Aug 05, 2025 Board Meeting

[1. CALL TO ORDER]

[00:00:15]

PER GOVERNMENT CODE SECTION 54950 AT SEQUITUR AND EDUCATION CODE SECTION 35140 EXECUTOR AT

[3. CLOSED SESSION ]

[4. REGULAR SESSION]

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

OKAY. TRUSTEE BLADES, CAN YOU LEAD US IN THE FOX? 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. THANK YOU. OKAY. I'D LIKE TO

[15. ACTION ITEMS - GENERAL FUNCTIONS (PART 1 OF 2)]

I'LL MAKE A MOTION. SECOND. OKAY. I HAVE A MOTION BY MRS. BLADES. A SECOND BY MRS. BUCK TO APPOINT ARIANA MEJIA AS A STUDENT BOARD MEMBER FOR THE FIRST SEMESTER FOR THE 2526 SCHOOL YEAR. ALL IN FAVOR? I. OKAY, AND THERE'S NO OPPOSED. SO MOTION CARRIES FIVE ZERO. AND AT THIS TIME. I'M GOING TO TURN IT OVER TO DOCTOR MERCURINO. THANK YOU. THIS IS MY HONOR. HERE WE GO. THANK YOU, MADAM PRESIDENT. MEMBERS OF THE BOARD CABINET AND MEMBERS OF OUR COMMUNITY. IT'S AN ABSOLUTE PRIVILEGE FOR ME HERE TO WELCOME ARIANA TO OUR BOARD. ARIANA, IF YOU WOULD, PLEASE JOIN ME FOR THE OATH. AND YOU COULD STAND RIGHT HERE. AND HERE'S THE OATH. BEFORE WE DO THAT, I'M GOING TO TALK A LITTLE BIT ABOUT YOU. ARIANA GREW UP IN OUR DISTRICT, ATTENDED TOPAZ ELEMENTARY, TUFFREY MIDDLE SCHOOL, AND EL DORADO HIGH SCHOOL, AND NOW EL CAMINO REAL.

SHE'S ON TRACK TO GRADUATE EARLY THIS ACADEMIC YEAR AND DEDICATES MUCH OF HER TIME TO A CREATIVE PASSIONS, INCLUDING CHOREOGRAPHY, CHOREOGRAPHING DANCES AND QUINCEANERAS, AND PRACTICE IN NAIL DESIGN. ARIANA IS ALSO AN ENGAGED MEMBER OF THE LEADERSHIP CLASS, WHERE SHE ACTIVELY CONTRIBUTES TO THE PLANNING AND EXECUTION OF SCHOOL EVENTS. FOLLOWING GRADUATION, ARIANA HOPES TO ATTEND FULLERTON COLLEGE TO PURSUE A CAREER IN NURSING. GOOD FOR YOU! ARIANA

[00:05:08]

AS I SERVE AS A STUDENT MEMBER, I SERVE AS A STUDENT MEMBER TO THE BOARD OF EDUCATION.

CONGRATULATIONS TO YOU, ARIANA! AND NOW PLEASE JOIN US UP ON THE DAIS AND WE'D LOVE TO GET A PICTURE OF MOM IF WE CAN. AND YOUR SISTER. SO WHY DON'T WE GET YOU UP IN YOUR SEAT HERE? NEXT TO TRUSTEE BLAZE? FOR YOUR. I THINK YOU GO TO. HOW DO YOU DO WE ALSO. HOW ABOUT WE SURROUNDED MOM AND GENESIS. THERE YOU GO. THERE WE GO. GOOD MORNING. GOOD BIG SMILE RIGHT HERE. AND LOOKS LIKE. THAT'S GREAT. YOU'RE WELCOME.

CONGRATULATIONS, ADRIANA. WE'RE SO EXCITED TO HAVE YOU. I MEAN, ARIANA, WE'RE EXCITED TO HAVE YOU HERE AS OUR STUDENT BOARD MEMBER AND TO LISTEN TO YOUR OPINIONS. AND HERE, HERE YOU REPRESENT THE STUDENTS OF OUR DISTRICT. I BOARD MEMBER? THANK YOU. I'M EXCITED. OKAY, I'M EXCITED TO EXPERIENCE THE PROCESS OF HOW DECISIONS ARE MADE FOR STUDENTS IN OUR DISTRICT, AND I LOOK FORWARD TO BEING A VOICE FOR OUR STUDENTS, ESPECIALLY THOSE IN ALTERNATIVE EDUCATION, AS WELL AS ADVOCATING FOR THEIR NEEDS. AND I'M VERY GRATEFUL FOR THIS OPPORTUNITY.

THANK YOU. WE ARE VERY EXCITED TO HEAR A NEW VOICE, ESPECIALLY REPRESENTING OUR ALTERNATIVE PROGRAMS, AND SO LOOK FORWARD TO HEARING FROM YOU A LOT. OKAY. NO PRESSURE. PLEASE DON'T BE. SHY.

YES. SPEAK OUT. OKAY. LET THE RECORD SHOW THAT ALL BOARD MEMBERS ARE HERE, INCLUDING OUR

[9. APPROVAL OF AGENDA]

[00:10:06]

OKAY, WE HAVE A MOTION BY MRS. BLADES, A SECOND BY MR. FRAZIER. ALL IN FAVOR I. ANY OPPOSED? OKAY. WAS THAT AN EYE FOR YOU, TOO? OKAY, PERFECT. AYE. MOTION CARRIED 5 TO 0 WITH A STIPULATED

[10. PUBLIC COMMENT ANNOUNCEMENT ]

[11. APPROVAL OF MINUTES ]

[12. PRESENTATIONS/BOARD INFORMATION ]

MADAM PRESIDENT, MEMBERS OF THE BOARD, DOCTOR SERINO, CABINET AND DISTINGUISHED GUESTS. THE BOARD OF EDUCATION OF PLACENTIA-YORBA LINDA UNIFIED SCHOOL DISTRICT APPROVED THE COSCO GROUP AS CONSULTANTS TO ASSIST THE DISTRICT IN THE PROCESS OF SELECTING A NEW SUPERINTENDENT. THE COSCO GROUP PREPARED A SCHEDULE FOR THE SUPERINTENDENT SEARCH, WHICH WAS DEVELOPED WITH THE BOARD. AT A SPECIAL BOARD MEETING. THE SCHEDULE INCLUDED SEVERAL DAYS WITH THE COSCO GROUP PARTNERS. WELL, THE COSCO GROUP PARTNERS MET WITH IDENTIFIED GROUPS AND INDIVIDUALS TO RECEIVE INPUT ON THE STRENGTHS OF THE DISTRICT NEEDS AND CHALLENGES FACING THE DISTRICT, AS WELL AS CHARACTERISTICS DESIRED IN THE NEW SUPERINTENDENT. THE PARTNERS MET WITH A TOTAL OF 251 PEOPLE IN FOCUS GROUPS AND INDIVIDUAL MEETINGS. THE PARTICIPANTS WERE REPRESENTATIVES OF THE DISTRICT AND THE GREATER PLACENTIA-YORBA LINDA COMMUNITY. THE GROUPS INCLUDED STUDENTS, PARENTS, DISTRICT EMPLOYEES, PARENT STUDENT GROUPS, AND COMMUNITY MEMBERS. ALL MEETINGS WERE ADVERTISED USING DISTRICT PROCEDURES. THE COMMON THEMES PRESENTED BELOW REPRESENT A VARIETY OF INPUT RECEIVED AT EACH OF THE FOCUS GROUP SESSIONS. IN TOTAL, THE PARTNERS COLLECTIVELY LISTENED TO MORE THAN 16 HOURS OF COMMENTS FROM THE REPRESENTATIVES OF THE PLACENTIA-YORBA LINDA COMMUNITY, WHO SHARED THEIR THOUGHTS

[00:15:04]

IT'S SUCH A PLEASURE TO BE HERE TONIGHT. AND QUITE HONESTLY, IT'S I'M I'M SHOCKED THAT IT'S GONE SO QUICKLY. WE'VE HAD SUCH A GREAT OPPORTUNITY TO GET ACQUAINTED WITH THE STAFF HERE IN PILL, WITH THE COMMUNITY. AND HONESTLY, IT'S BEEN A GREAT PLEASURE. AS KIRK SAID, WE'VE SPENT ABOUT 16 HOURS TALKING WITH EVERYONE FROM OUR PRINCIPALS, CLASSIFIED STAFF, CERTIFICATED STAFF, OUR CONFIDENTIAL STAFF, OF COURSE, OUR BOARD OF TRUSTEES. WE'VE TALKED WITH OUR COMMUNITY MEMBERS, WE'VE LED FOCUS GROUPS, AND WE LED A DID A SURVEY THAT KIRK TALKED ABOUT WITH THE 581 RESPONSES, WHICH I JUST HAVE TO TELL YOU, IN TALKING WITH ALL 26 PARTNERS IN THE COSTCO GROUP, THAT'S RECORD BREAKING. SO WHAT WE ARE PRESENTING TONIGHT IS JUST SORT OF THE THEMES THAT WE'VE FOUND IN ALL OF THE DOCUMENTS, THAT AND ALL OF THE CONVERSATIONS THAT WE'VE HAD. I WOULD LIKE TO JUST REMIND THE BOARD, I DID HAND OUT SOMETHING FOR YOU THAT IS JUST A COPY OF THE PROFILE WHICH YOU'VE SEEN PRIOR. THIS IS WHAT HAS BEEN USED AS A RECRUITMENT TOOL AS WE'VE BEEN OUT LOOKING FOR CANDIDATES FOR THE POSITION. AND THEN THE OTHER DOCUMENT THAT I HAVE GIVEN YOU IS A SYNTHESIZED VERSION OF WHAT WE TALKED ABOUT OVER THE WEEKEND, AND THE LENGTHY 28 PAGE DOCUMENT THAT I SHARED WITH YOU, WITH THE DIRECT COMMENTS THAT CAME FROM OUR GROUPS. SO IF YOU LOOK AT PAGE ONE THROUGH SEVEN OF THIS DOCUMENT, THIS SIMPLY TAKES ALL OF THE GROUPS. AND FOR THE PURPOSES OF CONFIDENTIALITY, WE DO NOT NAME THE GROUPS BY NAME. SO WE DID IT GROUP A THROUGH GROUP O, NOT NAMING WHETHER IT WAS COMMUNITY CERTIFICATED MANAGEMENT OR CLASSIFIED FOR THE PURPOSES OF PROTECTING PEOPLE'S DESIRE TO SPEAK AS CANDIDLY AS POSSIBLE. AND THEN PAGES ONE THROUGH SIX, WE'VE TAKEN ALL OF THOSE STRENGTHS, CHALLENGES AND DESIRED CHARACTERISTICS AND SUMMARIZE THEM. IF YOU TURN TO PAGE SEVEN, THIS IS REALLY INTERESTINGLY, THE SHORTEST DOCUMENT THAT I'VE PROVIDED TO YOU IN JUST A LITTLE WHILE. BUT IT REALLY IS THE MOST IMPORTANT. WHAT KIRK AND I HAVE DONE IS TAKEN ALL OF THE FEEDBACK THAT WE'VE RECEIVED. WE'VE GONE THROUGH EVERY COMMENT IN EVERY GROUP. WE'VE CATEGORIZED THE 581 COMMENTS THAT WE RECEIVED FROM THE COMMUNITY VIA THE SURVEY, AND THEN WE'VE PUT THEM TO WE'VE ANALYZED THEM AND DISAGGREGATED THEM AND HAVE PROVIDED THE TOP STRENGTHS THAT WERE YOUR KEY THEMES, THE TOP CHALLENGES THAT CONTINUE TO RISE TO THE TOP, AS WELL AS THE DESIRED SUPERINTENDENT, CHARACTERISTICS THAT WERE COMMON THEMES ACROSS ALL OF THE GROUPS THAT WE SPOKE WITH. SO WHEN WE LOOK AT STRENGTHS, ONE OF THE THINGS THAT CONTINUE TO COME TO THE TOP IN, IN JUST ABOUT EVERY GROUP THAT WE SPOKE TO IS THE DEDICATED TEACHER AND STAFF HERE IN PILL. THERE WAS LOTS OF CONVERSATION THROUGHOUT, REALLY ALMOST EVERY GROUP ABOUT JUST THE HOMEGROWN CONTINUITY THAT EXISTS WITH OUR STAFF. AND IT WAS REALLY FUN TO, I SAY, LIKE, I WORK HERE BECAUSE I FEEL LIKE I'VE BEEN HERE FOR A WHILE AND I'VE COME TO REALLY LOVE PILL. I'M A RESIDENT, BUT IT'S JUST BEEN SO GREAT TO TALK WITH ALL OF YOU. BUT WE HAVE MANY STAFF MEMBERS WHO THEY WENT TO SCHOOL HERE. THEIR CHILDREN NOW GO TO SCHOOL HERE. MAYBE THEIR PARENTS WORK HERE. AND SO AND THEY'VE JUST BEEN VERY DEDICATED TO NOT ONLY TO THE CITY BUT TO THE, TO THE DISTRICT AS WELL. AND THAT'S CONSIDERED A DEFINITE STRENGTH.

