[A. Board of Education - Approval of Scheduled Regular Board Meeting Dates for the Remainder of the 2023-2024 School Year and a Portion of the 2024-2025 School Year]

THE AGENDA. WE HAVE MOVED TO ACTION ITEMS. WE ARE NOW AN ITEM 3A. TWO I HAVE A MOTION? PRESIDENT GOLDBERG.

>> I MOVE >> STEREO.

>> IMOVIE APPROVED THE SCHEDULE OF THE REGULAR BOARD MEETING DATES TO THE REMAINDER OF THE 2023-24 SCHOOL YEAR AND A PORTION OF THE 2024-25 SCHOOL YEAR AS SUBMITTED.

>> SECOND. >> THAT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION?

>> JUST AT THE BOTTOM OF THE SCHEDULE, THERE ARE SOME DATES FOR THE NORMAL FIRST AND THIRD CYCLE. SOME MONTHS BASED ON HOLIDAYS AND OTHER ACTIVITIES BEING DOWN TO ONE BOARD

[01:35:02]

MEETING. >> SEEN OTHER COMMENTS, PLEASE

VOTE. >> YES. TRUSTEE GORBACK. YES.

TRUSTEE POWELL. YES . TRUSTEE SYLVESTER. YES. TRUSTEE GILL SAID YES. I AM A YES. THE MOTION CARRIES, 5-0 WITH A

[B. Board of Education - CSBA Delegate Assembly Nominations]

PREFERENTIAL VOTE BY TRUSTEE CLARK. NEXT ON THE AGENDA, ITEM 3B. BOARD OF EDUCATION , CSBA NOMINATIONS WHICH I HAVE

A NOMINATION? >> I MOVE WE APPROVE THE SUBMISSION OF TRUSTEE GILL TO RUN THE CSBA ASSEMBLY FOR TWO YOUR TEAM . THAT'S BEGINNING APRIL ONE, 2024 TWO -- 2026 AS

SUBMITTED. >> SECOND.

>> IS THERE ANY DISCUSSION? >> I WANT TO SAY I DO APPRECIATE MS. GILL STEPPING UP TO DO THIS YET AGAIN. UNLIKE WHAT I JUST VOLUNTEERED TO DO, ACTUALLY, THIS IS A TREMENDOUS AMOUNT OF RESPONSIBILITY. I'M HAPPY SHE HAS AGREED TO DO IT

AGAIN. >> I WOULD ECHO THAT. IT IS REALLY IMPORTANT FOR US TO HAVE REPRESENTATION IN THAT BODY.

THANK YOU FOR BEING WILLING AND THANK YOU FOR BEING SUCH A GREAT VOICE IN THAT WORK. ARE THERE ANY OTHER COMMENTS? SEEING NONE, PLEASE VOTE. TRUSTEE KAHL. YES. TRUSTEE GILL. YES. TRUSTEE POWELL. YES. TRUSTEE GORBACK. YES. TRUSTEE SYLVESTER RADIUS. I AM YES. THE MOTION CARRIES, 5-0, WITH THE

[C. Student Services - Adoption of Resolution #23/24-17: International Holocaust Remembrance Day]

PREFERENTIAL VOTE BY TRUSTEE -- ITEM 3C. STUDENT SERVICES FOR THAT OPERATION -- ADOPTION OF RESOLUTION 23/24-17, INTERNATIONAL HOLOCAUST REMEMBRANCE DAY.

>> I MOVE WE ADOPT THE RESOLUTION 23/24-17, INTERNATIONAL HOLOCAUST REMEMBRANCE DAY.

>> SECOND. >> THAT IS BEING MOVED AND SECONDED. IS THERE ANY ADDITIONAL COMMENT? I WANT TO SAY AGAINST THE BACKDROP OF THE RECENT 388% SPIKE IN ANTI-SEMITISM, HOLOCAUST REMEMBRANCE DAY TAKES ON AN EVEN MORE FOUND SIGNIFICANCE . IT IS SERVING AS APPOINTMENT REMINDER OF UNCHECKED PREJUDICE AND DISCRIMINATION.

LIMITING THE DAY BEING LIBERATED, -- STANDING AGAINST THE FORCES THAT PREVENT TOLERANCE. FOR THOSE OF YOU HAVE NOT YET GONE TO -- AND THE LIBRARY SPECIAL EXHIBIT OF AUSCHWITZ , NOT FAR AWAY. I HIGHLY RECOMMEND IT IT IS THERE UNTIL THE END OF JANUARY. AS AN EDUCATIONAL INSTITUTION, WE ARE TASKED WITH HELPING TO PUT OUR STUDENTS WITH THE KNOWLEDGE AND TOOLS TO COMBAT BIGOTRY IN ALL FORMS. TELECAST REMEMBRANCE DAY COMPELS US TO CONFRONT AND CONFIGURE TRUTHS.

LET US TAKE THIS OPPORTUNITY TO CONTINUE THE DISTRICT FOCUS ON PROMOTING AWARENESS, EMPATHY, AND UNDERSTANDING BY ENGAGING IN OPEN DISCUSSIONS ABOUT -- AND IT'S RELEVANT TO THE PRESIDENT. TO CHALLENGE PREJUDICE AND WORK TOWARD A SOCIETY WHERE EVERYONE IS VALUED AND RESPECTED.

EDUCATION, WE EMPOWER OUR STUDENTS TO BECOME ADVOCATES FOR TOLERANCE, INCLUSIVITY , AND A SCHOOL ENVIRONMENT THAT REJECTS DISCRIMINATION IN ALL FORMS. TOGETHER, LET'S ENSURE -- THAT STANDS FORMALLY AGAINST ALL FORMS OF DISCRIMINATION. NEVER AGAIN IS NOW.

WITH THAT, PLEASE VOTE. TRUSTEE KAHL. YES . TRUSTEE POWELL. YES. TRUSTEE SYLVESTER. YES. TRUSTEE GILL.

YES. REALLY, I AM YES. THE MOTION CARRIES 5-0. ITEM 3D.

[D. Student Services - Adoption of Resolution #23/24-18: National Black History Month]

ADOPTION OF RESOLUTION 23/24-18, NATIONAL BLACK HISTORY MONTH. TWO I HAVE A MOTION?

>> PRESIDENT GOLDBERG, I MOVE WE APPROVE THE ADOPTION OF RESOLUTION TO 3/24-18 , CELEBRATING NATIONAL BLACK

HISTORY MONTH. >> SECOND.

>> THAT HAS BEEN MOVED AND SECONDED. ANY DISCUSSION? SEEING NONE, YES. TRUSTEE GILL . YES. TRUSTEE POWELL. YES. I AM ALSO A YES. THE MOTION CARRIES, 5-0 WITH THE PREFERENTIAL VOTE FROM

[E. Human Resources - Notice of Public Hearing to Approve the Submission of the Disclosure of Collective Bargaining Agreement (AB 1200) for 2023-2024]

[01:40:03]

TRUSTEE CARL. ITEM 3E PUT A NOTICE OF PUBLIC HEARING TO APPROVE THE SUBMISSION OF THE DISCLOSURE OF COLLECTIVE BARGAINING AGREEMENT 80 1200 FOUR 2023-24. I'M GOING TO CONVENE PUBLIC HEARING. BE CAREFUL. WILL NOW CONVENE THE PUBLIC HEARING TO RECEIVE PUBLIC TESTIMONY CONCERNING THE SUBMISSION OF THE COLLECTIVE BARGAINING AGREEMENT, 80 1200, FOR THE CONEJO VALLEY PEOPLE PERSONNEL ASSOCIATION , CVPPA , 420 23-24 SCHOOL YEAR. ARE THERE ANY PUBLIC COMMENT CARDS ON THIS ITEM? I WILL MOVE, I GUESS I AM CONCLUDING THE PUBLIC HEARING. NOW CLOSE. OKAY. THANK YOU ALL FOR YOUR COMMENTS. ARE THERE ANY COMMENTS OR DISCUSSION FROM ANY INDIVIDUAL BOARD MEMBERS? EXCELLENT. COMMENTS FROM MRS. ASHMORE? SEEING NONE, WILL

[F. Human Resources - Approval of Tentative Agreement Between the Conejo Valley Unified School District and the Conejo Valley Pupil Personnel Association (CVPPA)]

MOVE ON TO ITEM 3F OR THE APPROVAL OF TENTATIVE BARGAINING AGREEMENT BETWEEN CONEJO VALLEY UNIFIED SCHOOL

DISTRICT AND -- >> I MOVE -- WITH THE ASSOCIATION PROGRAM AS SUBMITTED.

>> SECOND. >> THAT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION?

>> SEEING NONE , PLEASE VOTE. TRUSTEE KAHL. YES . TRUSTEE

[G. Business Services - Approval of 2023-2024 First Interim Financial Statements]

GILL. YES. TRUSTEE SYLVESTER. YES. TRUSTEE POWELL. YES.

TRUSTEE GORBACK. YES. I AM A YES FOR THE MOTION CARRIES 5-0 WITH THE PREFERENTIAL VOTE BY TRUSTEE CARL. ITEM 3G.

BUSINESS SERVICES APPROVAL OF 23/24 -16, THE ISSUANCE OF --

TWO I HAVE A MOTION? >> IMOVIE APPROVED THE 2023-24 FINANCIAL STATEMENTS AS SUBMITTED.

>> SECOND. >> THAT HAS BEEN MOVED AND SECONDED. WE HAVE A PRESENTATION BY DR. -- ON THE

SCREEN. >> WE DO.

>> I HEARD THE SCREEN, SO IT MUST BE TRUE.

REPORT WHICH CLUED -- INCLUDES OUR FINANCES FROM JULY 1ST THROUGH OCTOBER 31ST OF THIS YEAR. WE ARE REQUIRED BY EDUCATION CODE TO SUBMIT OF QUALIFIED POSITIVE OR NEGATIVE, POSITIVE MEETING WILL MEET OUR FINANCIAL OBLIGATIONS FOR THE CURRENT AND SUBSEQUENT YEARS . AS LONG AS I HAVE BEEN HERE, WE HAVE ALWAYS COMMITTED A POSITIVE CERTIFICATION. NO NEED TO GO INTO THE OTHER TWO. WE SET IN THIS TIME OF THE FISCAL YEAR. WE TEND TO ALWAYS BE WORKING IN THREE FISCAL YEARS. GREEN BEING THE CURRENT YEAR. BLUE BEING THE PRIOR YEAR. AND , I'M SORRY. ORANGE BEING THE PRIOR YEAR AND BLUE BEING THE CURRENT YEAR. GREEN BEING THE SUBSEQUENT YEAR.

RIGHT NOW, WE ARE IN BETWEEN OUR ACTUALS WHICH WE PRESENTED IN SEPTEMBER. THOSE WERE INCLUDED 2022-2023 FINANCIALS AND NOW WE ARE PRESENTING ON WHERE WE ARE FOR 2023-24 FOR THE NEXT ORANGE BUBBLE WHICH IS THE NEXT AGENDA ITEM IS THE PRESENTATION OF THE , BRINGING FORWARD OUR PRIOR-YEAR FINANCIAL FOR 2023. EVERYTHING WILL CHANGE IN THE NEXT BUBBLE IN JANUARY WHEN THE GOVERNOR PROPOSES HIS BUDGET FOR THE SUBSEQUENT YEAR. I GOT A KICK OUT OF THIS . THIS IS LIKE GETTING A CHRISTMAS CARD FROM YOUR EMPLOYER HAPPY HOLIDAYS AND I WILL ONLY PAY YOU HALF OF WHAT I OWE YOU NEXT YEAR. WE HAVE ALL HEARD THE NEWS , THE STATE TAX RECEIPTS ARE DOWN ABOUT $26 BILLION FOR 2022.

WE ARE STILL TALKING ABOUT 2022 BECAUSE THE TAX DEADLINES WERE EXTENDED FROM APRIL 15, 2023, THROUGH OCTOBER 15, AND THEN AGAIN THROUGH NOVEMBER 15TH. SO WHEN EVERYTHING WAS TALLIED UP, THE STATE REVENUES WERE DOWN ABOUT 26 BILLION DOLLARS. THIS IS TO GIVE YOU SOME OF THE BACK-AND-FORTH AND YO-YO WE EXPERIENCED IN FISCAL BUDGET PLANNING YEAR-OVER-YEAR. THE FIRST BOX WAS THE MESSAGE FROM LAST YEAR. IN CONCLUSION, THE FISCAL OUTLOOK SUGGESTS THAT ON VOTING PROGRAMS CAN BE

[01:45:02]

MAINTAINED. AND THE NEXT BULLET IS THE CURRENT YEAR: IS LIKELY TO BE CLOSER TO 1% THEN 4% FOR 2024-25. WHAT THAT MEANS IS WE ARE EXPECTING A 3.94% COLA. FOR US, THAT IS ABOUT $7 MILLION BUT IF THE COLA IS CLOSER TO 1%, THAT WILL BE LESS THAN -- YEAR-OVER-YEAR FOR THAT IS ABOUT A $5 MILLION LOSS FOR US BUT I PUT THIS UNTIL FY I APPEAR BECAUSE PEOPLE MAY ASK, WHY IS COLA ONLY 1% WHEN INFLATION IS STILL SO HIGH? IT IS SIMPLY BECAUSE COLA IS A GRADE OF CHANGE FROM YEAR-OVER-YEAR, NOT A BASKET OF GOODS, WHAT IS INFLATION -- INFLATION IS -- THIS IS NEWS FROM THE LEGISLATIVE ANALYST OFFICE BUT I HIGHLIGHTED SOME OF THE FOCAL POINTS HERE. IT SAYS THE 68 BILLION DENSITY BECAUSE THEY MEASURE OVER A ROLLING THREE YEARS. THEY ESTIMATE 2022-23 WILL BE 26 BILLION BELOW WHAT THEIR BUDGET ESTIMATE WAS BACK IN JUNE. THE STATE HAS $24 BILLION IN RESERVES . THEIR OPTIONS REDUCE SPENDING ON SCHOOLS AND COMMUNITY COLLEGES.

