[1:58] Good evening.
>> Good evening everyone. Can you hear me
[2:01] okay out there? I know there's a lot of
you. Okay. Uh call to order regular
[2:06] board meeting and Pinko. Good evening.
The August 21st regular board meeting
[2:12] [clears throat] is being recorded and is
streaming live on the district's YouTube
[2:15] channel. Members of the public are
welcome to record or photograph the
[2:19] meeting provided it does not cause a
disruption including obstructing the
[2:23] view of others. Roll call. Trusty man
>> present.
[2:27] » Trustee Hernandez, she's not here at the
moment. Trusty Sanchez
[2:32] » present.
>> Trusty Hughes
[2:34] » here.
>> Student board member Davez is not here
[2:37] this evening and I am here. Trusty
Corona are the uh we're going to go to
[2:42] close session. Are there any comments
from the public on closed session items?
[2:46] » We don't have any comments for close
session.
[2:50] » Okay. The board of trustees will go into
close session and reconvene the regular
[2:54] meeting at 7 p.m.
[1:01:42] Today's meeting
[1:01:47] of the public are welcome to record or
photograph the meeting provided it does
[1:01:51] not cause a disruption including
obstructing the view of others. If you
[1:01:55] wish to address the board, please
complete a speaker form and submit it to
[1:01:59] Miss Orosco before the public comment
period of the meeting. Once the public
[1:02:04] comment period has ended, the district
will no longer accept new forms.
[1:02:08] Individual comments are limited to three
minutes. Please note that the total time
[1:02:12] allotted for public comment is limited
to 20 minutes for agendaized items and a
[1:02:17] separate 20 minutes for non-aggendaized
items. If there are a substantial number
[1:02:22] of speakers for a particular agenda item
or topic, the board president has the
[1:02:27] discretion to revise the time allotted
to each speaker. No speaker may yield
[1:02:31] their time to another. The board
welcomes public input and by law does
[1:02:36] not prohibit criticism of the district,
including criticism of district
[1:02:41] employees or the board of trustees.
However, speakers are cautioned that no
[1:02:45] person is immune from liability for
making intentionally false or defamatory
[1:02:50] comments simply because those comments
are made at a public meeting.
[1:02:54] Furthermore, the district expects mutual
respect and orderly conduct to maintain
[1:03:00] a disruption-free meeting. The board
will not permit any disturbance or
[1:03:04] willful interruption of its board
meetings. Thank you for your
[1:03:07] cooperation.
>> All right. Okay. And now we will have
[1:03:10] our presentation of colors by Lancaster
High School
[1:03:14] and then the pledge of allegiance.
[1:03:20] » Please stand.
[1:03:46] Hand over your heart. The pledge of
allegiance. Ready? Begin. I aliance to
[1:03:52] the flag of the United States of
America.
[1:04:27] » [applause]
>> Thank you.
[1:04:39] » Pinko meeting. A public comments from
the floor for Pinko items. Are there any
[1:04:44] comments from the public on Pinko items?
>> I don't have any comments for Pinko.
[1:04:48] » Thank you. B. Approve purchase order
schedule PCO. It is recommended that the
[1:04:53] board of trustees approve and authorize
the purchases outlined on the attached
[1:04:57] schedule. May I have a motion?
>> Motion.
[1:04:59] » A second.
>> Second.
[1:05:01] » Any discussion?
Seeing none. Um,
[1:05:06] » all those in favor say I.
>> I. Any opposed?
[1:05:09] » Okay. Motion passes. Five. Reconvene
regular board meeting. Madame President,
[1:05:15] before we start the regular agenda, I'd
like to request that we pull item 8B.
[1:05:21] It's the aquatic center. If we do have
any public comments, uh, they can make
[1:05:24] them tonight. It is on the agenda for a
special meeting tomorrow.
[1:05:28] » Thank you.
Okay. [clears throat]
[1:05:33] Six, recognition, reports, and public
comments. A, presentation of AVUHSD
[1:05:38] International Bealia program. IB, Dr.
Grado.
[1:05:43] » Thank you, Madam President. Um, I'd like
to call up our director of student
[1:05:46] services, I'm sorry, educational
services, Charles Dunn, introduced this
[1:05:50] evening's uh presentation on the
international balorate program.
[1:06:00] [laughter]
[1:06:02] » Good evening, Madame President, board
and cabinet. Tonight, we you'll be
[1:06:06] receiving a presentation on the Analopee
Valley Union High School District
[1:06:10] International Balularia program based at
Courtzell High School. This program has
[1:06:14] touched hundreds of lives over the last
few years, offering students acceptance
[1:06:19] to universities in the United States and
abroad. I'd like to invite to the podium
[1:06:24] the principal of Courtzel High School,
Arjun Perisan, and our two directors of
[1:06:29] IB, I'm sorry, the coordinators of IB,
Britney Stevenson and Dr. Steven Ready.
[1:06:35] » Thank you. Hello.
>> Thank you.
[1:06:37] » Welcome. [applause] Welcome.
>> Good evening, Madam President, board of
[1:06:40] trustees, cabinet. Thank you for
inviting us to present on our IB
[1:06:45] program. Uh the IB program is a global
program that started in Geneva,
[1:06:50] Switzerland in 1968.
One of the problems the IB program went
[1:06:55] to solve was looking at families that
had to get picked up, moved around,
[1:06:59] sometimes without a lot of planning,
military families, folks that had to uh
[1:07:03] suddenly without much planning figure
out what their next steps were. The IB
[1:07:08] program has grown now to over about
3,300 schools internationally, 940 plus
[1:07:14] in the United States and about 80 8090
in uh California.
[1:07:20] The IB program started uh at Courtzell
High School in 1998 with Dr. Ready being
[1:07:25] uh one of the stewards of the program
right from the start. Mrs. Stevenson
[1:07:29] started with the program a little bit
later because she's a proud Quartzell
[1:07:33] High School alumnist and also a product
of the IB program herself, thereby
[1:07:37] reflecting the cycle of global
citizenship that is one of the core
[1:07:41] tenants of the IB program. So without
further ado, here's Dr. Ready and Mrs.
[1:07:46] Stevenson.
[1:07:54] » Thank you, Mr. PM Miss Von and thank you
Madame President and members of the
[1:08:00] board and cabinet. The international
balora program is an extremely
[1:08:04] challenging and comprehensive two-year
honors program that is available to all
[1:08:09] students in the Analopee Valley for
their junior and senior years. IB began
[1:08:15] after World War II in Europe as an
idealistic venture to promote global
[1:08:20] understanding and a practical program to
provide an excellent standardized
[1:08:24] college prep education for the children
of diplomats who frequently frequently
[1:08:29] lo relocated across borders. IB stated
mission statement you can see on the
[1:08:34] slide is to develop inquiring,
knowledgeable and caring young people
[1:08:39] who help to create a better and more
peaceful world through intercultural
[1:08:43] understanding and respect. In the last
60 years, the program has spread around
[1:08:48] the world as a program emphasizing
educational excellence and we began with
[1:08:54] our program in at the Analo Valley uh
district in 1998.
[1:09:00] There are three distinguishing
characteristics of IB that make it a
[1:09:05] unique opportunity for all AV students
to partake of. Its breadth, its depth,
[1:09:12] and its devotion to the development of
the whole student.
[1:09:17] Regarding breadth, students take honors
classes in all their subjects.
[1:09:21] All their subjects. Regarding depth,
students engage in incredible rigor and
[1:09:27] creativity, completing their own unique
research and writing in each of their
[1:09:32] honors IB classes. And regarding the
development of the whole person, it is
[1:09:38] best represented by the IB learning
profile that you can see on the screen.
[1:09:42] IB IB goes beyond just educational
excellence and emphasizes service,
[1:09:48] leadership, creativity, and sports to
help students take on the challenges as
[1:09:54] young adults. Mr. Stevenson will now
talk more about how the program is
[1:09:59] organized. Thank you, Dr. Ready. Um, so
our IB program is a rigorous course of
[1:10:05] study that students begin in their
junior year. Their classes are all
[1:10:08] honors levels, resulting in an extremely
challenging and experience across every
[1:10:13] single subject. In addition to
undertaking what most students would
[1:10:16] consider to be the most rigorous course
of study in our district, uh IB students
[1:10:21] are also encouraged to explore areas of
personal interest and personal growth
[1:10:25] through an introduction to philosophy
class with Dr. ready in the second
[1:10:28] semester of their junior year where they
explore ideas and questions such as how
[1:10:32] do we know what we know and how do we
know what what we consider to be truth
[1:10:36] is actually truth. Um not only do they
look for where knowledge comes from but
[1:10:42] they also seek to understand how we gain
knowledge in the be in the first place.
[1:10:47] This class is also where the students
are receiving support for one of the
[1:10:50] most uh intimidating cornerstones of the
IB program, which is our 4,000word
[1:10:55] extended essay, which ultimately turns
out to be about a 15-page research
[1:10:59] project on a topic of the student's
choosing. Another way the IB program
[1:11:03] helps students grow academically and
personally is through the creativity,
[1:11:06] activity, and service component of the
core. Um this is a program where the
[1:11:11] students that are requiring the students
to engage and reflect on extracurricular
[1:11:15] activities over the course of 18 months
and most of the time these activities
[1:11:18] include participating in sports and
clubs events on campus both planning and
[1:11:23] participating in community and campus
cleanups. Uh we are often asked what's
[1:11:27] the difference between advanced
placement courses so AP and IB courses.
[1:11:31] Um and I really like to use a metaphor
of fine dining to kind of explain that a
[1:11:34] little bit better. AP classes in my mind
are a little bit like alleart
[1:11:38] experiences. Um you can take as many or
as few as you want to create a
[1:11:42] personally satisfying experience through
your high school career. However, the IB
[1:11:47] program is an all-inclusive seven course
meal that is guaranteed to satisfy even
[1:11:52] the most inquisitive of pallets. Dr.
Ready will share a little bit now about
[1:11:55] the approaches that IB takes to teaching
and learning that make our program so
[1:11:59] unique.
So the learning profile, excuse me, the
[1:12:03] learning profile links all our classes
with three common elements, thinking,
[1:12:10] doing, and reflecting.
And the reflecting component has become
[1:12:15] a much more significant part across uh
all our educational ventures in this
[1:12:20] district. H we ask as students, as
teachers, we ask how are we learning?
