSELORS. YES. IS THIS SOMETHING WE CAN PULL AND LOOK INTO? YEAH, ABSOLUTELY. WE THATE NOT DIVERTING FROM BIG BEAR.

WE'RE JUST DIVERTING GIVING A CHOICE. THE SPECIFIC VENDOR THAT WE'VE BEEN USING, BECAUSE WE'VE HAD A NUMBER OF ISSUES RELATED TO SUPERVISION, THAT WE JUST THINK IT'S TIME TO GO IN THE RIGHT DIRECTION TO MAKE SURE OUR STUDENTS HAVE A BETTER OPTION SO WE CAN CONTINUE TO PULL THIS, LOOK MORE INTO THIS POLICY THAT THEY HAVE THERE AND SEE IF THERE'S ANOTHER ALTERNATIVE WE WANT TO BRING IF WE'RE NOT COMFORTABLE WITH THAT. I MEAN, WE HAVE TO WE HAVE TO VOTE NO.

DO WE NEED TO VOTE NO OR DO WE JUST GET DO WE JUST CAN WE JUST HOLD IT? AND THAT'S WHAT I'M SAYING. CAN WE HAVE A CONSENSUS TO JUST TO HOLD, TO PULL IT UNTIL WE GET MORE INFORMATION? SURE. OKAY. I THINK WE HAVE A CONSENSUS. SO. WE'VE ALREADY KNOW HE'S OVER THERE. WE'RE JUST GOING TO PULL IT, NOT VOTE OR I MEAN, I'M JUST A NO. I MEAN, I COULD JUST VOTE NO. AND WE CAN ALWAYS BRING IT BACK. YEAH, WE CAN PULL IT. YOU CAN VOTE NO AND BRING IT BACK. IT'S NOT I MEAN, IT DOESN'T DIE FOREVER. YES. YEAH. THAT'S CORRECT. IT'S THE SAME THING. RIGHT. LET'S JUST I'D LIKE TO PULL IT AND SEE IF THERE'S ANYTHING THAT WE NEED TO ADDRESS. I'D LIKE TO GIVE THEM OPTIONS BECAUSE THEY'RE ASKING FOR THEM. BECAUSE. AND I WANT TO KEEP OPTIONS OPEN FOR KIDS TO GO TO CAMP. I THINK THERE'S A MOTION ON THE TABLE, THOUGH. YES. DO WE HAVE TO VOTE OR WE CAN JUST PULL IT? WELL, THERE'S A MOTION AND A SECOND. SO WE GOT IT. SO WE HAVE TO VOTE OR SOMEBODY WOULD NEED TO WITHDRAW THEIR SECOND. LET'S JUST VOTE I VOTE NO. YOU WANT TO WITHDRAW YOUR SECOND. NO I VOTE NO. I KNOW IT WAS MRS. BUCK WHO SECONDED. I'LL WITHDRAW MY

[04:50:04]

[Items 20.11, 20.12 & 20.15]

SO I WILL DO. I'LL MAKE A MOTION TO APPROVE THE RENEWAL AGREEMENT WITH TURNITIN LLC FOR 2526 SCHOOL YEAR FOR EL DORADO HIGH SCHOOL, VALENCIA HIGH SCHOOL, ESPERANZA HIGH SCHOOL, YORBA LINDA, AND PARKVIEW. BUENA VISTA 20.12 APPROVE THE RENEWAL AGREEMENT WITH EXPLORE LEARNING LLC. GIZMOS FOR SECONDARY MATH SCIENCE TEACHERS AND THEN ALSO 20.15 WAS APPROVED. THE LICENSE RENEWAL AGREEMENT WITH CENGAGE TO ACCESS DIGITAL ACCOUNTING TEXTBOOKS FOR THE FINANCIAL SERVICES CTE PATHWAY AT VALENCIA HIGH SCHOOL. SECOND, OKAY, SO I WAS JUST GOING THROUGH AS WE'RE TALKING MORE AND MORE ABOUT. THE FISCAL RESPONSIBILITY. AND, YOU KNOW, WE'RE NOT FUNDING A, YOU KNOW, A PROGRAM. BUT THEN WE CONTINUE WITH ALL THESE ONLINE PROGRAMS. AND SO THIS ONLINE PROGRAM, THIS TURNITIN, IS LIKE $43,000, 20.12 IS $66,000. AND THEN ALSO THE QUESTION I HAD ABOUT THE 20.15 WAS, THIS IS A CTE GRANT FOR VALENCIA FOR $12,623. AND SO IS THERE ANY WAY. SO I GUESS WHAT I'M ASKING IS, ARE THESE ONLINE PROGRAMS, DO WE ABSOLUTELY HAVE TO HAVE THEM, OR IS THIS AN AREA THAT WE START TO CUT AND JUST SAY WE CAN'T HAVE LIKE 20 ONLINE PROGRAMS THAT ARE SCHOOL SITES, YOU KNOW, MOVING FORWARD IS SO WE CAN MAYBE FUND TEACHERS AND MORE, YOU KNOW, EMPLOYEES. BUT THEN ALSO TOO WITH THE VALENCIA, WITH THE CTE GRANT, THAT WAS FOR $12,623, THAT'S OUT OF THEIR GRANT. I UNDERSTAND, BUT I'M JUST SAYING AND I DON'T HAVE ANY ISSUES WITH IT, IS DOES EVERYBODY DO ALL OF THESE SCHOOL SITES LIKE OBVIOUSLY OCZKUS AND ESPERANZA AND ALL THESE PLACES, YOU KNOW, ARE THEY ACCESSING THEIR GRANTS AND CAN WE SOMEHOW HELP ALL OF THESE SCHOOL SITES REALIZE, I MEAN, I KNOW THE DISTRICT COULD BE WRITING GRANTS AND THEN THAT'S HELPFUL, BUT IS THERE LIKE A GRANT CLASS OR IS THERE LIKE A GRANT, ANYTHING THAT WE CAN SEND TEACHERS TO? BECAUSE I KNOW THAT WHEN YOU'RE I KNOW WILL GRAY IS AN AMAZING GRANT WRITER. AND SO IS THERE ANY WAY TO BE ABLE TO GET OUR TEACHERS OR EVEN, LIKE STAFF MEMBERS ENGAGED TO ACCESS MORE OF THESE GRANTS, IS WHAT I'M ASKING. LIKE, SO WHEN THEY APPLIED FOR THE CTE GRANT, WHO DID IT AND HOW DO WE GET MORE OF OUR TEACHERS AND PEOPLE ENGAGED? BECAUSE IT SEEMS LIKE THERE'S A LOT OF THIS MONEY FLOATING AROUND AND WE'RE JUST NOT UTILIZING IT. THAT'S SITE SPECIFIC, RIGHT? AT VALENCIA, VALENCIA, CTE GRANT. YEAH, YEAH.

