[00:00:03]
          COMMENTS THAT ZACH WAS ADVENTUROUS, RELIABLE, RESPECTFUL, DEDICATED, COMMITTED AND A BIT ZANY. 
          HE WAS DOGGED, DETERMINE AND A PERFECTIONIST WITH A PENCHANT FOR HUMOR AND ABILITY TO ALWAYS BE PRESENT FOR PEOPLE IN WAYS THAT THEY NEEDED HIM TO BE. HE HELPED PEOPLE BECOME THEIR BEST SELVES BY STANDING BESIDE THEM WALKING THE PATH WITH THEM AND NOT GIVING UP. HE THOUGHT PLEDGE WEEK FROM HIS FRATERNITY WAS THE BEST PART OF BEING IN THE FRATERNITY EVEN AFTER HE PASSED THAT STAGE AND HE ENGAGED IN THE ACTIVITY WITH THEM AS A BIG BROTHER. HE TOOK A NEWCOMER, BOY SCOUT WHO NEVER HIKED BEFORE FROM THE BACK OF THE PACK AT THE BEGINNING OF THE TRIP TO LEADING AND RUNNING DOWN THE HILL AT THE END OF THE TRIP. ZACH SMILE LIFT LIT UP A ROOM AND MANY FOUND THE JOY IN THEIR WHITE ZACH LIVE LIFE ON HIS OWN TERMS. HIKING AND FLIP-FLOPS AND SURFING WITHOUT A WETSUIT AND THE DEAD OF WINTER. 
          THE MORNING WAS A REMINDER TO BE TRUE TO YOURSELF AND BE PRESENT WITH A AND FOR OTHERS. MAY HIS MEMORY BE WITH US. 
          >> THANK YOU TRUSTEE GOLDBERG. I THINK A LOT ABOUT THE FACT THAT WHEN WE SURVEY OUR STUDENTS WE SEE AS THEY ARE SENT TO THE GRADES SOMETIMES ENGAGEMENT DECLINES AND I KNOW THIS SOUNDS LIKE IT'S GOOD TO BE A TERRIBLE DOWNER BUT BEAR WITH ME A MINUTE. I'M GOING SOMEWHERE. 
          I HAVE AN ABIDING INTEREST IN UNDERSTANDING WAYS WE CAN STOKE THE JOY OF LEARNING IN STUDENTS. HOW CAN WE REINFORCE THE INTRINSIC VALUE IN A WAY THE STUDENTS WILL BE JOYFUL LEARNERS FOR LIFE LONG AFTER THEY GRADUATED FROM CD UST. 
          YESTERDAY MORNING AT THE DISTRICT ADVISORY COUNCIL THERE WAS A FABULOUS DISCUSSION MARKING THREE YEARS SINCE COVID BEGAN. THE QUESTIONS WERE HOW ARE YOUR STUDENTS DOING, ACADEMICALLY, SOCIALLY, WITH EACH OTHER, IN TERMS OF THE SOCIAL, EMOTIONAL DEVELOPMENT AND WELLNESS WITHIN THEMSELVES, I LEARNED SO MUCH LISTENING TO THE PARENTS SPEAKING ABOUT THEIR STUDENTS AND SHARING INFORMATION. 
          ONE COMMENT REALLY STOOD OUT TO ME THIS. 
          IT WORKS AS A COLLEGE COUNSELOR SO IS AROUND COLLEGE STUDENTS ALL THE TIME AND HAS A STUDENT IN HIGH SCHOOL HERE WITH US. 
          SHE SPOKE AS A VOICE FROM THE FUTURE AS THE WAY SHE DESCRIBED IT. AND SHE CAUTIONED, TO DEVELOP LIFELONG LEARNERS WE HAVE TO HELP HER STUDENTS GIVE THEMSELVES A BREAK FROM THE SOMETIMES RELENTLESS PURSUIT OF ACHIEVEMENT. I FOUND THAT INSIGHT REALLY THOUGHTFUL AND I'VE CONTINUED TO THINK ABOUT IT. 
          I'D LIKE TO HIGHLIGHT A FEW EXAMPLES THAT I WITNESSED THIS WEEK IN OUR DISTRICT THROUGH THE FIRST WAS MONDAY AND TRUSTEE HAS ALREADY VIVIDLY DESCRIBED THE FABULOUS CTE ADVISORY GROUP IT WAS A HALF DAY WELL OVER 100 PEOPLE IN THE ROOM. 
          OF COURSE OUR TRIO OF CTE COORDINATORS LORI LOOKER, ASHLEY COOPER AND NICK GARIN WHO ARE EACH FABULOUS BUT ALSO OUR BUSINESS PARTNERS, THE OTHER EDUCATORS, PARENTS AND STUDENTS WERE IN THE ROOM. AND SEVERAL STUDENTS GOT UP AND GAVE PRESENTATIONS AND THEY RANGED ALL OVER THE MAP. 
          ONE STUDENT HAD TAKEN HIS FIRST CTE COURSE AS AN EXPERIMENT AND WASN'T SURE HE WOULD BE INTERESTED AND HE HAS PURSUED THAT PATHWAY WITH DETERMINATION IN THE DEGREE OF JOY. 
          ANOTHER STUDENT KNEW EXACTLY THE DIRECTION HE WANTED TO GO WHEN AND HE HAS BEEN PURSUING IT. ALL OF THEM EXPRESSED TREMENDOUS GRATITUDE TOWARD THEIR TEACHERS AND TALKED ABOUT HOW GRATEFUL THEY WERE THAT THE DISTRICT IS PROVIDING THEM LEARNING SPACES THAT ARE MODELED TO LOOK LIKE THE INDUSTRY SPACES THAT THEY HOPED TO TRANSITION INTO AND HOW MEANINGFUL THAT IS FOR THEM. 
          THEY CLEARLY ARE LOVING, LEARNING BECAUSE THEY HAVE FOUND SOMETHING THAT IS INCREDIBLY MEANINGFUL TO THEM. 
          IT WAS SO JOYFUL TO SEE THAT AND BE IN THE ROOM AMONGST THE STUDENTS. CD UST HAS 1763 STUDENTS ENROLLED IN 54 DIFFERENT CTE COURSES IN THE 22 - 23 SCHOOL YEAR END THAT INCLUDES 195 STUDENTS WITH DISABILITIES. 
          IT IS REALLY AN ASPECT OF OUR DISTRICT THAT I'M VERY, VERY 
          [00:05:02]
PROUD OF. ANOTHER EXPERIENCE OF THE AFRICAN-AMERICAN JACK THIS WEEK DOCTOR ROGERS DESCRIBED TWO DIFFERENT FIELD TRIPS HE TOOK UNDER GROUPS OF STUDENTS ON, ONE WAS TO THE BLACK COLLEGE EXPO AT THE L.A. CONVENTION CENTER. 
          IN THE OTHER WAS UNITED BY EXCELLENT CONFERENCE WHERE HE TOOK A LARGE GROUP AND MR. MERCER ACCOMPANIED HIM TO THE CAMPUS OF CAL POLY OF ST. LOUIS OF ESPOO. 
          HE DESCRIBED THE STUDENTS RESPONSES TO GETTING TO BE IN THOSE LEARNING SPACES. IT BROUGHT BACK THE MEMORY THAT LAST YEAR I WAS LUCKY ENOUGH TO ACCOMPANY A GROUP OF LATINO CONNECTION STUDENTS TO CAL POLY THE MONA AND I SAW THEM WALK INTO A COLLEGE CAMPUS AND IT WAS EXHILARATING. 
          AND I HEARD THEM SAY YOU MEAN WE CAN COME HERE AND IT'S TRUE, THEY REALLY CAN. THOSE EXPERIENCES WERE SO MEANINGFUL IN A COUPLE OF EXAMPLES OF THE MANY, MANY WAYS OUR EDUCATORS ARE LIGHTING THE FIRES FOR OUR STUDENTS AND PROVIDING SPACES THAT ARE DEEPLY MEANINGFUL TO THEM. 
          AND IT MAKES ME PROUD AND GRATEFUL. 
          IN CLOSING WE CONTINUE SINCE WE ARE STILL IN FEBRUARY WE 
          [I. Comments - Superintendent]
CONTINUE TO CELEBRATE BLACK HISTORY MONTH SO I WILL CLOSE BY 
          SAYING BLACK LIVES MATTER. >> THANK YOU AND GOOD EVENING TO ALL. THE ADVANTAGE OF GOING BEHIND OUR BOARD THEY PRETTY MUCH COVERED EVERYTHING I'VE BEEN ENGAGED IN AND THE LAST TWO WEEKS SO I APPRECIATE EVERYONE'S EFFORT IN EVERYTHING THAT WE HAVE ACTIVELY ENGAGED IN. 
          I SAY A LOT OF TIMES SUPERINTENDENTS ARE LESS TRUSTING TO KNOW THAT THEY HAVE BOARD MEMBERS AT SCHOOLS WITHOUT THEM OR ENGAGED IN SO MANY ACTIVITIES IN FOR ME AS A SUPERINTENDENT I AM LUCKY TO HAVE THE BOARD THAT I HAVE IN THE ABILITY FOR THEM TO GO OUT AND EXPLORE OUR SCHOOLS AND LEARN OF THINGS THAT ARE HAPPENING ON CAMPUS AND COME BACK AND ASK ME QUESTIONS SO I CAN FURTHER ANSWER A QUESTION OR CONCERN, PROVIDE A CELEBRATION OR WHATEVER MAY COME OUR WAY. 
          I DO FEEL AS A SUPERINTENDED OF CONEJO VALLEY SCHOOL DISTRICT TO HAVE THE BOARD THAT I HAVE. I REALLY DO APPRECIATE EVERYONE'S EFFORT TO BE AS BUSY AND ENGAGED IN HER SCHOOLS. 
          I KNOW THAT GOES HAND-IN-HAND WITH THE EFFORTS OF OUR STAFF IN THOSE AT THE DISTRICT OFFICE WHO ARE FACILITATING A LOT OF THE PROGRAMS IN THE SCHOOL SITES WERE BEING PREVENTED. 
          OUR ADMINISTRATORS WHO ARE WORKING WITH THEIR TEACHERS IN THE CLASSIFIED STAFF IN THEIR OFFICE STAFF TO GET EVERYTHING GOING. IT IS AN AMAZING PLACE AND SO MANY REASONS FOR ME TO BE THANKFUL. 
          AS WE GO INTO THIS WEEKEND WE HAVE A LONG FOUR-DAY WEEKEND I WOULD ASK EVERYONE TO TAKE ADVANTAGE OF REST. 
          IT IS IMPORTANT THAT WE GET REST IT IS IMPORTANT THAT YOU DISCONNECT. IT IS IMPORTANT THAT YOU STAY AWAY FROM COMPUTERS AND CELL PHONES AND ANYTHING CUSD OVER THE COURSE OF THE FOUR DAYS. I WILL SAY WHEN WE GET BACK FROM THE FOUR-DAY WEEKEND WE HAVE A LONG STRETCH IT IS A LONG STRETCH WITHOUT A BREAK. SEVEN WEEKS BETWEEN NOW AND OUR START OF SPRING BREAK. AND I JUST THINK IT'S REALLY IMPORTANT EVERYONE USE THEIR TIME THIS WEEKEND TO GET SOME OF THE BALANCE AND ENGAGE IN ACTIVITIES THAT ARE NOT WORK-RELATED. WITH THAT I WILL TURN IT BACK TO 
          HER BOARD PRESIDENT. >> ARE YOU GOING TO FOLLOW YOUR 
          OWN ADVICE. >> I WILL TRY AS BEST AS I CAN. 
          [J. CVUSD Black History Month Event]
          >> THANK YOU, DOCTOR MACLACHLAN THAT BRINGS US TO 2J. 
          MR. LOU CAN YOU DESCRIBE THE CD UST BLACK HISTORY MONTH EVENT. 
          WE ACTUALLY HAVE TWO PUBLIC COMMENTS ON THIS ITEM. 
          P KATHY CARLSON. >> WE HAVE TWO SPEAKERS. 
          YOU ARE FIRST. >> GOOD EVENING, EVERYONE. 
          I LOOKED THROUGH THE AGENDA OF WHAT THE 50 MINUTES WILL BE LIKE AND IT LOOKS VERY INTERESTING. IN THE FIRST THING THEY ARE 
          [00:10:03]
GOING TO DO IS SING THE RISE SONG THAT WAS SUNG AT THE SUPER BOWL . A LOT OF PEOPLE HAVE BEEN TALKING ABOUT THAT. AND IT HAS BEEN NICKNAMED THE BLACK NATIONAL ANTHEM WHICH SOME PEOPLE FEEL THIS IS DIVISIVE. 
          I READ THROUGH THE LYRICS AND WATCHED ON YOUTUBE, IT IS A LOVELY SONG. AT THE END AND MENTIONS GOD I THINK SIX TIMES AND THIS GROUP I HOPE THEY WILL BE WELCOME AT THE THREE SCHOOLS. I WOULD LIKE TO KNOW ARE THEY GETTING AN HONORARIUM FOR COMING, ARE TAXPAYERS PAYING FOR THIS IF YOU COULD LET ME KNOW ABOUT THAT BECAUSE THE PUBLIC IS NOT INVITED TO COME AND SEE THEM JUST CD UST STUDENTS AND THEIR FAMILIES. IN THE LAST PERFORMANCE IS AT 345 AT THOUSAND OAKS PERFORMING ARTS CENTER. 
          BUT SOMEBODY PEOPLE IN AMERICA CALLING THIS A BLACK NATIONAL ANTHEM AND HAVING IGNORANT PEOPLE SPEW MISINFORMATION ABOUT THE THIRD VERSE OF THE STAR-SPANGLED BANNER THAT'S WHAT I WANT TO TALK TO YOU ABOUT AND I INTEND TO GIVE A PRESENTATION AND I'LL BE SUBMITTING TO MS. FELLMAN BY REQUEST BUT WILL GO TO MR. MACLACHLAN, DOCTOR MACLACHLAN AND I GUESS IT'S LIMITED TO 10 MINUTES. I DID RESEARCH ON THE NATIONAL ANTHEM MANY YEARS AGO BEFORE THIS CONTROVERSY CAME UP IS THE THIRD VERSE OF THE NATIONAL ANTHEM THE STAR-SPANGLED BANNER RACES, NO IT USES THE COUPLING, THE COUPLING THE WORDS HIRING AND SLAVE THAT WAS A COMMON COUPLING IN THE 1700S THAT ROBERT BYRD FROM SCOTLAND THE POET HE WAS VERY POPULAR IN THE COLONIES BECAUSE WE DID NOT HAVE A LOT OF POETS WE DID NOT HAVE A LOT OF BOOKS WHERE DID THEY GET THEIR BOOKS FROM SCOTLAND AND ENGLAND. THE SCOTS AS DOCTOR MACLACHLAN KNOWS WERE NOT HAPPY WITH THE ENGLISH THEY RETREATED AS SLAVES IN THE SCOTTISH PEOPLE WHO COOPERATED WITH THE BRITISH WERE TERMED HIRELINGS AND SLAVES IN THE MARINES THAT CAME OVER AND KILLED THAT IS WHAT THE THIRD VERSE REFERS TO IT IS NOT BLACK AFRICAN SLAVES THAT WERE CHASED AND KILLED. 
          SO IF ANY OF YOUR EMPLOYEES TALK ABOUT THAT FALSELY, THAT WOULD 
          BE A WRONG THING TO DO. >> THANK YOU MISS CARLSON, WE APPRECIATE IT. CARRIE HOWARD. 
          >> GOOD EVENING AND HAPPY WEDNESDAY I WAS DELIGHTED TO SEE THE AGENDA TONIGHT INCLUDES INFORMATION DISCUSSION ABOUT A BLACK HISTORY MONTH EVENT TAKING PLACE ON FABRIC 24 AT THE MIDDLE AND HIGH SCHOOLS. THANK YOU TO THOSE WHO ARE MAKING THIS EVENT HAPPEN BECAUSE ALL OF OUR STUDENTS WILL BENEFIT GREATLY, THOSE STUDENTS WHO WILL SEE IT WILL BENEFIT GREATLY IS THERE A WAY TO BRING IT TO MORE SCHOOLS I'VE BEEN WONDERING IN IS IT POSSIBLE FOR THERE TO BE A WAY FOR THE PUBLIC TO ATTEND ANY OF THESE EVENTS BECAUSE I KNOW I WOULD LOVE TO SEE IT. 
          A QUICK STORY TODAY I WAS AT ONE OF OUR MIDDLE SCHOOLS DURING PASSING TIME ONE OF THE STUDENTS LOUDLY CALLED ANOTHER STUDENT A PRETTY BRUTAL RACIAL SLUR. I WAS HEARTBROKEN FOR THE STUDENT I HAD COMPANY THE STUDENT TO THE OFFICE TO LEND MY NAME TO THE REPORT I WILL SAY THE ADMINISTRATION HANDLED IT YOU DEEPLY AND THE STUDENT WAS HEARD AND SUPPORTED. 
          I CAN'T EVEN PRETEND TO KNOW AND IMAGINE HOW THAT STUDENT MUST TO FELT TO HEAR THE DESPICABLE WORD FROM THE. 
          AND A SAFE PLACE IN THE PLAQUE ON THE WALL THE STATES WE ARE AT A CALIFORNIA DISTINGUISHED SCHOOL. 
          THERE ARE THOSE THAT BELIEVE RACISM DOES NOT EXIST IN THE KINEO THEY HAVE THIS FALSEHOOD ON TWITTER AND ET CETERA. 
          TODAY IN THE LOCAL MOM GRUPO MONTAG THE ENTIRE GROUP FOR A CALL TO ACTION TO SPEAK YOU TONIGHT AGAINST BLACK HISTORY MONTH EVENT THAT I SPOKE ABOUT EARLIER. 
          IN THE NATIONAL BLACK ANTHEM. AND I COULD NOT STOP THINK ABOUT THE THERE WERE PEOPLE PLANNING TO COME TO SPEAK TONIGHT DURING BLACK HISTORY MONTH AGAINST THIS SONG. 
          [00:15:03]
THIS SONG WITH A SEGREGATED SCHOOL IN JACKSONVILLE, FLORIDA WITH THE AUTHOR OF THE POREM TO SPAN THE PRINCIPAL THE SONG WAS SUNG BY AN ACQUIRER OF 500 SCHOOL CHILDREN TO CELEBRATE ABRAHAM LINCOLN'S BIRTHDAY AND AS YOU MENTIONED A VERY BEAUTIFUL SONG, I DON'T HAVE ANY INTEREST IN SILENCING ANYONE WHO ARE SPEAKING TONIGHT WHETHER THEY AGREE WITH ME OR NOT BUT I WANTED TO ADD CONTEXT TO A REAL STORY TO THE DISCUSSION. 
          WHATEVER OWN STUDENTS EXPERIENCE RACISM TODAY IN OUR SCHOOLS THIS DAY TODAY, RIGHT HERE IN OUR OWN COMMUNITY AND I FELT POWERLESS IN THE MOMENT TO STOP IT. PLEASE LET'S FIND A WAY TO BRING BLACK HISTORY MONTH EVENT TO AS MANY SCHOOLS AS POSSIBLE I BELIEVE ALL OF OUR SCHOOLS AND STUDENTS GREATLY NEEDED. 
          THANK YOU FOR YOUR TIME. >> THANK YOU MS. HOWARD. 
          NOW MR. LOU. >> GOOD EVENING. 
          THERE ARE OFTEN REQUEST FOR THE BOARD OF EDUCATION TO DO ABOUT THE PLAN AND COMPLETED ACTIVITIES IN THE BOARD OF EDUCATION PASSES RESOLUTION AND RECOGNITION OF SPECIAL WEEKS OR MONTHS. ON BEHALF OF THE STUDENT SERVICES AND IN PARTICULAR DOCTOR ROGERS WHO PLACES ITEM ON THE AGENDA IN THE BOARD OF EDUCATION AND THE SCHEDULED ACTIVITY IN CELEBRATION OF BLACK HISTORY MONTH IN SUPPORT OF THE RESOLUTION THAT WAS PASSED BY THE BOARD OF EDUCATION IN JANUARY 17. THIS EVENT IN PARTICULAR FRIDAY FEBRUARY 24 TAKING PLACE AT STUDENT LUNCH AT THE HIGH SCHOOL AND REDWOOD MIDDLE SCHOOL AND THE STUDENTS AND FAMILIES. 
          THE SCHEDULED PERFORMANCES AND ACTIVITIES IS INCLUDED ON THE BOARD AGENDA TONIGHT. ADDITIONAL INFORMATION AND HOW TO REGISTER FOR THE EVENT WILL BE PROVIDED BY THE SCHOOL AND DISTRICT COMMUNICATIONS. WE JUST WANTED TO INFORM THE BOARD AND ALSO SAY WERE VERY PROUD OF THE BLACK AFRICAN-AMERICAN STUDENTS AND FAMILIES AND WERE PROUD TO PROVIDE THIS EVENT TO THE STUDENTS AND FAMILIES OF THE 
          DISTRICT. >> THANK YOU MR. LOU I'M LOOKING FORWARD TO THIS EVENT. WE ARE GOING TO MOVE INTO ACTION ITEMS SECTION OF OUR AGENDA. GO RIGHT AHEAD. 
          >> GOING ALONG WHAT LIZ HOWARD WAS SAYING THERE'S ONLY THREE SCHOOLS THAT GET TO SEE THIS WITH THEIR FAMILIES AND STAFF IS THERE ANY POSSIBILITY OR THOUGHT OF TAKING THE SYMPATHY DOWN THE DISTRICT WEBSITE FOR OTHER PEOPLE TO SEE IN THE FUTURE? I KNOW TV AND COMPUTER IS NOT THE SAME. 
          >> WE WOULD NEED TO TALK WITH THE COMPANY ITSELF THIS IS AN OUTSIDE AGENCY COMING IN TO OUR SCHOOLS. 
          I'M NOT SURE WHAT THEIR PROTOCOLS WOULD BE. 
          ULTIMATELY THIS IS THE FIRST YEAR THAT WE HAVE HAD SOME TYPE OF AN ORGANIZED EVENT THAT WOULD TAKE PLACE AT MULTIPLE SCHOOLS AND STRUCTURES AND STRUCTURES. IF THINGS GO WELL AND SOMETHING THE SCHOOL SITES APPRECIATE AND THE STUDENTS ENJOY I THINK IN FUTURE YEARS THIS WILL BE THE OPPORTUNITY TO SCHEDULE OVER A PERIOD OF TIME THIS GROUP TO WORK WITH OUR STUDENTS. 
          THIS IS OUR FIRST YEAR END OUR FIRST GO AROUND. 
          WE ARE GOING TO GET A FEEL FOR HOW IT GOES AND SEE IF IT'S SOMETHING WE WOULD LIKE TO CONTINUE IN THE FUTURE. 
          [A. Board of Education - CSBA Delegate Assembly Nominations]
          >> OKAY, THANK YOU. MOVING INTO ACTION ITEMS IIIA WORD OF EDUCATION CSB A DELEGATE ASSEMBLY NOMINATION. 
          >> MAY I HAVE A MOTION PLEASE. >> I TRUSTED GOLDBERG MOVE THAT WE APPROVED THIS BECKY KRAMER AS A CANDIDATE FOR ELECTION CSB A 
          DELEGATE OF 11 BE AS SUBMITTED. >> SECOND. 
          >> THANK YOU. >> IS BEEN MOVED AND SECONDED, 
          IS ANY DISCUSSION. >> I THINK SHE WILL BE A GREAT 
          REPRESENTATIVE. >> AGREED. 
          >> I SEE NO OTHER COMMENTS. WE WILL VOTE, TRUSTEE LOPEZ. 
          >> TRUSTEE GORBACK. >> TRUSTEE SYLVESTER. 
          >> TRUSTEE GOLDBERG. TRUSTEE POWELL. 
          >> YES BEEN A I AM A YES MOTION CARRIES 5 - 0 WITH A PER 
          [B. Student Services - Approval of Resolution #22/23-21: In Support of National Women's History Month]
REFERENTIAL YES BUT WITH TRUSTEE LOPEZ. 
          3B STUDENT SERVICES APPROVAL OF RESOLUTION NUMBER 22, 23/21 IN SUPPORT OF NATIONAL WOMEN'S HISTORY MONTH. 
          MAY I HAVE A MOTION. >> TRUSTEE CELESTE OR. 
          >> I MOVE THAT WE APPROVE RESOLUTION 22/23 E- 21 IN 
          [00:20:04]
SUPPORT OF NATIONAL WOMEN'S HISTORY MONTH HAS SUBMITTED. 
          >> THANK YOU. >> IT'S BEEN MOVED AND SECONDED, IS THERE ANY DISCUSSION? I DON'T SEE ANY, WE WILL VOTE, 
          TRUSTEE LOPEZ. >> AYE. 
          >> TRUSTEE SYLVESTER. >> YES BEEN A TRUSTEE POWELL. 
          >> YES. >> TRUSTEE GOLDBERG. 
          >> YES. 
          TRUSTEE GORBACK. >> SP. 
          >> I AM A YES IT CARRIES WITH A YES VOTE FROM TRUSTEE LOPEZ. 
          [C. Instructional Services - Approval of Resolution #22/23-22: Read Across America Week]
3C. INSTRUCTIONAL SERVICES APPROVAL OF RESOLUTION NUMBER 2223-22. READ ACROSS AMERICA WEEK. 
          MAY I HAVE A MOTION. >> TRUSTEE GORBACK. 
          >> I MOVE THAT WE ADOPT RESOLUTION 22/23-22 PROCLAIMING FEBRUARY 27, 2023 THROUGH MA MARCH 3, 2023 AS READ ACROSS 
          AMERICA WEEK. >> SECOND. 
          >> TAKE YOU TRUSTEE GOLDBERG. IT'S BEEN MOVED AND SECONDED, DO 
          WE HAVE ANY DISCUSSION? >> I DON'T SEE ANY SO WE WILL VOTE. TRUSTEE LOPEZ. 
          >> AYE. >> TRUSTEE GOLDBERG. 
          >> YES. >> TRUSTEE GORBACK. 
          >> YES. >> TRUSTEE POWELL. 
          >> TRUSTEE SYLVESTER. >> YES. 
          [D. Instructional Services - Approval of Amendments to Administrative Regulation 1325 - Advertising and Promotion]
          >> I AM A YES MOSTLY ENTER MOTION CARRIES 5 - 0 THE PREFERENTIAL VOTE FROM TRUSTEE LOPEZ. 
          >> 3D INSTRUCTIONAL SERVICES APPROVAL OF AMENDMENTS TO ADMINISTRATION REGULATION 1325 ADVERTISING AND PROMOTION. 
          >> DO I HAVE A MOTION? >> I MOVE THAT WE APPROVE THE AMENDMENTS TO ADMINISTRATIVE REGULATION 1325 ADVERTISING AND 
          PROMOTION AS SUBMITTED. >> THANK YOU. 
          >> SECOND. >> THANK YOU. 
          IT IS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION? 
          >> I DON'T SEE ANY SO WE WILL VOTE. 
          >> TRUSTEE LOPEZ. >> AYE. 
          >> THANK YOU. TRUSTEE GORBACK. 
          >> YES. 
          TRUSTEE SYLVESTER. >> YES. 
          >> TRUSTEE POWELL. >> YES. 
          >> TRUSTEE GOLDBERGER. >> YES. 
          >> I'M A YES MOTION CARRIES 5 - 0 WITH THE PREFERENTIAL VOTE FROM TRUSTEE LOPEZ. WHICH BRINGS US TO A COMMENT. 
          >> AND I MAKE ONE COMMENT PLEASE. 
          I MISSED IT AT THE END OF LAST ACTION ITEM. 
          SO OUR COMMUNITY KNOWS ON WHAT RESOLUTION AS A DISTRICT FOR THE FUTURE RESOLUTION OR THE LAST COUPLE OF YEARS IF WE WERE TO GO TO THE BOARD WEBSITE ON USC.ORG EDUCATION YOU WILL SEE TWO DIFFERENT LINKS ONE IS BOARD RESOLUTIONS THAT PUT IN PLACE THE RESOLUTIONS OF THE BOARD HAS APPROVED TO A CERTAIN DATE FOR THE SCHOOL YEAR AND ALSO HAS THREE OR FOUR PREVIOUS SCHOOL YEARS OF REVOLUTION THAT WE WERE APPROVED IF YOU WERE TO LOOK AT THIS UST GOVERNMENT CALENDAR ONE OF THE COLUMNS THAT GO ACROSS OUR RESOLUTIONS THAT BASICALLY OUTLINES A FULL YEAR OF THE RESOLUTIONS AND WE MEET IN APRIL IF THERE ARE ANY NEW RESOLUTIONS WE WILL ADD AT THAT TIME JUST TO THE COMMUNITY KNOWS WHERE TO FIND THE RESOLUTIONS AND WHEN WILL THEY BE COMING UP ON OUR CALENDAR FOR THE BOARD TO APPROVE? 
          [E. Business Services - Approval of Resolution #22/23-20: Authorizing the District to Apply for Grant Funds from the California Energy Commission to Implement a CalSHAPE Program Project]
          >> THANK YOU FOR THE CLARIFICATION. 
          SO WE ARE NOW ON THREE E- SERVICES APPROVAL OF RESOLUTION 22-23-20 AUTHORIZING THE DISTRICT APPLY FOR GRANT FUNDS FROM CALIFORNIA ENERGY COMMISSION DIPLOMATIC L-SHAPED PROGRAM PROJECT. DO WE HAVE EMOTIONS PGH [NULL] 
          PGH PRESIDENT. >> TRUSTEE GOLDBERGER I MOVE THAT WE APPROVE RESOLUTION 22/23-20 AUTHORIZING THE DISTRICT APPLY FOR GRANT FUNDS FROM THE CALIFORNIA ENERGY COMMISSION TO IMPLEMENT CACHET PROGRAM PROJECT AS SUBMITTED. 
          >> THANK YOU. MAY I HAVE A SECOND. 
          >> SECOND IT IS BEEN MOVED AND SECONDED WE HAVE ANY DISCS UNDER 
          DISCUSSION? >> DOCTOR DO YOU HAVE ANYTHING TO FILL THE BOARD AND ON THIS ITEM? 
          >> THANK YOU.   THIS IS TO DO AN ASSESSMENT OF THE VENTILATION SYSTEMS HOPEFULLY WE CAN GET THIS GRANT WE ARE IN LINE IT'S JUST A $3 MILLION AND THAT WILL HELP INFORM US OF MAKING A 
          DECISION MOVING FORWARD. >> I HAVE A QUICK QUESTION JUST THAT IT STRUCK ME THERE SPECIFICALLY ASKING THE BOARD TO APPROVE THIS. NOT ALL GRANTS COME BEFORE THE 
          BOARD, CORRECT? >> THAT IS CORRECT. 
          >> THANK YOU FOR THE CLARIFICATION. 
          ANY OTHER COMMENTS? I DON'T SEE ANY WE WILL VOTE. 
          >> TRUSTEE LOPEZ. >> AYE. 
          >> TRUSTEE POWELL. >> YES. 
          >> TRUSTEE SYLVESTER. >> YES. 
          [00:25:01]
          >> TRUSTEE GORBACK. >> YES. 
          >> TRUSTEE GOLDBERG. >> YES. 
          >> I AM A YES MOTION CARRIES 5 - 0 WITH THE PREFERENTIAL YES VOTE FROM TRUSTEE LOPEZ. WE ARE NOW AT THE CONSENT AGENDA 
          [4. ACTION ITEMS – CONSENT]
          [P. Business Services - Approval of Tier I Application for Adelante Comunidad Conejo, Inc.]
AND WE ARE PULLING ONE ITEM I BELIEVE. 
          CAN I HAVE A MOTION. >> I MOVE THAT WE APPROVE THE APPLICATION [INAUDIBLE] TO BE DESIGNATED AS THE TIER ONE GROUP 
          FOR FACILITY USE AS SUBMITTED. >> THANK YOU. 
          >> DO WE HAVE A SECOND. >> SECOND. 
          >> THANK YOU AND WE HAVE A PUBLIC COMMENT, MS. CAROL 
          SHELTON. >> HELLO I'M DETERMINED TO GET THROUGH THIS WITHOUT CRYING. THERE WAS A LOT OF TEARFUL STUFF TONIGHT. GOOD EVENING MY NAME IS CAROL SHELTON. ON THE VICE PRESIDENT OF THE BA[INAUDIBLE]. I WOULDN'T THANK YOU FOR BEAUTIFYING CONEJO IN BRIAR PARK. 
          I TAKE CARE OF THE MEMORIAL THERE WITH FLOWERS AND FLAGS AND WHATNOT. I DRIVE BY OR STOP ONCE OR TWICE A WEEK AND THERE ARE CONSISTENTLY KIDS AT THAT PLAYGROUND UNITS SUCH A THRILL TO HEAR KIDS PLAYING WHEN WE'RE THERE DURING OUR MONTHLY MARKETPLACE. 