[1:12:27] Why is this important? How are we
developing as a person? So, the program
[1:12:33] for students begins in their eighth
grade where they come to Courtz Hill for
[1:12:38] an evening program with their parents
and we invite students from the entire
[1:12:44] district um to to learn about joining
us. And um after they are accepted to
[1:12:52] the program, the um students then take
honors classes in their ninth and tth
[1:12:59] grades either at Courtzill or uh at
another high school here in the
[1:13:04] district. And then uh they join the
actual IB classes in 11th grade. And if
[1:13:10] they're coming from another high school
campus, they're guaranteed transfer to
[1:13:16] Courtz Hill.
[1:13:21] This is a um
graph showing uh the distribution of
[1:13:27] students according to some of our
demographic um characteristics and you
[1:13:32] can see that the uh IB uh classes
represent
[1:13:38] our valley. One other note I wanted to
make. We always have a few students who
[1:13:45] are the children of servicemen or
contractors from other NATO countries
[1:13:52] from Europe and they come here and
parents are perhaps working at Edwards
[1:13:58] or in one of the uh firms and their
children come to the IB program and then
[1:14:04] when they return to Europe they are able
to uh apply to the European colleges as
[1:14:11] an IB student receive college credit
with because of their IB classes at the
[1:14:18] Europe European University and that's a
special part of of the demographics of
[1:14:24] our of our program.
So this is a sample schedule of what our
[1:14:29] students would engage in during their
junior and senior year. And what is
[1:14:33] really unique about each of these
classes is that each one includes an
[1:14:36] internal assessment as well as an
external assessment. So our internal
[1:14:40] assessments usually look like projects
large research papers on a topic of the
[1:14:43] ch the students choosing in what all
different subjects supported by their
[1:14:47] teachers and then the external
assessments are more like this the tests
[1:14:51] at the end of the year that the students
would take in the spring and all of our
[1:14:55] internal and external assessments are
sent off to the IB in Geneva um for
[1:15:00] grading and moderation.
[1:15:05] Here
[1:15:10] are some examples of um the academic
work that students do uh in their in
[1:15:16] their classes. Uh for example, the in
history um I had a student last year
[1:15:22] focus on how Christian theology guided
the leadership of civil rights heroes in
[1:15:29] the 1950s and60s. So in each class, the
students are choosing an independent
[1:15:34] project and working with the teacher to
research and write, similar to what
[1:15:39] they'll do in college.
Our students are also finding ways to
[1:15:45] impact our community just beyond the
classroom through creative and
[1:15:48] passionate cast projects. Uh some of you
may be familiar with the Courtzill Food
[1:15:52] Pantry that was initially a brainchild
of one of our IB students during CO. Um
[1:15:57] and it's still serving our community
today. So you can see that our students
[1:16:00] that participate in the program, not
only does the program leave a lasting
[1:16:04] impact on them, they are leaving a
lasting impact and legacy here in our
[1:16:07] valley even after they go away off to
college and graduate.
[1:16:13] » So you may recall those research papers
uh from high school or college. Well,
[1:16:18] our IB students have a 15-page research
paper, the extended essay, and they
[1:16:24] begin that in the spring of their junior
year, work on it in the summer, continue
[1:16:29] in the fall with a mentoring teacher. Uh
and an example of that is uh uh a a work
[1:16:38] that Tanisha Alam did which you can see
on the screen there focusing on the
[1:16:43] development of partisanship among her
Vietnamese American community leaning
[1:16:48] toward being Republican because of the
the legacy of being anti-communist.
[1:16:54] And then on the right uh here's a
picture of a couple of our IB students.
[1:16:58] They had just gone off to university and
they came back to pick up their IB
[1:17:02] diplomas because they earned, of course,
the high school diploma and then the IB
[1:17:06] diploma which they're very proud of and
yields the college credit too.
[1:17:21] So, we shared a lot about what the
program does um during the program and
[1:17:25] for our students while they're in
school, but I would like to take a
[1:17:27] moment to share a little bit more about
the student outcomes that we're also
[1:17:30] seeing. Um so, what the program does for
students ultimately is that it allows
[1:17:36] for them to have access to schools that
they wouldn't normally have access to.
[1:17:40] Uh, one common misconception about the
IB program is that it's only serving
[1:17:44] students who are planning to attend
university internationally after high
[1:17:47] school, which is not true. As you can
see, the IB senior student enrollment.
[1:17:52] So, these are the outcomes of where our
students went after they graduated from
[1:17:55] our program from 2022 to 2026. And you
can see that the majority of them stayed
[1:17:59] right here in California and attended a
University of California school. We also
[1:18:03] have students that left and went to
California State Universities, private
[1:18:06] universities in and out of in and out of
California. Um and so we see that
[1:18:13] students from the IB program are among
those that are accepted to some of the
[1:18:16] most prestigious colleges.
Here is some data uh just from our most
[1:18:21] recent data and our most recent cohort
of students, the class of 2026. You can
[1:18:25] see that many of them attended UC are
attending UC schools here in the fall.
[1:18:29] Um and we also have some students that
attended private outofstate universities
[1:18:33] as well. In fact, our meritorious
valadictorian from Courtzill High
[1:18:36] School, class of 2026, his name was
Aaron Lim is Aaron Lim. And he is
[1:18:40] currently going planning to attend uh
Union College in Albany, New York to
[1:18:45] pursue an MBA and a premed degree. So,
one of the most important things that I
[1:18:50] want to focus on here is that our
students, 100% of our students are
[1:18:54] accepted into colleges, prestigious
colleges and universities and UC
[1:18:58] schools, no matter how much or how
little they were working with our
[1:19:02] program. Um, so you can see that a 100%
of our students from last year as well
[1:19:07] as this year will be planning to attend
university in the fall. The last thing I
[1:19:12] want to emphasize is we've told you a
little bit about what the program is and
[1:19:15] also how it affects student outcomes
when they graduate is I would like to
[1:19:19] emphasize that it not only helps
students to be accepted to colleges, but
[1:19:22] it also helps students be successful
through colleges. So the data on the
[1:19:27] screen are some comparison numbers of
the success rate of IB students versus
[1:19:32] our the US students national average. So
75% of IB diploma recipients graduate
[1:19:39] college within four years of graduating
high school. Additionally, students that
[1:19:43] participate in any capacity in the
program are graduate at a rate of 61.6%
[1:19:49] in four years after leaving high school.
These numbers are extremely impressive,
[1:19:52] especially when compared to the national
average of across the board most
[1:19:56] students, 41.1% of students are
graduating college within four years
[1:20:00] after leaving high school.
>> Can I just interrupt you really quick?
[1:20:05] What is DP stand for?
>> DP is the diploma program. So that's
[1:20:10] what we call it's our international
diploma program.
[1:20:12] » Oh, okay. Okay. Thank you.
[1:20:16] In some the IB program is unique for its
breadth, depth and our devotion to the
[1:20:24] development of the whole student. In the
last two years, we have established an
[1:20:28] IB club and parent booster club to help
IB students and provide social
[1:20:33] activities. Our program development
plans are emphasizing student success
[1:20:38] and close collaboration among teachers
and staff. Our students and staff have
[1:20:42] found IB to be an incredibly meaningful
program. IB is one important way for all
[1:20:49] students in AV to help achieve our
district district's graduate profile
[1:20:54] which we are emphasizing more. The four
C's as they're called to be creators,
[1:20:59] collaborators, communicators and
contributors can be achieved through
[1:21:04] many ways and one of them is IB.
So, as a proud graduate of the Analope
[1:21:10] Valley High School District, as well as
an IB diploma recipient, um I'd really I
[1:21:15] would like to take this moment to thank
the board, Madame President, the cabinet
[1:21:19] superintendent, um just for the
opportunity to share some of the great
[1:21:23] things that our program does and how
impactful it has been through the
[1:21:26] community. It's of such a personal value
to me and I know so many members of our
[1:21:30] community that are able to come back. I
personally attribute a a large amount of
[1:21:34] my own success through college and
beyond to the found Um, and I'm so
[1:21:39] grateful for the opportunity to return
and serve the community that served me
[1:21:42] 20 years ago. Thank you so much. And
we'd be happy to answer any questions
[1:21:46] that you have now.
>> Thank you. I have questions as always,
[1:21:51] but I will save it till the last. Um,
any questions?
[1:21:54] » Uh, no questions. It's great job. Looks
like a really good program. Thank you,
[1:21:57] Mr.
>> I just want to say I love our homegrown
[1:22:00] heroes and um, Britney, that's you. I
thank you very much for um coming back
[1:22:06] and serving our community. I mean, I
think it's amazing. My family's doing
[1:22:10] that, so I'm doing that. So, I just
wanted to say thank you and thanks for
[1:22:14] uh um coming and working for us. And Dr.
Ready, I my kids did some IB going
[1:22:19] through the schools at Courtzill. And I
got to tell you, always amazing things
[1:22:23] um that I heard through my children. So,
good job. And oh, AJ, what a stud. Good
[1:22:30] job. [laughter]
>> Thank you, sir.
[1:22:34] Cindy,
>> um, I always enjoy hearing about these
[1:22:36] programs. I I I don't think believe we
have enough of them. And sometimes I
[1:22:40] don't like that I'm not even aware of
them. So, I just want to thank you for
[1:22:43] taking the time and putting together
such a great presentation. It was so
[1:22:46] detailed, so informative. And just as I
thought I had a question, like the next
[1:22:50] page had the answer. So, it was very
indepth. Um, and and I really love
[1:22:54] knowing this information because I love
sharing about it. And same thing, um,
[1:22:58] you know, Miss Stevenson, thank you for
coming back and serving our community.
[1:23:02] Uh it it it's a big difference for our
students, I think, to be able to see
[1:23:07] someone who's lived the program and
breathed the program and it's taught
[1:23:10] differently and and for putting back
into our students. We're grateful for
[1:23:13] that. Thank you all.
>> Thank you very much,
[1:23:15] » Mr. Sanchez.
>> Thank you. Yeah, I'm a stats guy being a
[1:23:18] former baseball player, right? So, I
really like the fact that you guys have
[1:23:23] those numbers up there, the 74% and 61%.
I'm sold on that. Those are good numbers
[1:23:29] to see. Thank you. Thank you.
>> Um yeah, this is a an amazing
[1:23:35] opportunity. So my questions are how
many students do you serve a year?
