[0:00] But let's have a response and back on the student, I think in enforcement side, we're going to bar some in the suit to prove that any other students in the internal meeting do it versus like, while I see the action here and act there for the actual, they're pouring you on your toes.

[0:12] So just gives a little bit of like, a response and there. So the last paragraph and I'll be done, the use of the adult Smith work that student cannot explain, I'm going to let's buy this respect, and I can carry out some expectation, shall we treat it as academic dishonesty, or cheating on the student code of conduct.

[0:27] Students used AI tools to be set to be harmful in grasshoppers,

[0:31] Shelby discipline in accordance with student activity.

[0:36] I'm just trying to do another bit of a show.

[0:38] I'm just trying to teach you to try to figure out a new user

[0:42] who didn't, and just getting more of it.

[0:45] But we didn't discuss it quite a bit.

[1:02] Okay.

[1:02] For just, you also have, I just said,

[1:06] the food number is going to make the motion.

[1:10] Well, you want to make the motion.

[1:12] I guess to approve policy update 1.26 with the exception of only CQG, CQG, and then also

[1:23] me to make a motion to adopt hand-knit policy for being leveled, that one is attached,

[1:32] separately, and I had to send that on Mac.

[1:35] That's different than what was in the update, because I had them align that with what's

[1:38] more operating procedures. On that timeline for submitting gender items. So the deadline

[1:46] one that's there is matches the board operates, so that is basically adopted separate.

[1:51] When you're going to go, I'll leave your stuff. I'll leave your content to the dogs.

[1:56] On the other side, I'll leave your stuff. I'll leave your stuff. I'll leave your content to the dogs.

[2:08] We

[2:11] have a second in the discussion.

[2:16] All those in favor.

[2:18] Any opposed?

[2:19] Okay.

[2:21] Chass me or you?

[2:22] Good.

[2:25] Tell me.

[2:27] At least.

[2:29] K2 consider approval.

[2:31] At the.

[2:33] 2627.

[2:34] Brock high school course guy.

[2:37] And co-table 22 for course.

[2:40] Offering this.

[2:44] Okay, so this is the course guide that the high school is 1-2, but in place for 26-27.

[2:56] And the code table is essentially a document that's provided to us that contains all forces that are approved.

[3:04] that we, by today, that we have the ability to offer.

[3:09] And so, um,

[3:11] moderating as this is, um,

[3:12] what the Board has created in the past as a part of the table.

[3:16] And that way, that's, of course,

[3:18] how much of things that we want to get out of, um,

[3:22] we have the option to do that because the table's already been adopted.

[3:26] Um, the counselors will be, um,

[3:30] coming back after the first spring

[3:32] starting to meet the students and looking at course elections for next year.

[3:37] That's why the timing, that's all we've brought it now.

[3:41] And then the other pieces, the end of the code table, as in a grid force,

[3:47] is AP computer science.

[3:49] We've written a grant or applied for a grant, should say,

[3:53] from T.E.A. to be able to offer that course for next year.

[3:57] So if we are awarded the grant, which will

[4:00] should find out around February time frame, but of course has to be afraid that the board

[4:06] in order to first be able to offer that set.

[4:09] It's taking nine to these directions, Mark.

[4:18] Also, with the business and industry and enforcement, I just had a quick question about

[4:23] the client's science pathway, I mean maybe if I'm looking at the current pathways in here,

[4:29] to see the well-being and the endless sciences

[4:33] sort of high-wage hyper-with-jowels.

[4:37] And looking and sitting like this Texas Force Association,

[4:42] and I think it's a great war,

[4:43] it's going to be a fantastic war, so I'm just a little more

[4:47] than, well, my question is, are there other pathways

[4:51] within the landsline and what they're going to,

[4:53] and that's on the outside of just for which you can move

[4:58] data, you know, past year, years of decline of 12,

[5:02] and we're sending opportunities for that particular industry.

[5:06] And there seems to be no real impact for it,

[5:08] even in this model of what we're speaking,

[5:10] which is a big lot of stores, a lot of flowers,

[5:12] things like this.

[5:13] I think there's an opportunity to look at other work

[5:17] which are type of classes in the pathways.

[5:19] That's specifically around, you know,

[5:21] I mean, for agriculture state.

[5:24] And I'm just interested to give things into that,

[5:27] alternate pathways, and not to get rid of it at all, but in some of the last, unless Mr.

[5:33] Sam's on the path asking the help, answer that if you can.

[5:37] Are you asking the help of the couple?

