[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:07] Thank you.
[0:28] and it isn't a power of all to use to realize the potential
[0:31] of being done into thoughtful, sympathetic,
[0:33] and attributing methods of equal levels to set up.
[0:37] New board member, Rosa Poffes,
[0:41] sharing time with us, she did.
[0:43] There's a professional group that
[0:49] does see public comment.
[0:53] Let's see, and put
[0:57] her in the box.
[0:59] And I have a motion to combine 4D gradients.
[1:07] 3D gradients.
[1:09] Sorry, 3D gradients.
[1:11] Yeah, those versions, I'm sorry.
[1:13] 3D gradients.
[1:16] Those are in.
[1:17] And the session combining.
[1:19] All of the favor.
[1:21] I think that's how much Joe could agree with your team.
[1:26] I'll make the motion.
[1:27] Sorry.
[1:27] in the session, all of the different types of new folks.
[1:33] I'm going to make a motion to combine four A through four F.
[1:39] A discussion I'm combining, all of the bigger and combining.
[1:44] All right.
[1:45] Can you put a motion to approve four A through F?
[1:49] Let me get it through.
[1:50] I can't read your notes.
[1:54] Any discussion?
[1:55] And I'm going to say, is that a nice thing?
[1:57] Yep.
[1:58] So I'm going to be interested in the various
[2:00] and various elements that we have done.
[2:03] And yes, we have almost four of us out.
[2:08] Are we expecting them to prefer that you want to bet another practice?
[2:11] Yes.
[2:12] Excellent.
[2:14] The real space in there?
[2:15] Yeah, this is a lot of research.
[2:17] to follow those in favor.
[2:21] Now before we go into the goal setting workshop, and you want to talk
[2:28] to the APK. So in the update to the board, I provided a summary of an update to the schedule at APK.
[2:37] So just for the record, I'll give a little bit of a recap. In the spring, as we were developing,
[2:44] in a secondary schedule. One of the couple things came forward. One of them was that we were looking
[2:51] at reduction in staff in the science department. The second was that we were making some changes to
[2:58] programming in the district and looking at having to have more chef share staff as result of that.
[3:04] And as we were developing the schedule, one of the things that came forward was the likelihood that
[3:11] that we would have to have some relief in the science department,
[3:14] scheduling and being there.
[3:15] They appeared that they're making more courses,
[3:18] our sections of those courses than we can staff to offer.
[3:22] So one of the resolutions that was suggested from that was
[3:26] to offer if you can buy in the basis of certain annual.
[3:33] I'll try and do that.
[3:36] No, it was really just that's just the main key
[3:39] and the reason that that was formed for the reasons I described, the other reason that that particular course came forward as a suggested course was that it had a history of lower enrollment, so typically by the fewer students.
[3:56] So putting those two things together, I made a recommendation to you to make that a biennial course in order to maintain it,
[4:05] but also sort of pretty boost and rollin'.
[4:08] So if it was after that, every other year,
[4:10] likely it would have been a higher increase.
[4:15] In our conversations, one of the things
[4:17] that we received some feedback on was initially
[4:21] was that our seniors are incoming seniors
[4:24] wouldn't have an opportunity to take it
[4:26] because if they waited until our seniors were here
[4:29] and we weren't offering this year, it wouldn't have it.
[4:31] So hearing that feedback, we made an adjustment.
[4:34] and we were able to fit APK into the schedule for this year.
[4:41] So that's sort of part one. Part two of that whole process is that over the summer, every year, the schedule comes to that.
[4:49] So we started the spring and kind of project and anticipate and do work around the map.
[4:55] And then as the schedule world's staffing and forced enrollments kind of better, we run a little bit more about what we came to with the schedule.
[5:02] I will, before I get to my point here, I will say that in that process, conflicts always
[5:10] happen, meaning there are always situations where there are students who have signed up
[5:18] to take the course, but it does not fit.
[5:20] And one of the reasons for that is because we offer a large number of courses in the district
[5:24] which we are going to continue to do.
[5:26] The United Bank called single-time courses, meaning that there are probably one period of
[5:32] line-section course.
[5:33] And when you have a lot of single-time courses in the schedule, it creates conflicts because
[5:38] there can only be offered once a day.
[5:41] In other words, there's not three sections to spread that those students can turn.
