May 15, 2024 Board of Education

[A. Call the Meeting to Order]

[C. Open Session Procedures]

[00:00:57]

>>> I WOULD LIKE TO WELCOME EVERYONE TO THIS MEETING, AND MAKE SOME ANNOUNCEMENTS. THERE FOR, THE DISTRICT IS DECLARING MULTIPLE OPPORTUNITIES FOR PARTICIPATION. PUBLIC VIEWING IS AVAILABLE VIA BROADCAST ON TELEVISION, AND THROUGH AN INTERNET LIFESTREAM WEBSITE. PLEASE NOTE, THE OPPORTUNITIES TO PROVIDE WRITTEN COMMENTS TO THE BOARD, CAN BE MADE ON THE MAIN PAGE AGENDA. MEMBERS OF THE PUBLIC WISHING TO SUBMIT PUBLIC COMMENT, MUST SUBMIT THEM BY 3:00 P.M. TODAY.

MEMBERS MUST BRING WRITTEN COMMENTS PRIOR TO THIS MEETING.

PURSUANCE WISHING TO ADDRESS THE BOARD IN PERSON SHALL FILL OUT A BLUE SPEAKERS CARD, AND HANDED TO COLEMAN AT HER DESK.

IF YOU WISH TO SPEAK TO THE AGENDA ITEM, PLEASE WAIT UNTIL THAT SECTION OF THE ITEM AGENDA. IF THE SCHOOL DISTRICT BUSINESS YOU WISH TO SPEAK ABOUT IS NOT ON THE AGENDA, PLEASE TURN IN YOUR CAR BEFORE THE COMMENT SECTION OF THE AGENDA. IF YOU ARE ATTENDING OR DONATING TIME TO ANOTHER SPEAKER, PLEASE HAND SPEAKER CARDS AT THE SAME TIME. IF YOU WISH TO REGISTER YOUR CONCERN, BUT NOT SPEAK AT THE PODIUM, PLEASE FILL OUT A YELLOW PUBLIC STATEMENT FORM, AND FILL IT IN, AND TURN IN AT THE TERRY'S DESK. WE ARE BROADCASTING THIS FOR THE LIFESTREAM AUDIENCE. THE RECORDING AND BROADCAST MAKE CAPTURE IMAGES, AND THE SOUNDS. SMOKING IS NOT PERMITTED IN THIS BUILDING, OR ANYWHERE ON ANY DISTRICT PROPERTY. PLEASE SILENCE ALL LOCAL PHONES, AND COPIES OF THE

[D. Approval of the Agenda]

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION? SEE NONE, PLEASE

VOTE. >> MOTION CARRIES, 5-0. PREFERENTIAL YES. ITEM 2E.

[E. Reports from Student Reporters and Introduction of Next Year's Reporters]

>> GOOD EVENING, RESIDENT. MEMBERS OF THE BOARD, DISTRICT ADMINISTRATION. -- I AM THE JUNIOR VALLEY HIGH SCHOOL REPRESENTATIVE. I'M GLAD TO CONTINUE TO VALUE THE REPRESENTATIVE FOR THE 2024-2025 SCHOOL YEAR. STUDENTS ATTENDED THE ALTERNATING SCHOOL SUMMIT. THE COUNTY SUPERINTENDENT, OPENED THE DAY WITH THIS GREAT SPEECH. I LOVED HOW THE DOCTOR SAW IS NOT AS OUR GPA, IQ, OR THE FACT THAT WE ARE EDUCATION STUDENTS. WE SAW US AND OUR VALUE IN HIS WORLD. THEN, HE INTRODUCED HIS COLLEGE PAST, AND SENT US TO THE MOTIVATIONAL SPEAKER, ERNIE G. WHAT WE LIKE ABOUT ERNIE G, IS THAT HE WAS RELATABLE. HE EXPRESSED THE TRUTH, AND IT CAUGHT EVERYONE'S ATTENTION. FIRST, COMMUNITY COLLEGE, ADVENTURE, AND OXFORD COLLEGE, GAVE US CLASSES ON WHAT THEY

[00:05:02]

INCLUDING BASKETBALL GAMES AND A BARBECUE. SCHOOLS WERE LOOKING AT GATEWAYS, APOLLO, SPECIFIC FROM VENTURA, RENAISSANCE, AND CONEJO VALLEY HIGH SCHOOL. THIS IS KNOWN FOR HIGH-LEVEL SPORTSMANSHIP AND PARTICIPATION. CONTINUING TO BE A HIGHLIGHT FOR ALTERNATIVE SCHOOLS. THEY ARE TRYING TO

TURN IT AGAIN NEXT YEAR. >> WE LOOK FORWARD TO HAVING YOU. THANK YOU VERY MUCH. NEXT UP, WE HAVE SHAY GROSS. NEWLY

PARK HIGH SCHOOL. >> GOOD EVENING, A STING WHICH MEMBERS OF THE BOARD. I WILL BE NEXT YEAR'S ASSOCIATE STUDENT GOVERNMENT REPRESENTATIVE. IT IS WONDERFUL TO BE JOINING YOU THIS WEDNESDAY EVENING. SO GREAT, AS WE HAVE HAD TO LOOK DURING ADMINISTRATION WE HEARD WE HAVE BEEN URGING THEM TO BRING THOUGHTFUL GIFTS TO THEIR TEACHERS, INCLUDING FLOWERS AND MEANINGFUL NOTES. WE BROUGHT A COFFEE CARD FOR TEACHERS.

BAGELS AND COFFEE, TO SHOW OUR GRATITUDE. THE CHESS CLUB PUTS ON A YEARLY EVENT. THEY HOST A LARGE ATHLETIC COMPETITION FOR STUDENTS WITH SPECIAL NEEDS. THEY OFFER MANY SPORTING EVENTS, INCLUDING LONG JUMP. THIS YEAR, IT WILL BE HELD ON SATURDAY 18, IN A DIFFERENT MEMBER EVENT FOR ALL INVOLVED DID YESTERDAY, THE ASSOCIATES HAD A DECISION DAY EVENT. WE PUT UP A POSTER OF A MAP, AND WE ASKED THE SENIORS TO PUT UP THE SAFETY PIN IN THEIR FUTURE COLLEGE. IT WAS A REALLY FUN WAY TO GET THE SENIORS INVOLVED, AND TO REFLECT.

TOMORROW, WE WILL BE CELEBRATING THE NEXT STEPS AFTER GRADUATION. LAST SATURDAY, BUT INPATIENT EVENT HOSTED STUDENT LOANS, ALLOWING THEM TO LOOK AT THEIR HOME PLACE WITH THEIR FELLOW STUDENTS, SHOWCASING A WIDE RANGE OF TALENT, ACTING, RIDING, AND EATING VERY TALENTED TO CONCLUDE THE AMAZING YEAR, THEY WILL BE HOSTING THE LASH OF THE YEAR ON WEDNESDAY, THE 22ND. MAKING SURE THAT MANY PLACES ARE SHOWING OFF THE TALENT YEAR.

LOOKING AT THE SUPREME DEPARTMENT, THEY ARE ALSO LOOKING AT DIFFERENT STRUGGLING DEPARTMENTS ON FRIDAY, THE 21ST, LOOKING AT THE DIFFERENT ON-SITE ACTIVITIES. THE GOVERNMENT HAS LOOKED AT THE SPOTLIGHT FOR THE PACIFIC ISLANDER VARIETY STUDENTS. THE EACH WEEK WILL BE DEDICATED TO A FEW COUNTRIES. THEY ARE LOOKING AT CULTURAL ASPECTS.

EACH WEEK, WE ARE TRYING TO LOOK AT ENGAGING STUDENTS, AND PROVIDING DIFFERENT OPPORTUNITIES. TO CONCLUDE THE YEAR, ON JUNE 6, THEY ARE TRYING TO GET TOGETHER THE

[00:10:03]

SCHOOL. THANK YOU. >> THANK YOU VERY MUCH. NEXT UP, FROM THOUSAND OAKS HIGH SCHOOL.

>> GOOD EVENING, ESTEEMED MEMBERS OF THE BOARD. DR.

MCLAUGHLIN, AND MISSION PERSONNEL, I'M THE VICE PRESIDENT AT THOUSAND OAKS HIGH SCHOOL. I WAS HONORED TO BE MY SCHOOL'S REPRESENTATIVE FOR THIS SCHOOL YEAR. NEXT YEAR, WE ARE GOING TO LOOK AT THE NEXT VICE PRESIDENT. THEY WILL BE LOOKING AT BOARD REPORTS NEXT YEAR.

>> IN THE FINAL EFFECT OF THE SCHOOL YEAR, THE LAST TWO WEEKS ARE DEDICATED TO THE HIGHLY DEDICATED STUDENTS, WHO ARE PUTTING THEIR ACADEMIC SKILLS TO THE TEST ON A NATIONAL SCALE. AS A CUMULATION MONTH OF PREPARATION DEDICATION, THEY REPRESENT A PIVOTAL MOMENT FOR OUR STUDENTS, AS THEY STRIVE FOR INFLUENCE AND EXCELLENCE IN THEIR EDUCATION. STAFF AND STUDENTS, ARE POISED TO SHOWCASE THEIR KNOWLEDGE AND SKILLS, DEMONSTRATING CHALLENGES OF HIGHER EDUCATION.

THROUGHOUT A PEEWEE, OUR SCHOOL VALUES COMMUNICATION AND TESTING, PROVIDING SUPPORT. THEY ARE TACKLING THIS ACADEMIC MILESTONE. INCLUDING THE FLURRY OF THESE YEARLY ACTIVITIES, WE ARE LOOKING AT THE DIVIDEND ISP CLASS OFFSET ELECTION. THIS IS OUR COMMITMENT TO LEADERSHIP IN STUDENT ADMINISTRATION. THIS CAMPAIGN SEASON SAW ENTHUSIASTIC PARTICIPATION ACROSS ALL GRADE LEVELS. CULMINATING IN THE ELECTION OF THE SENIOR AND JUNIOR CLASSES, AND FOR THE UPCOMING SCHOOL YEARS. THEY ARE EMBODYING THE DIVERSE A PATCH FROM THE STUDENT BODIES. THIS HAS INTEGRITY AND DEDICATION. THEY ARE PREPARED TO TAKE ON THEIR ROLES. THEY CARRY ON THE ASPIRATION TO THEIR PEERS. THEY ARE LOOKING AT THE SCHOOL COMMUNITIES. THE FINAL WEEK OF THE SCHOOL YEAR, ARE PARTICULARLY BITTERSWEET FOR OUR SENIORS. THEY ARE LOOKING AT THE HIGH SCHOOL JOURNEY. AMONG THE HIGHLIGHTS, FROM THEIR TRADITION, SENIOR SUNSET, GRADUATE CLASSES, ARE TRYING TO CELEBRATE THEIR ACHIEVEMENT AS THEY GET SET FOR THEIR SENIOR HIGH SCHOOL EXPERIENCE. THEY PARTICIPATE IN THE IN LIGHTING SENIOR SEMINAR, WHERE THEY RECEIVE VALUABLE GUIDANCE AS THEY ENTER THE NEXT PHASE OF THEIR LIFE. AT THE GRAND FINALE, OUR SENIORS ARE OFTEN HAVING A MAGICAL NIGHT OF LOTTERY, IN CELEBRATION, BEFORE THEY WALK ACROSS THE STAGE OF GRADUATION. CONTINUING THE HIGH SCHOOL JOURNEY ONLY CONTINUES WITH THEM PROBABLY RECEIVING THEIR DIPLOMAS, EMBARKING ON A NEW CHAPTER OF POSSIBILITY. THE SENIOR EVENT SERVICE BETTER MILESTONES, WATCHING THE END OF ONE CHAPTER, AND BEGINNING

ANOTHER. THANK YOU. >> THANK YOU VERY MUCH. WELL DONE. AWESOME. FINALLY, LAST BUT NOT LEAST, WE HAVE ANOTHER REPRESENTATIVE FROM ANOTHER HIGH SCHOOL.

>> GOOD EVENING, BOARD PRESIDENT, AND DISTRICT STAFF.

MY NAME IS KAYLA KNIGHT. I AM HONORED TO BE HERE TONIGHT. I WOULD LIKE TO START OFF BY EXPRESSING MY GRATITUDE FOR THIS WONDERFUL OPPORTUNITY TO BE THE REPRESENTATIVE ON BEHALF OF WESTLAKE HIGH SCHOOL THIS YEAR. THIS EXPERIENCE HAS TAUGHT ME SO MUCH. I WAS HONORED TO BE THIS SCHOOL'S REPRESENTATIVE. AFTER GRADUATION, CONTINUING MY ACADEMIC CAREER, ATTENDING STATE UNIVERSITY THIS FALL, I AM BEYOND EXCITED TO INTRODUCE THIS YEAR'S REPRESENTATIVE, BRENNAN OSBORNE. BRENNAN HAS BEEN AN ESTEEMED ESC MEMBER OVER THE LAST THREE YEARS. HE'S TAKING OVER MY POSITION AT VICE BOARD PRESIDENT. THERE IS NO ONE MORE DESERVING OR FIT

TO TAKE ON THIS ROLE. >> HELLO, I AM BRANDON. GOOD EVENING, BOARD PRESIDENT GOLDBERG, BOARD MEMBERS, DR.

MCLAUGHLIN, AND DISTRICT STAFF. I AM HONORED TO BE GIVEN A REPORT ON BEHEST -- IT BEHALF OF TRENTON HIGH SCHOOL THIS YEAR. WE HAVE FUN THINGS TO SHOW OUR TEACHERS SOME LOVE. ON MONDAY, I TEACHERS WERE GIVEN DONUTS AND COFFEE. TUESDAY, WE SET UP SUPPLY FOR TEACHERS WERE ABLE TO GET CLASSROOM

[00:15:02]

INCLUDING SELF-LOVE NOTES, AND MENTAL HEALTH AWARENESS BRACELETS AND PASTEL. THERAPY DOGS HAVE BEEN ON CAMPUS.

WELLNESS CENTER ACTIVITIES, AND OUTSIDE SCHOOL ACTIVITIES, INCLUDING YOGA, A KICK BALL TOURNAMENT, AND THE END OF THE SCHOOL YEAR THAT CAN BE STRESSFUL. SHOWING LOVE FOR OUR STUDENTS, TAKING THEM BACK FOR MENTAL HEALTH, TAKES A LOT OF STRESS OFF. AND SO PROUD THAT EVERYONE ON CAMPUS SUPPORTS US.

AND SHE HAS ALSO COME UP WITH DIFFERENT THINGS TO CELEBRATE.

THIS INCLUDES PACIFIC ISLANDERS. INCLUDING EDUCATIONAL ANNOUNCEMENTS TO THE CAMPUS. THIS SATURDAY, MAY 18TH, WE ARE HOSTING THE W HS STEAM DAY. THIS EVENT IS RUN BY WEST LAKE STUDENTS AND TEACHERS. STEAM STATIONS AND ENGINEERING, ENVIRONMENTAL SCIENCE, ART, COMPUTER SCIENCE, AND MORE. THIS IS OPEN TO GRADES K-AND ABOVE. WE LOOK FORWARD TO COMMENCING THE END OF THE SCHOOL YEAR. THIS IS WITH OUR FINAL RALLY NEXT FRIDAY. STUDENTS AND STAFF ENJOY GOOD MUSIC THEY ARE CELEBRATING AT THE SEAMS. THEY ARE LOOKING AT FOR NEVINS TO FINISH OFF THEIR TIME AT WEST LAKE. SENIOR SUNSET IS MAY 21ST IN THE STADIUM. FOOD TRUCKS, DATE -- GAMES, FOOD TRUCKS, AND SENIORS CAN WEAR THEIR COLLEGE YEAR. SATURDAY, JUNE 8TH, AT THE REAGAN LIBRARY. DRAGNET IS JUNE 12TH AT DISNEYLAND. THURSDAY, JUNE 13TH. SO PROUD OF ALL OF THEM. SO EXCITED TO CELEBRATE ALL OF THEM IN THE LAST FEW WEEKS. WE CAN WAIT TO SEE WHAT THE FUTURE HOLDS FOR ALL OF THEM. HE WE ARE SO PROUD OF ALL WORK AND DEDICATION THAT WE HAVE PUT THROUGH THE SCHOOL YEAR. THANK YOU SO MUCH FOR AN AMAZING YEAR. ONE LOVE, ONE TRY.

>> WELL DONE, THANK YOU. YOU HAVE FIGURED OUT THE HARDEST THING. THE MICROPHONE MOVES. THAT IS AWESOME. BEFORE YOU ALL GO, WE WANT TO THANK YOU FOR YOUR DEDICATION AND SERVICE.

THE WAY THAT WE THANK AND RECOGNIZE OUR PEOPLE, WE BRING THEM UP. WE MAKE THEM WALK ALONG. WE WANT TO SAY THANK YOU IN PERSON. IF YOU COULD PLEASE. JJ, IF YOU COULD COME UP.

>>

>> NEXT UP --

>>

[00:20:52]

>> THANK YOU GUYS. >> THANK YOU ALL SO MUCH. WE LOOK FORWARD TO THE NEW REPORTERS NEXT YEAR. WELL DONE.

[F. Parent Organization Report - African American District Advisory Council (AADAC)]

>> GOOD EVENING. IS THERE A TIME LIMIT? WHAT AM I WORKING WITH? LAST TIME, I WAS SURPRISED. THREE MINUTES. OKAY, GREAT. ALL RIGHT. I DON'T WANT TO GO TOO LONG ANYWAY. GOOD EVENING, EVERYONE. THANK YOU. I HAVE BEEN REALLY HONORED TO EXPERIENCE THE ADVOCACY FOR THE AFRICAN-AMERICAN IN COMMUNITY.

AS CHAIR THIS YEAR, 23-24 SCHOOL YEAR, I STARTED OUT WITH A BLANK SLATE. CONSIDERING THE FACT THAT AS A PROVIDER FOR MY FAMILY, I DIDN'T REALLY GET A GOOD CHANCE TO PARTICIPATE AS MUCH AS I WOULD HAVE LIKED TO IN SCHOOL ACTIVITIES. WHEN MY MOST CONSUMING CHILD WENT AWAY TO COLLEGE, I HAD SOME CAPACITY. I JUMPED RIGHT IN. IT WAS WONDERFUL. I REALLY HAD A BLANK SLATE COMING INTO THE DIVISION. I HAD HEARD SOME THINGS. I DIDN'T KNOW WHAT TO EXPECT. I DIDN'T KNOW WHAT THE EXPERIENCE WAS GOING TO BE ABOUT. OVERALL, I WAS TRULY BLESSED BY IT. I TRULY ENJOYED WHAT WE WERE ABLE TO DO. AS I THOUGHT BACK, IT WAS INTERESTING ABOUT THE LARGER MEETING, WHERE WE HAD A CHANCE TO REPORT OUT. IT STARTED TO HIT ME, ALL THE THINGS WE HAD ENGAGED IN GRADE I JUST WANT TO GO THROUGH A LIST OF THEM. WE START THE YEAR, REVIEWING THE TOPIC OF CULTURAL INCLUSION. WE HAD A REALLY GOOD DIALOGUE, ABOUT HOW OUR STUDENTS ARE BEING ENGAGED. THIS IS THE VALLEY ON TOPICS RELATED TO RAGE AND IT REALLY ADDRESSES SOME OF THE CONCERNS FROM ONGOING DIALOGUES. THIS IS A HEALING PROCESS. I REALLY APPRECIATED THE ENGAGEMENT. WE WERE ENGAGED IN BLACK HISTORY MONTH. WE ARE MAKING SURE THAT THEY WERE ABLE TO COME, AND THEY SAW THE COMMUNITY COME TOGETHER FOR THAT LIKE HISTORY. THIS IS A DIFFERENT ENGAGEMENT.

THEY HAD SO MANY DIFFERENT THINGS. MOST SIGNIFICANTLY, JUST CHANGING OUR PERCEPTION OF WHAT IS OUR AFRICAN-AMERICAN COMMUNITY IN THE VALLEY, THIS IS SOMETHING SO SIMPLE, AS A DIFFERENT RECORDING. EXCLUSIVELY, TO STUDENTS THAT REGISTERED SPECIFICALLY AS AFRICAN-AMERICAN. THEY HAVE BEEN RECOGNIZING MULTIRACIAL CHILDREN. JUST THAT DIFFERENCE, IS CONSIDERING WHERE WE ARE IN OUR COMMUNITY, AND OUR SOCIETY.

IT JUST MAKES A TREMENDOUS DIFFERENCE. WE ARE A MELTING POT. THE COMMUNITY HAS SEEN IT. JUST AN AMAZING IMPACT. I LOOK FORWARD TO SEEING WHAT COMES FROM IT. THIS IS BEYOND OUR REACH. DURING THE COURSE OF THE YEAR, DR. ROGERS ACTUALLY REACHED OUT TO ME. THIS IS IN REGARDS TO EVENTS THAT HAPPENED

[00:25:03]

BLACK EXCELLENCE AWARDS. IS THE OPPORTUNITY TO IDENTIFY MAKING

[00:30:04]

WITH THE PLUS AND MINUS, I MUST ADMIT. I DO THINK THEY ARE POSITIVE SPACES, OR CONSTRUCTIVE THINGS GET READY FOR THE WHOLE CONEJO VALLEY COMMUNITY. THANK YOU FOR SUPPORTING THAT. FINALLY, IN THE DER REPORT, AS DR. ROGERS PRESENTED, THIS WAS ONE OF THE QUESTIONS THAT I REALLY APPRECIATED. ASKING FOR THE HARD DATA, THAT SUPPORTS THAT THEY ARE REALLY MAKING A DIFFERENCE FOR THEIR KIDS. ALL OF THOSE WERE REPORTED. I AM ALL FOR THAT AS WELL. I WANT TO ENCOURAGE. I HAVE WORKED FOR, AND PRAYED FOR, CONTINUED WORK, HARD EVIDENCE. MAKING A DIFFERENCE FOR THE KIDS IN THIS COMMUNITY. I JUST WANTED TO SAY THAT. THANK YOU ALL.

>> THANK YOU VERY MUCH. WE WANT TO THANK YOU FOR YOUR LEADERSHIP THIS YEAR. IT IS NOT EASY TO LEAD IT. PEOPLE HAVE SUCH STRONG AND DIFFERING OPINIONS. I APPRECIATE THAT YOU RECOGNIZE HOW IMPORTANT IT IS TO TAKE TIME TO FEEL THE IMPACT. IT IS REALLY EASY TO GET CAUGHT IN THE MOMENT OF WHAT THE ISSUE IS. THIS HAPPENED, AND IT IS GOING TO

[G. Comments - Public]

HOWEVER, MEMBERS OF THE BOARD, OR THE STAFF, MAY BRIEFLY PROVIDE COMMENTS OR QUESTIONS. USUALLY, WE WOULD INTO THE END OF THE OF THE COMMENT. AS OUR MEETINGS ARE HELD IN PUBLIC, COMMENTS WILL BE HEARD BY THOSE WHO ARE ATTENDING, OR WATCHING THE BROADCAST. IN ADDITION, THE BOARD ENCOURAGES STUDENTS TO PARTICIPATE IN SPECIFIC AFFAIRS. WE HOPE THAT STUDENTS ARE WATCHING THIS MEETING, OR ARE IN TONIGHT'S AUDIENCE.

PLEASE BE MINDFUL OF THAT. COMMENTS ARE FACTUAL. OFFER THEM IN A RESPECTIVE MANNER. LOOKING AT ALL APPLICANT AND STATE FEDERAL LAWS, WE ASK THAT YOU RESPECT THE PRIVACY OF STUDENTS AND EMPLOYEES DURING OUR MEETINGS. THIS INCLUDES THE RIGHTFUL IDENTITIES OF STUDENTS. WE ALSO ASKED THE SPEAKERS ARE SENSITIVE TO THE EMPLOYEE'S LEGAL RIGHTS FOR THE CONFIDENTIALITY. AS A REMINDER, THOSE REQUESTING TO SPEAK AT THIS TIME, SPEAK ON ITEMS THAT ARE NOT ON TONIGHT'S AGENDA. PLEASE NOTE THAT SPEAKER CARDS WILL NOT BE ACCEPTED AT ONCE THE BOARD STARTS THE PUBLIC COMMENT SECTION OF THE AGENDA. DO WE HAVE ANY SPEAKER CARDS?

>> WE HAVE ONE. AND YOU VERY MUCH. YOU HAVE THREE MINUTES.