DEFINITELY STRONG ACADEMIC PROGRAMS AND PATHWAYS. AP AVID ARTS, ALL THE ATHLETICS, ALL THE ACADEMIES. THIS IS SOMETHING THAT THE CHILDREN THAT WE WERE ABLE TO MEET WITH, THEY JUST

[00:20:01]

THEY FEEL AND THEY BEING COLLECTIVELY THE GROUPS A THROUGH O, THAT THERE'S POLITICAL DIVISION IN THE DISTRICT AND THAT THERE ARE SOME BOARD CHALLENGES THAT THEY FEEL ARE HARD TO OVERCOME AS EITHER A COMMUNITY MEMBER OR A STAFF MEMBER, AND FELT THAT THAT WOULD BE A POTENTIAL STRUGGLE FOR A NEW SUPERINTENDENT. AND THERE WAS ALSO QUITE A BIT OF CHAT ABOUT LEADERSHIP TURNOVER AND INSTABILITY. AND WE ALL KNOW THAT IN ORDER FOR THERE TO BE CONTINUED SUCCESS IN AN ORGANIZATION, ONE OF THE LEADING INDICATORS IS THE STABILITY BETWEEN THE SUPERINTENDENT AND THE BOARD. THERE ARE STATISTICS OUT THERE THAT HELP US TO PREDICT THE SUCCESS OF A OF A SCHOOL DISTRICT, AND THAT'S ONE OF THE LEADING INDICATORS AS WELL AS THE LEADERSHIP, YOUR MANAGEMENT AND YOUR TEACHERS, EVERYONE IN THE DISTRICT, IF YOU LOOK AT DISTRICTS THAT HAVE HIGH LEVELS OF STABILITY, YOU TYPICALLY WILL SEE LONG TERM SUCCESS. AND SO THAT INSTABILITY IS DEFINITELY SOMETHING THAT WAS TALKED ABOUT QUITE READILY, WHERE THERE WAS DEEP CONCERN AROUND WITH A NEW SUPERINTENDENT. HOW DO WE REMEDY THAT, AND HOW DO WE BRING THAT FEELING OF STABILITY BACK TO THE DISTRICT? THERE WAS A CONCERN AROUND EQUITY ISSUES IN RESOURCES AND OPPORTUNITIES. THE KIDS SPOKE ABOUT THIS, AND THIS WAS REALLY AROUND GRADING POLICY, AROUND ACADEMIC ACCESS. THERE WAS SOME CONCERN AROUND SPECIAL EDUCATION PROGRAMS AND WHAT SCHOOLS THAT THEY WERE AVAILABLE AT, AND HOW OUR CHILDREN WITH SPECIAL NEEDS HAD ACCESS AND OPPORTUNITY IN COMPARISON TO MAYBE SOME OF THEIR NEIGHBORS AT A DIFFERENT SCHOOL. SO JUST LOOKING AT THE RESOURCE AND THE ALLOCATION OF RESOURCES WAS A CONTINUED THEME AS WE TALKED ABOUT CHALLENGES. AND THEN FINALLY, THE LAST ONE THAT WE TALKED ABOUT QUITE READILY WAS LOW MORALE AND FEAR OF RETALIATION. AND SO WHEN THAT WAS TALKED ABOUT, TYPICALLY WENT BACK TO THAT LACK OF TRANSPARENCY AND, AND TRUST. SO THOSE THINGS KIND OF WENT HAND IN HAND. SO THOSE WERE THE THOSE WERE THE KEY THEMES THAT WE FOUND IN CHALLENGES. AND NOW I'LL MOVE ON TO THE DESIRED CHARACTERISTICS OF THE SUPERINTENDENT. AND AGAIN, THESE COME FROM JUST AS I DON'T MEAN TO REPEAT MYSELF, SO THAT I DON'T WANT ANYONE TO THINK THAT ANY VOICE WAS LEFT OUT. THESE ARE THE THEMES ACROSS THE GAMUT, FROM GROUPS A TO GROUPS O, OBVIOUSLY INCLUSIVE OF OUR BOARD OF TRUSTEES AND OUR EXECUTIVE CABINET AND EVERY OTHER PART OF THE COMMUNITY. ONE OF THE THINGS THAT WAS PARAMOUNT AND EVERYONE SAID IT IS WE WANT A SUPERINTENDENT WITH INTEGRITY, HONESTY AND FULL TRANSPARENCY AND THAT THAT WAS, WITH THEMSELVES, HIGH INTEGRITY FOR THEMSELVES, HIGH ACCOUNTABILITY FOR THEMSELVES, AND HONESTY AND TRANSPARENCY WITH THE RELATIONSHIP WITH THE BOARD COLLECTIVELY, AS THE FIVE MEMBER BOARD AND INDIVIDUALLY AS INDIVIDUAL BOARD MEMBERS, AS WELL AS WITH THEIR STAFF AND THE COMMUNITY. THEY ALSO WERE LOOKING FOR SOMEONE WHO IS APOLITICAL, IS A UNIFIER, AND IS A VERY STRONG COMMUNICATOR AND APOLITICAL. JUST KIND OF GOING BACK TO THAT CHALLENGE ABOUT THE POLITICAL DIVISION IS THAT A SUPERINTENDENT IS NOT AN ELECTED OFFICIAL. THEY'RE HERE TO SERVE THE BOARD AND TO SERVE THE BOARD'S ONLY EMPLOYEE. AND THEIR POLITICAL OPINIONS ARE REALLY NOT RELATIVE. AND SO THE COMMUNITY IS LOOKING FOR SOMEONE

[00:25:01]

BUT DON'T FRET. I KNOW YOU SAID MOST OF THEM COME TOWARDS THE END. WE WILL PROBABLY GET MOST OF THEM COME FRIDAY. SATURDAY WE HAVE ABOUT 12 PROSPECTIVE CANDIDATES THAT WE KNOW OF AS OF RIGHT NOW, BUT WE HAVE TWO APPLICATIONS SUBMITTED AT THIS POINT. THANK YOU SO MUCH FOR ALL THE DETAIL AND ALL THE WORK PUT INTO THIS. THIS IS SOMETHING THAT WE NEEDED TO HAVE DONE, IS VERY COMPREHENSIVE AND GIVES US SOME GOOD DIRECTION, AND HOPEFULLY WE'LL GIVE THE NEW SUPERINTENDENT SOME GOOD DIRECTION. YES, OF COURSE WE PLAN TO OF COURSE SHARE ALL OF THIS WITH YOUR NEW SUPERINTENDENT. SO THEY HAVE ALL THE KNOWLEDGE THAT THAT WE HAVE.

YOU'RE WELCOME. IT'S BEEN OUR HONOR. CAN YOU EXPLAIN YOUR SCALE FOR THE WORD COUNT REPRESENTATION? SURE. WE JUST. WE. SO DOCTOR RENO WILL BE PROUD OF ME ON THIS BECAUSE I'M AN I'M AN I RESISTANT NOT I, BUT CHATGPT RESISTANT PERSON BECAUSE I WANT MY BRAIN TO CONTINUE TO WORK LONG INTO MY LIFE. NO OFFENSE TO THOSE OF YOU WHO LOVE IT, BUT WHAT I DID IS BASICALLY A WORDLE WITH THIS BECAUSE I WANTED TO SEE WHAT WORDS WERE COMING UP MOST. AND AS I DISAGGREGATED ALL OF THOSE, AS WE WERE LOOKING AT ALL THOSE RESULTS AND DISAGGREGATING THEM, IT GETS A LITTLE DAUNTING WHEN YOU'VE GOT 16 HOURS OF DOCUMENTATION, 581 SURVEY RESULTS. AND I WANT TO SAY OUR SURVEY RESULTS, THEY WERE EXACTLY AS THEY WERE IN, IN PERSON. SO WE DIDN'T THEY WEREN'T MULTIPLE CHOICE. SO THEY WERE NARRATIVE. AND SOME FOLKS SPENT A LOT OF TIME ON THOSE SURVEYS WHICH WERE VERY, YOU KNOW, VERY INFORMATIVE. SO I JUST PLACED IT ALL IN SO THAT I COULD GET THE WORDS THAT SHOWED UP THE MOST TO THEN HELP GO BACK AND DISAGGREGATE THAT, TO DEVELOP THE THEMES. AND THEN I JUST DID THAT WHOLE OLD

[00:30:03]

OF COURSE. YEAH I ECHO THAT. AND WE TRIED TO MAKE SURE WE SHARED THAT WITH EVERYONE WHO WAS PRESENT IN THE TOWN HALLS AS WELL. AND THE FOCUS GROUPS. YEAH, THIS IS REALLY AMAZING AMOUNT OF INFORMATION CONSIDERING WITH OUR SHORT TIMELINE, TRYING TO SQUEEZE IT IN BEFORE SCHOOL LET OUT AND TEACHERS LEFT ON VACATION, STAFF LEFT, STUDENTS LEFT. AND SO THANK YOU SO MUCH FOR, YOU KNOW, YOUR DEDICATION TO OUR DISTRICT AND HELPING US THROUGH THIS PROJECT. IT'S VERY NOTICEABLE. OF COURSE, IT'S BEEN OUR HONOR. I WANT TO TAKE ONE SECOND TO THANK LAURA LEE AND ANNETTE BECAUSE HONESTLY, WE WOULDN'T BE STANDING HERE WITHOUT THEM.

THEY'VE BEEN SO HELPFUL IN DIRECTING ALL OF THE DISTRICT PROCEDURES FOR GETTING EVERYTHING OUT AND JUST BEING THOSE PEOPLE WHO HELPED US IN THE 11TH HOUR ALMOST EVERY TIME.

SO WE'RE SUPER, SUPER GRATEFUL. AND I WANT TO SAY CONGRATULATIONS TO ARIANA AS A STUDENT BOARD MEMBER. OKAY. THANK YOU SO MUCH. OKAY. IT'S TIME FOR OUR SUPERINTENDENT

[13. SUPERINTENDENT'S REPORT ]

[00:35:01]

[14. PUBLIC COMMENT ]

PRESIDENT, BOARD OF TRUSTEES, CABINET AND MY FELLOW COMMUNITY MEMBERS. MY NAME IS SIERRA SANCHEZ. I AM THE AREA CAPTAIN FOR THE NATIONAL ACADEMY OF ATHLETICS HERE IN NORTH ORANGE COUNTY. I WAS LUCKY ENOUGH TO GROW UP IN THE BEAUTIFUL COMMUNITY OF DIAMOND BAR, ALONGSIDE MY TWO OLDER BROTHERS, NINE COUSINS, ALL OF US DEEPLY DEVOTED TO OUR SPORTS. WE PLAYED HARD WHEN WE WERE YOUNG, AND SOME OF US HAD THE VERY BEST TIMES. NOT IN A GYM OR A STADIUM, BUT IN THE CUL DE SAC RIGHT OUTSIDE MY GRANDMA'S FRONT YARD. WE PLAYED BASKETBALL BAREFOOT AND WE PLAYED UNTIL THE SUN WENT DOWN. I'M PROUD TO COME FROM THREE GENERATIONS OF SPORTS COACHES WHO LOVE THEIR COMMUNITY, COMMUNITY, AND DEDICATED THEIR LIVES TO BUILDING UP YOUNG PEOPLE. THESE EXPERIENCES GAVE ME CONFIDENCE, LIFELONG FRIENDSHIPS, AND A SENSE OF BELONGING, AND I WANT THE KIDS OF THIS DISTRICT TO HAVE THE SAME PASSION THAT I THAT I HAD THAT SHAPED ME TODAY. OF COURSE, UNLIKE THOSE CUL DE SAC GAMES, NATIONAL ACADEMY OF ATHLETICS PROVIDES SAFE, STRUCTURED PROGRAMS THAT FOCUS ON PHYSICAL AND EMOTIONAL WELL-BEING OF EACH CHILD WHILE STILL LETTING THEM PLAY HARD AND HAVE FUN. WE OFFER PE SUPPLEMENTATION, AFTER SCHOOL PROGRAMS AND YOUTH SPORTS LEAGUES DESIGNED TO BE INCLUSIVE FOR ALL SKILL LEVELS AGES 4 TO 13. I'VE ALSO BROUGHT FLIERS TONIGHT AND I COULD SHARE THEM WITH YOU GUYS. WE WOULD BE HONORED TO PROVIDE THESE PROGRAMS TO YOUR SCHOOLS. AT THE END OF THE DAY, EVERY CHILD DESERVES TO FEEL THE JOY THAT I FELT GROWING UP, PLAYING HARD,

[00:40:03]

I'M ACTUALLY SPEAKING TO ITEM 15.2, THE MAHMOOD ISSUE PILE. PARENTS WERE GIVEN THE FOLLOWING QUESTION IN THEIR REGISTRATION MATERIALS. AND I QUOTE QUESTION I HAVE READ 6140 1.2 ARE RECOGNITION OF RELIGIOUS BELIEFS AND CUSTOMS. I UNDERSTAND IT IS MY RESPONSIBILITY TO SUBMIT A DISTRICT FORM TO OPT MY STUDENT OUT OF APPLICABLE INSTRUCTION IF I CHOOSE TO DO SO. AND THEN THE CITATION OF MAHMOOD VERSUS TAYLOR. I'M NOT SURE WHAT THE QUESTION IS, BUT THAT'S THE ITEM THAT WE'RE TALKING ABOUT TONIGHT. I'M GOING TO RESPECTFULLY RECOMMEND THAT ALL OF YOU READ THE ANALYSIS OF MAHMOOD VERSUS TAYLOR AND SEVERAL OTHER RELATED AND SUPPORTING COURT CASES, INCLUDING CALIFORNIA SUPREME COURT'S HARDWICK DECISION. IN THE DOCUMENT FROM THE CALIFORNIA JUSTICE CENTER AUTHORED BY JULIE HAMILL, WHO IS THE PRESIDENT OF THE CENTER AND ALSO HAPPENS TO BE A SCHOOL BOARD TRUSTEE IN PALOS VERDES, THIS DOCUMENT ARGUES, WITH SUPPORT, THAT THE CALIFORNIA SCHOOL BOARD ASSOCIATION POLICY 6140 1.2 IS UNCONSTITUTIONAL. THIS MODEL POLICY, ISSUED BY THE CALIFORNIA SCHOOL BOARDS ASSOCIATION, PROHIBITS SCHOOLS FROM PROVIDING PARENTAL PARENTAL ADVANCE NOTICE OR OPT OUT OF MATERIALS IN DISCUSSING GENDER IDENTITY, GENDER EXPRESSION, OR SEXUAL ORIENTATION. 6141 IS THE POLAR OPPOSITE OF MAHMOOD VERSUS TAYLOR. THE BOTTOM LINE HERE IS THAT YOU DON'T REVISE A POLICY.

YOU HAVE TO COMPLETELY RESCIND THIS PARTICULAR POLICY BECAUSE THE SUPREME COURT HAS MADE IT CRYSTAL CLEAR, AND ALL YOU HAVE TO DO IS READ MAHMOOD VERSUS TAYLOR, THAT SUCH A BLANKET DENIAL OF NOTICE, PARENTAL NOTICE AND OPT OUT RIGHTS, ESPECIALLY WHEN INSTRUCTION CONVEYS A NORMATIVE MESSAGE ABOUT SEXUAL, GENDER OR SEXUALITY, IS UNCONSTITUTIONAL.

SO MY CONTENTION IS THAT 6141 SIMPLY HAS TO GO. YOU HAVE TO START OVER FROM SCRATCH.