          THANK YOU FOR THAT. AND NOW ON BEHALF OF [INAUDIBLE] WE WOULD LIKE TO THANK YOU FOR CONTINUING THE TIER ONE STATUS. 
          THIS ALLOWS US TO SERVE 200 FAMILIES EACH MONTH WITH A NUTRITIOUS FOOD THAT WE WERE ABLE TO RESCUE. 
          IT ALLOWS FAMILIES TO CONNECT WITH ONE ANOTHER. 
          ALLOWS AGENCIES TO CONNECT WITH FAMILIES THAT ARE HARD TO REACH, IT ALLOWS STUDENTS, FAMILIES AND THE PEOPLE THAT WE SERVE TO VOLUNTEER AND GET BACK TO THE COMMUNITY. 
          THE SENSE OF PRIDE IS EVIDENT EACH MONTH WE APPRECIATE PRINCIPAL SUPPORT IN THE CONEJO CUSTODIANS ARE ALWAYS THERE READY TO LEND A HAND AND WE CANNOT DO WHAT WE DO WITHOUT OUR CONEJO ALIMENTARY TEAM. I ALWAYS JOKE WITH OUR VOLUNTEERS ONCE A VOLUNTEER ONCE THEY WILL BE BACK BECAUSE IT'S TRULY A JOYOUS EVENT. THEY ALWAYS CONTINUE TO VOLUNTEER LONG AFTER THEIR HOURS ARE UP. 
          ONCE THE STRENGTH IS CONNECTION. WE RECEIVED A DONATION FROM A TEACHER OF GENTLY USED BABY CLOSE. 
          JUST AS WE RECEIVED A REFERRAL OF A NEW SINGLE MOM THAT DID NOT HAVE FOOD. MY SON AND I WERE ABLE TO SHOP FOR THE EVENT AND DELIVER ITEMS AT HER HOUSE. 
          SHE WAS ABLE TO GET CONNECTED TO OTHER SUPPORT ORGANIZATIONS ALL BE ABLE TO KEEP CHECKING IN ON HER AND HER NEW BABY. 
          THAT IS WHAT IT CAN DO WITH TIER ONE STATUS. 
          THANK YOU AGAIN. >> THANK YOU MICHELLE 10 DO WE HAVE ANY COMMENTS OR DISCUSSION FROM THE BOARD? 
          >> SEEING NONE WE WILL VOTE ON 4P. 
          TRUSTEE LOPEZ. >> AYE. 
          >> TRUSTEE GORBACK. >> YES . TRUSTEE SYLVESTER. 
          >> YES. >> TRUSTEE GOLDBERGER. 
          >> YES. >> TRUSTEE POWELL. 
          >> I AM A YES MOTION CARRIES 5 - 0 WITH THE PREFERENTIAL VOTE FROM TRUSTEE LOPEZ. DO WE HAVE A MOTION ON THE 
          REMAINDER OF THE CONSENT AGENDA? >> PRESIDENT. 
          >> TRUSTEE GORBACK. >> I MOVE THAT WE ACCEPT THE REMAINDER OF THE CONSENT AGENDA AS SUBMITTED. 
          >> SECOND. >> THANK YOU. 
          >> ANY DISCUSSION? LET'S VOTE, TRUSTEE LOPEZ. 
          >> AYE TRUSTEE POWELL. >> @. 
          >> TRUSTEE GOLDBERGER. >> TRUSTEE SYLVESTER. 
          >> @. >> TRUSTEE GORBACK. 
          >> YES . I AM A YES MOTION CARRIES WITH THE PREFERENTIAL VOTE FROM TRUSTEE LOPEZ. WE ARE AT SECTION FIVE 
          [A. Instructional Services - Presentation: Grading for Mastery]
INFORMATION DISCUSSION ITEMS THE FIRST ITEM IS INSTRUCTIONAL SERVICES OF A PRESENTATION ON GRADING FOR MASTERY. 
          >> IS A QUICK WORD OF INTRODUCTION I HAVE TO SAY THIS IS GOING TO BE THE HIGHLIGHT OF THE MEETING CERTAINLY FOR ME AND MANY OTHERS. THIS PRESENTATION IS CERTAINLY NOT A PRESENTATION AND IS NOT A PRESENTATION FOR THE TEACHER WESTLAKE HIGH SCHOOL MR. SEAN CLARITY AT THE HIGH SCHOOL. 
          I HAVE TO SAY REALLY BRIEFLY HAVING GOT TO KNOW THE TWO TEACHERS OVER THE COURSE OF JUSTICE YEAR I REALLY CAN'T SAY ENOUGH ABOUT THEIR PASSION FOR STUDENTS AND THE PASSION FOR LEADING IN THE WILLINGNESS TO TRY THINGS OUT IT'S REALLY 
          [00:30:01]
SPARKED FOR ME A LEVEL OF INSPIRATION AS WELL AS KNOWLEDGE WHICH THEY WILL BE SHARING THE BOARD OF EDUCATION AND THE PUBLIC TONIGHT. THEIR STORIES ARE INSPIRING AND WE WILL LEARN A LOT FROM IT AND I JUST WANT TO SAY THIS IS WHAT OUR DISTRICT IS ALL ABOUT WORKING TOGETHER AND PARTNERSHIP SHARING LEADERSHIP IN WORKING TOGETHER ULTIMATELY FOR WHAT'S GREAT FOR STUDENTS. WITH THAT I'M HAPPY TO CLICK ON OR TWO TEACHERS MR. POSTER MR. FLAHERTY. 
          >> GOOD EVENING PRESIDENT GIL AND DOCTOR MCLAUGHLIN AND MEMBERS OF THE BOARD OF EDUCATION AND MEMBERS OF THE DISTRICT LEADERSHIP IN THE COMMUNITY MY NAME IS DAVID AND CURRENTLY MY TEACHING ASSIGNMENT AT WESTLAKE HIGH SCHOOL I TEACH MATH AND THE ELECTED TEACHER OVER THERE WHICH I TRULY LOVE AND I'M GRATEFUL FOR THAT OPPORTUNITY. 
          I'M GLAD TO BE HERE THIS EVENING WITH YOU TO SHARE MY EXPERIENCES OVER THE PAST ALMOST 20 YEARS IN EDUCATION AND HOW THEY RELATE TO GRADING. OUR PURPOSE HERE THIS EVENING IS TO TALK ABOUT GRADING FOR MASTERY AS A SLIDE SAYS A TRAJECTORY OF LIMITING THE SHORTCOMING OF GRADING SYSTEMS WE WILL TOUCH ON SOME OF THE STUFF DURING HER PRESENTATION THIS EVENING MASTER GRADING EMBRACES CERTAIN RESEARCH, SUPPORTIVE PRINCIPLES AND PRACTICES THAT BENEFIT BOTH STUDENTS AND TEACHERS ONCE AGAIN THINGS WE WILL DISCUSS IN WERE HERE TO SHARE SOME OF THE THINGS WE'VE BEEN DOING AT CONEJO UST THIS YEAR END ACTION TAKEN PLACE TO MOVE TOWARDS MASTERY GRADING AND WILL SHARE OUR EXPERIENCES WITH THAT. 
          OVER THE PAST 20 YEARS ALMOST 20 YEARS IN EDUCATION THERE HAS BEEN MANY DIFFERENT EXPERIENCES I HAVE HAD THAT HAVE CONTRIBUTED TO MY CURRENT GRADING PHILOSOPHY EACH OF THESE EXPERIENCES HAS HELPED ME TO IDENTIFY PRINCIPLES AND ALTER MY GRADING PER PHILOSOPHY I'M GETTING SHARE SOME OF THOSE EXPERIENCES WITH YOU, NUMBER ONE. AS A NEW TEACHER EARLY IN MY CAREER I HAD A LOT OF FRUSTRATION WITH HOMEWORK. 
          I THINK THAT IS SOMETHING THAT IS COMMON NOT ONLY WITH TEACHERS BUT STUDENTS AND PARENTS AND THAT WAS THE FIRST THING THAT I HAD TO ADDRESS. FRUSTRATION WITH HOMEWORK VARIED STUDENTS LACK OF MOTIVATION TIME AND EFFORT, GENERAL APATHY TOWARDS HOMEWORK STUDENTS WOULD COPY EACH OTHER'S WORK JUST TO GET POINTS ON THE HOMEWORK. THAT DEFEATED THE PURPOSE OF ASSIGNING HOMEWORK WAS SO THE STUDENTS WOULD BE ABLE TO PRACTICE THE THINGS THAT I WANTED THEM TO LEARN AND MASTER. 
          LET'S SEE. MY FRUSTRATION INCREASED AS THE GRADES AND ASSESSMENTS WERE NOT REFLECTED OF THE STUDENTS GRADES ON THE HOMEWORK. THAT WORKED IN TWO DIFFERENT WAYS YOU CAN HAVE STUDENTS THAT DID ALL OF THE HOMEWORK AND THEY WOULD NOT PERFORM WELL ON THE ASSESSMENT. 
          ON THE OTHER SIDE OF THAT ALL OF THE STUDENTS THAT COPY THEIR HOMEWORK AND WERE ABLE TO DO WELL ON THEIR ASSESSMENT. 
          THOSE TWO SITUATIONS THERE IS ALWAYS EVERYTHING IN THE MIDDLE AS WELL. THAT IS NUMBER ONE OF THE THING THAT SHAPED THE DIRECTION I WENT IN WITH MY GRADING. 
          THE CURRENT HOMEWORK APPROACH THAT WAS NOT GETTING THE DESIRED RESULTS THAT I WAS AFTER CAUSED ME TO REFLECT AND THINK ABOUT THINGS I COULD DO DIFFERENTLY. NUMBER TWO I'VE HAD AN OPPORTUNITY TO PARTICIPATE IN MANY DIFFERENT THINGS THROUGHOUT MY TEACHING CAREER DEALING WITH VERTICAL ARTICULATION, I SPENT A LOT OF TIME IN MATH TALKING ABOUT WE HAVE TO TAKE ALGEBRA ONE BEFORE WE TAKE ALGEBRA TWO AND IF YOU DON'T DO WHAT YOU DOING ALGEBRA ONE AND MAKES ALGEBRA TO EVEN HARDER SO I HAVE LOTS OF TEACHERS AND MYSELF SAY THE STUDENTS ARE NOT READY TO TAKE THIS CLASS. THEY DO NOT UNDERSTAND THE THINGS THEY SHOULD'VE LEARNED ALGEBRA ONE AND IT'S REALLY CHALLENGING FOR THEM TO BE SUCCESSFUL. 
          TEACHERS, COUNSELORS, PARENTS WE ALL MAKE RECOMMENDATIONS TO STUDENTS, YOU SHOULD TAKE THIS CLASS, YOU GOT THIS GREAT IN THIS CLASS BEFORE SO I THINK YOU'RE WELL-PREPARED TO BE SUCCESSFUL IN THIS CLASS SO WE MADE A RECOMMENDATION BASED OFF OF GRADES IN PREVIOUS CLASSES FOR STUDENTS OF THINGS THAT WE 
          [00:35:01]
THINK THEY SHOULD BE SUCCESSFUL BASED OFF OF THE GREAT. 
          THE TRANSITION TO GRADING FOR MASTERY THE IDEA OF GRADING ON CONTENT STANDARDS ALLOWS FOR ME TO MAKE BETTER RECOMMENDATION OF A BETTER UNDERSTANDING OF WHAT THE STUDENT ACTUALLY KNOWS. 
          THERE'S TWO OTHER OPPORTUNITIES I WOULD LIKE TO TALK ABOUT HERE. 
          ONE OF THEM I HAD AN OPPORTUNITY AT SOME POINT TIME TO PILOT A NEW FOURTH-YEAR MATH COURSE. THIS MATH COURSE EMPLOYED TEACHING PHILOSOPHY THAT I HAD NEVER INCORPORATED INTO MY CLASS BEFORE. THE IDEA BEHIND THE PHILOSOPHY WAS BECOMING MORE OF A FACILITATOR. 
          BECOMING A FACILITATOR AND A QUESTIONING STRATEGY TO TURN THE TIDE OVER TO MAKING THE STUDENT RESPONSIBLE FOR THEIR LEARNING WAS LIFE ALTERING IN MY TEACHING CAREER. 
          AND THAT CHANGE BY APPROACHING THINGS THAT I DID. 
          IN THE SECOND THING GETTING INVOLVED. 
          I LOVE ABBOTT THE TRAINING HAS BEEN THE MOST PERFECT UNDERPRODUCTIVE IN MY CAREER SO BEEN INVOLVED OF THE AVID ELECTED TEACHER ALLOWS ME THE OPPORTUNITY TO HELP STUDENTS TRANSITION FROM WHAT I WOULD CALL THE THINGS THAT I TELL THEM TO DO TO BECOME AN INDEPENDENT LEARNER, THEY NOW KNOW THE THINGS THAT THEY NEED TO DO IN ORDER FOR THEM TO BE SUCCESSFUL. 
          FOR ME AND MY PHILOSOPHY THAT IS MY ULTIMATE GOAL IF I HAVE A KID LEAVE MY CLASSROOM KNOWING WHAT THEY NEED TO DO TO LEARN, THEN IT'S MORE IMPORTANT THAN DO THEY NEED TO KNOW HOW TO SOLVE FOR ACTS OR THINGS LIKE THAT. IF THEY KNOW THE THINGS THAT THEY NEED TO DO AS THEY GO TO COLLEGE AND STUFF LIKE THAT. 
          THAT IS THE MOST IMPORTANT. THE LAST THING I WILL SHARE IS A PERSONAL STORY ABOUT MY OWN SON. MY OWN SON MY OLDEST SON MY FIRST TIME THROUGH HIGH SCHOOL WITH MY CHILD WE HAD A LOT OF STRUGGLES A LOT OF DIFFICULTIES BECAUSE THEY PUT A LOT OF EMPHASIS ON THE GRADE OR THE NUMBER AND MY SON WOULD TELL ME MANY TIMES, DAD I DON'T HAVE TO DO ALL THAT STUFF TO LEARN WHAT I NEED TO LEARN. I DON'T HAVE TO DO IT. 
          THAT NEVER BECAME MORE EVIDENT TO ME WHEN HE TOOK AN AP PSYCHOLOGY CLASS. THE AP PSYCHOLOGY CLASS HE FAILED. HE GOT AN F. 
          HE DID NOT GET HIGH SCHOOL CREDIT BUT HE TOOK THE AP EXAM AND GOT BY. HE WAS ABLE TO GET COLLEGE CREDIT BUT DIDN'T GET HIGH SCHOOL CREDIT. 
          AT SOME POINT TIME WE'VE HAD A BREAKDOWN OF WHAT IS IMPORTANT, WHAT ARE WE GRADING ON. THOSE KIND OF MOVED ME IN THIS DIRECTION HAVE GROWN OVER THIS PAST YEAR, WE WILL TALK ABOUT. 
          THAT IS IT FOR ME I WILL LET SEAN GO. 
          >> GOOD EVENING I'VE ALWAYS BEEN INTERESTED IN GRADING I WAS NEVER TAUGHT ANYTHING ABOUT GRADING WHEN I WAS DOING MY CREDENTIALING PROGRAM. I ALWAYS THOUGHT THERE WAS SOMETHING THERE THAT DIDN'T GEL OR WORK SO I EXPERIMENTED A LOT BUT YEARS LATER I FOUND MYSELF LIVING IN COLOMBIA SOUTH AMERICA DURING THE WORST TIMES OF THE DRUG LORD THERE. 
          AFTER MOST OF THE NARCO TERRORISM SOCIETY FROM THE CARTEL I GOT TO BE PART OF A PILOT PROGRAM FROM THE MINISTRY OF EDUCATION IN THE '90S. BASICALLY THEY WANTED TO TRY TO DO WHAT THEY COULD OF THE MINISTRY OF EDUCATION TO PREVENT WITH THE STUDENTS OF A PROFILE OF PABLO ESCOBAR FROM COMING UP AGAIN THROUGH THEIR SYSTEM AND I WAS PART OF THE PROGRAM THAT SOUGHT TO ENSURE BASIC PROFICIENCY WITH RESPECT TO ALL ESSENTIAL CONCEPTS AND SKILLS. IT WAS A REAL GAME CHANGER FOR MY CAREER. TO GET TO THE IDEA WHAT IS ESSENTIAL NOT JUST ACADEMIC BEHAVIOR ON CITIZEN AND IT WAS REALLY AMBITIOUS PROGRAM. PRETTY CAME AN INCREASED FOCUS OF ASSESSING BENCHMARK STANDARDS AND ABOVE ALL REPEATED OPPORTUNITIES FOR STUDENTS TO REACH THAT PROFICIENCY. 
          IT WAS MEASURED BUT IT WAS FAIR, TRANSPARENT AND EFFECTIVE IN A LOT OF WAYS. IT DEFINITELY MADE AN IMPACT ON ME THAT'S WHAT PUT ME ON THE PATH FOR GRADING FOR MASTERY. 
          [00:40:07]
          >> WHY NOT TRADITIONAL GRADING WHY MASTERY GRADING, TRADITIONAL GRADING EVALUATES CONTENT KNOWLEDGE BUT IT ALSO EVALUATES BEHAVIORS AND WHEN IT DOES THAT START TO INVITE SUBJECTIVITY AND BIAS. THAT IS A PROBLEM. 
          IN TRADITIONAL GRADING BECAUSE OF THE TEACHERS BIASES TO STUDENTS WITH CURRICULAR PERFORMANCE LEVELS RECEIVE THE SAME GRADE LIKEWISE ONE STUDENTS CURRICULAR PERFORMANCE LEVEL MAY YIELD FOR TWO DIFFERENT TEACHERS DUE TO THEIR RESPECTIVE VICES. 
          SOMETHING IS WRONG WITH THAT. IT DOESN'T AFFECT HER TRUE ABILITIES. THE UNDERSTANDING OF CONTENT SOLELY IN A STANDARDS ALIGNED TO TEST AND GRADES. 
          PRACTICES ARE SUPPORTED BY RESEARCH UNLIKE TRADITIONAL GRADING FROM HIP OR WHAT WE INHERITED AND GRADE HACKS MOST OF THOSE TWEAKS THAT TEACHERS WILL MAKE AND ALLOW THEM TO MANIPULATE THE GRADING PROGRAM SO THE GRADE MATCHES WHAT THE STUDENTS ABILITY AND IS ACTUALLY BETTER THAN THAT HOW CAN WE NUDGE THE GRADE INTRICATE. WERE TALKING ABOUT PRACTICES LIKE EXTRA CREDIT DROPPING THE LOWEST GRADE NOT COUNTING CERTAIN ASSIGNMENTS OF THE GRADE TOTAL ALL COMING FROM A VERY GOOD PLACE BUT A BIAS NONETHELESS. 
          MASTERY GRADING WHAT IS MASTERY GRADING NOT ABOUT LIGHTS MALIGNED OFTEN IS NOT ABOUT LOWERING EXPECTATION AND NOT ABOUT GRADING STUDENTS BECAUSE OF THE DEMOGRAPHIC STATUS. 
          IT IS NOT ABOUT ALLOWING STUDENTS ENDLESS OPPORTUNITIES TO RETAKE TEST. IS NOT ABOUT GIVING CREDIT FOR THE COMPLETE WORK IS NOT ABOUT EQUAL OUTCOMES. 
          IT IS NONE OF THOSE THINGS. SO JUST TO PUT THAT OUT THERE. 
          DAVID WILL TELL US MORE ABOUT WHAT IT IS. 
          >> THE GOAL OF MASTERY GRADING FOR ME IS THAT WE HAVE A GRADING SYSTEM THAT WILL ALLOW STUDENTS NOT TO BE PENALIZED BECAUSE THEY HAVE A DIFFERENT LEARNING STYLE OR THEY LEARN DIFFERENTLY. 
          WE WANT TO PROVIDE AN OPPORTUNITY FOR ALL STUDENTS TO SUCCEED REGARDLESS OF HOW THEY LEARN IN THE SPEED AT WHICH THEY LEARN NOT ALL STUDENTS LEARN THINGS AT THE SAME PACE. 
          SO WE HAVE TO ACCOMMODATE FOR THAT. 
          WE WANT TO GIVE THEM THE OPPORTUNITY TO DO THAT. 
          THE MASTERY GRADING HAS THREE PILLARS READ THE FIRST ONE IS ACCURATE, ACCURACY WE TALK ABOUT ACCURACY WHAT WERE TALKING ABOUT. EVERYBODY SHOULD BE ABLE TO UNDERSTAND HOW THAT GRADE IS CALCULATED. 
          I'M A MATH TEACHER I UNDERSTAND WEIGHTED AVERAGES VERY WELL. 
          BUT IF I WENT TO A NORMAL PERSON AND SAID MATH WAS MY WORST SUBJECT I DON'T UNDERSTAND ANYTHING AND ASK THEM TO EXPLAIN A WEIGHTED-AVERAGE CHANCES ARE THEY PROBABLY WOULD NOT BE ABLE TO DO THAT. AND ON THE OTHER SIDE OF THAT BECAUSE THEY DON'T UNDERSTAND HOW THE WEIGHTED AVERAGES WORK, NOW THEY CAN'T ACTUALLY UNDERSTAND THE IMPACT THAT IT GRADE WILL HAVE ON THIS OVERALL PERCENTAGE. 
          WHEN WE TALK ABOUT ACCURACY WE REALLY WANT AN ACCURATE REPRESENTATION OF WHAT THAT STUDENT KNOWS. 
          WHAT ARE THE THINGS I WANT THEM TO KNOW AND I WANT THAT GRADE TO BE AN ACCURATE REPRESENTATION. THAT'S WHAT I'M AFTER I WANT TO CUT OUT ALL OF THE FLUFF SO IF I TELL A STUDENT YOU CAN GO TO AN AP CALCULUS CLASS NEXT YEAR THEY CAN GO TO AN AP CALCULUS CLASS AND BE SUCCESSFUL. IF I FLUFF THERE GRADE I NEED THEM TO UNDERSTAND THE MATHEMATICAL STANDARDS TO BE SUCCESSFUL IN THAT CLASS NOT PUMP THEM UP WITH INFLATED AVERAGE. BIAS RESISTANT WE TALK ABOUT BIASES ALREADY. IT SHOULD BE RESISTANT TO THOSE IMPLICIT BIASES, WHETHER WE WANT TO ADMIT IT OR NOT WE ALL HAVE THEM AND WE WANT TO MAKE SURE THOSE GRADES ARE NOT IMPACTED BY THAT. THE LAST PILLAR IS MOTIVATIONAL SO WE TALK ABOUT WHEN I FIRST MENTION HOMEWORK THE MOTIVATION FOR A STUDENT TO ACTUALLY COMPLETE AN ASSIGNMENT ON THEIR OWN LIKE MY SON SAID I DON'T HAVE TO DO ALL THAT TO UNDERSTAND MY STUFF IN THE OTHER END OF THAT I DON'T LIKE DOING HOMEWORK BUT EVERYBODY'S A LITTLE BIT DIFFERENT BUT THE MASTERY GRADING AS THEY TALKED ABOUT THE BEGINNING THE GOAL IS TO HELP THE STUDENTS UNDERSTAND WHAT THEY NEED TO DO IN ORDER FOR THEM TO BE SUCCESSFUL. TO BECOME AN INDEPENDENT LEARNER 
          [00:45:04]
NOT JUST DOING THINGS BECAUSE I TOLD THEM TO BUT KNOWING WHAT THEY NEED TO DO IN ORDER FOR THEM TO BE SUCCESSFUL. 
          THE GRADING SYSTEM SHOULD PROVIDE OPPORTUNITY FOR THEM TO DO THAT. TO BE ABLE TO KNOW AND TO BE ABLE TO HAVE AN OPPORTUNITY TO EARN THAT GRADE. 
          >> THERE ARE SOME GRADING PRACTICES THAT ARE NOT PRESCRIBED A TEACHER STILL HAS AUTONOMY TO DECIDE HOW TO GET A GREATER STUDENT GIVEN THE PRINCIPLES THERE IS A BIT OF A MENU AND A SELECTION THAT A TEACHER CAN MAKE TO KEEP GRADES ACCURATE YOU COULD AVOID ZEROS BECAUSE REPORTING IS 0 DOES NOT REFLECT WHAT A STUDENT DOES OR KNOWS. 
          NOBODY KNOWS NOTHING, EVERYBODY KNOWS SOMETHING. 
          THAT 0 GIVES A FALSE MESSAGE. IT CAN ALSO TERRIBLY SKEW THEIR GRADE THEY CAN NEVER RECOVER FROM. 
          AVOIDING THE 0 IS A BIG ONE TREAT MINIMUM GRADING AND ASKED COULD BE CALLED 50% WOULD BE THE LOWEST GRADE THAT WAY A STUDENT HAS AN AFFECT 10% WINDOW THAT IS NOT PASSING BUT HE GIVES THEM A CHANCE TO FIND THEIR WAY BACK. IT DOESN'T JUST CONFINE THEM TO FAILURE FOREVER. 0 - FOR SKILLS I SHOT MY FOOT IN T0 MEANS INSUFFICIENT EVIDENCE, INCOMPLETE YOU ARE NOT OFF THE HOOK YOU HAVE TO SHOW ME WHAT YOU KNOW SO WE REPORT THE 0 FOR THAT TIME. THE 1 - FOR A FAIR SCALE IS NOT BASED ON A NUMERICAL ISSUE THIS GOES ALONG WITH RENAMING SO THE IDEA OF ONE WOULD NOT YET READ THE STANDARD TO APPROACHING THE STANDARD, THREE, MEETING THE STANDARD, FOR EXCEEDING THE STANDARD. GIVING MORE WEIGHT TO RECENT PERFORMANCES BECAUSE THE STUDENT SPENDS MORE TIME TO THE MATERIAL AND GETS BETTER AND IT MAKES SENSE THAT THEY WOULD IMPROVE. 
          GRADES WILL BE BASED ON INDIVIDUAL ACHIEVEMENTS NOT GROUPS AND WE HAVE A LOT OF THAT GOING ON IN OUR CLASSROOMS WE TEACHERS ARE GIVING GROUP GRADES THAT IS NOT ACCURATE. 
          BIAS RESISTANT, RETRO BASE CONTENT NOT ON EXTRA CREDIT BASED ON STUDENT WORK NOT THE TIMING OF THE WORK. 
          WHAT'S IMPORTANT THEY DEMONSTRATE THEIR PROFICIENT AND IF THEY HAPPEN TO DO THAT LATER IN AN ARBITRARY DEADLINE THEY SHOULD BE ABLE TO DO THAT. AN ALTERNATIVE CONSEQUENCE FOR CHEATING NOT A LOW-GRADE THERE IS RESTORATIVE JUSTICE AND OTHER PRACTICES. WE DON'T HAVE TO PENALIZE THEM WITH THE GRADE THAT DOESN'T MAKE ANY SENSE WITH RESPECT TO THE PROFICIENCY LEVEL. EXCLUDING THINGS LIKE PARTICIPATION AND EFFORT AS THEIR GRADE. 
          HAVING GRADES BASED ENTIRELY ON AN ASSESSMENT NOT FORMATIVE ASSESSMENTS BUT JUST HOMEWORK, THEY WILL DO THE HOMEWORK BECAUSE IT WILL HELP THEM PERFORM ON THE TEST ACTUALLY MATTER. FINALLY THE MOTIVATIONAL AREA MINIMUM GRADING KEEPS THEM FROM GIVING UP 0 - FOR SCALE IS MUCH FRIENDLIER AND KINDER DIRECTED TOWARDS THEIR THE REAL LEARNING PURPOSE AND THE GRADES AND THE CRITERIA NO ABCD THE HOW THEY ARE WITH RESPECT TO THE PARTICULAR STANDARD, OFFERING RETAKES AND REDUCE HAVING CLEAR RUBRICS SO WE KNOW WHAT TARGET THEY'RE AIMING FOR AND IT'S EASIER TO HIT. 
          HER GRADES WILL BE BASED ON STANDARD SKILLS. 
          IT'S NOT ABOUT WHAT CAN I DO TO GET MORE POINTS BECAUSE THAT'S ALL THAT MATTERS TO ME. THE STANDARDS-BASED GRADE BOOKS EMPHASIZING SELF-REGULATION THIS WAS A NICE DISCOVERY TO REALIZE THE STAFF TELLS VERY WELL WITH SOCIAL AND EMOTIONAL LEARNING. 
          KIDS THAT ARE GRADED THIS WAY LEARN TO SELF REGULATE. 
          AND CREATING A COMMUNITY FEEDBACK AND STUDENT TRAFFIC, THOSE ARE OPTIONAL WAYS THAT PEOPLE CAN EMPLOY MASTERY 
          GRADING. >> WHY IS IT SO CHALLENGING THESE CHALLENGES ARE ONES THAT HAVE BEEN DISCUSSING SOME OF HER MEETINGS WITH TEACHERS AS WELL AS IN THE BOOK GRADING WITH EQUITY WITH FELDMAN YOU WILL SEE ON THE PREVIOUS SLIDE THE RESOURCE THAT WAS STATED THERE THAT'S WHERE THIS COMES FROM. 
          SOME OF THE COMMENTS THAT WERE MADE. 
          ANYTIME THAT WE HAVE A MIND SHIFT OR PARADIGM SHIFT IT'S ALWAYS DIFFICULT AND CHALLENGING TO DO SOMETHING NEW AND TALKS ABOUT THE HISTORY OF THE GRADING AND IT GOES ALL THE WAY BACK TO THE EARLY 1900S. HASN'T CHANGED ALL THIS TIME AND WERE COMING OUT SOMEBODY SAID EARLIER ABOUT COMING OUT OF THE PANDEMIC WE ARE IN EDUCATIONAL SOCIETY AND IF THINGS ARE 
          [00:50:04]
CHANGING WE HAVE TO BE WILLING TO CHANGE WITH THOSE TIMES. 
          WE HAVE ALL OF THE ISSUES WITH THE MENTAL HEALTH AND WE LOOKED AT THE STUDENT FEEDBACK AS WE GET TO THE LATER SLIDES. 
          NO FORMAL TRAINING AND SAME FOR ME I NEVER HAD ANY OF THE CLASSES THAT I SADDENED WHEN I WAS GETTING MY CREDENTIAL EVEN WHEN I WAS GETTING MY MASTERS DEGREE TO DISCUSS GRADING AT ALL. IT IS SOMETHING THAT YOU LEARNED ON THE FLY AND YOU GIVE THE COMPUTER PROGRAM AND SAID HERE'S YOUR GRADING, FIGURED OUT. NO FORMAL TRAINING OR ANYTHING LIKE THAT. LOTS OF MISCONCEPTIONS ABOUT WHAT MASTERY GRADING IS, SEAN HAD ON THE PREVIOUS SLIDE TALKED ABOUT THAT. IT IS NOT ALL OF THOSE YOU DO NOT HAVE TO DO ALL OF THESE AT ONCE WE ARE BOTH IN DIFFERENT PLACES AND WE DO THINGS A LITTLE BIT DIFFERENTLY AND THERE ARE SOME OTHER TEACHERS ON OUR CAMPUS THAT DO THINGS DIFFERENTLY. IT IS INCORPORATING THINGS THAT ARE STUDENT BENEFICIAL FOR STUDENTS AT A NATURAL PACE BEING ABLE TO TRY THE NEW THINGS, LACK OF COMMUNITY BRIAN IN PUSHBACK I AM DOING SOMETHING VERY, VERY DIFFERENT THAN ANY OTHER CAMPUS THAT I'VE HAD A LITTLE BIT APPARENT PUSHBACK. 
          I WILL SAY PARENTS THAT HAVE COME IN AND VISITED WITH ME AND THEY UNDERSTAND WHAT I AM DOING THEY ALWAYS LEAVE VERY POSITIVE. 
          THAT MAKES SENSE. SO MY STUDENT CAN GET WHATEVER GRADE THEY WANT IN LIFE TO GET. THAT'S A WAY IT SHOULD BE WHATEVER EFFORT THEY ARE WILLING TO PUT IN THEY CAN HAVE THAT OPPORTUNITY. IT'S BEEN VERY POSITIVE WHEN I HAD THE OPPORTUNITY TO SIT DOWN WITH THE PARENTS AND EXPLAIN THE GRADING SYSTEM THAT I'M INCORPORATING IN MY CLASSROOM. 
          STUDENTS NOT MAKING THE CONNECTION BETWEEN THE SOFT SKILLS IN THE HIGH-PERFORMANCE ON THE EVALUATIONS. 