[1:23:42] » How many so how many are in the program?
>> So um for the uh eighth graders coming
[1:23:48] and and learning about the program,
we'll have a library full of students
[1:23:53] and parents, you know, a couple hundred
students uh each night. And we have uh
[1:23:58] about 75 students who are then accepted
into the program as rising ninth
[1:24:04] graders, courts students and students
who are going to be attending other
[1:24:08] schools in our district. And then um
when they join uh the junior class, uh
[1:24:17] it's a smaller group. It's been running
about 25 in the junior class and also in
[1:24:22] the senior class uh to be full diploma
candidates. And then we'll also have
[1:24:26] some students take a few IB classes
rather you know a few more. So it's it's
[1:24:31] uh that's those are the numbers
approximately.
[1:24:33] » So a student can take an IB course
without being in the IB program.
[1:24:38] » Um they would be a what is called a
certificate candidate for that class.
[1:24:43] » Okay.
>> And it's a relatively small percentage
[1:24:46] perhaps uh 10 or 20% of the students.
>> Okay. Um, and then so then just going to
[1:24:53] the statistics,
I like to know what numbers I'm working
[1:24:57] with with the statistics. So the the
demographics um page, where is it?
[1:25:04] Here it is. N
>> can you just go back to it? I can't. Oh,
[1:25:08] that one. So then this number is four
years worth of data.
[1:25:14] Okay. So can you give [snorts] me
numbers for this based on well you can
[1:25:20] at least right now if not I could get it
from Mr. Nen.
[1:25:22] » So these are um five years of the senior
class. So of the 25 students in a
[1:25:32] typical class. This is that the
demographic breakdown
[1:25:36] » of those senior classes, the as they
listed um their um their background when
[1:25:44] um formally um applying for the IB exams
in their senior year.
[1:25:50] » Okay. And so I guess Mr. Hen, my
question slash um hope is how can we get
[1:25:56] an IB program at more sites so that it
feels a little more equitable because if
[1:26:03] we're I mean we have 20,000 students not
to say that all 20,000 will be eligible
[1:26:08] for an IB however
um you know 75 start and then the
[1:26:15] attrition to maybe 25 or so it would be
great to see I mean if it's working um
[1:26:22] how can we grow this? And also while I'm
saying this, um can you run a report for
[1:26:29] the data of the test scores for those
that are in IB with the CASP and NWA to
[1:26:36] see how that's correlating?
>> Sure. And and to your first question, we
[1:26:40] can explore it. um any student in the
district um who does grade nine and 10
[1:26:46] at their home school, whether it be
Courtz Hill or anyone any other one, Dr.
[1:26:50] Ready, correct me if I'm wrong, but
they're automatically accepted into the
[1:26:53] IB program at Courts Hill. No, um
paperwork, no um open enrollment for
[1:26:59] that student. Um there would be some
challenges um not necessarily
[1:27:03] insurmountable with expanding IB to
other um schools across the district,
[1:27:08] but we can explore explore it as an
option.
[1:27:10] » There's a challenge though. We might
have to get some DNA from Dr. Ready and
[1:27:14] and then clone him.
>> That is one of the challenges is
[1:27:17] teachers of this
>> air and caliber.
[1:27:19] » We'll get some IB students to do it. So,
>> well, because I would like to see this
[1:27:23] program be on Courtz Hill Westside
because Little Rock deserves it.
[1:27:28] Palmdale deserves it. Knight High School
deserves it. People that, you know, I
[1:27:33] would love to see how we could increase
the 9% of our African-American students
[1:27:37] to have this amazing opportunity as
well. Also, it would be great if you
[1:27:41] could look at possibilities for the next
year to come.
[1:27:44] » Probably be two years out.
>> We should start the conversation.
[1:27:49] » Conversation started.
>> Perfect. Do I
[1:27:51] » When can we get the DNA?
>> Do you experience a wait list of
[1:27:55] students trying to enroll and not having
the ability to enroll in the [snorts]
[1:27:58] program?
>> We have all the students uh who wish to
[1:28:02] be in IB are able to join it. Okay.
We'll you know, we just grow the classes
[1:28:08] as demand increases. Oh, perfect. So,
there really isn't um a limitation to
[1:28:12] how many. So, maybe it's just a
awareness because if there's no weight
[1:28:18] list, it's unlike some of the other
programs like soore where there's a
[1:28:21] weight list. This program has no weight
list. So, it could just be informing
[1:28:25] more of the students that of the
availability of it.
[1:28:28] » Absolutely.
>> Yeah, definitely. and you know changing
[1:28:32] the narrative because I've had several
friends of mine that are parents that
[1:28:36] have had their kids go through it and
there really is a perception of oh well
[1:28:39] that's not for me or that's for the
elite west side and we needed that goes
[1:28:45] away. So um but I asked for this pro uh
presentation so I finally have it and
[1:28:53] thank you so much and Dr. Ready I think
we met a couple of years ago at the
[1:28:56] career fair. Yeah. So, thank you so
much. Unless there's other questions, I
[1:29:00] think we're good.
>> Good job.
[1:29:02] » Thank you so much.
>> Thank you very much. [applause]
[1:29:12] » All right. B cat Catapult presentation.
Dr. Grado.
[1:29:17] » All right. Thank you once again. As part
of our commitment to multi-tered system
[1:29:21] of supports, we've adopted the
district-wide tier one strategy of using
[1:29:25] good first instruction through the core
instructional model. Catapult is an
[1:29:29] expert in this type of instructional
delivery. Here to introduce our guest
[1:29:32] this evening is director of MTSS, Miss
Kimberly Porter.
[1:29:38] » Hello. Good evening. Welcome. Good to
see you.
[1:29:43] » Good evening, Madame President, board of
trustees and executive cabinet. The work
[1:29:48] of MTSS in our district has been a
journey marked by building systems and
[1:29:53] training teams on structures and
strategies that support MTSS.
[1:29:57] Instruction has been the main focus for
our tier one teams. And last school
[1:30:01] year, they took um the knowledge they
gained over the years and focused on the
[1:30:07] science of implementation.
They learned what it takes to implement
[1:30:11] MTSS well on their campuses.
We know that professional development
[1:30:17] alone does not always translate into
practice. Research shows that after
[1:30:22] professional development only about 5%
of what is learned is actually
[1:30:26] implemented. Alia Williams Ashley from
Catapult Learning is here to share how
[1:30:32] Catapult will expand the services they
offer our district to include support
[1:30:36] for our tier one teams to improve that
outcome.
[1:30:55] Good evening.
>> Hi. Welcome.
[1:30:58] » Thank you so much um Madame President,
board members, cabinet members. Um thank
[1:31:03] you for your time today. I'm here to
present Catapult Learning's proposal to
[1:31:07] continue our core instructional model
implementation support and expand
[1:31:12] support to include the district's MTSS
implementation.
[1:31:17] Um I as Kim has introduced I am Ali
Williams Ashley the area manager for
[1:31:23] professional development services
overseeing 10 states in the western part
[1:31:28] of the United States. I'm a proud STEM,
former STEM teacher to middle and high
[1:31:34] school students. I was a high school
administrator and former instructional
[1:31:38] and leadership coach. I'm just one of
three leaders who will support the
[1:31:43] logistics and implementation of services
for AVUHSD.
[1:31:48] So, let's get started.
The goals of the PD plan are to continue
[1:31:54] support of the implementation of CIM by
building the instructional staff
[1:31:59] capacity to plan and deliver tier one
effect tier one instruction to expand
[1:32:06] that support to include the capacity
building of the leaders at the
[1:32:11] comprehensive school sites to
continuously use data to make decisions
[1:32:16] about students learning, equity, and
overall continuous school improvement
[1:32:21] and finally to promote a system of
collaboration that will share the
[1:32:26] responsibility among stakeholders for
helping students learn, connect and
[1:32:31] thrive.
[1:32:34] Since Catapult has an established CIM
partnership with the district, this
[1:32:39] presentation will focus on the support
of the MTSS implementation which will
[1:32:45] happen in two phases. The first is the
collaborative quality analysis or CQA
[1:32:51] which is Catapose proprietary needs
assessment process and the design and
[1:32:56] execution of a common uh custom
implementation plan for each
[1:33:01] comprehensive school site.
[1:33:07] In phase one, in the collaboration with
district and school leaders, our coaches
[1:33:12] will complete the CQA by first comparing
the school's current practices with
[1:33:18] researchbased practices and the
district's MTSS framework.
[1:33:24] Two, framing priorities and developing
an implementation plan that will include
[1:33:29] strategies to address any identified
gaps. The CQA process will also build a
[1:33:36] cadence for implementation plan review
as a catapult, pun intended, to embed
[1:33:42] continuous improvement in each school's
culture. And finally, it will identify
[1:33:47] any influences on decision making that
may impede progress. Lastly,
[1:33:53] each school's leadership team will
receive a comprehensive CNA report
[1:33:57] detailing findings and recommendations,
and district leaders will receive the
[1:34:02] individual school reports and a
consolidated report highlighting any
[1:34:07] district level trends.
[1:34:12] [snorts]
In phase two, the implementation plan
[1:34:16] will be developed alongside school
leaders and will include diverse
[1:34:20] learning experiences like job embedded
coaching to strengthen plan
[1:34:25] implementation and accountability and
the development of a data collection
[1:34:29] cadence to build implementation
sustainability beyond our partnerships.
[1:34:35] This cadence will allow leaders to
monitor progress while using multiple
[1:34:40] data points.
[1:34:44] Also in phase two, district and leaders
uh district and school leaders will
[1:34:49] engage in a progress monitoring cadence
using a modified version of Dimming's
[1:34:55] plan do study act or continuous
improvement cycle with the diagnosis
[1:35:00] stage being the exception since it is
inclusive of our needs assessment
[1:35:05] process which is a more comprehensive
exercise than what is typically done in
[1:35:10] the study act stage.
[1:35:15] We propose a 2-year timeline for this
implementation support. This first year
[1:35:23] will allow Catapult coaches and site
leaders time to establish a common
[1:35:28] understanding of what MTSS will look
like at and customizing the experience
[1:35:35] for each site. to develop the
implementation plan to develop the data
[1:35:41] review cadence any data collection tools
and engage in interrator reliability
[1:35:48] exercises to ensure data analysis is
aligned and builds collaboration among
[1:35:55] sitebased teams.
