[1. CALL TO ORDER IN PUBLIC SESSION]
          [00:00:09]
          >> IT EVEN, WELCOME TO TONIGHT'S MEETING OF THE BOARD OF EDUCATION. THIS MEETING IS CALLED TO ORDER 
          BY PMP ROLL CALL PLEASE? >> MISS ARMSTRONG? 
          [2. CLOSED SESSION (Part 1 of 2)]
          >> PRESENT. >> MISS STUART. 
          >> PRESENT. >> MR. CRIHFIELD. 
          >> PRESENT. >> MISS KARZAI? 
          >> PRESENT. >> TONIGHT WE DO NOT HAVE A REQUEST TO ADDRESS CLOSE SESSION ITEMS. AT THIS TIME THE BOARD WILL 
          [3. RECONVENE INTO OPEN SESSION/CALL TO ORDER (Part 1 of 2)]
          >> ANY REPLACEMENT PAGES? >> WE HAVE ONE. 
          THANK YOU. ONE AT THE BACK TABLE. 
          >> THANK YOU. IS IT FOR ITEM 13.1? 
          >> YOU ARE CORRECT. 13.1. 
          >> THANK YOU. MAYFAIR HIGH SCHOOL PRINCIPAL DR. MORGAN WILL LEAVE-- LEAD US IN THE FLAG SITTING THIS 
          EVENING. >> HAND OVER YOUR HEART. 
          READY, BEGIN. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH VIRTUE AND 
          JUSTICE FOR ALL. >> ARE THERE ANY AMENDMENTS TO 
          [5. AMENDMENTS TO THE AGENDA]
          [6. PRESENTATIONS FROM STUDENTS / STAFF / COMMUNITY]
          THE AGENDA. >> PRESIDENT GARZA, NO AMENDMENTS THIS EVENING. THANK YOU. 
          >> THANK YOU. AT THIS TIME WE GO TO PRESENTATIONS. STUDENT SPOTLIGHT, DR. MORGAN? 
          >> GOOD EVENING. I WOULD LIKE TO INTRODUCE OUR STUDENT, LENNOX SCOTT. I HAVE ONLY HAD A YEAR TO SPEND WITH LENNOX, AND HE, BY FAR, IS ONE OF THE MOST INVOLVED STUDENTS THAT I HAVE EVER SEEN. HE IS A HUGE LEADER, BUT THE MOST HUMBLE LEADER, AND REALLY WELL RESPECTED BY HIS PEERS. 
          BUT FIRST I WOULD LIKE TO INTRODUCE MISS AMANDA MCANDREWS, WHO HAS HAD THE PLEASURE TO WORK WITH HIM THE 
          LAST SIX YEARS. >> GOOD EVENING. 
          IT IS WITH GREAT PLEASURE THAT TONIGHT I GET TO INTRODUCE TO YOU ONE OF MY FAVORITE PEOPLE. LENNOX SCOTT HAS BEEN INVOLVED IN MAYFAIR'S LEADERSHIP PROGRAM SINCE THE SEVENTH GRADE. 
          HE IS THE VOICE OF THE MONSOONS. HE STARTS OFF OUR DAY WITH THE MORNING ANNOUNCEMENTS, AND I AM TRULY BLESSED TO HAVE THIS YOUNG MAN AS A LEADER OF THE CLASS OF 2026. 
          HE HAS CHANGED THE CULTURE AT MAYFAIR. 
          AND FOR THAT I AM FOREVER GRATEFUL. 
          HE SHOWS MATURITY BEYOND HIS YEARS. 
          I SAID I WAS NOT GOING TO CRY. HE IS EXTREMELY TALENTED, FUNNY, AND ONE OF THE MOST RELIABLE HUMAN BEINGS THAT I KNOW. 
          WHEN I FILL OUT A RECOMMENDATION FOR HIM, HE IS THE PERSON I GET TO MARK TOP 1%. HOW I WILL CARRY ON WITHOUT HIM IS BEYOND ME. LENNOX EXEMPLIFIES EVERYTHING THAT BUSD STANDS FOR. AND THEREFORE IT IS MY EXTREME PLEASURE TO INTRODUCE TO YOU MAYFAIR'S SPOTLIGHT STUDENT, MR. LENNOX SCOTT. [APPLAUSE] 
          >> GOOD EVENING, PRESIDENT GARZA, SUPERINTENDENT SIMON, MEMBERS OF THE BOARD AND ALL IN ATTENDANCE. 
          I WANT TO START OFF BY JUST GIVING THANKS TO YOUR GUY'S TIME, AND THANKING MY NEIGHBOR FAMILY FOR PRESENTING ME WITH THIS AWARD. I AM SO FILLED WITH GRATITUDE TO GIVE YOU GUYS A GLIMPSE OF MY TIME AT THE USB-- USD. 
          SO IF YOU GUYS DID NOT ALREADY KNOW, I STARTED MY TIME HERE AT BUSD AS AN EAGLE! SORE! AND NOT ONLY WAS I AT THIS ELEMENTARY SCHOOL FROM KINDERGARTEN TO SIXTH-GRADE, I WAS ALSO PART OF THE FIRST-EVER DUAL EMERGING CLASS IMPLEMENTED AT THE CAMPUS. 
          IF YOU GUYS DON'T ALREADY KNOW WHAT DUAL IMMERSION IS, I WILL USE THIS AS A PROMO. THE DUAL IMMERSION PROGRAM IS A PROGRAM THAT MAKES YOU BOTH PROFICIENT IN ENGLISH AND SPANISH BY SPLITTING YOUR REGULAR KINDERGARTEN THROUGH SIXTH GRADE CURRICULUM IN BOTH LANGUAGES. 
          [00:05:03]
FOR EXAMPLE, WHEN I WAS IN KINDERGARTEN OUR REGULAR CURRICULUM WAS SPLIT IN TO 90% SPANISH, AND 10% ENGLISH. 
          I KNOW MANY OF YOU GUYS MIGHT THINK, HOW IS HE GOING TO LEARN ENGLISH? MY MOM THOUGHT THAT TOO. 
          BUT AS YOU ADVANCE THROUGH YOUR GRADE LEVELS, THE MARGIN OF WHAT YOU LEARN IN ENGLISH AND SPANISH GROWS SMALLER UNTIL IT IS 50/50. 
          WHEN YOU THINK ABOUT IT, MOST KIDS IN THIS PROGRAM ARE GOING HOME SPEAKING ENGLISH AND ARE SURROUNDED BY ENGLISH-SPEAKING PEOPLE. SO THEY ARE CONSTANTLY HEARING THIS LANGUAGE. THEREFORE THIS PROGRAM IS INTENDED TO GET YOU QUICKLY ACCLIMATED TO THIS NEW LANGUAGE SO THAT WHEN YOU ARE OLDER YOU CAN BE PROFICIENT. 
          THESE ARE A COUPLE DIFFERENT PICTURES OF MY TIME AS AN EAGLE, AND A COUPLE TEACHERS I GREW FOND OF. 
          MISS GARCIA. I DID NOT REACH THE BULK OF MY EDUCATION UNTIL I BECAME A... IN MY SENIOR YEAR, BEING A PART OF MAYFAIR MIDDLE SCHOOL, HAS GIVEN ME A GREAT STEPPING STOOL TO SUCCESS. IT ALLOWED ME TO GET UP WHAT MADE IT TO THE NEW CAMPUS AND MAKE CONNECTIONS BEFORE I STEPPED INTO THE WORLD OF HIGH SCHOOL. 
          IN MIDDLE SCHOOL AS A PART OF A MIDDLE SCHOOL ASB AND PART OF THE FIRST CLASS TO CONTINUE THE DUAL IMMERSION CLASS THROUGH THE CAMPUS. SO WITH THIS, I THINK WHAT I DID GET TO HIGH SCHOOL I THINK IT WOULD BE EASIER TO GET INVOLVED AND EVENTUALLY BUILD MY REPERTOIRE. 
          WHICH LEADS ME TO ALL MY EXTRACURRICULARS. 
          SOMETHING I THINK THAT HAS MADE SCHOOL WAY MORE ENJOYABLE IS BEING MORE INVOLVED. AND I'M VERY GRATEFUL TO MAYFAIR TO OFFER SUCH AMAZING PROGRAMS. THESE ARE JUST A COUPLE THAT OF KEPT ME GOING WHEN TIMES GOT ROUGH. 
          I HAVE BEEN A PART OF ASB ALL MY FOUR YEARS AT MAYFAIR. 
          HAD BEEN CLASS PRESIDENT EACH YEAR AND THIS YEAR I'M GRATEFUL TO BE ASB PRESIDENT. I'VE BEEN A PART OF MAYFAIR SOCCER SINCE MY SECOND YEAR AND I PLAYED THROUGHOUT ALL MY FOUR YEARS. I PLAYED VOLLEYBALL ALL FOUR YEARS AND WAS NAMED CAPTAIN MY SENIOR YEAR. 
          I'VE BEEN HELPING DEVELOP OUR NEW FRESHMAN AND GETTING THEM ACCLIMATED TO THE CAMPUS AND I'VE BEEN PART OF OUR SHOW CHOIR HERE AT MAYFAIR. AND SINCE MY JUNIOR YEAR I WAS NAMED VICE PRESIDENT. THIS YEAR I WAS ONE OF THE LEADERS WHO LEAD US TO FIRST PLACE IN OUR COMPETITION. 
          AND I WAS NAMED BEST SOLOISTS OF OUR DIVISION. 
          I ALSO DABBLED IN THEATER, BEING PART OF THE MEAN GIRLS MUSICAL, AND TO NAME A COUPLE CLUBS I'M IN, THEM AND THE RED CROSS CLUB, OUR YOUNG SCHOLARS CLUB, WHERE I AM A REPRESENTATIVE, AND OUR NATIONAL SOCIETY. OUTSIDE OF THE CAMPUS I'VE BEEN INVOLVED IN THINGS LIKE THE SUPERINTENDENT STUDENT COUNCIL, AND I WAS BOARD REPORTER MY FRESHMAN AND SOPHOMORE YEAR. 
          SO ALL OF MY YEARS FROM FRESHMAN TO JUNIOR YEAR HAVE BEEN GREAT. 
          BUT NOTHING HITS. NOTHING HITS LIKE YOUR SENIOR YEAR. SENIOR YEAR HAS BEEN ALL THAT I CAN ALREADY ASK FOR. IT HAS BEEN FILLED WITH SUCH AMAZING MEMORIES, AND IT'S ALREADY COMING TO A CLOSE. 
          HERE ARE JUST A COUPLE EVENTS I'D LIKE TO HIGHLIGHT. 
          YOU CAN SEE MY LAST FIRST DAY AS A SENIOR, ALSO MY LAST ASB CAMP, AT MAYFAIR WE GO TO ASB CAMP EVERY YEAR. 
          JUST TO GET ACCLIMATED WITH THE STUDENTS AND TO PLAN FOR THE FUTURE HERE. I WAS PART OF OUR HOMECOMING COURT WHERE I DID WIN HOMECOMING KING AT OUR DANCE. 
          AND THEN THERE IS A SENIOR SEMINAR, A COUPLE WINS AND YES. 
          BUT THIS MAYFAIR JOURNEY, EVEN THOUGH I'VE BEEN SO INVOLVED I MET SO MANY PEOPLE, IT WOULD MEAN NOTHING WITHOUT IT'S STAFF. 
          SO THESE ARE A COUPLE PEOPLE I'D LIKE TO SHOUT OUT WHO REALLY HELPED ME THROUGHOUT MY YEARS, MISS BROWN, SHE HAS BEEN AN ENGLISH TEACHER, THROUGHOUT MY YEARS. 
          ONE OF THE MORE INTELLIGENT PEOPLE I WILL EVER MEET. 
          SHE IS SO ARTICULATE. MR. HEDLEY IS ONE OF OUR HISTORY TEACHERS. AND WHEN YOU HEAR OF AP U.S. 
          HISTORY YOU WOULD THINK BORING. BUT MR. HEDLEY KNEW THE CURRICULUM LIKE THE BACK OF HIS HAND. 
          SO WHEN HE TAUGHT IT WAS SO MUCH MORE ENGAGING. 
          THIS YEAR WE GOT A NEW SOCCER COACH. 
          AND OUR SOCCER PROGRAM HAS GONE THROUGH SOME TIPS. 
          BUT THIS YEAR, HIS FIRST YEAR HE CAME AND BUILT CULTURE. 
          AND HE REBUILT THE PROGRAM. I WOULD SAY. 
          AND I THINK HE'S DONE A GREAT JOB. 
          A LOT OF YOU KNOW OF MR. SANDERS. 
          A MAN OF MANY TALENTS. SO CREATIVE, AND IT SHOWS IN EVERYTHING HE PUTS ON AT THE SCHOOL BEING OUR NEWLY IMPLEMENTED JAZZ RENAISSANCE FOR BLACK HISTORY MONTH. 
          ALSO MISS CAMPBELL, OUR SHOW CHOIR TEACHER, PROBABLY ONE OF 
          [00:10:05]
THE MOST EMOTIONALLY INTELLIGENT PEOPLE I WILL EVER MEET. 
          SHE IS A WOMAN OF MANY TALENTS, SHE CAN SING AND TEACH AND BE YOUR THERAPIST ON THE SIDE. THERE ARE SO MAY MORE PEOPLE I WOULD LIKE TO SHOUT OUT. BUT I WOULD JUST END IT OFF WITH A WOMAN WHO NEEDS NO INTRODUCTION. 
          MISS MCANDREW. MISS MCANDREW IS PROBABLY ONE OF THE MOST CARING TEACHERS I'VE EVER MET IN MY LIFE AND I THINK THE FIRST TIME I MET HER SHE JUST EXUDED THIS WARMTH, AND IT WAS BECAUSE SHE CARES SO MUCH FOR THE STUDENTS. 
          SO MUCH FOR THIS PROGRAM AND MAYFAIR IN GENERAL. 
          AND IT REALLY SHOWS IN STUDENTS LIKE ME, STUDENTS LIKE GILL. 
          SO I THINK MY TIME HERE AT USD WAS JUST SOMETHING I WILL PROBABLY NEVER EXPERIENCE AGAIN. AND SINCE THAT IS THE CASE, IT KIND OF DOES MAKE ME SAD, BUT IT FILLS ME WITH GRATITUDE THAT I KNOW THAT THIS DISTRICT HAS PREPARED ME FOR LIFE AFTER HIGH SCHOOL. SO I WILL BE GOING TO TELL. 
          HEALTH AND HOPEFULLY PURSUE MEDICINE. 
          SO I CAN'T SAY THANK YOU ENOUGH TO THIS DISTRICT, IT'S PEOPLE, IT'S STAFF, MY FRIENDS. AND I THINK I WOULD NOT BE HERE TODAY WITH ALL THE AMAZING PEOPLE I'VE MET. 
          I WOULD NOT BE THE PERSON I'VE MET WITH EVERYBODY WHO HAS TAUGHT ME THINGS ABOUT MYSELF AND EVERYTHING ELSE. 
          AND WITHOUT I WANT TO SAY THANK YOU SO MUCH, AND FAREWELL BUSD. 
          >> THANK YOU. WE WILL MISS YOU GREATLY. 
          NOW WE GO AHEAD AND-- CAN WE TAKE A PICTURE WITH LENNOX? 
          AND FAMILIES AND TEACHER. >> NEXT IS OUR STUDENT BOARD REPORTS. REPRESENTING BELFOUR HIGH SCHOOL 
          IS STEPHEN MARTINEZ. >> GOOD EVENING BOARD AND PRESIDENT. BOARD PRESIDENT GARZA, MEMBERS OF THE BOARD, DR. SIMONS, STAFF AND FELLOW STUDENTS, THIS IS BELFOUR HIGH SCHOOLS APRIL BOARD REPORT. 
          STARTING OFF WITH OUR BELLFLOWER BEAUTIFICATION, RECENTLY WE GOT NEW POSTERS IN OUR CAFETERIA ON THE GYM, ENDED SUCH A GREAT ADDITION, IS NOW THE CAMPUS FEELS LIVELY AGAIN, AS WE LOST THAT LAST YEAR. SO IT NOW FILLS A VOID. 
          AND OUR PAGEANT WHICH INCLUDED BOYS FROM OUR SENIOR CLASS, AND THIS WAS A TRADITION THAT LASTED FOR A LONG TIME. 
          ABOUT A DECADE AGO, WE WERE GLAD TO BRING IT BACK FOR OUR 75TH ANNIVERSARY. THESE BOYS PERFORMED AND SHOWED LEADERSHIP SKILLS AND A BUNCH OF DIFFERENT SKILLS TO IMPRESS OUR 
          [00:15:04]
JUDGES. SUCH AS MISS AMIE STEWART. 
          THANK YOU FOR BEING A JUDGE. AND THANK YOU FOR YOUR LOVELY WORDS. AND OUR MR. BUG OF 2026 IS ANGEL BAZIN, PART OF OUR VOLLEYBALL AND SOCCER PROGRAMS. NEXT IS OUR SENIOR SEMINAR. OUR SENIOR SEMINAR WAS LAST WEEK, AND HONESTLY IT WAS SUCH A GREAT WAY TO HAVE THE ENTIRE CLASS AS A WHOLE ONCE AGAIN. WHERE STUDENTS WERE ABLE TO TALK WITH OLD FRIENDS AND COME TOGETHER AS A COMMUNITY AND DO DIFFERENT ACTIVITIES. IT WAS LED BY MR. HAWKINS. 
          HE IS SUCH A GREAT SPEAKER. AND HE REALLY BROUGHT US TOGETHER AS COMMUNITY. NEXT ASOKA SENIOR. 
          ONE OF OUR SENIOR FUND-RAISING EVENTS WHERE WE ARE ABLE TO RAISE OVER $1000 THIS WEEK, WHERE STUDENTS AND STAFF GO OUT, AND STUDENTS ARE ABLE TO SOAK THEM WITH WATER. 
          AND ALL OF OUR STAFF HAD A GREAT'S TIME ALONGSIDE OUR STUDENTS. YES. 
          THANK YOU TO EVERYONE WHO SUPPORTED THIS. 
          NEXT IS OUR SPRING TRIPS. FIRST WE HAD OUR ENSEMBLE, WHICH WENT TO EPCOT, DISNEY WORLD, AND PERFORMED AT THE IMAGINATION CAMPUS AND WAS ALSO ABLE TO GO TO THE FLORIDA SPACE COAST AND VISIT COCOA BEACH AND THE KENNEDY SPACE CENTER. 
          NEXT IS OUR JAPAN TRIP. THE CLUB IN STUDENTS AND STAFF ARE ABLE TO VISIT JAPAN'S LANDMARKS TO VIEW THE COUNTRY-- VIEW THE COUNTRY'S BEAUTY AND CULTURE AND FOOD. 
          AND IT'S SO DIFFERENT FROM AMERICA. 
          SO TO SEE SUCH A DIFFERENT CULTURE, HE WOULD NOT SEE IT OTHERWISE. NEXT IS CASTLE. 
          THE CALIFORNIA ASSOCIATION LEADERSHIP CONFERENCE, HELD IN ONTARIO THIS YEAR. MYSELF ALONG WITH 16 OTHER USD STUDENTS WERE ABLE TO GO TO THIS CONFERENCE AND LEARN MORE ABOUT ASP FROM THROUGHOUT THE CITY, AS THERE WAS OVER 1000 DIFFERENT STUDENTS THERE AND 50 OTHER SCHOOLS. 
          JUST TO CONNECT AND GET NEW IDEAS BACK TO BELLFLOWER WAS NICE. AND WE RECEIVED OUR NINTH OUTSTANDING LEADERSHIP PROGRAM AWARD FOR THE NINTH YEAR IN A ROW. [APPLAUSE] AND THEN FOR SKILLS USA, THE COMPETITION WAS GOOD AND QUITE A FEW OF OUR STUDENTS WENT. BUT NOTABLY THREE OF OUR STUDENTS ARE GOING TO THE NATIONALS IN JUNE TO GEORGIA. 
          THIS INCLUDES COMMERCIAL DRONES AND PIN MAKING. 
          CONGRATS TO JULIAN LUNA, DYLAN AND OTHERS. 
          AND OUR EARLY COLLEGE ACADEMY. THIS IS OUR SECOND COHORT OF STUDENTS WHO COMPLETED THIS PROGRAM. 
          LAST NIGHT WAS A RECOMMENDATION WHERE STUDENTS WERE ABLE TO GO AND RECEIVE A CERTIFICATE OF COMPLETION ALONGSIDE THIS MEDAL. 
          SO WAS GREAT TO SEE ALL THE DIFFERENT STUDENTS ARE COMPLETED THIS PROGRAM FROM ALL THE DIFFERENT SCHOOLS. 
          NEXT IS SPORTS. OUR TENNIS TEAM 1 FOR THE FIRST TIME IN 36 YEARS. WE-- LEAGUE FINAL STUDENTS TOOK FIRST AND THIRD ALONGSIDE SECOND AND THIRD PLACE IN SINGLES. 
          NEXT IS OUR UPCOMING EVENTS. TOMORROW WE HAVE OUR PROBLEM AT THE CENTER FOR THE PERFORMING ARTS, WORKS MASQUERADE THEMED. 
          AND NEXT WEEK WE HAVE OUR DECISION DAYS SO WE WILL SEE WHERE THE SENIORS GO. WHETHER THAT IS TRADE SCHOOL AT THE UNIVERSITY, THE COLLEGE, OR THE MILITARY. 
          NEXT WE HAVE OUR THESPIAN PRODUCTION, 12 NEUTRAL JURORS, WHICH I HAVE HEARD GREAT THINGS ABOUT. 
          AND IN ADDITION OUR 75TH ANNIVERSARY EVENT IS GOING TO BE NEXT WEDNESDAY FROM FIVE TO 7:00 P.M. MET BELLFLOWER HIGH SCHOOL. I ENCOURAGE YOU ALL TO GO ALONGSIDE BOARD MEMBERS. AND DR. SIMON, THERE IS A PIN ON YOUR DESK FROM ASP. SO THANK YOU FOR ALL YOU DO. 
          AND WE HOPE TO SEE YOU THERE. AND IF THERE ARE ALUMNI SCAN THE QR CODE SO WE CAN GIVE YOU SOMETHING. 
          AND CONGRATS TO LENNOX. I'VE KNOWN YOU SINCE I WAS YOUNGER IN ELEMENTARY. WE ARE FRIENDS TO A POINT, SO CONGRATS ON EVERYTHING YOU DO AND I HOPE YOU DO VERY WELL. 
          THIS HAS BEEN BELLFLOWER'S HIGH SCHOOL APRIL REPORT. 
          THANK YOU. >> THANK YOU SO MUCH. 
          MR. MARTINEZ? THE REPRESENTATIVE-- REPRESENTATIVE FOR MAY FAIR HIGH SCHOOL IS GORDON. 
          >> GOOD MORNING EVERYBODY, MY NAME IS GIL, AND THIS IS APRIL'S 
          [00:20:02]
BOARD REPORT. OUR RED CROSS CLUB HOSTED A BLOOD DONATION DRIVE WHERE STUDENTS WERE GIVEN A GIFT CARD IN RETURN FOR SOME BLOOD. WORTH IT. 
          I WOULD SAY PRETTY WORTH IT. I HEARD THEY GOT SNACKS TO. 
          A VERY GOOD DAY. POWER 106 CAME TO OUR CAMPUS TO THE BACKYARD BARBECUE. MUSIC WAS GREAT. 
          IT WASN'T MUCH OF A BARBECUE, IT WAS CAFETERIA FOOD BUT IT WAS FUN AND THE VIBES WERE UP. UNIFIED KICKBALL TOURNAMENT WAS HELD AT BOVE FLOWER. THESE ARE A GOOD TIME. 
          OUR STUDENTS GOT TO PLAY WITH SOME GOOD ATHLETES. 
          THEY HAVE SO MUCH ENERGY. I WISH I GOT TO GO. 
          OUR CHOIR WENT ON TOUR TO ORLANDO THIS YEAR. 
          WE PERFORMED AT DISNEY SPRINGS AND DID A BROADWAY WORKSHOP AT DISNEY WORLD. AND WE GOT TO TOUR ORLANDO CITY HALL WHERE WE GOT TO SIT ON THE PODIUMS AND LOOK LIKE YOU GUYS. 
          SO THAT WAS PRETTY COOL. THAT WAS INTERESTING UP THERE. 
          SUCH A GREAT TRIP. SO MANY MEMORIES AND SO MANY EXPERIENCES. AT THE STATE COMPETITION WE HAD FIVE GOLD MEDALISTS, SIX SILVER MEDALISTS AND FOUR STUDENTS GOING ON TO NATIONALS IN ATLANTA. 
          CONGRATULATIONS. THE JAPAN TRIP, THEY GOT TO DO MANY THINGS. THEY MADE SUSHI, THEY RODE A SUPERFAST BULLET TRAIN. OVERALL AN AMAZING EXPERIENCE FOR THE STUDENTS. OUR PROM THEME HAS BEEN REVEALED, WE WILL BE FLYING IN TO THE SUNSET SATURDAY MAY 2 2ND. AND HERE ARE SOME FLYERS FOR UPCOMING EVENTS. MONDAY MAY 4TH WE HAVE A "STAR WARS" CELEBRATION WHERE STUDENTS CAN DRESS UP AND WIN PRIZES. AND BEAR WITH ME, WE HAVE OUR ASIAN AMERICAN NATIVE HAWAIIAN AND PACIFIC ISLANDER HERITAGE LUAU ON MAY 8TH. WHICH I'M VERY EXCITED FOR. 
          WE WILL BE PERFORMING THERE. IF YOU CAN COME OUT, IT'S GOING TO BE A COOL TIME. COMING UP TOMORROW WE HAVE THE SPRING SPORTS ASSEMBLY FESTIVAL ON THE 27TH AT BELLFLOWER. 
          ON MAY 1ST, A SENIOR COLLEGE CELEBRATION WILL BE HAPPENING, AS WELL AS A MIDDLE SCHOOL DANCE. 
          PROM WILL BE HELD ON MAY 2ND, "STAR WARS" DAY ON MAY 4TH. 
          ASIAN AMERICAN NATIVE HAWAIIAN PACIFIC ISLANDER HERITAGE LUAU IS ON THE EIGHTH, AND TEACHER APPRECIATION IS COMING UP FROM MAY 4TH TO EIGHT. SO THANK YOU. 
          THAT'S MAYFAIR'S BOARD REPORT. >> THANK YOU, MR. FREEMAN. 
          WE HAVE REPRESENTING SOMERSET HIGH SCHOOL MS. HERNANDEZ. 
          >> GOOD EVENING PRESIDENT GARZA, MEMBERS OF THE BOARD. 
          SUPERINTENDENT DR. SIMON. MY NAME IS LISA HERNANDEZ. 
          THANK YOU FOR THIS OPPORTUNITY TO LET ME SHARE A QUICK UPDATE ABOUT SOME OPPORTUNITIES HAPPENING AT SOMERSET HIGH SCHOOL. SOMERSET STUDENTS SHINED AT HIS SKILLS USA STATE COMPETITION AFTER WINNING THE COMPETITION. 
          TWO STUDENTS COMPETED FOR THE STATE TITLE IN ONTARIO OVER SPRING BREAK. WE ARE PROUD TO ANNOUNCE THAT SENIOR ANTHONY SANTOS EARNED A BRONZE MEDAL IN THE AWARD FOR-- AND THE AWARD FOR TELECOMMUNICATIONS. 
          SOMERSET STUDENTS ENJOINED A ASSEMBLY ON MARCH 24TH. 
          WE WERE FORTUNATE TO LEARN ABOUT DR. CASSANDRA WHO ENCOURAGED US TO USE OUR PERSONAL STORIES AS A SOURCE OF EMPOWERMENT IN OUR FEATURE. A SENIOR DESIGNED AND CREATED A PLAQUE FOR CONGRESSWOMEN. HE USED HIS KNOWLEDGE OF WOODWORKING AND GRAPHIC DESIGN TO CREATE THE BLACK THAT WAS PRESENTED ON THE CONGRESS WOMEN DURING THEIR RECENT VISIT TO 
          [00:25:06]
WASHINGTON, D.C. WE WERE SUPER EXCITED TO SEE OUR GUEST RANGER LAST WEEK WAS A SOMERSET GRADUATE. 
          RANGER SAMANTHA GRADUATED FROM SOMERSET HIGH SCHOOL IN 2021. 
          AND SHE SAID SHE FELT HONORED TO BE BACK AS A TEACHER. 
          SHE WISHES SHE HAD AWESOME PROGRAMS WHEN SHE WAS A STUDENT IN BUSD. WE ARE GRATEFUL FOR THIS PARTNERSHIP WITH IN RICH L.A. TWO MEMBERS OF THE SOMERSET STAFF WERE RECOGNIZED AT THE STAR AWARDS ON MONDAY NIGHT. 
          MISS STEPHANIE WAS RECOGNIZED FOR BEING THE PERSON WHO KEPT EVERYTHING TOGETHER BEHIND THE SCENES AS OUR SCHOOL SECRETARY. 
          AND MISS MARY VITALE WAS ACKNOWLEDGED FOR HER DEDICATION TO EDUCATION AND CARE FOR STUDENTS. 
          WE ARE VERY FORTUNATE TO HAVE THEM BOTH AT SOMERSET. 
          ANDREA'S MALL GARR WAS RECOGNIZED THIS AFTERNOON BY THE CITY OF BELLFLOWER AS A WINNER FOR THIS ESSAY ABOUT MAKING THE COMMUNITY SAFE. HE RECEIVED A $500 SCHOLARSHIP AWARD FOR THIS CADET-- ACADEMIC ACHIEVEMENT. 
          CONGRATULATIONS, ANDRE. COMING SOON WE WILL START OUR FINAL BLOCK OF THE YEAR ON MAY 4TH. 
          AND WE WILL BE CELEBRATING THE ACHIEVEMENTS OF OUR STUDENTS AT THE SPRING AWARDS ON MAY 6TH. EVERYONE IS INVITED TO JOIN US ON MAY 26TH AT 12:20 P.M. FOR OUR SECOND ANNUAL STUDENT FILMS FESTIVAL. WE WILL BE PRESENTING STUDENT CREATED FILMS MADE WITH THE SUPPORT OF CREATING CREATIONS. 
          THANK YOU FOR YOUR SUPPORT OF SOMERSET AND HAVE A GREAT 
          EVENING. >> THANK YOU MS. HERNANDEZ. 
          >> IT EVENING, BOARD PRESIDENT, GARZA, DR. SIMON, STUDENTS AND TEACHERS. ON ONCE AGAIN HAPPY TO BE BACK TO INFORM YOU ALL ON THE THINGS THAT HAVE BEEN HAPPENING AT OUR SCHOOL SINCE THE LAST UPDATE. ON APRIL 2ND, THE COMMUNITY-- SCHOOL COMMUNITY AND MEMBERS OF THE BOARD AND OUR SUPERINTENDENT GATHERED TO HONOR THE 2026-- BEING NAMED TO THE 2026 SCHOOLS TO WATCH CAMPUS. IT WAS A PROUD MOMENT FOR OUR ENTIRE COMMUNITY AND WE WANT TO GIVE A SPECIAL THANKS TO OUR DEDICATED STAFF AND FAMILIES, AS WELL AS OUR STUDENTS WHO MADE THIS RECOGNITION POSSIBLE FOR US AND ALL THE MEMBERS OF THE BOARD AND OUR SUPERINTENDENT WHO WAS IN ATTENDANCE TO CELEBRATE WITH US. ON THAT SAME DAY WE HAD OUR OPEN HOUSE SHOWCASE WHERE PARENTS ARE ABLE TO VISIT EACH CLASSROOM THAT WAS FILLED AND DECORATED WITH STUDENT WORK AND CREATIVITY. ALL THE TEACHERS HAD ENGAGING DISPLAYS AND STUDENTS WERE ABLE TO SHARE THEIR GROWTH AND ACCOMPLISHMENTS HAPPENING AROUND THE CAMPUS. 
          WE ALSO HAD A TACO TRUCK, WHICH WAS REALLY GOOD. 
          AND I THINK THAT THAT WAS ANOTHER HIGHLIGHT. 
          OKAY. AS YOU CAN SEE, THESE ARE SOME OF OUR EXTENDED LEARNING OPPORTUNITY CLASSES. 
          STUDENTS FROM ELEMENTARY TO HIGH SCHOOL REALLY ENJOYED GETTING TO LEARN DIFFERENT SUBJECTS THAT RANGE FROM JUST TO WOODWORK-- CHESS TO WOODWORK. THE TITLES ARE DIFFERENT. 
          BUT I'M SURE YOU CAN TELL THE DIFFERENCE. 
          THESE CLASSES ARE A WAY THAT STUDENTS ARE ABLE TO ENGAGE IN EXTRACURRICULAR ACTIVITIES IN A FUN YET EDUCATIONAL WAY. 
          BACK IN MARCH OUR HIGH SCHOOL GIRLS WERE ABLE TO GO ON A FIELD TRIP TO THE METRO GIRLS SUMMIT EVENT. 
          THIS EVENT FOCUSED ON EMPOWERING YOUNG WOMEN AND HIGHLIGHTING CAREERS IN TRANSPORTATION AND PUBLIC SAFETY. 
          STUDENTS WERE ABLE TO HEAR FROM SPEAKERS AND COUNCIL MEMBERS, AND EXPLORING FUTURE PATHWAYS THAT THEY MAY NOT HAVE CONSIDERED BEFORE. WE ARE PROUD OF ALL THE STUDENTS WHO DECIDED TO JOIN AND REPRESENT LOST FLORAS, AS WELL AS TAKING STEPS TOWARDS A BRIGHT FUTURE. 
          ON TUESDAY WE HAD OUR RALLY FOR OUR ELEMENTARY AND HIGH SCHOOL STUDENTS TO JUST ENCOURAGE THEM TO TRY THEIR BEST ON THEIR 
          [00:30:05]
TESTS. THEY WANT THEM TO TAKE IT SERIOUSLY TO DO THEIR BEST. SO AS FOR THE FIRST WEEK OF TESTING, I THINK EVERYONE IS DOING GREAT. 
          BUT HOPEFULLY YOU WILL BE SURPRISED AT THEIR SCORES. 
          OKAY. COMING UP, TO END OUR MONTH, WE HAVE PARENT CONFERENCES AND WERE COLLECTION TOMORROW. 
          TO START MAY WE HAVE OUR PHYSICAL FITNESS TEST FOR THE FIFTH, SEVENTH AND NINTH GRADERS. 
          AND WE ALSO HAVE OUR WALK THE BEAM EVENT, WHICH WILL INCLUDE OUR K-12 CREATIVE PROJECTS. AND IT WILL BE LIKE A GALLERY WHERE PARENTS CAN COME THROUGH AND GUESS THE THEME OF THE DIFFERENT PROJECTS WE HAVE. AND WE HAVE OUR SIXTH AND EIGHTH HIGH SCHOOL TRIP ON THE 14TH AND SIXTH GRADE CAMP ON THE 19TH. 
          THAT IS ALL. THANK YOU SO MUCH FOR YOUR TIME. 
          [APPLAUSE] >> THANK YOU ALL FOR KEEPING US INFORMED WITH YOUR REPORTS. YOU ARE WELCOME TO REMAIN FOR THE REST OF THE MEETING, HOWEVER WE UNDERSTAND YOU MAY HAVE OTHER OBLIGATIONS AND ARE FREE TO LEAVE AT THIS TIME. 
          AT THIS TIME I WOULD LIKE TO INVITE THE TPA PRESIDENT JOHN 
          YOUNG TO COME FORWARD, PLEASE. >> GOOD EVENING PRESIDENT GARZA AND BOARD, DR. SIMON AND CABINET. 
          COLLEAGUES AND COMMUNITY GATHERED TONIGHT. 
          THIS MONTH'S WORK CONTINUES TO REFLECT REALITY THAT WE KNOW WELL. BTA REMAINS WILLING TO COLLABORATE WITH THE DISTRICT ON IMPORTANT LONG-TERM EFFORTS, AND COLLABORATION MUST BE MATCHED BY TIMELY ACTION. 
          WE KNOW THIS. ON THE ISSUES THAT MOST DIRECTLY AFFECT OUR MEMBERS AND STUDENTS. WE CONTINUE TO PARTICIPATE IN MEANINGFUL DISCUSSIONS INCLUDING FACILITY MASTER PLANS, INTERVIEWING NEW SCHOOL LEADERS, GUIDING COALITION WORK AROUND A GRADUATE PROFILE. THE DEVELOP AND OF NAI FRAMEWORK. THE CONVERSATIONS ABOUT NEW HIGH SCHOOL GRADUATION REQUIREMENTS TIED TO COLLEGE AND CAREER PATHWAYS TO NAME A FEW. THESE EFFORTS MATTER FOR OUR STUDENTS. BUT IF THERE-- IF THEY ARE GOING TO MEET ANYTHING IN PRACTICE, THEY REQUIRE MORE THAN CONVERSATION, THEY REQUIRE A CONTINUED SHARE DIVISION, CLEAR EXPECTATIONS AND GENUINE FOLLOW-THROUGH. 
          WE APPRECIATE RECENT PROGRESS IN OTHER AREAS. 
          THE MOVE TOWARDS A SINGLE DISTRICT MESSAGE REGARDING STAFF DE-ESCALATION STRATEGIES, WITH STUDENTS EXHIBITING AGGRESSIVE DANGEROUS BEHAVIOR, ALONG WITH THE INCLUSION OF BTA AND CS CA IN DEVELOPING THE WORKPLACE VIOLENCE PREVENTION PLAN, THESE ARE POSITIVE STEPS. THESE ARE SERIOUS ISSUES AND THEY DESERVE CLARITY, CONSISTENCY AND PRACTICAL TRAINING FOR ALL STAFF. NO EMPLOYEE SHOULD BE LEFT TO NAVIGATE HIGH-STAKES SITUATIONS WITHOUT CLEAR GUIDANCE AND SUPPORT. AT THE SAME TIME, WE WOULD BE REMISS IF WE DID NOT SPEAK PLAINLY ABOUT BARGAINING. 
          THERE IS GROWING FRUSTRATION FROM OUR MEMBERS OVER THE DISTRICT SLOW RESPONSE TO SALARY PROPOSALS. 
          MEMBERS ARE PAYING ATTENTION AND THEY CAN TELL THE DIFFERENCE BETWEEN CAREFUL CONSIDERATION AND UNNECESSARY DELAY. 
          THE DISTRICT HAS HISTORICALLY POINTED TO THE GOVERNORS MAY REVISE AS A REASON TO NOT MOVE FORWARD ON COMPOSITION. 
          -- COMPENSATION. BUT THAT EXPLANATION IS BEING-- BECOMING HARDER TO JUSTIFY. THE 20262027 MAY REVISE AS A YEAR BEHIND THE NEGOTIATIONS CURRENTLY IN FRONT OF US. 
          INITIALLY SUNSHINE IN THE SPRING OF 2025. 
          AT SOME POINT WAITING FOR THE NEXT REASON TO WAIT IS NOT INTERPRETED AS FISCAL CAUTION, IT IS POSTPONED. 
          WE ALSO CONTINUE TO HEAR FROM MEMBERS AFFECTED BY THE DISTRICT'S RECENT AND TAX REPORTING DISCREPANCIES. 
