[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.]

[0:29] Let's go to district board meeting. I am Deborah Curtis President of the Oxence School Board. Today we are having a hybrid board meeting with the trustees and the administrative team are in the district office in person. We also have some members of the public in prison. We are also offering Zoom in an online option at the same time. We do it all. To comment by video conference, click the raise your hand button in your Zoom.
[0:59] to request a speaker in the public comment section.
[1:03] Our facilitator, Ms. Mitchell, will then unmute each member each speaker
[1:07] and we will be able to hear your comments live.
[1:10] But we will start with the people, the comments that are here in person first
[1:14] and then we will go to the Zoom comments.
[1:17] To comment by phone, you will be prompted to raise your hand by pressing star nine.
[1:24] You will be called on either by name or by the last three digits
[1:27] of the phone number you are calling from and then you will be unmuted and allowed to make
[1:31] the public comment.
[1:33] We are very excited to begin our new school year and I extend my people appreciation to
[1:38] all the students and staff and families and our entire Oxnard community for your continued resilience
[1:45] and dedication to each other.
[1:47] We are now in a time of transition as we find a new way of engaging.
[1:52] We appreciate your support and patience during these times.
[1:57] Thank you.
[1:58] Now I would like to call the meeting to order.
[2:01] Bro, call please.
[2:04] Trustee Marigalopis.
[2:06] Trustee Lopis.
[2:08] Trustee Martinez.
[2:10] Trustee Roblesolle.
[2:11] Here.
[2:12] President Curtis.
[2:14] Thank you.
[2:15] And now I would like to introduce Dr. Ginger Shade, Director of Enrichment and Special Programs.
[2:20] to what introduce a few students that will lead the audience in the Pledge of Allegiance and the mission and vision statements.
[2:27] All right, good evening, members of the board, President Cordaz and Cabinet, members of Cabinet.
[2:33] I would like to introduce to you two students who I had the pleasure of getting to know the summer and the writing and science camp.
[2:40] Kayla Looney and Lailani, Todd Tuitami.
[2:43] I'd like to invite them up to lead us in the Pledge of Allegiance.
[2:56] Please stand.
[3:05] Put your right hand over your heart.
[3:09] Ready?
[3:10] Begin.
[3:11] I pledge allegiance to the flag of the United States of America, and to the Republic for which
[3:18] stands, my nation, under God, indivisible, liberty, and justice for all.
[3:30] I would like to also ask that they read our vision and mission statements.
[3:39] and powering all children to achieve excellent.
[3:47] And share a culturally diverse education
[3:49] for each student in a safe, healthy and supportive environment
[3:53] that prepares students for college and career opportunities.
[4:00] And to read our vision and mission statement in Spanish,
[4:04] I've asked no one need all this to join us.
[4:08] Good evening.
[4:09] When I'm not just no one need all this,
[4:10] Director of Early Childhood Education Programs,
[4:12] Directorate of the Education Program in Perala.
[4:16] Vision capacitara cada alumno para que logre la excelencia académica.
[4:22] Mission asegurar una educación culturalmente diversa para todo el alumado.
[4:28] En un ambiente seguro, saludable y propicio que les crepare para la universidad.
[4:34] Y el acceso a oportunidades para desarrollar una carrera profesional.
[4:43] Thank you.
[4:44] We see this.
[4:47] We have some recognition for the two of you.
[4:49] So please come back and join me up here.
[4:52] I haven't done this in a while.
[4:54] I know it's been a while since we've had students.
[4:56] Because our first students to come in and do this post-pants.
[5:00] Then what we've done in the past is we've talked to the students and asked them a little bit if they could share with us what their dreams are, what do they see in their future? Okay, so just roll brief, don't want to picture on the spot. If you haven't thought about it, that's okay. You can say, I'm not quite sure, but hopefully you've got some kind of a plan, something you would like to do because you know what guys, you can have to work the rest of your lives. Okay, so you might as well find something that you enjoy.
[5:26] Okay, so we'll start with Lila, Lila, Lila Ghi, Lila Ghi, Lila Ghi, Lila Ghi, Lila Ghi, come on Nepini.
[5:37] Congratulations. Here's just a quick appreciation. Thank you very much for joining us this evening.
[5:42] And then you want to share with us a little bit what your dreams are.
[5:47] My dream is to succeed in life, to do good,
[5:53] to...
[5:56] Drive my life to work hard. We'll get a job. You think you might feel like I want to be a lawyer
[6:03] Okay, that's great. Yeah, thank you. Congratulations. They're here because we'll take a picture. Thank you. Yeah
[6:13] Hiya, come on up for me. Congratulations. Thank you for being through with us
[6:19] What do you see yourself doing in 10 years for three years? I see myself being a tech designer
[6:26] I would love to design tech for, you know, the old, so then, you know, those chairs that go up the stairs and up and down, you know, design better ones, make the world evolve better, make a better environment for everybody, for everybody can feel safe and comfortable, but make it like smart tech, you know, like smart homes, you know, very good.
[6:52] Okay, congratulations. Thank you. And so we'll take a little picture here in this show. You want to join us a bit with a car and see you with us.
[6:59] One up.
[7:02] That's good.
[7:04] When we've over just a little bit so we won't have the problem here in the movie.
[7:10] Is that okay?
[7:41] Old people. That's going to be.
[7:43] That's already me, I guess.
[7:46] So, okay, thank you very much.
[7:49] Michelle, you're going to go ahead and give us a presentation.
[7:53] Dr. Shay?
[7:54] Yes.
[7:56] All right, I am super excited to be here to
[8:00] present about our writing and science camp that we had
[8:04] a writing science and math camp that we had this summer.
[8:08] And the other programs that we had happening
[8:10] concurrently at our schools.
[8:13] So this summer we had the writing science and math camp that we offered to students who were in grades
[8:20] when a rising kindergartner, so they were rising in different.
[8:25] I should get this straight because everybody gets confused.
[8:28] Wait, what grade are they in? They left kindergarten, so they are rising first graders.
[8:33] Moving, I'm all the way up through our rising eighth graders, which means they were in seventh grade last year.
[8:38] so it's the summer in between. We also offered ready set go, which is our preschool program
[8:44] design for students who have not had any preschool experience, and it's a 20-day program to
[8:51] get them used to school. We have more information on that later in the presentation, and our
[8:56] extended school year, which was also offered during the summer, and it's slightly off-scheduled to
[9:02] programs that we offered. The Ventura County Office of Education has usually offered our migrant
[9:08] program in person at one of our campuses over the summer and this summer they chose to stay virtual.
[9:17] So our writing and science and math camp was themed after going to Harvard. We took advantage
[9:24] of a lot of really great educational programs and so we talked to our students as if we were Harvard
[9:29] or Ivy League Bound, we included the math program that Julie Prader has been working on with our teachers.
[9:37] We brought that into our summer program and had training for all of our teachers from Stanford.
[9:43] We had the Teachers College provide us a reading and early literacy program for our student,
[9:49] a rising first and second graders.
[9:52] And we offered our engineering as a...
[10:00] So, quite literally, we offered our students an Ivy League summer program.
[10:06] Our partners, we had several in order to make our program happen this year.
[10:10] So, certainly, we've had some fabulous staff from Oxnard School District from teachers to custodial to office staff.
[10:17] We've had the Oxnard Scholars Program, who offers our afterschool program and they helped with leadership and supervision of the program in the afternoon.
[10:26] ArtTrack to provide art activities aligned with our math program, sports for learning, to provide recreation activities for our students, that included social and emotional activities, how to center yourself, how to connect.
[10:42] We offered the Youth Cinema Project in one of our school sites and obviously the math program was done in partnership with you cubed through Stanford.
[10:54] We've had hip-hop mindset provide dance for our little to our bigs in the program and we also had agricultural education programs that were brought in by C.A.
[11:05] students for echo education and agriculture and those were all really great and
[11:11] fun activities. And an activity that was slipped in by the Oxnard Scholars was an
[11:15] opportunity to speak with one of the BMX athletes that competed in the Olympics
[11:19] this year. So the students had a zoom with one of our BMX competitors and had
[11:25] the opportunity in some of their classes to learn about the Olympics. Every four
[11:30] years you'll see me go a little nutty. I love the Olympics and I think it was
[11:33] really great to bring that for our kids.
[11:37] So this year for our writing science and math camp,
[11:40] we had 1,500 applications for students to participate.
[11:45] This exceeds any number of applications
[11:48] that we've received in the past for our writing and science camp.
[11:51] We usually average about 1,000 for the summer.
[11:54] Our goal was to try to accommodate as many of those students
[11:58] as we possibly could.
[12:00] So we hired as many teachers as we could to provide the program.
[12:03] and we were able to serve anybody who applied to the program or who wanted to be into the program
[12:08] late. So families who called us two days before the program started, we were able to accommodate
[12:13] them in our classrooms. We ran the program for four weeks. It was the entire month of July.
[12:21] We worked with our teachers to train them by providing eight sessions for them to receive the
[12:28] curriculum from Stanford, very intentional focused work offered by Julie Prater and
[12:33] Kathy Williams from Stanford. And we additionally provided them training in the
[12:39] engineering program with Sarah Ruskin and John Miller providing that to the
[12:43] teachers and then offered them collaborative time to help coordinate those lessons.
[12:48] We had 69 teachers that taught in the summer program and I'm telling you
[12:52] everybody who applied to teach was teaching in this summer program. If it was a fit with the
[12:59] great grade level and what they wanted to achieve over the summer. We did all of our trainings
[13:05] via Zoom and we provided all of that training in the month of May so that our teachers could
[13:09] have a break in June before they started the program in July, which I think is a welcome change of pace
[13:18] from ending the school year and then jumping into the summer program.
[13:22] A typical day for our students was for them to spend the morning with our teachers, working
[13:26] on writing science and math.
[13:29] Our little's were engaged in a Play-Doh experiment where they actually were trying to improve
[13:35] the actual Play-Doh project or product.
[13:39] They were given the ingredients to mix and to experiment with how it was originally made
[13:44] and to find ways of making it more elastic, or making it more pasty, or however they explored with it.
[13:51] To our junior high students, Kayla and LeLani could tell you they got worked on Operation Outbreak,
[13:58] studying the spread of viruses and how viruses change in structure and how they can
[14:08] antivirals and things, just all sorts of science around virus, which was very appropriate for the
[14:16] summer. Our math program was focused on growth mindset and challenging our students to go through
[14:23] and do some of the thinking strategies that were incorporated with the U-Cube program.
[14:31] And the afternoon was spent with our scholars program and the students rotating between enrichment
[14:36] opportunities such as arts, sports for learning, and art track where we brought in the actual
[14:42] art and structure instructors from the program itself and they provided lessons and artwork
[14:49] that were aligned with the math activities the students did in the morning.
[15:00] On their name cards, and so they had certain numbers representing for each letter of their name and were playing around with decoding and having fun with that.
[15:09] Our rising first and second graders, here's some of the examples of projects that they were able to complete, and our hip-hop mindset program running for the little, which was always cute to watch them wiggle, because the music they just couldn't still, and they kind of got up into the beat.
[15:26] And our rising third through eighth graders, of course, had quite a few.
[15:33] As I'm seeing here, we had virtual field trips that were provided by the LA Science Center.
[15:39] They had to reinvent themselves through the pandemic,
[15:42] and actually were offering virtual field trips to our schools.
[15:45] And that was a really great experience.
[15:48] They came in, they tested all of our programming and software,
[15:51] and they made sure that what they presented was appropriate for
[15:54] what our students had access to in the classrooms.
[15:57] So they had to permit the in-boards, the TVs,
[15:59] and they also, the students had their iPads
[16:01] where they were able to interact and ask questions,
[16:04] related to the presentation of what was going on
[16:06] at the LA Science Center.
[16:09] We had a lot of special activities going on,
[16:12] one that just made the news on display at the America yesterday,
[16:15] which is really exciting.
[16:17] The youth cinema project that was offered at Caesar Chavez
[16:21] to a group of 7th and 8th graders was offered. Our students created and made public service announcements
[16:30] relating to better food, global warming, reptile care, stop grilling, which I can't wait to see
[16:38] because I'm curious with that one's all about. Air pollution don't smoke, food insecurity and
[16:43] stop littering, and these public service announcements were looking to schedule a showing event,
[16:49] which I hope to invite all of the board members to attend.
[16:53] We also had, as I spoke earlier, the Science Center.
[16:57] We had C-Agg, the students for Echo Education
[17:01] and Agriculture come in and provide lessons
[17:04] on what are the local crops that we grow around here
[17:07] and how far do they travel?