[1:36:00] In the second year, the implementation
activities will deepen becoming more
[1:36:05] rigorous and the process of gradually
releasing the responsibility from
[1:36:10] catapult coaches to site leaders to lead
implementation
[1:36:16] that is when it will um that's when it
occurs. Such activities will include
[1:36:21] reviewing and adjusting the plan based
on data, promoting inclusive practices
[1:36:26] like culturally responsive teaching, and
inviting family, caregivers, and the
[1:36:32] community to engage in the MTSS
implementation process by sharing goals
[1:36:38] and progress and by soliciting and using
their feedback as another data source
[1:36:44] for decision makingaking.
[1:36:50] This slide, this slide highlights some
of the activities that will bring the
[1:36:54] implementation plan into daily classroom
practice. The collaborative teaming and
[1:37:00] PLC's will schedule a protected time for
schools to focus on student data and
[1:37:07] problem solving. Culturally responsive
teaching will help the school staff self
[1:37:14] assess, building awareness of their
biases and share evidence-based
[1:37:18] practices to build more inclusive
classrooms through coaching. Prog
[1:37:24] progress monitoring will become a staple
in each school's culture, ensuring
[1:37:29] ongoing student support with family
caregiver and community engagement
[1:37:35] strategies. Stronger school home
partnerships will develop
[1:37:43] [snorts]
throughout the implementation process.
[1:37:46] Catapult will support school site
leaders by using a number of activities
[1:37:51] like coaching observations with the
Catapult coach and or their leadership
[1:37:56] peers to develop alignment on what to
look for in terms of teaching and
[1:38:00] learning and how to give constructive
actionable feedback. Additional
[1:38:07] activities will include developing a
digital resource hub so leaders can
[1:38:12] access the tools and templates used
during implementation and facilitating
[1:38:17] monthly district and school check-ins to
reflect on data implementation plan
[1:38:22] milestones and to plan next steps.
[1:38:30] This slide uh demonstrates um Catapose
capacity to support this MTSS
[1:38:36] implementation as it speaks to the
number of partnerships that we have
[1:38:40] across the country and the amount of
days that of coaching that we've
[1:38:44] delivered.
[1:38:49] Thank you so much for your time. Are
there any questions?
[1:38:51] » Thank you.
Um yeah, I just had a couple of
[1:38:55] questions just for the the clarity. Um
this is for 124
[1:39:03] staff members. The the coaching one the
full day is that for 124 people
[1:39:10] » the
>> or are you asking more general about the
[1:39:12] program not specifically this umou
that we're trying to get understanding
[1:39:18] of?
>> Okay. It is two parts. One part of that
[1:39:23] proposal is for the CIM, the core
instructional model support,
[1:39:26] implementation support that has been
going on for years. The other part is
[1:39:30] for MTSS is focused on the MTSS teams at
each comprehensive school site.
[1:39:37] » Okay. And what will be the focus for or
how are you going to help our schools
[1:39:44] with tier one knowing that tier one is
very impacted. So what are you going to
[1:39:51] be able to do with this program?
>> Right. Initially we are currently we are
[1:39:57] supporting teachers in the classroom
with effective tier one planning and
[1:40:01] delivery working with the
>> So you're you're doing it right now.
[1:40:05] You're doing that.
>> That's correct. But specifically with
[1:40:07] the teachers um and the instructional
partners are walking alongside our
[1:40:11] catapult coaches.
>> So but we're here to potentially on on
[1:40:15] te to approve this cont. Have we
approved a contract with you already?
[1:40:19] Not not for either one. So this is
presentation.
[1:40:22] » We've worked with catapult since 2014.
Just a renewal of one piece.
[1:40:28] » An expansion for another expansion with
MTSS.
[1:40:31] » Hold on. So So hold on. Catapult's been
doing what? You know, I got big problems
[1:40:36] right now just because of the probably
about four years ago our discussion. So
[1:40:42] have we been working with Catapult
with our MTSS?
[1:40:48] Well,
yes and um Catapult and the core
[1:40:53] instructional model is a tier one common
assurance. So, and Catapult has
[1:40:58] supported us um with the core
instruction model and we worked on the
[1:41:01] same concept before it was the core
instruction model. This new component on
[1:41:05] the MTSS piece is to broaden our um
internal capacity to continue to develop
[1:41:14] and support the core instructional
model. So, so we hired someone to
[1:41:18] implement MT because before we had a
contract when we first got on the board,
[1:41:22] remember four years ago, we had a
contract and we had some issues with
[1:41:25] that contract,
>> separate type of support.
[1:41:27] » Okay. So, and then that contract's done
now and that person got we and then what
[1:41:32] we did after that, we hired our own MTSS
coordinator. Correct.
[1:41:35] » Correct.
>> Okay. So, we have that person still.
[1:41:37] Correct.
>> Correct.
[1:41:38] » Okay. So, how has Catapult
been working together with our MTSS
[1:41:45] director
>> as the
[1:41:48] » Because she says she's doing it right
now, correct? You're already doing it,
[1:41:51] but if we're if I'm approving a contract
now, how are you doing it without you
[1:41:54] having a contract prior is what I'm
>> We've been working with Catapult for a
[1:41:57] number of years. 14 years that I'm aware
of.
[1:42:00] » Got to way before MTSS. Yeah. Okay. So
they you've just been they've been
[1:42:04] assisting some MTSS not needing a
>> instructional model and this is bringing
[1:42:08] it into the realm of MTSS and this is a
totally separate um entity than who we
[1:42:15] dealt with before the previous
>> we don't have that contract anymore.
[1:42:18] » Correct.
>> Okay.
[1:42:20] » All right. I'm still I'm still
concerned.
[1:42:24] » Might I add that the focus of the MTSS
is to develop the leaders. So
[1:42:29] » that's what the
>> No. Okay.
[1:42:31] » No, no disrespect to you. I'm just
trying to work through this because
[1:42:34] that's what the last person was
>> that was very problematic in how we did
[1:42:38] contracts.
>> Okay.
[1:42:40] » I'm I'm kind of leaning.
>> So, um
[1:42:44] [clears throat]
>> and if I may, I just I I had asked for
[1:42:47] this presentation because you know it's
something that we have to be responsible
[1:42:51] fiscally and what we are trying to do.
We have our strategic plan and um etc
[1:42:56] etc. So I just want to make sure all
five of us are very informed and clear
[1:43:01] on that and I know right now it's the
presentation only. So if we want to do
[1:43:05] anything about options we'll wait. Yeah.
>> Um but those that was my question just
[1:43:10] about the number
>> but I want to understand it. Let's talk
[1:43:12] about the financing. Let's talk about
the findings. It's 7
[1:43:16] » 760,000 but it's broken into Kevin can
you explain or Greg can you explain the
[1:43:22] difference
>> in the the funding sources of
[1:43:25] » Yes. So basically, um, when Catapult
worked with us in the past, um, it was
[1:43:30] for a few schools. We only had a few
schools that really were doing the core
[1:43:34] instructional model. Um, with MTSS, with
that tier one model, we wanted to go
[1:43:39] districtwide. And so that way we're, you
know, casting a larger net and making
[1:43:43] sure that our teachers are really, um,
using a a researchbased instructional
[1:43:48] strategy or framework um, that we could
hit all of our classes. And so half of
[1:43:54] the contract is for that piece. So the
professional development working with
[1:43:59] all of our teachers.
>> That was the last contract with MTSS,
[1:44:02] Dr. Grados. And what I'm saying is when
we we gave about a three-year period on
[1:44:07] that and we allowed that and and then we
hired a an employee to do that
[1:44:12] » to do that. So why is our employee not
able to do that?
[1:44:17] » Um at probably not at this kind of a
scale. So the second half that employee
[1:44:21] to get trained to do it at this this
scale. Can we give her some professional
[1:44:25] development to ensure that she has the
ability to do it? I mean that sounds
[1:44:30] like a good investment of our employees.
>> Why am I bringing a third party in to do
[1:44:35] what we should be doing?
>> Mr. Hughes, if I can add, the current
[1:44:38] director of MTSS has done a great job.
>> Amazing.
[1:44:41] » There's three tiers to MTSS and it's
districtwide. This is focusing on and
[1:44:46] supporting tier one, which is the
broadest tier. um it's not possible to
[1:44:51] focus on all three tiers districtwide
and support tier one. So it this is this
[1:44:57] this additional support is necessary to
continue the growth that we've shown
[1:45:03] both academically as well as um in
strengthening our MTSS program.
[1:45:07] » And if I may the other half of your
question of the um the funding um one of
[1:45:11] the contracts is out of the LRBG
the um learning recovery block grant.
[1:45:17] So, it is part of the that's um going
away after this year. And then the other
[1:45:21] um is
>> use it or lose it.
[1:45:23] » Correct.
>> Okay. You're you're getting me there.
[1:45:28] » Okay. Um
yes, I'll have I have more questions
[1:45:32] once we do the the
>> Can I step in really quickly to help
[1:45:37] share information? Part of our MTSS
plan. Um this does not us take away the
[1:45:42] work that I'm doing. this work that the
coaching um the co coaching component is
[1:45:48] being directed by me as the director and
as uh Dr. Uh Greg Nihan said doing the
[1:45:55] work all of that this work for all of
the sites with other responsibilities is
[1:46:00] almost impossible. Um as an MTSS
director I don't have a team of people
[1:46:04] right it's just me and so bringing in
the Catapult
[1:46:08] » coaching $700,000 we could hire some
more staff.
[1:46:12] » Bringing in the Catapult coaching would
help our site leaders to be able to
[1:46:17] implement well which is the next phase
of our MTSS work. And so our ultimate
[1:46:22] goal is sustainability. When we talk
about MTSS, the ultimate goal is so that
[1:46:26] our our system isn't dependent on a
person, but our system is running like a
[1:46:31] welloiled machine. And so the work of
catapult is helping us to um ensure this
[1:46:38] coaching is ensuring that these systems
are in place on the campuses
[1:46:42] um in training and coaching the um
assistant principles and instructional
[1:46:49] partners to lead this work well. And so
when we look at the continuous cycle of
[1:46:54] improvement, that's really the work that
we're working on here is just ensuring
[1:46:57] that things are working and that they're
sticking. How many staff am I getting
[1:47:01] for 700,000? How many staff do you have
to train our trainers?
