[0:00] I'm going to call

[0:11] to order the regular governing board meeting of the Jefferson Elementary School District. And can we have the call to order? I mean, a member's president, so here.

[0:32] And we will ask Mr. Palantino to meet us in the pledge.

[0:40] I studied up on it.

[0:42] Please stand.

[0:45] Put your hand over your heart.

[0:46] It's the flag ready to begin.

[0:48] I pledge allegiance to the flag of the United States of America and to the Republic for which

[0:56] it stands for one nation under God, indivisible, with liberty and justice for all.

[1:03] At

[1:12] this time, we will direct our attention to the governance team meeting guidelines and

[1:23] and you

[1:35] have a motion to approve the agenda.

[1:38] Actually, before we entertain that motion,

[1:41] we'd like to table item 17,

[1:44] I'm gonna skip the 13A,

[1:47] the board study session,

[1:49] and the Spurs-Rollers is not here, so.

[1:53] And also, item 17 and B,

[1:57] superintendent evaluation,

[1:59] due to the absence of our superintendent.

[2:18] to approve the agenda with 13A and 17B table.

[2:24] Second.

[2:25] All those in favor.

[2:27] All right.

[2:35] Okay, so board member acknowledgments and accommodations,

[2:38] and we'll start with board member crew.

[2:42] Last Monday, I attended the Central County School Board's

[2:47] Association General Meeting.

[2:49] And the topic for the meeting was pay discussion

[3:11] So I just wanted to just call it and think about who did that and plan that event and work for it to sort of using what I've learned from that meeting for our kind of future.

[3:22] I'm going to make sure the media is supposed to do it.

[3:25] Ready?

[3:26] Yeah.

[3:28] Over the weekend, I went to one of our elementary schools

[3:33] during my special ed lock that I could do in several schools,

[3:37] in terms of visit to a coding class that had a mainstream student.

[3:42] I noticed that all the two were boys, and that wasn't by design.

[3:49] In my case, it was almost like people, and I aim to think why are our girls using interest

[3:56] in STEM and science and math, and I wanted to bring up this, extending your horizons, a conference

[4:03] that's been going on for decades now, and Swarthness International, which has graciously sponsored

[4:12] are at 65 of our female students from Ben Franklin.

[4:16] One of which I just registered my daughter for,

[4:19] so we're super excited about that.

[4:21] And I just like that we are being supportive

[4:25] of bringing more females into that field.

[4:28] One of seven engineers is female,

[4:30] so there's an implicit gender bias there,

[4:34] lack of support from our families,

[4:36] institutions, lack of role models in the field.

[4:38] So we're super excited about this in the comments.

[4:41] then North County and Starlight for something to submit for us.

[4:52] Thank you. I'd like to commend, first of all, JFK Elementary, they were mentioned at the City Council meeting.

[5:02] The City of Dating City received an award for being a green city and this was a proposal that they, I guess they were in competition with hundreds of other cities.

[5:14] and a big reason why they won was because of community engagement and they

[5:19] specifically mentioned JFK school and the students planting troops so we

[5:25] just definitely wanted to commend the whole district but definitely our

[5:30] students and principal JFK elementary and then I would like to commend the

[5:37] superintendent and his cabinet for being collected and finding some extra

[5:43] funds to maintain the 4th music teacher for one more year.

[5:50] It was a decision that was made by the board in the summer time reluctantly to go back

[5:58] to the level of services that we had and we had a certain amount of students in the district

[6:03] and we're at that level again, we've lost some of our ADA and student population.

[6:10] So that's the reason why we made the decision to go back to that level of service but the

[6:17] district was proactive and found somebody to continue it.

[6:21] And right after that decision was made, we received a letter from the students from the

[6:29] school asking or expressing their concern about losing the fourth music teachers.

[6:35] So the board, I mean the district was proactive in that sense.

[6:39] we didn't wait in the respond. We found out, I mean, we knew the sentiment was, there was,

[6:47] that there, we needed to have more services in that area. So, once again, I like to come in,

[6:53] the superintendent and the cabinet.

[6:58] I'm pretty sure I have more accommodations, but it was

[7:05] So, at this time, are there any comments from the cabinet?

[7:12] No, not at this time, thank you.

[7:14] Okay.

[7:17] And we have one secret card that I'm not sure if it is with the drive.

[7:28] I don't see a specific one right now.

[7:33] Okay.

[7:33] So, I'd like to call Sophie Nelson.