[17:10] What's the importance?
[17:11] What's the economics behind it?
[17:13] They made a lot of really good connections
[17:15] with our students behind the importance of where we live
[17:18] what we do here in Oxford. We also had box cars and when I jacks zoom in for a day and do
[17:26] math games with students in one of the afternoon so that they were provided some dice and they
[17:31] learned some dice and card games that they could play with their friends and with their families at home
[17:36] and the students were sent home with those materials to do that with their friends.
[17:42] So I've included
[17:43] some pictures here to just show you if you didn't have an opportunity to walk through our summer
[17:48] program and I believe some of our board members did have the opportunity.
[17:52] These are our first and second graders that are working on the Plato experiment.
[17:57] They are mixing and making observations and coming up with what's the difference if I
[18:04] add too much thought what happens, looking at all of the details.
[18:09] In addition to that, we had a class that worked on the catapult launch, so the students
[18:16] built catapults. It was very happy to show up that day because I was actually watching the students
[18:22] launch their their balls across the room and measure the distance to where it first bounced
[18:27] and they had a really great time with that. We had the students engaged in the math activities
[18:35] and here's an example of the art program from the afternoon connecting in with math and then
[18:41] I'm one of Ms. Prater's Frayer models that the students were able to do is they were reasoning
[18:47] and looking at four different ways to solve a problem.
[18:52] We had the students working on writing and part of the engineering curriculum was to get them
[18:59] thinking about what they'd like to be when they grow up spending some time on what their
[19:03] future career is and I think it was the second day of the program that I walked in to see
[19:08] my future career. If you take a close look, you've got astronaut, graphic designer, electric engineer,
[19:15] screenwriter, artist, interior designer, you've got all sorts of jobs that are listed there.
[19:21] And if you read the column about how to become this, earn a bachelor's degree, practice,
[19:27] writing practice, practice, hard work. So the students were really getting the perseverance
[19:33] with key to that. And then they attach their names to it. So we knew who was writing which
[19:38] goal and and and talked that along. In the first and second grade classrooms of students
[19:44] were supposed to draw pictures of themselves as engineers. And I think this is one of my
[19:48] favorites because I think I see every tool that my husband has in the garage at home.
[20:00] Very creative as he was going through that. In our middle school program we had a construction
[20:06] talent and these students actually had to build a structure and which you can see in the very first
[20:13] pictures there's a bucket of pennies and they placed a penny in one at a time to determine at which point, how
[20:19] many pennies could they put in before the structure would break and so you see the structures in the
[20:25] the classroom here that shows what all of the students did and how successful they were in the
[20:31] different building techniques that they had. We had a lot of thinking and writing strategies with
[20:38] our growth mindset program. This was one of the counting strategies and number groups and I know
[20:45] Ms. Prater, I'm not maybe going to do this one justice but the different representations of how
[20:55] identifying groups of numbers. So we had a student who was making some observation to the patterns
[21:01] here that he noticed all the representations or circles. And everything was wrecked. You have a
[21:09] circle that's building everything or not. Nicholas noticed that if you move to the left diagonally,
[21:16] the numbers add by six. And if you move to the right diagonally, the numbers add by eight. So we had
[21:23] students working towards making observations of what they see and capturing that and sharing
[21:28] the information with their friends so that they could identify and see the math in a picture
[21:34] that they've got in front of them.
[21:37] We had our ready set go program and I know Ms. Noah Mevelle does is here. She handed me
[21:42] some slides. I think it's important for us to talk about our summer program as being one
[21:46] comprehensive program that we offer. So she offered this to our incoming
[21:51] Kinder students without preschool or TK experience, we had one class at every school site
[21:58] with the exception of one school that had to. She was able to pair our OSDs or to vacated teachers
[22:05] with classified teachers, so there was a really great partnership and collaboration to take
[22:10] place with that in the preschool or the ready set go classrooms. There was a focus on language
[22:17] literacy math and a we engineering kit so she also picked up the engineering program and they were able to
[22:24] weave in social and emotional development and for a lot of our kids you know they show up to
[22:28] kindergarten on the first day if they haven't had preschool it's very hard for them to make that
[22:33] transition so what they get to see is an introduction to classroom rules and routines and the goal is
[22:39] that by the end of the summer when they come in on the first day of school in the fall that they're
[22:47] they're really ready to go.
[22:49] So here you see them learning in all different settings
[22:54] within the classroom, building and constructing,
[22:59] using hands-on exploration and cooperative learning
[23:01] with other students in the class,
[23:04] and playing with others, working on numbers
[23:06] since and making art.
[23:08] And they were all sent with a kit of items to take home,
[23:12] so they have school supplies for when they start school
[23:14] in the fall.
[23:15] The ready set go program was able to serve 180 students over the course of the summer, which is really great.
[23:23] We were able to provide that pre-school experience in person, especially since a lot of our kiddos have had a virtual experience for the past 18 months.
[23:33] The extended school year program was offered at Karen and Marshall, and we had over 200 students that participated in that program.
[23:42] the majority of the families that qualify for extended school year chose in-person learning
[23:48] and were provided transportation if that was part of the expectation. We had a lot of extra
[23:55] reading time students and reading horizons they got over 40 hours of instruction there. They
[24:01] moderate severe students were able to use the adopted curriculum and materials. They also worked
[24:07] with art truck to provide art lessons to the students. It was a really great partnership with
[24:11] the summer, provided physical education and sauce miles every day.
[24:17] I want to say thank you to all of the people that took to run this program the summer.
[24:23] We opened eight school sites and all of our previous summers we've opened four.
[24:28] This took a huge effort by all of the administration that took place in supervising and being
[24:34] part of the programs at the schools, but also with the teacher commitment and training that
[24:39] took to come in and provide, take the time from their summer, office staff, counselors, health
[24:44] techs, nurses, campus supervisors, the warehouse, the warehouse was really great. We had,
[24:51] we easily had four or five pallets of supplies that needed to get out to the schools between
[24:57] the last day of school in the first day of the summer program.
[25:00] And they were really great and supportive to work with us. And I'd also like to thank all of our partners that joined us in this adventure.
[25:08] So thank you. I don't know if there's any questions, but that is our summer school in a wrap.
[25:15] Thank you, Dr. Say. Do we have any questions or comments about the summer program?
[25:25] Yes, go ahead.
[25:27] What's the extended learning program?
[25:30] The extended, the ASY extended school year is a program that's offered to students who
[25:37] may need a summer program to help them continue their progress towards their goals and special education.
[25:43] Thank you.
[25:45] Thank you.
[25:46] Any other questions?
[25:48] I'll just have a comment.
[25:49] Thank you, Dr. Shay, no my daughter enjoyed the program.
[25:52] To some of my first shoes, like summer school,
[25:54] I don't want it.
[25:56] But she, you know, as the weeks went by,
[25:59] she really enjoyed the program.
[26:00] And I know she met new friends.
[26:02] Thank you for the program.
[26:03] That's great. Thank you.
[26:05] Okay, thank you very much, Dr. Shay.
[26:07] Thank you.
[26:08] Thank you. Thank you.
[26:09] Thank you.
[26:13] Okay, moving on to item A5 adoption of the agenda.
[26:17] Do we have any changes for the agenda?
[26:22] I'll take the letter for it.
[26:25] I would just like to pull a President Court as a Section C.
[26:30] You can set a agenda C9 established abolished reduced hours.
[26:36] C9.
[26:39] Anything else?
[26:41] It's all I have.
[26:43] Anyone else?
[26:43] Okay. Thank you. So if I could have a motion to adopt the agenda as presented.
[26:51] So move. Second. Hey, roll call.
[26:57] Trustee Madrigalovis. Aye. Trustee Lovis. Aye.
[27:01] Trustee Martinez. Aye. Trustee Lovis. Aye.
[27:06] President Court is. Aye. Thank you.
[27:08] Okay, prior to going into closed session, we will have public participation or comments, limited
[27:15] three minutes per person per topic.
[27:18] Those that are here will go first if we have others that want to address the board.
[27:25] They have the instructions on our homepage.
[27:29] You know, via Zoom, they have to raise their hand and then they will be called by Ms. Mitchell
[27:37] and also if they're calling by phone, it's a similar,
[27:40] they have to do star nine so that they can be recognized
[27:43] by Ms. Mitchell.
[27:45] So then they would be allowed to address the board.
[27:49] Do we have anyone here to make comments?
[27:52] Dr. Doris?
[27:54] Yes, Madam President.
[27:56] We have Ms. Eileen Poland, as for CSEA.
[28:02] And we also have two individuals that have donated their time
[28:07] to her. However, we would like to give them a call first to ensure that they are here. Do we have
[28:13] a one Hernandez? He's not here. Okay. And Lewis, the gorilla, they had to leave. They came to sign
[28:21] up so I could have the time. But if I don't, I don't, I'm okay. Okay. And we've been that in the past
[28:31] time following where they have to be here in order to give it their time. Now I know. Thank you. I've
[28:36] ever had that before. Anyway, good evening, Superintendent,
[28:42] Board of Trustees, and all you
[28:44] assistance, Superintendent. In case you don't know me, I'm Ileam Poland. I was a 25 year
[28:52] Child Nutrition Coordinator with the Oxford School District, and I am a 32 year member
[28:58] of C.S.E.A. and very active still as a retiree.
[29:04] I recently been re-elected to this lovely position of President
[29:10] of the chapter, and unfortunately I'm here tonight to speak
[29:15] and not so positive a note.
[29:18] Item agenda regarding the salary increase of 4% for the superintendent
[29:23] is unsettling, and while he is too be commended for successfully navigating this district through unprecedented crisis,
[29:33] we feel that 4% is a little bit more than should be done at this time.
[29:45] We need funds for students, for materials.
[29:51] The highest paid position in this district already.
[29:55] And perhaps to rethink the percentage of increase at this time.
[30:02] The negotiations we have made every attempt to meet and negotiate with the district team and have been met with dismissive, disrespectful, any base of treatment, disruptive statements, and less than fourth right information sent out to CSEA members.
[30:21] We have enjoyed a long positive relationship in the past with the district on negotiations
[30:29] and now not so much.
[30:33] We need to bring back the third party newter facilitator to the table.
[30:38] Current issues to be settled and I'm sure that both of us would like to get that done
[30:43] and move on to a first start on contract language and new beginning.
[30:50] The CSEA is asking for a fair and equitable share of the one-time essential worker
[30:55] COVID dollars, and percentages don't do it.
[31:00] Other bargaining unit members, management and administration received anywhere from 1200
[31:06] to 2,500 or more CSEA is asking for a minimum 1,000 per member, which is a fair and equitable
[31:15] share CSEA staff took the risk during the unprecedented times. We maintain and sustain our
[31:23] students, families and community, frontline mass-to-mask risks to our own health and welfare,
[31:30] as well as the health and welfare of our own families by providing food, educational materials,
[31:36] and needed support through this pandemic.
[31:41] On salary and wages, we've been offered the same as the
[31:44] and it's one and a half percent off schedule and one and a half percent on and while this
[31:51] is the same percentage it is not really equitable is it. One and a half percent of a classified
[31:58] in place hey is much less than a teacher or management and administration something for you to think
[32:07] about. We are all professionals in our own prospective respective areas and we all have families,
[32:14] bills and dreams, and fair and equitable is much better than being offered the scraps and left overs.
[32:23] Just as people shine from the inside out, so does the face of this district. Poor morale affects everything.
[32:31] Time to get to work on the inside. As we say, lipstick on a pig is still just a pig.
[32:38] Dignity, respect, compassion, inclusion, communication, trust are, for all stakeholders,
[32:46] equals happy, productive, contented, and successful staff, students, and community.
[32:52] Thank you.
[32:52] Good evening.
[32:54] Thank you.
[32:54] Thank you.
[32:58] Next we have John Avalas.
[33:13] I'm not really sure how to address you, so I'll just say, good evening, Board of Trustees, President,
[33:19] and all the other distinguished members up there.
[33:22] I find myself here today to more of a necessity, I feel compelled to be here.
[33:33] I think that there's things that are happening in this district that I hope that you're
[33:37] unaware of, that I will make you aware of.
[33:41] We've been through some pretty rocky times and I'm here to talk about the wasteful spending
[33:47] and which we've been doing things with the money that we have received.
[33:51] I myself have thrown away pallets of face shields or those guards that we put on every single
[34:00] desk, thrown away an entire pallet of them because they're useless.