>> THANK YOU, AND GOOD EVENING. MY NAME IS DR. PAUL BLANC. I'M A SPECIALIST FOR CRITIC PHIL DISEASE. I HAVE PREVIOUSLY

[00:35:03]

STANDING FOR A WORLD PROFESSIONAL ASSOCIATION FOR TRANSGENDER HEALTH. THIS IS AN INTERNATIONAL BODY THAT WAS FORMED IN 1979 BURIED CLAIMING TO REMOTE EVIDENCE-BASED HEALTH GUIDELINES. THE GUIDELINES HAVE BECOME WIDELY ADOPTED, INCLUDING THE AMERICAN ACADEMY OF PEDIATRICS. RATHER THAN AN ORGANIZATION DEPLOYING CRITICAL THINKING, AND EVIDENCE-BASED CONSIDERATIONS, IT HAS BEEN SHOWN TO BE AN ACT OF HIS GROUP, FOR THE POLITICAL AGENDA. IT DOES NOT TAKE PHYSICAL HARM INTO CONSIDERATION. THEY DID NOT OBTAIN FULLY INFORMED CONSENT, BASED ON LONG-TERM STUDIES, THAT ADDRESSED RISK VERSUS BENEFIT CONSIDERATIONS. THIS BOARD EMPLOYS THEIR INFLUENCE TO INFORM STUDENT POLICIES, THAT RUN HIGH RISK OF COMPROMISING LONG-TERM HEALTH AND WELL-BEING, ON MANY OF OUR STUDENTS. ONE CAN DRAW COMPARISONS TO THE WAY THIS ORDER FAILED TO PROTECT STUDENTS, FROM MEDICAL HARM, FROM COVID-19, BY THE BLINDLY FOLLOWING STATE GUIDELINES, WITHOUT QUESTIONING THE UNDERLYING BASIS FOR THOSE GUIDELINES. IT IS TIME THAT OUR STUDENTS ARE PROTECTED THAT POLICIES BASED ON EVIDENCE-BASED DATA. I CAN BE REACHED AT CONEJO VALLEY HEALTH

[H. Comments - Board of Education]

ADVISORIES.COM. >> NEXT UP, WE HAVE COMMENTS FROM THE BOARD OF EDUCATION. STARTING WITH HIS TRUSTEE.

>> THAT EVENING, EVERYONE. I HOPE EVERYONE IS HAVING A FANTASTIC DAY. THERE ARE SOME OF THE PEOPLE AND COMMUNITIES TO CELEBRATE THIS MONTH. I ENCOURAGE EVERYONE TO TAKE SOME TIME TO DO SOME RESEARCH, AND TALK TO FRIENDS AND NEIGHBORS ABOUT THIS EXPERIENCE. ALSO, IT IS CLASSIFIED EMPLOYEES WEEK.

THEY DO SO MUCH TO ENSURE EXPERIENCES, AND TREAT THEM AS BEST AS THEY CAN POSSIBLY BE. OUR LAST MEETING IS NEXT MONDAY, MAY 20TH. WE ARE TRYING TO FINISH OUT THE YEAR STRONG.

THIS IS GOING TO TRANSITION TO LEADERSHIP. THERE ARE SO MANY INCREDIBLY DEDICATED, INTELLIGENT REPRESENTATIVES. I WILL NOT BE THERE NEXT YEAR. I WAS LOOKING TO STACK A GREAT HOUSE. LOOKING FORWARD TO THE SENDOFF, I'M TRYING TO AVOID PREJUDICE. PARTS OF THE AFRICAN-AMERICAN ADVISORY COUNCIL, AS ALWAYS, I WOULD LIKE TO TAKE THIS TIME TO REMIND THE COMMUNITY THAT THEY ALSO HAVE OPENINGS. WE WOULD LOVE TO HEAR YOUR IDEAS AND INFO. IF YOU HAVE AN INTEREST OR ISSUE, PURSUING HUMAN INTEREST, PLEASE ENJOY THIS DURING THE COMMENT SECTION OF OUR MEETING. THEY ARE LOOKING AT THE WEBSITE. WE WILL ALSO BE HAVING OUR LAST MEETING TOMORROW, I BELIEVE, THIS THURSDAY, MAY 16TH. I LOOK FORWARD TO HEARING FROM OUR SCHOOL REPRESENTATIVES.

FINALLY, I WANT TO TAKE THE TIME TO THANK THE SUPPORT FOR US. THEY HAVE HAD INVALUABLE SUPPORT THAT IS ALL I HAVE FOR NOW. THANK YOU, AND HAVE A GOOD EVENING.

>> THANK YOU VERY MUCH. KRISTI SYLVESTER?

[00:40:04]

>> GOOD EVENING, EVERYONE. FIRST OF ALL, THANK YOU SO MUCH FOR COMING HERE TONIGHT, AND FOR SPEAKING TO US. THANK YOU FOR HEADING UP THEM THIS YEAR. YOU HAVE REALLY ACCOMPLISHED QUITE A BIT WORRIED I DO APPRECIATE YOU HAVING THESE LINES OF COMMUNICATION. YOU HAVE NEW ENGAGEMENTS WITH PARENTS. INTERESTING, THIS YEAR, LEADERSHIP REALLY DOES MOLD THE GROUP. I THINK YOU HAVE DONE AN EXCELLENT JOB IN LEADERSHIP I MAY BORROW YOUR TERM. MOST CONSUMING CHILD, AS A REFERENCE. I'M GOING TO KEEP MY COMMENTS REALLY BRIEF. WE HAVE A LOT OF INTERESTING STUFF ON THE AGENDA DID THIS IS THE FIELD THAT I WENT ON. THIS WAS PART OF THE WELLNESS COMMITTEE.

WE WENT ON TO CENTRAL KITCHEN. IF ANYONE KNOWS ME, I'M A LITTLE BIT OF A GEEK ABOUT LOGISTICS, OPERATION, AND ANYTHING ABOUT THAT. I WAS ACTUALLY JUST FASCINATED BY THE OPERATIONS RIGHT THERE. IT IS INCREDIBLY IMPRESSIVE. IT IS NOT A VERY LARGE SPACE AS YOU WOULD IMAGINE. THIS GROUP DELIVERS THOUSANDS OF NEW DAILY TO THE ELEMENTARY SCHOOLS, AS WELL AS OUR PRIEST RULES. MY GOAL IS TO GO BACK AND SEE THE CONVEYOR BELT ACTION. WE DON'T HAVE TO SHOW UP AT 6:30 IN THE MORNING TO DO THAT. THE AMOUNT OF PLANNING THAT GOES INTO THIS, STARTED WITH A MENU SELECTION. PREPARATION OF THE FOOD, DELIVERY OF THE FOOD, LATER THAT MORNING, THINGS HAPPEN. THERE IS A DISRUPTION IN THE SUPPLY CHAIN.

CANTALOUPES ARE DELIVERED. BEING ABLE TO PIVOT, AND FIGURE OUT SUBSTITUTIONS, SO THAT ALL THE KIDS GET FED, IT IS ACTUALLY IMPRESSIVE. I DO WANT TO THANK YOU VIRGINIA, AND THAT DR. CHAMBERLAIN, FOR ARRANGING THIS FIELD TRIP DID I WANT TO GIVE TREMENDOUS THANKS TO TROY PULLIAM. HE WAS THE PRODUCTION SUPERVISOR AT THE KITCHEN. EUGENE KREISLER, BOTH TAKING TIME OUT OF THEIR DAY TO SHOW US AROUND. ANSWERING MANY QUESTIONS. THEY ALSO HAD VARIOUS HOMEMADE COOKIES.

THEY'RE BOTH AT THE CENTRAL KITCHEN, AS WELL OF THOSE PERSONALS WORKING AT OUR SCHOOL SITES. FOR EVERYTHING THEY DO, ALL THE CHALLENGES THEY FACE, THEY MANAGED TO GET MEALS TO OUR STUDENTS. THEY GET MEALS TO OUR KIDS. THERE'S A LITTLE BIT OF WORK IN THE SUMMER. WE GET LUNCHES AT THE SITES AND ELEMENTARY SCHOOL CAMPUSES. AGAIN, IT WAS A GREAT FILTER. I ENJOYED IT. I HOPE WE ARE GOING A LITTLE BIT EARLIER SO THAT WE CAN SEE THE COMPARISONS. THANK YOU.

>> SHE JUST SIGNED UP FOR 6:30 IN THE MORNING.

>> OF NEXT, TRUSTEE POWELL. >> HI EVERYBODY. I WANT TO SAY THANK YOU TO THE OUTGOING STUDENT REFERRALS. IT IS AN ABSOLUTELY HEAVY REPORTS. EXCELLENT JOB KEEPING IT THIS YEAR. THANK YOU FOR YOUR REPORT. I THINK IT IS VERY CLEAR, THE IMPORTANCE OF THIS ADVISORY COUNSEL. I'M REALLY GRATEFUL FOR THE INPUT AND ENGAGEMENT. THE BENEFIT IS NOT ONLY THE DISTRICT, BUT THE COMMUNITY. I WANTED TO COMMENT ON A COUPLE OF GROUPS THAT WE ARE FORMALLY RECOGNIZING. I DID NOT HAVE A CHANCE TO DO THIS IN THE FIRST MEETING. FIRST OF ALL, AS WE KNOW, IT IS API HERITAGE MONTH. I WANTED TO GIVE A SHOUT OUT TO THE HIGH SCHOOL STUDENTS IN API CLUB.

THEY HAVE BEEN DOING A SOCIAL MEDIA CAMPAIGN. STUDENTS ARE SHARING WHAT THEY LOVE ABOUT FIELD TRIPS. THEY HAD SHARED ABOUT THE FILIPINO CULTURE. THEY HAVE BEEN SAMOAN, JAPANESE, AND YEMENIS. WE HAVE HEARD A LOT ABOUT FOOD TRADITION, AND FUN FACTS. I HAVE LEARNED A LOT. THANK YOU, STUDENTS. THEY ALWAYS GET THE ATTENTION THEY DESERVE. MY OWN FAMILY HAS BENEFITED GREATLY FROM THE EXPERTISE OF SPEECH LANGUAGE PATHOLOGISTS. THERE IS SO MUCH THAT THEY DO TO HELP PEOPLE WITH THEIR COMMUNICATION. THIS IS IN A VARIETY OF WAYS THAT NOT EVERYONE KNOWS ABOUT. THESE PATH RESURFACES, THESE ARE QUESTIONS IN THE DISTRICT. THAT BEING SAID, IT IS A REMINDER THAT THERE ARE MANY IN OUR DISTRICT THAT ARE WORKING HARD EVERY DAY. TEACHER APPRECIATION

[00:45:01]

CONGRATULATIONS. FINALLY, I WANTED TO CONGRATULATE SEE VHS ON THEIR SUCCESSFUL FAMILY NIGHT LAST WEEK. IT WAS WELL ATTENDED. NUMBER OF COMMUNITY PARTNERS INVOLVED. THE FOOD USING CONNECTIVITY'S WERE GREAT. ESPECIALLY USING THEM AS A HIT. I KNOW A LOT OF WORK WENT INTO IT. IT WAS A GREAT EXAMPLE OF SCHOOL FAMILY COMMUNICATION. CONNECT KITTENS, AS WELL AS COMMUNITY PARTNERSHIPS.

>> THANK YOU VERY MUCH. >> TRUSTEE?

>> AT EVENING, EVERYBODY. FIRST OF ALL, THANK YOU. WE APPRECIATE NOT ONLY WHAT YOU SAID TONIGHT, BUT WHAT YOU HAVE BEEN DOING ALL YEAR. IT REALLY HELPS ENHANCE OUR SCHOOLS, OUR COMMUNITY, AND THE BETTER LIFE OF OUR STUDENTS. THANK YOU TO THE CAMP'S REPORTERS. THANK YOU FOR YOUR YEAR OF WORK. A FULL YEAR'S WORK. THANK YOU FOR YOU AND YOUR FUTURES. YOU LOOK FORWARD TO HEARING FROM US, AND WE LOOK FORWARD TO HEARING FROM YOU FOR THE FIRST TIME. WE WILL DO MORE. THANK YOU. I WENT TO A COUPLE OF MEETINGS. AT THE MOST RECENT, THEY EXPRESS A COUPLE OF CONCERNS FROM THE VIDEOS. WE HAVE YOUR CONCERNS. THEY HAVE THE FUNDS TO CORRECT IT. WE HEARD YOUR CONCERNS. WE ARE GOING TO FIND WAYS TO ACKNOWLEDGE THAT. WE SEE THAT. THEY HAVE DISCUSSED TRANSITIONS AND EXAMPLES OF THE INCLUSION PROGRAMS AT ALL OF THE DIFFERENT LEVELS. WE HAVE TOP REPRESENTATIVES. WE HAD ASPEN FROM THE COLLABORATION FROM THOUSAND OAKS, AND CONEJO VALLEY , INITIALLY. THE INITIAL PROGRAMS, ARE WHAT I THINK IS THE BEST OF OUR DISTRICT. IS THE FACT THAT WE RECOGNIZE IT, MAKE SURE THAT IT IS HEART OF THE INDIVIDUAL STUDENT. WE COUNT ONE STUDENT 16,000 TIMES. IT WAS AN HONOR, AS THEY SAID.

IT WAS AN HONOR WITH SO MANY WHO HAVE WORKED FOR SO LONG, DEDICATING THEMSELVES TO MARKETS. THE STUDENTS THAT WE HONORED FOR THE LONGEVITY IN THE DISTRICT, AS WELL AS THE RETIREMENT. THAT INCLUDED NURSES, LIBRARIANS, OPERATIONS, NUTRITIONISTS, AND OTHERS. THEY WERE HONORED FOR THE LONGEVITY AND SERVICE. THANK YOU TO ALL OF YOU WHO WERE HONORED. AS WELL AS THEIR FAMILIES FOR BEING THERE TO SUPPORT THEM. AS TRUSTEE SYLVESTER SAID, WE WERE FORWARD WITH THE CENTRAL KITCHEN. THAT OPERATION, IT WAS FUN TO HEAR ABOUT. WE DIDN'T GET TO SEE THE OPERATION LIKE THAT. I WOULD LOVE TO DO THAT.

IT DOESN'T REGISTER UNTIL 6:30. IT WAS WONDERFUL. WE UNDERSTAND THAT THEY COULD USE A LOT MORE. THIS IS FROM ANOTHER TIME. ONE OF THE THINGS ABOUT OUR DISTRICT THAT I THINK IS SO SPECIAL, IS THE FACT THAT WE DON'T HAVE AN ENVIRONMENT WHERE PARENTS DROP OFF THEIR KIDS AT 8:30, TAKE THEM UP AND 2:30. OUR SCHOOLS ON HER COMMUNITY. THE TWO EVENTS LAST WEEK, LAST THURSDAY, ONCE WE HAD TALKED ABOUT, CONEJO VALLEY HIGH SCHOOL, SUCH AN EVENT WHERE HE BROUGHT COMMUNITY TOGETHER, WITH SCHOOL. EVERYONE WAS THERE NOT OTHER TEACHER, BUT AS THEIR MENTOR. IT WAS A WONDERFUL EVENT. I WAS SO PROUD TO BE THERE. EARLIER BEFORE THAT, I WENT TO CONEJO VALLEY ELEMENTARY. AGAIN, THE SAME THING. IT WAS NOT THE SCHOOL

[00:50:02]

YOU CAN SEE THE STUDENTS BE SO ENTHUSIASTIC ABOUT SCIENCE EXPERIMENTS. GOING TO THE OTHER, AND THE CONCENTRATION.

THEY WERE STARING AT STRINGS WHILE THEY WERE POURING WATER ON THE STRINGS SEE HOW MUCH. THEY FOCUSED. THE EXCITEMENT WAS JUST SO FUN TO SEE. AS WELL AS ALL OF THE TEACHER INVOLVEMENT, AND ALL THE PARENT INVOLVEMENT. AT LEAST ONE PARENT, OFTEN TWO OR MORE AT EVERY EXPERIMENT. IT WAS WONDERFUL TO SEE. WONDERFUL EVENT. YESTERDAY, WE ALL ATTENDED A MEETING. THEY FOCUSED ON THE CAP AND DRESS CODE. LATER TODAY AND TONIGHT, AFTER ALL OF THE ACTIVITIES THAT I GET TO GO TO, I JUST WANT TO CLAIM THE OPPORTUNITY

TO KEEP BEING A PART OF IT. >> THANK YOU. NOW, YOU HAVE

BEEN WAITING, TRUSTEE? >> THANK YOU, GOOD EVENING.

THANK YOU TO THE REPORTERS FOR THEIR FINE WORK. BRINGING LIGHT TO OUR MEETINGS. THANK YOU FOR YOUR LEADERSHIP. THANK YOU FOR YOUR CONTRIBUTIONS TO A VITAL ADVISORY COUNCIL THAT MEANS SO MUCH TO US. WE ARE GRATEFUL. ALL OF THEM HAVE DONE SUPERB WORK, AND CONTRIBUTED A GREAT DEAL. THEY HAVE HAD A PRODUCTIVE YEAR. THEY USHER IN THEIR NEW EXECUTIVE TEAM. WE ARE LOOKING FORWARD TO THE CONTRIBUTIONS FROM NEXT YEAR.

MANY OF US WERE AT MAPLE ELEMENTARY ON SATURDAY MORNING FOR THE 10TH ANNUAL MEETINGS CONFERENCE WITH THE SPANISH-SPEAKING FAMILIES. WE WANT TO SAY A BIG THANK YOU TO ALVAREZ AND HER TEAM, FOR WHAT WAS A WONDERFUL EVENT, IN A JAMPACKED ROOM ON A SATURDAY MORNING. THANK YOU TO ALL OF THE FAMILIES WHO MADE THAT SUCH A SPECIAL EVENT. WE ARE IN THE WHIRLWIND. ONE OF THOSE EVENTS IS THE SERVICE AWARDS, MONITORING WHAT WE HAD LAST WEEK. WHILE WE QUANTIFY THE CONTRIBUTIONS OF OUR STAFF, LOOKING AT ADMINISTRATORS IN THE NUMBER OF YEARS OF SERVICE, THE LEGACIES TRULY CANNOT BE QUANTIFIED. THE REASON THAT THEY CHOSE TO WORK HERE, THEY ARE THE REASON THAT WE HAVE A SAFER ADMINISTRATION. I CORPORATION WITH THEM IS REALLY ENDLESS. LOOKING AT THE END OF THE YEAR EVENTS, WE ARE ENJOYING ALL OF IT. WE JUST

WANT TO SAY THANK YOU. >> ENJOYING ALL OF IT. THIS IS A GOOD REMINDER. WE ALTHOUGH TO A LOT OF THE SAME THING. I'M NOT GOING TO REHASH ALL OF THIS. EXCEPT TO SAY THANK YOU FOR YOUR LEADERSHIP. HE REALLY UNDERSCORED HER REPRESENTATION MATTERS. PARENTS GETTING INVOLVED, CAN MAKE A DIFFERENCE. IF A PARENT LEADER REACHES OUT, IT IS A VERY DIFFERENT CONVERSATION. THANK YOU FOR HELPING US DO THE WORK.

I WOULD SAY THAT TO ALL OF OUR LEADERS. PARTICULARLY YOU, TRUTHFULLY, IT REALLY MATTERS. THERE WERE A COUPLE OF THINGS THAT I JUST WANT TO COME UP WITH OTHER PEOPLE. I WAS ABLE TO ATTEND THE SEQUOIA SHOWCASE. FOR STUDENTS, IT IS A CULMINATING EVENT. STUDENTS HAVE THEIR TRIFLES. THEY DESCRIBE THEIR RESEARCH. THEY ARE ALLOWED TO RESEARCH THINGS THAT THEY ARE REALLY CONNECTING WITH. ONE STUDENT IN PARTICULAR, DID HIS OWN RACISM. UNFORTUNATELY, HE HAD EXPERIENCED SOME. WE HAD A GREAT CONVERSATION. I WALKED AWAY THINKING THAT I AM SO HAPPY AND PROUD THAT WE HAVE THE STAFF THAT WE HAVE READ WE HAD PEOPLE TO GO TO. TRUSTING

[00:55:01]

IT COULD HAVE GONE A VERY DIFFERENT WAY. I WAS REALLY SAD, AND REALLY PROUD THAT THAT WAS THE CASE. ALONG THOSE LINES, THIS MORNING, I HAD THE HONOR OF LOOKING AT THE COALITION FOR THE ANNUAL SUMMIT. THIS CONVENES LOCAL AND ON THE PHONE DID OFFICIALS. THIS IS FROM THOSE WHO SIT ON THAT EVENT AS WELL AS MEMBERS OF THE NONPROFIT COMMUNITY.

THIS IS ALSO FOR STUDENTS, YOUTH, AND FAMILIES. THEY WERE PRESENT IN THE HOUSE. I WOULD LIKE TO THINK DR. CHAMBERLAIN.

THANK YOU FOR BEING PART OF THAT KEYNOTE SPEAKER TEAM.

CHIEF HARRIS, WHO TALKS A LOT ABOUT ENFORCEMENT ENGINEERING AND EDUCATION. THESE ARE THE PILLARS OF THEIR PHILOSOPHY.

THEY ARE KEEPING US SAFE. TALKING ABOUT THE EMPHASIS ON ENGINEERING AND EDUCATION ABOUT BEING NIMBLE AND RESPONSIVE.

HAVING THE HOLISTIC APPROACH. LOOKING AT THE ISSUES THAT WE ALL FACE TOGETHER. A COUPLE OF THINGS I WANT TO HIGHLIGHT, WE TALKED ABOUT SOMETHING THAT WE PERSONALLY DON'T THINK ABOUT ENOUGH. WHEN YOU PROVIDE SOMEBODY THE OPPORTUNITY, THEY ARE GETTING BACK. IT CHANGES NOT JUST THE COMMUNITY, BUT IT CHANGE THE PERSON DOING IT AND GIVING IT BACK. WE TALKED ABOUT IT SPECIFICALLY WITH FOOD DISTRIBUTION. WITH RESPECT TO HIS OFFICERS. THEY HAVE BEEN TAKING PART IN A LARGE SKILLFUL DISTRICT. THEY ARE ABLE TO GET A POSITIVE INTERACTION WITH THE COMMUNITY. SEEING THAT THE ACTUALLY MATTER. BUILDING RELATIONSHIPS IN NEW AND DIFFERENT WAYS. HE SAID THAT IT IS A MUCH BIGGER PAYOUT THAN YOU WOULD EXPECT. WE ARE LOOKING FOR MORE OPPORTUNITIES FOR THINGS LIKE THAT READ HE ALSO TALKED ABOUT A REALLY INTERESTING INITIATIVE. THIS IS A NATIONAL INITIATIVE. THIS IS CALLED THE BLUE ENVELOPE INITIATIVE AND I DON'T KNOW IF YOU HAVE HEARD ABOUT IT. HE STARTED HERE IN THOUSAND OAKS. WHAT THAT IS, YOU HAND A FAMILY THAT HAS ANOTHER AUTISTIC PERSON IN THAT HOUSE. THEY HAVE ALL THE PERTINENT DOCUMENTS IN THAT ENVELOPE. IF THERE IS AN ISSUE, AND THERE IS A FIRST RESPONDER THAT COMES, YOU CAN HAND THE BLUE ENVELOPE TO THAT RESPONDER, AND THEY WILL KNOW EXACT HOW TO MOVE FORWARD WITH THAT SITUATION. THEY WILL NOT ESCALATE IT FURTHER. AGAIN, AVOIDING NEGATIVE INTERACTION, FROM PROACTIVE, SIMPLE MEASURES. UNSURPRISINGLY, HIS ISSUES WERE THE SAME. THESE ARE ISSUES THAT WE ARE TALKING ABOUT HERE IN THE SCHOOL DISTRICT. RACISM, MENTAL HEALTH. WE ALSO TALKED ABOUT BIKE HELMET AND HISTORY AND SAFETY. WE DID HEAR YOU. MEMBERS, HE TALKED ABOUT ONE OF THE GROUPS, AFTER THE STRUCTURE OF THE SUMMIT. CONSIDERING AFTER THEY HAVE HEARD ABOUT ALL OF THESE THINGS. WE ARE INTERESTING FROM THESE COMMON PROBLEMS. THEY TALKED ABOUT THE ADMISSION BEING DONE IN OXNARD. IT WAS CALLED DON'T COME HERE CAMPAIGN. AROUND THE HARM DONE BY LANGUAGE. HERE, IT COULD BE THE N WORD, OR OTHER THINGS THAT JUST ROLL OFF THE TONGUE SOMETIMES. I WAS REALLY PROUD THAT WE ARE MOVING FORWARD WITH THESE THINGS. THIS IS PART OF THE CAMPAIGN. WE HAVE OTHER

[I. Comments - Superintendent]

>> IT IS MY OPPORTUNITY TO GIVE ANOTHER NOD TO HIS LEADERSHIP GRID THIS IS HIS ABILITY TO WORK WITH STAFF. TO BE AVAILABLE TO TAKE PHONE CALLS, IF I NEED TO HAVE A PHONE CONVERSATION READ EITHER WITH THIS DR. OR DR. ROGERS, WE APPRECIATE YOUR ACCESSIBILITY. WE APPRECIATE YOUR CALM PRESENCE DEALING WITH DIFFICULT SITUATIONS. PLUS, YOUR POSITIVITY REALLY DOES BRING A WORKING RELATIONSHIP. YOU HAVE

[01:00:07]

[A. Business Services - MEASURE I - Acceptance of the 2023-24 Annual Report by the Bond Oversight Committee]

>> NEXT ON THE AGENDA, WE ARE AT ITEM 3A. ACCEPTANCE OF THE 2023-.24 ANNUAL REPORT. PART OF THE OVERSIGHT MIDI. MR.