PARENTS, IF THERE ARE ANY OF YOU LISTENING, I STRONGLY URGE THAT YOU SUBMIT THIS LETTER BY THE CALIFORNIA JUSTICE CENTER. SUBMIT THIS LETTER IN REQUESTING THAT YOU GET THE PROTECTION THAT MAHMOOD VERSUS TAYLOR PROVIDES. THIS LETTER PROVIDES A DETAILED ANALYSIS OF EXACTLY WHAT YOU WANT THE SCHOOL DISTRICT TO DO AND WHAT YOU WANT THEM NOT TO DO. THAT IS COMPLETELY CONSISTENT WITH THIS SUPREME COURT DECISION. THANK YOU, MISS COHN. OUR NEXT SPEAKER. PLEASE APPROACH THE PODIUM. GISELLE CASTILLO. NUNEZ. HELLO. MY NAME IS GISELLE. I AM CURRENTLY A SOCIAL WORK STUDENT AT USC AND A PYLUSD ALUMNI, AS WELL AS BOTH OF MY SIBLINGS ATTEND VALADEZ AND VALENCIA TODAY. I JUST WANTED TO COME AND RAISE AWARENESS TO A TOPIC THAT I WOULD LIKE TO CONTINUE TO BE TALKED ABOUT, WHICH IS THE AWARENESS OF GUN VIOLENCE PREVENTION. AS WE KNOW, GUN VIOLENCE DEATHS CONTINUE TO BE THE MAIN CAUSE OF DEATH FOR CHILDREN FROM TO BE IMPLEMENTED THIS YEAR, MOSTLY IN REGARDS TO, FOR EXAMPLE, SCHOOLS LIKE GEORGE KEY, WHO HAVE A WHEELCHAIR BOUND STUDENTS, AS WELL AS THEY MAY HAVE DISABILITIES THAT DO NOT ALLOW THEM TO BE ABLE TO PROTECT THEMSELVES IN SITUATIONS AS THIS. SO I WANTED TO TALK ABOUT THE PROCEDURES THAT ARE GOING TO HAPPEN THIS UPCOMING SCHOOL YEAR. AND I JUST WANTED TO CONTINUE TO ENCOURAGE THE BOARD TO LOOK INTO THESE LAWS AND TO

[00:45:08]

[00:50:01]

WORK TOGETHER, HONESTLY. LISTEN TO EACH OTHER ACTIVELY INSTEAD OF BIDING YOUR TIME UNTIL YOU CAN IMPOSE YOUR PRECONCEIVED IDEAS ON YOUR TARGET AUDIENCE. STOP PERFORMING. FOR ACTIVISTS ON BOTH SIDES OF THE AISLE, THIS BODY WAS EXPLICITLY DESIGNED TO BE NONPARTISAN. THE BROWN ACT HAS MANY POSITIVE ATTRIBUTES. HOWEVER, I BELIEVE THIS IS ITS GREATEST FLAW. IT TAKES COURAGE TO HAVE AN HONEST DEBATE WHILE PERFORMING FOR A DANGEROUSLY DIVIDED ROOM OF PARTIZAN VOTERS.

PLEASE TRY AND PERSONIFY THOSE PROFILES IN COURAGE THAT HAVE SADLY BECOME A RELIC OF OUR PAST. FUTURE GENERATIONS ARE COUNTING ON YOU WITH RESPECT TO THE POLICY. IN RESPONSE TO THE MAHMOOD DECISION, THE SUGGESTED LANGUAGE APPEARS TO GO TOO FAR. SPECIFICALLY THE PROVISION THAT, QUOTE, STAFF ARE NOT PROHIBITED WHEN ACTING IN THEIR PRIVATE CAPACITY FROM ENCOURAGING STUDENTS PARTICIPATION IN PERSONAL PRAYER OR OTHER RELIGIOUS ACTIVITIES. THIS OVERLY BROAD AND AMBIGUOUS PROVISION COULD BE INTERPRETED TO PERMIT PROSELYTIZING ON SCHOOL GROUNDS. WHAT TEACHERS DO ON THEIR OWN TIME OFF SCHOOL PROPERTY IS, WITH LIMITED EXCEPTION, THEIR OWN BUSINESS. WHAT TAKES PLACE ON SCHOOL PROPERTY IS A WHOLE DIFFERENT CONCERN. HOW EXACTLY ARE WE DEFINING PRIVATE CAPACITY? WHAT DOES ENCOURAGING MEAN IN THIS CONTEXT? WHAT ARE OTHER RELIGIOUS ACTIVITIES? THIS IS VERY TREACHEROUS GROUND. AND IS THE LANGUAGE ACTUALLY REQUIRED UNDER THE HOLDINGS OF MAHMOUD AND KENNEDY? WHERE IS THE LINE BETWEEN ENCOURAGEMENT AND COERCION, PARTICULARLY WHEN YOU ARE DEALING WITH YOUNG AND IMPRESSIONABLE MINORS WITH A NATURAL DESIRE TO WANT TO PLEASE THEIR TEACHERS? WOULD THIS POLICY BE ANY LESS EFFECTIVE IF THIS SENTENCE WERE SIMPLY ELIMINATED? SINCE THIS PROVISION ARGUABLY PERMITS DIRECT RELIGIOUS INDOCTRINATION BY TEACHERS ON SCHOOL PROPERTY, WHERE IS THE PARENTS RIGHT TO OPT OUT ON RELIGIOUS GROUNDS? THAT'S THE ESSENTIAL HOLDING OF MAHMOUD. DOESN'T THE REST OF THE POLICY ADEQUATELY COVER WHAT IS AND IS NOT ACCEPTABLE BEHAVIOR ON SCHOOL GROUNDS? WE NEED TIME TO CONSIDER THIS POLICY, AND SHOULD NOT WAIVE A SECOND READING SIMPLY TO HAVE A POLICY IN PLACE BY THE BEGINNING OF THE SCHOOL YEAR. EVEN IF WE WERE TO HASTILY ADOPT THIS POLICY. WHAT TRAINING HAS BEEN CREATED TO GIVE PRINCIPALS AND TEACHERS APPROPRIATE GUIDANCE? TEACHERS ALREADY HAVE A DIFFICULT TIME NAVIGATING THE CULTURE WAR WATERS THAT HAVE BEEN THRUST UPON THEM. WE'RE NOT HERE TO DEBATE THE WISDOM OF THESE DECISIONS. THEY ARE THE LAW, AND WE MUST DESIGN A POLICY CONSISTENT WITH THEIR HOLDINGS.

HOWEVER, WE SHOULD TRY AND ADOPT A POLICY THAT IS NARROWLY TAILORED WITH STRAIGHTFORWARD DIRECTION THAT GIVES TEACHERS THE GUIDANCE THEY NEED AND PARENTS THE LEVEL OF COMFORT.

THANK YOU, MR. RADLAUER. THAT CONCLUDES OUR COMMENTS, MADAM PRESIDENT.

THANK YOU GUYS FOR YOUR COMMENTS TONIGHT. WE ARE MOVING TO ITEM 15.2, REVISE BOARD POLICY 6141.2

[15. ACTION ITEMS - GENERAL FUNCTIONS (PART 2 OF 2)]

[00:55:03]

THAT WAS ONE OF THE POLICIES THAT WE LOOKED AT. AND THE DISTRICT HAD AN EXISTING 6001, 41.2, BUT IT HADN'T BEEN UPDATED SINCE 1978. SO IT WAS MY RECOMMENDATION THAT IT WAS PRUDENT TO KIND OF BRING IT UP TO SPEED, KIND OF CONSISTENT WITH WHAT THE CURRENT STATE OF THE LAW IS. SO WHAT YOU HAVE IN FRONT OF YOU IS CCPA'S MOST RECENT 2024 REVISION OF 6001 41.2. AND I'LL GET TO THE LANGUAGE THAT'S BEEN REFERENCED IN THE PUBLIC COMMENTS IN JUST A MINUTE. BUT KSBA IS ACTUALLY GOING TO BE DOING FURTHER REVISIONS IN LIGHT OF MAHMOOD.

BUT THE LANGUAGE THAT YOU HAVE IN 61, 41.2 THAT TALKS ABOUT THE ABILITY TO OPT OUT OF CURRICULUM AS NECESSARY, AS PROVIDED BY LAW, THAT'S GOING TO BE THE LANGUAGE THAT KSBA IS GOING TO BE RECOMMENDING ANYWAY. SO WHAT YOU HAVE IS BASICALLY WHAT'S COMING DOWN THE PIKE FROM KSBA.

WITH RESPECT TO THE CONCERN ABOUT THAT SPECIFIC SENTENCE IN THE POLICY, THAT LANGUAGE WAS ADDED BY KSBA REGARDING THE PRIVATE CONDUCT OF TEACHERS IN THEIR PRIVATE CAPACITIES. THAT WAS ADDED CORRECTLY. ONE OF THE SPEAKERS REFERENCED THE KENNEDY VERSUS BREMERTON DECISION, AND THAT'S THE CASE WHERE THE COACH ENGAGED IN POST-GAME PRAYER. WHERE THE COURT FOUND PRIVATE ACTIVITY IN THAT PARTICULAR CASE APPEARS TO BE A BRIEF MOMENT IN TIME. THE COURT REFERENCED THE COACH'S JOB DESCRIPTION, WHICH ALLOWED HIM TO CHECK HIS TEXT MESSAGES, CONTACT HIS FAMILY AFTER A FOOTBALL GAME. SO IN THE COURT'S VIEW, THAT WAS THE COACH ACTING IN HIS PRIVATE CAPACITY.

AND SO THEY ALSO TURNED THAT LANGUAGE INTO THE ABILITY TO ENGAGE IN POST-GAME PRAYER. THE COURT'S CONCLUSION WAS THAT HE DID IT ALONE. I THINK THAT WAS A DISPUTED FACT, BUT THAT'S NEITHER HERE NOR THERE. SO ANYWAY, I THINK WITH RESPECT TO THE IDEA OF WHY THAT LANGUAGE IS IN THE POLICY, IT WAS LIKELY DUE TO THE FACT THAT THE WAY THAT THE POLICY READ BEFORE COULD HAVE BEEN INTERPRETED TO MEAN THAT SIMPLY BECAUSE YOU'RE A TEACHER, YOU'RE NOT ALLOWED TO EVER SPEAK WITH STUDENTS ABOUT RELIGIOUS TOPICS OR ENGAGE IN RELIGIOUS ACTIVITIES WITH STUDENTS IN ANY CAPACITY. AND THAT WAS PROBABLY I DON'T SPEAK FOR THEM, BUT I CAN IMAGINE THAT WAS PROBABLY NEVER THE INTENT OF KSBA, BUT THEY PROBABLY FELT IT WAS PRUDENT TO CLARIFY THAT, ESPECIALLY IN LIGHT OF THE KENNEDY V BREMERTON CASE, TO INDICATE THAT IF YOU'RE A TEACHER AND YOU'RE NOT ON DUTY AND NOT OTHERWISE PROVIDING SERVICES TO THE DISTRICT, NOTHING PROHIBITS YOU FROM ENGAGING IN RELIGIOUS ACTIVITIES WITH A STUDENT. SO THAT MIGHT MEAN THAT A TEACHER HAS AN ACTIVE ROLE AT HIS OR HER PLACE OF WORSHIP. NOTHING PROHIBITS THAT WHERE THE TEACHER MAY COME INTO CONTACT WITH SOMEBODY WHO IS ALSO A STUDENT AT THE SCHOOL WHEN AT THAT PLACE OF WORSHIP. AND I THINK THAT COULD HAVE BEEN KSBA INTENT IN ADDING THAT LANGUAGE, JUST TO MAKE SURE THAT THAT THE POLICY ITSELF DIDN'T SUFFER A POTENTIAL FACIALLY UNCONSTITUTIONAL CHALLENGE. AND SO I CAN ONLY SPECULATE THAT THAT'S WHY THAT'S THERE. BUT BUT I BELIEVE THAT'S PROBABLY WHY THAT'S THERE. WHEN YOU'RE THINKING ABOUT SOMEBODY ACTING IN THEIR OFFICIAL CAPACITY, YOU'RE THINKING ABOUT THE TIME THAT THEY'RE REQUIRED TO BE PROVIDING SERVICES TO THE DISTRICT, STANDING IN FRONT OF STUDENTS IN THE CLASSROOM, SUPERVISING STUDENTS, WHETHER THAT'S ON THE FOOTBALL FIELD OR ON THE BASKETBALL COURT OR IN THE SCIENCE LAB WHEN THEY ARE PROVIDING SERVICES TO THE SCHOOL DISTRICT, THEY ARE ACTING IN THEIR CAPACITIES AS EMPLOYEES OF THE PLACENTIA-YORBA LINDA UNIFIED SCHOOL DISTRICT AND CONSISTENT WITH MANY SUPREME COURT CASES. GARCETTI VERSUS CEBALLOS PUBLIC EMPLOYEES DO

[01:00:01]

[01:05:06]