          THIS GOES BACK TO THE TIME MANAGEMENT AND ALL THE SKILLS WE WANT THEM TO DEVELOP AND WE NEED TO PROVIDE THEM AN OPPORTUNITY TO DEVELOP THE SKILLS. SOMETIMES THAT MEANS THEY'RE GOING TO MAKE A MISTAKE IN THE DOCUMENT MANAGER TIME WISELY IN THE CAN HAVE THREE PROJECTS IN ANOTHER CLASS AND THEY DON'T HAVE TIME TO STUDY FOR MY TEST AND I DON'T WANT THEM COMING IN AFTER THEY PULLED AN ALL-NIGHTER IN HIGH SCHOOL THAT IS NOT HEALTHY. WE ASK ALL THESE THINGS FOR THE STUDENTS AND WE WANT THEM TO DEVELOP THESE SKILLS AND WE ALSO WANT THEM TO MAKE MISTAKES AND LEARN FROM THOSE. 
          WHEN I START MY CLASS AND I TALKED TO PARENTS I SAY IMAGINE IF YOU HAD ONE SHOT ON YOUR DRIVING TEST HOW MANY OF US WOULD BE DRIVING IF WE HAD ONE SHOT? SO THE ACCOUNTING A PARTICIPATION ORGANIZATION GRADES THOSE ARE BEING GRADED FOR THE CLASSROOM BEHAVIOR THAT HAS NOTHING TO DO WITH CURRICULAR STANDARDS. 
          LETTING GO OF CONTROL. WE HAD MANY CONVERSATION WITH TEACHERS THE GRADE IS ONLY MOTIVATING FACTOR. 
          I CANNOT MOTIVATE THEM UNLESS I GIVE THEM 10 POINTS FOR WHATEVER THAT SKILL IS. MOTIVATION THERE. 
          A LACK OF TIME FOR TEACHERS TO PREPARE AND DO SOMETHING THAT IS SO DRASTICALLY DIFFERENT AND THINGS THAT THEY HAVE DONE BEFORE. WE'VE HAD IN OUR CONVERSATIONS WITH HER TEACHERS, TRY ONE THING AT A TIME TRY ONE THING AND SEE HOW IT GOES AND YOU CAN INFILTRATE MORE THINGS AS WE GO ALONG. I GOT BENEFITS BENEFITS TO STUDENTS THESE ARE SOME OF THE THINGS THAT WE HAVE SEEN OR THAT I HAVE SEEN. I GAVEST SURVEY TO MY STUDENTS AFTER THE SEMESTER TO GET SOME FEEDBACK FROM THEM AND THERE WILL BE COMMENTS ON ANOTHER SLIDE BUT MORE MOTIVATION TO TAKE RISKS AND TO SEEK HELP THERE MANY TIMES WHERE I SAY I'M AVAILABLE DURING THIS TIME BUT NOW PEOPLE SHOW UP, I LIKE THAT. 
          MORE QUESTIONS ABOUT CLARITY AND CONTENT STANDARDS AND HOW TO MASTER THEM. HOW DO WE DO THIS, WHAT ARE THEY DO HELP ME UNDERSTAND THIS, APPRECIATION FOR THE CHANCE TO SHOW IMPROVEMENT AFTER SETBACKS WE ARE GRATEFUL FOR THAT. 
          AN INCREASED RESPONSIBILITY IN THEIR EDUCATION DEVELOP CONTENT OF HAVING REAL-WORLD CURRENCY THE CURRENCY WE ARE TALKING ABOUT IS THE RESILIENCY OF BEING ABLE TO OVERCOME MOST CHALLENGES AND OBSTACLES AND KNOWING IF THEY HAVE A SETBACK IT IS OKAY. 
          IT IS ALRIGHT WHAT CAN WE LEARN FROM THAT WHAT WE NEED TO DO TO 
          [00:55:02]
GO FORWARD. IN MY SPANISH CLASS THE REAL-WORLD CURRENCY THE STUDENTS LEARN THE VOCABULARY AND GRAMMAR THAT WILL KEEP THEM ALIVE IF THE OVERSTOCK IN MEXICO. 
          BY SEEING THE RELEVANCE OF THEIR CURRICULUM IN THE LEARNING TALK ABOUT A LIFELONG LEARNER AND STARTS HERE TO SCIENCE AND MATH AND WHATEVER, SOCIAL STUDIES TO SEE THE RELEVANCE TO THE ACTUAL LIVES THAT'S THE CURRENCY IN THE SAME BENEFITS OF THE BENEFITS TO TEACHERS, STUDENTS FOCUS IS NOW ON LEARNING NOT POINTS IT IS NOT ABOUT I NEED TO GET THIS GRADE SO I CAN GET TO COLLEGE OR WHATEVER IT IS ABOUT THE LEARNING THAT WILL GIVE THEM THE GREATEST THAT'S WHAT THEY CARE ABOUT SO MUCH BUT THEY'RE GOING TO HAVE TO GO THROUGH THE LEARNING TOGETHER TEACHERS ARE WORKING SMARTER, NOT HARDER GREATER CLARITY ABOUT THE EXPECTATION THAT RADIATES FROM THE TEACHER TO THE STUDENTS IN GRADES ARE NO LONGER USED TO CONTROL BEHAVIOR THEY NEVER SHOULD'VE BEEN ABOUT THAT SO THEY DON'T HAVE TO BE. 
          TEACHERS ARE SEEN AS A FACILITATOR RATHER THAN IN AUTHORITY WHO NEEDS HANDLING. STUDENTS TRY TO GAME US OUT AND TRY TO FIGURE OUT WHAT MAKES THIS TEACHER TO AND HOW CAN I HIGH WIRE HIM. IT IS NOT ABOUT THAT NOW WE ARE COLLABORATORS LET ME HELP YOU REACH YOUR LEARNING GOALS. 
          NO MORE A'S DUE TO INFLATION IN FEWER D'S AND F'S. 
          A LOT OF THE AZAR NOT BECAUSE THE STUDENTS ARE REALLY PERFORMING AT AN EXCELLENT LEVEL IT IS BECAUSE THEY DO ALL THE EXTRA CREDIT, DILIGENT ABOUT THEIR HOMEWORK AND BRINGING BOXES OF TISSUE, STUFF THAT IS NOT RELEVANT TO TRUE PERFORMANCE. FINALLY HUGH IS NOT DETERMINING THE FINAL GRADE IT IS THE TEACHERS LOOKING AT THE TOTAL BODY OF WORK THAT THE STUDENT HAS DONE AND MAKE A DETERMINATION ABOUT WHAT THE STUDENT LEVEL IS IN ITS OBJECTIVE AND SOMETHING SUSTAINABLE SOMETHING THAT CAN BE SUSTAINED TO ANY. IN THE STUDENT THE STUDENT CAN 
          ARGUE THE SAME POINT. >> THESE ARE ACTUAL QUOTES FROM STUDENTS AFTER FIRST SEMESTER IN MY CLASS AND ALSO I THINK SOME OF THESE QUOTES, WE HAVE TEACHERS IN OUR SCIENCE DEPARTMENT ALSO DID A SURVEY ON THEIR STUDENTS AS WELL AT THE END OF THE FIRST SEMESTER. SO WE COULD READ SOME OF THESE IT PUTS LESS PRESSURE ON LEARNING I FOUND I WAS EASILY ABLE TO IDENTIFY WHICH STANDARDS I NEEDED MORE WORK AND WHICH WERE EASIER FOR ME AND ALLOTTED ME WITH THE CONCEPT OF WHICH I NEED MORE PRACTICE ON AND THE STANDARDS WAS A GREAT WAY FOR ME TO UNDERSTAND MY LEVEL. IN MY CLASS I IDENTIFIED 30 STANDARDS THAT WE COVERED IN FIRST SEMESTER AND IT WAS AVAILABLE FOR THE STUDENTS TO SEE THE STANDARDS AND THEY KNEW WHERE THEY WERE AT AN OPPORTUNITY TO ADDRESS THE SPECIFIC STANDARDS. I THINK THE WAY THE CLASS IS SET UP IT ENCOURAGES STUDENTS TO TRY AND LEARN IN THE CLASS RATHER THAN DOING THE WORK TO GET IN A LONELY WAY A STUDENT TO GET ANYTHING LESS IS BY NOT PUTTING IN THE EXTRA EFFORT OR SHOWING A DESIRE TO LEARN. MOST STUDENTS COMPLAIN ABOUT THE SYSTEM DON'T RELICENSE THE CLASS ONLY SEEMS HARDER BECAUSE IT FORCES STUDENTS TO GENERALLY TRY. 
          I WILL SAY NOT EVERYBODY GOT IN A IN MY CLASS FIRST TO MASTER. 
          THIS PERSON PROBABLY DID BUT NOT EVERYBODY. 
          OPPORTUNITIES TO RECEIVE OUR GRADE AND THE FOCUS ON LEARNING RATHER THAN GETTING AN A IN THE CLASS AND SKILLS WE ARE TRULY TRYING TO MASTER IN THE COURSE. THESE ONES CAME THE SCIENCE DEPARTMENT ASKED STUDENTS TO SAY HOW THEY FELT ABOUT THE TRADITIONAL GRADING STUDENTS. THESE ARE COMMENTS FROM THAT. 
          MORE STRESS AND OBSESSED ABOUT GRADES RATHER THAN LEARNING. 
          IT MAKES IT HARDER TO RECOVER FROM THE LOW GRADE AND FOCUSED ON GETTING THE HIGHER GRADE WITH LOW RETENTION. 
          >> I HAVE THE FIRST PART OF THIS ONE. 
          >> WHAT WE HAVE DONE AND LEARNED ALONG THE WAY, SO FAR I WANT TO SAY AYE FIRST CAME TO THIS BOOK THANKS TO STEVE HE HAD HIS LEADERSHIP TEAM READ IT I GOT WIND OF IT BECAUSE I ALWAYS ENDED UP DOING SOMETHING LIKE THIS. 
          NEWBERRY IS QUITE ADVANCED BUT ASIDE FROM THAT I TOOK WHAT I WAS GETTING FROM THE BOOK AND IMPLEMENTING IT THROUGH THE DISTRICT INTEREST IN TALKING TO TEACHERS WITH INNOVATIVE TECHNIQUES WE STARTED TO COME TOGETHER AND COME ALONG THIS BOOK. DAVID AND I DIDN'T INTRODUCTION AT THE START OF THE YEAR TO HIGH SCHOOLS GIVING AN OVERVIEW AS WE HAVE DONE FOR YOU AND IN NOVEMBER WE DID THE SAME BASIC PRESENTATION TO MIDDLE SCHOOLS. 
          [A. Call the Meeting to Order]
          [01:00:12]
DEBORAH 152023 WILL PLEASE COME TO ORDER. 
          PURSUANT TO THE ROTH AND BROWN ACT THIS IS THE BOARD OF EDUCATION AND PUBLIC AND ONLY ITEMS ON THE AGENDA WILL BE DISCUSSES EVENING AND FOLLOWING THE PLEDGE OF ALLEGIANCE PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE TO RECOGNIZE AND REFLECT ON THE LOSS OF A BELOVED ENGLISH TEACHER KRISTI HODSON ONE WEEK AGO. CHRISTIE'S TALENT AND DEDICATION WERE SURPASSED ONLY BY HER LOVE FOR HER STUDENTS, COLLEAGUES, FRIENDS AND FAMILY. WE WILL MISS HER, WE WILL NOW 
          BEGIN THE PLEDGE. >> I PLEDGE OF ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA. 
          AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, FOR LIBERTY AND JUSTICE FOR ALL. 
          >> THANK YOU THE BOARD IS ADJOURNING FROM CLOSED SESSION 
          [C. Announcements from Closed Session and Open Session Procedures]
FOR THE FOLLOWING ITEMS PERMITTED BY LAW WERE CONSIDERED. ITEM 1B CONSIDERATION OF STUDENT DISCIPLINE EDUCATION CODE 35146, ACTION OTHER THAN EXPULSION, TRUSTEE GORBACH MADE THE MOTION TO ACCEPT THE STIPULATION AGREEMENT, SECONDED BY TRUSTEE GOLDBERG AND THE VOTE WAS 5 - 0. 
          IN FAVOR. ITEM 1C CONFERENCE WITH LEGAL COUNSEL EXISTING LITIGATION PURSUANT TO GOVERNMENT CODE 54956.9. CASE OAH TWO 0 0 NINE 0 0 37. 
          TRUSTEE GOLDBERG MADE THE MOTION TO ACCEPT THE SETTLEMENT AGREEMENT, SECONDED BY TRUSTEE SYLVESTER AND THE VOTE WAS 5 - 0 IN FAVOR. 1D CONFERENCE WITH LEGAL COUNSEL EXISTING LITIGATION PURSUANT TO 54956.9 D-1. 
          THE VALLEY SCHOOL DISTRICT CASE 562 0 21 0 0 551873 CU OR BTA, NO REPORT OUT. I WOULD LIKE TO WALK EVERYONE TO THE MEETING. I WOULD LIKE TO MAKE THE FOLLOWING ANNOUNCEMENTS. THE BOARD VALUES YOUR INPUT ON THE IMPORTANT EDUCATION MATTERS THAT WE FACE. 
          THEREFORE THE DISTRICT IS PROVIDING MULTIPLE OPPORTUNITIES FOR MULTIPLE PARTICIPATION, PUBLIC VIEWING IS AVAILABLE BY THE REGULAR BROADCAST ON TELEVISION ENTER INTERNET LIFESTREAM ON THE CDS WEBSITE PLEASE NOTE THE DIFFERENT OPPORTUNITIES TO PROVIDE PUBLIC OR WRITTEN COMMENTS TO THE BOARD CAN BE FOUND ON THE MAIN PAGE OF THE BOARD AGENDA. 
          PLEASE NOTE THE DISTRICT IS UTILIZING A NEW SOFTWARE FOR CLOSE CAPTIONING DURING THIS BOARD MEETING. 
          IT IS POSSIBLE WE MAY EXPENSE BRIEF CONDUCTIVITY ISSUES WITH THE CLOSED CAPTION SPRING CLOSE CAPTIONING WILL STILL BE AVAILABLE THROUGH THE ZOOM LINK PROVIDED ON THE BOARD AGENDA HOME PAGE, THANK YOU IN ADVANCE FOR YOUR PATIENCE. 
          MEMBERS OF THE PUBLIC WISHING TO SOME EVERETT, HAVE THE OPTION TO E-MAIL THE COMMENTS I A WHOLE UST THAT WERE, BY 3:00 P.M. 
          TODAY, BOARD MEMBERS WERE PROVIDED BY THESE WRITTEN COMMENTS PRIOR TO THIS MEETING PERSONS WISHING TO ADDRESS IN PERSON SHUFFLE THAT A SPEAKER CARD AND HANDED AT THE UNDERSECRETARY IS DESPERATELY WISH TO SPEAK IN A SPECIFIC AGENDA ITEM TURNING YOUR CARD PRIOR TO THE ITEM SECTION B AGENDA AT THE SCHOOL DISTRICT WISHES TO SPEAK ABOUT IS NOT ON OUR AGENDA TONIGHT PLEASE TURN IN YOUR CARD BEFORE THE PUBLIC COMMENT SECTION OF THE AGENDA. IF YOU'D DONATE TIME TO ANOTHER SPEAKER HOLDING THE FULL SPEAKER CARD AT THE SAME TIME TO MRS. FELLMAN. IF YOU WISH TO REGISTER YOUR CONCERN BUT NOT SPEAK AT THE PODIUM PLEASE FILL OUT THE YELLOW PUBLIC STATEMENT CARD AND TURN IT IN AT THE SECRETARY'S DESK. BOARDMAN BRUCE WILL BE PROVIDED WITH THE STATEMENT AFTER THE BOARD MEETING. 
          SMOKING IS NOT PERMITTED IN THIS BUILDING OR ANYWHERE ON ANY DISTRICT PROPERTY COPIES OF THE AGENDA ARE AVAILABLE ON THE TABLE IN THE BOARD LOBBY PLEASE SILENCE ALL MOBILE PHONES AND 
          [D. Approval of the Agenda]
NOW WE ARE AT APPROVAL OF THE AGENDA, MAY I HAVE A MOTION. 
          >> TRUSTEE GOLDBERG. >> I MOVE THAT WE APPROVE THE AGENDA WITH ITEM 4P THAT WAS PULLED FROM THE AGENDA. 
          >> THINK YOU, IS THERE A SECOND? >> SECOND. 
          >> IT'S BEEN MOVED AND SECONDED, ANY DISCUSSION? 
          SEEING NONE LET'S VOTE. >> TRUSTEE LOPEZ. 
          >> AYE. >> TRUSTEE GOLDBERG. 
          >> YES. >> TRUSTEE SYLVESTER. 
          [01:05:02]
          >> YES. >> TRUSTEE GORBACK. 
          >> YES. >> TRUSTEE POWELL. 
          [E. Recognition - Westlake High School Girls' Tennis - Marmonte League Champions]
          >> YES. >> I AM A YES MOTION CARRIES 5 - 0 WITH THE PREFERENTIAL VOTE FROM TRUSTEE LOPEZ. 
          WHICH BRINGS US TO IIE, RECOGNITION OF THE WESTLAKE HIGH SCHOOL GIRLS TENNIS WHERE MONTY LEAGUE CHAMPIONS. 
          PRINCIPAL BRANHAM WILL PRESENT RECOGNITIONS. 
          WELCOME PRINCIPAL BRANHAM. >> GOOD EVENING PRESIDENT GIL BOARD MEMBERS AND DISTINGUISHED GUESTS IT IS MY HONOR TO BE HERE ONCE AGAIN TO RECOGNIZE THE WESTLAKE HIGH SCHOOL GIRLS TENNIS TEAM WITH THEIR CHAMPIONSHIP. 
          THIS SEEMS LIKE A CURRENT THAT HAPPENS VERY OFTEN IN A TESTAMENT TO THE HARD WORK OF THESE LADIES, THE HEAD COACH SCOTT IN THE TRADITION THAT HE HAS BUILT OUT WESTLAKE HIGH SCHOOL WITH TENNIS I WILL COMPARE AND PUT IT UP TO ANY OTHER IN THE STATE. THEY ARE QUITE FRANKLY ABSOLUTELY AMAZING AND THE RESULT HOW THEY ARE IN THE CLASSROOM AND ON THE CAMPUS, THESE YOUNG LADIES ARE AMAZING REPRESENTATIVES OF WESTLAKE HIGH SCHOOL IN OUR DISTRICT. 
          ON THAT NOTE I WOULD LIKE TO TURN IT OVER TO THE COACH TO 
          INTRODUCE OUR PLAYERS. >> THANK YOU EVERYBODY COMFORTABLE I JUST WANT TO SAY THIS IS OUR FIFTH YEAR IN A ROW COMING HERE BEFORE YOU GUYS. IT NEVER GETS OLD. 
          JUST KNOW THAT. IT IS OUR FIFTH TITLE IN A ROW WE HAVE FOUR PLAYERS TO VENTURA COUNTY PLAYERS IN THE YEAR IN A ROW. I THINK WERE 46 - 0 OVER FIVE SEASONS. THAT IS MY 30 SECONDS. 
          FIRST OF ALL DANICA, GO. >> ELDA CHEN. 
          >> STELLA CHAMBLEE. >> ABBY FLAMER. 
          >> WE ARE ALL WAITING TO SEE WHERE ABBY IS GOING TO SCHOOL. 
          >> CLAIRE LEE. >> ARIANNA LOU. 
          I ALSO WANT TO ADD ARIANNA ALONG WITH ALLISON AND MEGA IS BEEN PRETTY HEAVILY RECRUITED RIGHT NOW. 
          IT'S PRETTY EXCITING. MEGAN SON. 
          ALEX MARCO. DELILAH RIZVI. 
          >> GWYNETH SNOWDEN. >> SOPHIA T TIME RAN. 
          ANISA. LAST BUT NOT LEAST KAYLA WINTER AND MY ASSISTANT COACH COACH DIANE. 
          >> ONCE AGAIN THANK YOU FOR HAVING US THIS EVENING AND CONGRATULATIONS TO THE WESTLAKE HIGH SCHOOL GIRLS TENNIS TEAM ON THEM OR MONTEREY LEAGUE CHAMPIONSHIP. 
          >> CONGRATULATIONS, COACH THIS IS YOURS. 
          >> THAT WAS FUN. AND THAT BRINGS US TO 2F. 
          [F. Parent Organization Report: Special Education District Advisory Council (SEDAC)]
ORGANIZATION REPORT. SPECIAL OBJECT PATIENT DISTRICT 
          [01:10:03]
ADVISORY COUNCIL. HERE IS RC BACK CHAIRPERSON 
          AARON, WELCOME BACK. >> THANK YOU, GOOD EVENING MY NAME IS AARON BELL I AM THE CHAIR OF THE SPECIAL EDUCATION DISTRICT ADVISORY COUNCIL ALSO KNOWN AS SEATAC. 
          THANK YOU FOR FORGIVING HERE TODAY. 
          I APPRECIATE THE OPPORTUNITY TO SHARE ABOUT SEDAC. 
          TO BEGIN WITH I WOULD LIKE TO THINK THE TRUSTEES WHO CONSISTENTLY ATTEND OUR SEDAC MEETINGS. 
          IT IS SO IMPORTANT TO HAVE YOUR ENGAGEMENT AND WE ARE VERY APPRECIATIVE. I WOULD ALSO LIKE TO THANK DOCTOR MCLAUGHLIN, DOCTOR EGAN'S, MR. LOU AND MS. THOMAS FOR ONGOING COLLABORATION AND SUPPORT. 
          I WOULD ALSO LIKE TO WELCOME DOCTOR RODRICK SHE WAS A FRUIT ENTER BURST OF POSITIVE ENERGY AND FOR SEDAC MEETING IN JANUARY WE LOOK FORWARD TO COLLABORATING WITH HER AS WELL. 
          SEDAC APPRECIATES ALL OF YOUR ONGOING COMMITMENT TO STUDENTS WITH IEP'S OF PERFORMANCE. TONIGHT I'M GOING TO TALK ABOUT SEDAC'S PRIORITIES FOR THIS SCHOOL YEAR END WHERE WE ARE SO FAR. SEDAC COLLABORATED WITH SOME OF THE OTHER DISTRICT ADVISORY COUNCILS TO ALIGN OUR TOP PRIORITIES. SEDAC THEN WORKED ON HER FIRST MEETING AND ROUNDTABLE DISCUSSIONS TO INTEGRATE THESE PRIORITIES WITH STUDENTS WITH IEP'S AND FARGO FORCE. 
          PRIORITY ONE ACHIEVEMENT AND OVERALL SUCCESS FOR ALL STUDENTS BY PRIORITIZING AND SUPPORTING OPPORTUNITIES FOR CO-TEACHING, UNIVERSAL DESIGN FOR LEARNING OR UBL, CAREER TECHNICAL EDUCATION, CTE AND AT ACADEMIC PATHWAYS AND INCLUSION AS WELL AS SUPPORTING EQUITY AND OPPORTUNITIES ACROSS ALL SCHOOL SITES. 
          HERE ARE SOME WAYS WE ARE WORKING TOWARDS HIS PRIORITY. 
          IN DECEMBER WE WELCOMED NICK GARIN, ASHLEY COOPER, BRIAN MERCER AND SONYA WILSON TO DISPATCH THE CET PATHWAYS PRETTY COULD CHECK OUT THE LINK TO THEIR MEETING PRESENTATION IN THE NEWSLETTER THIS MONTH. I SHOUT OUT TO THAT. 
          WE LEARNED SO MUCH THAT DAY OF THE INCREDIBLE OPPORTUNITIES THAT STUDENTS AT NEWBURY PARK, THOUSAND OAKS AND WESTLAKE HIGH SCHOOLS IN THE NEW OPPORTUNITIES THAT ARE AT OUR MIDDLE SCHOOLS. 
          WE REALLY APPRECIATED THE PASSION THE CET CORRELATOR IS BROUGHT TO SEDAC AND WE LOOK FORWARD TO COLLABORATE TO HAVE MORE STUDENTS WITH IEP'S AND BIBLE FORCE BEING INCLUDED IN CET COURSES. WE ARE SO HAPPY TO HEAR THAT CO-TEACHING HAS BEEN GOING WELL AND BENEFITED SO MANY STUDENTS. 
          CO-TEACHING IS A CRITICAL AND POSITIVE EXPERIENCE FOR ALL STUDENTS. THE NUMBER OF CO-TAUGHT CLASSES HAS REALLY TAKEN OFF IN THE LAST FEW YEARS. 
          WHILE WE KNOW THE NUMBER OF CO-TAUGHT CLASSES ARE GROWING WE ARE ALSO HOPEFUL CAMPUSES THAT DON'T HAVE AS MANY CO-TAUGHT CAMPUSES WHERE STUDENTS HAVE MORE. 
          SEDAC IS DELIGHTED WITH THE EXPANSION OF CO-TEACHING, CONGRATULATION TO THE SCHOOLS THAT HAVE EMBRACED CO-TEACHING AND MORE INCLUSIVE OPPORTUNITIES TO THE CAMPUS. 
          WE WOULD LOVE TO SEE AN INCREASE IN OPPORTUNITIES FOR CO-TAUGHT CLASSES SO THERE AVAILABLE FOR STUDENTS AT THEIR OWN SCHOOLS. 
          THIS YEAR SEDAC CREATED A CURRICULUM AND INCLUSION COMMITTEE AND AS OF NOW THE COMMITTEE IS WORKING ON SCHEDULING MEETINGS WITH DISTRICT LEADERSHIP TO LEARN MORE ABOUT CO-TEACHING, INCLUSION, UBL, CTE CLASSES, PATHWAYS, CURRICULUM AND SO MUCH MORE THE CURRICULUM AND INCLUSION WILL BE PROVIDING UPDATES AT SEDAC MEETINGS REGARDING WHAT THEY ARE LEARNING AND SHARE THE AREAS THEY PLAN TO FOCUS THEIR WORK ON. I WANT TO EMPHASIZE THE IMPORTANCE FOR THE NEED OF HAVING THE INFORMATION EARLIER IN OUR STUDENT'S ACADEMIC PATHWAYS. 
          HAVING THE INFORMATION EARLIER WHETHER IT IS CTE COURSES, SPECIALIZED PROGRAMS OR ELECTIVES IS CRITICAL TO MAPPING OUT THE PLAN TO MAXIMIZE EACH STUDENT SUCCESS. 
          THE INFORMATION IS POWER. IN ADDITION WE ARE ALWAYS ENCOURAGING OUR MEMBERS TO SHARE SITES, SUCCESSES AND CONCERNS AT SEDAC MEETINGS TAKING THE TIME TO SHARE HELPS US CONTINUE TO SHARE A SUPPORTIVE COMMUNITY NOT ONLY WITHIN SEDAC BUT WITH ALL THE STAKEHOLDERS WHO PARTICIPATE IN OUR MEETINGS. 
          THROUGH THE SHARED KNOWLEDGE WE ALSO HOPE TO FOSTER EQUITY ACROSS BOTH SITES. PRIORITY TWO IS SUPPORTING STUDENTS MENTAL HEALTH AND SOCIAL EMOTIONAL LEARNING BY REBUILDING CAMPUS CULTURE BY FOSTERING AND EMPHASIZING STUDENT CONNECTION TO THEIR SCHOOL COMMUNITIES, THEIR INTENTIONAL, MEANINGFUL AND IMPACTFUL OPPORTUNITIES FOR ACCEPTANCE, INCLUSION IN FRIENDSHIP. 
          HERE ARE A FEW EXAMPLES HOW SEDAC IS WORKING TOWARDS THIS MISSION. THE DISABILITY CELEBRATIONS TOOLKIT IS SOMETHING I REALLY WANT TO HIGHLIGHT TONIGHT. 
          THE TOOLKIT WAS THE HARD WORK OF THE DISABILITY CELEBRATION COMMITTEE. THERE ARE SEVERAL CELEBRATIONS THAT TAKE PLACE THROUGH THIS YEAR END WE WOULD LOVE THE TOOLKIT TO BECOME MORE OF A PRIMARY RESOURCE. 
          UNFORTUNATELY THERE ARE SOME SCHOOL SITES THAT REPORTED BEING UNAWARE OF THE TOOLKIT AND SEDAC WOULD LIKE TO BRING MORE AWARENESS TO THE VALUABLE RESOURCE AND WE ARE OPEN TO 
          [01:15:02]
SUGGESTIONS OF WAYS TO INCREASE THE USE OF IT. 
          WE WANT EACH SCHOOL TO HAVE THEIR OWN UNIQUE WAYS TO CELEBRATE AND HONOR EVENTS, WE WOULD ALSO LIKE TO SEE CONSISTENCY ACROSS THE SCHOOL SITES AND CELEBRATIONS. 
          THE DISABILITY CELEBRATIONS COMMITTEE RECOGNIZES OCTOBER IS A VERY BUSY MONTH WITH SEVERAL IMPORTANT EVENTS AND CELEBRATIONS. ONE OF MINISTRY ARE SHARED THAT THE SCHOOL SITE COULD RECOGNIZE THEM ALL BUT COULD NOT RECOGNIZE THEM ALL WELL. IN ORDER TO ENSURE EACH CELEBRATION GETS THE APPRECIATION EACH ONE DESERVES THE COMMITTEE IS DISCUSSING THE POSSIBILITY OF MOVING DISABILITY HISTORY AND AWARENESS MONTH FOR NEXT SCHOOL YEAR TO A LESS BUSY MONTH SUCH AS MARCH THIS WILL GIVE AMPLE TIME TO REVIEW THE TOOLKIT AND BE ABLE TO UTILIZE IT, GIVE EACH CELEBRATION THE ATTENTION THAT THEY DESERVE AS WELL AS REDUCE THE SCRATCH UNDER STRESS DURING THE BEGINNING OF THE SCHOOL YEAR READ THE SEDAC SAFETY COMMITTEE IS LEARNING ABOUT RESTORATIVE JUSTICE PRACTICES BEEN ADOPTED BY UST BY THE LENS WITH INTELLECTUAL AND OTHER DISABILITIES. SO FAR THE COMMITTEE HAS REVIEWED RESTORATIVE JUSTICE PRESENTATION TO THE BOARD AND AT THE JANUARY SEDAC MEETING DOCTOR EGAN SHARED ABOUT RESTORATIVE JUSTICE, SHE SPOKE ABOUT THE IMPORTANCE OF COMMUNITY, BUILDING RELATIONSHIPS, TAKING RESPONSIBILITY AND HEALING AND REPAIRING COMMUNITY. OUR COMMUNITY IS EAGER TO LEARN MORE ABOUT RESTORATIVE JUSTICE PRACTICES AS IT PERTAINS TO STUDENTS WITH DISABILITIES. ONE OF MY FAVORITE THINGS IN OUR SEDAC MEETING IS HEARING MEMBERS SHARE THE INCREDIBLE INCLUSIVE OPPORTUNITIES GOING ON IN THEIR SCHOOL SITES. 
          UNIFIED SPORTS LIKE THE BASKETBALL GAME YESTERDAY, HOPEFULLY YOU CAUGHT IT, THE THEATER PRODUCTIONS AND LUNCHTIME ACTIVITIES ARE INTENTIONAL, MEANINGFUL AND IMPACTFUL OPPORTUNITIES FOR ACCEPTANCE, INCLUSION AND FRIENDSHIP, WORKING TOGETHER MAKES HER COMMUNITY BETTER IN A PLACE WHERE EVERYONE BELONGS. PRIORITY THREE INCREASE SEDAC MEMBER ENGAGEMENT IMPROVE COMMUNICATION WITH ALL PARENTS THROUGH COLLABORATION THROUGH SCHOOL SITE COLLABORATION, SCHOOL SITE COUNCIL, PSA AND OTHER STAKEHOLDERS AS WELL AS PROVIDE OPPORTUNITIES TO BUILD RELATIONSHIPS AND CONNECTIONS BOTH VIRTUAL AND IN-PERSON. HERE ARE A FEW HIGHLIGHTS OF HOW WE ARE WORKING TOWARDS THIS. DURING THE SEDAC, EXECUTIVE MEETING THAT FOLLOWS THE GENERAL MEETING THE SEDAC EXECUTIVE ORDER COLLABORATES ON THE TOP TAKEAWAYS FROM THE GENERAL MEETING. THE TOP TAKEAWAYS ARE THEN SHARED OUT TO ALL SEDAC MEMBERS THEN SEDAC MEMBERS CAN USE THE TOP TAKE AWAY AS THEIR GUIDE ON WHAT TO COMMUNICATE BACK ON THE SCHOOL SITE. COMMUNICATING WITH PARENTS AND GUARDIANS WITH STUDENTS WITH IEP'S AND 504S CAN BE CHALLENGING BECAUSE DIRECT COMMUNICATION BETWEEN THE SEDAC SCHOOL SITE REPRESENTATIVE AND PARENTS AND GUARDIANS CANNOT TAKE PLACE UNLESS THE PARENTS AND GUARDIANS HAVE OPTED INTO THAT. WE ARE EXCITED ABOUT THE NEW OPT IN PROCEDURE PUT INTO PLACE THIS YEAR A SURVEY WAS SENT FROM THE DISTRICT TO ALL PARENTS AND GUARDIANS IN ORDER TO OFTEN TO THE DIFFERENT THAT THEY WANT TO HEAR FROM YOU THIS IS INCREASE THE NUMBER OF FAMILIES THAT OUR REPRESENTATIVES ARE ABLE TO DIRECTLY COMMUNICATE WITH. HOWEVER, COMMUNICATION WITH FAMILIES IS STILL CHALLENGING BECAUSE THERE ARE SO MANY FAMILIES THAT HAVE NOT OPTED INTO COMMUNICATION AND THEY ALSO THEY BE UNAWARE THAT THEY NEED TO. 