[34:05] It's a wasteful spend of money.
[34:07] I'm afraid that I look at what's happening with us and the fact that we're not having any
[34:14] kind of real discussion or forward thinking and how we can spend this money.
[34:17] We had an negotiations about, I don't know, three weeks ago, a month ago or so, in which
[34:23] we were talked about the budget.
[34:27] And I brought up a concern about not being responsible with that money.
[34:33] And I'm looking at the 17 new positions for custodians and six new positions in the grounds.
[34:38] And I don't get me wrong.
[34:39] I think we need them.
[34:40] But I'm not sure that it's wise to spend all that money, I understand that we're getting $60
[34:45] million from the COVID money.
[34:46] but I don't think that it's wise to spend the money that way.
[34:48] I think we should spend the money on the employees.
[34:52] Now, I think by educating the employees or even doing things,
[34:57] I mean, I understand we want to buy new equipment
[34:58] and we want to do a nice lot of...
[35:00] I don't do things with the money that we got. I get it. But if we don't invest in the education of our employees, which is going to last much, much, much longer than the three years of the COVID money, we need to invest in our employees. So we can better service the students in which we're all here for.
[35:16] And I think that by wastefully spending
[35:21] three quarters of a million dollars or so on those positions
[35:24] to make the schools nice and shiny and new,
[35:27] which after three years, it will be unsustainable
[35:30] for somebody like me to be able to keep it up.
[35:33] Why would you maintain a car and have it being buffed out every day
[35:37] when after a month, it's no longer going to be five people on that car.
[35:41] It's just going to be you cleaning that car.
[35:42] You're never going to never see the residual effect for that.
[35:45] I believe that we have a lack of forward thinking here.
[35:50] I've been disappointed with the management and the way management thinks.
[35:54] I hope that we can change some of those things because of the path that we are currently,
[36:00] we are currently blazing a trail to failure from the inside out as I lean head said.
[36:07] I find it incredibly insensitive, unprofessional,
[36:11] and without the ability to have transparency between us and my time is up. I apologize but
[36:19] I just feel compelled to be here to let you know there are things happening that are not
[36:24] only wasteful but dangerous. We have dangerous things happening and I wish I had a little more
[36:33] to make you aware of them but just one thing. Over at M&O we had the administrator take down the
[36:42] tension wires for the building so he could place a door there. Why are we doing things like this?
[36:49] You know the doors at my school? The fire doors are not working. These are things that are dangerous
[36:55] to us and our children. So please we have to better educate our people. Let's invest in that
[37:03] Because with this money, it's we're not gonna see this money. This kind of money ever again
[37:08] I apologize for going over. Thank you very much
[37:15] Ray, man.
[37:30] Our body our choice
[37:44] Martin mayor.
[37:52] We're buddy. I just wanted to say I
[37:56] Took out time my day precious day to to come down here and I I feel like I have to babysit all you just to
[38:04] Tell you what's on my mind
[38:07] I think there's a lot of people that are really mad, the way you're going with this whole
[38:14] mass thing, with COVID, everything.
[38:17] It really makes me mad.
[38:23] I'm a firefighter and I'm not going to tell you who I work for, but I've been in a pretty
[38:28] much ton of calls with COVID.
[38:31] Am I worried about it?
[38:32] No.
[38:34] My vaccinated?
[38:35] No.
[38:36] Do I wear a mask?
[38:39] You guys should not be living in fear, but you guys seem to be sheep following the bigger
[38:47] picture here and it really needs to stop.
[38:51] You guys should be leaders, not followers, okay?
[38:57] I don't understand why you guys, you guys are in a critical position here to make a difference.
[39:03] This is where, this is where it meets into, to force vaccines on kids as ludicrous.
[39:11] How many children have died from this?
[39:14] I'm zeroed to me.
[39:16] And I know of none.
[39:19] They have zero threat.
[39:21] Every child that gets sick with corona,
[39:24] 100, almost 100% like, totally fine.
[39:29] So I just, I just, I just,
[39:30] Are you guys even reading like any of the literature?
[39:33] You just watching what you want is it being pushed down from from above is that where you get your decisions
[39:39] You guys need to be leaders not followers. That's all I can say and
[39:45] Your critical race theory needs to go in the trash
[39:54] mask should be an option. If you want to wear a mask go ahead
[39:58] I'm not stopping you
[40:00] Say anything about it. If you want to wear masks, but you shouldn't force it on children. And do you know what that vaccine does? I know more people that have died from the vaccine than I know that died from Corona. Do you guys?
[40:15] I know there. I know it's a real virus, right? It exists.
[40:21] But do we live in fear? No, we don't live in fear. So get it together,
[40:29] make the right decision and be leaders. Thank you.
[40:39] Good
[40:45] evening and thank you for allowing us to come up here and speak to you.
[40:50] We might be a few here, but trust me, there's hundreds and hundreds of us that are very
[40:56] unhappy.
[40:57] We, the people, are not happy right now with what all you so call leaders are doing and not
[41:02] doing.
[41:03] What you guys are doing is you're indoctrinating our children.
[41:07] I was important in this country.
[41:09] I came here at eight years old. Do you know why? To get away from all of this that is starting to happen.
[41:17] Why I'm here is to fight for the future of all the kids and to fight for the teachers.
[41:23] Vaccines, if you want to take it, take it. It's a poison. It's not a vaccine. Stop calling it that.
[41:29] It's a therapeutic method which you can take Tylenol or whatever.
[41:35] The idea of masking our children is insane.
[41:40] God gave us our immune systems.
[41:45] If you don't understand this virus, you really need to read the literature and not
[41:49] Cloud Fauci either.
[41:53] There are hundreds of doctors that are getting together to speak the truth about this
[41:57] vaccine.
[42:00] Frontline doctors reported that there was a whistleblower, 45,000 dead from the vaccine in
[42:06] three days, a lawsuit right now is being pushed to the feds, but you don't see that on mainstream media.
[42:14] I am here because I am seeing my childhood being repeated by separation of the six feet apart,
[42:23] not allowing kids to get to be kids and masking them with a diaper, a face diaper, because that's
[42:28] what this is. This doesn't prevent you from getting COVID. And we all know what works. It's out there.
[42:35] The hospitals aren't doing it. It's called I vermectin. It's called zinc. It's called vitamin C and D.
[42:42] An eating healthy. All I see on the news is, hey, we'll give you $100 to get a vaccine.
[42:47] We'll give you, um, oh, I don't know, uh, lottery ticket. McDonald's. Donuts. How about talking about the real stuff?
[42:56] Eat healthy. Eat your vegetables. Eat your fruits.
[43:03] And I studied Marxism in college. I know what it's about.
[43:07] And I know what critical base theory is, you are indoctrinating our children and any
[43:12] to stop.
[43:13] Thank you for letting me speak.
[43:17] Brody, pray.
[43:26] Shame on you for not protecting our students and teachers, stand up for what's right.
[43:39] Kristen Stephan.
[43:45] I'd also like to thank you for letting me speak today and I wasn't actually going to mention
[43:50] in this until I heard the speaker before me,
[43:53] but my parents also escaped a regime of oppression
[43:55] and a lack of freedom of speech.
[43:58] Only to come here and to see
[43:59] though we're repeating the same patterns.
[44:02] Vaccination in masks is an outright violation
[44:05] of both students and parents of hip medical laws.
[44:11] Requiring proof of that violates the medical laws
[44:14] we have in place to protect our privacy.
[44:16] And requiring children to wear masks is also an abomination as there's a very low transmission
[44:25] among children and few to little to no death as well.
[44:29] As a psychology professor, I can speak about how psychologically damaging this is for
[44:33] our children as they are unable to properly speak, make eye contact with others, which can
[44:40] be misinterpreted, misinterpreted if all they're seeing are eyes and they're not able to
[44:46] observed smiles, facial expressions, or express emotion.
[44:51] This is damaging to their growth as children,
[44:53] when they're moving into adulthood and trying to build healthy relationships,
[44:57] which we know from deck.
[45:00] Expressions, which are masked. What happens to kids who want to participate in sports activities and they simply cannot, because they cannot breathe without a mask. They're going to feel shame, sad, lonely and even more divided. Sometimes sports is the only place a child may feel a sense of belonging, and mask wearing can make it impossible for them to participate. This should be a choice left up to the parents. Children come to school to learn math, science, and English not to be policed.
[45:30] by the administration or teachers, segregation between children who are and who are not vaccinated,
[45:38] because of a lack of confidentiality of their hip or rights creates hate, anger, and an us versus them mentality,
[45:46] which is harmful and leads to more depression and in-group out-group mentality and biases.
[45:53] This will lead many more parents to home school, which opposed these mandates, which continues
[45:59] to lead to segregation, loneliness, depression, and a lack of interaction and relationship
[46:05] building, which is crucial to healthy development.
[46:08] We already saw spikes in suicide rates among children who were on lockdown last year, most likely
[46:14] due to lack of connection and physically connecting with their friends in school.
[46:20] We should offer parents the choice.
[46:23] Finally, sex education.
[46:25] When my friend, six-year-old daughter,
[46:27] comes home and asks if she's a boy or a girl
[46:29] because she's told at school that she can choose
[46:32] something is seriously wrong with not teaching the basics
[46:35] of biology functions.
[46:37] CRT under the guise of diversity and inclusion
[46:40] promotes racism, shame, and the belief that we have to lower standards
[46:44] because other groups can't meet the bar of success.
[46:47] Segregation into groups based on color already enforces narratives that certain groups were born inherently bad.
[46:54] As a college professor, I've already seen the division lack of free speech and discourse,
[47:00] which has led to linear thinking and a lack of not only tolerance but actual acceptance of others.
[47:05] If we start at the K through 12 levels, this further intensifies and leads to harm division and racism as they move into college
[47:12] or actual appreciation for unique experience and pro-human values will permanently evaporate.
[47:19] Thank you.
[47:23] Mary Boston.
[47:30] Thank you for the three minutes today.
[47:33] I'm a mother of four kids that are no longer in grade school or high school.
[47:38] A year ago, we knew almost nothing about the coronavirus,
[47:44] and Maryby took the precautionary steps to just to be safe, not knowing.
[47:48] Now, after 15 months, we really, we have an incredible amount of data.
[47:54] I would argue that at this point, kids under the age of 30 have zero exposure.
[48:01] Okay, if they have leukemia or cancer, yes, yes.
[48:06] But under 30, there are no deaths.
[48:09] A respiratory virus, at this point, based on the death rate.
[48:14] It's a respiratory virus and what we're doing is we are raising a generation of kids who live in fear
[48:22] I just the concept of fear is very very motivating and and
[48:28] When you've got you know the propaganda just coming down fear fear fear death death death case case cases
[48:35] It's a respiratory virus those kids are gonna get over it my whole family of at my house
[48:43] five, all of us had it, all of us got over it.
[48:47] And I'm actually kind of relieved.
[48:49] Did you know what?
[48:50] No more SARS viruses are going to get to me.
[48:53] So I'm kind of, it's like, how can you expose more people?
[48:57] So they have this natural innate immunity
[49:00] for anything in the future that comes forward.
[49:03] We should not fear getting coronavirus.
[49:07] It's a virus.
[49:09] They have immunity.
[49:10] They have strong immunity.
[49:12] Take their masks off, let them see the teachers face, let them be able to read lips, let them see emotion, let them let them be kids.
[49:23] Are some of them going to get the virus?
[49:25] Yeah, of course they are.
[49:27] Did some of them used to get the flu when they were in second, third grade all the time.
[49:32] They go home.
[49:33] They have great parents, give them some chicken noodle soup and some aspirin.
[49:37] they are going to be fine what they're losing is so much greater than what they're
[49:43] gaining by what you think is it's it's a delusion to think that you literally
[50:00] I had smoke a cigarette, and I said here, and I smoke a cigarette. And I exhale, if you don't think, if you're next to me, you don't smell that smoke. Those particles are thousands of times smaller than the cigarette smoke that comes out. If you are there, you're going to smell the smoke. The virus still comes out of the side. Let the kids just be kids. They're going to be so much more emotionally strong and able than having this eight hours a day.
[50:30] Today, stifling carbon monoxide, this is not the answer, it's not the answer, let them be kids, let them be kids.
[50:39] That's it.
[50:41] Amanda Lewis?
[50:53] Hi, my name is Amanda Lewis.
[50:55] I've been a employee of the Oxford School District for about 20 years.
[50:59] I'm a teacher at Emily Richens School.