THAT COULD ADDRESS ALMOST 17 BILLION OF THAT BUDGET PROBLEM THEY FACE RIGHT NOW. THEY CAN ALSO MAKE ADJUSTMENTS TO ONE-TIME SPENDING. THE LEGISLATURE , NATURALLY, YOU FIGURE THEY USE THEIR RAINY DAY FUND RESERVES IN ONE YEAR, THEY'RE GOING TO HAVE FEWER OPTIONS IN FUTURE YEARS TO ADDRESS ANY DEFICITS. THIS IS FROM CAPITAL ADVISERS.

THEY SAY STATE ASSUMPTIONS ARE OFF, WAY OFF. WE ARE OUT OF TIME AND THIS YEAR TO CLOSE THE GAP. THE ADMINISTRATION PROPOSES HIS BUDGET IN JANUARY. AND THEN WHEN THE LEGISLATOR WORKS ON IT. AND THEY COME TO SOME KIND OF CONCLUSION IN JUNE OF 2024. THEY HAVE TO COME UP WITH SOME CREATIVE SOLUTIONS TO BRIDGE THAT POTENTIAL SHORTFALL.

AGAIN, THERE IS MENTION OF CALIFORNIA RESERVES. THOSE ARE LIKELY ABLE TO WEATHER THE DEFICIT IN ONE YEAR.

WHERE DO WE SIT AS OF OCTOBER 31ST? THIS IS OUR PROJECTION FOR THE YEAR. IT IS VERY IMPORTANT TO NOTE RESTRICTED AND UNRESTRICTED. OUR LCF FUNDING YOU SEE ON THE TOP LINE. ABOUT 19 $6 MILLION COMING FROM THE STATE. JUST OVER FOUR, OTHER STATE DOLLARS AND JUST OVER $4 MILLION IN LOCAL DOLLARS. AND -- OTHER TRANSFERS THAT COME IN AND OUT. YOU SEE IT IS BASICALLY A LOSS BETWEEN UNRESTRICTED AND RESTRICTED THERE. YEAR-OVER-YEAR, OUR REVENUE IS ABOUT 17 $8 MILLION FOR UNRESTRICTED AND THEN 78 MILLION IN RESTRICTED FUNDS FOR THAT IS A TOTAL OF ABOUT 256 MILLION DOLLARS. THIS IS AN OVERVIEW OF WHERE WE PROJECT OUR EXPENSES TO BE. AS OF OCTOBER 31ST, THIS IS THE REVENUE AND EXPENSES AND THEY WILL SURELY CHANGE BY THE TIME WE REACHED THE END OF THE FISCAL YEAR. WHEN YOU PUT IT ALL TOGETHER, THIS IS THE SLIDE THAT SHOWS YOU WE ARE STARTING THE YEAR WITH $55 MILLION IN TOTAL FUND BALANCE. THAT IS BROKEN OUT OF 36 MILLION OF UNRESTRICTED DOLLARS AND $19.4 MILLION OF RESTRICTED DOLLARS. YOU SEE OUR REVENUES AND OUR EXPENSES NOTED. YOU SEE THE ESTIMATED ENDING BALANCE OF $32 MILLION OF UNRESTRICTED FUNDS.

THE BALANCE OF THAT $55 MILLION TOTAL FUND BALANCE IS RESTRICTED. THAT 32 MILLION BREAKS DOWN UNDER 67,000 FOR INVENTORY AND 43,000 FOR CASH ON HAND. NOT LITERALLY, BUT YOU KNOW WHAT I MEAN. OUR $3 MILLION FISCAL STABILIZATION RESERVE, WHICH WE HAVE HAD SINCE 2015-16, ONE-TIME DOLLARS WOULD BE REQUIRED TO KEEP A 3% RESERVE. THAT IS BASED ON EXPENSES THAT CHANGE FOR THAT IS ABOUT $8.4 MILLION PER THAT LEAVES US WITH THE BALANCE OF ABOUT $20 MILLION OF UNDESIGNATED FUNDS WITHOUT A SIMILAR TO WHAT WE HAVE BEEN AROUND IN THAT SAME NEIGHBORHOOD FOR A NUMBER OF YEARS NOW.

AS I MENTIONED, WE ARE REQUIRED TO SUBMIT OUR CERTIFICATION THAT WE ARE GOING TO MEET OUR FINANCIAL OBLIGATIONS FOR THIS CURRENT YEAR, PLUS THE NEXT TWO. IN ORDER TO FORECAST, WE USE A SET OF ASSUMPTIONS. HERE IS A LIST OF THOSE ASSUMPTIONS. WE GOT 8.2% COLA AND 2023-24. WE EXPECTED ALL 3.94 AND 2024-25 PRODUCE IT IS TWO. IN 2025-26, AS OF NOW, WE ARE TOWING TOLD IT WILL BE AROUND 3.29%.

>> YOU HAVE OUR FUNDED 88. THEY VARY WIDELY BECAUSE WE ARE

[01:50:03]

STILL IN A ROLLING THREE-YEAR MEASURE OF AVERAGE DAILY ATTENDANCE VERSUS ACTUAL ATTENDANCE AND ENROLLMENT. THAT WAS COMING OUT OF THE PANDEMIC ERA TO EASE THE PAIN OF THE IMPACT OF A.D.A. CHANGES AS A RESULT OF THAT PANDEMIC. OUR PUPIL PERCENTAGE THAT DOES NOT CHANGE HAPPENED AROUND 26 OR 27%. THE PENSION RATES OF WHAT IS IMPORTANT TO LOOK AT HERE. BASICALLY, 19.1 AND 26.68% MEANS FOR EVERY ONE DOLLAR OF PAYROLL PAID, THAT IS $.20 OF IT IS ROUGHLY GOING TO PENSION AND 26% FOR CALPERS. WHEN IT CAME TO THE DISTRICT IN 2016 FOR REFERENCE, THAT CALPERS NUMBER WAS 13% PER THAT HAS ESSENTIALLY DOUBLED IN LESS THAN 10 YEARS. WE HAVE NEGOTIATED SALARY ADJUSTMENT WITH ONE OF OUR BARGAINING UNITS BUT WE JUST APPROVED THE SECOND. WE ARE STILL IN NEGOTIATIONS WITH OUR CLASSIFIED BARGAINING UNIT.

HOPEFULLY, ONCE SETTLED, THAT WILL BE REFLECTED IN THE NEXT FINANCIAL REPORT. WE ANTICIPATE A CERTAIN NUMBER OF RETIREMENTS, AROUND 30. THAT IS IMPORTANT BECAUSE WE CALL IT BREAKAGE. THE HIRING SALARY AMOUNT OF SOMEONE WHO RETIRES AND THE EXPECTATION WE ARE GOING TO REPLACE THAT INDIVIDUAL WITH AT LEAST A LOWER SALARY BECAUSE OF THE SENIORITY LEVEL. THE DIFFERENCE IS WHAT HELPS US YEAR-OVER-YEAR SUSTAINED OUR FUND BALANCE. OUR STAFFING RATIOS HAVE NOT CHANGED . THEY STILL REMAIN 21 1/2 TO ONE IN K THROUGH THREE AND -- IN GRADES FOUR THROUGH 12. WHEN YOU PUT THOSE ASSUMPTIONS TOGETHER BASED ON THE STARTING FINANCIALS IN 2023-24, IN YEAR THREE, WE QUICKLY GO FROM $20 MILLION UNDESIGNATED FUNDS TO JUST ABOUT $100,000 OF REMAINING. WE STILL HAVE THAT $3 MILLION FISCAL STABILIZATION

RESERVE IN TACT IN YEAR THREE. >> AGAIN, THESE ARE JUST BASED ON A SET OF ASSUMPTIONS WE KNOW TODAY. THOSE WILL SURELY CHANGE IN THE COMING YEARS. RESTRICTED. IT IS MONEY IN, MONEY OUT. IT IS NET ZERO YEAR-OVER-YEAR.

WE ALWAYS , ARE RESTRICTED DOLLARS FOR THE LAST COUPLE YEARS HAVE BEEN , IF YOU LOOK AT OUR FINANCIALS, SOMETIMES IT KIND OF SKEWS YOUR VIEW OF IT. WHAT HAPPENS IS WE RECEIVE A BUNCH OF ONE-TIME MONEY UP FRONT. THAT REVENUE IS RECOGNIZED IN THE YEAR WE TAKE IT. BUT THE EXPENSES ARE NOT DONE FOR THE NEXT FEW YEARS. WE ARE GOING TO SPEND THE REMAINDER OF THOSE DOLLARS IN THE NEXT FISCAL YEAR BUT AT THE END OF THE YEAR WHEN THOSE UNSPENT FUNDS FALL DOWN, THEN THEY BECOME THE NEXT YEAR'S BEGINNING BALANCE. OVER A PERIOD OF TIME, ONCE THOSE DOLLARS ARE GONE, THEN WE WILL START THE YEAR WITH ZERO ONE-TIME DOLLARS. HAVE A FEW GRANTS RUNNING THROUGH 2026-27, I BELIEVE , AS A RESULT OF ONE-TIME DOLLARS WE GOT LAST YEAR. OUR BALANCE OF OUR STIMULUS FUNDS, WHICH ARE THE -- FUNDS COVERED IN A LATER SLIGHT. THAT IS INCORPORATED INTO THE $19 MILLION. AND YOU LOOK AT THEM BOTH, YOU SEE THE FIRST LINE , YOU SEE THE $55 MILLION WHICH TRICKLES DOWN TO 32 PER THAT TRICKLES DOWN TO 20 MILLION OF UNDESIGNATED FUND BALANCE. AND IN 2025-26, WE BEGAN THE YEAR WAS 21 MILLION.

WITH JUST UNDER 11. WHEN YOU BREAK THAT DOWN WITH THE FISCAL STABILIZATION RESERVE, THAT MEANS IT IS JUST OVER $100,000

IN THE BLACK . >> JUST TO GO BACK TO THAT SLIDE. WE MENTIONED ANY FUND BALANCE IS QUITE LARGE. CAN YOU BRIEFLY ADDRESS WHY THE CITY BUDGET CAN LOOK MUCH DIFFERENT THAN EDUCATIONAL BUDGET? AND WHY THEY, YOU KNOW, THEY CAN SAY THEY HAVE TWO YEARS WITH THE DOLLARS BUT IF THEY WERE NOT TO GET ANY MONEY AT THE STATE LEVEL.

SURVIVING AT THE MISCIBLE LEVEL. HOW IS THAT DIFFERENT THAN US AT THE SCHOOL DISTRICT LEVEL?

>> OUR MAIN SOURCE OF REVENUE IS -- AND IT IS DICTATED BY THE STATE AND THEY TELL US HOW MUCH WE ARE GOING TO GET. -- GOING THROUGH MEASURE I, WE LOOK AT OUR ASSESSED VALUE INCREASES. ALWAYS PROJECTED 4%, BUT IT HAS BEEN INCREASING HIGHER. THAT LEADS TO HIGHER PROPERTY TAX COLLECTION SO THAT LEAVES A LARGER PORTION OF REVENUE. WE DO NOT HAVE ANY SAY HOW MUCH REVENUE WE GET. ALTHOUGH THE CITIES ARE

[01:55:04]

DICTATED BY PROPERTY TAXES, THEY GET TO TAKE ADVANTAGE OF THAT GROWTH AND ASSESSED VALUES AND WE DO NOT. JACK I WOULD NOTE AS THE STATE FUNDS US BASED ON SPECIFIC CRITERIA , THE MAKEUP OF OUR STUDENTS, THE EXPECTATION IS THOSE DOLLARS ARE SPENT THAT YEAR ON THE GROUP OF STUDENTS WHO MAKE UP THAT DOLLAR AMOUNT. FOR THE MOST PART, EDUCATION -- DOES NOT ALLOW US TO RUN OVER LARGE BALANCES. TEACHERS AND CLASSIFIED STAFF IN THE CLASSROOMS IN THE SCHOOL SITES.

82% OF OUR DOLLARS GO THERE. AT THE CITY LEVEL AND -- ARE TWO DIFFERENT WORLDS FOR THOSE ARE NOT SOMETHING THAT CAN BE COMPARED. IF THAT WAS THE CASE.

>> AND YOU THROW SALES-TAX INTO THAT.

WE HAVE TO MAINTAIN A MINIMUM OF 3% FOR THE CITY CAN HAVE A BUDGET OF 60 MILLION AND HAVE A RESERVE OF 60 MILLION. WE ARE LIMITED TO 10%. THAT IS KIND OF ODD, LIMITING THE SPENDING ON EDUCATION. THAT IS A CONVERSATION FOR ANOTHER DAY.

OUR OTHER FUNDS WE OPERATE OUT OF OUTSIDE OF GENERAL FUNDS ARE STUPID ACTIVITIES. THAT IS A COLLECTION OF THE ADULT EDUCATION PROGRAM , CHILD DEVELOPMENT. THE CHILDCARE SERVICES BEFORE AND AFTER THE PANDEMIC. THE CHILD NUTRITION PROGRAM. WE ARE GIVING BREAKFAST AND LUNCH FOR ALL STUDENTS AND WE ARE GETTING REIMBURSED FROM THE FEDERAL AND STATE FOR THOSE MEALS. THERE IS A LARGE BALANCE IN THERE, BUT WE ARE REINVESTING THOSE DOLLARS INTO UPDATING THE KITCHENS AND EXPANDING OUR MENU ATOMS AND EXPANDING THE LEVEL OF SERVICE. WE WILL CONTINUE TO DO THAT. HOWEVER, WE STILL EXPERIENCE SOME STAFFING CHALLENGES IN BOTH THE CHILD DEVELOPMENT AND CHILD NUTRITION. DEFERRED MAINTENANCE COULD WEAVE IN PUTTING MONEY THERE TO BE SURE WERE ABLE TO MAINTAIN OUR FACILITIES AT THE CONCLUSION OF MEASURE I . THAT IS THE NEXT ONE AND YOU SEE A BROKEN DOWN BY CAPITAL AND TECHNOLOGY. WE ARE ABOUT TO GO UP FOR OUR NEXT BOND ISSUE IN , I BELIEVE IT IS ON THE AGENDA FOR TONIGHT TO APPROVE. WE ARE LOOKING TO GO OUT SOMETIME IN JANUARY FOR THAT LAST FINAL BOND ISSUE WHICH WILL CONCLUDE IN ABOUT 2025.