THE COURT DIDN'T HELP US OUT, BUT BUT TODD BUT TODD, I I'VE BEEN LOOKING AT THE MAHMUD AND THE MAHMUD IS SAYS YOU KNOW, OBVIOUSLY IF NOBODY KNOWS WHAT MAHMUD IS ABOUT, IT WAS MAHMUD VERSUS TAYLOR WAS THE UNITED STATES SUPREME COURT FOUND THAT A SCHOOL DISTRICT'S INTRODUCTION OF LGBTQ PLUS INCLUSIVE STORYBOOKS, COMBINED WITH ITS DECISION TO WITHHOLD NOTICE TO PARENTS AND TO FORBID OPT OUTS SUBSTANTIALLY, INTERVIEWERS, INTERFERES WITH THE RELIGIOUS DEVELOPMENT OF THEIR CHILDREN AND POSES AN UNACCEPTABLE BURDEN ON RELIGIOUS EXERCISE. IN OTHER WORDS, A BLANKET PROHIBITION AGAINST NOTICE AND OPT OUT FOR INSTRUCTION MATERIALS THAT CONVEY A NORMATIVE MESSAGE, OR SUBJECTS LIKE SEXUALITY AND GENDER IDENTITY. IDEOLOGY IS UNCONSTITUTIONAL, RIGHT? IT ALSO SAID THE BOARD OF EDUCATION IN MONTGOMERY COUNTY INTRODUCED A WIDE VARIETY OF LGBTQ INCLUSIVE STORYBOOKS IN THE ELEMENTARY SCHOOL CURRICULUM, WHICH IS DIFFERENT FROM HERE. BUT THE BOOKS AND ASSOCIATED EDUCATIONAL INSTRUCTION PROVIDED TEACHERS WERE DESIGNED TO DISRUPT CHILDREN'S THINKING ABOUT SEXUALITY AND GENDER. IT GOES ON, BUT THEN IT ALSO COMES DOWN TO THE TALK ABOUT THE CALIFORNIA LAW ALSO REQUIRES DISTRICTS TO HONOR OPT OUTS FOR NON-RELIGIOUS REASONS, AND THE CALIFORNIA SUPREME COURT RECOGNIZED THIS FAMILY'S RIGHT TO OPT THEIR CHILD OUT OF INSTRUCTION, TO WHICH THEY ARE CONSCIENTIOUSLY OPPOSED FROM RELIGIOUS CONVICTIONS OR OTHERWISE HARD WORK, VERSUS THE BOARD OF SCHOOL TRUSTEES OF FRUIT RIDGE SCHOOL DISTRICT IN 1921. IN THAT CASE, PARENTS OBJECTED THEIR CHILDREN'S PARTICIPATION IN PUBLIC SCHOOLS MANDATORY DANCE CLASSES BECAUSE IT VIOLATED THEIR RELIGIOUS BELIEFS. BUT THEN IT GOES ON AND IT SAYS THAT THE SUPREME COURT OF CALIFORNIA ASSERTED WOULD BASICALLY THE HOME LIFE SO ESSENTIAL TO SAFETY AND SECURITY OF SOCIETY AND GOVERNMENT, WHICH REGULATES IT. THE VERY OPPOSITE EFFECT OF WHAT THE PUBLIC SCHOOL SYSTEM IS DESIGNED TO ACCOMPLISH. SCHOOL DISTRICTS MUST REPRESENT THAT CHILDREN WHO ATTEND SCHOOL ARE NOT THEIR CHILDREN. THEY ARE THEIR PARENTS CHILDREN. IT'S NOT A SCHOOL DISTRICT'S JOB TO INSTILL IN CHILDREN ANY PARTICULAR IDEOLOGY OR WORLDVIEW. IN FACT, THAT IS PROHIBITED BY LAW AND PARENTS OPT OUT REQUESTS RELATING TO MATTERS IN REARING AND EDUCATION THAT ARE NOT OFFENSIVE TO THE MORAL WELL-BEING OF THE CHILDREN MUST BE ACCOMMODATED BY A PUBLIC SCHOOL. SO WE HAVE THAT AS WELL THAT THEY'RE STILL SAYING THAT THIS IS LAW. SO WHY WOULD WE HAVE SOMETHING AND HAVE TO NAME YOUR RELIGIOUS CONVICTIONS? IF CALIFORNIA LAW ALSO SAYS THAT YOU DON'T HAVE TO HAVE SOME RITUAL, YOU JUST BE OPPOSED TO IT, WOULD YOU SAY THAT 1921 BUT IT'S STILL LAW. SO BUT EDUCATION CODE HAS BEEN AMENDED MULTIPLE AND IT'S LIMITED THE NATURE OF WHAT CAN BE OPTED OUT. FOR EXAMPLE, PRIOR TO MAHMUD WE HAD THE WELL AND WE STILL DO. WE HAVE THE CALIFORNIA HEALTHY YOUTH ACT, WHICH IS A SPECIFIC CURRICULUM WHERE PARENTS CAN OPT OUT FOR RELIGIOUS REASONS. BUT THEN YOU ALSO HAVE THE CALIFORNIA FAIR ACT, WHICH IS THE LAW THAT REQUIRES PEOPLE OF VARIOUS UNDERREPRESENTED GROUPS TO ENSURE THAT THEY ARE TAUGHT AND REPRESENTED IN STATE APPROVED CURRICULUM. YOU CAN'T OPT OUT OF FAIR, ACT COMPLIANT CURRICULUM. WELL, AT LEAST YOU COULDN'T PRIOR TO MAHMUD. YOU PROBABLY STILL CAN'T NOW. BUT IN ANY EVENT, THERE ARE MORE THINGS THAT THE LEGISLATURE HAS SAID. YOU CAN'T OPT OUT OF THAT ARE

[01:10:09]

AND I THAT'S NOT IN HERE SO. WELL, BUT BUT AGAIN, SO WHAT WE'RE LOOKING AT IN TERMS OF THE DISTRICT'S OPT OUT POLICY IS MORE ALONG THE LINES OF THE ENCINITAS CASE OR MAHMOOD. SO TO THE EXTENT THAT A TEACHER IS GOING TO PULL A BOOK OFF THE SHELF, AND IT'S CONSISTENT WITH ONE OF THE BOOKS IN MAHMUD, THAT WOULD REQUIRE AN OPT OUT. BUT A LESSON ABOUT AN INDIVIDUAL WHO HAPPENS TO BE GAY. HARVEY MAY NOT. AND SO WHERE THE DISAGREEMENT, I THINK, ON THE SINGLE ONE OPT OUT SUBMITTED AT THE BEGINNING OF THE YEAR VERSUS THE INDIVIDUAL OPT OUTS.

PROBABLY THE DISAGREEMENT IN PHILOSOPHY IS THE EXPECTATION THAT ONE OPT OUT PLACES A REAL HEAVY BURDEN ON THE SCHOOL DISTRICT TO TRY TO DECIPHER WHAT THE PARENT MEANS. YEAH, WITH

[01:15:05]

[01:20:06]

BASICALLY, IN THIS WHOLE POLICY. AND IS IT IS IT NOT MENTIONED, LIKE I SAID, BECAUSE YOU CAN'T SPECIFICALLY YOU CAN'T CALL OUT ONE SPECIFIC TOPIC, BUT ALSO IT SAYS THAT PUBLIC SCHOOLS MUST ALSO PROVIDE A WELCOMING AND INCLUSIVE EDUCATION FOR ALL STUDENTS. THIS INCLUDES, BUT NOT LIMITED TO, THE COMPLIANCE OF AFFIRMATIVE INCLUSIVE EDUCATION. AS FAR AS THE FAIR ACT, LIKE YOU WERE SAYING AND ETHICS STUDIES REQUIREMENT, CALIFORNIA LAW MANDATES THAT INSTRUCTIONAL MATERIALS ACCURATELY PORTRAY THE CULTURAL AND RACIAL DIVERSITY OF OUR SOCIETY, INCLUDING THE ROLE OF CONTRIBUTIONS OF LGBTQ PEOPLE, AND ENSURES CONTINUED USE OF ADOPTED CURRICULUM EVEN WHEN CONTAINING INCLUSIVE AND DIVERSE, DIVERSE PERSPECTIVES. RIGHT. SO THAT'S WHAT I'M SAYING. IS THAT WHY IT'S SO GENERAL, LIKE IT HAS TO BE GENERAL IN ED CODE SECTION 220 PROHIBITS DISCRIMINATION AGAINST PEOPLE BASED ON THEIR SEX, GENDER, RELIGION, NATIONAL ORIGIN, ALL OF THOSE PROTECTED CHARACTERISTICS. SO YOU'RE RIGHT, TO THE EXTENT THAT WE'RE SPECIFICALLY CALLING OUT ONE PARTICULAR GROUP, IT DOES. AND IF WE MENTION MAHMOOD IN THE, IT'S TECHNICALLY CALLING OUT A GROUP. WELL, AND AGAIN MENTIONING BECAUSE THE COURT CASE, IF YOU LOOK AT THE COURT CASE, THOUGH, IT'S MENTIONING MAHMOOD IS JUST THAT'S WHAT THAT DOESN'T THAT'S NOT WHAT THE COURT IS REQUIRING. IT'S NOT THAT WE MENTION MAHMOOD, IT'S THAT WE PROVIDE AN OPT OUT VEHICLE. RIGHT. AND THAT'S WHAT'S SO WE DON'T NEED TO MENTION THAT CASE AT ALL IN THE OPT OUT. NO, I THINK THAT'S LIKE GENERIC PARENTS GET A NOTICE THAT SAYS TWO WEEKS FROM NOW DURING STORY TIME, THE CLASS WILL BE READING WHATEVER. PLEASE FILL OUT THIS FORM IF YOU WOULD LIKE YOUR CHILD TO HAVE AN ALTERNATIVE ACTIVITY DURING THAT TIME. RIGHT? AND THAT'S WHY WE'VE KEPT IT GENERIC. IS WHAT YOU'RE SAYING CORRECT? WE'RE NOT. YEAH, RIGHT. CAN'T WE ADD THE COURT CASE INTO THE REFERENCE SECTION? I NOTICE IT'S NOT IN THE YEAH DOWN IN THE LAW SECTION. SURE. THAT MAKES SENSE. AND I'M SURE KSBA WILL DO THAT.

IT'S JUST THAT WAS SOMETHING I OVERLOOKED AT THE TIME. AND THEN SO YOU WERE SAYING I'M SORRY.

YOU WERE SAYING ALSO THAT THE, THE WORDING THAT WAS ADDED IN REGARDING ENCOURAGING AND LIKE YOUR PRIVATE TIME THAT WAS ADDED IN BY KSBA, CORRECT. IN 2024, IN RESPONSE TO KENNEDY. YEAH. I'M JUST CURIOUS BECAUSE LIKE YOU SAID, DEFINE PRIVATE ACTIONS LIKE LUNCHTIME. TECHNICALLY, A TEACHER'S LUNCH IS THEIR OWN TIME, BUT BECAUSE WE'RE STILL ON, LIKE IF YOU LEAVE THE CAMPUS, PERIOD, YOU CAN LEAVE CAMPUS. YOU CAN. SO THAT'S WHAT I'M SAYING. THAT'S WHERE THE LINE I THINK GETS BLURRED A LITTLE BIT WITH SOME PEOPLE. WELL, AND ALSO TOO IN THIS, IN THIS MAHMOOD, IT'S THE BOOKS AND ASSOCIATED EDUCATIONAL INSTRUCTIONS PROVIDED TO TEACHERS. SO IT'S NOT JUST ABOUT THE BOOKS. IT COULD BE ABOUT FLAGS, IT COULD BE ABOUT ANYTHING THAT THAT WAS DESIGNED TO DISRUPT CHILDREN'S THINKING ABOUT SEXUALITY AND GENDER, I THINK SO, I MEAN, IT COULD BE IT COULD BE A LOT OF THINGS. SO WHAT HAPPENS IF YOU DO HAVE A BIG LGBTQ FLAG IN YOUR CLASSROOM AND SOMEONE SAYS, HEY, THIS IS I NEED TO OPT OUT OF THIS CLASSROOM BECAUSE THIS HAS FLOWN HERE DAILY AND THIS IS AGAINST MY RELIGIOUS, BUT IT ALSO MENTIONS, TOO, THAT IT'S NOT TO BE USED AS BOOK BANNING EITHER. LIKE YOU CAN'T FLAG A BOOK. BUT I'M JUST SAYING BOOK BANNING IS KIND OF THE SAME ISSUE. IT'S AN OPT OUT OF YOUR RIGHT. I'M SAYING THAT. BUT THIS COURT CASE, THIS COURT CASE CANNOT BE USED TO START WHO IS BANNING IT.

THIS COURT CASE CANNOT BE USED TO START DOING THOSE KINDS OF THINGS. IT'S AN OPT OUT FOR PARENTS. WHAT ARE YOU TALKING ABOUT? WELL, THAT'S WHAT I'M SAYING. WHY ARE WE TALKING ABOUT FLAGS, THEN? BECAUSE IT'S BECAUSE OF THEIR. BECAUSE OF THE PRIVATE EDUCATIONAL INSTRUCTIONS PROVIDED TO TEACHERS WERE DESIGNED TO DISRUPT CHILDREN'S THINKING. SO IT'S NOT JUST BOOKS. ASSOCIATED EDUCATIONAL INSTRUCTIONS. SO YOU AS A TEACHER KNOW THAT THERE'S PROPS AND ALL THESE EDUCATIONAL INSTRUCTION THINGS. YOU KNOW WHAT THAT INSTRUCTION IS? IT'S NOT JUST TEACH. IT'S NOT WHAT'S IN YOUR CLASSROOM. IT'S WHAT YOU'RE ACTUALLY PROVIDING AS MATERIAL, AS INSTRUCTIONAL MATERIALS. SO I THINK TO THE TO THE POINT OF THE ENCINITAS CASE, YOU'RE PROBABLY LOOKING AT ASSOCIATED THAT WAS UNDER MAHMOOD. WELL, BUT I'M TELLING YOU FROM A AN APPLICATION STANDPOINT, THIS THE WHATEVER WAS HAPPENING IN ENCINITAS IS PROBABLY COVERED UNDER THAT UMBRELLA. AND I THINK YOUR TEAM'S DONE A GOOD JOB OF THINKING ABOUT THOSE POTENTIALS AND WHERE NOTICES WOULD NEED TO BE SENT OUT, AND GIVING TEACHERS GUIDANCE ABOUT IF IT'S NOT WITHIN THE FRAMEWORK OF THE CURRICULUM. YOU NEED TO BE

[01:25:04]

THE THING THAT'S THE PROBLEM IS THE FLAG. I OPT OUT OF THIS CLASSROOM, BUT THEN YOU'D HAVE TO BE INVESTIGATED. PROBABLY NEED TO DO A LITTLE BIT OF INQUIRY AND SEE WHAT ELSE IS GOING ON IN THE CLASSROOM AND MAKE A DECISION AT THAT POINT. WELL, BUT A FLAG IS A REPRESENTATION OF BELIEF, BUT IT'S NOT GOING TO BE AN AUTOMATIC GRANTING OF AN OPT OUT FORM. THEY HAVE TO INVESTIGATE MORE INTO IT. AND SO IF THEY SAY NO AND THEN THEY GO, OKAY, WELL, WE'LL TAKE YOU TO COURT AND THEN WE GET SUED AND WE'RE THE NEXT MAHMOOD. THAT'S EXACTLY WHAT WOULD HAPPEN. THAT'S EXACTLY WHY WE NEEDED THAT FLAG POLICY. SO BACK TO THIS. YEAH, THE OPT OUT FORM. WE ARE SAYING THAT IT IS GOING TO BE MORE SPECIFIC. THE OPT OUT. THAT WAS THE BLANKET OPT OUT AT REGISTRATION IS NOT WHAT WE'RE UTILIZING TO ONE THING SAYING I'VE READ THIS 6140 1.2. LIKE THAT'S NOT ALL THAT WAS MEANT TO DO WAS TO INFORM THE PARENT THAT THERE IS AN OPT OUT FORM AND TO ACKNOWLEDGE THAT THEY'VE RECEIVED INFORMATION ABOUT IT, AND THAT'S IT, BECAUSE THE INTERPRETATION WAS THIS IS LIKE I'M OPTING OUT AND I JUST HOPE THAT THEY DO IT RIGHT. SO IT WAS COMMUNICATED POORLY. YES. IS WHAT YOU'RE SAYING. THAT MAY BE THE CASE, BUT THE PURPOSE WAS NOT TO CREATE ONE OPT OUT FORM. SO THE PURPOSE WAS TO SIMPLY INFORM THAT THIS OPT OUT FORM EXISTS. YES. OKAY. AND THAT IT MAY NOT HAVE BEEN COMMUNICATED. IT MAY BE MORE IF THEY READ THE ACTUAL ARE IN DETAIL, THAT IT'S GOING TO BE PROVIDED WHEN SPECIFIC TOPICS COME. NO, IT WAS CONFUSING. LIKE THAT'S BOTTOM LINE JUST WASN'T COMMUNICATED WELL. YEAH. SO THE IMPORTANT THING TO POINT OUT IS THAT THEY CHECKED THE BOX. THEY SAY YES, I UNDERSTAND THERE'S OPT OUT FORMS, BUT IF THERE'S AN INSTANCE WHERE, LIKE OLIVIA, WHERE THERE'S THERE IS AN OPPORTUNITY WHERE WE WOULD BE PROVIDING AN OPT OUT FORM, IT WOULD COME TO THE PARENT DIRECTLY. IF THERE'S AN ISSUE THAT THEY WOULD POTENTIALLY NEED OPT OUT OF, YES, THE TEACHER WOULD BE PROVIDING NOTICE TO PARENTS AT LEAST TWO WEEKS IN ADVANCE THAT THEY HAVE A PLANNED ACTIVITY OR CURRICULUM UNIT COMING UP, AND THEN THEY WOULD PROVIDE THE FORM TO PARENTS IF THEY WOULD LIKE TO OPT THEM OUT, AND THEY WOULD NEED TO RECEIVE IT WITHIN A WEEK OF THAT INSTRUCTION OCCURRING SO THAT THEY COULD CONDUCT A FACT INTENSIVE REVIEW AND THEN PROVIDE AN ALTERNATIVE CURRICULUM OR ACTIVITY. THE PARENT NEEDS TO RECEIVE IT WITHIN A WEEK, OR THE TEACHER NEEDS TO GET IT BACK SO THAT WE CAN CONDUCT THAT FACT INTENSIVE.