FLETCHER? >> I'M NOT ACTUALLY SURE.

>> DO I HAVE A MOTION? >> PRESIDENT GOLDBERG?

>> I MOVE THAT WE EXCEPT THE ANNUAL REPORT FOR 2023-2024 FOR

THE COMMITTEE AS SUBMITTED. >> SECOND.

>> WE WILL AND THE DISCUSSION. SEEING NONE, PLEASE VOTE

TRUSTEE. >> YES.

>> PREFERENTIAL YES. TRUSTEE, YOU HAVE THE FLOOR.

>> IT ALREADY PASSED. DOESN'T SOUND LIKE YOU NEED TOO MUCH OF ME. THAT EVENING, EVERYONE. MY NAME IS ANDREW FLETCHER. I'M HONORED TO SERVE AS THE CHAIR OF THE OVERSIGHT COMMITTEE.

PRESENTING THE ANNUAL REPORT. BEFORE I BEGIN, I JUST WANTED TO OBVIOUSLY THANK THE DOCTOR AND HIS STAFF. OF COURSE, DR.

MCLAUGHLIN, FOR ALLOWING US TO CONTINUE TO FOSTER THIS WORKING RELATIONSHIP WITH COMMUNITY MEMBERS AND, GETTING US ANSWERS TO QUESTIONS AND STAFF. HELPING US PUT TOGETHER THIS REPORT.

PHOTOS, BEING WILLING TO TAKE OUR SHOW ON THE ROAD, ACTUALLY GO TO SITES, I WILL TOUCH ON VERY BRIEFLY IN THE REPORT.

WITH ME TONIGHT, OF COURSE, MR. TONY GET. LONGTIME MEMBER -- TWO TIME MEMBER OF THE COMMITTEE SINCE DAY ONE. THANK YOU FOR COMING, SIR. ARE OTHER NUMBERS LISTED, WE HAD SOME OTHER TERMS COMING UP. WE MAY HAVE SOME NEW MEMBERS AS WE HEAD INTO THE NEXT SCHOOL YEAR. NEXT SLIDE PLEASE. OF COURSE, THE SUMMARY OF OUR COMMUNITY IS LOOKING AT THE PUBLIC. WE CONTINUE TO DO A FULL-YEAR REPORT. WE HAVE A MIDYEAR REPORT, TO CONTINUE TO CHECK THAT BOX, AND MAKE SURE THAT WE WEREN'T FORMING IN THE PUBLIC. NEW EXPENDITURES, PRESENT THE ANNUAL REPORT HERE TONIGHT. LOOKING OF INDEPENDENT AUDIT.

THIS TIES INTO WHY WE COME INTO THE ANNUAL ART EVERY YEAR. NEXT SLIDE PLEASE. THIS YEAR, WE HAD FIVE MEETINGS. WE HAD BYLAWS, IN AS LITTLE AS ONE MEETING PER YEAR. AS MUCH AS EVERY OTHER MONTH, I BELIEVE. COMING IN AT FIVE, SHRINKING DOWN OVER THE NEXT COMING YEAR. WE HAVE A GREAT ABILITY TO WORK IN SUBCOMMITTEES. WE ARE STILL WORKING AND OPERATING TO GET THINGS DONE. THIS IS WHAT WE ARE STARTING. THIS IS WHAT WE CAN AND CANNOT SPEND 197 MILLION ON. NEXT SLIDE PLEASE.

SOME OF THE COMMITTEE HIGHLIGHTS THAT I MENTIONED THIS YEAR, THIS IS WHAT WE ARE SHOWING ON THE ROAD. ALWAYS VERY APPRECIATIVE. THIS IS WHAT WE ALLOW OTHER SCHOOLS TO TALK TO. THIS IS PART OF SCHOOL STAFF. THOUSAND OAKS HIGH SCHOOL LAST MONTH, WE JUST WANT TO THANK YOU FOR JOINING US.

THIS IS GETTING PAST THE SLIDE WITHOUT MAKING SURE I DO THIS.

THE COMMITTEE HERE, CONFIRMS THAT THE DISTRICT APPLIES WITH -- COMPLIES WITH SECTION BA CONSTITUTION CERTIFYING THAT THE ANNUAL QUITE IS PART OF THE COMPLAINTS. WE ARE LOOKING AT THE REVIEW. TYPICALLY, THE DECEMBER MEETING. WE LOOKED AT 2022-2023, JUST THIS PAST YEAR. WE ARE IN FULL COMPLIANCE. WE DID PULL THAT ONE. THIS IS A KEY REASON WHY I WANT TO THANK THE DOCTOR DID WE ASKED THEM TO DO ANOTHER THING. PULLING THE SAMPLE LABEL CHARGES. LABEL CHARGES AND EXPENDITURES, REALLY DIVING INTO WHAT THE AUDITORS LOOKED AT. THAT TYPICALLY IS REALLY BLOCKED BY CONSIDERATION FOR PROPRIETARY ENVIRONMENTS. TRYING TO CHECK BOXES, AND MAKING SURE THAT

[01:05:04]

NEXT SLIDE PLEASE. HIGH SCHOOLS, MIDDLE SCHOOLS, ELEMENTARY SCHOOLS, AND NOTABLE DIFFERENCE THE LAST TIME I GAVE AN ANNUAL REPORT. THE CONTINGENCY HAS BEEN ALLOCATED TO THE APPROPRIATE AND DIFFERENT SCHOOLS FROM HIGH SCHOOLS AND MIDDLE SCHOOLS. I WILL GET TO YOU ON THE LEFT -- NEXT SLIDE. ALLOCATION BREAKDOWN, YOU CAN BREAK ON THE CONTINGENCY. THAT ESSENTIALLY MEANS THAT IT HAS BEEN ALLOCATED TO THE PERFECT SCHOOLS. THIS IS A GREAT MARKER TO TELL. THIS IS PART OF THE THOUSAND OAKS HIGH SCHOOL. AT 318 MILLION, 314,000. THIS IS ALL GOING TO BE PART OF IT.

NEXT SLIDE PLEASE. THIS IS PART OF THE CAPITAL EXPENDITURE.

THIS IS A ROUGH IDEA RIGHT HERE DID JUST GETTING TO HAVE A BETTER UNDERSTANDING IN TERMS OF PROJECT. YOU CAN SEE THAT THEY ARE NOT REALLY THE FOCUSING POINT ON THESE MIDDLE SCHOOLS. THEY ARE ATTACKING WITH BITS AND PIECES. IF YOU CAN REMEMBER, THIS SMALL BUT MIGHTY STAFF, IS REALLY DOING IT ON THEIR OWN, IN TERMS OF THE GENERAL CONTRACTOR. IT IS INDICATED. THEY ARE LEADING THIS TEAM THAT IS REALLY DEDICATED. YOU WOULD THINK TACKLING ONE OR TWO PROJECTS AT THIS TIME, YOU WOULD THINK THEY ARE DOING FIVE, X, SEVEN, OR

[01:10:02]

FORTUNATELY, FOR THE HIGH SCHOOL, BEING ONE OF THE BIGGEST ONES, AND THE REDWOOD MIDDLE SCHOOL, TWO OF THE LARGER PROJECTS THAT WE HAVE LEFT, HAVE BEEN IN THE LAST PHASE OF THE CAPITAL PROJECTS. IT HAS BEEN A LONG ROAD TO BID HERE -- GET HERE. BY THE TIME I'M BACK IT WITH A MIDYEAR REPORT, WE SHOULD HAVE AN IDEA OF REALLY ALL OF THE DIFFERENT ASPECTS OF TACKLING THIS ON NEWBERRY PARK AND THE NEWBERRY PARK CAMPUS. WE HAVE SOME DESIGNS, LOOKING AT A FEW SLOTS ON WHAT TO AND IS A DATE. IT WAS POTENTIALLY GREAT TO WALK THE SITE, AND REALLY SEE WHAT THE IMPROVEMENTS ARE GOING TO BE. THEY ARE MUCH-NEEDED. IT IS TOTALLY GOING TO TRANSFORM THE CAMPUS. IT IS GOING TO BE A WONDERFUL, WONDERFUL MEALS.

NEXT SLIDE PLEASE. THE CONTINGENCY ALLOCATION, 43,000 EACH FOR THE MIDDLE SCHOOLS. HIGH SCHOOLS, ROUGHLY 1.8 MILLION. SYCAMORE AND CONEJO VALLEY AND HORIZON HILLS, STARTING CONTINGENCY, 7 MILLION. REALLOCATED. 6.5. 40 37,000, REMAINING CONTINGENCY. WILL WE SEE OVER THE NEXT TWO YEARS LEADING INTO 2025-2026, THE DISTRICT WILL BE DEPLETING PARTICULAR FUNDS AT EACH SITE. NOT TO GET INTO HIGH SCHOOL MATH TERMS, BUT WE WILL HAVE A REMAINDER. WE WILL ESSENTIALLY HAVE TO FIGURE OUT THE DISTRICT STAFF, KNOWING WHAT TO DO WITH THE REMAINDER. WILL LIKELY HAPPEN, YOU WILL PUT IT ALL TOGETHER. THIS IS INTO ONE BIG POT. THIS WILL BE A LITTLE FIX PROJECT RIGHT THERE. NEXT SLIDE PLEASE. CAPITAL CATEGORIES, THAT IS JUST A ROUGH RAKE OUT. THIS IS IN RELATION TO THE SCHOOL. EXCUSE ME, THE BOND LANGUAGE. WHAT WE ARE SPENDING OUR MONEY ON, IN TERMS OF CAPITAL CATEGORIES AND STRUCTURAL TECHNOLOGIES, WE ARE LOOKING AT MONETIZATION MADE TO PREPARE. THIS IS PROBABLY THE BIGGEST CATEGORY. SAFETY AND SECURITY OVER THE LAST YEAR, YOU HAVE SEEN MULTIPLE PRESENTATIONS, AND ALL THE WORK FOR THE DISTRICT HAS DONE TO IMPROVE SECURITY FOR OUR KIDS. CERTAINLY, MY KIDS, WE HAVE SEEN THOSE NEW GATES, AND ALL THAT WONDERFUL WORK THAT THEY ARE DOING OVER THERE. THANK YOU FOR THAT. NEXT SLIDE PLEASE.

THE CAPITAL EXPENDITURES, AGAIN, DISTRICT WIDE, THAT GIVES YOU A ROUGH, VISUAL IDEA, OF HOW WE HAVE SPENT THE MONEY.

AS YOU CAN SEE, MODERNIZATION IS GOING TO BE PREPARED. THIS IS GOING TO BE THE BIGGEST CATEGORY OF EXPENDITURE. THIS IS THE BREAKOUT FOR 2023-2024. ELEMENTARY, MIDDLE SCHOOL,, UNDER SITES HAVE BEEN LISTED AT THE BOTTOM. THE MODERNIZATION HAS BEEN MADE TO PREPARE. THIS IS TO THE BIGGEST CATEGORY.

NEXT SLIDE PLEASE. FINALLY, THE TECHNOLOGY ALLOCATION BREAKDOWN. AGAIN, ON THE GUIDING AND SIMPLE, $51 MILLION ENDOWMENT. TECHNOLOGY EQUIPMENT AND PROGRAM MANAGEMENT. THIS IS OF COURSE THE MAINTENANCE UPGRADES, AND EVERYTHING YOU NEED TO DO TO KEEP THE COMPUTERS, CHROMEBOOKS, AND EVERYTHING IN BETWEEN, RUNNING. NEXT SLIDE PLEASE. THE ALLOCATION BREAKDOWN, FOR THE SCHOOL SITE, YOU CAN SEE THE $100 PER STUDENT PER YEAR. THIS IS A NOTABLE PROGRAM MANAGEMENT. THIS IS PART OF THE BOTTOM RIGHT-HAND CORNER, IN TERMS OF EXPENDITURES. THE TECHNOLOGY CATEGORIES, THIS IS ALMOST SOMETHING THAT I THINK HAS ANTICIPATED WITH OUR COMMUNITY OVER THE NEXT YEAR. DIVING DEEP TO GET SOME HARD NUMBERS. THIS WAS THE LATEST THAT THEY HAVE REQUESTED.

GETTING AN IDEA AT THIS POINT AND STAGE OF MEASURE I, THIS IS A SIMPLE IDEA OF HOW MANY DESKTOP PCS HAVE BEEN BROUGHT.

WE ARE LOOKING AT HOW MANY IPADS, WOMEN'S LAPTOPS, CHROMEBOOKS, ARE GETTING SOME NUMBERS. IMPORTANT TO UNDERSTAND WHAT THAT WE ARE LOOKING AT THE NUMBERS AND CATEGORIES. SELLING BIG SPREADSHEETS AND DOCUMENTS. WE DON'T KNOW HOW THAT TRANSLATES TO WHAT IS SEEN IN THE CLASSROOM, AND EACH INDIVIDUAL SCHOOL SITE. IT IS AN IMPORTANT COMMITTEE NUMBER. IT IS IMPORTANT TO UNDERSTAND. IT

[01:15:04]

NEXT SLIDE PLEASE. ONE OF THE BEST THINGS ABOUT THE TECHNOLOGY, AS THE TECHNOLOGY CATALOG DID THIS ALLOWS EACH INDIVIDUAL SITE, ADMINISTRATORS, AND TEACHERS, TO SHOP FOR NEEDS. THEY HAVE NEEDS FOR THE UPCOMING YEAR. I WANT TO THANK ALL OF THE TECHNOLOGY STAFF. I HAVE REALLY SEEN IMPROVEMENT OVER THE YEARS THAT I HAVE BEEN PART OF THE DISTRICT. I HAVE KNOWN PEOPLE THAT HAVE WORKED FOR THE DISTRICT. THEY HAVE REALLY TURNED AROUND THE TERMINOLOGY AREA FOR KIDS. EXCUSE ME, FOR OUR STUDENTS AND TEACHERS. NEXT SLIDE PLEASE. YOU CAN SEE THAT IT IS VISUAL. IT IS PRICE SPECIFIC. REALLY, EVERYTHING FROM LAPTOPS, PROJECTORS, SCREENS, EVERYTHING FROM A PARTICULAR SCHOOL SITE, EVERYTHING THEY NEED FOR THE STRUCTURAL TECHNOLOGIES AS WELL. WE HAVE SEEN SOME GREAT PRESENTATIONS FROM TEACHERS THAT ARE REALLY USING IT ON A DAY TO DAY BASIS, AND WE SEE HOW THEY ARE BENEFITING STUDENTS. PROGRAM MANAGEMENT IS JUST A ROUGH BREAKOUT. JUST AN IDEA OF WHAT THE DISTRICT DOES TO MANAGE CAPITAL PROGRAMS, AS WELL AS TECHNOLOGY SERVICES. A BIG HEART OF THE CAPITAL PROGRAM THAT I WILL HIGHLIGHT, IS THE CALIFORNIA DIVISION OF STATE ARCHITECTS IN THE YOU -- DSA. GUIDING PRINCIPLE IS ONE OF THESE PAPER PROJECTS THAT THE DISTRICT HAS TO WORK WITH. PROBABLY ONE OF THE BIGGEST THINGS THAT WE PUT -- PULL OUR HAIR OUT OF, WITH THE TIMELINE, WE ARE SO COMMITTED TO THE DSA. WE ARE WAITING ON THEIR RESPONSE FOR CERTAIN PROJECTS. THINGS HAVE TAKEN AN INCREDIBLY LONG TIME. I HAVE NOTICED, AND I THINK WHAT OUR COMMITTEES NOTICE OVER THE YEARS, THEY HAD SOME TURNS, TAKING A DIFFERENT APPROACH TO THE PROJECTS OVER THE YEARS. THEY HAVE BEEN FLEXIBLE EARLY ON. THEY HAVE GOTTEN MORE PARTICULAR ON THE PROJECTS. REALLY SEEING SOME PROJECTS DOWN. I THINK THEY WOULD USE A FEW DIFFERENT WORDS. IT'S ONE OF THOSE THINGS, WHERE IT IS ALL OF THE COST OF DOING THIS. I APPRECIATE AGAIN, FOR THEIR LEADERSHIP AND MANAGEMENT.

ASPEN OUTDOOR LEARNING AREA, THESE LIVING AREAS ARE ONE OF THE MOST FANTASTIC ADDITIONS. WE HAVE VISUAL REPRESENTATIONS OF EVERY MEASURE EYES DEALING. FROM THE PLAYGROUNDS, EVEN AT GLENWOOD, AND THE MIDDLE SCHOOL MODERNIZATION, WE WERE ABLE TO SEE THAT IN THE DECEMBER MEETING. MY BIGGEST TAKE AWAY, AND THE COMMITTEES TAKE AWAY, WE ASK THE QUESTION, BECAUSE WE OBVIOUSLY ARE TOWARDS THE WEST LAKE ACTION. THIS IS FOR THE HIGH SCHOOL STUDENTS. WE REALLY ARE ASKING WHAT THE DIFFERENCES. WHAT IS GREAT, THERE ISN'T MUCH DIFFERENCE BETWEEN WHAT IS IN A HIGH SCHOOL RESTROOM, TO WHAT WE ARE SEEING IN THE MIDDLE SCHOOL CLASSROOMS. MIDDLE SCHOOL MODERNIZATION, YOU CAN SEE WHAT IS INCOMING, IN TERMS OF LUNCH AND A GATHERING PLACE. JUST A REAL PLACE TO GIVE STUDENTS AN ABILITY TO DO LARGE GATHERINGS. WE HAD A GREAT CONVERSATION OVER THERE. NEXT SLIDE PLEASE. YOU CAN SEE THAT THEY ARE GOING TO GO THROUGH THE SAME MIDDLE SCHOOL MODERNIZATION. THIS IS WHAT WE ARE SEEING AT OUR OTHER MIDDLE SCHOOLS. NEXT SLIDE PLEASE. THE SCIENCE CLASSROOM, LOOKING AT A REMODELED CONCEPT.

NEXT SLIDE. THAT IS IT. OF COURSE, WE ARE ONLINE. I WANT TO CONTINUE TO THANK THE DISTRICT FOR GETTING AN ONLINE PRESENT FOR THE DIFFERENT BUSINESS SCHOOL SITES. I'M SURE IF YOU ARE OPEN FOR ANY COMMENTS OR QUESTIONS, OR

[01:20:03]

>> THANK YOU. THANK YOU FOR THAT REPORT. NOW, IS THERE ANY

DECISION? >> FIRST OF ALL, I JUST WANT TO THANK YOU FOR THAT GREAT REPORT. I ALSO, JUST WANT TO EMPHASIZE OUR THANKS TO ALL THE PEOPLE THAT HAVE WORKED ON THE COMMITTEE. ESPECIALLY THOSE THAT ARE EXPIRING WITHIN THE TERM. I JUST WANT TO THANK YOU ALL. I CAN SEE WITH SOME OF THE PEOPLE IN THE COMMITTEE, HOW IT WAS A HAIR PULLING EXPERIENCE.

THANK YOU. THANK YOU FOR ALL THE WORK AND DETAIL.

>> TRUSTEE POWELL? >> I WANT TO THANK YOU FOR YOUR REPORT. THIS CAN BE A DRY SUBJECT. THE VISUALS ARE ALWAYS GREAT. THANK YOU TO THE COMMITTEE AS A WHOLE FOR YOUR WORK. AS YOU KNOW, I CAME TO THE MEETING LAST TIME. THIS WAS THE FIRST TIME. IT WAS REALLY GREAT TO BE IN THE ROOM WITH YOU ALL. WE CAN HAVE THOSE DISCUSSIONS. REALLY, THAT THOUGHTFULNESS, LOOKING AHEAD, YOU ALLUDED TO SOMETHING THAT YOU WERE TALKING ABOUT TONIGHT. YOU KNOW SOME OF THOSE COMPARISONS. HOW DO WE DO THIS DIFFERENTLY FROM OTHER DISTRICTS? ARE WE REALLY SPEAKING TO THE FISCAL MANAGEMENT DISTRICT? THANK YOU. ALSO, REALLY, WE ARE THINKING AHEAD, WANTING TO DIVE DEEPER INTO THE TECH. WE HAVE ALL OF THOSE PURCHASES. WE KNOW HOW THAT WORKS. YOUR LAST POINT, LEAVING THAT LEGACY IN THE FUTURE. I APPRECIATE THAT. THIS QUESTION, IS RELATED TO THE REMAINDER. I'M GUESSING, THERE ARE PROBABLY SOME PROPERTIES OR SITES THAT HAVE ALL OF THE ALLOCATED FUNDS. THEY ARE NOT NECESSARILY UTILIZED. PART OF THAT WOULD GO INTO THE REMAINDER. I'M ASSUMING THAT WE WOULD GO THROUGH 2025-2026. THIS IS WHEN WE WOULD BE LOOKING AT THAT NEW POT OF MONEY. MAKING ANOTHER DECISION.

>> EVERY SITE, WE WILL EXHAUST THE ALLOCATION. THE REMAINDER I THINK THEY ARE REFERRING TO, IS ON THE CONTINGENCY. WE TOOK THE $7 MILLION CONTINGENCY, AND DIVIDED IT UP EQUALLY AMONG THESE DIFFERENT HIGH SCHOOLS, DEPENDING ON THE LEVELS AND AMOUNTS. THERE ARE STILL $475,000 MISSING. FROM THAT CONTINGENCY, AS WE CONTINUE PROJECTS, BUT WE DON'T WANT TO HAVE HAPPEN, WE ARE JUST LOOKING AT NEWBERRY PARK HIGH SCHOOL. ALL THE WORK THAT WE ARE DOING, WE GO OVER $60,000, WE WILL TAKE THE CONTINGENCY TO FINISH THE PROJECTS ALONG THE WAY. THIS IS UNTIL THAT IS EXHAUSTED. THERE WILL ALSO BE ANOTHER POT OF MONEY IN THE END. WE HAVE EARNED INTEREST ON THE MONEY THAT IS SITTING THERE. WE ACTUALLY HAVE MORE.

WE WILL END UP WITH THE MORE THAN $146 MILLION. THAT IS SOMETHING ELSE THAT WE HAVE TO LOOK AT. THIS IS GOING TO BE THE REMAINDER. THIS IS MONEY THAT WAS GENERATED FROM INTEREST. IT HASN'T BEEN ALLOCATED YET. ONCE WE

[01:25:02]

NEED. >> THANK YOU FOR THE

CLARIFICATION. I APPRECIATE IT. >> CORRECT ME IF I AM WRONG.

YOU MAY SEE PROJECTS WHERE PARTICULAR SCHOOL SITES HAVE A SMALL AMOUNT OF MONEY LEFT. COMBINING WITH OTHER SOURCES TO ACCOMPLISH ANOTHER PROJECT. I BELIEVE THAT IS WHAT WE MENTIONED IN THE LAST MEETING.

>> THEY HAVE $12,000. WE CAN DO SOMETHING. IT IS $25,000. WE ARE LOOKING AT IT. WE HAVE DEVELOPER FEES. WE HAVE ANOTHER FUNDING SOURCE. BEING ABLE TO GET A JOB DONE. YOU CAN IMAGINE THAT NOT EVERYONE IS GOING TO END UP EXACT ON THE ALLOCATION.

