Jul 22, 2025 Board Meeting

[00:00:01]

BUT THIS IS CAUSING THE HANG UP HERE. GOOD FIVE ZERO. EXECUTOR AND

[1. CALL TO ORDER]

SUSPENSION. RELEASE. LEAVE ASSIGNMENT. NON REELECTION. NON REAPPOINTMENT. RESIGNATION.

REINSTATEMENT PURSUANT TO GOVERNMENT CODE 54957. SPECIFICALLY DISCUSSING A RESIGNATION AGREEMENT OF EMPLOYEE IDENTIFIED. NUMBER 8181. 3.2 PERSONNEL MATTERS.

PUBLIC EMPLOYMENT. APPOINTMENT. EMPLOYMENT PURSUANT TO GOVERNMENT CODE SECTION 54957.

3.3 CONFERENCE WITH LABOR NEGOTIATIONS. DOCTOR ALAN SERINO, ACTING SUPERINTENDENT JOHN VELAZQUEZ, INTERIM ASSISTANT SUPERINTENDENT. ADMINISTRATIVE SERVICES. YOLANDA MENDOZA, ACTING ASSISTANT SUPERINTENDENT, H.R. TO DISCUSSING OUR UNION CSEA, APPLE AND PLUM. 3.4 CONFERENCE WITH LEGAL COUNSEL. EXISTING LITIGATION. SIGNIFICANT EXPOSURE TO LITIGATION PURSUANT TO PARAGRAPH 2 OR 3 OF SUBDIVISION D OF SECTION 54956.91 CASE.

MCALINDON VERSUS PI USD. AND IT LOOKS LIKE WE HAVE ONE PERSON WISHING TO SPEAK, SO THEY WILL

[2. CLOSED SESSION PUBLIC COMMENTS]

IT IS A PART OF THEIR THE TEACHER'S JOB, AND IT IS YOUR JOB AS PRINCIPALS TO MAKE THEM.

THE TEACHERS UNDERSTAND THAT, UNQUOTE. FORMER SUPERINTENDENT CHERNISS THUS EXPRESSED CLEAR CONTEMPT FOR THE SAFETY AND WELL-BEING OF TEACHERS, STAFF, AND STUDENTS, AS WELL AS UTTER DISREGARD FOR THE COLLECTIVE BARGAINING AGREEMENTS WITH BOTH CLASSIFIED AND CERTIFICATED STAFF. NOT ONLY IS MCALINDON WILLING TO TESTIFY TO THIS UNDER OATH, BUT SO ARE SEVERAL PRINCIPALS WHO ATTENDED THIS NOVEMBER 30TH MEETING. WHEN MCALINDON REFUSED TO COMPLY WITH CHERNISS'S DIRECTIVE TO ALLOW STUDENTS TO PHYSICALLY ABUSE STAFF. THE FORMER SUPERINTENDENT BEGAN A CAMPAIGN OF PERSONAL HARASSMENT AGAINST MCALINDON. THERE ARE NUMEROUS WITNESSES WILLING TO TESTIFY TO THE DETAILS OF THIS HARASSMENT CAMPAIGN. THE STRESS FROM THIS SYSTEMATIC HARASSMENT BEGAN TO TAKE A TOLL ON MCCLENDON'S HEALTH, AND HE EVENTUALLY SUCCUMBED TO A CARDIAC INCIDENT THAT FORCED HIM TO TAKE MEDICAL LEAVE ON DECEMBER 12TH, 2023.

WHILE MCALINDON WAS ON MEDICAL LEAVE, SUPERINTENDENT CHERNISS CHANGED THE TITLE AND FRAMEWORK

[00:05:03]

[3. CLOSED SESSION]

OKAY. EVERYBODY READY? OKAY. GOOD EVENING EVERYBODY. WE'RE GOING TO RECONVENE AT 6:40 P.M.

[4. REGULAR SESSION]

[5. REPORT OF BOARD ACTION TAKEN IN CLOSED SESSION]

ALSO, THE BOARD MET AND CONFIRMED IN CLOSED SESSION TO APPROVE GENERAL LIABILITY CLAIM NUMBER 638681 FOR THE AMOUNT OF 300,000. THE MOTION WAS MADE BY MRS. QUINTERO, THE SECOND BY MRS. BUCK. THE VOTE WAS THREE ONE, WITH ONE ABSTENTION. THE EYES WERE BUCK ANDERSON QUINTERO. THE NO WAS MRS. BLADES, AND THE ABSTENTION WAS MR. FRAZIER. BUT MOTION CARRIED.

AND THAT IS WHAT HAPPENED IN CLOSED SESSION. THAT'S ALL I. SO. CAN YOU PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE? READY? BEGIN. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. OKAY, LET THE RECORD SHOW THAT ALL BOARD MEMBERS ARE PRESENT.

[8. APPROVAL OF AGENDA]

OKAY, WE HAVE A MOTION BY MRS. BUCK, A SECOND BY MRS. QUINTERO. ALL IN FAVOR? I. I. OKAY. MOTION

[19.7 Approve the Certificated Human Resources Board Report.]

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SHE HAS ALSO BEEN SUMMER SCHOOL PRINCIPAL AT EL CAMINO HIGH SCHOOL. CURRENTLY, SHE HAS SERVED AS ASSISTANT PRINCIPAL AT THE YORBA LINDA HIGH SCHOOL SINCE 2022. HER LEADERSHIP FRAMEWORK IS RELATIONSHIPS AND RESULTS. SHE WOULD LIKE TO SERVE HER COMMUNITY AND EMPOWER HER COLLEAGUES. WE HAD A REALLY GREAT TIME WITH THE INTERVIEWS THAT WE CONDUCTED WITH HER, AND SHE IMPRESSED ALL OF US ALL THE TIME, SO PLEASE COME FORWARD AND JUST SAY A FEW WORDS. THANK YOU.

THANK YOU. GOOD EVENING, PRESIDENT ANDERSON. BOARD OF TRUSTEES, DOCTOR MUSOLINO AND EXECUTIVE CABINET. I WOULD LIKE TO EXTEND MY MOST SINCERE GRATITUDE FOR THE TRUST THAT YOU HAVE PLACED IN ME TO SERVE OUR DISTRICT AS PRINCIPAL OF GLENDALE ELEMENTARY SCHOOL IS AN HONOR. IT IS A PRIVILEGE. AND IT IS A RESPONSIBILITY THAT I EMBRACE WITH COMMITMENT AND A DEEP SENSE OF PURPOSE. I ALREADY RECOGNIZE GLEN KNOLL AS AN EXCEPTIONALLY SPECIAL PLACE, ONE DEFINED BY ITS DEDICATED STAFF, ENGAGED FAMILIES, AND INSPIRED STUDENTS. IT IS A COMMUNITY THAT TRULY LIVES THE CORE VALUES OF OUR DISTRICT, AND ONE I AM LUCKY TO AGAIN BE A PART OF. I AM EXCITED TO BUILD ON UPON GLEN KNOLL'S STRONG FOUNDATION WITH COMPASSION, CARE, AND A GENUINE HEART FOR OUR STUDENTS. I CANNOT WAIT TO CONNECT WITH AND LEARN FROM THE INCREDIBLE GLEN KNOLL TEAM AS WE CONTINUE THIS IMPORTANT WORK TOGETHER. THANK YOU ONCE AGAIN FOR THIS OPPORTUNITY. I AM TRULY HUMBLED AND I LOOK FORWARD TO OUR CONTINUED PARTNERSHIP IN SUPPORTING ALL OF OUR STUDENTS. THANK YOU. WE'RE VERY EXCITED TO HAVE YOU, PRINCIPAL KADAM. OKAY.

[9. PUBLIC COMMENT ANNOUNCEMENT]

[10. APPROVAL OF MINUTES]

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SECOND. OKAY. WE HAVE A MOTION BY MRS. BUCK, A SECOND BY MR. FRAZIER. ANY COMMENTS? OKAY. ALL IN FAVOR, SAY AYE. MOTION CARRIES FIVE ZERO. I'LL MAKE A MOTION TO APPROVE THE JUNE 24TH, 2025 SPECIAL MEETING MINUTES SECOND. OKAY. WE HAVE A MOTION BY MR. FRAZIER AND A SECOND BY MRS. BLADES. ARE THERE ANY QUESTIONS OR COMMENTS? OKAY. ALL IN FAVOR? AYE, AYE. ANY OPPOSED? OKAY. MOTION CARRIES FIVE ZERO. OKAY. NOW WE ARE TO PUBLIC COMMENTS. DO WE HAVE. OH,

[11. SUPERINTENDENT'S REPORT]

CONGRATULATIONS TO IRENE PAN FROM VALENCIA HIGH SCHOOL WAS SELECTED AS ONE OF JUST 112 DELEGATES. SHE'S ONE OF 101, 112 DELEGATES, AND ONLY ONE OF TWO FROM CALIFORNIA TO ATTEND THE PRESTIGIOUS 2025 NATIONAL YOUTH SCIENCE CAMP IN WEST VIRGINIA. IRENE WILL JOIN TOP STEM STUDENTS FROM ACROSS THE US AND LATIN AMERICA FOR A TRANSFORMATIVE SUMMER OF LEARNING, LEADERSHIP AND GLOBAL CONNECTION. CONGRATULATIONS TO IRENE AND THE VALENCIA TEAM. AND FINALLY, WE'RE PROUD TO CONTINUE OUR PARTNERSHIP WITH THE NIXON LIBRARY AND MUSEUM. EIGHT OUTSTANDING STUDENTS FROM FIVE OF OUR HIGH SCHOOLS WERE SELECTED FOR COMPETITIVE INTERNSHIPS IN EDUCATION, COMMUNICATIONS, MARKETING, AND EVENT PLANNING. IT'S A SIX WEEK PROGRAM THAT GIVES STUDENTS REAL WORLD EXPERIENCE IN A NATIONALLY RECOGNIZED SETTINGS. AND THAT CONCLUDES MY REPORT, MADAM PRESIDENT. THANK YOU. OKAY. I THINK WE HAVE A FEW MORE BLUE

[12. PUBLIC COMMENT]

[00:20:04]

RESEARCH IS CLEAR CHRONIC TEACHER ABSENCES, REGARDLESS OF THE CAUSE, ARE ASSOCIATED WITH LOWER STUDENT ACHIEVEMENT, ESPECIALLY IN CORE SUBJECTS LIKE MATH STUDENTS OR I'M SORRY.

STUDIES SHOW THAT ONCE A TEACHER MISSES MORE THAN TEN INSTRUCTIONAL DAYS ANNUALLY, STUDENT PERFORMANCE BEGINS TO DECLINE AT 30 DAYS OR MORE, THE NEGATIVE IMPACT BECOMES FAR MORE PRONOUNCED. EVEN THE MOST CAPABLE SUBSTITUTE TEACHERS CANNOT REPLICATE THE RELATIONSHIPS, CONSISTENCY, OR INSTRUCTIONAL DEPTH THAT STUDENTS RECEIVE FROM THEIR REGULAR TEACHER. THE CONSEQUENCES GO BEYOND ACADEMICS. EXCESSIVE TEACHER ABSENCES CAN WEAKEN STUDENT TEACHER RELATIONSHIPS, DECREASE STUDENT MOTIVATION AND ENGAGEMENT, LOWER STUDENT ATTENDANCE, AND CONTRIBUTE TO INCREASED BEHAVIORAL ISSUES.

TEACHER COLLABORATION IS VITAL FOR PROFESSIONAL GROWTH AND IMPROVING INSTRUCTION. HOWEVER, IT SHOULD BE IMPLEMENTED IN WAYS THAT MINIMIZE DISRUPTION TO CLASSROOM LEARNING. VIABLE ALTERNATIVES MIGHT INCLUDE SCHEDULE, LATE START, SCHEDULED LATE START, OR EARLY RELEASE DAYS, SHARED PREP PERIODS WITHIN THE SCHOOL DAY, AND OCCASIONAL COMPENSATED COLLABORATION TIME OUTSIDE OF INSTRUCTIONAL HOURS. IF WE ARE SERIOUS ABOUT STUDENT SUCCESS, WE MUST PRIORITIZE WHAT MATTERS MOST A CONSISTENT, PRESENT, AND EMPOWERED TEACHER IN EVERY CLASSROOM. THANK YOU.

THANK YOU. LESLIE ALEXANDER DIANE HANSEN. PLEASE APPROACH THE PODIUM. THANK YOU. I'M A RETIRED. I'M RETIRED FROM A CAREER IN PUBLIC EDUCATION AS A TEACHER, SPECIAL EDUCATOR, AND ADMINISTRATOR ON BOTH THE SITE AND DISTRICT LEVEL. AS A PRINCIPAL, I STRONGLY BELIEVE IN TEACHERS COLLABORATING IN PLCS. MY TEACHERS HAD TIME EACH WEEK FOR SUCH, WHILE STUDENTS RECEIVED MEDIA AND MUSIC INSTRUCTION OUTSIDE OF THE CLASSROOM. LOOKING AT THE BOARD ITEM THAT IS ON TONIGHT'S AGENDA, GRANTING THE CHARTER A FULL DAY OF RELEASE FOR

[00:25:01]

FIRST WE MUST ASK WHY IS THIS MATERIAL REVISION NECESSARY? THE CHARTER. IF THE CHARTER CAN AFFORD THIS EXPENSE DIRECTLY FROM ITS ADA FUNDS, SUCH A REVISION IS SUPERFLUOUS. AS WRITTEN, THE REVISION ITSELF IS MEANINGLESS AND APPEARS ONLY INTENDED TO ENFORCE TO FORCE THE DISTRICT TO FUND AN ELEMENT OF THEIR MODEL THEY SIMPLY CANNOT AFFORD. THAT IS DANGEROUS. THE LANGUAGE OF THE SUPPORTING DOCUMENTATION SEEMS INTENTIONALLY AMBIGUOUS. THE PLANS ARE NOT YET COMPLETE, AND THE SUPPORTING REPORT SEEMS TO RELY ON A POLL TAKEN OF THE STAFF REQUESTING THE REVISION. 88.6% OF THE OAKS STAFF FAVORS WEEKLY PROFESSIONAL DEVELOPMENT TIME. QUITE FRANKLY, I'M SURPRISED THE NUMBER WAS THAT LOW. THIS IS A LUXURY NOT AFFORDED TO ANY OTHER SCHOOL IN THE DISTRICT, AND FOR GOOD REASON. THE COSTS, BOTH IN DOLLARS AND LOSS OF DIRECT FACE TIME, IS UNSUSTAINABLE. THE CHARTER SCHOOL IS ORIGINALLY DESIGNED APPEARS TO HAVE SOME VERY SERIOUS FISCAL PROBLEMS. RECALL ITS ENCROACHMENT ON THE DISTRICT IN ITS FIRST YEAR OF OPERATION WAS OVER $800,000. THIS IS NOT A PROBLEM OF SUPPORT. IT'S A DESIGN FLAW. PERHAPS IT CAN BE RECONSTITUTED, BUT IS ADDING A NEW EXPENSE AT THIS JUNCTURE A WISE MOVE? THERE'S NOTHING PREVENTING THE CHARTER SCHOOL FROM USING THEIR ADA FUNDS TO SUPPORT THIS PLAN, IF THEY CAN AFFORD IT. IF THEY CAN'T, THE EXPENSE BECOMES AN ADDITIONAL ENCROACHMENT ON THE DISTRICT, AS WE MAY NOT ALLOW A DEPENDENT CHARTER TO OPERATE AT A DEFICIT. THAT MODEL WILL ONLY LAST UNTIL THE EXPIRATION OF THE CHARTER, AT WHICH POINT THE DISTRICT WILL HAVE TO EVALUATE ITS FINANCIAL VIABILITY BEFORE CONSIDERING RENEWAL. IF THE DOCUMENTATION SHOWS A CONSISTENT ENCROACHMENT ON THE DISTRICT, THE CHARTER WILL SIMPLY FAIL. IT APPEARS THIS REQUEST FOR MATERIAL REVISION IS NOTHING MORE THAN A REQUEST FOR FUNDS IN EXCESS OF OAKS ADA ALLOTMENT. IF SUCH IS THE CASE, COULDN'T THIS BE CONSIDERED A GIFT OF PUBLIC FUNDS? IF THE MODEL DOESN'T WORK, FIX IT IN A WAY THAT MAKES THE PROGRAM SUSTAINABLE. IT APPEARS THAT OAKS WANTS TO ACT LIKE A CHARTER WHEN IT COMES TO CONTROL, BUT REVERT TO A QUASI MAGNET WHEN THEY RUN SHORT OF FUNDS. THIS IS AN UNSUSTAINABLE MODEL, PARTICULARLY WHEN THE DISTRICT IS RUNNING AN EIGHT FIGURE DEFICIT, AND IT IS PATENTLY UNFAIR WHEN THESE ADDITIONAL FUNDS WILL COME DIRECTLY FROM THE REST OF OUR DISTRICT SCHOOLS WHO ARE BEING FORCED TO ENDURE DIRECT ACADEMIC CUTS. WHILE THE CHARTER WANTS TO EXPAND PROFESSIONAL DEVELOPMENT TIME. IF THAT TIME IS ACTUALLY NEEDED, CONSIDER THE POSSIBILITY THAT THIS IS A MAJOR FLAW IN THE MODEL THAT NEEDS TO BE ADDRESSED MORE RESPONSIBLY. THROWING MONEY AT THE PROBLEM IS NOT THE ANSWER. LET'S GET MORE CREATIVE AND FIND A WAY TO MAKE THIS COMMITMENT WORK. IF YOU TRULY SUPPORT THE LONG TERM SUSTAINABILITY OF THE CHARTER, YOU MUST VOTE AGAINST THIS REVISION, WHICH WILL ONLY CONTRIBUTE TO ITS ULTIMATE DEMISE. THANK YOU, MR. RADLAUER.