[7:37] Okay.

[7:37] Hello, my name is Sophie Nelson and I am the Education Programs Associate at the University of

[7:45] Silicon Valley in Redwood City, and I'm just here because we're trying to introduce

[7:52] as many school districts as we can to our school programming.

[7:57] We have school residencies, play writing programs, school and high school students, summer camp,

[8:03] student at Nays where we have students at our theaters in Palo Alto and out of

[8:07] you. In Proposation-based classes for students and families at the Louis

[8:11] Steel Pattered Children's Hospital and a 24-hour play competition where

[8:15] high school students create a play in 24 hours and they perform in front of a

[8:18] panel judge. It's a very scary for them and awesome. So today I just want to talk

[8:24] a little bit about Oscar. And that's our life theater, Tori, assembly series that

[8:29] traveled across the Bay Area for the last 13 years.

[8:33] And this year we had Oscar and the big bully battle

[8:36] part two, which is a show about bullying and upstanders

[8:39] and bystanders of supporting schools,

[8:41] conversations around those topics,

[8:44] and also an account list of costume changes,

[8:46] which is about combating gender hysteria, I think,

[8:48] specifically like this idea that there are

[8:50] a couple things in boy things,

[8:51] that we're really just kid things.

[8:53] So that shows out.

[8:55] And we really hope that we are supporting emotional

[8:58] social learning and schools. We included a talk back with the cast and a study guy.

[9:04] It's for ages, K-5. It's interactive. It's super fun and colorful. And just, you know, a fun learning experience

[9:11] and live theater that we bring all around. And we also work with schools, title one schools,

[9:18] provide programming for free or low cost and things like that because we want to share theater

[9:24] Everybody wants to proceed with the kids and we have to pause the kits,

[9:26] I want to keep some anxiety on that.

[9:28] And I love some flying over there.

[9:30] Yeah, thank you so much.

[9:31] Thank you very, very good.

[9:33] We didn't need you.

[9:34] Okay, thank you so much for your time.

[9:36] All right, thank you.

[9:42] Do we have a motion to approve the consent agenda?

[9:46] Mr. O' Meyer?

[9:47] Yes, someone to remind you to please prove

[9:52] Seven eight.

[9:53] Oh, thank you.

[9:55] Thank you.

[9:56] Mind it.

[9:57] So that you need seven eight.

[10:00] How much budget to prove the consent

[10:03] without item seven eight.

[10:06] All those in favor.

[10:13] In that in this item

[10:36] seven he governance handbook.

[10:39] The administration recommends the board review and adopt the Jefferson Elementary School District

[10:44] Governor's Handbook, 2020 updates discussed and developed with the assistance from the California School Board's Association at a

[10:52] Governor's Leadership Workshop on January 25th, 2020.

[11:00] And it's just action.

[11:02] Now, I'll make a motion to approve the Governor's Handbook for 2020 updates following the CSBA

[11:10] a coverage of the shipwork shop on January 25th, 2012.

[11:14] Okay.

[11:15] All those in favor?

[11:16] Hi.

[11:27] Item 7F, 2020 CSBA, delegate assembly election.

[11:32] The board will select up to three candidates

[11:34] to be considered as delegates

[11:36] to the CSBA delegate assembly.

[11:45] What's that? You

[11:50] have a motion at table?

[11:53] Maybe. It's just two of us.

[11:57] So it's going to note that there are three candidates for three spots, actually.

[12:02] So it's just take three or he don't want anything.

[12:12] So do you have any nominations or did you want to?

[12:16] I was going to nominate Eddie Flores on the softest, I'm just going to find school district

[12:23] Amy Kuh, about one of Grandma's Shores school district, and then the third one is myself,

[12:28] I don't know if I should name myself.

[12:31] Yeah, that's all I've got on me myself.

[12:35] All right, second.

[12:38] All those in favor.

[12:41] So that's all three candidates.

[12:42] item

[12:49] 7G, tentative agreement between Jefferson Elementary School District, and CSEA, number

[12:58] 233 for 2019. The administration recommends approval of the tentative agreement and

[13:04] emojis for the 2019 to 2022 collective bargaining agreement between CSEA local, number 233,

[13:16] and

[13:16] The agreement affected July 1, 2019 includes a 3.09% salary increase on the salary schedule

[13:23] affected July 1, 2019, updated language on Article 1, recognition, Article 8, hours and conditions

[13:32] of employment, Article 10, organizational security, Article 11, leaves of absence, Article 13,

[13:39] safety, Article 6 and Evaluation and Article 17 miscellaneous provisions to reflect recent agreements.