I MEAN, THERE'S LOTS OF DIFFERENT WAYS THAT DISTRICTS USUALLY APPROACH GRANT MONEY.

SOMETIMES THEY HIRE A OUTSIDE VENDOR WHO YOU PAY BASED ON THE GRANTS, SO THEY GET A COMMISSION. OTHERS ARE JUST ON A RETAINER, AND SOME HAVE A IN-HOUSE GRANT WRITER. RIGHT.

SEE, MY HUSBAND IS AN IN-HOUSE GRANT WRITER FOR HIS FIRE DEPARTMENT. SO COULD HE HELP US OUT? I DON'T KNOW, WE'LL SEE. WE WILL SEE. BUT ALL I'M SAYING IS, LIKE, HE OBVIOUSLY HAD TO LEARN HOW TO DO IT, AND HE DIDN'T HAVE TO, LIKE, YOU KNOW, IT WAS JUST LIKE A PROCESS THAT HE HAD TO GO THROUGH. AND SO IF WE HAVE EMPLOYEES THAT ARE WILLING, YOU KNOW, TO DO THAT, EVEN IF THEY GET COMPENSATED, KIND OF LIKE WORKING THE GATES AT, YOU KNOW, I DON'T KNOW IF THAT'S COMPARABLE FOR THEM, BUT IF THERE'S ANY WAY THAT WE COULD JUST UTILIZE MORE OF OUR STAFF TO TRY TO GET THIS MONEY, WHICH IS WHY I WAS ASKING BECAUSE IT DOES SEEM LIKE THERE'S A LOT OF MONEY OUT THERE. YEAH, THERE IS A LOT OF MONEY OUT THERE, AND IT DOES REQUIRE A LEVEL OF EXPERTISE, AS YOU MENTIONED. SO WE WILL EXPLORE SOME OPTIONS AND BRING THOSE BACK TO THE BOARD.

CAN CHATGPT WRITE GRANTS? YES. YES. VERY GOOD. I'M SURE THAT CHATGPT IS. YEAH. NO I YEAH I'M SURE I DEFINITELY DOES. WELL DOES HELP THE PROCESS STREAMLINES IT. PUT YOURSELF IN A GRANT WRITING CLASSES THAT TEACH YOU I GRANT WRITING SO YEAH MAKE YOUR OWN GPT AND THEN AND THEN ALSO TOO, I WAS JUST BRINGING THE 2011, 2012, YOU KNOW, THAT'S LIKE THAT'S LIKE $110,000 RIGHT THERE IN THESE PROGRAMS. AND SO IT SEEMS LIKE WE DO HAVE A LOT OF ONLINE PROGRAMS. AND SO AS WE'RE LOOKING AROUND IN THIS NEXT YEAR, I'M WONDERING IF IT'S JUST SOMETHING THAT WE START TO SAY, LIKE SOME OF OUR ONLINE PROGRAMS, AS GREAT AS THEY ARE,

[04:55:02]

SO THAT WAS MY ONLY THOUGHT ON THIS WITH OUR FISCAL ISSUES. OKAY. READY TO VOTE? ALL IN FAVOR I ANY OPPOSED? HEARING NONE. MOTION CARRIES FIVE ZERO. THANK YOU. OKAY. WE NEED A MOTION TO ADJOURN. I'LL MAKE A MOTION TO ADJOURN. I'LL SECOND. OKAY. WE HAVE A MOTION BY MRS. BUCK, A SECOND BY MR. FRAZIER. ALL IN FAVOR, I MOTION.

* This transcript was compiled from uncorrected Closed Captioning.