[51:03] In all of that time, I've never felt it necessary to come address the board,
[51:07] although I've been there before and interviews to be principle before, which was really scary.
[51:11] I'm glad I'm here and not there.
[51:15] So it's with great respect that I address you all.
[51:19] I am here to advocate for my students and the right to have mass choice and the right to breed.
[51:27] The students I had last year were afraid.
[51:30] It was almost like when we had a lockdown drill, my room became like a terror factory.
[51:35] They were so scared.
[51:37] There was just peer fear in the classroom at that moment.
[51:40] The children were afraid to eat.
[51:43] They were afraid to take off their masks to eat their breakfast.
[51:46] When student I had to move all the way by herself and she would still not eat her breakfast.
[51:53] It's impossible to teach and learn how to read and pronounce words with mass on.
[51:58] I could not understand my students at all.
[52:01] The districts, many districts in California have realized and have made mass choice possible for their students.
[52:11] These districts are clove this orange county and cold springs right here in Santa Barbara,
[52:18] which is primarily a white school district and how equitable is that that those students in that district are going to be able to learn to read.
[52:26] with teachers who can show their faces and see smiles as the other people have set up here.
[52:34] These districts have realized that we can't enforce masks because we can't suspend for defiance.
[52:41] And second, there are times when kids need to know they can take off their masks,
[52:45] like if they need to vomit or if they're having an asthma attack and right now how the
[52:54] feel like they have the ability to take their mask off for these normal bodily functions and at that point,
[53:03] it becomes like child abuse.
[53:09] The CDC as of last month recalled the PCR tests that they've been
[53:15] using because it doesn't differentiate between COVID-19 and the flu. So all the numbers that we are
[53:22] basing our mask policy on are really invalid at this point and people are going to start to
[53:29] figure it out. Parents are starting to figure it out as you can see in the community
[53:32] is starting to figure it out. I myself am already vaccine injured from previous vaccines that
[53:40] I chose to get on my own and I am infertile because of that and I suffer a great deal of pain
[53:46] because of that and so for that reason I will not be getting the COVID vaccine if it's mandated
[53:54] you will lose me as a teacher and I will come back for reparations and I thank the board again.
[54:01] I have much respect for you and I think that many of you will decide to do the right thing.
[54:06] Thank you.
[54:10] Ali Hayes, right?
[54:34] This is my son's
[54:38] home.
[54:38] Hi, Dr. Carling.
[54:40] Hello, Miss Holly.
[54:41] Hello, Veronica.
[54:42] Hi, Holly.
[54:43] Hello, Deborah.
[54:45] Thank you for having me.
[54:49] I'm just going to speak from my heart.
[54:56] I'm not going to be fearful.
[54:57] You're not going to place our children.
[55:00] Infer, with these, asking us to wear these is, you guys are going backwards.
[55:11] You're brand new, Dr. Carling, with
[55:13] Oxnard School District. What example are you setting for Oxnard with the children? How many kids in elementary school do we have here? 23 elementary schools?
[55:28] do the math. I know there's not that many kids enrolled and there will be
[55:33] less after this meeting. There will be less. I can guarantee you. I can guarantee
[55:40] you it because I will be too less in the school district.
[55:48] You guys are educated college
[55:53] doctorial people. Do you think wearing mask is good for your health?
[56:01] You think wearing a mask is good for
[56:04] children's health?
[56:12] You're setting the wrong example for kids. You're not putting faith in the parents.
[56:24] You guys know what work I do with this district and how many hours I have given to this district
[56:33] With what organization, I will not name because I am not coming from that organization.
[56:39] That's another bone to pick with that organization.
[56:46] It was all run by volunteers.
[56:48] What about that organization that actually helps the kids?
[56:54] That provides that fun.
[57:00] Where's the fun? This isn't fun.
[57:03] You're not doing right. Everybody on this board, we will make sure that you're not there next year of the year before.
[57:12] Whatever power we have, we will make sure that we use it because you're using your power.
[57:19] You know this isn't right.
[57:22] Period.
[57:24] Make it right.
[57:25] Do the right thing.
[57:26] Unmask our kids.
[57:27] No test.
[57:28] No vaccines.
[57:29] No passports.
[57:30] Be fair to the teachers that are working so hard for the school district.
[57:34] All right.
[57:41] Greg, pardon me?
[57:53] I know.
[57:54] How many?
[57:55] Dr. Thoris?
[57:55] How many more speakers do we have?
[57:58] One more in the first movie I'm on.
[58:02] Excuse me?
[58:03] And yes, we do have some online as well.
[58:06] Yeah.
[58:06] Because we have to go into closed session.
[58:09] And this is not an item that is going to be in closed session.
[58:12] So we need to do that next time.
[58:15] speaker should be for closed session items and then other items at seven o'clock, but we'll go ahead and continue
[58:26] Good evening
[58:29] Hail Hitler
[58:31] That we're doing with America right now
[58:35] We're going to communist America
[58:38] That's where all this is heading right now
[58:41] Guys need to think about what you're doing get everyone spoke about
[58:47] The health issues
[58:49] Just with us wearing these, our kids wearing these, the brain damage is going to do with the lack of oxygen and so forth.
[58:58] I'm not going to reiterate that, but I want you to understand.
[59:04] We have multiple lawsuits against Ventura County, against Linda Parks, and all the rest.
[59:12] we have served countless affidavits. You guys will be the next in line. I'm just
[59:22] here to tell you that everything you're doing is against the law. It's against our
[59:29] Constitution. It's against the Nernberg Code. We can't continue to do this. And if
[59:36] want to play this, it's going to get ugly. We are here to protect our kids. We're here to protect
[59:44] our civil liberties.
[59:49] So I want you guys to think about that because if you continue to go
[59:55] down this road, it's going to get ugly. We need you guys to not only rep-
[1:00:00] Government, because you want to get your school funds. We need you to do, like the last one said, do what's right. We're counting on you guys to represent us. And if you can't, we'll find someone that does. So I appreciate your time. God bless you guys.
[1:00:27] Jamie and Bergey?
[1:00:45] I'm Dr. Jimmy Amberge. I'm a doctor of physical therapy. I work with children, my specialty is in pediatrics, children need to breathe in order to grow and learn.
[1:00:59] How do you expect kids to run around with a mask on their face obstructing their oxygen? Increasing their CO2.
[1:01:07] Didn't know that kids have their heart rates
[1:01:09] are naturally way higher than adults.
[1:01:13] So there was an OSHA study where they looked at the amount of CO2
[1:01:16] that is OSHA level for adults is like 10,000 hearts per million.
[1:01:23] When a kid puts on a mask, it's like 10 times higher
[1:01:27] than that of an adult.
[1:01:29] How do you expect kids to breathe and learn?
[1:01:32] Also with their speech, right?
[1:01:34] Oxnard School District has a lot of kids who are learning a new language. They do not know English.
[1:01:41] How do you expect them to learn English from a teacher who's wearing a mask on their face while they're wearing a mask on their face?
[1:01:49] How do you expect them to learn how to form words if they cannot see lips?
[1:01:55] I have a hearing impairment. I need to read lips.
[1:01:58] Well, while somebody is speaking, so I can understand what they're speaking.
[1:02:04] How do you expect children who don't know English to learn English to communicate and thrive in this world?
[1:02:15] It's absurd!
[1:02:18] If you really care about the kids, then let them breathe.
[1:02:21] Give the parents the option.
[1:02:23] Stop living in fear.
[1:02:27] And do not vaccinate them.
[1:02:28] Do not force the vaccines on them.
[1:02:31] No, mandate the vaccines for the teachers, or the testing, which has been recalled as a couple
[1:02:39] people have already said the PCR test is invalid, doesn't differentiate between COVID and the flu.
[1:02:47] And can you tell me, has the SARS-CoV-2 virus been isolated in the lab? Has it been isolated in the lab?
[1:02:55] No, it has not.
[1:03:03] Let the kids breathe. Let the kids learn. We need to get them back in school.
[1:03:08] Do not teach critical race theory. You're teaching kids that they are incapable of performing.
[1:03:16] Because of an immutable trait that they are born with and you're teaching other kids that they are naturally racist.
[1:03:24] Because of an immutable trait because of the color of their skin. That is racist.
[1:03:30] kids love people no matter what they look like.
[1:03:39] I have three children.
[1:03:43] It breaks my heart
[1:03:44] what you are indoctrinating these kids with. And don't even get me on the sex
[1:03:49] education. That's another day. Thank you.
[1:03:58] That's it. We have one more but we will go ahead
[1:04:03] Wait till 7.
[1:04:06] Wait till our closed session.
[1:04:08] Okay.
[1:04:09] So, Mr. Mitchell, we're going to go ahead and go into closed session.
[1:04:12] Any of those calls, we appreciate them calling back at 7 o'clock during the regular meeting.
[1:04:19] Thank you.
[1:04:19] We will now go into closed session.
[1:04:32] Thank you.
[1:04:32] I have nothing to report at this time.
[1:04:34] We will be going back into closed session after this part of the meeting.
[1:04:41] Now we have item A10 report on independent study information Dr. DeGena.
[1:04:51] Good evening. Thank you.
[1:05:00] I believe it's going to be her first presentation to you in this position.
[1:05:06] Hello, good evening. Hi, Dr. Quartner. President Cortez, Trustee members, Dr.
[1:05:13] I can get that a fort and members of Cabinet. Look at you, got me all flustered now.
[1:05:19] I was like, well-centered. Could be the latte I just had, I don't know. Okay, so I am going to give you a short rundown
[1:05:28] of the OSD independent study program and the requirements as set out by assembly bill 130 that was just signed into legislation on July 9.
[1:05:41] Here we go.
[1:05:44] So the provisions set forth for this school year only school districts are required to offer an independent study program.
[1:05:52] Parents can request independent study for their children for health-related reasons.
[1:05:59] Notification must be posted on our websites.
[1:06:03] All changes, as a stated, took effect immediately when it was signed by Governor Newsom
[1:06:10] on July 9th and it provided school districts 30 days to revise board policies and written
[1:06:17] agreements and have everything in place by the start of the school year.
[1:06:23] Under this provision, pupil parent educator conferences are required, prior to executing an independent study agreement, and independent study programs must provide content aligned to grade level standard at a level of quality and intellectual challenge substantially equivalent to what the child would receive during in-person instruction.
[1:06:48] There are some new definitions that are a little bit different than what we were using last year.
[1:06:58] Throughout the agreements you will see live interaction, which is actually the instruction taking place.
[1:07:06] I'm sorry, live interaction. See, I am going to get mixed up.
[1:07:09] live interaction is interaction between a teacher or any district classified or
[1:07:15] certificate personnel. It could be with other peers to give students the interaction that they would get
[1:07:22] in a regular in-person environment. Synchronous instruction is the actual instruction taking place
[1:07:29] between the certificate a teacher of record and the child. This can take place via zoom. It can
[1:07:37] take place over the telephone or in a regular non-COVID environment in person, and then
[1:07:46] people parent educator conference is a meeting involving atom minimum all of the
[1:07:50] parties who signed the master agreement. So it's not just the teacher of record if
[1:07:55] there is another support person they would sign the agreement as well. So if the
[1:08:02] child needed some other supports.
[1:08:06] The requirements for student interaction, the
[1:08:09] requirement is for daily live interaction for students TK8. There is a little bit of a difference
[1:08:15] between RTK3 and our fourth through eighth grades. TK3's third, there is a requirement for daily
[1:08:22] synchronous instruction. So, and the AV 130 did not set any time limit limits for that at this point.
[1:08:31] And then for grades 4 through 8, daily live interaction is required and then at least weekly synchronous
[1:08:38] instruction so it's a little bit different than the primary grades.
[1:08:45] Additional
[1:08:46] requirements for our written policies, we have to include what we set forth as measures
[1:08:55] of satisfactory educational progress so we can continue to assess students as
[1:09:01] they are moving. Teared re-engagement strategies, a process for swift transition
[1:09:07] out of independent study, supports for students if needed, provision of connectivity devices
[1:09:15] that are adequate to participate in the program and a provision for communicating academic
[1:09:22] progress with families. And then students with an IEP or a 504 plan must have it written
[1:09:28] into their IEP or their 504 plan in order to be able to take part in independent study. And then
[1:09:37] We must document participation in live interaction and synchronous interaction, our instruction
[1:09:44] daily and that we have to maintain evidence of pupil engagements.
[1:10:01] It was super quick. As I said, it was a short presentation. But are there any questions? I can feel any questions for you.
[1:10:10] I have a question. Okay, so students don't need to have an IEP or a 504, nor to participate in independent study.