CAPITAL FACILITIES BUT THAT IS THE DEVELOPER FEES WE COLLECT.

WE HAVE HAD A HEALTHY BALANCE IN THERE. ESTIMATING COMES OVER JUST 500,000. THERE HAVE BEEN A NUMBER OF DEVELOPMENT THAT IS BEEN APPROVED. WE HAVE NOT SEEN THAT REVENUE YET THOSE PERMITS KICK IN, WE ARE COUNTING ON SEEING SOME ADDITIONAL REVENUE COME IN FROM THE NEW DEVELOPMENT OF BEING APPROVED BY THE CITY.

ARE SPECIAL RESERVE FUND, THAT IS A -- FUND WHICH COMES FROM REDEVELOPING DOLLARS BUT ARE SURPLUS PROPERTY FUND. THOSE ARE THE FUNDS LEFT OVER FROM THE SALE OF SUMMER DRIVE A COUPLE OF YEARS AGO. BOND INSURANCE AND REDEMPTION FUNDS FOR THAT IS WHERE WE PAY OUR PRINCIPAL AND INTEREST PAYMENTS FOR THE MEASURE I BONDS. SELF-INSURANCE INCLUDES THE WORKER COMPENSATION AND HEALTH AND WELFARE FUNDS ONE THING FOR 2022-23. WE DID ADJUST, ACTUALLY, IT WILL REFLECT IN 2023-24. WE ADJUSTED OUR RESERVE BALANCE AND WORKER COMPENSATION BASED ON THE AUDITOR RECOMMENDATION FROM THE ACTUARIAL REPORT FOR DAN PRIVATE PURPOSE TRUST IS JUST A SMALL PASS-THROUGH FUND FOR SOME SPECIFIC SCHOLARSHIPS THAT ARE PROVIDED BY MEMBERS OF THE COMMUNITY TO SEVERAL OF OUR SCHOOLS. THIS IS WHERE WE SIT WITH THE BALANCE OF OUR STIMULUS FUND FOR THE 2023-24. THIS IS AS OF OCTOBER 31. WE HAVE A LITTLE LEFT OVER IN OUR PERSONAL INSTRUCTION GRANTS.

OUR EXTENDED LEARNING OPPORTUNITIES GRANT HAS JUST UNDER $100,000. -- OWES 1.8. WE HAVE ABOUT 8 MILLION UNSPENT.

BUT 6 MILLION, ROUGHLY, IS ENCUMBERED ALREADY. WE EXPECT TO SEND THAT BY THE END OF THE YEAR. WE WILL EXHAUST THE REMAINDER OF THE BALANCE OF THE 1.8 BY SEPTEMBER OF 2024, WHICH IS THE DEADLINE FOR EXPENDITURE.

[02:00:01]

WILL COME BACK TO YOU IN MARCH WITH OUR SECOND REPORT. THAT WILL REFLECT THE PROPOSED BUDGET BY THE GOVERNOR FOR THAT WILL HAVE AN IMPACT ON THE MULTIYEAR FORECAST. WE WILL SEE SOME OTHER ADJUSTMENTS DONE BETWEEN FIRST AND SECOND INTERIM.

THERE ANY DISCUSSION? QUESTIONS? DOES ANYBODY WANT TO GRILL HIM? TRUSTEE SYLVESTER .

>> I'VE A COUPLE THINGS. LOOKING AT THE FIRST INTERIM VERSUS WHAT WE HAVE BUDGETED. THE BIGGEST DIFFERENTIAL SEEMS TO BE IN OUR RESTRICTED BUDGETED EXPENSES. ANY IDEA ? SOME OF THAT IS PERSONNEL AND SUMMER BOOKS AND SUPPLIES. ANY

THOUGHTS ON THAT? >> YES . THOSE ARE ALL THE GRANTS I REFERENCED EARLIER. THE ONE TIME DOLLARS WE GOT.

THE BALANCE OF THE STIMULUS FUNDS FOR THAT ENCOMPASSES MOST OF THOSE DOLLARS. AGAIN, BECAUSE WE RECEIVED THE MONEY UP FRONT , AT THE END OF THE YEAR, THEY DO NOT SHOW ADOPTED.

WE DO NOT KNOW WHERE WE ARE GOING TO END AT THE END OF THE YEAR WITH THE UNSPENT FUNDS. WHEN THEY ARE UNFIT AT THE END OF 2022 -23, THEY ROLLOVER AS EXPENSES IN THE NEXT YEAR. WE HAVE ALREADY RECOGNIZED THAT REVENUE

>> WE DO NOT REFLECT THAT IN OUR BUDGET? WHEN WE ARE DOING

THAT IN JUNE? >> NOT IN JUNE, NO.

>> OKAY. SO I UNDERSTAND IT, THE PROJECTED NUMBERS, IT TAKES THE BARGAINING GROUPS INTO THE COUNT? OR IT DOES

NOT? >> THIS TAKES INTO THE COUNT THE ONE SETTLEMENT WE HAVE. THAT IS OUR BIGGEST GROUP WHICH

IS THAT YOU ARE. >> ONE LAST QUESTION. YOU SAID THE ASSUMPTIONS , I AM SURE THIS WILL CHANGE. COULD THEY

GET WORSE? >> YES. THEY COULD. THEY COULD GET BETTER. THE STATE HAS A NUMBER OF TRICKS UP THEIR SLEEVE , SO TO SPEAK. AND LOVERS THEY CAN PULL THAT MASSAGE SOME OF THEIR NUMBERS. FOR A LONG TIME, -- IT STILL LOOKS LIKE A GLOOMY PICTURE IN YEAR THREE. TOO MANY THINGS THAT HAPPEN BETWEEN TODAY AND WHAT IS GOING TO HAPPEN IN 2026-27. THINGS WE DO NOT KNOW. SO FAR, AS LONG AS I HAVE BEEN HERE, THROUGH JERRY BROWN AND NOW GOVERNOR NEWSOM, WE HAVE BEEN OKAY AND THEY HAVE MADE A COMMITMENT TO FUNDING PROP 98 AT A SUSTAINABLE LEVEL. ALTHOUGH THE COLLECTIONS AT THE STATE SIDE VERY . WE ARE LOOKING AT A DEFICIT, BUT WE ARE STILL HEARING THERE IS STILL A COMMITMENT TO KEEP THE PRODUCT 98 FUNDING LEVEL SUSTAINABLE. THAT MEANS WE WILL LIKELY GET WHAT WE GOT. I DO NOT THINK THE INCREASES ARE GOING TO BE AS HIGH AS THEY WERE IN THE YEARS PAST. THE 8% COLAS IS UNHEARD OF, MAYBE NOT IN THE HIGH INFLATIONARY TOTAL, BUT TO GO FROM 8202, YEAR-OVER-YEAR COULD YOU THROW IN ENROLLMENT CHANGES . EVERY SCHOOL DISTRICT IS EXPERIENCING, NOT JUST US. YOU KNOW, YEAR-OVER-YEAR, THE CASH BASIS IS NOT REALLY A TWO. IT COULD POTENTIALLY BE NEGATIVE BECAUSE OF THE CHANGES IN ENROLLMENT.

>> THANK YOU. I APPRECIATE THAT. I SEE WE NEVER DO GET TO YEAR THREE. YOU SCHOOLED ME IN THAT. MY INITIAL REACTION WAS, OH, MY GOD. WE HAVE TO PLAN FOR YOUR THREE. I.T. THAT WILL CHANGE PRETTY SIGNIFICANTLY . THANK YOU.

>> WE DO. WE HAVE CONVERSATIONS . SOME BRUTAL CONVERSATIONS. WE ARE NOT AT A TIME KNOW WHERE OUR BACKS ARE NOT AGAINST THE WALL AND FORCING CHANGES. THE MOST UNFORTUNATE THING THAT COULD PROBABLY HAPPEN IS TO MAKE DRASTIC CUTS AND ALL OF A SUDDEN THE STATE SAYS, NO, WE WILL GIVE YOU MORE MONEY.

MEANWHILE, YOU KNOW, WE MAKE STAFFING ADJUSTMENTS . WE MAKE CHANGES TO PROGRAMS AND WE DID NOT HAVE TO. I THINK THE FUNDING MODEL IN CALIFORNIA PUTS US IN A POSITION WHERE WE REALLY HAVE TO MAKE THOSE CHANGES WHEN WE HAVE TO MAKE

THOSE CHANGES. >> AGAIN, I HAVE BEEN TRAINED,

SO THANK YOU. >> ANYONE ELSE? THANK YOU. I APPRECIATE THE NOTE DOOM AND GLOOM , THAT CONSERVATIVE PICTURE YOU ARE PAINTING. AS LONG AS I HAVE BEEN THERE SINCE 2018, WE STILL HAVE NOT GOTTEN TO YEAR THREE. IT IS GOOD TO AT LEAST BE AWARE IT IS COMING. THANK YOU , THANK YOU, THANK

[02:05:04]

YOU. SEEING NO MORE DISCUSSION, LET'S VOTE.

TRUSTEE KAHL. YES. TRUSTEE SYLVESTER. YES. TRUSTEE GORBACK. YES. TRUSTEE GILL. YES. TRUSTEE POWELL. YES. I AM

[H. Business Services - 2022-2023 Financial Audit Report and Annual Comprehensive Financial Report]

A YES. THE MOTION CARRIES, 5-0 WITH A PROFESSIONAL BOAT FROM TRUSTEE CARL. ITEM 3 CAPITAL H. TWO I HAVE A MOTION?

>> I MOVE WE ACCEPT THE 2020 22-23 FINANCIAL AUDIT REPORT AND ANNUAL COMPREHENSIVE REPORT AS SUBMITTED.

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED. ANY DISCUSSION?

SEEING NONE -- >> AS I MENTIONED FREQUENTLY, WHEN WE HAVE ANY CONVERSATIONS REGARDING BUDGETS AND AUDITS, WE HAVE A NUMBER OF FOLKS WHO REVIEW OUR BUDGETS TO MAKE SURE WE ARE MOVING IN THE RIGHT DIRECTION. THEY ARE ABLE TO SEE OUR WORK AND TO KNOW BUDGET RUNS ARE ACCURATE . ONCE AGAIN, THIS IS AN OUTSIDE AGENCY WHO COMES IN AND IT IS A VERY INTENSE AUDIT. A NUMBER OF DIFFERENT AREAS. ONCE AGAIN, IT IS ALWAYS GOOD TO KNOW WE ARE NOT HAVING ANY FINDINGS. OUR FISCAL DEPARTMENT WITH DR. -- LEADERSHIP IS CONTINUALLY IMPROVING EVERY YEAR. ANYONE WHO QUESTIONS OUR BUDGETS IS GOING TO HAVE THEIR OWN PATH.

ONCE AGAIN, THANK YOU. >> THANK YOU AND SUSAN TUCKER

AND HER AMAZING TEAM . >> WE ARE FORTUNATE TO HAVE MS. TUCKER. SHE DOES A GREAT JOB. YOU KNOW, HER AND I DABBLED PROFUSELY OVER THINGS AS WELL. IT IS A HEALTHY BATTLE. I WOULD JUST MENTION , SO WE DID ON THE ACTUALS BACK IN SEPTEMBER. THESE ARE THE FINANCIALS PRESENTED BACK THEN.

AS DR. MCLAUGHLIN MENTIONED, THIS WAS THE FIRST YEAR WITH THE NEW AUDITOR. THEY REALLY DID AN INTENSE OVERVIEW AUDIT OF OUR BOOKS. I WILL MENTION, JUST A COUPLE PAGES HERE. I PUT THEM UP YOUR, NOT AS A PRESENTATION. PAGE 33, THE BOX I HIGHLIGHTED GIVES YOU OUR YEAR-OVER-YEAR REVENUE AND EXPENSE FOR THE LAST LINE, THE $55 MILLION . THAT LOOKS FAMILIAR, WHICH IS OUR STANDING BALANCE ARE JUST WENT OVER IN THE FIRST INTERIM. ON PAGE 83, SAME THING. IT GOES OVER RESTRICTED AND UNRESTRICTED AND BREAKS DOWN AGAIN AT THE BOTTOM. YOU SEE THE $55 MILLION WHICH IS THE BEGINNING BALANCE FOR THIS YEAR. THIS IS THE FYI ON PAGE 60. THE BOTTOM BOX I HIGHLIGHTED, I DO NOT EXPECT YOU TO READ IT. IT IS SMALL PRINT. THIS IS THE OVERVIEW OF OUR MEASURE I BOUNCE RIGHT IF ANYBODY WANTS TO LOOK AT THE MATURITIES AND DOLLAR AMOUNTS OF THOSE ISSUES. THE SUBSEQUENT PAGES AFTER THAT GO INTO DETAIL ABOUT EACH BOND ISSUE AND THE RATES AND SUCH.

THIS IS THE MOST IMPORTANT PART . STARTING ON PAGE 159 AND CONTINUING THROUGH TO THE END. THERE WERE NO FINDINGS RELATED TO OUR FINANCIAL AUDIT. AGAIN, SUSAN DOES A GREAT JOB WITH HER STAFF. I AM LUCKY TO HAVE HER. WE ARE LUCKY TO HAVE HER.

I THINK SHE DOES A GREAT JOB. SHE MAKES ME LOOK GOOD.

OKAY. ANYTHING ELSE? SEEING NO OTHER COMMENTS, PLEASE VOTE.

TRUSTEE KAHL. YES. TRUSTEE POWELL. YES. TRUSTEE SYLVESTER. YES. TRUSTEE GORBACK. YES. TRUSTEE GILL.