SO THEN HOW QUICK HOW SOON ARE THEY GETTING TWO WEEKS? TWO WEEKS. SO THEY HAVE ONE WEEK TO GET A WEEK TO TURN IT IN TWO WEEKS. AT LEAST TWO WEEKS IN ADVANCE. YEAH. AT LEAST TWO WEEKS. OKAY. AND ON THE, THE CHECK TRUSTEE FRAZIER REFERRED TO THAT'S THE DATE OF CONFIRMATION PROCESS. YOU KNOW, WE'RE LIMITED TO 174 CHARACTERS, I BELIEVE, TO TRY TO GET THAT MESSAGE ACROSS. BUT THE HANDBOOK HAS ALL THE DETAILS. THE ARE AS WELL. SO ALL THE DETAILS ARE THERE. IT WAS DIFFICULT TO MAKE A CONCISE STATEMENT THAT WOULD PERHAPS SATISFY THE MANY ELEMENTS OF THIS, THIS CHALLENGING POLICY. YEAH. JUST MAKING IT CLEAR LIKE THAT YOU IT WAS JUST NOT CLEAR. IT WAS NOT CLEAR. THE INTENT WAS TO BRING AWARENESS. CLARITY PROBABLY FELL BY THE WAYSIDE ON THAT TASK. SO MY QUESTION WOULD BE IS IF THIS IS WHAT WE'RE DOING GOING FORWARD, COULD WE JUST TALK TO THE PRINCIPALS AND OBVIOUSLY INFORM THE PARENTS AND THAT THIS IS A LOT, AND CAN WE WAIT? AND BEFORE ME, BECAUSE I TALK ABOUT WAIVING A SECOND READ AND ALL THESE THINGS, BUT WE DON'T EVEN HAVE REALLY A LOT OF KNOWLEDGE YET. THAT'S COMING DOWN WELL.

AND WE'RE NOT GOING TO GET ANYTHING MORE BECAUSE THE SUPREME COURT NUMBER ONE DOESN'T SIT AGAIN UNTIL OCTOBER. AND NUMBER TWO, THIS IS WHAT WE'VE GOT. AND SO IN OUR RECOMMENDATION WAS, AND ESPECIALLY BECAUSE OTHER SCHOOL DISTRICTS ARE STARTING NEXT WEEK, YOUR DISTRICT STARTS A LITTLE LATER. SO YOU DO HAVE MORE TIME THAN SOME OTHER SCHOOL DISTRICTS HAVE. BUT A LOT OF DISTRICTS ARE HAVING TO ROLL THIS OUT RIGHT NOW. AND SO THIS IS I DON'T RECOMMEND WAITING BECAUSE YOU NEED A FORM IN PLACE. YOU NEED SOME PROCEDURE THAT'S IN PLACE. OTHERWISE YOU DO HAVE EXPOSURE. YOU DO HAVE RISK. AND SO I DON'T RECOMMEND DOING NOTHING. THE FORM IS THERE TO FILL IN A GAP. AND OBVIOUSLY JUST LIKE ANYTHING ELSE, IT CAN BE REVISITED OVER TIME IF NEW LAW COMES DOWN OR IF NEW GUIDANCE COMES DOWN. OKAY, I

[01:30:07]

SO MY SUGGESTION WOULD BE INSTEAD, STAFF AND EMPLOYEES ARE PROHIBITED WHEN ACTING IN THEIR PROFESSIONAL CAPACITY FROM ENCOURAGING PRAYER OR OTHER RELIGIOUS ACTIVITY TO OTHERS. SO INSTEAD OF IT BEING CALLING OUT THAT IT'S NOT PROHIBITED IN THEIR PRIVATE CAPACITY, BUT IT IS PROHIBITED IN THEIR PROFESSIONAL CAPACITY. BUT ISN'T THAT ALREADY CLEAR? THAT SEEMS VERY CLEAR TO ME THAT I MEAN, I'M SAYING THAT YOU CAN'T IT'S WORDED. NO, NO, NO, I'M SAYING LIKE IN GENERAL, THE RESTRICTED FREE SPEECH FOR TEACHERS IN PROFESSIONAL CAPACITY ALREADY SAYS YOU CAN'T DO THAT. AND I WOULD SAY IN THE FIRST SENTENCE OF THAT PARAGRAPH, STAFF SHALL NOT COERCE STUDENTS IN PRAYER OR OTHER RELIGIOUS ACTIVITIES AS PART OF THEIR OFFICIAL DUTIES.

YEAH. SO OFFICIAL DUTIES. YEAH. CORRECT. SO THE NEXT SENTENCE IS THE CONVERSE OF THAT. RIGHT. IN

[01:35:03]

YES. PRIVATE TIME BEGINS WHEN YOU'RE NO LONGER CORRECT FOR THE SCHOOL DISTRICT, WHEN YOU'RE WHEN YOU SAY WHEN YOU'RE NOT, YOU'RE NOT IN YOUR PROFESSIONAL CAPACITY. AN EXAMPLE LIKE AN EXAMPLE. WELL NO NOT NOT NOT I SPOKE TWICE BUT LIKE IT HAS I DON'T KNOW IT JUST SOUNDS REALLY VERY VAGUE LIKE IT'S JUST UP FOR INTERPRETATION. SO I HAVE AN EXAMPLE. SO THERE'S A TEACHER THAT TEACHES SUNDAY SCHOOL ON THE WEEKEND, HAS A STUDENT IN THE CLASSROOM THAT IS ALSO AT SUNDAY SCHOOL. AND THE CHILD COMES UP AND STARTS TALKING ABOUT WHAT THEY'RE GOING TO BE DOING OVER THE WEEKEND AND WHAT'S HAPPENING IN SUNDAY SCHOOL. THAT TEACHER IS ON THEIR OWN TIME, BUT MAYBE NOW IT'S LUNCH AND THE STUDENT COMES UP. SO I THINK CLARIFYING IT, THAT IT'S PROHIBITED WHEN YOU'RE IN PROFESSIONAL TIME. AND, AND THIS AND THIS MORE CLEAR LANGUAGE WHERE THEY'RE PROHIBITED WHEN ACTING IN THEIR PROFESSIONAL CAPACITY FROM ENCOURAGING PRAYER OR OTHER RELIGIOUS ACTIVITIES TO OTHERS. SO IT'S SPECIFIC ABOUT BEING IN PROFESSIONAL SETTING VERSUS A PRIVATE SETTING, PRIVATE SETTING. WE DON'T I DON'T CARE WHAT THEY DO IN THEIR PRIVATE SETTING. IT'S NOT IT'S NOT LIKE A BATHROOM. YEAH, IT'S ANYWHERE ELSE. BUT WHEN WE'RE TALKING ABOUT IN THE PROFESSIONAL SETTING AND A PROFESSIONAL ENVIRONMENT, IT SHOULD BE CALLED OUT SPECIFICALLY THAT THAT'S PROHIBITED. AND I JUST THINK THAT SECOND LANGUAGE IS THE SECOND SENTENCE IS NOT CLEAR. I HEAR YOU AND WE CAN WORK WITH IT. BUT I THINK BECAUSE THERE'S NOT NECESSARILY A BRIGHT LINE BETWEEN THOSE THINGS THAT IT'S GOING TO BE THAT WAY. IT'S GOING TO BE CHALLENGING BECAUSE REMEMBER THE KENNEDY VERSUS BREMERTON CASE KIND OF FELL ON THIS FINITE GAP IN TIME BETWEEN WHEN THE FOOTBALL GAME ENDED AND PERHAPS WHEN HE WAS SUPPOSED TO ROUSE THE TEAM TO TAKE HIM BACK TO THE LOCKER ROOM FIVE MINUTES OFF. IT COULD HAVE BEEN LESS THAN THAT. YEAH. AND SO I DON'T I DON'T KNOW THAT THERE'S A BRIGHT LINE TO PUT INTO A RULE. YEAH. AND ALSO KENNEDY VERSUS BREMERTON TOO. IT WAS ALSO TALKING ABOUT HIS HALFTIME SPEECHES AS WELL, NOT JUST WHAT HE DID AFTER THE GAME. SO TECHNICALLY HALFTIME WOULD BE DURING HIS PROFESSIONAL CAPACITY. YEAH, I THINK I THINK THE FIRST SENTENCE CALLING OUT OFFICIAL DUTIES AND THE SECOND SENTENCE CALLING OUT PRIVATE CAPACITY IS IMPORTANT TO BE THERE AS OPPOSED TO TALKING ABOUT PROFESSIONAL TWICE BECAUSE IT'S REDUNDANT. YEAH, I AGREE WITH THAT. SO LET'S GO. OKAY. ONE MORE THING. IN THE SECOND PARAGRAPH TOWARDS THE END. YEAH. IT SAYS HERE NOT STAFF MEMBERS SHALL BE HIGHLY SENSITIVE TO THEIR OBLIGATIONS NOT TO INTERFERE WITH THE RELIGIOUS DEVELOPMENT OF ANY STUDENT IN WHATEVER TRADITION THE STUDENT COULD. WE PUT ALSO LIKE THE FAMILY OR PARENT GUARDIANS, EMBRACE AND TREAT ALL RELIGION AND RELIGIOUS CONVICTIONS, INCLUDING NON-BELIEF, WITH FAIRNESS AND RESPECT. SO THAT SECOND PARAGRAPH, THAT MIGHT NOT BE SOMETHING THAT THE TEACHER KNOWS. AND SO I THINK THE INTENT IS TO JUST FOCUS ON THE TEACHER STUDENT RELATIONSHIP AND ENSURE

[01:40:07]

THE STUDENTS PARENTS MAY NOT BE MUSLIM, SO I DON'T KNOW THAT THAT'S THAT WE WANT TO PUT THAT IN THERE, BUT I'M HAPPY TO WORDSMITH IT ALSO AND PUT SOMETHING IN THERE. IF THAT'S THE BOARD'S DESIRE. JUST SORRY JUST TO GO ALONG WITH THAT TOO THEN. SO THEN IF IT'S A STUDENT TEACHER, THEN WHY IS IT ON THE OPT OUT FORM WHEN THE QUESTIONS ARE ASKED, IT'S ASKING ABOUT THE FAMILY'S RELIGIOUS BELIEFS. SO THAT GOES BACK TO YODER. THE CASE IN WISCONSIN STUDENT'S RELIGIOUS BELIEFS. AND I'M ALSO THINKING OF MAHMUD BECAUSE IT'S THE PARENTS THAT ARE OPTING THEM OUT. CORRECT. WHICH IS NOT THE STUDENT. SO THAT'S WHY I FEEL LIKE YOU NEED TO INCLUDE, YOU KNOW, PARENTS OR GUARDIAN FAMILY, SOMETHING LIKE THAT, BECAUSE IT IS I MEAN, WE COULD PUT LIKE TO THE EXTENT KNOWN BECAUSE WE MAY NOT. YEAH, WE MIGHT NOT KNOW. BUT I JUST THINK THE PARENTS ARE THE ONES THAT ARE OPTING OUT. STUDENTS ARE NOT. AND WHEN THEY'RE YOUNG AND ELEMENTARY, YOU KNOW, THEY MIGHT NOT UNDERSTAND THEIR RELIGION COMPLETELY OR THOSE THINGS. SO AND AS WE'RE SENDING OUT OPT OUT FORMS, WE WANT TO BE RESPECTFUL TO EVERYONE. SO THAT'S WHY I WAS THINKING OF ADDING THAT THE ONLY THING ABOUT THAT IS, DEPENDING ON THE ENGAGEMENT OF THE PARENTS, THAT MAY NOT BE POSSIBLE. WHICH MEANS ARE WE HOLDING THE TEACHERS TO A STANDARD THAT THEY CANNOT FOR SURE KNOW? ARE THE STUDENT? ARE FAMILY? ARE FAMILY OR OR FAMILY OR FAMILY? ARE WE? I MEAN, QUESTION FOR ROBBINS. ARE WE COVERED WITHOUT IT? BECAUSE THIS IS ALL ABOUT LITIGATION. COVERAGE IS REALLY WHAT THIS IS ABOUT. I THINK AS LONG AS YOU'RE COMPLYING WITH THE NOTICE AND OPT OUT PROVISIONS, YOU'RE YOU'RE IN GOOD SHAPE. AND THE ARE I MEAN, I WAS READING THROUGH THE R'S. THE R'S VERY CLEAR IF YOU READ THE R. SO YEAH. SO THE BOARD POLICY WOULD BE MORE FROM A POLICY PERSPECTIVE THAT WE DON'T WANT TO INTERFERE WITH THE RELIGIOUS DEVELOPMENT OF ANY STUDENT OR BELIEFS OF PARENTS SLASH FAMILY.