[1:10:18] They do not. And in fact, if they have an IEP or a 504, they have to go through a 504 meeting or an IEP meeting in order to be in this program, because for an IEP it would be a change of placement.
[1:10:31] or a change of program.
[1:10:36] Well, that was short.
[1:10:37] I know.
[1:10:38] Well, there's a few provisions, but really it's their right.
[1:10:44] So this is so totally new.
[1:10:47] I mean, is there, because we've had independent studies before.
[1:10:50] We have, but not like this.
[1:10:52] I don't think.
[1:10:53] It's a little different.
[1:10:57] If you had it like a crystal ball there,
[1:10:59] I'm just not said or Dr.
[1:11:00] and I said, what do you think?
[1:11:01] I mean, bunch of teachers
[1:11:03] or I mean, is it one key to be able to manage about how many students do we think?
[1:11:10] Well, there is an FTE requirement.
[1:11:12] I believe that there was an webinar from the CTE yesterday.
[1:11:18] An apportionment and attendance webinar.
[1:11:23] And really a lot of the guidelines are still being formulated.
[1:11:26] So we have kind of an overview.
[1:11:28] We do not have, I would say, the nitty gritty.
[1:11:31] uh... nuts and bolts of some of these things so while we have
[1:11:36] you know some of these provisions in these guidelines
[1:11:40] uh...
[1:11:40] to that extent i don't know that i would be able to even with a crystal ball at the
[1:11:45] point
[1:11:46] like anything else we're just gonna have to jump in and adjust and figure out
[1:11:50] you know what needs to be done right and we have jumped in and we've we've written
[1:11:54] you know a lot of the the outline program so we are in a in a good place in that
[1:11:59] Now, it's just getting into the nitty-gritty and figuring those pieces out.
[1:12:04] Okay.
[1:12:04] I'm sorry.
[1:12:05] Trustees, are you anyone interested?
[1:12:07] I just trusted Maddi.
[1:12:08] I love this.
[1:12:08] Did you have a question?
[1:12:09] I just need a really quick clarification.
[1:12:12] Do you describe the difference between a series you want to talk to me?
[1:12:19] I'm sorry.
[1:12:20] The difference between the daily live interaction versus the synchronous instruction.
[1:12:26] Absolutely.
[1:12:27] So synchronous instruction is the actual teaching.
[1:12:29] So it has to take place between the teacher and the student. It can be small group. It could be one-on-one.
[1:12:36] The live interaction is just interaction between the teacher and the student. It could be in a group.
[1:12:45] It could be daily check-ins. Well, it checks. It could be with a group of students and the teacher, you know, doing office hours and interacting.
[1:12:53] It might even be, I'm sorry, I didn't do that, but it might even be something like interaction
[1:12:59] with the council.
[1:13:00] I'm talking about this student with emotional support, or maybe, you know, if there's
[1:13:05] some kind of group where we want to bring kids together or participate in some kind of
[1:13:11] greater group, so that the student is in contact and connected, and that does not count
[1:13:18] for the instructional piece, but they really want students to maintain that daily connection
[1:13:23] Perfect. Thank you. You answered my question. Thank you. Thank you. Any other questions?
[1:13:28] Testate Lopez? No.
[1:13:30] Testate Lopez.
[1:13:31] Is there a cut-off date when parents can request this program?
[1:13:36] This point? No.
[1:13:38] Okay. So if a parent's interested in this program, how would they go about asking for the service?
[1:13:43] So we do have actually, we have received some phone calls. They can call me.
[1:13:49] And we'll explain the program.
[1:13:53] Me or Dr. Caldwell will be working with me on independent study.
[1:13:57] And again, Dr. Nasserif, if I'm not mistaken,
[1:13:59] we will bring in the next couple of board meetings.
[1:14:02] We will need to bring board policy to that outlines
[1:14:05] in greater detail before we could actually implement.
[1:14:09] So that's in the process.
[1:14:11] Yes, our board policy needs to be updated and revised to it.
[1:14:14] Will we also be talking about AB 104 by chance?
[1:14:17] A B104, the retention policy, I, well, I can, I, I, we can be, that is the request we can do that up here. Yes, absolutely. We can bring it back. We can bring that for us.
[1:14:32] With the enrollment, roughly how many students do you think we currently have interested?
[1:14:40] How many, I would say, probably 20 at this point.
[1:14:46] So, and I know this is just, you know, it's new and coming to the parents, but how is the information going to go out from now and, you know, we start school the 20, right, so we have, um, I think more.
[1:15:00] So we have the web notification that will be posted on our website that actually will go to you as well.
[1:15:11] And then I believe we are doing a webinar.
[1:15:17] So I believe next week we will do a webinar.
[1:15:20] to pretend that along with some of our services team we'll be doing a back well
[1:15:25] come back to school webinar for parents and at that time we will share this
[1:15:28] information with parents as well and after that every school will have every
[1:15:34] picture but we will be able to share with the parents that go directly to school
[1:15:38] with that concerns they this school will make that refer. Sorry I have another
[1:15:44] question would families be able to start off the program this way and then
[1:15:49] which? Start off with independent study? Yes. That was the provision for us with return.
[1:15:56] Once they are independent in independent study they can request to be out of independent
[1:16:01] study and we have five days to comply to get them back in here.
[1:16:06] Thank you.
[1:16:08] I think it's important just to mention really quickly that unlike what we were doing during
[1:16:13] distance, distance learning, where we had legislation that brought down the number of instructional
[1:16:21] minutes under this provision we must comply with the regular instructional minutes per grade level.
[1:16:27] So there has to be a very good system of accounting of that daily to ensure that there's that daily
[1:16:32] instructional minutes are met. That's part of the current criteria that that is part of the criteria,
[1:16:39] the minutes and when we talk about the content aligned to grade level standards at a level
[1:16:47] of quality, of in-person instruction, those instructional minutes are part of that, because
[1:16:51] it would be inequitable to have somebody in an infinite study, not required to do those.
[1:16:56] So basically, you have to give them some instruction and then they have to, a lot of some asynchronous
[1:17:02] independent work.
[1:17:03] And all of the assignments would have to have like time value.
[1:17:08] So we would be able to say, you know, we assign, and we would do this through Canvas, where we would be able to assign students an assignment in place a minute value on it if you will, so that that accounts for a total instructional minutes.
[1:17:25] And those tiered re-engagement strategies, we have when students are not attending or are missing assignments that we have some engagement strategies to get them back or evaluate whether or not the program is
[1:17:43] correct for them.
[1:17:47] So what if a student or a parent request an independent study and, you know, we go through all the processes and, and then the kids aren't doing what needs to be done.
[1:17:57] Those are the tiered engagement strategies and we have it.
[1:18:01] One of the provisions is at, you know, if a student misses one meeting, the teacher
[1:18:08] contacts the parent.
[1:18:09] And then after that, we have it, the tiered engagement, almost like our sorry process, right?
[1:18:15] So after three absences or three mis-designments, we are meeting with the parent.
[1:18:21] After six, we are meeting with the parent and coming up with strategies to support the family.
[1:18:25] And after nine, then it becomes more of an evaluation
[1:18:28] of whether or not this is really a good fit for the child.
[1:18:33] You know, and throughout we are looking at what supports
[1:18:36] we need to be in, we need to put in place,
[1:18:39] whether it's, you know, a counselor, whether it's,
[1:18:42] you know, whatever other concerns we have
[1:18:44] that may support the child.
[1:18:46] But after those teardering engagement,
[1:18:48] it does become an evaluation of whether or not
[1:18:50] the program is a right fit for the child.
[1:18:52] Right. And as Dr. DeGena stated, it is a bit different than what we were doing last year with
[1:19:00] distance learning. This is an independent study program. So, you know, as I'm talking to parents about it,
[1:19:07] it's a little bit of a misnomer because it isn't like the program last year.
[1:19:15] So, did we have independent studies last year or had it? It was, it was, I remember years ago,
[1:19:20] We said have like contract and we had, they had to do this and this and every content area,
[1:19:26] they had their books, they had whatever, so, but we haven't done independent studies in a few years
[1:19:33] and as that was the same thing.
[1:19:37] Okay.
[1:19:38] Any other questions then?
[1:19:40] No.
[1:19:41] Thank you.
[1:19:43] Thank you.
[1:19:43] Thank you.
[1:19:44] Thank you.
[1:19:46] Okay.
[1:19:47] Moving on to item.
[1:19:51] be one public comment, three minutes per speaker, members of the public may address the board
[1:19:57] and any matter within the board schedule.
[1:20:00] This time, or at the time, the specific agenda item is being considered. Common should be limited to three minutes. Please know this meeting is being in video recorded and televised.
[1:20:12] The Board particularly invites comments from parents of students in the district. And again, if you're calling in, the instructions are on our web page.
[1:20:25] Zoom, you raise your hand and you will be recognized by Ms. Mitchell and she will unmute you and let you speak to us or if you're calling, you do star nine to show that you have a comment to make and you will be unmuted.
[1:20:41] Thank you.
[1:20:42] links to the instructions to comment in a via video conference or for the phone
[1:20:47] are available in the page of the list.
[1:20:51] The members of the public can direct you to the direct message about any
[1:20:55] sound that corresponds to the protection of the direct message in this period when
[1:21:01] this point of figure in the order of the day and is analyzed.
[1:21:07] The comments should be limited to three minutes.
[1:21:10] I have to present that this union is being recorded and televised.
[1:21:15] The directives will invite them in particular,
[1:21:18] if they are interested in the comments.
[1:21:22] Do we have any public comments?
[1:21:25] Yes, Madam President.
[1:21:26] We do have one.
[1:21:27] We have a Brooke Schiffman.
[1:21:47] Thank you for allowing me to speak to the board.
[1:21:50] The California State teacher I just wanted to come in front of the board tonight.
[1:21:52] First, I also thank you for your time.
[1:21:54] I know it's been a long night, and I appreciate it.
[1:21:56] As a teacher, I'm concerned about upcoming
[1:21:59] mandating vaccinations, and I'm also
[1:22:01] concerned about PCR testing, as well as masking
[1:22:05] our students in schools.
[1:22:06] I am a special educator.
[1:22:08] This summer, actually, I worked ESY, and I was first hand
[1:22:13] observing students having difficult times with their mask,
[1:22:16] specifically those with sensory processing disorders,
[1:22:18] speech-language disorders.
[1:22:20] I think it's really something as educators,
[1:22:21] and as people in the schools right now, we are the people that that are we have control of
[1:22:27] of these children and their futures and all of these wonderful things that were given the
[1:22:32] responsibility. And right now what I'm concerned about is that as teachers as educators in this
[1:22:36] country, we're not doing what we need to do for our students. So thinking about math protocol,
[1:22:41] thinking about COVID-19 protocol in general and all of the things PCR tests that basically all
[1:22:47] the vaccinations and all of the numbers that we've built all of this on is on a PCR test
[1:22:54] that we now cannot rely on. So I think it's really important now as professionals to
[1:22:59] be reflecting on that. And that's all I have to say. Thank you. Thank you. Thank you.
[1:23:05] Now whether comments are they we do have comments on Zoom? Okay.
[1:23:14] We're trying to clarify a comment here
[1:23:16] We're gonna, in person, if you just wait, I guess not.
[1:23:20] Okay, let's go ahead, Ms. Mitchell.
[1:23:22] We'll take the, in person comment
[1:23:24] if needed a little bit later.
[1:23:26] Go ahead, Ms. Mitchell.
[1:23:28] Thank you.
[1:23:30] Denise Pedro.
[1:23:33] Can you unmute your mic?
[1:23:35] Yes.
[1:23:36] Okay, now is your time to talk.
[1:23:38] Thank you.
[1:23:38] Thank you.
[1:23:39] Good evening Board of Trustees.
[1:23:41] My name is Denise Pedro.
[1:23:42] I'm the current president of the Ventura County Republican Assembly.
[1:23:45] As of this evening, Governor Newsom has decided to not enforce statewide vaccine and mask
[1:23:51] mandates.
[1:23:53] Instead, he has pushed that choice and that liability down to you, the school boards
[1:23:57] and local elected officials.
[1:24:00] You do not have the authority to strip away bodily autonomy, medical privacy, and individual
[1:24:05] choice from your employees and the children that they care for every day.
[1:24:10] Nor do you have the right to dictate to parents and students that masks must be worn all day, indoors and out.
[1:24:18] If you continue down this path, you as a school district and possibly individually will be held accountable by parents and children who will be psychologically damaged and physically injured by your mandates, not the states.
