[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.

Regular Board Meeting - Aug 21 2026

Transcript