          IN THE MEANTIME WE HOPE PRINCIPALS CAN CONTINUE TO PROVIDE THE NEW OPT IN SURVEY WHEN THEY SAID THAT THE SCHOOL COMMUNICATION IN ORDER TO M MEET MORE FAMILIES WHEN THE SCHOOL YEAR CONTINUES. IN THE PAST SEDAC HAS HAD 8 - 9 MEETINGS PER SCHOOL YEAR THIS ALLOWED FOR MORE COLLABORATION, DISCUSSION AND SHARE KNOWLEDGE THIS SCHOOL YEAR SEDAC WAS REDUCED TO HAVING SIX MEETINGS, HAVING LESS MEETINGS FEELS VERY DISCONNECTED FOR PARENTS AND GUARDIANS AND THERE HAVE BEEN LESS DISTRICT AND COMMUNITY MEMBERS PRESENT WHICH IN TURN HINDERS SOME OF THE COMMUNICATION AVENUES. 
          I RECOGNIZE OUR NUMBERS ARE GREATER IN OUR VIRTUAL MEETINGS. 
          OR IN PERSON MEETINGS ARE MUCH MORE MEANINGFUL AND ENGAGING. 
          SUPER DECK MEETINGS ARE THEREFORE NECESSARY IF SEDAC, AS JACK, AA DAC AND LGBTQ+ ACT REMAIN AT SIX MEETINGS PER SCHOOL YEAR. IT NOT ONLY BRINGS ALL TOGETHER BUT ALSO KEEPS EACH MOMENTUM GOING HAVING THE SUPER DAC NOT ONLY SAVES THE DISTRICT A ADMINISTRATION TIME ON MAKING THE SAME PRESENTATION OVER AND OVER BUT IT ALLOWS FOR A POSITIVE INEQUITABLE COMMUNITY EXPERIENCE. 
          WE HOPE TO SEE MORE SUPER DAC MEETING SCHEDULED NEXT YEAR FOR THE MONTHS WE DON'T NEED. THANK YOU FOR HAVING ME HERE TO REPRESENT SEDAC TONIGHT. WE REALLY APPRECIATE THE TIME YOU HAVE GIVEN US. SEDAC IS COMMITTED TO WORKING TOWARDS OUR TOP THREE PRIORITIES BY COLLABORATING WITH UST TO HELP US WITH THIS IMPORTANT WORK SUCH AS CONTINUING THE USE OF THE TOOLKIT, PROMOTING COMMUNICATION WITH OUR FAMILIES AND FOSTERING RELATIONSHIPS AMONGST ALL THE DACS. 
          I STILL PERSONALLY DRAW FROM A FAVORITE BOOK DETECTIVE HARRY 
          [01:20:02]
BOSCH WHOSE MANTRA IS EVERYBODY COUNTS OR NOBODY COUNTS. 
          I APPRECIATE THOSE IN OUR COMMUNITY THAT HAVE JOINED ME WITH THE MANTRA AND THEIR HEARTS AND ACTIONS. 
          AND IF YOU HAVEN'T, I HOPE YOU ALSO EMBRACE IT TO TAKE ON EACH TASK, EACH CHALLENGE, EACH DAY WITHOUT MIND. 
          EVERYBODY COUNTS OR NOBODY COUNTS. 
          THANK YOU. >> THANK YOU VERY MUCH 
          [G. Comments - Public]
CHAIRPERSON BELL FOR THE SUPERB REPORT. 
          >> WE ARE NOW AT THE SECTION OF THE MEETING WHERE WE DO PUBLIC COMMENTS. THE UST BOARD OF EDUCATION WANTS TO HEAR FROM STUDENTS, PARENTS, EMPLOYEES AND OUR COMMUNITY. 
          ALL INDIVIDUALS HAVE THE RIGHT TO PROVIDE PUBLIC COMMENTS DURING THE SCHOOL BOARD MEETING UNDER GOVERNMENT CODE SECTION 549, 54.THREE. COMMENTS REGARDING SPECIFIC ITEMS LISTED ON TONIGHT'S AGENDA MUST BE MADE WITH AN AGENDA ITEM IS CALLED. IF YOU WISH TO SPEAK ON A TOPIC THAT IS NOT ON TONIGHT'S AGENDA NOW IS THE TIME TO PROVIDE YOUR PUBLIC COMMENTS. IF YOU HAVE NOT ALREADY DONE SO AND WISH TO SPEAK HAND IN YOUR BLUE CARD TO MRS. FELLMAN, PLEASE KNOW IF YOU MATERIALS TO HAND TO BOARD MEMBERS PLEASE PROVIDE THE MATERIALS TO MRS. FELLMAN FOR DISTRIBUTION TO THE BOARD. PURSUANT TO THE BROWN ACT THE BOARD CANNOT TAKE ANY ACTION OR DISCUSSION ON ITEMS NOT ON TONIGHT'S POSTED AGENDA. HOWEVER, MEMBERS OF THE BOARD OR STAFF MAY BRIEFLY REPLY OF QUESTIONS POSTED TO THE COMET USUALLY WILL WAIT UNTIL THE INTO THE PUBLIC COMMENT BEFORE RESPONDING. AS A MEETINGS ARE HELD IN PUBLIC THE COMMENTS WILL BE HEARD BY THOSE ATTENDING OR WATCHING A BROADCAST. IN ADDITION IT ENCOURAGES STUDENTS TO PARTICIPATE AFFAIRS AND WE HOPE STUDENTS ARE WATCHING THE MEETING OR INTO NIGHT AUDIENCE. 
          PLEASE BE MINDFUL OF THAT AND PLEASE MAKE YOUR COMMENTS FACTUAL AND OFFER IN AN RESPECTFUL MANNER. 
          IN COMPLIANCE OF ALL APPLICABLE STATE AND FEDERAL LAWS GOVERNING BOARD STRIVE TO RESPECT THE PRIVACY RIGHTS OF STUDENTS AND EMPLOYEES DURING OUR MEETINGS. THIS INCLUDES A RIGHT FOR THE IDENTITIES OF STUDENTS TO REMAIN CONFIDENTIAL PRIDE WE ALSO ASK THAT SPEAKERS BE SENSITIVE TO OUR EMPLOYEES LEGAL RIGHTS TO PRIVACY AND CONFIDENTIALITY. AS A REMINDER THIS REQUESTING TO SPEAK AT THIS TIME WILL SPEAK ON ITEMS THAT ARE NOT ON THE BOARD AGENDA. PLEASE NOTE THE SPEAKER CARDS WILL NOT BE ACCEPTED ONE SUPPORT STAR SO PUBLIC, AGENDA ITEM WITH A FREE SPEAKER. AS A REMINDER EACH SPEAKER WILL HAVE THREE MINUTES TO SPEAK. THANK YOU. 
          >> WILL ONLY ONE. CAROL SHELTON. 
          >> I WILL PROBABLY CRY. THAT IS AMAZING TO HEAR I'VE BEEN IN THIS DISTRICT A LONG TIME AND TO HEAR ARIANS REPORT IS TRULY AMAZING SO I'M ALREADY CRYING, HERE WE GO. 
          GOOD EVENING MY NAME IS CAROL SHELTON AND THE PARENT OF A HIGH SCHOOL STUDENT. I DELIVERED THE SET JACKETS ON WAS THE SAME THING. A FEW MONTHS BACK I WAS REVIEWING THE GRADUATION REQUIREMENTS IN THE STATE OF CALIFORNIA AT UST THE BOARD POLICY WAS CLEAR AND HELP ME UNDERSTAND HOW THE ELIGIBLE REQUIREMENTS ARE APPLIED ACROSS THE COUNTY. I WAS THRILLED TO SEE THE PRESENTATION ON COLLEGE INCURRED READINESS AT THE FAVORITE FIRST BOARD MEETING. THIS IS SOMETHING I HAVE WANTED FOR OUR STUDENTS AND THEIR FAMILY. 
          FOR DEVELOPING AND BRINGING THIS INFORMATION SO MORE STUDENTS, PARENTS AND CAREGIVERS I WOULD LIKE TO ASK STUDENTS WITH OR WITHOUT DISABILITIES THAT ARE AN OUTSIDE PROGRAMS HAVE BEEN TARGETED INDEPENDENT STUDY BEING HOMESCHOOLED AND NONPUBLIC SCHOOLS, RESIDENTIAL TREATMENT AND SPECIAL PUBLIC SCHOOLS. 
          ANOTHER AREA THAT I NOTICED THAT COULD ENHANCE HIS IMPORTANT WORK IS A PATHWAY TO A DIPLOMA THAT IS NOT LINEAR. 
          HIS BEEN IMPACTED BY THE PANDEMIC AND DIFFERENT SCHOOL PLACEMENT AND FORCED STUDENTS THAT MAY NEED THE DREADED FIFTH YEAR OF HIGH SCHOOL TO MEET THE DIPLOMA REQUIREMENTS. 
          I WOULD ASK THIS PATHWAY BE COVERED AND TRANSPARENT FOR STUDENTS WITH AND WITHOUT DISABILITIES AND THEIR FAMILIES. 
          I'VE INVESTIGATED THIS IN DETAIL AND I WAS SURPRISED TO FIND THERE IS NO GUIDANCE AT THE STATE, COUNTY OR DISTRICT LEVEL AS IT RELATES TO STUDENTS WITH DISABILITIES. 
          IT WOULD BE GREAT TO OFFER THE GUIDANCE AND A CONTINUATION OF EFFORTS WE HAVE ALREADY MADE TOWARDS ENSURING STUDENTS AND THEIR FAMILIES ARE AWARE OF THE ADG IN REGULAR DIPLOMA REQUIREMENTS IT IS VERY IMPORTANT TO EXTEND OUTREACH AND EDUCATION FOR STUDENTS THAT NEED THE EXTRA TIME TO GET A DIPLOMA IN THEIR FAMILIES SO THEY DO NOT GIVE UP. 
          IT IS IMPORTANT TO NOTE THAT FOR STUDENTS IF THEY DO NOT RECEIVE A DIPLOMA AND SERVED BY A REGIONAL CENTER THEY ARE NOT 
          [01:25:05]
ABLE TO ACCESS ANY SERVICES UNTIL THEY ARE 22 YEARS OLD. 
          THAT'S IMPORTANT AND THEY NEED TO REMEMBER AS DECISIONS ARE MADE. THANK YOU FOR YOUR TIME. 
          [H. Comments - Board of Education]
          >> THANK YOU MY SHELTON. THAT BRINGS US TO COMMENTS FROM THE BOARD OF EDUCATION WE WILL BEGIN THIS EVENING WITH TRUSTEE 
          LOPEZ. >> THANK YOU. 
          OKAY FIRST THINGS FIRST I AM SO EXCITED TO ANNOUNCE THAT YESTERDAY I GOT TO ATTEND MY FIRST UNIFIED AND TRANSPORTS GAME THE TEAMS FROM THE THREE HIGH SCHOOLS PLAY BASKETBALL AND AS SOMEONE WHO REALLY ISN'T INTO SPORTS I HAVE TO ADMIT I HAD AN AMAZING TIME. I ONLY GOT TO SEE THE PORTION I ALL HAD FUN WATCHING THEM PLAY BOTH TEAMS TO GREAT AND IT WAS REALLY EXCITING GAME WITH LOTS OF BACK AND FORTH IN A TIGHT SCORE. THE ENERGY WAS INCREDIBLE WITH ALL THE STUDENTS IN ATTENDANCE CHEERING AND SUPPORTING THE PLAYERS. I ONLY WISH, I GOT SIGNED OUT OF MY GOOGLE THAT IS FANTASTIC. ONE MOMENT. 
          I ONLY WISH MORE TEACHERS WOULD BRING THEIR STUDENTS TO THESE GAMES MORE OFTEN BECAUSE I BELIEVE EVERYONE DESERVES TO SEE ONE OF THEM BEFORE THEY GRADUATE. 
          ON ANOTHER NOTE WE HAVE THE OPPORTUNITY TO ATTEND THE UNITED CONFERENCE. THIS IS A GREAT EXPERIENCE OPEN ALL UST MEMBERS TO LEARN ABOUT THE POSSIBILITIES OF COLLEGE. 
          I WAS TO LEARN ABOUT HOW HIGHER EDUCATION CAN SUPPORT THE BLACK STUDENTS AND GATHER IDEAS ON HOW WE CAN TRANSLATE THE PRACTICES IN CUSD THE BREAKOUT DISCUSSION EFFORT I PARTICIPATED IN WAS A MEMBER OF THE ATHLETIC STAFF AND ABOUT SETTING AND REASONABLE ACHIEVABLE SHORT-TERM GOALS TO BUILD A LOT LARGER ONE. 
          INTERESTINGLY THEY WERE TEACHING THE SAME SMART GOAL TECHNIQUES THAT I WAS INTRODUCED TO DURING A VISIT OF THE WELLNESS CENTER COUNSELORS AT MY SCHOOL. IT WAS GREAT SEEING HOW WE TEACHING STUDENT SUCCESS BY THE SAME STRATEGIES WITH ATHLETES AND OTHER STUDENTS AT OUR STATE. IN TERMS OF NASDAQ WE HAD A SPECIAL MEETING REGARDING BOARD POLICY, WE ENDED UP NOT BEING ABLE TO VOTE ON ANY RESOLUTION WE CAME TO AND WE DIDN'T HAVE A QUORUM BUT WE WERE ABLE TO COME TO A UNANIMOUS AGREEMENT THAT WE ARE HAPPY TO REVISE THE LANGUAGE TO BE MORE OF A REQUEST FOR CONSIDERATION RATHER THAN A REQUIREMENT THIS CHANGE WILL GO TO A VOTE AT THE NEXT OFFICIAL MEETING ON THE 27TH. 
          THAT IS ALL I HAVE TO REPORT FOR TODAY. 
          >> THINK YOU TRUSTEE LOPEZ, TRUSTEE POWELL. 
          >> GOOD EVENING, EVERYONE. THANK YOU SO MUCH TO THE SEDAC CHAIR ERIN BELL FOR HER REPORT. AND CONGRATULATIONS TO THE WESLEY GIRLS TENNIS TEAM. AS A NEW TRUSTEE, I CONTINUE TO BE FOCUSED ON LEARNING ON ALL ISSUES CUSD AND SCHOOL BOARD LOGISTICS. I WOULD SAY THANK YOU TO DISTRICT STAFF AND MY FELLOW BOARD MEMBERS AND SCHOOL SITE STAFF AS WELL FOR YOUR WARM WELCOME AND SHARING WITH WHAT YOU DO AND WHAT IS HAPPENED IN YOUR DEPARTMENT, YOUR PROGRAM OR AFTERSCHOOL PREACHING ... I WOULD CONCENTRATE MY COMMENTS ABOUT DISTRICT ACTIVITIES I'VE BEEN ABLE TO OBSERVE OR PARTICIPATE AROUND TWO OF MY FAVORITE THINGS, BOOKS AND BASKETBALL. I ATTENDED OUR DACA MEETING LAST WEEK AND THERE WAS A PRESENTATION GIVEN BY THE DIRECTOR OF HIGH SCHOOL EDUCATION. 
          BRIAN MERCER AND THE DIRECTOR OF MEDICAL EDUCATION SO NEW WILSON ON THE LITERATURE CURRICULUM AND IT WAS AN EXCELLENT PRESENTATION AND I HOPE OTHERS WILL GET A CHANCE TO SEE. 
          THEY COVER THE HISTORY OF THE CURRENT POLICY IN THE WORK THAT HAS BEEN DONE AND IS GOING ON TO INTRODUCE ADDITIONAL LITERATURE INTO OUR CORE CURRICULUM FROM DIVERSE AUTHORS AS WELL AS THE IMPORTANT WORK BEING DONE WITH UCL A CENTER ASKED. 
          I LEARNED SO MUCH FROM YOUR PRESENTATION I'M JUST LOOKING AT YOU GUYS BECAUSE I APPRECIATE IT SO MUCH. 
          IN A THOUGHTFUL RESPONSE THAT YOU GAVE TO THE PARENTS THAT NIGHT. IT WAS A REMINDER OF NOT ONLY THE IMPORTANCE OF OFFERING OUR STUDENTS A RANGE OF OFFERINGS THAT ARE RELATABLE AND RELEVANT REPRESENTATIVE BUT ALSO HIGHLIGHTED HOW MUCH WORK HAS GONE INTO THIS AND CONTINUES TO GO INTO THIS PROCESS. THANK YOU TO ALL THE TEACHERS AND STAFF WHO ARE PUTTING THE TIME AND ENERGY AND TO MAKE THE CRITICAL CHANGES FOR OUR STUDENTS. 
          MY TO READ LIST INCREASED CONSIDERABLY AFTER THE PRESENTATION. THANK YOU. 
          >> IT LOOKS LIKE SOME GREAT BOOKS. 
          SECONDLY, BASKETBALL, WINTER SPORTS HAVE WRAPPED UP FOR THE MOST PART AND I CONGRATULATE ALL THE ATHLETES AND COACHES FOR THEIR SEASONS I GOT TO WATCH A LOT OF HER CITY BASKETBALL THIS 
          [01:30:02]
SEASON AND I WAS ABLE TO SEE ALL OF HER HIGH SCHOOL TEAM PLAY MULTIPLE TIMES NOT ONLY VARSITY BUT SOME OF HER JV TEAMS. OUR COACHES AND OUR STUDENT ATHLETES PUT ON AN INCREDIBLE AMOUNT OF TIME AND ENERGY INTO THEIR SPORTS. 
          LIKE ANY ORGANIZED ACTIVITY WE ALSO RELY ON HER SCHOOL STAFF IN. VOLUNTEERS TO PULL EVERYTHING OFF. KUDOS TO EVERYBODY AS WE LOOK FORWARD TO SPRING SPORTS. I ALSO WANTED TO SHARE ANOTHER BASKETBALL EXPERIENCE THAT MADE AN IMPRESSION ON ME TO THAT IS THE UNIFIED SPORTS GAMES THAT TOOK PLACE YESTERDAY AT THOUSAND OAKS HIGH SCHOOL. IT WAS MY FIRST UNIFIED SPORTS EVENT AND I DO NOT KNOW WHAT TO EXPECT. 
          REGARDLESS IT WAS BEYOND WHAT HE COULD'VE IMAGINED, THE ENERGY EXUBERANCE AND LOVE IN THE PACKED GYM YESTERDAY WAS SOMETHING TO EXPERIENCE. I'M GETTING A LITTLE EMOTIONAL AS I SAY THAT PRE-CONGRATULATION TO THE ATHLETES AND ALL THE PARENTS AND STAFF AND VOLUNTEERS THAT MADE THE EVENT HAPPEN. 
          WHILE I KNOW IT WAS A WONDERFUL EXPENSE FOR OUR ATHLETES I IMAGINE ALL OF US IN THE GYM YESTERDAY TOOK SOMETHING AWAY FROM THAT. THANK YOU EVERYBODY. 
          >> THANK YOU TRUSTEE POWELL. >> GOOD EVENING. 
          I HOPE EVERYBODY HAD A HAPPY VALENTINE'S DAY IN HER HAVING A MEANINGFUL KNOWLEDGEABLE BLACK HISTORY MONTH FULL OF LEARNING AND REFLECTING ON THE IMPACT OF BLACK HISTORY ON OUR COUNTRY'S HISTORY AND CULTURE. CONGRATULATIONS AGAIN TO HER MIRAMONTES LEAGUE HIGH SCHOOL TENNIS LEAGUE. 
          ALSO CONGRATULATIONS TO THE 19 NATIONAL MERIT SCHOLARSHIPS FROM WESLEY, THOUSAND OAKS AND NEWBURY PARK HIGH SCHOOLS THAT IS SO WORTHY OF CONGRATULATIONS AND THANK YOU FOR WHAT YOU DO. 
          I THANK YOU FOR YOUR PRESENTATION ABOUT SEDAC I APPRECIATE THAT BEAUTIFUL PRESENTATION. 
          THANK YOU. I ATTENDED AND ABBREVIATED OF THE MOST RECENT AA DAC MEETING WITH THE PROCEDURE FOR APPROVING LITERATURE AND OTHER READINGS AND OPTIONAL TEXTBOOKS WAS REVIEWED BY MR. MERCER AND DOCTOR WILSON, GREAT PRESENTATION, I TOOK -- I LOOK FORWARD TO OUR PART OF EXPANDING THE READING AND LEARNING AND REMEMBER EXPANDING LEARNING LEADS TO GREATER ENLIGHTENMENT AND UNDERSTANDING. 
          I HAD TO LEAVE THE MEETING EARLY SO I COULD ATTEND CONEJO CONEJO VALLEY'S HIGH SCHOOL NIGHT BACK FOR SECOND SEMESTER. 
          SEEING THE DEDICATED PASSION THE STUDENTS WHO ATTENDED WITH HER PARENTS AND HOW EXCITED THEY WERE TO TALK ABOUT THE RELATIONSHIP IN ADMINISTRATIVE COUNSELING AND THEIR TEACHING STAFF AND HOW MANY SAID THEY WOULD NOT SUCCEED IN SCHOOL IF THEY HAD NOT COME OVER TO SEE DHS, IT WARMED MY HEART AND WAS GLAD TO SEE TWO STUDENTS WHO REPRESENTED CDHS EARLIER IN THE DAY AT THE CTE EVENT THAT HAD GONE BACK TO CAMPUS AT 1130. 
          I GOT TO THE CAMPUS AT ABOUT 630 AND THOSE TWO STUDENTS WERE THERE PROUDLY DISPLAYING THEIR CTE BADGES THEY HADN'T TAKEN THEM OFF YET. THAT WAS LAST WEEK APPROXIMATELY AND I CAN ONLY ASSUME THEY HAVE SINCE TAKEN OFF THEIR BADGE. 
          I ATTENDED ONE OF THE MOST EVENTS OF THE YEAR, MR. TAYLOR, ADAMS I'M NOT REFERRING TO THE LAST NIGHT CITY COUNCIL MEETING EARLIER IN THE DAY THE UNIFIED SPORTS POSSIBLE GAME, AS HAS EARLY BEEN ALLUDED TO IT IS THE EVENT OF THE YEAR SEEING THE KIDS SEEING THE SUPPORT OF THE KIDS. 
          IT'S ALMOST A REVERSAL THE KIDS THAT PLAYED YESTERDAY UP IN THE STANDS CHEERING ON THE GEN ED ATHLETES AND LAST NIGHT JAN AND ATHLETES AND STUDENTS YESTERDAY MORNING IT WAS THE GEN ED ATHLETES AND STUDENTS CHEERING ON THOSE KIDS. 
          IT WAS A BLAST AND SO MUCH FUN SEEING THE SMILES AND THE DANCE STEPS FOR SOME OF THEM IN JUST THE SUPPORT AND ENTHUSIASM. 
          THAT WAS A BLAST OF THE YEAR. I APPRECIATE IT. 
          THANK YOU. YES I ALSO ATTENDED THE CITY COUNCIL MEETING LAST NIGHT AND YES A RELEVANT DISCUSSION TO SCHOOLS. THEY ARE USING METRICS AND NUMBERS IN A FEW SPECIFIC CRITERIA TO DETERMINE THE CROSSING GUARDS WILL BE DIPPING INTO DETAINED BY THE CITY IN TWO YEARS. I ENCOURAGE EVERYONE WHO CAN YOU POSSIBLY USE THE CORNERS BUT SAFELY GO ON THE SAFE SIDE OF THE CORNER AND TELL PEOPLE YOU WOULD CROSS THE STREETS IF THEY WERE CROSSING GUARDS. THERE WERE SEVERAL STREETS I'VE DRIVEN PAST I WOULD NOT WALK WITHOUT A CROSSING GUARD, JUST 
          [01:35:05]
BECAUSE PEOPLE ARE GOING 50 - 5. SO I ENCOURAGE PEOPLE TO WALK THERE SO WE SEE THE NECESSITY THAT KIDS WOULD WALK TO SCHOOL IF IT WAS SAFE. AND WITH THAT THAT IS THE END OF MY COMMENTS. THANK YOU. 
          >> THANK YOU TRUSTEE GORBACK, TRUSTEE SYLVESTER. 
          >> GOOD EVENING AND WELCOME EVERYBODY AND ALSO BELATED HAPPY VALENTINE'S DAY. CONGRATULATIONS TO THE WESTLAKE HIGH SCHOOL TENNIS TEAM IT IS NICE TO SEE THE THIRD TIME IN RECENT HISTORY WE HAVE HONORED A HIGH SCHOOL TEAM AND ONE FROM EACH HIGH SCHOOL. IT IS GREAT TO BE PART OF THAT. 
          I HAVE TO GIVE A SPECIAL THANK YOU IN APPRECIATION TO ERIN BELL FOR HER SEDAC REPORT, NOT JUST FOR THE REPORT, THAT WAS GREAT BUT ALSO HOT ALL OF THE HARD WORK SHE HAS DONE WITH THAT GROUP OVER THE PAST ONE AND HALF YEARS. 
          I HAVE TO SAY AYE AM SO IMPRESSED WITH HER LEADERSHIP, HER ENERGY, HER POSITIVENESS AND HONESTLY HER FOCUS ON ALL OF HER STUDENTS AND THE DISTRICTS CONCLUSION EFFORT. 
          THANK YOU VERY, VERY MUCH MISSPELL. 
          ALSO THE OPPORTUNITY TO ATTEND THE SPECIAL AS DAC MEETING. 
          THE ADAK MEETING IN YESTERDAY'S MEETING. 
          ALSO THE PLEASURE OF ATTENDING AND SPEAKING AT THE WESTLAKE HIGH SCHOOL PTS A MEETING WHERE I WAS GLAD TO SEE THE PARENT TURNOUT WAS HIGH AND SOMEWHAT HUMBLE TO SEE THE PTS A IS PUMPING RIGHT ALONG DESPITE NOT BEING A PART OF THAT ANYMORE. 
          SPEAKING OF WESTLAKE HIGH SCHOOL I ALSO HAD THE OPPORTUNITY TO PRESENT, WE ALL HEARD ABOUT THE WELLNESS ROOMS HEARING ABOUT IT AND SEEN ABOUT IT ARE PARTNERING IN EXPECTATIONS. 
          I DO WANT TO THANK DOCTOR CHAMBERLAIN FOR TAKING TIME OUT OF YOUR BUSY DAY TO MEET ME THERE AND WE WENT AT LUNCHTIME IN THE ENERGY IN THE ROOM AND THE ACTIVITIES IN THE WARMTH OF THE DECLARATION I COULD GO ON AND ON IN THE DESCRIPTION DOES NOT DO IT JUSTICE. I WOULD REALLY ENCOURAGE PARENTS TO CHECK IT OUT AFTER SCHOOL SITES THERE IS ONE AT THE HIGH SCHOOLS AS WELL AS MIDDLE SCHOOLS AND ENCOURAGE YOUR STUDENTS FOR THE RESOURCES THERE. 
          MY LAST PIECE I WANT TO TALK A LITTLE BIT ABOUT THE CHAMBER OF COMMERCE BREAKFAST THAT I ATTENDED THIS WAS A PANEL OF CIVIC LEADERS AND IT WAS AN INTERESTING PANEL DISCUSSION AND INCLUDED THREE OF THE LOCAL MAYORS MAYOR OF THOUSAND OAKS AND THE MAYOR OF WESTLAKE VILLAGE INTO COUNTY SUPERVISORS THE CONVERSATION WAS REALLY ABOUT HOW TO MAKE HER COMMUTE IS APPEALING TO BUSINESSES, RESIDENTS SAFETY, HOUSING, WORKFORCE DEVELOPING, CHILDCARE ALL OF THE CRITICAL FACTORS MENTIONED AS TO WHAT HELPS THE COMMUNITY STAY VIBRANT, ATTRACT BUSINESSES AND ATTRACT PEOPLE. CLEARLY IT BENEFITS OUR SCHOOLS AND ALLOWS OUR SCHOOLS TO THRIVE WHEN NEW FAMILIES WITH THEIR SCHOOL AGE CHILDREN MOVE INTO THE AREA. 
          AGAIN THAT'S PREDICATED ON JOBS AND HOUSING. 
          THE POINT I WANT TO MAKE IT IS A TWO-WAY STREET. 
          A LARGE PART OF WHAT ATTRACTS BUSINESSES AND PEOPLE TO OUR COMMUNITY IS NOT JUST JOBS AND HOUSING IS HAVING AWARD-WINNING SCHOOLS AND PROGRAMS. I TELL YOU THAT IS WHY MY FAMILY MOVED HERE ORIGINALLY FOR THE SCHOOLS. 
          HAVING GREAT SCHOOLS AND A GREAT DISTRICT LIKE CUSD NEEDS TO BE PART OF THE COMMUNITY FOR BUSINESSES AND FAMILIES TO WANT TO RELOCATE HERE. I BELIEVE IT'S IMPORTANT FOR ALL THE PARTIES, THE SCHOOLS, THE CITY COUNCIL, THE PART DISTRICT TO RECOGNIZE THE NATURE OF THIS RELATIONSHIP AND TO VALUE IT. 
          TO WORK AS PARTNERS. I BELIEVE HISTORICALLY THAT WE FORGED A GOOD RELATIONSHIP WITH THE CITY AS WELL AS THE PARKS DEPARTMENT. BACK TO THE CHAMBER EVENT I WANT TO GIVE KUDOS TO THE MAYOR, THE ONLY MAYOR WHO OBVIOUSLY DEMONSTRATED HIS UNDERSTANDING OF THE VALUE OF HIS PARTNERSHIP AND SPECIFICALLY CALLED OUT AND THEN TO SCHOOL DISTRICT, THEIR SCHOOL DISTRICT IN THE ROLE HE KNOWS THAT THEY PLAY IN ATTRACTING BUSINESSES AND FAMILIES. 
          I'M NOT GOING TO GO FURTHER THAN THAT BUT THANK YOU. 
          >> THANK YOU TRUSTEE SYLVESTER, TRUSTEE GOLDBERG. 
          >> THANK YOU. A LOT OF WHAT I HAD WAS COVERED BUT I WANT TO PUBLICLY THANK ERIN BELL NOT ONLY FOR HER REPORT BUT ALSO FOR HER LEADERSHIP. 
          MISSILE BUSTER SAID IT REALLY, REALLY WELL YOU LEAD WITH SUCH COMPASSION AND UNDERSTANDING ADVOCACY AND P POSITIVITY 
          [01:40:06]
PREDEFINED TIME WHERE NONE SEEMS TO EXIST FOR EVERYONE AND EVERYTHING. IT'S GREAT AND TRULY APPRECIATED. I WILL SECOND FOR THE TOOLKIT. 
          IT IS A GREAT RESOURCE FOR THOSE OF YOU THAT HAVE YET TO GO LOOK AT IT, GO LOOK AT IT I HIGHLY ENCOURAGE YOU. 
          I WILL SKIP OVER THE CHAMBER ART TEST BECAUSE TRUSTEE SYLVESTER COVERED IT QUITE NICELY. I ATTENDED THE CONEJO FOR YOUTH AND FAMILIES WHICH IS AN ORGANIZATION MADE UP OF A REPRESENTATIVE FROM THE SCHOOL DISTRICT, A REPRESENTATIVE FROM THE CITY AND A REPRESENTATIVE FROM THE PARK DISTRICT BOARDS WE MEANT FOR THE FIRST TIME WITH OUR NEW BOARD AND WE DISCUSSED THE HISTORY AND IDEAS FOR THE FUTURE. 
          THIS GROUP RECOGNIZE THE PARTNERSHIP THAT MISSILE FASTER TALKED ABOUT AND TALKED ABOUT OUR FIRM DESIRE TO MAKE AN IMPACT FOR A COMMUNITY TOGETHER RECOGNIZING THE SYNERGY THAT NEEDS TO HAPPEN TWEEN THE GROUPS. 
          ONE OF THE THINGS CONEJO FOR YOUTH AND FAMILIES HOLES IN ANNUAL NONPROFIT SUMMIT THAT WILL TAKE PLACE, RIGHT NOW IS SCHEDULED FOR MAY 2. IT IS A WAY FOR NONPROFIT ORGANIZATIONS TO WORK TOGETHER AND ALSO LET THE LOCAL GOVERNING AGENCIES HERE WITH THE NEEDS AND CONCERNS WHERE WE CAN HELP. 
          I ATTENDED THE CTE COMMITTEE MEETING WITH PRESIDENT GAIL IN A ROOM FULL OF BUSINESSES AND STUDENTS AND EDUCATORS IN A HAVE TO TELL YOU I BEEN GOING TO THAT COMMITTEE FOR A VERY LONG TIME. 