NOBODY WILL BE LESS. >> THAT IS WHAT I WAS REFERRING TO. LOOKING AT A REMAINDER. LOOKING AT THESE ODDS. LOOKING AT ALL OF THESE PROJECTS IN DIFFERENT FUNDING SOURCES. A LOT OF INTERESTING THINGS TO TALK ABOUT.

>> MR. SYLVESTER? >> THANK YOU. I LOVE THAT WE ARE TALKING ABOUT HAVING A REMAINDER. THAT IS ACTUALLY A REALLY GOOD PROBLEM TO HAVE. I LOOK FORWARD TO SEEING WHERE

THAT PANS OUT. >> THANK YOU, ONCE AGAIN, FOR COMING. YOU HAVE BEEN DOING AN AMAZING JOB PRESENTING THIS REPORT. YOU HAVE WORKED ON IT. THE PRESENTATION WAS REALLY IMPACTFUL. YOU HAVE DONE WHAT YOU HAVE SAID YOU WERE GOING TO DO A COUPLE OF YEARS AGO. CAN YOU TELL ME THE MEASURE STORY? THAT HAS BEEN A GOOD PART OF THIS. THAT'S ONE OF THE RESPONSIBILITIES OF THE COMMITTEE. I FEEL THAT AS A WHOLE, THE COMMITTEE AS A DISTRICT HAS A LOT OF THE STORYTELLING. I DO APPRECIATE THAT. I APPRECIATE THAT WHOLE TEAM. THE FACT THAT THEY HAVE A REMAINDER, IT IS A TESTAMENT TO THEIR STEWARDSHIP, AS WELL AS ALL THE WORK THAT HAS AND DEALING WITH ALL OF THE SITES. YOU ARE LOOKING AT A LIST OF THE PROJECTS THAT WE HAVE ACCOMPLISHED. LOOKING AT THE SCHOOL SITES, IT REALLY IS COMPLETELY IMPRESSIVE. I DO LOVE THE IDEA OF GOING BACK TO WHERE WE WERE 10 YEARS AGO.

MORE THAN 10 YEARS AGO. WEST LAKE HIGH SCHOOL, WE SAW AND SAT AROUND WITH WHAT WE WANTED. WE KNEW WHAT WE WANTED TO DO WITH THE MONEY. IT WOULD BE INTERESTING TO COMPARE WITH THOSE INITIAL CONVERSATIONS WERE. WE KNOW HOW THINGS CHANGED. WE KNOW WHY THEY CHANGED OVER TIME. FINALLY, I DO LIKE THE FUTURE FOCUS ON TECHNOLOGY. I DON'T BELIEVE TECHNOLOGY WILL BE GOING AWAY ANYTIME SOON. I DO THINK THAT THAT IS A GOOD AREA FOR THE COMMITTEE TO WORK ON. THANK YOU. THANK YOU FOR SHOWING. THANK YOU FOR ALL OF THE WHOLE

COMMITTEE WORK. >> OF COURSE.

>> TO BE FAIR, NO ONE WILL SHARE IT. NOT JUST YOU. I'M GOING TO ECHO THE GRATITUDE DID YOU TALKED ABOUT A SMALL BUT MY STAFF. WE ARE A SMALL BUT MIGHTY DEATH. HUMAN SERVICES INCLUDED, THEY DO A PHENOMENAL JOB. YOU ARE A SMALL BUT MIGHTY OVERSTATED LEAGUE READ WE REALLY APPRECIATE THE GREAT WORK. I KNOW THAT THIS DOES NOT JUST HAPPEN OVERNIGHT, WITH A PRESENTATION LIKE THIS. A LOT OF EXTRA TIME AND EFFORT GOES INTO IT. THANK YOU FOR THAT EFFORT. I THINK THE IDEA OF THE ROADSHOW, AND TELLING THE STORY AS OFTEN AS POSSIBLE, IS REALLY IMPORTANT. WHEN YOU FIRST STARTED, WE WERE REALLY GREAT ABOUT SIGNAGE. EVERYTHING WAS LABELED. I HAD A STICKER ON IT.

WE WERE PROBABLY USING THOSE STICKERS ALL UP. WE CONTINUED THAT. THIS SENT US ANOTHER VISUAL MESSAGE. THEY STILL HAD STICKERS. THIS IS WHAT THEY DID TO HELP OUR COMMUNITIES. THIS

IS FANTASTIC. >> I'M LOOKING AT THE IDEA THAT WE ARE CONTINUING WITH THOSE KINDS OF RINGS. WE ARE PUTTING IT ON WEBSITES, AND SOCIAL MEDIA. I KNOW THAT IS

[01:30:04]

SOMETIMES, PEOPLE MOVE ON, AND RETIRE. YOU ARE TRYING TO FIGURE OUT, HOW DID THIS HAPPEN? I THINK IT IS WELL WORTH IT TO LAY OUT WHAT WE SAID WE WERE GOING TO DO. WE KNOW WHAT WE DID, AND WHY WE DID IT. WE'RE JUST TRYING TO

INFORM THE FUTURE. >> I CERTAINLY THANK YOU FOR THOSE POINTS. ONE OF THE THINGS I WOULD ECHO, I THINK THERE IS REAL OPPORTUNITY IN THE LAST THIRD OF THE CAPITAL STORY.

REALLY, WITH REDWOOD, AND THE DRURY PARK HIGH SCHOOL PROJECT, TO GET SOME EXTRA SIGNAGE OR SOMETHING IN THE GROUND. THEY ARE SO BIG. WHEN IT HAPPENED OVER A LONG PERIOD OF TIME, I THINK ABOUT IT. MY TWO DAUGHTERS WRAPPED UP, THEY WERE AT NEWBERRY PARK HIGH SCHOOL. PUTTING JUST PHYSICAL SIGNS, NOT EVERYONE MAY READ THE EMAILS THAT GET LOST. THIS IS THE HUNDREDS OF EMAILS THAT WE GET EVERY DAY. ONE OF THE THINGS THAT WE DID NOTICE, WE WERE JUST WALKING ALONG THE TENNIS COURTS. YOU SEE THE SIGNS. YOU THINK ABOUT THAT RESTAURANT. THE ADVERTISEMENT IS WORKING. WITH A PHYSICAL SIGN, ESPECIALLY NEWBERRY PARK, WE KNOW HOW ACTIVE IT IS. WE KNOW HOW ACTIVE THOSE KIDS ARE, ALL AROUND THERE. I'M USING IT AS AN EXAMPLE. I'M SAYING THIS EVEN MORE SO. PARENTS, TRAFFIC, ALL OF THAT ACTIVITY, AND THE PARK, IT IS ONE OF THE REASONS WHY WE ARE BUT AT SOMETHING TO SIGN IN THE GROUND. YOU CAN HELP ADVERTISE ALL THE GREAT THINGS THAT WE ARE DOING. I THINK WE ARE GETTING A LARGE COST. I'M ALWAYS WORKING TO THE GAS TAX. YOU CAN SEE THIS BEING PAID FOR. I THINK THAT IS A GREAT EXAMPLE OF TWO PROJECTS THAT WE CAN DO IN THIS LAST PHASE. THANK YOU FOR THE COMMENTS. I CERTAINLY APPRECIATE IT. I 100% AGREE ON BEHALF OF THE ENTIRE MIDI.

>> THANK YOU. I WOULD AGREE. SIGNAGE IS IMPORTANT. WE HAVE A GREAT PRINT SHOP THAT CAN DO ALL OF THAT. GIVE THEM SOME CREDIT ALSO. THANK YOU. SERIOUSLY. NOW, ARE THERE ANY OTHER COMMENTS OR DISCUSSIONS? LET'S VOTE ON THE MOTION ON THE FLOOR. I UNDERSTAND THAT THEY DID NOT ACTUALLY CARE WHAT THEY HAD TO SAY. WE ARE VOTING ON ACCEPTING THE MOTION. WE ARE NOT THINKING. I PROMISE TO THINK BETTER. WE NEED TO ACTUALLY VOTE TO ACCEPT THIS. THIS IS PART OF THE REPORT.

TRUSTEE SYLVESTER. >>

>> MOTION ACTUALLY REALLY CARRIES. ITEM 3 B. DO I HAVE A

[B. Student Services - Approval of Resolution #23/24-37: Recognition of the Tulsa Race Massacre]

MOTION? >> A MOVE THAT WE APPROVE THE RESOLUTION NUMBER 23-24-37. RECOGNITION OF THE TULSA

RESPITE CARE. IT >> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION? SEEING NONE, PLEASE VOTE.

[C. Student Services - Approval of Resolution #23/24-36: Recognition of Juneteenth Independence Day]

>> I MOVE THAT WE APPROVE THE RESOLUTION 23-24-36. RICK MISSION OF JUNETEENTH INDEPENDENCE DAY.

>> I SECOND. >> ANY DISCUSSION ON THIS ITEM?

SEEING NONE, TRUSTEE? >>

[D. Student Services - Approval of Resolution #23/24-35: In Support of Pride Month]

[01:35:05]

>> MOTION CARRIES 5-0. ITEM 3D. STUDENT SERVICES. APPROVAL RESOLUTION IN SUPPORT OF PRIDE MONTH. DO I HAVE EMOTION?

>> I MOVE THAT WE APPROVE RESOLUTION 23-24-35 IN SUPPORT

OF PRIDE MONTH. >> SECOND.

>> PLEASE VOTE. >>

[4. ACTION ITEMS – CONSENT]

>> MOTION CARRIES 5-0 PREFERENTIAL YES VOTE. WE HAVE NOW ARRIVED AT SECTION 4 TREATED CONSENT AGENDA.

>> WE NEED TO MOVE THE CONSENT AGENDA AS SUBMITTED.

>> IT HAS BEEN MOVED AND SECONDED. SEEING NONE, PLEASE

VOTE. >>

>> MOTION CARRIES, 5-10. PREFERENTIAL TRUSTEE VOTE.

>> I WOULD LIKE TO CONGRATULATE MISS KRISTI KEENER, BEING PROMOTED TO PRINCIPAL OF REDWOOD MIDDLE SCHOOL. TAMMY FERRICK, BEING PROMOTED TO PRINCIPAL OF WALNUT ELEMENTARY SCHOOL. CONGRATULATIONS TO THEM.

>>

[A. Business Services - City of Thousand Oaks Request for CVUSD Fee Waiver for Navigation Center Project]

>> REQUEST CAME IN FROM THE CITY OF THOUSAND OAKS, REGARDING THE CITY OF PURCHASE. CONVERTING THIS OVER TO LOW INCOME HOUSING. THEY ARE ASKING YOU TO CONSIDER WAIVING THE FEES THAT WOULD BE INCLUDED AND ENTITLED TO BY THE DEVELOPER.

WE PUT THE TOTAL AND ANTICIPATED THE EXPECTED AMOUNTS. JUST OVER $18,000 AND

>> TO THE MAKE THE SAME REQUEST?

>> THEY DID. >> ANY DISCUSSION?

>> WE DID THIS BEFORE FOR THE OTHER PROJECT.

>> WE DID >> FROM WHAT I HAVE READ, THE HOUSING WAS NOT GOING TO BE PART OF THE SCHOOL-AGE CHILDREN COMING IN. DID I GET THAT RIGHT?

>> THAT IS WHAT THEY ARE CLAIMING.

>> TRUSTEE? >> WE MADE A REQUEST FOR THE CITY TO SPECIFICALLY ON THIS COMMUNITYWIDE ISSUE THAT WE HAVE. SINCE THEY ARE RESPONDING, I FEEL LIKE THEY

NEED TO ACT IN KIND. >> I TEND TO AGREE WITH THAT.

>> I AGREE. >> I THINK THAT YOU HAVE

[B. Instructional Services - Draft 2024-25 Local Control Accountability Plan (LCAP)]

DEFINITE ACTIONS. >> WE WILL BRING UP THE ACTION.

>> NEXT, WE HAVE THE DRAFT OF THE 2024-2025 LOCAL TROLL

COMPATIBILITY PLAN. >> GOOD EVENING. THAT IS IT. I HAVE SOME EXTRACTOR REWORDS TO SHARE. WE MAY HAVE SOME CONVERSATIONS. JUST AS A RECAP, MARCH 6TH OF THIS YEAR, WE HAD A DISCUSSION FOR THE BOARD OF EDUCATION ABOUT SIGNIFICANT UPDATES FOR THE LOCAL ACCOUNTABILITY PLAN FOR NEXT YEAR. NOTABLY, THIS IS THE START OF A NEW, THREE-YEAR CYCLE. THERE ARE PRETTY SIGNIFICANT STATUTORY REQUIREMENTS THAT ARE NEW. THIS IS A NEW CATH. SPECIFICALLY MANY OF THE CHANGES, THEY ARE SPECIFICALLY IDENTIFYING AND ADDRESSING ALL OF THESE THINGS AT THE DISTRICT AND SCHOOL LEVEL. WE LEFT THAT MEETING WITH THE DIRECTION OF MEETING THE NEW STATUTORY REQUIREMENTS. OF COURSE, WORKING TO IDENTIFY ACTIONS UNDER THE SERVICES. WE HAVE DUPLICATED THE STUDENTS, AS WELL AS LEAVING IN SOME REALLY IMPORTANT RELATED ACTIONS THIS IS WHAT WE HAVE A CROSS FROM THE DISTRICT.

[01:40:01]

IT IS REALLY MEANT TO BE A HOOK IN THE GENERAL PUBLIC. WHAT IS IN HIS HOW CAN I LEARN A LITTLE BIT MORE? WE HAVE THESE CAREFULLY PLACED, TAKING THEM TO THE ASSOCIATED AREAS. THIS IS BASED OFF THE DIRECTION OF THE BOARD GRADE WE HAVE TRIED TO IDENTIFY THEM, AS A LARGER ENCOMPASS. THERE ARE SPECIFICALLY CALLING THAT WITHIN THE MAJOR GRAPHIC. THIS IS PART OF THE STRATEGIC PLAN FOR INCLUSION. THEY HAVE PLANS FOR STUDENT ACHIEVEMENT. THIS IS AS WELL AS THE BOARD STUDY SESSION. THAT IS THE PLAN SUMMARY, AND INFO GRAPHIC.

ANOTHER IMPORTANT PIECE THAT I WILL SAY THAT I HAD OVERLOOKED IN THE PAST, I HAD ENCOURAGED ALL OF US TO TAKE A LOOK AT.

THERE IS AN EXPLANATION FOR EACH GOAL. THE FOUR GOALS, WE PUT CONSIDERABLE TIME AND EFFORTS INTO DEVELOPING THOSE BOWL EXPLANATIONS. AGAIN, BASED ON CONVERSATIONS WE HAVE RIGHT HERE WE HAVE A BUNCH OF COMMUNITIES, SPECIFICALLY IDENTIFYING EACH GOAL. THEY HAVE RELATED ACTIONS. THIS IS WITHIN THE STRATEGIC PLAN FOR INCLUSION. WE ARE GOING TO BE EXPECTING AND WIRING THESE PLANS. ALSO, IN TERMS OF METRICS, WE HAVE SOME OF THEM MOVED AROUND. WE HAVE ADDED ADDITIONAL METRICS THAT ARE POLLING RESULTS FROM THE ANNUAL SURVEY. FINALLY, WE HAVE ORGANIZED ACTIONS AND SERVICES THEY SELL FOR NEW STATUTORY REQUIREMENTS. THIS IS PART OF THE DASHBOARD INDICATORS. WE HAVE HIGHLIGHTS AND EMPHASIZES, WHEN WE LOOK AT IT AMONGST THE PLANS THAT WE HAVE IN THE DISTRICT, WE HAVE A MULTITUDE OF ACTIONS ACROSS. THEY ARE SEEKING TO PROVIDE IMPROVEMENTS WITHIN THOSE.

>> FOR KNOWLEDGE PURPOSES, I GUESS THAT WE ARE LOOKING AT THE ONLY DISTRICT IN THE COUNTY. THIS IS BEFORE THE JUNE DATE. A LOT OF APPRECIATION GOES OUT TO THEM FOR THE EFFORT WORKING WITH 13. OBVIOUSLY, WITHIN THE COMMITTEES, PULLING THIS TOGETHER, WORKING IN EARLIER THAN MOST. WE WANTED TO MAKE SURE THAT OVER THE COURSE OF THE LAST FEW MONTHS, THAT WE HAVE DONE THIS BEFORE WE HAVE BEEN ABLE TO DO THIS AND ENCAPSULATE BACK. THIS IS PART OF THE COUNTY. KNOWING THAT WE ARE REALLY MOVING, INCLUDE SO MUCH. THIS IS THE MORE FOCUSED

[01:45:14]

IT. >> IT SHOWS RIGHT HERE. IT IS A HERCULEAN EFFORT. THIS IS A DRAFT THIS FAR. THIS IS YOUR TEAM THAT WORKED ON IT. BEFORE WE GET INTO OTHER COMMENTS AND QUESTIONS, I LOVE THE EXPLANATION OF WHY WE DEVELOPED RULES UNDER EACH ROLE. WE ARE LEADING INTO THIS. IT IS REALLY IMPORTANT. THIS IS GOING TO BE AT A HIGH LEVEL. SPECIFIC

QUESTIONS AND COMMENTS? >> NO ONE WANTS TO START.

>> FOR SMALL, I HAVE TO SAY, I HONESTLY HAD NO IDEA DID WE GET ALL THE NEW REQUIREMENTS AND REITERATIONS. THIS IS HOW WE ARE WEAVING TOGETHER. THIS IS EVERYTHING THAT I HAVE TO SAY.

I WAS REALLY IMPRESSED. WE HAD A LOT OF DISCUSSIONS BACK AND FORTH. STRATEGIC PLANNING DOCUMENTS. THIS WAS ALL FOCUSED. WE HAD THIS IN VERY CERTAIN AREAS. THE COMBINATION HAVING THE OPTIONS VERY FOCUSED, THEY ARE, IN CONJUNCTION WITH THE ACTIONS. THIS IS HOW WE DEVELOP GOALS.

POINTING TO A PIECE OF THE BUDGET. I THINK IT REALLY WORKS. IT IS A SLIM DOCUMENT. WE USE THE THE COUNT FOR $27 MILLION. THESE FUNDS HAD ALL OF THE SUPPLEMENTAL FUNDS. THIS IS WHAT WE PUT IN. THIS TIME, IT WAS A LITTLE BIT UNDER 12 MILLION. THEY WILL RECEIVE THOSE DOLLARS. THE GRAPHIC TURNED OUT BRILLIANTLY. SHE HAD A HAND IN IT. I'M GOING TO GUESS THAT THOSE PEOPLE ARE GOING TO LOOK AT THE GRAPH.

MAYBE THEY WILL PROBABLY STOP. OF COURSE, WE WERE ALL READING IT. THANK YOU FOR GETTING IT TO US NOW. THIS IS A REAL SCRAMBLE IN JUNE. I HAVE A COUPLE OF HIGH-LEVEL COMMON OR SUGGESTION. I HAVE THINGS THAT I HAVE THOUGHT ABOUT. IN EACH GOAL SECTION, WE POINT TO WHERE A LOT OF THIS WORK GETS DONE.

WE HAVE GIVEN THE SCHOOL SITES SOME THINGS TO LOOK AT. I WOULD LIKE TO ALSO ADD THAT WE CAN INCLUDE TAKING THEM INTO CONSIDERATION. WE HAVE SOME ACTIONS IN THE DI PLAN, AS WELL AS OTHER PLANS. THAT MAY NOT BE APPROPRIATE AT EVERY SITE READ AT LEAST IT WOULD BE SOMETHING FOR THEM TO CONSIDER. SIGNALING THAT THOSE PLANS DO HAVE SCHOOL PLANS AS WELL. WE ALSO HAVE AS A DISTRICT, SOMETHING WE SHOULD BE PROUD OF. AGAIN, IT IS AN UP

[01:50:04]

>> DO YOU NOT WANT ME TO KEEP GOING?

>> I'M TRYING TO SEE IF ANYONE HAS ANY SIGNIFICANT AGREEMENT.

WE CAN HAVE SOME KIND OF CONSENSUS MOVING FORWARD WITH

WHAT SHE IS SAYING. >> CONTINUE, MS. SYLVESTER.

>> JUST TO CLARIFY, THE CONSENSUS WAS TO INCLUDE THAT PLAN. TRYING TO MAKE SURE THAT THEY HAVE ACTIONS RELATED TO THE DI PLAN. THIS IS GOING TO BE PART OF THEIR REQUIREMENTS.

THIS INCLUDES THE ACCOUNTABILITY TOOL.

>> GOOD. I WOULD EXPECT THAT. THANK YOU FOR THAT.

>> ONE SUGGESTION. AS SOON AS WE TALK ABOUT WHAT THE EXPECTATION IS, THIS IS WHAT WE EXPECT FROM THE SCHOOL PLANS FOR STUDENT ACHIEVEMENT. ONE IS THAT CHECKLIST SOMEHOW BEING INCORPORATED INTO IT? ARE WE LOOKING AT THE SCHOOL SITE THAT ARE HAPPY TO BE LOOKING AT THE SCHOOL SITE LEVELS? THIS IS A BIGGER PLAN. THIS IS WHAT WE HAVE TO HAPPEN AT THE SCHOOL SITES. THIS IS GOING TO BE PART OF THIS DOCUMENT SOMEWHERE. I THINK THAT IT WILL EXPLAIN TO THE COMMUNITY. HERE IS THE LARGER PLAN. WE DON'T KNOW IF THE BOARD WILL BE ON BOARD WITH

THAT OR NOT. >> THIS IS A VERY HELPFUL IDEA.

FOR ME, I WOULD PROBABLY BE OKAY WITH THIS, AFTER ENGAGING WITH EDUCATIONAL PARTNERS. WE ACTUALLY HAVE THE GOALS AT A HIGH LEVEL. THESE ARE THE KINDS OF THINGS THAT YOU SEE IN THE SCHOOL SITES. MY GUESS IS, YOU ARE GOING TO PUT IT WHERE IT FLOWS. THAT IS JUST BY NATURE. YOU SEEM TO HAVE PUT THINGS IN

A REALLY GOOD ORDER. >> THANK YOU FOR BRINGING THAT UP. THAT NOT ONCE CROSSED MY MIND.

>> IT MIGHT BE REFERENCED ON THIS GRAPHIC. THIS IS GOING TO BE INCLUDED IN THE QR CODES. WE HAVE UNDERLYING GUIDELINES, FOR

WHAT YOU ARE PUTTING IT IN. >> I WILL JUST TALK ABOUT A COUPLE MORE. WE DON'T MENTION THE GATE STUDENTS. WE DON'T HAVE A GAIT PLAN. I DON'T KNOW IF WE DO OR WE DON'T. SINCE WE DON'T HAVE A PLAN OR NOT, IT MIGHT BE IN A COUPLE OF SENTENCES. WE HAVE MENTIONED THE RESOURCES, AND WHAT WE HAVE BEEN LOOKING AT. WE HAVE DIFFERENCES OF THE TATARS, ALL OF THAT. IT DOESN'T NEED TO BE IN THE BODY OF THE PLAN. I WOULD SEE IF WE CAN COME BACK IN. I'M GOING TO STOP FOR NOW.

LOOKING AT THAT SUGGESTION. ANYTHING ELSE FROM THE FULL? NOT SEEING ANYTHING RIGHT HERE.

>> DO YOU WANT TO PONDER IT? >> IT IS HARD. THIS IS NOW.

MOVING FROM A STRATEGIC DOCUMENT. ALTHOUGH, IN ANOTHER NARRATIVE, I HAVE HEARD AND EXPERIENCED EVERYTHING LIKE THAT. THEY JUST DON'T COME UP WITH BEING MEASURED THE S■AME

WAY. >> IT JUST FEELS LIKE IT IS

[01:55:02]

>> A LOT OF THE THINGS WE ARE REPRESENTING WITH DEVELOPMENTS.

I'M LOOKING AT THE BODY OF THE PROGRAM. THIS IS JUST A

SUGGESTION. >> I DIDN'T THINK WE HAD

CONSENSUS ON THAT ONE. >> I JUST NEED TO COMMENT A LITTLE BIT. I'M LOOKING AT THE NARRATIVE. IT WAS INTERESTING TO LOOK AT THE NARRATIVE. I POSED AN INTERESTING QUESTION ABOUT TRYING TO FIT SOME THINGS IN THERE. THEY CAN BRING ATTENTION TO THEM. THEY WEREN'T NECESSARILY TRYING TO BE IN THE ACTUAL ACTION. I WAS JUST TRYING TO PONDER THE IDEA OF HAVING THAT RIGHT THERE. WE HAVE THE NARRATIVE AS IT CURRENTLY STANDS. WE HAVE UNIQUE LEARNERS. WE ARE LOOKING AT THE PARAGRAPH THAT THEY HAVE TALKED ABOUT. I JUST DON'T KNOW HOW MUCH THEY ADD IN TERMS OF ACCOUNTABILITY, AND WHAT THEY ARE MEASURING. THE NARRATIVE IS JUST WHAT THEY

NEED. >> MORE QUESTIONS OR COMMENTS?