[1:47:08] » There are four coaches that will be
>> So, four coaches. I get four people. And
[1:47:13] how many hours a week are they going to
work for me?
[1:47:15] » They have uh 120. That's the 124 days.
>> It's six hours.
[1:47:23] » Um it's six hours for one day of 124
people. And then
[1:47:30] » so so how many people are going to be
training? 124. I'm just going to do some
[1:47:33] math here. I'm very simple.
>> How many hours a day and how many people
[1:47:38] are you going to have here training for
those six hours a day? One, two, four.
[1:47:42] » So every school will get 13 days for the
year.
[1:47:49] » That's
>> so they'll get two two days a month,
[1:47:51] right?
>> Excuse me.
[1:47:53] » And they will be training the assistant
principles and the site IPs. So there
[1:47:58] are five to six IPS per campus and those
are the people they will be
[1:48:02] » Let me ask this how many hours and if
you have two employees there teaching
[1:48:07] six hours so that's a 12 hour for that
day correct
[1:48:10] » okay so if you have four that's let me
do my math 24 hours and if you do 24
[1:48:16] let's say you had all four there and you
did 24 hours
[1:48:20] » right times 13 right is that what you
said 13 times a there.
[1:48:28] So, 312 hours. So, 312. What's
I need to get a new job here.
[1:48:38] That was 700,000.
>> That's $2,243
[1:48:43] an hour.
>> Yeah. Well, I just did the math. You
[1:48:48] said 13 days and I said four instructors
at six. That's 24. That's 24 hours for a
[1:48:53] day. 13 days because 13 days a year
times 24. How long is the contract?
[1:49:01] » So now it's only it's 11 like a thousand
bucks an hour.
[1:49:08] » 13 days per campus.
>> Okay.
[1:49:12] » So let me just go back to say how many
hours in a year are you going to provide
[1:49:15] me? And if you have four staff members
and they work each an hour, that's four
[1:49:19] hours, right? How many hours am I going
to get for this district to implement
[1:49:23] this program that you're asking me to
vote for?
[1:49:26] » There are a total of 124 days times six.
You will get 744 hours to be divided
[1:49:35] among the eight.
>> 744 hours. Okay, cool. I can do that
[1:49:39] now.
[1:49:44] » Right. It's about 15 and a half 16 days
actually.
[1:49:47] » So that's 940. I feel so much better.
$940 an hour that you're charging us. I
[1:49:53] am the wrong profession. Risk my life
for 26 years. Um, okay. I think I
[1:49:59] understand this.
>> Um, so then I have another question
[1:50:02] about um,
>> see, I can be back.
[1:50:04] » MTSS the
ensuring that I think Miss Porter said
[1:50:11] 5% of what is learned in professional
development is actually practice. So,
[1:50:16] how are we going to ensure that more
than 5%
[1:50:21] is practiced with MTSS? Because we do
get a lot of comments, emails, concerns
[1:50:26] that MTSS,
depending on who's talking, is working
[1:50:30] or is not working. And also the
consistency of those that are inputting
[1:50:35] data. You know, maybe Mr. Hughes is
putting it in one way because he was
[1:50:39] told and then maybe I'm So then when
we're looking at the data, it's skewed,
[1:50:43] right? Okay. So,
um I guess yeah, how how will you ensure
[1:50:49] your company the company will ensure
that they're practicing what we're
[1:50:54] paying for,
>> right? So, when we
[1:50:58] come into the building, that's where our
coaches come in, check in those monthly
[1:51:02] leader check-ins, um district and school
check-ins help follow up with the uh
[1:51:09] with the leaders. But in the beginning,
our coaches are going to make sure that
[1:51:14] the principles understand the necessity,
not just the principles, the MTSS team
[1:51:19] understand the necessity of that data in
order to track their own progress. And I
[1:51:24] believe that that is mostly the issue.
Most of our educators when we enter into
[1:51:31] partnerships with school districts,
their leaders don't
[1:51:34] find value in data. So part of that
conversation is to make sure that they
[1:51:39] understand that data and that it is
collected. We are developing going to
[1:51:43] develop a data review cadence with the
schools and it is something that our
[1:51:48] coaches are going to walk with them and
make sure that they do and with the
[1:51:53] check-ins to make sure that they have
that data. It's going to take time to
[1:51:57] change minds and shift paradigms, but
we've done it in the past in other
[1:52:02] districts and I feel confident that we
can do it this time. Okay, great. Any
[1:52:07] other questions from the board? All
right. Thank you so much,
[1:52:10] » Dr. Williams Ashley. Thank you.
>> Thank you.
[1:52:14] » All right.
[1:52:20] » Okay. See, Antelope Valley Schools
Transportation ASTA report update. Mr.
[1:52:24] Venskow.
[1:52:27] » Good evening, Madame President and
board. Um the AVSTA board comprised of
[1:52:32] representatives from three member
districts um including AVUHSD
[1:52:37] has partnered with school leaders to
find ABSTA's excuse [clears throat] me
[1:52:41] next CEO. The posting is currently live
with hiring goodness gracious. I'm so
[1:52:47] sorry. [cough and clears throat]
[1:52:51] My gosh. Uh with hiring targeted for the
coming
[1:52:56] » good next we're going [laughter] to come
back to you Kevin. You're having a me
[1:52:59] moment like last month when I was
talking. We're going to pause.
[1:53:02] » I wasn't going to grill you, Kevin. I
don't I don't know why you're nervous.
[1:53:06] » If it's Well, it is okay because we're
going to just move Mr. Millings up if
[1:53:10] you don't mind. And then we'll give Mr.
Vensko a moment u for ABTA. Mr.
[1:53:14] Millings,
[1:53:17] » thank you.
>> Thank you, sir.
[1:53:19] » And then because that was so brief,
we're going to move to Miss Cindy
[1:53:23] Houseman from CSA.
>> Kevin, did you make Mike mad? [laughter]
[1:53:30] Good evening. Welcome.
[1:53:35] [laughter]
>> Well, the walk up helped a little bit.
[1:53:37] » Welcome back. Right. Um so we got off to
a great year for this school year. Um
[1:53:41] we're really excited to keep working
together to um ensure that the high
[1:53:45] school district remains one of the top
employers in the valley. And so we look
[1:53:49] forward forward to our um contract
negotiations starting next month. So
[1:53:53] that was it. Thank you.
>> Well, Cynthia, I I just want to commend
[1:53:56] you. I mean, what an outstanding job
you're doing. I'm telling you, I'm very
[1:54:00] impressed. Um, our cabinet's impressed.
You are doing a great job and you're
[1:54:05] representing your people well, and I
really appreciate that. That's what we
[1:54:08] needed. So, thank you.
>> Thank you.
[1:54:10] » Thank you, Mr. Vensor. Are you all
right?
[1:54:12] » I think I'm ready to go again. Sorry
about that.
[1:54:14] » So, we left off on the CEO.
>> Yes. So with the um post for the C the
[1:54:20] next CEO is live with hiring targeted
for the coming months to ensure that
[1:54:24] there's some overlap with our current
CEO to help with a smooth transition.
[1:54:28] And then I also just wanted to thank our
our ABSTA staff, drivers, and bus aids
[1:54:33] uh for safely transporting our students
as we kick off the new school year. That
[1:54:37] concludes my report and thank you for
the graces.
[1:54:39] » Yes, of course. Thank you. All right. F
public comments from the floor for
[1:54:44] agendaized items. Are there any comments
from the public on agenda items?
[1:54:49] » We don't have any agenda item comments.
>> G. Public comments from the floor for
[1:54:54] non-aggendaized items. Are there any
comments from the public on
[1:54:56] non-aggendaized items?
>> Yes, we have two.
[1:54:59] » Great. The public is invited to address
the board on any matter not on the
[1:55:04] agenda that is within the jurisdiction
of the board. To address an item not on
[1:55:08] the agenda, speaker forms must be given
to the designate before the board
[1:55:13] president announces this item.
Individual speakers are limited to three
[1:55:17] minutes each and the total time for
public input shall be limited to 20
[1:55:22] minutes. Only one person is permitted to
stand at the podium at a time. No
[1:55:26] speaker may relinquish a time allotment
to another speaker during public
[1:55:30] comments. The board listens to concerns
and issues. The board may ask questions
[1:55:35] for purposes of clarification. The law
prohibits the board from entering into a
[1:55:40] dialogue with the public or taking
action on items not on the agenda.
[1:55:45] All right.
The first is Meredith Graham and it's on
[1:55:51] the topic human trafficking and victims
of violence resources. Welcome Meredith
[1:55:56] Graham.
>> Welcome.
[1:55:58] » Thank you so much for allowing me this
time. Um my name is Meredith Graham. I'm
[1:56:02] a family nurse practitioner here in the
Analopee Valley. I'm here with AV
[1:56:06] Pathways to Justice and Healing. We are
a nonprofit that is helping victims of
[1:56:10] violence and human trafficking. We're
hoping to open a standalone sexual
[1:56:13] assault response team center here in the
Analopee Valley soon. That's one of our
[1:56:17] goals. But I'm here today to just bring
the topic to your attention and also to
[1:56:21] invite you to our call to action
symposium that is going to be in
[1:56:25] September on the 16th. The location is
still to be determined unfortunately,
[1:56:28] but we'll follow back up with you for
that. Um, human trafficking and victims
[1:56:32] of violence is a hot topic to put it
nicely, right? The Analopee Valley
[1:56:38] unfortunately leads the Los Angeles
County in prehosp pediatric death
[1:56:42] related to child abuse. That means that
more children die here in the Analopee
[1:56:47] Valley than anywhere else in Los Angeles
County at the hands of their family
[1:56:50] related to child abuse and neglect. We
have a large amount of human trafficking
[1:56:55] and including children in that. Right?