[1:24:32] with your actions to mandate the vaccine.
[1:24:36] You, OxnardUSD, as an employer who is requiring your employees to inject a foreign substance into their bodies,
[1:24:44] need to be prepared to accept the massive liability that is rightfully yours.
[1:24:49] The litigation, the massive claims against this district, and probably against each of you,
[1:24:54] If Blink is the excuse me, could my apologies.
[1:25:00] We have to prepare to accept that liability and that legacy for yourselves, especially when the science, PCR test, reliability and vars, numbers are so fluid and constantly changing. Also, it is the teacher's unions that once CRT or ethnic studies, it is not the parents and students who are asking for these curriculum requirements.
[1:25:20] If school boards and elected officials continue to ignore parent voices against CRT, the result will be that school choice will be the number one hot button issue in the 2022 and 2024 election.
[1:25:34] It already looks like it will be a much bigger issue, more public awareness than Proposition 13.
[1:25:40] It will be a much larger issue because school choice will affect millions more California families than those who own homes.
[1:25:48] Thank you very much for your consideration and your time.
[1:25:53] Thank you.
[1:25:55] The next speaker, Jeff.
[1:25:59] Screen name Jeff.
[1:26:01] Can you unmute your mic?
[1:26:05] Hi, can you hear me?
[1:26:06] Yes, I can.
[1:26:07] Thank you very much.
[1:26:08] And now would be your one moment please.
[1:26:11] In the board room, we need to reset the timer.
[1:26:23] Thank you.
[1:26:24] Jeff, now would be your time to speak.
[1:26:27] Thousands of highly credentialed doctors, scientists, and concerns citizens are raising serious
[1:26:33] questions about masks, social distancing, lockdowns, RNA modifying injections and other
[1:26:41] COVID policies.
[1:26:42] However, all their serious questions about government COVID policies have been systematically
[1:26:48] centered, blacked out, and removed from public discussion over the last 15 months.
[1:26:54] This censorship is taking place on all mainstream media outlets and all major social media websites.
[1:27:01] The level of censorship in America right now is unprecedented and a serious danger to
[1:27:05] understand into controversies around COVID policies.
[1:27:09] Schools should be teaching students how to think critically, listening to both sides of a
[1:27:14] controversy is fundamental to critical thinking and sound decision making.
[1:27:19] All teachers, students, parents, and administrators should be seeking out the
[1:27:23] side that is being censored and finding out what points they are bringing up. I have made this
[1:27:30] easy for you. All you need to do is go to this link. TinyURl.com forward slash 2YH2Z4HW. You will learn
[1:27:45] why the government policies about COVID are completely wrong headed are a corrupt scam
[1:27:53] and are a severe danger to our liberties, our health, and our lives.
[1:27:59] Right now, your school districts should stop any PCR testing mandates for any staff or students.
[1:28:05] You should allow mask choice to all students and staff and not implement any mask mandates.
[1:28:12] You should also offer mask choice to all people who come to this board meeting and not implement any mask mandates to attend this meeting.
[1:28:22] To all parents who are concerned, if you do not agree with the policies of this school district, please try to find some possible way you can to pull your kids out of government schools and homeschool them.
[1:28:36] Thousands of parents in this county are ready to pull their kids out of government schools, and if you make it a priority, you may be able to as well.
[1:28:46] So go to that web address tinyURl.com forward slash 2YH2Z4HW and educate yourself on the issues.
[1:28:59] Thank you. Thank you.
[1:29:06] Our next request to speak is screen name Ashley.
[1:29:14] Thank you for taking the time to listen to my comments and the comments of others tonight.
[1:29:19] As a parent, I'm calling on this board to do the right thing and remove the mass mandates in the schools.
[1:29:26] I'm asking this board to make them optional for the upcoming school year.
[1:29:31] I'm asking you to remove the bi-buntly PCR testing of staff and never to mandate the vaccine for staff or students.
[1:29:39] This is the personal health decision that the students or their parents should be deciding for themselves.
[1:29:46] As we know the PCR tests is being phased out and the CDC is not requesting an extension to the emergency youth authorization because
[1:30:00] The tests they're using to replace this also only has an emergency use authorization, and it also doesn't necessarily isolate the virus.
[1:30:10] As you know, the virus has never been isolated in the lab, so how on earth could they test for it if they can't even isolate it in the lab?
[1:30:18] The mass and other arbitrary restrictions that have been implemented far outweigh any threat from COVID,
[1:30:26] this has become a physically spiritually and an emotionally unsafe place for our children,
[1:30:32] and the repercussions are well documented. They have been made to feel that the world is dangerous,
[1:30:38] and they have been made afraid of other people. Wearing a mass for six to eight hours a day, social distancing,
[1:30:46] contact tracing, the removal of sports, temperature text, testing, have created an
[1:30:53] epidemic of anxiety, depression, and fear in our children. This absolutely must
[1:31:00] stop. None of this was necessary in the first place, and the data and the science
[1:31:05] prove it. So I'm asking this board to do the right thing, unmask our children, and
[1:31:12] Let them be children in this upcoming school year.
[1:31:15] Thank you.
[1:31:18] Thank you.
[1:31:22] Next.
[1:31:24] Request Screen Name Pam Ragland.
[1:31:34] Pam, can you unmute your mic?
[1:31:47] Pam, thank you.
[1:31:48] There you go.
[1:31:49] Can you hear me now?
[1:31:50] Sorry, it took a second to give me the message to unmute.
[1:31:53] No, no worries.
[1:31:54] Yes, we are ready for you now as your time to speak.
[1:31:57] Hi, board.
[1:31:58] Thank you so much for listening.
[1:32:00] I just wanted to share a few things.
[1:32:01] I support thousands actually of special needs parents and I just wanted to point out that this
[1:32:08] last school year, as I'm sure you know, has been very, very difficult and there could have
[1:32:13] been a lot of us in their work because when independent study is in an IEP, it's interesting
[1:32:21] how it's related to the law, but that's always been a federal law. So I'm very concerned about
[1:32:27] students who are in the struggle socially and emotionally and the masks and PCR make it worse.
[1:32:36] I need to tell you in case you're unaware that the vaccines, the PCR tests and the masks are all
[1:32:42] considered experimental procedures. None of them are approved in California. There are extensive
[1:32:47] health and safety codes that must be adhered to and at the end of all of that, a very extensive
[1:32:55] of disclosures that you must make to the students and the staff and anybody,
[1:33:02] ask these things, everybody has the legal option to opt out.
[1:33:06] And I'm really surprised somebody has been student as they're well as staff
[1:33:11] with St. California. They're actually stricture than federal.
[1:33:15] So I really think it's to step back and let people take personal responsibility.
[1:33:19] My son got quoted from his hands for derivatives.
[1:33:24] Okay,
[1:33:28] guys, we're back to everybody who was fine.
[1:33:31] They're going to, I appreciate your time.
[1:33:32] Thanks for listening.
[1:33:36] Thank you.
[1:33:38] Our next request is from Screen Name Jennifer Garamza.
[1:33:46] Hi, thank you for taking the time to listen.
[1:33:48] I believe that the PCR test is unreliable and should not be implemented into
[1:33:55] for children or teachers or anyone. I believe the math should be
[1:34:00] occupational. No mandates for poisonous jabs for a virus that has a 99.99%
[1:34:07] recovery rate. I also have had a family member that has had COVID and also used a
[1:34:14] next hypermeptin hydroxychloroquine vitamins and was cleared up within a couple of
[1:34:21] We don't need this vaccine, it's an experimental drug and violates our constitutional rights and violates the Nuremberg Code and it's not FDA approved.
[1:34:31] Also, follow the science. The science has shown that children do not transmit the virus.
[1:34:39] Yet, we are being forced to wear a mask. It's unacceptable and we need to put this to an end.
[1:34:46] Also, we really need to stop indoctrinated in the children, no critical race theory.
[1:35:00] There are teachers in the public school system that they're enforcing their ideologies on children, and that also needs to stop whatever side they're on.
[1:35:10] Additionally, we need to leave the sex education out to the parents, not to the schools. Thank you.
[1:35:17] Thank you. Next week, West is from screen name Sue.
[1:35:25] Hi, I would be okay with schools deciding what to teach kids with sex education if what they were planning on using wasn't so horrible.
[1:35:36] I'm looking at this amazing, amazing.
[1:35:42] I think it is, you can see there at the videos on YouTube.
[1:35:45] I mean, they're talking about what their sex education is about pornography and they show people
[1:35:54] a cartoon characters having sex and bed, having sex with themselves.
[1:36:00] This is kind of an acceptable to me.
[1:36:03] And that's all I've got.
[1:36:04] Please check it out.
[1:36:06] So you can see how horrifying it is.
[1:36:09] Thank you.
[1:36:10] Thank you.
[1:36:13] We have no more comments at this time.
[1:36:17] Thank you.
[1:36:17] Did we have an additional comment here?
[1:36:22] No, Madam President.
[1:36:23] Okay, thank you.
[1:36:26] I will go on to item C, the consent agenda.
[1:36:31] If I could have a motion to accept the consent agenda items as presented.
[1:36:40] Thank you.
[1:36:41] Please remove the second roll call, please.
[1:36:46] Trustee Madagalobus.
[1:36:47] Trustee Lopez.
[1:36:49] Trustee Martinez.
[1:36:51] Trustee Robless Oles.
[1:36:53] President Cortes.
[1:36:55] Thank you.
[1:36:56] Thank you.
[1:36:57] Moving on to item action items D1.
[1:37:01] Approval adoption of resolution 21-02.
[1:37:08] Thank
[1:37:19] you, Board President and members of the Board, Superintendent and my colleagues here.
[1:37:26] The following two items actually fall under the same categories are facilities consultants.
[1:37:33] I believe are here this evening and I'm sorry I didn't recognize you.
[1:37:39] It's a very robust mask, Mr. Forza.
[1:37:42] I mean, any event, if you'd like them to speak to more particulars, we certainly can do so.
[1:37:48] There is an additional application process that's required by the state allocation board or
[1:37:55] SAB as we call it for two of our improvement projects.
[1:38:00] The D1 is at McCollough and D2 is regarding rich in.
[1:38:05] And basically, we want to make sure to be acknowledged that we have these projects that will be hopefully
[1:38:13] will be eligible for upcoming funding from the state.
[1:38:17] So we need to give them that notice via this formal action from the board.
[1:38:22] Mr. Flores, I don't know if you wanted to add any.
[1:38:25] Okay, thank you.
[1:38:27] Okay, I think, do we need to take you to these items separately?
[1:38:30] Yes, ma'am.
[1:38:31] because they are okay.
[1:38:33] So action item D1, if I could have a motion please
[1:38:36] for approval.
[1:38:39] I move, second, it's been moved in second, roll call.
[1:38:47] Trustee Madriga Lopez, fine.
[1:38:49] Trustee Lopez, aye.
[1:38:50] Trustee Martinez, aye.
[1:38:52] Trustee Robless Solice, aye.
[1:38:54] President Cortes, aye.
[1:38:56] Thank you.
[1:38:57] Now, moving on to item D2, approval and adoption
[1:39:00] of resolution number 21-03.
[1:39:03] And again, as a masking tape said, basically the same as the previous one, but are there any other questions that anyone had on this particular resolution?
[1:39:13] Okay, if not, if I could have a motion please to accept or to approve.
[1:39:19] I move.
[1:39:20] Slacker.
[1:39:21] Okay, roll call.
[1:39:24] Trustee Madrigalopis.
[1:39:26] Trustee Lopez.
[1:39:27] Trustee Martinez.
[1:39:29] Trustee Robles-Oles.
[1:39:31] President Curtis.
[1:39:33] Aye.
[1:39:33] Thank you.
[1:39:35] Okay, item D3 approval of a variable term service waiver in speech language pathology for the 2021-22 school year for Stephanie Gutierrez, Dr. Torres.
[1:39:49] Yes, Madam President, the Board is recommending that the Board of Trustees approve this action item.
[1:40:00] Turn waiver, service waiver for an SLP as described per ed code for Stephanie Gutierrez to serve at the speech pathologist for the 2021-22 school year.
[1:40:11] We have any questions, comments, concerns. If I could have a motion, please, to approve this.
[1:40:21] Okay, it's been moved in second.
[1:40:26] Trustee Malika Lopez.
[1:40:28] Trustee Lopez.
[1:40:30] Trustee Martinez.
[1:40:32] Trustee Robles Solis.
[1:40:34] President Curtis.