[I. Business Services - Approval of Resolution #23/24-16: Authorizing the Issuance of CVUSD Election of 2014 General Obligation Bonds, Series E, and Actions Related Thereto]

YES. I AM A YES. THE MOTION CARRIES, 5-0, WITH THE PREFERENTIAL VOTE FROM TRUSTEE CARL. MOVING ON TO ITEM 3I.

BUSINESS SERVICES BUT APPROVAL OF RESOLUTION 23/24-16, AUTHORIZING THE ISSUANCE OF CVUSD ELECTION OF 2014 GENERAL OBLIGATION BONDS, SERIES E, AND ELECTIONS RELATED THERETO.

TONIGHT I MOVE FREE APPROVE RESOLUTION 23 /24-16, AUTHORIZING THE ISSUANCE OF CVUSD ELECTION OF 2014 GENERAL OBLIGATION BONDS, SERIES E, AND ACTIONS RELATED.

>> SECOND.

SECONDED. ANY COMMENTS ON THIS ONE, TRUSTEE SYLVESTER?

[02:10:07]

>> THIS IS WHAT WE DISCUSSED AT THE LAST MEETING. NOTHING HAS

CHANGED SINCE THEN. >> NO.

>> OKAY, GOOD. THANK YOU. EXCELLENT. MEASURE I. HERE WE GO. THING OTHER COMMENTS, LET'S VOTE. TRUSTEE KAHL. YES.

TRUSTEE SYLVESTER. YES. -- YES. YES. I AM A YES. THE MOTION CARRIES, 5-0 WITH THE PREFERENTIAL VOTE BY TRUSTEE

[4. ACTION ITEMS – CONSENT]

CARL.

WENT OUT ADAM 4. CONSENT AGENDA.

>> IMOVIE APPROVE THE CONSENT AGENDA AS SUBMITTED.

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION? THING NO DISCUSSION, PLEASE VOTE . TRUSTEE KAHL. YES. TRUSTEE SYLVESTER. YES. TRUSTEE GORBACK. YES. TRUSTEE GILL.

YES. TRUSTEE POWELL. YES. I AM A YES VOTE. MOTION CARRIES 5-0 WITH THE PREFERENTIAL VOTE FROM TRUSTEE CARL.

[A. Instructional Services - Presentation: California Principals Support (CAPS) Network]

NEXT ON THE AGENDA WE ARE AT THE INFORMATION AND DISCUSSION ITEM. I SEE SOME VERY FRIENDLY AND FAMILIAR FACES HERE TO TALK ABOUT ITEM 5A. INSTRUCTIONAL SERVICES, PRESENTATION OF CALIFORNIA PRINCIPALS SUPPORT NETWORK.

>> BEFORE OUR TEAM GETS STARTED, I'M LOOKING FORWARD TO HAVING OUR THREE CONTESTANTS HERE. THEY WILL BE QUIZZED ON THE FIRST INTERIM FINANCIAL STATEMENTS AS PRESENTED BY -- WE'RE REALLY HAPPY TO BRING IN FOR THIS PRESENTATION WHICH IS REQUESTED BY THE BOARD OF EDUCATION EARLIER THIS YEAR BUT I WELCOME -- LIKE TO WELCOME A FEW OF OUR MIDDLE SCHOOL PRINCIPALS.

THEY WILL BE SHARING INFORMATION ON THE PRINCIPAL SUPPORT, WORK CAPS NETWORK. BEFORE LET THEM TAKE IT AWAY, I WOULD LIKE TO RECOGNIZE THE PRINCIPLES THAT ARE HERE, AS WELL AS -- WHO COULD NOT ATTEND TODAY. AS WELL AS THE TEACHER LEADERS, PAST AND PRESENT THAT A PARTICIPATED IN THIS TRAINING. AS YOU ALL WILL COME TO FIND OUT, THIS IS LESS ABOUT TRAINING AND MORE ABOUT TRANSFORMING OUR SCHOOLS AND BUILDING IMPORTANT MIND-SETS AND BUILDING BLOCKS TO MAKE SURE ALL OF OUR STUDENTS ARE ACHIEVING AT HIGH LEVELS BUT RATHER, ALONG TO MR. FRANK WILL GET US STARTED.

>> HELLO. GOOD EVENING AND CONGRATULATIONS, PRESIDENT GOLDBERG. AND BOARD OF EDUCATION. DISTRICT LEADERSHIP.

I AM SHANE FRANK, THE PRINCIPAL AT -- MIDDLE SCHOOL BUT TONIGHT, I'LL BE SHARING WITH YOU A LITTLE BIT ABOUT THE CAPS PROGRAM FOR THIS IS THE CALIFORNIA PRINCIPALS SUPPORT NETWORK. THIS IS SOME INSIGHT TO WHAT HAS BEEN TRANSFORMING OUR SCHOOLS BASED AROUND STUDENT LEARNING AND SCHOOL IMPROVEMENT. THIS PRESENTATION , I WAS THERE -- A LITTLE BIT ABOUT THE TRAINING WE RECEIVED IN WITH OUR GUIDING COALITION OF TEACHER LEADERS. ALL OF THIS WORK IS WITH TEACHERS, TEACHER LEADERS, LOOKING AT OUR STUDENTS AND THE DIVERSE LEADS THEY HAD. WILL BE TALKING ABOUT PLCS, PROFESSIONAL LEARNING COMMUNITIES AND WHAT THOSE ARE. AND THE REASONS BEHIND THIS GREAT WORK, WILL ALSO BE HAVING A DISCUSSION ON THE BIG FOUR QUESTIONS THAT GUIDE ALL OF THE WORK OUR TEACHERS ARE TALKING ABOUT IN OUR COLLABORATIVE PLANNING TIMES, WHETHER THAT IS THE EARLIER DAY, TEACHERS ARE WORKING IN AND OUT . WE ARE EXCITED TO SHARE THESE WITH YOU. AND SOME ONGOING ACTIONS AND NEXT STEPS WE ARE TAKING AS PRINCIPALS AND LEADERSHIP TEAMS ON OUR CAMPUSES. WE'LL START OFF WITH A LITTLE BIT OF BACKGROUND ABOUT WHAT IS TAX. CAPS IS ACTUALLY A PROGRAM FROM THE UC DAVIS EDUCATIONAL CENTER FOR APPLIED POLICY. THIS IS A MULTIYEAR PROFESSIONAL LEARNING OPPORTUNITY. PRINCIPALS AND LEADERSHIP TEAMS ARE FOCUSED ON HIGH-IMPACT STRATEGIES AND LEVERAGING THOSE SO THAT WE CAN IMPROVE OUR STUDENT LEARNING AND ACHIEVEMENT FOR THAT CONSTANT IMPROVEMENT. IN 1718, DOCTORS AND A PER LARD , SHE CAME AS A FOUNDER AND EXECUTIVE DIRECTOR FROM THE UC DAVIS PROGRAM. SHE BROUGHT TWO OR THE PRINCIPALS AND LEADERSHIP TEAMS TOGETHER. 29 TEAMS FROM PRINCIPALS FROM NORTHERN CALIFORNIA AND 30 TEAMS FROM SOUTHERN CALIFORNIA.

FROM THAT, WE HAVE GROWN TO OVER 400 PRINCIPALS AND LEADERSHIP TEAMS ACROSS CALIFORNIA, USING THE CAPS NETWORK. REALLY LOOKING AT OUR SCHOOLS, HELPING US IMPLEMENT AND DESIGN OUR ACTION PLANS, AND MAKING SURE AFTER EVERY

[02:15:04]

SESSION THAT OUR TEACHER LEADERS ARE PARTICIPATING AND BRINGING SOMETHING BACK TO OUR STAFF MEETING AND IMPLEMENTING THAT INTO OUR INSTRUCTION , OUR INSTRUCTIONAL STRATEGIES .

THERE IS A MISSION AND PURPOSE TO EVERYTHING WE DO IN CVUSD. I FOUND THIS QUOTE FROM RICK TO FORD.

HE IS OUR LEADING PIONEER IN THE PLC PROCESS. IT SAYS BASICALLY, "IF WE AGREE THAT ALL STUDENTS CAN LEARN AT HIGH LEVELS, THEN CREATING A COLLABORATIVE CULTURE MUST BE THE SINGLE MOST IMPORTANT FACTOR IN OUR SCHOOL IMPROVEMENT ." I THINK THAT'S REALLY HEAVY FOR OUR MISSION AND PURPOSE THAT I CAN SEE FOR OUR COLLEAGUES THAT THIS IS DEFINITELY OUR MISSION AND PURPOSE. EVERYTHING WE DO WITH OUR TEACHERS AT SCHOOL, WHETHER THEY ARE IN OUR GUIDING COALITION OR NOT. SOME OF THE THINGS WE ARE LOOKING AT , DEFINITELY IMPACT THE PROFESSIONAL LEARNING PRACTICES WE HAVE. THEY HAVE CHANGED. BUILDING THAT POSITIVE CULTURE OF HIGH-PERFORMING TEAMS. WHEN OUR TEAMS ARE COLLABORATING , FOCUSED ON THE RESULTS ORIENTATION. THE STRUCTURE OF CAPS , THERE ARE SIX TIMES A YEAR WE COME TOGETHER. OF THOSE RELEASED DAYS, HALF OF THAT TIME IS SPENT LEARNING WITH CURRENT RESEARCH AND STUDIES FOR BEST PRACTICES. AND THAT LEAVES US TIME TO DEVELOP OUR ACTION PLANS WE ARE BRINGING BACK TO OUR STUDENTS. YOU CAN SEE RIGHT NOW, WE STARTED WITH FOUR OR HER TO KNOW WHERE UP TO EIGHT COHORTS ACROSS THE STATE OF CALIFORNIA. THE LEAD PRESENTER IS DR. LOUISE CRUZ. ALONG WITH THE TEACHINGS AND RESEARCH OF MIKE MATTIS, JOHN -- FOR VISIBLE LEARNING, AND RICK -- LEARNING BY DOING. SUPER IMPORTANT AND PIONEERS IN THIS WORK. THE SCRIPT THAT IS THERE IS ACTUALLY A WORK ASSIGNMENT WE WORKED ON LAST WEEK IN OUR LAST CAPS PRESENTATION. AND GATHERING. WHAT YOU HAVE HERE IS REALLY GETTING DOWN TO THE ESSENTIAL PIECES OF WHAT STUDENTS NEED TO BE ABLE TO LEARN AND TO TO BE PROFICIENT NEXT YEAR. THERE ARE SO MANY STANDARDS. HOW DO WE MAKE SURE WE ARE TEACHING THE RIGHT ONES AND MAKING SURE OUR KIDS ARE LEARNING WHAT IS ESSENTIAL? SO TO THE SUN LAKES EXAMPLE, THIS IS THE ENGLISH RIGHT EIGHT .

THE TEACHERS THERE COLLABORATIVELY HAVE COME TOGETHER AS ENGLISH TEACHERS BUT THEY DECIDED THESE ARE THE TWO IMPORTANT STANDARDS AND WHAT THEY WILL BE FOCUSING ON FOR UNIT. FROM THERE, THEY WILL BE ESTABLISHING WHAT IS THE MASTERY OF PROFICIENCY FOR THE STUDENTS? THEY ARE DETERMINING THAT MAYBE 80% IS WHAT WE WANT ALL OF OUR KIDS TO BE ABLE TO DO AND PERFORM WHEN THEY ARE WORKING ON THESE TASKS . THEY WILL BE DEFINING THEIR ACADEMIC VOCABULARY THEY WILL BE USING. THEY WILL BE CREATING A LEARNING LETTER AND SCAFFOLDING THE INSTRUCTION.

MORE PORTLY, THEY'LL BE SHARING THOSE LEARNING TARGETS WITH HER TEACHER TEAMS , AND ALSO WITH THEIR STUDENTS . BEING INSANELY CLEAR ON WHAT IT IS THE EXPECTATION IS FOR THEM TO MEET THAT PROFICIENCY STANDARD. THAT MASTERY THAT IS THERE.

>> THAT DRILL DOWN INTO THE CLASSROOM WHEN YOU WALK IN AND SEE THE WHITEBOARD AND THERE WILL BE A TAKE IT ON THERE THAT SAYS "I CAN." I CAN READ A TEXT AND UNDERSTAND HOW IT RELATES TO THE MAIN IDEA. THAT IS HOW DEEP THESE TEACHERS ARE TAKING TO MAKE SURE THERE IS TEACHER CLARITY FOR STUDENTS AND THEY KNOW WHAT THE LEARNING OBJECTIVES ARE. NEXT IS THE PACING.

THIS IS MAYBE A 10 DAY UNIT. EACH OF THOSE WEEKS THERE GOES THROUGH. THEY COME WITH COMMON ASSESSMENTS WHICH YOU WILL HEAR ABOUT A LITTLE LATER. AND A SUMMIT OF ASSESSMENTS THROUGHOUT THIS PROCESS, THERE ARE LOTS OF CHECKS AND BALANCES. ALMOST LIKE COOKING A TURKEY, YOU WANT TO CHECK IT AND OPEN IT AND SEE IF THE LITTLE BUTTON HAS POPPED OR NOT. THAT IS WHAT WE ARE DOING WITH OUR LESSONS. REALLY GIVING SUPER INTENTIONAL ON OUR TEACHING PRACTICES. I WOULD LIKE TO SHOUT OUT TO OUR CURRENT GUIDING COALITIONS ON EACH ONE OF OUR CAMPUSES. THESE ARE TEACHERS THIS YEAR ENGAGE IN THIS RECORD I CANNOT DO THIS WORK WITHOUT THEM BUT AGAIN, ALL OF THIS WORK IS TEACHER LED.