          ALTHOUGH THE DISTRICT HAS INDICATED THAT CORRECTIONS WERE MADE, AND I APPRECIATE THE CLARITY ABOUT THE SECURITY OF 
          [00:35:02]
TAX DOCUMENTS, BUT REVIEWING THE TIMELINE FOR THE CHAIN OF CUSTODY, MEMBERS CONTINUE TO DESERVE UPDATED COMMUNICATION, AS MORE EVIDENCE IS CONFIRMED. CONFIDENCE AND REVENUE PROCESSES AND ASSURANCE THAT THIS ISSUE IS TRULY RESOLVED. 
          IN OTHER WORDS, CLOSURE. BTA REMAINS COMMITTED TO GOOD-FAITH COLLABORATION. COLLABORATION WORKS BEST WHEN IT'S TIMELY, TRANSPARENT, AND CONNECTED TO ACTION. 
          OUR STUDENTS AND MEMBERS DESERVE TO BE INCLUDED IN CONVERSATIONS ABOUT THE FUTURE, AND THEY DESERVE REAL MOVEMENT ON THE ISSUES AFFECTING THEM RIGHT NOW. THANK YOU. 
          [APPLAUSE] >> THANK YOU, MR. YOUNG, I'D LIKE TO INVITE PTA PRESIDENT ALEXANDER CORTEZ TO COME 
          FORWARD, PLEASE. >> GOOD EVENING, EVERYONE. 
          GOOD EVENING MADAM PRESIDENT, MISS GARZA. 
          A STEAM SCHOOL BOARD MEMBERS. SUPERINTENDENT. 
          BUSD CABINET, STAFF MEMBERS AND OUR COMMITTEE-- AMAZING COMMUNITY. I AM HERE TO REPRESENT BC PTA AND REPORT APRIL 23RD 2020 REPORT FOR APRIL. 
          SO WE ARE STARTING OUT WITH HSA AWARDS. 
          A GREAT EVENT WHERE WE HONOR ALL OUR VOLUNTEERS THAT GO ABOVE AND BEYOND. REPRESENTING TEACHERS, VOLUNTEERS FROM PTA, FROM THE COMMUNITY AS WELL. 
          BEING RECOGNIZED FOR ALL THE WORK THEY DO NOT JUST IN FRONT OF EVERYONE, BUT BEHIND THE SCENES AS WELL. 
          IT'S ALL THE SUPPORT THEY GIVE TO OUR STUDENTS AND COMMUNITIES AND PTAS. AND THERE ARE SOME ADDITIONAL PHOTOS. WE HAD PHOTO BOOTH'S BACK DEPICTER IN THE MIDDLE, THAT'S ALL THE PEOPLE THAT PUT TOGETHER THE EVENT. AT THE TOP IS OUR EXECUTIVE BOARD. NEXT SLIDE. 
          YOU WILL SEE SOME FACES YOU RECOGNIZE. 
          DIFFERENT ELEMENTARY SCHOOLS. THEIR UNITS AND THEIR WINNERS AS WELL. AND WE HAVE-- WE HAD MAYFAIR THEY ARE PERFORMING FOR US. THEY DID A GREAT JOB. 
          IT WAS BEAUTIFUL. THEY HAD DANCING, IT WAS A GREAT TIME. SUPERINTENDENT, YOU GAVE A GREAT MATE-- MOTIVATIONAL SPEECH FOR EVERYONE. 
          IT WAS BEAUTIFUL. THIS IS EARLIER TODAY. 
          WE WON THE AWARD FOR 33RD DISTRICT. 
          THINK OF THEM AS A LITTLE ABOVE US. 
          WE-- THEY ARE THE ONES THAT SEND OUT INFORMATION TO COUNCIL, THEY GAVE US OUR SOCIAL MEDIA AWARD OF THE YEAR. 
          OUR SOCIAL MEDIA WAS ONE OF THE ONES THAT WAS IMPACTED THE MOST-- IMPACTED THE MOST THIS YEAR. 
          REACHED OUT ACROSS NOT JUST OUR DISTRICT, NOT JUST OUR CITY, BUT OVER THE HILLS, REDONDO, THEY WERE SHARING A LOT OF OUR STUFF. 
          SO WE MADE A GREAT IMPACT ON SOCIAL MEDIA. 
          WE ARE SUPER PROUD OF THAT ONE. OUR UPCOMING EVENTS, VOLUNTEER APPRECIATION, GOING ON THIS WEEK. 
          A FEW NONI VOLUNTEERS, GIVE THEM A QUICK HIGH AND THANK THEM FOR THEIR SERVICE, GIVE THEM A HUG AND LET THEM KNOW HOW MUCH YOU APPRECIATE THEM. AND "THE GREAT GATSBY" HISTORIAN MIXER. WE HAVE A NEW HISTORIAN, AND YOU SHOULD COME DRESSED MAY 12TH AT 6:00 P.M., IT SHOULD BE A GREAT TIME. THANK YOU ALL SO MUCH. 
          [APPLAUSE] >> THANK YOU, MS. CORTEZ. 
          IT IS TIME FOR THE SUPERINTENDENTS REPORT. 
          >> PRESIDENT GARZA, WE HAVE OUR IT FOUNDATION PRESIDENT . 
          >> I'M SORRY. I DID SKIP OVER THAT. 
          SORRY ABOUT THAT, ALLISON. >> HELLO, EVERYONE COULD-- GOOD EVENING, ESPECIALLY TO PRESIDENT GARZA. 
          THE BOARD MEMBER AND SUPERINTENDENT SIMON, AND ALL THE COMMUNITY MEMBERS. I WANT TO BEGIN BY THANKING YOU FOR THE INVITATION TO SHARE HERE AND FOR YOUR CONTINUED SUPPORT. 
          OPPORTUNITIES LIKE THIS MATTER, THEY GIVE STUDENTS, FAMILIES AND EDUCATORS A REAL VOICE. AND THEY SHOW THIS PORT VALUES THE EFFORTS OF OUR FOUNDATION. AFTER A BRIEF HIATUS IN OUR BOARDS ACTIVITY WE HAVE REGROUPED WITH A NEW FIVE-MEMBER BOARD THAT IS A BETTER FIT FOR THE BEGINNING STAGES OF DEVELOPMENT. THIS SMALLER FOCUSED TEAM HAS ALLOWED US TO BE MORE INTENTIONAL, COLLABORATIVE, AND RESPONSIVE, AS WE WORK TO BUILD A STRONG FOUNDATION. 
          WE HAD THE PLEASURE OF MEETING OUR FOUNDATION'S NEW COUNCIL, ADRIAN MACLIN, AT OUR REGULAR BOARD MEETING LAST NIGHT. 
          SHE FEELS LIKE A GREAT FIT FOR OUR TEAM ADMISSION AS SHE 
          [00:40:02]
PROVIDES BOTH A VAST KNOWLEDGE OF THE LAW AND EXTENSIVE EXPERIENCE LAUNCHING SUCCESSFUL SCHOOL FOUNDATIONS. 
          IMMEDIATELY ON THE HORIZON, UNDER HER GUIDANCE, WE WILL COME UP WITH A BOARD RETREAT AND THE CREATION OF A FIRST-YEAR BLUEPRINT FOR OUR BOARD SUCCESS. IT IS ENCOURAGING TO BE MOVING FORWARD WITH RENEWED CLARITY AND PURPOSE AND WE ARE GRATEFUL FOR THE SPACE YOU HAVE CREATED TO SHARE UPDATES LIKE THIS AND STAY CONNECTED WITH THE BROADER COMMUNITY. 
          WE HAVE ALREADY BEGUN THE PROCESS OF GETTING TO KNOW OUR SCHOOLS AND THEIR NEEDS BY ATTENDING A FEW IMPORTANT DISTRICT EVENTS LIKE THE GROUNDBREAKING MAYFAIR SPORTS FIELD, LOSS FLORAS' SCHOOL TO WATCH CELEBRATION, BOTH MADE FILLER-- MAYFAIR IS AN BELLFLOWER'S OPEN HOUSES AND BY SURVEYING EVERY PRINCIPLE FROM EVERY SCHOOL IN THE DISTRICT FOR BEGINNING IDEAS ON HOW WE CAN BEST BE OF ASSISTANCE. 
          WE CANNOT WAIT TO VISIT ALL THE CAMPUSES AND DIG DEEPER IN TO THE FEEDBACK WE HAVE RECEIVED. THANK YOU FOR YOUR LEADERSHIP AND YOUR TIME AND YOUR CONTINUED COMMITMENT TO OUR FOUNDATION AND STUDENTS. A COUPLE QUICK THINGS, SORRY ABOUT MY VOICE. I'M A TEACHER, THIS TIME OF NIGHT EVERY DAY MY VOICE STARTS TO GO. 
          MY APOLOGIES. AND SECONDLY LEE WHEAT-- WE LOOK FORWARD TO HAVING SUPER CUTE PRESENTATIONS. 
          THOSE ARE IN THE WORKS. THANK YOU. 
          [APPLAUSE] >> SORRY ABOUT THAT. 
          [7. SUPERINTENDENT'S REPORT]
THANK YOU. NOW IT IS TIME FOR THE SUPERINTENDENTS REPORT. DR. SIMON? 
          >> THANK YOU, PRESIDENT GARZA. ONE MORE APPRECIATION FOR THE STUDENTS WHO PRESENTED TONIGHT. I KNOW THEY LEFT, WITH THEIR FAMILIES, BUT I ALWAYS WANT TO LEAD TO THEM, THEY ARE WHY WE ARE HERE AND WHY WE DO WHAT WE DO. 
          GOOD EVENING BOARD PRESIDENT GARZA, ESTEEMED BOARD MEMBERS, STAFF, VALUED COMMUNITY MEMBERS, AS ALWAYS IT'S A PLEASURE TO BE WITH YOU THIS EVENING. THIS MONTH, MEMBERS OF CABINET, AND I HAD THE OPPORTUNITY IN HONOR OF ATTENDING THE CALIFORNIA TEACHERS ASSOCIATION, WE HONOR OUR OWN RECOGNIZING STANDING SERVICE, LEADERSHIP AND EFFICACY. 
          IT WAS ESPECIALLY MEANINGFUL TO CELEBRATE BELLFLOWER'S TEACHERS ASSOCIATION PRESIDENT MR. JOHN YOUNG, LAST NIGHT, WHO WAS RECOGNIZED-- [APPLAUSE] 
          >> AT THIS EVENT FOR HIS LEADERSHIP AND COMMITMENT TO OUR EDUCATORS. I WAS ALSO GRATEFUL FOR THE OPPORTUNITY TO VISIT SEVERAL SCHOOL SITES THIS MONTH. 
          THESE VISITS CONTINUE TO BE ONE OF MY MOST MEANINGFUL PARTS OF THIS WORK. I AM ALWAYS ENERGIZED BY MY CONVERSATIONS WITH OUR SCHOLARS AND STAFF MEMBERS, AND I REMAIN IMPRESSED BY THE TALENT, DEDICATION AND HEART THAT I SEE-THROUGH BELLFLOWER UNIFIED. WE HAVE MANY BRIGHT SPOTS TO CELEBRATE ACROSS OUR DISTRICT, AS PRESIDENT CORTEZ MENTIONED, AND OUR PTA HONORARY SERVICE AWARDS, RECOGNIZING MANY COMMUNITY MEMBERS AND TEACHERS WHO GIVE BACK TO THIS DISTRICT. 
          AND THE STAR AWARDS WE HAD THIS PAST MONDAY. 
          WE RECOGNIZE THE EXTRINSIC CONTRIBUTIONS OF OUR STAFF MEMBERS, WHO MAKE A DIFFERENCE IN OUR STUDENTS LIVES EVERY DAY. 
          I WANT TO ESPECIALLY SEND OUT ANOTHER SHOUT OUT, CONGRATULATE KATIE PETTIT, WHO WAS ALSO CONSIDERED A STATE LEVEL CLASSIFIED MEMBER OF THE YEAR. PLEASE GIVE HER A ROUND OF APPLAUSE. [APPLAUSE] 
          >> AND OUR TEACHER OF THE YEAR WHO WAS AT A ERNIE POWELL, GIVE HER A ROUND OF APPLAUSE TOO. [APPLAUSE] 
          >> FOR THAT NIGHT, A SPECIAL THANK YOU TO OUR TALENTED BUSD COMMUNITY CHOIR. IF YOU'VE NOT HEARD THEM YOU NEED TO CHECK THEM OUT. THEY ARE AMAZING. 
          THE LONG BEACH BLUES SOCIETY, ARE INFORMATIONAL TECHNOLOGY DEPARTMENT, DR. RYAN SMITH, DR. FRANK OLMOS, OUR HUMAN RESOURCES TEAM. FOR MAKING THIS THE-- EVENT POSSIBLE. THESE RECOGNITIONS REFLECT THE EXCELLENCE AND THE COMMITMENT THAT DEFINE THIS DISTRICT. 
          FURTHERMORE, IT WAS MENTIONED BY OUR STUDENTS. 
          THEY CONTINUE TO EXCEL IN REAL PATHWAYS ON LEADERSHIP ROLES. 
          WE'VE HAD STUDENTS FROM OUR DISTRICT EARNED THREE GOLD MEDALS, TWO SILVERS, ONE BRONZE. THE GOLD MEDAL WINNERS WILL ADVANCE TO THE SKILLS USA COMPETITION WHICH WILL BE HELD IN ATLANTA GEORGIA FROM JUNE 1ST TO JUNE 5TH. 
          THOSE GOING UP THERE KNOW IT WILL BE HOT AND HUMID. 
          SO DRESS ACCORDINGLY. STUDENTS JULIAN AND DYLAN WILL COMPETE IN THE COMMERCIAL DRONE COMPETITION OUT THERE. 
          I WOULD ALSO LIKE TO A KNOWLEDGE MAYFAIR RECEIVING THE SILVER CHAPTER OF DISTINCTION. AND HONOR THAT SHOWCASES STRONG 
          [00:45:02]
STUDENT LEADERSHIP, SERVICE AND PROGRAM EXCELLENCE. 
          ADDITIONALLY, THE USA CHAPTER ACHIEVED THE CHAPTER OF DISTINCTION, DEMONSTRATED COMMITMENT TO LEADERSHIP SERVICE AND DEDICATION TO OUR STUDENT STAFFING ADVISORS. 
          THESE ACCOMPLISHMENTS ARE A POWERFUL REMINDER OF OUR DISTRICT AND THE IMPORTANCE OF HIGHLIGHTING BRIGHT SPOTS, STRENGTHEN SCHOOL AND COMMUNITY CONNECTIONS, AND EXPAND COLLEGE AND CAREER OPPORTUNITIES FOR OUR STUDENTS. 
          THAT EMPHASIS IS CONSISTENT WITH THE DISTRICT'S CURRENT BORDER GOALS, AND THE 100 DAY PRIORITIES AROUND VISIBILITY ENGAGEMENT AND EXPANDING STUDENT PATHWAYS. 
          I ENCOURAGE OUR SCHOOL COMMUNITIES TO CELEBRATE SCHOOL IN SHIROV DAY, ON FRIDAY MAY 1ST 2026. 
          SCHOOL LUNCH SHIROV DAY IS AN OPPORTUNITY TO RECOGNIZE OUR NUTRITION PROFESSIONALS. HERE ARE SOME IDEAS ON HOW YOU CAN HONOR OUR NUTRITION PROFESSIONALS WITH, THE SCHOOL LUNCH SHIROV'S. BE THANKFUL. 
          ENCOURAGE STUDENTS TO CREATE A HOMEMADE THANK YOU CARTER TO WRITE NOTES FOR APPRECIATION TO SHARE WITH THEIR SCHOOL LUNCH SHIROV'S. GET CREATIVE, CELEBRATE THE DAY BY GETTING POSTERS OR BANNERS TO DISPLAY AND COMMON AREAS. 
          HAVE STUDENTS AND STAFF RECORD SHORT STORIES, OR TESTIMONIALS ABOUT THEIR FAVORITE SCHOOL HEROES. 
          HIGHLIGHTING HOW THESE PROFESSIONALS MAKE A DIFFERENCE IN THEIR LIVES. LASTLY, SHARE A FAVORITE MEAL, HAVE STUDENTS GO ON THEIR FAVORITE SCHOOL OR BREAKFAST OR LUNCH OF THE YEAR. MAKE A POSTER HIGHLIGHTING THE MOST BELOVED ITEMS FOR THE CAFETERIA DISPLAY. 
          THE LAST THING TO READ IS OUR UNIFORM COMPLAINT REPORT SUMMARY. FOR JANUARY THROUGH MARCH 2026. 
          A REPORT REQUIRED BY THE COUNTY, THE WILLIAM SETTLEMENT LEGISLATION. NO AND PLATES WERE RECEIVED FROM THIS QUARTER REGARDING INSTRUCTIONAL MATERIALS, FACILITIES, OR TEACHER ASSIGNMENTS. 
          THAT CONCLUDES MY REPORT. PRESIDENT GARZA? 
          [8. COMMITTEE UPDATES]
          >> THANK YOU. DR. SIMON? DOES THE BOARD HAVE ANY AD HOC COMMITTEE UPDATES THIS EVENING? 
          >> I WOULD LIKE TO ADD TWO VERY QUICKLY. 
          ONE, I THINK DR. SIMON SPOKE ELOQUENTLY ABOUT THE PROGRAM, WE ARE VERY PROUD OF THEM. WE HAD SOME DRAWINGS AND PIN MAKING. WERE EXCITED TO SUPPORT THEM GOING TO GEORGIA. CLIMATE AND CULTURE WE CONTINUE TO WORK ON DOING RESEARCH AND SURVEYS SO WE CAN CREATE AN EQUITY PLAN. AND WE WILL HAVE AN EQUITY PLAN COMING OUT SOON. THANK YOU TO THAT COMMITTEE AS 
          WELL. >> THIS WEEK WE HAD OUR ALLIANCE MEETING WHICH IS MEETING WITH DISTRICT LEADERSHIP, AND WE HAD A PRODUCTIVE CONVERSATION. THE PRESIDENT MENTIONED IT EARLIER, BUT THE WORKFORCE VIOLENCE PREVENTION PLAN WAS TALKED ABOUT, AND OUR ANNUAL REORGANIZATION, HAVING CONVERSATIONS AROUND THAT IN TERMS OF COMMUNICATION AND WHAT WE CAN ALWAYS DO BETTER. I APPRECIATE THOSE 
          CONVERSATIONS. >> I ATTENDED THE LAST MEETING, NCS B.A. CAME OUT AND SHARED THE TOOLKIT ADDRESSING THE STUDENT ACHIEVEMENT. AND IT SAYS SOS FOR STUDENT ACHIEVEMENT. AND IT'S AN EFFORT TO CLOSE THE STATE ACCOUNTABILITY GAP. SO IT'S A CAMPAIGN TO TRANSFORM CALIFORNIA'S GOVERNANCE BUDGETING OPERATIONS AND PRACTICES TO END DECADES OF STAGNANT OUTCOMES AND HELP SCHOOL DISTRICTS AND COUNTY OFFICES OF EDUCATION BOOST OVERALL STUDENT PERFORMANCE. AND CLOSE THE PERSISTENT ACHIEVEMENT GAPS. SO THEY SAY THAT THE PROBLEM WITH-- ANYWAY, I HAVE THE TOOLKIT HERE. 
          IT'S JUST GOING TO TELL YOU ABOUT SOME OF THE PROBLEMS OR ISSUES THAT THEY COLLECTIVELY MIGHT HAVE SAID THEY HAD AND SOME OF THE SUPPORTS AND SUGGESTIONS TO HELP CLOSE THOSE GAPS. I HAVE THE TOOLKIT HERE. 
          AND I WILL SHARE THAT WITH YOU. >> THANK YOU, ANYONE ELSE? 
          [9. PUBLIC COMMENTS – AGENDA/NON-AGENDA ITEMS]
GOOD. NOW TONIGHT WE DO HAVE NONAGENDA ITEMS. WE WANT YOU TO KNOW THAT THE BOARD AND SUPERINTENDENT WILL LISTEN TO EACH COMMENT BUT WE WILL NOT BE PROVIDING RESPONSES DURING THE MEETING. 
          THE SUPERINTENDENT OR A DESIGNATED REPRESENTATIVE WILL 
          [00:50:01]
CONTACT THE PARENT GUARDIAN OR COMMUNITY MEMBER IF THE COMMENT CALLS FOR A FOLLOW-UP. WHILE MEETINGS OF THE GOVERNING BOARD ARE NOT PUBLIC MEETINGS, THEY ARE OPEN TO THE PUBLIC. 
          INDIVIDUAL SPEAKERS WILL BE ALLOWED 3 MINUTES TO ADDRESS THE BOARD AND THE BOARD WILL LIMIT THE TOTAL TIME FOR PUBLIC INPUT TO 21 MINUTES AS PER BOARD BYLAW. 
          9322.2. UNLESS OTHERWISE WAIT BY A BOARD. MAY PLEASE HAVE KIM ASHTON. 
          >> GOOD EVENING PRESIDENT GARZA, BOARD MEMBERS. 
          SUPERINTENDENT DR. SIMON, AND THE ESTEEMED PERSONNEL. 
          I HAVE BEEN IN THE DISTRICT FOR 30 YEARS IN ELEMENTARY EDUCATION. I'M HERE TO BRING TO YOUR ATTENTION WHAT IS HAPPENING WITH OUR BEHAVIOR SUPPORT AIDS IN THE ELEMENTARY SCHOOLS. WE ARE BEING TOLD THAT THE BEHAVIOR AIDS WILL NOW BE MOVED EVERY SIX MONTHS FROM THEIR CAMPUSES. I'M WONDERING WHY TEACHERS WERE NOT ASKED TEN AIDS WERE NOT ASKED. 
          WEARS THE COMMUNICATION? HOW DOES THIS BENEFIT STUDENTS AND STAFF? HOW WILL THIS BE EFFECTIVE IN ESTABLISHING RELATIONSHIPS WITH STUDENTS AND STAFF. 
          STUDENTS WHO ARE JUST NEED CONSISTENCY AND STABILITY. 
          THE CURRENT AIDS HAVE ESTABLISHED RELATIONSHIPS NECESSARY TO DEREGULATE AND PREVENT ISSUES FROM ESCALATING. 
          AND THEY ARE FRONTLOADED WITH ISSUES TO KNOW WHICH STUDENTS MAY NEED SUPPORT. MOVING THEM IS NOT WHAT IS BEST FOR ANYONE. PLEASE LET THEM ESTABLISH THE RELATIONSHIPS WITH THE STUDENTS AND STAFF AND KEEP THEM AT ONE SITE FOR AT LEAST A YEAR, IF NOT YEARS TO COME. 
          WE WERE ALSO TOLD THOSE AIDS ARE REQUIRED TO WORK IN SUMMER. 
          TEACHERS CAN WORK IN THE SUMMER IF THEY WANT TO APPLY. 
          SO WHY ARE THE AIDS NOT GIVEN THIS OPTION? THIS WAS NEVER A STIPULATION BEFORE, WHY IS THE CONTRACT LANGUAGE CHANGING ALL OF A SUDDEN. 
          PERSONALLY THERE WAS A RECENT MEETING WHERE THEY WERE NOT ALLOWED TO GET INPUT. AND DISTRICT LEADERSHIP TOLD THEM IF THEY WERE NOT IN AGREEMENTS THEY COULD LEAVE. 
          IF EVERY VOICES HEARD, AS IN OUR MOTTO, WIRE BEHAVIOR AIDS NOT BEING HEARD? PERSONALLY, AT MY SITE THE BEHAVIOR AID IS ALWAYS PRESENT AND GOING ABOVE AND BEYOND AND WORKS THROUGH BREAKS AND LUNCHES TO SUPPORT AND DOES SO WITH A POSITIVE ATTITUDE AND A SMILE. HE IS COMMITTED TO HELPING OUR STUDENTS EVERY DAY, AND IT MAKES THE STAFF AND MYSELF SAD TO SEE THAT HE AND THE OTHERS ARE NOT BEING VALUED. 
          TEACHERS WERE TOLD LAST YEAR THAT EACH SITE WOULD HAVE A BEHAVIOR AID ON CAMPUS TO SUPPORT THE STUDENTS WHO WERE JUST REGULATED. AS A NUMBER-- THE NUMBER OF STUDENTS NEEDING BEHAVIORAL SUPPORT HAS INCREASED EVERY YEAR. THIS IS SUPPORTED BY THE DATA COLLECTED BY THE NATIONAL CENTER FOR EDUCATION STATISTICS. 
          WE WERE ELATED TO HAVE THE SUPPORT, BUT WITH THE CURRENT INCREASE IN CLASSES, THE BEHAVIOR AIDS ARE NOW SUPPORTING THOSE STUDENTS EVEN MORE, AND ARE SPREAD SO THIN THAT THE OTHERS ARE NOT ABLE TO BE ATTENDED TO. 
          MORE SUPPORT IS NEEDED. I HAVE BEEN TOLD ABOUT STUDENTS JUMPING FENCES AND DESTROYING ROOMS AND NOBODY CAN COME TO SUPPORT. WHAT ABOUT THE SAFETY OF THE OTHER STUDENTS IN THE CLASS. SOME SITES HAVE NO AP, AND WITH THE INCREASE IN BEHAVIORIST TEACHERS STATE THAT THEY CALLED THE OFFICE FILE SOP-- FOR SUPPORT AND NOBODY IS THERE. 
          WE NEED MORE SUPPORT IN THE CLASSES WHERE BEHAVIORS ARE ESCALATING, AND WE NEED MORE SUPPORT FOR THE THANK YOU THROUGH GRADE SIX STUDENTS AT THE BARE MINIMUM. 
          [APPLAUSE] >> THANK YOU. 
          NOW, VALERIE, WOULD YOU COME TO THE PODIUM? 
          >> GOOD EVENING, PRESIDENT GARZA, BOARD MEMBERS, SUPERINTENDENT SIMON. AND ESTEEMED DISTRICT PERSONNEL. 
          MY NAME IS VALERIE AND I'VE BEEN IN THE DISTRICT FOR 36 YEARS. 
          I WITNESS THE CHANGES THAT HAVE OCCURRED WITH COVID AND TECHNOLOGY, AND IT HAS NOT BEEN FOR THE BETTER. 
          I'M HERE TO ADDRESS THE RECENT ADOPTION OF A RESOLUTION TO LIMIT STUDENT SCREEN TIME. I ENCOURAGE THE ORG TO CONSIDER ADOPTING A SIMILAR RESOLUTION, AS THE SAME PROBLEMS THAT IT CLIPS OTHER STUDENTS HARM OUR STUDENTS AS WELL. 
          WE CANNOT CONTROL WHAT HAPPENS AT HOME. 
          HOWEVER WE CAN CONTROL AND LIMIT SCREEN TIME AT SCHOOL. 
          AS A REMINDER, DATA FROM THE NATIONAL INSTITUTE OF HEALTH REPORTS THAT EARLY SCREEN EXPOSURE LEADS TO NEGATIVE CONSEQUENCES. NEGATIVE CONSEQUENCES LATER IN LIFE LIKE A LOWER ACADEMIC PERFORMANCE AND LOWER COGNITIVE ABILITIES. I'M CURRENTLY A GRADE THREE TEACHER AND I WAS FORMERLY A KINDERGARTEN TEACHER. 
          [00:55:03]
ALTHOUGH THERE IS A PLACE AND BENEFIT FOR TECHNOLOGY, CONSIDER THE LIMIT IN SCHOOLS AND HAVING MORE PAPER AND PENCIL WORK HELPS MEMORY, FINE MOTOR SKILLS AND ATTENTION. 
          THE YOUNGER THAT THEY ARE THE LAST TIME THAT THEY HAVE. 
          I UNDERSTAND THAT THE UPPER GRADES, IT IS FINE, BUT FOR THE LITTLE ONES THEY SHOULD NOT. PLEASE CONSIDER DISCUSSING AND ADOPTING THESE LIMITATIONS. THANK YOU. 
          >> THANK YOU. DR. ROBINSON? I BELIEVE YOU HAVE TWO ITEMS THAT YOU WILL BE SPEAKING ON. 
          >> YES, THAT IS CORRECT. >> GOOD EVENING BOARD PRESIDENT, ESTEEMED BOARD, VALUED SUPERINTENDENT AND CABINET. 
          AND ALL THE MEMBERS IN THE ROOM. THE FIRST THING I WANT TO ADDRESS AS I WAS SITTING AT A MEETING LAST WEEKEND BECAUSE WE ARE AN ADVISORY COMMITTEE WE CAN HEAR THINGS BEYOND EL CAPITAN WHAT CAME IN WAS WHAT YOU WILL HEAR THE REPORT ON TONIGHT. 
          AND THAT WAS THE CHANGE IN COLLEGE. 
          AND WHAT I HAVE TO TELL YOU IS WE BARELY SAID CAREER BEFORE. 
          WE SAID COLLEGE AND CAREER. WHEN I LOOK AT THE CHANGES BEING MADE IT LOOKS LIKE MORE COLLEGE. WE ARE ABOVE WHAT THE STATE REQUIRES, AND WE ARE AT 96% GRADUATION RATE. 
          NOW WE ARE GOING TO REQUIRE AN ADDITIONAL YEAR OF MATH OR SCIENCE. AND WE ARE GOING TO REQUIRE THEM FOR THE THIRD YEAR OF MATH, TAKE AWAY HEALTH, AND I ASKED MAYSAN HOW HE FEELS ABOUT THAT, HE SAID THAT STUPID AND NICE-- THAT'S BECAUSE IT'S THE SUPPLIES TO LIFE NOW AND LATER. 
          AND THE THIRD THING IS SOCIAL SCIENCE. 
          I'M NOT SURE IF IT'S HISTORY OR POLITICAL SCIENCE, BUT WE ARE LIVING IN AN ECONOMY RIGHT NOW WHERE KIDS NEED TO KNOW WHERE THEY CAME FROM BECAUSE THAT WILL SET WHERE WERE GOING. 
          THEY NEED TO KNOW HOW GOVERNMENT STRUCTURE WORKS BECAUSE THEY ARE IN A LOT OF TROUBLE. I'M CONCERNED WERE NOT LOOKING AT TRADE. WHY ARE WE NOT THE RENAISSANCE AND COMMUTER-- CAREER AND TECH IMPLICATION. 
          WE JUST KEEP CHASING EVERYONE ELSE. 
          IF WE LOOK AT TRADES THOSE ARE SKILLED HIGHWAYS JOBS FOR STUDENTS. SINCE 2015 CALIFORNIA HAS INVESTED $3 BILLION IN TECH AND CAREER EDUCATION MAKING OUR STATE THE NATIONWIDE LEADER. THAT SPURNS THE ECONOMY AND OPPOSITE OPTIONS WERE THRUN IN FUTURE. 
          OPTIONS THAT THEY CAN BUY A HOUSE. 
          OUR TEACHERS CAN'T BUY A HOUSE BUT OUR STUDENTS COULD. 
          NATIVE AMERICAN HOMELESS AND LOW INCOME STUDENTS ACROSS THE NATION HAVE THE HIGHEST RATES OF ENROLLMENT AMONG THE STUDENT GROUPS. IN 2019 AND 2020 18% OF STUDENTS WERE ENROLLED. AND WITH COVID IN BETWEEN THERE WE ARE PROBABLY LOOKING AT A HIGHER RATE. 
          AND 2025 NEWSOME SIDE IN THE MASTER PLAN. 
          SO INSTEAD OF MAKING IT HARDER FOR KIDS TO GET OUT OF THE SYSTEM,, WERE LOOKING FOR AN OPTION TO GO FURTHER. 
          AS A MEMBER OF THE COMMUNITY I WANT YOU GUYS TO HAVE A HIGHER STEP AND, BUT ALSO SAFETY. ON MARCH 15TH ONE OF OUR BOARD MEMBERS MARSH'S REELECTION CAMPAIGN AND 16 DAYS LATER A MEMBER OF THIS AUDIENCE, A MEMBER OF THE COMMITTEE, NOT A TEACHER, NOT A PARENT, NOT ANYONE IN THE 26 YEARS I'VE BEEN HERE HAS EVER STOOD AT THE PODIUM AND VOICE THE CONCERNS THEY HAVE, POSTED THAT YOU ARE JUST KILLING YOUR KID. 
          YOU ARE HAVING YOUR CHILD, YOUR CHILD IS DETERIORATING, AND EVERYONE IS SEEING IT. WHEN OUR SCHOOL BOARD MEMBERS ARE NOT SAFE, NONE OF US ARE SAFE. 
          PETER HER ROUSEY SITS IN HERE WEEK AFTER WEEK AND GOES HOME AND POST THINGS. HE POSTED THEM A YEAR AGO. 
          AND WHEN HE POSTED ABOUT YOU, YOU ARE LOW-HANGING FRUIT. 
          SO I WOULD LIKE THIS TO BE LOOKED AT AS A SMEAR CAMPAIGN. 
          I UNDERSTAND YOU CANNOT GET A RESTRAINING ORDER. 
          BECAUSE HE'S NOT MADE A THREAT. SO DO WE JUST WAIT TILL SOMEBODY GETS HURT AND THEN THE LAWS CHANGED. 
          NOBODY ASKED ME TO SPEAK. I'M SPEAKING BECAUSE I'M CONCERNED. WE TALK ABOUT SAFETY FOR KIDS AND TEACHERS, YOU ARE THE GATEKEEPERS. 
          AND IF IT'S NOT SAFE FOR YOU IT'S NOT SAFE FOR ANYONE. 
          SO I WOULD LIKE-- LIKE TO ASK YOU TO ASK LEGAL HOW WE GO ABOUT HANDLING THIS. IN THE CLASSROOM OF KIDS BULLY OTHER KIDS WE SEPARATE THEM IN THE ROOM. 
          IF THEY DO IT ON THE PLAYGROUND WE SEPARATE THEM. 
          IF WE KEEP DOING IT WE PUT THEM IN TWO DIFFERENT ROOMS, TWO DIFFERENT SCHOOLS. AND IF THEY KEEP DOING IT WE REMOVE THEM FROM OUR DISTRICT. BUT THAT DOES NOT APPLY TO OUR SCHOOL BOARD MEMBERS. WHEN THEY ARE VULNERABLE AND SHARE THEIR PERSONAL LIVES, WE RELATE TO THEM, THEY NOW BECOME A TARGET IN OUR COMMUNITY. I AM SORRY, BUT THAT IS NOT OKAY, AND I'D LIKE IT ADDRESSED BY YOU WITH OUR LEGAL COUNCIL. 
          IF YOU GUYS ARE NOT SAFE, NONE OF US ARE. 
          [APPLAUSE] >> THANK YOU, DR. ROBINSON. 
          [01:00:10]
          NEXT IS JOHN PAUL. >> GOOD EVENING, BELLFLOWER CLASS OF 1980. WE HAD A DISCUSSION ABOUT WHY OUR ENROLLMENT DROPS SO MUCH. 3%. 
          WE DID NOT EXPECT THAT MUCH OF A DROP. 
          WE NEED TO FOCUS GROUPS AND ASKED PEOPLE WHY THEY ARE LEAVING TO OTHER DISTRICTS. AND I ASKED A PARENT, DO YOUR KIDS GO TO LOCAL SCHOOLS, AND I SAID MY SON WENT TO MAYFAIR. 
          WHAT HAPPENED-- MAYFLOWER. WHAT HAPPENED? AND I SAID HE LIKES THREE DIFFERENT SPORTS AND SEVENTH AND EIGHTH GRADE, HE WANTS TO PREPARE FOR HIGH SCHOOL AND BALL-- VARSITY SPORTS. AND MAYFAIR IS NOT OFFERING JUNIOR HIGH STUDENTS WERE MIDDLE SCHOOL STUDENTS THE OPPORTUNITY TO PLAY OTHER SCHOOLS COMPETITIVELY. 
          WHEN I ATTENDED JUNIOR HIGH AND BELLFLOWER DISTRICT, THE TENNIS TEAM AND GOLF TEAM WOULD GO TO CATALINA TO PLAY THE HIGH SCHOOL. WE WOULD GO FOR THE WHOLE WEEKEND AND STAY IN THE GYM AND PLAY DIFFERENT SPORTS. 
          WE WOULD PLAY LOCAL MIDDLE SCHOOLS, JUNIOR HIGHS, TO GIVE US EXPERIENCE. SO HE IS GOING TO ORANGE COUNTIES PUBLIC CHARTER SCHOOL. THE CITY OF ORANGE. 
          AND THE MOTHER SAYS IT'S LIKE 3. WE NEED TO ENGAGE STUDENTS. 
          GUYS REALLY LOVE SPORTS, I LOVE SPORTS. 
          I WAS ATHLETE OF THE YEAR, A FINALIST AT BELLFLOWER. 
          WE NEED TO FIND OUT, IT'S JUST ONE REASON, WHAT ARE OTHER REASONS THAT PEOPLE ARE NOT HAVING THEIR KIDS GO TO THE MIDDLE SCHOOL. ANOTHER PARENT TOLD ME IT IS SAFETY ISSUES. THEY WANT IT COMPLETELY SEPARATED FROM THE HIGH SCHOOL STUDENTS. 
          THEY ARE SENDING THEIR KIDS TO THESE DOWNY SCHOOLS. 
          THEY HAVE THESE SIGNS, DOWNEY 2038 FUTURE GRADUATE. 
          WE NEED TO ADDRESS ENROLLMENT TO BALANCE OUR THREE YEAR BUDGET. 
          IT IS REALLY IMPORTANT AND IT'S A KEY ELEMENT. 
          THE MARKETING, I SAW WHAT YOU HAVE DONE, I APPRECIATE THAT, BUT WE HAVE TO FIND OUT WHAT ARE THE THINGS THAT STUDENTS NEED TO KEEP YOU THERE. WHAT'S IN THE MIDDLE SCHOOL IN THE HIGH SCHOOL AND ELEMENTARY SCHOOL, WHERE ARE WE LOSING STUDENTS THE MOST? SO WE CAN CONTACT THE PARENTS OF 3-YEAR-OLDS-- 3-YEAR-OLDS TO TELL THEM WE HAVE A GREAT PROGRAM. PARENTS HAVE ASKED ME WHICH ELEMENTARY SCHOOL WILL MY KIDS GO TO D K. 
          WE NEED TO HAVE A MAP CLEAR. SO PARENTS ARE READY FOR NEXT 
          YEAR. >> THANK YOU. 
          CAN WE HAVE JAY? DID I SAY THAT CORRECTLY? 
          >> GOOD EVENING, PRESIDENT GARZA AND MEMBERS OF THE BOARD, DOCTORS SIMON AND THE DISTRICT ADMINISTRATION. 
          MY NAME IS JAY HSU. I HAVE SERVED AS A PROUD MUSIC EDUCATOR IN THIS DISTRICT FOR 28 YEARS. 
          I AM HERE TONIGHT TO EXPRESS MY DEEP CONCERN REGARDING THE PROPOSAL TO RESTRUCTURE GRADUATION REQUIREMENTS. 