[5:47] And so AP counted three considered single-time, so after once a day, there was a conflict
[5:52] to that came forward as the schedule came together between the 8th and 10th of course and so there
[5:58] were some students who were in position and they had to choose between the tip and again
[6:05] always try to take feedback and consider that and you can receive some feedback from some families
[6:10] about that and focus in families about that which caught us just to go back and look again as the
[6:16] schedule and ask some questions about how we were able to fit AP Ken this year without
[6:23] sacrificing other courses. And of course, change that was made was to review a course
[6:29] called every day. Every day science said, you're ahead of science, you're going to think
[6:35] about your agenda. Every day science. And the reason that we're able to take that out and
[6:40] not impact opportunity for other students is because we have three other general science
[6:47] forces. So that was the change in order for us to offer APCAM. And so what we discussed
[6:56] and what we're considering now is that it appears that we do have the ability to offer APCAM
[7:02] annually. So why is that important? Well, this coming school year is important because it
[7:08] we're going to need to, of course, AP count conflict.
[7:13] As the superintendent and I think don't want to force
[7:16] that kind of a decision between students,
[7:18] it's a decision between an elective course
[7:23] and a science course that they want to take.
[7:25] That's a different conversation
[7:27] that it is for a course,
[7:29] for the end of the classroom.
[7:31] It was AP hard as well.
[7:32] There's here, yes, there's just kind of a set of gap.
[7:37] So, I'm coming back to you now, I have an interview that we've heard and telling you that we do have the facility or
[7:44] upper faith we can't handle, and I say that we, because I don't know that I would commit to doing that every year, that will depend on enrollment,
[7:53] or will depend on decisions that we have to make at the district level and the board level, but I would extend the conversation a little bit and say that I think it's going to be
[8:05] important for us to not just talk about singular courses we need for it. I think it's going to
[8:10] be important to talk about courses that may have lower enrollment and where you will wear as
[8:15] for it because there may come a time when you have to make decisions about what courses you're going
[8:21] to offer and may have to base that on the enrollment courses. So I'm suggesting that as a broader
[8:29] conversation in the spring, we can't figure out the schedule in conversation.
[8:35] So today, because we had so much conversation about if you can in the spring,
[8:42] I'm bringing it back to you, sharing the context, and I'm going to pause and ask if you have
[8:49] questions or feedback about that recommendation to commit to offering you can this year, which we've
[8:56] already termed 20, 7, 20.
[9:00] So our 12 of these students who signed up
[9:04] order to be notified that they may have,
[9:06] it wouldn't have been any, they've been any juniors
[9:10] who signed up for this year, they've been a little bit.
[9:14] Yeah.
[9:15] They're assigned a very deep down.
[9:16] I was waiting until senior year, okay, yeah.
[9:22] So, I would say yes.
[9:24] Yes, so certainly the three with the pound legs will, I think I'm not going to have that
[9:29] corrected if they choose to.
[9:32] More have to notify the other juniors.
[9:34] I don't know that there's a conflict in their schedule, but I don't know that.
[9:40] I don't know that they had to make a decision if they had to.
[9:43] They had a choice to push that to senior year.
[9:45] That would have had to take something else down to spread something out a little bit more.
[9:49] and they had to take it as a junior based on that.
[9:53] So, either way, if you take it then you can't take it or it's not yours?
[9:58] That's the way the schedule landed this year.
[10:00] Yes.
[10:01] That's not typical.
[10:02] Oh.
[10:02] Typically, that conflict may happen,
[10:06] but the councilor would say,
[10:08] well, there's a conflict.
[10:09] So next year, you can take it if you can as a senior
[10:12] and then that conflict will exist next year.
[10:15] Not necessarily.
[10:16] Not necessarily.
[10:17] No.
[10:17] It's just it's the way for schedule landed.
[10:21] Doesn't mean it's going to be period.
[10:23] For us, it's not always third period, right?
[10:26] Or 18 and it's not AC camp.
[10:28] Yes, go.
[10:29] I mean, when we sit down and look at the schedule,
[10:32] we can, you know, navigate that,
[10:35] especially to avoid course.
[10:37] I'm going to try your best.
[10:39] For those students.
[10:41] Yeah.
[10:42] Of course, I'm just unique.
[10:44] of course, the band are on the other side of the team.
[10:46] They're on the other side of the team.
[10:46] They're on the other side of the team.
[10:47] And then up to the team.
[10:51] I think that's from the conversation.
[10:53] I think that's from the conversation.
[10:54] Yeah.
[10:56] I was wondering, for middle schoolers,
[10:59] do we, was that like extra-curricular chorus?
[11:01] There were like kids who,
[11:02] of course, had been there several,
[11:03] but then you can't do a high school level on your own?