[5:40] And there have been other, it is the force of certification in the main capstone that happened.

[5:46] So, for now, it is, there are other business teams who have played so the way that that place, we offer that Agnes and Agnes and Agnes, because off that course.

[5:58] At this time, I don't know if we have another certification line, but we're always looking to serve patients with videos and pathways and thinking.

[6:06] The floor is one of those ones. It's kind of a teeter back before it's held on how this longer

[6:11] than stays in the New York spread. It's also this problem that's all that stuff

[6:15] eating right now. It's used to already committed that pathway. It will take you to this

[6:21] compartment for all certification. If they leave the coursework, they go to the city.

[6:26] So the safest part is already kind of looking into some of the things that you can talk about.

[6:31] You may sunset, like, like, my soft office.

[6:36] It's going to come to somebody.

[6:37] It goes down to their location.

[6:38] It's going to be down to stores now.

[6:40] So I don't know if the floor will obviously go that way or not.

[6:43] One thing is specifically to us.

[6:45] So you can have lots of connections.

[6:47] It's because of the institution around here,

[6:51] with three houses for all the things like that.

[6:55] So what the ice cream skin is, is this,

[6:59] but a lot of the pins on there can be,

[7:00] that way, which works like they cannot take that aggregate of this course, that I'll talk

[7:09] my head, I don't know what I can tell you, one of the certifications are even out there

[7:13] for it.

[7:13] The forums seem to be one of the most isolated places I've been using over the past decades.

[7:19] So I mean, I think as that progresses, I think the state's going to force us to look at other

[7:25] things, actually.

[7:27] It's not for you to like that.

[7:33] We're always looking at that. So here's a problem we'll run into in progress in the national, is a good problem. I say problem not in fact that it is the issue. The problem we're going to say is we've offered way more half-way options, certification options than 600, whatever students school typically would. So these kind of start to penalize ourselves. So we'll get a little bit more of a particular kind of thing.

[8:01] about adding something contained in some of the way to kind of, kind of,

[8:06] basically interest,

[8:09] so I think we're always looking at it, kind of

[8:11] analyzing it and say, you know, what is this going to do with the open

[8:16] of,

[8:18] you know, the drum, I don't know if it's important to some kind of thing.

[8:22] It's not going to be on the want to, but it's going to come to the expense of the

[8:25] robotic sports that we're really just now investing, you know, we've been investing

[8:30] I've heard a couple of years, so I think several years,

[8:33] this is the other students have put a few or five kind of

[8:35] treat like up there to look into that.

[8:38] So we're seeing it grow, because I think we've been

[8:41] smarter, to be ambitious, which of course is the

[8:45] most of the sort of generations of athletes who want to

[8:48] go up until we see how that's going to affect the ones

[8:51] that we already had.

[8:53] No.

[8:54] I think my main sort of life signal is,

[8:57] All right, R&E is sort of a good pass for kids when we got to have opportunities in the world.

[9:03] And we want to make sure that we don't do it.

[9:06] Not that this way, in my way, I think we can still keep it.

[9:09] And to say, in that particular path, to find another sort of path,

[9:14] ways to introduce them to themselves.

[9:16] We're all here.

[9:18] I will tell you about that force or a lot of our kids just different,

[9:22] because it's fun.

[9:23] We know you.

[9:25] But.

[9:25] My son took it because of this money.

[9:27] Yeah, I don't know.

[9:28] I'm also afraid of it.

[9:29] But we have to have students who are going into that.

[9:32] A lot of work.

[9:34] Just because it's accessible.

[9:37] Career.

[9:39] Career.

[9:39] First of all, I think that means whatever they've got to do with themselves.

[9:43] So much energy.

[9:45] I'd like to read how some management has to do with it.

[9:47] But there should be an alternative to that, sir.

[9:50] It's a piece of course.

[9:52] We've had some like, you know.

[10:01] I think it is worth looking to see what else is out there, you know,

[10:06] because maybe none of these kids have gathered.

[10:08] And the proof of this, you know, I actually said,

[10:11] really just it is to be looking to make those decisions.

[10:14] Without having to come to the board every time,

[10:16] for every four or another courses that are going to be in the

[10:23] So, I mean, I kind of took conversations, but it is the every year we look at what

[10:29] certification for offering for students, and even more so, the last three of the years,

[10:36] and my case speaks really to much of what happened before that.

[10:38] Because in my time, it's the highest of the first school.

[10:41] They are in charge of this looking, because it's basically certification.