[1:40:36] Thank you.
[1:40:37] Aye.
[1:40:38] Item D4.
[1:40:39] And this is consideration of approval.
[1:40:41] The second amendment to employment agreement between
[1:40:44] Action Arts School District and Dr. Collin, I yield a lot of support.
[1:40:48] The superintendent, we have discussed this, met and we'd like to move forward with this
[1:40:55] amendment to his employment. If I could please have a motion to accept this, salute.
[1:41:01] I'll second. Everybody wants to move this second. Very good. Any questions?
[1:41:07] comments. Thank you. Roca. Trustee Madrigalopis. Aye. Trustee Lopez. Aye. Trustee Martinez.
[1:41:17] Aye. Trustee Roblesselis. Aye. President Cortes. Aye. Thank you. Thank you.
[1:41:24] Okay. Now we need item D5, which was C9, is that correct? Yes. Okay. So, and I think that's it.
[1:41:34] will be addressing this.
[1:41:38] C9 established abolished reduced hours of positions, Dr. Todas.
[1:41:45] Yes, Madam President.
[1:41:47] This is established in abolishment of reduced hours of position on this agenda item.
[1:41:52] You currently have the Board's recommendation to add an additional maintenance manager, an additional speech and language pathologist,
[1:42:03] assistant and as well as an additional 15 custodial service employees and currently the district
[1:42:13] has 70 six custodians currently managing the day-to-day school operations with these additional
[1:42:20] 15 positions. They are temporary positions that are being added due to the COVID pandemic
[1:42:27] which at this point in time we are anticipating these positions will go through
[1:42:31] this year and next year the teams would we working well the custodians will be
[1:42:40] working at teams to support the sites to not only do the deeper cleaning but
[1:42:45] also to provide the district and going to that next level of support for our
[1:42:50] school sites so in addition to that we anticipate that by having these additional
[1:42:57] custodial staff with the COVID and vaccine requirements, having custodians out, they can help support
[1:43:06] whenever this absence is within the additional custodial staff to backfill behind them and
[1:43:13] ensure that we have services within our school sites.
[1:43:18] Okay, thank you. Do we have any questions or comments?
[1:43:21] So I have a couple of questions.
[1:43:27] Where is it stated, Dr. Torres, that these are temporary positions?
[1:43:34] So in regards to the way the CSEA, well, the way classified works, any position that is longer
[1:43:41] than six months, will be classified as a permanent position.
[1:43:48] if a position is less than six months they will go ahead and you know there would be
[1:43:53] extra, extra assignment and it's just currently the way the law is written. So
[1:43:59] though we currently do not have it listed on here as temporary because they are
[1:44:05] being paid out of COVID funds and our COVID funds are temporary to last between
[1:44:11] two to three years.
[1:44:14] Once the funding is no longer there,
[1:44:17] we will assess at that each year.
[1:44:20] Next year, we will assess, and then the prior year,
[1:44:22] we will assess to identify the needs of the district
[1:44:25] and identify whether or not that we need to go ahead
[1:44:28] and start reducing some of the additional staff
[1:44:30] that was brought on in support of the school
[1:44:35] size without COVID funding.
[1:44:38] So will there employees, so will the candidates
[1:44:40] know the applicant, sorry? Well, they know that this is a temporary position that is going
[1:44:45] to be covered under COVID funds. Yes. So, as part of the process, the discussion is being,
[1:44:51] and they will be informed that these are positions that are being covered via one-time funding and that
[1:45:00] Over time, these positions will be eliminated, possibly eliminated.
[1:45:07] And what were the hours of these hours of our shift with the custodians in general?
[1:45:16] And then how will these custodians these new positions be divided into the current custodians that we already have at our school sites?
[1:45:26] Is there a plan in place of where each one of these are the 15s will be going to and then what what what are their hours so in discussion with the management
[1:45:37] What they're looking at doing is establishing teams so we will have teams of five or four depending on and their hours are currently right now. I believe it's a 10 30 PM.
[1:45:50] And they will come in and work as teams to address the needs at the schools that they will be assigned.
[1:46:01] So their date ends at 10 30 p.m.?
[1:46:03] No, they will begin at 10 30 p.m.
[1:46:05] Okay, and when will it end?
[1:46:07] I guess that we just closed about six o'clock.
[1:46:11] Some, yeah, six o'clock.
[1:46:13] That's six 30.
[1:46:13] So it's like an overnight?
[1:46:14] It's an overnight shift, yes.
[1:46:16] And is how many people per site?
[1:46:19] Well, it's not necessarily per site.
[1:46:20] They're going to be working in teams, so depending on the custodial manager that would be supporting them,
[1:46:28] they will identify what the specific needs that each of the different sites would be,
[1:46:32] and as a team they will go in there and take care of the needs of that specific site.
[1:46:38] So one day you might have a team addressing specific things that one site, the next,
[1:46:43] depending on the manager and the assignments for those specific teams.
[1:46:48] So there will never be a person over night by themselves?
[1:46:54] My understanding is that they're going to be teams.
[1:46:56] Three, four, five, depending on the makeup.
[1:47:03] I don't know if anyone has any other questions.
[1:47:05] I do.
[1:47:06] I'm going to have to throw up a solution.
[1:47:07] I see that there's some janitors that are only work for hours.
[1:47:12] On the spreadsheet that we received this afternoon.
[1:47:16] How come they don't have eight hours?
[1:47:18] If we need to hire or can't we just increase our hours to eight hours?
[1:47:27] Instead of just giving them four and I see there's one, two, three.
[1:47:30] There's five custodians that only work four hours.
[1:47:35] I can't necessarily address the reason why they, at the point of time,
[1:47:38] that the needs for those specific sites might have been only a half-time person.
[1:47:43] So maybe two and a half or three and a half depending on the size
[1:47:48] and the ratios that they they've developed for staffing within within those departments.
[1:47:56] Would it be able to increase their hours and that higher? How many 15?
[1:48:04] Well, if that was if that was the need they could go ahead and go ahead and increase yes they can.
[1:48:11] It's just a matter of submitting a an HRA increasing the hours for those specific,
[1:48:16] But even if we only have four, that still would only be a total of additional four employees that would go up to eight hours.
[1:48:24] Now, also remember that the employees that are currently working for hours would also be eligible to apply for those eight hour positions.
[1:48:34] They have to apply.
[1:48:36] Yes, we have to go up to the.
[1:48:38] Okay, so why does that the six eight?
[1:48:40] I see that they have like Frank.
[1:48:42] look freema, Lopez, and yeah, they have five custodians, and then the K8 told me have four
[1:48:54] custodians. Can I, just please, I guess my question is, you know, after I've read the reading
[1:49:01] the agenda, I just want to make sure, because we haven't received the plan of facilities. And
[1:49:06] now we're going to hire 15 more custodians without knowing a plan, knowing that they're just
[1:49:11] going to be temporarily, I just want to know what the plan is on that department, the hiring
[1:49:18] and then just the structure, the new structure of the students.
[1:49:23] Would it be possible to get that information prior to us deciding on this matter?
[1:49:29] I don't know if anyone else feels the same way, but would that be possible?
[1:49:32] Is there something that we must do today?
[1:49:35] Or could this be brought back to us?
[1:49:36] it.
[1:49:38] Well, you know, I personally think that this is kind of fluid, you know, that depending on
[1:49:44] how when they're needed, you know, I would even venture to say that the hours on this
[1:49:49] is certainly guaranteed as far as the night.
[1:49:51] I mean, unless that decision has already been made that they're going to be from 1030 at night
[1:49:57] to 6 o'clock in the morning.
[1:49:59] Is that a deafness?
[1:50:00] Or is that just a proposal at this time? In conversation with the manager, that was what he was proposing.
[1:50:06] That's what he's proposing. What is he proposing? Sorry.
[1:50:09] So 10 30 at night, from 10 30 to 10 30.
[1:50:12] But they are guaranteed that those eight hours.
[1:50:15] Well, that is the way.
[1:50:16] And that's the way you say it.
[1:50:17] Yeah. So, what exactly are they going to do that? They're not doing already the custodians.
[1:50:27] are you talking about deep more deep cleaning because that's our custodian should be
[1:50:31] doing already in my correct yes you are correct so I just don't know what we need
[1:50:36] to hire my understanding at first I thought okay they're gonna hire more to give
[1:50:41] more support to for example semi-gail they only have one custodian and it's from
[1:50:45] two to ten thirty p.m. who cleans in the morning at that school site I thought that
[1:50:52] was my understanding when I read the agenda and I'm thinking of other schools that only have
[1:50:57] three custodians rich in. I just want to know more information about what they're going to be
[1:51:02] doing to responsibilities because they're going to be more deep cleaning or because the custodians
[1:51:08] are going to be on. They leave at 11 in the at night. So these custodians are going to get their
[1:51:14] 1030 and what exactly are you going to do so the custodial staffing ratios if resulting in the
[1:51:22] information that you received earlier today are primarily based on the California Association
[1:51:27] of Business Officials Standards which we refer to as Casbo. I understood that the board had a
[1:51:36] very thorough discussion about the Casbo staffing ratios not this past budget season obviously
[1:51:43] but the one before that, and we are checking with the continually checking I should say
[1:51:50] I do have an evaluation of how we compare to those Caspo standards, which are primarily
[1:51:54] based on three things, size of the campus enrollment and enrollment number of students and
[1:51:59] the number of teachers. And it's a weighted factor based on those three inputs. So every site
[1:52:05] has that formula. There are very few sites where we have a delta where we have a
[1:52:13] need. But we would like to continue to evaluate and address and bring that to the board and
[1:52:18] potentially shift some of these employees into those schools. But again, the total
[1:52:24] change is less than eight full-time equivalents for and a lot of times just a partial
[1:52:30] here or there and other sites tend to be over-staffed as well according to that state. So we
[1:52:37] are very close for having about 80 custodians to only be about 10% off given the
[1:52:42] changes in enrollment and therefore staffing.
[1:52:45] It's actually pretty close because we've been out of school
[1:52:48] for the last couple of years.
[1:52:50] So that's the first thing I wanted to say.
[1:52:52] The second is that we discuss this in our budget
[1:52:55] development conversations, which we, of course,
[1:52:58] had here with the board publicly a few times before we took
[1:53:02] action.
[1:53:03] And at that time, the plan is the same.
[1:53:06] And that's how my eyes provided the same statement I'm
[1:53:10] going to say right now is that we need
[1:53:12] custodial teams to be able to go into our school sites and to help them catch up or raise
[1:53:20] what we're seeing right now because of the increased health and safety standards that we're
[1:53:26] required to implement at all of our sites and we just really want to provide that additional
[1:53:31] support in order to address those issues at least for the rest of this year and then going into
[1:53:39] next year is when we could look at the ongoing resources and whether or not we'd like to address
[1:53:45] custodial staffing ratios but that was not the plan or proposal that was communicated
[1:53:50] and I'm sorry that that wasn't more clear at the time when we discussed that with the board.
[1:53:56] So if our enrollment is going down then we're going to be way overstaffed with custodians at each
[1:54:03] school site correct. You know the enrollment is going down we were short about 600 kids this year
[1:54:09] but we're hoping that they will come back to us
[1:54:12] and that we will have more enrollment
[1:54:14] as you know these first couple weeks in August
[1:54:16] and we're watching it frankly weekly
[1:54:19] and making sure to update the superintendent as well.
[1:54:23] But we definitely don't want to pull the trigger
[1:54:25] by pulling away staff at a school site,
[1:54:29] particularly our support staff,
[1:54:32] best just based on incremental information.
[1:54:35] We'd like for there to be more of a trend or a pattern
[1:54:38] that gives us longer term. So what I'm saying is that based on the students that show up in August,
[1:54:43] we're not going to change custodial staffing because of that. Now, we may have to evaluate it
[1:54:47] and change it the following year, but we are planning it is to stick to the plan,
[1:54:51] which is to maintain the ratios that you see before you deceiving.
[1:54:55] If I may, uh, uh, trustees, we are saying...
[1:55:00] I see a very unique situation under COVID and the needs of deep cleaning, the need of having. We thought
[1:55:10] that we were over that and as you can see the information now and the number of cases. Now, we need to come back to those extreme measures.
[1:55:18] They are connected to deep cleaning, cleaning the touch points, doing all these stuff when we didn't have all the students inside the schools.
[1:55:30] Now that all of the students are coming to the schools, we still have those needs, and under these circumstances, the current staffing will not allow us to meet that particular need.