THAT CONCLUDES OUR COMMENTS, MADAM PRESIDENT. OKAY, WE'RE MOVING ON TO GENERAL FUNCTION

[13. ACTION ITEMS - GENERAL FUNCTIONS]

[00:30:04]

BECAUSE FROM MY UNDERSTANDING RIGHT NOW IS BECAUSE OF ALL OF THIS CHAOS THAT'S COME FROM THE DISTRICT, THAT THEY DON'T EVEN HAVE A MASTER SCHEDULE RIGHT NOW. SO, I MEAN, THAT'S WHAT I'M JUST ASKING, IS THAT I GUESS WE'LL WAIT FOR THE LEAD PETITIONER. YEAH. TO COME UP AND SPEAK. BUT IF IT WAS EITHER GOING TO KIND OF BE SIMILAR, THEN YOU WOULD THINK THAT WE WOULD HAVE BEEN ABLE TO GO ON WITH AND THEY COULD HAVE PUT A MASTER SCHEDULE TOGETHER. I MEAN, THEY'VE JUST BEEN IN LIMBO FOR MONTHS NOW. FROM WHAT I UNDERSTAND, THE STAFF HAS WORKED REALLY HARD AND I THINK WE REALLY WANT TO COMMEND THEM FOR THAT. IN WORKING WITH THE UNCERTAINTY, WHICH OBVIOUSLY IS DIFFICULT, BUT ALSO RECOGNIZING THAT THE BOARD WANTED TO GRANT THIS. YOU KNOW, AT THE STUDY SESSION, THERE WAS A LOT OF DISCUSSION ABOUT WHAT IT IS THAT THE STAFF WANTED TO DO. SO I THINK THAT THEY'VE BEEN ABLE TO TAKE THAT INTO CONSIDERATION DURING THE LAST FEW WEEKS WHEN CREATING THEIR SCHEDULE. AND I THINK THAT AS I THINK ONE OF THE SPEAKERS SAID, YOU KNOW, 86% OF THE STAFF IS AMENABLE TO THE NEW SCHEDULE. I THINK THERE WERE 1 OR 2 PEOPLE THAT WEREN'T PART OF THAT 86%. AND IT WAS BECAUSE THOSE INDIVIDUALS SAID, I ACTUALLY DON'T NEED THAT MUCH TIME. SO IT WASN'T THAT THEY DIDN'T LIKE THE PROPOSAL, IT WAS THAT THEY FELT THAT THEY DIDN'T NEED THAT ADDITIONAL TIME. BUT WHEN THIS WHEN THE DISTRICT CHANGED THE STUFF AND WE HAD TO COME BACK TO THIS AND THE NO MASTER SCHEDULE AND ALL THE CHAOS, IT WAS BECAUSE IT WASN'T DONE APPROPRIATELY BY THE DISTRICT. SO TONIGHT, THIS IS THE PROPOSAL AND IT'S BASICALLY THE SCHEDULE, PROFESSIONAL DEVELOPMENT AND THE BELL SCHEDULE. YES, BUT NOTHING ELSE. SO THE PROGRAMS CAN'T BE MOVED. ALL OF THE THINGS THAT THE DISTRICT WAS DOING THAT WAS IN VIOLATION OF THE CHARTER CONTRACT, IT'S ALL GOING TO STAY THE SAME. BUT FROM WHAT I'M HEARING IS WE COULD HAVE ALMOST GONE FORWARD WITH THE MASTER SCHEDULE AND NOT BE SITTING HERE IN JULY BECAUSE WE'RE LOSING KIDS FROM THAT, BECAUSE OF WHAT'S HAPPENED HERE. SO WE COULD HAVE PROBABLY PROCEEDED FORWARD A LITTLE BIT MORE FROM WHAT YOU'RE SAYING. YEAH. OKAY. WELL, THE GOAL WAS TO REDUCE THE EXPENSE AS WELL. SO UNDER THE LEADERSHIP OF DOCTOR GRAY AND THE TEAM AND LEAD PETITIONER, MR. SYKES, THEY WERE TASKED TO WORK WITH THEIR FACULTY TO DETERMINE HOW WE COULD STILL ENSURE THE INTEGRITY OF THE CHARTER AND THE PROGRAM AS DESIGNED, WHILE AT THE SAME TIME SIGNIFICANTLY REDUCE COSTS. SO THAT THAT REALLY AS FAR AS THE MASTER SCHEDULE, THE SHELL OF IT IS, IS IN PLACE AND THAT WILL

[00:35:04]

CORRECT. LIKE WE DIDN'T HAVE TO HAVE A FORMAL REVISION SO THE CHANGES COULD BE MADE WITHOUT.

SO AS WE'VE DISCUSSED BEFORE, THE IDEA OF WHAT IS A MATERIAL REVISION ISN'T REALLY DEFINED IN THE LAW. THERE'S ONLY TWO INSTANCES THAT ARE REALLY DEFINED IN THE LAW, AND THAT IS TO CHANGE GRADE LEVELS OR TO CHANGE THE LOCATION OF A SCHOOL. AS THE GOVERNING BOARD, YOU COULD MAKE A DECISION, OR YOU COULD DELEGATE THAT AUTHORITY TO SOMEONE THAT'S ON YOUR CABINET TO MAKE THAT INITIAL DETERMINATION. DOES THIS CONSTITUTE A MATERIAL, EXCUSE ME, A MATERIAL REVISION? AND SOMETIMES WE CALL THOSE ADMINISTRATIVE DECISIONS. AND THEN WHEN THAT ADMINISTRATIVE DECISION IS YES, THIS CONSTITUTES A MATERIAL REVISION, THEN IT'S BROUGHT UP TO THE DECISION MAKER TO MAKE THAT DETERMINATION. SOMETIMES IT IS THE INDIVIDUAL THAT THE AUTHORITY HAS BEEN DELEGATED TO WHO SAYS, NO, THIS DOESN'T RISE TO THAT LEVEL. SO WE DON'T HAVE TO TAKE IT BACK TO THE BOARD. THE BOARD HASN'T DELEGATED THAT AUTHORITY. AND SO I THINK IN MOVING FORWARD, AND ESPECIALLY WHEN THE SECOND SET OF THE BOARD READING, EXCUSE ME, THE SECOND READING OF THE BOARD POLICIES TAKES PLACE, THAT COULD BE SOMETHING THAT YOU COULD PUT INTO YOUR BOARD POLICY TO MAKE THAT DETERMINATION. BUT IT IS SOMETHING THAT UNLESS SUCH TIME AS THE BOARD HAS DELEGATED THAT AUTHORITY TO SOMEONE ELSE AND THEY'RE ABLE TO MAKE THAT ADMINISTRATIVE DECISION, THE BOARD WOULD INITIALLY HAVE TO MAKE A DETERMINATION. DOES THIS CONSTITUTE A MATERIAL REVISION? IF SO, DO YOU WANT, EXCUSE ME, DO YOU WANT TO APPROVE THAT MATERIAL REVISION? AND THEN ALSO, WOULD YOU SAY TO THAT EFFECT THAT HAD ON IT AND THE TIMING WAS A CHANGEOVER IN ADMINISTRATION AS WELL? YES, YES. I MEAN, I THINK THAT THERE WAS A THERE WAS A BIG LEARNING CURVE. LET'S JUST PUT IT THAT WAY. WELL, IT WAS JUST MISSED. RIGHT. BUT I MEAN, IF WE HAD A CONSISTENT ADMINISTRATION GOING THROUGH THE WHOLE TIME, THEN IT COULD HAVE BEEN ADDRESSED SOONER. BUT WITH TRANSITIONS GOING OVER. RIGHT, RIGHT. BUT IT'S JULY AND IT'S A PRETTY IT'S A PRETTY BASIC PART OF HAVING A CHARTER, I UNDERSTAND THAT, BUT WE STARTED THIS PROCESS IN APRI, MAY, WHICH IT SHOULD HAVE BEEN STARTED EARLIER, WHICH IT SHOULD HAVE BEEN WAY EARLIER, THE TRANSITION OVER. I MEAN, YOU CAN TRY AND MAKE EXCUSES FOR IT, BUT IT DIDN'T HAPPEN. RIGHT. AND WE'RE HERE IN JULY. YOU CAN TRY TO MAKE EXCUSES AS TO WHY YOU'RE NOT INVESTIGATING PEOPLE AND HOLDING THEM ACCOUNTABLE. SO THERE WERE QUESTIONS ASKED WHY WE WERE EVEN HAVING THE STUDY SESSION BEFORE AND THAT NOBODY WANTED TO HAVE THE STUDY SESSION. BUT WE HAD ASKED FOR THE STUDY SESSION, BUT NOW IT WASN'T EARLY ENOUGH. SO LET'S JUST MOVE AHEAD AND HEAR FROM OUR PRESENTER ON WHAT THEY'VE COME UP WITH AS THEIR REVISIONS. AND I'M HERE. THANK YOU. OKAY. MR. SYKES, PLEASE. AND WE HAVE A PRESENTATION I BELIEVE. READY TO GO. MATT, ARE YOU OVER THERE AT THE CONTROLS? THANK YOU. WELL, FIRST OF ALL, I WANT TO SAY THANK YOU, BECAUSE I KNOW THIS IS AN ODD TIME TO MEET. IT'S NOT SOMETHING THAT, AS A TEACHER, I WOULD EXPECT TO HAVE TO DO IN THE MIDDLE OF THE SUMMER. BUT IN PARTICULAR, THANK YOU, DOCTOR MAZZARINO, FOR THIS OPPORTUNITY. AND THANK YOU TO THE TRUSTEES THAT WERE WILLING TO MEET TODAY. AND I REALLY SEE THIS AS NOT SO MUCH. I'M NOT HERE TO ARGUE A POINT OR TO CONVINCE ANYBODY OF ANYTHING. WHAT I'M REALLY TRYING TO DO IS EXPLAIN THE WHY BEHIND WHAT WE'RE DOING AND OUR REQUEST. ALL RIGHT. SO WHAT YOU CAN SEE ON THE SCREEN IS, IS BASICALLY THE TOPICS THAT I'D LIKE TO DISCUSS VERY BRIEFLY. WE DID HAVE A CLOSING MEETING. WHAT OUR OUR PROFESSIONAL DAYS. WHAT DO THEY LOOK LIKE. WHAT DO WE DO EXACTLY ON THOSE PROFESSIONAL DAYS. AND WE'RE GOING TO REFLECT BACK A LITTLE BIT ON 20, 24, 25. AND THEN OUR NEEDS FOR 2526 AND THE PROPOSED CHARTER REVISIONS, WHICH REALLY DOES FOCUS ON THE BELL SCHEDULE. AND IT IS MY

[00:40:01]

THAT'S WHAT I'VE BEEN TOLD. SO WE'RE WAITING FOR A DECISION. THAT'S THE WAY THAT IT'S BEEN EXPLAINED TO ME. AND GRANTED, I'M NOT AN ADMINISTRATOR, SO I'M NOT IN THE OFFICE SPEAKING TO THE PRINCIPAL AND THE VICE PRINCIPAL AND DISCUSSING THESE THINGS, BUT THAT'S MY UNDERSTANDING. SO WE DID HAVE A MEETING ON JUNE 13TH, WHICH IS THE LAST FRIDAY OF THE SCHOOL YEAR. AND WHAT'S REALLY REMARKABLE ABOUT THAT IS THAT IT'S THE LAST FRIDAY OF THE SCHOOL YEAR, AND WE'VE GOT THE ENTIRE STAFF IN A ROOM FOR AN HOUR. YOU KNOW, IT'S IMPORTANT WHEN YOU CAN GET EVERYONE TO DO THAT, WHEN THEY'RE ALL LOOKING TO CLOSE OUT THEIR CLASSROOMS AND GO HOME FOR THE SUMMER. AND THAT'S SOMETHING THAT'S REMARKABLE. IT REALLY DOES SHOW A LEVEL OF UNITY, OF PURPOSE. IT SHOWS A WILLINGNESS TO SACRIFICE CONSIDERABLE TIME WHEN MANY OF THEM ACTUALLY HAD TO CLEAN OUT THEIR CLASSROOMS AND LEAVE BECAUSE THEY HAD BEEN GIVEN PINK SLIPS. AND FINALLY, IT SHOWS A COMMON UNDERSTANDING OF THE SIGNIFICANCE AND NECESSITY OF THE COLLABORATION DAYS. SO IT WASN'T JUST A STATEMENT OF WE WANT THAT TIME TO OURSELVES.

THIS IS A TIME THAT WE SPEND IN COLLABORATION WITH EACH OTHER FOR THE ENTIRETY OF THE DAY. SO WHAT DO WE DO ON THOSE COLLABORATION DAYS? THIS IS BASICALLY WHAT I WOULD REFER TO AS TRUE PLC WORK. AS MUCH AS PLCS ARE DISCUSSED ON, YOU KNOW, OBVIOUSLY WITHIN THE DISTRICT AND WE HAVE THEM AT SCHOOLS ON THOSE LATE START SORRY EARLY RELEASE WEDNESDAYS. WHAT WE DO IN ON THESE COLLABORATION DAYS IS REALLY THE PLC WORK THAT WE RECEIVE IN TRAINING THROUGH THE DISTRICT, BUT IT IS NEAR IMPOSSIBLE TO ACTUALLY IMPLEMENT WITH THE TIME YOU'RE GIVEN, AND THAT IS ONE HOUR. SO FOR INSTANCE, WE USE ASSESSMENT DATA TO DESIGN LESSON PLANS THAT SPECIFICALLY TARGET SKILLS IN EACH SUBJECT AREA. WE ALIGN LESSON PLANS IN EACH GRADE LEVEL TO ENSURE THAT ALL STUDENTS ARE RECEIVING EQUAL ACCESS TO NEEDED INSTRUCTION AND PREPARATION FOR ASSESSMENTS, AND THAT ALIGNMENT IS KEY. WE DESIGN ASSESSMENTS THAT ACCURATELY ASSESS STUDENT SKILLS BASED ON THE CONTENT AREA IN EACH SUBJECT. AND THEN WE COLLABORATIVELY GRADE ASSESSMENTS TO ENSURE THAT ALL STUDENTS RECEIVE AN OBJECTIVE REPORT OF ACCOMPLISHMENT AND SUPPORTIVE FEEDBACK ON EACH ASSESSMENT. THIS IS ALL RESEARCH BASED, AND IT'S NOT BECAUSE I RECEIVE POOR TRAINING THAT OVER THE LAST 15 YEARS OF BEING TRAINED MULTIPLE TIMES IN PLCS, IT'S NOT THE POOR TRAINING THAT I RECEIVED. THE PROBLEM IS, CAN YOU DO ALL OF THIS IN AN HOUR ON A WEDNESDAY? IT'S REALLY DIFFICULT TO IMAGINE THAT ANYBODY COULD ACCOMPLISH EVEN ONE OF THOSE BULLET POINTS ON ANY GIVEN WEDNESDAY IN AN HOUR. AND SO THE PLCS THAT HAVE BEEN PART OF WHAT WE'VE BEEN DOING, RIGHT. THESE ARE REALLY TRUE PROFESSIONAL LEARNING COMMUNITIES IN A SENSE, BECAUSE SEE, IF TEACHERS GET TOGETHER ON A WEDNESDAY AND THEY TRY AND COMPARE DATA, THE QUESTION IS, WHAT DATA ARE THEY GOING TO COMPARE? THEY'VE ALL GIVEN DIFFERENT TESTS. THEY'RE AT A DIFFERENT PLACE IN THE CURRICULUM. THERE'S NOTHING TO COMPARE. AND SO YOU REALLY CAN'T ANALYZE STUDENT PROGRESS UNLESS YOU'VE GOT THE COMMON ASSESSMENT. YOU'VE GIVEN THE ASSESSMENT ON THE SAME DAY. YOU'VE ALL GRADED THE ASSESSMENT IN TIME ENOUGH TO SIT DOWN TOGETHER AND THEN TO LOOK AT THAT DATA AND SAY, WAIT A MINUTE, WE'RE HAVING A PROBLEM. STUDENTS ARE NOT GETTING THIS IDEA OR THAT IDEA, THIS SKILL OR THAT SKILL. THAT'S REALLY WHAT THE PLCS ARE ABOUT. THAT'S WHAT WE'VE BEEN TOLD FOR MANY, MANY YEARS. WE'RE SUPPOSED TO BE DOING. BUT UNLESS WE HAVE TEACHERS ACTUALLY DOING THAT KIND OF WORK, THE QUESTION IS, WELL, HOW CAN THEY EVER CREATE THAT COMMON ASSESSMENT? RIGHT? AGREE TO THE SKILLS THAT ARE SUPPOSED TO BE ASSESSED, AND THEN GET THEM ALL GRADED IN A WAY THAT WHEN WE CAN COME BACK THE NEXT MEETING, WE CAN ACTUALLY COMPARE THAT DATA AND THEN ADJUST AND ALIGN OUR LESSONS TO NOW REALLY PUT THE STUDENTS IN A PLACE WHERE THEY CAN RECOVER FROM WHEREVER IT IS THAT THEY'VE FALLEN SHORT. AND THAT'S REALLY THE SIGNIFICANCE OF THESE PROFESSIONAL DAYS. IN ADDITION, THE TEACHERS WERE PROVIDED WITH AN OPPORTUNITY TO SPEND TIME. YOU CAN SEE IT ON THE SCREEN. IT'S CALLED THE VISIBLE LEARNING THE ILLUSTRATED GUIDE TO VISIBLE LEARNING. WE WERE PROVIDED WITH THIS BOOK AND WE USED IT FOR PROFESSIONAL DEVELOPMENT. SO WE SPENT 30 MINUTES EVERY ON EVERY PROFESSIONAL DAY SIMPLY READING THIS BOOK AND ANALYZING WHAT WAS IN IT, AGREEING TO IMPLEMENT SOME OF THE PRACTICES THAT WERE IN IT, AND THEN TO REPORT BACK THE NEXT WEEK AS TO WHAT WE HAD SEEN. SO IN A REAL SENSE, WE'RE NOT JUST SIMPLY DOING THE PLC WORK, WE'RE DOING PROFESSIONAL PROFESSIONAL DEVELOPMENT THAT WERE GUIDED USING THIS TEXT. NOW, THIS TEXT IS RATHER SIGNIFICANT. THIS IS ACTUALLY A TEXT THAT EXPOSED US TO YEARS OF RESEARCH THAT INCLUDES MORE THAN 2100 META ANALYZES, 130,000 STUDIES, AND IT INCLUDED OVER 300 MILLION STUDENTS. IT'S A RATHER SIGNIFICANT TEST. AND THE

[00:45:03]

ALL RIGHT. I'M NOT GOING TO TRY AND MAKE AN ARGUMENT FOR LAST YEAR AND SAY THAT MANY ELECTIVES WERE THE SOLUTION TO THE PROBLEM, BUT I AM GOING TO SAY THAT I THINK THAT WHAT WE'RE LOOKING AT FOR NEXT YEAR IS SOMETHING THAT IS REALLY POWERFUL FOR KIDS AS WELL AS TEACHERS. SO THIS PARTICULAR SLIDE IS REALLY TO HELP YOU UNDERSTAND. AND I WANT TO SAY THANK YOU TO DOCTOR GRAY BECAUSE THIS IMAGE WAS ACTUALLY SOMETHING I STOLE FROM WHAT WHAT HE CREATED FOR THE STUDY SESSION. BUT THE IDEA OF THE IMAGE IS THAT INNOVATION REALLY REQUIRES CONTINUOUS IMPROVEMENT OVER TIME, AND THAT IN THE FIRST COUPLE OF YEARS OF ANY ENDEAVOR, CHANGES ARE TREMENDOUS, CHANGES ARE DRAMATIC. AND REALLY, WE'RE ANTICIPATING A MINIMUM OF THREE YEARS AND PERHAPS FIVE YEARS TO GET TO THE POINT WHERE THE CHANGES THAT WE'RE MAKING ARE VERY MINOR, THEY'RE VERY SLIGHT, ALMOST IMPERCEPTIBLE TO MOST PEOPLE. RIGHT. BUT WE EXPECT IN THE FIRST COUPLE OF YEARS THE CHANGES ARE GOING TO BE RATHER DRAMATIC. AND WE'VE ALREADY SEEN THAT IN THE FIRST YEAR. JUST IN THE DISCUSSION OF THE SCHEDULE. RIGHT. BUT ALSO THIS WHOLE DISCUSSION ABOUT MANY ELECTIVES AND HOW THEY'RE THOSE ARE DONE AND HOW WE ARE PROVIDED AND ALLOWED FOR TO HAVE THAT, THAT PROFESSIONAL DEVELOPMENT. SO THE PROPOSAL, THE MATERIAL REVISION PROPOSAL BASICALLY IS THE FOLLOWING. A STUDENT WILL SPEND 55 MINUTES A DAY, FOUR DAYS A WEEK IN ANY GIVEN CLASS, FOR A TOTAL OF 220 MINUTES ON MONDAY, TUESDAY, THURSDAY AND FRIDAY, AND THEN 46 MINUTES ON A GIVEN WEDNESDAY. THAT'S 266 INSTRUCTIONAL MINUTES PER WEEK PER STUDENT. ALL THE OTHER MIDDLE SCHOOLS IN YORBA LINDA PROVIDE 255 MINUTES. WE'RE GOING TO BE PROVIDING 266. THIS IS TEN MINUTES MORE THAN WHAT OTHER SCHOOLS PROVIDE. IT'S 15. THIS LAST YEAR WE WERE PROVIDING 15 MINUTES MORE INSTRUCTION, MINUTES OF INSTRUCTION. I MEAN, WE'RE STILL WORKING THE SAME NUMBER OF HOURS PER DAY. WE COME IN TO WORK AT THE SAME TIME. WE LEAVE WORK AT THE SAME TIME. BUT A LOT OF THIS HAS TO DO WITH A SIX PERIOD DAY WHEN YOU ALLOW FOR THE SIX PERIOD DAY AND YOU CAN LENGTHEN THE PERIODS, THEN THE AMOUNT OF INSTRUCTIONAL TIME INCREASES, AND THAT'S REALLY WHERE THE IMPACT OCCURS. STUDENTS AREN'T LEARNING AND LOSING INSTRUCTIONAL TIME. THEY'RE GAINING IT RIGHT. AND WELL WHY IS THAT? WHAT'S HAPPENING ON THAT ONE DAY OF PROFESSIONAL DEVELOPMENT? SOMEBODY MADE THE ARGUMENT TEACHERS ARE NOT THERE AND GRANTED NO TEACHERS. THE CLASSROOM TEACHER IS NOT IN THE CLASSROOM, BUT WHO STEPS IN IS SOMEBODY WHO'S ON CAMPUS ON A REGULAR BASIS, KNOWS THOSE STUDENTS AND IS ACTIVELY INVOLVED. AND SO THE STUDENTS DO KNOW THOSE PEOPLE RIGHT THERE.