          SPECIFICALLY THE LUMPING OF VISUAL PERFORMING ARTS, FOREIGN-LANGUAGE, AP, DUAL ENROLLMENT, AND CT COURSES IN TO A SINGLE CATEGORY. WHILE I AM A STRONG SUPPORTER OF CTE AND OTHER CAREER AND COLLEGE READINESS PROGRAMS, THIS PROPOSAL CREATES A FALSE CHOICE FOR OUR STUDENTS. 
          BY FORCING THESE DISCIPLINES TO COMPETE FOR THE SAME PATHWAY, WE ARE NOT JUST CHANGING A REQUIREMENT, WE ARE DIMINISHING THE RICHNESS OF OUR STUDENTS EDUCATION. 
          FOUR YEARS. THERE ARE ONLY FOUR YEARS IN HIGH SCHOOL. IN THIS BRIEF WINDOW WE ASK OUR STUDENTS TO PREPARE FOR THE REST OF THEIR LIVES. 
          WE FOCUS SO HEAVILY ON WHAT COMES AFTER COLLEGE AND CAREER THAT WE FORGET THAT THESE FOUR YEARS ARE THE FOUNDATIONAL HUMAN EXPERIENCE IN THEIR OWN RIGHT. ATHLETIC TEACHERS, TEAMWORK BACK VISUAL ARTS TEACHING US HOW TO SEE. 
          AND PERFORMING ARTS TEACH US HOW TO MOVE PEOPLE'S SOULS. 
          AS ADULTS, WE CAN PIVOT CAREERS OR RETURN TO UNIVERSITY AT 30, 40, EVEN 50 OR 60. BUT YOU CAN NEVER GO BACK TO HIGH SCHOOL. THINK ABOUT THAT FOR A SECOND. 
          YOU CANNOT RECLAIM THE TIME SPENT DISCOVERING A PASSION FOR 
          [01:05:04]
THE CANVAS OR THE STAGE. WHY ARE WE PUSHING OUR CHILDREN TO BE MANY ADULTS BEFORE THEY HAVE THE CHANCE TO BE SCHOLARS. 
          AT BELLFLOWER UNIFIED WE HAVE INVESTED HEAVILY IN THE ARTS AT MAYFAIR AND BELLFLOWER HIGH SCHOOLS. 
          OUR TEACHERS CULTIVATE ENVIRONMENTS WHERE STUDENTS FIND MEANING, SOCIAL AND EMOTIONAL GROWTH, AND ACADEMIC EXCELLENCE. 
          BY FORCING THESE PROGRAMS TO COMPETE UNDER ONE UMBRELLA, WE RISK HOLLOWING THEM OUT. WE RISK TELLING OUR STUDENTS THAT THEIR ARTISTIC DEVELOPMENT IS A SECONDARY PURSUIT. 
          JUST ANOTHER BOX TO CHECK. I URGE THE BOARD TO RECONSIDER THE SLUMPING OF CATEGORIES. LET US PROTECT OUR CURRICULUM SO EVERY STUDENT HAS THE SPACE TO BE AN ARTIST, A LINGUIST, AND A SCHOLAR, WITHOUT HAVING TO SACRIFICE ONE FOR THE OTHER. 
          I ASK YOU TO CHOOSE THE RICHNESS OF COMPLETE EDUCATION OVER THE SIMPLICITY OF A CHECKLIST. THANK YOU VERY MUCH. 
          [APPLAUSE] >> THANK YOU MR. SUE. 
          -- MR. HSU. >> CHEMIE-- GOOD EVENING MEMBERS OF THE BOARD, AND SUPERINTENDENT. 
          MY NAME IS MELISSA RAMIREZ. I STAND BEFORE YOU ON BEHALF OF SO MANY PARENTS FROM STEPHEN FOSTER. 
          NOT JUST TO SPEAK TO YOU BUT TO ADVOCATE WHOLEHEARTEDLY FOR THE RETENTION OF CHRIS OBJECTION AT STEPHEN FOSTER ELEMENTARY SCHOOL. AS A REGISTERED NURSE I DEDICATED MY LIFE TO CARING FOR OTHERS PICK ONE OF THE MOST IMPORTANT LESSONS IN HEALTH CARE IS THIS. 
          CONTINUITY MATTERS. HEALING HAPPENS WHEN THERE IS TRUST. WHEN RELATIONSHIPS ARE BUILT OVER TIME AND WHEN SOMEONE TRULY KNOWS YOU, NOT JUST YOUR NAME, BUT YOUR STORY. THAT SAME KIND OF CARE IS EXACTLY WHAT KRISTA JACKSON PROVIDES FOR OUR STUDENTS EVERY DAY. SHE DOES NOT SEE THE STUDENTS IN PASSING, SHE KNOWS THE STRUGGLES OF HER-- AND HER STRENGTHS, THEIR FAMILIES. SHE NOTICES WHEN SOMETHING IS WRONG OFTEN BE FOR SOMEONE ELSE DOES AND SHE STEPS IN. 
          NOT JUST AS AN ADMINISTRATOR, BUT A CARING STEADY PRESENCE IN THEIR LIVES. FOR MANY OF OUR CHILDREN SCHOOL IS WHERE THEY FIND SAFETY AND STABILITY AND ENCOURAGEMENT. 
          KRISTA JACKSON IS A BIG PART OF WHY THAT ENVIRONMENT EXISTS. 
          THE PROGRAMS THAT SHE IS A PART OF, LIKE OUR MORNING WELCOME RALLIES, IF YOU HAVE EVER BEEN A PART OF IT, IT'S AMAZING. 
          THE AFTER-SCHOOL OPPORTUNITIES, OUR PBI S GOLD AND THE UNIFIED CHAMPIONS. THESE ARE NOT JUST ACTIVITIES THEY ARE EXPRESSIONS OF HER CARING. 
          THEY ARE HOW SHE BUILT CONNECTIONS BELONGING AND TRUST ACROSS THE ENTIRE COMMUNITY. AND THAT TRUST MATTERS. 
          BECAUSE WHEN A CHILD FEELS SCENE THEY SHOW UP DIFFERENTLY. 
          WHEN A CHILD FEEL SUPPORTED THEY LEARN DIFFERENTLY. 
          WHEN A CHILD FEELS SAFE THEY THRIVE. 
          IN NURSING THEY SAY TRUSTING CONSISTENCY SAVES LIVES, IN EDUCATION THEY SHAPE FUTURES. REMOVING KRISTA JACKSON WOULD NOT JUST BE A STAFFING CHANGE, IT WOULD BE A LOSS OF STABILITY, LOSS OF CONNECTION AND A LOSS OF SOMEONE WHO HAS BEEN A CORNERSTONE AT THIS COMMUNITY. I URGE YOU TO CONSIDER NOT JUST THE POSITION, BUT THE PERSON, NOT JUST THE ROLE, BUT THE RELATIONSHIP. AND NOT JUST THE DECISION BUT THE LASTING IMPACT IT WILL HAVE ON THE CHILDREN WHO DEPEND ON THAT CONSISTENCY EVERY SINGLE DAY. 
          PLEASE KEEP KRISTA JACKSON AS THE PRINCIPAL AT STEPHEN FOSTER. 
          THANK YOU FOR YOUR TIME AND YOUR HEART IN THIS DECISION. 
          [APPLAUSE] >> THANK YOU, MISS RAMIREZ. 
          AND WE HAVE MS. BAKER? >> GOOD EVENING BUSD BOARD SUPERINTENDENT AND MEMBERS. MY NAME IS AMY BARKER AND I'M HERE TO EXPRESS MY STRONG SUPPORT FOR OUR ASSISTANT PRINCIPAL OF TWO YEARS, MRS. KRISTA JACKSON. 
          TO RESPECTFULLY URGE THE DISTRICT TO RECONSIDER HER RESIGNATION FOR THE END OF THIS YEAR. 
          I AM A PARENT AND A FIVE YEAR EMPLOYEE SERVING AS A STUDENT SUPERVISOR ASSOCIATE DURING LUNCH HOURS, WORKING LUNCH AND RECESS IS DAILY. I CAN TELL YOU THAT MRS. JACKSON IS TRULY ONE OF THE BEST THINGS TO HAVE HAPPEN TO OUR ELEMENTARY SCHOOL. WITHIN HER FIRST MONTH WITH US SHE HAD LEARNED THE NAMES OF NEARLY EVERY STUDENT ENROLLED. 
          SHE MADE IT A POINT TO BE VISIBLE AND PRESENT ON CAMPUS, 
          [01:10:03]
READING STUDENTS, INTERACTING WITH FAMILIES AND STAFF, RATHER THAN HIDING BEHIND AN OFFICE DOOR. 
          THAT LEVEL OF DEDICATION AND ACCESSIBILITY MAKES IN A NORMA'S DIFFERENCE IN THE CULTURE OF OUR SCHOOL. 
          MRS. JACKSON HAS CONTRIBUTED SO MUCH TO OUR CAMPUS, INCLUDING HELPING START THE AVID PROGRAM. LAUNCHING THE STEPHEN FOSTER INSTAGRAM ACCOUNT TO CONNECT WITH FAMILIES, CREATING WELCOMING DROP-OFFS AND PICKUPS OUT FRONT WITH MUSIC FROM A SPEAKER AND BUBBLES OF ENTHUSIASM, AS WELL AS CONSISTENTLY HANDLING THE DAY TO DAY DISCIPLINE AND STUDENT SUPPORT WHEN THE PRINCIPAL IS UNAVAILABLE. 
          I HAVE BEEN A PARENT AT FOSTER THE PAST EIGHT YEARS. 
          AS A MOM OF THREE, WITH ONE WHO WAS PROMOTED UP TO MAYFAIR, I HAVE SEEN FIRST-HAND HOW APPROACHABLE DEDICATED AND SUPPORTIVE MRS. JACKSON IS. AT THE SAME TIME IT'S BEEN DISHEARTENING TO SEE THE HIGH LEVEL OF ADMINISTRATIVE TURNOVER WITHIN OUR DISTRICTS. IN THE LAST EIGHT YEARS, MY KIDS HAVE ATTENDED FOSTER. WE HAVE HAD SIX PRINCIPLES. 
          I ASK YOU, WHY IS THERE SO MUCH INCONSISTENCY. 
          HOW IS THIS THE BEST INTEREST FOR OUR STUDENTS. 
          HOW IS THIS HELPING TO IMPROVE STUDENT TEST SCORES? WITH SO MUCH INCONSISTENCY AND LEADERSHIP OVER THE YEARS, THE USD IS STARTING TO DEVELOP A BAD REPUTATION. 
          I AM SIMPLY ASKING THE BOARD TO EXAMINE IF THIS APPROACH IS HELPING OR HURTING MORALE, RECRUITMENT AND STUDENT OUTCOMES. AS A SCHOOL STAFF MEMBER ON CAMPUS I BELIEVE OUR COMMUNITY DEEPLY NEEDS CONSISTENCY IN LEADERSHIP. IT'S DISCOURAGING FOR STUDENT, STAFF AND FAMILIES TO START OVER AGAIN WITH NEW ADMIN EVERY YEAR OR TWO. IT IS BAD FOR STUDENT AND STAFF MORALE. WITH A NEW PRINCIPLE EXPECTED, MAINTAINING MRS. JACKSON'S LEADERSHIP AND CAMPUS KNOWLEDGE WOULD PROVIDE A MUCH-NEEDED STABILITY FOR OUR SCHOOL. 
          LASTLY I WOULD LIKE TO LEAVE YOU WITH THIS. 
          MRS. JACKSON IS A RARE GEM IN EDUCATION. 
          STEPHEN FOSTER ELEMENTARY WOULD BE INCREDIBLY FORTUNATE TO CONTINUE BENEFITING FROM HER DEDICATION AND LEADERSHIP AND GENUINE CARE FOR THIS COMMUNITY. I SINCERELY HOPE THE DISTRICT WILL RECONSIDER THIS DECISION FOR THE SAKE OF OUR STUDENTS, STAFF AND CONTINUED SUCCESS FOR OUR SCHOOL. 
          THANK YOU FOR YOUR TIME. [APPLAUSE] 
          >> THANK YOU MS. PARKER. CAN I HAVE AMY? 
          >> GOOD EVENING PRESIDENT GARZA. BOARD MEMBERS, DR. SIMON, CABINET COLLEAGUES AND COMMUNITY. 
          I WANT TO ADDRESS THE CURRENT STATE OF NEGOTIATIONS AND THE DISTRICT'S PROPOSAL TO DELAY SALARY DISCUSSIONS UNTIL THE END OF MAY. ETA SIGNED THE-- SUN SHINED THE BARGAINING IN MAY 2025 IN GOOD FAITH, WITH THE INTENT TO BEGINNING A TIMELY AND PRODUCTIVE PROCESS. 
          WAITING FOR THE DISTRICT TO ASSEMBLE IT'S NEGOTIATION TEAM, DELAY THE START OF BARGAINING UNTIL JANUARY. 
          DESPITE THAT DELAY, T-K CAME PREPARED. 
          ON DAY ONE WE PRESENTED A REASONABLE SALARY PROPOSAL AND SIGNALED OUR READINESS TO ENGAGE IN MEANINGFUL DISCUSSIONS. 
          SINCE THAT TIME THE DISTRICT HAS NOT PROVIDED A COUNTERPROPOSAL. 
          NOW WE ARE BEING TOLD THAT A SALARY PROPOSAL WILL NOT BE AVAILABLE UNTIL THE END OF MAY. RESPECTFULLY THIS IS NOT ACCEPTABLE. BY THAT POINT THE SCHOOL YEAR WILL BE NEARLY OVER. LEAVING LITTLE TIME FOR THOUGHTFUL NEGOTIATION, AGREEMENT AND IMPLEMENTATION. 
          UNDER A NORMAL TIMELINE, BARGAINING FOR THE FOLLOWING SCHOOL YEAR SHOULD HAVE BEGUN IN MARCH. 
          INSTEAD WE ARE NOW OPERATING ROUGHLY A YEAR BEHIND THEN WHERE WE SHOULD BE. AT THIS STAGE IN THE SCHOOL YEAR THE DISTRICT SHOULD HAVE A CLEAR UNDERSTANDING OF IT'S FINANCIAL POSITION. OUR EDUCATORS, LIKE ALL PROFESSIONALS, DESERVE TIMELY TRANSPARENT AND SERIOUS ENGAGEMENT ON COMPENSATION. DELAYING SALARY DISCUSSIONS FURTHER ONLY PROLONGS THE UNCERTAINTY AND UNDERMINES THE TRUST IN THIS BARGAINING PROCESS. 
          WE URGE THE DISTRICT TO COME TO THE TABLE WITH A SALARY PROPOSAL IMMEDIATELY SO WE CAN ENGAGE IN GOOD FAITH NEGOTIATIONS AND REACH AN AGREEMENT THAT REFLECTS THE VALUE OF THE EDUCATORS WHO SERVE THIS COMMUNITY EVERY DAY. THANK YOU. 
          [01:15:05]
          [APPLAUSE] >> CAN WE PLEASE HAVE JENNIFER 
          CAMPBELL? >> GOOD EVENING PRESIDENT GARZA, MEMBERS OF THE BOARD, SUPERINTENDED SIMON, AND MEMBERS OF ADMINISTRATION. I'M SPEAKING ON BEHALF OF THE DEPARTMENT IN REGARDS TO NEW GRADUATION REQUIREMENTS. 
          MY NAME IS JENNIFER CAMPBELL AND I'VE BEEN TEACHING AT MAYFAIR AS A DIRECTOR FOR SIX YEARS. IN THAT TIME I'VE EXPERIENCED MANY CHANGES FROM SCHEDULES TO ADMINISTRATION, NEW POLICIES AND PROCEDURES AND NOW NEW GRADUATION REQUIREMENTS. 
          IN THE BRIEF DISCUSSION THAT WE AS A DEPARTMENT WERE ABLE TO HAVE, REGARDING THE CHANGES, OUR UNDERSTANDING IS THAT A THROUGH G REQUIRES ONE YEAR OF THAT AND COMIC YEARS OF FOREIGN-LANGUAGE. 
          AND OUR PROPOSED CHANGES WILL REQUIRE THREE YEARS OF COLLEGE READINESS CLASSES, AND ONE YEAR IN CTE OR FOREIGN-LANGUAGE. 
          OUR COLLECTIVE QUESTION WAS WHY ARE WE FURTHER DEVIATING FROM OUR BUSD REQUIREMENTS? IF OUR INTENTION IS TO IMPROVE COLLEGE AND READINESS MESS-- METHODS ON THE DASHBOARD, WE ARE NOT FOLLOWING-- WHY NOT AT A SEPARATE CATEGORY FOR CTE, APD AND STATE SEALS OR SOME OTHER SOLUTION? OUR COLLECTIVE OPINION IS THAT WE REQUIRE AT LEAST ONE YEAR OF THESE PROGRAMS. WE KNOW WHAT THEY PROVIDE STUDENTS. NOT JUST A PLACE FOR SELF-EXPRESSION AND EMOTIONAL LEARNING. 
          AT A PLACE FOR LIFELONG SKILLS LIKE DISCIPLINE, COOPERATION, CITIZENSHIP AND BEING A GOOD HUMAN. 
          ADDITIONALLY OUR PROGRAMS DO SO MUCH FOR OUR SCHOOL DISTRICT. 
          WE SUPPORT SPORTS TEAMS, IT OUT IN THE COMMUNITY. 
          PROVIDE ENTERTAINMENT, JOY, ESCAPE AND SO MANY OTHER THINGS FOR OUR AUDIENCES. ONE OF THE PROGRAMS WHO STUDENTS LIVES HAVE CHANGED, PERFORMING FOR AND SHEDDING TEARS WITH A GROUP OF BED-- VETERANS, ARE CREATING ART THAT PUSHES BOUNDARIES AND USES YOUNG MINDS AND LIVE IN THE SCHOOL DISPLAYS FOR YEARS TO COME. EVERY YEAR WE ARE REMINDED THAT OUR STUDENT NUMBERS PLAY A MAJOR ROLE IN OUR LEGITIMACY AS A DEPARTMENT. DESPITE ALL THE GOOD THAT WE DO FOR OUR STUDENTS, SCHOOL AND COMMUNITY, DESPITE THE NUMEROUS STUDIES THAT PROVE HOW INVALUABLE THE ARTS ARE TO SOCIETY AND EDUCATION, EVERY YEAR IT FEELS LIKE THAT WEIGHT OF JUSTIFYING OUR PROGRAMS AND BUILDING NUMBERS GETS HEAVIER AND FALLS SOLELY ON OUR TEAK-- US TEACHERS. 
          INSTEAD OF GETTING THE SUPPORT NECESSARY TO CULTIVATE AND BUILD THESE RESILIENT AND POWERFUL PROGRAMS THAT WE HAVE. 
          WE ALREADY COMPETE WITH SO MANY AMAZING PROGRAMS ON OUR CAMPUS, PROGRAMS AT OUR SCHOOL ALREADY HAVE A DIFFICULT TIME TRYING TO SUPPORT EQUITABLY. THESE NEW REQUIREMENTS WOULD EITHER HURT OR COMPETE WITH OUR PROGRAMS AND LIMIT STUDENT ACCESS. WE ASK THAT YOU TAKE MORE TIME TO CONSIDER THESE CHANGES AND INVITE MORE TEACHER REPRESENTATIVES OF ALL PROGRAMS ACROSS THE DISTRICT TO HAVE THEIR VOICES HEARD IN THIS CONVERSATION. 
          THANK YOU. [APPLAUSE] 
          >> THANK YOU, MS. CAMPBELL. CAN WE PLEASE HAVE HEIDI? 
          >> GOOD EVENING BOARD PRESIDENT GARZA. 
          MEMBERS OF THE BUSD BOARD, SUPERINTENDENT AND DISTRICT ADMINISTRATION. I AM ONE OF THE TEACHERS HERE IN OUR WONDERFUL BUSD DISTRICT, WHICH I LOVE. 
          AND I AM HERE TO SPEAK ON BEHALF OF THE CATEGORY THAT WAS JUST SPOKEN ABOUT. AS WE LOOK AT GRADUATION REQUIREMENTS IT IS IMPORTANT THAT WE DON'T DILUTE THE ROLE OF THE VISUAL PERFORMING ARTS BY PLACING IT IN TO A BROADER COLLEGE AND CAREER READINESS CATEGORY. 
          BY ACTING COLLEGE AND CAREER READINESS CATEGORY AND GROUPING, THE LANGUAGE AND CTE INTO A COMPLEX REQUIREMENT WE UNINTENTIONALLY CREATE A SYSTEM WHERE STUDENTS CAN BYPASS THAT POT ALTOGETHER. IF OUR GOAL IS TO-- FOR TRUE COLLEGE AND CAREER READINESS WE SHOULD BE ALIGNING IT A LITTLE MORE CLOSELY WITH THE REQUIREMENTS, NOT CREATING A COMPLETELY-- OR COMPETING STRUCTURE WITHIN IT. 
          IT'S CLEAR, YOU DO TWO YEARS OF THE SAME LANGUAGE AS A REQUIREMENT FOR ADMISSION INTO THESE SYSTEMS. THAT CLARIFIES AND PROTECTS ACCESS AND ENSURES THAT EACH OF OUR STUDENTS HAVE A WELL-ROUNDED EDUCATION. 
          BY THE TIME THEY GRADUATE HIGH SCHOOL. 
          FINE ARTS ALSO SUPPORTS EMOTIONAL EXPRESSION, MENTAL 
          [01:20:02]
HEALTH. MENTAL HEALTH WELL-BEING, AND FOR MANY STUDENTS IN OUR DISTRICT, IT PROVIDES A SAFE SPACE TO PROCESS EXPERIENCES, REDUCES STRESS, AND COMMUNICATES IDEAS THAT ARE DIFFICULT TO EXPRESS IN WORDS. 
          THEY CONTRIBUTE TO CONFIDENCE AND IDENTITY DEVELOPMENT. 
          IT FURTHER ENHANCES CULTURAL AWARENESS AND EMPATHY, EXPOSING STUDENTS TO DIVERSE PERSPECTIVES AND HISTORIES THAT DEEPEN THEIR UNDERSTANDING OF THE WORLD. FINE ARTS ARE NOT ONLY ELECTIVES, BUT ALSO CRITICALLY PART OF A WELL-ROUNDED HIGH SCHOOL EDUCATION THAT SUPPORTS PERSONAL GROWTH AND LONG-TERM SUCCESS. I URGE THE BOARD TO CONTINUE SUPPORTING THE VISUAL ARTS PROGRAMS, AND NOT JUST TO HAVE A CHECKBOX TO MEET A CERTAIN REQUIREMENT. 
          BUT TO PROVIDE STUDENTS WITH THE WELL-ROUNDED EDUCATION. 
          PERFORMING ARTS MATTER. HASHTAG ARTS MATTER. 
          THANK YOU FOR YOUR TIME. [APPLAUSE] 
          >> THANK YOU. CAN WE PLEASE HAVE GABY 
          GUTIERREZ COME TO THE PODIUM? >> GOOD EVENING, BOARD MEMBER. 
          PRESIDENT GARZA, MEMBERS OF THE BOARD, SUPERINTENDENT SIMON AND ADMINISTRATORS. MY NAME IS GABY GUTIERREZ, I'M A TEACHER AT MAYFAIR. I TEACH ART AND I'VE BEEN THERE FOR 21 YEARS. I AM ALSO HERE REGARDING THE BUSD GRADUATION REQUIREMENTS, SPECIFICALLY THE WAY IT WAS MENTIONED. STRUCTURED WITHIN THE WORLD REQUIREMENTS. AS YOU HAVE HEARD, WE SUPPORT THE IMPROVEMENT OF THE CCR REQUIREMENTS. 
          THAT MATTERS FOR OUR STUDENTS, COMMUNITY AND OUR DISTRICT AND ALSO IT'S REPRESENTED IN THE CALIFORNIA DASHBOARD. 
          BY THIS PROPOSAL'S DESIGN IT RAISES CONCERNS AMONGST THE TEACHERS BOTH AT BELLFLOWER AND MAYFAIR. 
          IT BASICALLY UNINTENTIONALLY CREATES A SYSTEM WHERE WE ARE ALL COMPETING. AS A RESULT MANY STUDENTS WILL GRADUATE HIGH SCHOOL TO DISCOVER THAT THEY MUST TAKE ONE OF THESE COURSES AT A COMMUNITY COLLEGE TO MEET A CSU AND AUC ADMISSIONS REQUIREMENT. THERE IS A MORE BALANCED PATH FORWARD. KIWI CAN KEEP THE THREE YEARS GOAL, BUT THE CCR SHOULD STAND ON IT'S OWN AS A CATEGORY. 
          AT THE TIME WE SHOULD REMAIN CLEAR. 
          SETTING A REQUIREMENT OF AT LEAST ONE YEAR OF APPA, AND ONE YEAR OF RURAL LANGUAGE. THE SUPPORTS TWO THINGS. 
          IT STRENGTHENS OUR CCR OUTCOME WHILE PROTECTING EQUITABLE ACCESS TO A WELL-ROUNDED EDUCATION, ONE THAT INCLUDES THE ARTS. AT THE END OF THE DAY, IT'S NOT JUST ABOUT THE MINIMUM REQUIREMENT ON PAPER. 
          IT'S ABOUT WHAT WE VALUE FOR EVERY STUDENT WHO WALKS THE FLOOR. EVERY STUDENT WHO GRADUATES SHOULD RECEIVE ONE YEAR OF THIS IS PART OF THEIR HIGH SCHOOL EXPERIENCE. NOT AS AN OPTION BURIED IN ANOTHER REQUIREMENT, BUT AS A COMMITMENT TO MAKE TO THEIR EDUCATION. WE AS A BE APA GROUP HAVE COME THROUGH WITH SOLUTIONS, NOT JUST A COMPLAINT. 
          THANK YOU FOR YOUR TIME, AND TO BAPA FOR BELLFLOWER AND MAYFAIR. 
          >> MISS GUTIERREZ DID YOU WANT TO TURN IN YOUR RECOMMENDATIONS? AND Q. CAN WE PLEASE HAVE MELISSA? MAY KITCHEN? THANK YOU. 
          >> GOOD EVENING BOARD MEMBER, PRESIDENT GARZA, AND ESTEEMED BOARD MEMBERS. DR. SIMON, OUR SUPERINTENDENT, AND OUR PERSONNEL AND OUR COMMUNITY. 
          AS YOU CAN SEE WE ALL CAME OUT FOR A REASON. 
          AND OUR PRESIDENT, THEY HAVE ALREADY SPOKEN TO IT. 
          I JUST WANT TO AGAIN EMPHASIZE, WE HAVE THESE NEW BUTTONS, AND 
          [01:25:02]
OUR BUTTONS SAY STUDENT FIRST. OUR WORKING CONDITIONS ARE STUDENT'S LEARNING CONDITIONS. AND THE OTHER ONE COMES DIRECTLY FROM WHAT WE ARE SEEING ON OUR-- COMING FROM DR. SIMON AND USD, EVERY VOICE VALUED. AND THAT IS WHAT WE WANT. 
          THE BARGAINING HAS COME PREPARED NOW FOR OVER A YEAR. 
          WANTING TO GET THIS CURRENT BARGAINING PROCESS COMPLETED. 
          BECAUSE IT'S TIME FOR THE NEXT ONE. 
          WE JUST WANT AT THE END OF MAY, AS WAS REQUESTED, PLEASE COME WITH A SALARY. BECAUSE WHEN WE DO NOT HAVE CLARITY, IT CREATES UNNECESSARY STRESS, AND OUR TEACHERS ARE TRULY STUDENTS FIRST. WE ARE WORKING HARD AND WE DON'T NEED THE STRESS, WE NEED TO MOVE ON. 
          PUT IT TO BED SO WE CAN MOVE ON. THE OTHER THING THAT HAS BEEN BROUGHT UP IN BARGAINING THAT WE FOUND OUT IS THAT BUSD ADMINISTRATION WOULD LIKE TO INCREASE OUR WEDNESDAY PD'S. 
          RIGHT NOW WE HAVE 12 WEDNESDAYS THAT ARE TAKEN UP WITH NECESSARY PD'S. AND THE REQUEST HAS BEEN TO ADD THREE MORE. SO NOW IT'S GOING TO BE 12 PLUS THREE, 15. CURRENTLY NOT ALL OF OUR SITES ARE EVEN USING THE 12 THAT THE BUSD HAS AVAILABLE. 
          THEY ARE ONLY USING TEN. SO INSTEAD OF TAKING AN ADDITIONAL THREE OF THESE AWAY FROM OUR TEACHERS, THAT IS SUCH VALUABLE PLANNING TIME. IT'S COLLABORATION TIME. 
          USE WHAT WE CURRENTLY HAVE. HE WAS OUR 12 DAYS. 
          WE HEARD THAT IT WAS FOR DATA, COLLECTION AND DATA ANALYSIS. 
          WE ARE HAVING A LOT ABOUT HAPPENING ON OUR TUESDAYS. 
          PLCS, AS WELL AS THE 12 WEDNESDAYS THAT BUSD HAS AVAILABLE. SO WE ASK THAT YOU CONSIDER NOT TAKING AWAY ADDITIONAL PLANNING TIME AS AN ELEMENTARY TEACHER. 
          WE REALLY DON'T HAVE ENOUGH WHERE THAT TIME IS SACRIFICED A LOT. THANK YOU FOR YOUR TIME. 
          [APPLAUSE] >> THANK YOU. 
          CAN WE PLEASE HAVE LAYLA BRANDT WE DID I SAY THAT CORRECTLY? 
          >> BRANDIS. MY NAME IS ICE-- ILA BRANDIS. 
          I AM A FORMER STUDENT. I WAS PROMOTED BUSTIER BUT I HAD THE HONOR TO BE THERE DURING MISS JACKSON'S FIRST YEAR. 
          SHE IS AN AMAZING ASSISTANT PRINCIPAL. 
          SHE'S LIKE A BEST FRIEND FOR-- TO EVERYONE ELSE. 
          FROM EVERYONE I'VE EVER HEARD TALK ABOUT HER AT SCHOOL, IT'S ALWAYS BEEN POSITIVE THINGS, SAYING HOW SHE HAS WORKED HARD TO DO ANYTHING AND EVERYTHING FOR EVERYONE. 
          SHE IS ALWAYS THERE FOR KIDS WHO NEED SUPPORT AND BRINGS KIDS TOGETHER. EVERY TIME THAT I SEE HER SHE GREETS ME WITH THE BIGGEST HUG. SHE HAS THE BRAND-- GREATEST PERSONALITY AND BRING SO MUCH ENERGY TO THE SCHOOL. 
          SHE ALWAYS FINDS A FUN WAY TO GREET STUDENTS WHEN COMING INTO SCHOOL IN THE MORNING. SHE MEANS A LOT TO A LOT OF PEOPLE. IT WOULD BE DEVASTATING TO SEE HER GO. THIS WOULD BE LIKE LOSING A BEST FRIEND. THE CONSTANT CHANGE OF STAFF WAS VERY HARD ON ME WHEN I WENT TO FOSTER. 
          I WOULD GROW BOND WITH STAFF AND ONE DAY IT WOULD BE GONE. 
          IT IS HARD TO SEE STAFF LEAVE, ESPECIALLY ONES THAT WORK SO WELL AT THE STUDENTS. THANK YOU FOR YOUR TIME. 
          HAVE A GREAT EVENING. [APPLAUSE] 
          >> THANK YOU MISS BRANDIS. CAN WE PLEASE HAVE A FIVE MINUTE 
          >> THANK YOU FOR YOUR PATIENCE. WILL NOT RECONVENE THE MEETING 
          [10. DISCUSSION ITEMS]
AT 8:17. WE'RE ONTO DISCUSSION ITEMS. WE HAVE TWO DISCUSSION ITEMS THIS EVENING. 
          WILL BEGIN WITH ITEM 10.1. HIGH SCHOOL GRADUATION 
          REQUIREMENTS. >> WERE GOING TO HAND IT OVER TO 
          [01:30:07]
OUR ASSISTANT SUPERINTENDENT OF EDUCATIONAL SERVICES. 
          >> THANK YOU DR. SIMON THIS EVENING OR DIRECTOR OF SECONDARY WILL BE SHARING INFORMATION REGARDING PROPOSED GRADUATION REQUIREMENT UPDATES WITH THE ADDITION OF NEW STATE MANDATES SPECIFICALLY ETHNIC STUDIES AND PERSONAL FINANCES NECESSARY FOR US TO REVIEW OUR CURRENT REQUIREMENTS AND REVISE THEM TO ENSURE STUDENTS ARE GRADUATING COMPETITIVE FOR COLLEGE ENROLMENT WITH STUDENTS AND SURROUNDING DISTRICTS AND HAVE CAREER SKILLS POST GRADUATION. WE HAVE ALREADY BEGUN THE DIALOGUE WITH ADVISORY GROUPS ADMIN COUNSELLORS TEACHERS AND STUDENTS AND WILL CONTINUE TO COLLECT FEEDBACK OVER THE NEXT COUPLE OF WEEKS. TONIGHT WILL SHARE THE INFORMATION THAT'S BEEN PRESENTED TO OUR EDUCATIONAL PARTNERS AND PROVIDE INFORMATION REGARDING THE INITIAL FEEDBACK THAT WE ARE RECEIVING FROM THESE GROUPS. 
          GOOD EVENING BOARD PRESIDENT GARZA MEMBERS OF THE BOARD SUPERINTENDENT DR. SIMON CABINET MEMBERS AND COMMUNITY. 
          IT GIVES ME GREAT PLEASURE TO BE HERE THIS EVENING TO SHARE PROPOSED UPDATES TO OUR BELL UNIFIED SCHOOL DISTRICT GRADUATION REQUIREMENTS. THESE CHANGES ARE DESIGNED TO BETTER PREPARE STUDENTS FOR OPPORTUNITIES BEYOND HIGH SCHOOL ALIGNING WITH COLLEGE ENTRANCE AND WORKFORCE NEEDS. 
          TO HELP THEM QUALIFY FOR COLLEGE AND CAREER OPPORTUNITIES. 
          THESE UPDATES INCLUDE ADDITIONAL REQUIREMENTS THAT ARE ON THE HORIZON FOR STUDENTS. BY ADAPTING THESE REQUIREMENTS WE ENSURE THAT EVERY GRADUATE IS NOT JUST FINISHING HIGH SCHOOL BUT INSTEAD STEPPING INTO THE WORLD EQUIPPED WITH THE SKILLS AND CONFIDENCE THEY NEED TO SUCCEED. 
          EVERY STRANGER GRADUATE FROM HIGH SCHOOL NOT JUST WITH A DIPLOMA BUT ALSO READY TO BE GLOBALLY COMPETITIVE. 
          THIS REQUIRES ALIGNING OUR CURRICULUM OF COLLEGE EXPECTATIONS AND WORKFORCE DEMANDS TO PREPARE CONFIDENT STUDENTS FOR LIFE AFTER HIGH SCHOOL MAKING THEM FUTURITY EMPHASIZING STEM SUBJECTS AND REAL-WORLD GROUP PATHWAYS IS CRUCIAL FOR EQUIPPING STUDENTS WITH ESSENTIAL SKILLS. 
          THESE UPDATES AIMED TO CREATE A STRONG EDUCATIONAL FRAMEWORK FOR GRADUATE SUCCESS. OUR PURPOSE IN UPDATING THE REQUIREMENTS ARE TO STRENGTHEN STUDENT PATHWAYS TO ACADEMIC AND CAREER SUCCESS. BY DOING SO WE EXPECT TO INCREASE A 3G RATES OF STUDENTS MEET CALIFORNIA UNIVERSITY ADMISSION QUALIFICATIONS AS WELL AS EXPAND AP CTE AND DUAL ENROLMENT CAP POSITIVELY IMPACTING OUR COLLEGE AND CAREER INDICATOR ON THE DASHBOARD AND ULTIMATELY PROVIDING STUDENTS WITH GREATER ACCESS AND OPPORTUNITIES. 
          THE DATA SHOW THAT WE HAVE A STRONG GRADUATION RATE FOR STUDENTS. HOWEVER, THE RATE AT WHICH SENIORS GRADUATE A 3G READY OUR COMPLETE SCT PATHWAY IS LOWER THAN WE WOULD LIKE. THESE PROPOSED CHANGES ARE DESIGNED TO FOCUS NOT ONLY ON GRADUATING STUDENTS BUT ON BETTER PREPARING STUDENTS FOR LIFE AFTER GRADUATION. 
          TO MEASURE THE IMPACT! OF THESE EFFORTS THE COLLEGE AND CAREER INDICATOR WILL ALLOW US TO DETERMINE WHETHER ARE MEETING ESTABLISHED COLLEGE AND CAREER READINESS BENCHMARKS INCLUDING A 3G COMPLETION, CTE PATHWAY COMPLETION DUAL ENROLMENT AND OTHER INDICATORS TIED TO PROSECCO VERY ACCESS AND SUCCESS. THESE UPDATES ARE INTENDED TO CLOSE THE GAP BETWEEN GRADUATION AND COLLEGE AND CAREER READINESS BY INCREASING ACCESS TO AND PARTICIPATION IN THE LINED COURSEWORK BY ENGAGING STUDENTS IN MORE RELEVANT PURPOSEFUL LEARNING STRANGES CONNECTED TO THEIR FUTURE GOALS, THE EXPECTATION IS THIS WILL NOT ONLY STRENGTHEN READINESS OUTCOMES BUT ALSO SUPPORT CONTINUED STUDENT ENGAGEMENT AND PERSISTENCE THROUGH GRADUATION. THE SLIDE COMPARES THE STATE GRADUATION REQUIREMENTS WITH CSU AND UC REQUIREMENTS WHICH IMPACTED THE SUGGESTED UPDATES TOWARD GRADUATION REQUIREMENTS. 
          THE SLIDE SHOWS THE CURRENT REQUIREMENTS IN COMPARISON TO THE PROPOSED UPDATES AND THE OUTCOME OR REASON FOR THE PROPOSAL. CURRENT MATH AND SCIENCE REQUIREMENTS INCLUDED TWO-YEAR PATH WITH ONE ADDITIONAL YEAR OF MATH OR SCIENCE. THE PROPOSAL IS TO REQUIRE THREE YEARS OF MATH AND SCIENCE CLIENT I AM ONE AND TWO SECONDS BATTLING FOR CHOICE IN A 30 EUROS SIMILAR IN SCIENCE CLIENT BIRO AND CANMORE THE THIRD YEAR WILL BE UP TO THE STUDENT TO CHOOSE. THESE REQUIREMENTS WOULD HELP MAKE YOUR STUDENTS MORE COMPETITIVE WITH OTHER STUDENTS ENROLLING IN COLLEGE. ALTHOUGH THERE'S FLEXIBILITY IN THE ADDITIONAL MATH COURSE STUDENTS CAN TAKE OUR COUNSELLING TEAM WILL ENSURE STUDENTS ARE AWARE THAT THEY WOULD LIKE TO ATTEND A UC OR CSU THEY WILL NEED TO COMPLETE I AM THREE. HAS BEEN A PRACTICE AT BOTH BHS AND MHS TO SCHEDULE STUDENTS FOR A THIRD YEAR OF MATH AND SCIENCE AND 11TH GRADE AND EITHER AN ADDITIONAL YEAR OF MATH OR SCIENCE IN 12TH GRADE. ESSENTIALLY THE PROPOSED CHANGES 
          [01:35:02]
CODIFY YOUR CURRENT PRACTICES YOUR CURRENT SOCIAL SCIENCE REQUIREMENTS AND FOR THE FOYER GOVERNMENT AND A SEMESTER OF GEOGRAPHY PUSHING HER SOCIAL SCIENCE REQUIREMENT TO FOUR YEARS. THE PROPOSALS TO REDUCE THE REQUIREMENT TO THREE YEARS OF SOCIAL SCIENCE IN ALIGNMENT WITH STATE GRADUATION REQUIREMENTS AND MOST SCHOOL DISTRICTS. 