[13:50] These agreements represent the conclusion of the 2018-19 negotiations between the CSEA local

[13:57] No. 233 and the Jefferson Elementary School District.

[14:03] We have a motion to approve.

[14:06] I'll make a motion to approve the agreement and MOUs from 2019, 2020, to cut to Barton Agreement,

[14:14] between the CTA local 233 and the Jefferson Elementary School District.

[14:19] All those in favor.

[14:22] Item I, unanimous.

[14:29] Item 8, B,

[14:33] trip to Washington DC.

[14:35] Benjamin Franklin and Fernando Rivera students

[14:41] so we're going to go back to

[14:47] item 7-H which was removed from consent. Thank you.

[14:53] The governing salary

[14:54] for 2019, 2020, school year, the governing board annually

[14:58] approve salary schedule.

[15:00] District employees, the administration recommends approve of district employee salary schedule for the 2019-2020 school year. Do you have an emotion to approve? I'll make a motion to approve the salary schedule for district employees for the 2019-2020 school year. All those in favor?

[15:29] Okay. Now item 8B, trip to Washington.

[15:31] Washington D.C., Benjamin Franklin and Fernando Rivera students, the administration recommends approval of Benjamin Franklin, 8-07-12, and Fernando Rivera April 1st to 5th, school trips to Washington D.C.

[15:48] I make a motion to approve the trip to Washington D.C.

[15:54] All those in favor, item

[16:03] 8c, local control accountability plan, and California dashboard update.

[16:09] The California dashboard information is now public.

[16:13] We will look at how successfully JDSD has met the 8 priority areas.

[16:18] We will also review the LCAP goals, learn about the new goals, and learn about how our parents

[16:25] have added their voices to the planning of our upcoming local control accountability plan.

[17:20] I'm going to be updating with this evening on our Calvary School Bachelor and also just

[17:28] and update about the health care work.

[17:35] So as a refresher, the Cal Poly School dashed

[17:39] for health, parents, and educators.

[17:40] I've been by strengths and areas for improvements.

[17:44] They reports how districts and student groups

[17:47] are performing across the state of all the measures.

[17:50] And state measures prone to space on two factors,

[17:54] current year results, and whether the results

[17:57] improved from the previous year.

[18:03] So essentially, the dashboard forms statements

[18:07] called by five colors.

[18:10] And when there's no color, that means

[18:13] that there were fewer than 30 students

[18:16] that they're talking about.

[18:18] So that would be no color.

[18:20] Otherwise, red would be the lowest performance,

[18:23] all the way to the only way in the high school months.

[18:25] So I'm going to give you some data tonight regarding our performance.

[18:31] Previously, in the previous presentation, I did talk about the dashboard, but we talked about

[18:37] multiple indicators.

[18:38] So those were the five local indicators.

[18:40] Please stay fillings.

[18:42] We'll climate, parent engagement, and access to a broad course of study.

[18:46] So we will be discussing those tonight.

[18:49] Tonight, we're going to discuss suspension rate, climate absenteeism,

[18:53] our English learner progress, English language arts and mathematics.

[18:58] And as you can see on the presentation, English learner progress.

[19:01] There's no performance color.

[19:02] This is the first year that this is for you to report.

[19:08] So, first off is our suspension rate.

[19:11] 2.5% of all of our students have been suspended at least once.

[19:16] And that equals 536 students.

[19:20] I have a total population of 6,000 students.

[19:22] students. So, pretty small. But as you look at the subgroups, I've given information

[19:31] about 2018-2019. So, all of our subgroups have increased a tad bit, but our African Americans

[19:44] that group, which is our highest, or respect suspensions, they've actually increased.

[19:50] So that's a good thing, but the rest of them, again, not significant, but still we've seen

[19:59] an increase in successions.

[20:02] And so what are we going to do?

[20:04] What are we doing to reduce successions?

[20:06] So we are currently discussing and learning about equity and equitable practices and academic

[20:12] session around what that means for suspicions and chronic asceticism, and we're also looking

[20:20] to develop alternatives to suspension consequences.

[20:24] So one of the programs that we have currently plays with PAS and that does help reduce

[20:30] suspicions and behavior.