THEY'RE CONNECTED TO THOSE PEOPLE. AND WE AS TEACHERS, WE'RE STILL ON THE CAMPUS. WE'RE NOT ABSENT FROM THE CAMPUS. AS A MATTER OF FACT, IN MY SITUATION, I'M GOING TO BE DIRECTLY ACROSS THE HALLWAY FROM MY CLASSROOM. SO I'M GOING TO BE VERY MUCH INVOLVED IN WHAT GOES ON IN THAT CLASSROOM, DESPITE THE FACT THAT I'M IN A PROFESSIONAL DEVELOPMENT. SO WHAT DO STUDENTS DO ON THOSE PROFESSIONAL COLLABORATION DAYS? SO THE FIRST OF ALL, THERE'S GOING TO BE NO LONGER THESE MANY ELECTIVES. INSTEAD, WE'RE GOING TO HAVE FULLY CREDENTIALED TEACHERS WHO PUSH IN. WE WILL HAVE ONE. WE CALL THEM LEARNING FACILITATORS BECAUSE OF THE FACT THAT WE'RE REFERRING TO THEM AS A RESIDENT SUB, OR AS A LONG TERM SUB GIVES STUDENTS THE WRONG IDEA. THAT'S THE ONLY REASON WHY WE USE A DIFFERENT TERM. OKAY, WE WILL HAVE TO HAVE ONE OF THOSE, BUT WE'RE GOING TO HAVE THREE OTHER TEACHERS ON CAMPUS THAT ARE GOING TO ACTUALLY BE DOING THIS WORK. SO THEY'RE FULLY CREDENTIALED TEACHERS THAT ARE EMPLOYED BY THE DISTRICT.

STUDENTS DO THE FOLLOWING. THEY'RE GOING TO BE INTRODUCED TO LESSONS OR ASSIGNMENTS. SO WE MAY HAVE INTRODUCTIONS TO SOMETHING RATHER THAN THE MIDDLE OF IT. RIGHT. THEY CAN FINISH A LESSON OR ASSIGNMENT. THEY HAVE TIME TO GET SUPPORT AS THEY WORK INDEPENDENTLY OR AS THEY COLLABORATE ON AN ASSIGNMENT. THEY CAN BE LED IN CLASS DISCUSSIONS ON TOPICS RELATED TO

[00:50:04]

THEY CAN BE LED IN LEADERSHIP AND COMMUNITY SERVICE ACTIVITIES, AND THAT'S PARTLY BECAUSE OF THE FACT THAT WE, THE PEOPLE THAT WE'RE GOING TO BE UTILIZING FOR THAT PUSH IN BOTH OF THEM ARE ACTUALLY ASP TEACHERS, AND THEY DON'T HAVE FULL SCHEDULES SINCE THEY DON'T HAVE FULL SCHEDULES, WHAT ARE THEY GOING TO DO THE REST OF THE DAY? SO WE'RE GOING TO USE THEM TO PUSH INTO THE CLASSROOMS, AND THEN THEY CAN ACTUALLY USE THAT TIME TO ENCOURAGE STUDENTS IN TERMS OF ASP ACTIVITIES, LEADERSHIP, RIGHT, AND SERVICE TO SCHOOL. AND THEN WE CAN ALSO PROVIDE THEM WITH TIME, RIGHT AND DIRECTION TO IMPLEMENT AVID SKILLS. AND AS AN AVID COORDINATOR IN MY SCHOOL AND WORKING CLOSELY WITH THE AVID STUDENTS AND AS AN AVID TEACHER AT BERNARDO YORBA BEFORE WE BECAME OCS, THIS WAS PART OF MY REGULAR CLASSROOM ACTIVITY, RIGHT? BUT NOW WE CAN, AS A SCHOOL, IMPLEMENT THOSE SKILLS WITHIN THOSE TIME PERIODS SO THAT THAT PERIOD WHERE WE HAVE TEACHERS COLLABORATING IS NOT LOST TIME. IT'S ADDITIONAL TIME.

IT MAY NOT BE ENTIRELY FOCUSED ON CURRICULUM, RIGHT, BUT IT IS AN OPPORTUNITY FOR SOMETHING THAT'S ALSO VERY, VERY POWERFUL. WE'VE GOT A SYSTEM OF FULL INCLUSION. WE'VE GOT STUDENTS WHO ARE WHO HAVE, YOU KNOW, IEPS AND 504 S, AND THEY CAN'T FINISH ASSESSMENTS IN TIME WITHIN THE CLASS PERIOD. THEY NEED TO BE PULLED OUT. NOW, ARE THEY GOING TO PULL THEM OUT AND JUST HAVE THEM MISS CLASS DURING A REGULAR DAY? OR CAN WE, ON THE COLLABORATION DAYS, HAVE THOSE STUDENTS PULLED FROM CLASS TO GET THE SERVICES THAT THEY NEED WHEN THEY'RE NOT MISSING AS MUCH? RIGHT. THEY THEY STAY THERE FOR THE INTRODUCTION TO THE LESSON. AND WHEN IT MOVES INTO PERHAPS SOMETHING THAT IS BASED ON ASB, OR IF IT'S SOMETHING THAT'S LIKE AVID SKILLS, THAT'S WHEN THEY'RE REMOVED FROM THE CLASSROOM, THEY'RE TAKEN AND THEY ARE GIVEN THE OPPORTUNITY TO FINISH AN ASSESSMENT SO IT DOESN'T IMPACT THEIR EDUCATION. AND THEN THEY'RE BROUGHT BACK INTO THE CLASSROOM VERY SMOOTHLY WHEN THE TEACHER RETURNS THE NEXT DAY. SO THERE'S A BENEFIT THERE FOR THOSE KIDS THAT ARE STRUGGLING THE MOST THAT NEED MORE TIME, THEY NEED TO HAVE THE EXTRA TIME. AND THAT INCLUDES THE ELD STUDENTS WHO ARE STRUGGLING WITH THE LANGUAGE. WHAT WE DO IN HISTORY CLASS IS SOMETHING THAT IS LABOR INTENSIVE STUDENTS AS MUCH AS IT IS FOR THE TEACHERS, AND THAT IS ALL THEIR ASSESSMENTS ARE HANDWRITTEN, THEY'RE ALL HANDWRITTEN, MULTIPLE PAGES. AND SO STUDENTS SPEND AN AWFUL LOT OF TIME THINKING ABOUT THEIR WRITING AS THEY'RE DOING IT, AS THEY'RE ANSWERING QUESTIONS. RIGHT. WE ARE DOING OUR BEST, AND WE NEED THE TIME TO MAKE A LOT OF MODIFICATIONS TO THE ASSESSMENTS THAT WE GIVE. THEY ARE VERY TIRING FOR US AT THE END OF THE YEAR. THE LAST TEST THAT I COLLECTED AS AN EIGHTH GRADE TEACHER OF HISTORY TOOK ME 12 HOURS TO CORRECT. THAT'S 12 ADDITIONAL HOURS AT HOME AND A WEEKENDS TO GET THAT ASSESSMENT CORRECTED. WHY? BECAUSE AT THE END OF THE YEAR WE ARE NOT TEACHING. WE ARE NOT TEACHING THE SAME. ALL YEAR LONG. WE STARTED OFF WITH LOW, LOW LEVEL QUESTIONS IN SEPTEMBER AND OCTOBER. BY THE TIME WE GET TO JUNE, WE ARE ASKING VERY HIGH LEVEL QUESTIONS. STUDENT ANSWERS WERE NOT A PARAGRAPH, THEY WERE A PAGE AND A HALF A PAGE AND A HALF OF WRITING TWO QUESTIONS AND I HAD TO GRADE THEM ALL. AND THE OTHER TEACHERS ARE COMING BACK TO ME SAYING, THIS IS, YOU KNOW, WE'VE GOT TO DO SOMETHING TO CHANGE THIS. AND I AGREE, AND WE'VE GOT TO MAKE THOSE CHANGES. WE GOT TO HAVE THE TIME TO MAKE THOSE CHANGES. OTHERWISE, I'M AFRAID THAT WE MIGHT LOSE VERY GOOD PEOPLE BECAUSE THEY CAN'T, YOU KNOW, THEY CAN'T DO THE WORK. AND I WANT YOU TO UNDERSTAND SOMETHING THAT THE YOUNG MAN THAT WAS AND I CALL HIM YOUNG MAN, HE WAS 42. THAT WAS IN THE CLASSROOM NEXT TO ME CAME FROM A HIGH SCHOOL WHERE HE WAS TEACHING AP HISTORY AND AP ECONOMICS, AND HE ADMITTED TO US, FLAT OUT ADMITTED, I'VE NEVER WORKED THIS HARD IN MY LIFE. AND I SAID, WHAT IS IT YOU'RE TEACHING MIDDLE SCHOOL? IS THAT THE PROBLEM? IT'S NOT A BUNCH OF AP KIDS AND THEY'RE NOT COOPERATIVE. HE GOES, NO, THE GRADING IS JUST IT'S HUGE. IT'S BEYOND WHAT I'VE EVER DONE BEFORE IN AP CLASSROOMS. WHAT WE'RE DEMANDING OF KIDS IS TREMENDOUS. AND THEY'RE STEPPING UP AND THEY'RE ACCOMPLISHING GREAT THINGS. BUT WITHOUT THE TIME TO DO THE GRADING, THE TIME TO COLLABORATE, THE TIME TO CREATE THE ASSESSMENTS, TO CREATE MORE EFFICIENT ASSESSMENTS, WE'RE NOT SURE THAT WE CAN CONTINUE TO DO THIS WORK, AND WE REALLY DO THINK THAT IT'S A POSITIVE BENEFIT TO NOT JUST THE SCHOOL AND THE STUDENTS, BUT IT'S A SHINING LIGHT. IT'S A IT'S A SORT OF A CITY ON A HILL IN THE DISTRICT, SOMETHING THAT EVERYONE CAN POINT AT WITH PRIDE AND SAY THERE'S TREMENDOUS THINGS BEING ACCOMPLISHED. AND WE REALLY DO WANT TO LOOK FORWARD TO A DAY. AND WE TALKED A LOT ABOUT THIS WITH DOCTOR GRAY WHEN HE WAS INTERIM PRINCIPAL. WE LOOK FORWARD TO THE DAY WHEN WE CAN SHARE WITH THE OTHER SCHOOLS IN THE DISTRICT WHAT WE'RE DOING. WE WANT THEM TO COME IN AND TO OBSERVE WHAT WE'RE DOING. WE WANT THEM TO BE ABLE TO TALK TO US AS LEAD TEACHERS AND UNDERSTAND THE PROCESS, BECAUSE

[00:55:01]

AND WE'RE NOT JUST ASKING FOR TIME TO SIT AT OUR DESKS AND GRADE, BECAUSE ONE OF THE THINGS WE RECOGNIZE IS WE DIDN'T GET A LOT OF GRADING DONE IN THOSE DAYS. WE GOT MOSTLY PLANNING AND DESIGNING AND DEVELOPMENT, RIGHT, AND COLLABORATION DONE. THAT'S WHAT WE DID. AND OF COURSE, THE PROFESSIONAL DEVELOPMENT. SO THIS WILL REQUIRE ONE ADDITIONAL TEACHER.

MY UNDERSTANDING IS THAT ONE PERSON HAS BEEN ALREADY HIRED FOR THAT POSITION, AND ONE RESIDENT SUBSTITUTE, AND THE TWO EXISTING STAFF MEMBERS WHO ARE PUSHING INTO CLASSES FIVE DAYS A WEEK, THEY WILL PROVIDE THE RELEASE TIME. SO WE'RE GOING TO HAVE A TOTAL OF THREE PEOPLE.

WE'RE GOING TO HAVE, I SHOULD SAY, FOUR PEOPLE. WE'RE GOING TO HAVE TWO OF THE ASB TEACHERS, ONE ADDITIONAL TEACHER, AND WE'RE GOING TO HAVE THE RESIDENT SUBSTITUTE PUSHING IN. THOSE DAYS WILL BEGIN THE THIRD WEEK OF SCHOOL. AND THAT'S IMPORTANT TO NOTE, BECAUSE WE WANTED TO MAKE SURE THAT THE PEOPLE THAT WERE GOING TO BE DOING THE PUSHING IN HAD TIME TO SIT DOWN AND COORDINATE NOT JUST WITH THEMSELVES, BUT ALSO WITH THE EXISTING TEACHERS, AND TO CREATE REALLY KIND OF A PLAN FOR WHICH TEACHER IS GOING TO BE IN WHICH TEACHERS CLASSROOM, SO THAT WHEN THE STUDENTS RECEIVE ON THOSE DAYS WHEN THEIR SUBSTITUTE COMES IN AND WE'LL CALL THEM A SUBSTITUTE BECAUSE THEY'RE NOT THE REGULAR TEACHER, THAT IT'S THE SAME PERSON EVERY WEEK, SO THAT THERE'S AN UNDERSTANDING. ON TUESDAYS WE HAVE MR. SO-AND-SO, MR. SEITZ, WE HAVE MR. SO-AND-SO. AND WHY WAS MR. SEITZ'S ACROSS THE HALLWAY HAVING A MEETING? RIGHT. AND JUST BECAUSE HE'S NOT HERE, THINGS STILL RUN THE SAME WAY AS THEY ALWAYS DO. THERE'S THE SAME EXPECTATIONS. AND THAT THAT SUBSTITUTE UNDERSTANDS MY EXPECTATIONS BECAUSE OF THE FACT THAT THEY ARE COLLABORATING WITH ME IN THOSE FIRST FEW WEEKS TO MAKE SURE OF THAT, TO MAKE SURE THAT THERE'S A FLUIDITY TO THIS THAT RUNS VERY SMOOTHLY. RIGHT, THAT THEY UNDERSTAND AS STUDENTS THAT THERE'S NOT, YOU KNOW, A DIFFERENT SET OF RULES BECAUSE THE SUBS IN THE HOUSE, AND I THINK WE ALL UNDERSTAND THAT WHEN A SUBSTITUTE IS PRESENT, STUDENTS TEND TO MISBEHAVE.

THESE ARE NOT GOING TO BE SUBSTITUTES. THESE ARE TEACHERS ON CAMPUS EVERY DAY IN CLASSROOMS EVERY DAY. AND THEY ARE JUST MOVING FROM ONE CLASSROOM TO THE NEXT BECAUSE THEY'RE SERVING THE PURPOSE OF ALLOWING FOR US AS REGULAR CLASSROOM TEACHERS TO HAVE THAT COLLABORATION TIME. NOW, THE ESTIMATED COST AND THIS WAS THIS WAS REPORTED TO ME WAS 198,000, RIGHT. THIS WAS BASED OFF THE STUDY SESSION FROM JUNE 3RD. THIS WOULD BE A SAVINGS OF $1 MILLION. AND WE REALLY THOUGHT AS A STAFF THAT WE UNDERSTOOD THE CONCERN ABOUT MONEY AND WHAT WE AT THE SAME TIME WANTED WAS THAT YOU'D UNDERSTAND OUR CONCERN ABOUT THE NEED FOR TIME, TIME TO IMPLEMENT WHAT WE STARTED, TO LEARN MORE ABOUT HOW IT WORKS AND TO MAKE IT RUN SMOOTHLY WITH THE INTENT AND PURPOSE, NOT JUST FOR THE BENEFIT OF THE STUDENTS, BUT FOR THE BENEFIT OF THE DISTRICT AND PERHAPS OTHER SCHOOLS OUTSIDE THE DISTRICT TO LEARN HOW WE'VE DONE THIS AND WHAT WE'VE DONE. SO I WANT TO THANK YOU FOR THE OPPORTUNITY, REALLY, TO SORT OF SHARE THE WHY BEHIND IT ALL, WHY THIS REQUEST, WHY THIS NEED? I WILL ADMIT THAT THE CONVERSATION YOU HAD BEFORE I CAME UP HERE WAS CONFUSING TO ME. WHY ARE WE PROPOSING THIS? IF WE'RE JUST GOING TO SAY IT, THAT IF WE DON'T PROPOSE THIS, WE GO BACK TO WHAT WE HAD LAST YEAR? I'M NOT SURE I UNDERSTAND THAT. I'M LEAVING IT TO YOU TO DECIDE. IT'S THE BALL IS IN YOUR COURT.