I'M JUST PUTTING THAT IN AS A PLACEHOLDER FOR THE BOARD PRESIDENT. HOW THAT HAPPENS IS GOING TO BE CARRIED OUT BY THE R. AND THAT'S WHY I SAID I THINK THAT WE'D BE COVERED EVEN WITHOUT THIS LANGUAGE. IF WE'RE COMPLYING WITH THE NOTICE AND OPT OUT, BECAUSE THE PRACTICE OF WHAT WE'RE DOING IS MORE IS MORE IMPORTANT LEGALLY THAN THE BOARD POLICY. THE BOARD POLICY IS IMPORTANT. HOWEVER, THE R AND FOLLOWING THE R IS THE IMPORTANT PIECE. YES. LEGALLY SPEAKING.

YES. SO I'M JUST I'M JUST BEING CLEAR HERE. THIS IS NOT MAHMUD IS NOT JUST ABOUT BOOKS. IT'S ABOUT NOTIFYING PARENTS IN ADVANCE OF INSTRUCTION ON GENDER, GENDER EXPRESSION, GENDER IDENTITY, AND LGBTQ INCLUSIVE TOPICS. CORRECT. WHICH IS ALREADY COVERED BY CALIFORNIA HEALTHY YOUTH ACT. AND THEN, TO THE EXTENT THAT IT IS A BOOK OR SOME OTHER WITHIN THE CURRICULUM, WE IDENTIFIED AREAS THAT MAY NEED TO BE OPT OUT. AND THERE'S NOT A TON OF THEM, BUT THERE ARE SOME, AND THAT WOULD FALL UNDER THAT UMBRELLA. BUT TEACHERS ASKING FOR THEIR PRONOUNS OR ASKING FOR THEIR GENDER IDENTITY, THINGS LIKE THAT, THAT'S NOT ALLOWED UNDER MAHMUD. I MEAN, ARE WE CORRECT? THAT'S NOT COVERED UNDER MAHMUD, BUT IT IS A TOPIC OF GENDER IDENTITY. SO IT IS PROBABLY SOMETHING THAT WOULD RUN AFOUL OF MAHMUD IF A NOTICE AND OPT OUT WASN'T GIVEN. IF A IF A TEACHER WAS DECIDING TO DO THAT. OKAY. AND I'M ONLY IT HAPPENED.

IT HAPPENED ONE OF MY KIDS. AND SO THAT'S WHY I'M ASKING YOU KNOW, AND HE WAS NOT HAPPY ABOUT IT. AND THERE WAS NO OPT OUT. PARENTS DIDN'T KNOW ABOUT IT. AND HE DIDN'T WANT TO WRITE AN ESSAY ABOUT WHAT HIS PRONOUNS WERE AND WHAT HIS GENDER IDENTITY WAS. SO, I MEAN, IT IS HAPPENING CLASS THAT WHETHER THAT WAS A CALIFORNIA HEALTHY YOUTH ACT, IT WAS AND IT WAS IN ENGLISH, IT WAS A LANGUAGE ARTS CLASS. OKAY. SO IT'S HAPPENING. AND SO THAT'S WHY I THINK PARENTS NEED TO KNOW WHAT THE EXPECTATIONS ARE. OKAY, JUST FOR CLARIFICATION, DO YOU GUYS WANT THE TIMELINE IN THERE OR ARE YOU GOOD WITH IT BEING IN THE OKAY, I JUST WANT TO MAKE SURE THAT WAS BROUGHT UP. SO I'M JUST TRYING TO MAKE SURE WE'RE CATCHING ALL OF OUR REQUESTS.

[01:45:04]

[01:50:01]

REFERENCE IS EXPLAINED BECAUSE IF I'M LOOKING AT A MOOD AND I DON'T HAVE AN EXPLANATION AS TO WHAT THIS IS ABOUT. BUT IF YOU'RE A PARENT WHO IS, WHO HAS THAT IN THEIR MIND, IF THAT'S WHAT THEY'RE LOOKING FOR, THEY'RE GOING TO KNOW WHAT EITHER WHAT IT'S ABOUT OR THE RESEARCH, WHAT IT'S ABOUT. IT COULD BE A LEAF IF THEY DON'T HAVE ANYTHING THAT THEY'RE SO ALL OF THE PARENTS HAVE RESEARCHED, YOU KNOW, CAPABILITIES AND. YEAH, WELL THEY SHOULD YEAH THEY SHOULD. AND IT'S BEEN ON THE NEWS. OH REALLY? THEY SHOULD. ALL OF OUR PARENTS SHOULD HAVE THAT ACCESS. YEAH. ALL THEY HAVE ACCESS TO ALL OF OUR THEY CAN GO LOOK AT IT. THEY'RE ALL OF OUR PARENTS HAVE COMPUTERS AND CELL PHONES AND THEY HAVE ALL HAVE ACCESS TO. WELL, HOW ELSE ARE YOU GOING TO GIVE THEM THE INFORMATION? HOW ARE YOU TALKING ABOUT AN EMAIL OR A TEXT? HOW ARE THEY GOING TO GET THE HANDBOOK AND EVEN REGISTER THEIR CHILD IF THEY HAVE NO ACCESS TO COMPUTERS? HEY, I'M JUST SAYING, NOT EVERYBODY IN OUR DISTRICT IS WEALTHY AND HAS CELL PHONES AT THEIR FINGERTIPS, BUT THEY REGISTER THEIR CHILDREN ON. AND YEAH, MAYBE THEY WENT TO THE LIBRARY. YEAH. AND THEN THEY CAN LOOK UP THE HANDBOOK AT THE LIBRARY ON THAT COMPUTER AND ACCESS THE INFORMATION THEY NEED. OUR STUDENTS CAN DO THAT.

PARENTS CAN DO THAT. EVERYBODY. DO YOU GUYS HAVE ANY FURTHER QUESTIONS FOR THE BOARD FOR CLARIFICATION? CAN YOU SEND OUT THAT RELIGIOUS EXEMPTION FORM INSTRUCTION SECTION OF THE HANDBOOK JUST AS A QUOTATION IN THE EMAIL, BECAUSE IT DOES CALL OUT MAYBE THEY DON'T HAVE A COMPUTER TO READ IT? OKAY. SO LET'S NOT COMMUNICATE WITH THEM. OKAY? CARRIE, I'M JUST SAYING IF IT'S IN THE HANDBOOK, THEN WHY WOULDN'T WE BE OKAY PUTTING IT IN AN EMAIL? JUST PUT IT MAKE IT, MAKE IT EASY BECAUSE PEOPLE ARE. IT SOUNDS LIKE YOU'RE TRYING TO. IT SOUNDS LIKE YOU'RE TRYING TO HIDE. NO, NOT AT ALL. I'M JUST TRYING. THAT'S EXACTLY WHAT IT SOUNDS LIKE. NO, IT JUST SOUNDS LIKE YOU'RE TRYING TO. YES. SINGLE OUT. OH. SINGLE OUT. YOU KNOW WHAT THE HEALTHY YOUTH ACT, ALL OF THESE THINGS HAVE SINGLED OUT THE LGBTQ OPT OUT THINGS ON ALL KINDS OF GENDER.

EXACTLY WHAT MAHMUD TALKS ABOUT. SO I'M NOT SINGLING OUT ISSUE WITH THAT, THEY ARE EDUCATED IN THAT SENSE THAT THEY KNOW THAT ALREADY. HOW DO YOU KNOW WHAT PARENTS ARE EDUCATED ON WHAT OR NOT THAT SO MANY ASSUMPTIONS. NOT EVERYONE IS EDUCATED ON ALL THESE THINGS, AND IF THEY HAD AN INTEREST IN IT, THEY WOULD BECOME JUST LIKE IF YOU HAVE AN INTEREST ON HOW TO HELP YOUR CHILD AND HOMEWORK, THAT'S A HUGE. SO THAT'S A I WOULD LIKE TO RECOMMEND THAT WE ADD THE PARAGRAPH THAT'S IN THE HANDBOOK BECAUSE IT'S THERE. IT'S VERY EASY. JUST ADD AS A QUOTE IN THE EMAIL SO THAT IT'S CLEAR SO THAT PARENTS DON'T HAVE QUESTIONS. I THINK THAT WOULD BE GREAT. AND I THINK IT'D BE GOOD TRANSPARENT COMMUNICATION TO OUR PEOPLE. THAT. SO THE BOARD, IF THE BOARD WANTS TO DIRECT ME TO FOLLOW THROUGH ON THAT, THEN OF COURSE I'M HAPPY TO DO THAT. I JUST WANT THERE TO BE CLARITY. I JUST DON'T WANT PEOPLE TO HAVE MADE A CHECKBOOK AND THINK THAT THEY HAVE OPTED OUT, AND THEN THEY'RE GETTING THESE NOTICES FROM THEIR TEACHERS, AND THEN THEY'RE LIKE, WELL, I DON'T HAVE TO DO THAT BECAUSE I ALREADY DID IT. I JUST WANT IT TO BE CLEAR. CAN WE THEN JUST CLARIFY THAT THIS OPT OUT FORM IS YOU ACKNOWLEDGE THAT THERE MAY BE FUTURE OPT OUT FORMS TO LOOK FOR, IF ANY, ANY, ANY TOPIC. THERE'S GOING TO BE FUTURE OPT OUT FORMS, BUT IT WON'T TALK ABOUT WHAT THEY'RE OPTING OUT OF IF THAT'LL JUST COME AT A LATER DATE LIKE WE JUST TALKED ABOUT. IT'S IN THE HANDBOOK. THE PARAGRAPH IS IN THE HANDBOOK ON OUR WEBSITE. I'M LOOKING AT IT RIGHT NOW. IT CALLS OUT ALL OF THE THINGS THAT WE'RE TALKING ABOUT. JUST TAKE THE PARAGRAPH, QUOTE IT, PUT IT IN AN EMAIL, AND IT'S CLEAR FOR EVERYBODY. IT'S IN THE IT'S IN THE HANDBOOK. SO IT'S NOT LIKE WE'RE NOT SAYING IT. IT'S VERY SIMPLE. AND I THINK MARILYN'S POINT IS GREAT, SAYING THAT IF PEOPLE DID CHECK IT AND THINK, WELL, I'M COVERED, SO I DON'T HAVE TO WORRY ABOUT IT, THEY'RE NOT WATCHING FOR IT AND THEY'RE NOT PAYING ATTENTION. I THINK IT'S A GOOD CLARIFICATION. IT LINKS THE ARE RIGHT THERE. I THINK IT'S GREAT. YEAH. SO REMEMBER THIS ALL HAPPENED OVER THE COURSE OF THE LAST FEW WEEKS. AND OF COURSE PRINCIPALS JUST RETURNED ON MONDAY AND WE WERE ABLE TO GET A HANDFUL OF PRINCIPALS TO COME BACK SOONER TO PREPARE FOR THIS AND GET THE ARE GOING UNDER DOCTOR YOUNG'S LEADERSHIP. SO WE CERTAINLY HAVE MORE WORK TO DO. AS MR. ROBBINS ALLUDED TO, TO CONTINUE THIS PROCESS AS WE MOVE FORWARD. SO IF IT'S THE BOARD'S DIRECTION FOR US TO COMMUNICATE IT VIA THROUGH PRINCIPALS, PERHAPS, OR THROUGH THE SUPERINTENDENT'S OFFICE, HOWEVER, WE BELIEVE WOULD BE IN THE BEST INTEREST OF

[01:55:04]

AND YOU GUYS ARE YOU GUYS ARE MAKING THE BEST CHOICES IN THE LIMITED TIME AND TRYING TO SOLVE THIS PROBLEM THAT I KNOW IS GOING TO END UP BACK IN COURT. IT'S GOING TO BE CHANGED PROBABLY THREE TIMES IN, IN A YEAR AND A HALF OR LESS. AND, YOU KNOW, SO ALL WE CAN DO IS MAKE THE BEST DECISIONS. AND SO I THINK CLARITY TO OUR, OUR FAMILIES IS WHAT I WOULD LIKE TO SEE. AND, YOU KNOW, EVEN WE CAN SAY THAT, YOU KNOW, THIS IS STILL A WORK IN PROGRESS. WE CAN JUST BE TRANSPARENT. THIS IS NOT PERFECT. WE KNOW IT'S NOT. YOU KNOW, THE COUNTY LISTS, I THINK FOUR OTHER BOARD POLICIES THAT WE'RE GOING TO HAVE TO ADAPT AND CHANGE. THIS IS JUST ONE. SO THERE'S DEFINITELY MORE TO COME ON THIS. I WOULD I WOULD ALSO ENCOURAGE US TO BE VERY GENEROUS WITH OUR OFFERINGS OF OPT OUTS. IF THERE'S ANY LIKE QUESTION LIKE OFFER THE OPT OUT UNLESS IT'S THEY WANT TO OPT OUT OF ADDITION AND SUBTRACTION, WHICH IS RIDICULOUS. ALTHOUGH SOME PEOPLE MIGHT TRY IT. LET'S BE GENEROUS IN THAT SO THAT PARENTS FEEL LIKE THEY HAVE AS MUCH, AND THEN THAT MAY BE INTENSIVE. I UNDERSTAND THAT, BUT AS AS BEST AS WE CAN, I'D LIKE TO BE MAKE SURE THAT WE'RE TRANSPARENT IN ALL OF THAT, SO IT'LL BE GOOD. OKAY. DO WE NEED TO VOTE ON THE FIRST READING? OKAY. SO THIS IS FOR THE FIRST READING BECAUSE WE DID NOT IN OUR MOTION WAIVE WAIVE THE SECOND READING. SO WE'RE WE'RE WE DON'T HAVE TO AMEND ANYTHING. SO ALL IN FAVOR THE WAY THIS IS THIS IS TO VOTE FOR THE WAY IT IS. RIGHT. RIGHT. AND THIS IS JUST A FIRST READING. SO THIS WON'T BE POLICY. THIS WILL NOT BE POLICY BECAUSE WE DIDN'T. SO I CAN MAKE A SUBSTANTIVE MOTION. MOTION THEN. NO BECAUSE THE WELL UNLESS YOU WANT TO MAKE IT, CAN I MAKE A SUBSTANTIVE MOTION TO OR SUBSTITUTE. SORRY WE WERE TALKING ABOUT SUBSTANTIVE BACK THERE. SUBSTITUTE MOTION TO APPROVE THIS POLICY AS FINAL READING. WAIVE THE SECOND READING. YEAH. SOMEBODY SECONDS IT AND THE BOARD AGREES TO ACCEPT THE SUBSTITUTE MOTION AND THEN VOTE ON THE. AND THEN, OKAY, I'LL VOTE TO ACCEPT THE SUBSTITUTE MOTION. OKAY. SO YOU HAVE A SECOND. SO NOW THE VOTE RIGHT NOW IS NOT TO APPROVE MR. FRAZIER'S MOTION. IT'S A PROCEDURAL MOTION, NOT A SUBSTANTIVE MOTION. SO ARE YOU AGREEING TO ACCEPT HIS SUBSTITUTE MOTION IN PLACE OF THE ORIGINAL MOTION? YES, I AGREE THE VOTE IS YES. SO ALL IN FAVOR? YES. I ALL OPPOSED. NO, NO. I TRIED TO BRING IT BACK FOR A SECOND. YEAH. SKIN OFF MY TEETH. I WANT A SECOND LOOK AT IT. OKAY. OH I FORGOT. WAIT. WE NEED TO VOTE ON THE ORIGINAL MOTION. ARIANA, DID YOU DID YOU WANT TO VOTE ON THE SUBSTITUTE MOTION? IN FAVOR OR OR WAIT FOR A SECOND READING? WAIT FOR A SECOND. OKAY, SO WE NEED TO MAKE SURE WE VOTE ON THE ORIGINAL MOTION OKAY. SO THIS IS A FOR A FIRST READING ONLY. FIRST READING. FIRST READING ONLY JUST TO ACCEPT THE FIRST READING. IT'S JUST WE'RE ACCEPTING READING AT THE FIRST TIME GUYS.