          INTEGRATING HEALTH INTO THE SCIENCE CURRICULUM WILL ENHANCE REAL-WORLD CONNECTIONS AND OPEN UP THE SCHEDULE FOR STUDENTS TO HAVE ACCESS TO MORE ELECTIVE CHOICES. 
          AND A MANDATORY COLLEGE AND CAREER READINESS REQUIREMENT WILL INCLUDE OPTIONS LIKE AP DUAL ENROLMENT OR CTE ENSURING STUDENTS GRADUATE WITH A SOLID ACADEMIC FOUNDATION AND/OR INDUSTRY CERTIFICATIONS. TO ALLOW FOR STUDENTS WHO MAY NOT BE INTERESTED IN ADVANCED COURSEWORK INCLUDING IN THIS REQUIREMENT IS THE ABILITY TO TOGETHER A 3G COURSES TO MEET THIS REQUIREMENT OF WHICH THE VAST MAJORITY OF OUR COURSE OFFERINGS ARE A 3G APPROVED CAT CONCLUDING VISUAL AND PERFORMING ARTS RURAL LANGUAGES, CTE, AVID AND OTHER ELECTIVES. 
          THIS ALLOWS FOR CHOICES LIKE A SECOND AND THIRD YEAR IN ONE OF HIS PASSION SUBJECT AREAS AND FURTHER IMPACTS COLLEGE AND CAREER READINESS. SINCE INTRODUCING THE PROPOSED GRADUATION REQUIREMENTS UPDATES WE HAVE GATHERED FEEDBACK FROM A RANGE OF STAKEHOLDER GROUPS INCLUDING SITE LEADERSHIP TEAMS COUNSELLORS, ADMINISTRATOR STUDENTS AND FAMILIES. 
          OVERALL THEIR STRONG ALIGNMENT FROM THE DIRECTION OF THIS WORK. 
          STAKEHOLDERS HIGHLIGHTED STRENGTHS SUCH AS INCREASED RIGOUR, STRONGER ALIGNMENT TO A 3G AND COLLEGE AND CAREER READINESS EXPECTATIONS AND THE INCLUSION OF MORE RELEVANT REAL-WORLD LEARNING OPPORTUNITIES FOR STUDENTS. 
          AT THE SAME TIME STAKEHOLDERS IDENTIFIED AREAS FOR REFINEMENT. 
          IS PRIMARILY CENTRE AROUND THE NEED FOR GREATER CLARITY PARTICULARLY IN HOW REQUIREMENTS ARE STRUCTURED HOW COURSES ARE SEQUENCED ON HER STUDENTS AND FAMILIES WILL UNDERSTAND AND NAVIGATE THESE CHANGES. IN TERMS OF POTENTIAL CHALLENGES THE MOST COMMON THEMES INCLUDE MASTER SCHEDULING COMPLEXITIES, ENSURING BALANCED COURSE OFFERINGS ACROSS SEMESTERS TO ENSURE STUDENTS ARE SCHEDULED PROPERTY AND CONSIDERATIONS ARE IN STAFFING AND IN FERMENTATION AT THE SITE LEVEL. 
          STAFF ALSO EMPHASIZE IMPORTANCE OF HAVING ADEQUATE TIME TO DEVELOP COURSES, ALIGN THE CURRICULUM AND PREPARE FOR IMPLEMENTATION TO ENSURE SMOOTH ROLLOUT AND AVOID PLACING NETWORK ON TEACHERS WHILE SIMULTANEOUSLY LAUNCHING NEW COURSES. ADDITIONALLY QUESTION SEVEN RAISED ABOUT HOW HEALTH WILL CONTINUE TO BE MEANINGFULLY INCLUDED IN THE CURRICULUM. THIS UNDERSCORES THE IMPORTANCE OF BRINGING TEACHERS TOGETHER NEXT YEAR TO IDENTIFY ESSENTIAL HEALTH STANDARDS AND REVIEW THE SCIENCE CENTRES TO DETERMINE WHERE NATURAL ALIGNMENTS EXIST ENSURING KEY TOPICS ARE ADDRESSED IN A COMPREHENSIVE AND INTENTIONAL WAY THROUGH THOUGHTFUL INTEGRATION AND COURSE DESIGN. 
          AS WE MOVE FORWARD WE ARE CONTINUED TO GATHER ADDITIONAL FEEDBACK. WE'RE STILL WAITING IN PART FROM OUR BROADER TEACHER GROUPS AND STUDENT GROUPS WHICH WE EXPECT TO RECEIVE IN THE COMING WEEKS AND THAT FEEDBACK WILL CONTINUE TO INFORM OUR NEXT STEPS. IN THE SLIDE WE COMPARE LOCAL HIGH SCHOOL GRADUATION REQUIREMENTS ACROSS DISTRICTS. 
          KEY POINTS INCLUDE MOST DISTRICTS REQUIRE THREE YEARS OF MATH TO ALIGNMENT STATE STANDARDS FOR COLLEGE AND CAREER READINESS. LONG BEACH IS CONSIDERING CHANGING REQUIREMENT OF FOUR YEARS OF MATH TO THREE. 
          IN THE AREA OF SOCIAL SCIENCE THE PROPOSED UPDATES BRING REQUIREMENT THE REQUIREMENT INTO ALIGNMENT WITH STATE GRADUATION EXPECTATIONS WHILE ALSO ENSURING CONSISTENCY WITH SURROUNDING SCHOOL DISTRICTS. WHEN LOOKING SPECIFICALLY AT ORAL LANGUAGE AND VISUAL AND PERFORMING ARTS IS MORE VARIATION ACROSS LOCAL DISTRICTS. 
          STATE REQUIRES ONE YEAR OF RURAL LANGUAGE, VISUAL AND PERFORMING ART OR CAREER TECHNICAL EDUCATION AND THAT WAS COME TO MIND AS A PROPOSAL WAS DEVELOPED. 
          BUILDING FROM THAT CONDITION THE PROPOSED COLLEGE AND CAREER READINESS REQUIREMENT EXPANDS OPPORTUNITIES BY CALLING FOR A TOTAL OF THREE YEARS OF COURSEWORK. 
          ONE OF THOSE YEARS MUST BE WORLD LANGUAGE, VISUAL AND PERFORMING ARTS OR CTE. WHILE THE REMAINING TWO YEARS CAN BE FULFILLED THROUGH ADDITIONAL A 3G COURSES, AP, CTE OR DUAL ENROLMENT COURSES. THESE PROPOSED CHANGES ARE FOR ALL STUDENTS. STUDENTS WERE ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES WILL CONTINUE TO HAVE ACCESS TO A WIDE RANGE OF ELECTIVE OPTIONS COULDN'T CTE, VISUAL ARTS AND PERFORMING ARTS JUST AS THEY DO NOW. 
          THESE COURSES ARE ALL A 3G APPROVED AND CONTINUED TO SUPPORT BOTH GRADUATION AND COLLEGE ELIGIBILITY. 
          THE INCLUSION OF COLLEGE AND CAREER READINESS IS INTENTIONAL AS IT REFLECTS THE DISTRICTS FOCUS ON STRENGTHENING PATHWAYS FOR STUDENTS TO ACHIEVE BOTH ACADEMIC AND CAREER SUCCESS. 
          UPDATING THE REQUIREMENTS SUPPORTS GRADUATE SUCCESS. 
          HOWEVER, DOES IT FIT IN THEIR SCHEDULE. 
          THE SLIDE SHOWS HOW THESE REQUIREMENTS MAY FIT INTO THE A PERIOD SCHEDULE WE CURRENTLY USE OF THE HIGH SCHOOLS. 
          [01:40:01]
IT ALSO NOTES THE TOTAL AMOUNT OF PERIODS STUDENTS ARE REQUIRED TO TAKE DEPENDING ON THEIR GRADE LEVEL STUDENTS ARE REQUIRED TO TAKE THE MINIMUM COURSE LOAD BUT HAVE THE OPPORTUNITY TO TAKE EIGHT CLASSES THE EIGHT PERIOD SCHEDULE ALSO PROVIDES FLEXIBLY FOR STUDENTS WHO NEED ADDITIONAL SUPPORT ALLOWING THEM TO COMPLETE GRADUATION REQUIREMENTS WHILE RECEIVING INTERVENTION THROUGH SUPPORT COURSES AND CREDIT RECOVERY OPPORTUNITIES DURING THE SCHOOL DAY. THE SCHEDULE MEET STATE REQUIREMENTS AND ALIGNS WITH COLLEGE AND CAREER READINESS STANDARDS ENSURING STUDENTS CAN CUSTOMIZE YOUR EDUCATION INCLUDING ELD SUPPORT IF NEEDED BASED ON A SIX PERIOD DAY. 
          ALL REQUIREMENTS ARE ABLE TO BE COMPLETED IN FOUR YEARS ON A SIX PERIOD SCHEDULE. HOWEVER, THERE IS POTENTIAL FOR COMPETITION BETWEEN ELECTIVES AND PROGRAMS AND THE TIMING OF SOME CLASSES MAY BE DELAYED UNTIL LATER YEARS WHEN THE STUDENT HAS MORE OPENINGS TO TAKE ELECTIVES. 
          TO SUPPORT IMPLEMENTATION AND FAQ SECTION FOR THE SCHOOL WEBSITES HAS BEEN DEVELOPED TO ADDRESS QUESTIONS STUDENTS OR PARENTS MAY HAVE REGARDING HOW THE CHANGE IMPACTS THEM OR THEIR CHILD. THE GOAL WAS TO PHASE IN THE REQUIREMENTS BEGINNING WITH NEXT YEAR'S NINTH GRADE STUDENTS TO ENSURE NO STUDENT HAS A GRADUATION PLAN DISRUPTED. 
          HOWEVER, BASED ON FEEDBACK FROM STAFF REGARDING THE NEED FOR ADEQUATE TIME TO DEVELOP AND REFINE COURSES ADDRESS LOGISTICAL CONSIDERATIONS AND ENSURE CLEAR COMMUNICATION ADJUSTED TIMELINE WOULD ALLOW FOR MORE THOUGHTFUL IMPLEMENTATION. THIS WOULD RESULT IN PHASING IN REQUIREMENTS WITH INCOMING NINTH GRADE CLASS IN THE 7-28 SCHOOL YEAR. NEXT YEAR TEACHER TEAMS AND DIRECTOR SECONDARY WILL NEED TO WORK TOGETHER TO DEVELOP COURSES THAT INTEGRATE HEALTH STANDARDS INTO SCIENCE OR OTHER PERTINENT SUBJECTS, UPDATE SOCIAL SCIENCE COURSES TO INCLUDE GEOGRAPHY AND CONDENSE GOVERNMENT FROM A ONE YEAR COURSE TO A SEMESTER AND BUILD A FINANCIAL LITERACY COURSE. 
          THE FAQ ALSO SHARES THAT EVEN THOUGH A STUDENT MAY NOT BE PLANNING TO ATTEND COLLEGE AFTER HIGH SCHOOL THE CHANGES BEING PROPOSED WILL HELP STUDENTS WITH THE TECHNICAL SKILLS THEY WILL NEED TO BE COMPETITIVE IN WORKFORCE. 
          OVERALL THE PROPOSED CHANGES WILL HELP ENSURE OUR STUDENTS ARE GRADUATING WITH A COMPETITIVE EDGE, HAVE ACCESS TO OPPORTUNITIES AND PROGRAMS, AND TO KIND OF A COURSEWORK THAT MAY RESULT IN COLLEGE CREDIT OR INDUSTRY CERTIFICATIONS AND HAVE MORE ELECTIVE CHOICES. HERE'S THE PATH WE ARE TAKING TO ENGAGE OUR EDUCATIONAL PARTNERS SO THAT THE BOARD POLICY AND ADMINISTRATIVE REGULATION WE PRESENT TO THE BOARD ARE INFORMED BY A VARIETY OF STAKEHOLDERS. 
          WE STARTED WITH ADMINISTRATORS COUNSELLORS AND TEACHER LEADERS TO LEVERAGE THEIR INSIGHTS. THEN EDUCATIONAL PARTNERS AND ADVISORY GROUPS SPECIFICALLY SUPERINTENDENT STUDENT ADVISORY HAD AN OPPORTUNITY TO SHARE THEIR PERSPECTIVES. 
          AS MENTIONED EARLIER WE ARE WAITING IN PART FROM A BROADER TEACHER GROUPS AND STUDENT GROUPS WHICH WE EXPECT TO RECEIVE IN THE COMING WEEKS AND THAT FEEDBACK WILL CONTINUE TO INFORM OUR NEXT STEPS. THERE WILL BE A POLICY REVIEW ON MAY 15TH AND BOARD APPROVAL IS TARGETED FOR JUNE. 
          OVER THE SUMMER ANY UPDATES TO THE COURSE MATRIX WILL BE MADE. 
          THIS TIMELINE UNDERSCORES ARGUMENT INTO INCLUSIVITY AND EFFECTIVE IMPLEMENTATION OF CHANGES. 
          THESE CHANGES HELP US TO EMPOWER STUDENTS BY BUILDING A STRONG EDUCATIONAL FOUNDATION THAT PREPARES THEM TO BE FUTURE 
          READY. >> THANK YOU SO MUCH FOR THAT GREAT PRESENTATION. ANY QUESTIONS OR COMMENTS? 
          >> I HAVE A FEW. FIRST OFF WHAT IS THIS? DID SOMEONE ELSE PUT THIS ON OR WHAT IS THIS PAPER? THAT CAME FROM THE TEACHERS? OKAY. 
          HOWSARE 30. FOR SHE SAID HUGO'S ROUTING BROADER REACH FOR TEACHERS AND YOU SAID YOU TALK TO SOME TEACHER LEADERS. WHO WERE THE TEACHER LEADERS AND 
          WHERE DID THAT COME FROM? >> ME FOR HIGH SCHOOL BOTH SCHOOL LEADERSHIP TEAMS WHICH ARE MADE UP OF DEPARTMENT CHAIRS AT EACH OF THE SITES FOR EACH OF THE DEPARTMENT BOTH MIDDLE SCHOOL AND HIGH SCHOOL AS WELL AS COUNSELLORS AND ANY OTHER CHELATORS THAT ARE ON THE INSTRUCTIONAL SCHOOL LEADERSHIP TEAM. BOTH SCHOOL SOMETIMES HAVE ANOTHER INDIVIDUALS PART OF THIS TEAMS LIKE MUNI SCHOOLS 
          INDIVIDUALS WERE THE PARTNERS. >> THEY CAN FROM LEADERSHIP TEAMS. TO THE TEACHERS OR THE ADMINS 
          CHOOSERS TEAMS? >> TEACHERS HAVE THE ABILITY TO APPLY FOR AN APARTMENT SURE STATUS AND SUBMIT APPLICATIONS AT THE END OF EVERY YEAR. THEY SUBMIT AN APPLICATION AND THE ADMINISTRATION REVIEWS THE APPLICATIONS AND IF THERE'S MORE THAN ONE PERSON I BELIEVE THERE SOME TYPE OF BALLOT THAT PART OF UNCLEAR. BUT I DON'T THINK AT LEAST IN MY EXPERIENCE THERE HASN'T BEEN MORE THAN ONE INDIVIDUAL. 
          BUT MOST OF THE TIME IT'S ONE INDIVIDUAL WHO APPLIES FOR 
          [01:45:03]
          DEPARTMENT CHAIR AND POSITION. >> SO ADMIN PICKS THEM. 
          >> I BELIEVE SOJA. >> I GUESS I WAS IN FAVOUR OF A LOT OF THE THINGS THAT I'M SEEING. 
          HEALTH WAS MY BIGGEST QUESTION, ARE GRADUATION RATES ARE VERY HIGH. OF THE GOING TO GO DOWN? CAN YOU TALK A LITTLE BIT TO THAT? WAS STILL SOME OF THE SCIENCE COURSES WILL BE MORE LIKE AN ELECTIVE MIGHT BE LIKE MARINE BIOLOGY ARE THINGS LIKE THAT. 
          BUT THAT WAS MY BIGGEST CONCERN IN OUR FIRST MEETING TALKING ABOUT THIS. CAN YOU TALK ABOUT THAT? 
          >> SURE. THIS IF ANYTHING SHOULD HENCE GRADUATION RATES. THE PURPOSE OF GRADUATION UPDATES ON THE REQUIREMENT IS REALLY TO BRIDGE THE GAP BETWEEN A 3G COMPLETION RATE AND CT COMPLETION RATE. 
          THERE'S A LARGE GAP BETWEEN GRADUATION RATE AND THOSE OTHER RATES. WE WANT TO ENSURE STUDENTS ARE TRULY COMPETITIVE, THAT THERE COLLEGE READY, CAREER READY SO THESE REQUIREMENTS DO HELP BRIDGE THAT GAP. 
          I THINK ADDITIONALLY IF ANYTHING IT ENDS UP ENHANCING GRADUATION RATES BECAUSE STUDENTS WILL CONNECT. 
          TO ENGAGE WITH CERTAIN PASSION SUBJECT AREAS OR CAREER PATHWAYS THAT MAY BE ORIGINALLY THEY WOULD HAVE NOT INTENDED TO TAKE. 
          SO ESSENTIALLY IT SHOULD ALSO INCREASE AND AT LEAST THEIR PERSISTENCE BUT ALSO INCREASE GRADUATION RATE. 
          SOON AS HE LIKED SO I WILL ASK RAMONA MOVE ON. 
          I HAVE A LOT. SO MY NEXT QUESTION IS IF YOU COULD EXPLAIN THE BIGGEST DIFFERENCES BETWEEN THE REQUIREMENTS? BECAUSE WE HEAR FROM A LOT OF TEACHERS AND THE BIGGEST OBVIOUSLY THE HEALTH PUTTING THEM TOGETHER. AND EXPLAIN THE BIGGEST DIFFERENCES BETWEEN THE TWO CURRENT VERSUS WHAT WE ARE 
          LOOKING AT? >> SO ONE OF THE BIGGEST CHANGES IS SOCIAL SCIENCE, ONE OF THEM. CURRENTLY WE REQUIRE A FULL YEAR OF GOVERNMENT WHICH PUSHES A GRADUATION REQUIREMENT FOR SOCIAL SCIENCE TO FOUR YEARS SO RIGHT NOW IT'S FULL YEAR U.S. 
          HISTORY, FULL YEAR OF WORLD HISTORY, FOR YOUR OF GOVERNMENT, SEMESTER OF GEOGRAPHY. AND SO THE TRADITIONAL MODEL SENIOR YEAR'S FIRST SEMESTER OF GOVERNMENT AND ECON. 
          CURRENTLY WE GO BEYOND THAT. GEOGRAPHY IS EMBEDDED INTO THE WORLD HISTORY AND U.S. HISTORY STANDARD SEVERAL YEARS AGO AND SO THAT COURSE HAS REMAINED AS ONE OF OUR REQUIREMENTS. 
          BUT TECHNICALLY THE WORLD HISTORY WORLD HISTORY AND GEOGRAPHY, U.S. HISTORY AND GEOGRAPHY SO THOSE ARE AREAS WHERE STANDARDS HAVE BEEN EMBEDDED BUT WE HAVE CONTINUED TO KEEP THE GEOGRAPHY REQUIREMENT. 
          IN TERMS OF MATH, ONE OF THE CHANGES OR UPDATES WOULD BE REQUIRING A THIRD YEAR OF MATH BUT AS MENTIONED IT'S BEEN A PRACTICE SIMILAR FOR SCIENCE. IT'S REQUIRING A THIRD-YEAR SCIENCE WITHIN A PRACTICE TO SCHEDULE OUR STUDENTS INTO AN ADDITIONAL YEAR OF MATH AND SCIENCE IN THE 11TH GRADE. 
          FOR A VERY LONG-STANDING PRACTICE SO COUNSELLORS HAVE ALWAYS ADDED A STUDENT INTO THIS COURSES 11TH GRADE. 
          THIS WOULD BE FORMALIZING CODIFYING THAT REQUIREMENT TO REQUIRE STUDENTS TO TAKE A THIRD-YEAR MATH AND TO TAKE A THIRD-YEAR OF SCIENCE. THE OTHER CHANGE IS THAT HEALTH IS REDUCING THE HEALTH REQUIREMENT EMBEDDING THE STANDARDS INTO SCIENCE COURSES AND LASTLY A CORPORATION OR ADDITION THE COLLEGE AND CAREER READINESS REQUIREMENT. 
          SO THAT IS AN EFFORT TO HIGHLIGHT AND FOCUS ON ENSURING THAT STUDENTS ARE PREPARED FOR LIFE AFTER HIGH SCHOOL AND THEY TAKE CT PATHWAYS, THAT THEY TAKE DUAL ENROLMENT OPPORTUNITIES, TAKE AP COURSES SO THAT WAY THEY CHALLENGE THEMSELVES. 
          ESSENTIALLY RIGHT NOW OUR REQUIREMENTS ALLOW FOR STUDENTS TO TAKE 50 ELECTIVES, AND IT'S JUST A BIG OPEN BUCKET. 
          SO COLLEGE AND CAREER READINESS REQUIREMENT IS CATEGORIZING AN OPPORTUNITY FOR STUDENTS TO TAKE COURSES IN THE AREA AND MEET THAT REQUIREMENT. SO HE HIGHLIGHTED THE COURSES THAT WOULD MEET THAT WHICH ARE AGAIN PREP ELECTIVES AND ALL 
          THOSE THAT I LISTED. >> SO FOR SOCIAL SCIENCE TO ANTICIPATE THAN NOT TAKEN GOVERNMENT AND ECON OR WHAT ARE THE TWO CLASSES SMACK YOU SHOOK YOUR HEAD. 
          WHAT CLASSES WILL BE ELIMINATED IF THEY HAVE BEEN TAKING FOREVER AND GOING TO THREE WHAT ARE THE TWO CLASSES WE WAS ELIMINATED? 
          >> GEOGRAPHY WOULD BE THE COURSE CURRENTLY TAKEN IN NINTH GRADE 
          [01:50:03]
AND GOVERNMENT WOULD BE REDUCED FROM ONE FULL YEAR TO A SEMESTER WHICH IS A TRADITIONAL SENIOR MODEL. 
          WANT ME TO KEEP GOING? HEALTH IS A BIG ONE FOR ME AS WELL. THERE'S A LOT OF DIFFERENT STANDARDS. WE GOTTEN A LOT OF EMAILS. 
          I PRINTED SOME OF THE EMAILS OUT BUT I'LL BE HONEST. 
          UNTIL YOU CAN SHOW ME WHERE YOU ARE GOING TO PLUG IN ALL THESE DIFFERENT THINGS INTO BIO HAVE A PROBLEM WITH IT. 
          SO JUST I KNOW IT'S A DISCUSSIONS WE ARE JUST DISCUSSING BUT WHEN HE COME BACK I NEED YOU TO SHOW ME WHERE THE VAPING, ALL THOSE DIFFERENT COMPONENTS ARE GOING TO FIT INTO BIO BECAUSE WE'VE ALL TAKEN BIO AND I DON'T HOW THAT ALL WORKS TOGETHER SO I NEED THAT FROM YOU GUYS TO UNDERSTAND, BECAUSE HEALTH IS VERY IMPORTANT. YOU GUYS WANT TO SPEAK ONTO THAT A LITTLE BIT WHERE YOU GUYS PLAN ON CHUNKING IN ALL THESE 
          DIFFERENT PARTS. >> FOR STUFF I THINK THAT SOME OF THE WORK THAT WE NEED TO HAVE BEEN! YEAR I THINK WE BRING IN THE TEACHERS TOGETHER TO IDENTIFY AND REVIEW BOTH STANDARDS HEALTH STANDARDS BIOLOGY STANDARDS AND ENSURE THAT THOSE ARE INTEGRATED MEANINGFULLY TO SEE WHERE THERE ARE CONNECTIONS SO THAT WAY THOSE ARE INTEGRATED BUT A LOT OF THAT WILL HAVE TO HAPPEN! YEAR WHEN IT COME TOGETHER TO DO THAT WORK TO ENSURE THAT IT'S BEEN, THAT ALL OF THOSE CENTRAL TOPICS ARE BEING ADDRESSED SMACK OKAY BECAUSE I'M LOOKING AT EMOTIONAL INTELLIGENCE, MANAGING DIFFICULT EMOTIONS. 
          HOW TASEKO WITH BIO? STRESS MANAGEMENT MENTAL ILLNESS AWARENESS, SUICIDE PREVENTION VAPING DRUGS ALCOHOL, STEROIDS. 
          AND OF SOME OF IT I'M A P.E. TEACHER. 
          MEMBIO TO PUT SOME OF THAT INTO PE BUT I REALLY WANT TO SEE WORLD STANDARDS ARE GOING TO FIT AS FAR AS PE BIO WHERE WE ARE GOING TO PUT IT. ONE MORE QUICK QUESTION AND I'LL LET THEM PLEASE ASK FINANCIAL LITERACY WHERE IS THAT GOING TO 
          FIT INCREASE. >> FINANCIAL LITERACY RIGHT NOW TWO SUBJECT AREAS WERE THAT CAN GO. 
          THAT WOULD BE IN MATH AND ALSO SOCIAL SCIENCE. 
          'S RIGHT NOW BOTH SCHOOLS OFFER BUSINESS MATH AND THAT'S OF COURSE THAT COURSE THAT CAN BE MADE MORE ROBUST SO THIS IS AN OPPORTUNITY TO LOOK AT FINANCIAL LITERACY, TO CREATE AN UPDATED COURSE THAT MEETS ALL THE UPDATED STANDARDS AND THAT FINANCIAL LITERACY OR PERSONAL FINANCE MODEL CURRICULUM. 
          SO THAT WILL BE AN AREA IN THE OTHER AREA WILL BE IN SOCIAL SCIENCE. SO STUDENTS ARE ABLE TO BE EXEMPTED FROM TAKING ECONOMICS IF THEY TAKE A SEMESTER OF PERSONAL FINANCE OR FINANCIAL LITERACY. 
          SO THAT WILL BE AN OPPORTUNITY FOR STUDENTS TO TAKE ■THATCOURSE 
          >> SOMETHING THAT I HONESTLY DIDN'T RECOGNIZE AND I'VE HEARD A LOT FROM OUR COMMUNITY TONIGHT IS THE COMBINATION OF CTE, THE DUAL AND FOREIGN LANGUAGES. AND EXPLAIN A LITTLE BIT MORE 
          ABOUT THAT? >> SURE. 
          SO I THINK OF ANYTHING WE ARE HENSEN. 
          PROVIDING OPPORTUNITIES FOR STUDENTS TO TAKE ADDITIONAL VISUAL AND PERFORMING ARTS OR WORLD LANGUAGE OF THE REQUIREMENT CALLS FOR THREE YEARS OF AND THAT COLLEGE AND CAREER READINESS REQUIREMENT BUT ONE YEAR MUST BE IN WORLD LANGUAGE VISUAL AND PERFORMING ART OR CTE WHICH IS BASICALLY THE SAME AS A REQUIREMENT THAT WE CURRENTLY HAVE. 
          SO HE DID CALL THAT IT WITHIN THE COLLEGE AND CAREER READINESS REQUIREMENT THAT STUDENTS WOULD STILL NEED TO TAKE THAT. 
          AND SO THAT SECOND AND THIRD YEAR SIMPLY WOULD ALLOW STUDENTS TO TAKE A SECOND OR THIRD YEAR OF VISUAL AND PERFORMING ARTS BECAUSE WE KNOW THAT WE HAVE PLENTY OF STUDENTS WHO TAKE SOME TRANSFER FOR YEARS OF BAND REQUIRE OR DIFFERENT OR ART AND SO IT REALLY PROVIDES AN OPPORTUNITY TO DO THAT BUT WITH EMPHASIZING AND FOR STUDENTS TO SEE THAT THIS COURSES ARE GEARING THEM TO THE COLLEGE AND CAREER READY. 
          >> SO IF I AM IN VAN DIJKEN TAKE FOR FOUR YEARS OF BAND AND STILL 
          COMPLETE A PATHWAY AND CTE? >> TECHNICALLY US. 
          STUDENTS HAVE THE ABILITY. THEY STILL HAVE THEIR ELECTIVE BUCKET THAT I WAS TALKING ABOUT EARLIER SO THEY STILL WOULD HAVE 40 OTHER ELECTIVE CREDITS THEY CAN TAKE SO THEY HAVE THE ABILITY TO TAKE ALL THE OTHER COURSES AS WELL SMITH JUST PLAYING DEVIL'S ADVOCATE THE SENSE OF AMAZING. 
          WIRE SO MANY PEOPLE FRUSTRATED COMING IN TALKING ABOUT ALL OF THIS BEING LUMPED TOGETHER? WHAT YOU THINK THEIR CONCERNS 
          ARE. >> PART OF THE CONCERNS AS CLARITY. I THINK THIS IS THE FIRST TIME THAT WE SHARE THIS IN A PUBLIC VENUE. 
          WE'VE OBVIOUSLY GONE TO SPEAK TO THE DIFFERENT GROUPS. 
          SO INDIVIDUALS ARE TALKING AND IT'S GOOD THAT WE'RE TALKING. 
          WE ARE ENGAGING IN THIS DIALOGUE AND WE ARE GOODNESS FEEDBACK. 
          [01:55:03]
SO A LOT OF THE INFORMATION SHARED TODAY ESPECIALLY BY OUR VISUAL PERFORMING ART TEACHERS IT'S A LOT OF GREAT FEEDBACK THAT WE CAN INCORPORATE INTO WHAT THE UPDATE WILL LOOK LIKE. 
          AND SO I THINK THAT'S MAINLY THE REASON WHY PICK UP TICKETS CREATING THE OPPORTUNITY FOR US TO TALK ABOUT AND WE HAVEN'T TALKED TO A GRADUATION PERMITS AS A DISTRICT IN A WHILE. 
          PRÉVOST TALKED ABOUT WHY DO WE HAVE A FULL YEAR OF GOVERNMENT AND STILL HAVE GEOGRAPHY, AND SO THIS IS REALLY THE OPPORTUNITY TO ENGAGE IN THAT CONVERSATION AND TO REALLY ENSURE THAT WE ARE PREPARING STUDENTS FOR LIFE AFTER HIGH SCHOOL. 
          >> I JUST HAVE ONE QUESTION. YOU PROBABLY ANSWER I SO WANT TO HEAR. WHAT WAS LACKING BEFORE AND I KNOW HAVE ALL THE PAPERS WHICH IS IN YOUR MIND, WHAT NEEDED TO BE FIXED AND WHY THESE CHANGES HAPPENING ANYWAY? 
          >> I THINK THERE'S LONG BEEN DESIRE TO REQUIRE A PATHWAY FOR STUDENTS TO COMPLETE. I THINK IT'S THINGS LIKE REQUIRING STUDENTS TO BE A 3G READY, REQUIREMENTS FOR STUDENTS TO COMPLETE A PATHWAY. OUR THIS CREATES FLEXIBILITY INSTEAD OF REQUIRING ONE SPECIFIC PATHWAY. 
          THIS ALLOWS FOR FLEXIBLY FOR STUDENTS WERE ON DIFFERENT PATHWAYS SO IF A STUDENT DECIDES TO BE HONOURED DUAL ENROLMENT OR AP PATHWAY THEY HAVE THE ABILITY TO DO THAT. 
          IF THEY WANT TO COMPLETE A CT PATHWAY THEY HAVE THE ABILITY TO DO THAT, OR IF THEY JUST WANT TO CONTINUE JUST TAKING THE MINIMUM ENTRANCE REQUIREMENTS TO BE ELIGIBLE FOR COLLEGE THEY ALSO HAVE THE ABILITY TO. SO I THINK THAT'S REALLY WHAT WAS MISSING ADDITIONALLY. WE HAD THE ADDITIONAL REQUIREMENTS THAT SOMETIMES PARTISAN CHALLENGES AS WE ARE GOING AROUND. I KEPT TALKING ABOUT GOVERNMENT FOR EXAMPLE WHEN A STUDENT TRANSFERS INTEREST SCHOOLS IN THE SENIOR YEAR WAKANDA ESPECIALLY IF THEY COME IN MIDWAY DURING SENIOR YEAR, AND IF A STUDENT ATTENDED THE SCHOOL DISTRICT THAT HAD THE TRADITIONAL MODEL AND DID NOT TAKE GOVERNMENT IN THE FIRST SEMESTER THEY WOULD TECHNICALLY BE CREDITED EFFICIENT WHEN THEY AND ROLL WITH US. 
          AND SO THEN WE HAD TO FIGURE OUT HOW TO SUPPORT THAT STUDENT. 
          SO THE UPDATED REQUIREMENTS WOULD PUT US IN ALIGNMENT SO THAT WE STUDENTS ARE TAKING THE ALIGNED STATE REQUIREMENTS. 
          OKAY. I'M GOING TO HAVE TO STUDY SOME MORE. THAT'S ALL. 
          FIRST TIME GETTING ALL THIS INFORMATION. 
          I HAVE FIVE CHILDREN GRADUATE NO PROBLEM. 
          AND AGAIN IT DOES SEEM KIND OF RASH TO HAVE EVERYTHING LIKE THE WORLD LANGUAGE AND THE VISUAL PERFORMING ARTS ALL-IN-ONE CATEGORY. WHY CAN IT NOT BE SPLIT AND HEALTH. I REMEMBER WHEN WE ADOPTED A MANDATED STATEMENT CURRICULUM. WE HAD TO DO IT. 
          I'M AFRAID IT'S GOING TO GET LOST. 
          LIKE WE NEED TO HAVE IT DEFINED ESPECIALLY IF WE WERE TO EVER GET AUDITED. ORDERS HEALTH CREATES IN BIOLOGY. IS THE SYLLABUS GOING TO REFLECT THAT? IT WOULD BE SO MUCH EASIER IF IT JUST KEPT SEPARATE. AND AGAIN IF THE CHILDREN HAVE THE OPTIONS OF ELECTIVES, I'M JUST THINKING, I'M TRYING. 
          I'M TRYING. I'M JUST SAYING I WILL LOOK AT MORE. WE ALL WILL. 
          >> THE OTHER FEEDBACK THAT CAME. OF HEALTH WERE TO BE REMOVED AS REQUIREMENT COULD STILL BE OFFERED AS AN ELECTIVE CHOICE, AND THAT IS ALSO A VIABLE OPPORTUNITY. 
          STUDENTS CAN SIGN UP AND REGISTER FOR THE COURSE. 
          THAT IS SOMETHING YOU CAN STILL ELECT TO DO. 
          WE ARE LOOKING AT ALLOWING STILL CONTINUES STUDENTS WANT TO TAKE HEALTH THEY TOTALLY CAN. I THINK THE OTHER AREA BECAUSE POTENTIALLY LOOK AT IN GROWING IS SOME OF THE AREAS THAT HAVE BEEN ADDRESSED IN TERMS OF MENTAL HEALTH AND THANKS OF THAT NATURE. IS CURRENTLY AT ONE SCHOOL COUNSELLING MENTAL HEALTH PATHWAY THAT THE CTE PATHWAY UNDER THE MEDICAL SECTOR SO THAT SCENARIO WE COULD POTENTIALLY EXPAND. THAT COULD BE A COURSE IN THE 
          [02:00:05]
PATHWAY WE COULD EXPAND BUT AGAIN I THINK THAT THE TIMING, ALLOWING THE TIME TO BE ABLE TO WORK OUT IRON OUT THOSE DETAILS AND BE ABLE TO GET TEACHERS TOGETHER TO DEVELOP THE COURSES, TO INTEGRATE THE STANDARDS AND BUILD A CURRICULUM WILL BE 
          IMPORTANT. >> OKAY. 
          I WENT TO SCHOOL AND EVERY THING IN BIOLOGY WAS DIFFERENT THAN HEALTH. THAT'S ALL. 
          I'M BEING SIMPLE. BUT IT'S THE TRUTH. 
          I GUESS I DON'T KNOW WHAT WE'RE TRYING TO DO. 
          WE ARE TRYING TO GET BETTER. >> ALWAYS RETURNED TO GET BETTER WE HAVE WORK TO DO. THAT'S ALL. 
          >> THANK YOU FOR THE PRESENTATION. 
          ALL THE INFORMATION. COUPLE OF QUESTIONS. 
          WITH THE FINANCIAL LITERACY OF THE ESTATE WAS GOING TO CREATE A CURRICULUM TO ADOPT ARE ON. WHICH ARE WE DOING? 
          >> WE'RE STILL STILL WAITING FOR THE MODEL CURRICULUM TO BE FINALIZED SHOULD BE BY END OF MAY. 
          SO SOON AS WE HAVE THE MODEL CURRICULUM STANDARDS WILL BE ABLE TO PROCEED WITH THE NEXT STEPS FOR THAT. 
          HIS NEXT WILL-YEAR-OLD BEAUTY OF THE COURSES WILL BE BUILT. 
          >> HOUSE AT WORK IN THE GIVE US A MODEL CURRICULUM? 
          DO AT AROUND FLAVOUR ON TOP. >> USUALLY WHAT IT IS AS GUIDELINES ON WHAT THE COURSE SHOULD BASICALLY CONTAIN SORT OF THE ELEMENTS THE COURSE SHOULD COVER, WHAT UNITS, ALL OF THOSE ELEMENTS AND TEACHERS JUST THINKING BACK TO THE ETHNIC STUDIES REQUIREMENT THERE IS AN ETHICS STUDIES MODEL CURRICULUM PUBLISHED. WE UTILIZE THAT WITH THE TEACHERS WHO DEVELOPED THE COURSES IN THE COURSE OUTLINES. 
          WHAT WE ENDED UP DOING THAT SITUATION, WE MODELLED COURSES THAT WERE ALREADY ESTABLISHED AND THEN ADAPTED THEM TO MEET OUR NEEDS. SIMILAR PROCESS CAN BE DONE NEXT 
          SCHOOL YEAR FOR PERSONAL FINANCE >> RATE. 
          WHAT BOARD MEMBER AND STUART SAID. 
          I'M REALLY BIG ON HEALTH AND FIGURING OUT NEXT YEAR HOWEVER FITS TOGETHER WITH EVERYTHING SEEMS LIKE TRYING TO BUILD THE PLANE ON THE WAY DOWN TO CAN TREAT YOU COMFORTABLE THAT. 
          SO IF WE CAN GET MORE DETAILS ON HOW WE ARE ACTUALLY GOOD TO DO IT I WANT TO FILL YOUR GOING BY WE ARE PLAYING WITH IT SO I THINK THERE NEEDS TO BE MORE PLANNING AHEAD OF TIME FOR THE. 