WE WILL TAKE A BREAK FOR NOW. >> NEXT PERSON?

>> LET ME ASK CAPABLE OF CROSS-REFERENCED RUSSIANS IF I CAN. I KNOW WE'RE COMING TO THIS MEETING TONIGHT FOR SOME DISCUSSION AROUND THE PLAN. OBVIOUSLY ASKING SOME QUESTIONS, GIVING SOME SUGGESTIONS. OBVIOUSLY, WE KNOW THAT THIS IS GOING TO CONTINUE. WE HAVE THE GOALS MEETING NEXT WEEK. WE ARE TALKING ABOUT SOME PRIORITIES, AND MAKING MORE DISCUSSIONS ABOUT THINGS THAT CAN DISCUSS SOME ATTITUDES. I DON'T WANT TO FEEL LIKE THIS IS OPEN-ENDED AND WE CAN JUST

BE EMAILING HIM EVERYTHING. >> WE ARE NOT.

>> MY POINT IS UNDERSTANDING THAT PROCESS. THIS IS EVERYTHING TO THAT MEETING. REALLY, IT IS THE FINAL GROUP.

THIS IS EVERYTHING THAT IS BEING PRESENTED.

>> WE NEED TO MAKE SURE THAT IN A MEETING, FIRST AND SECOND ITEMS HAVE BEEN APPROVED. THERE IS STILL TIME IN THE MONTH OF JUNE TO PROCESS THE SCHEDULED MEETING. THERE ARE MANY DIRECTIONS. WE CAN DO THAT. WE ARE TRYING TO GET IN.

>> ABSOLUTELY. I'M THINKING ABOUT THE NEXT BUDGET COMMUNITY. I KNOW THAT OUR FOLKS WILL MAYBE BE GETTING

SOME COMMENTS. >> THE LAST MEETING HAD ALREADY BEEN HELD. THERE IS NO OPPORTUNITY FOR THAT PROTECT

THEIR ONE. THEY DID IT. >> THAT IS GETTING INPUT. WE ARE LOOKING AT THE STATUTE REQUIREMENTS IN THE DRAFT. THEY CAN'T RECEIVE COMMENTS. THEY CAN'T RESERVE THAT. I'M

ASSUMING ALL OF THAT. >> I THOUGHT THEY WERE TRYING

TO VALUE THAT. >> I GET THAT WE ARE LOOKING AT THE DRAFT FORM. WE ARE LOOKING AT THE GAPS OVER THE COURSE OF

THE LAST FEW MONTHS. >> THAT IS RIGHT.

>> TRUSTEE? >> I'M TRYING TO LOOK AT HOW FAST THEY GET IT. WE KNOW THAT A NEW FRAMEWORK WAS COMING.

THEY JUST DIDN'T SHOW UP. >> YET, WE HAD TO MOVE FORWARD.

I HAVE FELT THAT WE WERE READY FOR THIS MORE FOCUSED APPROACH.

WE HAVE BEEN WORKING ON SOME BIG GOALS. AT LEAST FOR THE PAST COUPLE OF YEARS. WE HAVE WORKED THINGS LIKE THE

[02:00:01]

AM VERY PLEASED. >> I LOVE THAT. I THINK THE PLANS ARE INTERWOVEN. PART OF THE DIFFICULTY FOR ME AT FIRST, AND I HAVE SEEN THIS WORK FROM THE ADVISORY, I HAVE SEEN THE CHALLENGES AND THE STRUGGLE. YOU ARE LOOKING AT A STRATEGIC, NON-VISIONARY . MINT. THE WORRY IS THAT WE ARE NOT GOING TO BE STRATEGIC ANYMORE. I'M CURIOUS WHAT THE BOARD'S TAKE WILL BE.

ACTUALLY DEVELOP A STRATEGIC DOCUMENT. THIS WILL BE INCLUDED OVER THE COURSE OF NEXT YEAR AND TOMORROW. WE COULD INCLUDE THEM IN FURTHER CAPS. JUST LIKE THESE HAVE BEEN DEPENDED. ANY PLAN THAT IS IN HERE, THIS IS STRATEGIC. THIS IS WHAT WE ARE TRYING TO SEE. THIS IS EXACTLY WHY WE ARE TRYING TO LOOK AT THIS FROM A GRAND SCALE. I THINK IT MIGHT HELP FOLKS WHO THINK THAT THE CAP SHOULD STILL BE A STRATEGIC DOCUMENT IT IS

PART OF THE PARTNERSHIP. >> I'M CURIOUS ABOUT YOUR

TERMINOLOGY. >> YES. IT IS A STRATEGIC DOCUMENT. IT IS ONLY A STRATEGIC DOCUMENT?

>> NO IT IS A FOCUS DOCUMENT. IT IS NOT A COMPREHENSIVE

REPORT. >> YOU ARE CORRECT. FOR ME, I LOOK AT IT, AS IT SHOWING AND FOCUSING ON STRATEGICALLY BASED PLANS. IT IS ABOUT THE SPECIFIC AREAS. WE POINT TO OTHER PLANS THAT WE HAVE. THEY HELP US IN THAT. THEY ALSO DO MORE. I THINK WHERE A LOT OF PEOPLE STRUGGLE, THEY ALSO DO MORE.

PEOPLE SOMETIMES FEEL LIKE WE ARE NOT TALK ABOUT IT. I KNOW THAT IS NOT TRUE. I KNOW EVERYTHING THAT IS DEALING WITH

THAT. >> WE ARE HAVE THE STRATEGIC FOCUS DOCUMENT. THIS REFERENCES THE WAVES AND PLANS. WE HAVE SPENT CONSIDERABLE RESOURCES TO DEVELOP. WE KNOW THAT THE GRANULAR WORK IS REALLY CONTAINED. THAT IS WHERE IT IS APPROPRIATE FOR THAT TO HAPPEN. WE ARE LOOKING AT A SYSTEM OF ALL OF THESE INTERRELATED THINGS. WE ARE NOT REALLY REFERENCING GRANULAR ACTIONS. I THINK THE STRUCTURE MAKES SENSE. I THINK THAT HAVING ACHIEVED THIS LEVEL OF PROGRESS, EVEN IN THIS WAY, WE SHOULD PLAY THIS OUT. I THINK WE HAVE A STRONG HAND. WE SHOULD PLAY IT OUT.

>> FIRST OF ALL, MY PROCESS RUSSIAN, WILL BE ANSWERING ON THIS. I'M GOING TO JUMP. I WANTED TO RESPOND TO THIS DISCUSSION FIRST. I AGREE. THIS IS ABSOLUTELY A STRATEGIC DOCUMENT. I THINK BECAUSE IT IS MORE FOCUSED NOW, IT DOES SPEAK TO US HAVING MORE CONVERSATIONS AND DISCUSSIONS AS A GOVERNING BODY, WHAT ELSE WOULD YOU WANT? WOULD IT BE A FORMAL STRATEGIC PLAN? IS THIS FIVE YEARS OUT? IS THIS REALLY SPECIFIC? 10

[02:05:03]

THEY HAVEN'T NECESSARILY SPOKEN ABOUT IT. WE HAD LOTS OF WAYS THAT WE GO ABOUT IT. I WOULD LIKE US TO HAVE THOSE

CONVERSATIONS. >> I AM SLEEP DEPRIVED. ONE OF THE THINGS THAT ARE IMPORTANT, IT IS THE IDEA OF THE TRANSPARENCY. MAKING PEOPLE UNDERSTAND WHAT THE INTENTIONS ARE. THIS IS WHAT WE ARE DOING.

>> I DID WANT TO SAY SOMETHING TOO. I WANTED TO SAY THIS FIRST. I WANTED TO ASK ABOUT THE PROCESS. I WANTED TO AGREE AND SAY THIS. WHEN WE THINK ABOUT PROCESS, HAVING ALL THE PARTNERS CHIME IN ON SOMETHING, THEY CAN BE TOGETHER. THIS IS A PLAN LIKE THIS HEADING INTO THE NEXT THREE YEARS.

>> I JUST APPRECIATE THAT. THEY ARE FOLLOWING THROUGH, SO THAT WE CAN HAVE THIS TIME. I ALSO AGREE THAT IT IS DEFINITELY TIGHTER. I EMAILED YOU THIS. THE PREVIOUS DOCUMENT ALWAYS HELPS US SCATTER. IT IS JUST LIKE THROWING SO MUCH IN THERE.

IT IS EVERYTHING LIKE THE KITCHEN SINK. I HOPE THAT PEOPLE WILL FIND THIS READABLE AND I JUST.

>> THEY HAVE THOSE GRAPHICS. >> YES THEY DO.

>> I DO HAVE A COUPLE OF OTHER QUESTIONS. I WANTED THEM TO

HAVE A CHANCE. >> IN TERMS OF PROCESS, I THINK WE COULD BE GIVING INPUT NOW. WE HAVE ANOTHER MEETING SPECIFICALLY TO TALK ABOUT GOALS. THIS IS INVARIABLY GOING TO BE PART OF THAT DISCUSSION. HOW DO WE HAVE THAT DISCUSSION

WITHOUT ANOTHER MEETING? >> OKAY.

>> I DID HAVE A FAIRLY SOMEWHAT -- A QUESTION ABOUT THE GROWTH TARGETS. WHAT IS THE EXPECTATION WITH THIS PLAN? WE HAVE OBVIOUSLY SET THESE TARGETS FOR THREE YEARS. I'M ASSUMING THERE IS THIS HOPE THAT WE ARE MOVING OUT OF THE WEATHER? SOME OF THESE, IF NOT ALL? WITH THE GROWTH TARGETS,

HOW ARE THOSE DEVELOPED? >> THE GROWTH TARGETS SPECIFIC TO THE CALIFORNIA DASH WORD INDICATORS, ARE SPECIFIC FOR OUR STUDENT GROUPS, THAT NEED IMPROVEMENT, FOR THEM TO IMPROVE ON. THE DOCTOR AND I, WE ARE ON THE CALIFORNIA DEATH BOARD. THERE IS A REALLY CLEAR VACCINATION ABOUT HOW ALL OF THE SCORES ARE CALCULATED. WE KNOW WHAT PERCENTAGES ARE NEEDED FOR MORE CHRONIC ABSENTEEISM. THIS IS THE PERCENT OF GROWTH NEEDED. AS WELL AS WHAT THE RAW SCORE IS.

IT IS ALWAYS WITH THE IDEA THAT OUR STUDENTS ARE GOING TO BE MOVING OUT. THEY ARE MOVING OUT OF THE RED, MOVING OUT OF THE ORANGE. ALSO, ANOTHER ADDITION ABOUT THE METRICS, SPECIFIC GROUPS THAT ARE IN THE LOWEST PERFORMING AREA, BASED ON THE STATUTE OF REQUIREMENTS, CALL THOSE OUT IN THE METRICS.

STUDENT GROUPS, SCHOOLS, AND THE PARTICULAR AREA WHERE THEY HAVE STOOD IN THE BASELINE, THEY ARE SPECIFICALLY CALLING OUT THE GROWTH TERM. THAT SHOULD BRING THOSE GROUPS DOWN.

THIS IS PART OF THE DASHBOARD.

>> THANK YOU. >> THAT WAS THE ANSWER I WAS

[02:10:06]

>> LET ME ASK A QUESTION. HOW DO WE SEPARATE THE GOALS IN THE DOCUMENT? THIS IS SPECIFIC. ONE IS COVERED BY THE OTHER.

ANSWERING THE QUESTION, IS THAT SOMETHING HOW WE ARE GOING TO REACH OUR TARGETS? IS THIS A DIFFERENT SCHOOL UNDER THE SYSTEM? IS THIS A DIFFERENT DISTRICT?

>> THE SCHOOLS CREATE THEIR OWN GOALS. ALL OF THEM ARE IN ALIGNMENT WITH DIFFERENT DISTRICT GOALS GRADE SIMILAR, THEY IDENTIFY THE BASELINE, AND OTHER TARGETS FROM FUTURE

YEARS. >> OUR SCHOOLS HAVE LOOKED AT A LOT OF SUBSIDIES. THEY WILL CONSIDER A LEARNING LOSS FOR THE NATION. THEY HAVE DIFFERENT GOALS. THEY ARE NOT NECESSARILY

THE SAME ALL ALONG. >> BACK TO YOUR QUESTION, THANK

YOU. >> MAYBE I DIDN'T REALLY SPECIFICALLY ASK A QUESTION. REALLY, TO ME, IT SEEMS THAT WHEN I READ THROUGH IT, I REALLY TRIED TO READ THROUGH IT, THINKING ABOUT ALL THE PRIORITIES OF THE DISTRICT, ALL THE THINGS WE ARE WORKING ON, AND WHAT WE ARE REALLY DOING FOR THESE FOUR HOLES. THAT SEEMS LIKE A PIECE THAT THIS

DRAFT WAS WORKING AT. >> TRUSTEE?

>> IT IS NOT MISSING FOR ME. I CAN SEE IT THROUGHOUT. I CAN SEE THEM TAKE A STRATEGIC FOCUSED APPROACH AS PUTTING

EQUITY FORWARD IN EVERYTHING. >> I THINK IT NEEDS TO BE

SPELLED OUT MORE. >> MY QUESTION WOULD BE HOW? I FELT THE DI THROUGHOUT. HERE IS THE DI PLAN. I'M NOT QUITE

SURE WHAT IS MISSING. >> I THINK WHEN WE TALK ABOUT SPECIFICALLY GOALS, THAT IS REALLY THE STUDENTS MENTAL WELL-BEING, AND PHYSICAL WELL-BEING IN GENERAL. SOCIAL AND EMOTIONAL WELL-BEING. CERTAINLY, WE CAN TALK ABOUT IT. INDIRECTLY, IT ADDRESSES SOME OF THAT. THERE ARE SO MANY PIECES THAT ARE REALLY IMPORTANT STUDENTS ARE GOING TO BE LOOKING AT, WHEN WE ARE DOING THAT IN THIS DISTRICT.

TRYING TO IMPROVE UPON RELEVANT. REALLY, WE ARE ADDRESSING SOME OF THE ANTI-BY HIS WORK. THE REASON THAT WE ARE DOING THEM, IS BECAUSE IT MAKES A DIFFERENCE FOR OUR STUDENTS. TO ME, MY OPINION IS THAT I WOULD LIKE TO REALLY SEE

THAT SPELLED OUT. >> IF WE DO THESE ACTIONS FOR THE WELL-BEING OF THE STUDENTS THAT ARE NOT INCLUDED IN THE LCAP, IT IS INCLUDED OVER AND ABOVE. THIS IS WHAT IT IS GOING TO BE WRITTEN WITH. WE ARE HELD TO IT BY THE BUDGET. I DON'T

[02:15:03]

IT. >> FOR ME, IT IS HIGHLIGHTED IN AN ACT OF WHY WE ARE RELEVANT TO THIS GOAL. IT HAS REALLY EVEN BEEN SPELLED OUT. IT IS PART OF THE PLAN.

>> MY POINT WAS, WANTING AN ACTION. LEAVING TO IT, TO SHOW

EVERYTHING. >> I AM NOT SURE WHAT THE ONE ACTION WOULD BE. I THINK IT IS WOVEN THROUGHOUT. GOAL TWO, I'M PRETTY SURE THAT THE DEI PLANT, IS HERE TO PROVIDE PROFESSIONAL LEARNING ON THE STATUS AND STAFF. THAT IS GOAL TWO READ I SEE IT. WE ARE ASKING ONE OF THE METRICS IN GOLD BLACK FOUR. THAT, TO ME, WE TALKED ABOUT GETTING DATA.

WE ARE LOOKING AT PARTS OF THAT DATA FROM THE STUDENT GROUP IF WE WANT. UNDERSTANDING HOW THESE GROUPS ARE. I DON'T HOW YOU ENCAPSULATE ALL OF THAT FROM THE SPECIFIC ACTION. I THINK THE NARRATIVE IN THIS DOCUMENT, IT IS CRITICAL. I REALLY DO. I THINK WE CAN'T TAKE EACH OF THESE PLANS, AND POPPED THEM INTO THE LCAP. WE TRY TO DO PIECES OF THAT OVERTIME. WE SAW THE CONCLUSION OF THAT. WHICH PARTS DO WE TAKE? THIS POINT OF THE PLAN, THEY HAVE PULLED OUT WHAT IT IS AND GOING TO BE. THIS IS IMPORTANT IN THOSE PLANS WOVEN TO THE NARRATIVE. THIS IS A DIFFERENT POINT, RATHER THAN PICKING UP A FEW THINGS FROM EACH TIME. WE HAVE ALL BEEN READING THE DOCUMENT. I DON'T KNOW WHAT THAT ONE ACTION IS.

>> I TEND TO AGREE WITH THAT. >> ANY OTHER COMMENTS OR

QUESTIONS? >> THIS WOULD BE A QUESTION. I KNOW WE HAVE ONE SPECIFIC ACTION RELATED TO STAFF ATTENTION. THIS IS SOMETHING THAT WE ADDED. THIS IS THE RETENTION PIECE. DO WE FEEL LIKE THERE ARE OTHER PIECES CONTAINED IN THE PLAN THAT ADDRESS RETENTION? I THINK THAT IS AN IMPORTANT PIECE THAT WE HAVE WANTED TO GROW ON. I DON'T KNOW. DO WE HAVE AN ACTION AROUND NEW TEACHER INDUCTION? IS THAT THE ONLY ACTION? I HAVE STARTED.

>> FOR ME, IT IS ENCOMPASSED BY THE BROAD STAFF. THEY MIGHT NOT FEEL LIKE THEY ARE EFFECTIVELY TRAINED.

>> ABSOLUTELY. THIS IS GREAT PRODUCTION LEARNING. TRAINING AGAIN IS REALLY IMPORTANT FOR THE RETENTION. I THINK WE ARE THINKING MORE IN TERMS OF THIS EFFORT. ONE OF THE REASONS WE CHANGE THIS GOAL, IS TO INCLUDE DIVERSITY AND STAFF.

DEVELOPING, RETAINING. THE RETENTION PIECE, IT IS JUST AS IMPORTANT AS THE RECRUITING. WE CAN RECRUIT ALL WE WANT. WE WANT PEOPLE TO STAY HERE IN THAT DISTRICT. JUST SOMETHING TO THINK ABOUT. THIS IS A SPECIFIC ASK. KNOWING THAT IT WOULD CHANGE THAT GOAL, IT IS THE RETENTION. THEY ARE TRYING TO SEE THIS A LITTLE BIT MORE. THIS IS PART OF THE STAFF

RETENTION PIECE. >> I FEEL LIKE THAT IS AN

OUTCOME. >> THIS IS WHAT WE HAVE REACHED

[02:20:10]

OUT FOR. >> 2.3 TARGETED PROFESSIONALS.

THEY SAY THAT WE ARE TALKING ABOUT THE THINGS THAT WE ARE FOCUSED ON. THIS IS WHAT WE VALUE. WE HAVE OUR STAFF TRAINED. WE HAVE TWO EMPLOYEES, AND WE KNOW WHAT THAT IS AS FAR AS THE STANDPOINT. WE CAN DO THOSE THINGS. THIS WILL LEAD INTO THE STUDENT OUTCOMES. YOU HAVE GREATER JOB SATISFACTION.

I DON'T EVEN HOPE TO READ I WOULD EXPECT. THIS IS GOING WELL. WE ARE GOING TO BE HELPING YOU WITH RETENTION.

BURNOUT IS HUGE. >> I THINK ANOTHER IMPORTANT COMPONENT OF IT, IS WHAT THE LUNGS IN COORDINATION.

>> ABSOLUTELY. >> SHOULD WE ADD THE WORD? YOU THINK IT IS ADVISABLE? DO YOU THINK THEY SUPPORT AND RETAIN THE PEOPLE'S WORKING? WE KNOW WHAT THAT MEANS SPECIFICALLY.

DO YOU THINK THAT WOULD BE NECESSARY TO HAVE THOSE THINGS

READY FOR SUPPORT? >> I'M GOING TO JUMP IN.

>> THEY HAVE ISSUES AND TIMES. WE'LL SEE A LOT OF RESIGNATIONS. IBS AREAS OF NEED WITH RETENTION, ARE THE PARENT EDUCATORS. WE HAVE THE BILINGUAL EDUCATORS. WE HAD CHILD NUTRITION AREAS, AND CHILDCARE. WE SEE THE BIGGEST ISSUES WITH RETENTION AND TURNOVER. THIS IS FROM THE CERTIFICATE SIDE. I WOULD SAY THAT WE HAVE BEEN IN A VERY FORTUNATE POSITION. NOT LIKE SOME DISTRICTS, WHERE WE DO HAVE TROUBLE FINDING THAT POSITION. I WOULD SAY THE ONE AREA UP UNTIL NEXT YEAR, IS WHERE WE ARE SITTING RIGHT NOW.

>> IT IS 10 YEARS. I JUST WANT TO CLARIFY ONE MORE TIME ABOUT RETENTION. IT IS REALLY ABOUT THE AREAS OF THIS STAFF. THEY ARE REALLY FORTUNATE. YOU NEVER KNOW WHEN IT COMES OUR WAY.

>> IT IS REALLY IMPORTANT FOR CLARIFICATION.

>> THAT IS REALLY IMPORTANT. I ALSO AGAIN, WOULD SAY THAT IT IS AGAIN ABOUT RECRUITMENT AND RETENTION TOGETHER. WE ARE RECRUITING TOGETHER. THIS IS ALL BY THE STAFF. THE RETENTION PIECE IS GOING TO BE MORE IMPORTANT.

>> WE ARE LOOKING AT FIRST AND SECOND YEAR TEACHERS. THIS IS CREDIBLE. WE ARE MEASURING THAT. I'LL BE BRINGING IT IN? ARE WE GOING IN THE RIGHT PEOPLE? WE ARE LOOKING AT THOSE

FIRST AND SECOND YEARS. >> I WASN'T JUMPING INTO THE CONVERSATION SO MUCH. I WOULD LIKE TO CLARIFY IF ANYONE PULLS THIS UP. I WANTED TO MAKE SURE THAT I AM SHARING. WE HAVE THE ISSUES OF TURNOVER. I WANTED TO MAKE SURE THAT THEY UNDERSTAND

WHERE WE ARE AT. >> I APPRECIATE THAT. I REALLY WANTED TO GET THE INTENTION BEHIND THAT GOAL. THIS IS WHERE THE FINISH THAT GOAL INTENTIONALLY.

>> I FEEL LIKE THEY HAVE BEEN ADJUSTABLE. THEY HAVE DIFFERENT PRACTICES AND RECRUITMENT. THEY HAVE ADDITIONAL DEVELOPMENT UP-AND-DOWN. THIS IS PART OF THE ORGANIZATION. THIS IS PART OF THE PROFESSIONAL DEVELOPMENT. THIS IS REALLY

VALUABLE. >> I THINK THE WORK THAT WE DID TO REFINE THE GOALS, WAS TO REFLECT THE PRIORITIES THAT WE HAD SEEN. THIS IS EVERYTHING WE HAD BEEN WORKING ON. NOT NECESSARILY FOR THE FEDERAL RATES.

>> I DO WANTED TO NOTE THIS. SHAUNA IS NOT HERE TODAY. WE

[02:25:02]

THIS IS A YEAR SINCE THE DAY HE CAME. ULTIMATELY, I WOULD SAY AS MUCH AS I DON'T NEED ANOTHER HANDBOOK, THIS WILL BE THE PERFECT TIME FOR THE BOARD TO SUGGEST. I CAN'T GIVE DIRECTION ON THAT. THIS IS A DIFFERENT PART OF REQUEST. I REALLY DO THINK ABOUT THAT DIFFERENT ASPECT. THIS IS THE WORK THAT NEEDS TO GO ALONG WITH IT. THIS IS PART OF THE CONVERSATION TONIGHT. IT IS REALLY ON THE CLASSIFIED SIDE FOR SOME OF THE NUANCES. YOU HAVE GOT INTO SOMEWHERE THAT YOU CAN POINT INTO. YOU DON'T HAVE THAT ON THE HR SIDE BURIED YOU ARE GOING INTO A GOALS MEETING IN THE NEXT COUPLE OF

WEEKS. >> ARE YOU ASKING US TO CONSIDER IT NOW? IS THIS AT THE GOALS MEETING BECAUSE WE CAN VOTE AGAINST? WE WILL SAVE THOSE LITTLE GOALS.