[20:33] So we want to invest as much as we can in PAS, and the slowly currently doing PAS, but we

[20:42] want to put more emphasis in the ASS.

[20:49] So the next topic is comic ascentism.

[20:53] And 8.38% of our student population

[20:57] were chronically absent.

[20:59] And that's an increase of 1.7 from last year.

[21:04] So as you can see, the first box of February's,

[21:08] those students had increased from 2018 to 2019.

[21:14] But in the second box, I can say that I, when they're African-American, homeless populations,

[21:19] they seem to have decreased in chronic absenteeism.

[21:24] So what are we doing?

[21:27] So we are looking at our chronic absenteeism data, district-wide and cypress sites.

[21:34] We're making more connections with families that are chronic in absent.

[21:37] So we're reaching out and building more relationships.

[21:40] We're making referrals to more support providers,

[21:44] and we're getting the families from all of all,

[21:46] and we are a mandatory student daily attendance.

[21:49] So, if you see some issues at school,

[21:53] you're trying to jump on it much quicker than before,

[21:56] and reach out to those families to get a better understanding

[21:58] of what's going on and how we can support them

[22:01] to get their shoes to school.

[22:06] So moving forward, I'm going to move from inside the academics.

[22:14] So English language arts, we're looking at the distance from standard, and I'll talk

[22:23] a little bit more about that.

[22:24] But our JSD students have got received 6.8 points.

[22:33] They moved 6.8 points, the most standard, as opposed to in 2018, it was 5.3.

[22:41] So let me go to the next page of that.

[22:44] So the DF-3 is the distance from level 3.

[22:50] And this is referencing tasks.

[22:51] So, with level three, that's basically benchmark.

[22:56] And so, we're looking at how our students are moving to benchmark and beyond benchmark,

[23:02] which would be the criteria for their grade level at benchmark.

[23:07] So, for instance, if a student scored 2,5002 on the English language arts,

[23:15] this is 29 points below the lowest possible score for level three.

[23:19] So, that student is 29 points from benchmark, which means his score is 2531.

[23:28] So that means the student is 29 points to the left if you can imagine on a timeline.

[23:35] The number one is 29 points below level 3.

[23:40] So we are looking at, we measure how far those students are from level 3,

[23:46] either negative or positive.

[23:50] So, if we look at the next slide, an ELA, our subgroups,

[23:55] are showing growth towards becoming a college career rate.

[23:59] So, for instance, in 2018, our English learner

[24:03] population, they were 27.1 points on average below benchmark,

[24:11] below level three.

[24:12] in 2019, they are now 24.3, which means they're making progress towards Level 3.

[24:23] So all of our, pretty much, most of our subgroups are making progress towards Level 3.

[24:33] are Asian, Filipino, and two or more, they're beyond level three, and they have taken a little dip, but they are still beyond level three.

[24:45] So, while it looks like they're declining, they're still meeting benchmark by large.

[24:55] So, they're still in the politics of level three.

[24:57] And

[25:01] so in math, it's good to accept groups.

[25:07] In math, for instance, our English language learners,

[25:11] in 2018, they were 52.9 points below level 30.

[25:18] And in 2019, they are now 46.5 points below level 3.

[25:24] So they are making growth towards the needs of measurement.

[25:26] And again, our Asian, Filipino, and two or more races,

[25:32] those students are still above level 30.

[25:36] So they are at Benchmark and above.

[25:39] They did take a little decline, very small decline,

[25:44] except for two or more.

[25:45] However, they're still around level 30.

[25:52] So moving into our English learner programs.

[25:56] 55.3% of our English learners

[25:59] are making progress towards English language proficiency.

[26:03] So our English learner take the LPAP,

[26:07] which is the replacement test of the self-test.

[26:12] And 50% of our English learners

[26:14] increase one LP level on the LPAP.

[26:17] So they want to move these LP levels

[26:20] until they can get indefinite.

[26:22] So 50% of our English learners are making progress

[26:25] us at a moving level, moving at one level at a time.

[26:31] And again, 55.3 are making progress towards the English language agency.

[26:36] And based on data, the number of EL students that we had is 1086.

[26:42] So, 55.3% of those students are making progress.

[26:48] So, what are we doing about this current issue with our English language learners,

[26:57] and how

[26:57] We are proposing to add a new goal in our health cap.

[27:05] And that new recommend goal is focused on our English learners.

[27:10] And so it reads, increase the number of English learners that meet and or exceed benchmark by 8% in English language arts as much as you've got a cast.