          >> THAT FEEDBACK CLEARLY HAS COME THROUGH AND I THINK THAT'S REASON I THINK IF WE ARE TO HOLD OFF FOR A YEAR TO BUILD TO DO THAT WORK IRON OUT THE DETAILS, BRING TEACHERS AND STAFF TOGETHER TO WORK THOSE THINGS OUT AND THEN IMPLEMENT WITH A NINTH GRADE CLASS THAT STARTS IN 27, 28 THAT ALLOWS US FOR TIME TO TRANSITION AND ADDRESSES QUESTIONS AND CONCERNS. 
          >> AWESOME. WHEN IT COMES TO ALIGNING COURSES WITH OUR PARTNERS WHAT KIND OF COLLABORATION IS HAPPENING TO MAKE SURE THE OFFERINGS ARE THERE AND 
          EVERYTHING IS SMOOTH? >> YOU TALKING WHAT'S HAPPENING 
          AFTER SCHOOL? >> IS A PART OF THIS CONVERSATION COLLABORATION AS WE CAN CHANGE REQUIREMENTS AND WHAT WE NEED FROM THEM? SO INFORMALLY I MEET WITH OUR CEO ABOUT JUST REQUIREMENT ABOUT CT PROGRAMMING, SO WE DO MADE ABOUT WHAT THAT LOOKS LIKE BETWEEN UST AND HOW WE SUPPORT EACH OTHER AFTER SCHOOL OFFERINGS AND WHAT WE OFFER DURING THE SCHOOL DAY AND SO ULTIMATELY ANYTHING THAT'S GOING TO ENHANCE CTE ENROLMENT IS SOMETHING WE WANT IN THIS ESSENTIALLY DOES, THIS HELPS TO THAT COLLEGE AND CAREER READINESS REQUIREMENT. ULTIMATELY WHAT WE HAVE DISCOVERED WITH JUST IN TERMS OF CONVERSATIONS WE HAD WITH COUNSELLORS STUDENTS ARE TAKING CTE CLASSES BUT THEY STILL SEE THE CTE CLASSES AS JUST ELECTIVES. 
          AND SO WHAT IS HAPPENING IS A LOT OF STUDENTS ARE JUST TAKING ONE PERSONAL COURSE BUT NOT PATHWAY. 
          SO WHAT WE'RE TRYING TO BREAK COMING UP HIS COACHING CAREER READINESS REQUIREMENT IS ENSURING STUDENTS COMPLETE A TWO-YEAR PATHWAY AND COUNSELLORS SHIFT THEIR CONVERSATIONS WHILE PROGRAMMING TO ALLOW TO HAVE THAT CONVERSATIONS WITH A STUDENT ALREADY TOOK FOUR LEVEL ONE COURSES, HEY, MAYBE ONE OF THOSE FOUR LEVEL ONE COURSES YOU CAN COMPLETE PATHWAY. 
          WHICH ONE DID WE LIKE OR MAYBE THERE SHOULD BE A DIFFERENT PATHWAY WE PURSUE. SO I THINK A LOT OF THIS TO THE QUESTION IS A RETURN TO GET BETTER IT'S TO IMPROVE CTE COMPLETION RATES. ESSENTIALLY TO ALLSOPP STUDENTS GET THEM BACK ON TRACK FOR A 3G AND TO BE ABLE TO COMPLETE THOSE 
          [02:05:04]
REQUIREMENTS. ULTIMATELY SO THEY CONGRATULATE WITH OPTIONS TO BE ABLE TO MAKE A DECISION AT THE ENTIRE SENIOR YEAR SO THAT WAY WHETHER IT'S FOR THEM TO ENTER THE WORKFORCE, TO ENTER A CAREER PROGRAM AT SOME TRADE PROGRAM, OR TO GO TO HER FOR FEAR UNIVERSITY. WE WANT THEM ESSENTIALLY TO HAVE 
          OPTIONS. >> THANK YOU FOR THE 
          PRESENTATION. >> MY FOR SPECIAL HAVE BEEN HOW LONG YOU OUR GOING TO TALK ABOUT IT BUT I HEARD 27, 28 SO THAT EASES MY WORRIES SO I THOUGHT IT WOULD BE 26, 27. 
          I'M THINKING THREE MONTHS IS NOT A LOT OF TIME TO TALK ABOUT SUCH A BIG CHANGE LIKE THIS. MY FIRST QUESTION IS, WHEN IT COMES TO COLLEGE AND CAREER READINESS PATH WHAT DO WE WANT TO EMPHASIZE WITH THAT? I'M THINKING WHETHER WE WANT TO EMPHASIZE SPECIFIC PATHWAYS WHICH I FEEL I PUT A LITTLE BUT OF BIAS OR WANT TO EMPHASIZE MORE BROAD SOFT SKILLS APPLICABLE REGARDLESS OF WHATEVER PATHWAYS. 
          >> I THINK THE INTENTION IS TO BE BROUGHT FOR THE REQUIREMENT SPECIFICALLY BECAUSE THAT'S THE REASON WHY I THINK IT'S THE OPPORTUNITY FOR STUDENTS TO REALLY TAKE ANYONE OF THOSE COURSES. BUT I THINK WITH US UNDERSCORING COLLEGE AND CAREER READINESS IS A DISTRICT FOCUS. 
          WE WANT TO ENSURE STUDENTS ARE READY WITH THE SKILLS AFTER THEY LEAVE OUR SCHOOLS ESPECIALLY DURING THE WORK WITH LEARNER PROFILE AND WHAT STUDENTS SHOULD HAVE LEAVING OUR SCHOOLS. 
          BUT I THINK AS YOU SAID WE WANT TO ENSURE WE ARE NOT STEERING STUDENTS INTO UNSPECIFIC PATHWAY BECAUSE REALITY IS WE HAVE STUDENTS WHO HAVE MULTIPLE PATHWAYS. 
          WE ALSO HAVE YES, AND STUDENTS WHO HAD POTENTIAL TO DO A DIPLOMA PATHWAY. SO WE WANT TO ENSURE EVERYBODY REALLY HAS AN OPPORTUNITY SO COLLEGE AND CAREER READINESS REQUIREMENT ALLOWS FOR THAT FLEXIBILITY FOR STUDENTS TRY TO TAKE VISUAL AND PERFORMING ARTS, TO TAKE THE COURSES THAT MEETS THERE A 3G REQUIREMENTS OF THE COURSES THAT ALLOW THEM TO 
          COMPLETE A CT PATHWAY. >> AND ASSUMING LET ME SEE. 
          ASSUMING WE DON'T GET RID OF HEALTH OR DOESN'T, THAT PART DOESN'T GET IMPLEMENT IT AND WE KEEP IT SEPARATE, I THINK IT WOULD BE BEST GRANTED FROM PERSONAL EXPERIENCE, IT WOULD BE BEST TO KEEP HEALTH OR SOMETHING TO DO IN THE SUMMER. 
          I DON'T HAVE SUMMERSIDE AS A BUT MAYFAIR WHEN I WAS A FRESHMAN WE HAD HEALTH FOR SUMMER SCHOOL BECAUSE I DID A PGO ENDOCRINE TO HEALTH AND SEMESTER SO WE HAD THE OPTION TO GET OUT OF THE WAY , AND I THINK THAT THAT'S AN IMPORTANT THING TO HAVE ESPECIALLY FOR AP STUDENTS BECAUSE I KNOW I'M MENTIONED AT STUDENT ADVISORY COUNCIL MEETING THAT YOU SAID THAT WE GOT RID OF IT IN ORDER TO, BECAUSE THERE'S SPACE IN THE YEAR BUT I THINK KEEPING AS A SUMMER CLASS THAT CONDENSED PERIOD GIVES THE SPACE YOU ARE YOU LOOKING FOR AFTER THE CLASS IS OVER. 
          BECAUSE ONE THING I NOTICED. I HAVE SEEN A PGO STUDENTS HAVE TO GO BACK AND TAKE HEALTH AND IT FEELS TO ME THEY ARE BEING HELD BACK WHEN THEY HAVE THAT SPACE OPEN FOR THE CLASSES. 
          >> SO I THINK WHAT THEY ARE EXPLAINING IS SO STUDENTS BACK WE ARE NOT ON THIS PERIOD SCHEDULE STUDENTS HAVE THE ABILITY TO TAKE OFF DURING SUMMER FOR ORIGINAL CREDIT BECAUSE THERE IS NO ROOM DURING THE SIX PERIOD SCHEDULE ESPECIALLY IF THEY TOOK AP HUMAN GEOGRAPHY DURING THE FRESHMAN YEAR, SO STUDENTS WOULD THEN HAVE TO TAKE THE COURSE DURING THE SUMMER. IF NOT TAKE IT DURING THEIR SENIOR YEAR WHICH THEN TOOK UP A SPACE DURING THEIR SENIOR YEAR TO TAKE OTHER COURSES AND THAT'S UNDER THE SIX PERIOD SCHEDULE. 
          SO WHEN WE MOVED TO A PERIOD SCHEDULE THERE'S MORE OPPORTUNITIES FOR STUDENTS TO TAKE ADDITIONAL CLASSES AND SO HEALTH THAN STOPPED BEING OFFERED DURING SUMMER SCHOOL BECAUSE NOW ESSENTIALLY WE WERE OFFERING HEALTH DURING THE SUMMER BECAUSE STUDENTS DIDN'T HAVE SPACE IN THEIR SCHEDULE DURING THE YEAR SO NOW THAT STUDENTS HAVE THE ABILITY TO TAKE HEALTH DURING THE SCHOOL YEAR BECAUSE OF EIGHT PERIOD SCHEDULE THAT'S A RECENT WAS NO LONGER OFFERED DURING SUMMER SCHOOL. BUT THAT COULD BE SOMETHING THAT COULD BE REVISITED IN TERMS OF FUTURE PROGRAMMING FOR SUMMER. 
          >> SAME WITH ECON IF THAT'S THE THING. 
          IT WOULD BE NICE TO GET THAT OUT OF THE WAY AS WELL TO HAVE MORE SPACE IN SENIOR YEAR. WHAT ELSE? I HAVE A FEW THINGS HERE. WHEN IT COMES TO THE ADDITIONAL 
          [02:10:01]
YEAR OF MATH, WHAT TYPE OF MATH CHANGES ARE YOU PROPOSING? BECAUSE I HEARD ABOUT BEEFING UP BUSINESS MATH AND I THINK THAT'S VERY IMPORTANT ESPECIALLY TO CHANGE IT TO A PERSONAL FINANCE BECAUSE THAT SOMETHING THAT WOULD HELP IN THE LONG RUN. 
          SO IT TYPE OF CHANGE YOU PROPOSING OTHER THAN THAT? 
          >> PRESENTLY THERE IS A LOT OF ADVANCED, SUMMIT FENCING COLLEGE PREP COURSES IN OUR HIGH SCHOOLS. 
          SO AT BOTH HIGH SCHOOLS THEY OFFER COMPUTER SCIENCE. 
          THERE'S ALSO STATISTICS AND ALSO ALL OF THE ADVANCED COURSEWORK SO AP CALCULUS AP CREEK CALCULUS. 
          MATH ANALYSIS, SO THERE'S A HOST OF THIRD-YEAR ELECTIVE OPTIONS. 
          THE AREA WE ALSO NEED TO LOOK AT CYCLE THAT ARE BRIEFLY IN THE PRESENTATION,  HIS WORK NEEDS TO BE DONE ALSO TEACHERS IN DEVELOPING ADDITIONAL THIRD-YEAR MATH COURSES THAT ARE ELECTIVE MATH COURSES. AND SO THERE'S BEEN CONVERSATIONS ABOUT CREATING COURSES THAT ARE ALIGNED TO CAREER PATHWAYS. THAT WAY ESSENTIALLY STUDENTS ARE PREPARED FOR SOME OF THOSE ADVANCED TECHNICAL CTE PATHWAYS. 
          SO THAT'S AN OPPORTUNITY FOR US TO CREATE THOSE COURSES SO STUDENTS CAN TAKE THEM AS A THIRD-YEAR OR AS A FOURTH-YEAR BECAUSE THEY CAN NOISE TAKE THEM AS WELL DURING HER SENIOR YEAR. 
          >> AND THEN IN TERMS OF CCR BLOCK ANOTHER THING IS FOCUSING ON SOMETHING A LOT OF PEOPLE HAVE VOICED. 
          I THINK THE MAIN THING I WANT TO SAY BECAUSE WHEN I LOOK AT CCR BLOCK AND HOW WE DUMPED FOREIGN-LANGUAGE MCT ALL-IN-ONE BOX, THE MAIN WITH THAT COMES TO MY MIND IS POLE, BECAUSE I THINK THERE'S PEOPLE THAT ARE JUST COME TO HAVE THAT CHECKBOX MIND-SET OF LET ME DO THIS CLASS AND GET AWAY. 
          FOR ME DO THIS AND THAT. EVEN THOUGH WE HAVE THE REQUIREMENT THAT WHEN THESE FOREIGN LANGUAGE I FEEL IT BUNCHING TOGETHER JUST ENFORCES THAT KIND OF CHECKBOX MIND-SET. 
          LET ME DO THIS TO GET IT OUT OF THE WAY VERSUS LET ME DO THIS TO ACTUALLY ENJOY THE CLASS. I FEEL THAT'S ANOTHER-- I JUST WANTED TO VOICE MY OPINION KEEPING ITS EFFORTS. 
          I THINK THAT'S VALUABLE FEEDBACK FOR US TO TAKE AND REALLY LOOK AT THAT REQUIREMENT AND SEE IF WE SPLIT IT UP AND WHAT THAT LOOKS LIKE. THAT'S BASICALLY ALL I WANTED TO SAY BECAUSE EVEN THOUGH I AM IN AP KILLER HAVE TAKEN TO ALUMINUM. ONE IMPORTANT THING WE HAVE TO LOOK AT HIS APPEALING TO THE EVERYMAN BECAUSE WE WANT TO APPEAL TO THE MODERN. OBVIOUSLY PEOPLE WILL BE AHEAD SOME PEOPLE BEHIND BUT IT'S NICE TO START AT THAT MIDDLE LINE AND SEE WHAT WE CAN BUILD OR MAY BECOME BACK TO GET THOSE THAT 
          NEED SUPPORT. >> ABSOLUTELY. 
          >> I'M GOING TO ASK A FEW QUICK ONES. 
          FINANCIAL LITERACY IS AS OFFICER YEARLONG OR SEMESTER? 
          >> THE REQUIREMENT IS A SEMESTER. 
          >> AT SENDZIK WE WOULD NEED A LOT OF MATH CLASSES THAT ARE SEMESTER CLASSES BECAUSE THEY WILL HAVE TO TAKE THAT 
          EVENTUALLY. >> THE REQUIREMENT CALLS FOR AT LEAST A SEMESTER OF PERSONAL FINANCE, BUT WHEN IT COMES TO, SO THERE WILL BE A SEMESTER LONG ELECTIVE SO THAT STUDENTS ARE ABLE TO TAKE THAT COURSE. HOWEVER, THERE WILL POTENTIALLY BE YEARLONG OFFERINGS. SO BECAUSE SOMETIMES WHEN HE CREATES MR. ELECTIVE IT MAKES IT DIFFICULT ON THE SCHEDULE BECAUSE WE HAVE TO CREATE OTHER SEMESTER ELECTIVES TO MATCH THEM UP. SO THAT'S ONE OF THE CHALLENGES WHEN WE ARE LOOKING AT SCHEDULING AND THE MASTER SCHEDULE. SO WE WILL HAVE A MIX. 
          WE ALSO HAVE THE OPPORTUNITY TO BUILD A YEARLONG COURSE WHICH THAT'S WHAT THE BUSINESS MATH THE CURRENT BUSINESS MATH MODEL IS. AND SO WE ARE LOOKING AT CREATING THAT COURSES YEARLONG COURSE BUT ALSO HAVING SEMESTER COURSE IN THAT WAY STUDENTS JUST WANT TO TAKE THE REQUIREMENT HAVE THE ABILITY TO COMPLETE THE REQUIREMENTS WITHIN THE SEMESTER 
          >> ETHNIC STUDY WILL BE YEARLONG OR SEMESTER? 
          >> SO CURRENTLY HAVE BOTH OPTIONS. 
          SO THE ONLY ONES ARE BEING OFFERED PRESENTLY ARE THE YEARLONG OFFERINGS. BECAUSE THE SEMESTER OF COURSE WAS BEING BUILT STILL. THAT COURSE HAS SINCE BEEN APPROVED BY A 3G COURSE MANAGEMENT PORTAL SO TEACHERS WERE DEVELOPING CURRICULUM FOR THE SEMESTER ELECTIVE WE OFFER YEARLONG U.S. HISTORY ETHNIC STUDIES. 
          THERE'S YEARLONG AP AFRICAN AMERICAN STUDIES COURSE WHICH COUNTS AS ETHNIC STUDIES IN THE SEMESTER COURSE WHICH IS 
          [02:15:02]
FOUNDATIONS OF ETHNIC STUDIES. SO SIMILARLY WE CREATED A SEMESTER COURSE SINCE REQUIREMENT CALLS FOR SEMESTER OF ETHNIC STUDIES SO THAT WAY FOR STUDENTS WHO MAY NOT WANT TO TAKE A FULL YEAR OF ENGLISH TEN OR U.S. HISTORY WE HAVE THE ABILITY TO TAKE SEMESTER LONG AND THE REQUIREMENT. 
          >> THANK YOU. >> THANK YOU FOR THE PRESENTATION ANSWERING THE QUESTION SO FAR. 
          I KNOW THIS IS RATHER LENGTHY. BUT I DO HAVE A FEW QUESTIONS MYSELF. JUST TO KIND OF WRAP MY HEAD AROUND EVERYTHING BECAUSE THIS IS THE FIRST TIME WHERE WE SEE EVERYTHING PUT TOGETHER TO UNDERSTAND IT BETTER. 
          SO UNDERSTANDING THAT THIS BUCKET IS GOING TO GROW OPPORTUNITY FOR STUDENTS TO GIVE TO CHOOSE AND PICK. 
          AND I THINK THAT'S GREAT BUT I ALSO SEE THE DIFFICULTIES FOR STUDENTS AND COUNSELLORS FOR THE AMOUNT OF STUDENTS THEY HAVE TO DO THIS WITH. HOW DIFFICULT THIS MIGHT ACTUALLY BE IN THE LONG RUN SO I KNOW THIS IS OUR FIRST DISCUSSION. I DON'T EXPECT TO HAVE ALL THE ANSWERS RIGHT NOW. SO LET ME JUST GET TO A COUPLE OF MY QUESTIONS. SO KEEPING IN MIND THIS TRANSITION, THIS POSSIBLE CHANGE AND THINGS LIKE THAT. 
          WHAT SUPPORTS WILL BE IN PLACE TO ENSURE THAT ALL STUDENTS ESPECIALLY ENGLISH LEARNERS STUDENTS WITH DISABILITIES, AND THOSE THAT ALREADY NEED ADDITIONAL SUPPORTS CAN SUCCESSFULLY MEET THE INCREASED MATH SCIENCE AND COLLEGE CAREER READINESS REQUIREMENTS. COULD YOU, HAVE YOU ALL BEEN DISCUSSING THAT OR HAS EPIDEMICS, OR IS THAT SOMETHING THAT STILL NEEDS TO BE ADDRESSED BECAUSE I WOULD HATE, EUROS TALKING ABOUT OUR HIGH ACHIEVERS. 
          AND, YOU KNOW, MY HAT TIPS TO THOSE OVERACHIEVERS LOVE AND LIFE IN SCHOOL AND ALL THESE THINGS. 
          BUT WHEN IT COMES TO THE KIDS THAT NEED SUPPORT ALREADY WITH THE CHALLENGES OF STUDENTS WITH DISABILITIES, AND ENGLISH LEARNERS, THERE'S GAPS ALREADY THAT WE HAVE SEEN. 
          HOW ARE WE GOING TO ADDRESS THAT KNOWING THAT THESE ARE GOING TO 
          AFFECT THEM AS WELL. >> WE ARE NOT DEVIATING FROM THE PRACTICE SO THE ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES HAVE ALL BEEN SCHEDULED TO THIRD-YEAR MATH AND SCIENCE SO RIGHT NOW JUNIORS ARE TAKING ACTUALLY TAKE HER MATH AND SCIENCE. NINTH GRADE AND TENTH GRADE YEAR AND THERE ALSO TAKING THE COURSES IN THE 11TH GRADE YEAR AND THEY ALSO TAKE GIVEN A ADDITIONAL MATH OR SCIENCE IN THEIR SENIOR YEAR CURRENTLY. SO THIS REQUIREMENT REALLY AGAIN IS FORMALIZING THAT PRACTICE BECAUSE WE ARE CALLING OUT AND REQUIRING NOW THE THIRD YEAR OF MATH AND THIRD-YEAR SCIENCE SO IT'S ESSENTIALLY THE STUDENTS ARE ALREADY TAKING THOSE COURSES. WITH OUR STUDENTS WITH DISABILITIES DEPENDING ON PATHWAY THAT THEY ARE TAKING SPECIFICALLY OUR STUDENTS WERE RECEIVING SAI THE STUDENTS RATE TAKE I AM ONE OVER TWO YEARS, SO THAT THEY TAKE IT OVER THE NINTH AND TENTH GRADE. THEY ALSO TAKE I AM TO SOAR ABLE TO TAKE THOSE COURSES AND THEN THEY ALSO TAKE THE ABILITY TO TAKE ADDITIONAL MATH IF THAT'S WHAT THEY DO. 
          AND ABOUT SCHOOLS OR TAKE TAKE BUSINESS MATH IS AN OPTION. 
          AND SO THAT GOING BACK HAS BEEN THE PRACTICE. 
          SO THIS REQUIREMENT REALLY IS FORMALIZING THAT PRACTICE AND THAT SPEAKS AT THE SAME FOR ENGLISH LEARNERS. 
          ENGLISH LEARNERS ARE SCHEDULED SIMILARLY WITH NINTH, TENTH GRADE AND 11TH GRADE THEY TAKE MATH AND SCIENCE AND SENIOR YEAR THEY TAKE OTHER MATH OR SCIENCE. 
          WHEN IT COMES TO SUPPORTS REALLY THE NEW BELL SCHEDULE THE SCHOOLS ARE OPERATING ON THIS CURRENTLY ALLOWS THEM THE OPPORTUNITY TO HAVE THE SUPPORT CLASSES THAT THEY REQUIRE SO ELD COURSE AND STILL BE ABLE TO COMPLETE ALL OF THE OTHER OPPORTUNITIES THEY CAN TAKE PART IN THE VISUAL AND PERFORMING ARTS, CTE AND ANY OTHER ELECTIVES. 
          AND SO AS MENTIONED, IF ON THE SISTERING STUDENTS HAVE THE 
          [02:20:04]
ABILITY TO DO THAT AS WELL. HOWEVER, THE SCHEDULE REALLY CREATES COMPETITION AND STUDENTS WILL HAVE LESS OPPORTUNITY TO TAKE THOSE ADDITIONAL SUPPORT COURSES BUT CURRENTLY THEY ARE ABLE TO TAKE THOSE COURSES AND CREDIT RECOVERY AS WELL AS ADDITIONAL SUPPORT DURING THE DAY, SO WE ARE LOOKING AT 
          CONTINUING PRACTICES WELL. >> SO IS IT UP TO THE COUNCILLOR TO INFORM THE STUDENT THAT THE SUPPORT IS THERE OR IS THIS SOMETHING THAT STUDENTS, IS THIS ALREADY SOLIDIFIED AND WHAT WE HAVE CURRENTLY, SO IF WE ARE THINKING OF SOLIDIFYING THESE NEW CHANGES ARE WE GOING TO SOLIDIFY THE SUPPORTS THE COOLING WITH THESE CHANGES IS WHAT I'M ASKING ESSENTIALLY. 
          >> SO SCHOOLS ARE DOING A LOT OF WORK WITH IDENTIFYING STUDENTS FOR INTERVENTIONS THEY MAY NEED. WHETHER THAT IS MATH OR ELD STUDENTS HAVE ELD STORE COURSE THEY TAKE DURING SCHOOL DAY SO STUDENTS ARE REQUIRED TO TAKE THIS COURSE IS." STUDENTS ARE IDENTIFIED. ANYBODY WHO NEEDS ADDITIONAL SUPPORT LIKE STUDENTS WHO MAYBE NEED ADDITIONAL SUPPORT IN MATH FOR EXAMPLE ARE IDENTIFIED AT THE SITE. 
          THIS YEAR ONE OF THE SITES AT MAYFAIR THEY DEVELOPED THE PILOT DURING THE SECOND SEMESTER TO PROVIDE MASSIVE WORK SO IDENTIFIED STUDENTS WHO NEEDED ADDITIONAL MATH SUPPORT SO THEY EMBED THAT COURSE IN THEIR SCHEDULE DURING THE SCHOOL DAY. 
          THEY'RE LOOKING AT EMBEDDING AND CONTINUING THAT PRACTICE NEXT YEAR BY IDENTIFYING STUDENTS WHO NEED THE ADDITIONAL SUPPORT AND INCLUDING THAT COURSE SCHEDULE FOR NEXT SCHOOL YEAR. 
          SO IT ALLOWS THEM TO BE ABLE TO GET THAT HELP AND ADDRESS THE 
          NEEDS THAT THEY HAVE. >> OKAY THANK YOU. 
          I THINK ALSO YOU'RE TALKING ABOUT ALL THESE CHANGES AND THEN WE ARE TRAINED TO BLEND IN, REMOVE, MAKE SHORT FROM YEAR TO A SEMESTER AND THINGS LIKE THAT, RATE, DISCOURSES. 
          SO I GUESS HAVE THERE BEEN DISCUSSION OF HOW WE ARE TRULY MEASURING WHETHER THIS CHANGE IS GOING TO BE EFFECTIVE FOR OUR STUDENTS WERE NOT IN THE LONG-TERM? SO WE ARE ALWAYS CHANGING. YOU SAID IT YOURSELF. 
          WE WENT FROM SIX PERIODS TO EIGHT PERIODS. 
          BUT ARE WE GOING TO TRULY IMPROVE, IF WE ARE TALKING ABOUT STUDENT READINESS AND NOT JUST GRADUATION RATES, NOT JUST COLLEGE ACCESS CAREER PATHS AND LONG TERM SUCCESS, HOW ARE WE AS A DISTRICT ON TO MEASURE SUCCESS OF OUR STUDENTS IF WE MAKE THIS CHANGE AGAIN BECAUSE I JUST FEEL LIKE-- AND I KNOW EVERYBODY IS BOMBARDED WITH DATA OR ANYBODY THING FOR ME WHEN WE MAKE A CHANGE THERE SHOULD BE A VISUAL WAY TO CAPTURE IF THIS IS EFFECTIVE OR NOT FOR STUDENTS BECAUSE IF IT'S NOT WE SHOULD BE READY TO PAY THE, AND I FEEL LIKE ANOTHER CHOICES, OTHER PROGRAMS THAT WE HAVE MADE WE HAVEN'T BEEN SO READY, SO I THINK UNDERSTANDING THIS IS JUST THE BEGINNING AND WE STILL HAVE A LOT TO GO AND THIS WON'T BE EFFECTIVE INSTANTANEOUSLY. 
          I UNDERSTAND THAT. BUT I WOULD HATE FOR ALL OF OUR TEACHERS TO MAKE A CHANGE. OUT HERE FOR ALL THESE GROUPS AND PEOPLE TO SIT AND REALLY TRY TO IRON OUT CERTAIN CURRICULUM AND HOW TO PIECE TOGETHER OTHER CURRICULUM AND THEN TO FIND OUT IS JUST NOT EFFECTIVE FOR OUR STUDENTS. 
          AND IT'S NOT EFFECTIVE FOR OUR TEACHERS HAVING TO NEEDLE IN OR BLEND IN OTHER TOPICS TO WHAT IS ALREADY IN A LOT OF CASES A ROBUST SYLLABUS DURING THE YEAR. SO HOW ARE WE AS A THAT WILL CONTINUE TO MONITOR THINK TO ENSURE THAT WE ARE MEETING THESE METRICS. OF THE CONDITION WE'VE DONE A LOT OF INVESTMENT IN COUNSELLING PRACTICES AND COUNSELLING PROFESSIONAL DEVELOPMENT TO DEVELOP SYSTEMS TO BE ABLE TO MONITOR STUDENT PROGRESS AND IF THEY ARE ON TARGET FOR GRADUATION, A 3G, FOR CTE, THE EXACT THAT. 
          I THINK THIS WERE THE CALLS FOR US TO BE ABLE TO DO THAT TO BE ABLE TO CONTINUE BUILDING THE SYSTEMS AND MONITORING, TO 
          [02:25:02]
ENSURE THAT STUDENTS ARE ON TRACK. 
          AS MENTIONED BEFORE I DELETE THIS IS THE CHANGES ARE BRIDGE THAT GAP BETWEEN GRADUATION RATE AND A 3G OR CTE AND CT COMPLETION, AND IDEALLY WE SHOULD SEE ALL OF THOSE RATES REALLY INCREASE. INTENTIONAL PROGRAMMING INTENTIONAL CONVERSATIONS WITH COUNSELLORS AND MONITORING, YOU KNOW, MONITORING AND MAKING SURE YOU'RE ACTING ON THAT DATA TO ENSURE STUDENTS ARE MEETING THOSE METRICS. 
          >> THANK YOU. I HAVE MORE QUESTIONS BUT I'M COMFORTABLE LETTING THOSE GO BECAUSE THIS IS OUR FIRST DISCUSSION ON THE TOPIC AND SO I'M GOING TO ASSUME WE WILL HAVE 
          MORE. >> I JUST HAD ONE QUICK QUESTION. WHERE IS IT? ACTUALLY I JUST REMEMBERED. SINCE WE'RE TRAINED TO LOWER SAMIRA LAMRANI'S TO SEMESTER CLASSES HOW WOULD THAT AFFECT THE PACING OF THE AP STUDENTS THAT WANT YEARLONG. 
          AP GULF IS ALREADY A YEARLONG BUT WANT TO MOVE BACK UP TO SEMESTER. HOW WOULD THAT CHANGE THINGS? 
          >> FOR AP GO, AP COURSES ARE UNIQUE WHERE THEY ARE ABLE TO BE OFFERED FOR FULL YEAR. TALKING AP HUMAN GEOGRAPHY. 
          EVEN THOUGH REQUIREMENT CALLS FOR SEMESTER IF THAT COURSES YEARLONG COURSE. AND SO WE OFFER THE YEARLONG AP HUMAN GEOGRAPHY COURSE. SIMILARLY AP GOVERNMENT CAN CONTINUE TO BE OFFERED FOR FULL YEAR SO STUDENTS TAKING THE COURSE CAN STILL TAKE IT OVER THE FULL YEAR TO ENSURE THEIR 
          SUCCESSFUL FOR THE AP EXAM. >> I GET THAT BUT HOW WOULD THAT 
          AFFECT THE STUDENT SCHEDULEWISE? >> IN TERMS OF TAKING THE FULL COURSE? ESSENTIALLY, OBVIOUSLY THE COURSE WOULD BE, THEY WOULD BE PROGRAMMED. 
          SO ACTUALLY WOULD CHANGE ANYTHING DRASTICALLY FROM WHAT THE CURRENT PRACTICE IS BECAUSE STUDENTS HAVE TO TAKE THE SEMESTER OF ECON AS WELL. SO THEY HAVE THAT COURSE THAT THEY ALSO NEED TO TAKE. AND EVENTUALLY THEY WILL HAVE TO ALSO LIKE A POTENTIALLY EITHER FILL THAT GAP WITH ETHNIC STUDIES AS THE ADDITIONAL REQUIREMENT IF THEY NEED TO TAKE THAT STILL, OR ANY OTHER COURSES LIKE THE PERSONAL FINANCE WHICH CAN EMBEDDED INSTEAD OF ECON. THERE'S STILL OPPORTUNITIES FOR STUDENTS TO GO TO TAKE TWO COURSES THAT ARE TOGETHER. 
          OF THIS ONE OF THE CHALLENGES WITH THE SEMESTER COURSES THAT WE ALWAYS HAVE TO ENSURE THAT THERE IS A SECOND SEMESTER COURSE STUDENTS CAN TAKE SO THAT WAY THERE'S NOT ANY GAPS 
          SCHEDULES. >> THANK YOU. 
          >> THANK YOU BOARD PRESIDENT GARS. 
          SO FOR EXAMPLE, WE ARE GOING TO DO THREE YEARS OF MATH. 
          THAT'S WHAT'S PROPOSED. SO A KID CAN DO, A STUDENT CAN DO INTEGRATED MAPS ONE AND TWO, AND THEN THE ADDITIONAL MATH THAT WE WANT TO PROPOSE, THAT WOULD RECOVER PERSONAL-FINANCE 
          AND BUSINESS MATH. >> POTENTIALLY THOSE COULD BE COURSES THEY CAN TAKE. ANY OTHER NEW COURSES THAT TO 
          GET DEVELOPED OR INCORPORATED. >> WITHIN MATH. 
          >> THAT WOULD BE A SEMESTER OR FULL YEAR? 
          >> FULL YEAR. >> FULL YEAR OF PERSONAL-FINANCE 
          OR A FULL YEAR OF BUSINESS MATH. >> SO WE ARE LOOKING AT UPGRADING THE BUSINESS MATH INTO THE PERSONAL-FINANCE. 
          WRITTEN A BUSINESS MATH IS BASICALLY AN OLDER MODEL OF PERSONAL-FINANCE. SCENARIO LOOK AT MAKING THAT 
          COURSE MORE ROBUST. >> SO YOU WILL COMBINE THE TWO 
          TO MAKE IT A 30-YEAR. >> CORRECT. 
          THAT WOULD BE A 30-YEAR ELECTIVE MATH OPTION THEY HAVE THE 
          ABILITY TO TAKE. >> AND THEN FOR SCIENCE THAT YOU WANT TO PUT HEALTH IN. YOU HAVE ONE YEAR OF BIOLOGY, ONE YEAR OF BIOLOGY, ONE YEAR CHEMISTRY, AND AN ADDITIONAL YEAR OF SCIENCE. WHICH WOULD BE A SEMESTER OF HEALTH, RIGHT? ONE SEMESTER OF HEALTH. 
          BECAUSE YOU WANT TO PUT IT IN SCIENCE. 
          >> IT WILL BE INCORPORATING THE HEALTH STANDARDS INTO THE YEARLONG BIOLOGY COURSE. THAT'S WHAT THE CURRENT PROPOSAL IS IS TO INCORPORATE ELEMENTS OF THE HEALTH COURSE AND STANDARDS 
          INTO THE BIOLOGY CURRICULUM. >> JUST WORK WITH ME. 
          BECAUSE BIOLOGY AND HEALTH, YEAH, IT WAS DIFFERENT FOR ME. 
          I MEAN, I'M NOT THAT OLD. BUT ANYWAY. 
          ANYWAY. I DID GOOD WITH MATH. 
          BUT I'M TRYING-- >> FOR ADDITIONAL COURSES IN 
          [02:30:06]
SCIENCE SO STUDENTS CAN HAVE MULTIPLE OPPORTUNITIES IN SCIENCE. SO HAVE CRIMINAL, FORENSIC SCIENCE, ENVIRONMENTAL SCIENCE, ANATOMY, HONOURS ANATOMY. 
          THEY ALSO HAVE THIS SUITE OF AP COURSES SO AP ENVIRONMENT, AP BIOLOGY, AP PHYSICS. THEY HAVE THE ABILITY TO TAKE COLLEGE PREP PHYSICS. SCIENCE IS WELL-EQUIPPED WITH THIRD-YEAR SCIENCE COURSES GOING BACK TO BECAUSE IT'S BEEN A PRACTICE. STUDENTS HAVE BEEN SCHEDULED INTO A THIRD-YEAR SCIENCE ALREADY AND SO THE SCHOOLS ALREADY HAVE THOSE COURSES CREATED AND IT'S BEING INCREMENTED SO GONE WE ARE JUST FORMALIZING THAT AS A 
          REQUIREMENT. >> BUTKER THOSE COURSES ALSO THE 
          AND ELECTIVE? >> YES. 
          BUT HEALTH IS MANDATORY. WE HAVE TO HAVE HEALTH CLASS, 
          RIGHT? >> AND YOU WANT TO INTEGRATE. 
          I'M TRYING TO KEEP IT SEPARATE. JUST SAYING. 
          GOT TO GO DOWN THAT PATH. SOME JUST SAYING THOSE OTHER ONES, I JUST WANT TO BE CLEAR AND DEFINED. 
          THAT'S WHAT I'M WORKING ON. BUT I'LL GO DOWN THAT ROAD AND WILL HAVE MORE DISCUSSIONS. AND ETHNIC STUDIES, IS THAT A 
          YEAR OR A SEMESTER? >> CURRENTLY HAVE BOTH OPTIONS, YEARLONG COURSES AND THEN ALSO SEMESTER COURSE THAT WILL BE ROLLING OUT NEXT SCHOOL YEAR. CURRENTLY WE ARE OFFERING ENGLISH TEN ETHNIC, U.S. HISTORY AND THOSE ARE BOTH FOUR-YEAR COURSES AND THOSE ARE CURRENTLY BEING OFFERED AT BOTH SCHOOLS. 
          >> OKAY. SO YOU WILL LET US KNOW ALL ABOUT THESE COURSES BECAUSE I WANT TO SEE THEM. 
          I GOT A LOT OF EYES. I NEED VISUAL. 
          THANK YOU SO MUCH. MORE QUESTIONS SKIN PLEASE ANSWER QUICKLY TO SAVE ME FROM MY COLLEAGUES GETTING ANGRY. 
          JUST FOR THE QUICKLY. I KNOW YOU SAID YOU PLAN TO BRING TEACHERS AND STAFF TOGETHER. 
          HOW DO YOU PLAN TO DO THIS AND WILL STUDENTS BE SURVEYED? 
          >> SO TEACHERS, IN TERMS OF JUST USING THE APPROACH THAT WE DID LAST YEAR AND THIS YEAR, SO BROUGHT TEACHERS TOGETHER INTERESTED IN TEACHING COURSES. LAST YEAR SPECIFICALLY ETHNIC STUDIES. WHO IS INTERESTED IN TEACHING ITS COARSEST TO COME TOGETHER. 'S ONE OF THE REQUIREMENTS WAS WE NEEDED TO WORK TOGETHER BETWEEN THE SCHOOLS AND SO WE GOT REPRESENTATIVES FROM MAYFAIR, BELLFLOWER, SOMERSET AND LOSS FOR HIS. THEY CAME AT THROUGHOUT THE YEAR, LOOKED AT VARIOUS COURSES AND THEN MODELLED TO THEM. 
          FOR SABALLY LUCA D'AMATO CURRICULUM AND THEN THEY MODELLED THE COURSES, ADAPTED AS NEEDED TO MEET OBVIOUSLY OUR NEEDS AND WHAT WE WANTED TO COVER AS A SCHOOL. 
          THEN WE SUBMITTED THE COURSES FOR APPROVAL. 
          THE SCHOOL YEAR WE BROUGHT THEM TOGETHER BACK, THE ENGLISH TEN TEAM ENGLISH TEN ETHNIC STUDIES TEAM CAN. 
          U.S. HISTORY ETHNIC STUDIES TEAM CAN, CONDITION OF ETHNIC STUDIES TEAM CAME. SO THEY WERE GIVEN TIME, RELEASE TIME TO BE ABLE TO DEVELOP CURRICULUM. 