          IT WAS THE LARGEST TURNOUT I HAD EVER SEEN. 
          IT WAS THE MOST PRODUCTIVE ROUNDTABLE DISCUSSION I HAD EVER SEEN. ENERGY AND POSITIVITY FROM THE MEETING PEOPLE LAUGHED SAYING GREAT, WHAT CAN I DO HOW CAN WE FURTHER CTE AND RECOGNIZING THE IMPORTANCE OF THAT FOR ALL STUDENTS TO BE ABLE TO PARTICIPATE IT WAS TRULY GREAT I WOULD LIKE TO THANK THE AMAZING DREAM TEAM AS WELL AS MR. MERCER AND SHANNON SNYDER. YOU PULLED OFF AN AMAZING CONFERENCE. I WAS VERY EXCITED TO BE PRESENT. STAY TUNED FOR A REQUEST LATER IN THE MEETING TO ADD THE CTE PRESENTATION TO FUTURE AGENDA TOPICS. IT IS FORESHADOWING MR. GORBACK. 
          I WOULD LIKE TO TAKE A POINT OF PERSONAL PRIVILEGE AND TAKE A MOMENT TO TALK ABOUT EXACTLY HE. A YOUNG MAN WHO DIED TRAGICALLY EXPLORING THE OPEN SPACE WE ALL LOVE AND VALUE HERE. 
          ZACH WAS A SON, BROTHER, FRIEND, EAGLE SCOUT, WRESTLER AND MARTIAL ARTS WHO LOVE NOTHING MORE THAN HIS FAMILY, HIS FRIENDS, THE OUTDOORS AND BEING ACTIVE. 
          AS A TESTAMENT TO WHO HE WAS, HUNDREDS ATTENDED THE MONDAY MORNING CELEBRATION. INCLUDED ALONG WITH HIS FRIENDS AND TEAMMATES WERE MEMBERS OF BOY SCOUT TROOPS 753 THE FAMOUS PURPLE FUND TROOP, A NUMBER OF HIS FORMER ELEMENTARY MIDDLE HIGH SCHOOL TEACHERS AND PRINCIPALS, COACHES HIS ENTIRE WRESTLING TEAM, ZACK'S PRIZE LETTERMAN JACKET HUNG ON THE EMPTY CHAIR UNTIL IT WAS NEEDED TO WARM HIS MOTHER AND FATHER. 
          ZACH WAS A ROAD RUNNER, A VIKING AND A LANCER. 
          ALL OF THEM WERE FEEDING MASCOTS FOR ZACH. 
          THE COACH FROM TEAL HIGH SCHOOL SPOKE TO ZACH'S CHARACTER PRETTY DESCRIBED ZACH AS GENEROUS, DECENT, SQUARE IN A STRAIGHTFORWARD AND TIDY WAY IN A BIT OF THE OLD-FASHIONED GO YOUR OWN PATH KIND OF WAY AND TOUGH. 
          SECONDARY HEARD THE BASIC THING THEY HAVE BEEN EXPOSED TO THAT OF THE BEST TIME WHERE THEY CAN JUMP IN BUT WE GAVE THEM A FEW THINGS TO GET STARTED WITH AND WE STARTED A BOOK STUDY. 
          AT NEWBERRY I HAVE TEACHERS COMING IN FROM THOUSAND OAKS HIGH AND CENTURY. THERE ARE DIFFERENT TEACHERS FROM AROUND THE DISTRICT THAT ARE READING THE BOOK IN GETTING TOGETHER AND GETTING ON ZOOM IN TALKING ABOUT IT. 
          AND SEE HOW IT'S GOING IN IRONING THE KINKS. 
          [01:45:01]
THAT IS IT BASICALLY WE'VE BEEN DOING THAT SO FAR. 
          THESE QUOTES ARE FROM TEACHERS THAT HAVE BEEN PARTICIPATING IN THE BOOK STUDY AS WE'VE BEEN GOING ALONG SOME RESPONSE TO SURVEYS. TO JUST KINDA GO THROUGH SOME OF THESE. THE FIRST ONE THE BOOK CONFIRMS HOW MUCH WE ARE IN NEED OF A NEW GRADING PROCEDURE THE CURRENT SYSTEM SQUASHES FOR THE SAKE OF LEARNING IT IS DIFFICULT TO NOT THINK ABOUT IVAN FAILING STUDENTS WITH MCGRADY PRACTICES THE LAST 20 YEARS AND ALSO DIFFICULT TO GIVE UP THE BELIEFS THAT ARE INGRAINED OF GRADES BEING BASED ON AN ASSESSMENT ET CETERA AND MADE CLEAR OUR TRADITIONAL SYSTEM IS INEQUITABLE. IT'S HARD TO DO THIS WE HAVE AN EDUCATION SYSTEM WITHOUT PRIORITIES THAT PRIORITIZES A'S IN THE COLLEGE OF MISSION PROCESS. 
          CAN'T BLAME STUDENTS ARE STRESSING OVER IN A MINUTE COULD IMPACT THE SCHOOLS THAT THEY GET INTO AND THE MINDSET AND I ENCOURAGE STUDENTS OF ALL ACADEMIC LEVELS OF WHAT WE SHOULD RECOGNIZE THAT WE HAVE A SYSTEMATIC PROBLEM THAT WILL TAKE SEVERAL CHANGES TO FULLY ADDRESS AND WE CAN MOVE AWAY FROM A SYSTEM THAT REWARDS CERTAIN BEHAVIOR AND CREATES A FEAR OF FAILURE AND A PLUG-IN FOR A BOOK OF FEAR OF FAILURE EXCELLENT READ WHEN IT COMES TO HELPING OUR STUDENTS BE ABLE, I READ IT WITH MY OWN CHILDREN IT IS A FANTASTIC BOOK. 
          HOPE TO SEE A SYSTEM THAT ENCOURAGES LEARNING AND GROWTH OVER TIME. I THINK WITH HER WHAT I'VE LEARNED. WE HAVE TEACHERS WITHIN THE DISTRICT THAT RECOGNIZED THERE IS A NEED FOR SOME CHANGE AND I APPRECIATE THE OPPORTUNITY THAT I'VE BEEN GIVEN AND SUPPORTED BY MY ADMINISTRATION AT WESTLAKE ALLOWING THE OPPORTUNITY TO TRY SOME DIFFERENT THINGS. THAT GOES ALL THE WAY THROUGH THE DISTRICT LEVELS AS WELL. THAT'S ONLY WAY WE CAN FIND WHAT IS GOING TO WORK BEING ABLE TO HAVE THE FREEDOM AND THE ABILITY TO TRY THE DIFFERENT GRADING TECHNIQUES. 
          I'M GRATEFUL FOR THAT SUPPORT AN OPPORTUNITY TO TRY SOME OF THESE THINGS. I THINK THAT IS IT, QUESTIONS? WE WILL ANSWER ANY QUESTIONS THAT ANYBODY MAY HAVE. 
          >> THANK YOU SO MUCH FOR THIS PRESENTATION. 
          IT'S ABSOLUTELY FASCINATING. I REALLY APPRECIATE THAT YOU SHARED THE CONTEXT OF HOW YOU CAME TO THIS WORK OF YOUR OWN JOURNEYS. I CANNOT EXPRESS TO YOU HOW MEANINGFUL IT IS TO HEAR DIRECTLY FROM TEACHERS HOW YOU DO WHAT YOU DO AND WHY YOU DO IT THE WAY THAT YOU DO IT. 
          I'M SO APPRECIATIVE. QUESTIONS FROM THE BOARD. 
          >> MR. GORBACK. >> I WANT TO THANK YOU AS A FORMER PUBLIC SCHOOL TEACHER, USING THIS I MUST ADMIT I PROBABLY WOULD'VE FAILED BUT IT'S SO EXCITING TO SEE BASICALLY A SIMPLE CONCEPT THAT LEARNING IS A DESIGNATION FROM THE PARTNERSHIP OF TEACHERS SUPPORTING THE STUDENTS IS HOW YOU GET THERE ON THE HIGHWAY. AND RATHER THAN OUR WAY OF SAYING I'M GOING TO TRICK YOU SO YOU CAN DO YOUR HOMEWORK. 
          IT'S ALMOST IN MANY CASES, IN MANY CASES EDUCATION WAS ADVERSARIAL BETWEEN THE TEACHER INDICATED. 
          THIS IS A PARTNERSHIP TO GET TO WHERE THE STUDENT WANTS TO BE AND WE HELP THEM. SO EXCITING, THANK YOU FOR THE PRESENTATION. VERY EXCITING. 
          I HAVE NO QUESTIONS. >> TRUSTEE LOPEZ. 
          >> I HAVE A COUPLE OF QUESTIONS BUT I WANT TO START WITH THANK YOU WITH THIS PRESENTATION I LEARNED A LOT. 
          I'M GOING TO GO THROUGH THESE. MY FIRST QUESTION IS YOU GUYS TALKED ABOUT GRADING FOR MASTERY HELPS WITH WORKING WITH ALL DIFFERENT STUDENTS LEARNING STYLES. 
          AND YOU ALSO MENTIONED IT REMOVES THE INFLUENCE OF THE STUDENTS ENVIRONMENT CONSIDERING EVERY STUDENT IS COMING FROM A DIFFERENT BACKGROUND AND A LOT OF THE INFLUENCE IN LEARNING STYLES, HOW DO THOSE TO WORK TOGETHER SINCE THEY SEEM TO BE OPPOSING BECAUSE YOU'RE TRYING TO WORK WITH THE STUDENTS INDIVIDUALITY AND ALSO REMOVE AT THE SAME TIME PRITAM JUST KINDA 
          CONFUSED ON THAT. >> STUDENTS HAVE DIFFER HOME 
          [01:50:08]
LIVES AND RESPONSIBILITIES AND THINGS LIKE THAT. 
          SOME KIDS CANNOT DO HOMEWORK THEY DON'T HAVE THE TIME OR DISPOSITION BY FOCUSING ON THE STANDARD ONLY THEY ARE ACCOUNTABLE FOR LEARNING THAT IN THE HAVE TO STUDY AND COME IN FOR HELP IT IS NOT GOOD TO BE EASIER STILL TRYING TO LEARN AND CHANGE BEHAVIOR BUT THEY DON'T HAVE TO DO THINGS THAT ARE DIRECTLY THAT ARE CONDUCIVE TO THAT THEY COULD BE OPTIONAL FOR THEM TO DO THERE'S GOING TO BE SUPPORT FOR THEM. 
          BUT IT'S NOT WOULD YOU PENALIZE THEM WITH THE GRADE FOR NOT DOING THOSE THINGS. WE ARE LEVELING THE PLAYING FIELD AND MAKING ONLY ABOUT THE PROFICIENCY THAT THEY SHOW WITH RESPECT TO THE CURRICULAR STANDARDS. 
          BY PRIORITIZING THAT WHICH IS OUR JOB IN THE MISSION OF EDUCATION IN THE UNITED STATES, PUBLIC EDUCATION. 
          THAT'S WHAT THEY HAVE TO CONFIRM TO IS NOT ABOUT ARBITRARY BIAS THAT A TEACHER HAS BECAUSE THE TEACHER BELIEVES FOR THE BEST OF REASONS AND SO WANTED, DOES THAT MAKE SENSE IT'S UNIVERSAL BUT IT ALLOWS FOR THE INDIVIDUAL TAILOR-MADE APPROACH. 
          >> MY NEXT QUESTION YOU MENTIONED BASED ON GRADES ON WORK AND NOT THE TIMING OF SUBMISSION AND ALSO ABOUT BEING ABLE TO RETAKE TEST. IN I'M SURE MANY OTHER STUDENTS EXPERIENCE THE ONE EAR OUT THE OTHER KIND OF SITUATION THAT WE FIND YOURSELVES AND OFTEN. IS THERE EVIDENCE THAT YOU GUYS REALLY BELIEVE THAT REMOVING DEADLINES AND ALLOWING FOR RETAKING OF TEST WILL REDUCE THAT BECAUSE I WOULD LOVE TO 
          HEAR THAT. >> I TELL YOU WHAT HAPPENED IN MY CLASS THIS LAST SEMESTER AND I'LL LET SEAN ALSO SHARE BECAUSE I KNOW HE HAS EXPERIENCE ON THE SUMS WELL. 
          THERE HAS TO BE A DEADLINE BECAUSE WE HAVE A DEADLINE AS TEACHERS TO SUBMIT GRADES. THERE ARE SOME DEADLINES. 
          IT'S NOT LIKE YOU COULD DO IT WHENEVER YOU WANT. 
          FOR INSTANCE IN MY CLASS I SAID OKAY I INSTITUTED SOMETHING THAT I CALLED A DEMONSTRATE MASTERY OPPORTUNITY. 
          THE STUDENTS HAD MULTIPLE OPPORTUNITIES TO DEMONSTRATE MASTERY ON THE STANDARDS AND THE DEADLINE WAS THE FRIDAY OF WINTER BREAK. THAT WAS THE DEADLINE AND YOU COULD DO THE STANDARD. I HAD SOME DATES AND QUALIFICATIONS AND THINGS THEY NEEDED TO DO IN ORDER TO TAKE ADVANTAGE OF THE OPPORTUNITY. THOSE WERE DESIGNED TO HELP THEM LEARN WHAT THEY NEEDED TO LEARN SO WHEN THEY DID TAKE THE ASSESSMENT ON THE STANDARD THEY ONLY NEEDED TO DO IT ONCE. 
          THEN THEY WERE DONE WITH THAT. THERE ARE SOME BUILT-IN DEADLINES WITH WHAT NEEDS TO BE DONE BASED OFF OF OUR GRADES WE 
          HAVE DETE TO BE DONE. >> REVEALING WITH PRACTICAL SENSATION. IF WE GIVE AN EVALUATION WITH SOME ANTICIPATION AND THEY GET THE RESULTS OF THAT. 
          THEN THEY CAN GET THE OPTION OF REDOING IT FOR HIGHER GRADE MAKE IT A WEEK OR TWO WEEKS LATER SO THE CUT OFF AT THE END OF THE GRADING PERIOD IS A TRUE CUT OFF BUT ONLY A SNAPSHOT OF WHAT THEIR ABILITY IS THEN. WE ROLL INTO A NEW GRADING. 
          IN MY CLASS RETEST EVERYTHING WE MOVE FORWARD WITH THE MATERIAL WERE NOT ALLOWED TO FORGET ANYTHING WE BRING FORWARD IN SPANISH THE VOCAB AND GRAMMAR WE GO THROUGH ANOTHER ROUND OF TESTS. AN OPPORTUNITY FOR A REDO IN THE GRADES RESET AGAIN AND THIS IS MASTERY LEARNING. 
          AT THE VERY END OF THE YEAR IN JUNE WHEN WE COVERED EVERYTHING AGAIN AND AGAIN, AND AGAIN. AT THE VERY END IF THEY ARE GETTING IN A AND THEY HAD A D AT THE END OF SEMESTER ONE MASTERY LEARNING LETS ME GO BACK AND RAISE THEIR SEMESTER ONE GRADE TO NA. THEY ARE LEAVING THE COURSE THE ENTIRE COURSE WITH AN EXCELLENT LEVEL AND THEY SHOULD BE REWARDED FOR THAT AND THAT'S WHY I GO BACK AND CHANGE THE GRADE THERE ARE DEADLINES WE LIVE IN A WORLD WITH REALITIES. 
          BUT THAT'S ONLY PRACTICAL CONSENSUS WE MAKE. 
          WE GIVE THEM THE SNAPSHOT OF THEIR ABILITY AND OPPORTUNITY TO PROVE THAT WE DO IT ALL AGAIN AND AGAIN, TO THE VERY END. 
          >> THAT IS GREAT TO HEAR. MY NEXT MOREOVER, THERE IS A 
          [01:55:04]
MENTION OF SELF-REGULATION AND I KNOW A LOT OF STUDENTS WHEN THEY FIRST HEAR THAT THEY THINK MORE RESPONSIBILITY. 
          SO I REALLY HOPE THERE IS SEL AND THE CORPORATION THERE. 
          IT WOULD BE A TRANSITION IN HELPING STUDENTS MANAGE THE ADDED RESPONSIBILITY OF TAKING CONTROL OF YOUR OWN LEARNING. 
          >> IS EXAMINE MY INTERACTIONS WITH A COUPLE STUDENTS DURING THE SEMESTER. THEY SHARED HAD AN OPPOSITE EFFECT ON THEM WHICH IS SHOCKING TO ME. 
          THE REASON WHY I WANTED TO INSTITUTED THIS INTO MY CLASSROOM THIS YEAR WAS TO HELP ALLEVIATE SOME OF THE STRESS TO HELP IMPROVE THEIR MENTAL HEALTH INTO NOT HAVE THEM BE SO STRESSED ABOUT THE ONE TEST KNOWING IF THEY MADE A MISTAKE ON THE TEST THEY WOULD HAVE AN OPPORTUNITY TO PROVE AND SHOW THEY COULD MASTER THE STANDARD. I HAD A COUPLE OF STUDENTS HAD THE OPPOSITE EFFECT ON. IT REALLY TOOK SOME WORK WITH THEM TO HELP THEM REALIZE IT IS OKAY. 
          I KNOW YOU'RE WILLING TO PUT IN THE WORK INTO THE EFFORT. 
          AT THE END THIS IS A WINE THE ROAD REALLY TAKE ALL SORTS OF TWISTS AND TURNS. AT THE END. 
          WHEREVER YOU WANT TO GET TO, AND YOU'RE WILLING TO PUT IN THE WORK AND EFFORT TO DO THAT WE ARE GOING TO GET THERE. 
          WE COULD ADD SOME CONVERSATIONS JUST LIKE IT'S NEW FOR TEACHERS IT IS ALSO NEW FOR STUDENTS AND PARENTS. 
          IT TAKES A LOT OF BEING WILLING TO BE PATIENT AND EXPLAIN AND TO TAKE SOME TIME AND EFFORT TO DO SOMETHING THAT IS DRASTICALLY DIFFERENT THAN ANYTHING THAT'S EVER HAPPENED BEFORE. 
          >> FOLLOWING THAT I AM CURIOUS I KNOW YOU MENTIONED TALKING ABOUT THIS TO ALL DIFFERENT SCHOOL LEVELS BUT I'M CURIOUS IF THIS IS SOMETHING IF IT WERE TO BE A PLUMMETED ALL-AROUND. 
          IF IT WOULD BE LIKE A GROUND-UP APPROACH WITH THE ELEMENTARY AND UP TO THE HIGH SCHOOLS WAS NOT AN IMMEDIATE SHOCK TO THE HIGH SCHOOLERS WHO HAVE NEVER EXPERIENCED THIS IN THEIR LIVES 
          AND ARE NOW READY FOR COLLEGE. >> HIGH SCHOOLERS ARE PRETTY ADAPTABLE I HAVE STUDENTS THAT ARE NEVER SEEN ANYTHING LIKE THIS AND THEY COME TO MY CLASS WITHIN WEEKS THEY ARE SWIMMING IN IT AND THEY UNDERSTAND AND THEY'RE FINE WITH IT. 
          I DO AGREE THAT THE GROUP SHOULD GET THIS GOING AT AN ELEMENTARY LEVEL. AND FORTUNATELY HIGH SCHOOL WE SEE DISENCHANTMENT WITH SCHOOLS PRECISELY WHEN THESE KIDS HAVE BEEN BEATEN BY TRADITIONAL GRADING AND MADE TO FEEL LESS JUST BECAUSE THEY HAVE IT BEEN ABLE TO DO HOMEWORK OR DO THESE OTHER THINGS AND THEY DON'T HAVE THE MONEY FOR THE EXTRACURRICULAR ACTIVITIES. THOSE TYPES OF THINGS, AND CREATED SELF-ESTEEM. IF WE WANT TO GET A HANDLE ON SEL A LOT MORE WE WANTED YOU GRADING WITH EQUITY IN MASTERY. 
          >> THIS IS A REALLY QUICK QUESTION FOR YOU MENTIONED STUDENT TRACKERS I'VE NEVER HEARD THAT BEFORE I WAS WONDERING IF YOU COULD ELABORATE ON THAT. 
          >> THIS IS SOMETHING IN THE LATTER CHAPTER OF THE BOOK WHERE FELDMAN TALKS ABOUT WAYS STUDENTS THEMSELVES CAN TRACK WHAT THEY'RE DOING WITH THEIR OWN HOMEWORK IN THEIR OWN PARTICIPATION IN CLASS DISCUSSIONS ANY OF THE SOFT SKILL PARTICIPANTS CAN MAKE THOSE BETWEEN SOFT SKILLS AND PERFORMANCE. THAT'S ONE EXAMPLE OF A KIND OF 
          TRACKER. >> THANK YOU. 
          >> ON ONE OF THE SLIDES AND MENTIONED HOW Q DOESN'T DETERMINE THE FINAL GRADE THE TEACHERS DO. 
          AND I'M JUST CURIOUS ABOUT ALL THE DISCUSSION OF REMOVING BIAS IN MAKING IT EASY TO TRACK AND CALCULATE HOW AGREED BECAME WHAT IT IS. I'M JUST CONFUSED HOW THAT GOES ALONG WITH THE TEACHERS DEFINING THE FINAL GRADE AND NOT Q. 
          >> I THINK WE BOTH HAVE SOMETHING WE CAN CONTRIBUTE TO THIS. Q IS AN AVERAGING SYSTEM. 
          YOU JUST PUT POINTS INTO Q UNIT WILL FIGURE OUT AN AVERAGE OR YOU CAN SET IT UP TO PUT A PERCENTAGE AND IT WILL AVERAGE THEM ALTOGETHER. IN ASPECTS OF MASTERY GRADING I COULD NOT USE Q THE WAY I WAS DOING MIGRATING IN MY CLASS. 
          [02:00:02]
I HAD TO DO SOMETHING ON THE SIDE. 
          AS I TOLD TEACHERS I SAID YOU DON'T WANT TO DO WHAT I'M DOING THIS YEAR BECAUSE HONESTLY WAS A LOT OF WORK IT WAS A LOT OF EXTRA WORK BUT I WANTED TO EXPERIENCE OF DOING THIS SO I HAD THAT TO SHARE WITH OTHERS. I WENT TO A FOUR-POINT SCALE I JUMPED INTO FEET I WENT ALL IN AND I WENT TO A FOUR-POINT SCALE AND 12 STANDARDS OF MASTERY AND WHAT I WANTED IN THE WAY I SET IT UP PREVIOUS SYSTEM THE AVERAGES GRADES DID NOT WORK FOR ME. WHEN WE SAY Q IS NOT THE DETERMINING FACTOR OF THE GRADE. WHEN WE TALKED ABOUT BEING ABLE TO TALK ABOUT HOW THE GREATEST AND WEIGHTED AVERAGES THEY LOOK AT Q AND SAY AYE HAVE A 79 PLEASE GIVE ME ADR OF 79% AND WHEN IT COMES TO WEIGHTED AVERAGE THEY DON'T UNDERSTAND THAT MAY BE CONSIDERED GIVING THE 70 ON THE TEST YOU GOT A 90 THAT THE SUBSTANTIAL DIFFERENCE FOR THE ONE PERCENTAGE POINT AT THE END OF THE SEMESTER WERE LOOKING AT AN AVERAGING PROGRAM. 
          TEACHERS HAVE THE ABILITY TO DETERMINE THAT GRADE AND I HAD TO INPUT THE GRADES INTO Q PRE-THAT'S KIND OF WHERE THAT CAME FROM. I DO USE Q. 
          IS NOT A PROBLEM AND I UNDERSTAND YOUR BASIC QUESTION WHEN YOU GRADING BASED ON THE STANDARDS THERE WILL BE ONE FINAL GRADE FOR EACH STANDARD THAT YOU ARE TARGETING. 
          ONE FINAL GRADE BUT INFORMING THAT COULD BE A SLEW OF GRADES SHOWING PROGRESS OVER TIME OR LACK THEREOF. 
          WHAT YOU'RE LOOKING AT WHEN YOU'RE DETERMINING A FINAL GRADE FOR PARTICULAR STANDARD IS OBJECTIVE DATA INTO GIVING TO THE RECENT PERFORMANCES AND ALSO IT ALLOWS YOU YOU MAY SEE A PATTERN OF EXCELLENT PERFORMANCE LEVEL. 
          ON THE FINAL SUMMATIVE TESTS THE STUDENT IS SOMETHING THAT IS REALLY UNCHARACTERISTICALLY BAD. YOUNGER FREEDOM AND AUTHORITY AND NOT JUST THAT BUT THE REASON TO IGNORE THE OUTLIER AND BASIC GRADE MORE ON WHAT LED UP TO THAT POINT. 
          THAT'S WHAT I'M SAYING YOU WOULD NOT BASED ON WHAT Q COMES UP WITH YOU WOULD GENERATE ON THE INPUT AND YOU YOURSELF HAVE SEEN AND PROVED TO ANYONE IN THE STUDENT COULD JUSTIFY JUST AS 
          EASILY. >> AUDIT. 
          MOREOVER, IT. AN EXAMPLE AND FULLY IN SUPPORT OF THIS. BUT SOMETHING I STRUGGLE WITH FOR EXAMPLE MY PHOTOGRAPHY CLASS WE HAVE SOMETHING CALLED THURSDAY PHOTOS AND EVERYBODY SUBMITS A PHOTO AND WE VOTE ON THEM THE NEXT MONDAY THE WINNER TAKES FIVE POINTS EXTRA CREDIT. 
          THAT'S A REALLY FUN MOTIVATOR TO EXCEL IN TAKING THE PICTURES INSTEAD OF TAKING A QUICK PICTURE IN GETTING ANYTHING DONE BECAUSE I WANT THE EXTRA FIVE POINTS. 
          HOW CAN LITTLE THINGS LIKE THAT WERE EXTRA CREDIT IS A REAL MOTIVATOR BE MADE UP WHERE YOU DON'T HAVE EXTRA CREDIT 
          OPPORTUNITIES? >> I WILL GO FIRST. 
          >> WHEN WE TALK ABOUT ONE OF THE REASONS, I DON'T KNOW YOUR HISTORY BUT I WOULD GUESS YOU WENT THROUGH EDUCATION AND YOU EXPERIENCE A TRADITIONAL GRADING AND YOU WERE MOTIVATED. 
          EXTRA CREDIT POINTS WERE REALLY IMPORTANT AND YOU TOOK ADVANTAGE OF THOSE AND ONCE AGAIN THESE FORGIVE ME. 
          I'M GUESSING THAT IS PROBABLY THE INDIVIDUAL THAT SHE WERE. 
          WITH THOSE TYPES OF STUDENTS THEY ARE MOTIVATED NO MATTER WHAT WE DO. WHEN WE TALK ABOUT THE MOTIVATION WE ARE REALLY FOCUSING ON THE APATHY THAT WE EXPERIENCE FROM SOME OF THE STUDENTS THAT HAVE DIFFICULTY FINDING MOTIVATION BECAUSE THOSE STUDENTS THAT ARE GENERALLY MOTIVATED ANYWAY IT DOESN'T MATTER WHAT WE DO THEY ARE GOING TO DO IT. WE WANT TO REACH OUT AND GRAB THE STUDENTS THAT GENERALLY AREN'T MOTIVATED FOR THAT TO DO THOSE THINGS AND HOPEFULLY TRY TO INSTILL THE LEVEL OF LIFELONG LEARNING AND GRAB THEM AND BRING THEM ALONG SO THEY COULD SEE SOMETHING MAY BE DIFFERENT AND WHAT THEY THOUGHT THEY COULD 
          ACCOMPLISH. >> A LOT OF TEACHERS ARE WORRIED TO TRY MASTERY GRADING BECAUSE I THINK THEY HAVE TO GIVE UP THIS I HAVE TO GIVE UP THAT IN ALL THE PRECIOUS ACTIVITIES OF THE PAN. I FOUND IT REALLY VERY LITTLE 
          [02:05:02]
HAS CHANGED ABOUT THE WAY I APPROACH MY CLASS. 
          IT'S STILL THERE EVEN THERE THERE'S NO GRADE IS JUICIER AND MORE FUN BECAUSE THERE'S NO GREAT. 
          NOW IT'S ABOUT PLAYING WITH LANGUAGE GETTING UP THERE IN TAKING RISKS AND FEELING SPECTACULAR IN A WAY IT IS EMBARRASSING AND FUN AND EVERYBODY LAUGHS AND MOVES ON YOU CAN GO AHEAD AND HAVE THE CELEBRATIONS OF THE BEST PHOTO AND PUT IT UP AND MAKE MUCH OF IT BUT IT DOESN'T HAVE TO MAKE POINTS IT RUINS IT. DO IT FOR THE LOVE OF IT, LET'S MODEL THAT. THAT IS ALL MY QUESTIONS, THANKS AGAIN THANK YOU FOR THE PRESENTATION I HAVE A LOT TO 
          TAKE AWAY FROM THIS. >> IS REALLY ABOUT LEARNING A TON ABOUT GRADING AND THE BOTTOM LINE FROM EVERYTHING I HEARD THIS IS TRULY WHAT IS THE BEST THING FROM STUDENTS TO CREATE INDEPENDENT LEARNERS AND MOTIVATED LEARNERS, IT ALSO ADDRESSES YOU HEAR THE RUMBLING LIKE PARENTS AND MYSELF ABOUT INCONSISTENCIES ACROSS TEACHERS AND DUE TO EXTRA CREDIT IN THE AMOUNT OF HOMEWORK AND THE ABILITY TO RETAKE TEST AND HOW ONE BAD GRADE CAN REALLY HURT A STUDENT. 
          IT ALSO ADDRESSES YOU TOUCHED ON BRIEFLY BUT GROUP PROJECTS HAS BEEN A LITTLE BIT PROBLEMATIC. WE APPRECIATE ALL OF THAT IN A SENSE WONDERFUL TO ME. MY QUESTION FROM SITTING UP HERE WHAT IS THE BEST WAY FOR THE DISTRICT, THE BOARD AND THE ADMINISTRATION TO SUPPORT THESE EFFORTS AND CONTINUE MOVING US 
          FORWARD DOWN THIS PATH? >> WE'VE HAD A LOT OF DISCUSSIONS WITH DIFFERENT GROUPS I'VE BEEN PARTICIPATING IN IN THE CHANGE HAS TO BE TEACHER LED PRE-TO HAS TO COME FROM THE TEACHERS. WE HAVE TO GET THE BUY-IN FROM THE TEACHERS. THAT'S ONE OF THE REASONS WHY WE STARTED THE BOOK STUDY SO WE COULD EDUCATE TEACHERS IN THIS PHILOSOPHY SO WE CAN ENCOURAGE THEM LIKE YOU WERE ASKING THE STUDENTS TO DO WE CAN ENCOURAGE THE STUDENTS FOR THE TEACHERS TO TAKE RISKS AS WELL. JUST TRY SOMETHING PRETTY DOESN'T NEED TO BE ACROSS THE BOARD EVERYTHING. 
          LET'S JUST TRY A COUPLE OF THINGS. 
          WE'VE ENCOURAGED TEACHERS TO TRY THE MINIMUM GRADING THAT IS A VERY EASY ONE AND WE'VE HAD LOTS OF TEACHERS WHO TRY THAT. 
          THEY ARE EXPRESSING THAT FOR THE FIRST TIME. 
          AS HE EXPLAINS A POSITIVE RESULT, THE HOPE IS THERE WILLING TO TRY SOMETHING ELSE IN THE FUTURE AND THEY START INCORPORATING MORE OF THE PHILOSOPHIES INTO THEIR CLASS. 
          ALL OF A SUDDEN WE HAVE A GROUP OF TEACHERS THAT ARE INSTITUTING THE BEST PRACTICES INTO THE CLASSROOM AND NOW IT'S GOING TO SPREAD THROUGHOUT THE CAMPUS. I HAD CONVERSATIONS WITH OTHER TEACHERS IN THE MATH DEPARTMENT ABOUT THINGS THAT I'M DOING. 
          THE END OF THE SEMESTER THEY WERE COMPLAINING ABOUT STUDENTS TRYING TO GET AN EXTRA POINT. I DIDN'T HAVE ANY NOT A SINGLE CONGRESS THEY WEREN'T REALLY AT IF THEY DID IT THEY KNEW THAT. 
          ONE STUDENT IN THE RESPONSE SAID I CHOSE TO GET THIS GREAT AM OKAY WITH IT. AND HE WAS FINE WITH IT THAT JUST NEEDS TO BE SUPPORTIVE OF TEACHERS WILLINGNESS TO TRY ALL DIFFERENT THINGS TO SEE WHAT WORKS AND WHAT DOESN'T INSTITUTE THE BEST PRACTICES IN ALL OF THE CLASSROOMS. BUT IT HAS TO COME FROM THE TEACHERS. 