>> WE HAVE LOOKED AT THIS IN THE FUTURE MEETING. WE ARE

TALKING WITH THEM. >> DR. POWELL?

>> I'M GOING TO MOVE ON TO HR. ACTION 2.9. REFERRING TO YOU DL. WOULD YOU MIND GIVING A LITTLE BIT MORE CONTEXT ABOUT

THAT? >> IS A PART OF THE INTEGRATED PLD LEARNING CREST? I DO BRING IT BACK TO WHEN HE WAS REPRESENTING THIS FROM THE LEARNER PLAN. WE TALKED ABOUT THE NEED TO REALLY SCALE UP THE INTEGRATED AND DESIGNATED EOD TRAINING. THAT IS SPECIFICALLY PROPOSED TO BE DIFFICULT TOO.

THAT IS FRAMED WITHIN UNIVERSAL DESIGN ARTWORK GRADE BOTH OF OUR TEAM AND DEPARTMENTS HAVE TALKED ABOUT IT A LOT. THEY HAVE BEEN VERY THOUGHTFUL HOW TO PROVIDE INTEGRATED AND DESIGNATED TRAINING TO OUR STAFF. BEST WAY TO DO THAT, IS THROUGH THE PEOPLE. UNIVERSAL STAFF ARE FAMILIAR WITH THAT.

WE ARE DESIGNING AND RUNNING TO REMOVE THESE AREAS. THIS IS VERY SPECIFIC FOR THESE WORKERS. WE ARE EXCITED ABOUT

IT. >> THAT IS SUCH AN IMPORTANT INITIATIVE. I JUST WANT TO GET A LITTLE BIT MORE ON-SITE.

>> I HAVE LOTS OF QUESTIONS. >> I DID HAVE LOTS OF QUESTIONS. I KNOW THAT LAST YEAR, WE HAD SOME ADJUSTMENTS MADE. THIS IS BECAUSE OF FEEDBACK. THIS HAD BEEN RECEIVED. I ALWAYS WANT TO KNOW IF WE HAD BEEN ON THAT. FEELING LIKE THE WAY WE HAD BEEN DOING IT THIS YEAR. WE HAVE WAY -- WAYS TO IMPACT THIS, AND BE SUCCESSFUL. WE CAN CONTINUE.

>> IS WHAT WE HAVE PROPOSED IN THE LCAP. THIS IS A MAINTENANCE OF WHAT YOU HAD FOR THIS PARTICULAR YEAR. THIS IS WHEN IT COMES TO THE MINUTES PROVIDED FROM THE ELEMENTARY AND MIDDLE LEVELS. THOSE COMING THROUGH, THEY HAD MANY WAYS FROM OUR TEACHER. THIS WAS THE SECOND STEP FROM THE MIDDLE SCHOOL. THEY HAVE HIGH SCHOOL TEACHERS, EMBEDDING THE OTHER PRACTICES. COMMUNICATING TO THE TEACHERS AT THE HIGH SCHOOL LEVEL, YOU MIGHT WANT TO CONTINUE WITH THAT. WE KNOW THAT WE ARE GOING TO BE SEEING MUCH MORE OF THE TIER ONE FRANCHISE. WE HAVE SOCIAL LEARNING LESSONS FROM OUR COUNSELORS TOO. WE ARE CONTINUING TO WEAR SOME OF THESE RESULTS. WE ARE LOOKING AT THE COUNCILS THAT HAVE BEEN PRESENTED TO US. I WILL SAY, IT DOES REQUIRE A LOT OF WORK. WE HAVE NO INTENTIONALITY. IT DOES WORK TO SUPPORT THIS MOTION.

[02:30:08]

>> I HAVE A QUESTION ON THAT. THE LCAP SURVEY FOR STUDENTS, DOES ASKED THE QUESTION ON SOCIAL LEARNING. IS THAT CORRECT? I KNOW WE HAVEN'T HAD IN THE PAST. RIGHT NOW, WE ARE SHOWING ENOUGH MINUTES AGAIN. IT'S LIKE MAKE SENSE TO INCLUDE SOME BACKTRACKING. USING THESE RESULTS. WE CAN DO THEM FROM ELEMENTARY AND HIGH SCHOOL MEETINGS. TO SO THAT WE ARE NOT LOOKING AT THE NUMBER OF MINUTES. WE HAVE SOME GAUGE

ON THE EFFECTIVENESS. >> LESHER, WE HAD INCLUDED THAT THERE WAS GOING TO BE ANOTHER SCREEN AND ASSESSMENT TOOL. I DON'T KNOW THAT THAT IS GOING TO COME INTO PLAY YET. MAYBE

THEY WILL LOOK AT THEM. >> WE HAVE ADMINISTERED THOSE.

WE WILL CONTINUE TO DO THAT. WE ARE LOOKING AT THE MENTAL HEALTH TEAM, AS WELL AS THE SCHOOL COUNSELING TEAM. AGAIN, THAT IS SOMETHING THAT WE ARE GOING TO DO AS GOOD PRACTICE.

TO WHAT THE TRUSTEE WAS SHARING, AS PART OF THE ANNUAL SURVEY, WE DO ASK THE QUESTION. MY CLASS PARTICIPATES IN THESE OTHER QUESTIONS. I HAVE RESULTS RIGHT THERE. WE CAN CERTAINLY ADD THAT IN. WE ARE LOOKING AT STUDENT SURVEY RESULTS. FEELING SAFE. STUDENTS ARE REPORTING INCLUSIVE ENVIRONMENTS. ALL TRYING TO TRIANGULATE THAT GOAL.

>> THAT ANSWERS THE QUESTION I WAS GOING TO ASK. I WOULD RATHER SEE MORE THAN WHAT THE TEACHER IS PROVIDING FOR MY CLASS. I WOULD RATHER SEE MORE OF MY CLASS, OR MYSELF, BENEFITING. I LEARN MORE. RATHER THAN COMING FROM THE LIVING PERSPECTIVE, AND A TEACHING PERSPECTIVE.

>> DO WE HAVE CONSENSUS ON THIS? ARE WE FRAMING IT? IS THIS WHAT HE IS SUGGESTING? IS THIS HOW YOU DO THAT?

>> ADDING IN THAT PARTICULAR QUESTION?

>> IT WOULD BE TO ADD THIS PARTICULAR QUESTION THAT WE HAD. THIS IS THE SOCIAL AND EMOTIONAL LEARNING ACTIVITY.

>> WAS THERE A QUESTION ABOUT THE IMPACT OF THAT?

>> PARTICIPATION GETS US BACK.

>> THAT GETS YOU IN THE HIGHEST CENTAGE OF THE ELEMENTARY

SCHOOL CATEGORY. >> AT THE SECONDARY LEVEL, WE ASKED THE QUESTION THAT IS HELPFUL. WE HAVE NOT IN THE PAST, BEEN ASKING ABOUT GRADES FOUR THROUGH FIVE.

>> WE HAVE THIS FOR MIDDLE SCHOOL AND HIGH SCHOOL?

>> YES. >> WHAT DO WE WANT TO INCLUDE FOR THE QUESTION? ARE WE COMFORTABLE WITH TRIANGULATING

ALL OF THIS? >> WE CAN GET AT IT.

>> I JUST WANT TO SEE THE DIFFERENCE OF HOW ALL STUDENTS REPORT VERSUS HIGH SCHOOL. ONLY BECAUSE WE MADE A CHANGE FROM THE HIGH SCHOOL APPROACH. WE ARE GETTING OFF TOPIC READ MAYBE IT DOESN'T NEED TO BE IN THE LCAP. I DON'T LIKE MEASURING MINUTES AS A METRIC. I KNOW WE ARE GETTING AROUND IT BY LOOKING AT DIFFERENT MEASURES AND INCLUSION OF LEVERAGES. WE ARE TALKING SPECIFICALLY ABOUT THE EMOTIONAL LEARNING PIECE. IT IS TAKING ENOUGH TIME IN THE CLASSROOM. THEY NEED TO MEASURE THE EFFECTIVENESS. MAYBE WE LOOK AT THE LCAP EFFECTIVENESS FOR STUDENTS UPON -- ACROSS THE

BOARD. >> WE ARE TALKING ELEMENTARY.

>> IT IS FINE. I JUST DON'T WANT TO GET TOO FAR IF WE ARE ADDING THINGS TO A CERTAIN SURVEY.

>> I DON'T WANT TO GET TOO FAR UPFIELD.

>> THIS IS ESPECIALLY AT THE ELEMENTARY LEVEL. STUDENTS CAN PARSE OUT ONE PARTICULAR VARIABLE. I THINK THE WAY THAT WE ARE DOING IT, SCHOOLS ARE INCREASING THE LEARNING

[02:35:07]

FOURTH-GRADER. >> THEY HAVE REPORTED HIGH RATES THAT THEY LIKE TO LOOK AT WITH THESE SKILLS.

>> ARE YOU EXCITED GOING TO SCHOOL ABOUT IT?

>> THIS IS EVOLVING INTO THE SURVEY.

>> MY QUESTION IS, DO THE CURRICULUMS HAVE ANY PROPOSED INFORMATION THAT COULD BE HELPFUL? THANK YOU.

>> I THINK THAT IS SOMETHING THAT WE HAVE TO INVESTIGATE.

I'M STILL LOOKING AT IT. >> ARE WE MOVING ON?

>> YES. WE ARE MOVING ON. >> I DO HAVE ANOTHER QUESTION.

THIS IS REALLY JUST THEM COMMENTING ON IT. THIS IS OBVIOUSLY BEEN A BIG PRIORITY. I THINK RIGHT NOW, IT IS A

CONTINUED TRAINING. >> CONTINUED TRAINING AND COLLABORATION. THIS IS PRIOR TO RESOURCES FOR TEACHERS. ALSO, KEEP IN MIND, WE WILL HAVE THE UPDATE FOR THE DEPARTMENT OF EDUCATION FOR THAT SPECIFIC TITLE.

>> IT HAS BEEN FINE. >> ANYBODY ELSE?

>> OBVIOUSLY, I'M NOT AS FAMILIAR WITH THE LCAP. I DON'T NECESSARILY KNOW ALL THE INS AND OUTS OF THE PREVIOUS ONE. I'M NOT SURE IF THIS IS IN THE WEEDS OF THINGS. MAYBE THIS IS SOMETHING THAT WE CAN PUT IT IN. I WAS WONDERING IF IT WOULD BE BENEFICIAL, IF WE WERE LOOKING AT ONE OR FOUR.

MAYBE TWO EVEN ON THE CHART. INCLUDING SOMETHING ABOUT CURRICULUM IN DEI, RELATED TO THAT. SUPPORTING STUDENT OUTCOMES, LIKE THE CLASSROOMS AS WELL. I WASN'T SURE IF THAT WAS PART OF WHAT THIS WOULD ENCOMPASS. I WAS JUST NOTICING A LOT OF TARGETED TRAINEES FOR TEACHERS, BUT NOT NECESSARILY DISCUSSING AS MUCH ABOUT STUDENTS. THERE ARE SOME THINGS ABOUT CELEBRATIONS, AND RECOMMENDATIONS. THEY WILL HAVE SOMETHING TO BE INCLUDING DIRECTING THE CLASSROOM ENVIRONMENT, OR CURRICULUM. AGAIN, I'M NOT SURE.

>> IS THAT NOT COVERED SUFFICIENTLY WITH THE INCREASED EFFORT? FOR EXAMPLE, TWO ITEMS DOWNLOAD AGENDA?

>> THIS IS SPECIFIC EFFORTS TO DO THAT. DOES THAT INCLUDE

SUFFICIENTLY? >> I WOULDN'T NECESSARILY SAY THAT THEY HAD DIFFERENT GAMES THAT WOULD BE DISCUSSED THAT SPECIFICALLY. THIS IS PART OF THE OVERARCHING GOAL. THIS IS ANOTHER REALLY IMPORTANT STEP. THIS IS WHAT I HAVE NOTICED ANOTHER CLASSROOMS, IT IS NOT NECESSARILY AS INCORPORATED. I DON'T KNOW IF IT IS SOMETHING THAT IS GOING TO BE LOOKING AT THE DETAILS OF INCORPORATING BOOKS. THIS IS WHAT I NEED TO INCLUDE AS A BROAD CODE TO INCREASE INCLUSION. THIS IS GOING TO BE LIKE THE STUDENTS.

>> CORRECT ME IF I AM LONG -- WRONG.

>> DOING NEW TEXTBOOK ADOPTIONS, WE SPECIFICALLY LOOK AT WHAT WE NEED TO DO. USING THE TEXTBOOK, THIS IS INCLUDED

[02:40:08]

TO USE. >> THIS IS AN ONGOING GOAL. WE HAVE DIFFERENT DISCUSSIONS COMING UP ABOUT THE PROGRESS THAT WE HAVE MADE. WE KNOW WHERE WE ARE, AND WHERE WE ARE GOING. MAYBE IT DOESN'T NEED TO BE IN THIS STRATEGIC DOCUMENT. IT IS BECAUSE IT IS EVERYWHERE ELSE.

>> I DO WANT TO KEEP IN CONTEXT OF THE LCAP, AS OPPOSED TO THE DISTRICT OR GOLD COMP. WE MAY HAVE GOALS THAT COME OUT OF DISCUSSIONS THAT ARE SPECIFICALLY FOR THAT STAFF.

THAT IS ALL HOW I HAVE BEEN CATEGORIZING IT. WITH LCAP, MAYBE SOMETHING ELSE WILL COME FROM IT. THEY NEED TO SLIDE IT IN. THIS IS A VERY SPECIFIC, LARGER TYPE OF THING THAT WE NEED TO CONTINUE. WE HAVE ANOTHER CONSENSUS.

>> IS A DIFFERENT COMMENT. THIS ISN'T EXACTLY WHAT YOU ARE GETTING AT. I THINK IT WAS ABOUT HELPING STUDENTS UNDERSTAND SOME OF THOSE ISSUES THAT ARE AROUND DIVERSITY AND INCLUSION. CERTAINLY, I THINK THAT WE HOPE , KNOWING THAT WE ARE GETTING THESE THINGS. WE HAVE RESTORATIVE PRACTICES. WE HAVE BIASED WORK. WE HAVE MORE UNIVERSITY OPTIONS. WE ARE JUST LOOKING AT THE TEXTBOOKS THAT COME IN. HAVING THE ETHICS COURSES, WE HAVE MORE AND MORE AS TOOLS HAVING THESE DISCUSSIONS. THIS IS WHAT WE ARE GETTING. I THINK THERE IS ALSO A QUESTION OF HAVING SOMETHING SPECIFIC AND DEFINITIVE. WE HAVE STUDENT EDUCATION ISSUES. THAT TYPE OF QUESTION. I SEE THAT THERE IS A LOT OF WORK HAPPENING TO

ADDRESS SOME OF THAT. >> I HAVE HEARD THAT TOO. THAT CURRICULUM NEEDS TO BE IMPLEMENTED. I JUST THINK IT TAKES TIME TO GET THERE. IT IS NOT THAT EASY. IT WOULD MAKE ITS WAY INTO LCAP THIS YEAR. IT DOES TAKE TIME TO BUILD THAT OUT. DECISIONS ON WHERE THAT WOULD FIT INTO THE STRUCTURE OF A STUDENT'S DAY, EVERYTHING ELSE, LIKE WE LEARNED OUT OF COVID, TRYING TO MANDATE THAT, IT JUST DIDN'T FIT. WE WOULD

BE IN A VERY SIMILAR POSITION. >> I THINK PART OF YOUR POINT, IT IS STUDENT FOCUSED. WE KNOW HOW THE STUDENTS ARE LEARNING.

THIS IS OPPOSED TO HOW THE TEACHERS ARE.

>> THAT IS IMPORTANT FOR ALL OF US. THAT'S WHY THIS IS THE

OVERARCHING GOAL. >> TO BE CLEAR, I WASN'T NECESSARILY SUGGESTING THAT THING. STUDENTS HAVE BEEN DEVOTED TO ANTIBIAS TRAINING. JUST THE GENERAL RECOGNITION, THAT THEY STILL HAPPEN WITHIN THE CLASSROOM AS WELL, THEY HAVE SOME RECENT CONVERSATIONS THAT HAVE AND HAPPENING IN THE DISTRICT. A LOT OF THIS IS STUDENT CLIMATE FOCUSED. I NOTICED IN REFERENCE TO THE DEI PLAN, THEY HAVE ACTIONS IN STUDENT ENVIRONMENTS. THEY ACTUALLY HAVE ANOTHER UNDERSTANDING OF WHAT IT MEANS TO BE AN INCLUSIVE STUDENT.

>> IT MIGHT BE INTERESTING. THIS IS IN TERMS OF WHAT I

[02:45:02]

>> IT IS A LONG DAY AND NIGHT.

>> THERE IS DEFINITELY SOMETHING THAT WE CAN DO TO HOLD THE ITEM. THEY JUST USED IT TO MAKE A NOTE. THIS GIVES US A COUPLE MORE WEEKS TO PONDER.

>> I WAS GOING TO SAY, IF YOU WANT TO THINK ABOUT WHAT THAT MIGHT LOOK LIKE, THAT MIGHT BRING ANOTHER SUGGESTION. THIS IS WHAT I WOULD DO. YOU CAN TAKE IT OUT IF YOU DON'T LIKE

IT. WE CAN ADD IT. >> THAT IS WHY WE HAVE A STUDENT TRUSTEE. THANK YOU FOR THAT.

>> ANY OTHER QUESTIONS OR COMMENTS? I THINK WE ARE MOVING

ON. ARE YOU GOOD? >> YES, THANK YOU.

[C. Instructional Services - Dress Code Committee Suggestions]

>> I KNOW YOU ARE GOOD DID ARE WE CLEAR? DRESS CODE COMMITTEE

SUGGESTIONS. >> DRESS CODE. SWITCHING GEARS A LITTLE BIT. EARLIER THIS YEAR IN FEBRUARY, BOARD OF EDUCATION EXPRESSED DESIRE FOR THE SUPERINTENDENTS COMMITTEE.

REFORMING THE BOARD OF EDUCATION. SOME SUGGESTIONS FROM THE STUDENT DRESS CODE, SUBSEQUENT TO THAT TIME, WE HAVE HAD TWO MEETINGS FROM THE STRESS CODE COMMITTEE. THEY HAVE BEEN VERY THANKFUL FOR THE COMMITMENT AND THOSE MEMBERS OF THE COMMITTEE. THEY CONSISTED OF A TEACHER FROM EACH OF THE SPANS. THIS IS PART OF THE PRESIDENT. PART OF EACH MIDDLE SCHOOL AND HIGH SCHOOL. THE TWO HIGH SCHOOL STUDENTS, ONE MIDDLE SCHOOL STUDENT, THEY HAD DISTRICT STAFF THAT WAS THERE.

TRYING TO WEIGH IN ON OUR THOUGHTS AND OPINIONS. THEY HAVE DIFFERENT SUGGESTIONS TO YOU ALL. TELLING YOU A LITTLE BIT ABOUT OUR PROCESS, THE COMMITTEE FIRST REVIEWED THE PROCESS. THIS IS PART OF IT. REGULATION 532, WHICH IS LOOKING AT THE AGENDA ITEM. WE ARE WATCHING THE VIDEO BOARD OF EDUCATION'S DISCUSSION. THIS IS THE DISCUSSION ON THE CHARGE OF THE COMMITTEE. COLLECTIVELY, WE HAVE IDENTIFIED THE CENTER OF THE SCOPE. WE ARE BOUNCING THEM BACK TO YOU ALL. IT WAS TO APPROVE THE CURRENT DRESS CODE. THIS IS PART OF THE PUBLIC SAFETY ENFORCEMENT. MAKING THIS MORE COMPREHENSIBLE. WE HAVE BEEN IN THE SPACE. WE BROKE UP THE COMMITTEE INTO THREE SEPARATE GROUPS. WE HAVE DIFFERENT STUDENT-TEACHER ADMINISTRATORS. THOSE GROUPS CAME TO SOME AGREEMENTS ABOUT THOSE SUGGESTIONS. THESE ARE SOME SUGGESTIONS FOR YOU ALL TODAY. WE HAD SOME SIMILAR SUGGESTIONS SO THAT WE COULD COMPILE THEM. WE HAVE SINGLE ITEMS. THAT IS WHAT WE HAVE FOR

YOU TODAY. >> FIRST OFF, I WOULD LIKE TO THANK YOU FOR THE PROCESS. WE CAN CONVENE AROUND THIS. WE ARE COMING THROUGH WITH THIS LIST OF SUGGESTIONS. THEY FEEL LIKE IT HAS BEEN THERE ALREADY. THIS IS EXPECTED IT WOULD HAPPEN. IT IS MORE ABOUT EDUCATION. THERE ARE SOME THINGS THAT WE MAY WANT TO TALK ABOUT. FIRST, ANY THOUGHTS?

>> AGAIN, I WANT TO STICK ANOTHER POINT THAT I HAVE FROM MY EXPERIENCE. I WOULD NOT LIKE TO SEE IT IN THE DRESS CODE.

THIS IS ANYTHING THAT DISCRIMINATES BETWEEN THE NUMBER OF HOURS THAT ONE GENDER WOULD SPEND FROM THE COUNSELOR'S OFFICE, INSTEAD OF WAITING AS OPPOSED TO THE

[02:50:01]

THAT GENERAL STATEMENT. >> JUST TO CLARIFY, LOOKING AT THE DRESS CODE SUGGESTIONS, IT SAYS ELEMENTARY ON TOP, ARE LOOKING AT ELEMENTARY ONLY? ARE THEY OVERARCHING?

>> JUST THAT ONE. >> IT IS ELEMENTARY SPECIFIC

GRADE >> THE REST IS EVERYTHING.

>> WHAT WE ARE LOOKING AT RIGHT HERE, I UNDERSTAND THAT THE PROCESS IS PRETTY MUCH CONSENSUS ACROSS ALL OF THOSE DIFFERENT STAKEHOLDERS THAT YOU JUST LAID OUT.

>> CONSENSUS, MEANING EACH OF THE GROUPS WERE CONFIDENT TO BRING THOSE FORWARD. WE DID PROVIDE SUGGESTIONS TO ALL OF THE MEMBERS OF THE COMMUNITY. WE ASK THEM IF THEY OVERALL AGREED OR DISAGREED. AS WE ARE LOOKING AT IT, WE ARE GOING

THROUGH IT. >> I'M NOT GOING TO BE ABLE TO

SEE ANYTHING YET. >> WE HAD A LITTLE BIT OF PREPARATION FOR TODAY. WHEN YOU LOOK AT THE LIST, WE HAD OVERALL 100% STRONG AGREEMENT ACTIONS WITH ALL OF THEM. WITH THE EXCEPTION OF ONE PERSON. ONE PERSON OUT OF 12 INDIVIDUALS COMPLETING THE SURVEY. 14 WERE GOING TO BE ON THE COMMITTEE. ONE PERSON WAS IN DISAGREEMENT WITH THE FIRST ONE. THIS IS SPECIFIC. THAT WAS THAT ONE INDIVIDUAL. WE DIDN'T THINK THAT IT SHOULD BE INCLUDED. THIS IS ON THE DEFINITION OF WHAT A TOPIC IS. THREE INDIVIDUALS DISAGREED.

THERE DISAGREEMENT, HOWEVER, WAS NOT UNIFORM. THIS IS VERY DETAILED. ONE INDIVIDUAL, FOR INSTANCE, THOUGHT THAT SOME OF THIS WAS TOO VAGUE. ONE PERSON ADVOCATED FOR THE SHOULDER.

UNNECESSARILY HAVING TWO. THE ONLY OTHER PLACE, IT WAS NOT THE FULL OVERALL AGREEMENT. TWO INDIVIDUALS DISAGREED ON THE ITEM. PROHIBITING ANYTHING THAT BLOCKS SIZE. THIS IS WHAT THEY HAVE REQUIRED SINCE THEY WERE IN THE MIDDLE. THE DISAGREEMENT RIGHT THERE, ONE INDIVIDUAL BELIEVES THAT IT SHOULD JUST SAY NO HATS. THE OTHER INDIVIDUAL SAID THAT WE SHOULD JUST SAY THAT HATS ARE OKAY. HE SAID THE WORD CONSENSUS, --

>> AND YOU HOLD UP THE CHART? YOU JUST MADE HER DAY.