BUT THERE'S A DESPERATE NEED ON OUR PART FOR A DECISION. AND I THINK THAT RIGHT NOW I'M MOST CONCERNED ABOUT THE NEW PRINCIPAL YOU'VE HIRED, TO BE HONEST WITH YOU. PUT A NEW GUY IN THIS POSITION, AND HE'S GOT TO DEAL WITH THE LACK OF A SCHEDULE, AND HE'S GOT A SCHEDULE. STUDENTS. AND I CAN IMAGINE HE'S VERY CONCERNED ABOUT ABOUT BEING SUCCESSFUL AS

[01:00:04]

THANK YOU, MR. SEITZ. MR. SEITZ, THANK YOU SO MUCH FOR THIS. APPRECIATE IT. A COUPLE OF THINGS. I REALLY APPRECIATE THE ATTEMPT HERE BECAUSE THIS IS A NEW MODEL AND REFINING IS NEEDED. AND YOUR STATEMENT ABOUT THIS COULD BE A MODEL THAT GOES FURTHER THAN JUST OXNARD. I THINK THAT'S THE INTENT OF WHEN WE SET THIS UP FROM THE BEGINNING, IS THERE'S NEW MODELS THAT WE CAN TRY IN THIS ENVIRONMENT THAT COULD REPLICATE ACROSS THE DISTRICT AND MAKE THINGS BETTER, LOTS OF DIFFERENT WAYS. SO I THINK THIS IS THIS IS REALLY GREAT. IF I UNDERSTAND THIS CORRECTLY, THIS FEELS A LOT LIKE IT'S BASICALLY AN EXTRA PERIOD. THAT'S A STUDY HALL.

WHEN IT'S A DEVELOPMENT DAY, IT'S NOT A THE STUDENTS ARE GETTING INSTRUCTIONAL TIME IS WHAT YOU'RE SAYING. WE HAVE AGREED AS STAFF THAT WE DON'T WANT A MAJORITY OF THE TIME TO BE INSTRUCTIONAL TIME BECAUSE WE ARE STILL A CLASSROOM TEACHER. BUT THAT DOESN'T MEAN THAT A TEACHER WHO PUSHES IN CANNOT PERHAPS FINISH A LESSON LESSON AND GIVE STUDENTS TIME TO WORK ON THINGS, RIGHT? OR INTRODUCE A LESSON SO THAT THE FOLLOWING DAY, WHEN I WALK IN, THE INTRODUCTION IS DONE AND I CAN GET RIGHT INTO THE LESSON. RIGHT? SO THERE'S TWO ASPECTS OF IT. SO WE'RE LOOKING AT BREAKING UP THAT PERIOD, WHICH I BELIEVE IS IT'S A 55 MINUTE PERIOD.

EXCEPT IF IT'S ON A WEDNESDAY IT'LL BE A LITTLE BIT SHORTER PERIOD. BECAUSE YOU STILL HAVE THAT EARLY RELEASE WEDNESDAY AND THAT EARLY RELEASE WEDNESDAY WILL USE WE WILL USE THAT TIME FOR STAFF MEETINGS BECAUSE OTHERWISE WE DON'T HAVE TIME FOR STAFF MEETINGS. SO OUR STAFF MEETINGS ARE, ARE CROSS-CURRICULAR, YOU KNOW, STUDIES WHERE, FOR INSTANCE, THE LANGUAGE ARTS DEPARTMENT SITS DOWN WITH THE SOCIAL STUDIES DEPARTMENT AND WE HAVE CONVERSATIONS THAT CAN HAPPEN ON THE WEDNESDAYS. BUT DURING THOSE DAYS WHEN WE HAVE OUR PROFESSIONAL DEVELOPMENT, THIS IS NOT STUDENTS DOING BUSY WORK. THIS IS NOT STUDENTS JUST DOING WHAT THEY WANT. THIS IS VERY STRUCTURED TIME. AND WHEN I BROUGHT THIS UP TO A FEW OF THE OTHER STAFF THAT WEREN'T HERE BEFORE LAST YEAR, THEY SAID, YOU KNOW, THIS SOUNDS LIKE A VERY DIFFICULT THING TO DO. I GOT TO PREPARE FOR A SUBSTITUTE EVERY WEEK, AND I SAID, IT'S GOING TO BE HARD THE FIRST COUPLE OF WEEKS, BUT WHAT YOU'RE GOING TO FIND IS AND THAT'S BECAUSE WHEN WE ACTUALLY CREATED THE CHARTER FOR ABOUT TEN WEEKS, EVERY WEDNESDAY, I TOOK THE DAY OFF TEN WEEKS, EVERY WEDNESDAY I WAS ON CAMPUS. BUT I CREATED LESSON PLANS FOR A SUBSTITUTE. MY CLASSROOM DIDN'T SKIP A BEAT. THOSE STUDENTS WERE INSTRUCTED EVERY TIME I WAS GONE ON WEDNESDAY, AND WHEN I CAME BACK IN, I JUST PICKED UP WHERE THE SUBSTITUTE LEFT OFF. IT WAS THE SAME YOUNG MAN. EVERY WEDNESDAY IN MY CLASSROOM, WE DEVELOPED A RELATIONSHIP. HE KNEW HOW I DID THINGS. THE STUDENTS UNDERSTOOD THAT ON WEDNESDAYS, MR. SEITZ IS GONE. MR. PARLAPIANO IS IN PLACE AND HE'S IN THERE DOING THE WORK. AND IT WAS IT WAS AS IF I WAS THERE. AND I'M SURE THAT IT'S GOING TO BE SOMETHING THAT THE STUDENTS WILL HAVE TO GET USED TO, JUST LIKE THEY HAD THE SCHEDULE LAST YEAR. BUT I THINK THAT IT'S GOING TO RUN VERY SMOOTHLY. AND I THINK THAT WHEN YOU LOOK AT WHAT WE'VE WE'VE TALKED ABOUT AS A STAFF, BECAUSE THE TEACHERS THAT ARE INVOLVED, THEY'VE ALL AGREED TO THIS. IT WASN'T SOMETHING THAT'S GOING TO BE SORT OF SURPRISE. HERE IT IS THE FIRST WEEK OF SCHOOL. THEY'VE ALREADY AGREED TO IT. THEY ARE INTERESTED IN MAKING THIS HAPPEN. AND THERE ARE PEOPLE THAT WE THAT ARE VERY RESPECTED ON CAMPUS BY THE STUDENTS AND BY THE REST OF THE STAFF. AND THE OTHER PART THAT CONCERNS ME IS, YOU KNOW, WE GOT A NEW PRINCIPAL, WE'RE GOING TO HAVE A LARGE NUMBER OF PEOPLE. OUR OUR LANGUAGE ARTS AND SOCIAL STUDIES DEPARTMENT ARE STILL PRETTY MUCH INTACT, BUT OUR SCIENCE AND MATH DEPARTMENT, THERE'S GOING TO BE ABOUT A 90% NEW STAFF IN THERE BECAUSE OF THE PEOPLE THAT HAVE LEFT, SOME OF WHICH I THINK PROBABLY COULD HAVE COME BACK. BUT THEY ALREADY GOT JOBS, OTHER PLACES. WE'VE GOT A LOT OF PEOPLE TO TRAIN, A LOT OF PEOPLE THAT NEED TO BE BROUGHT UP TO SPEED ON HOW TO DO WHAT WE DO, AND THAT'S GOING TO TAKE TIME TOO. SO THOSE PROFESSIONAL DAYS ARE GOING TO BE NEEDED FOR THAT ASPECT OF IT AS WELL. OTHERWISE, I'M NOT SURE HOW THEY WILL GET TO THE POINT WHERE THEY CAN ACTUALLY UNDERSTAND HOW THE CHARTER WORKS AND HOW GRADING OCCURS. AND, YOU KNOW, THE USE OF THE ATTAINMENT SCALES AND THINGS LIKE THAT. SO I JUST WANT TO MAKE SURE. SO 44 MINUTES A WEEK. SO YOU'RE TELLING ME THAT WE'RE HAVING I'M SORRY, 44 MINUTES A MONTH MORE OF INSTRUCTIONAL TIME. SO THESE KIDS THAT ARE GOING TO OXX'S ARE GETTING ABOUT 400 MORE INSTRUCTIONAL MINUTES A SCHOOL YEAR THAN THE OTHER MIDDLE SCHOOL KIDS. TEN MINUTES A WEEK, TEN MINUTES 40. SO TEN MONTHS, 400. AND SO I KEEP HEARING PEOPLE SAYING THAT THERE'S

[01:05:06]

SO WE HAD TO LEAVE IT OPEN AT OAKS. HOW MANY KIDS WENT TO TUFFREY? I DON'T KNOW, BECAUSE OF THE SUPPOSED REMOVE. I KNOW THAT 26 INITIALLY SAID THAT THEY WANTED TO GO. I DON'T KNOW IF ANY CONTACT THE STUDENT SERVICES TO CHANGE SINCE. OKAY, SO OAKS LOST 26 STUDENTS AND IF WE LOWBALL IT SAY IT'S 13,000 A STUDENT, THAT'S $338,000. SO HAD NOBODY MESSED WITH THE DLA PROGRAM AND OAKS STILL HAD THOSE 26 STUDENTS AT OAKS, WOULD WE EVEN BE TALKING ABOUT HAVING TO PAY THE EXTRA 190,000? BECAUSE WOULD THE DLA STUDENTS HAVE COVERED IT BECAUSE THEY'D STILL BE AT THE CHARTER SCHOOL? IF WE'RE I KNOW THE WHOLE NUMBERS THING AND I KNOW WHAT YOU'RE SAYING, BUT I KIND OF THINK YOU CAN CATCH MY DRIFT IS LIKE, WOULD WE EVEN BE TALKING THIS WAY? BECAUSE WE WOULDN'T HAVE 26 KIDS THAT ARE UNDER TOUGH RE SO-CALLED BUDGET? I KNOW THAT THAT'S NOT NECESSARILY A THING, BUT COULD WE LOOK AT IT THAT WAY HAD THIS NOT BEEN MESSED AROUND AT ALL? WELL, IT IS A LITTLE BIT MORE COMPLICATED BECAUSE OF HOW EVERYTHING DOES WORK ITSELF ALL OUT. BUT I CAN SAY THIS IS THAT IN MY MIND, THIS $198,000 IS NOT A DRASTIC CHANGE TO THIS SCHOOL.

AND I ALSO LOOK AT THIS SCHOOL IS A DEPENDENT CHARTER. AND SO IT'S RUNNING ON ITS OWN AND EACH OF OUR SCHOOLS. SO IN YOUR PRIOR QUESTION AND YOU ASKED ME, DO WE MAKE CUTS TO THE OTHER SCHOOLS BECAUSE OF THIS SCHOOL? NO, BECAUSE WE FUND EVERY SCHOOL ACCORDING TO WHAT THE NEEDS ARE FOR THE STUDENTS THAT ARE PLACED IN THOSE SCHOOLS? RIGHT. SO, SO WHEN THE SPEAKERS CONTINUE TO COME UP ALL THE TIME AND SAY THAT THIS CHARTER IS TAKING MONEY FROM THESE SCHOOLS AND THESE STUDENTS, IT'S NOT TRUE BECAUSE IT'S A DEPENDENT CHARTER. SO IT'S A DISTRICT SCHOOL, AND WE'RE OPERATING JUST AS WE WOULD WITH THE OTHERS. WE'RE OPERATING THE SCHOOL AS WE WOULD WITH THE OTHERS AS FAR AS EVERY SCHOOL WILL HAVE WHATEVER STUDENTS THAT THEY HAVE, AND WE HAVE TO MEET THOSE NEEDS. YOU HAVE TO LOOK AT THE DISTRICT AS A WHOLE, RIGHT? WE'RE JUST NOT RECEIVING ENOUGH FUNDS FOR WHAT THIS DISTRICT COSTS OVERALL. RIGHT. AND THAT'S WHY WE'RE DEFICIT SPENDING. AND WE HAVE TO WORK ON THE CUTS. GOT IT. SO, MR. SEITZ 400, YOU'VE BEEN A TEACHER FOR A LONG TIME. FOR 28 YEARS. YES. SO 400 EXTRA MINUTES A YEAR. HOW IMPACTFUL IS THAT TO STUDENTS? THERE'S NO DOUBT THAT MORE TIME IN THE CLASSROOM IS THE BENEFIT TO STUDENTS. AND ONE OF THE BENEFITS IS THIS WE DON'T WE DON'T GIVE STUDENTS HOMEWORK. WE'RE RUNNING THIS ALMOST LIKE YOUR YOU WANT TO BE A PLUMBER, YOU GOT TO SHOW UP AND YOU GOT TO DO THE WORK. YOU KNOW, THE PIPE FITTING AND THE CUTTING AND THE MEASURING. AND SO WHEN YOU COME TO THE CLASSROOM, YOU'RE DOING THE WORK IN THE CLASSROOM, YOU'RE PRACTICING IN THE CLASSROOM. AND THE LESSONS ARE SPECIFICALLY DESIGNED TO PRACTICE FOR THE TEST. SO FOR EXAMPLE, IN HISTORY ONE OF OUR SKILLS IS PERSPECTIVE. AND SO IF WE KNOW THAT WE'RE GOING TO ASSESS STUDENTS ON A QUESTION THAT DEALS WITH PERSPECTIVE ON A TEST, WE'RE GOING TO MAKE SURE WE DESIGN A LESSON THAT FOCUSES ON PERSPECTIVES. SO WHEN WE GOT TO, FOR INSTANCE, THE CAUSES OF THE CIVIL WAR, WE WERE LOOKING AT PERSPECTIVES NORTH AND SOUTH ABOUT THE ISSUE OF SLAVERY, ABOUT THE CAUSES OF THE CIVIL WAR, AND STUDENTS PRACTICED IN CLASS, THAT KIND OF SKILL. SO THEY WEREN'T WALKING OUT AND TAKING THAT HOME AND DOING THAT AS HOMEWORK THAT WAS DONE IN CLASS. THOSE WERE CONVERSATIONS.

THAT WAS WRITING. THAT WAS THE ANALYSIS OF TEXT. RIGHT? THAT WAS THE DIGESTING OF QUOTES BY DIFFERENT NEWSPAPERS AND THINGS LIKE THAT. THAT'S THE KIND OF WORK WE WERE DOING. BUT THEY DIDN'T HAVE TO WALK OUT OF THE CLASSROOM AND TAKE IT HOME AND DO THE WORK AT HOME. THEY WERE DOING IT COLLABORATIVELY IN THE CLASSROOM WITHIN GROUPS, AND THEY WERE HAVING THOSE CONVERSATIONS AND TALKING ABOUT IT, AND THEN EACH OF THEM TAKING TIME TO WRITE ON THEIR OWN PAPER AND BASICALLY PRACTICE WHAT THEY WERE GOING TO DO ON THE TEST. THEY GET THE TEST AND THEY'RE ASKED TO QUESTION ON PERSPECTIVES, RIGHT. AND THEY'RE GIVEN DIFFERENT TEXTS NOW TO ANALYZE SO THAT IF THEY DIDN'T GET THE PRACTICE IN CLASS, THEY COULDN'T DO WELL, OR THEY LIKELY WOULDN'T DO WELL ON THE ASSESSMENT. BUT STUDENTS DON'T DON'T WALK OUT OF THE CLASSROOM WITH HOMEWORK. THEY ARE MANY OF THEM SPORTS, RIGHT? THEY GO TO DANCE CLASSES

[01:10:01]

AND I WOULD THE ONLY THING I WOULD LIKE WOULD ADD TO THIS IS I DON'T KNOW IF THIS NEW PRINCIPAL HAS EVER WORKED AT A CHARTER SCHOOL BEFORE OR IS AWARE OF THE GRADING PROCESS, BUT SINCE YOU'RE THE LEAD PETITIONER, YOU TALK TO THE TEACHERS. I DON'T KNOW IF THERE'S A WAY TO HELP THE PARENTS, LIKE THE INCOMING NEW PARENTS OF THE STUDENTS, TO HELP UNDERSTAND THE GRADING PROCESS, BECAUSE IT IS IT IS DIFFERENT. BUT ONCE YOU YOU KNOW, ONCE YOU GRASP IT, IT MAKES A LOT OF SENSE. AND SO I HOPE THAT THAT'S SOMETHING THAT WE CAN, YOU KNOW, DO BETTER. WE AS A STAFF RECOGNIZE THAT THIS IS A VERY UNIQUE SITUATION. AND THE RESULT IS THAT WE THOSE FIRST FEW WEEKS, PART OF THE REASON WHY WE DON'T WANT THE COLLABORATION DAYS UNTIL WEEK THREE, WE NEED THE TIME TO SPEND TIME WITH OUR STUDENTS SO THAT THEY CAN SEE EXACTLY HOW THEY'RE GOING TO BE GRADED AND HOW THE GRADING WORKS. WE'RE GOING TO GIVE THEM A SAMPLE TEST. WE'RE GOING TO EXPLAIN TO THEM WHAT WHAT WILL BE LOOKED AT, HOW IT WILL BE GRADED. WHEN YOU GET YOUR FEEDBACK. WHAT DOES IT LOOK LIKE? THAT'S ALL PART OF THAT FIRST COUPLE OF WEEK PROCESS. WE RECOGNIZE THAT IT'S VERY DIFFERENT FROM WHAT THEY'VE SEEN IN THE PAST, AND SO WE WANT THEM TO BE FULLY AWARE. AND THEN WHEN THEY GET THEIR TESTS BACK, WE DON'T JUST HAND TEST TESTS BACK AND THEN LET'S MOVE ON. WE HAND TEST BACK AND WE EXPLAIN THIS IS WHAT SHOULD HAVE BEEN IN THE ANSWER. THIS IS HOW IT SHOULD HAVE BEEN WRITTEN. BUT WHAT THEY GET BACK IS A PIECE OF PAPER THAT TELLS THEM THEIR GRADE, BUT IT ALSO TELLS THEM THE LEVEL THEY'RE AT IN TERMS OF THE SKILLS THE SKILLS HAVE. EACH SKILL HAS NINE LEVELS. WHERE ARE YOU AT IN TERMS OF THE LEVEL, BUT NOT JUST THAT. IT TELLS YOU WHERE YOU'RE AT. IT TELLS YOU

[01:15:03]

AND I'LL TELL YOU, THE KIDS THAT REALLY CATCH ON, ONE OF THE THINGS THEY TELL YOU IS, I REALLY DON'T NEED TO NECESSARILY COME TO CLASS EVERY DAY AND DO MY WORK. IF I SIMPLY SIT AND LISTEN AND COLLABORATE, AND IF I REALLY AM GOOD AT MY SKILLS, I COULD PROBABLY CRUSH ANYTHING THEY'LL TELL YOU. I COULD PROBABLY CRUSH ANYTHING IN ANY CLASSROOM IF I JUST SIT AND LISTEN, BECAUSE THE SKILLS THEY DEVELOP ARE TRANSFERABLE. IT'S NOT JUST A SOCIAL STUDIES SKILL, BUT THE ABILITY TO UNDERSTAND PERSPECTIVES, THE ABILITY TO UNDERSTAND THE SIGNIFICANCE OF AN EVENT. RIGHT. THESE ARE SKILLS THAT ARE TRANSFERABLE TO ANY CLASSROOM IN ANY SUBJECT AREA. AND THAT'S WHAT WE'RE TEACHING THEM HOW TO ANALYZE TEXT AND DETERMINE WHAT IS THAT PERSON'S PERSPECTIVE AND WHAT IS THE SIGNIFICANCE OF THE STATEMENTS THAT THEY'VE MADE, AND HOW IS IT GOING TO IMPACT THE FUTURE. AND THOSE KINDS OF SKILLS ARE THE KIND OF SKILLS THAT I THINK REALLY SCHOOLS NEED TO FOCUS ON, BECAUSE INFORMATION IS BUILDING AT SUCH A PACE, THERE'S NO WAY WE CAN KEEP UP WITH IT. THERE'S REALLY NO WAY WE CAN KEEP UP WITH THE AMOUNT OF INFORMATION BEING THROWN AT US, BUT WE GET TO BE ABLE TO DO IS TO BE ABLE TO DIGEST IT.