So there's 40 million slaves in the
[1:56:59] world right now by estimate. Remember,
bad guys don't report numbers. So 40
[1:57:04] million is an estimate based on posts
survivor data. And so 25% of that 40
[1:57:09] million is children, right? So that's,
you know, 12 to 15 million. Here in the
[1:57:13] Analopee Valley, we see large amounts of
human trafficking. People always ask me,
[1:57:18] oh, are you doing awareness uh
education? And I do, but I like to tell
[1:57:22] people, you're already aware. Everybody
here knows where you can buy a human
[1:57:25] being. If I ask you, you'll know that
the location is out in public on Sierra
[1:57:28] Highway. so everyone is aware. I'm here
to help everybody understand. Here at
[1:57:33] the high school district, I have been
invited to speak at Teen Talk. I've
[1:57:36] spoken with your um educators and I'm
hoping to just continue to reach out to
[1:57:42] you with that and invite you to the
symposium. One of our goals is in
[1:57:46] January to offer a summit to all to
invite all schools in the Analopee
[1:57:50] Valley to share their best practices to
develop resources and policies. when
[1:57:55] people are in crisis, they need to be
able to go somewhere. So, in healthcare,
[1:57:59] there are these large red bu, you know,
red um letters on the side of the
[1:58:03] building that says emergency and it
calls out to the community and says come
[1:58:06] here and we can help you. And in
schools, we tell children and their
[1:58:10] families, come talk to the counselors,
etc. So, what we're hoping to do in
[1:58:14] September is to network with all of the
community members here in the Analopee
[1:58:18] Valley and bring the resources together,
working with LA County Mental Health to
[1:58:22] create a database to give back to your
social workers, to give back to your
[1:58:25] schools, so that that way there's actual
help that can be offered to families.
[1:58:30] You know, domestic violence, child
abuse, sexual assault, human
[1:58:33] trafficking, it's all bad and we're
famous for it here in the Analope
[1:58:36] Valley. Preventing it is a whole other
topic. I would just like to address the
[1:58:40] fact that we need to do something for
the people who have already experienced
[1:58:43] it and they're present alive and well in
your schools. Traffickers will drop off
[1:58:47] students and then pick them up at the
end of the day. So, it's a it's a
[1:58:51] problem and we would like to help you
with that. So, I don't know if that was
[1:58:54] three minutes or not, but
>> yeah, you're you're at your time, but if
[1:58:56] you need to
>> if you need more time, we'll listen.
[1:58:59] » Oh, that's it. I just wanted to share
that with you guys.
[1:59:02] » Thank you. Um, can you make sure to give
Mr. Nihan your business card
[1:59:06] » or or maybe get Mr. Mr. Nhan's card.
>> Um, Mr. Nan, I would love if maybe Miss
[1:59:12] Graham could be SSRB like one of our for
safe schools. I mean, safe schools and
[1:59:17] responsible behavior. We have an
advisory that we open and welcome and I
[1:59:21] would love to you for you to be around
the table. So, if you can reach out to
[1:59:24] Mr. Nhen,
>> I'll send you an email. I'm going to go
[1:59:26] to the hospital right now.
>> Okay. Thank you for what you do. Thank
[1:59:29] you.
>> Thank you.
[1:59:30] » All right. Next is Matt Watson
and
[1:59:35] this is on the topic thank you from ILE.
>> Hi, good evening.
[1:59:40] » Good evening.
Good evening, President Corona,
[1:59:44] honorable trustees, superintendent
Nihen, cabinet and staff. My name is
[1:59:48] Matt Watson. I'm the executive director
of development for ILE California
[1:59:51] Charter Schools. Back in the spring, you
all impro approved our newest school,
[1:59:55] ILE Flex. And I just wanted to say once
again on behalf of our families and our
[2:00:00] staff that we're so grateful for your
partnership and support. Our team worked
[2:00:04] tirelessly through the spring and summer
to get our school ready. And two weeks
[2:00:08] ago, our families and our staff and our
students were excited to celebrate our
[2:00:13] official ribbon cutting. We understand
that you all were in a study session
[2:00:17] that evening and were unable to join us
and that's understandable. Y'all have
[2:00:21] important work to do. Um but we're so
proud to report that our school is
[2:00:25] officially open. We opened our doors and
began classes last Tuesday, August 11th.
[2:00:29] The school is buzzing with energy and
our staff is working hard to make this
[2:00:33] an amazing year. I've uh given a stack
of uh my business cards to staff.
[2:00:38] They've got my cell phone on there. You
please feel free to reach out anytime
[2:00:41] you'd like to come take a tour. We'd
love to show you around the campus and
[2:00:45] show you the amazing things that our
team is doing. And uh with that, once
[2:00:49] again, I'd just like to say thank you
very much and have an amazing year.
[2:00:53] Can I just ask you where where um I
don't have it in my memory. Where is
[2:00:58] your location for flex?
>> It's on Avenue. It's on Avenue L and
[2:01:02] 37th um West. It's if you recall the
former site of Gorman Learning Center.
[2:01:09] » Oh, yes.
>> It's on that campus there.
[2:01:10] » Oh, okay. I know exactly where you're
talking about. Okay, perfect. Thank you.
[2:01:13] [clears throat] Thank you for coming.
>> Thank you all. Have a great year.
[2:01:18] » Okay.
Seven. Educational Services action items
[2:01:23] review board policies, administrative
regulations, and exhibits. It is
[2:01:26] recommended that the board of trustees
review BP.
[2:01:31] So, please do that. B. Review proposed
revisions to board policies,
[2:01:36] administrative regulations, and board
bylaws. This is a first read and
[2:01:40] discussion. It is recommended that the
board of trustees review proposed
[2:01:43] revisions of BPABB.
First read and discussion.
[2:01:49] Please do that.
Um, hold on. I thought I had a a
[2:01:54] discussion point. Nope, wrong. That's
later. All right.
[2:02:00] Eight. Business services action items.
Approve the citizen bond oversight
[2:02:04] commitment appointment. It is
recommended that the board of trustees
[2:02:07] approve the citizens bond oversight
committee appointments as presented. Can
[2:02:10] I get a motion?
>> Motion.
[2:02:13] » Second.
>> Second.
[2:02:14] » Any discussion? I just want to say thank
you for the two that have stepped up to
[2:02:21] be a part of it. Are we now complete?
>> We are complete.
[2:02:25] » Great.
>> Team is full.
[2:02:26] » We have a committee. So that's great.
All right. All those in favor say I.
[2:02:31] » I.
>> I. Any opposed?
[2:02:33] » All right. Seeing none, let's motion
passes. B. Approval of Oh, we're going
[2:02:37] to pull that.
>> Pulled this
[2:02:40] » nine. Administrative services action
items. A. Adopt resolution number 2026
[2:02:44] 2701 board member absence. It is
recommended that the board of trustees
[2:02:48] adopt resolution number 2026 2701 board
member absence which would allow board
[2:02:53] member Mr. S Mr. Miguel Sanchez to be
compensated
[2:02:57] for his absence from the board meeting
held on June 9th 2026.
[2:03:01] » Motion.
>> Can I get a second?
[2:03:04] And then Mr. Sanchez, may you recuse
yourself from this? He says yes. All
[2:03:10] right. Um any discussion? Good. Um, all
those in favor say I.
[2:03:13] » I.
>> I.
[2:03:15] » Any opposed? All right, we had one
recuse. Uh, B, adopt resolution number
[2:03:20] 2026 2704, board member absence. It is
recommended that the board of trustees
[2:03:24] adopt resolution 2026 2704, board member
absence, which would allow board member
[2:03:30] Rosemary Man to be compensated for her
absence from the board meeting on July
[2:03:33] 23rd, 2026. May I get a motion?
>> Second.
[2:03:37] » Second.
>> And then, Miss Man, may you recuse
[2:03:39] yourself? Um, all those in favor say I.
>> I.
[2:03:42] » I. Any opposed? All right. C. Adopt
resolution number 2026 2705 board member
[2:03:48] absence. It is recommended that the
board of trustees adopt resolution
[2:03:52] number 2026 2705 board member absence
which would allow board member Charles
[2:03:56] Hughes to be compensated for his absence
from the board meeting held on July 23
[2:04:01] 20 July 23rd 2026. May I get a motion?
>> Motion.
[2:04:05] » Second.
>> And then Mr. Hughes will recuse. Um, all
[2:04:09] those in favor say I.
>> I.
[2:04:12] » Okay. So, motion passes. D. Adopt
resolution number 2026 2706 board member
[2:04:19] absence. It is recommended that the
board of trustees adopt resolution
[2:04:22] number 2026 2706 board member absence
which would allow board member Charles
[2:04:27] Hughes to be compensated for his absence
on August 6, 2026. Can I get a motion?
[2:04:32] » Motion.
>> Second.
[2:04:34] » Second.
>> Mr. Hughes will recuse.
[2:04:35] » All those in favor say I.
>> I. I opposed. All right.
[2:04:41] 10.
Approve items listed in the following
[2:04:44] consent agenda categories. Educational
services, student services, human
[2:04:48] resources, business services, and
administrative services. Actions
[2:04:52] proposed for the consent agenda are
items consistent with adopted policies
[2:04:56] and approved practices of the district
and are deemed routine in nature. The
[2:05:00] board will be
>> asked to approve all of the items in the
[2:05:03] consent agenda by a single vote unless
any member of the board asks that an
[2:05:07] item be removed from consent agenda to
be considered and discussed separately.
[2:05:12] It is recommended that the board of
trustees approve the items listed in the
[2:05:15] following consent agenda categories:
educational services, student services,
[2:05:19] human resources, business services, and
administrative services as presented.
[2:05:24] Can I get a motion?
>> Hold on. I'd like to pull uh table 11t.
[2:05:29] I I want more information on that before
we approve it. Okay. Now, hold on. Let
[2:05:33] me ask first, Mr. Nhan. Um is there a
timesensitive um
[2:05:38] on this um
>> the sooner we get started, the better?
[2:05:41] » Um
when's our next meeting? Tomorrow. But
[2:05:45] when's
[2:05:49] » Well, I would like to pull it table it
for further discussion. Yeah. And then
[2:05:55] um
>> more discussion on that
[2:05:57] » for more discussion
and then
[2:06:02] I want to Oh, anything else Mr. Hughes?
>> That's that's all I have.
[2:06:05] » Mr. Miss Man,
Mr. Dendez, Mr. Sanchez.
[2:06:11] Okay. Um I just for discussion 11 A 11S
and
[2:06:18] » and we don't need another presentation
on that, Madam President. Just further
[2:06:23] discussion on that.
>> Yeah. Yeah. Just a little more info.
[2:06:26] » Um
>> I don't have to bring it back.
[2:06:28] » No, no, no, no. We've been presented
with great information. I just need
[2:06:31] more.
>> Sorry, I lost my train of thought. Um
[2:06:36] donations. Oh, a 14A.
>> Okay.
[2:06:43] All right. So,
>> motion.