>> I WANT TO THANK YOU. HEATHER NEELY.

>> SHOUT OUT TO SHANNON SNYDER. >> I JUMPED RIGHT IN WITH A NEGATIVE. I JUST WANT TO SAY FIRST OF ALL, THANK YOU, AND THANK YOU TO THE COMMITTEE FOR ALL OF YOUR WORK. THANK YOU FOR ALL THE ACCUMULATION OF ALL THE CONSENSUS THAT YOU HAVE DONE. I WANT TO THANK YOU BEFORE YOU JUMP INTO THE MIX.

>> IN CHARGE OF THE COMMITTEE, YOU HAVE VERY DETAILED RESPONSES. I UNDERSTAND THAT THERE ARE A COUPLE THAT ARE ARTIE IN THERE. I THINK THAT WE HAVE TO SERIOUSLY CONSIDER THE SUGGESTIONS. WE HAVE TO DECIDE IF WE WANT TO INCORPORATE THEM

READ >> CAN I ASK ONE CLARIFYING QUESTION BEFORE WE GET TO THAT? THE DRESS CORD IS FOR TK THROUGH 12? WHAT DOES THE POINT THAT STATES STUDENTS WILL NOT BE PRESENTED WITH A DRESS CODE? WHAT DOES THAT MEAN?

[02:55:11]

>> IF YOU READ IT HOW IT IS WRITTEN, IT IS ACTUALLY NOT APPROPRIATE. IT FELT LIKE IT WAS TOO MATURE OF A LANGUAGE IN THE ACTUAL POLISH THE FOR US TO TEACH IT TO THE ELEMENTARY STUDENTS. WE PUBLISHED IT FOR THE PARENTS. WE REPHRASED IT FOR THE STUDENTS. WE DID NOT WANT TO HAND IT OUT, OR TELL PRINCIPLES TO HAND IT OUT TO THE STUDENTS DIRECTLY.

>> THANK YOU. THEY JUST DON'T SEE THE ACTUAL POLICY. I GET

IT. IT MAKES SENSE. >> THAT IS WHY IT IS AN ADMINISTRATIVE REGULATION. GREAT. THANK YOU.

>> GREAT, AGAIN, A LOT OF THESE THINGS BELONG IN THAT POLICY.

THEY ALREADY ARE. EXACTLY. QUESTION FOR THE GROUP. DO WE WANT TO GO THROUGH THEM AND GIVE CONSENSUS FOR WHAT WE WANT THEM TO ADD? DO WE WANT TO GIVE IT BACK TO THEM? DO WE WANT TO MAKE SURE THAT THEY ARE IN THERE?

>> THEY ARE DONE. THEY DID THEIR WORK. LET'S GO THROUGH

IT. >> GREAT.

>> CAN I MAKE ONE QUICK QUESTION? I KNOW THAT OUR POLICIES ARE TK THROUGH 12. DO WE WANT TO ADD A PARTICULAR GROUP TO THIS? ARE WE JUST GOING TO COUNT THEM UNDER REGULAR ACTIONS? WE DO CARRY POSTS.

>> ARE THEY EXCLUDED? >> IT DOESN'T ACTUALLY SPELL

IT OUT. >> I WANTED TO MAKE SURE THAT

WE HAVE PRESCHOOL STUDENTS. >> WE WANTED TO MAKE SURE THAT

WE REALLY HAVE IT. >> THEY ARE CHANGING THIS TO

PRIESTS. >> THAT MAKES SENSE.

>> EXACTLY. ITEM NUMBER ONE. NO ELEMENTARY FLIP-FLOPS. NO STRAPPED HEELS. NO CAPES. THINGS LIKE A SAFETY ISSUE TO

ME. >> I HAVE IT ON GOOD AUTHORITY THAT ONE OF OUR ASSISTANCE SUPERINTENDENTS WAS ON AN ELEMENTARY SCHOOL WEBSITE IN FLIP-FLOPS. LASTLY, THE VIDEO

HAS NOT SURFACED YET. >> I WILL SEE THEM IN WORK

AFTER TOO. >> WAS INCONSISTENT?

>> SOMETIMES, IT IS NOT CLEAR. >> UNLESS YOU ARE LOOKING AT

THE GROUND. >> THESE REGULATIONS ARE FOR

STUDENTS. >> I AM NOT SURE THAT HAS EVER

HAPPENED. >> I THINK THIS IS TOO RESTRICTIVE. WE LIVE IN SOUTHERN CALIFORNIA. I THINK SANDALS ARE OKAY IN CERTAIN CIRCUMSTANCES. I THINK IT DOES INDICATE THAT CLOSED TOES -- TOED SHOES, CAN BE REQUIRED IN OTHER PLACES WHERE THAT IS IMPORTANT. THEY CAN CATEGORICALLY TELL PEOPLE THAT CONNECT -- THEY CANNOT WEAR

SANDALS EVER. >> WE ARE FIGHTING THIS BECAUSE THIS IS AT ELEMENTARY ONLY. I THINK THE IDEA OF SANDALS GETTING CAUGHT ON PLAY EQUIPMENT. I KNOW OF A FEW STUDENTS THAT HAVE GOTTEN HURT THAT WAY.

>> OKAY. >> TO ME, IT IS A SAFETY THING.

KIDS GET STUCK TOO. I CAN BE WRONG.

>> THAT IS A LEARNING CONVERSATION. IT IS IN THE AR.

IN CERTAIN SUMS -- CERTAIN CIRCUMSTANCES, CLOSE TOED SHOES CAN BE REQUIRED. I'M NOT SENDING FAMILIES OUT TO BUY NEW

SHOES. >> NEW SHOES SEEM TO BE AT ELEMENTARY SCHOOLS WERE KIDS GO OUT TO RECESS AND RUN AROUND.

THAT IS NOT COVERED. RUNNING AROUND IN FLIP-FLOPS, MIGHT NOT BE GOOD. I DO SEE THAT THAT COULD BE A SAFETY ISSUE.

>> CAN WE PUT IN SOME DISTINGUISHES BETWEEN INDOOR

ROLES AND OUTDOOR RULES? >> WE CAN HAVE THIS IS A DRESS CODE. WE CAN HAVE FLIP-FLOPS AS A DRESS CODE READ IT WOULD BE

PE, RECESS, LUNCH. >> IT IS ALSO CUMBERSOME FOR A

[03:00:04]

EVER-CHANGING. >> ARE WE REQUIRING FOR ELEMENTARY STUDENTS FOR PE, THAT THEY WEAR SNEAKERS?

>> CURRENTLY, THE ADMINISTRATIVE REGULATION FROM PROTECTIVE GEAR, THIS IS PE, AND IN PARENTHESES, ATHLETIC

SHOES. >> WE ARE CURRENTLY REQUIRING

IT? >> IT SAYS THEY CAN REQUIRE IT.

IT IS THE TEACHERS DOES RUSSIAN, IT LOOKS LIKE.

>> YES. >> TOO MANY CLOSE TOED SHOES.

>> I UNDERSTAND SOUTHERN CALIFORNIA.

>> IT IS THE SANDALS. IT IS THE CLOSED TOE THAT SEEMS RESTRICTIVE. I THINK FLIP-FLOPS AND ELEMENTARY SCHOOL STUDENTS RUNNING AROUND FOR THE DON'T HAVE IT STRAPPED, THAT IS THE ISSUE. IT IS NOT THE ISSUE THAT YOU CANNOT WEAR SANDALS OR A STRAP. AGAIN, THE COMMITTEE, THEY DIDN'T WANT TO SAY

ANYTHING ABOUT CAPES. >> CLOSED WERE STRAPPED HEELS.

>> NOW I UNDERSTAND. >> I THINK WE ARE COVERED WITH THE LANGUAGE UNDER PROTECTIVE GEAR. I THINK IT IS ACTIVITY SPECIFIC. I THINK THIS IS WHAT WE ARE TALKING ABOUT.

>> AGAIN, THAT IS TO THE TEACHER'S DISCRETION. THE CHALLENGE IS RECESS. WE WANT OUR KIDS TO BE AS ACTIVE AS WE

CAN. >> WE ARE NOT TALKING ABOUT

SIXTH GRADE. >> I WANTED TO GET SOME

CONSENSUS FROM THAT DID >> MY THOUGHT IS, TO ADD IT, MAYBE TAKE OFF THE CLOSED TOE PIECE OF IT. NO FLIP-FLOPS. ALL SHOES. THEY MUST HAVE CLOSED OR STRAPPED HEELS. I DON'T KNOW.

>> WHAT DOES THAT LOOK LIKE? >> IT LOOKS LIKE THEY ARE NOT WEARING OFFICE. THIS IS AN ELEMENTARY SCHOOL. THERE IS A LOT OF RUNNING AROUND THE GOES ON.

>> I UNDERSTAND. WE ARE GETTING BEHIND CLOSED TOE. I KEEP

DELETING THAT. >> IT IS NOT LIKE YOU ARE IN THE LETTER. WE HAVE THE CONSTRUCTION SITE.

>> BRIGHT AND EARLY. TRUSTEE. WE HAVE CONSENSUS ON THE FIRST ONE. TAKING OUT THE WORDS CLOSED TOE. IT NO FLIP-FLOPS, NO STRAPS. THAT IS ELEMENTARY SPECIFIC. NEXT ONE IS MY FAVORITE. DEFINING THE TALK. THEY MUST HAVE A MINIMUM STRAP OVER EACH SHOULDER TO KEEP THE TOP IN PLACE. THE SHOULDER MUST COVER THE CHEST AND TORSO. TO ME, TORSO COVERS IT. THAT IS YOUR TORSO. ALL OF THOSE THINGS.

>> AGAIN, I FIND THIS TOTALLY DISCRIMINATORY. WE WOULD HAVE

[03:05:04]

NOT ALL OF THEM. >> TO BE HONEST, I AGREE. I CAME FROM A HEIST LENS. IT IS A PRETTY RESTRICTIVE DRESS CODE.

THEY HAVE IDENTIFIED WHAT A TOP IS, AND WHAT PANS ARE. IT IS DIFFICULT FOR STUDENTS TO SOMETIMES FIND THINGS.

ESPECIALLY GIVING VARYING BODY TYPES, AND THINGS OF THAT NATURE. THIS IS THE MEANING THINGS TO DIFFERENT PEOPLE. IT COMES FROM THE BACK. SOMETHING ABOUT DEFINING THE PARTS OF THE BODY THAT ARE MORE DESCRIPTIVE, JUST SEEMS A LITTLE BIT LIKE

GOING BACK TO WHAT WE HAD. >> I AM COMING IN THE MIDDLE OF THAT. THE CURRENT AR, IS COVERING AND . THIS IS DIFFERENT MATERIAL. I CAN GO BACK TO RECOVERING THE CHEST AND BACK. I THINK WHAT I WOULD WANT TO SEE, IS ADDING IN CLOTHING MUST COVER THE IN THE BUTTOCKS. ADDING THAT WORD. I DON'T THINK ANYONE WANTS TO POLICE THAT. WHAT I'M SAYING, ADDING IN DRESSES TO THAT LIST, IT TIGHTENS IT UP A LITTLE BIT, WITHOUT GOING INTO SHOWING YOUR BACK. THAT IS TOO MUCH. DOES

THAT MAKE SENSE? >> YOU ARE SAYING ADDING IN BREASTS, BUT NOT HAVE IT NOT RESTRICTING THE CLEAVAGE? YOU WOULD NEED LANGUAGE ON THAT AS WELL.

>> CLEAVAGE SHOULD NOT HAVE COVERAGE REQUIREMENTS. I'M SORRY DID YOU HAVE SOME SLEEPING AT THE OTHERS? IS THIS PART OF THE REMOVAL FROM THE DRESS CODE? I THOUGHT THAT MADE

SENSE TO ME. >> I WOULD PARTIALLY AGREE.

THIS IS THE ADDITION OF SOMETHING THAT IS GOOD. FOR ME, IT IS MORE ABOUT THE ROTATION. WHO GETS TO DECIDE WHAT IS BREAST, AND WHAT IS CLEAVAGE? I THINK THAT ADDITION WOULD BE FINE. EVEN IF YOU BROUGHT THAT UP, BUT NOT AT BREASTS, I THINK IT WOULD ADD A LITTLE BIT MORE FORGIVENESS THAN CHEST. I DON'T KNOW IF THAT IS GOING TO BE ALONG THE LINES OF WHAT I

WAS THINKING. >> I DON'T KNOW IF I WOULD

WANT THAT. >> I DO NOT HAVE CONSENSUS ON TWO STUDENTS THAT MUST ADHERE TO THE DRESS CODE. THEY HAVE BEEN ATTENDING FOR FIELD TRIPS. STUDENTS HAVE DRESS CODE REQUIREMENTS. THIS IS CONSENSUS ON NUMBER THREE.

>> HAS THIS BEEN AN ISSUE? >> WE HAVE HEARD THAT IT WAS.

>> IT WAS AND IT ACTUALLY WASN'T? WHERE STUDENTS GO,

THEY ARE EXPECTED. >> WHAT KIND OF DRESS CODE ARE WE EXPECTING? DO PARENTS HAVE TO GO OUT AND BUY SOMETHING

SPECIAL? >> I'M JUST LOOKING FOR

SPECIFICS. >> I ASKED THE COMMITTEE THAT AS WELL. THEY SHARED THE TOLERANCE.

>> THIS HAS NO DRESS CODE READ

>> THAT IS WHAT THEY SHARED WITH ME. I THINK IT WAS AT A

[03:10:06]

>> IT HAS NEVER COME UP. WE NEED TO CHANGE THE POLICY. THE

SITUATION HAS ARISEN. >> I WOULD RATHER HAVE US RIGHT IT. OUR KIDS, THIS IS PART OF THE FACILITY. THEY KNOW THAT WE HAVE IT IN ADVANCE. RATHER THAN SAYING WHEN IT COMES UP, THAT CITY HALL, KNOWS THAT WE ARE NOT FOLLOWING IT. WE ARE GOING TO LEAVE AT HOME. I WOULD RATHER LET US BE IN SCHOOL.

>> THIS IS DRESS CODES. WHERE IS THE DISTINCTION?

>> I THOUGHT WE SAID ALLOWING HAT.

>> OKAY. HOW WOULD YOU HAVE THEM TAKING THAT OUT?

>> I AM NOT SAYING THAT SPECIFIC ONE. I'M SAYING IF A STUDENT REFUSES TO DRESS IN OTHER WAYS THAN HOW THEY WOULD ADDRESS SCHOOL CODE, I AM NOT LOOKING AT THE CHANGE. THEY HAVE A DIFFERENT INSTITUTE. THIS INCLUDES DIFFERENT MUSEUMS. THEIR POLICIES ARE MORE STRICT THAN MY SCHOOLS.

>> WE HAVE AN EXAMPLE OF HOW STUDENTS PLACE CODES? THIS IS

ACCORDING TO THE DRESS CODE. >> THIS IS NOT A PLACE THAT THEY CURRENTLY GO. THE VATICAN HAS A VERY STRICT DRESS CODE.

YOU CAN'T HAVE BARE SHOULDERS.

>> WE ARE NOT TAKING STUDENTS TO THAT.

>> THIS IS INCLUDING THIS IF IT IS NOT AN ISSUE. WE NEVER HAVE TO WORRY ABOUT IT. WE ARE TRYING TO WORK SOMEPLACE, WHERE WE HAVE THE ORTHODOX ACTIONS. THIS IS AT LEAST IN THE DRESS

CODE. NEVER COMES OUT OF IT. >> WE HAVE SOME GOOD ADDITIONS.

I WANT THEM TO HAVE ACCESS TO THESE OPPORTUNITIES. I KNOW WE WOULD PREFER TO JUST PUT IT IN THERE.

>> THIS IS MOSTLY NOT. >> WE HAVE STABLE WING, NON-CLOSING ITEMS. WE HAVE DIFFERENT PHYSICAL ACTIVITIES.

THIS IS FOR SAFETY. >> THIS IS A DIFFERENT NECKLACE, OR SOMETHING OF THAT NATURE.

>> IN MY HEAD, THAT IS A LEADING THEM. THIS IS WHAT WE

ARE NEEDING. >> BACK TO SAFETY.

>> THIS IS PART OF THE AR. >> I DON'T KNOW IF THE COMMITTEE WAS TRYING TO BE MORE OUTRIGHT.

>> WE HAVE THOSE LISTS OF THINGS. CURRENTLY AS IT IS, IT

[03:15:06]

TEIXEIRA. THIS INCLUDES OTHER SAFETY REQUIREMENTS. IN PROHIBITION, I THINK THE COMMITTEE INCLUDED CHAINS.

DURING THESE ACTIVITIES, WE HAVE SAFETY CONCERNS. WE HAVE THOSE OTHER NECESSARY SAFETY REQUIREMENT.

>> THE QUESTIONS ON THIS. >> WE DIDN'T INCLUDE THE OTHER

ACTIVITIES. >> IS INCLUDED TIF ON IT.

>> THIS IS NOT ALLOWED. >> WE ARE LOOKING AT THE UMPIRE. THEY WERE LOOKING AT REGULATIONS.

>> I HAVE SEEN THAT. THEY WERE TALKING ACROSS. THEY WOULD COME. THIS IS ONE WHERE I FEEL LIKE IT IS IN THERE.

>> THIS IS PART OF THE CLASS. AT LEAST IN THIS ONE, I AM NOT SPECIFICALLY ADDING ANYTHING TO ADDRESS. I'M LOOKING AT THIS

DISCRETION. >> THIS WAS HERE EARLIER.

>> THIS IS MY FLIP-FLOP. >> THIS IS PART OF THE CHALLENGE WITH THE ENFORCEMENT OF DRESS CODE. THIS IS PART OF THE AGGRESSION. THIS IS PART OF THE IDEA.

>> I CANNOT DEAL WITH IT. >> WE HAVE OTHER FOLKS THAT WERE ON THE COMMITTEE. IF YOU WANT TO CHIME IN, I DON'T KNOW. I DON'T KNOW IF THAT WAS PART OF THAT. I THINK BEFORE, IT WAS EXPANDING THE LIST OF THINGS THAT WERE SAFETY

CONCERNS. >> I'M OKAY WITH THE WAY IT IS

CURRENTLY WORDED. >> NEXT. PROHIBITING ANYTHING FROM THE STRUCTURAL SETTING. STUDENTS MAY WEAR HATS. THEY ARE TRYING TO STAFF THIS ALONG STUDENTS EYES.

>> THIS IS WHAT THEY WERE SUPPOSED TO DO. WE ARE GOING FOR GENDER EQUALITY. PROHIBITING THEM LARGELY. THE

COFFEE IS LEAVING MY HEAD. >> WHAT ARE YOU SAYING?

>> I AM SAYING -- >> THIS IS HERE FOR THE SAVED.

>> AS A FORMER TEACHER, I HAVE PERSONALLY IDENTIFIED MYSELF. I WOULD SAY, WE ARE LOOKING AT THE BLOCKS, TO BE HONEST.

>> I WOULD BE OPPOSED TO THAT.

>> I AM NOT SURE THAT I SEE THE OUTFIT. THEY ARE NOT

[03:20:09]

>> THEY MAY HAVE SOME CLARIFICATIONS. I HAVE SEEN THE

LIGHT ON IT. >> WE HAVE THE COMMITTEE TRYING TO LOOK AT THE GENERAL CONCEPTS. IF

>> COOL GLASSES. >> FORWARD THINKERS.

>> SUNGLASSES IS A PLAIN ISSUE.

>> THAT WOULD ANNOY ME. WE HAVE ENDANGERS AND STUDENTS AND

SUCH. >> THIS IS GOING TO BE FROM THE TEACHER. THIS IS GOING TO BE ON THAT SIDE.

>> IS THE FEAR THAT THE STUDENT IS SLEEPING, CANNOT SEE THEIR EYES? IT WAS AN AMAZING STUDENT.

>> SUNGLASSES INSIDE. >> THIS INCLUDES ASSISTANT PRINCIPALS AT THE HIGHEST. THIS IS THEIR THOUGHTS ON THIS FOR OUR SUNGLASSES. THEY CANNOT RUN FROM THE OFFICE, OR ANYTHING

LIKE THAT. >> IT SEEMED LIKE A REASONABLE

AD. >> WE ARE NOT DOING THIS.

>> IS THERE A REASON THAT WE ARE ALLOWING HOODS? I KNOW IT COVERS A LITTLE BIT MORE. I KNOW IT IS ENDING UP WITH THAT.

I JUST NOTICED THIS IS THE SAME THING.

>> THAT WAS IN THE ORIGINAL DISCUSSION. THIS IS WHAT I

THINK I WAS READY TO DO. >> THIS IS ANOTHER ISSUE. THIS

IS PART OF THE AIR RESISTANCE. >> THIS IS WHAT THEY ARE AT.

>> YOU ARE AN ABSOLUTE ISSUE AT THE SCHOOL SITE. KIDS SNEAKING THEM IN. THE OTHER ISSUE, THE COMMITTEE IS GOING TO BE LOOKING AT THE EYES. ENGAGEMENT IS REALLY AN ISSUE. WE CAN REALLY SEE THAT YOUR EYES ARE ENGAGED. THE HATS ARE OKAY. THE DANGEROUS IS IF A HAT IS OKAY LIKE THIS. IT IS A WAY TO HIDE IN CLASS TO SLEEP. THIS IS ALL ABOUT SEEING YOUR EYES. I MIGHT ARGUE THAT IT MAY BE A BIGGER DISTRACTION IN THE CLASSROOM.

THEY CHOSE TO HAVE THE HAT DOWN.

>> THAT IS A GREAT ABSOLUTE ISSUE EVERY DAY.

>> THIS IS MY PERSONAL WRECK CONDITION.

>> THIS IS MY PERSONAL OPINION. WE LEAVE THE POLICY AS IT IS.

THIS IS ON THAT ISSUE. I REALIZE THIS ISN'T A POLICY.

WE ARE ALLOWING EACH TEACHER TO SET A POLICY IN THEIR

[03:25:06]

I HAD TO WEAR A PANTSUIT. IS DEFINED AS THAT BACK THEN. I DON'T THINK YOU CAN WEAR JEANS. THERE ARE SPECIFIC REQUIREMENTS. YOU ASKED ME FOR MY PERSONAL. I'M ALWAYS HAPPY

TO DO IT. >> MS. HARRISON SHOWS HER PERSONAL REVIEWS ON IT. STUDENTS CANNOT WEAR HATS. IT DOESN'T NECESSARILY SAY TEACHER DISCRETION.

>> THIS IS ENDORSED. IN THE CLASSROOM.

>> CONSENSUS AROUND HATS OR NO HATS? DOES ANYONE WANT TO

OPPOSE? >> WE ARE LOOKING AT THE

CONSENSUS. >> STUDENTS MAY WEAR HATS.

>> I'M GOING TO CHIME IN. KEEP IT.

>> WE HAVE HAD SOME OF DEALS FROM STUDENTS ASKING FOR THE ABILITY TO WEAR HATS. WE HAVE HAD SOME REALLY INTENSIVE ENFORCEMENT. I LIKE HAVING TEACHERS HAVE THE DISCRETION.

>> I THINK I'M SAYING LEAVE IT.

>> THIS IS ONE WAY THAT WE HAVE TALKED ABOUT TEACHERS. THEY HAVE BEEN HAVING SOME SAY OVER THE PROTECTIONS AND TEACHERS MAY ALLOW IT DID STUDENTS HAVE HAD THIS

>> MOST KIDS ARE WEARING A BASEBALL CAP.

>> I DO UNDERSTAND THE COMMUNITY THAT HAS BEEN PULLED OVER YOUR EYES. IF YOU ARE SLEEPING, THAT IS PROBABLY THE

GREATEST THING. >> WE HAVE ALL THE CLASSROOMS.

>> WE HAVE OTHER GRADES WHERE WE SAW THE TEACHER.

>> ELEMENTARY, THERE SEEMS TO BE MORE KIDS THAN I WOULD SAY

IN THE SECONDARY. >> YOU ARE SEEING THAT YOU DON'T WANT HATS? YOU DON'T SEE THEM?

>> WALKING THROUGH CLASSES, I DON'T SEE IT. AT THE

[03:30:04]

BASEBALL HATS IN CLASSES. >> COULD YOU SAY YOU KEEP IT AS IS? STUDENTS HAVE IT LIKE HELMETS? ARE THEY CONTINUING HATS THAT COULD BE WORN? IS IT UP TO THEIR DISCRETION? DOES

THAT JUST MAKE IT EASY? >> IF WE KEEP IT THE WAY IT IS, IT SAYS THAT STUDENTS CANNOT WEAR HATS.