          >> I AGREE WITH THAT TO A DEGREE BUT I'M GOING TO BRING THE NORMAL CLASS AND GO OUT ON A LIMB AND SAY SOMETHING TEACHERS WILL KILL ME FOR LATER. I REALLY DO THINK WE HAVE TO UPGRADE OUR GRADING POLICY TO A DEGREE TO AT LEAST RECOGNIZE AND ACKNOWLEDGE THESE PRINCIPLES AS SOMETHING WORTHY. 
          IN THE PRACTICES AS A VALID MENU FROM WHICH TO CHOOSE AND TO TRY TO IMPLEMENT. I WOULD LOVE TO SEE I KNOW THE UNION HAS A COMMITTEE FORM AND THE LOOKING AT MAKING LANGUAGE FOR THE GRADING POLICY AND I'M SUPPORTIVE OF THAT. 
          A LOT OF TEACHERS WITH GREAT PROFESSIONAL TEACHERS WHO WILL DO THAT ON THEIR OWN. I JUST DON'T TRUST OTHERS WILL AND THEY NEED A NUDGE. BY TAKING A GENTLE, DOES REQUIRE TEACHER BRIAN BUT CHANGING THE LANGUAGE IN SAYING THESE ARE THE PRINCIPLES WE SUBSCRIBE TO COME UP WITH SOMETHING THAT CONFORMS 
          [02:10:01]
TO THOSE. HERE IS SUGGESTED PRACTICES. 
          TAKE A YEAR OR TWO BECAUSE GUESS WHAT WE HAVE NEW PEOPLE COMING TO THE DISTRICT ALL THE TIME WHO HAVE NEVER HEARD OF MASTERY LEARNING AND THEY'RE GOING TO NEED A COUPLE YEARS TO WRAP YOUR HEAD AROUND IT. I WOULD SAY IF WE COULD GET SOME LANGUAGE OUT THERE FOR EVERYONE, EVEN SAY EVALUATE PEOPLE BASED ON HOW THEY ARE APPROACHING THIS, SLOWLY, KINDLY WITH SUPPORT, THAT'S WHAT WE NEED TO DO. 
          IT IS LIKE OPPRESSOR YOU CANNOT CHANGE OPPRESSOR, THE CHANGE COMES FROM WITHOUT AND SOME TEACHERS HAVE A LOT OF POWER AND THEY ARE NOT WILLING TO GIVE IT UP. 
          THEY NEED TO BE NUDGED AND NUDGED A LITTLE HARDER. 
          GIVE THEM A COUPLE YEARS TO WRAP YOUR HEAD AROUND IT. 
          PLEASE FEEL FREE TO DISCOUNT. >> A GENTLE NUDGE. 
          GOT IT. >> POLICY FIRST, THAT'S AN INTERESTING THOUGHT. I WAS GOING TO SAY APPRECIATE THE TEACHER LEADERSHIP AND TO TRY SOMETHING DIFFERENT. 
          HE SAID SOMETHING ABOUT HOMEWORK EARLIER AND IT REALLY DESIGNATED WITH ME AS A PARENT YOU SPENT A LOT OF TIME DISCUSSING HOMEWORK AND WORKING ON A HOMEWORK POLICY WITH A WIDE VARIETY OF PEOPLE THAT NEVER HAD TO BE IMPLEMENT IN BECAUSE THE TEACHERS TOOK OWNERSHIP OF THE CONVERSATION AND THE PURPOSE BEHIND HOMEWORK. 
          IF SOME OF THOSE LESSONS COULD BE LEARNED HERE THAT WOULD BE GREAT. IN A FORMER LIFE I HAD THE OPPORTUNITY TO WATCH MR. FLAHERTY WORK. 
          THE FIRST TIME I SAW WHEN I FIRST HEARD ABOUT AS APPARENT I SAID THERE'S NO WAY. BUT KIDS, YOU COULD GIVE THEM A BAD GRADE UPFRONT AND THEY'RE GOING TO BE SUNK AND I WATCH THE OPPOSITE HAPPENED. I WATCH THEM LEARN, LOVE LEARNING AND RECAPTURE THAT JOY OF DOING AND GROWING AND HAVING THE PRIDE AND I DO THIS. IT WAS GREAT AND I WENT TO A CSP A MY FIRST CSPI CONFERENCE EVERYBODY HEARD THE STORY BEFORE AND I SAW A PRESENTATION ON THIS EXACT THING IN WHAT THE MASTERY GRADING DOES IS PROVIDE HOPE FOR KIDS IF THEY HAVE NO HOPE AND IF THEY ARE WORKING FOR THE NUMBER AND GAMING SYSTEM BECAUSE I OWN THREE OF THE CHILDREN WHO WERE LIKE I KNOW HOW TO DO THIS AND GET INTO XY AND Z AND GET 150 POINTS IT'S ALL GOOD IT'S A NUMBERS GAME THAT I'M GETTING GAME THE SYSTEM VERSUS I'M GOING TO LEARN SOMETHING AND THEY ALL LOVE TO LEARN STUFF IT WAS ABOUT ACCUMULATE IN POINTS FOR THEM BUT NOT EVERYBODY IS AS LUCKY TO GET THINGS RIGHT OFF THE BAT. I APPRECIATE THIS I APPRECIATE THE WORK IN THE PRESENTATION AND ANYTHING THAT I CAN DO TO HELP MOVE THAT FORWARD I WOULD BE HAPPY TO DO. 
          >> I THINK I AM UP. THERE'S BEEN 70 GREAT COMMENTS AND QUESTIONS ALREADY. I WANT TO SAY THANK YOU SO MUCH FOR PUTTING IN THE TIME NOT JUST TONIGHT BUT THIS WHOLE YEAR END THE YEAR PRIOR TO HELP OTHER TEACHERS SEE THE BENEFITS OF THIS SHIFT. I'M 70 REALLY THINKS THE MORE CLASSROOMS THAT WE SEE THESE CHANGES IN GRADING IS GOING TO CHANGE LEARNING FOR SO MANY STUDENTS. 
          I KEEP THINKING OF ONE OF THE QUOTES THAT YOU HAVE FROM A TEACHER THAT SAID AND MADE SO CLEAR HOW OUR TRADITIONAL SYSTEM IS SO INEQUITABLE AFTER DOING THE BOOK STUDY. 
          I THINK AS THE DISTRICT OF REALLY WANTING TO BE BETTER WITH MORE EQUITABLE OUTCOMES AND FINDING BETTER WAYS TO TEACH OTHER STUDENTS AND HAVE ALL OF HER STUDENTS HAVE SUCCESS IN THE CLASSROOM. I THINK THIS IS A HUGE PIECE OF HELPING US GET THERE AND YOU SO BEAUTIFULLY LAID OUT THE BENEFITS AND THE CHALLENGES AND I'M NOT COULD ASK A QUESTION AND I'M VERY SUPPORTIVE OF THIS WORK IN WHATEVER I DO TO MOVE FORWARD 
          ON THIS. >> ANYONE ELSE? 
          >> THANK YOU BOTH FOR GENEROUSLY AND PATIENTLY SHARING YOUR WORK WITH US. TEACHER LED WITH A NUDGE TOWARD VISION FOR US IS HOW WE WORK. THANK YOU. 
          THANK YOU SO MUCH. >> TRUSTEE LOPEZ GO AHEAD. 
          [02:15:02]
          >> OF A COUPLE MORE QUESTIONS I AM A QUESTION PERSON. 
          I'M SORRY IT DID COME TO A REALIZATION I KNOW THERE'S A LOT OF DISCUSSION OF STUDENTS WANT A GOOD GRADE THEY JUST HAVE TO TRY. I WILL SAY I AND A LOT OF STUDENTS I KNOW THERE ARE TIMES WHEN YOU PUT IN AS MUCH EFFORT IN THE WORLD AND THE GRADES IS NOT REFLECTED OR REALLY IT'S A ROUGH WEEK AND YOU HAVE NO CAPACITY TO TRY THAT WEEK. 
          THINK IT'S REALLY IMPORTANT THAT THERE ARE SEL INCORPORATIONS IN COMMUNICATION FROM THE TEACHERS WITH THE STUDENTS, LIKE YOU WERE TALKING ABOUT A TEST GRADE THAT IS UNCHARACTERISTIC BUT WORKING WITH THE STUDENT TRYING TO FIGURE OUT WHAT HAPPENED IN GETTING THEM BACK ON TRACK BECAUSE A LITTLE BIT IN REDUCING THE STRESS, 0 IF I HAD TRIED HARDER EVEN THOUGH I'M BEATING MYSELF UP AND IS NOT WORKING OUT. 
          SO I THINK UNDERSTANDING THERE IS A DIFFERENCE BETWEEN TRYING IN GENUINELY STRUGGLING. SO I WANTED TO POINT THAT OUT. 
          TALK ABOUT WAITING GRADES FROM WHAT I'VE GATHERED MASTERY GRADING DOES EMPLOYEE WAITING GRADES. 
          BUT I'VE HAD TEACHERS RIGHT NOW WHO NOT ONLY DO WEIGHTED GRADES BUT ALSO ASSIGN DIFFERENT POINT VALUES. 
          I KNOW YOU GUYS ARE TALKING ABOUT HOW TEACHERS CAN PICK AND CHOOSE FROM WHAT THEY ARE GOING TO IMPLEMENT BUT THE SITUATIONS WHERE A TEST IS WORTH 30% AND HOMEWORK WORTH 10 BUT ATTESTED THROUGH HUNDRED POINTS AND THE HOMEWORK IS 10 POINTS. 
          IT MAKES MY BRAIN MELT TO BE HONEST. 
          TEACHERS SHOULD ABLE TO PICK AND CHOOSE WHAT THEY IMPLEMENT BUT IF THEY PICK AND CHOOSE AND SUCH A WAY THAT MAKES THINGS HARDER, I THINK THAT SHOULD DEFINITELY BE COMMUNICATED. 
          THERE ARE SOME THINGS THAT SHOULD COME AS A PACKAGE DEAL LIKE 0 - FOR GRADING AND ALSO AWAITED GRADING. 
          MY LAST THING DROPPING THE SOFT SKILLS THAT YOU GUYS ARE TALKING ABOUT FROM BEING GRADED TO NOT HAVING GROUP GRADES AND NOT TAKING POINTS AWAY FOR THIS ASSIGNMENT WAS A DAY LATE, STUFF LIKE THAT. I THINK A LOT OF STUDENTS UNFORTUNATELY GET THEIR MOTIVATION TO WORK BETTER IN GROUPS AND TO HAVE BETTER TIME MANAGEMENT FROM THAT WHICH IS NOT A HEALTHY RELATIONSHIP WITH THOSE SKILLS BUT I THINK THIS IS ANOTHER AREA WHERE WE CAN BRING IN SEL TO KIND OF TRANSITION TO A MORE HEALTHY WAY TO LEARN THESE SKILLS THAT ARE IMPORTANT AND UNFORTUNATELY ALSO BEING GRADED WITH TRADITIONAL GRADING PRACTICES. BUT AGAIN THANK YOU. 
          NONE OF THOSE ARE REALLY QUESTIONS BUT I JUST WANTED TO BRING THOSE POINTS TO LIGHT FROM A STUDENT PERSPECTIVE. 
          >> A QUICK COMMENT ON THE LAST ONE. 
          ONCE AGAIN AS I MENTIONED EARLIER ONE OF THE MOST IMPACTFUL THINGS OF OVERDONE IS BECOMING THE PROGRAM AND THEY HAVE THE STRATEGIES IN ONE OF THOSE IS COLLABORATION. 
          STUDENTS IN MY CLASSROOM ARE IN GROUPS EVERY DAY. 
          THEY WORK TOGETHER AND I RELY ON THEM TO HELP EACH OTHER OUT THERE IS ONE OF ME AND 32 OF THEM IN A CLASS ALL AND WHEN I SEE THAT OCCURRING IN MY CLASS I LET IT OCCUR BECAUSE IT'S VALUABLE FOR RECEIVING THE MORE VALUABLE FOR THE STUDENTS TEACHING THEM BECAUSE NOW THEY WILL REMEMBER THAT PRE-THE BEST WAY FOR US TO LEARN SOMETHING IS TO TEACH SOMEBODY ELSE. 
          SO BEING AWARE OF WHAT IS HAPPENING IN THE CLASSROOM IS INSTRUMENTAL IN MAKING SURE THAT'S VERY IMPORTANT. 
          ELIMINATING -- I MAY HAVE MISUNDERSTOOD. 
          >> ELIMINATING GROUP READING READ MORE INDIVIDUAL GRADING. 
          [02:20:07]
          >> THEY DO THINGS IN GROUPS BUT EVERYBODY IS RESPONSIBLE FOR THEIR OWN. THERE IS WAY WE CAN STRUCTURE THOSE TO WHERE YOU HAVE THAT GROUP IN COLLABORATION BUT EVERYBODY ALSO IS RESPONSE WILL FOR THE LEARNING THAT IS TAKING 
          PLACE. >> GROUP WORK DOES NOT CHANGE BY GIVING AN INDIVIDUAL DOES. GOING BACK TO THE IDEA YOU TALKED ABOUT WEIGHTED IT IS NOT LIKE TRADITIONALLY WEIGHTED CATEGORIES 50% PROTEST, 30% FOR QUIZZES AND SO ONE. 
          IT IS NOT ABOUT THAT THE GRADE IS BASED ON THEIR ACHIEVEMENT WITH RESPECT TO IDENTIFYING STANDARDS. 
          ON THE GRADEBOOK YOU WOULD SEE STANDARDS AND DIFFERENT TEST OR ASSESSMENTS THAT WOULD SHOW HOW THEY ARE PROGRESSING WITH RESPECT TO THAT. GREATER IMPORTANCE OR WEIGHT IS GIVEN TO THE MORE RECENT DEMONSTRATION BECAUSE THEY HAD LONGER PRACTICE AND THINGS ARE CLICKING A LITTLE BIT BETTER, THAT GRADE SHOULD BE MORE REPRESENTATIVE OF WHERE THEY ARE. AS FAR AS WHETHER SOME STANDARDS COUNT MORE I COUNT ALL MINE THE SAME. 
          EACH ONE IS ESSENTIAL AND IMPORTANT SO THEY ALL HAVE THE SAME WEIGHT BUT I'M GOING TO ACCOUNT MUCH MORE HEAVILY THE RECENT WORK OUT THE WORK FROM EARLY ON WHEN THEY WERE 
          LEARNING. >> AUDIT. 
          >> TAKE YOU FOR THE CLARIFICATION ON WAITING TO. 
          >> GENTLE MEN I APPRECIATE YOUR TIME TONIGHT AS WELL. 
          YOU CONTINUE WORK IN INSTRUCTIONAL SERVICES IN YOUR SITE PRINCIPLES IT CAN GO A LONG WAY MOVING FORWARD WITH LOOKING AT HOW WE IMPLEMENT THIS AS A POLICY DISTRICT WIDE FOR THE SECONDARY SCHOOL AND HIGH SCHOOL TEACHERS. 
          ME PERSONALLY I APPRECIATE THE EFFORTS. 
          I AM A FAN OF HAVING IT MYSELF. THOSE STRUCTURES FIT NICELY IN THE CONCEPT OF HOW YOU WORK YOUR MATH CLASSES IN THE TRAINING IS SPECTACULAR WHEN YOU ARE ABLE TO GO TO SAN DIEGO AND DO THE AVID TRAINING MULTIPLE TIMES. THANK YOU, GENTLEMEN. 
          WE APPRECIATE IT. >> THANK YOU. 
          [B. Instructional Services - Presentation: Data at Every Level: Presentation on Student Performance]
          >> WE ARE NOW AT 5B INSTRUCTIONAL SERVICES PRESENTATION DATA AT EVERY LEVEL, PRESENTATION ON STUDENT PERFORMANCE. MR. LOU. 
          >> SORRY THAT WAS A LOT OF SET UP. 
          JUST LOOKING FORWARD TO PROVIDE INFORMATION FOR THE BOARD OF INFORMATION AND OUR PUBLIC HONOR PRESENTATION ENTITLED DATA AT EVERY LEVEL IN HERE WE WILL SPEAK ABOUT A SET OF DATA'S THAT PROVIDES A GLIMPSE INTO STUDENT PERFORMANCE. 
          I WILL JUST SAY I WAS THINKING ABOUT THIS LATE AT NIGHT MULTIPLE NIGHTS. THE TITLE IS CHALLENGING WHEN WE THINK ABOUT STUDENT PERFORMANCE WE HAD CONVERSATIONS WITH HER PRINCIPLES AND HER LEADERSHIP TEAM IN INSTRUCTIONAL SERVICES. 
          PERFORMANCE THAT IDEA THAT IS ENTIRELY UP TO THE STUDENT TO DO THAT WORK AS OPPOSED TO THINKING ABOUT MORE OF MEASUREMENTS INTO THE DEGREE AND WHICH WERE PROVIDING SERVICE TO STUDENTS SO NOT BEING ALL UP TO THE STUDENT TO WHAT THEY COULD DO. 
          IT COULD ALSO ANOTHER WAY TO LOOK AT IT IS A MAJOR POWER PROVIDING SERVICE TO STUDENTS AND STUDENT GROUPS. 
          TAKING A LOOK THIS YEAR WE WANTED TO PROVIDE MULTIPLE LEVELS OF DATA LOOKING AT STUDENT PROGRESS. 
          WE THINK OF IT IN TERMS OF PERFORMANCE OR SERVICE AND WE ARE BASING THIS OFF OF A BOOK WE ARE USING CALLED STREET DATA IN THE THREE DIFFERENT LEVELS OF DATA WE WILL BE GOING OVER IS SATELLITE DATA, MAP DATA AS WELL AS STREET DATA. 
          FIRST WE WILL START WITH STREET DATA WHICH PROVIDES A GLOBAL BROAD OVERVIEW OF HOW STUDENTS ARE PERFORMING. 
          AND AS NOTED IN THE PRESENTATION THIS TELLS US A LITTLE BIT OF LARGE TRENDS BUT IS INCOMPLETE. MAP DATA GIVES US A LITTLE BIT CLOSER TO THE WORK OF STUDENTS IN LEARNING IN THE CLASSROOMS. MAP DATA MAY BE AN EXAMPLE AND WE WILL PROVIDE A BENCHMARK 
          [02:25:02]
INGRATE DISTRIBUTION REPORTS. REALLY IMPORTANTLY WE WANT TO PROVIDE AND INTERJECT INTO THE CONVERSATION THAT THE DATA THAT WE GET SPECIFICALLY FROM STUDENTS WHICH WE REFERENCE AS STREET DATA. LEVEL ONE AND TWO IS NUMBERS AND LEVEL THREE IS KIDS AND CHILDREN AND STUDENTS. 
          WE THINK THIS IS A GREAT OPPORTUNITY TO ALSO PROVIDE INFORMATION ABOUT WHAT ARE SOME OF THE EXPERIENCES OF OUR STUDENTS. HOW MIGHT THOSE BE WINDOWS INTO THE WORK THAT WE CAN DO IN THE PROGRESS THAT WE'RE MAKING IN THE CHANGE AHEAD. I THINK I TOOK DOCTOR MACLACHLAN'S WORDS IN I'M SERIOUS ABOUT THE BREAK THAT WE HAVE COMING UP AHEAD. A METAPHOR HOW DO YOU MEASURE THE SUCCESS OF A FAMILY ROAD TRIP? THE SATELLITE DATA YOU CAN THINK ABOUT THE NUMBER OF MILES THAT YOU HAVE TRAVELED AND MAYBE THE MAP DATA THE SPECIFIC PLACES THAT YOU WENT BUT I THINK SOMETIMES IF YOU'RE GOING TO MEASURE SUCCESS ON THE FAMILY TRIP IT'S PROBABLY THE FUN CRAZY CONVERSATIONS IN THE CAR AND GETTING UP EARLY AND BEING STRESSED OUT AND FRUSTRATED IN THE CAR. 
          I'M JUST PROJECTING MY OWN EXPERIENCE HERE. 
          I THINK WE HAVE TO LOOK FOR MULTIPLE LENSES AND LEVELS TO GET A GOOD FEEL OF WHERE ARE WE AT AS THE SCHOOL DISTRICT. 
          AND MOST IMPORTANT WHERE WE ARE AT WITH ALL OF HER STUDENTS. 
          SO THIS IS NOT MY ROAD TRIP PLAN BUT FOR SATELLITE DATA WE WANT TO START WITH AS A SHARE BEFORE, SATELLITE DATA CAN PROVIDE WITH OVERALL TRENDS. THERE IS ABSOLUTELY A DANGER IN LOOKING AT THIS REALLY BIG PICTURE GLOBAL DATA FOR A NUMBER OF REASONS. ONE OF THEM DO MY OWN REFLECTION IN THINKING THROUGH THE BOOK SOMETIMES THIS TYPE OF DATA, IT REALLY DOES REINFORCE DEFICIT THINKING ABOUT STUDENT GROUPS. 
          WE SEE THAT IMPLICITLY IT REINFORCES THE IDEA THAT SOME GROUPS ARE NOT AS CAPABLE AND THAT IS ABSOLUTELY NOT TRUE. 
          THE OTHER CHALLENGE WAS SATELLITE DATA IT GIVES US A SNAPSHOT IN TIME. BY THE TIME THE SATELLITE DATA IS PUBLISHED THE STUDENTS HAVE ALL MOVED ON TO OTHER GRADES OR HAVE GRADUATED. IT IS IMPOSSIBLE FOR A TEACHER OR DEPARTMENT OR GRADE LEVEL TEAM TO MAKE ADJUSTMENTS OFF OF DATA THAT WAS CAPTURED IN THE SPRING AND HERE WE ARE IN THE NEXT SCHOOL YEAR. TO START OFF WE ARE EXCITED TO HAVE THE CALIFORNIA DASHBOARD FOR THE 2022 SCHOOL YEAR TO PROVIDE THE BOARD OF EDUCATION AND THE PUBLIC WITH SOME BACKGROUND. THE LAST PUBLISHED CALIFORNIA DASHBOARD WAS IN 2019 AND THAT REFLECTED DATA AND PERFORMANCE OF STUDENTS FROM THE 18 - 19 SCHOOL YEAR. 
          SO TO MOVE AHEAD FOUR YEARS LATER WE HAVE THE 2022 CALIFORNIA DASHBOARD LABELED BY THE STATE LIKE A RESTART TO THE ACCOUNTABILITY SYSTEM. IT IS IMPORTANT TO NOTE THE 2019 DASHBOARD WHICH MAY BE WE WERE ALL GETTING COMFORTABLE AND FAMILIAR WITH WHAT WAS THE GAS GAUGES COLORS OF RED ORANGE MAYBE NOT YELLOW, YELLOW GREEN AND BLUE. 
          FOR 2019 AND ALL THE PREVIOUS YEARS THAT WAS A CALCULATION OF HOW STUDENTS DID THAT YEAR AS WELL AS A COMPARISON OF WHAT THEY DID THE YEAR PRIOR. WE TOOK INTO ACCOUNT INCREASES FROM PRIOR YEARS AS POTENTIALLY DECREASES AND THAT WAS FACTORED INTO THE GAS GAUGES. AS AGAIN FOUR YEARS LATER WITH THE 2022 DASHBOARD AND IT'S A COMPLETE RESTART CALIFORNIA SENATE BILL 130 ACTUALLY MANDATED THE CALIFORNIA MATCH FOR THIS YEAR WOULD ONLY BE A REFLECTION FOR LAST YEAR THE 21 - 22 SCHOOL YEAR STUDENT PERFORMANCE DATA, SO MUCH HAD CHANGED IN THE DIFFICULTY IN COMPARING THE 2018 - 19 DATA AND 21 - 22 DATA THIS IS A SINGLE SNAPSHOT. 
          THIS IS NOT GAS GAUGES AS THE CELL PHONE BARS SO THE CELL PHONE BARS GO FROM LOW, LOW, MEDIUM HIGH AND VERY HIGH. 
          [02:30:01]
MOVING FORWARD FOR THE 2023 DASHBOARD WE WILL GO BACK INTO A COMPARISON SIMILAR TO PRIOR YEARS. 
          BEFORE I GO TO THE SLIDE I WANT TO SHARE BOTH FROM THE CALIFORNIA PRIMITIVE EDUCATION AND I WOULD SAY A SLEW OF OTHER EDUCATION ASSOCIATION THERE IS A LOT OF CAUTION IN COMPARING THIS YEAR'S DATA WITH THE PRIOR 2019 CALIFORNIA DASHBOARD DATA AS WELL AS DATA FROM THE PANDEMIC KNOWING THE COHORTS OF STUDENTS THESE ARE NOT IDENTICAL COHORTS IT IS CHALLENGING TO COMPARE APPLES AND ORANGES AND IT GOES WITHOUT SAYING THE LAST COUPLE OF YEARS WE'VE BEEN REALLY MITIGATED AND HAMPERED BY A SLEW OF OTHER FACTORS THAT WE WERE NOT DEALING PRIOR TO THE DASHBOARD OF 2019 AND THOSE BEING ABSENTEEISM AND MOVING THROUGH THE PANDEMIC. THIS IS A QUICK COMPARISON OF DISTRICT WIDE RESULTS THAT COMPARES OUR STATE AND CV UST OVERALL WE CONTINUE TO OUTPOUR FORM STATEWIDE METRICS AS WELL AS METRICS WITHIN VENTURA COUNTY. 
          IN LOOKING AT THIS WE CAN SEE THE STATEWIDE FOR ENGLISH LANGUAGE ARTS WAS LOW. CVUST WAS HI, AND CVUST WAS MEDIUM AND SUSPENSION RATES WHICH YOU WANT US TO BE LOWER, SUSPENSION RATE WAS MEDIUM, FOR US THE SUSPENSION RATE WAS LOW, ENGLISH LEARNER PROCESS WAS STATEWIDE MEDIUM IN US LOW. 
          GRADUATION RATE THE STATE LEVEL WAS MEDIUM, WE WERE AT HIGH. 
          IN ABSENTEEISM WHICH WE WANT TO BE LOW OR LOWER THE STATE WAS VERY HIGH AND WE WERE NOTED AS HIGH. 
          SOMETHING WE REALLY WANTED TO PROVIDE INFORMATION AND HELP PROVIDE SOME EXPLANATION OF THE STORY NOT ONLY WAS LAST YEAR THE FIRST, NOT ONLY WAS ISSUED THE FIRST YEAR OF THE CALIFORNIA DASHBOARD BUT LAST YEAR WAS ALSO THE FIRST TIME THAT THE STATE IMPOSED OVER THE SIGNIFICANT CHANGE IN HOW OUR SCHOOL IS CALCULATED. THAT CHANGE COMES OUT TO EVERY SCHOOL DISTRICT INCLUDING OURS AS A PENALTY THAT WAS DIFFERENT PRIOR YEARS. EVERY SENSE WE'VE HAD OUR TESTING THE FEDERAL GOVERNMENT HAS ALWAYS HAD A REQUIREMENT OF THE 95 PARTICIPATION, 95% PARTICIPATION RATE THAT GOES FOR OUR DISTRICT, FOR OUR SCHOOLS ENTER STUDENT GROUPS. 
          PRIOR TO LAST YEAR THE PARTICIPATION RATE WAS CALCULATED BUT THE CALCULATION AND PENALTY WAS PRETTY MINIMAL WHAT THEY ANNOUNCED LAST YEAR AND I THINK THREE YEARS, THREE WEEKS AFTER OUR ACTUAL TESTING OPEN WE WERE NOTIFIED THAT THE FEDERAL GOVERNMENT HOW THE FEDERAL GOVERNMENT WOULD PROVIDE A PENALTY ACROSS THE STATE FOR ANY DISTRICT, SCHOOLS AND STUDENT GROUPS THAT WERE UNDER THE PARTICIPATION RATE. 
          TO CLARIFY PARTICIPATION RATE MEANS STUDENTS WHO ARE TAKING THE TEST ITSELF. SO FOR THE LAST YEAR WHICH WAS NEW THE PENALTY FOR EACH STUDENT BELOW THE 95% THRESHOLD THE STUDENT SCORE WAS CALCULATED USING THE LOWEST POSSIBLE SCORE FOR THE TEST THIS IS SPECIFIC FOR ENGLISH, LANGUAGE ARTS AND MATH. ULTIMATELY DECREASES WHEN WE LOOK AT OUR DASHBOARD RESULTS IN DECREASES OR SCORES AND PROVIDES AN INACCURATE PICTURE BASED OFF THE PENALTY FOR PARTICIPATION RATE THE CALIFORNIA DEPARTMENT OF EDUCATION NICELY PROVIDES A GOOD EXAMPLE OF A SCENARIO. IN THE SCENARIO IT COMPARES THE DIFFERENT PENALTY FOR LAST YEAR END PRIOR YEARS. 
          ALL OF THE VARIABLES ARE THE SAME EXCEPT FOR THE CHANGE IN THE PENALTY AND THE SWING IS 56 POINTS FROM THE STANDARD. 
          WE WILL BE SHARING NOT ONLY INFORMATION ABOUT THE PARTICIPATION RATES FOR GRADE LEVELS AND GROUPS BUT ALL SHARE INFORMATION ABOUT WHAT WERE DOING TO ADDRESS THAT MOVING FORWARD, TO PROVIDE DETAIL ABOUT OUR PARTICIPATION RATES FROM 
          [02:35:02]
LAST YEAR FOR ENGLISH LANGUAGE ARTS AND MATH YOU CAN SEE THEM HERE. WE WERE STUDENTS AND STUDENT GROUPS IN THE GRADE LEVELS IN THE ENROLLMENT AND THE NUMBER TESTED AND THE CORRESPONDING PARTICIPATION RATE THE GREEN CELLS ARE THE ONLY CELLS ABOVE 95%. 
          YOU WILL NOTE AS THE GRADE LEVELS GO ONE THE PARTICIPATION RATE BECOMES LOWER AND YOU CAN NOTE SPECIFICALLY SOME OF OUR STUDENT GROUPS WHO HAVE A RANGE OF PARTICIPATION RATES. 
          I WILL SAY WHEN WE LOOK AT THE PARTICIPATION RATES HERE THIS IS LOWER THAN PRIOR THAN A NORMAL YEAR THIS IS LOWER. 
          PART OF THAT MAY BE BECAUSE DURING THE PANDEMIC EITHER WE DID NOT HAVE THE TEST OR THE TEST WERE SIGNIFICANTLY MODIFIED OR REALLY DIFFERENT. AS WE LOOK AT THAT I DO WANT TO SHARE THIS INFORMATION THAT WE ARE WORKING TO BETTER UNDERSTAND THROUGHOUT OUR SCHOOL SITES AS WE WORK WITH THE PRINCIPLES OUR SCHOOL SITES ARE WORKING WITH THE LEADERSHIP TEAMS AND WORKING WITH THE SCHOOL SITE COUNCILS TO REVIEW THE DATA AND THE IMPACT OF THE DATA AS WELL AS ACTIONS AND STRATEGIES MOVING FORWARD TO IT INCREASE PARTICIPATION RATE BASED ON THE DATA WE KNOW AS WE'VE HAD CONVERSATIONS WITH FEEDBACK FROM OUR PRINCIPLES WE KNOW MANY ARE LOOKING AT REFINING AND IMPROVING THE MAKEUP TESTING PROCEDURES AND THOSE WERE ABSENT HOW DO WE MAKE SURE WE ARE STREAMLINING THE PROCESS TO MAKEUP TESTING AS WELL IS WORKING WITH INDIVIDUAL FAMILIES AND PROVIDE INFORMATION TO REALLY ADDRESS CONCERNS AND DEBUNK MYTHS ABOUT THE TESTING IN REALLY OVERALL INCREASE COMMUNICATION. 
          AT A DISTRICT LEVEL LOOKING AT SOME OF THIS DATA WE KNOW AND SUPPORTING OUR SCHOOL SITES PROVIDING INFORMATION AND TALKING POINTS TO FAMILIES AND STAFF IS REALLY IMPORTANT. 
          WE KNOW WORKING WITH OUR ADVISORY COUNCIL AND COMMITTEE IS GOING TO BE REALLY IMPORTANT TO AND WE LOOK AT A PARTICULAR STUDENT GROUPS HOW CAN WE AT THE DISTRICT LEVEL PARTNER WITH AND LISTEN TO FAMILIES AND BE RESPONSIVE TO SOME OF THOSE CONCERNS ALL AND AN EFFORT TO INCREASE PARTICIPATION RATES. 
          >> NEXT THIS IS A SNAPSHOT OF OUR DISTRICTS ENGLISH LANGUAGE ARTS SCORES REFLECTED WITHIN THE CALIFORNIA DASHBOARD. 
          HERE WE'VE TAKEN ALL STUDENTS AS WELL AS THE STUDENT GROUPS WE NOTED THE PARTICIPATION RATE AS WELL AS A SCORE GIVEN ABOVE STANDARD WHICH IS GOING TO BE ABOVE OR BELOW STANDARD STANDARD IS IDENTIFIED BY THE CD THROUGH A ONE-PAGE CUP LOCATED FORMULA. 