          SO WE ARE LOOKING AT DOING SOMETHING SIMILAR. 
          SO FOR THE PERSONAL-FINANCE COURSE GETTING A TEAM TOGETHER FROM EACH OF THE SCHOOLS TO COME TOGETHER TO BUILD THOSE COURSES. 
          >> YOU ARE AMAZING AND ANSWERING EVERYTHING PERFECT. 
          BUT I THINK-- >> AND THE STUDENT PART. 
          >> I HAVEN'T ASKED IT QUICKLY. I UNDERSTAND CURRICULUM DESIGNING AND BRINGING TEACHERS. I THINK I'M ASKING MORE THESE TEACHERS ARE HEARING FROM CACTUS INPUT ON WHAT TEACHERS THINK ABOUT, YOU KNOW, THIS PRESENTATION PRESENTATIONAL THINGS LIKE THAT. THAT'S WHAT I'M ASKING. 
          >> SO THAT'S ACTUALLY WHAT WE'RE DOING DOING. 
          SO ON MONDAY THIS PAST MONDAY PRESENTED TO THE SCHOOL LEADERSHIP TEAM SO MET WITH DEPARTMENT CHAIRS AND ALL THOSE INDIVIDUALS. THEN THEY'RE GOING BACK TO THEIR DEPARTMENTS AND HAVING CONVERSATIONS ABOUT IT. 
          THEY'RE ALSO COLLECTING FEEDBACK FROM THEIR COLLEAGUES, DEPARTMENT MEMBERS. THEY HAVE THE OPPORTUNITY TO ALSO SHARE FEEDBACK. JUST ABOUT UPDATED REQUIREMENTS, STRENGTHS WE SHOULD CONTINUE TO CONSIDER, REFINEMENTS NEEDED, CHALLENGES PRESENT SO THAT WAY IT INFORMS HER NEXT STEPS. 
          SIMILARLY I WILL BE TALKING TO STUDENTS SO MEETING WITH STUDENT ADVISORY GROUPS AT EACH SAIT AS WELL AS CABINETS TO GET THEIR INPUT ON THAT SO AS FOCUS GROUPS CAN BE ABLE TO AGAIN CREATE A BROADER, GATHER BROADER FEEDBACK TO INFORM OUR NEXT STEPS. 
          >> HOW MANY STUDENTS ARE IN THOSE GROUPS APPROXIMATELY? I JUST WANT TO GET A LOT OF IMPORT. 
          I SHOULD STOP ASKING QUESTIONS AND SEE HOW I FEEL. 
          I WOULD LIKE TO SEE A LOT OF TEACHERS ASKED ABOUT THINGS LIKE THIS. AS A TEACHER I CAN SIT HERE AND PLAY AROUND WITH THIS AND SALE OF WHOEVER MADE THIS CHART. 
          [02:35:02]
WORLD LANGUAGE YEAR, VISUAL PERFORMANCE ART, MAYBE DIFFERENTIATION INSTEAD OF THREE, TWO AND TO HAVE AND ADD HEALTH FIRST MR.. MY HOPE IS YOU BRING ASSUMPTIONS WHEN YOU BRING THIS BACK. WORK IF YOU CURATE NOW THAT HEALTH IS MAYBE WE ARE VERY ADAMANT ABOUT HAVING SEMESTER OF HEALTH, BRING US AN OPTION THAT INCLUDES THE GIVE US A VARIETY AND THEN FEEDBACK FROM OUR TEACHERS AND COMMUNITY. 
          THAT'S WHAT I'M HOPING FOR IF I HAVEN'T SAID THAT. 
          [APPLAUSE] AND I'M GOING TO JUST STOP THERE. THANK YOU. 
          >> ANYONE ELSE? >> I DO HAVE QUESTIONS AS WELL. 
          SO MY FIRST QUESTION IS GOING TO GO TOWARDS DUAL IMMERSION. 
          RIGHT NOW WHAT IS THE CURRENT PROCESS OR COURSES THAT ARE OFFERED TO DUAL IMMERSION STUDENTS WITH REGARDS TO WORLD 
          LANGUAGES? >> ARE YOU TALKING DRINK IN 
          HIGH SCHOOL THROUGH 12TH GRADE >> YES THAT CURRENTLY TAKEN SIX, SEVEN YEARS ON ANOTHER LANGUAGE. SO WHAT IS GOING TO BE DONE FOR 
          THEM? >> CURRENTLY THE PATH WHERE STUDENTS ARE TAKING, THEY TAKE ADDITIONAL WORLD LANGUAGE COURSES TO MEET SYLLABI LITERACY. 
          STUDENTS END UP TAKING-- A LOT OF THE STUDENTS THAT STUDENTS THAT COMING FROM DUAL IMMERSION TAKE WORLD LANGUAGE DURING SEVENTH AND EIGHTH GRADE THERE SO CONTINUE THE PATHWAY IN HIGH SCHOOL. THAT WAY THEY COMPLETE THE THIRD AND FOURTH YEAR SOLARTE TAKE AP SPANISH. 
          THAT ALLOWS THEM TO COMPLETE THE FOUR YOUR COURSE OF STUDY WORLD LANGUAGE WHICH MAKES THEM ELIGIBLE FOR THE SEAL OF BY LITERACY. CURRENTLY THOSE ARE THE COURSES THE STUDENTS TAKE. THERE AREN'T ANY OTHER DUAL IMMERSION COURSES SPECIFICALLY IN THE NINTH AND TENTH GRADE IN OTHER SUBJECT AREAS BECAUSE THEY GO UP TO EIGHTH GRADE. 
          WE'RE IN THE PROCESS OF HAVING CONVERSATIONS, WE HAVE HAD CONVERSATIONS WITH THE MIDDLE SCHOOL DUAL IMMERSION TEACHERS AND THE STAFF AT MAYFAIR AND MAKING DUAL IMMERSION PROGRAM MORE ROBUST BY OFFERING DUAL ENROLMENT OPPORTUNITIES. 
          SIMILAR TO OTHER DISTRICTS. SO BY INCORPORATING COLLEGE-LEVEL SPANISH COURSE EXPENSE COURSES WE HAVE ENGAGED REALLY CONVERSATIONS ABOUT OFFERING THOSE COURSES INTEGRATING THEM IN MIDDLE SCHOOL, ALLOWING THEM TO BE ABLE TO TAKE THOSE DUAL ENROLMENT COURSES THAT WOULD FALL IN LINE 
          WITH DUAL IMMERSION. >> CURRENTLY THEY HAVE TO TAKE AN ADDITIONAL TWO YEARS TO MEET THAT REQUIREMENT? 
          >> CORRECT. IN ORDER TO MEET THE SEAL OF BY LITERACY REQUIREMENT STUDENTS NEED TO COMPLETE FOUR YOUR COURSE OF STUDY. IN THE WORLD LANGUAGE. 
          >> OKAY. I'M GLAD YOU SPOKE ABOUT THE TIMELINE BECAUSE I WAS ALSO CONFUSED A LITTLE BIT ABOUT WHEN THIS IS GOING TO TAKE PLACE. BUT WITHOUT I'M GOING TO ASK THAT WE PLEASE HAVE SOME DETAILED MOCK SCHEDULES THAT CAN BE PRESENTED TO THE BOARD SO WE UNDERSTAND WHERE ALL THESE COURSES ARE GOING TO BE EMBEDDED. 
          ALSO AM VERY CURIOUS TO SEE HOW WE ARE GOING TO MEET ALL THESE REQUIREMENTS. AND A LITTLE CONCERNED THAT NOT FULLY CONCERNED BUT A LITTLE CONCERNED WE ARE GOING TO BE EMBEDDING ALL THESE COURSES BUT MAYBE NOT HAVING ALL THE STANDARDS. ALSO ADDRESSED. 
          SO I THINK YOU HAVE A FULL BOARD WHO NEEDS TO SEE THAT. 
          SO IF WE CAN GET SOME TYPE OF MOCK SCHEDULES, PLEASE AS TO HOW 
          THAT CAN BE DONE. >> SURE SPINCO NOT SURE IF IT WILL BE POSSIBLE TO BEFORE OUR JUNE DEADLINE. 
          BECAUSE THAT'S WHERE WE'RE GOING TO BE APPROVING THE BOARD POLICY AND AR. SO WE WOULD LOVE TO SEE THAT 
          BEFORE THEN. >> SURE. 
          >> IT WOULD BE, YOU KNOW, GIVES THE ABILITY TO GET MORE INFORMED 
          DECISION. >> ABSOLUTELY. 
          WE WILL WORK ON DEVELOPING SOME MOCK SCHEDULES. 
          THAT WAS THE INTENTION BEHIND HAVING THE ONE SLIDE AND ASK HIM TO LOOK DIFFERENT FOR EVERY STUDENT BECAUSE EVERY STUDENT IS DIFFERENT, TAKES DIFFERENT PATHWAYS BUT WE CAN DEFINITELY DEVELOP A MOCK SCHEDULE FOR DUAL ENROLMENT CAMPER SOMEONE WHO DOES CTV, SOMEONE WHO DOES APN DOLLARS THOSE. 
          WE CAN DEFINITELY WORK ON THOSE. >> ABSOLUTELY. 
          THANK YOU SO MUCH. AND THEN ALSO MY OTHER QUESTION IS IF WE GO TO, YOU HAVE AN EXAMPLE OF AN EIGHT. 
          SCHEDULE AND SIX PERIOD SCHEDULE. 
          SO CAN YOU GIVE ME CLARITY AROUND IF WE GO TO A SIX PERIOD SCHEDULE WOULD STUDENTS BE ABLE TO HAVE THE EXTRA SUPPORTS THAT 
          [02:40:06]
          THEY NEED AS BOARD MEMBERS? >> SO STUDENTS WOULD STILL BE ABLE TO HAVE THE SUPPORT COURSES. 
          SPECIFICALLY ELD THEY WOULD BE REQUIRED TO TAKE THOSE COURSES SO THEY WOULD HAVE TO, SO THEY WOULD BE PART OF THE SCHEDULE JUST LIKE THEY WERE IN THE PAST. IT WOULD JUST PUSH THE ABILITY FOR STUDENTS TO TAKE ADDITIONAL COURSES UNTIL THEIR LATER YEARS WHEN THE SCHEDULE OPENS UP A LITTLE BIT MORE SO 11TH AND 12 GRADE. SO SIX PERIOD SCHEDULE REALLY CREATES KIND OF COMPETITION AND JUST SOME TIGHT NICE FOR STUDENTS TO COMPLETE THEIR REQUIREMENTS AND GAIN ADDITIONAL SUPPORTS. BUT THERE'S WAYS OF ADDRESSING THAT AND STILL PROVIDE SUPPORTS FOR STUDENTS WHETHER ZERO PERIOD, SEVEN PERIOD ALL THOSE OTHER OPTIONS. 
          >> I AND TO HOLD YOU TO THIS BUT WOULD YOU RECOMMEND MAYBE IN A PERIOD SCHEDULE IS A BETTER FIT FOR OUR STUDENTS GOING FORWARD IF WE ARE GOING TO REQUIRE ALL THESE COURSES? 
          >> AN ALTERNATIVE SCHEDULE THAT ALLOWS FOR OPPORTUNITIES FOR STUDENTS TO BE ABLE TO COMPLETE ALL THE BULL REQUIREMENTS WITHOUT, YOU KNOW, THE COMPETITION TO BE ABLE TO CREATE ACCESS AND OPPORTUNITIES FOR STUDENTS WOULD BE HELPFUL. 
          THAT WAY STUDENTS ARE ABLE TO REMEDIATE GRADES, AT THE ADDITIONAL SUPPORT THAT THE NEED WITHIN THE SCHOOL DAY. 
          I THINK THAT IS IMPORTANT. >> AND I THINK A LOT OF MY QUESTIONS WERE ANSWERED WITH QUESTIONS MY COLLEAGUES ASKED. 
          BUT ONE OTHER QUESTION I DO HAVE THAT IT GOES REALLY IMPORTANT AS YOU GO FORWARD IS CORRECT WE HAVE CURRENTLY THE TEACHERS ON OUR STAFF TO BE ABLE TO GIVE THESE COURSES? 
          >> YES, WE HAVE SO WE HAVE STAFFING THAT CURRENTLY CAN TEACH THESE COURSES. SO JUST THINKING TO SOME OF THE OPTIONS WERE ONBOARDING FOR NEXT? OR SO WE ARE INCORPORATING AP CYBERSECURITY IS IN COURSE AT BOTH SITES. SO THAT HAS BEEN PLUMMETED AND INCORPORATED INTO RCT SOFTWARE AND SYSTEMS DEVELOPMENT PATHWAY, SO LOOKING AT WHAT CREDENTIALS AND STRENGTHS ARE TEACHERS EARLY HAVE AND SOME TEACHERS WHO ALSO -- WE ARE ONBOARDING AP SEMINAR COURSE AT MAYFAIR HIGH SCHOOL NEXT YOU WILL YOUR SO THERE ARE TEACHERS WERE ABLE TO TAKE, CHEESE COURSES EDITION. 
          TAPPING INTO JUST, YOU KNOW, THE DESIRE TO TEACH THESE COURSES SO WITH ETHNIC STUDIES FOR EXAMPLE RATHER THAN JUST SELECTING SOMEONE TO TEACH IT, WE ASKED TEACHERS WHO IS INTERESTED IN TEACHING THIS COURSE AND WHO'S WILLING TO DO THE WORK BECAUSE THERE'S SOME WORK MINE BUILDING THESE COURSES AND THERE WERE PEOPLE WHO STEPPED UP TO TEACH THE COURSES. 
          AND SO SIMILARLY FRAMING COURSES, WE SHOULD HAVE TEACHERS THAT ARE INTERESTED IN AND THERE'S A DIRE DESIRE TO ADD INCREASED MATH COURSES AND CONTINUED TEACHING SCIENCE 
          COURSES THAT WE HAVE CURRENTLY. >> AND WE HAVE ENOUGH OF THE 
          MATH OFFERINGS FOR STUDENTS? >> WE DO HAVE ENOUGH MATH OFFERINGS. HOWEVER, WE THINK WE COULD DO BETTER JOB OF CREATING ADDITIONAL MATH ELECTIVES AND MORE FOR JUST HER GENERAL COLLEGE PREP STUDENTS AND JUST GENERAL STUDENT POPULATION, SO THAT SOME OF THE WORK SIMILAR TO WHAT SCIENCE TRULY HAS WITH ANATOMY FORENSIC SCIENCE CRIMINALISTICS AND ALL THE OTHER SCIENCE COURSES. 
          WE LOOK TO ENGAGE MATH TEACHERS IN THE CONVERSATION TO BE ABLE TO DEVELOP AND CREATE THOSE COURSES AS WELL. 
          >> OKAY. AND WELL THE TOTAL NUMBER OF COURSE OFFERINGS ON AN ACADEMIC YEAR INCREASE THIS PLAN? 
          >> SORRY CAN YOU RESTATE THAT? >> WILL THE NUMBER OF COURSE OFFERINGS THROUGHOUT THE ACADEMIC YEAR, WILL THAT INCREASE THE PLAN THAT WE HAVE? SO EXPANDED AN ADD-ON MORE SPEE MAHURA TALK ABOUT COURSE OFFERINGS DURING COURSE REGISTRATION OR TRYING TO UNDERSTAND. 
          >> WILL ADD-ON MORE COURSES THAT STUDENTS HAVE TO TAKE? 
          >> TOM: NOT NECESSARILY. WHAT IS HIS RECATEGORIZING WITH STUDENTS ARE ALREADY TAKING SO SIMILARLY BECAUSE STUDENTS ARE ALREADY TAKING OUT THIRD YEAR OF MATH, SOMETIMES A FOURTH YEAR OF MATH, WE ARE CALLING OUT AND SAYING STUDENTS ARE REQUIRING TO TAKE THREE YEARS OF MASS SIMILAR THE FOR SCIENCE. 
          AND I THINK FOR COLLEGE AND CAREER READINESS COMPONENT STUDENTS ARE ALREADY TAKING VISUAL AND PERFORMING ARTS COURSES, WORLD LANGUAGE, CT COURSES. 
          I THINK IT'S A WAY FOR US TO CATEGORIZE AND CALL OUT THE COLLEGE AND CAREER READINESS IS A FOCUS AREA FOR US AS A 
          [02:45:03]
DISTRICT AND WE WANT STUDENTS TO COMPLETE COURSES IN THAT AREA THAT ENSURES THAT THEY ARE COLLEGE AND CAREER READY. 
          >> ESCARRA STUDENTS BEING ENGAGED IN THIS CONVERSATION, WHEN ARE THEY GOING TO BE INTRODUCED, WHEN ARE WE STARTING TO HAVE THESE CONVERSATIONS WITH THEM? AS WE ARE GOING FORWARD, IT SEEMS LIKE WE NEED THEM NOW. 
          >> SO PRESENTLY WE ARE GETTING FEEDBACK FROM STUDENTS BUT I THINK THE FEEDBACK IS VERY CLEAR THAT WE NEED TO HAVE THAT YEAR TO BE ABLE TO ENGAGE IN CONVERSATIONS WITH MULTIPLE PEOPLE, WITH TEACHERS AND STAFF MEMBERS AND BE ABLE TO ROLL OUT CAN OCCASION TO OUR FAMILIES, SO THAT WILL BE THE WORK OF NEXT SCHOOL YEAR WHEN COUNSELLORS ARE MEETING WITH STUDENTS FOR PROGRAMMING AND SCHEDULING IN THE SPRING, THEY WILL HAVE THE UPDATED GRADUATION REQUIREMENTS SHARED WITH THEM IN THE FALL BUT THAT WAY THEY ARE PREPARED FOR INTENTIONAL CONVERSATIONS IN THE SPRING BEFORE THEY REGISTER FOR THEIR COURSES NEXT SCHOOL YEAR. 
          >> THANK YOU SO MUCH FOR ANSWERING ALL HER QUESTIONS. 
          ANYONE ELSE? >> THINK MADAM PRESIDENT. 
          JUST ONE QUESTION. IT SOUNDS LIKE WITH A PLANNING AND FIGURING THIS SET HAVING TO MAKE DIFFERENT DRAFTS FOR SIX PERIOD AND EIGHT PERIOD SEEMS A GOOD MIGHT SPLIT YOUR EFFORTS. 
          I KNOW IT'S SOMETHING THAT THERE'S IN CONVERSATIONS AROUND. 
          I KNOW I HAVE MY FEELINGS ON. I LIKE THE SIX PERIOD. 
          BUT I THINK IT'S SOMETHING THAT CONVERSATION MAY BE THAT SHOULD MOVE UP AND WE SHOULD GET SOME CLARITY BEHIND THAT SO WE CAN PLAN BETTER FOR WHAT WE ARE GOING TO IMPLEMENT. 
          SALACIOUS ONE COMMENT TO THE BOARD AND STAFF. 
          ME THAT CONVERSATION IS DUE TO COME UP BECAUSE IT'S ALWAYS HINTED AT HERE AND THERE BUT WE CAN PROVIDE CLARITY IT MIGHT BE 
          EASIER TO PLAN FORWARD. >> ABSOLUTELY. 
          I'M NOT SEEING ANYONE ELSE WITH QUESTIONS. 
          SO I'M GOING TO MOVE FORWARD. OUR LAST DISCUSSION ITEM IS TEN-POINT TO, DISTRICT DATA PROCESS. 
          DR. SIMONS. YOU PRESIDENT KARZAI." HAND BACK OVER TO MRS. BONNIE CONNOR. 
          THANK YOU. SNICKERED EVEN. 
          TOMATO ASSURING UPDATE HIGHLIGHTING OUR PROGRESS ON STATE AND LOCAL METRICS ANNUALLY WE FOLLOW A CONTINUOUS IMPROVEMENT CYCLE WHICH INCLUDES ENGAGING IN THE REVIEW PROCESS AT THE DISTRICT LEVEL AND SITE LEVEL. 
          PRINCIPLES ENGAGE IN A SIMILAR PROCESS TO REVIEW AND REFINE THE SCHOOL ACHIEVEMENT AND SAFETY PLANS. 
          PART OF THIS PROCESS IS TO STUDY THE OUTCOMES OF METRICS CODED WITHIN THESE PLANS AND COLLECT EDUCATIONAL PARTNER INPUT REGARDING IMPACT! AND SUGGESTIONS FOR IMPROVEMENT. 
          AND MR. UPDATE OF THE OUTCOMES WAS PROVIDED TO THE BOARD IN FEBRUARY AND PRINCIPLES PROVIDED THE DISTRICT WITH THEIR SITE MEDIA UPDATES IN JANUARY. THIS YOUR GUIDING COALITION IS ALSO CREATING TO BEGIN THE WORK OF DEVELOPING A STRATEGIC PLAN OR FRAMEWORK FOR THE FUTURE WHICH WILL GUIDE THE CREATION OF FUTURE AND FIVE-YEAR STRATEGIC PLAN IS THE LAW AND WHILE THE WORK. BUT EDUCATIONAL SYSTEMS DO YOU WANT STUDENTS TO EXPERIENCE AND WHY WILL CREATING THE SYSTEMS IMPROVE STUDENT ACHIEVEMENT AND SUCCESS. 
          AND THE DISTRICT PLAN FOR IMPROVEMENT IS HOW AND HOW MUCH. 
          HOW MUCH. WHAT ACTIONS WILLIAM TILLEMAN TO ACHIEVE THE ASPIRATIONS OF THE FRAMEWORK AND HOW MUCH WILL HE ALLOCATE TO THOSE ACTIONS? CURRENTLY WE ARE FINALIZING OUR RECOMMENDATIONS. AS PART OF ITS GUIDING COALITION WE ARE LOOKING AT A LEARNER PROFILE AS WELL, AND WORKING ON DEFINITIONS OF WHAT THOSE ATTRIBUTES OF LEARNING PROFILE MIGHT BE. TONIGHT'S PROGRESS WILL FOCUS ON OUTCOMES RELATED TO OUR EL CAMPIN'S TIME HAS THREE GOALS THAT FOCUS ON SAFE CLOUD OF SCHOOLS COLLEGE CAREER READINESS AND ACADEMIC ACHIEVEMENT AND ONGOING COMMUNICATION WITH PARENT, HE UP WITH PARTNERS. THIS YEAR THOSE CONCERTED EFFORT TO INCREASE ACCOUNTABILITY AND DATACENTRE CONVERSATIONS AND DECISION-MAKING BY ALIGNING THE BOARD AND SUPERINTENDENT SCHOOLS WITH THE GOALS DEVELOPED FOR PRINCIPLES. 
          THESE GOALS ARE A GUIDEPOST FOR SITE LEADERS FROM WHICH THEY DEVELOP SITE GOALS AND EVALUATE THE PROGRESS. 
          THE ACCOUNTABILITY SYSTEM EVALUATING DISTRICT IMPROVEMENT ARE THE INDICATORS ON THE CALIFORNIA SCHOOL DASHBOARD. 
          BASED ON THOSE RESULTS DISTRICTS ARE IDENTIFIED FOR ASSISTANCE. 
          [02:50:01]
OF STUDENT GROUPS AND ACHIEVING INTO MACKLEMORE AREAS OF THE DASHBOARD. THE SLIDESHOWS ARE PROGRESS AND EXITING THE ASSISTANCE OF THE COURSE OF THE LAST FOR FOUR YEARS. YOU CAN SEE IN 23, 24 WE ARE IDENTIFIED FOR ASSISTANCE BASED ON THE OUTCOMES OF OUR ENGLISH LEARNERS AND AFRICAN AMERICAN STUDENTS. 
          HOWEVER, LATER YEARS THE STUDENT GROUPS IMPROVED AND ARE NO LONGER RECRUITED AS STUDENT GROUPS QUALIFYING US FOR ASSISTANCE THE WORK WE HAVE DONE TO ENSURE THESE GROUPS ARE SUCCEEDING IN SUSTAINING IS CURRENTLY ON THE CALIFORNIA SCHOOL DASHBOARD NEITHER STUDENT GROUP QUALIFIES US FOR ASSISTANCE. THE IDEA THAT WE FOCUS ON, WHAT WE FOCUS ON PROOFS CAN BE MOST CLEARLY SEEN IN THE SLIDE SHOWING THE TOTAL SCHOOLS QUALIFYING FOR ASSISTANCE OVER THE LAST FIVE YEARS IN 2023, 13 OF 15 SCHOOLS QUALIFIED FOR ASSISTANCE BASED ON THEIR PROGRESS WITH IMPROVING STUDENT GROUP ACHIEVEMENT. MORE SCHOOLS WERE IDENTIFIED IN THE AREA OF CHRONIC ABSENTEEISM THAT YEAR AS IT WAS THE FIRST YEAR OUT OF PRE-COVID. AS YOU CAN SEE THROUGH THE REST OF THE SLIDE FOCUSING ON STUDENT GROUPS AT THE SITE LEVEL, WE HAVE NO STUDENTS, NEW THAT ARE IN A TSI IN NEED OF ASSISTANCE. 
          AS OF 2026. AS PART OF OUR EFFORTS TO CONTINUE AND INCREASE OUR DATA CENTRED APPROACH THIS YEAR WE HAVE DEVELOPED THE DATA DASHBOARD FOR SITES TO REVIEW INDIVIDUAL SURVEY RESULTS. AS MENTIONED PREVIOUSLY ANNUALLY SURVEY EDUCATIONAL PARTNERS TO COLLECT RECEPTION DATA ON THE IMPACT! OF IMPLEMENTING THE ACTIONS WITHIN OUR MEL CAPPE, PREVIOUS YEARS THIS DATA WAS PROVIDED TO SITES IN PDF FORMAT. 
          THIS YEAR WE ARE PROVIDING SITES FOR THAT DYNAMIC DASHBOARD WHERE THEY WILL BE ABLE TO SORT DATA, CHANGING THE CHARTS INCLUDED IN THE DASHBOARD BASED ON THE SURVEY AUDIENCE. 
          FOR EXAMPLE ABDOMEN PARENTS COMMUNITY, TEACHERS, THE DASHBOARD WILL PROVIDE SITES WITH THEIR ANECDOTAL COMMENTS. 
          WE BELIEVE THIS RESOURCE WILL BE VERY HELPFUL FOR OUR SITE ADMINISTRATORS. REMAINING SLIDES WILL FOCUS ON OUTCOMES OF THE SURVEY AND DATA POINTS OUT OF INSURED WITH EDUCATIONAL PARTNERS AS PART OF THE EL CAMPIN PROCESS. 
          THE SLIDESHOWS THAT WE HAVE HAD QUITE A BIT OF AN INCREASE IN SURVEY RESPONSES WITH 900 MORE RESPONDENTS THIS YEAR. 
          LET ME CLICK AGAIN. THERE YOU GO. 
          THANK YOU. AND IT ALSO INCLUDES CLASSIFIED. 
          WE HAD OVER 100 CLASSIFIED AND OVER 380 CERTIFICATED RESPONSES. 
          OUT INCREASE IN THIS RESPONSE WAS DUE TO SHARING WITH SCHOOL SITES WITH THE PROGRESS WAS BUT WITH YOUR SCHOOL SITES TAKEN THE TIME TO MAKE SURE ALL VOICES WERE HEARD IN THE SURVEY AND THAT IS WHY WE HAVE THE INCREASE THE FIRST GOAL IS TO PROVIDE SAFE COLLABORATING LEARNING ENVIRONMENTS AND RELATED PRINCIPAL GOAL IS FOR STUDENTS TO ATTEND SCHOOLS THAT ARE SAFE SUPPORTIVE AND INCLUSIVE. THE STATE EVALUATES THIS PROGRESS THROUGH REPORTING ON SUSPENSION ATTENDANCE AND GRADUATION RATES. YOU WILL NOTICE WE HAVE INCREASED OUR SUSPENSION RATE THAT IS CAUSED US TO MOVE FROM GREEN TO ORANGE HOWEVER AFRICAN AMERICAN HOME STUDENTS ARE NO LONGER IN THE RED. 33% OF OUR SITES IMPROVE SUSPENSION RATE LAST YEAR. SUPPORT SITES WITH MORE DATA CENTRES TO HELP SITES PROVIDING SUPPORT AND HOW TO PULL DATA FROM AREAS IN ORDER TO MONITOR IMPROVEMENT OR AREAS OF NEED MORE THROUGHOUT THE YEAR. THE CHARTS YOU SEE HERE HIGHLIGHT THE PROGRESS OF DISCIPLINE AS AN EXAMPLE OF WHAT PRINCIPLES CAN PULL. DISTRICT IS LESS TOTAL SUSPENSIONS OF CURRENT STUDENTS THAN THERE WERE IN THE PASS MUST AND HAS SUSPENSIONS BUT INCIDENTS OF OTHER MEANS OF CORRECTION. THIS CURRENT PLANTING SYSTEMS TO MOVE FROM PUNITIVE RESPONSES TO MORE TEARS SUPPORTS FOR STUDENTS WHERE THEY MAY ENGAGE IN OTHER MEANS OF CORRECTION STRETCH AS MEDIATION, RESTORATIVE PRACTICES THIS PATTERN IS REPEATED WHEN YOU LOOK AT DATA BASED ON THE TOTAL STUDENT FENCES AS WELL. 
          THIS SLIDESHOWS SAFE AND ORDERLY SCHOOLS AND HOW LCAP DATA SHOWING WE HAVE AN INCREASE ACROSS ALL AREAS, WHERE WE ARE SEEING THAT THE HEALTHY KIDS SURVEY SLIDES IS NOT PART OF THE LCAP SURVEY WE HAVE A COMPARISON BETWEEN 2024 TO 25 AND ALL AREAS 
          [02:55:01]
, SECONDARY ELEMENTARY TEACHERS AND PARENTS. 
          WE HAVE SEEN AN INCREASE IN THE PERCEPTION OF FEELING SAFE AT SCHOOL. OUR COMMITMENT TO DEVELOPING TIERED SYSTEM SUPPORT THROUGH POSITIVE BEHAVIOURS PREVENTION AND SUPPORT IS BEING RECOGNIZED AT STATE LEVEL. 
          THIS SLIDESHOWS THE AWARDS WE HAVE RECEIVED IN SCHOOLS THAT HAVE DONE THE WORK TO RECEIVE THOSE AWARDS. 
          AND ANOTHER FACTOR THAT IMPACTS THE SCHOOL ENVIRONMENT TO STUDENT ATTENDANCE. WE HAVE MADE A SLIGHT IMPROVEMENT IN THIS AREA AND STUDENT GROUPS THAT REPORTED AS RED LAST YEAR AND LONGER REPORTED AS RED BASED ON THE 25 DASHBOARD RESULTS. READY TO MOVE FROM YELLOW TO ORANGE AS WE DID NOT IMPROVE ENOUGH TO MAINTAIN AT A YELLOW. 
          HOWEVER, OVERALL 53% OF OUR SITES IMPROVED FROM LAST YEAR AND THE DATA SHOWS THAT WE ARE PROJECTING FOR THAT SAME SLIGHT IMPROVEMENT THIS YEAR. ONE STRATEGY THE SAULT USED THIS YEARS TO CELEBRATE STUDENT ATTENDANCE AND COMMUNICATE THE IMPORTANCE OF ATTENDING SCHOOL ON HER SOCIAL MEDIA PLATFORMS. WE HAVE INCREASED OUR EFFORTS WITH REACHING OUT TO FAMILIES OF STUDENTS THAT ARE ABSENT INCLUDING MAKING PERSONAL PHONE CALLS, REVIEWING INDEPENDENT STUDY PRACTICES AND HOLDING MEETINGS WITH FAMILIES STUDENTS THAT ARE FREQUENTLY ABSENT. 
          SCHOOLS HAVE ALSO INCREASED THEIR INCENTIVE AND RECOGNITION PROGRAMS. OUR DISTRICT GRADUATION RATE CLIMBED FOUR% THIS YEAR, REACHING 94%. 
          THE MOST NOTABLE IMPROVEMENT'S GRADUATION RATE OF SOMERSET HIGH SCHOOL WHO JUMPED FROM 65.4% TO 83.5. 
          IT'S ALSO IMPORTANT TO NOTICE THAT OUR ENGLISH LEARNER STUDENTS WITH THIS ABILITY STUDENT GROUPS ALSO SAW A LARGE INCREASE IN COMPARISON TO LAST YEAR. 
          THIS CAN BE CONTRIBUTED TO THE INCREASING COMMUNICATION AND SUPPORT PROVIDED TO STUDENTS BY OUT ON CAMPUS INCLUDING GUIDANCE FROM COUNSELLORS AND THE FOCUS ON INCREASING STUDENT CONNECTION TO SCHOOLS. THIS YEAR WE HAVE MADE SCHOOL ENVIRONMENT AND CULTURE IMPROVEMENT OF FOCUS. 
          RAEVA STAFF TRAINED IN THE ONE CAPTURING KIDS HEARTS PRACTICES AND DEDICATION TO INCREMENTING THESE PRACTICES, WE HAVE SEEN AN INCREASE IN TEACHER STAFF AND STUDENT CONNECTION TO SCHOOL. 
          80% OF PARENTS RESPONDING TO THE LCAP SURVEY REPORT THAT THEIR CHILD FEELS PART OF THE LEARNING ENVIRONMENT WHICH IS AN INCREASE FROM 75% LAST YEAR. I'M HAPPY TO REPORT THAT WE HAVE BEEN INFORMED BY THE CAPTURING KIDS HEARTS ORGANIZATION THAT WE HAVE BEEN NAMED A RISING STAR DISTRICT AND 11 OF OUR 15 SCHOOLS HAVE EARNED RISING STAR STATUS. 
          THIS DISTINCTION IS EARNED THROUGH RECEIVING POSITIVE IMPLEMENTATION SURVEY RESPONSES CK STRATEGIST THAT WORKS WITH THE SCHOOL AGREES WITH THAT AND EVIDENCE THE SITE SUBMITS PROOF OF MENTATION. WE ARE PROUD OF OUR INITIAL IMPACT! WE ARE SEEING AND PLAN TO CONTINUE PROFESSIONAL DEVELOPMENT AND SUPPORT NEXT YEAR TO CONTINUE THIS IMPLANTATION. ALL TWO FOCUSES ON COLLEGE CAREER READINESS AND ACADEMIC ACHIEVEMENT. 
          REV REMAINED A DEGREE LAWN THE DASHBOARD IN THIS AREA AS WE HAVE INCREASED IN THE PERCENT OF STUDENTS GRADUATING PREPARED IN COMPARISON TO LAST YEAR BY 4.3%." MOSUL STUDENT GROUPS IDENTIFIED IN THE RED LEVEL ARE NO LONGER IN THE RED. ALTHOUGH WE HAVE MADE IMPROVEMENTS IN THIS YEAR IT IS A CONTINUED FOCUS FOR IMPROVEMENT. AS OUR GOAL IS FOR 100% OF STUDENTS TO GRADUATE PREPARED MOVING FORWARD. 
          THE SLIDE ALSO SHOWS THAT REMOVING THE RIGHT DIRECTION AS DISTRICT PERCENTAGE OF STUDENTS EARNING A 3G COMPLETION UPON GRADUATION IS IMPROVING AS WELL AS PERCENT OF ENGLISH LEARNER GRADUATES. ARE SURVEY ALSO SHOWS A HIGH-LEVEL STUDENT AWARENESS OF COLLEGE OPPORTUNITIES SUCH AS LUMBY'S PROMISES TO ENROLMENT, CDE OPPORTUNITIES AND WE'VE ALSO INCREASED FOR ALTERNATIVE EDUCATION STUDENTS TO TAKE DUAL ENROLMENT COURSES AND THEY ARE NOW AVAILABLE AT SOMERSET AND PHOSPHOROUS. THE SURVEY DATA ALSO SHOWS PARENTS HAVE PROVIDED WITH MORE INFORMATION IN COMPARISON TO LAST YEAR ABOUT COLLEGE CAREER OPPORTUNITIES. 
          A MAJOR INCREASE FROM 59.23 LAST YEAR TO 82.73 AT THIS YEAR. 
          WE CAN ACHIEVE THIS TO COUNSELLORS INCREASED FOCUS IN THIS AREA. WE FOLLOWED COUNCILLOR INSTAGRAM SWITCH POSTS FREQUENTLY AT BOTH SITES. 
          YOU CAN SEE VARIETY OF OPPORTUNITIES BEING PROVIDED FOR PARENTS AND STUDENTS TO RECEIVE INFORMATION AND SUPPORT WITH COLLEGE AND CAREER READY AT GRADUATION. 
          [03:00:02]
THE SLIDE ALSO SHOWS THERE'S A HIGH INTEREST IN CONTINUING STEAM COLLAPSE AND DUAL ENROLMENT PROGRAMS. THIS SLIDESHOWS ADDITIONAL METRICS THAT WE ARE CONSIDERING TO INCLUDE IN FUTURE THE FOCUS ON POST-GRADUATION SUCCESS, SHOWS THAT 42% OF HER GRADUATES ARE PREPARED FOR OPPORTUNITIES BY COMPLETING A 3G REQUIREMENTS HOWEVER, A DECREASING MENTOR STUDENTS ARE ENROLLING IN THE FRONT FOR YOUR INSTITUTIONS. 
          IN AN EFFORT TO CONTINUE TO IMPROVE OUR UNDERSTANDING OF STUDENTS POST GRADUATION SUCCESS WE HAVE BEGUN USING THE NATIONAL CLEARINGHOUSE DATA WHICH REPORTS ARE STUDENTS ENROLMENT AND PERSISTENCE RATES, ENROLMENT DATA AND THIS YEAR WE ARE UPDATING OUR SENIOR SURVEY SO WE CAN BETTER TRACK STUDENT OUTCOMES POST GRADUATION. GO AHEAD AND GO TO THE NEXT ONE. 
          SHIFTING TO THE ACADEMIC ACHIEVEMENT WE CAN SEE THAT WE HAVE INCREASED THE PERCENT OF STUDENTS PROFICIENT ON THE STATE TEST CONTINUE TO EARN YELLOW STATUS. 
          OUR GOAL IS TO SURPASS PREPANDEMIC PROFICIENCY LEVELS AT ALL SCHOOLS AND ALL STUDENT GROUPS. 
          IN COMPARISON TO LAST YEAR NINE OF 15 SCHOOLS WERE 60% INCREASED PERFORMANCE WITH FOUR SCHOOLS SHOWING LARGE GROWTH, INCREASING PROFICIENCY BY MORE THAN 9 PERCENT. 
          YOU ALSO SEE ON THE SLIDE THAT AFRICAN AMERICAN STUDENTS ARE NO LONGER IN THE RED AND PERCENT OF THE STUDENT GROUPS PROFICIENCY IMPROVED IN COMPARISON TO LAST YOU BY THREE%. 
          GRADE LEVEL CHART SHOWS GRADE LEVEL TRENDS AND POSTCODE REBOUND FOR THIRD, FOURTH SIX AND A GREAT PROFICIENCY RATES THAT HAVE SURPASSED PRE-COVID RATES. 
          WHEN LOOKING AT THIS DATA BY A STUDENT GROUP WE SEE THE ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES HAVE SURPASSED PRE-COVID PERCENTAGES. HOWEVER, THAT PERCENT PROFICIENT IN STUDENT GROUPS IS A FOCUS FOR IMPROVEMENT. 