[27:20] And so the ways that, two of the ways that we're talking about doing that is focusing on

[27:25] using and teaching academic language to our English learners, and of course we're doing

[27:29] this with all of our students, so we're making a conservative effort with our English

[27:33] learning learners.

[27:34] And reviewing data of our EL students and making individualized plans for those students

[27:40] that we really, that are very, very close to benchmark, but we're trying to get them

[27:45] extra bump.

[27:46] And again, we're doing this for all of our students, but we recognize that we need to do some very focused work with our English language learners.

[27:56] And so, this is how we recommended goal number two for that coming out.

[28:04] So, how we also responded to our ELA and math data.

[28:09] So currently we are implementing for English language arts in the benchmark curriculum, which is TK35 and we're in year one.

[28:19] And we're also implementing the steady state curriculum before 638 in year year two.

[28:25] We are providing monthly coaching, which is led by our instructional coaches for benchmark at insects and we have brought in facilitators from both the curriculum companies

[28:37] to do trainings. And we, again, we provided the training on our non-end toward the movement,

[28:45] providing training on a non-mandatory and an instituted, we did provide training for

[28:49] benchmark and study. And our coaches are providing individualized coaching for teachers,

[28:56] around English language arts curriculum, and the instructional coaches ask their requested

[29:02] It's coming to support.

[29:04] In math, we are implementing the new Regis curriculum,

[29:09] TK-5, and we are in year two.

[29:11] And also implementing the connected math,

[29:14] we're just seeing three curriculum

[29:15] for six, three, eight, eight, and six year two.

[29:19] The coaches are, again, leading trainings

[29:23] for Regis and TK-30.

[29:26] And we did provide training on both gris and CMP-3

[29:37] I have a question. So it's great to see that we are responding to data with all these

[29:53] different types of approaches. How are you guys measuring sort of, is there one of

[30:00] That it's working better than others. I understand that there are so many factors in play in terms of, you know, everything all at once. How are you guys approaching that? So we, we have our, basically, our forms of assessment, our benchmark assessment is going to be fast bridge. And I haven't looked at the recent data, but that's the method of data that we're looking at to see how, it's working with our, how the implementation

[30:29] of the ELA and math is working with our students.

[30:33] But teachers can do formative assessments on their own.

[30:38] Benchmark has their own assessments and I haven't looked

[30:43] at that math but I'm pretty sure they have formative assessments

[30:47] along the way. The coaches and principals should be looking

[30:51] at data with their sites and then of course we measure through

[30:59] But the hope is that, going forward, we're going to be doing more bench mark assessments and not bench mark double, ELA curriculum.

[31:08] But bench mark, sorry, formative assessments.

[31:11] Looking at what's going on, you know, six to eight weeks and really making changes with students.

[31:17] We're asking in terms of our EL students to really look and take a deep dive into some of those students

[31:26] and what's going on with them, and making individualized plans,

[31:30] and in those individualized plans, it would be

[31:32] to assess ever so often, and make changes, leave it.

[31:37] So, some different ways we are to start,

[31:40] and so look, I think we'll more ask the data,

[31:42] and really start into questions.

[31:43] What do we need to do for our students?

[31:46] Thank you.

[31:49] I've had a question about the suspension rates.

[31:53] I was a little surprised.

[31:54] First of all, it's happy to see the rates down for African Americans, but I was a little

[32:01] surprised to see that it was an increase in every other sub.

[32:09] Is there data?

[32:11] I know you collect data, but are people looking at what is the cause, I mean not the cause.

[32:20] What they're being suspended for is it like a certain area that's coming up more than

[32:26] another resort. So we will look at that I haven't taken a look at that and I'm going to talk to

[32:33] this more teams that we to see because I know you're talking about the second grade data based on

[32:39] essentially. Yeah, so we will definitely take a look at that and I'll bring back a report.

[32:43] Okay, thank you. Okay, so moving on to the LCAP and this is really just an update of what we've been

[32:52] doing around LCAP. So again LCAP is our local control accountability plan and it's a tool that

[33:00] we use to set goals and plan actions and resources to improve student outcomes. So our current LCAP

[33:13] has four goals, and again, we are suggesting adding a fit goal, which would be goal number

[33:22] two, and the new goal is identifying.

[33:28] So, P.I. is where we've been meeting. P.I. typically

[33:34] meets four times a year. This year, I've asked P.I. to meet monthly because this is the

[33:40] advisory committee that's going to help with the, not necessarily the writing, but the

[33:48] input on the new LCAP.