[2:06:45] » Okay. We're pulling those. Um
>> do we not have a motion on this yet?
[2:06:48] Right.
>> Motion. Yes.
[2:06:49] » I'll do a motion.
>> Second.
[2:06:52] That was no discussion.
>> All right,
[2:06:53] » Madam President.
>> Um, so I just wanted to pull or talk
[2:06:58] about 11A which includes our dress and
grooming updated policy and I'm really
[2:07:04] um happy for what so thank you for who I
know Christina's team was really
[2:07:10] instrumental in that and then talking
with I'm sure Mr. Millings and Miss
[2:07:14] Houseman and others. Um, and I hope the
board
[2:07:20] agrees with what we're trying to do,
which is really uplift the
[2:07:26] role model of a teacher, of an employee,
of a staff, of how we are carrying
[2:07:31] ourselves through wardrobe. So, um,
hopefully we'll consider that as we
[2:07:35] vote. And then
11s,
[2:07:41] Google Workspace.
Um
[2:07:46] I am just still really concerned that AI
and PD especially with this great
[2:07:52] statistic I just learned 5% is what is
learned in professional development is
[2:07:57] actually applied and practiced. So we're
extending um the license went from 200
[2:08:03] licenses to now 600 licenses. Um, we did
get an additional information, but um, I
[2:08:11] I I understand AI is here. It is not
going anywhere. I am just a little
[2:08:18] apprehensive on us just putting more AI
out there when students are already
[2:08:24] starting to feel concerned that some
teachers are relying too much on it for
[2:08:28] lesson planning and all their worksheets
look the same and those sorts of things.
[2:08:33] So,
I I I um I just have a concern, but I
[2:08:39] just wanted to say that out loud for AI,
but it is here. I get it. So, and then
[2:08:45] donations
14A,
[2:08:49] thank you to our donors for the
donations that you graciously give our
[2:08:55] students and our district. So
appreciated.
[2:08:59] Um,
okay. So, we Excuse me, Mr. Nihen. Um,
[2:09:06] if I wanted to vote separately on the
Google AI, can we do that or
[2:09:11] » for a separate vote?
>> Yeah, let's pull that for a separate
[2:09:13] vote.
>> Everything else,
[2:09:15] » everything else can be together.
>> May I uh just real quickly um Google
[2:09:20] Workspace and I think you may be talking
about Gemini, which is the um other
[2:09:24] item, which is the actual AI item. Um
there are two different are you
[2:09:31] » um you pulled S which is the workspace
which is like Google Docs and um
[2:09:36] » really important items. Yeah.
>> Um
[2:09:39] » what's the AI one?
>> X. That's uh 11X.
[2:09:43] » 11X.
>> Sorry. Let's amend our minutes.
[2:09:48] » You said S. I heard X.
>> Oh, you did.
[2:09:50] » Oh, that's funny.
>> No, I'm referring to the AI that is
[2:09:54] taking over our world.
>> Okay.
[2:09:56] » Okay.
>> Gotcha. Not S. Apologies. Did I mean to
[2:09:59] scare teachers?
>> Clarification for my motion. We're gonna
[2:10:03] vote on everything except for X
>> X as presented. Yeah. Or as written.
[2:10:08] » Discuss it. So I'll my motion. So we
need to second. [snorts]
[2:10:11] » Amend the second, please. Somebody
>> second.
[2:10:14] » Okay. So Miss Man. All right. So we're
going to first vote on the big
[2:10:18] collective.
>> All those in favor say I.
[2:10:20] » I.
>> I.
[2:10:22] » Any opposed? No. Okay. And then we're
going to vote separately on X.
[2:10:27] » A motion in a second.
>> Can we get a motion? Can I get a second?
[2:10:30] » I'll make a second.
>> All right. Discuss it again.
[2:10:33] » I mean, what do you all think? Can Can
you give me some of your thoughts on AI
[2:10:37] and this particular extension by 200%.
>> Well, I'm
[2:10:43] the oldest here, I think.
>> What? Of course you are.
[2:10:48] » You're like 22, right?
>> Stupid question. I know. I would love to
[2:10:52] hear your thought. oldest and I'm using
it.
[2:10:54] » No, it's not about using I I get your
concern. What I'm saying is that I'm I'm
[2:11:00] not old. My daughter calls me middleag.
So, I'm not old yet at 57, but
[2:11:07] but I'm using it, which is in in crazy
and incredible and it's amazing. Now, I
[2:11:13] understand there's we have to look at it
and there's going to be some concerns,
[2:11:16] but I don't think that we need to stop
it from our teachers or from our staff.
[2:11:21] I mean, we should be giving them all the
tools and then it's a management issue
[2:11:26] on how they use it and that's a policy
issue, but this is just giving them my
[2:11:31] understanding, Dr. G, this is just
giving them more ability for it.
[2:11:34] Correct. And we're paying for it.
>> Correct. It's the upgraded version of
[2:11:37] Gemini, so it it gives them a whole host
of different things that they can do
[2:11:42] above and beyond the free version.
>> So, we're already doing this. We're just
[2:11:45] going to pay for it. It's a better
version.
[2:11:47] » Well, and the reason we Yeah. The reason
we go with Gemini is because within our
[2:11:50] system, the Google system, it's much
more safe for everybody and um and the
[2:11:56] information if you're using chat GPT
just goes out there and this way we have
[2:12:00] it within our system
>> and you guys got directions on how to
[2:12:03] use it. We got policies and all that,
right?
[2:12:06] » Yes.
>> I did ask about a lot of questions in
[2:12:09] regards to that too and how I don't
know. Um he said that the price is about
[2:12:13] $167 per license. I think that's what we
talked about this morning, Greg. Right.
[2:12:17] So comparable to what the other
platforms are charging, I I think that
[2:12:22] the increase was a need that the
teachers requested, right? I think
[2:12:25] there's a demand for it.
>> I don't think it's just teachers. I
[2:12:28] think it's staff
>> teachers and staff.
[2:12:30] » But I think that we are challenged with
navigating our district through this AI
[2:12:34] revolution. And I do believe that the
usage I mean there's the teachers don't
[2:12:40] trust it. The students don't trust it.
It's just not trusted. So I think we
[2:12:43] always do trust and verify, trust and
verify.
[2:12:45] » It's a tool. But yes, yes, but it's here
and it's not going away, right?
[2:12:50] » And I think that there's oversight and I
love that you have oversight and I love
[2:12:54] that the children I was so surprised
when I heard their feedback on the AI.
[2:12:59] » But I do believe that this is a very
good tool for our teachers, our staff
[2:13:02] and I and there will be problems just we
we have to anticipate not when there is
[2:13:05] problems, you know, if there's problems,
when the problems arise, we will be
[2:13:08] writing more policies in regards to
this. We will be um getting more
[2:13:13] feedback. one day you'll be forming a
committee on AI. So all that it has to
[2:13:18] begin. Oh, another one.
>> But uh but it has to begin somewhere,
[2:13:23] right? Um I wasn't sure though if we did
research if um against chatgbt or
[2:13:28] against claude was any of those
comparisons done on what would be best
[2:13:32] for the teachers and
>> it just works with our system that we
[2:13:34] already have within Google
>> and we keep it within the within the
[2:13:37] system itself. So it's not like out in
the world. Then would it be used or does
[2:13:43] this license protect the the information
from for example if teachers begin to
[2:13:48] upload private information for the
students?
[2:13:51] » Yes. And that like I said if you use
like a chat GBT it's just out there for
[2:13:56] anybody to access or who knows but
within our system it's protected has
[2:14:01] safeguards in that sense and you're I'm
sorry
[2:14:04] » and it's is it a closed system
>> with our Google system it's a closed
[2:14:08] system. Okay. So yes, so that's very
important to make sure it's a closed
[2:14:11] system because we're learning, right?
We're learning with our own questions
[2:14:15] and all that stuff, but it's not getting
out there and other people are grabbing
[2:14:18] our stuff.
>> Correct. And and to answer your question
[2:14:21] on training, in order to get this
license, they have to go through a
[2:14:23] training.
>> Okay.
[2:14:24] » And and we're using it for school, not
like they're going to go search
[2:14:29] something for their personal because
that's going to,
[2:14:32] » you know, stuff in our cloud. We don't
want that,
[2:14:35] » right? and a lot of our support staff
have really been um liking it as well
[2:14:38] and using it. So a lot of our classified
and um certificated are using it
[2:14:42] » and the license then becomes it's it's
owned by the district. So the search,
[2:14:48] the chats,
>> the data, everything that is created
[2:14:51] through this would then belong to the
district.
[2:14:54] » Correct. Yeah.
>> And that would be those records could be
[2:14:57] pulled at any time if there was ever a
concern of security. We don't need the
[2:15:00] staff or permission to pull those
records.
[2:15:02] » Absolutely. So if anything was being
done that could, you know, cause issues,
[2:15:06] we'd be able to pull that data up.
>> Yeah, I feel more comfortable with that
[2:15:09] as well. Carlin,
>> um,
[2:15:13] so then with that, considering and
listening to my board members, um, the
[2:15:18] AI I know we have the community AI work
task force. So what I would like us to
[2:15:25] do and whether this is an ad hoc
subcommittee to that just for our
[2:15:29] district is to really get a sense of
digital literacy and AI and really using
[2:15:35] it. I I have a I'm an I am a teacher.
I'm an educator. So is it being used
[2:15:41] with integrity, best practices, etc.,
etc. Um so I want to feel good about
[2:15:48] voting on something that's taxpayer
money, right? and that our kids are
[2:15:53] getting the minds of staff, teachers,
and classified and not a robot, if that
[2:15:59] makes sense. Um, so everything with a
responsibility, Madam President. I
[2:16:05] understand that it's hard to to let go
of how we how we were teaching kids
[2:16:11] before to now a new phase of teaching.
So,
[2:16:15] » and you have to give them the benefit of
the doubt. I think that our teachers do
[2:16:18] very good. Yes,
>> our staff and our administrators are
[2:16:21] doing their best. So,
>> we are not the only ones. Every industry
[2:16:26] across the world is navigating the
challenges that we are currently
[2:16:30] navigating.
>> Our responsibility to the children, to
[2:16:32] the staff, and to the community to make
sure that we keep them ahead of every
[2:16:36] not ahead but if ahead
>> yeah we we have that responsibility. So,
[2:16:41] what you are feeling is very very common
[snorts] and now I I spoke to Mr. Nhan
[2:16:47] about it. How are we going to navigate
2400 staff members through this AI
[2:16:51] revolution and I think 19,000 children.