TODD'S NOT BUT IT DOESN'T BECOME POLICY. IT DOESN'T DO ANYTHING. IT DOESN'T. YOUR BOARD POLICIES REQUIRE A FIRST READING AND A SECOND READING IN ORDER TO ADOPT NEW BOARD POLICIES. IT'S A NON VOTE VOTE. AND WE DIDN'T WAIVE IT. SO WE TRIED TO WAIVE IT I'M SORRY OKAY. LET'S MOVE. ALL IN

[02:00:07]

[16. ACTION ITEMS - CURRICULUM AND INSTRUCTION ]

[17. CONSENT CALENDAR ]

OKAY, I NEED A MOTION. I MAKE A MOTION. WE APPROVE THE CONSENT CALENDAR. I'LL SECOND. OKAY. WE HAVE A MOTION. RIGHT? WHO SAYS NO TO FIELD TRIPS? THAT'S RIGHT. OKAY. WE HAVE A MOTION BY MRS. BUCK AND A SECOND BY MR. FRAZIER. ALL IN FAVOR? I AND OUR STUDENT BOARD MEMBER, I MARK THIS DATE. DOCTOR MATTHEWS WOULD BE SO JEALOUS AT THIS MOMENT. I'M JUST SAYING. OKAY. MOTION

[22. BOARD DISCUSSION ]

[02:05:02]

YES. I LIKE THE WEEK AND A HALF. LIKE YEAH. AND THE AND I WAS LOOKING AT THE TWO WEEK ONE. BUT SCHOOL ENDING ON THE 22ND OF MAY JUST FEELS SO EARLY I KNOW. SO I MEAN AND STARTING THE SEMESTER, DO YOU WANT ME TO GIVE YOU THREE WEEKS OFF AT CHRISTMAS AND ADD ANOTHER WEEK? NO. GRADUATIONS LIKE THAT WHEN IT'S ENDING ON A MONDAY, WHEN WE KNOW THAT'S WHAT I WAS SAYING. I WITH THE WEEK AND A HALF BEING THURSDAY. THAT'S THE OTHER THING I THOUGHT ABOUT THAT THE WEEK AND A HALF PUTS IT ON A THURSDAY FOR LAST DAY OF SCHOOL, STARTING ON A WEDNESDAY MIDDLE OF AUGUST. I MEAN, I KIND OF LIKE THAT ONE. YEAH, THE WEEK AND A HALF. THE WEEK AND A HALF IS MY FAVORITE TOO. YEAH. IT'S NOT FINISHED BEFORE MEMORIAL DAY. YEAH. SO THEN YOU'RE CLEAR THAT IT STARTS ON SCHOOL, STARTS ON AUGUST 12T. 12TH. CORRECT. MIDDLE OF THE WEEK. YEAH. BECAUSE IT'S NOT BECAUSE ACTUALLY THAT WORKS. IT'S NOT A FOUR DAY WEEKEND. IT'S NOT THREE DAYS. AND THEN THERE'S A FOUR DAY WEEKEND AND THEN SO IT'S GOING TO BE JUST A REGULAR WEEKEND. AND THEN YOU COME BACK. SO IT'S NOT AS DRAMATIC OKAY OKAY. AND THEN THERE'S JUST THE TEN DAYS DIFFERENCE WHICH REALLY PUTS US IN LINE WITH THE OTHER DISTRICTS IN OUR AREA. WHEN YOU FIRST AND SECOND TRIMESTER, WHEN YOU LOOK AT THEM AND THEIR DIFFERENCES. RIGHT. WE'RE WE'RE RIGHT THERE.

IT FEELS THE MOST I LIKE THE WEEK AND HALF THE TWO WEEK, THE ONE THAT'S THE 2728. ALTHOUGH I LIKE THE FACT THAT IT'S MOVING A LITTLE EARLIER, HAVING THE HAVING THE LAST DAY ON THE MONDAY IS WEIRD WITH GRADUATIONS, AND WE USUALLY DO THEM TWO DAYS IN A ROW. AND SO AND THAT'S THE WEEK AND A HALF IS WITH A THREE DAY MEMORIAL HOLIDAY, RIGHT? IT'S JUST THE I'M NOT MEMORIAL LABOR DAY CORRECT. NO, NO NO, NO LABOR DAY STILL JUST THE SAME. JUST THE ONE DAY. THAT'S WHAT I MEAN. THE ONE DAY FRIDAY THAT I PUT THAT SEPTEMBER HOLIDAY, USUALLY I PUT THE SEPTEMBER HOLIDAY ON MARCH, ON FEBRUARY 12TH. SO WE'VE GOT 12, 13, 14, 15 OFF. SO WE'VE GOT A FOUR DAY WEEKEND THERE INSTEAD OF SEPTEMBER 2ND HOLIDAY WEEKEND IN FEBRUARY IS A FOUR DAY.

THAT'S INSTEAD OF SEPTEMBER BEING A FOUR, RIGHT? RIGHT. YEAH, I LIKE THAT. IT'S ACTUALLY A THREE DAY BECAUSE THEY HAVE THE MONDAY OFF THE EIGHTH, AND THEN THEY ONLY ARE A THREE DAY WEEK A THREE DAY WEEK. RIGHT? YEAH. RIGHT. YEAH. THERE ELEMENTARIES HAVE A FOUR. YEAH.

RIGHT. IT WOULD ONLY BE THE ELEMENTARIES HAVING THAT EIGHTH OFF RIGHT A GRADING DAY OR. NO I'M SORRY. NO EVERYBODY EVERYBODY WOULD HAVE EVERYBODY HAS IT OFF. OKAY I LIKE A WEEK AND A HALF I THINK. MRS. BLADE. HAVE YOU HAVE I. WHAT DO YOU LIKE? I LIKE WHATEVER IS IN THE MIDDLE. BECAUSE AFTER LAST BOARD MEETING, I GOT INUNDATED WITH FURIOUS PARENTS, ESPECIALLY IN ELEMENTARY SCHOOL AND MIDDLE SCHOOL. CAN YOU TURN YOUR MIC ON? REGARDING. THANK YOU.

COULDN'T HEAR ME. I GOT LET YOU KNOW MESSAGES FROM FURIOUS PARENTS IN ELEMENTARY AND MIDDLE SCHOOL THAT THEY DIDN'T WANT ANYTHING TO CHANGE. THEY UNDERSTAND ABOUT THE HIGH SCHOOL, BUT THEY SAID, WHY ARE WE ALWAYS, YOU KNOW, SO THEY'RE UPSET ABOUT IT. SO I THINK, JUST TO BE FAIR, WE SHOULD DO SOMETHING THAT'S JUST IN THE MIDDLE OF ALL THIS. AND IT'S KIND OF LIKE, BECAUSE IF WE GO TOO FAR, I THINK WE'RE REALLY GOING TO TICK OFF OUR ELEMENTARY AND MIDDLE SCHOOL PARENTS. BUT THEN IF YOU KNOW, WE DON'T DO ENOUGH, WE'RE GOING TO BE STUCK BECAUSE WE STILL GET THE HIGH SCHOOL PARENTS ASKING. SO, I MEAN, I THINK WE JUST HAVE TO FIND IF WE'RE GOING TO DO THIS, IF THAT'S IF IT'S THE BOARD'S WILL TO DO THIS, I THINK WE HAVE TO DO SOMEWHERE IN THE MIDDLE. MRS. BLADE, YOU MEANT STARTING IN REGARDS TO STARTING EARLIER.

THAT'S. YEAH. BECAUSE A LOT OF I MEAN, THERE'S DISTRICTS TOO IN ORANGE COUNTY, YOU KNOW, AND EVEN IN LA COUNTY, A LOT OF THEM HAVE BEEN SAYING THAT THE PARENTS WANT TO RETURN, YOU KNOW, TO THE PREVIOUS SCHEDULES THEY'RE NOT HAPPY WITH, YOU KNOW, WITH GETTING OUT IN MAY AND THEN GOING BACK, YOU KNOW, SO EARLY IN AUGUST. SO THERE IS KIND OF THE, THE SENTIMENT THAT PEOPLE WANT TO RETURN TO SCHEDULES LIKE OURS, LIKE THEY'RE JEALOUS OF OUR SCHEDULES. SO I SEE IT BOTH WAYS. I MEAN, ALL OF MY KIDS WERE FALL ATHLETES. SO WE I NEVER HAD A SUMMER REALLY, YOU KNOW, FOR YEARS BECAUSE THEY WERE BACK IN JULY FOR FOOTBALL

[02:10:01]

AND SO YOU JUST GOT TO DO IT. AND THERE ARE PEOPLE THAT ARE GOING TO BE UPSET. ABSOLUTELY. I DON'T WANT TO GO THE TWO WEEKS. I THINK THAT'S TOO MUCH. I REALLY LIKE THE WEEK AND A HALF AND IT REALLY DOES. IT JUST IT RIPS THE BAND-AID OFF. IT JUST WE GOT TO DO IT. AND I THINK IT MAKES SENSE. I APOLOGIZE TO ALL THE ELEMENTARY PARENTS THAT ARE NOT GOING TO HAVE THE LONGER SUMMER, I'M SORRY. AND MIDDLE SCHOOL TO CAN I, CAN I THEN JUST COME BACK IN MY WEEKLY UPDATE WITH 2728 CALENDAR THAT DOES JUST ONE AND A HALF WEEKS? YES. YEAH, YEAH. KEEP IT WITH THE ONE AND A HALF. I WANT TO PUSH IT FURTHER BACK OR CHANGE IT AFTER THIS ONE. AND WILL YOU MAKE SURE AS WE'RE LOOKING AT THE LAST WEEK OF SCHOOL, WHAT THAT MIGHT LOOK LIKE WITH GRADUATION, KNOWING THAT WE DO WE TYPICALLY DO AT LEAST TWO DAYS THAT IN THE SAME WEEK. SO WHEREVER THAT MIGHT FALL. OKAY. WELL YEAH, BECAUSE WITH THE WEEK AND A HALF IT'S A THURSDAY, RIGHT? IS THAT WHAT IT IS THE FOLLOWING YEAR? I KNOW IT'S GOING TO BE A SHORT WEEK, BUT CAN WE EVEN THE FOLLOWING YEAR OKAY, OKAY. COULD WE EVEN JUST PUSH IT BACK. WE NEED AT LEAST TWO OR MAYBE THREE DAYS BECAUSE WE HAVE SO MANY TO DO THAT WEEK. I'M SORRY, MISS BUCK, CAN YOU REPEAT YOUR LAST QUESTION? I JUST MENTIONED THAT AS YOU'RE LOOKING AT THE OUT YEAR, WHEN YOU'RE LOOKING AT THE GRADUATION WEEK, WE USUALLY HAVE 2 TO 3 DAYS, AT LEAST 2 TO 3 DAYS THERE FOR GRADUATIONS. WITH ALL THE HIGH SCHOOLS. OKAY. SO WE DON'T WANT TO SPLIT THAT AND ONLY HAVE LIKE MONDAY AND TUESDAY BECAUSE THAT MIGHT BE, FOR INSTANCE, LIKE JUST THE WAY THAT IT SHOWS BECAUSE IT'S THE TWO WEEKS ON THE 27, 28 IT SHOWS STARTING THE NINTH AND ENDING THE 9TH OF AUGUST AND ENDING THE 22ND OF MAY. IF YOU MADE IT LIKE THE PREVIOUS, LIKE THE 2627 WHERE WE STARTED ON THE 11TH OF AUGUST AND THEN THE 20, AND THEN ENDED THE 25TH OF. YEAH. CAN WE SQUISH IT ONE DAY? YEAH. SO I DON'T KNOW WHERE THAT PUTS US. THE ONE, THE ONE I'M LOOKING AT THE 26, 27 ONE AND A HALF WEEKS EARLY. I SEE THAT YOU'VE GOT THREE DAYS IN MAY. YES. RIGHT. SHE'S TALKING ABOUT 2728 OH 2728. YEAH. OKAY. IF YOU JUST BACK IT UP A DAY, I THINK THAT WILL HELP US THAT WE HAVE THAT WE HAVE. OKAY. ALL RIGHT. 2 TO 3 DAYS. WE'RE MAKING PROGRESS. ENDING ON A THURSDAY WOULD BE IDEAL. THANK YOU. YEAH. ENDING ON A THURSDAY WOULD BE IDEAL OKAY. THURSDAY. YEAH. YEAH OKAY OKAY. I HATE CHATGPT. THANK YOU. OH, YOU GUYS ARE ALL GONNA BE, LIKE, WANDERING AROUND LIKE, ROBOTS, AND I'M GOING TO BE ON IT. OKAY. ANY OTHER CLARIFYING QUESTIONS BEFORE WE MOVE TO THANK YOU FOR ALL YOUR WORK, YOLANDA. THAT'S GREAT. NO PROBLEM. THANK YOU. OKAY, SO NOW