WE'VE GOT TO HAVE THE SKILLS TO DO THAT, AND THAT'S WHAT WE'RE WORKING ON AND WE'RE FOCUSING ON, AND THAT'S WHAT WE TEACH THE STUDENTS. IN THE FIRST COUPLE OF WEEKS. WE FOCUS ON THAT IDEA AND WHAT DOES IT MEAN AND WHAT DOES IT LOOK LIKE, SO THAT WHEN WE FINALLY GET TO THE POINT OF ACTUALLY DOING INSTRUCTION AND MAKING SURE THAT THE KIDS ARE READY TO GO, AND EVERY SCHOOL DOES THIS, BY THE WAY, THE FIRST WEEK OR TWO IS IT'S, YOU KNOW, GETTING TO KNOW YOU. IT'S HERE'S THE CLASSROOM PROCEDURES. AND THAT'S ALL PART OF IT FOR US AS WELL. BUT EMBEDDED IN THAT IS THIS WHOLE CONVERSATION ABOUT GRADING. AND WHAT DOES GRADING LOOK LIKE AND HOW DOES IT WORK SO THAT THERE'S NO CONFUSION BY THE STUDENTS, BY THE STUDENTS AND BY THE PARENTS, RIGHT. WHEN IT COMES TO GRADING. VERY GOOD. THANK YOU. I JUST HAD A QUESTION PROBABLY FOR JOAN AS WELL, GOING BACK TO THE FINANCIAL. SO THE MATERIAL REVISION I KNOW WAS WANTED OR SOME TWEAKS WERE, WERE BROUGHT ABOUT BY THE STUDY SESSION BY THE STAFF OF WANTING TO CHANGE THAT MINI ELECTIVE PERIOD, BECAUSE THEY NOTICED THAT THERE WERE SOME THINGS THAT COULD BE IMPROVED IN THAT, SO THE MATERIAL VISION WOULD HAVE TO BE DONE ANYWAYS JUST TO FIX THAT. AND AS WELL AS THE COST OF THE WAY IT WAS BEING DONE. SO THE COST SAVINGS AS WELL. SO JUST TO PUT IT IN, LIKE YOU SAID, A WHOLE DISTRICT PERSPECTIVE OF THE $198,000 IS LESS THAN WHAT WE WERE SPENDING, AND IT DOESN'T NECESSARILY TAKE OUT OF A SCHOOL'S BUDGET ANOTHER SCHOOL'S BUDGET, BUT IN A WHOLE, IF WE KEEP THAT 200,000 UP FOR MULTIPLE YEARS, IT DOES CUT INTO THE WHOLE BUDGET CORRECT, AND KIND OF LESSEN WHAT WE HAVE TO WORK WITH TO GIVE TO EVERYBODY, INCLUDING OX. TRUE. SO I ALWAYS THINK OF THE BUDGET AS A PIE, AND WE HAVE TO CUT THAT PIE UP ACCORDING TO WHAT ALL THE NEEDS ARE AND WHO GETS, YOU KNOW, HOW MUCH OF EACH PIE. SO WHEN I'M TALKING ABOUT THAT, I'M SAYING SO FAR WHAT WE'VE BEEN ABLE TO DO IS WHAT IS WHAT ARE WHAT ARE ALL THE DIFFERENT PROGRAMS THAT EACH OF THE SCHOOLS, AND ARE WE GIVING THEM THE TEACHERS? ARE WE GIVING THEM THE TEXTBOOKS? ARE WE GIVING THEM THEIR SUPPLIES? AND THE ANSWER IS YES. HOWEVER, EVERYTHING I MEAN, WE CAN LOOK AT EVERYTHING AND WE COULD BREAK DOWN BY SCHOOL WHERE EVERYBODY STANDS, BUT WE DON'T MOVE FORWARD AS A DISTRICT. IF WE DO THAT, WE HAVE TO LOOK OVERALL, YOU KNOW, WHERE DO WE STAND AS FAR AS THIS DISTRICT AND MOVING FORWARD, WE'RE GOING TO HAVE TO MAKE CUTS. AND WHAT IS THAT GOING TO LOOK LIKE? BUT THAT HAS TO BE A DISTRICT WIDE PERSPECTIVE. BUT YOU'RE CORRECT IN SAYING IF IN ANY LOCATION IN OUR SCHOOL THOSE COSTS GO UP. THAT IS GOING TO BE AN IMPACT OVERALL TO THE ENTIRE DISTRICT, RIGHT? CORRECT. THAT'S WHAT I WAS LIKE. NO MATTER WHO SPENDS IT, IT'S GOING TO BE AFFECTING THE WHOLE YES, RATHER THAN JUST ONE. AND THEN MY NEXT QUESTION WAS TO AS FAR AS THE I KNOW THAT LIKE I SAID, THE STAFF CONCERNS WERE BEFORE, BUT THE MINI ELECTIVES NOT QUITE HAVING A FOCUS AND BEING CHANGED SO MUCH LAST YEAR. I LIKE THIS NEW MODEL AND ONE LIKE I SAID, IT LESSENS THE COST. IT LESSENS THE NUMBER OF TEACHERS THAT ARE PUSHING IN.

AND LIKE YOU SAID, IT'S GOING TO BE THE SAME PERSON EACH TIME. BUT I ALSO LIKE IT THAT IT'S

[01:20:03]

BUT THE DETAIL AND THE INTENTION THAT YOU WENT BACK WITH AND LOOKED AT THIS IS COMMENDABLE.

SO I APPRECIATE THAT A LOT. IT REALLY SHOWS THE VALUES OF OUR DISTRICT OF INNOVATION AND COLLABORATION. AND YOU EXPLAIN THOSE REALLY WELL TONIGHT. SO THANK YOU. I APPRECIATE THAT HAVING NEW STAFF IS DID YOU SAY 90% OF YOUR STAFF? I KNOW THE MATH DEPARTMENT. THERE WAS THERE MAY BE ONE PERSON RETURNING. THE REST OF THEM ARE NEW. YEAH THAT'S THAT'S CHALLENGING DEPARTMENT. SAME THING STAFF TURNOVER. YOU HAVE TO HAVE TIME TO BE ABLE TO GET INTO THAT.

YOU'RE RIGHT. IT'S THAT FIRST YEAR OF YOU IT'S LEARNING SO MUCH. AND THEN THE SECOND YEAR YOU'RE JUST STARTING TO KIND OF GET THE HANG OF IT. AND THEN BY THE THIRD YEAR YOU'RE KIND OF IN THE SWING OF IT. SO I, I APPRECIATE THAT HAVING ALL OF THAT STAFF TURNOVER IS GOING TO HAVE A BIG IMPACT, AND YOU'RE GOING TO NEED SOME MORE TIME TO GET THEM UP TO SPEED. THE NO HOMEWORK FOR STUDENTS I, I AM A HUGE FAN OF THAT. I THINK THAT WE OVER HOMEWORK OUR KIDS, EVEN IN THE PAST BEING ON THE BOARD, I BROUGHT THE HOMEWORK POLICY UP SO THAT WE COULD TALK ABOUT IT AND MAKE SURE THAT WE WEREN'T DOING TOO MUCH, ESPECIALLY WHEN YOU LOOK AT GATE KIDS VERSUS GEN ED KIDS AND MAKING SURE IT'S ALL EVEN AND STICKS WITHIN THAT TEN MINUTES PER GRADE LEVEL. I'D SO EVEN AT MOST AN HOUR, I WOULD LOVE TO SEE THE KIDS READ AN HOUR AT HOME INSTEAD OF HAVING TO TAKE OVER ALL THAT HOMEWORK. WE DON'T CALL IT CLASSWORK. WE DON'T CALL IT HOMEWORK. WE CALL IT PRACTICE. YOU'RE IN CLASS TO PRACTICE. I LOVE THAT. AND THEN THE GRADING PRACTICES. I AM VERY INTERESTED IN WHAT THAT'S GOING TO LOOK LIKE. I'VE SAID BEFORE, I DON'T THINK ANYBODY SHOULD GET A AN F, ESPECIALLY WHEN THEY'RE IN ELEMENTARY AND MIDDLE SCHOOL. SO IT'S ABOUT TEACHING THEM TO LOVE TO LEARN. AND I THINK THAT THIS HELPS WITH THAT. I AM VERY INTERESTED TO SEE HOW WE CAN UTILIZE THE LEARNINGS THAT YOU ARE GOING THROUGH AND YOUR EXPERIENCING IN OTHER WAYS THROUGHOUT THE DISTRICT. I REALLY DO BELIEVE THAT INNOVATION IS WHAT WE SHOULD BE LOOKING AT AND HOW TO MAKE THAT AND HOW TO MAKE THAT IMPORTANT THROUGHOUT THE DISTRICT. AND NO MATTER WHAT WE'RE DOING AND WHAT PROGRAMS. I WASN'T A I REALLY HAVE BEEN STRUGGLING WITH, YOU KNOW, WHAT DO WE DO BECAUSE WE'RE IN THIS DEFICIT? I THINK THAT OUR STAFF HAS DONE A GREAT JOB OF LOOKING AT HOW CAN WE TRIM THINGS BACK. IT MIGHT BE AN UNCOMFORTABLE COUPLE OF YEARS, AND WE DON'T REALLY KNOW WHEN WE'RE GOING TO GET TO THE END OF THIS POINT WHERE IT'S, YOU KNOW, REDUCING COSTS OR REDUCING OUR WHAT WE ARE ABLE TO UTILIZE FOR SCHOOL. SO WE MIGHT JUST ALWAYS BE REDUCING. BUT IF WE DO IT STRATEGICALLY, IT AND KEEP IT IN THE CLASSROOM FOR THE KIDS, YOU KNOW, WE'LL BENEFIT FROM THAT. SO I. EVEN THOUGH I KNOW THAT IT'S GOING TO BE IMPACT OUR BUDGET, IT'S A MUCH SMALLER IMPACT. I THINK IT'S VERY IMPORTANT THAT WE SUPPORT THE SCHOOL AND MAKE SURE IT GETS GOING ON THE RIGHT FOOT. I WOULD HESITATE TO INCLUDE THIS FOR THE

[01:25:09]

I THINK THAT $200,000, EVEN THOUGH IT SEEMS LIKE A LOT, ESPECIALLY WHEN WE HAVE SUCH MAJOR DEFICITS RIGHT NOW, IT COULD WE COULD EASILY SAY, NO, WE'RE NOT GOING TO DO IT, BUT I'M NOT GOING TO DO THAT. I THINK THAT WE NEED TO MAKE A LITTLE BIT MORE INVESTMENT INTO THIS AND SEE WHAT WE CAN GET OUT OF IT AND WHAT IT CAN BE FOR THE KIDS AND, AND LEARN FROM THAT.

AND $200,000, I THINK, IS A SMALL INVESTMENT AT THIS POINT TO SEE WHAT IS GOING TO COME FROM IT. SO THANK YOU SO MUCH FOR COMING DURING THE SUMMER AND REPORTING OUT AND SHOWING US WHAT'S HAPPENING. THANK YOU. THANK YOU SO MUCH FOR COMING AND FOR YOUR EXPLANATIONS. I TOOK A LOT OF GOOD NOTES. I JUST HAVE A COUPLE QUESTIONS. I KNOW THAT THE TEACHERS WERE SURVEYED. WERE PARENTS OR STUDENTS SURVEYED AT ALL? KNOW ABOUT THE PROCESS? KNOW THAT THIS WAS STRICTLY THE STAFF ON THE LAST DAY. OKAY. SO THIS WAS NOT A SURVEY SURVEY GIVEN TO THE PARENTS OR STUDENTS. I THINK THAT WOULD BE INTERESTING TO SEE WHAT THE PARENTS AND THE STUDENTS PERSPECTIVE IS IN THE FUTURE, TO SEE HOW HOW THEIR LIKING AND IF THEY'RE SEEING THE CONSISTENCY, ETC. THE WITH THE SCHOOL DAYS AND HOW THE LESSONS BUILD. I THINK THIS IS SOMETHING THAT.

THAT YOU SAID THAT THE FACT THAT YOU LIKE TO MEET, SAY, IN MARCH. AND I KNOW WE HAVE TALKED ABOUT THE IDEA THAT WE WISH WE HAD GOTTEN STARTED ON THIS WHOLE PROCESS EARLIER. I THINK THE BIG HICCUP WAS WE DIDN'T REALIZE WE HAD TO WRITE THE PRINCIPAL, OUR PRINCIPAL, LEFT. IT'S SORT OF LIKE, NOW WHAT DO WE DO? SO WE DIDN'T REALLY REALIZE WE HAD TO DO SOMETHING LIKE THIS. NOW THAT WE KNOW, I THINK THAT WOULD BE GREAT IS WE DO A SURVEY LIKE THIS, RIGHT, SAY IN MARCH. AND I WOULD THINK LIKE JANUARY OR FEBRUARY. SO THEN YOU CAN DISCUSS IT AND WE CAN THEN REPORT IT OUT IN A STUDY SESSION WHERE WE CAN HAVE THIS CONVERSATION AND WE CAN TALK ABOUT WHAT WE'RE DOING, WHAT ARE THE SUCCESSES, WHAT ARE THE THINGS WE THINK WE MIGHT WANT TO CHANGE FOR THE NEXT YEAR THAT DON'T SEEM TO BE GOING THE WAY WE WANTED TO OR ANTICIPATED OR THEY'RE NOT. WE DON'T SEE THE BENEFIT IN IT. RIGHT. AND WHEN WE REPORT THAT OUT, WE COULD REPORT OUT THEN HOW THE STUDENTS AND THE, THE PARENTS FEEL ABOUT THE SCHEDULE, ABOUT THE USE OF THOSE PROFESSIONAL DAYS, ABOUT WHAT'S GOING ON DURING THOSE DAYS WHEN THE REGULAR STUDENT TEACHERS, WE JUST WANT TO MAKE SURE THAT NOT ONLY DO YOU FEEL ITS VALUE, BUT WE WANT OUR STUDENTS AND OUR PARENTS TO SEE THE VALUE. AGREE. AND I THINK YOU KNOW YOU WANT IT FOR EVERYONE. THE SECOND QUESTION I HAVE IS REGARDING. THE TEACHERS THAT THAT BREAK IN, YOU SAID THERE'S TWO ASB TEACHERS. SO MY UNDERSTANDING HOW DOES THAT WORK. SO MY UNDERSTANDING IS WE HAVE TWO. WE HAVE A LANGUAGE ARTS TEACHER THAT IS GOING TO BECOME A IT'S A DIFFERENT FORM.

IT'S PEER LEADERSHIP AS OPPOSED TO ASB ASSOCIATED STUDENT BODY. AND THAT BECAUSE OF THE NUMBER OF CLASSES THEY WOULD BOTH HAVE, THEY WOULD ESSENTIALLY HAVE HALF SCHEDULES, NOT FULL SCHEDULES.

OKAY. RIGHT. SO THE QUESTION BECOMES WHAT WHAT DO WE DO WITH THOSE PEOPLE. WE CAN'T GIVE THEM A HALF SCHEDULE, PAY THEM FULL SALARY. RIGHT. SO WE WANT TO MAKE SURE WE'RE UTILIZING THEM.

THEN APPARENTLY WE'VE ALREADY HIRED A ONE OF THE HISTORY TEACHERS WHO WAS LAID OFF OR GIVEN A PINK SLIP. HE WAS REHIRED. AND SO WE'VE GOT THAT'S THE THIRD TEACHER, ALL RIGHT.

AND HE ACTUALLY HAS A FULL DAY. SO HE'S GOT NOTHING BUT A CLEAR SCHEDULE, BECAUSE AT THIS POINT, IF HE'S NOT BEING USED IN SOCIAL STUDIES, HE'S GOT NOTHING BUT TIME ON HIS HANDS. AND THEN THE LAST PERSON WOULD BE A RESIDENT SUB. AND I THINK WE'RE LOOKING AT SOMEONE WHO HAS BEEN ACTUALLY AT THE SCHOOL SINCE I THINK 2020, 2021, SOMEWHERE IN THERE WHO'S BEEN A RESIDENT SUB AT THE SCHOOL PRETTY CONSISTENTLY. SHE IS NOT JUST VALUED BY THE STAFF AS FACT. WHEN WE BROUGHT THIS UP IN THE MEETING, WE SAID WE NEED RESIDENT SUB. HER NAME POPPED OUT OF EVERYBODY'S MOUTH AT THE SAME TIME. OKAY, BUT SHE'S HIGHLY RESPECTED BY THE STUDENTS AND THAT'S WHAT WE WANT. WE WANT PEOPLE THAT ARE NOT JUST ON CAMPUS AND AVAILABLE. WE WANT PEOPLE THAT THE STUDENTS RECOGNIZE THAT THEY SEE. THEY SEE THE IMPACT THAT THAT PERSON HAS ON THE CAMPUS AS A WHOLE AND WITHIN THE CLASSROOM THAT HAS GOOD MANAGEMENT SKILLS IN THE CLASSROOM. VERY IMPORTANT, AND

[01:30:04]

WELL, THEY PUSH INTO HISTORY ON TUESDAY, BUT THEY'RE PUSHING INTO LANGUAGE ARTS ON A WEDNESDAY AND INTO MATH ON A THURSDAY. SO THEY'RE CHANGING SUBJECTS EVERY DAY, RIGHT? SO THEY'VE ALSO GOT TO BE RECOGNIZED AS SOMEBODY WHO IS CAPABLE OF HANDLING THAT. AND WE'RE DEALING WITH PEOPLE THAT ARE VERY SKILLED TEACHERS. RIGHT. AND WE'RE DEALING WITH SOMEBODY WHO'S A VERY SKILLED RESIDENT SUB. BUT THAT KIND OF THOSE KIND OF PUSH INS, WHEN THEY WORK WELL, THEY WORK WELL BECAUSE OF THE FACT THAT IT'S CONSISTENTLY THE SAME PERSON PUSHING. AND THAT CONSISTENCY BUILDS THE RELATIONSHIP IN THE CLASSROOM WITH THE KIDS. THEY KNOW THAT TUESDAYS WITH, YOU KNOW, MR. SO-AND-SO AND NOT MR. SEITZ. THEY KNOW THAT ON WEDNESDAY IN MATH, IT'S WITH MR. SO-AND-SO AND NOT WITH MY MATH TEACHER. RIGHT. AND THEY GET USED TO IT. AND WHEN THERE'S WHEN THERE'S THE ABILITY FOR ME AS A TEACHER TO MEET WITH MY SUBSTITUTE IN THE MORNING BEFORE SCHOOL STARTS, RIGHT? BECAUSE I'M NOT GOING TO JUST NOT SHOW UP TO CLASS. I SHOW UP TO CLASS, I GET EVERYTHING READY. I MEET WITH MY SUBSTITUTE, THE PERSON PUSHING IN. I EXPLAIN TO THEM WHAT THEY'RE DOING THAT DAY. HERE'S WHAT YOU'RE GOING TO DO.