>> QUICKLY, THAT WAS A DIFFERENT PICKED UP CONVERSATION AMONGST THE COMMITTEE. REALLY, THERE IS A WIDE VARIANCE OF TEACHERS THAT DO OR DON'T ALLOW IT. FOR SOME OF THEM, THE RULE IS THAT YOU CANNOT WEAR A HAT. IN ACTUALITY, WHY DO WE EVEN HAVE THESE RULES?

>> WE DO HAVE LANGUAGE BUT THAT IN THIS POLICY. ARE YOU AT EXPRESSING YOURSELF AND FEELING COUNTABLE? YOU ARE NOW PULLING IT DOWN OVER YOUR FACE. THIS SHOULD BE OKAY.

>> I'M GOING TO GET CLARIFICATION. THEY ARE LEAVING

IT. >> THIS IS BACK AROUND TO MAYBE

SOFTENING THINGS UP. >> I AM.

>> I AM JUST HEARING IT. I KNOW TEACHERS THAT FEEL VERY COMFORTABLE SAYING IT IS JUST FINE. I ALSO HEAR THE APPEAL THAT WAS MADE. THE RATIONALE, THIS WAS EXPRESSING WHO THIS STUDENT IS. THAT IS IMPORTANT. I DON'T THINK WE SHOULD BE TAKING THAT AWAY. THIS IS NOT GETTING IN THE WAY OF LEARNING.

IT IS NOT A SAFETY ISSUE. I THINK IT SHOULD BE OKAY.

>> YOU THINK WE ARE REMOVING HATS, HELMETS, HOODS? ARE WE ADJUSTING THAT LANGUAGE? I WOULD LIKE THEM TO NOT PUT ANY

FORM OF STUDENT ACTION. >> I WOULD BE IN FAVOR OF

TAKING HATS OFF OF THE LIST. >> I AM FINE WITH THAT TOO.

>> GO AHEAD. >> MRS. HARRISON GETS HER OPINION. JUST KIDDING. THE IMPORTANT PIECES ABOUT HATS, SOME OF THE STUDENTS ARE SUBJECTED TO A HAIRCUT THAT THEY DON'T LIKE. OR THE LACK OF A HAIRCUT. THEY NEED ONE, 11, AND THEY CAN'T GET ONE. IT BECOMES A VERY SELF-CONSCIOUS THING FOR THEM. WITHOUT A HAT, THEY WANT TO PUT THEIR HOOD UP AND THEY WANT TO CONCEAL WHAT IS MAYBE A NEW HAIRCUT.

OFTENTIMES, TEACHERS MAY NOT FULLY ENFORCE IT. YOU CAN SEE HOW DISCOMFORTING IT IS. I WOULD BE IN FAVOR OF THAT FLEXIBILITY. KNOWING WHAT HAPPENS TO SOME KIDDOS WITH

THAT. >> I HAVE A WILD SUGGESTION.

PERHAPS WE MOVE FORWARD. >> WOULD YOU ALLOW HELMETS IN

HOODS? >> PERHAPS.

>> THAT SENTENCE AGREES THAT HELMETS ARE HELD -- HEADWEAR? STUDENTS CANNOT WEAR HEADWEAR.

>> TO ME, THAT IS THE HEADBAND AREA DID

>> HONESTLY, STUDENTS CANNOT WEAR HELMETS OR HOODS.

>> IN OTHER WORDS, TAKE OFF THE HATS AND HEADWEAR.

[03:35:01]

>> WILD SUGGESTION. >> I HEAR THAT SOME TEACHERS HAVE A VERY STRONG CONVICTION ABOUT HATS IN THE CLASSROOM.

SOME DON'T. STUDENTS CAN WEAR HATS AT THE DISCRETION OF THE

TEACHER. >> THIS WAY, THIS IS GOING TO LEAVE THE WAY FOR A TEACHER TO SAY IN MY CLASSROOM, THESE ARE MY RULES. WE DON'T WEAR HATS IN MY CLASSROOM. A STUDENT LIKE THIS, I KNOW WE ARE CODIFYING IT. WE ARE NOT ADDING LANGUAGE.

>> IT DOESN'T SAY ANYTHING ABOUT HATS. IF A STUDENT SHOWS UP IN A HAT AS AN EXPRESSION OF THEMSELVES, IT IS DR. DAY.

DOCTORS ARE PAYING THE PADRES. IF I SHOW UP IN A PADRES HAT, TEACHERS CAN SAY THERE ARE NO HATS IN MY CLASSROOM. IT IS AMBIGUOUS. IN SOMEBODY ELSE'S CLASSROOM. CONSENSUS AROUND

THAT ONE? >> TRUSTEE?

>> WE ARE TAKING HATS AND HEADWEAR OFF, CORRECT?

>> TRUSTEE? >> JUST TO CLARIFY. WHAT A STUDENT, BECAUSE WE ARE LEAVING IT AMBIGUOUS, AND SAYING THAT IT IS UP TO THEIR SELF-EXPRESSION, COULD A STUDENT ARGUE THAT THEY ARE VIOLATING THEIR SELF-EXPRESSION

? >> LIKELY.

>> NOT NECESSARILY. THERE IS DEFINITELY SOME MERIT TO SAYING THAT TEACHERS MAY NOT WANT HATS IN THE CLASSROOM. I DON'T NECESSARILY THINK LEAVING IT UP TO THE TEACHER, I FEEL LIKE IT HAS ITS DESK DRESS CODE. ALSO, ARE THEY VALIDATING STUDENTS WHAT THEY CAN AND WANT TO WEAR? IF IT IS AT THE TEACHER DISCRETION, AND IT IS AMBIGUOUS, DOES THIS INCLUDE

THE DIFFERENT START? >> I DO UNDERSTAND. THIS IS A CONUNDRUM. WHY DOESN'T THE DISCUSSION STAY?

>> AT LEAST FROM MY EXPERIENCE, PERSONALLY, I SEE A LOT OF

HATS. >> I SEE A LOT OF HATS.

>> NOT IN THE CLASSROOMS. YOU ARE THERE EVERY DAY.

>> FOR MOST STUDENTS, THERE ARE DIFFERENT REASONS. THIS IS WHAT THEY ARE SAYING. THEY KNOW WHY PEOPLE WEAR HATS. FOR SOME, OTHER REASONS WANT TO CONCEAL THAT. WE HAVE DIFFERENT SECURITIES. AT LEAST IN MY EXPERIENCE, NOT ALL HATS NECESSARILY SHAKE THINGS OR USE IS TO COVER UP. THIS IS WHAT WE ARE DOING. I THINK HAT IS A PRETTY AMBIGUOUS TERM IN ITSELF. I THINK THEY ARE JUST ALLOWING HATS. THEY ARE BASED ON THESE UPPER LEVELS. I THINK YOU CAN BE AMBIGUOUS. THEY ARE NOT ALLOWED TO. THERE MIGHT BE MORE TEACHERS THAT CHOOSE TO DO

THAT. >> THEY ARE NOT ALLOWED TO WEAR HATS AT ALL. CLEARLY, THAT IS NOT BEING FOLLOWED. THIS IS WHY I'M INTERESTED IN ADJUSTING SOMETHING.

>> MY GUESS IS THAT MIDDLE SCHOOL IS PROBABLY MORE THAN HIGH SCHOOL. MIDDLE SCHOOL IS DEFINITELY WHERE IT IS. WE HAVE HAD MORE THAN OUR FAIR SHARE DID THERE'S DEFINITELY CLASSROOM DISCIPLINE POLICY. THIS IS THE DISCIPLINE POLICY, GOING ALONG WITH WEARING A HAT.

>> WE ARE NOT TRYING TO ADD TO THE FUTURE RESPONSIBILITIES. I

[03:40:02]

ENOUGH TO DO. >> WE ARE GETTING NOWHERE WITH

HATS. >> WE ARE ALLOWING HATS.

>> THIS WOULD BE BACK FOR THE CONSENSUS AROUND?

>> THE STUDENTS CANNOT WEAR HATS. RIGHT?

>> YES. >> ONE MORE QUESTION. WE SAID THAT THEY ARE LIMITING WHAT THE MESSAGE IN THE SHIRTS CAN SAY.

WITH THE HATS, THERE'S A CONFLICT GOING ON IN THE WORLD.

IF I WERE THE INDICATES THAT I AM ON ONE SIDE, IS IT FREE-SPEECH? I GUESS MY QUESTION IS, IT MAY CAUSE --

>> WE HAVE A RULE ON DISRUPTION. IF SOMETHING IS GOING TO CAUSE DISRUPTION, IT WOULD BE TAKING CARE OF.

>> NEXT ITEM ON THIS LIST. I WANT TO SAY, WE ARE IN THE MIDDLE OF THIS. THERE'S A LOT OF WORK THAT WENT INTO THIS LIST. WE APPRECIATE EVERYONE, EVEN IF WE DON'T TAKE ALL THE CONSIDERATIONS. WE ARE AT PROHIBIT IMAGES WITH JOINT ALCOHOL OR ANY OTHER ILLEGAL ACTIVITY. IT FEELS LIKE IT IS

IN HERE ALREADY. >> IT IS LOOKING AT THE WORDS THAT ARE NOT ADVERTISEMENT AND REPRESENTING. I DON'T KNOW

THAT THAT WAS THE KEY THING. >> TO ADD THE WORDS --

>> THE COMMITTEE THAT FELT THAT ADDING THOSE ADDITIONAL PIECES, WOULD SUPPORT WHAT WAS ALREADY IN THERE. THAT IS FOR THE EXAMPLES BEING PROVIDED. LIKE THE DISPENSARIES, SWITCHERS, LOGOS, THAT ARE ADVERTISING OR REPRESENT DRUGS AND ALCOHOL.

>> I THINK ADDING THAT, WOULD BE PART OF THE CONSENSUS. YOU

HAVE MY CONSENSUS. >> OKAY. THIS SAYS ILLEGAL ITEMS. WE ARE DEFINING IT AS ILLEGAL FOR THE AGE OF THE

STUDENT? >> AT THAT SCHOOL. WE DID HAVE A CONVERSATION. IT WOULD NOT BE PERMISSIBLE AT SCHOOL. OR, FOR

A SCHOOL RELATED ACTIVITY. >> OKAY.

>> I THINK THERE IS A LOT OF THIS IN THE EMAIL. THIS IS WHAT YOU ARE BUYING AT TARGET. A LOT OF PEOPLE, IT WILL OFFEND IN

THIS WAY. I SEE THE POINT. >> WE HAVE TWO MORE. AGGRESSIVE STUDENT DISCIPLINE ON CASE-BY-CASE ACTIONS. A CHANGE OF CLOTHING. THEY HAVE COMPLICATIONS WITH.

>> THIS IS MUCH MORE SEVERE THAN THE POLICY WITHIN THE AR.

>> MS. HARRISON HAS SOMETHING THAT SHE WANTS TO SHARE.

>> I DON'T THINK THAT WAS INTENDED TO BE THE RECOMMENDATION. THE WORD SUSPENSION, WE CAN SUSPEND.

THERE IS NO LEGAL BASIS TO SUSPEND FOR A DRESS CODE

VIOLATION. >> THE ONLY THING THE COMMITTEE TALKED ABOUT, WAS IF A STUDENT WEARS WHAT WE HAVE BEEN TALKING ABOUT, AND SOMETHING LIKE THAT. YES, WE WOULD ONLY FOLLOW WHAT

[03:45:04]

THE EDUCATION TELLS US TO DO. >> THIS IS IN CONSTITUTION WITH WHAT YOU KNOW. WE KNOW WHAT IS ON THE SHIRT.

>> WHAT IS YOUR SUGGESTION? >> IS A RECENT ONE ON LANGUAGE.

>> NO GRADE >> ON THE DISCIPLINE? THAT IS ON A CASE-BY-CASE BASIS. YOU COULD ASK THEM TO BE RE-ENTERED. IT COULD BE SOMETHING THAT WOULD BE CONSTITUTIONALLY NOT PROTECTED SPEECH THAT IS ON YOUR SHIRT.

HE WOULD BE KEPT IN THE OFFICE. AS WOULD BE A GREAT PLACE FOR SOME SORT OF RESTORATIVE WORK. GETTING TO A SUSPENSION, IT WOULD NEVER HAPPEN. THIS IS UNDER DEFIANCE. WE CAN SUSPEND THEM AT THIS POINT. NOT IN MY OPINION.

>> IS THE INTERESTING THING ABOUT THE CONCURRENT ACTION.

>> THIS IS FOR THE EDUCATION CODE.

>> IS THE CURRENT AR. >> IT DOESN'T REALLY LAYOUT ANYTHING YOU READ THIS IS FOR THE ADMINISTRATION TO DO.

>> WE ARE LOOKING FOR RESTORATIVE OPTIONS. WE HAVE BEEN FOR 10 YEARS. THIS IS IN ADMINISTRATION VIOLATIONS. NO ONE IS LOOKING FOR A FIGHT OVER A HAT OR SHIRT. MOST PEOPLE ARE NOT. THE GOAL IS TO COMMUNICATE WITH PARENTS AND STUDENTS.

COMING TO A CONSENSUS OF NOT WEARING THIS AGAIN. EXPLAIN WHY A COOKIE SHIRT IS NOT A PROBE OR IT ON A SCHOOLS SITE. THE GOAL, I CANNOT RECALL A SATURDAY SCHOOL FOR A REPEATED DRESS CODE VIOLATION. THE WORD SUSPENSION, THIS IS IT.

>> ARE YOU SUGGESTING THE SUSPENSION? IT IS NOT THE CASE

ART? >> IT IS ALL LAID OUT. I DON'T KNOW THAT WE NEED TO CHANGE WHAT WE ALREADY HAVE. IF STUDENTS VIOLATE THE DRESS CODE, AND THEY HAVE SEVERAL

BULLET POINTS -- >> IT SAYS THINGS THAT ARE PRETTY VAGUE. IT DOESN'T SAY ANYTHING IN THIS SUFFIX. SHOULD WE BE ADDING ANYTHING IN THERE THAT IS DEALING WITH IT ON A CASE-BY-CASE BASIS? IS THIS INCLUDING POTENTIAL SOLUTIONS, INCLUDING THE WAYS YOU WOULD WANT TO WORD IT? DO THEY HAVE

ANYTHING ELSE? >> WE ARE GOING TO STOP CASE-BY-CASE. I THINK WE GO TO THE ADMINISTRATOR. THIS IS GOING TO BE THE ENFORCING. I DON'T THINK WE ARE HOLDING THEM TO IT. ONCE IT GETS REPETITIVE, IT BECOMES NOT FOLLOWING DIRECTIONS, RATHER THAN A DRESS CODE.

>> I UNDERSTAND ONE OF THE THINGS. WE NEED HELP FORTUNATELY. I DON'T KNOW WHAT THAT ACTUALLY MEANT.

>> I THINK WE NEED HELP ENFORCING. THERE IS A LACK OF SPECIFICITY. TO THE DEGREE THAT YOU ARE PUTTING ANOTHER ADMINISTRATOR IN A POSITION TO ENFORCE A RULE, THE COMMITTEE MAYBE WANTED TO HAVE A DEFINITION OF DIFFERENT STUDENTS ON CAMPUSES THAT TIE A BANDANNA. MAYBE TIE IT FIND THEIR DIRECT -- BACK. THAT IS WHERE THE TORSO LANGUAGE CAME FROM. THE HEALTH AND ENFORCING, IS MAKING IT. WE NEED SPECIFICITY IF WE ARE GOING TO ENFORCE IT.

>> WE ACTUALLY HEARD THAT AT S DOT. THINGS WERE TOO VAGUE.

>> WE DEFINITELY DISCUSSED THAT WE HAD SOME BRAINSTORMING SOLUTIONS. I DON'T KNOW HOW MANY OF THOSE WERE ACTUALLY INCLUDED. WE DEFINITELY TALKED ABOUT WAYS TO ENFORCE. ONE OF THE MAIN ISSUES, TEACHERS DIDN'T KNOW WHAT THEIR JURISDICTION WAS. THIS IS WHAT TO DO IN THAT SITUATION.

>> IS THIS A CONVERSATION ABOUT LEARNING?

[03:50:12]

>> I'M GOING TO CIRCLE BACK. >> THIS IS WHERE WE WERE.

TAKING OUT SUSPENSION. ARE WE TALKING ABOUT ENDING IT AFTER

THE CASE? IS THIS MODIFIED? >> THEY HAVE MORE DETAILS. THIS

IS CLASSIFIED INFORMATION. >> I DON'T SEE ANY CONSEQUENCES LISTED RIGHT HERE. THERE IS ANOTHER ACTION TO PROVE IT. NO STUDENT SHALL BE SHAMED FOR VIOLATIONS BUT THAT DID ONLY SOMEWHAT CONSEQUENCE, AT THE CLINTONS DON'T HAVE CLOTHING, THEY DON'T HAVE ANYTHING WHAT IS ON THEIR THIRD THIS INCLUDES THE PARENT GUARDIAN'S CONSENT. THIS IS ULTIMATELY NOT LEADING TO A CONSEQUENCE. THEY HAD TO BE PROVIDED WITH THE OPTION. THEY ARE HAVE TO TAKE THAT OPTION. I

DON'T SEE ANYTHING. >> THE BIGGEST THING IS COMMUNICATION. IT WILL BE A WARNING TO THE STUDENT DID IT CAN BE AN EMAIL. IT CAN BE A COMMUNICATION TO THE PARENT.

EMAIL, COMMUNICATION TO PARENTS, IF IT IS A CONTINUED ISSUE, IT COULD BE A PARENT THAT WE NEED TO BRING CLOSE WITH. THIS IS PART OF THE PARENT CONFERENCE ON SITE. THIS IS PART OF THE SAME CATEGORY. WE ARE TRYING TO HAVE SOME COMMUNICATION LISTED. THIS IS A GOOD PIECE. WHAT ARE THE FOUR OR FIVE STEPS? SOME OF THEM ARE GOING TO BE REPEATED.

>> ADDING IF THE STUDENT VIOLATES DRESS CODE, ADDING PROGRESSIVE STUDENTS ON A CASE-BY-CASE BASIS. THIS IS PART OF THE COMMUNICATION. THIS IS PART OF THE WEAKNESS, AND

PARENTHESES. >> THIS IS WITH MORNING.

>> IN THE COMMUNICATIONS, THIS INCLUDES THE PARENT GUARDIAN. I DON'T KNOW. THIS IS HOW THAT FITS IN.

>> SOMEBODY WOULD HAVE TO BRING SOMETHING.

>> ALL OF THESE GARMENTS ARE UP AREA. THIS IS A CONTINUED

OFFENSE. >> PARENT CONFERENCES IS IN THE DISCIPLINE. CONFERENCE TO THE PARENT, FOLLOW-UP CONVERSATIONS, ARE PART OF THE PROGRESSIVE DISCIPLINE. I THINK IT IS FINE AS IT IS. IF YOU ARE GOING TO ADD PROGRESSIVE DISCIPLINE, IT WOULD BE NICE TO TELL THEM THAT THEY ARE GOING TO BE NICE. WE HAVE NEVER GOT, AT LEAST I DON'T REMEMBER SATURDAYS AT SCHOOL BEING ASSIGNED FOR BEING A TO --

DRESS CODE VIOLATION. >> I WOULD PROBABLY HAVE THAT

FROM THE STATE. >> THAT IS JUST ME.

>> I WOULD ADD THAT. IT SEEMS LIKE THERE IS A SPECIFIC GOAL FROM THESE CONSEQUENCES. I AGREE TO TAKE OUT ATTENTION AND SUSPENSION. THIS IS THE WARNING FROM THE PARENTHESES. INCLUDING EMAILS, WE HAVE TOOLS THAT TEACHERS AND ADMINISTRATORS CAN HAVE VARIED THAT IS REALLY ALL WE ARE SAYING. IN A CASE-BY-CASE BASIS, GOING BACK TO WHAT THEY SAID, IF THE STUDIO COMES EVER AGAIN, WITH HATE SPEECH, CONTINUALLY, HAVE THINGS LIKE THAT. YOU WANT TO BE ABLE TO ADD SOME

CONSEQUENCES RIGHT HERE. >> OKAY.

>> WE ARE LOOKING AT THE CONSENSUS. WE ARE AT THE LAST

ITEM. >> JUST THE CODE EXPECTATIONS.

CLEARLY COMMUNICATED WITH THE STUDENTS, STAFF, FAMILIES, AT THE BEGINNING OF EACH SCHOOL YEAR. WE ARE PROVIDING DETAILS ON WHAT THE DRESS CODE IS. WE ARE ADDRESSING THE CONSEQUENCES

[03:55:03]

FOR VIOLATIONS. >> I DON'T THINK THAT IS

MISSING. >> IT IS IN THE BOARD POLICY.

RIGHT NOW, THEY ARE NOTIFIED ANNUALLY, WHENEVER IT IS REVISED. THIS IS SAYING THAT IT WOULD BE COMMUNICATED TWICE.

MINIMUM TWICE PER YEAR. EACH SEMESTER. THAT IS REASONABLE.

>> IF WE ARE ALREADY DOING IT, THEN IT IS NOBLE EVERY DAY. 20 HOURS PER DAY. WHAT ARE WE TALKING ABOUT?

>> WE HAVE HEARD FROM NUMEROUS PARTNERS. IT FEELS LIKE NOT ONLY WAS THE POLICY VAGUE, BUT IT WAS DIFFICULT TO UNDERSTAND.

I'M ASSUMING THE COMMITTEE'S IDEA IS JUST REMINDING FOLKS, MAYBE THIS WOULD JUST BE ANOTHER WAY FOR PEOPLE TO MAKE SURE THAT STUDENTS AND FAMILIES UNDERSTAND.

>> WE HAVE A LOT OF BEGINNING OF THE YEAR APPLICATIONS. DID WE EVER GO BACK TO ANY OF THEM, AND REMIND PEOPLE? IS JUST CODE

THE ONE EXCEPTION? >> IT IS JUST THAT PART OUT.

>> THIS IS WHEN SOMEONE ENROLLS.

>> I HOPE SO AND ASSUME SO. >> DRESS CODES ARE INCLUDED.

THIS IS AT THE SECONDARY LEVEL.

>> I HAVE GOTTEN A LOT OF KNOTS ON THAT.

>> IS IT A DISCUSSION WITH THE COMMITTEE? CLEARLY THAT IS SOMETHING THAT WASN'T AGREED UPON BY THE COMMITTEE. THIS IS A DIFFERENT DISCUSSION POINT. IF YOU DON'T, IT IS OKAY.

>> IT FEELS A LITTLE BIT LATE.

>> I ACTUALLY DON'T REMEMBER THAT DISCUSSION ABOUT TWICE PER YEAR. I THINK TWICE PER YEAR IS EXPENSIVE -- EXCESSIVE. I THINK THEY GET POSTED AS CANVAS CARDS. THEY CAN REFER TO THEM AND THEY HAVE RUSSIANS ABOUT IT. AT THE HIGH SCHOOLS, THEY HAVE BEGINNING OF THE YEAR ADMINISTRATORS GOING TO BATHROOM. LOTS OF RULES FOR THE KIDS OFF CAMPUS. DRESS CODE, WHATEVER. IF THAT IS RIGHT HERE, MAKE IT SUFFICIENT.

>> WE HAVE DIFFERENT EXPECTATIONS. THAT IS JUST ONE WAY LIKE WE ARE POSTING WELLNESS CENTER INFORMATION ON THE CAMPUS PAGE. THEY DON'T HAVE TO. WE ARE TRYING TO MAKE IT CLEAR WITHOUT WASTING CLASS TIME. THIS IS PREFERRED READ

>> I DO NOT THINK THAT TO BE IMPORTANT.

>> FANTASTIC GRADE >> A LOT OF WHAT I THINK

TONIGHT. >> GETTING THE MVP AWARD.

>> OKAY, I THINK WE ARE DONE WITH THE DRESS CODE DISCUSSION FOR THE EVENING. THANK YOU ALL FOR PLAYING ALONG. WE ARE ON ITEM FIVE D. I MAKE STRESSES. IT IS REALLY IMPORTANT FOR THE STUDENTS AND TEACHERS. FOR EVERYONE TO BE ON THE SAME

[D. Instructional Services - Approval of New High School Core Literature Title - They Called Us Enemy]

PAGE. >> ITEM 5 KEPT D. IMPROVEMENT STRUCTURE SERVICES.

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