[10:45] It's a subset of the ones that are kind of dying, or anything else.

[10:47] And of course, it was off really, definitely on the other board,

[10:51] but I'll tell them that I just gave it a little bit

[10:54] to change the view that way.

[10:57] Let's stay there for a couple of questions, all right?

[10:59] A few of these on the other side.

[11:04] I think the other one I had here is that you have a physical

[11:07] communication.

[11:09] We have a TV here.

[11:11] Did on the plug and the industry certification around,

[11:14] I guess that happened with digital communications.

[11:17] But is there such as that being worked on, and you may have it as an example, which

[11:21] a parent told me when they look at this, and talk to the kids about the pathways.

[11:24] This is what we're going to have.

[11:25] And if you dare, or is that going to go with it?

[11:27] Well, so like right now, I'm not talking about regardless.

[11:31] Some of you just don't know what you're going to be trying.

[11:33] But I've got visual communications.

[11:35] One thing we're using.

[11:36] I think it's a lethal.

[11:37] You're getting a patient that will be certified to go down that way.

[11:40] I think for it's things that we're going to need for other things that still don't

[11:51] So there's one below that, that's the graphics design.

[11:55] That may be part of the adventure to this new production.

[11:58] It's a digital communications.

[12:00] Yeah.

[12:00] A problem you like, or social media.

[12:02] Of course, part of it.

[12:03] Look at that.

[12:04] What do you think?

[12:05] And those have just started, right?

[12:07] That pathway is just starting to be built out.

[12:10] I've seen you.

[12:11] That's probably why that.

[12:13] Okay, good. That was my second question.

[12:15] If this looks very traditional print media to be broadcast media,

[12:20] which as you guys know, this whole lens gets changed in the past five years,

[12:24] and it's great to hear that we're in a formary,

[12:26] and then you're talking about the show from this experience.

[12:29] So, our theme is the practice in entrepreneurship

[12:34] on the digital communication.

[12:36] Is that the more kids will come out with a portfolio

[12:39] of things like that cracker could have a bunch of producers,

[12:43] it was a pretty kind of casual force force that allows us to tailor

[12:47] the best students to work experience in what they really wanted to do.

[12:51] So the state has been kind of generous for us to adapt

[12:55] because it looked different for any kid in any other study.

[12:59] A lot of those kids are completely crap.

[13:01] They have to adapt to the cracker class.

[13:04] They have an advisor in the space of them.

[13:07] You have a lot of them, right, what they can do.

[13:10] Is the goal of that, right now,

[13:12] taking a little practice in the non-general sort

[13:13] to come out with a little portfolio

[13:15] and then you distribute some kind of things

[13:18] to do in that work?

[13:19] That view, a goal, I think.

[13:22] It kind of depends on what the student is, specifically,

[13:25] who he's wanting to do, you know, where there is a nation's.

[13:30] But yes, I think that's part of it.

[13:31] We're just to give him a life.

[13:34] It's a great experience, you know, and there are a lot of people going to go into,

[13:38] which is something they can take on your ability.

[13:41] So that's an internship.

[13:42] Internships, things like that.

[13:45] There's a whole lot to do that.

[13:48] Thanks, but they haven't really still got a lot of different tools to do.

[13:53] It's great to think.

[13:54] It's great to think.

[13:55] Do we have a healthy pipeline within our community

[13:59] for the industry to offer those opportunities

[14:02] for our kids to me and for our living in America.

[14:04] Is that something you can put in public?

[14:07] Yeah, I do, but I want you to know what I mean.

[14:09] I think it is, obviously, you don't have a lot of industry,

[14:13] like right in large school, but the people who are here

[14:16] that are running a business system,

[14:18] they're very gracious to do this.

[14:20] Our teachers utilize their donations to go out

[14:22] and make these incentives, whatever

[14:25] there's some things, you know, this is good.

[14:27] I mean, we have the same opportunities we have in the baby's seat, probably not, but I think

[14:33] because this is a substance play that's going to be able to go towards our kids.

[14:50] I want to question.

[14:52] So look at the computer science.

[14:56] What kind of concern would be about the practice or...

[15:01] So here is a certification job. And I think what's interesting is, I'm sure, isn't it in the United States, but are y'all doing anything around high-con, data, or any cloud, that's what it work within that, or districts where the traditional job of the project.

[15:33] But we don't have a whole lot of kids that that's a new program so we haven't dealt with this whole life.

[15:39] But I mean, it's just skating in some of the courses that are being offered to be hired

[15:42] at the time of the team and grow that program.