          BUT THIS IS OUR SCORE THAT WE RECEIVED THROUGH THE PUBLIC DASHBOARD PLUS OR MINUS THE STANDARD IN THIS WOULD'VE BEEN THE SCORE IF YOU TAKE OUT THE IMPOSED PENALTY FOR PARTICIPATION RATE AND YOU CAN COMPARE THAT WITH THE STATEWIDE SCORE OF BELOW OR ABOVE STANDARD. 
          THAT IS DISTRICT WIDE FOR ENGLISH LANGUAGE ARTS IN THE NEXT IS FOR MATH. AGAIN SIMILARLY THE PARTICIPATION RATE, OUR SCORE ABOVE OR BELOW STANDARD AND OUR SCORE IF WE WOULD NOT OF BEEN PENALIZED FOR PARTICIPATION IN COMPARISON WITH THE STATEWIDE SCORE. 
          DIVING IN A LITTLE BIT MORE CLOSELY INTO THE MAP DATA WE WILL BE LOOKING AT ASSESSMENTS THAT ARE DELIVERED LOCALLY AND MORE FREQUENTLY THROUGHOUT THE SCHOOL YEAR. 
          AGAIN THE CAST TEST THE CALIFORNIA DASHBOARD THE SINGLE SNAPSHOT IN TIME. THIS HAPPENS A LITTLE BIT MORE FREQUENTLY AND GIVES US A BETTER SENSE AND PROVIDES SCHOOLS AND TEACHERS WITH SOME ACTIONABLE DATA. 
          THE FIRST IS TAKING A LOOK AT HER ELEMENTARY BENCHMARKS FOR KINDERGARTEN, FIRST GRADE AND SECOND GRADE AS A CONTEXT WE ADMINISTER THE BENCHMARKS FOR THE STUDENTS AT LEAST FOUR TIMES IN THE YEAR THE ASSESSMENTS ARE RESEARCH-BASED AND ASSESSMENTS THAT PROVIDE OUR EDUCATORS AS WELL AS OUR FAMILIES WITH INFORMATION SPECIFIC TO THESE STANDARDS. 
          WHAT WE HAVE HERE ARE NOT ALL OF THE SPECIFIC STANDARDS THAT ARE ASSESSED IN A RANGE OF OTHERS. HOWEVER, THESE HAVE BEEN 
          [02:40:03]
ESSENTIAL ESPECIALLY DURING THE HEIGHT OF THE PANDEMIC WHERE WE WERE IN REMOTE LEARNING IS STILL ABLE TO ADMINISTER THE ASSESSMENT ALTHOUGH MODIFYING. THIS KINDA GIVES US A LOOK AT THE LAST FOUR YEARS. YOU COULD SEE THE OVERALL TREND OF THE PERFORMANCE OF INCREASING OR BEING THE SAME OVER THE 
          COURSE OF THE FOUR YEARS. >> THAT WAS KINDERGARTEN THEN THIS IS FIRST GRADE FOR TRIMESTER ONE. 
          AS WE LOOK AT THAT AS WELL AS STARTING TO LOOK AT GRADE TWO JUST KNOW IS SO IMPORTANT IN OUR TEACHERS AT THE ELEMENTARY LEVEL TO HAVE A HIGH COMMITMENT TO TEACHING TO THE STANDARDS IN UNDERSTANDING THE STANDARDS AND MAKING CHANGES AND ADJUSTMENTS BASED ON THE STUDENT'S INDIVIDUAL SCORES OF THESE REALLY IMPORTANT SKILLS. HERE IS GRADE TWO. 
          NOTING WITH THE PRIOR TWO SLIDES WE ARE INCREASING OUR STAY IN THE SAME OVER THE COURSE OF THE LAST FOUR YEARS. 
          AND WHAT A FOUR YEARS IT HAS BEEN. 
          SO THE NEXT IS A LOOK AT HER GRADES THREE THROUGH FIVE ENGLISH LANGUAGE ARTS DATA. THIS IS ACTUALLY DATA FROM THE FIRST UNITS ASSESSMENT THAT WAS PROVIDED IN OCTOBER OF 2022. 
          THIS DOES DENOTE THE% OF STUDENTS WHO ARE PROFICIENT OR HIGHER WERE ANOTHER WAY TO THINK ABOUT IT WOULD BE MEETS STANDARDS IF WE WANT TO MIRROR THE SAME LANGUAGE WITH THE ASSESSMENT. AGAIN WE CAN NOTE HERE THAT THERE IS A DIP IN FOURTH GRADE AND THE DIP IS TYPICAL AS WE LOOK AT DATA OVER THE COURSE OF YEARS AND YEARS THAT IS ATTRIBUTED TO A PRETTY BIG CHANGE IN ADJUSTMENT FOR STUDENTS MOVING INTO FOURTH GRADE IN THE CLASS SIZES CAN BE A BIT BIGGER THERE IS MORE NEED FOR SELF-MANAGEMENT AND SELF REGULATION AND ADDRESSING AND TACKLING A LOT MORE DEPTH OF THE CONTENT AREAS. THAT IS PRETTY TYPICAL BUT AS STUDENTS MOVE INTO THE SECOND UNIT WHICH I JUST CHANGED THE SLIDE YOU CAN SEE ALREADY FOR ALL OF OUR GROUPS AND FOURTH-GRADE AN INCREASE IN THE SCORE IS. 
          AGAIN THAT WAS UNIT ONE AND THEN UNIT TWO. 
          UNIT TWO WAS AN ASSESSMENT PROVIDED MORE RECENTLY IN DECEMBER. IT GIVES US MORE OF THE ACCURATE LOOK OF WHERE OUR STUDENTS WHERE ARE THEY AT RIGHT NOW. 
          >> THE NEXT IS TRIMESTER ONE FOR MATH GRADES THREE THROUGH FIVE. 
          AND FOR MATH THIS IS IN THE TRIMESTER ASSESSMENT OF THE MATH STANDARDS. AGAIN A LITTLE BIT OF A DIP FOR FOURTH-GRADE BUT IT CERTAINLY NOT SIGNIFICANT FOR ENGLISH, ENGLISH-LANGUAGE ARTS. BUT THIS GIVES US A SENSE OF PERCENT OF STUDENTS WHO ARE PROFICIENT OR HIGHER WHEN IT COMES TO THE PARTICULAR STANDARDS. 
          46 GRADE WE WILL BE TAKING A LOOK AT SEMESTER ONE ENGLISH AND QUARTER ONE I BELIEVE MATH A BENCHMARK ASSESSMENT. 
          I HAD TO SAY AS WE LOOK AT THIS THIS IS NEW DATA STARTING THIS YEAR. I GIVE A BIG THANKS AND CREDIT TO DOCTOR WILSON IN OUR DEPARTMENT AT THE MIDDLE SCHOOLS WHO WORKED LAST YEAR OVER THE SUMMER TO MAP OUT ESSENTIAL STANDARDS FOR ENGLISH AND DEVELOP COMMON ASSESSMENTS. 
          SIMILAR TO WHAT WE DO THE ELEMENTARY SCHOOLS TO GIVE TEACHERS AND TEACHER TEAMS A COMMON ASSESSMENT WITH A LOOK AT STUDENTS AND HOW THEY ARE ADDRESSING STANDARDS. 
          YOU CAN SEE NEARLY 80% OF ALL STUDENTS ARE MEETING THE LEVEL OF PROFICIENCY WHEN WE LOOK THROUGH THE DATA. 
          THIS IS IMPORTANT INFORMATION THAT PROVIDES OUR TEACHER INDIVIDUAL TEACHERS AS WELL AS DEPARTMENTS TO COLLABORATE TO SAY BASED OFF THE STANDARDS WHO'S BEING SUCCESSFUL, WHO IS NOT HOW CAN YOU SUPPORT THE STUDENTS THROUGH OUR SCHOOL AS WELL AS TEACHERS HAVE SCORES THAT ARE BETTER THAN OTHERS WHAT IS THAT IN THE CLASS AND AS COLLEAGUES CAN WE LEARN FROM EACH OTHER COLLECTIVELY FOR STUDENTS. 
          WE LOOK FORWARD TO GETTING MORE DATA AS THE YEARS GO ON FOR THIS 
          [02:45:06]
ENGLISH ASSESSMENT. THE NEXT AT THE MIDDLE SCHOOLS MATH AND THIS IS SEMESTER ONE DATA. 
          MATH WE'VE BEEN PROVIDING QUARTERLY, I'M SORRY AND IF SEMESTER ASSESSMENT FOR A FEW YEARS BUT THIS IS THE FIRST YEAR WE'VE DONE QUARTERLY ASSESSMENTS SO THIS IS FOR SEMESTER ONE OR THE END OF QUARTER TO. THE GOOD THING ABOUT THIS ASSESSMENT AS WELL IS THE ONE FOR ENGLISH THESE TEST SIMILAR FOR ELEMENTARY SCHOOL WHICH I MENTIONED THE PLATFORM THAT TAKE THESE TEST MIRRORS AND IS SIMILAR TO THE TEST WHICH ARE MORE FAMILIAR WITH TAKING A TEST ONLINE AND GETTING COMFORTABLE KNOWING IN SPRING THEY WILL SEE A TEST IN A FORMAT THAT IS NOT NEW TO THEM. HERE YOU CAN SEE THE DATA FOR THE RANGE OF MIDDLE SCHOOL AND HIGH SCHOOL COURSES OPENED UP BY ALL STUDENTS AS WELL AS INDIVIDUAL STUDENT GROUPS. 
          THIS IS A LOOK AT THE GRADE DISTRIBUTION FROM SEMESTER ONE OF THIS YEAR. LOOKING AT THIS THIS PROVIDES AN UNDERSTANDING OF THE TOTAL NUMBER OF MARKS THAT WERE GIVEN OUT ALL OF SEMESTER ONE. IT DOES UNDERSCORE 90% GIVE OR TAKE SOME GRADE LEVELS 90% OR HIGHER OF THE GRADES GIVEN OUR PASSING GRADES. LOOKING AT THE GRADE DISTRIBUTION I HAVE TO SHARE THERE IS A LOT OF CONNECTED PIECES TO WHAT OUR TEACHERS SHARE EARLIER IN THE PRESENTATION. EVEN THINKING ABOUT HOW WE SHOULD BE IN THE A CATEGORY AND HOW MANY SHOULD BE ON THE OTHER END AS WELL. I HAVE TO SAY THIS YEAR WE'VE BEEN WORKING CLOSELY WITH THE PRINCIPLES AND LOOKING AT QUARTER ONE AND TRIMESTER ONE GRADE DISTRIBUTION INFORMATION. 
          PART OF THIS HAS INVOLVED THEM WORKING WITH THEIR LEADERSHIP TEAMS EARLY ON IN THE YEAR AS WELL AS IN THIS MONTH A PRESENTATION AT THE SECONDARY LEVEL PRESENTATION TO THE FACULTY ON THE GRADE DISTRIBUTION IN INCLUDING SPECIFICALLY THE PERFORMANCE OF STUDENT GROUPS. 
          AFTER THE PRESENTATION PRINCIPLES WILL BE WORKING WITH THE DEPARTMENT CHAIRS TAB DEPARTMENT LEVEL DATA BY STUDENT GROUPS FOR THOSE DEPARTMENTS TO LOOK AT THE DATA AND MAKE ADJUSTMENTS AS NEEDED. THE NEXT SLIDE IS FOR HIGH SCHOOL GRADUATION RATES. JUST NOTING FROM THE 2021 TO 2022 SCHOOL YEAR THERE WAS GENERALLY INCREASES FROM THE PRIOR YEAR. THIS IS SOME INFORMATION ABOUT THE AP AND IB TESTING THE NUMBER EXAMS AS WELL AS THE PAST RATES. 
          YOU MAY NOTICE A DIP GOING DOWN AND BACK UP FROM THE 1920 - 22 YEAR THE 2021 YEAR WAS THE YEAR WE WERE PLANTED REMOTE LEARNING SO WE SEE A REDUCTION IN THE NUMBER OF EXAMS AT LEAST AT THE AP LEVEL AND THE% OF SCORE THREE OR MORE BUT IF WE LOOK AT LAST YEAR WE ARE TRENDING BACK UP INTO THE NUMBER OF EXAMS IN THE% OF PASSING GRADES WHILE IB REMAINS CONSTANT OF THE PASSING RATE AND INCREASING THE NUMBER OF TEST THERE. 
          >> NOW TO THE STREET DATA. JUST TO SHARE A LITTLE BIT ABOUT THINGS THAT STRUCK ME FROM THE BOOK. 
          THE STREET DATA IS WHAT BRINGS THE STUDENT VOICE MOVES US FROM NUMBERS TO EXPERIENCES AND TWO STORIES. 
          AS HER TRYING TO LEARN MORE ABOUT THIS THE STREET DATA IS SUPPOSED TO HIGHLIGHT THROUGH AN ASSET SPACED LENS ALL OF OUR STUDENTS HAVE STRENGTHS. WHAT ARE SOME OF THE EXPERIENCES THEY ARE HAVING AND WHAT CHANGES CAN BE MADE AT A LARGER LEVEL TO NOT HAVE TO WAIT FOR THE MAP DATA OR FOR THE SATELLITE DATA. 
          WITH STREET DATA WE CAN BE A TRIBUTE RESPONSIBLE AND THAT MOMENT. I'LL SHARE A LITTLE BIT MORE HOW WE'VE BEEN TRYING TO SUPPORT THE COLLECTION AND UNDERSTANDING OF THE STREET DATA THROUGHOUT THE YEAR. 
          THE FIRST IS A VIDEO WE WANTED TO SHARE. 
          I'M HOPING IT WILL PLAY IMPROVE ASKED THE QUESTIONS WHAT CAN BE 
          [02:50:03]
IMPROVED ABOUT YOUR SCORE AND THE DISTRICT AND THANKS TO DOCTOR SUTER IN BERN HUNTINGTON. ARE YOU DEAL AT THE INTERVENTION 
          LEVEL DID THIS TOGETHER. >> [INAUDIBLE] 
          >> I MIGHT NOT KNOW HALF THE PEOPLE SITTING IN THIS ROOM AND TO MAKE YOU FEEL LIKE YOU ARE PART OF. 
          >> [INAUDIBLE] >> MY PEERS HELPING ME AT TOUGH 
          TIMES. >> IS SOMEWHERE TO GO AND I'M STRUGGLING I FEEL LIKE THERE IS SOMEWHERE TO GO TO. 
          >> MY FAVORITE THING IS MATH. WHAT I HEARD FROM MY PEERS FOR THE MOST PART THEY ARE INCLUSIVE TOWARDS EACH OTHER. 
          >> [INAUDIBLE] >> TRYING TO GET PEOPLE OF COLOR 
          TOGETHER MORE SO WE FEEL SAFE. >> SENSITIVITY TO RACE. 
          ESPECIALLY TO PROCESS ON YOUR OWN. 
          >> I THINK IF WE HAD SOMEBODY WATCHING TO MAKE SURE WE CAN GET ENOUGH NUTRITION. THE GENERAL LESSON WOULD BE BETTER TO PROVIDE A PLACE TO GO OTHER CLASSES THIS IS WHERE YOU 
          CAN GOING TO HELP. >> [INAUDIBLE] 
          >> I WOULD LIKE TO SEE MORE COLLABORATION BETWEEN THE SCHOOLS. I KNOW IT'S FUN TO HAVE THE FOOTBALL ACROSS TIME BUT IT'S ALSO FUN. 
          >> [INAUDIBLE] >> I THINK THE FIRST PART WHAT YOU LIKE ABOUT SCHOOL THAT IS NOT JUST FILLING GOOD THINGS 
          [02:55:06]
THAT SENDS A MESSAGE WHAT WE NEED TO CONTINUE TO DO, WHAT IS WORKING AND HOW DO WE CONTINUE TO ENHANCE AS WELL AS THE GREAT FEEDBACK IN THE THOUGHTS AND EXPERIENCES FROM OUR STUDENTS ALL OF THOSE BEING VALUABLE EXPERIENCES AND THINGS FOR US AS LEADERS TO CONSIDER. I LOOK FORWARD TO DOCTOR HIATT'S WORK ON THE BIKE PATH. ON THE TRICYCLES. 
          WE ALSO THE OPPORTUNITY TO COLLECT OTHER FEEDBACK AND GATHERED SOME QUOTES TO PROVIDE TO ALL ABOUT WHAT STUDENTS ARE SAYING. THE TOP THREE ARE FROM ELEMENTARY STUDENTS IN THE BOTTOM THREE ARE FROM SECONDARY STUDENTS AND YOU CAN SEE THEM THERE BUT IT COVERS THE GAMUT OF LUNCHES OR CAMPUS SAFETY ASSISTANCE, FIELD TRIPS TO SPENDING EDUCATORS TIME TO GET TO BETTER UNDERSTAND WHO INDIVIDUAL STUDENTS ARE AND SOMETIMES REALLY SIGNIFICANT CHALLENGES OF STRESS OF HAVING TOO MUCH TO DO AS WELL AS THOUGHTS AND CONSIDERATION ABOUT SOCIAL AND EMOTIONAL LEARNING. 
          THIS YEAR INSTRUCTIONALLY AND THROUGHOUT OUR DISTRICT WE HAD A PRIORITY OF PROFESSIONAL LEARNING GOAL OF TACKLING YOU DEAL CHECKPOINTS CHECKPOINT 7.2 WHICH IS ABOUT OPTIMIZING RELEVANCE AUTHENTICITY AND VALUE LEFTOVER LEARNING FOR STUDENTS AND TO BETTER ENGAGE THEM. ONE OF THE ACTIVITIES THAT WE DID AS A RESULT OF PROFESSIONAL LEARNING DEVELOPMENT WAS TO ASK TEACHERS TO GO OUT AND CONDUCT A LEARNER INTERVIEW. 
          THE PURPOSE IS TO THINK FROM A DESIGN STANDPOINT WHO ARE THE LEARNERS IN MY ROOM AND HAD WAY BETTER UNDERSTAND THEM. 
          WHEN IT CAN BETTER UNDERSTAND THEM IN PARTICULAR STUDENTS WHO MIGHT NOT BE SUCCESSFUL. IF I COULD UNDERSTAND THEM AND DESIGN FOR THAT STUDENT ARE NOT ONLY GOING TO DESIGN FOR THE SUCCESS OF THE ONE INDIVIDUAL STUDENT BUT LIKE THE OTHER STUDENTS WHO MAY NOT NECESSARILY BE SUCCESSFUL IN THE CLASSROOM. 
          WERE REALLY GRATEFUL FOR OUR TEACHERS FOR CARVING OUT THE SPACE IN A REALLY BUSY SCHEDULE AND TIME TO HAVE A LEARNER INTERVIEW. WE ASK THE TEACHERS TO SHARE THEIR REFLECTION ON WHAT THEY LEARN FROM GOING ABOUT THAT. 
          THEIR REFLECTION OF THE STREET DATA THAT THEY LEARN. 
          YOU CAN SEE SOME OF THE REFLECTIONS INCLUDED A LITTLE BIT OF A SURPRISE THERE IS MORE GOING ON THAN WHAT I HAVE A CHANCE TO SEE IN THE CLASSROOM. THERE IS MORE UNDERSTANDING ABOUT ALL OF THE OTHER THINGS OUTSIDE OF THE CLASSROOM THE IMPACT THE STUDENT ALL THE EXTRACURRICULAR. 
          ALSO TEACHERS HAVE THE OPPORTUNITY TO HEAR ABOUT PRIOR EXPERIENCES IN A CHILD'S LEARNING AND HOW THAT IMPACTS THE STUDENT TODAY AS WELL AS OTHER THINGS TO THINK OF STUDENTS LIKE THE INDIVIDUAL STUDENT AND EXPERIENCE STANDPOINT. BEFORE I MOVE AWAY FROM THE STREET DATA I WANTED TO SAY A BETTER UNDERSTANDING AND THE EXPERIENCE OF OUR STUDENTS AND THEIR VOICES IT'S REALLY LIKELY PART OF HER ONGOING WORK MOVING FORWARD. 
          AS WE CONTINUE AND WORK WITH UNIVERSAL DESIGN IT IS ABOUT STARTING TO CAREFULLY CRAFT AND DESIGN BASED OFF OF THE STUDENT BARRIERS IN FRONT OF US. WHEN I THINK ABOUT THE ANTIBIAS EDUCATION TRAINING THAT WOULD BE PROVIDED TO THE STATE OF CALIFORNIA SO MUCH OF THAT IS ABOUT WHO ARE OUR STUDENTS AND WHO IS SOMEONE IN FRONT OF ME IN THE EXPERIENCE AND HOW CAN THEY MEET THEM WHERE THEY'RE AT. YOU KIND OF WRAPUP OR PROVIDE OTHER POINTS OF DATA. TOO OFTEN MAYBE I CAN CERTAINLY SPEAK FOR MYSELF THERE IS ALWAYS THE NEED TO IMPROVE AND GET BETTER AND FOCUS ON WHAT ISN'T WORKING HOW CAN WE MAKE THIS BETTER FOR ALL KIDS BUT WE ALSO SHOULD LOOK INTO LUCITE OF ACCOMPLISHMENTS AND SUCCESSES OVER STUDENTS AND EDUCATORS IN SCHOOLS AND DISTRICTS THIS INCLUDES SOME SPOTLIGHT, MANY OF THEM FROM LAST MONTH OR AS WE BEGAN THIS YEAR. 
          WHETHER IT BE RECOGNITION OF SCHOOLS TO SCHOLARS TO MUSICIANS AS WELL AS EXPANSION OF REALLY IMPORTANT PROGRAMS AND SERVER 
          [03:00:02]
STUDENTS AND MEET KIDS WERE THERE AT WE WANT TO HIGHLIGHT SUCCESS THAT WE ARE EXPERIENCING IN OUR DISTRICT. 
          AS WELL AS SHARE THE OTHER PIECES OF DATA WHERE STUDENTS GO AND I THINK EACH STUDENT HAS AN IMPORTANT STORY THAT WE WANT TO LEARN MORE ABOUT. WERE SO PROUD OF HER STUDENTS, WHO THEY ARE, WHO THEY BECOME AND WHERE THEY GO OFTEN WHETHER THAT BE A COLLEGE UNIVERSITY OR PROFESSIONAL CAREER. 
          I GUESS TO WRAP UP WE SAY SO OFTEN WE HAVE THE RIGHT FIT IN OUR DISTRICT FOR EVERY KID IN FAMILY. 
          I THINK THAT'S AN ONGOING COMMITMENT THAT WE HAVE. 
          WHEN WE LOOK ALL THE DATA AND ALL THE DIFFERENT TIERS OF DATA I THINK THAT HELPS US GET CLOSER SO EVERY KID HAS THE RIGHT FIT IN OUR DISTRICT. I AM HAPPY TO ANSWER ANY QUESTIONS AS OUR AMAZING INSTRUCTIONAL SERVICES AND STUDENT SERVICE DIRECTOR WE ARE HAPPY TO DO HER BEST. 
          >> I DO JUST WANT TO JUMP IN AS MR. LU SPOKE AROUND MATH DATA AND WHAT DOES THAT LOOK LIKE WE LOOK AT GRADES AND DEPARTMENTS AND ANALYZE GRADES WITHIN THEIR DIFFERENT DEPARTMENTS I'M MORE OF A MAP DATA THAT LIKES TO PAYING WHERE I'M AT. 
          I LIKE TO LOOK AT INDIVIDUAL TEACHER DATA REGULARLY PLAYED QUARTERS AND SEMESTERS IN OBVIOUS AIR PRINCIPLES HAVE TO DEAL WITH ME TALKING TO THEM ABOUT SOME OTHER TEACHERS IN THEIR GRADES AND HOW DO THEY COME ABOUT SOME OF THOSE GRADES IN HER TEACHERS TONIGHT WHO PRESENTED OBVIOUS THE OTHER TO DEGRADE DISTRIBUTION IN THE CLASS AND YOU CAN SEE THEY ARE SUCCESSFUL. WERE I SAW OTHER TEACHERS THAT I KNOW ARE IN A MUCH TRADITIONAL FORMAT WHERE STUDENTS ARE LESS SUCCESSFUL IN THE GRADE DISTRIBUTION FOLLOWS TO A MUCH HIGHER GRADE. GOES TO SPEAK TO THE FACT THAT WE HAVE A LOT OF WORK TO DO WITH GRADING AND WHAT DOES THAT LOOK LIKE AT THE LEVEL PRETTY THINK PRINCIPLES WHEN BUILDING MASTER SCHEDULES DO NEED TO PAY ATTENTION TO HOW THEIR TEACHER GRADE LOOKS AND STUDENTS REPLACED IN THE CLASSROOMS UNTIL WE CAN GET TO A MORE UNIFIED APPROACH IN GRADING PRE-TO BE HONEST I LOOK AT SOME GRADES AND I LIKE HOW CAN I PUT THE STUDENT IN THAT CLASSROOM RATE OF 75% OF THE KIDS IN THAT CLASS WILL GET A D OR AN F IN 25% DURING AN AP CLASS THAT THE INDIVIDUAL TEACHES. HOW CAN I AS AN INDIVIDUAL AND THE SUPERINTENDENT STRUGGLE TO SAY HOW CAN I ALLOW A PRINCIPAL TO CREATE THAT SCHEDULE THAT I KNOW YEAR AFTER YEAR 75% OF THE STUDENTS IN THE CP CLASS ARE GOING TO GET D'S AND F'S AND I SEE THE HONORS CLASS WITH A. IT IS A STRUGGLE BECAUSE I WANT TO FIX IT AND I WANT TO BE ABLE TO DIVE INTO THE DATA AND MAKE THOSE DECISIONS THAT I WOULD AS AN ADMINISTRATOR IN THEM MASTER SCHEDULE THE WAY I DID WHEN I WAS PRINCIPAL. 
          OBVIOUSLY WE HAVE A LOT OF WORK TO DO BUT FOR ME THE PINNING OF DATA AND GETTING INTO THE CLASSROOM INFORMATION BY INDIVIDUAL TEACHERS AND SOME OF IT LOOKS GREAT IN SOME I DON'T HOW WE CAN JUSTIFY THE PLAC PLACEMENT. 
          IT IS SOMETHING THAT WE'VE GOT TO WORK ON AND I KNOW OUR SCHOOL SECTOR WORKING ON IT BECAUSE IT HAD TO LISTEN TO ME ON THURSDAYS AND PRINCIPLES MEETINGS TO TALK ABOUT IT. 
          IT IS EYE-OPENING AT TIMES AND LIKE I SAID TONIGHT IS A GREAT PRESENTATION OF TWO GENTLEMEN WHO STEPPED UP THE TRADITIONAL GRADING AND WE SEE SUCCESS IN THE CLASS AND I'VE A FEELING THE STUDENTS IN OUR CLASS WALK AWAY WITH THEIR GRADE FROM THE 
          TRADITIONAL GRADING CLASSES. >> THANK YOU MR. LU. 
          I REALLY APPRECIATE THE WAY THAT YOU WALKED US THROUGH THE DATA. 
          I DON'T KNOW IF I SHOULD SAY THIS BUT I'M JUST GOING TO SAY IT I COMMENTED NOT TOO LONG AGO WHEN I SAID IT'S GREAT WE HAVE WELLNESS CENTERS AND ALL THE FOCUS ON MENTAL HEALTH FOR OUR KIDS BUT WE CANNOT KEEP BEATING THEM UP AND THEN PATCHING THEM UP. I THINK THAT IS WHAT WE ARE TALKING ABOUT. I AM OFTEN QUITE GENEROUS IN 
          [03:05:02]
EXPRESSING AN OPINION ON STANDARDIZED TESTING AND I KNOW HE WILL BE RELIEVED THAT I'M NOT GOING TO TALK ABOUT THAT. 
          I DO ACKNOWLEDGE ALL OF HER STUDENTS NEED LITERACY AND NUMERACY SKILLS. WE ARE NOT IN THE QUEST OF DEVELOPING STANDARDIZED PEOPLE AND I THINK THAT COMES THROUGH SO CLEARLY IN THE VIDEOS WE GOT TO YOUR STUDENTS SPEAK FOR THEMSELVES ABOUT THEIR LEARNING AND WHAT IT MEANS TO THEM. 
          AT THE MAP LEVEL I CAN'T DO ANYMORE BUT DOCTOR MACLACHLAN HAS ALREADY SHARED BUT I WILL SAY WHILE IT'S VERY APPARENT HOW MUCH WORK AND WHERE THE WORK LIES I DO SEE EVEN THOUGH WE HAD A REALLY EVENTFUL AND SOMETIMES VERY CHALLENGING FOR YEARS I SEE TRENDS OF WHERE WE ARE ADDRESSING TO ADJUST THESE GAPS AND I DO THINK WE NEED TO COMMANDER ADMINISTRATORS FOR THE PURPOSEFUL WORK. THANK YOU. 
          QUESTIONS FOR MY COLLEAGUES, TRUSTEE LOPEZ? 
          >> IN A SHOCKING TURN OF EVENTS I DON'T HAVE ANY QUESTIONS I HAVE A COUPLE COMMENTS. THE BIGGEST THING THROUGHOUT THE WHOLE PRESENTATION ESPECIALLY WHEN YOU ARE TALKING ABOUT THE STREET DATA JUST LIKE EVERYTHING IN MY BRAIN THIS IS WHAT WERE BUILT FOR TO PROVIDE THE STUDENT VOICE AND WATCHING THE VIDEO. 
          IN MY HEAD I WANT TO TALK TO ALL THESE PEOPLE AND I HEAR THEM EXPAND ON WHAT THEY WERE SAYING SO AS A GENERAL COMMENT TO THE PUBLIC. I DON'T KNOW HOW MANY STUDENTS ARE WATCHING. I KNOW WE DON'T HAVE THE BEST TENDENCIES TO PARTICIPATE IN THINGS LIKE THIS. 
          BUT REACH OUT. THIS IS WHAT WE DO. 
          WE WANT TO LEARN AND REPORT BACK HOW THINGS ARE GOING. 
          I THINK DEFINITELY WE TALK ABOUT THE TESTING. 
          I KNOW I TOOK THAT LAST YEAR. AND ONE OF THE POINTS OF DATA AND LAST YEAR'S NUMBERS. AND I CAN TELL YOU, AT LEAST AT MY SCHOOL AND I KNOW SOME OF THE OTHER HIGH SCHOOLS. 
          THERE WASN'T A LOT OF MESSAGING [INAUDIBLE] IN MY OWN TESTING ROOM KIDS WALKED IN PUSHED A COUPLE BUTTONS AND LEFT. 
          SO I THINK LIKE YOU WERE TALKING ABOUT A RESTART THAT IS HAPPENING WHERE WE NEED TO REINTRODUCE THE CAST AND PUT IT BACK IN PEOPLE'S MINDS WHEN IT COMES AROUND, HERE'S WHAT THE TEST IS FOR WERE NOT JUST PUTTING YOU IN A ROOM AND TELLING YOU TO TAKE THE TEST AND THEN YOU CAN GO HOME NOW. 
          THESE TEST SURVEY PURPOSE AND BY TAKING IT OR BECOMING A PART OF THE PURPOSE. ALSO, THE GRADE DISTRIBUTION CURVE THAT WE HAVE SEEN BUT BASICALLY IT WAS A LOT OF A'S AND THEN IT SLOPED DOWN. I WAS ALWAYS TAUGHT SHOULD LOOK LIKE A BOW CURVE AND THAT'S DEFINITELY NOT WHAT THAT WAS AND I THINK DEFINITELY YOU MENTIONED GOING BACK FURTHER GRADING FOR MASTERS I THINK THAT COULD HELP US AGAIN IN THE PROCESS OF RESETTING AND REEVALUATING AND HELP ADDRESS THE INCONSISTENCY FROM WHAT WE WOULD EXPECT GRADES TO LOOK LIKE EVEN THOUGH A LOT MORE A'S THE END SEES LOOKS BETTER IS PROBABLY NOT ACCURATE. 
          THIS IS TOTALLY S TAX REALM SO I AM. 
          EXCITED TO IMPROVE THE STUDENTS VOICE AND LITERALLY HEARING STUDENTS VOICES IN THE VIDEO. THAT'S ALL I WANTED TO STAY THERE. THANK YOU. 
          THAT WAS OVERALL GRADE DISTRIBUTION TO SPECIFIC GRADE LEVELS AND SUBJECT AREAS YOU MAY SEE SOME SOME THINGS CLOSER TO A BOW CURVE AND YOU MAY SEE THE SLOPE GOES ANOTHER WAY WITH 
          [03:10:04]
LESSER A'S, BEES AND UP TO HIRE D'S AND F'S THAT WAS AN OVERALL GRADE DISTRIBUTION WHICH TAKES IN A LOT OF FACTORS OF A ELECTIVES AND THINGS LIKE THAT BUT ULTIMATELY OUR JOB IS TO DRILL DOWN AND HAVE CONVERSATIONS WITH OUR ADMINISTRATORS IN THAT LEADS INTO THEIR CONVERSATIONS REGARDING THE GRADE DISTRIBUTION AND HOW THAT LOOKS. 