STEP ONE, STEP TWO, STEP THREE. RIGHT. THEY HAVE MY PHONE NUMBER. THEY CAN TEXT ME. THEY CAN CALL ME AND ASK ME QUESTIONS. I'M, YOU KNOW, LITERALLY FEET AWAY FROM THE CLASSROOM. BUT THERE'S THIS NOT THIS NATURAL KIND OF FLUIDITY. IT'S JUST RUNS SO SMOOTHLY. AND FOR THE STUDENTS, I DON'T THINK THEY SEE A DIFFERENCE. THEY JUST KNOW THAT ON THAT DAY, YOU KNOW, I'M THE BUSY GUY. I'M IN A I'M IN A MEETING. I'M GETTING THINGS DONE THAT ARE FOR THE BENEFIT OF THE STUDENTS AND FOR THE BENEFIT OF THE DEPARTMENT. THEY'RE NOT SEEING IT AS HE'S TAKING A DAY OFF. THEY KNOW I'M NOT TAKING A DAY OFF. THAT'S BECAUSE WE'VE HAD STUDENTS WALK INTO OUR MEETINGS, AND THEY'RE SHOCKED TO SEE US ALL SITTING AT OUR AT OUR LAPTOPS AND WORKING ON AND CREATING TESTS AND CREATING ASSIGNMENTS AND, AND SLIDE PRESENTATIONS AND AGREEING TO WHAT, WHAT'S GOING TO BE SAID IN THOSE AND HOW ARE THEY GOING TO BE, YOU KNOW, HOW ARE THE QUESTIONS GOING TO BE ASKED AND THOSE SORTS OF THINGS. SO THE STUDENTS HAVE SEEN IT. THEY'VE WITNESSED IT WHEN THEY'VE ACCIDENTALLY KIND OF COME IN TO ASK A QUESTION WHEN THEY REALLY SHOULDN'T BE THERE. SO I THINK THAT THE CONCERN OVER HOW THAT WORKS AND THE PEOPLE THAT ARE INVOLVED, I THINK THAT THERE'S TOO MUCH CONCERN ABOUT THAT. I THINK IT'S SOMETHING THAT WE'VE WE HAVE SEEN OVER THE LAST 5 OR 6 YEARS SINCE WE STARTED THE WHOLE IDEA OF RESIDENT SUBS.

WE'VE SEEN THIS AS KIND OF A REGULAR THING IN A LOT OF SCHOOLS, WHEN TEACHERS HAVE ARE CALLED OUT, FOR INSTANCE, THEY HAVE TO GO TO AN IEP MEETING AND THEY'RE GOING TO BE GONE FOR AN HOUR, OR WHO PUSHES INTO THEIR CLASSROOM, RIGHT? THAT RESIDENT SUB PUSHES IN AND THE TEACHER HAS THE LESSON PLANS READY FOR THE SUB, AND THE SUB GOES THROUGH THE LESSON PLANS AND THE STUDENTS RECEIVE WHAT THEY NEED. RIGHT. AND THEN THE TEACHER SHOWS BACK UP AFTER THE MEETING AND CONTINUES WITH THEIR DAY. SO THAT'S NOT AN UNUSUAL THING THAT OCCURS. THIS QUESTION THEN IS FOR JOAN, IF WE HAVE TWO PEER PEER LEADERSHIPS THAT ARE ONLY BASICALLY WORKING HALF DAYS, ISN'T THAT THEN WE'RE PAYING FOR LIKE THREE EXTRA, WE'RE PAYING FOR AN EXTRA TWO EXTRA TEACHERS AND A AND A RESIDENTIAL SUB, THEN ADDITIONAL. IT SOUNDS LIKE I'M JUST TRYING. I'M JUST TRYING TO UNDERSTAND. YEAH, YEAH, IT'S PROBABLY PART OF THE ALLOCATED FTE THAT THEY ALREADY HAD. SO I'LL JUST GO BACK TO DISTRICT WIDE. WE COMING IN AT 25, 26. STARTED ACTUALLY LOOKING AT STAFFING RATIOS AND HOW HOW THAT ALL WORKED OUT. WE KNOW WE'RE DECLINING ENROLLMENT. SO WHEN I WHEN I HEARD THAT, THAT'S JUST TELLING ME IF THIS WAS A DIFFERENT SCHOOL, THEN THEY WERE OVERSTAFFED. BUT NOW THEY'RE GOING TO USE THAT EXTRA TIME WITH THAT OVERSTAFFING TO MEET THE NEEDS OF THIS PROGRAM. SO THAT'S WHAT I'M THINKING, OKAY. BECAUSE I KNOW WE'VE BEEN WORKING REALLY HARD TO GET OUR STAFFING IN LINE AND HAVE CONSISTENCY THROUGHOUT THE DISTRICT. YES, YES. LET'S ADD A LITTLE MORE. OKAY. SO OCS DID REDUCE THEIR STAFFING ALLOCATION FOR NEXT YEAR TO BE IN ALIGNMENT, MORE IN ALIGNMENT WITH OUR OTHER DISTRICT SCHOOLS.

SO THEY DID REDUCE STAFF, BUT THEY WERE STILL OVERSTAFFED TO BE ABLE TO RUN THEIR PROGRAMS. AND SO WE DID PROVIDE AN ADDITIONAL CUSHION FOR THEM. AND SO WITH THAT CUSHION, THEY'VE MADE THE DECISION TO WHETHER OFFERED DIFFERENT ELECTIVES, LESS, LESS ELECTIVES, WITH THE MANY ELECTIVES CHANGING TO BE ABLE TO APPLY TEACHERS. AND I BELIEVE IT'S ACTUALLY FOR TEACHERS WHO ARE ON SCHEDULE, PARTIAL OR FULL DAYS TO PUSH IN AND PROVIDE THIS RELEASE. SO IT'S FOR TEACHERS AND A LEARNING FACILITATOR, AND IT'S ALL PARTIAL PERIODS THAT THEY'LL BE DOING. SO THEY'RE WORKING PART TIME, BUT GETTING PAID FULL TIME. THEY'RE WORKING FULL TIME.

IT'S JUST THAT THEY HAVE CLASSES ON RECORD FOR THEMSELVES, PERHAPS FOR PART OF THE DAY, AND THEN THEY ARE ROTATING THROUGH AND PROVIDING INSTRUCTION IN THE OTHER CLASSES. AS PHIL SHARED,

[01:35:05]

EXACTLY RIGHT. AND THAT WASN'T GOING ON LAST YEAR. LAST YEAR THEY WERE WORKING FULL TIME.

YES. IT'S JUST THAT THE CIRCUMSTANCES HAVE CHANGED IN THE YEAR AHEAD. AND THEN JUST TO ALSO CLARIFY IN REGARDS TO THE MASTER SCHEDULE, WHILE WE'RE ON THE TOPIC, THEY DO HAVE A MASTER SCHEDULE BUILT SINCE THEY DECIDED TO STAY WITH THE SIX PERIOD DAY. AND SO IT'S IN THE AREA SYSTEM, AND ALMOST 98% OF ALL THEIR STUDENTS ARE FULLY SEATED ALREADY. SO I JUST WANTED EVERYONE TO BE REALLY BELIEVE THAT THEY DO HAVE THAT ALREADY IN PLACE. AND SPEAKING OF AREAS AS WELL, THIS MODEL WILL PROBABLY HELP WITH THE ARIES ISSUE YOU GUYS WERE HAVING BEFORE OF LIKE NOT BEING ABLE LIKE STUDENTS WERE IN THE WRONG PLACE OR SOMETHING LIKE IT WAS A LOT OF. SO THE YEAH, THE PROBLEM WAS THAT THE ELECTIVES AND ELECTIVES WERE WERE CHANGING SO RAPIDLY. SO EVERY SO MANY WEEKS THEY HAD THE CHANGE. AND THEN ARIES WASN'T KEEPING UP. YEAH, IT WASN'T THAT. IT COULDN'T KEEP UP. IT COULDN'T DO THE WORK. IT WASN'T DESIGNED TO DO THAT KIND OF WORK. AND SO IT ALL HAD TO BE DONE. THIS WOULD STABILIZE THAT BECAUSE THEY'RE GOING TO ESSENTIALLY BE IN THE SAME SPOT, IN THE SAME PLACE WITH THE SAME TEACHER COUNSELOR. I MEAN, IT DROVE HER CRAZY, I CAN IMAGINE. SO, YEAH, CAN OKAY, ONE LAST COMMENT. I APPRECIATE THAT THIS IS NEW AND THERE'S A LEARNING CURVE. AND WE DO NEED TO MAKE AN INVESTMENT BECAUSE WE HAVE DONE THAT. AND BUT I'M ALSO WORRIED ABOUT LONG TERM. DEFICIT SPENDING. AND I RECEIVED THIS LETTER FROM ORANGE COUNTY DEPARTMENT OF ED AND I JUST WANTED TO READ. THIS ONE PARAGRAPH. IT SAYS WE WOULD LIKE TO CAUTION THE DISTRICT BY INCREASING OBLIGATIONS BY CURRENTLY OPERATING IN A DEFICIT SPENDING PATTERN. ALTHOUGH RESERVES CAN PROVIDE SOME PERIOD TO OPERATE AT AN ANNUAL DEFICIT, THIS DISTRICT SHOULD PROVIDE A PLAN FOR RETURNING TO A BALANCED BUDGET BASED ON ONGOING OPERATING REVENUE. ENLARGED OPERATIONAL DEFICITS WILL LIKELY REQUIRE AMPLIFIED STAFF REDUCTIONS IN THE FUTURE, AND I DO NOT WANT THAT TO HAPPEN TO OUR DISTRICT. AND. WHAT IS THE WHOLE LETTER SECTION? WELL, IT'S ABOUT YOU WANT ME TO READ THE WHOLE THING TO YOU OR I CAN HAVE YOU GUYS ALL GET A COPY. IT SAYS THE ORANGE COUNTY DEPARTMENT SUPERINTENDENT OF SCHOOLS HAS REVIEWED THE DISTRICT'S DISCLOSURE IN ACCORDANCE WITH ASSEMBLY BILL AB ONE TWO 1200 STATUTE OF 1991, CHARTER 1213 AND GOVERNMENT CODE 3540 7.5, AS AMENDED BY AB 2756, THE PROPOSED AGREEMENT. THIS IS ABOUT THE CSEA AGREEMENT. THOSE AGREEMENT PERIOD FROM JULY 1ST, 2024 THROUGH JULY 30TH, 2025 THAT FOR THE 20 2425 SCHOOL YEAR, THE DISTRICT AND CSA HAVE AGREED TO A 2% ON SALARY ON SCHEDULE SALARY INCREASE EFFECTIVE JULY 1ST, 2024. THE FISCAL IMPACT OF THE PROPOSED AGREEMENTS RESULTS IN EXPENDITURES INCREASE OF 1.3 MILLION IN THE 2024 2025 SCHOOL YEAR. WE WOULD LIKE TO CAUTION THE DISTRICT ABOUT INCREASING OBLIGATIONS WHILE CURRENTLY OPERATING IN A DEFICIT SPENDING PATTERN. ALTHOUGH RESERVES CAN PROVIDE SOME PERIOD TO OPERATE AT AN ANNUAL DEFICIT, THE DISTRICT SHOULD PROVIDE A PLAN FOR RETURNING TO A BALANCED BUDGET BASED ON ONGOING OPERATING REVENUE. ENLARGING OPERATIONAL DEFICITS WILL LIKELY REQUIRE AMPLE AMPLIFIED STAFF REDUCTIONS IN THE FUTURE. WE WOULD LIKE TO EXTEND OUR THANKS TO YOUR STAFF FOR THE THOROUGH AND TIMELY PREPARATION OF THE DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENTS. IF YOU HAVE ANY QUESTIONS, PLEASE CALL ME WITH THE PHONE NUMBER OR HOWARD MARINER AT. AND THAT WAS DEAN WEST, ASSOCIATE SUPERINTENDENT OF BUSINESS SERVICES. SO THIS WAS REGARDING CLASSIFIED. AND WE'RE TALKING ABOUT CERTIFICATED BECAUSE CSEA. WELL THEY'RE JUST TELLING US THAT WE NEED TO MAKE SURE WE GET OUR BUDGET IN. I UNDERSTAND, BUT THIS IS DEALING WITH CLASSIFIED STAFF NOT CERTIFICATED AT THE SCHOOL. THAT'S ALL I'M THAT'S ALL I'M POINTING OUT, OKAY. IT'S ABOUT A BUDGET. THAT TOO THAT'S A STANDARD LETTER. ANYTIME THAT WE HAVE TO BRING A RAISE, WHETHER IT'S CERTIFICATE OR CLASSIFIED MANAGEMENT, WE HAVE TO PROVIDE THAT AND THEN THEY'LL BRING BACK THAT LETTER. SO THAT IS A STANDARD LETTER AND IT IS ON POINT. WE ARE DEFICIT SPENDING. WE DO NEED TO ADDRESS

[01:40:02]

YEAH, I'M JUST BRINGING AND JOAN, CAN I ASK A QUESTION, HOW MANY SCHOOL DISTRICTS IN CALIFORNIA ARE DEFICIT SPENDING? WOULD YOU SAY 95 OR 96, MAYBE 98%, BECAUSE PEOPLE KEEP COMING UP HERE AND SAYING THIS, BUT IT'S LIKE EVERYONE IS DEFICIT SPENDING ACROSS CALIFORNIA, SO WE'RE NOT IN ANY DIFFERENT POSITION THAN ANYBODY ELSE. EVERYONE IS DEFICIT SPENDING EXCEPT FOR A FEW. WE ARE USING OUR RESERVES UP FASTER THAN SOME OF THE OTHER SCHOOL DISTRICTS, AND IT ALL GOES DOWN TO OUR OUR DEFICIT SPENDING IS JUST A LARGER AMOUNT THAT'S GOING TO USE UP OUR RESERVES QUICKER. AND SO YES, WE ARE ALL DEFICIT SPENDING, BUT MOST OF US BUT EVERYBODY'S DOING IT AT A DIFFERENT RATE. RIGHT. AND I WOULD SAY JUST BECAUSE EVERYBODY'S DOING IT DOESN'T MEAN THAT WE SHOULD WE SHOULD BE FISCALLY SOUND. HOWEVER, I THINK THAT WE ARE ARE DIGGING INTO ALL OF THAT AND MAKING SOME GOOD CORRECTIONS. I, I ALSO WANT US JUST TO THINK ABOUT, AGAIN, JUST DO THIS FOR ONE YEAR AND THEN BRING THIS BACK AND TALK ABOUT IT. SO IF WE'RE GOING TO ADD IT TO THE RESOLUTION, MAYBE WE JUST ADD IT FOR THIS COMING FISCAL YEAR AND THEN TO BE REVIEWED AGAIN SO IT DOESN'T ADD ON. WHAT COULD WE, COULD WE, COULD WE ASK BECAUSE IT'S A FIVE YEAR CHARTER. IT'S A FIVE YEAR CHARTER CONTRACT. SO IF WE'RE AMENDING A PORTION OF THE CONTRACT, WOULDN'T THAT SIT TILL THE END OF THE CHARTER OF THE CHARTER CONTRACT KIND OF SAY THAT IT'S UNTIL WE CHANGE IT. SO IT DEPENDS ON THE RESOLUTION THAT THE BOARD ADOPTS. RIGHT NOW, THE MOTION IS TO PASS THE RESOLUTION AS DRAFTED. SO YOU WOULD NEED TO HAVE A VOTE ON THE RESOLUTION THAT'S THERE, OR YOU WOULD HAVE TO HAVE SOMEBODY AMEND THE MOTION TO REVISE THAT RESOLUTION. BUT TO YOUR POINT, IT COULD BE FOR THE BALANCE OF THE CHARTER TERM, OR IT COULD BE FOR THE BALANCE OF THE SCHOOL YEAR. BUT THEN THERE WOULD HAVE TO BE SOME TYPE OF PROVISION AS TO WHAT HAPPENS AT THE END OF THAT SCHOOL YEAR. BECAUSE RIGHT NOW, IF YOU DON'T APPROVE THIS TONIGHT, IT REVERTS TO WHAT'S IN PLACE, WHICH IS THAT ADDITIONAL MILLION DOLLAR COST. IF IT IS THAT IT'S APPROVED FOR THE BALANCE OF THE SCHOOL YEAR. BUT YOU NEED TO BE A MATERIAL REVISION NEEDS TO BE BROUGHT BACK BY NO LATER THAN, SAY, MARCH 5TH. WELL, WE DON'T USE MARCH 15TH, BUT MARCH 31ST. YEAH. IT WAS LIKE THE MINUTE I SAID THAT. MARCH 31ST, FEBRUARY 28TH, WHATEVER TIME FRAME THE BOARD WANTS. SO CAN YOU REPEAT THAT AGAIN? HOW HOW IT COULD BE JUST FOR ONE YEAR. DOES THAT MEAN WE APPROVE IT AS IS NOW, AND WE THEN HAVE TO BRING IT BACK TO ADJUST IT? OR CAN WE JUST INCLUDE NOW AN AMENDMENT FOR ONE YEAR? YOU INCLUDE YOU AMEND YOUR MOTION TO PROVIDE THAT THE RESOLUTION BE REVISED SO THAT IT IS FOR THE BALANCE OF THE 2526 SCHOOL YEAR. BECAUSE WHAT IT SAYS RIGHT NOW IS THAT IT'S EFFECTIVE AS OF THIS DATE, AND THAT IT WOULD BE EFFECTIVE THEN TILL THE END OF THE CHARTER TERM. BUT SUKI, WHAT IF SO, IF WE JUST IF WE JUST VOTED ON IT TONIGHT AND IT'S GOING TO GO FOR THE FIVE YEARS OR WHATEVER IT IS. YEAH. WOULDN'T IF WE NEEDED FROM THE DISTRICT IF WE NEEDED SOMETHING AND WE SAID, HEY, WE'RE LOOKING AT THIS AND WE NEED FURTHER CHANGES, WOULDN'T IT BE DONE AS APPROPRIATELY AS IT JUST DID? WOULDN'T WE GO IN AND SAY, HEY, WE'RE LOOKING AT THIS. WE NEED A MATERIAL REVISION TO BE ABLE TO FOCUS ON THAT LIKE SO AS NEEDED VERSUS AT THE END OF THE YEAR. THEN WHAT HAPPENS IF THERE'S NO MATERIAL REVISION, YOU KNOW, BUT THEN THE RESOLUTION RUN OUT. LIKE WHAT HAPPENS THEN? DOES IT REVERT BACK TO YEAH, YEAH, YEAH. SO IT WOULD BE IN CHANGE YOU KNOW FOR THE BALANCE OF THE YEAR. AND THEN WE WOULD HAVE TO TWEAK THAT RESOLUTION TO SAY THAT IF IT'S NOT, FOR EXAMPLE, IF THE NEW MATERIAL REVISION IS NOT APPROVED, DOES IT REVERT BACK IF IT DOESN'T GET APPROVED, YOU KNOW, ARE THEY GOING TO BE ABLE TO, YOU KNOW, FOR THE THIRD, BECAUSE THIS IS A SECOND INSTRUCTIONAL YEAR THAT WE'RE

[01:45:03]

THEN WE WOULD HAVE TO HAVE LIKE A FALLBACK PROVISION IN PLACE TO HAVE A WHOLE SECOND PLAN. YEAH, YEAH. WE DON'T HAVE TIME. I MEAN, IT WOULD JUST BE EXACTLY LIKE IT IS NOW. IF SOMETHING HAPPENS, WE NEED A MATERIAL REVISION OR SOMETHING HAPPENS, THEN WE THEN THE DISTRICT ASKS THE LEAD PETITIONER FOR THE MATERIAL REVISION. THEY COME UP WITH IT AND WE VOTE. I MEAN, I DON'T UNDERSTAND WHAT THE. IN A PERFECT WORLD, BUT IT HAS BEEN A CHALLENGE TO GET TO THIS POINT.