          WHEN LOOKING AT THE DATA BY COHORT WE ARE SEEING A DIFFERENT STORY. THIS NEGATIVE TREND OR NO TREND. 
          THIS SPEAKS TO THE NEED TO BE TARGETED IN OUR APPROACH AND MEETING STUDENT NEEDS. WHEN INVESTMENT WE HAD MADE ENDS OF 23, 24 SCHOOL YEAR WAS PILOT NEXGEN MATH A FEW OF OUR SCHOOLS. THIS PLATFORM PROVIDES TEACHERS WITH SUPPLEMENT OF SCHOOL-BASED SUPPORTS FOR STUDENTS. 
          AND SUBPLOT FROM STUDENTS ACCESS 30 MINUTES A DAY BUT IT'S A PLATFORM THAT SUPPORTS TEACHERS WITH SELECTING ADDITIONAL PRACTICE FOR STUDENTS ON CONTENT STANDARDS BEING ADDRESSED AS WELL AS PROVIDES ACCESS TO SPIRAL REVIEW OF PREVIOUSLY LEARNED CONTENT. WE ARE SEEING SUCCESS AT THE SCHOOL SITE THAT PILOTED WITH THE HIGHEST IMPLEMENTATION. 
          WHEN LOOKING AT WHETHER WE ARE LOOKING TO EXPAND THAT. 
          WHEN LOOKING AT WHETHER WE ARE MEETING A GOAL OF SURPASSING PRE-COVID RATES ENGLISH LEARNER SURPASSED PRE-COVID PROFICIENCY SCORE, 43% OF OUR SCHOOLS HAVE ACHIEVED THIS GOAL AND 14% OF SCHOOLS HAVE REACHED THE GOAL OF ACHIEVING GREATER THAN 50%. 
          WHEN REVIEWING BENCHMARK DATA FOR THIS YEAR WE ARE SEEING IMPROVED ACHIEVEMENT OF STUDENTS ACROSS ALMOST ALL SCHOOLS AND WHEN LOOKING AT GROWTH FROM FALL TO ENSURE WE ARE SEEING INCREASED GROWTH AT MOST SCHOOLS AS WELL. 
          THIS YEAR WE SPENT TIME WORKING WITH SITE ADMINISTRATORS TO HELP THEM BETTER UNDERSTAND THE GOAL FOR GROWTH ACHIEVEMENTS SPECIFICALLY THAT STUDENTS WILL CONTINUE TO GROW. 
          HOWEVER, TO CLOSE AT ACHIEVEMENT GAP WE ARE LOOKING FOR A 50 PERCENTAGE RATE AND GROWTH IN BOTH MATH AND ELA. 
          OUR GOAL FOR ACHIEVEMENT FOR ENGLISH LANGUAGE ARTS IS TO ALSO SURPASS THE PREPANDEMIC PROFICIENCY AT ALL SCHOOLS FOR ALL STUDENT GROUPS. THIS SLIDESHOWS WE HAVE MOVED FROM ORANGE TO YELLOW AS WE INCREASED BY POINTS AND STUDENTS WITH DISABILITIES ARE NO LONGER IN THE RED. 
          WE HAVE INCREASED PERCENT OF STUDENT PROFICIENCY DISTRICTWIDE BY FOUR% AND ALL GRADES HAVE SEEN AN INCREASE IN PROFICIENCY 11TH GRADE SURPASSING PRE-COVID PROFICIENCY RATE. 
          SCHOOLS HAVE SURPASSED PRE-COVID RATES, 29% HAVE EARNED GREATER THAN 50% PROFICIENCY IN SEVEN% OR ONE SCHOOL HAS ACHIEVED 70% OR HIGHER. ALSO SOMETHING TO NOTE WHEN WE DISAGGREGATE ELA DATA TO ISOLATE DUAL IMMERSION STUDENTS, WE SEE THAT ALTHOUGH THEY HAD A SLIGHT DECLINE THIS YEAR OF ONE% OVERALL STUDENT PROFICIENCY REMAINS HIGH AT 58.65% ABOVE THE DISTRICT PERCENTAGE. AND THAT IS NOT ON THAT SLIDE SO DON'T LOOK FOR IT. I APOLOGIZE. 
          BUT WHEN WE LOOK AT THIS DATA BY GROUP WE SEE THAT SOCIALLY AND ECONOMICALLY DISADVANTAGED STUDENTS, AFRICAN AMERICAN STUDENTS WITH DISABILITIES HAVE SURPASSED PRE-COVID PERCENTAGES AND LOOKING AT THE DATA BY COHORT WE SEE A POSITIVE TREND FOR GRADES FOUR, FIVE AND SIX. AND JUST OF KNOW IT'S DIFFICULT 
          [03:05:05]
TO SHOW COHORT DATA FOR SECONDARY SCHOOLS BECAUSE THERE'S A GAP IN THE TESTING GRADES. 
          WHEN REVIEWING BENCHMARK DATA FOR THIS YEAR WE ARE SEEING IMPROVED ACHIEVEMENT OF STUDENTS ACROSS ALL SCHOOLS AND WHEN LOOKING AT GROWTH FROM FALL TO WINTER WE ARE SEEING AN INCREASE GROWTH AND ALL SCHOOLS AS WELL. TO CONTINUE TO ACHIEVE THESE GOALS CONTINUE PROFESSIONAL LEARNING IS IMPORTANT. 
          THE SURVEY SHOWS THAT OVERALL THERE'S AN INCREASE IN ALL AREAS OF PROVIDING TEACHERS WITH PROFESSIONAL LEARNING OPPORTUNITIES. THE AREA WITH THE MOST GROWTH IS SCHOOLS MONITORING HIGHLY EFFECTIVE INSTRUCTIONAL PRACTICES. THIS DATA CAN BE SEEN IN THE AMOUNT OF VISITS ADMINISTRATORS ARE MAKING TO THE CLASSROOMS. WE ARE CURRENTLY OVER 1600 VISITS DISTRICTWIDE. 
          THIS IS AN INCREASE IN WHAT WE HAVE ACCOMPLISHED IN THE PAST WHICH RELATES TO AN INCREASE IN FEEDBACK AND COLLABORATION AT SCHOOL SITES. THE SURVEY NOTES STUDENTS REPORT AT A HIGH LEVEL THAT THEY HAVE OPPORTUNITIES TO LEARN CRITICAL CONTENT. TEACHERS HAVE ADEQUATE MATERIALS AND CURRICULUM IS FOCUSED ENOUGH FOR THE TIME THEY HAVE TO TEACH. 
          HOWEVER, THAT IS THE LOWEST PERCENTAGE ON THE SLIDE SO THAT STILL FOCUS MOVING FORWARD LOOKING AT PACE AGAINST COMMON ASSESSMENTS AND VERTICAL ALIGNMENT OPPORTUNITIES AND CONTINUING THOSE. THE LCAP SURVEY SHOWS AN INCREASE IN TEACHER COLLABORATION AND DATA MONITORING THIS YEAR. THERE'S A HIGH PERCENTAGE OF AGREEMENT THAT A PROFESSIONAL LEARNING COMMUNITIES WHICH IS WHERE TEACHERS COME TOGETHER TO REVIEW DATA TO MAKE CURRICULUM INTERVENTION DECISIONS ARE IN PLACE AT OUR SCHOOLS. 
          MOVING FORWARD THE FOCUS WILL BE AN INCREASING THAT PROGRESS MONITORING AND CONTINUED DATA ANALYSIS THROUGH LOOKING AT OUR COMMON ASSESSMENTS. AND DEVELOPING THOSE. 
          THE SURVEY DATA ALSO SHOWS THERE'S BEEN AN INCREASE IN AGREEMENT THAT SCHOOLS HAVE CLEAR GOALS FOR STUDENT ACHIEVEMENT AND STUDENTS AGREE THEY KNOW WHETHER THEY ARE MEETING ACHIEVEMENT GOALS. ALL AREAS ARE IMPROVED. 
          THERE WILL BE CONTINUED FOCUS ON REFINING INTERVENTION SUPPORTS AND PROCESSES AS THESE ARE STILL NEEDED. 
          CONTINUED EFFORTS HAVE RESULTED IN SOME CELEBRATIONS AND ACCOLADES SCHOOLS INCLUDING THE HIGHEST SIX YEAR ACCREDITATION ACROSS ALL SECTORS SCHOOLS. BELLFLOWER HIGH EARNING AP ON A ROLL ACHIEVEMENT. WE ALSO HAVE FOUR SCHOOLS THAT ARE EARNED AT PARTNERS ON A ROLL AND WE ARE HAPPY TO SHARE LOSS FLOOR AS IS THE FIRST TO EARN THE SCHOOLS TO WATCH RECOGNITION. WHICH IS A GREAT HONOUR. 
          GOAL THREE OF THE LCAP FOCUSES ON ONGOING CONCLUSION. 
          THE SLIDE SHOWS AN INCREASE IN SOCIAL MEDIA PRESENCE, WEBSITE FUSE, AVERAGE YOUTUBE VIEWS AND ARCHIVED YOUTUBE VIEWS. 
          MOTH GROSSED -- MOST GROWTH IS SEEN IN THE INSTRUMENT PRESENTS WITH THE ADDITION OF OVER 740 FOLLOWERS IN A HIGH PERCENTAGE OF ORGANIC VIEWS. AND INCREASE IN THE USE FROM ADS. OUR LCAP RESULTS SHOW THERE'S BEEN AN INCREASE IN PERCEPTION THAT SCHOOL PROVIDES INFORMATION AND RESOURCES TO PARENTS. AREAS FOR CONTINUED FOCUS ARE THEIR PERCEPTION OF WHETHER SCHOOLS PROVIDE WORKSHOPS FOR FAMILIES. THAT IS A DECREASE. 
          WOMEN LOOK AT OTHER DATA, SELF-REPORTED DATA FROM SCHOOL SITES IT IS SHOWING THAT THERE IS AN INCREASE IN PARTICIPATION. 
          HOWEVER, THERE IS A PERCEPTION THAT WORKSHOPS ARE NOT BEING OFFERED. SO WE ARE HAVING A CONVERSATION ABOUT THAT, AS WE ARE PROVIDING FACTOR DISTRICTWIDE AND WE HAVE MORE PARENTS THAT HAVE GRADUATED THAN HAVE IN THE PAST. 
          WE THINK THAT THERE MIGHT BE CONFUSION AROUND THAT OR MIGHT BE THAT WE NEED TO ADVERTISED AT THE SCHOOL SITE A LITTLE DIFFERENTLY. WE HAVE TALKED ABOUT PRINCIPLES UNDER CERTAIN TO LOOK AT WHAT THAT MIGHT MEAN. 
          THE OTHER AREA THAT IS LOW ON THE SLIDE IS OUR INTERACTIVE WEBSITES. AND WHAT WE ARE LOOKING AT TO ADDRESS THAT IS THAT OUR PAO DEPARTMENT IS LOOKING TO PROVIDE MORE PROFESSIONAL DEVELOPMENT TO OUR ADMINISTRATORS TO HELP THEM WITH THE KNOWLEDGE OF HOW TO CONTINUE TO UPDATE THEIR WEBSITES AND PROVIDE PRINCIPAL WORKSHOPS TO BE ABLE TO DO THAT WORK TOGETHER. OUR PUBLIC INFORMATION OFFICE HAS ALSO BEEN HARD AT WORK THIS YEAR INCREASING PRESENCE ONLINE AND ON TV CREATING A VARIETY OF VIDEOS OR SPOTS HIGHLIGHTING PROGRAMS HERE AT USD AS PART OF ENROLMENT CAMPAIGN. 
          THIS YOU INCREASED OR COMMUNITY OUTREACH THROUGH PROVIDING DISTRICTWIDE COLLEGE CAREER FAIR, SPECIAL ED COMPANIES AND COMMUNITY RESOURCE FAIR, ELEMENTARY SHOWCASE AND SECOND 
          [03:10:02]
ANNUAL CAREER EXPO RESOURCE FAIR PROMOTIONAL VIDEOS FOR DUAL IMMERSION AND INDEPENDENT STUDY PROGRAMS WERE CREATED TO HIGHLIGHT OUR PROGRAMS AND STUDENT LED PROMOTIONAL VIDEO FOR THE DISTRICT WAS CREATED AND POSTED TO SHARE WHY FAMILIES SHOULD BRING THEIR STUDENTS TO BE USD. 
          WE ARE LEADING LEARNING OUTSIDE OF OUR DISTRICT THROUGH SPOTLIGHT INTEGRATE WORK BEING DONE IN OUR DISTRICT AND SHARING IDEAS AT CONFERENCES SUCH AS KELSO. 
          THIS YEAR WE PRESENTED OF THE EQUITY CONFERENCE LEADERSHIP SUMMIT AND LATER IN THE SUMMER WILL BE PRESENTING AT THE SUMMER INSTITUTE. THE PRINSEN END TO OUR PROGRESS 
          UPDATE FOR TONIGHT. >> THANK YOU SO MUCH FOR YOUR PRESENTATION MS CARTER. QUESTIONS, COMMENTS, COLLEAGUES? 
          >> I JUST HAVE TWO THINGS. SO MY FIRST QUESTION IS NOT ABOUT THE DATA AT ALL. I WANTED SOME CLARIFICATION. 
          WHAT EXACTLY IS CAPTURING KIDS HEARTS? I HAVE HEARD THAT NAME SET A BUNCH OF TIMES. 
          I DON'T EXACTLY KNOW WHAT IT IS. >> YOU ARE HURTING MY HART. 
          I'M GLAD YOU HEARD IT. THAT'S A POSITIVE. 
          IN THE CLASSROOMS, THE SOCIAL CONTRACTS THAT WERE CREATED THIS YEAR, TO YOU RECOGNIZE THOSE? ABSOLUTELY SO CAPTURING KIDS' HEARTS IS AN ORGANIZATION WE BROUGHT IN TO PROVIDE PROFESSIONAL DEVELOPMENT ON HOW WE CAN ENGAGE OUR STUDENTS AND MAKE THEM MORE A PART OF THE CLASSROOM. 
          SO THAT SOCIAL CONTRACT EASY AND ALL OF YOUR CLASSES, THAT'S PART OF IT. AS PART OF ENGAGING YOU TO BE MORE INVOLVED IN THE CLASSROOM ENVIRONMENT AND HOLD YOURSELF AND YOUR FELLOW STUDENTS ACCOUNTABLE IN THE CLASSROOM. 
          >> OKAY. AND ONE FINAL NOTE. 
          I JUST WANT TO SAY THAT, I'M GOING TO ASSUME THAT THE DATA WE GATHER FROM THIS IS EVENTUALLY GOING TO HAVE US THINKING, OH WHAT WE NEED TO CHANGE IN HER DISTRICT, AD, READ, REMOVE, MODIFY? I JUST WANT TO SAY THAT I THINK IT'S IMPORTANT TO HAVE MORE STUDENT POSITIONS WHEN IT COMES TO THINGS EXIST. I KNOW OUR COMMUNITY IS VERY DIVERSE. WE HAVE TEACHERS CLASSIFIED STAFF, PARENTS, STUDENTS. AT THE END OF THE DAY THE MOST OF THE STUFF IS GOING TO IMPACT STUDENTS. 
          IT HAS TO HAVE MORE STUDENTS WHERE IT HAPPENS. 
          THAT WAY WE KNOW WE HAVE THE RIGHT IDEAS IN MIND. 
          THE MAIN THING I LOOK AT IT IS THE SOCIAL MEDIA AND ADVERTISEMENT. WE GREW UP WITH SOCIAL MEDIA. 
          I'M NOT SAYING YOU DON'T HAVE THAT LITERACY. 
          WE HAVE THAT LITERACY TO WHERE WE KNOW WHAT THE STUDENTS WANT, WHAT WOULD CATCH OUR EYE, AND WE'D IMPLEMENT THE MESSAGE YOU WANT TO POINT ACROSS. I THINK IT WOULD BE NICE TO HAVE 
          MORE STUDENT POSITIONS. >> THANK YOU FOR YOUR FEEDBACK, CHIBUIKE. I APPRECIATE IT. 
          >> WHAT I'M HEARING IS YOUR VOLUNTEERING TO HELP WITH SOCIAL MEDIA. ANYONE HAVE MORE QUESTIONS, COMMENTS? I DO HAVE A QUESTION MYSELF. 
          YOU SPOKE ABOUT HOW WE NO LONGER HAVE STUDENTS AND EL DIE DON'T HELP US TO QUALIFY FOR THE EXTRA ASSISTANCE. 
          CAN YOU SPEAK A LITTLE BIT MORE ABOUT THAT AND CLARIFIED THAT FOR ME? IS IT THAT WE STILL HAVE A PERCENTAGE, THAT IT'S NOT LARGE ENOUGH FOR US TO QUALIFY FOR IT 
          OR WE ARE AT ZERO? >> SO, WHEN YOU'RE LOOKING AT ASSISTANCE FOR THE DISTRICT, IT'S GOING TO BE THAT STUDENT GROUP IN TWO DIFFERENT AREAS. WHEN YOU LOOK AT THAT SLIDE I DON'T KNOW IF WE CAN GO BACK TO IT BUT THE ENGLISH LEARNERS, THE TWO AREAS ARE COLLEGE CAREER AND ELA AND MATH. 
          THE FOLLOWING YEAR FOR AFRICAN AMERICANS, IT WAS SUSPENSIONS AND THEN ELA AND MATH. 
          RIGHT? THAT MEANS THEY'VE MADE IMPROVEMENTS IN THOSE AREAS. FOR EXAMPLE I SPOKE TONIGHT ABOUT OUR ENGLISH LEARNERS CONTINUING TO SHOW IMPROVEMENT IN GRADUATION RATES AND HOW OUR AFRICAN AMERICAN STUDENTS, THERE IS BEEN A DECLINE IN THE AMOUNT OF SUSPENSIONS FOR THEM. 
          IF ONE OF THOSE IS TAKE IT OUT, THAN THEY ARE NO LONGER TWO AREAS AND THEY DO NOT QUALIFY FOR ASSISTANCE. 
          WE STILL CONTINUE TO LOOK AT ALL OF OUR STUDENT GROUPS. 
          IT'S JUST THAT THEY ARE NOT QUALIFYING US FOR ASSISTANCE. 
          THAT'S WHY OUR GOALS ARE TO MAKE SURE THAT ALL OF OUR SCHOOLS AND ALL OF OUR STUDENT GROUPS ARE PASSING THAT PRE-COVID READY TO 
          [03:15:05]
END YOU HEARD ME TALK ABOUT THEY PASSED PRE-COVID THAT THE PERCENTAGE OF SCHOOLS ABOVE 50%. WE JUST CONTINUE TO INCREASE THE 
          GOAL FOR THEM. >> AND THOSE GOAL INCREASES ARE BEING GIVEN HOW OFTEN? YEAR-BY-YEAR? 
          >> WE WILL ANALYZE THE DATA EVERY YEAR AND LOOK AT ITS COMPARISON. AND THEN SET THOSE GOALS TO TRY TO ACHIEVE. SO ITS ANNUAL. 
          TO ANSWER YOUR QUESTION. >> THANK YOU. 
          I DO HAVE MAYBE YOU KNOW THIS ANSWER AND MAYBE YOU DON'T. 
          HOW DO WE KNOW FOR SURE THAT WE'RE USING OTHER OPTIONS WHEN IT COMES TO SUSPENSIONS? WITH OUR AFRICAN AMERICAN 
          STUDENTS OR STUDENTS OF COLOR? >> I CAN TELL YOU WHAT WE LOOK AT FOR OTHER MEANS OF CORRECTION IS GOING TO BE WHAT IS IN THE AREAS THAT SCREEN. IN A DISCIPLINE HAPPENS AT THE SCHOOL SITE THERE IS A DETERMINATION OF WHETHER THE STUDENT WILL BE SUSPENDED AND HOW SUSPENDED IN OTHER MEANS OF CORRECTIONS GOING TO HAPPEN. THAT'S A DETERMINATION BASED ON THE SEVERITY OF WHAT HAS HAPPENED. 
          WHAT WE DO IS WE WILL LOOK AT THE DATA AND PULL THOSE CODES TO SEE LIKE I SAID TONIGHT I SAID THERE'S BEEN A DECREASE IN SUSPENSION AND INCREASE IN OTHER MEANS OF CORRECTION. 
          AT THE SCHOOL SITE THEY WOULD PULL THAT AND LOOK AT IT BASED OFF THEIR STUDENT GROUPS. THEN THEY CAN DIG IN EVEN FURTHER INTO THAT AND LOOK TO SEE ARE THERE PATTERNS. 
          ARE THERE STUDENTS THAT HAVE MULTIPLE INCIDENTS? AND THEN WHAT IS IT THAT WE ARE DOING AS A SCHOOL SYSTEM TO HELP 
          SUPPORT THAT. >> THIS IS WHAT ALL SCHOOLS IN OUR DISTRICT ARE ENGAGED IN THESE CONVERSATIONS. 
          DEEPER, MAKING SURE THEY ARE LOOKING AT THOSE. 
          >> THEY ARE PULLING THAT DATA. FOR EXAMPLE I SHARED WITH YOU THIS YEAR WE HAD OUR PRINCIPLES PROVIDE A UPDATE IN JANUARY TO THE CABINET. AS PART OF THAT PREVIOUS TO THE TIME WE PROVIDED THEM AREAS WHERE THEY COULD PULL THEIR OWN DATA AND THEN PRESENT THEIR DATA TO US. 
          THAT'S THE CONCERTED EFFORT WITH THE ADDITION OF DR. SIMONS GOALS AND THE ADDITION OF OUR PRINCIPAL GOALS THAT WE'VE BECOME MORE DATA CENTERED AND THAT WAY. 
          >> PERFECT. THANK YOU. 
          I DID HAVE ONE MORE QUESTION BUT I LOST IT RIGHT NOW. 
          ANYWAY. >> THANK YOU MADAM PRESIDENT. 
          THE ENROLLMENT CAMPAIGN. THIS MIGHT BE MORE OF A SOMEBODIES QUESTION. WHAT BUDGET WE SET FOR THE CAMPAIGN? WE MENTIONED PAPER ADS. 
          WAS THAT SPECIFICALLY ALLOW? >> I DO NOT KNOW. 
          I ASSUME IT'S OUT OF THE GENERAL BUDGET BECAUSE THE PIO IS OUT OF THE SUPERINTENDENT'S DEPARTMENT. I DON'T KNOW THE NUMBER OF HOW 
          MUCH WAS USED IN THAT CAMPAIGN. >> CAN WE FIND OUT HOW MUCH WE SPENT ON THAT ENROLLMENT CAMPAIGN? 
          >> SPECIFICALLY TALKING ABOUT THE ADS INCREASE WE'VE HAD IN 
          OUR INSTAGRAM AS WELL? >> YES. 
          IT LOOKS LIKE THE CAMPAIGN'S DOING WELL ACROSS PLATFORMS. I'M JUST CURIOUS WHAT WE INVESTED IN FOR THAT. 
          >> YEAH, ABSOLUTELY. >> ONE MORE QUESTION, HELP ME OUT. I KNOW THERE IS SO MUCH DATA. 
          WHAT IS THIS DATA REFLECTIVE OF? >> DEPENDS ON WHAT CHART AND SLIDE BUT IF YOU'RE TALKING ABOUT THE DASHBOARD DAD'S GOING TO YEAR'S DATA. BUT WHEN YOU LOOK AT THE ARIES INFORMATION, THAT WOULD BE CURRENT AND THAT IS WHAT WE ARE WORKING TO CONTINUE TO IMPROVE. 'S PULLING THAT ON A MORE 
          QUARTERLY BASIS. >> SOME OF THE DATA, LAST YEAR 
          IS SOME OF IT CURRENT. >> YET. 
          >> I HAVE A COMMENT AND A QUESTION. 
          IS THERE A WAY TO GET OR EVEN IN OUR FRIDAY MEMO, TO GET THE FULL PRESENTATION BECAUSE THERE WAS A SLIDE OR TWO THAT WE MISSED THAT 
          YOU PRESENTED ON. >> DID YOU NOTICE I HESITATED AND LOOKED UP TO THE SLIDE? YET, THERE ARE TRANSITIONS IN THIS SO I THINK THE PRINTOUT MISSED ONE OF THOSE TRANSITIONS THAT HAD A OVERLAY. SO YEAH, I WILL FIGURE THAT OUT 
          AND GIVE IT TO YOU. >> THANK YOU SO MUCH. 
          [03:20:02]
AND THEN I JUST WANT TO ECHO THE STUDENT REPRESENTATIVE CHIBUIKE. 
          MAY BE HEAVEN STUDENTS INVOLVED IN THE SOCIAL MEDIA ON SCHOOL CAMPUSES MORE EFFICIENTLY IN A WAY OF OR MIRRORING SOME KIND OF INTERNSHIP THAT THEY CAN GET CREDIT FOR MAY BE. 
          TO HELP WITH ALL THE OTHER THINGS THEY HAVE TO DO. 
          REQUIRED AND THINGS LIKE THAT. THAT HIS SKILL-BASED BUT IT'S ALSO FUN AND THAT'LL ENGAGE A LOT OF THE OTHER STUDENTS. 
          BUT ON TOP OF THAT, GEARING THEM MORE TO HOW TO ADVERTISE TO THE BROADER AUDIENCE, NOT JUST STUDENTS BUT FOR THE COMMUNITY AS A WHOLE. I THINK THE BALANCE. 
          I AM JUST SAYING THIS WITH THE EXPERIENCE THAT I HAVE HAD SO FAR. THEY HAVE A REALLY GREAT IDEA AND THEY UNDERSTAND THE TRENDS BUT IT IS ALSO FOCUSING ON THE MESSAGING THAT GOES BEHIND IT. I THINK THOSE TWO GROUPS LIKE TEACHERS OR IPO CAN COME TOGETHER AND CREATE SOMETHING REALLY ROBUST FOR THEM TO LATCH ONTO AND HAVE SOME CREDIT BEHIND. I THINK IT'LL ALSO HELP WITH HOW THE CULTURE IS TAKEN ONTO CAMPUS AS WELL. 
          THAT'S JUST AN IDEA. JUST THROWING IT OUT THERE. 
          ALSO KUDOS TO CHIBUIKE. THAT'S ALL I HAVE. 
          THANK YOU. >> THANK YOU. 
          >> REMEMBER THAT QUESTION. SO ON SLIDE 25, YOU SPOKE ABOUT THE LEARNING COMMUNITIES. AS A TEACHER, I KNOW THAT I'M GOING TO HAVE MAY BE ABOUT 6-8 KIDS WHO ARE PROBABLY GOING TO COME OUT MAY BE LOW. HOPEFULLY NONE. 
          SOME OF THEM DO. HOW ARE SCHOOLS AND OUR TEACHERS TRACKING THESE KIDS, BECAUSE IT IS YEAR AFTER YEAR AFTER YEAR OF THESE KIDS WHO APPEAR IN OUR DATA. 
          WHAT'S BEING DONE TO FOLLOW THE STUDENTS AND REALLY DIG DOWN DEEP IN THOSE PROFESSIONAL LEARNING COMMUNITIES ABOUT WHAT ARE THE SUPPORT SYSTEMS THAT WE ARE GIVING TO THEM AS A SCHOOL 
          SYSTEM? >> I LOVE THAT YOU ASKED THAT QUESTION. THAT IS SOMETHING THAT I'VE BEEN TALKING WITH PRINCIPLES ABOUT. THINKING ABOUT OUR INTERVENTION PROCESS, A PROGRAM THAT WE HAVE CURRENTLY AND WHAT REFINEMENTS MIGHT BE D NEED TO BE MADE. I'VE TALKED ABOUT WHAT THAT PROGRESS MONITORING LOOKS LIKE AT THE SCHOOL SITE. 
          I UNDERSTAND WHERE YOU ARE HEADING IN WHAT YOU ARE THINKING. I THINK THAT STILL NEEDS TO BE DEVELOPED A LITTLE BIT MORE. BUT THE CONVERSATION IS HAPPENING AND THAT'S PART OF WHAT I WAS SAYING AND PART OF THE PRESENTATION WHERE WE NEED TO CONTINUE TO FOCUS ON OUR COMMON ASSESSMENTS AND WHAT THE COMMENT ASSESSMENTS ARE GOING TO BE SO THEY CAN BE PART OF THAT PROGRESS MONITORING SHEET, WRITE? WHEN WE ARE DOING YOUR ASSESSMENTS AS YOU TALKED ABOUT IN KINDERGARTEN AND YOU KNOW THIS THE EIGHT STUDENTS ARE NOT MEETING THE MARK ON THESE ASSESSMENTS. HOW FREQUENTLY ARE WE MONITORING THAT? ARE WE CONTINUING THAT THROUGH THE YEAR? THAT NEEDS TO BE IMPROVED AND IT'S SOMETHING WE ARE TALKING ABOUT RIGHT NOW AND MY GOAL IS 
          TO CONTINUE THAT FOR NEXT YEAR. >> I LOOK FORWARD TO HEARING YOUR IDEAS ABOUT IT. THANK YOU. 
          >> ANY OTHER QUESTIONS? PERFECT. 
          [11. CONSENT AGENDA]
THANK YOU. NOW WE WILL GO AHEAD AND DO WE HAVE ANY ITEMS TO WITHHOLD FROM THE AGENDA THIS EVENING? OKAY. THEY'RE GOING TO HATE ME BUT I'M GOING TO PULL IT PLEASE. OKAY. 
          DO I HAVE A MOTION TO APPROVE THE AGENDA WITH THE EXCEPTION OF 
          ITEMS 11.20. >> YOU HAVE THAT MOTION. 
          >> ROLL CALL PLEASE. 
          [11.20. CONTRACT LISTINGS AND AMENDMENTS - 2025-2026 FISCAL YEAR]
          >> OKAY. THE FIRST ON THE ITEM HELD .20 -- LET'S SEE. THE CONTRACT AMENDMENTS FOR 
          [03:25:04]
2025-2026 FISCAL YEAR. I'VE A COUPLE QUESTIONS ON THE CONTRACTS COMING UP. WE HAVE SOME REQUESTS FROM ST. JOSEPH'S PRIVATE SCHOOL. I DO UNDERSTAND THAT THERE ARE PART OF OUR MONEY HAS TO BE GIVEN TO THEM. 
          MY QUESTION TO OUR STAFF IS IS THERE A CAP AND HOW OFTEN DO 
          THESE THINGS COME UP? >> THERE IS A CAP. 
          THERE IS A PERCENTAGE THAT ARE PRIVATE SCHOOLS ARE ALLOTTED AND IT IS PART OF ALL OF OUR TITLE FUNDING. 
          THERE'S A CAP AND WHEN YOU SAY HOW OFTEN DO THESE THINGS COME UP, DO YOU MEAN CONTRACTS LIKE THIS? 
          >> YES, CONTRACTS LIKE THIS. WE HAVE SEEN SOME BEFORE BUT THIS IS THE ONE WE HAVE SEEN AND TOO, TWO AT THE SAME TIME. 
          >> IT'S PRETTY INFREQUENT YOU ARE SEEING A CONTRACT BUT THAT SPEAKS TO THE PRIVATE SCHOOLS AND THEIR NEEDS. 
          WE'VE HAD AN INCREASE IN OUR PRIVATE SCHOOLS UTILIZING THEIR FUNDS AND SO YOU MAY SEE MORE THINGS LIKE THIS COMING FORWARD. 
          >> IF THEY DON'T USE THE FUNDS, BECAUSE I'M ASSUMING WE ALREADY HAVE THOSE SET ASIDE. DO THEY ROLL OVER. 
          WHAT HAPPENS TO THOSE FUNDS? >> THOSE FUNDS WOULD BE SIMILAR TO HOW WE USE OUR TITLE FUNDS. THEY'LL GET A NEW ALLOTMENT 
          EVERY YEAR. >> IF THEY DO NOT USE THE FULL 
          FUND, WHAT HAPPENS TO THE EXTRA? >> WELL, SO FOR EXAMPLE TITLE FUNDS GO FOR ABOUT 27 MONTHS SO THEY'LL BE UTILIZED WITHIN THE TIME. THEN WE GET ANOTHER ALLOTMENT FOR TITLE 2. THEY CONTINUE TO HAVE THE ALLOTMENT EVERY YEAR. IT WILL NOT CONTINUE TO GROW AND GROW AND GROW IF THEY DON'T USE IT. 
          >> OKAY, ALL RIGHT. THANK YOU. 
          DO YOU TO GO? >> OH, SORRY. 
          >> THANK YOU. MY NEXT QUESTION IS WITH PAPER EDUCATION AMERICA. I SEE WE HAVE IT FOR $1124. 
          HERE IT SAYS 2025-2027, BUT MAYBE IT WAS A TYPO IN THE CONTRACT I READ THAT'S FROM JUJUNETO JULY? 
          >> YEAH, IF CROSSES FISCAL YEARS BECAUSE IT'S FOR SUMMER SCHOOL. 
          WE ARE USING PAPER GROW TUTORING. 
          IT'S DIFFERENT FROM THE TUTORING WE HAVE ONLINE. 
          THIS IS HIGH DOSAGE TUTORING. BASICALLY THERE'LL BE TUTORS ONLINE WORKING WITH OUR STUDENTS DURING SUMMER ACADEMY. 
          >> IN ADDITION TO HAVING TO GO TO SUMMER SCHOOL, THEY ARE ALSO GIVEN THE SUPPORT SYSTEM DURING SUMMERS. 
          >> ABSOLUTELY. THEY HAVE THEIR SUMMER SCHOOL TEACHER. THEY TEACH MULTIPLE GRADES DURING THAT TIME AND SO THEY'LL BE TEACHING ONE GRADE WELL THERE'S ANOTHER TEACHING ANOTHER AND THEY START A SWAP. 
          >> SO THEN THE TIMELINE 2025-2027, THAT'S ONLY FOR SUMMER. 2025, 2025, 2027. 
          >> NOT DURING THE SCHOOL YEAR CURRENTLY. 
          THERE MIGHT BE A RENEWAL BUT THIS IS NOT THAT RENEWAL. 
          THIS IS FOR SUMMER SCHOOL. >> THANK YOU. 
          THANK YOU. WITH REGARDS TO THE CONTRACT WITH LOS ANGELES SHOULD COUNTY SHERIFF'S DEPARTMENT. 
          SAFETY AND SECURITY ACROSS FUNCTIONS. 
          THEY SAY UNDER THE UNMOUNTED RATE, WHAT'S THE MOUNTED RATE? 
          DO WE KNOW? >> YEAH, I WILL HAVE TO LOOK IT UP. WE ADDED IT BACK INTO THE FINAL COME OF THE CONTRACT SHOULD HAVE THE RATES AND IT. 
          WE ADDED BUT THE ORIGINAL CONTRACT AND THE AMENDED. 
          IF YOU GO BACK AND LOOK AT THE ORIGINAL. 
          >> IT IS THE SAME AMOUNT AS THE ORIGINAL CONTRACT? 
          >> THEY DID NOT ASK FOR ANY RATE RAISES. 
          THEY ASKED FOR AN EXTENSION AT THE TIME. 
          >> OKAY. THEN WE USE THEM ONLY FOR OUR SPECIAL EVENTS, CORRECT. GRADUATION. 
          >> THAT'S CORRECT. >> SEVERAL YEARS AGO, WE USE THEM FOR FOOTBALL GAMES. WE HAVE NOT USE THEM IN MOST RECENT YEARS. WAS MOSTLY GRADUATION AND THEN SEVERAL YEARS THERE WAS A SPAN OF TWO OR THREE FOOTBALL GAMES. 
          >> OKAY. IN THE CONTRACT IT ALSO STATES THAT IF THEY REQUIRE A PHYSICAL SPACE ON OUR CAMPUSES, THEN THEY CAN MAKE THE REQUEST AND WE HAVE TO PROVIDE THE SPACE. 
          [03:30:04]
THE FURNITURE. PAPER. 
          IS THAT NORMAL? I DON'T KNOW ABOUT THIS 
          CONTRACT. >> THAT MIGHT BE A COMMON PRACTICE FOR THEM AND THE CONTRACT MIGHT BE A LITTLE DATED BACK TO WHEN A LOT OF THE TIME THEY WOULD SERVE ON THE CAMPUSES. NOW THAT WE ONLY UTILIZE THE RATES OF THE CONTRACT FOR SPECIAL EVENTS. 
          THEY CAN MAKE THE REQUEST BUT THEY WOULD HAVE NO REASON TO. 
          >> SO MY QUESTION WOULD BE THEN DO WE STILL NEED THAT PART IN 
          THE CONTRACT? >> WE WOULD NOT NEED IT BASED ON 
          USE. >> THAT IS JUST STANDARD LANGUAGE THEY INCLUDE IN THERE IN CASE THE SITUATION WHERE EVER TO ARISE. IT CAN ALSO BE CERTAIN SITUATIONS WHERE THEY HAVE TO DEPLOY A LARGE AMOUNT OF UNITS. 
          BASICALLY HAVING ANOTHER CONTRACT TO ALLOW THEM TO EXPEDITIOUSLY DEPLOY THE ASSETS TO WHATEVER SITE IS NEEDED. 
          IT'S A BIT ANTIQUATED BUT IT SERVES A PURPOSE BECAUSE OF THE CONVERSATIONS THAT MIGHT COME UP THAT ARE NOT EXPECTED. 
          YOU GENERALLY WANT TO HAVE THE LANGUAGE IN THEIR. 
          CLEAR WHAT THE RESPONSIBILITIES ARE. 
          THAN THEY CAN PROCEED. >> LET ME REREAD THE QUESTION. 
          IF THAT WERE TO EVER HAPPEN, IS THERE A DESIGNATED SPACE ALREADY OR WOULD WE HAVE TO COME UP WITH THAT? 
          >> WE WOULD LIKELY HAVE TO COME UP WITH ONE IN THAT MOMENT. 
          THEY ARE SPACES ON ALL OF OUR CAMPUSES. 
          THE DECLINE IN ENROLLMENT WE'VE GOT SPACE. 
          YOU'RE NOT GOING TO GO AROUND AND DESIGNATE SPACES RIGHT NOW BECAUSE IT'S NOT A NECESSITY BUT I THINK YOU CAN EASILY BE DONE 
          IF THERE IS A THAT REQUIRED IT. >> AND THIS IS KIND OF MAY BE ASIDE FROM THE CONTRACT, COULD WE POSSIBLY LOOK AT SAFETY AND PROTOCOL. GO TO THE SAFETY COMMITTEE. 
          I AM NOT SURE. WE HAVE SEGMENTS OF OUR DISTRICT WHERE IF ANYTHING HAPPENS MAYBE WE COULD ALREADY HAVE A DESIGNATED SPACE THINKING FORWARD AND MAKING SURE WE UTILIZE THE LIMITED TIME IN EMERGENCIES TO DESIGNATE A SPACE WHERE THAT COULD HAPPEN. I WOULD HATE FOR US TO LOSE PRECIOUS MINUTES IF THERE'S AN EMERGENCY OF THAT KIND. 
          >> THAT COULD BE A GREAT THING FOR THE MANAGER COMING ON BOARD 
          SHORTLY. >> OKAY. 
          >> PERFECT. >> THANK YOU SO MUCH. 