This is not easy. What you are feeling
[2:16:55] is real. It is challenging but it is
necessary and it's here.
[2:16:59] » Yeah. So how do we determine who the 600
are to get the use?
[2:17:04] » Um they have to go through the training.
So there there is one training that's
[2:17:07] Google AI um for educators and then
there's a training u that's Google AI or
[2:17:14] Gen AI for public professionals. That's
for the classified side. So, in order to
[2:17:18] get the license, they have to complete
the training.
[2:17:22] » They've been asking for, right? So,
that's why we did this the smaller
[2:17:25] sample originally to see um if there was
going to be a lot of interest and it
[2:17:29] just took off. You know, a lot of people
are very interested in being trained on
[2:17:33] it and using it. And then through the
task force we could um start to create
[2:17:37] the the rules, the guidelines and the
policies where maybe we do release a
[2:17:41] caption that says AI generated or in
what is being released to the students.
[2:17:45] A lot of the companies are doing that
where you have to mark hey this was
[2:17:49] generated by AI. Um so we also know like
what you saying what percentage is
[2:17:54] robot, what percentage is real and how
much each teacher is investing or each
[2:17:58] um staff member is investing in creating
good things for our students because
[2:18:02] that's what this is for. It is a tool
and we are equipping our staff with the
[2:18:06] best tools to create better things for
our students.
[2:18:10] That might be good. Put a button.
>> I call the question. No.
[2:18:15] [laughter]
>> All right. So, if we are ready to vote,
[2:18:18] » we got a motion a second.
>> All right. So, all those in favor say I.
[2:18:22] » I.
>> I.
[2:18:24] » I.
>> You all know how I feel.
[2:18:28] » All right.
>> All right. That was a tough.
[2:18:33] » Okay. So, close session seven. No,
16 from the board. Superintendent, Mr.
[2:18:40] Nihen.
>> All right. So, on Monday, August 10th,
[2:18:43] we welcomed back to school just under
20,000 students. Um, thank you to all of
[2:18:49] our staff who worked over the summer to
prepare our campuses, to prepare our
[2:18:55] teachers, to prepare our classrooms, um,
and kick the year off, um, in very, uh,
[2:19:01] solid fashion. So, we're off to a good
start, and I look forward to a good
[2:19:05] year.
>> Thank you, Miss Man.
[2:19:09] » Welcome back, everybody. Uh, it's been a
it's it's going to be a challenging
[2:19:14] year. I know. A lot of new things
coming. Uh very excited for it. I want
[2:19:18] to thank everybody for making it a
smooth uh welcoming for the students.
[2:19:23] Avsta,
thank God they got everybody to school
[2:19:26] on time. [laughter]
>> So, I'm just excited for the new year.
[2:19:30] So, welcome back. Thank you,
>> Mr. Hughes.
[2:19:33] » I'm going to did Oh, welcome back. It's
amazing. I also want to say um welcome
[2:19:38] back um to our um board of directors
here, uh Miguel and Carla. As you guys
[2:19:43] know, there's no challengers, so they
are not going anywhere. And I think
[2:19:46] that's amazing for our district. Um I
know they're really relieved, but um I
[2:19:51] just believe they um you're four years
now. You guys been doing this four years
[2:19:55] and you guys are doing an amazing job. I
uh it's going to be sad that I'm
[2:20:00] leaving. Of course, I'm not running win
or lose. I don't come back. Um some
[2:20:03] people might go, "Yay!" But that's okay.
Um I think more people will miss me than
[2:20:08] uh want say yay that I left. And two
years,
[2:20:12] » you guys know two years fast, huh? Yeah.
>> Blink of an eye.
[2:20:17] » Blink of the eye. So, all I know is
there's there's four um amazing people
[2:20:22] that are still going to run this board
for the next two and four years. And I'm
[2:20:25] very excited. And if I'm so lucky and I
get up, uh I'll be calling you guys
[2:20:30] saying, "What do you need for me to go
fight for you guys up in the next level
[2:20:34] of office?" Or I get to go fishing. I
love it. So, thank you to all the staff.
[2:20:39] You guys are amazing. Uh four years and
we're getting to our fourth year. I
[2:20:43] think I only have a couple board
meetings left. Uh just truly amazing
[2:20:46] what I've got to watch and the growth in
our new hires and um and my
[2:20:55] I got to vote for you guys and once
again rock stars out there. You guys are
[2:20:58] amazing. You're doing a great job. We
have a great district. We got amazing
[2:21:02] cabinet and we got a the best uh
superintendent in this valley and I'm
[2:21:07] just very honored to was able to serve
on this board and watch this growth. We
[2:21:11] got a strategic plan. We got community
workforce agreements. We got a bond
[2:21:15] pass. We're we're building stuff. I
mean, it's just truly amazing in four
[2:21:19] years. And you guys get to keep that uh
legacy going. So, and I don't think
[2:21:23] anybody's ever seen for many years uh
how a board gets along like we do. Of
[2:21:28] course, you know, we disagree, but we do
it very respectfully. Um and Carl only
[2:21:33] beats us up a little bit. So, thank you.
I appreciate you guys. Good job.
[2:21:37] » Thank you, Mr. Hughes. Mrs. Miss
Hernandez,
[2:21:41] » just want to welcome everybody back.
It's so nice to to see all the faces and
[2:21:45] the energy with the kids going back to
school and just want to thank everyone
[2:21:49] for all your hard work. I know it's
summer, but you guys are still working
[2:21:52] and and doing your thing. So, just just
want to welcome everybody back and I'm
[2:21:56] so glad to be back with all my
schoolboard members. And thank you,
[2:22:01] » Mr. Sanchez.
>> Just want to share a stat. Um, so in
[2:22:05] IBW, I figured out with the help of my
staff, we have uh 17 high schoolers
[2:22:12] [snorts] and 31 from our community
working as electricians.
[2:22:18] » Yeah.
>> Great.
[2:22:19] » So, and then I have 76 from our
community and high school students mixed
[2:22:25] on the weight list still. So, that's
pretty good.
[2:22:29] Um, and then also,
um, Greg, I'm gonna still work with the
[2:22:36] second first or second week Port of Long
Beach tour, and we can invite also our
[2:22:41] staff so they can check it out, see the
workforce. I I'm still working on that,
[2:22:46] but yeah. And you're more than welcome,
too. [clears throat]
[2:22:50] » Huh?
>> Can we do it on a Saturday?
[2:22:52] » I mean, I think I could give them a day
off. No.
[2:22:55] » Write an excuse note, [laughter]
>> dear. a flex day or something.
[2:22:59] » A flex day,
>> right? But um I'll I'll see if I could
[2:23:04] make it on a Saturday. All right.
>> All right. Sounds good.
[2:23:09] » Great. And then it's my turn. Hi
everyone. Um again, welcome back. 26 27
[2:23:14] academic year. It's going to be great. I
I know it. Um, we over the summer have
[2:23:22] been continuing to meet for our safe
schools and responsible behavior
[2:23:26] advisory group, which is an amazing
group of community members. Um, I'm very
[2:23:33] excited we were able to expand Helper
Foundation tonight with to Palmdale High
[2:23:38] School with one of our consent agenda
items and just seeing the passion for
[2:23:45] our kids and our community to have safe
schools and give agency to all for
[2:23:54] responsible behavior to really
understand what does that mean and that
[2:23:57] I really feel like we're going to lead
the the way with the community in with
[2:24:01] this group. Um, we have an arts advisory
meeting this week and I'm really excited
[2:24:06] to meet with all of our arts folks.
Looking forward to our Prop 28 site
[2:24:10] plans to see how, you know, four years
of Prop 28 money is is being spent to
[2:24:17] increase access to arts education, which
is um my number one, one of my number is
[2:24:24] that possible to have more than number
ones, but one of my very deep passions.
[2:24:28] Um, I had the great pleasure to attend
the ICC intercon
[2:24:38] here. There was about 40 45 or so
students here and what a great group. We
[2:24:45] they were being so real. It was a great
great conversation and Mr. Nihen will
[2:24:50] have a and I will have a meeting about
that very soon. But it was really great
[2:24:54] and I think it's important for us board
members and I know you know Cynthia you
[2:24:58] probably win the gold star for going out
to schools. Um but to just be accessible
[2:25:04] to our students because they they
they're afraid and having me sit there
[2:25:11] they they're like oh wow you're actually
easy to talk to. So if we just remember
[2:25:16] that. Um,
also
[2:25:20] tomorrow we have a board retreat. So,
we'll be together all day. Um, I'm
[2:25:25] looking forward to that for our next
year of goals for not only the board but
[2:25:28] for for our superintendent and um,
coming up soon will be an action item
[2:25:34] for our student student board member
because I want to really revamp what
[2:25:39] that is for us up here on the dis.
And with that, thank you all so much for
[2:25:45] being here on a Friday evening. I really
appreciate it.
[2:25:49] » That was my fault. So, thank you very
much. I appreciate you.
[2:25:53] » Okay, close session.
[2:25:59] All right. 17 C. During the closed
session, the board considered the
[2:26:03] employee appointment title principal. By
a vote of five to zero, the board took
[2:26:08] action to approve the appointment of
Rochelle Meiser to principal.
[2:26:13] Congratulation, Miss Meiser.
[applause]
[2:26:18] » She is at football this evening, so she
is not with
[2:26:21] » Please send her our congrats.
>> Okay. And then we're going to go ahead
[2:26:26] and read 17D through I together. During
the closed session, the board considered
[2:26:30] a request to wave healthy living for an
AVU for AVUHSD students. HW262720,
[2:26:39] HW262721,
HW262722,
[2:26:46] HW262723,
[2:26:49] and H Nope. HW262724
and HW262725.
[2:27:00] And we need a vote. No. Yeah, we have to
vote, right?
[2:27:04] » We already voted. It's not written here.
>> Oh, okay. By a vote of five to zero, the
[2:27:11] board took action to approve these
requests.
[2:27:21] All right.
Oh, that's it. It is recommended that
[2:27:25] the board adjourn for this fine Friday
evening. Can I get a motion?
[2:27:28] » Motion.
>> Second.
[2:27:29] » Second.
>> All those in favor say I.
[2:27:31] » I.