[15:45] The thing that's about 30 kids involved in computer science and software and other.

[15:51] And this is the first few that we can, like, come to a question.

[15:54] really meeting that for and to do four or so.

[15:59] What language they're learning all that stuff.

[16:03] I can't put it on.

[16:04] Yeah, I only think that it's, you know,

[16:06] I think it's worth looking into and exploring,

[16:10] you know, these particular courses and looking at sort of AI and

[16:14] AI, specifically, and potentially too,

[16:18] I would say, you know, the current industry,

[16:21] you've got to know Python and AI as they actually use.

[16:24] And I think it would give our interest in something like that across all the peers

[16:29] in search of what precedes and what we use to all this impossible.

[16:33] You would know better than me.

[16:34] And put that in that.

[16:35] Because I would say there is so many opportunities to act in two certifications here

[16:39] that might have been the teams that might have this easy to use.

[16:41] I think the most of those games is for the patients in the credit card class.

[16:45] The other one.

[16:46] They may have been, I haven't actually researched those,

[16:49] but it also would shock these,

[16:51] Please, do this, A.I.I.I. and this, that has a sort of, is the job of, like the 790s,

[16:57] but the job that is at it, who certifies that?

[17:02] But, for instance, it has to stay recognized that that's a certain patient.

[17:06] How like that?

[17:08] I mean, I don't even know that we have to give that a few more sort of information.

[17:11] Yeah, I mean, I don't know that we have a student that's gone far,

[17:13] and of course weren't just really.

[17:16] I could be wrong.

[17:18] And that's another question, sir.

[17:26] I think it's important. I think we should go into it. And particularly, these are the areas in which

[17:31] that we have the facts on getting kids great for the real world stuff. I think there's

[17:37] that I think I want to do a little more here. Because I think these are broad skills to be applicable to any industry that

[17:44] I can take this into.

[17:46] And these are the types of courses that you get since the credits for it.

[17:50] It's great with the other day.

[17:51] I'm doing so happy to help me.

[17:53] Yeah, I was going to say if there's things like that,

[17:55] I think you can show me the life of research,

[17:58] but I don't think I can help me.

[17:59] You know, I can pull a list of a group that I haven't seen,

[18:02] so I'm going to say that you start splitting their hair

[18:05] between job and,

[18:08] especially some of the state-owned stuff.

[18:10] It's a little awkward.

[18:13] It is changing really to fast work, and that's, I think, our responsibility in this case to ensure

[18:19] as the world is changing the way that we provide these opportunities that we catch up to.

[18:26] So I think I was opportunity to do that here.

[18:28] So I think it's part of our happy, let me know.

[18:32] This is great.

[18:34] I love doing it to this actually.

[18:36] Well, and I think that other challenge that we'll have is,

[18:38] So we had this conversation too, specifically around this pathway is staff, right?

[18:44] So making sure that staff is trained to be able to teach the course of, like, it's all just a trickle down, right?

[18:50] It's all a trickle down, I guess I should say.

[18:52] Job is like one of the hardest ones to teach.

[18:55] Outside, I mean, my job is easy.

[18:57] Yeah, that's all.

[18:59] It's a good job, isn't it?

[19:00] It's a more technical foundational stuff.

[19:03] But I do know that you're working on it.

[19:05] Now, what are cooking lovers things?

[19:07] I'm Googles.

[19:08] So I know I know I know I know I know.

[19:15] That is about to come up with a certification and the insurance.

[19:18] I got to use Google May-Army's app.

[19:22] Well, and Google certainly used to be one, I believe.

[19:29] I want to say Canada one time and maybe not to be the speaking.

[19:35] But maybe the resurfacing back because of the AI components, right, that maybe it comes back into the fold because of what it's changing.

[20:05] But I'm going to get you to the stuff you're talking about, I'm going to be forward to the next part of the project.

[20:11] I'm going to

[20:15] change the sheet.

[20:17] I think you can see that.

[20:18] Anybody else?

[20:20] Can we move the item L, which is closed?

[20:24] Oh, we get it.

[20:24] I'm sorry.

[20:25] I'm not sure.

[20:26] I'm sorry.

[20:26] I'm not sure.

[20:27] I'm sorry.

[20:30] I'm sorry.

[20:36] I'm sorry.

[20:37] I'm going to put this ok for now I'm going to add close section for students to fix this

[20:44] government code section is dot top to 1.0713 dot top to 1.087.

[20:52] Shouldn't take too long?

Untitled meeting

Transcript