HERE'S AN EXAMPLE OF WHAT WE ARE ENGAGED IN THIS YEAR IN TERMS OF THOSE SIX RELEASED DAYS. CONNECTING OUR PROFESSIONAL LEARNING DEVELOPMENTS. HOW DO WE HAVE EQUITABLE SCHOOL SYSTEMS? A LOT OF THIS GOES BACK TO OUR MTS IS TIME , WHETHER IT IS ELEMENTARY, MIDDLE, OR HIGH SCHOOL. THOSE TEARS FOR ENRICHMENT AS WELL. THESE ARE THE DAYS WILL BE GOING THROUGH PUT A LOT OF THIS IS GUIDED

[02:20:01]

THROUGH WITH OUR TEACHER TEAMS AND THE SUPPORT OF THE CAPS NETWORK. AND GETTING TO THIS PART, OUR TEACHERS HAVE GONE THROUGH PREVIOUS TRAININGS. THAT ALSO INCLUDES -- NEXT SLIDE, PLEASE. THAT ALSO INCLUDE SUSTAINING, VIABLE AND EFFECTIVE CURRICULUM. MAKING SURE WE'RE TAKING A LOOK AT ACTIVE GRADING PRACTICES, OUR UNDERSTANDING FOR INFORMATIVE ASSESSMENT. THAT IS WHERE WE HAVE BEEN. THE WHYS

AND HOW'S OF THE PLCS . >> I'M TRYING TO DECIDE IF I WILL NEED THESE ARE NOT. IT'S ALMOST THAT TIME, BUT I THINK I WILL BE ABLE TO MAKE IT WITHOUT THEM BUT I GET TO DIVE A LITTLE DEEPER INTO THE WHAT OF THE PLC WITH YOUR PLT DURING YOUR CPT.

>> A LITTLE BIT OF ACRONYMS THERE FOR YOU. AND WHY SHOULD WE BE ENGAGING IN THIS WORK? PLCS IS A PROFESSIONAL LEARNING COMMUNITY. THAT IS WHAT THAT STANDS FOR. OUR PLT IS THE PROFESSIONAL LEARNING TEAM. THEY DO A LOT OF THIS WORK DURING OUR CPT, WHICH IS OUR COMMON PLANNING TIME. I KNOW THERE ARE A LOT OF ACRONYMS THERE. MY COLLEAGUES AND I AGREE ON THIS QUOTE BY RICK THE FLOOR. I REALLY THINK IT DESCRIBES VERY WELL WHAT PLC IS. APPEAL AS HE IS A SYSTEMATIC PROCESS, MEANING OUR TEACHERS ARE ENGAGED IN WORK DURING THE CPT TIME AND IT IS SYSTEMATIC AND ORGANIZED AND IT IS CLEAR ON THE WORK THEY ARE SUPPOSED TO BE DOING FOR THE KEYWORD AND THERE, TEACHERS WORK TOGETHER INTERDEPENDENTLY . THIS WORK IS SO COLLABORATIVE AND SO DEPENDENT UPON THE TEACHERS WORKING TOGETHER. WE DO NOT WANT OUR TEACHERS WORKING IN SILOS BUT WE KNOW THAT WORK IS REALLY DIFFICULT WHEN TEACHERS ARE WORKING INDEPENDENTLY AND NOT INTERDEPENDENTLY. IN ORDER TO IMPACT THE CLASSROOM PRACTICE, THIS WORK WILL LEAD THEM TO BETTER RESULTS FOR THEIR STUDENTS, TEAM, AND SCHOOL PRINT THIS QUOTE , WE BELIEVE IT CLEARLY STATES AND SHARES WHAT A PROFESSIONAL LEARNING COMMUNITY SHOULD BE. WITHIN THAT, THE PROFESSIONAL LEARNING COMMUNITY HAS FOUNDATIONS THAT ARE CRITICAL TO THE SUCCESS AND THEIR SIX OF THEM THERE BUT I WILL GO THROUGH THEM BRIEFLY.

WE REALLY NEED TO MAKE SURE OUR TEACHERS HAVE A SHARED MISSION AND A SHARED VISION, VALUE, AND GOALS FOR THOSE GOALS ARE TO ENSURE HIGH LEARNING FOR ALL OF OUR STUDENTS. HOW DO WE ACHIEVE THAT MISSION AND THAT VISION WITHIN OUR VALUES AND GOALS? THAT NEEDS TO BE FOR ALL. WHEN WE SAY ALL, MEANING ALL. BEST PRACTICES AND CURRENT REALITY. THIS IS REALLY CRITICAL WHEN I TALK ABOUT OUR TEACHERS WORKING TOGETHER COLLABORATIVELY. THAT IS A REALLY IMPORTANT PIECE OF THIS.

GETTING THEM ON THE SAME PAGE WITH THEIR VALUES AND GOALS.

WITH OUR COLLABORATIVE TEAMS, WE HAVE HAD DIFFERENT TEACHERS WORKING IN OUR COALITIONS AND AT OUR MEETINGS WHICH HAS BEEN GREAT . HAVING DIFFERENT DEPARTMENT CHAIRS AND SOME OF OUR SITES REACHING OUT TO OTHER TEACHERS THAT ARE NOT IN LEADERSHIP POSITIONS, BUT ARE GETTING OPPORTUNITIES TO ATTEND CAPS ANSWERED SOME OF THIS WORKOUT WITHIN THEIR TEAMS. IS ACTION ORIENTED. LEARNING BY DOING. AT THE END OF EVERY MEETING, WE HAVE AN ACTION PLAN WE ARE EXPECTED TO TAKE BACK BUT I'M SURE SO MANY OF OUR TRAININGS BEFORE, I THESE PHRASES WOULD YOU GO TO A WONDERFUL PROFESSIONAL DEVELOPMENT AND YOU GET BACK AND YOU DO NOT KNOW WHAT TO DO.

THIS IS ACTION ORIENTATED. YOU COME BACK WITH AN ACTION PLAN AT THE END OF EVERY PROFESSIONAL DEVELOPMENT DAY.

HOPE IS NOT A STRATEGY. THAT IS WHY WE HAVE TO HAVE AN ACTION PLAN. COMMITMENT TO CONTINUOUS IMPROVEMENT PROCESSES REALLY IMPORTANT BECAUSE I THINK A LOT OF US IN OUR CAREERS , WE HAVE GOALS IN MIND. WE HAVE THE AND SPACE. WITH THIS WORK, THERE IS NO END THERE IS NO FINAL THING. WE HAVE DONE IT. IT IS ALWAYS HOW CAN WE BE BETTER? A CAN WE CONTINUE TO IMPROVE? OUR STUDENTS CHANGE. THE WORK IS NEVER COMPLETE. THERE HAS TO BE A CONTINUOUS IMPROVEMENT . OF COURSE, WE WANT TO BE RESULTS ORIENTATED. WE ARE LOOKING AT THE DATA.

NOT SO MUCH THAT OUR TEACHERS TAUGHT IT, BUT DID OUR STUDENTS LEARNED? THAT IS THE DATA WE ARE FOCUSING ON.

NEXT SLIDE, PLEASE. A COUPLE OF QUOTES ABOUT THE WHY OF PLCS. THESE ARE SOME QUOTES FROM SOME REALLY INFLUENTIAL EDUCATIONAL LEADERS TALKING ABOUT WHY YOU SHOULD BE ENGAGED IN THIS WORK. THE BEST LEARNING COMMUNITIES HAVE EMERGED AS THE BEST MOST AGREED-UPON MEANS TO IMPROVE INSTRUCTION IN STUDENT PERFORMANCE. THIS IS PROBABLY THE MOST VOLITIONAL MOVEMENT WITH CHANGING PRACTICES AND

[02:25:02]

SCHOOLS THAT I HAVE EVER SEEN. WE ARE GOING TO BE PUTTING OUR WORK A PROFESSIONAL DEVELOPMENT INTO SOMETHING WE SHOULD BE DOING THE WORK THAT IS MAKING THE DIFFERENCE.

WE ALL KNOW, WE'VE ALL HEARD OF JOHN HATTIE AND WHAT HIS WORK IS FOR THE 252 INFLUENCES THAT AFFECT STUDENT ACHIEVEMENT BUT IF YOU LOOK AT THE VERY TOP, NUMBER ONE IS COLLECTIVE TEACHER EFFICACY. WHAT IS THAT? THAT IS SIMPLY PUT, THE BELIEF THAT TEACHERS CAN MORE POSITIVELY IMPACT THE LEARNING OF THEIR STUDENTS IF THEY WORK AS A TEAM. THAT IS THE WORK OF THE PLC AND THE WORK WE ARE LEARNING. PEER THE THREE BIG IDEAS OF THE PLC PHILOSOPHY . THE PURPOSE OF OUR SCHOOLS IS TO ENSURE THAT ALL STUDENTS LEARN. HELPING ALL STUDENTS LEARN REQUIRES A COLLABORATIVE AND COLLECTIVE EFFORT FOR THAT IS THE WORK OF OUR TEACHER TEAMS. FINALLY, TO ASSESS OUR EFFECTIVENESS AND HELPING ALL STUDENTS LEARN, WE MUST FOCUS ON THE RESULTS, THE DATA. DID THE STUDENTS LEARNED? NOT WE TEACH IT, BUT THAT THEY LEARNED? IF THEY DID, HOW DO WE ENRICH THE LEARNING? IF THEY DID NOT, WHAT ARE WE GOING TO DO ABOUT IT? WHEN I AM THERE, I AM SO INSPIRED. WHEN I LEAVE EVERY SINGLE ONE OF THE TRAININGS, FEELING READY TO COME BACK TO WORK. I DO THE WORK ON THIS SITE. WE ARE LEARNING SO MUCH AT THESE TRAININGS. THERE IS NO GREATER CONSENSUS THAT WHAT YOU'RE LEARNING CAN HAVE A POSITIVE AFFECT ON STUDENT LEARNING. WE ALSO ARE GETTING A DEEPER UNDERSTANDING. WE KNOW EXACTLY WHAT WE NEED TO DO AND WHAT THOSE STRATEGIES ARE.

THOSE ARE ALL EXPECTATIONS. WE HAVE GOT THAT. WE ALSO WANT TO SHARE THE REALITY IS, THIS IS NOT EASY WORK. THIS LARGE-SCALE SYSTEMATIC DEVELOPMENT OF PLC IS VERY HARD FOR THAT IS A CHANGE IN CULTURE AND THE CONTINUOUS FOCUS ON THE NEED TO IMPROVE FOR THIS IS NOT AN OVERNIGHT WORK BUT AS YOU HEARD , SOME OF OUR SCHOOLS HAVE BEEN DOING THIS WORK SINCE 2017.

THIS IS WORK WE HAVE TO CONTINUE BECAUSE OUR KIDS CHANGE, THERE NEEDS CHANGE, AND WE HAVE TO USE THE CYCLE OF WANTING TO IMPROVE AND CONTINUALLY NEEDING TO IMPROVE.

I WILL HAND IT TO YOU NOW, MR. KLINGER.

EXCITED TO BE A CONTESTANT IN THIS AMAZING GAME.

>> WIN. WINNING IS SIMPLE. THAT IS WITH ALL OF OUR SCHOLARS LEARNING AT THE HIGHEST POSSIBLE LEVEL. TO DO THIS, THERE ARE FOUR ESSENTIAL QUESTIONS ALL OF OUR EDUCATORS ANSWER ON A DAILY BASIS. NUMBER ONE. WE HAVE HEARD THESE BEFORE. NUMBER ONE. WHAT WE WANT OUR STUDENTS TO LEARN? NUMBER TWO. ARE GOING TO FIGURE OUT IF THEY LEARNED ANYTHING? THREE. IF THEY DID NOT LEARN, WHAT ARE WE GOING TO DO ABOUT IT? NUMBER FOUR. IF THEY ARE BERLIN, WHAT ARE WE GOING TO DO TO KEEP THEIR ATTENTION AND EXTEND? AS INDIVIDUAL TEACHERS, THEY DO THIS ON AN EVERYDAY BASIS FOR THE BEST TEACHERS WHO ARE REFLECTIVE CAN IMPROVE STUDENT ACHIEVEMENT ON A DAILY BASIS. WE ARE IN IT FOR MORE THAN A CLASSROOM. WE ARE IN THIS TO GROW THE SCHOOL , GROW ALL OF OUR SCHOOLS, TO MAKE ALL OF OUR STUDENTS PROFICIENT AND ENGAGED. HOW DO YOU DO THIS? WHEN YOU TAKE THE PLC LENS, TAKE THE MECHANISM IT IS AND HE MOVED OVER TO THESE FOUR QUESTIONS. SUDDENLY, YOU HAVE POWER. A GROUP OF TEACHERS WORKS TOGETHER TO DEFINE WHAT THEY ARE GOING TO TEACH. WHAT IS ESSENTIAL ? NOT ONLY STANDARDS, BUT SKILLS, TASKS. THEY ALL AGREE AND THEY FIGURE OUT HOW WILL WE FIGURE OUT HOW WE WILL ASSESS THEM SO WE KNOW WHETHER THE WORK BEING DONE IS BEING SUCCESSFUL. WE'RE NOT JUST GOING TO TASK AT THE END OF THE UNIT BUT WE ARE GOING TO TO USE ASSESSMENTS ON A REGULAR BASIS. WHAT WE GRADE THOSE END OF UNIT EXAMS, WE ARE NOT SURPRISED. BECAUSE THROUGHOUT THE PROCESS, WE GAINED INFORMATION ON WHAT KIDS KNEW AND DID NOT KNOW. WE ADJUSTED OUR INSTRUCTION. WERE ABLE TO FOCUS ON GROWTH. NUMBER THREE. OBVIOUSLY, WE CAN ENGAGE. HERE IS THE DEAL. IF A TEAM OF TEACHERS COMES TOGETHER AND THEY SHARE WHAT THEY ARE DOING AND THEIR SUCCESSES AND THEIR FAILURES, THE HOPE IS TO COLLEGIALITY AND THE TEAM EFFORT THAT THEY CAN DETERMINE WHAT WORKED AND WHAT DID NOT WORK. THEY CAN SHARE WHICH IS NOT ALWAYS EASY. THE GOAL IS AT THE END OF THE OUTCOME OF THIS PLC, YOU WILL HAVE A GROUP OF TEACHERS MOVING FORWARD WITH ONE FOCUS TO MAKE SURE ALL STUDENTS LEARN. AGAIN, THE COLLECTIVE RESPONSIBILITY THAT WE ARE ALL WORKING TOWARD A GOAL. WE ARE MONITORING OUR

[02:30:05]

CLASSROOM AND THE WORK WE HAVE DONE AS A TEAM. ADJUSTING BASED ON THE DATA AND GOING, NOW LOOK WHAT WE HAVE DONE. NEXT SLIDE, PLEASE. HERE IS THE DEAL. TO DO THAT, WE HAVE TO OVERCOME OUR MIND-SETS. WE ALL HAVE MIND-SETS AND SOME OF US HAVE A MIND-SET TO SMILE ALL THE TIME. I BOSS. SOME OF US, VERY FOCUSED MIND-SET . RIGHT? ULTIMATELY, AS EDUCATORS, WE ALL HAVE A DIFFERENT MIND-SET THAT CAME FROM A LOT OF DIFFERENT AREAS. SOME CAME FROM OUR UNIVERSITY PROFESSOR THAT THAT THIS IS WHAT YOU NEED TO DO. OR CAME FROM OUR PARENTS.