SO THAT'S WHY WE'RE TRYING TO HOLD PEOPLE WHO MADE IT THIS CHALLENGE ACCOUNTABLE. SO WHY DON'T YOU GUYS HOLD PEOPLE ACCOUNTABLE? WHO DID? WHO GOT US IN THIS? I WOULD HAVE LIKED TO KNOW WHAT HOW WE WERE GOING TO GET OUT OF THIS MESS BEFORE WE EVEN STARTED IT. WE SHOULD HAVE GONE MUCH SLOWER TO BEGIN WITH. THERE WAS NO THERE WAS A HUGE MESS. SLOWER. THE THING IS NOT ALWAYS TO GO. SO I WOULD LIKE TO KNOW IF WE CAN MAKE THIS CHANGE FOR AND MAKE THIS AMENDMENT WELL. SO I'M GOING TO ASK FOR YOUR HELP ON THE BROWN ACT BECAUSE. SO THERE'S A MOTION ON THE TABLE. IT'S BEEN SECONDED. SO IF WE'RE GOING TO DELAY IT TILL LATER IN THE MEETING, BECAUSE WE PROBABLY WANT SOOKIE TO DO WORK TO CRAFT LANGUAGE IF WE'RE GOING TO DELAY IT, BECAUSE LATELY I'VE BEEN HELPING DISTRICTS DOING THINGS AT THE LAST MINUTE IN SOME OTHER DISTRICTS, AND IT'S NOT GOING WELL WHEN WE RUSH THINGS. AND SO I DON'T RECOMMEND, LIKE MAKING A CHANGE ON THE FLY LIKE THIS. SO TO THE EXTENT THAT THERE IS A MOTION ON THE TABLE, THE BOARD COULD VOTE TO TABLE IT FOR LATER IN THE MEETING SO THAT WE COULD DO OUR OTHER BUSINESS. AND SOOKIE WOULD HAVE SOME TIME TO COME UP WITH SOMETHING TO PROPOSE BACK TO THE BOARD. AND THEN ONCE WE'VE GONE THROUGH OUR REGULAR BUSINESS AND SHE'S FINISHED, WHAT SHE NEEDS TO DO IN A THOUGHTFUL WAY, WE COULD BRING THE ITEM BACK FOR FURTHER CONSIDERATION. THERE WOULD BE THE EXISTING MOTION THAT WOULD STILL BE UP FOR DEBATE. PEOPLE CAN MAKE A SUBSTITUTE MOTION BASED ON WHAT SOOKIE TALKED ABOUT, AND WE CAN WALK YOU THROUGH THAT PROCESS, BUT I DON'T RECOMMEND DOING A REVISION WHILE TALKING LIKE THIS. AND I SEE MR. FRAZIER IS SHAKING HIS HEAD, PROBABLY IN AGREEMENT. I JUST CAN YOU GIVE ME A THEORETICAL REASON AS TO WHAT THIS PROTECTS US FROM? CARRY. I JUST DON'T GET IT. BECAUSE I DON'T WANT TO NOW APPROVE $200,000 IN PERPETUITY. AND SO I WANT TO KNOW HOW WE CAN APPROVE THIS FOR ONE AND ONLY HAVE THIS

[01:50:08]

THAT'S. YEAH. SO, YOU KNOW, I'M JUST SAYING WE CAN, LIKE YOU SAID, ROLL IT ALL INTO ANYTHING ELSE THEY WANT TO CHANGE. BUT WE ALSO HAVE LIKE AS A BOARD WE CAN REQUEST THAT MATERIAL REVISION.

IT DOES NOT HAVE TO COME FROM THE SCHOOL. AND ALSO IT'S ALSO IMPORTANT NOW THAT IT'S CLEAR TO ALL PARTIES INVOLVED AT THE MOMENT THAT WE HAVE TO START CHANGES AT OX EARLIER THAN WE DO FOR OTHER CAMPUSES, PERIOD. I THINK THAT'S THAT'S THE LEARNING THE LESSON HERE. IT WOULD BE NICE TO HAVE EVERYBODY EARLY BECAUSE THAT'S SURE. OH YEAH. LET'S START EVERYBODY IN NOVEMBER. RIGHT. SO RIGHT. SO AS A DEPENDENT CHARTER THE BOARD COULD HAS THE POWER TO SAY WE'RE REDUCING STAFF AND AGAIN NEXT YEAR. SO NEXT YEAR WE'RE GOING TO REDUCE BY ANOTHER 4% AS AN EXAMPLE. RIGHT. IN WHICH CASE THAT WOULD APPLY TO ALL SCHOOLS. SO BECAUSE IT'S DEPENDENT YOU WOULD APPLY TO THIS SCHOOL BECAUSE THIS IS SEPARATE. YES IT WOULD. YEAH. IT'S A DISTRICT.

IT'S A DIFFERENT IT'S A DISTRICT SCHOOL. YEAH. TO START IT. RIGHT. AND ALSO REMEMBER WE'RE USING THE TERM MATURE REVISIONS VERY LOOSELY. SUKI OPENED UP WITH TALKING ABOUT THE CHARTER LAW ACT AND WHAT REALLY IS CONSIDERED A MATERIAL REVISION. WHAT WE'RE DOING HERE, CHANGING THE SCHEDULE CHANGES MAY OR MAY NOT NECESSARILY BE A MATURE REVISION, BUT THAT'S OKAY BECAUSE THE BOARD IT'S DEPENDENT CHARTER AND YOU COULD CALL IT WHAT YOU WANT TO CALL IT. BUT SHOULD WE COME BACK NEXT YEAR AND SAY WE NEED TO MAKE SIGNIFICANT REDUCTIONS? SO HERE'S YOUR BUDGET FOR THE FOLLOWING YEAR, AND IT'LL BE ON THEM TO MAKE THOSE CUTS. AND IT WOULD BE MORE OF LIKE A STAFFING REDUCTION OR STAFFING COULD BE. YEAH, COULD BE JUST THEIR SCHOOL RESOURCE ALLOCATION. IT COULD BE RELATED TO STAFFING FEWER FTES OR JUST LIKE IF THERE'S FEWER KIDS NEXT YEAR OR MORE KIDS NEXT YEAR, WE'RE GOING TO MAKE THOSE ADJUSTMENTS APPROPRIATELY.

THAT'S ACTUALLY A GOOD POINT. SO JUST REDUCING STAFFING DOESN'T TAKE A MATERIAL REVISION. IT'S CHANGING THE MODEL. SO WE COULD REDUCE STAFFING AND NOT HAVE TO HAVE A MATERIAL REVISION, WHICH MEANS THIS DOESN'T LOCK US INTO ANYTHING. RIGHT. IT'S JUST A MODEL. MATERIAL REVISION IS I'M JUST TAKING OVER HERE FOR YOU, SUKI. BUT BUT BASICALLY IF YOU'RE IF YOU'RE CHANGING LOCATION, ADDING A GRADE LEVEL, FOR EXAMPLE, TAKING AWAY A PROGRAM, ADDING A PROGRAM. YEAH.

LIKE ANYTHING THAT LIKE IF YOU NEED TO TELL THE PARENTS THEN YOU COULD CONSIDER IT A MATERIAL REVISION AS A AS A GENERAL. BUT THERE'S BEST PRACTICES AND A LIST OF WHAT YOU PROBABLY WOULD WANT TO CONSIDER. BUT BUT TO TRUSTEE BUCK'S POINT, NO, YOU'RE NOT LOCKING IN TO THIS AMOUNT.

YOU HAVE THE POWER TO MAKE CHANGES AGAIN AND APPROPRIATELY AS NEEDED. STAFFING ISN'T LIMITED BY A MATERIAL REVISION. I THINK THAT'S THE IMPORTANT PIECE OR IT'S NOT. IT'S NOT DRIVEN BY THE PETITION. YES, RIGHT. HOWEVER, WHATEVER THE WORDING IS THAT MAKES THAT THE CASE, THIS DOESN'T LOCK US IN. OKAY. I JUST WANT TO BE CLEAR THAT THE WORDING THAT'S ADDED INTO THE CHARTER, IT SAYS THE GOAL OF THE SYSTEM WILL WILL BE PROVIDED RELEASE DAYS AS FREQUENTLY AS ONCE A WEEK, AS FREQUENTLY AS ONCE, AS FREQUENTLY AS. YEAH, AS FREQUENTLY AS ONCE A WEEK COULD BE. SO IT IS LOCKED IN THAT THEY, WE, THEY WILL GET RELEASE TIME ONCE A WEEK FOR THEIR THE MODEL. YES. BUT THE STAFFING IS DIFFERENT AND THAT'S WHERE THE

[01:55:04]

SO IF THE BOARD MAKES IT, IF THE BOARD HAS TO MAKE DECISIONS, SAY IN TERMS OF STAFFING, JUST AS WE WERE TALKING ABOUT BEFORE THE BOARD AS THE CHARTER, EXCUSE ME, AS THE AUTHORIZING AGENCY CAN DIRECT STAFF TO, SAY, MAKE A MATERIAL REVISION, BRING IT TO US, LET'S DO THE PUBLIC HEARING, LET'S TAKE ACTION. SO AND IT'S A 90 DAY WINDOW, WHICH IS THE OUTSIDE WINDOW. BUT YOU CAN SCRUNCH THAT WINDOW. SO I MEAN IF THERE'S THINGS THAT NEED TO BE CHANGED THEN THE BOARD CAN SAY, YOU KNOW, WE NEED TO HAVE THIS MATERIAL REVISION BROUGHT TO OUR NEXT BOARD MEETING AND THEN WE'LL HAVE THE PUBLIC HEARING, ETC, ETC. SO YOU CAN, YOU KNOW, REALLY SCRUNCH THAT TIME DOWN. AND IT'S ALWAYS HELPFUL IF THERE'S, YOU KNOW, LIKE IN THIS CASE, THERE WAS A LOT OF STAFF INPUT. THERE WAS A LOT OF STAFF BUY IN. BUT SOMETIMES IT'S NOT NECESSARY BECAUSE AT THE END OF THE DAY, IT'S A DISTRICT SCHOOL AND YOU ARE ALLOWED TO MAKE THE SAME TYPES OF CHANGES TO THIS DISTRICT SCHOOL AS YOU ARE TO ANY OTHER DISTRICT SCHOOL. SO IF THERE'S A CONCERN AND IT HAS TO BE A BOARD MAJORITY TO DO THE MATERIAL REVISION, OR WHAT CAN ONE BOARD MEMBER REQUEST, IT'S A BOARD MAJORITY. WELL SO WELL. SO THAT'S AN INTERESTING QUESTION.

SO AND THIS IS SOMETHING THAT CAN BE ADDRESSED PERHAPS THROUGH THE BOARD POLICIES. RIGHT.

BECAUSE WE HAVEN'T BROUGHT THEM BACK YET FOR THE SECOND READING. IS THAT PERHAPS A SINGLE BOARD MEMBER OR TWO BOARD MEMBERS OR THE BOARD SUBCOMMITTEE, BECAUSE YOU COULD HAVE A CHARTER SUBCOMMITTEE. THE YOU KNOW, THE CHARTER SUBCOMMITTEE REQUESTS THAT OR THE BOARD PRESIDENT DIRECTS THE SUPERINTENDENT, ETC, ETC. THERE'S A NUMBER OF DIFFERENT WAYS THAT WE COULD DO IT. IN ORDER TO CHANGE IT, IT NEEDS TO BE A MAJORITY OF THE BOARD, BUT NOT TO BRING IT UP.

YEAH, WELL, JUST A CHANGE. YEAH. SO I HAVE A QUESTION CALCULATION QUESTION. SO IF WE HAVE 40 TEACHERS AT THE SCHOOL AND WE HAVE RELEASE TIME FOR THEM WITHIN THIS FRAMEWORK, AND AT THE FOLLOWING YEAR WE HAVE 20 TEACHERS OR 20 TEACHERS. SO WE'VE REDUCED IN HALF AND WE STILL HAVE TO PROVIDE THAT TIME. OR MAYBE WE FLIP IT. WE GO FROM 20 TO 40. WE HAVE A LIMIT ON HERE OF $198,000. DOES THAT. HOW DOES THAT IMPACT IF FOR STAFF TIME ARE WE GOING TO IF WE HAVE 40 TEACHERS, IS THAT GOING TO INCREASE THAT THAT DOLLAR AMOUNT BECAUSE OF THE TIME, THE MODEL, THE PULLOUT TIME? AND WHAT DOES THAT COMPARE TO A STAFF OF 20. SO WILL THAT REDUCE OR IS THAT A LOCKED IN NUMBER. SO WHEN SO WHEN WE'RE GOING TO LOOK AT STAFFING WE HAVE TO LOOK ENROLLMENT NUMBERS. LET'S JUST GO THERE FIRST. SO YOU LOOK AT YOUR ENROLLMENT NUMBERS. AND LET'S JUST SAY THE SCHOOL GOES UP BY 200 STUDENTS. WE'RE GOING TO HAVE TO STAFF ACCORDINGLY. SO THEN THAT MEANS THEY'RE GOING TO GET MORE MONEY TO PAY FOR THE EXTRA TEACHERS THAT WE NEED. AND VICE VERSA. IF IT GOES DOWN, THEN WE PULL STAFFING FROM THEM. SO STAFFING IS NOT TIED TO THIS PROGRAM PER SE. IT'S JUST THEY'RE GOING TO PROVIDE THAT PROGRAM. BUT WE'RE GOING TO GO AND WE'RE GOING TO TAKE A LOOK AT OKAY, THERE'S THE PROGRAM. HOWEVER, I WOULD BE LOOKING AT HOW MANY KIDS ARE THERE, WHERE ARE THEY AT AND HOW ARE WE GOING TO STAFF THAT SO THAT THEY CAN CONTINUE THAT PROGRAM UNTIL YOU CHOOSE TO DO SOMETHING DIFFERENT? SO DOES THAT MAKE SENSE? IT WOULD BE PROPORTIONATE. PROPORTIONATE. SO WE'RE NOT WE'RE NOT IN FOR 198.

NO. NO MATTER THE FLEXIBILITY THE FLEX OF UP AND DOWN, I JUST WAS CONFIRMING THAT MONEY GETS ADDED. YEAH. THE GOOD POINT OF SAYING WHAT IF ENROLLMENT GOES UP? WELL THEN 198 ISN'T GOING TO BE WHAT THE NUMBER IS FOR THE 2627 YEAR, BECAUSE WE NEED MORE STAFFING TO COVER THE MODEL. GOT IT. AND THEN IF WE HAVE A BUDGET DEFICIT, THEN WE LOOK AT WHAT THAT MIGHT LOOK LIKE. IF WE HAVE A BUDGET OVERAGE, THEN WE COULD MAKE THAT CALL THEN. YEAH. SO LET'S VOTE ON THE CURRENT.

MOTION. CORRECT. YEAH. IT'S ON THE TABLE. IT'S ON THE TABLE. ARE WE READY TO VOTE? CAN I ASK ONE MORE QUESTION RELATED TO THE BELL SCHEDULE? TOTALLY DIFFERENT BECAUSE I MEANT TO ASK IT.

THERE'S A THREE MINUTE PASSING PERIOD IN EACH BETWEEN CLASSES. CORRECT. I HAVE HEARD FROM THE

[02:00:05]

HOW LONG DOES IT TAKE ME AND I? IT'S ABOUT A MINUTE AND A HALF TO GET TO FROM ONE PLACE TO ANOTHER. OKAY. THANK YOU. IT'S IF YOU'RE TALKING TO YOUR FRIENDS AND YOU'RE LINGERING AND THAT KIND OF STUFF. IS THERE ENOUGH TIME TO GO TO THE BATHROOM? NO, BUT I'M GOING TO TELL YOU THIS, BUT I THINK A LOT OF KIDS CHOOSE TO GO TO THE BATHROOM DURING PASSING PERIODS.

THEY JUST IT'S IF THE BATHROOMS, THEY ALL GO TO THE BATHROOM AND THEY CROWDED AND THEY'D BE WAITING FOR A STALL OR, YOU KNOW, THEY WOULD JUST THEY WOULDN'T GET IT DONE OR THEY WOULD JUST BE MESSING AROUND IN THE BATHROOM. SO I THINK THAT THAT'S REALLY WHERE THE NUMBER COMES FROM IS MORE WHAT IS APPROPRIATE FOR THE CAMPUS, THE NUMBER OF STUDENTS THAT WE HAVE ON CAMPUS AT ANY ONE TIME, AND WHETHER OR NOT WE'RE SEEING BEHAVIORS THAT ARE OCCURRING DURING THAT PASSING PERIOD. AND WE'VE JUST FOUND THAT THE THREE MINUTES WORKS BEST FOR US. THANK YOU. SORRY TO DERAIL, BUT POPPED IN MY HEAD. IT'S AN INTERESTING QUESTION. NO, IT'S A GOOD QUESTION BECAUSE THAT WAS ORIGINALLY PART OF THE WHOLE CAUGHT IN THE MIDDLE MOVEMENT.

THE IDEA OF DEVELOPMENTALLY APPROPRIATENESS FOR A 12 OR 13 YEAR OLD IS THE LESS TIME THAT THEY HAVE, THE BETTER THEIR BEHAVIOR OVER OVERALL. ALL RIGHT. WELL, I APPRECIATE WALKING THROUGH AND TALKING THROUGH ALL OF THAT, KNOWING THAT WE CAN COME BACK AND BRING THAT AND HAVE CONVERSATIONS. WE'RE GOING TO BE LOOKING AT A POLICY LATER ON HOW TO CODIFY THAT AND HOW TO PUT SOME PARAMETERS AROUND. SO THANK YOU. I'M MORE COMFORTABLE NOW. OKAY.

I THINK WE'RE READY TO VOTE. DID ANYBODY ELSE LAST QUESTION OKAY. ALL IN FAVOR TO GRANT THE MATERIAL REVISION, I'LL JUST REPEAT IT SINCE IT'S BEEN A WHILE. GRANT MATERIAL REVISION REQUESTED BY ORANGE COUNTY SCHOOL OF COMPUTER SCIENCE. APPROVING THE CHARTER AS SO REVISED WITH JULY 22ND, 25 AS THE EFFECTIVE DATE OF THE REVISED CHARTER, AND ADOPT THE ATTACHED BOARD RESOLUTION NUMBER 20 504. SO ALL IN FAVOR I ANY OPPOSED? OKAY. MOTION CARRIES FIVE ZERO. THANK YOU. AND THANK YOU SO MUCH. AND THANK YOU. DISMISSED. ENJOY. ENJOY YOUR SUMMER. THANK YOU FOR ALL YOUR WORK ON THIS. SINCE WE'VE BEEN GOING FOR TWO HOURS, I THINK LET'S TAKE A OH, WE'RE SO CLOSE. LET'S JUST GO. LET'S JUST GO, LET'S GO. ANYBODY NEED A BATHROOM BREAK? I DON'T NEED ONE. I DON'T NEED ONE. ANYBODY NEED A BATHROOM BREAK? OKAY, I GUESS I'M THE ONLY ONE. SO YOU BETTER GO FAST OR I'LL BE CALLING IT. THERE YOU GO. I'M GOING TO NEED TO PULL SOME. EVERYBODY'S LIST JUST WENT TO ZERO. OKAY. APPROVE THE REVISIONS TO BOARD 13.2. I'LL MAKE A MOTION TO APPROVE THE REVISIONS TO BOARD POLICY 5124.