[23. BOARD REPORT ]

AND WE DON'T ALLOW OUTSIDE ENTITIES TO USE OUR STUDENTS AND OUR FACILITIES TO MAKE VIDEOS FOR POLITICAL ORGANIZATIONS AND TO DO THINGS LIKE THAT. CORRECT? OKAY. OKAY. SO I'LL HAVE TO HAVE A MEETING WITH YOU, DOCTOR MYSTERIO, AND PROBABLY YOLANDA ABOUT SOME OF THE THINGS THAT HAVE BEEN COMING TO MY DESK. I JUST WANTED TO MAKE SURE BEFORE I WASTE ANYBODY'S TIME, BUT I WAS A LITTLE CONCERNED ABOUT, YOU KNOW, PEOPLE BEING ALLOWED TO USE BASICALLY TAXPAYER

[02:15:04]

THEY'RE SAYING THAT THERE'S A CAREGIVER AFFIDAVIT ALREADY. DO WE HAVE A CAREGIVER AFFIDAVIT IN OUR DISTRICT? DOES ANYBODY KNOW WHERE? IT SAYS FREQUENTLY PARENTS FIND THAT THEY NEED SOMEONE ELSE, OFTEN GRANDPARENT OR OTHER FAMILY MEMBER, TO CARE FOR AND MAKE DECISIONS FOR THEIR CHILDREN BUT DON'T WANT TO ESTABLISH A FORMAL GUARDIANSHIP. AND SO I KNOW THAT TEMECULA VALLEY HAS ONE. DO WE HAVE ONE HERE? I'M SURE WE DO. YES, WE HAVE ONE. OKAY. SO THAT WAS KIND OF THE QUESTION THAT'S NOW FLOATING AROUND IS DO WE ALREADY HAVE THAT IN PLACE. AND SO THIS HAS BEEN IN PLACE FOR A LONG TIME. AND SO I GUESS THE QUESTION NOW IS WHY IS SACRAMENTO MAKING GOING FURTHER WITH THIS, IF WE'VE ALREADY HAVE ALL THESE THINGS IN PLACE AND WHAT'S DIFFERENT ABOUT THAT. SO AND SO THEY'RE ASKING IF WE ALREADY HAVE THIS AFFIDAVIT IN PLACE WHAT WOULD SACRAMENTO'S WHAT WHAT THEY'RE TRYING TO PUSH. IF THAT PASSES WHAT WOULD BE THE DIFFERENCE IN, YOU KNOW, AND HOW WE REACT AS A SCHOOL DISTRICT. AND SO OF COURSE WHEN THAT QUESTION WAS ASKED, I HAD I REALLY WASN'T SURE IF WE HAD THESE AFFIDAVITS ALREADY. AND SO IT SEEMS LIKE SACRAMENTO IS TRYING TO BROADEN WHAT, YOU KNOW, WHO CAN TAKE CONTROL OF, YOU KNOW, OF YOUR KIDS. BUT SO THAT'S KIND OF QUESTION IS LIKE NOW, NOW WE HAVE THESE AFFIDAVITS THAT SAY CERTAIN PEOPLE. BUT LIKE WITH THE SACRAMENTO ONE, BE SAY, CAN TEACHERS TAKE POSSESSION OF YOUR KIDS? CAN THINGS LIKE THAT HAPPEN? SO I GUESS WHAT PEOPLE ARE ASKING FOR IS THE CLARITY, BECAUSE PEOPLE ARE FINDING OUT THAT THESE AFFIDAVITS ALREADY EXIST. OKAY, WE'LL INVESTIGATE AND WE'LL PUT THAT IN THE BOARD REPORT. OKAY. PERFECT. SO THAT WOULD BE HELPFUL. AND YEAH. SO I THINK THAT'S IT. JUST SAMMY SANCHEZ THAT WAS THE QUESTION THAT CAME UP. THE CALENDAR WAS COMING UP. AND THEY WERE YOU KNOW, I'VE ALREADY GOTTEN A COUPLE TEXT MESSAGES I'VE SEEN POP UP THAT ARE NO. BUT, YOU KNOW, LIKE I SAY, YOU CAN'T MAKE EVERYBODY HAPPY. AND. YEAH, YEAH, I THINK THAT'S IT. WE'VE BEEN HAVING QUITE A SUMMER. IT'S BEEN VERY BUSY, BEEN ABLE TO TAKE SOME VACATIONS AND GO OFF THE GRID, WHICH I'VE BEEN VERY, VERY HAPPY ABOUT. SO I'VE BEEN A LITTLE REMISS ON, YOU KNOW, ANSWERING SOME EMAILS. I'VE BEEN, YOU KNOW, LIKE MAYBE 7 TO 10 DAYS LATE SOMETIMES. BUT IT'S BEEN GOOD. IT'S BEEN RESTFUL GETTING ONE KID OFF TO COLLEGE AND, YOU KNOW, THE. SO YEAH, IT'S BEEN KIND OF A SUMMER OF CHANGE FOR ME. BUT I'M EXCITED THAT EVERYBODY IS COMING BACK TO SCHOOL AND I DRIVE BY, YOU KNOW, YORBA LINDA HIGH SCHOOL. I SEE ALL THE FOOTBALL PLAYERS, I SEE THE FLAG FOOTBALL TEAMS. I SEE EVERYBODY OUT THERE IN THEIR SPORTS AND I'M GLAD. IT'S JUST NOT SUPER HOT FOR THEM YET AND HOPEFULLY IT STAYS THIS WAY, KNOCK ON WOOD. BUT BUT YEAH. SO LOOKING FORWARD TO SEEING EVERYBODY BACK AT SCHOOL. AND YEAH JUST THE START OF FALL AND ALL THE FALL SPORTS. LOOKING FORWARD TO IT. JUST FOR CLARIFICATION, DO YOU WANT ME TO BE READY TO SPEAK ON AB 495 AT THE NEXT BOARD MEETING? I JUST WANTED TO KNOW. I THINK PEOPLE JUST NEED TO KNOW. I CAN GIVE YOU A BRIEF ANSWER, BUT I CAN EXPAND ON IT. OKAY. BUT MY UNDERSTANDING IT'S ABOUT THE IMMIGRATION SITUATION AND PREPARING FOR CONTINGENCIES WHERE KIDS PARENTS MAY NO LONGER BE ACCESSIBLE TO THEM. AND SO THE LAW REQUIRES THE DISTRICT TO EXHAUST EMERGENCY CONTACT PROCEDURES THAT EXIST, AND THEN TO EXHAUST ANY EXISTING CAREGIVERS AFFIDAVITS AND THEN FALL ONTO THE NON-FAMILY MEMBER, EXTENDED FAMILY PERSON WHO WOULD HAVE THE ABILITY TO COME CARE FOR THE CHILD WHOSE PARENTS ARE NO LONGER AVAILABLE. OKAY, SO IT'S AN IMMIGRATION. IT'S A RESPONSE TO IMMIGRATION. SO IT'S NOT A REMOVE CHILDREN FROM THE SCHOOL. IT'S A MAKE SURE THAT

[02:20:01]

LADDER. BUT WE CAN PROVIDE WE CAN PROVIDE MORE INFORMATION. BUT I JUST WANTED TO ADDRESS THE QUESTION TONIGHT BECAUSE I LIKE I SAID, I DIDN'T KNOW THE AFFIDAVITS EVEN EXISTED, THAT WE HAD THESE ALREADY. AND SO THEN THE QUESTION THE QUESTION WAS IS, WELL, WHAT IS THE DIFFERENCE AND HOW DOES THE SCHOOL DISTRICT RESPOND? AND IS IT THE SCHOOL DISTRICTS WHO ARE LIKE THE ONES UP IN SACRAMENTO? IS IT THE SCHOOL DISTRICT WHO'S IN CHARGE OF FINDING THESE PEOPLE NOW, OR IS THIS A SOCIAL SERVICE ISSUE? LIKE WHERE'S THE. YEAH, WE CAN PROVIDE MORE INFORMATION, BUT IT'S A RESPONSE TO THE IMMIGRATION SITUATION. PERFECT. I'LL FOLLOW UP WITH YOU AND WE'LL WE'LL WRITE TO THAT IN THE UPDATE BECAUSE THAT, THAT ONE, YOU KNOW, KIND OF JUST YEAH. THE CLARIFICATION I SAID I HAVE NO IDEA. THANK YOU. JUST WANT TO SAY HAPPY SUMMER TO EVERYONE.

I'M HOPE EVERYBODY IS ENDING THEIR SUMMER ON A GOOD NOTE AND A GOOD FOOT. IT'S BEEN EXCITING TO LIKE DRIVE BY THE SCHOOLS, A LOT OF THE SCHOOLS AND SEE ACTIVITIES STILL GOING ON. LIKE I SAID, SUMMER PRACTICES, SUMMER LEAGUE PROGRAMS AND IT SEEMS ALMOST LIKE OTHER THAN THE TWO WEEK DEAD PERIOD THAT SCHOOL NEVER STOPPED. SO I KNOW EVERYBODY AT THE DISTRICT'S BEEN WORKING HARD AND TEACHERS HAVE BEEN PREPARING FOR THE NEW YEAR. SO I JUST WANT TO SAY THANK YOU TO EVERYBODY, AND I HOPE EVERYBODY HAD A GREAT SUMMER. I'M LOOKING FORWARD TO COMING BACK TO THIS NEXT YEAR. I KNOW EVERY YEAR SEEMS LIKE PYLUSD JUST ELEVATES EXPECTATIONS AND ACCOMPLISHMENTS, SO I CAN'T WAIT TO SEE WHAT THIS NEXT YEAR BRINGS TO ALL OF OUR STUDENTS, STAFF AND CABINET AND EVERYBODY ELSE. SO I'M JUST EXCITED, LIKE I SAID, TO SEE THE NEW YEAR AND CAN'T WAIT TO GET STARTED ON ALL THE NEW THINGS COMING UP. SO YEAH, HAPPY SUMMER AND WELCOME BACK TO SCHOOL SINCE WE WON'T BE BACK TILL SEPTEMBER, I ECHO EVERYTHING YOU BOTH SAID. I THINK EVERYTHING, EVERYTHING. AND I WOULD ALSO LIKE TO COMMEND TO ALL OF US FOR NOT PULLING A CONSENT ITEM. OH, HALLELUJAH. AND I'M NOT GOING TO TALK MUCH LONGER BECAUSE I THINK WE'RE ALL IN THE SAME BOAT. WE'VE ALL BEEN GETTING FINISHING OUR SUMMERS. I'VE GOT SENIORS AND THEY'RE GOING TO THEIR SENIOR. SCHOOL. WHATEVER. THE THING IS, WHERE THEY GO SIGN THE PAPERS AND DO THE THING BEFORE SCHOOL, WHATEVER THE NAME OF THAT IS. THANK YOU. REGISTRATION. SEE, I'VE GOT SUMMER BRAIN STILL, BUT YEAH, IT'S PRETTY WILD. SO YOU'RE YOU'RE GETTING RID OF ONE AND. WELL, YEAH, THEY'RE THE LAST ONES OUT. I'VE GOT TWO LEFT SO IT'S PRETTY CRAZY. BUT SCHOOL'S COMING AND YEAH IT'S GOING TO BE A GOOD YEAR. THANK YOU. WELL FOR NORTH ORANGE COUNTY REP WE'VE ALREADY BEGUN. WE HAD AN IN-SERVICE THIS WEEK WHERE ALL THE TEACHERS CAME TOGETHER AT THE DISTRICT OFFICE AND DID A LITTLE RALLY AND ACTIVITIES TO KICK OFF THE NEW YEAR. THE THEME THIS YEAR IS LEVELING UP AND PUTTING EXCELLENCE IN EVERYTHING THAT EVERYBODY DOES, AND IN EVERY CAPACITY TO ELEVATE THE WHAT'S HAPPENING IN THE SCHOOL DISTRICTS AND WHAT'S HAPPENING WITH ALL OF THE COURSEWORK. THIS LAST YEAR, THEY HAD OR WE HAD IT AS ROP HAD AN AMAZING YEAR. THEY RECEIVED THEIR SIX YEAR WASK ACCREDITATION. THEY HAVE NEVER RECEIVED ANYTHING OTHER THAN A SIX YEAR WASK ACCREDITATION. SO KUDOS TO THEM AND THEIR. A BUDGET FOR 2024 2025 WAS A BALANCED BUDGET. SO PROUD OF BEING PART OF NORTH ORANGE COUNTY ROP, AND KUDOS TO ALL OF THEM AND ALL THE HARD WORK AS THEY GET STARTED BEFORE WE DO IN ALL OF THE OTHER DISTRICTS, AND THEN WE'LL COME AND START BACK WITH US WHEN WE START. SO THAT'S ALL I HAVE TO REPORT. THANK YOU. THANK YOU EVERYONE. OKAY, SO I'VE BEEN ENJOYING MY SUMMER AS WELL. AND I JUST REALLY WANTED TO ON THE CONSENT CALENDAR WAS LIKE FINISHED PROJ PROJECTS AND THINGS THAT HAVE BEEN GOING ON ALL SUMMER. AND I JUST WANTED TO THANK OUR MAINTENANCE AND FACILITIES AND OUR CUSTODIAL STAFF FOR GETTING EVERYTHING IN ORDER FOR OUR STUDENTS TO COME BACK AND MAKING SURE EVERYTHING'S WONDERFUL. AND I ALSO WANT TO DO A HUGE SHOUT OUT TO ALL OF OUR EXTENDED LEARNING PROGRAMS, THE THINGS THAT I'VE SEEN, THE PICTURES AND THE FEEDBACK HAVE BEEN SUPER POSITIVE. SO THANK YOU TO EVERYBODY INVOLVED IN THAT AND MAKING THAT HAPPEN. AND I LOOK FORWARD. THERE'S A LOT OF NEW BACK TO SCHOOL THINGS COMING UP AND I LOOK FORWARD TO ATTENDING THEM ALL. SO THAT'S ALL I HAVE. SO I NEED I NEED A MOTION TO ADJOURN. MAKE A MOTION TO ADJOURN THE MEETING AT 831. I'LL SECOND. OKAY. WE HAVE A MOTION BY MRS. QUINTERO, A SECOND BY MRS. BLADES. ALL IN FAVOR? AYE. AND THAT WAS AN EYE FROM OUR STUDENT BOARD MEMBER. AND MEETING ENDS AT

* This transcript was compiled from uncorrected Closed Captioning.