          >> I THINK THE IMPORTANT POINT THAT THIS CONVERSATION -- BOTH HER PRESENTATION FROM YOU IN A PRESENTATION FROM YOU ARE NOT SEPARATE PRESENTATIONS THEY ARE TOGETHER AS WHERE WE ARE GOING AND I WOULD LIKE TO SEE CONTRARY TO OBVIOUSLY WHEN I TAUGHT AND WHAT IS TRUSTEE LOPEZ WAS SAYING CONTRARY TO THE EQUAL NUMBER OF A'S AND F'S AND HIGH NUMBER OF SEASON THE BOW CURVE I WOULD LIKE TO SEE IT REPRESENT A'S. HE RECOGNIZES HER KIDS ARE DOING WHAT THEY WANT -- CAN AND WILL DO AS INDIVIDUAL KIDS NOT AS STATISTICS. I THINK ACCOMMODATION OF THE TWO PRESENTATIONS WITHOUT SO FAR IS SAYING WERE LOOKING AT KIDS AS INDIVIDUALS AND THEIR POTENTIAL AND WE DON'T NECESSARILY HAVE TO SAY 90% POTENTIAL FOR A AND 33 POTENTIAL FOR C. 
          I'M JUST MAKING THOSE NUMBERS UP READ BUT WHATEVER THE BELL CURVE IS. EACH KID HAS A POTENTIAL TO ACHIEVE THE STANDARD AND GET A'S. 
          IT DOESN'T MATTER IT JUST MATTERS ABOUT THE INDIVIDUAL KID. THANK YOU FOR YOUR PRESENTATION, EXCELLENT. THANK YOU. 
          >> I WOULD JUST SAY IT WAS INTENTIONAL TO HAVE BOTH OF THESE PRESENTATIONS TOGETHER. SO OFTEN I MAINTAIN HERE MY PREVIOUS DISTRICT WE JUST THROUGH A BUNCH OF DATA SLIDES UP THERE AND TALKED ABOUT STATE TESTING AND EVERYTHING THAT WAS ON THE SECOND PRESENTATION. ULTIMATELY THE QUESTION WOULD COME BACK WHAT ARE WE DOING ABOUT THIS AND HENCE WHY THE FRONTLOADING TO HER COMMUNITY ON SOME THINGS THAT WE ARE WORKING ON FROM A GRADING PERSPECTIVE WITH OUR TEACHERS AND COLLABORATION WITHIN THE DEPARTMENTS IN OBVIOUSLY WORK THAT WE'RE GOING TO HAVE TO DO WORKING WITH OTHER LEADERS AND US AS A BOARD BUT IT WAS INTENTIONAL THANKS TO OUR BOARD PRESIDENT MAKING THE SUGGESTION INTO INSTRUCTIONAL SERVICES TO BUILDING THEIR PRESENTATION TO COEXIST SO THAT CAN ANSWER QUESTIONS AND HAVE ANSWERS FOR FOLKS INSTEAD OF LOOKING AT DATA 
          SLIDES. >> IN LOOKING AT THE PRESENTATION A COUPLE OF DAYS AGO I WAS MOST INTRIGUED BY THE STREET DATA CONCEPT I WAS NOT QUITE SURE WHERE YOU WERE GOING. 
          WATCHING THE VIDEO OF THE STUDENTS WAS INCREDIBLY ILLUMINATING I HAD A SIMILAR REACTION TO TRUSTEE LOPEZ AND MAYBE WE SHOULD EXPAND STUDENT JACK AND HAVE OUR KINDERGARTEN IS PLAYER ROLE. EVERY GRADE LEVEL THERE IS GREAT COMMENTS IN THERE. I APPRECIATE YOU PUTTING THAT IN THERE. I GUESS MY QUESTION ON THE STREET DATA IS THE APPROACH TO COLLECTING THAT. 
          I DON'T NEED A SYNTHESIS TO THE WHOLE BIG THING BUT YOU TALKED ABOUT TEACHERS GETTING TO KNOW THE STUDENTS BETTER IS THAT 
          REALLY THE PRIMARY SOURCE? >> I THINK IT IS EVERYONE THAT MAKES UP AND COMPRISES HER SCHOOL SYSTEM LIKE GETTING TO BETTER UNDERSTAND THE INDIVIDUAL FROM AN EXPERIENCE OF STUDENT CERTAINLY OUR TEACHERS AND OUR SAFETY ASSISTANCE AND. 
          EDUCATORS IN OUR SITE ADMINISTRATORS AND DISTRICT DEMONSTRATORS AND THOSE THAT ARE HERE TODAY. 
          THE MORE THAT I REFLECTING GO TO THE BOOK, THE MORE THAT WE CAN BE IN TOUCH WITH THE INDIVIDUAL EXPERIENCE OF OUR STUDENTS. 
          THE MORE RECEPTIVE AND IN TOUCH WE CAN BE AND IT'S REALLY IMPORTANT WE DO THIS AND HAD CONVERSATIONS BEFORE IS NOT ABOUT NECESSARILY UNDERSTATED THE EXPERIENCE OF THE STUDENT 
          [03:15:05]
CLASS ALWAYS PARTICIPATING AND READY TO GO. 
          IT'S ABOUT UNDERSTANDING STUDENTS WHO OFTEN TIMES DON'T HAVE A VOICE OR ARE BEING HEARD WE CAN LISTEN AND MAKE ADJUSTMENTS BASED OFF OF THE FEEDBACK WE ARE REALLY WORKING 
          TO SUPPORT EVERYONE. >> I APPRECIATE THAT, THANK YOU. 
          >> THANK YOU FOR YOUR PRESENTATION ESPECIALLY IN CONTEXT WITH HAVING IT WITH A GRADING PRESENTATION TODAY. 
          THINK IT IS REALLY POWERFUL AND HE GIVES US A LOT OF NEW WAYS OF THINKING ABOUT THINGS. I'VE ACTUALLY HAD THE BOOK STREET DATA SITTING ON MY DESK FOR SEVERAL MONTHS AND I HAVEN'T EVEN CRACKED IT UNTIL I SAW THE PRESENTATION SO I READ HALF THE BOOK THIS WEEKEND SO THANK YOU FOR THE INSPIRATION. 
          BUT SOMEBODY SUES WORKED IN SOCIAL SCIENCE FOR A LONG TIME IN KNOWING WHAT NEXT METHODS MEAN AND SO IMPORTANT HAVE QUANTITATIVE AND QUALITATIVE DATA IN IF YOU WANT TO BE DRIVEN INEFFECTIVELY LOOK AT ALL THE DIFFERENT FACETS OF WHAT WE ARE TRYING TO SOLVE OR FIGURE OUT THIS ESTELLA DIFFERENT WAY OF THINKING ABOUT THAT. HAVING THESE DIFFERENT LEVELS. 
          I THINK IT'S EASY TO THINK ABOUT MAYBE WANTING TO GO FROM -- IN THE BOOK ADDRESSES THIS REALLY FOCUSING MORE ON THE QUANTITATIVE SATELLITE DATA OR EVEN OUR MAP DATA IN THE STREET DATA IN ADDITIONAL THAT WE ARE LOOKING AT. 
          THE IDEAS HERE ARE REALLY ABOUT CENTERING THE STREET DATA AND LOOKING AT THAT FIRST. IT IS A POWERFUL AND UNIQUE WAY OF THINKING ABOUT HOW WE LOOK AT OUR SCHOOLS AND WHAT'S HAPPENING IN OUR SCHOOLS AND EMPHASIZING STUDENT VOICE AND THINGS LIKE THAT. I AM INTO SUBMITTING THIS WILL GIVE US A LOT TO THINK ABOUT HOW WE LOOK AT AND GRAPPLE WITH DATA FROM BEING ABLE TO OPEN UP THE PRESENTATION AND THINKING I WAS GETTING IT CHARTS WITH NUMBERS AND HAVING IT PRESENTED THIS WAY. I IMAGINE A LOT OF US ARE REALLY APPRECIATIVE. THANK YOU. 
          >> I KNOW INSTRUCTIONAL SERVICES LOVES WHEN I BUY BOOKS FOR EVERYBODY IN THE DEPARTMENT. WE HAVE TO GO THROUGH. 
          SO IT IS BENEFICIAL IN ANOTHER BEEN WORKING ON IT AND THE RECOMMENDATION TO USE THE BOOK AND IT'S BEEN A WORK IN PROGRESS AS WE DO OUR BOOK STUDIES WITHIN THE DEPARTMENT AND TALK ABOUT THE BEST APPROACH TO PRESENTING DATA IN A WAY THAT IS NOT JUST 
          DRY UP BOTH NUMBERS. >> A APPRECIATIVE VIDEO MOST OF ALL BECAUSE AS MUCH AS WE ARE DATA DRIVEN, TO ME IT IS THE STORIES BEHIND THE DATA THAT MATTER THE MOST SO THINKING ABOUT IT AS THE CONCEPT OF STREET DATA I REALLY APPRECIATE THE FRAMING BECAUSE IT'S SOMETHING I TEND TO DO NATURALLY TO FIGURE OUT WHAT TO DO ACTUALLY MEAN FOR THE KIDS ON THE GROUND. I WAS STRUCK BY A FEW OF THE STUDENTS THAT PARTICULAR THE ONE I CAN'T REMEMBER HER NAME THE YOUNG LADY WITH LONG DARK HAIR AND RED IN HER HAIR. 
          SHE SAID WE ARE LEFT TO GRAPPLE WITH THINGS ON HER OWN SOMETIMES AND I DON'T KNOW THAT THEY HEAR SOME OF THE COMMENTS. 
          SO I THINK THAT'S REALLY IMPORTANT AS WE GO THROUGH THE EXERCISES. BECAUSE TO ME -- AND BIKES. 
          >> I WILL NOTE THIS IS THE FIRST YEAR THAT HER MIDDLE SCHOOL GAVE THE LANGUAGE ARTS SEMESTER ASSESSMENT. 
          THIS IS THE FIRST YEAR. WE'VE GOT TO GO BACK INTO ANALYSIS ON THE TEST QUESTIONS AND DID THEY ALIGN APPROPRIATE LEAK, D WHAT DID THE DATA SHOW OBVIOUSLY WERE KNOCKING TO GET AN ASSESSMENT CRACKED ON THE FIRST GO AROUND WE NEED THE FIRST GO AROUND TO COME BACK IN THE CONTINUOUS CYCLE OF IMPROVEMENT. I MAKE THE ADJUSTMENTS. 
          I'M SURE THE MATH OF HER MATH AND NO SCHOOL OVER THE LAST THREE OR FOUR YEARS GIVING THOSE EXAMS ARE ADJUSTING THOSE BASED ON DATA FOR THE QUESTIONS APPROPRIATE ARE THEY ALIGNING TO THE STANDARDS, EASY, HARD EVERYTHING THAT GOES INTO MAKING SURE OUR ASSESSMENTS THAT WE GIVE LOCALLY TO REFLECT STUDENTS 
          [03:20:07]
A PARTICULAR STANDARDS OF THAT TIME. 
          >> I JUST WANTED TO SAY I DID NOT REALIZE UNTIL TONIGHT DOCTOR MACLACHLAN GOES IN AND LOOKS AT THESE DATA. 
          I'M SURE FOR CVS THE PARENTS AND PEOPLE FOR THE COMMUNITY TO UNDERSTAND THAT YOU ARE DOING THAT IS REALLY POWERFUL TO. 
          >> WE HAVE CONVERSATIONS ABOUT LARGE GROUPS OF D'S AND F'S. 
          THAT IS A CONCERN TO ME WHY IS THAT AND WHAT IS THE DEMOGRAPHIC OF THE CLASS AND WHAT I THINK THE PRINCIPLES IN APIC TO THINK ABOUT WHEN BUILDING A MASTER SCHEDULE. 
          >> ANYONE ELSE? >> THANK YOU AGAIN. 
          DO WE NEED TO TAKE A FIVE-MINUTE BREAK? 
          >> NO? >> I THINK ENOUGH OF US WOULD LIKE TO. WHEN WE RETURN 
          [C. Board of Education - Approval of Amendments to Board Bylaw 9220 - Governing Board Elections]
BACK OKAY, WE ARE BACK AND WE ARE AT 5C BOARD OF EDUCATION OF AMENDMENT ABOARD BYLAW 922 0 GOVERNING BOARD ELECTIONS. 
          DOCTOR MACLACHLAN. >> THIS IS JUST A GAMUT UPDATE THERE WAS ANYTHING IN THERE THAT I FELT THAT WE NEEDED TO TOUCH BASE ON UNTIL THE NEXT COUPLE OF BOARD BYLAWS WE NEED TO HAVE SOME DISCUSSION UNLESS THERE IS ANY OTHER DISCUSSION FROM BOARD 
          [D. Board of Education - Approval of Amendment to Board Bylaw 9323 - Meeting Conduct]
MEMBERS PARTICULARLY ON THIS ONE. 
          >> DOES ANYONE HAVE A QUESTION? >> NO, OKAY. 
          >> WE WILL MOVE TO 5G APPROVAL OF AMENDMENT ABOARD BYLAW 9323 
          MEETING CONDUCT. >> IF WE COULD OPEN THAT UP AND TURNED TO PAGE THREE THE UPDATES ARE GAMMA UPDATES BUT PAGE THREE NUMBER FIVE BRINGS US TO A LITTLE BIT OF A DIFFERENT PROCESS OF WHAT WE DO WITHIN OUR COMMUNITY AT OUR BOARD MEETING SO WE NEED TO TALK ABOUT WHAT THOSE ADJUSTMENTS WILL LOOK L LIKE. IT'S UNDER NUMBER FIVE THE PARAGRAPH IN GENERAL. INDIVIDUAL SPEAKERS WE HAD A SHALL BUT NOW IT WILL BE ALLOWED THREE MINUTES TO ADDRESS THE BOARD ON AGENDA ITEMS ARE NOT AGENDA ITEMS IN THE BOARD WILL LIMIT THE TOTAL TIME FOR PUBLIC INPUT ON EACH ITEM TO 20 MINUTES THAT IS NOT A PRACTICE THAT WE HAVE A DISTRICT AND ULTIMATELY THIS IS GAVITT LANGUAGE BUT THE BOARD CAN MAKE A DECISION THAT THAT IS NOT A LANGUAGE OR PROCESS THAT WE WOULD WANT TO IMPLEMENT SO I'M OPEN TO FEEDBACK ON THAT PARTICULAR 
          LINE. >> SO THEY ARE SAYING FIRST OF ALL THEY'RE NOT GIVING US A CHOICE OF ONE OR TWO MINUTES AND THEY'RE ALSO SAYING ONLY SIX SPEAKERS. 
          >> IF YOU LOOK LATER ON IN THE PARAGRAPH AND NO SUPERB WORK INCENTIVES THAT THE BOARD PRESIDENT CAN ADJUST THE TIME FOR LESSER MINUTES BASED ON THE NUMBER OF SPEAKERS OR MORE MINUTES WILL BE CONSENSUS FROM THE BOARD. 
          ULTIMATELY WE WILL LIMIT THE TOTAL TIME THAT IS A WILL FOR THE 20 MINUTES AND THAT HAS JUST NOT BEEN OUR PRACTICE. 
          >> FOR MY PERSPECTIVE I THINK THAT'S NOT BENEFICIAL TO THE COMMUNITY SO I WOULD LIKE TO CHANGE IT BACK TO THE MAIN LANGUAGE. JUST PERSONALLY. 
          >> TO ELIMINATE BETWEEN MINUTES ALTOGETHER? 
          >> CORRECT. >> I WILL SAY AYE WORKED IN A DISTRICT HAD THIS THING WITH GENETIC AND TO BE HONEST WITH YOU IT'S DIFFICULT TO ORGANIZE IN A MEETING AND IT'S DIFFICULT FOR PEOPLE TO FIGURE OUT WHO'S GOING TO BE THE SPEAKER OR THE SPEAKERS THE 20 MINUTES ESPECIALLY WHEN THERE IS A 
          DIVIDE IN THAT PROCESS. >> I THINK THAT RUNS COUNTER TO THE IDEA OF PEOPLE BEING ABLE TO COME AND PARTICIPATE IN GOVERNMENT AND GIVE THEIR THREE MINUTES OR TWO MINUTES IF THERE IS A LOT OF THEM. ONE MINUTE FOR CITY COUNCIL IF THERE'S A HUNDRED PEOPLE FOR US IF THERE'S A HUNDRED PEOPLE. 
          [03:25:05]
I JUST FEEL LIKE THIS DOESN'T SOOTHE THE PHILOSOPHY. 
          >> TRUSTEE LOPEZ. >> I COMPLETELY AGREE. 
          AND I KNOW THERE WAS TALK OF THE PAST MEETING HOW THE GAMUT LANGUAGE BUT ALSO I THINK THERE WASN'T NECESSARILY ANY FEDERAL LANGUAGE THE LANGUAGE WAS GENERALLY PROVIDED THAT WE COULD FOLLOW BUT I THINK THERE WAS SOMETHING INTRODUCED THE FEDERAL PROGRAM MONITORING. IF THERE ISN'T ANYTHING FEDERAL THAT WE HAVE TO FOLLOW HERE THEN I THINK WE DO IT THE WAY THAT WE'VE DONE IT BEFORE BECAUSE IT JUST MAKES SENSE. 
          >> IT DOESN'T APPEAR THAT IT'S BEEN AN ISSUE IN THE PAST. 
          CLEARLY WE HAD MEETINGS WERE 60 PEOPLE AND WE DECREASE THE FLOOR HAS DISCRETION TO DECREASE THE AMOUNT OF TIME BUT THE PRACTICE HAS BEEN TO ALLOW ANYBODY WHO WANTS TO SPEAK TO GIVE THEM THE OPPORTUNITY TO SPEAK. IN MY POINT WE SHOULD CONTINUE 
          ON THAT PATH. >> I AGREE. 
          I THINK SOME OF US REMEMBER A PARTICULAR MEETING REPUBLIC, WAS ARBITRARILY CUT OFF AND THE PEOPLE DENIED THE OPPORTUNITY TO SPEAK WERE STUDENTS. I WILL NEVER FORGET THAT NIGHT. 
          I DON'T WANT THAT TO EVER HAPPEN HERE SO I AGREE WITH ALL OF YOU. 
          >> THE OTHER THING THAT I DON'T SEE ADDRESSED IN THIS MAY BE AN OPPORTUNITY FOR US TO CHANGE OUR PRACTICE OR TO CODIFY IT IS THE 
          YIELDING OF TIME. >> IT DID NOT DAWN ON ME UNTIL TONIGHT I DID NOT SEE THAT LANGUAGE ANYWHERE SO I'M OPEN TO ADJUST JUST BASED ON DIRECTION ON HOW WE WANT TO ADJUST IT. 
          >> IS A PHILOSOPHICAL CHANGE. IF WE DON'T ALLOW IT. 
          DOES IT NEED TO BE CODIFIED IS THE FIRST QUESTION. 
          IT'S BEEN OUR PRACTICE AND IS NEVER BEEN IN PLACE IN THE POLICY WE JUST DO IT BECAUSE AFTER PRACTICE BUT IS IT A GOOD 
          IDEA TO CODIFY IT? >> I DON'T KNOW. 
          >> IT OPENS A CAN OF WORMS. >> IN GENERAL I DON'T THINK WE NECESSARILY NEED TO CODIFY EVERY PRACTICE THAT WE HAVE AND WE DO APPRECIATE HAVING SOME DISCUSSION INFLEXIBILITY. 
          >> I THINK AGAIN WHAT WERE DOING RIGHT NOW ALREADY WORKS. 
          I THINK IF THERE WERE ANY CHANGES, AND I'M NOT SUPER FAMILIAR WITH ALL OF THIS SO IT VERY WELL COULD BE THE POLICY ALREADY. IF SOMEBODY YIELDS THEIR TIME THAN THE PERSON THEY'RE YIELDING IT TO IT'S THAT AMOUNT OF TIME PLUS WHATEVER THEY WERE ENTITLED TO. 
          IF FOR WHATEVER REASON A REDUCTION NOT FOR WHATEVER REASON BUT THERE'S TWO NEW PEOPLE BUT A REDUCTION IN TIME THAT PEOPLE ARE ALLOWED EYEWITNESS ASSUME THAT THE AMOUNT OF TIME THAT GETS YIELDED IS A REDUCED AMOUNT OF TIME. 
          >> THAT HAS BEEN THE PRACTICE AND ALSO SOMETIMES THERE HAS BEEN NO YIELDING ONCE TIME IS REDUCED SO SORT OF DEPENDENT. 
          >> A TICKET MAKES SENSE HOWEVER, DOING A READY. 
          >> AT THINK ONLY REASON TO PUT IT IN IF WE DECIDE PHILOSOPHICALLY WE DON'T WANT PEOPLE TO YIELD TIME. 
          THIS WOULD BE THE TIME TO PUT THAT IN I'M NOT SURE WHERE I STAND ON THAT. QUITE HONESTLY. 
          WHEN IT'S THREE MINUTES AND SOMEONE HAS SIX MINUTES TO SPEAK SOMETIMES IT FEELS LIKE A VERY LONG TIME. 
          BUT AGAIN IT'S BEEN OUR PRACTICE AND I DON'T SEE AS A TREMENDOUS 
          ISSUE QUITE HONESTLY. >> I'M GOOD WITH LEAVING IT OUT. 
          IT'S NOT AND THEY'RE ONE WAY OR ANOTHER. 
          IT'LL BE SOMEBODY'S PROBLEM 100 YEARS FROM NOW. 
          BUT NOT MINE. >> ALL MAKE THE ADJUSTMENTS. 
          [03:30:03]
          >> I HAVE ONE MAJOR CHANGE. ON PAGE FOUR NUMBER SEVEN THIS MADE ME GIGGLE IT SAYS THE BOARD PRESIDENT MAY REMOVE AN INDIVIDUAL FOR ACTUALLY DISPUTING THE MEETING NOT DISRUPTING THE MEETING. MAYBE WE MEAN DISPUTING THAT I 
          THINK WE MEET DISRUPTING. >> ONCE THE HANDS OF THE NEW 
          LANGUAGE IN THIS. >> THANK YOU. 
          >> WE ARE GOOD, THANK YOU. I DID NOTE THAT TYPO AND I WAS 
          [E. Superintendent - Approval of Amendments to Administrative Regulation 1220 - Citizen Advisory Committees]
GOING TO MENTION IT. QUITE HUMOROUS. 
          OKAY, TO BE NON- 25 EE APPROVAL OF AMENDMENT TO ADMINISTRATIVE REGULATION 122 0 CITIZEN ADVISORY COMMITTEES. 
          >> IT'S JUST AN UPDATE FROM THE GAMUT AND IF THERE'S ANY CLARIFICATION WE NEED TO DIS DISCUSS. 
          >> DOES ANYBODY HAVE A COMMON OR A QUESTION ON THIS ONE? 
          >> I CALLED DOCTOR MCLACHLAN EARLIER BUT I DID SPEND A LOT OF TIME ON THESE KINDS OF COMMITTEES. 
          IN THE WAY THE POLICY IS WRITTEN CURRENTLY ON PAGE TWO WHERE IT TALKS ABOUT BEING SUBJECT TO THE BROWN ACT COMMITTEES SUBJECT TO THE BROWN ACT WHICH MEANS THEY GET THEIR AUTHORITY FROM THE WORK. IT TALKS ABOUT THE SPECIAL EDUCATION, SPECIAL EDUCATION BACK. 
          IN THIS COMMITTEE COUNTYWIDE COMMITTEE, NOT OURS. 
          I THINK THAT NEEDS TO BE NOTED IS CONFUSING, SEE THAT NOW HAS TO BE THE BROWN ACT WHICH I DON'T THINK IS ACCURATE SINCE THEY DON'T GET THEIR AUTHORITY FROM THE BOARD. 
          I THINK SOME KIND OF CLARIFICATION THAT SAYS THIS IS THE COUNTIES RULE NOT OURS MIGHT BE HELPFUL FOR PEOPLE. 
          >> A VACATION CAME IN ON THAT SPECIFIC ONE LAST YEAR WHEN WE WERE DECIDING ON HOW TO HANDLE VIRTUAL AND WHAT COMMITTEES CABAL ONE WAY OR ANOTHER. I REMEMBER THE ATTORNEYS AT THE TIME STATING THAT WAS THE COUNTY LEVEL CAC, AND THEY ARE THEY POST THE AGENDA AND DO EVERYTHING THAT WAY. 
          >> I THINK CLARIFICATION WOULD BE HELPFUL. 
          >> WE WILL NOTE IT. >> OKAY, ANY OTHER QUESTIONS OR 
          [F. Student Services - Approval of Amendments to Administrative Regulation 5141.3 - Health Examinations]
COMMENTS ON THIS ONE? THEN WE ARE AT FIVE AT STUDENT SERVICES APPROVAL OF AMENDMENTS TO ADMINISTRATIVE REGULATION 5141.3 HEALTH EXAMINATIONS. DOCTOR EAKIN. 
          >> HI, THIS IS A GAMMA UPDATE AND REALLY REFLECTING THE NEW LAW WHICH AUTHORIZES THE USE FOR NONPROFIT EYE EXAMINATIONS WITH THE NONPROFIT AND ALSO THE NEW LAW THAT IS EFFECTIVE JANUARY 1 FOR PROVIDING TYPE 1 DIABETES MATERIALS. 
          >> PERFECT, ANY QUESTIONS OR COMMENTS ON THIS ONE? 
          OKAY. >> I HAVE A QUESTION ON PAGE THREE. WHERE IT TALKS ABOUT STUDENTS IN GRADE SEVEN AND GRADE EIGHT AT THE BOTTOM BEEN TESTED FOR SCOLIOSIS, IS THERE A DEVELOPMENT OF REASON WHY IT'S LINED UP THE WAY IT IS? JUST BASED OFF THE WAY KIDS 
          GROW? >> RIGHT NOW IT'S BASED OFF THE CODE BUT I DON'T HAVE THE SCIENTIFIC BACKING. 
          >> [INAUDIBLE] >> IS THE RULE THAT STUDENTS IN GRADE SEVEN AND GRADE EIGHT NEED TO BE TESTED IN THOSE GRADES? OR IS IT DESIGNATED THE WAY IT READS IN THIS POLICY? 
          >> IS MY UNDERSTANDING GRADE SEVEN AND EIGHT. 
          >> I >> GUESS. 
          >> IS STRAIGHT OUT OF THE CODE. 
          [03:35:06]
          >> THANK YOU, HE PULLED IT UP. 
          I DID NOT MEMORIZE THAT. >> ALSO I WOULD LIKE AN ADJUSTMENT ON PAGE ONE WHERE IF THIS DOESN'T COME DIRECTLY OUT OF ED CODE WITH THE SECOND PARAGRAPH IN THE APPRAISAL SHALL INCLUDE TEST FOR VISUAL ACUITY. IF WE COULD TAKE THE SECOND SENTENCE AND SAY STUDENTS SHALL ALSO BE 
          TESTED. >> HE CURRENTLY SAYS 
          MALE. >> I DON'T KNOW IF WE HAVE ANY BACKGROUND CAN WE LEAVE AS STUDENTS OR 
          DO WE NEED TO IDENTIFY. >> IT IS MALE AND THAT WAS A QUESTION I DID LOOK THAT UP AND BASICALLY IT IS STATED THAT WAY BECAUSE 80% OF BOYS HAVE SOME DEGREE OF COLORBLINDNESS WHEREAS LESS THAN 1% OF GIRLS DO SO IT IS SPECIFICALLY ONLY DONE FOR MALE STUDENTS. 
          >> SO AGAIN I COME STRAIGHT FROM ED CODE. 
          >> YES. >> IF YOU HAVE A 
          TRANSGENDER STUDENT. >> RIGHT NOW IF THEY HAVE A GENDER SUPPORT PLAN. 
          HAVE THE OPTION OF OPTING OUT BUT THE TESTING IS DONE ONE-ON-ONE SO WITH ONE STUDENT AND THE ASSESSORS SO THERE'S NO INDICATION OF ANYONE KNOWING IF THEY GOT IT OR NOT. OKAY. 
          >> ANY OTHER QUESTIONS OR COMMENTS? 
          >> FOLLOWING THE EXACT QUESTION I DON'T KNOW WHAT THE RULES ARE AND IF THERE'S ANY WAY WE COULD CHANGE THE LANGUAGE TO BE ALONG THOSE LINES TO BE LITTLE CLEAR. 
          I THINK THAT WOULD BE HELPFUL TO AVOID ANY OF 
          THAT CONFUSION. >> WE WILL REVIEW THE 
          GENERAL LANGUAGE. >> THANK YOU. 
          [G. Human Resources - Approval of Amendments to Board Policy and Administrative Regulation 4112.2 - Certification]
          >> OKAY MOVING ON 25G HUMAN RESOURCES APPROVAL OF AMENDMENT TO BOARD POLICY AND ADMINISTRATIVE REGULATION 4112.2 CERTIFICATION. MRS. VALENTINE WE GET TO YOU FINALLY. I AM ALWAYS LAST. 
          THESE ARE GAMMA UPDATE AND THEY ARE REFLECTIVE OF NEW LAWS AND ONE IS SPECIFICALLY AMENDING AND EXPANDING THE BASIC SKILLS PROFICIENCY. 
          >> DOES ANYONE HAVE QUESTIONS OR DISCUSSION ITEMS AT THIS TIME? OKAY. 
          [A. Future Board Topics / Activities]
THAT BRINGS US ALL AWAY TO ITEM 6 ADJOURNMENT STARTING WITH SIX A FUTURE BOARD TOPICS WOULD FUTURE BOARD MOVERS LIKE TO ADD ANY 
          TOPICS? >> FORESHADOWING I WOULD REALLY LIKE TO HAVE THE CTE PRESENTATION THAT WE HAD AT THE COMMITTEE MEETING COME HERE. 
          THINK WAS REALLY VALUABLE AND I WOULD LIKE AN OPPORTUNITY TO SEE IT AND IF YOU CAN GET THE STUDENTS TO COME THAT WOULD BE A BIG BONUS BECAUSE THEY WERE AMAZING. 
          >> CAN I CLARIFY THE PRESENTATION THAT WE SAW ON MONDAY AT THE CT ADVISORY GROUP INCLUDED NOT JUST RCT CORRIDORS AND EDUCATORS AND STUDENTS. YOU'RE JUST TALKING ABOUT OUR 
          FOLKS? >> I THINK IT WOULD BE TOO MUCH TO HAVE ALL THE OTHERS BUT ESPECIALLY SINCE OUR 
          FOCUS IS OUR PEOPLE. >> THAT WAS A HALF DAY. 
          >> RINO. >> THEY CAN SHORTEN IT DOWN. 
          BUT I THINK IT WAS VALUABLE. >> THEY ALSO CAME TO A SEAT AT MEETING IN INCORPORATING THINGS THAT THEY TALKED ABOUT 
          THEIR. >> THAT WOULD BE REALLY 
          GREAT. >> BEFORE YOU GOING TO THE NEXT ITEM DO WE AGREE WE WOULD ALL LIKE TO SEE THAT? 
          >> YES, OKAY. NOW YOU MAY GO ON TO YOUR 
          NEXT ITEM. >> I'LL WAIT AND SEE IF SOMEBODY ELSE HAS A MENTION TO BRING IT UP. 
          IF NOT I'LL COME BACK. >> I HAVE A REQUEST I WOULD LIKE A PRESENTATION ON THE HATCHING RESULTS TRAINING THAT HAS BEEN HAPPENING. FOR THE SCHOOL COUNSELORS. 
          [03:40:01]
          >> MAKE YOUR CASE, WHAT ARE YOU LOOKING TO FIND OUT? 
          >> THEY ARE IN THEIR SECOND YEAR RIGHT NOW OF THIS THE WORK THAT THEY'RE DOING WITH THE RESULTS AND REALLY TO CLARIFY THE ROLE OF THE SCHOOL COUNSELOR AND I THINK YOU'RE FOCUSED ON MENTAL HEALTH, EMOTIONAL WELL-BEING FOR STUDENTS IN HER SCHOOL COUNSELOR IS AN IMPORTANT PART OF THE SYSTEM AND I THINK IT WOULD BE HELPFUL TO UNDERSTAND WHAT THEY ARE WORKING ON AND WHAT ALL THAT WORK MEANS FOR THEM AND THEIR WORK AND THE IMPACT ON OUR 
          STUDENTS. >> YES, YES, YES. 
          IS THAT ENOUGH INFORMATION TO MOVE FORWARD ON ADDING THAT 
          TOPIC? >> YES, IT IS ENOUGH. 
          >> OKAY. WE HAVE ANY OTHER TOPICS TO ADD? OKAY. 
          THEN WE ARE AT THE MAGICAL ADJOURNMENT TIME OF 9:48 P.M. 
          THANK YOU ALSO MUCH.
* This transcript was compiled from uncorrected Closed Captioning.