PROMOTION. ACCELERATION. RETENTION. SECOND READING SECOND. OKAY. WE HAVE A MOTION BY MR. FRAZIER, A SECOND BY MRS. QUINTERO, AND I'LL TURN IT OVER TO DOCTOR YOUNG. THANK YOU. GOOD EVENING. THIS EVENING, WE'RE PROPOSING A REVISION TO BOARD POLICY 512 FOR PROMOTION, ACCELERATION AND RETENTION. AND THIS IS A SECOND READING OF THIS BOARD POLICY. THE ONLY CHANGES THAT WERE MADE FROM LAST MONTH WERE THE REQUESTED CHANGE TO REMOVE THE REDUNDANT PARAGRAPH IN PARAGRAPH TWO, AS THE ACCELERATION LANGUAGE WAS ALREADY COVERED IN PARAGRAPH THREE, NO OTHER CHANGES WERE MADE, AND WE WELCOME YOUR FEEDBACK AND CONSIDERATION OF THIS PROPOSED REVISION. THANK YOU FOR THE CHANGES. OKAY, STEVE, THAT WAS IT. YEAH.

[02:05:08]

[14. ACTION ITEMS - HUMAN RESOURCES]

[15. CONSENT CALENDAR]

[17.1 Ratify an increase to the Independent Contractor Agreement with OC Safety, Inc. to provide first aid, adult, child, and infant CPR and AED training to preschool teachers in the Early Learning program during the 2025- 26 school year.]

NOTED THAT OKAY. ANY OTHER QUESTIONS? OKAY. ALL IN FAVOR I ANY OPPOSED. MOTION CARRIES FIVE

[17.6 Approve the proposal with International Baccalaureate to provide the Primary Years Program training to Morse Elementary staff for August 2025.]

MOTION WAS MADE BY MRS. ANDERSON. A SECOND BY MR. FRAZIER. I'M VERY EXCITED ABOUT THIS PROGRAM COMING, BUT I PULLED IT BECAUSE THE TRAINING IS COMING OUT OF THE ARTS AND MUSIC INSTRUCTIONAL BLOCK GRANT, AND I'VE BEEN ASKING FOR A LONG TIME FOR THAT BUDGET AND WHERE WE STAND ON OUR PRIORITIES. WE APPROVED A THREE YEAR BUDGET, WHICH EXPIRED AT THE END OF THIS YEAR, 2025, AND WE HAVEN'T SEEN A NEW BUDGET OR A NEW ANYTHING. AND I KEEP ASKING FOR IT. AND BUT WE KEEP SPENDING THE MONEY. SO I'M JUST TRYING TO FIGURE OUT WHERE WE ARE AND THAT WE WE'RE WE ALREADY KNOW OUR BUDGET IS BEING DROPPED. WE YOU KNOW, WE HAVE LESS MONEY. SO IPRIORITIZEE

[02:10:01]

ANY OTHER QUESTIONS? OKAY. ALL IN FAVOR? AYE. ANY OPPOSED? OKAY. MOTION CARRIES FIVE ZERO.

[20. BOARD DISCUSSION]

OH OKAY. I RECOMMEND THAT YOU GUYS ALL VOTE ON IT AND WE JUST PASS IT. I'LL GIVE YOU $1,000.

TODD, TO MAKE THAT RECOMMENDATION, I'LL TAKE CUTTING, YOU KNOW. NEVERMIND.

YEAH, I KNOW, I KNOW. OKAY. WE'LL TALK LATER. SO WHAT I, WHAT I'VE DONE IS I'VE GIVEN YOU OVER THE LAST TWO WEEKS, OVER THE LAST TWO BOARD UPDATES, I'VE GIVEN YOU CALENDAR THAT'S A WEEK EARLY AND THEN A CALENDAR THAT'S TWO WEEKS EARLY. I TRY TO TAKE INTO CONSIDERATION THE ORIGINAL QUESTIONS THAT YOU HAD ASKED ME ABOUT FOUR MONTHS, 4 OR 5 MONTHS AGO. AND THE RUB IS THAT IF YOU LOOK AT THE BOTTOM OF THE DRAFT CALENDAR, IT'S 81 INSTRUCTIONAL DAYS, FIRST SEMESTER AND 99 INSTRUCTIONAL DAYS THE SECOND SEMESTER. SO THAT'S THEIR LOPSIDED. I BROUGHT THREE OTHER CALENDARS FOR YOU. JUST JUST SO YOU KNOW, CAPO IS 80 AND 100. SANTA ANA IS 86 AND 93, AND BRIA IS 84, 96. SO EVERYBODY'S KIND OF LOPSIDED. ONE OF THE ONE OF THE THINGS THAT WAS BROUGHT UP TODAY. AND I JUST AND I'M JUST GOING TO THROW IT OUT THERE BECAUSE SOMEBODY BROUGHT IT UP.

SO YOU KNOW, WE HAVE THAT IF YOU LOOK AT SEPTEMBER 4TH IT'S A FRIDAY. AND WE HAVE THAT ATTACHED TO LABOR DAY. SO IF YOU WANTED TO GET A NEXT JUST ONE EXTRA DAY ON ON THE SECOND SEMESTER, YOU COULD ADD THAT EXTRA DAY TO ONE OF THE FEBRUARY HOLIDAYS AND GIVE EVERYBODY A LONG, LONG, LONG WEEKEND. AND THEN AT LEAST THAT WOULD BE ONE MORE. ONE MORE INSTRUCTIONAL DAY IN THE FIRST SEMESTER. SO IT WOULD IT WOULD MAKE IT 82. FIRST FOR ONE STARTING ONE WEEK EARLY, IT'S 81 TO 99. AND IF YOU GO TWO WEEKS, IF YOU START TWO WEEKS EARLIER, IT'S 86 TO 94. AND WHAT ARE WE NOW 8080 WITH THE MONDAY START. RIGHT. GOSH. YOU KNOW I ANTICIPATED ALL THE QUESTIONS OLIVIA. DO YOU KNOW WHAT ARE WE NOW I DON'T. YEAH I WANT TO SAY WE'RE AT AT LEAST I WANT TO SAY EITHER 4 TO 6 WEEKS EVEN OFF. LET ME CHECK RIGHT NOW. LET ME SEE. I GOT I HAVE IN MIND 79 TO 105, 26 DAYS DIFFERENCE. HERE'S THE CALENDAR. THAT'S WHAT I HAVE IN MY NOTES THAT I FIGURED OUT.

SO. 75 TO 106 WE ARE 75 TO 105 FOR INSTRUCTIONAL DAYS AS FAR AS STUDENTS GO. SO 31 DAYS, 30 DAYS. SO IT'S SIX WEEKS. SIX. YEAH, THAT'S A LONG SIX WEEKS. YEAH. THAT'S WHY WE HAD TO ISOLATE UNITS FOR THE SEMESTER COURSES TO BE TAUGHT ON BOTH SIDES OF THE SEMESTER. I LIKE THAT SEPTEMBER 4TH IDEA, JUST BECAUSE THAT WEEK IS SO WONKY. I KNOW FOR TEACHERS, LIKE WE BARELY GET STARTED ON SOMETHING AND THEN IT'S LIKE A SECOND FIRST WEEK AGAIN THE NEXT WEEK.

SO. RIGHT. I AGREE WITH THAT. AND SO WE HAD WE HAD COUNTED. I KNOW THAT ONE OF ONE OF YOU

[02:15:01]

OKAY. SO THAT'S A SUNDAY. AND IF IT'S TWO WEEKS EARLY, IF YOU GO BACK TWO WEEKS EARLY IN 2026, IT WOULD START AUGUST 10TH. AND IT WOULD END. SO THEN YOU WOULD END SCHOOL. YOU WOULD END SCHOOL BEFORE MEMORIAL DAY, WHICH WOULD BE THE 25TH OF MAY. AND THEN THE JUST THE ONE WEEK EARLY WOULD END SCHOOL ON JUNE 2ND. YEAH, I KNOW I MY LAST DAY, MY FIRST DAY BACK IS AUGUST 4TH. SO A LOT OF MY FRIENDS TOO, I GO BACK TO WORK. SO I KNOW IT'S VERY COMMON TO GO BACK THAT EARLY, RIGHT? RIGHT. AND I DIDN'T WANT TO TOUCH I DIDN'T WANT TO TOUCH THANKSGIVING. I DIDN'T WANT TO DO THAT. AND. ORANGE COUNTY TENDS TO SKEW A LITTLE BIT LATER. SOME ARE EVEN STILL LABOR DAY. BUT INLAND EMPIRE AND MOST OF LA IS THE FIRST FIRST WEEK OF AUGUST. SO YOU TRADE IN AUGUST FOR JUNE. I KNOW MY SON DOESN'T START HIS FIRST YEAR OF COLLEGE UNTIL LIKE AUGUST 20TH 6 OR 20 SEVENTH. LIKE IT'S WAY, IT'S WAY IN THE BACK. AND SO WE WERE ACTUALLY WHERE WERE WE, TODD? WE WERE SOMEWHERE. AND YOU WERE TALKING ABOUT THAT, AND THERE WAS A LOT OF PEOPLE WHO WERE SAYING, A LOT OF THE COLLEGES, THEY ARE STARTING LIKE LATE AUGUST. YEAH. SO UCLA AND BERKELEY START ABOUT THE 1ST OF OCTOBER. YEAH. BECAUSE SO IT'S NOT LIKE SO WHEN EVERYBODY'S TALKING ABOUT THE COLLEGE STUFF LIKE ALL OF THESE COLLEGES ARE STARTING WAY LATE. SO YEAH. AND THEIR AND THEIR, THEIR, THEIR FIRST SEMESTER OR QUARTERS ARE OVER BEFORE WINTER BREAK. YEAH.

IT IT SEEMS LIKE THE, THE PRACTICAL PIECE WOULD BE TO EVEN OUT INSTRUCTIONAL DAYS IF POSSIBLE AND THE AP TESTING DATE. RIGHT. I THINK TWO WEEKS IS WAY EXTREME. PERSONALLY I THINK TWO WEEKS WOULD PUT US WITH ABOUT THE AVERAGE OF THE SCHOOLS. YEAH, I REALLY LIKE THE ONE WEEK AND THEN CHANGING THAT THE FOURTH THAT DAY AND THROWING IT INTO FEBRUARY AND SOMEHOW COMBINING THE TWO PRESIDENT HOLIDAYS AND HAVING A REALLY NICE LITTLE MINI VACAY. BECAUSE WE HAVE TO REALIZE TOO, THAT WHEN WE DID THE SURVEY, THE LAST SURVEY WAS DONE AT WHAT WAS IT, SIX OR A YEAR AGO? IT WAS 50 OVER 50. YEAH. AND A LOT OF IT ARE WE YOU KNOW, WE HAVE ELEMENTARY AND MIDDLE SCHOOL AND A LOT OF THEM DON'T WANT TO MOVE THE SCHEDULE AT ALL. BUT HIGH SCHOOL IS LIKE AP AND THE ATHLETES. AND SO I THINK IF WE WERE TO DO ANYTHING AT ALL, I WOULD BE COMFORTABLE WITH THE ONE WEEK JUST BECAUSE IT'S ALMOST LIKE WE YOU KNOW, WE GAVE ELEMENTARY AND YEAH, IT WAS A GOOD COMPROMISE. YEAH. THIS IS PURELY A HIGH SCHOOL ISSUE.

YEAH. ELEMENTARY DON'T TYPICALLY CARE. THE OTHER THING THOUGH TO CONSIDER IS OUR NEIGHBORING DISTRICTS, BECAUSE MANY OF OUR EMPLOYEES HAVE KIDS THERE AND VICE VERSA. SO USUALLY THERE'S A LOT OF ALIGNMENT. YEAH. AND SOMETHING LIKE THAT. AND SOME DON'T AS MUCH. BUT THAT'S ALSO A CONSIDERATION TYPICALLY. YEAH I I'M EVEN OKAY. IF MAYBE LIKE ONE WEEK FOR THE FIRST YEAR AND THEN

[02:20:02]

BECAUSE I KNOW TWO WEEKS IS A SHOCK AND THAT'S A DO YOU WANT ME TO COME BACK WITH ANOTHER CALENDAR FOR THE 2728 SCHOOL YEAR. THAT'D BE GREAT. OKAY. WELL WE HAVE ONE FOR THE ONE WEEK, RIGHT? YEAH, WE HAVE A ONE WEEK CALENDAR. YEAH. AND I CAN BRING YOU ACTUALLY WHAT I CAN DO, WHAT I CAN DO FOR THE FRIDAY UPDATE. I CAN TAKE THE FOURTH, I CAN TAKE THAT THAT SEPTEMBER 4TH DATE, AND I CAN MOVE IT AND SHOW YOU WHERE IT'S GOING TO LAND IN FEBRUARY. AND THEN I CAN JUST GIVE YOU A PROPOSED 28. 27, 28 CALENDAR SO YOU CAN HAVE IT OUT TO TWO YEARS. OKAY. WOULD THAT BE MOVING IT ANOTHER WEEK EARLY OR JUST LEAVING IT WITH THE FIRST WEEK? WHAT'S YOUR PLEASURE? I THINK WE'RE TALKING ONE WEEK EARLY, ONE WEEK THE FIRST YEAR AND THEN ANOTHER WEEK THE SECOND YEAR. WELL, THAT'S WHAT I'M TRYING TO FIGURE OUT. KEEP IT AT ONE WEEK OR GO BACK TO. OR DO YOU WANT ME TO DO BOTH? OKAY, I'LL DO BOTH. AND THEN SHOW US WHAT THE NEXT OKAY OKAY. AND THEN LIKE THEN WE CAN ALSO WE COULD HOLD THE ONE WITH THE ONE WEEK AND THEN THE OTHER ONE. OKAY. YEAH. IT MIGHT FALL DIFFERENT TOO WITH MEMORIAL DAY BECAUSE IT'S THAT WEIRD 31ST, BUT IT'LL SWITCH BACK UP. THE POWERPOINT THAT MISS BLADES WAS TALKING ABOUT IS ALL WAS IN YOUR PACKET. I DIDN'T PUT IT IN YOUR PACKET THIS LAST WEEK, BUT TWO WEEKS AGO IT WAS OH YEAH. RIGHT.

OR EVEN LIKE, DOES IT HAVE TO NECESSARILY BE A WEEK LIKE COULD WE EVEN JUST LIKE THE MIDDLE OF THAT, LIKE THE 12TH 13TH, YOU KNOW WHAT I MEAN. SO IT'S NOT A FULL TWO WEEKS NECESSARILY. I HAD HEARD THAT YOU WANTED TO START ON A, YOU WANTED TO START ON A BEGINNING OF THE WEEK. THAT WOULD BE NICE. BUT I'M JUST SAYING IDEALLY, TO MAKE A COMPROMISE OF THE BETWEEN THE ONE I CAN I CAN DO BOTH OF THEM OR ALL THREE OF THEM. YEAH. SOME OF THE FAMILIES LIKE TO STAGGER IT IN A FEW DAYS THIS WEEK, AND THEN IT'S NICE TEACHER WISE, BUT YEAH, OKAY. I CAN SEE IT BOTH WAYS. YEAH. THE REALITY IS I DON'T GET MUCH DONE THE FIRST COUPLE OF DAYS. YEAH, I THINK I THINK THE MORE. YEAH, I'D LIKE FOR YOU IN THE 16 DAYS I'LL GET IT OUT TO YOU IN THE THURSDAY UPDATE. YEAH. THAT WOULD BE. YEAH. AND THEN WE'LL TALK ABOUT IT AGAIN OKAY. WE'LL DISCUSS IN.

IN AUGUST I GUESS. BETTER THAN SPECIAL BOARD MEETING. THAT'S TRUE. YOU KNOW WHAT? YES. I THINK TODD WANTED ANOTHER TO ME TO ADD ANOTHER MEETING TO THE JULY. WELL, YOLANDA, THANK YOU FOR, YOU KNOW, FOR POINTING OUT THAT THERE WAS A POWERPOINT. THANK YOU FOR BACKING ME UP WITH THIS. OH, YEAH, I APPRECIATE THAT. YEAH. AND THERE WAS IT WAS A LOT OF IT LOOKED LIKE IT WAS A LOT OF WORK BY BY LAURA LEE. IT WAS A LOT OF WORK AT THE TIME. SO I WAS I THOUGHT, WE'RE NOT DOING THIS AGAIN. LET'S JUST STICK IT IN. AND I APPRECIATED THAT. SO THE GRAPHICS AND EVERYTHING WITH IT TOO, IT MADE IT A LOT MORE REAL. I DID THE GRAPHICS. SHE DID THE WORDS.

YEAH, RIGHT. OKAY. NOW WE'RE TO BOARD REPORTS. OKAY. IT'S SUMMERTIME

[21. BOARD REPORT]

THE EFFORT WAS PUT INTO RECOGNIZING ALL THE STUDENTS FOR THE PROMOTIONS AND GRADUATIONS.

THAT WAS REALLY IMPORTANT. SO THAT WAS NICE TO SEE. YEAH, AND THEN THURSDAY AT LAST THURSDAY I WENT TO THE AVID CONFERENCE. SO THAT WAS NICE. THE ONE DAY DISTRICT LEADERSHIP CONFERENCE FOR AVID. AND THAT WAS REALLY GREAT. TO LEARN MORE ABOUT THE PROGRAM AND THE INNER WORKINGS OF IT. SO IT WAS NICE TO DO THAT. PERFECT. IT'S BEEN A BUSY SUMMER SO FAR AND GETTING REALLY EXCITED WITH ALL MY. I'VE GOT TWO SENIORS, SO FOOTBALL SEASON, GIRLS FLAG, BOYS FLAG OR BOYS FOOTBALL IS GOING TO BE IT'S A LOT AND IT'S STARTING TO SET IN AND IT'S LIKE THIS IS THIS IS THE SWAN SONG. SO WHICH IS KIND OF FUN. BUT I'M EXCITED. SCHOOL YEAR IS COMING. GO TEAM. I HAVE NOTHING REALLY TO ADD. JUST THANK YOU TO ALL OF OUR FACILITIES AND MAINTENANCE CREWS OUT THERE THAT ARE DOING SUCH AN AMAZING JOB OVER THE SUMMER, GETTING US READY FOR THE SCHOOL YEAR TO START. SO THANKS FOR ALL THE HARD WORK. IT'S NOTICEABLE AS YOU DRIVE AROUND AND ALSO THE ONES THAT ARE MAINTAINING THE SUMMER PROGRAM AS WELL, SO THAT'S GREAT. OKAY. I HAVE FIVE

[02:25:10]