[33:51] And so we've been meeting monthly and looking at current goals and all the activities and

[33:57] strategies that have been identified in the LCAP to see if we still, how we're doing with those,

[34:04] should we do something different, should we add to it, should we delete it.

[34:08] And I put out a lot of information to the sites inviting parents to come monthly.

[34:17] We do have the same kind of small group that comes, but they are very clear with their

[34:23] voice and they've been very active with it.

[34:26] But we do have an invitation on our website and on our Facebook page.

[34:31] So this is extended to any parents who want to attend because we do want their feedback.

[34:36] And we send out a link so that they can see the goals in advance and

[34:42] then come with some feedback.

[34:44] So we've been doing this.

[34:47] Monthly meetings, we've looked at goal two.

[34:50] We started with goal two in January, which is the new goal.

[34:55] And in February, we looked at goal one.

[34:58] This month, March start, we are looking at goals three, four, five.

[35:02] They are smaller goals, but still looking at those.

[35:05] and then in April I'll submit a rough draft and again we'll have another P.I.

[35:13] meeting so that they can look at it and also have a public meeting and again the

[35:18] P.I. meeting is a public meeting. I just for the April meeting we want to do a lot

[35:22] more in terms of communicating the necessity of having a parents there and then

[35:28] we'll have a final community meeting in May and then we'll bring it to the board in June and so our

[35:34] next feedback and we need this next Tuesday, March 13th, from 6th to 7th, and I welcome you all.

[35:39] Thank you, Mr. Cruz, for attending.

[35:42] We'll be learning.

[35:47] So, a great question.

[35:50] And then Alhapka is a new document, a new form, so it's going to be a little different this year,

[36:01] but it hasn't been passed.

[36:03] So thank you, I don't have any questions, but I'll just have a comment to the general

[36:09] public, to the teachers, to the administrators, to board members.

[36:13] The LCAP process is the actual most appropriate way to voice our concerns and to help shake

[36:22] the agenda of the district and where our priorities are and where we want to put our hour of

[36:28] So it's just that's a reminder to everyone to get involved in that process and

[36:34] might get further with some of the causes that you have. Okay, thank you. So I said I didn't

[36:41] have any questions, did you have any? Okay, great.

[36:46] Well, we're moving right along to item 10a.

[36:49] So it's a vacative resignation, I'll just let you go away then.

[36:56] Sure, I'm happy to practice that more so.

[37:00] So yes, we have a certificate resignation that the administration recommends.

[37:05] The acceptance of the resignation request, the purple revolution.

[37:09] I'll be preparing for a few years of service with the district.

[37:12] Ms. Prasimic's patent, first grade teacher and MP Brown, who's been on a paid badly

[37:18] since 2018-19 and for 2019-20, resigning her position effective February 10, 2020, Ms.

[37:29] Prasimic's patent has been deployed in the district since September 8, 2008.

[37:34] I

[37:37] make a motion to approve the certificate of resolution

[37:40] of the city of Masai,

[37:43] the first grade certificate we found,

[37:45] and the designation of the certificate

[37:46] in 2020.

[37:49] Second.

[37:50] All those in favor.

[37:52] Aye.

[37:53] Thank you.

[37:55] Thank you.

[38:01] Item 12A, Board of Policies, Administrative Regulations,

[38:04] July of 2019, CSBA, Board of Policy, Revision.

[38:08] First reading. The board will review and revise board policies, administrative regulations

[38:15] from July 2019 and CSBA, board policy visions, assated in a first reading.

[38:24] So I was not in on the conversation very board policies, so I'm going to confer to President Ali.

[38:31] Okay. So do we have any discussion or predicts? No? Okay. No, do we have a motion?

[38:37] I'll make a motion to approve the first reading of the July 2019 CSBA board policy revisions.

[38:44] Second.

[38:45] All those in favor.

[38:46] Aye.

[38:50] Governors, team member, comments, reports and board meeting reflection.

[38:56] I selected, we will keep our remarks consistent.

[39:04] I always choose the first one.

[39:07] We'll focus on the best interests of our state.

[39:09] Thank you and also chose the first one we will keep our focus on the passengers of our students.

[39:19] We have no speaker cards.

[39:23] At this time we will take a short break and convene to call session.

[39:28] Thanks for coming.

Board Actions

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