[11:08] Yes, there is.
[11:10] And it's a similar situation.
[11:11] and it's for typically for students who are in accelerated science.
[11:15] It's where the conflict happens there.
[11:18] And the music department has created a system
[11:20] that has allowed students to participate in those things.
[11:25] The difference with the high schoolers
[11:27] that starts to become quite a bearing,
[11:29] it's not the same kind of career in high school.
[11:33] It's a different thing to address that.
[11:36] Well, that's kind of what I assume.
[11:38] But when I was thinking about that,
[11:39] is that we already have middle school, when you realize
[11:41] most of us are already doing that and having to do this
[11:44] being like pressure curricular.
[11:45] And we're still doing it, of course,
[11:46] we're going to keep having a kind of like move forward.
[11:48] But I mean, I like the idea that we're being adaptable
[11:50] over not just saying this, the decision made the suck
[11:53] with it and that, I mean, I think we had
[11:55] a professional student's probability
[11:57] if you can take it this year, take it this year.
[12:00] Like, you know, don't delay it because we don't know
[12:03] what's going to happen in the district for the next couple
[12:04] of years, so don't pass up your opportunity
[12:06] if you assume, right?
[12:07] We'd like to know what's in here, but we don't, you know, we don't know if it's, uh, yeah, it's a good morning place.
[12:12] One more bit that I sure could, could do it for us. It's not, I mean, globally available. It's available specifically to kids who are in accelerated times.
[12:20] So they have a lab and they also are in another musical ensemble. So there's not in that space in the most little schedule or a third ball, eight period.
[12:27] But so the music department kind of works with themselves, the people that can produce, every other one stays with us.
[12:34] Every other one stays with us.
[12:35] Every other one stays with us.
[12:36] And so that's kind of how it works.
[12:38] This is a really unique.
[12:40] And so that's the effect.
[12:41] So I think I'm going to say,
[12:42] I'm talking to them.
[12:44] They are.
[12:45] So if you are in band and orchestra and you're also in biology.
[12:50] So you don't have any other criteria than your schedule.
[12:55] The band in orchestra teachers release the chorus kit every other one day that go to participate.
[13:02] It remains his orchestra.
[13:04] You have a musical conflict, the other side of the conflict.
[13:08] I don't know if you still have any space next to it.
[13:10] Because no school is going to be held by the law.
[13:14] It's a string-shifting equipment.
[13:16] It's a small amount of tip.
[13:23] But another great example of how we'll work together, not even if it was actually a
[13:27] few missing years or of course it's hard to be difficult to get back into it or you just
[13:31] move forward together, you know, opportunities, but that's just keeping everything open.
[13:40] So it sounds like I'm kind of your goal board now, and I agree with you Sam, it's important to be
[13:47] responsive and adaptable and flexible,
[13:51] but we're able to appear and we will always try that.
[13:55] We're trying to reach that there will be times
[13:57] where we can't.
[13:57] There will be times where we have to say,
[14:02] there isn't another space in the future.
[14:04] So I'm glad we're able to here.
[14:06] And that was the first time that we started there.
[14:08] Yeah, well, I feel like that's, you know,
[14:09] a lesson you learned this year,
[14:10] and sometimes we have concerns from parents
[14:13] and people about how they say word and people are upset.
[14:15] And so we're not seeing, like, you know,
[14:18] This is how it is. We're always looking at these options.
[14:21] We're seeing some people get that, but what do you mean they told us, you know, it's going to be best. Now it's that it's because we're just going to keep being dynamic and how we approach it.
[14:29] Right, what's going to do with the fact that when he does that?
[14:32] Someone's going to say it's like this kind of life.
[14:34] It's going to be something that someone's going to say.
[14:36] It's called being responsible.
[14:38] Sure.
[14:38] I don't know if you can.
[14:40] Sure.
[14:42] All right.
[14:43] Thank you for your time.
[14:44] You're welcome.
[14:44] It was a special day.
[14:45] Appreciate it.
[14:46] I knew it was over there.
[14:47] I think the matter of each other.
[14:48] We know it's over.
[14:49] I don't know if you can.
[14:51] So it's different.
[14:52] So it's different.
[14:52] It's especially to be called.
[14:55] Then the work sounds of discussion.
[14:58] Thank you.
[14:58] Okay, I'm going to keep going.
[15:23] People who don't want to stay can leave, will take a lot of break to get great work in the
[15:30] Thank you, I don't think it's the right time to end your portion.
[15:34] I don't know.
[15:35] Yeah, we were supposed to do it.