          NO MORE QUESTIONS. >> I HAVE ONE MORE QUESTION COME UP AND I'M SORRY THIS GOT BROUGHT UP. 
          WHAT TEACHERS ARE TEACHING MULTIPLE GRADE LEVELS DURING 
          SUMMER SCHOOL? >> TYPICALLY, IT'S RISING FIRST AND SECOND, RISING THIRD AND FOURTH. 
          RISING FIFTH AND A RISING SIXTH. >> ELEMENTARY SCHOOLS? 
          >> OH YEAH, IT'S ELEMENTARY SCHOOLS AND I CAN GET THE SPECIFICS FOR YOU AND WHAT IT IS THIS YEAR. 
          >> I'M CURIOUS. I KNOW SOME DISTRICTS KIND OF DON'T MAKE IT MANDATORY BUT THEY KIND OF MAKE IT MANDATORY OR THEY MAKE IT OPTIONAL. HOW IS SUMMER SCHOOLS CHOSEN FOR 
          THE ELEMENTARY SCHOOLS. >> WE LOOK AT THEIR TEST SCORES. 
          WE LOOK FOR STUDENTS THAT ARE NEEDING THE EXTRA SUPPORT. 
          WE START THERE AND THOSE ARE THE STUDENTS THAT ARE OFFERED THE 
          OPPORTUNITY FIRST. >> I LIKE TO SEE MORE ON THAT BECAUSE IF WE LOOK AT THAT AS THE INTERVENTION STRATEGY AND TRYING TO JUMP BANDS, TEACHING NUMEROUS GRADE LEVELS. 
          >> LET ME LOOK INTO IT BECAUSE I MIGHT BE A MISTAKE WHAT IT LOOKS LIKE FOR THIS YEAR. I WILL GRAB IT AND PUT IT ON THE 
          UPDATE FOR YOU. >> OKAY, THANK YOU. 
          >> OKAY, PERFECT. DO I HAVE A MOTION TO APPROVE 
          THIS ITEM? >> MOTION APPROVED. 
          >> SECOND. >> ROLL CALL. 
          [12. BOARD COMMUNICATIONS]
OF EDUCATION MEMBERS COMMUNICATION REPORTS STARTING 
          WITH STUDENT MEMBER CHIBUIKE. >> OKAY, I'M GOING TO KEEP IT SHORT AND SWEET BECAUSE I KNOW WE HAD A LONG DAY. 
          I JUST WANT TO HIGHLIGHT SKILLS USA ONCE AGAIN. 
          [03:35:01]
I KNOW A BUNCH OF PEOPLE TODAY HAVE ALREADY DONE IT. 
          I WANT TO HIGHLIGHT THE WORK THAT STUDENTS AND ADVISORS PUT IN TO THIS YEAR'S COMPETITION. IT WAS A GREAT TIME EVEN THOUGH MANY OF US DID NOT GET SLEEP. WE GOT GOLDEN EXTEMPORANEOUS SPEAKING, ENGINEERING, SO THEY'LL BE GOING TO ONTARIO IN JUNE. WE GOT SILVER IN ENGINEERING TECHNOLOGIES AND THE BULLETIN BOARD. 
          ONCE AGAIN, A HUGE SHOUT OUT TO ALL OF OUR COMPETITORS. 
          WHETHER YOU PLACED OR NOT, I KNOW THEY ALL TRIED HARD TO. 
          SADLY FOR OUR SUPPORTS TEAM, OR RUN IN CIF WAS CUT SHORT. 
          BUT BY OUR INTERNET WENT OUT FOR A LITTLE BIT AND THAT MESSED UP OUR COMMUNICATION WITH THE OTHER TEAM. 
          WHEN ASKED FOR CIF RULES, WE DID HAVE TO DROP GAMES. 
          ARE MENTAL SHATTERED RIGHT AFTER THAT. 
          THE WAY I SEE IT IS THAT WE WERE SO GOOD AT THE END OF THE DAY IT TOOK GOD TO TAKE US OUT. OUR TEAM HAS WORKED SO HARD AND I WANT TO SHOUT OUT ALL OF THEM. OTHER THAN MYSELF, WE HAVE DARIAN HELLER A JUNIOR, JONATHAN A SOPHOMORE. 
          AND JV ONE TEAM WE HAVE BENJAMIN, XAVIER, JOSH, ALL OF THEM HAVE WORKED SUPER HARD. I WANT TO SHOUT OUT ROYCE, BECAUSE WITHOUT HIM NONE OF THIS WOULD BE POSSIBLE. 
          HE WORKED HIMSELF TO THE BONE TRYING TO SUPPORT US AND I DON'T KNOW WHERE I WOULD BE AS A PERSON WITHOUT HIM. 
          I JUST WANTED TO DO A QUICK SHOUT OUT. 
          >> THANK YOU BOARD MEMBER CHIBUIKE. 
          >> THANK YOU, PRESIDENT KARZAI FROM THE LAST BOARD MEETING UNTIL NOW, I ATTENDED THE WATER EDUCATION FOR LATINO LEADERS. WE HAD OUR ANNUAL CONFERENCE IN CALIFORNIA. WE VISITED THE DAM AND FIELDED QUESTIONS TO THE EMPLOYEES RELATED TO FACTORS DRIVING UP THE COST OF WATER. I WILL NAME A FEW SUCH AS RISING LABOR, INSURANCE AND ENERGY COSTS, AGING INFRASTRUCTURE REPLACEMENT, AND INFLATION IN CONSTRUCTION MATERIALS AND MORE STRINGENT REGULATIONS. WE DISCUSSED PROBLEMS AND SOLUTIONS ABOUT LOWERING THE COSTS. 
          WE NOW HAVE ASSEMBLY BILL 20 7:30 NINE. 
          IT WOULD HELP ALLEVIATE SOME OF OUR ISSUES. 
          OUR PUBLIC AND SAFETY REALLY DEPENDS ON THE INVESTMENTS. 
          WE DISCUSSED HOW CONSUMERS RELY ON BOTTLED WATER BECAUSE THEY SIMPLY DO NOT TRUST TAP WATER WORE WATER COMING FROM FOUNTAIN SOMETIMES. WE DISCUSSED WAYS TO IMPROVE TRUST IN OUR TAP WATER BY CREATING AWARENESS AND TRANSPARENCY AND REPORTING ON THE QUALITY OF TAP WATER BY BUILDING STRONGER CUSTOMER RELATIONSHIPS AND BY USING SURVEYS TO GET CUSTOMER INSIGHT AND FEEDBACK. 
          I TENDED TO COAST-TO-COAST WITH OUR BOARD MEMBERS AND OUR MISSION ACROSS THE STATE CSP A BRIEF TEST ON COURT ISSUES AND FEDERAL ACTIONS THAT ARE IN MOTION. 
          AFTER THE BRIEFINGS WE RECEIVED IT RESULTED IN MORE TALKING POINTS FOR WHAT'S CALLED THE MEETING ON THE HILL. 
          OUR TALKING POINTS WAS SUPPORT RESPONSIBLE AI IN EDUCATION. 
          STRENGTHEN CAREER TECHNICAL EDUCATION, AND FEDERAL APPROPRIATIONS AND FUNDING ESPECIALLY IN FULL FUNDING FOR SPECIAL EDUCATION. PROTECT STUDENT ONLINE SAFETY AND MENTAL HEALTH. AFTER ALL OF THIS, I, WE, OUR TASK WITH BUILDING AND MAINTAINING THE RELATIONSHIPS WITH OUR CONGRESSIONAL MEMBERS AND THEIR STAFF VARIED STRENGTHENING OUR PARTNERSHIP WITH PERTINENT ORGANIZATIONS AND WATCHING FOR THE UPDATES AND HELPING WHICHEVER WAY WE CAN EVEN IF IT IS WRITING LETTERS OR SHOWING UP IN SACRAMENTO. 
          WHATEVER IT TAKES FOR OUR STUDENTS. 
          I ATTENDED THE ANNUAL START TOWARDS AND IT WAS SET UP BEAUTIFULLY. ENTERTAINMENT PRESENTED BY THE BLUE SOCIETY AND OUR VERY OWN BELLFLOWER ELEMENTARY SINGERS. 
          FLAWLESS PERFORMANCE BY BOTH. THE FOOD AND APPETIZERS WERE DELICIOUS. I HAD TO CONTROL MYSELF AND 
          [03:40:02]
LIMIT MYSELF TO ONE SERVING. I'M GLAD I WASN'T TOO HUNGRY BECAUSE THE FOOD WAS REALLY DELICIOUS. 
          AS OUR SUPERINTENDENT DR. SIMON ALREADY YOU KNOW MENTIONED THAT A TEACHER AND THEY WERE RECOGNIZED FROM EACH SITE. 
          THE ONLY THING THAT WAS MOST DIFFICULT IS SELECTING THE TEACHER OF THE YEAR AND THE CLASSIFIED EMPLOYEE OF THE YEAR. 
          AT THE END, CONGRATULATIONS TO MRS. HILL FOR BEING AWARDED THE TEACHER OF THE YEAR. AND BEING AWARDED THE CLASSIFIED EMPLOYEE OF THE YEAR. LASTLY, I ATTENDED THE WHO OWN WORDS. WHICH WAS A PARTY. 
          I DID NOT DANCE. I WAS OKAY WITH NOT DANCE. 
          ARE THE CHANCE TO SEE A LOT OF MY COLLEAGUES I USED TO WORK WITH. EVEN MY OWN DISTRICT, I SAT WITH BELLFLOWER. I DIDN'T SET WITH MY DISTRICT THAT I WORKED FOR. AGAIN, THEY CALLED IT THE WHO AWARDS AND IN SHORT. THIS AWARD IS FOR THOSE WHO ARE NOT AWARE THE AWARD IS PRESENTED TO OUTSTANDING MEMBERS OF LOCAL CHAPTERS AND RECOGNITION OF THEIR SERVICE TO COLLEAGUES AND THE PROFESSION THROUGH VOLUNTEER, APPOINTIVE, AND ELECTIVE ACTIVITIES. WE ARE GETTING READY TO GO TO THE RA AND IT'S TOTALLY VOLUNTEER. 
          WE DON'T HAVE TO DO THAT BUT WE ARE DOING IT. 
          CONGRATULATIONS ON THE AWARD BEING AWARDED THE 2026 LOCAL WHO AWARD. RECIPIENT FROM THE BELLFLOWER TEACHERS ASSOCIATION. I DON'T KNOW WHO WON THE STATE AWARD THOUGH. DID THEY ANNOUNCE IT. 
          THEY HAD ALL THE WHO AWARD WINNERS THAT HAD TO ANNOUNCE IT. 
          MY GOODNESS, THE FIRST YEAR THEY HADN'T DONE THAT. 
          THAT'S IT. THAT'S IT FOR ME. 
          BUT CONGRATULATIONS. OKAY. 
          THANK YOU. THAT'S IT. 
          >> THANK YOU. >> YOU GUYS NEED TO WAKE UP, MARCH 27TH I ATTENDED THE LEADERSHIP  AND EMPOWERMENT CONFERENCE. I APPRECIATE HER POSITIVE OUTLOOK ON LIFE AND REMINDING US TO MAKE THE BEST OUT OF EACH DAY WE HAVE WITH OUR FAMILIES AND STUDENTS. 
          MARCH 28TH, VICE PRESIDENT AND I WERE JUDGES FOR THE LIONS CLUB DEBATE CONTEST AND THE TOPIC WAS COMMUNITY. 
          THIS YEAR WE DID NOT HAVE ONE STUDENT FROM THE UST APPLY SO WE HOPE WE CAN OPEN THE SCHOLARSHIP OPPORTUNITIES TO OUR STUDENTS. 
          IF WE HAVE SOMEONE IN THE DISTRICT THAT PUTS ALL OF THESE SCHOLARSHIPS AND CONTEST OPPORTUNITIES TOGETHER TO PUSH OUT INFORMATION TO ALL OF OUR SITES AND STUDENTS, SO IF YOU GUYS COULD LET ME KNOW IF WE DO HAVE THAT HONOR FRIDAY WE'D APPRECIATE IT. FROM APRIL 11TH-APRIL 16TH I ATTENDED A CONFERENCE IN WASHINGTON, D.C.. 
          THE MAIN ADVOCACY POINTS THIS YEAR WHEN WE MET THE CONGRESSMEN AND WOMEN WERE IDA. ONLINE SAFETY, AI, CTE. 
          THERE'S A RISING CONCERN WITH STUDENT HEALTH AND SOCIAL MEDIA. 
          WE NEED TO FOCUS ON DATA, EXPLOITATION, DEFAULT SAFETY SETTINGS, EXPANDING PRIVACY RIGHTS, LIMITING TARGETING ADVERTISEMENTS, AND ADDRESSING CYBERBULLYING THE MOST. 
          THE KIDS ONLINE SAFETY ACT, THE CHILDREN THEN TEEN ONLINE PRIVACY ACT 2.0 GIVES CONGRESS A CLEAR BIPARTISAN PATH TO MEANINGFUL PROTECTIONS SO THEY CAN WORK TOGETHER TO MAKE THIS HAPPEN. WITH AI, WE ADVOCATED FOR AN INCREASE IN TRANSPARENCY, OVERSIGHT TO STUDENT PRACTICES, SAFEGUARD STUDENT PERSONAL INFORMATION, PROVIDE FUNDING FOR CYBERSECURITY INFRASTRUCTURE, AND STAFF TRAINING AND ESTABLISHING CLEAR TOOLS FOR STUDENTS AND STAFF IN K-12 CLASSROOMS. CTE FOCUSED ON EXPANDING THE CTE FUNDING, SUPPORTING STRATEGIES TO RECRUIT AND RETAIN CTA EDUCATORS. WE GET ABOUT 100000-$120,000 IN YEAR FOUR HOUR GRANT WHICH WE USE FOR SUPPLIES, SUPPLEMENTAL MATERIALS, ET CETERA. WE WANT TO ADVOCATE AND MAKE SURE THE FUNDS ARE STILL AVAILABLE. 
          IDA IS SIMPLE. WE ARE SUPPOSED TO GET 40% FUNDING, WE DON'T SO WE CONTINUED TO PUSH FOR THE FULL 40% OR ADVOCATED FOR SMALL INCREASES EACH YEAR. 
          BUILD BACK UP AND GET MORE MONEY FOR OUR SPECIAL ED STUDENTS. 
          [03:45:05]
ONE SESSION I ATTENDED HAD SOME VERY SAD AND CONCERNED A STATISTICS. $2.2 BILLION ENTITLED TO HAVE FUN SUPPORTING TEACHER DEVELOPMENT INSTRUCTION ARE NOT LISTED. $890 MILLION CUTS TO TITLE III FUNDS WHICH IS USED FOR EL AND IMMIGRANT FUNDING, $336 MILLION TO MIGRANT EDUCATION, $1.4 BILLION IN CUTS TO TITLE IV FUNDING WHICH IS ACADEMIC SUPPORT AND ENRICHMENT. 
          THE BIGGEST HALL I TOOK AWAY IT IS PULLING SHELVES WHETHER YOU'RE A DEMOCRAT OR REPUBLICAN OR INDEPENDENT, EDUCATION IS SUPPORTED AND OUR PRIORITIES ARE CROSS PARTIES ARE ALMOST IDENTICAL. WHY IS IT SO DIFFICULT. 
          I DON'T UNDERSTAND THAT. THIS IS A NONPARTISAN TOPIC AND SO AS A TEACHER AND BOARD MEMBER IT'S HARD TO SEE THE CUTS BEING SUGGESTED WHEN WE AGREE THAT EDUCATION FUNDING SHOULD BE THERE AND WE NEED MORE OF IT. IT'S IMPORTANT TO HAVE THE DISCUSSION TO CALL AND WRITE YOUR LOCAL AND STATE ELECTED OFFICIALS AS WELL AS YOUR FEDERAL CONGRESSMEN AND WOMEN, SENATORS WHEN IT COMES TO OUR CHILDREN. 
          ALL IN ALL I REALLY ENJOYED SPENDING TIME WITH MY COLLEAGUES AND NETWORKING WITH THE OTHER CALIFORNIA SCHOOL BOARD MEMBERS AND SUPERINTENDENTS. I ATTENDED THE PTA HONORARY SERVICE ON WORDS. THINKING TO THE PTA AND WHAT THEY DO FOR A COMMUNITY AND FAMILIES. 
          IT WAS A BEAUTIFUL'S CEREMONY TO CELEBRATE THE AMAZING VOLUNTEERS, TEACHERS, ADMINISTRATORS THAT TRULY MAKE A DIFFERENCE IN OUR DISTRICT. THEY TEACHERS HONORED WERE IRMA, HEATHER, AMY, AND JILLIAN. IF CATHERINE EMMA ELAINE, MICHAEL, AND JOHN YOUNG AS WELL AS ANNE-MARIE AND SHARP AND STACY FROM FOSTER. THE YOUNG MEN HONORED WERE JESSICA CUMMINGS FROM BUTLER HIGH SCHOOL, CHRISTIANNE, JOSHUA FROM LINDSTROM, KRISTA JACKSON FROM FOSTER. 
          I WANT TO THINK PTA. I WAS DEEPLY HONORED AND HUMBLED TO RECEIVE THE FIRST EVER ELECTED HONORARY SERVICE OFFICIAL AWARD. MY MOM WAS ALWAYS -- SHE HAD A BIG THING WITH THE PTA. SHE WAS ALWAYS A MEMBER AND INVOLVED IN THE ORGANIZATION AND I APPRECIATE THE HARD WORK AND EVERYTHING THEY DO. YOU CAN STILL JOIN PTA IF YOU HAVEN'T. IT IS NEVER TOO LATE. 
          LAST NIGHT I ATTENDED THE WHO AWARDS. 
          WE HONOR OUR OWN. AND TICKLED TO THE PARTNERSHIPS AND RELATIONSHIPS I HAVE WITH THE TEACHERS ASSOCIATION. 
          A HUGE CONGRATS TO JOHN YOUNG FOR BEING THE WHO AWARD WINNER FOR 2026. ALSO FOR THE PAST THREE YEARS, BOARD MEMBERS RECEIVE QUESTIONS REGARDING PERMITS BOTH INTER-AND EXTRA DISTRICT. I LIKE THE NUMBERS OVER THE LAST FEW YEARS. IF I CAN GET INFORMATION ON THE FRIDAY MEMO, HOW MANY INCOMING PERMITS WE APPROVED AND DENIED AND HOW MANY OUTGOING PERMITS WE'VE APPROVED AND DENIED. 
          AND WHERE DID THEY GO? LASTLY, I ATTENDED A SAFE AND CIVIL COHORT IN THE PAST TWO DAYS AND LOOKING AT DATA TO IMPROVE CLIMATE AND CULTURE AND SAFETY ON THE CAMPUS WAS HIGHLY SUGGESTED. I KNOW THE BOARD'S MAIN PRIORITY IS SAFETY. PRESIDENT GARZA I'M GOING TO EMAIL YOU THE LIST. AND I THINK YOU'D BE A GOOD IDEA WE GET CONSISTENT DATA EITHER MONTHLY OR QUARTERLY ON THE FOLLOWING ITEMS. AVERAGE DAILY ATTENDANCE AND ABSENCE RATES COME OUT TARDINESS RATES, EXPULSIONS, REFERRALS TO ALTERNATIVE EDUCATION PLACEMENTS, SUSPENSION RATES, AND REASONS FOR SUSPENSION. THE NUMBER OF INFRACTIONS RESULTED IN STUDENTS BEING SENT TO THE OFFICE THE MORE REFERRALS TO SPECIAL EDUCATION, NUMBER OF STUDENTS REFERRED TO SPECIAL EDUCATION WHO DID NOT QUALIFY, INSTANCES OF VANDALISM AND GRAFFITI, INSTANCES OF OTHER ILLEGAL ACTIVITIES, INJURY REPORTS THAT DIFFERENTIATE BETWEEN PLAYGROUND INJURIES AND OTHER COMMON INJURIES, STUDENT FOCUS GROUPS, SOCIAL EMOTIONAL SUPPORT, INFORMATION FROM SOCIAL WORKERS, COUNSELORS, SCHOOL PSYCHOLOGISTS, AND A SUMMARY OF STUDENTS IDENTIFIED HAVING A GPA OF LESS THAN 2.0. I KNOW IT SOUNDS LIKE A LOT, BUT I SEE A LOT OF THE SITES DOING IT AND EACH SITE CAN DO THAT AND CONTINUE TO PRESENT DATA IN THE CAN USE IT FOR THEIR SITE AND WE CAN SEE IT BECAUSE WE SHOULD BE LOOKING AT DATA ALL THE TIME. 
          INCIDENT REFERRALS CAN BE COLLECTED BY EACH SITE AND GENERATE YEAR TO DATE REPORTS BY TOTAL NUMBERS, GRADE, TYPE OF INFRACTION, LOCATION, GENDER, RACE, ETHNICITY, SPECIAL EDUCATION STATUS, AND SUSPENSIONS CAN BE GENERATED BY TOTAL NUMBERS, GRADE, GENDER, SPECIAL EDUCATION STATUS, RACE, ETHNICITY, FREQUENT FLYERS WHO ARE INDIVIDUALS STUDENTS WITH TWO OR MORE SUSPENSIONS. I THINK THAT WOULD KEEP OUR SITES, OR DISTRICT LEADERS, THE BOARD MORE INFORMED WHEN WE MAKE DECISIONS AND I THINK IT WOULD HOLD OUR SITES MORE ACCOUNTABLE. 
          [03:50:04]
I WILL SEND YOU THE LIST AND I THINK THAT IF SOMETHING WE SHOULD ASK FOR. LASTLY LISTENING TONIGHT AND LIKE TO REQUEST THE DISCUSSION OF THE RESOLUTION TO LIMIT TIME ON OUR SCREENS. I LIKE TO REQUEST TO BE ON A FUTURE AGENDA FOR DISCUSSION PLEASE. 
          THANK YOU. >> THANK YOU, BOARD MEMBERS 
          CINTRON. >> THANK YOU. 
          JUST BASED ON ALL THE PRESENTATION FROM STUDENTS AND THE PTA, EVERYBODY KNOWS WHERE I'VE BEEN. 
          I WILL GO DOWN THE LIST. I WOULD JUST LIKE TO THANK OUR STUDENT, STAFF, AND COMMUNITY FOR THEIR CONTINUED ENGAGEMENT AND PARTNERSHIP AND THE IMPORTANT WORK HAPPENING ACROSS OUR DISTINCT. THIS EVENING'S PRESENTATION REFLECT A CLEAR FOCUS ON PREPARING OUR STUDENTS NOT JUST A GRADUATE BUT TO BE READY FOR COLLEGE, A CAREER, AND LIFE. 
          FOR ALL OR ONE OR ANOTHER. I'M ESPECIALLY ENCOURAGED BY THE PROGRESS WE ARE SEEING AND THE INTENTIONAL STEPS WE ARE TAKING TO CERTAIN STUDENTS OUTCOMES AND TO EXPAND OPPORTUNITIES. 
          AS WE MOVE FORWARD, AND LOOK FORWARD TO CONTINUING THIS WORK TOGETHER AS A BOARD BUT ALSO HAND-IN-HAND WITH OUR LOVELY CABINET. TO ENSURE THAT EVERY DECISION WE MAKE KEEPS OUR STUDENTS AT THE CENTER AND SUPPORT THEIR SUCCESS WHICH I KNOW THAT'S ALL OF HER FOCUS. 
          THEY KEEPING IN MIND THAT HAVING INPUT FROM OUR TEACHERS, PARENTS, OR COMMUNITY AS A WHOLE VERY EARLY IN THE PROCESS IS MORE EFFECTIVE OVER ALL AND HELPS REDUCE REPEATED STEPS IN THE FUTURE SO THAT WE DON'T HAVE TO KEEP GOING BACK AND MAKING ADJUSTMENTS. WE CAN HAVE EVERYTHING FRONTLOADED IN THE BEGINNING I THINK IS MORE EFFECTIVE FOR OUR TIME. ALSO I WOULD LIKE TO SPEAK ON COAST-TO-COAST I'M NOT GOING TO REPEAT ALREADY WHAT MY COLLEAGUES HAVE SHARED BECAUSE THAT'S NOT NECESSARY. 
          WHAT I WOULD LIKE TO REFLECT ON MOSTLY IS THIS IS THE SECOND YEAR I'VE ATTENDED COAST-TO-COAST AND ONE OF THE THINGS THAT I THOUGHT, AGAIN, BEAR WITH ME. 
          IT'S JUST A REALLY LONG NIGHT YOU GUYS. 
          IS THE FACT THAT FOR THIS PARTICULAR CONFERENCE, I DO THINK THAT WE NEED TO BE BETTER PREPARED. 
          IF WE HAVE A SPECIAL MEETING MAY BE OR SOMETHING MORE LIKE A INPUT SESSION, TO BE ABLE TO STRATEGIZE BETTER AS A GROUP BECAUSE TO DO IT IN THAT ENVIRONMENT GETS KIND OF HARD. 
          WE ALL UNDERSTAND THE FLOW. WE HAVE BEEN THERE AS A GROUP BUT THERE'S NECESSARY TANGIBLES THAT WOULD BE MORE EFFECTIVE IF WE HAD TO DO THEM IN THE ROOM INSTEAD OF TRYING TO SCRAMBLE FOR THE NUMBERS AND ASKING FOR THINGS TO BE DESIGNED TO. 
          IF WE HAD THAT PRIOR TO GOING, JOSH WROTE THIS PARTICULAR CONFERENCE. WE ARE MEETING WITH LEGISLATORS ON THE HILL. WE ARE TAKING THE TIME. 
          I THINK IT'S MORE EFFECTIVE TO HAVE AND TO HEAR ESPECIALLY FROM OUR CABINET WHAT INPUT THEY WOULD LIKE TO GIVE US TO TAKE WITH US. THAT'S ONE OF THE THINGS WHEN WE ARE COLLABORATING WITH OTHER DISTRICTS IS EVERYBODY HAS A SPECIFIC STORY TO TELL. WE HAVE OUR OWN STORY TO TELL. 
          I THINK  IT WOULD BE VALUABLE FR US TO UNDERSTAND THAT AND FIGURE OUT HOW WE ARE GOING TO TELL THE STORY WHEN WE ARE ON THE HILL SO THAT WE WE ARE NOT JUST GRASPING AT NUMBERS AND NOT JUST FOCUSING ON COAST TO COAST. TALKING POINTS THAT WE AND GENUINELY OURS WHICH WE HAVE BUT I THINK IT NEEDS TO BE MORE INTENTIONAL. AND SO, IF I COULD REQUEST THAT HAVE BEEN FOR NEXT YEAR BECAUSE IT'S A ONCE A YEAR AND BE REALLY EFFECTIVE AND I KNOW COST WISE IT WOULD BE HARD BUT HAVING ONE OR TWO CAN MEMBERS OF THE CABINET TO JOIN US BECAUSE THEIR VOICES NEED TO BE HEARD IN THE ROOM AS WELL WITH OUR LEGISLATORS. WE ARE HERE TO SPEAK ON THE BEHALF OF OUR DISTRICT, BUT IF WE DON'T HAVE EVERYBODY IN THE ROOM TO BE EFFECTIVE, WE ARE REALLY LOSING THE IDEA OF BEING THERE. I THINK FOR ME PERSONALLY A LOT OF THE WIND WAS TAKEN OUT OF MY SALE WHEN I HEARD THAT TO 
          [03:55:06]
MS. STEWART'S COMMENTS, JUST SEEING THE PRESENTATIONS AND KNOWING OUR NUMBERS, OR DEPARTMENT OF EDUCATION IS DISMANTLED TO END TO SEE THAT ON THE BOARD IS REALLY JUST DISHEARTENING. BUT TO FIND THE GAS TO GO UP AND STILL ADVOCATE IS WHAT DRIVES US BECAUSE WE ARE ALWAYS STUDENT FOCUSED. I HOPE OUR TEACHERS HEAR US WHEN I SAY THAT WE ARE DOING AND BEING AS INTENTIONAL AND FOCUSED AS POSSIBLE WHEN IT COMES TO MAKING THESE REQUESTS. 
          SOME OF THEM DO SOUND LIKE DEMANDS AND WE DON'T MEAN FOR IT TO SOUND LIKE A DEMAND BUT WE ARE UNDERSTANDING MORE AND MORE WHAT BOTH SIDES LOOK LIKE. IT NOT JUST HOW IT AFFECTS OUR DISTRICT AS A SINGULAR SPACE BUT WHAT THAT REALLY DOES TO CALIFORNIA AS A WHOLE. I KNOW WE ALL LIVE IN OUR BUBBLE BUT COAST-TO-COAST REALLY POPS THE BUBBLE FOR A LOT OF US WHEN WE ARE OVER THERE BECAUSE WE UNDERSTAND THAT WE ARE THERE AND IT IS A... IT'S JUST HARD. 
          THAT'S ALL I WILL SAY. THANK YOU. 
          >> THANK YOU, BOARD MEMBER CINTRON. 
          >> THANK YOU, MADAM PRESIDENT. A LOT OF THE EVENTS, I WON'T GO THROUGH THOSE. THERE WERE AMAZING OFFENSE. 
          A LOT OF REALLY COOL CELEBRATIONS. 
          THANK YOU FOR THE STAR AWARDS. I THOUGHT THAT WAS AWESOME. 
          THE VENUE, THE BAND, THE CELEBRATIONS AS A WHOLE. 
          I THOUGHT IT WAS A BIG NIGHT SO THANK YOU FOR THAT. 
          THANK YOU FOR THE VERY THOUGHTFUL PRESENTATIONS TONIGHT. I REALLY DO APPRECIATE THEM. 
          THANK YOU, IT WAS GREAT. AND STAFF FOR STAYING UP LATE WITH US TONIGHT. I REALLY DO APPRECIATE IT. 
          AND TO OUR TEACHER PARTNERS. WE'VE ALL DONE A LOT OF WORK TO BUILD A GOOD RELATIONSHIP AND A COLLABORATIVE ONE SO I'M VERY OPTIMISTIC WE ARE GOING TO KEEP BUILDING ON THAT GOING FORWARD SO I'M LOOKING FORWARD TO HAVE CONVERSATIONS UNFOLD AND HOW WE CAN CONCEDE. I THINK YOU FOR BEING HERE TONIGHT AS WELL. THAT'S ALL 
          >> THERE WAS ONE MORE THING, SORRY. 
          I DID WANT TO ECHO THE -- I MEAN, I'M ALL FOR TECH AND AI, BUT I DO THINK A LOT OF DISTRICTS ARE MOVING TOWARDS RESTRICTING SCREEN TIME FOR OUR YOUNGEST ONES. 
          SO I'M GOING TO ECHO BOARD MEMBER STUART IN MAYBE LOOKING -- STEWART INTO MAYBE LOOK NOTHING THAT AND SEEING WHAT WE CAN DO TO GET AHEAD OF IS THAT BECAUSE I THINK THAT IS PRETTY CLEAR THAT IT'S NOT GOOD. AND ALSO SCHOOL DISTRICTS ARE LOOKING AT BANNINGE BIKES ON THEIR MIDDLE COOL AND -- BANNING E-BIKES ON OUR MIDDLE SCHOOL AND HIGH SCHOOL GLASSES. 
          I DON'T KNOW IF WE HAVE A PROBLEM WITH THAT -- CLASSES -- I SEE THEM JUST FLOATING OUT. WHAT I SEE A SCHOOL DISTRICT DOING SOMETHING THAT'S MAYBE NOVEL OR GETTING AHEAD OF THINGS, I WANT US TO BE THE DISTRICT THAT GETS AHEAD OF THINGS AND ADDRESSES THINGS AND DOESN'T JUST FOLLOW SUIT AFTER OTHER DISTRICTS DO IT. SO I'D SAY THOSE TWO THINGS TOP OF MIND RIGHT NOW THE MAYBE WE CAN LOOK INTO -- AND I'M NOT SAYING WE HAVE TO DO BOTH, BUT AS AN OPTION HERE WE CAN ADDRESS THOSE TWO THINGS. THANK YOU. 
          >> THANK YOU, BOARD MEMBER CRIHFIELD. 
          AS FOR MYSELF, I -- SAME THING. I DID ATTEND THE PTA HSA AWARDS. 
          WONDERFUL TIME. STAR AWARDS AS WELL. 
          THANK YOU SO MUCH TO RYAN AND YOUR STAFF AND, YOU KNOW, MS. KNOCKS AND MR. OLMOS. IT WAS A TEAM EFFORT -- KNOX -- IT WENT REALLY WELL. IT WAS WELL-RECEIVED. 
          YOU KNOW WE'LL CONTINUE TO DO THIS AND I'M SO HAPPY WE ARE DOING THIS NOW. ALSO THANK YOU FOR THOSE PRESENTATIONS. AMAZING. 
          A LOT OF INFORMATION, AND A LOT OF THINGS TO -- FOR US TO FOLLOW UP ON AND LOOK FORWARD TO. THANK YOU SO MUCH. 
          AS FOR COAST TO COAST, THIS WAS MY FIRST TIME GOING, SO FOR MYSELF I WONDER IF MAYBE GETTING A LITTLE BIT MORE AHEAD OF IT AS WELL, LIKE, YOU KNOW, BOARD MEMBER CINTRON SAYING, PREPARING A LITTLE BETTER FOR THAT IF WE DECIDE TO GO ANOTHER YEAR, BUT 
          [04:00:05]
ALSO PERHAPS LOOKING INTO WHEN APPROPRIATION COMMITTEES ARE MEETING AND MAKING SURE THAT WE ARE GIVING AN UPDATE AS TO WHERE DOES BELLFLOWER UNIFIED SCHOOL DISTRICT VOTE ON? WHAT ARE WE PASSIONATE ABOUT? WHAT ARE WE SAVING THIS IS -- IT'S NOT HELPFUL FOR US. WE NEED TO START MAKING OURSELVES HEARD SO THAT WAY THERE IS SOME TYPE OF INFORMATION GOING OUT FROM US TO THOSE REPRESENTATIVES SO THAT WAY THEY CAN GO AHEAD AND QUICKLY GIVE THAT INFORMATION TO ASSEMBLY MEMBERS AN CONGRESS MEN AND WOMEN. 
          AND ALSO I'D LIKE TO LOOK -- AND CONGRESSMEN AND WOMEN. 
          I'D LIKE TO LOOK AT GOING TO SACRAMENTO AM WE CAN DO SOMETHING THERE. IT'S MORE LOCAL FOR US. 
          MAYBE THIS IS WHERE WE NEED TO SPEND MOST OF OUR TIME IN, ESPECIALLY BECAUSE IT'S, YOU KNOW, OUR OWN STATE. 
          SO IF WE CAN LOOK INTO THAT AS WELL, PLEASE, AND MAYBE I THINK GENERAL COUNCIL, YOU HAVE SOME INFORMATION ON -- AND BACKGROUND ON THAT FOR US. SO IF YOU CAN WORK WITH OUR STAFF, PLEASE, TO KIND OF GUIDE THEM AND LET THEM KNOW IS THIS A WORTHWHILE TIME TO ACTUALLY ADVOCATE IN SACRAMENTO? THANK YOU. AND THEN AS WELL FOR AGENERAL DIEING THE SCREEN TIME -- AGENDAIZING THE SCREEN TIME FOR WHAT WE'RE DOING IN THE SCHOOLS OOPS AND MY REQUEST IS GOING TO BE, BOARD MEMBER STEWART AND BOARD MEMBER CRITCHFIELD -- CRIHFIELD. IF YOU CAN HELP US LOOK AT THAT AND I THINK AT THIS POINT IT'S VERY BROAD. 
          KIND OF HAVE SOME QUESTIONS AROUND THAT. 
          DOES THAT MEAN SCREEN TIME ON OUR CAMPUSES? DOES THAT MEAN SCREEN TIME -- LIKE, WHAT -- BECAUSE WE DO NEED SOME OF THAT TECHNOLOGY. WE DON'T WANT TO -- AS FAR AS I'M LOOKING AT IT FOR NOW, WE DON'T WANT TO SET US BACK. 
          YOU KNOW, IF EVERYBODY IS MOVING FORWARD IN TECHNOLOGY, HOW DO WE BALANCE THAT? SO IF YOU CAN KIND OF WORK WITH MAYBE OUR STAFF, DR. SIMON, PLEASE, AND SEE -- AND MAYBE GENERAL COUNCIL CAN HELP US OUT WHENEVER NEEDED, TO HAVE SOME INFORMATION ON THE LEGALITIES OF THAT AS WELL. 
          MAYBE WE CAN DEVELOP A REALLY GOOD BOARD POLICY THAT ADDRESSES AND FINDS THE COMPROMISE BETWEEN WHAT WE WANT OUR KIDS TO BE ABLE TO DO IN THE FUTURE AND WHAT WE ARE REQUESTING THEM TO BE ABLE TO DO AS YOUNGER, YOU KNOW, LEARNERS. 
          AND THEN JUST MAYBE BRING IT UP TO THE BOARD, YOU KNOW, FOR US TO KIND OF HAVE THAT DISCUSSION. THAT IS NEEDED. 
          AND AS WELL FOR E-BIKES, I THINK WE'RE LOOK NOTHING THAT A LITTLE BIT MORE -- LOOKING INTO THAT -- SO IF WE CAN GET SOME DISCUSSION WITH BOARD MEMBER CRIHFIELD I THINK IS THE ONE THAT WAS INTERESTED IN THAT AS WELL. DR. SIMON, PLEASE. 
          SO THAT WAY WE CAN MAKE SOME BETTER INFORMED DECISIONS TO 
          THAT. >> ANYONE ELSE HAVE QUESTIONS, REQUESTS? THANK YOU. 
          [13. INFORMATIONAL ITEMS]
UM, ITEM 13.1 WILL REQUIRE BOARD ACTION, SO 13.1 IS A REQUEST FOR SECONDARY EXTENDED FIELD LEARNING EXPERIENCE. 
          THIS ITEM BEING PRESENTED FOR BOARD APPROVAL. 
          DO I HAVE A MOTION TO APPROVE THE REQUEST FOR SECONDARY EXTENDED FIELD LEARNING EXPERIENCE. 
          >> WE HAVE A MOTION. >> SECOND. 
          >> ROLL CALL, PLEASE. >> STUDENT MEMBER? 
          >> AYE. >> MS. ARMSTRONG. 
          >> AYE. >> MS. STEWART. 
          >> AYE. MS. SIN DROP. 
          [2. CLOSED SESSION (Part 2 of 2)]
          >> EYE. MR. RICHFIELD. 
          >> AYE. >> MR. GARZA. 
          >> TIP THERE WILL BE NO FURTHER -- AT THIS POINT THERE WILL BE NO FURTHER ACTION TAKEN IN OPEN SESSION. 
          THANK YOU. AND OUR -- OUR NEXT REGULAR BOARD MEETING WILL BE THURSDAY, MAY 14TH, 2026. 
          THE TOPIC DISCUSSED IN CLOSED SESSION, PUBLIC EMPLOYEE THE 
          [3. RECONVENE INTO OPEN SESSION/CALL TO ORDER (Part 2 of 2)]
BOARD TOOK ACTION TO APPROVE A SETTLEMENT. 
          IF THERE IS NO OBJECTION, THE MEETING IS ADJOURNED
* This transcript was compiled from uncorrected Closed Captioning.