ONE OF THE THINGS THIS TRAINING HAS DONE IS TRY TO MOVE US FROM A FIXED MIND-SET ON THE LEFT AND MOVE US TO THE RIGHT. SO I PICKED OUT A COUPLE. I AM SURE THERE IS A FULL LIST OF ALL THE DIFFERENT THINGS THEY TALKED ABOUT. I CAME UP WITH A FEW I THOUGHT WERE PRETTY -- NUMBER ONE. SHIFTING FROM A FOCUS ON TEACHING AND LEARNING. IF YOU THINK ABOUT THAT, WE ALWAYS FOCUS, WHAT AM I GOING TO TEACH? WHAT AM I GOING TO DO TOMORROW VERSUS BY THE END OF THE CLASS PERIOD, THE STUDENTS WILL BE ABLE TO DEMONSTRATE AND DO THIS. THAT FELT THE SAME, BUT VERY DIFFERENT. THIS ONE REALLY HURT MY FEELINGS. I'M A HISTORY TEACHER. CONTENT IS EVERYTHING. WHAT DO YOU MEAN THE CONTENT IS NOT THE MOST IMPORTANT THING? IT IS ABOUT EFFICIENCY AND THE ABILITY OF THE STUDENT TO TAKE THE CONTENT AND BE ABLE TO DO SOMETHING WITH IT. WHETHER IT IS DUE AN ESSAY OR OUTLINE OR HAVE A COLLABORATIVE CONVERSATION.

AGAIN, JUST THOSE TWO ON THE FUNDAMENTAL IS A LITTLE CRAZY.

TRY THIS ONE ON ASSESSMENTS. ALL OF US, WE WENT TO SCHOOL.

WE TOOK A TEST. USUALLY ONCE A MONTH. IT WAS A HIGH-PRESSURE TEST. WE EITHER KNEW IT OR WE DID NOT KNOW IT. I DO NOT KNOW IF I REMEMBER EVEN HAVING ANY QUIZZES . DID THEY REALLY CHECK FOR UNDERSTANDING? KLINGER, WHAT IS WRONG? YOU DO NOT UNDERSTAND? I HAD TO FIGURE IT OUT AND ABOUT THREE WEEKS FOR THE SHIFT FROM ONE TESTAMENT TO FREQUENT, FORMATIVE ASSESSMENTS. WHETHER THAT IS AN EXIT TICKET OR CHECKING FOR UNDERSTANDING OR A QUICK QUIZ. THE GOAL IS WE NEED TO KNOW HOW KIDS ARE DOING ON A DAILY BASIS. THAT WAY, TEACHERS CAN ADJUST. IF WE LOOK AT OUR STATE TEST SCORES . SOME OF US GET EXCITED AND SOME GET UPSET. THERE'S NOT MUCH WE CAN DO IN THE MOMENT. EVERY SINGLE DAY IN THE CLASSROOM , IF WE ASSESS, WE CAN FIGURE OUT WHAT THEY DO AND DO NOT KNOW AND WE CAN ADJUST OUR INSTRUCTION. I LOVE THIS ONE. FROM ASSESSING MANY THINGS INFREQUENTLY TO ASSESSING A FEW THINGS FREQUENTLY. THIS IS SURFACE VERSUS DEPTH. NEXT SLIDE, PLEASE.

SISTINE -- SHIFTING FROM RADIATION. I WILL HAVE TO LOWER THE BAR. THAT IS A WRONG APPROACH AND MIND-SET. THE MIND-SET SHOULD BE THE BAR IS STILL IS HIGH. WHAT CAN I DO TO INTERVENE? WHAT CAN I DO TO CASTLE THEM TO REACH THAT BAR? OTHER WORK WE HAVE DONE WITH MASTERY . SORRY, GRADING FOR MASTERY. THIS IS A BIG ONE. YOU HAVE ONE CHANCE ON THE TEST ON FRIDAY TO SHOW ME WHAT YOU KNOW. YOU GET IT OR YOU DO NOT.

WE ARE MOVING ON.

THE PROBLEM IS, THAT IS NOT A FOCUS ON MASTERY OR PROFICIENCY. THAT IS A FOCUS ON SIMPLY MOVING FROM ONE STEP AND LEAVING EVERYBODY IN THEIR WAKE. THE GOAL IS REALLY SIMPLE. WHY CANNOT A STUDENT RETAKE A TEST? WHY CANNOT A STUDENT , AFTER THE FEEDBACK OF AN ESSAY, WE RIGHT THE ESSAY? THE FOCUS IS ON THE SKILLET. OBVIOUSLY, FROM YOUR WORK AND THE WORK OF OUR TEACHERS AND ALL OF OUR SCHOOLS, WE ARE BEGINNING TO CHANGE THE MIND-SET ABOUT HOW GRADES ARE AFFECTING AND WHAT WE DO IN THE CLASSROOM. WHEN WE TALK ABOUT THE SHIFT OF WORK FOR TEACHERS FROM ISOLATION, TO COLLABORATION, THERE IS NOTHING BETTER THAN SEEING AN IDEA FROM ONE TEACHER SPREAD LIKE WILDFIRE TO OTHER OTHER TEACHERS IN THE DEPARTMENT. ASK YOURSELF, WE ALMOST GOT THERE.

AND NOW THIS MR. KLINGER GUY, HE DOES NOT BELIEVE IN THAT.

WHAT ARE THE CHANCES YOU CAN GET 100% OF YOUR TEACHERS TO BUY INTO AN INSTRUCTIONAL STRATEGY THAT IS AMAZING? WE WOULD ALL GO, WE ALMOST GOT THERE. THAT ONE PERSON ARE THOSE TWO PEOPLE. WHEN WE BUILD THE CORRECT COLLABORATIVE GROUP OF TEACHERS THAT ALL BELIEVE , SUDDENLY ONE IDEA CAN SPREAD TO EVERYBODY. NEXT SLIDE, PLEASE. WE ASKED SOME OF OUR TEACHERS TO DO A QUOTE. I DO NOT WANT TO READ THAT. BUT I REALLY LOVED A COUPLE THINGS. I REALLY WANT TO MAKE HIGH-PERFORMANCE

[02:35:03]

COLLABORATIVE TEAMS FOR THAT IS LIKE A RACE CAR. IF WE CAN GET IT ALL WORKING AND MOVING IN THE SAME DIRECTION, THINK OF THE SYNERGISTIC EFFECT WE CAN HAVE ON OUR STUDENTS. EVERYONE BELIEVING AND MOVING AS A TEAM. NOT STOP AND START. MAYBE WE'LL GET TO THAT NEXT YEAR. I NEED TO READ THE BOOK 1ST. IF WE CAN DO THE WORK AND WE HAVE A COLLABORATIVE CULTURE OF TEACHERS WHO ARE WILLING TO MOVE, GREAT THINGS HAPPEN. NEXT SLIDE, PLEASE. WHAT ARE WE GOING TO DO?

>> WE ARE GOING TO CONTINUE WITH OUR TRAINING. THE TRAINING HAS EVOLVED FROM DEALING WITH RTI TO HOW TO IMPROVE OUR ENGLISH LANGUAGE LEARNERS TO CREATING ESSENTIAL LEARNING STANDARDS. WE HAVE GOT TO CONTINUE TO FIGURE OUT HOW TO BUILD THAT CULTURE. IN THE DEPARTMENT A TEAM OF TEACHERS, AND THE SCHOOLS IN OUR DISTRICT. THREE. THIS IS HARDER. COMMON FORMATIVE ASSESSMENTS . OF ALL TEACHERS GIVE THE SAME TYPE OF FORMATIVE ASSESSMENTS, THEY CAN SHARE THE DATA AND FIGURE OUT WHAT WORKED AND WHAT DID NOT WORK FOR THEY CAN FIGURE OUT AN ACTION PLAN. LAST , I LOVE DATA. DATA IS AMAZING. BUT IF I JUST GO, MY KIDS REALLY DID NOT DO WELL ON THAT TEST. HOW ABOUT YOURS? OH, THEY DID OKAY. ALL RIGHT. LET'S MOVE ON. THERE IS NO GROWTH OR NOTHING. IF I SAY, YEAH, QUESTIONS THREE, FOUR, AND FIVE. THEY CLEARLY DID NOT HAVE A CLUE. WHAT DID YOU DO? OH, WE DID THIS AND I SAW RESULTS.

NEXT SLIDE, PLEASE.

I WANT TO SAY THANK YOU ALL OF YOU FOR YOUR MONEY. THANK YOU FOR THE MONEY. I APPRECIATE THAT. I AM GLAD I AM THROUGH ANOTHER YEAR THREE. THANK YOU FOR YOUR COMMITMENT AND BUILDING PLCS FOR THAT IS VITAL TO OUR DISTRICT AND SCHOOLS TO HAVE A POSITIVE SCHOOL CULTURE, A POSITIVE MIND-SET. THANK YOU SO MUCH FOR THE CASH. OUR GOAL IS NOT ONLY TO TAKE THESE IDEAS, BUT TO TRANSFORM WHAT WE ARE DOING AT OUR SITES. NEXT SLIDE, PLEASE.

>> QUESTIONS? >> THANK YOU VERY MUCH FOR THE TECH TALK IDEAS. THAT WAS GREAT. OKAY.

>> FIRST OF ALL, THANK YOU. I WAS AN EDUCATOR AND I'VE BEEN TO A LOT OF PROFESSIONAL DEVELOPMENT. YOU COME HOME, JUST LIKE YOU SAID. YOU SAY, OKAY. WHAT DID I LEARN? BY YOUR PASSION, ALL THREE OF YOU, I CAN TELL YOU ARE REALLY INVOLVED AND REALLY INVOLVED. IT TRANSFERS TO YOUR TEAMS. SO I APPRECIATE THAT. YOUR WHOLE LEARNING COMMUNITY. I LOVE THE MASTERY FOR ALL. OUR TEACHERS ARE NOT DOING THE BELL CURVE. I HAVE TO GIVE X PERCENT OF CAPITAL FEES AND CAPITAL APPS.

I LOVE THE FACT WE ARE LOOKING AT STUDENT LEARNING RATHER THAN TEACHER TEACHING. THANK YOU FOR THAT. SAY THANK YOU TIER TEAMS AT THE SCHOOLS. ON BEHALF OF THE KIDS, THANK YOU.

COMING TO SHARE ALL THIS WITH US. WE HAVE BEEN HEARING ABOUT THIS GREAT WORK THAT HAPPENS IN WONDERING. AND SO NOW WE KNOW.

I LOVE THIS IS HAPPENING AT THE MIDDLE SCHOOL LEVEL. I LOVE HEARING HOW MUCH ENTHUSIASM YOU HAVE BECAUSE WE KNOW WHAT THAT MEANS IN TERMS OF IMPACT FOR OUR STUDENTS. THANK YOU VERY, VERY MUCH.

>> THAT WAS PICKED BUT I CANNOT EVEN TURN MY LIGHT ON. I APPRECIATED THE PRESENTATION AND YOUR DESCRIPTION OF THE PROFESSIONAL DEVELOPMENT , AS WELL AS A DESCRIPTION OF THE CULTURAL SHIFT NEEDED. THANK YOU FOR MENTIONING THE RATING FOR MASTERY. I THINK THE MORE WE GIVE THAT, THE MORE WE CAN HELP INCORPORATE THAT THROUGHOUT THE DISTRICT AND I LIKE THE NUTS AND BOLTS QUESTION BUT I'M TRYING TO FIGURE OUT WHAT THIS LOOKS LIKE AT AN ACTUAL SCHOOL SITE ONCE YOU HAVE YOUR TRAINING. I KNOW YOU HAVE YOUR TEACHER LEADERS.

IF EVERY TEACHER AT YOUR SCHOOL SITE INVOLVED IN ONE OF THESE 1025 TEAMS? ARE THEY DONE BY GRADE SPAN, BY SUBJECT? IF YOU COULD TALK A LITTLE BIT ABOUT THAT?

>> IT IS PRETTY SIMILAR FOR ALL OF OUR SCHOOLS. EVERY TEACHER IS INVOLVED IN A COLLABORATIVE TEAM. WE TEACH ALGEBRA , WE ARE ON THE ELIGIBLE TEAM. MAYBE IT IS ALL SEVENTH GRADE. WHEN WE ARE GIVING OUR, TO FORMATIVE ASSESSMENTS, WE TO MAYBE THREE QUESTIONS THAT WE WILL LOOK AND

[02:40:02]

SEE, IS THAT CONCEPT CONCRETE OR NOT? THE TIMELINESS FOR THESE FORMATIVE ASSESSMENTS HAS REALLY GONE TO WHAT JASON WAS TALKING ABOUT. REMEDIATION VERSUS THE INTERVENTION. THE MOTIVATION FOR OUR KIDS NOT BEING IN A REMEDIATED CLASS , AND SENTENCE THERE, VERSUS AN INTERVENTION WHERE WE CAN BUILD THAT SKILL AND GET YOU BACK OUT. THAT IS THE WHOLE GOAL AND PURPOSE. ALL THE TEACHER TEAMS ARE DOING THIS ON A WEEKLY BASIS. WE HAVE WEEKLY COLLABORATIVE PLANNING TIME.

WHETHER IT IS A LATE START DAY OR EARLY OTAY. THIS IS THE PLC

WORK . >> AND AND AS A STUDENT, A LOT OF THE DATA IS FOCUSED ON STUDENT ACHIEVEMENT AND LOOKING AT RESULTS. IS THERE A HANDOFF WHEN A STUDENT, YOU KNOW, AT THE END OF THE YEAR, A STUDENT IS GOING FROM ONE GRADE TO THE

NEXT? >> IN OTHER WORDS, YOU HAVE POLICIES WITHIN SIX GRADE AND AT THE END OF THE YEAR, THE SIX GRADERS ARE BECOMING SEVENTH GRADERS. HOW DO YOU WORK WITH

THAT? >> I WOULD THINK THE HOPE IS IT WOULD BE, IT IS MORE DEPARTMENTALIZED. AN EXAMPLE IS, IN THE SIXTH, SEVENTH, AND EIGHTH GRADES, WE GIVE COMMON ASSESSMENTS THE ENTIRE YEAR BUT ULTIMATELY, TO GO BACK. ALL OF OUR PARTICIPANTS USUALLY ARE SPRINKLED AMONG ALL THE DEPARTMENTS. IN MY CASE, I'VE ENGLISH IN SPECIAL EDUCATION AND SOCIAL STUDIES. WHEN THEY COME BACK AS A GUIDING COALITION, THEN WE HAVE STAFF SAYING WE TRAIN THEM ON THE CONCEPTS THEY LEARN. ALMOST THEY BECOME THE TRAINERS.

AGAIN, THE HARD THING IS THEY HAVE GOTTEN THE TRAINING AND THEY GO WHEN AND THEY TRY TO TEACH THE CONCEPT. IT IS NOT AS EASY. THEY DID NOT SEE ALL THESE PROFESSIONALS TRAINING. I THINK THE GOAL IS THAT BY DEPARTMENT, YOU ESTABLISH ESSENTIAL STANDARDS BY EACH GRADE LEVEL AND THE DISTRICT HAS DONE A PHENOMENAL JOB. ALL DEPARTMENTS ARE BRINGING ALL OF OUR TEACHERS TOGETHER TO DO THAT GREAT WORK RAID I THINK THE HOPE IS THAT EACH OF OUR SITES, IT IS AN AUTOMATIC ROLLOVER. TEACHERS ARE USED TO THAT KIND OF COLLABORATION AND DATA ANALYSIS.

>> I'VE REALLY BEEN LOOKING FORWARD TO THIS PRESENTATION SO THANK YOU SO MUCH. BACK IN THE SPRING, I THINK ALL OF US WERE AT A VENTURA COUNTY SCHOOL BOARD MEETING. THEY HAD OTHER DISTRICTS IN VENTURA COUNTY THERE BUT I THINK THERE ARE THREE DISTRICTS RESENTING ABOUT THEIR EXPERIENCE IN THE CAPS PROGRAM. I CAME BACK AND I AM A NEWBIE. I WAS SO EXCITED ABOUT, OH MY GOSH, THIS SOUNDED GREAT BUT IT REALLY SOUNDED TRANSFORMATIVE THE WAY THEY WERE SHARING GOOD I THOUGHT WE WOULD HAVE IT. OH, MY GOSH. SO NOW I KNOW SO MUCH MORE. WE KNOW SO MUCH MORE ABOUT WHAT IS HAPPENING. I KNOW IT IS NOT INTENDED TO BE TRANSFORMATIVE WORK. I KNOW THAT INVOLVES A LOT OF CULTURE SHIFTS. I LOVE THE WAY YOU LAID THAT OUT.

WHEN A COMMENT AND A QUESTION. MAYBE THEY ARE BOTH QUESTIONS.

FIRST OF ALL, IT SEEMS LIKE IT REALLY LENDS ITSELF TO A LOT OF THE INITIATIVES WE ARE TRYING TO DO IN THIS DISTRICT IN THE PLC. I WANTED TO HEAR ABOUT WHAT YOU ARE ACTUALLY SEEING IN TERMS OF THE IMPACT OF DOING THIS. WE TALK ABOUT YOU KNOW HOW HARD IT IS TO REALLY CHANGE WAYS OF DOING THINGS BUT WE WANT THIS TO BE TRANSFORMATIVE WORK. WHAT ARE YOU SAYING THAT IS MAKING A DIFFERENCE AT YOUR SCHOOLS AFTER ENGAGING IN THIS CAPS PROGRAM ? YOU ALL MADE A DECISION TO CHANGE AND MADE A SCHEDULE CHANGE. THAT IS THE BIGGEST THING I KNOW ABOUT . I AM ASSUMING IT IS KIND OF RELATED TO THE WORK YOU HAVE DONE ON

THIS. THANK YOU. >> THANK YOU FOR THE QUESTION.

I THINK THAT WE HAVE SEEN AND JASON WILL ALLUDE TO IT AS WELL. TEACHERS USED TO TEACH IN SILOS WE WOULD HAVE DEPARTMENT MEETINGS AND WE WOULD TALK ABOUT STANDARDS AND STUDENTS AND THEN WE WOULD GO BACK TO OUR CLASSROOMS AND WE WOULD TEACH WHAT WE WANTED TO TEACH BECAUSE MAYBE THE DOORS WERE CLOSED. THE PLC PROCESS AND THE COLLABORATIVE TEAMS HAVE BROKEN US OUT OF THOSE SILOS AND BROUGHT US MORE TOGETHER. WHAT I SEE IS IC BETTER COLLEGIALITY. THAT IS ALSO BETTER CONGENIALITY. THAT BRINGS ABOUT A BETTER SCHOOL COUNSELOR AND A COMMON MISSION AND VISION OF WHAT WE ARE DOING FOR OUR KIDS. LIKE NICOLE IS SAYING , THIS IS SOMETHING THAT MOVES FOR THIS NEVER ANSWERED THIS IS A PROCESS. THE KIDS ARE NEW TO US EVERY YEAR BUT WHEN WE TRANSFER TO MS. SYLVESTER'S QUESTION, YOUR TEAR, WE ARE STILL LOOKING

[02:45:06]

AT OUR BENCHMARKS WE HAVE. STATE TESTING IS YET ANOTHER MEASURE WE CAN USE TO HELP MOVE THOSE THINGS ALONG. IT IS THAT COLLABORATION AND TALKING ABOUT STUDENT LEARNING AND SHIFTING THAT THINKING FROM TEACHING TO STUDENT LEARNING. THE IMPACT WE ARE MAKING. THOSE ARE THE CONVERSATIONS TEACHERS ARE HAVING. I SEE EXCITEMENT FROM OUR TEACHERS FOR THEY LOOK FORWARD TO OUR COLLABORATIVE PLANNING TIME. THEY ARE EXCITED TO GET TO BE WITH THEIR COLLEAGUES AND TALK ABOUT THE TEACHING AND LEARNING PROCESS. THAT IS WHERE THE MAGIC IS. OUR TEACHERS ARE TRUE MAGICIANS. THIS IS HONING THEIR PRACTICE.

WHEN THEY GET TO SHARE THEIR DIFFERENT TRICKS AND TRADES, THEIR TOOLBOX, IF YOU WILL. WE ARE SEEING AMAZING THINGS HAPPEN. CULTURALLY FOR OUR TEACHERS ON OUR CAMPUS, THAT TRANSLATE TO HAPPY KIDS AS WELL.

>> THAT IS SUCH A GREAT QUESTION. WHAT IS THE IMPACT AND RESULT IN WHAT YOU THINK? WITH ALL THE WORK YOU ARE DOING. A SPECIFIC EXAMPLE HAPPENED TODAY. -- THE TEACHER OF THE MONTH ADVOCATED FOR MORE TIME TO WORK ON THIS WORK. SO WORKING TOGETHER AS A GROUP TODAY TO REALLY HONE IN ON THEIR CRAP. HE CAME AT THE END OF THE DAY. I GOT TO HAVE AN HOUR WITH YOU. I HAVE TO TELL YOU ALL THE THINGS WE ACCOMPLISHED. ALL THE AHA MOMENTS WE HAD PUT ALL THE OPPORTUNITIES FOR US TO WORK TOGETHER, BRINGING IN OUR TEACHERS INTO THAT MEETING. TALKING ABOUT GRADE LEVEL STANDARDS BUT EVERYBODY COMING TO CONSENSUS ON UNIT PLANS,

COMMON ASSESSMENTS. >> LIKE SHANE WAS SHARING, THE PURE EXCITEMENT TO WORK COLLABORATIVELY TOGETHER AND NOT IN SILOS, THAT IS THE IMPACT I AM SAYING. THAT IS THE TEACHING AND WORKING TOGETHER BUT I'M LOOKING FORWARD TO SEEING OUR DATA SETS FROM OUR KIDS AND THEIR ACHIEVEMENTS TO BE ABLE TO COME BACK AT ANOTHER TIME AND SHARE MORE DIRECT DATA THAT WAY. RIGHT NOW, THAT IS THE CULTURE PIECE. THAT HAS TO COME FIRST AND WE ARE SEEING THE SHIPS

THAT ALL OF OUR SITES. >> I WOULD ALSO ADD AS OUR PRINCIPALS DESCRIBE THOSE IMPORTANT CULTURAL SIPS AMONGST THE TEACHERS AND STAFF, I THINK THE CLASSROOM APPLICATIONS WITH THE STUDENT AND LUNAR IMPLICATIONS , STUDENTS MORE AND MORE HAVE A MUCH MORE CLEAR IDEA ABOUT WHAT I AM SUPPOSED TO BE LEARNING AS I WALK OUT.

STUDENTS ARE HAVING MORE OF THOSE SHORT ASSESSMENTS ARE THOSE MAY BE EXIT TICKETS. THOSE ARE THINGS OUR TEACHERS HAVE DONE TOGETHER AND THAT THEY WILL BE LOOKING AT TOGETHER. WE SHOULD BE SEEING THAT AS OPPOSED TO COVERING ALL OF THE CONTENT . STUDENTS SHOULD BE FEELING MORE OF THE DEPTH OF THE CONTENT OF THOSE ESSENTIAL STANDARDS. THEY SHOULD ALSO BE SEEING , THE TEACHERS ARE WORKING TO BE RESPONSIVE TO THE DATA BASED OFF OF THOSE ASSESSMENTS THEY ARE GETTING. THIS DEFINITELY IS LAYERED IN TERMS OF WHAT THOSE EFFECTS ARE. I WANTED TO HIGHLIGHT SOME THAT AFFECT OUR

STUDENTS AND LEARNERS. >> I WILL SAY ONE THING. I AM ALWAYS AMAZED -- THING IS, CHANGING FROM CALLING STUDENTS TO STUDENTS AND CHANGING THAT IS SCHOLARS. BY CALLING THEM SCHOLARS IT SEEMS VERY DIFFERENT. ULTIMATELY, WE WANT TO HAVE TEACHERS THAT ARE CAREFULLY MONITORING STUDENT LEARNING AND ADJUSTING AS THEY GO. NOT HEADDOWN, THIS IS WHAT I HAVE GOT TO COVER TO GET TO THE TEST AT THE END OF THE DAY. AGAIN, WE ARE PROUD OF THE WORK THEY HAVE DONE AND THE CULTURE. THIS IS NOT A ONE YEAR PROJECT.

THIS IS A 30 YEAR PROJECT. A FORTY-YEAR PROJECT. THIS IS THE NEW TREND OF HAVING TEAMS OF TEACHERS COLLECTIVELY WORKING TOWARD A COMMON GOAL TO MAKE SURE ALL OF OUR SCHOLARS ARE

LEARNING AT THE HIGHEST LEVEL. >> THERE IS THE PURE PRESSURE PIECE OF THIS AMONGST COLLEAGUES WHO MAY HAVE AN INDIVIDUAL WHO MAY NOT WANT TO ENGAGE IN THIS WORK.

EVENTUALLY, THEY FEEL THEIR PRESSURE OF THE DEPARTMENT THAT THEY NEED TO ENGAGE IN THE WORK. THAT IS SOMETHING I DO HERE. ULTIMATELY , I THINK THE SCHOOLS THAT ARE GOING THROUGH A CAPS TRAINING OR ANY TYPE OF PLC TRAINING, YOU WILL SEE THEIR COLLABORATION DAYS AND LESS ATTENDANCE ISSUES. THEY

[02:50:01]

ARE COMING TO WORK TO DO SOME QUALITY WORK IN THEIR PLANNING.

IT IS NOT JUST A HALF-DAY AND THEN I'M GOING TO TAKE THE REST OF THE DAY OFF. THIS IS GOING TO BE NOT A VERY GOOD MEETING.

ULTIMATELY, WE HAVE SEEN THAT SHIFT. ALL THREE OF THESE INDIVIDUALS WOULD SAY OVER THE COURSE OF THEIR TIME, THEY HAVE SEEN A SHIFT OF MEETINGS -- TO THE PURE PRESSURE THAT IS EVENTUALLY TAKING HOLD. I WILL SAY SOME ARE NOT INTERESTED IN DOING IT. CHANCES ARE, YOU KNOW, THEY HAVE GOT TO FIND ANOTHER PLACE TO NOT WANT TO PARTICIPATE . THE PURE PRESSURE THAT COMES IN AND THE WORK THAT NEEDS TO BE DONE FOR KIDS IS KEY TO THAT.

THE THINGS FOR ALL OF YOU COMING HERE. WE ALSO HAVE SCHOOL IN THE MORNING. THANKS YOU ALL FOR BEING HERE. I WANTED TO SAY I LOVE THIS IS SO COLLABORATIVE. I FEEL LIKE IT IS SOMETHING THAT IS NOT BEEN COMMON IN EDUCATION IN THE PAST THAT I NOTICED THAT GROWING UP AND GOING THROUGH SO. I NOTICE SOME OF MY TEACHERS ARE NOW SHARING TEST WHICH IS GREAT BUT I WAS HEARD, OH, THIS TEACHER DID THIS BUT WHY DO I NOT HAVE THIS TEACHER? THE FACT IT IS BECOMING MORE INTERDEPARTMENTAL IS FANTASTIC AND THANKS FOR TOUCHING ON THE MASTERY GRADING. THAT IS SOMETHING WE TALKED A LOT ABOUT. STUDENTS ARE NOTICING THE WAYS THIS WORK YOU ARE DOING IS MANIFESTING IN THEIR CLASSES. I REALLY LIKE THIS IS VERY INTENTIONAL WORK. HONESTLY, I HOPE, I MEAN, I CANNOT IMAGINE A 13-YEAR-OLD SEVENTH GRADER WATCHING THIS MEETING. I REALLY HOPE THERE ARE STUDENTS WHO CHOOSE TO WATCH THESE MEETINGS. THIS IS SOMETHING THAT IS , IT REALLY IS INTENTIONAL. I FEEL THE COINCIDENCE OF THE COMING ARTIFICIAL AFTER COVID CAN MAKE IT SEEM LIKE A COVID . OH, NOW YOU CAN TAKE TESTS AND DO ESSAYS. THIS IS SOMETHING THAT IS REALLY MEANT TO ENHANCE LEARNING. I HOPE THAT THERE ARE STUDENTS WHO WILL KNOW KNOW THIS IS SOMETHING MEANT TO HELP THEM AND NOT REBUILD AFTER WHAT WAS LOST. THANK YOU ALL FOR BEING HERE.

SCHOOLS GOING THROUGH THE CAPS TRAINING. WE HAVE ANY THOUGHTS OF ANY OTHER SECONDARY SCHOOLS IN OUR DISTRICT MOVING INTO

SOME OF THIS WORK? >> YEAH, THAT IS A GREAT QUESTION. NOT TO SPOIL THE REPORT FROM THE REPORT OUT ON THE -- FOR WESTLAKE HIGH SCHOOL, WE KNOW AS PART OF THAT VISIT THAT THE DEVELOPMENT OF PLCS IS A KEY PRIORITY FOR THE HIGH SCHOOL. AND FOR -- HIGH SCHOOL, THEY HAD A FEW YEARS OF OUR RANGE OF PLC TRAINING. I BELIEVE IN FEBRUARY, MYSELF AND MR. MERCER , MR. BRANDON, DR. BERGMAN , AND SOME TEAMS FROM THOSE TWO SCHOOLS WILL BE GOING OVER TO CHECK OUT CAPS.

I HAVE BEEN CONNECTED WITH DR. PILAR ALREADY TO MAKE SURE WE GIVE THEM A GOOD OPPORTUNITY TO ALSO PARTICIPATE IN SUBSEQUENT YEARS. IN ADDITION, I HAVE SPOKEN WITH MR. LETT.. AT WESLEY PARK HIGH SCHOOL, PROBABLY SIX OR SEVEN YEARS AGO. THEY HAD DONE CONSIDERABLE WORK WITH SOLUTION THREE ON PLC. FOR MR. LAPEER, WE ARE THINKING POTENTIALLY HIS STAFF WOULD BE INTERESTED IN JOINING KIND OF MORE MIDDLE SCHOOLS WHICH IS THE ADVANCING COHORT. SO THE IDEA BEING IN SUBSEQUENT YEARS SOON , ALL OF OUR SECONDARY SCHOOLS WOULD BE PARTICIPATING IN CAPS TRAINING. WHAT IS NICE ABOUT CAPS IS THEY HAVE A FIRST-YEAR COHORT GROUP THAT FOLLOWS THROUGH. AND MORE OF THIS ADVANCED COHORT WHICH THE MIDDLE SCHOOLS ARE IN PRINT THAT PROVIDES A LEVEL OF DIFFERENTIATION AND SUPPORT BUT I REALLY WANT TO EMPHASIZE , BECAUSE WE KNOW THIS FROM THE WORK AT THE MIDDLE SCHOOLS FOR THAT PROVIDES A COMMON LANGUAGE AND UNDERSTANDING WE CAN USE THROUGHOUT OUR SCHOOL DISTRICT. BUT WE DID NOT MENTION, BUT I WANTED TO HIGHLIGHT, IS THE ESSENTIAL STANDARDS, COMMON PACING, COMMON FORMATIVE IN ASSESSMENTS, THOSE ARE HAPPENING DISTRICT WIDE FOR OUR MIDDLE SCHOOLS. THOSE ARE NOT JUST INDIVIDUALLY HAPPENING AT EACH OF THE STATE THREE SCHOOLS FOR THAT IS HAPPENING DISTRICT WIDE. THAT WORK, I REALLY HAVE TO CREDIT DR. -- AND OUR TEACHER LEADERS WHO ARE WORKING . IN ADDITION TO GOING TO -- THOSE KEY INFRASTRUCTURE PIECES . FOR US TO REALLY MAKE THAT WORK HAPPEN. AS WE HAVE DONE THAT WORK, THERE IS VERY RARELY A QUESTION NOW OF WHY WOULD WE DO THAT? WE ALL KNOW WHY. WE ALL KNOW WHAT THAT IS.

IT IS ABOUT LET'S GET TOGETHER AND MAKE THAT HAPPEN. THAT

[02:55:01]

BEING A GREAT WORK IN PROGRESS IN THE MIDDLE SCHOOL WE ARE COMMITTED TO. AND CERTAINLY ONE WE SEE FOR HIGH SCHOOL AS WELL.

ANSWERS MY QUESTION. I LOVE HOW EXCITED THE THREE OF YOU ARE ABOUT THIS.

YOU KNOW THAT MEANS YOUR TEACHERS WILL BE EXCITED AND YOUR STUDENTS WILL BE EXCITED. IT WILL BE TRANSFORMATIVE. YOU ARE 100%. TRANSFORMATIVE WORK TAKES TIME. 30 YEARS, WE PROBABLY WILL NOT SEE BE HERE, PERSONALLY. BUT I AM SURE THE WORK WILL BE. I WANT TO THANK YOU ALL. THANK YOU TO EVERYBODY INVOLVED IN THIS , DR. KENNETH LOO. THAT MAKES A HUGE DIFFERENCE WHEN WE FOCUS ON WHAT OUR STUDENTS ARE LEARNING. I THOUGHT YOUR POINT WAS PARTICULARLY WELL TAKEN.

THIS IS NOT A COVID KETCHUP THING. THIS IS INTENTIONALLY DESIGNED TO BENEFIT OUR STUDENTS.

IT STARTED BEFORE COVID IN MANY INSTANCES. THANK YOU FOR THAT.

LAUGHTER ] >> YOU ARE THE WINNERS OF THE

GAME. >> EXACTLY.

>> ALL THREE OF YOU. >> -- WILL DECIDE WHICH IS THE

WINNER. >> YES. I AM HURT YOU DO NOT THINK THAT EVERY SEVENTH GRADE FAMILY IN THE DISTRICT DOES NOT HAVE A KID RUNNING TO THE TV TO SAY MOM AND DAD, WE NEED

[B. Board of Education - Approval of Amendments to Board Bylaw 9124 - Attorney]

TO TURN TO CHANNEL 20 AND WATCH! TO 5B. APPROVAL OF AMENDMENT TO BOARD BY LOVE 9124.

ATTORNEY? >> THIS IS A STANDARD UPDATE.

THERE IS QUITE A BIT OF NO LANGUAGE ADDED IN THERE. IT DOES NOT REALLY CHANGE ANY OF OUR PRACTICES IN THE PAST. IF YOU WANT TO LOOK AT A DIFFERENT ATTORNEY FIRMS, STAFF CAN GO THROUGH AND ASK FOR REQUESTS FOR PROPOSALS. OR CONTINUE TO WORK WITH THE ATTORNEY WE WORK WITH. IT TALKS A LITTLE BIT ABOUT EVALUATIONS WITH THE ATTORNEYS WE WORK WITH. ALSO, IT DISCUSSES WHO HAS ACCESS OR USE OF ATTORNEYS .

OBVIOUSLY, HAVING BOARD MAJORITY IN THOSE VOTES TO MAKE SURE IF THEY'RE GOING TO GIVE DIRECTION TO THE BOARD PRESIDENT OR A BOARD MEMBER TO TALK TO AN ATTORNEY THAT IT GOES THROUGH A VOTE OF SOME SORT . NOT EVERYONE IS CALLING ATTORNEYS. ALL THAT KIND OF STUFF BUT IT ALIGNED WITH OUR PRACTICES. I GUESS THERE IS QUITE A BIT OF NEW LANGUAGE IN THERE. THERE WAS NOTHING SUBSTANTIAL IN ANY OF THE CHANGES AND HOW WE DO OUR WORK.

>> THANK YOU. >> I THINK WHAT YOU JUST SAID IS REALLY ONE OF THE THINGS I NOTICED. THE LANGUAGE AROUND THE PRESIDENT. AS A LANGUAGE IN THERE THAT SAYS THERE HAS

TO BE A BOARD MAJORITY? >> THE MAJORITY IS NOTED A COUPLE TIMES IN THERE. OUR PRACTICE HAS ALWAYS BEEN, EVEN IF THE BOARD PRESIDENT IS GOING TO TALK TO AN ATTORNEY, THAT THERE WAS AN ACTION ITEM. IT IS NOT MENTION THAT PER SE UNDER THAT ONE PARTICULAR LINE. I CAUGHT THAT AS WELL. THE COUPLE TIMES THE BOARD FELT THE BOARD PRESIDENT NEEDED TO HAVE A ONE-ON-ONE CONVERSATION WITH AN ATTORNEY, IT WAS ABOUT FORWARDING AN ACTION ITEM TO DO THAT .

>> IS THAT SOMETHING WE SHOULD HAVE IN THE POLICY?

>> IT DOES NOTE LATER ON AND TALKS ABOUT THE MAJORITY HERE TO MECCA DOES NOT SPECIFICALLY SAY ABOUT THE PRESIDENT. THAT COULD BE SOMETHING WE NEED TO ADD LANGUAGE IF THE BOARD FEELS

THAT IS A KEY PIECE . >> I'M SAYING IF THAT IS HOW WE WANT IT . I KNOW YOU'RE SAYING THAT IS WAY WE HAVE ALWAYS SORT OF DONE IT. BUT AS AN UNWRITTEN RULE, IT SOUNDS LIKE THAT I WONDER IF IT SHOULD BE CODIFIED?

>> I REMEMBER THERE WAS A TIME BEFORE I WAS ON THE BOARD.

-- WENT OFF AND HIRED AN ATTORNEY. SINCE I HAVE BEEN ON THE BOARD, THERE WAS A PRACTICE THAT THERE HAS TO BE A VOTE. SO THERE IS A CONSENSUS ABOUT OF ADDING LANGUAGE? YEAH ? IT CANNOT HURT. ALL RIGHT. THAT IS GREAT. THANK YOU. NEXT.

[C. Instructional Services - Approval of Amendments to Board Policy 0410 - Nondiscrimination in District Programs and Activities]

5C. AMENDMENT TO BOARD POLICY 410, NONDISCRIMINATION INDUSTRY PROGRAMS AND ACTIVITIES. MR. KENNETH LOO?

>> BASED OFF NEW CALIFORNIA LAW, SPECIFICALLY ASSEMBLY BILL 1078 WHEN INTO EFFECT IN SEPTEMBER OF THIS YEAR. IN

[03:00:05]

BRIEF, AV 10 78 ASSUMES THE LEGAL RESPONSIBILITY TO PROVIDE ACCURATE INSTRUCTION MATERIALS TO STUDENTS.

[D. Instructional Services - Approval of Amendments to Board Policy and Administrative Regulation 1312.2 - Complaints Concerning Instructional Materials]

THIS ONE? NOPE. GREAT. MOVING ON TO 5D, INSTRUCTIONAL SERVICES. AT THE BOARD POLICY 1312.2 , COMPLAINTS CONCERNING INSTRUCTIONAL MATERIALS. KENNETH LOO AGAIN

>> THIS IS REALLY SPECIFICALLY TO THE EFFECTS AND UPDATES FOR ASSEMBLY BILL 1078. THESE PARTICULAR POLICIES WHICH WE HAVE HERE, THESE ARE OPTIONAL POLICIES FROM THE BOARD OF EDUCATION. THEY WAS -- THOSE RESULTED IN 2008. THESE ARE THE UPDATES TO THE VERSIONS. THOSE TALK ABOUT PROCEDURES FOR COMPLAINTS REGARDING INSTRUCTIONAL MATERIALS.

>> QUESTIONS, COMMENTS, CONCERNS? GREAT. SEEING NONE,

[E. Business Services - Approval of Amendments to Board Policy and Administrative Regulation 3230 - Federal Grant Funds]

WILL MOVE ON TO 5D. APPROVAL OF THE MINUTES TO BOARD POLICY AND ADMINISTRATIVE REGULATION 3230, FEDERAL GRANT FUNDS HERE TO MAKE SOME MINOR UPDATE CHANGES FROM SOME NEW LAWS THAT TOOK EFFECT IN NOVEMBER. REGARDING FEDERAL DOLLARS EXTENDING DEADLINES FOR SPENDING MONEY FROM 90 TWO UNDER 20 DAYS.

WHAT CLASSIFIED AS A MICRO PURCHASE , OF COURSE, SMALL PURCHASES AND SOME OTHER MINOR LANGUAGE CHANGES.

>> THANK YOU FOR THAT. ANY QUESTIONS ON THIS?

[F. Business Services - Approval of Amendments to Board Policy 3460 - Financial Reports and Accountability]

SEEING NONE, MOVING UP TO 5F. BUSINESS SERVICES GET UP APPROVAL TO AMENDMENTS TO BOARD POLICY 3460, FINANCIAL REPORTS

AND ACCOUNTABILITY. >> WE ARE NOT GOING TO HIT WHEN I AM HERE, BUT THIS IS A POLICY UPDATE AND IT DEALS WITH DISTRICTS THAT FACE INSOLVENCY AND BOARD ACTION REQUIRED

AROUND IT. >>

>> WE WOULD LIKE TO THANK YOU FOR NOT HAVING THAT WHILE YOU