[1:55:45] And so, it's truly about the current demand to have the cleanliness, the deep cleaning
[1:55:54] necessary, and the staff and necessary to actually be at different places at the same time
[1:56:02] even.
[1:56:03] So that is a big need and a big challenge at this moment.
[1:56:08] So that's also something that we need to take into consideration.
[1:56:14] As kids are coming back within three weeks.
[1:56:20] And I think the rate or how it's determined is based on the amount of classrooms, not necessarily how many kids are there.
[1:56:29] And I know things change frequently, but one of the things I know when they added, you know, when the school has gone through renovation or whatever,
[1:56:38] that you still have carpet, and then they had floors, and then, you know, the vacuum
[1:56:42] mean is different than the cleaning of the tile, you know, whatever kind of flooring
[1:56:47] there is.
[1:56:48] So if there's a lot of different issues that come into play, but personally, I mean anything
[1:56:55] that can help our classrooms be cleaner and, you know, be more sanitized or whatever, you
[1:57:00] know, we need it if we do it a year, fine if we can go on longer if we feel there isn't
[1:57:06] need after a year, then that's it. I mean, you know, they can always be let go at that at that
[1:57:12] time that they know that they are temporary positions.
[1:57:17] Because it's an overnight position, do
[1:57:19] they get an incentive? There is an evening, a stipend or like a 5% differential for working evenings.
[1:57:29] Thank you.
[1:57:33] Okay, so if I could have a motion to accept this proposal?
[1:57:36] I
[1:57:46] would like this to be tabled. I don't know what the urgency is if you need us to like decide now for these positions to be implemented for the school year, but
[1:57:55] Well, I think we're how many weeks away from school starting three weeks away. So could this be voted on I like a close
[1:58:02] I don't know what I'm supposed to know. We have a special board meeting coming up next week could this
[1:58:08] Can we get more information and the mindset and could this be tabled for next week's special board meeting?
[1:58:14] We could table in, we're the trustees.
[1:58:18] Yeah, so we personally, I don't think we need to kind of have the specific plan.
[1:58:23] I don't think that's our job. I think that's management's job.
[1:58:27] And facilities and they're the ones that are working, so they know what they need.
[1:58:32] But if that's the, you know, what everybody else would like to do and we can, it's just three weeks before school starts, I think, you know, our school is ready.
[1:58:42] I don't think so.
[1:58:43] But they should have been ready.
[1:58:45] Yeah, we've been.
[1:58:45] They should have been.
[1:58:46] We have how many custodians that we have, 76.
[1:58:50] And, you know, I personally, if we're going to do a plan and I know I've talked to our superintendent.
[1:58:55] If we have the planned and let the board know except the end, if the plan does not work out or something, it comes to the board.
[1:59:01] because we're the ones voting on items.
[1:59:03] I mean, I understand, you know,
[1:59:06] his cabinet and his team,
[1:59:07] it's his team and we trust the team, but at the same time,
[1:59:10] and we're not given a plan when we're just having items
[1:59:14] to vote on and we don't ask the questions and we don't get the full information.
[1:59:19] I just don't,
[1:59:21] that's what I wouldn't support this item.
[1:59:23] If we could table it and get all the facilities of what they're actually
[1:59:29] going to do with all the custodians, you know, what's one more meeting? We're having
[1:59:34] the special board meeting on Wednesday, Wednesday.
[1:59:39] Well percent information at the next board meeting, that's the request of the board.
[1:59:45] And then we could have, I know, Bruce stated, the numbers had each school site. I don't think
[1:59:51] our enrollment's going to go up in the next couple weeks, but if we could get that those
[1:59:55] as well, of how many classrooms you have to students.
[1:59:59] No, but how many...
[2:00:00] At each school site, it's based on how many classrooms they have to clean, you know, and the kitchen and the cafeteria, that's the thing that I think they based it on.
[2:00:12] Right, it's not necessarily.
[2:00:14] Okay, so if you could provide that board with that information and I know it would be great.
[2:00:20] Now, we're presenting that and we'll also bring
[2:00:23] our visuals, photographs of the state of the schools,
[2:00:27] cafeteria, all of that info in a whole compound,
[2:00:29] so the board can see that, absolutely.
[2:00:32] Were the custodians working during the summer?
[2:00:35] Or was it just at the school sites that had summer school?
[2:00:39] No, in fact, they were working at every single school site,
[2:00:42] and there was a very detailed plan, a task by task,
[2:00:47] with the hours assigned school by school that I reviewed with the management team.
[2:00:53] It was very detailed a week by week on what needed to be done when in particular for schools
[2:00:58] that had either ESY and or summer school.
[2:01:01] We were making sure to work around the classrooms that were in utilization.
[2:01:06] So we're doing the vacant classrooms first and other spaces that were being unused.
[2:01:10] So it was very detailed and of course that depended on the school sites.
[2:01:13] And I also do want to say that what we were planning was to do five at first.
[2:01:20] So one team that could assist immediately between now in the start of school and then bringing
[2:01:26] on additional positions five at a time.
[2:01:29] So doing five with one team getting those folks deployed and then doing another five and
[2:01:34] another five.
[2:01:35] Now I apologize that we didn't provide that information to the board and writing.
[2:01:39] I didn't realize that detail was requested, but we definitely can do that next week.
[2:01:43] no no problem and we'll have the the CASBO ratios school by school as well and then we'll
[2:01:49] also provide you some of what we are observing as the needs between now and when school starts.
[2:01:55] Would it be possible also to check in um Dr. Torres with the custodians that only work for hours
[2:02:01] if we could increase their hours to eight hours? I guess that would be if they want to.
[2:02:07] Because that would be more support and their employees are ready.
[2:02:09] Yeah. Thank you. I just want to clarify. Does this interfere with the plan you already had?
[2:02:17] Like, did it have to be decided or are you guys okay?
[2:02:22] Well, I mean, we're okay with what you want. However, I just want to express that, you know,
[2:02:29] typically on a hiring cycle. A hiring cycle is about six to eight weeks.
[2:02:35] So, from the time that a position is approved to the time that we go ahead and do the
[2:02:42] flying, the testing, the interviews and all that, in general, it's probably somewhere
[2:02:47] about a six week window, so as the longer we push things off, it just takes that much longer
[2:02:53] to bring staff on. That's the only, you know, if we wanted to talk about sense of urgency or
[2:02:59] anything like that that would really be the only thing but I mean right now we would be looking
[2:03:04] at possibly one week if it's approved and we could possibly you know I mean see how we
[2:03:10] can shorten things but generally it's a six week cycle on the classified side and that's
[2:03:15] assuming that we have enough individuals wanting to apply which as you all know I mean that
[2:03:22] that's one of the most difficult challenges we have now is finding individuals that actually
[2:03:27] to work and you know we we've done a great job trying to establishing 21
[2:03:32] eligibility list in last in the last two months but still it's just a constant
[2:03:39] process so. And and I don't know if this is helpful or if it actually goes
[2:03:44] against the board's prerogative but I understand from Ms. Shustinar that we
[2:03:51] They did float five positions that are being held in a bans right now in the hopes that the board would approve this tonight so that we could get those folks to work sooner than the six to eight week time frame that Dr. Torres was discussing and is not is is not in yes, but those those positions have not been offered because of course it was pending board approval.
[2:04:16] If you look at how much can they actually do when the kids are there, you know, so a lot of the job, you know, the ones that are like, when you see four hours between 10 and 2, that's like a midday, that's during lunch time when they need really extra help.
[2:04:31] But a lot of times, I think that's only one of them, but otherwise you're 5-9 when everybody's gone after the after school program, people are gone, whatever.
[2:04:39] And, you know, some of the people too may have other jobs that, you know, so they may not want to do in eight-hour positions.
[2:04:45] You know, they may have other things that they're doing.
[2:04:48] So, all of those things come into play.
[2:04:51] And it's unfortunate.
[2:04:52] Regardless, if it takes that long that they're not going to be here to help,
[2:04:56] before they start a school year, either way.
[2:05:00] On that item then, that's the consensus. Okay. Okay. I am F board policies for Sweden.
[2:05:12] Let's can go. Yes. Good evening again. This board policy is the first reading for our integrated
[2:05:21] waste management policy in order to reflect the changes required by the newly enacted SB 1383,
[2:05:28] which is specifically addressing the reduction of disposal of organic waste, and we will
[2:05:34] be coming back to the board with our detailed plan and make sure to provide information regarding
[2:05:41] the containers that will be necessary at school sites, and then the diversion that we are hoping
[2:05:46] to attain.
[2:05:54] Yes, Madam President, this board policy is regarding risk management and insurance and
[2:05:59] being recommended based on the California School Board Association, the language identifies
[2:06:04] in red italics and yellow highlights, basically being recommended based on the CSPA's recommendation.
[2:06:14] Okay. F-3. Again, Dr. Torres for three revisions. Yes, man, President. This board agenda item is
[2:06:24] regarding health examinations and tuberculosis tests. It is being recommended by, we're recommending
[2:06:30] that you adopt the language by CSBA. And generally what it does is it changes the process in which
[2:06:36] tuberculosis tests is required. Typically, we were required to have to take a TB test and several
[2:06:43] years ago, they changed that to have to take a risk assessment, so that's primarily.
[2:06:49] So, they required to take a risk assessment test, which is the TB test?
[2:06:54] Yes.
[2:06:56] Hey, item F4, again, Dr. Doris?
[2:07:02] My President, this is employee safety, but policy, once again, is being recommended by CSPA,
[2:07:09] that we go ahead and adopt a new policy to reflect changes within the laws.
[2:07:17] Okay, F5.
[2:07:21] Dr. Douglas?
[2:07:25] Work-related injuries has been recommended by CSBA.
[2:07:30] That we go ahead and change board policies regarding work-related injuries in the workplace.
[2:07:37] And this is our changes in wording, correct?
[2:07:41] Because, and that comes to us by a recommendation for us.
[2:07:45] And this good word association.
[2:07:47] And this one's an entirely new, which we were previously, was not there.
[2:07:53] And F6, again, uniform complaint procedures, Dr. Torres.
[2:07:58] It's Madam President.
[2:07:59] This is the uniform complaint procedures.
[2:08:01] This is the second reading.
[2:08:02] We brought the first reading back in, I think it was May and in between, May, the first reading in the second reading, there was some slight changes and so this would be the second reading as recommended by CSPA.
[2:08:16] Okay, so this only do need to vote on correct. I could have a motion to accept the second reading on item F6.
[2:08:24] Okay, we have one complaint procedure.
[2:08:27] On move.
[2:08:29] Second.
[2:08:30] Move to the second row call.
[2:08:34] Trustee Madrigalopis.
[2:08:36] Trustee Lopez.
[2:08:38] Trustee Martinez.
[2:08:41] Trustee Roblese-Lis.
[2:08:43] Residents Court is.
[2:08:44] Aye.
[2:08:44] Thank you.
[2:08:46] Item F7.
[2:08:47] Second reading and adoption.
[2:08:49] Revision Board policy.
[2:08:50] 3100.
[2:08:51] Board budget.
[2:08:52] Ms. Kinto.
[2:08:54] Yes.
[2:08:54] Madam Board President, this board policy was discussed a couple of times as well during our spring budget discussions, public hearing and adoption, this board policy had not been updated for approximately 10 years prior to this particular update, which is reflective of the CSBA guidelines and the recommended changes.
[2:09:18] This is one important variance from those is that the CSBA guidelines do not address
[2:09:24] specifically a minimum reserve requirement whereas this board policy does include a minimum
[2:09:30] reserve requirement as we have discussed several times.
[2:09:34] This is the second reading and we are requesting action at this time.
[2:09:38] Thank you.
[2:09:38] If I could have a motion phrase to accept this, so moved.
[2:09:44] Second.
[2:09:44] I've moved in second World Cup.
[2:09:48] Trustee Madrigal Lopez.
[2:09:50] Aye.
[2:09:51] Trustee Lopez. Aye.
[2:09:53] Trustee Martinez. Aye.
[2:09:55] Trustee Roblesoli.
[2:10:00] Aye, President court, aye, thank you.
[2:10:04] Okay, Section G conclusion. Superintendents report. Dr. Agileta Fort, you're on.
[2:10:14] Thank you, Madam President. For these community members. Welcome back to the new school year.
[2:10:25] This is the first board meeting of the year 2021, 2022, and we are excited about the program
[2:10:37] offerings for kids and bringing back staff and welcome in families to drop their kids at their
[2:10:44] schools.
[2:10:46] So, I want to hear a little bit, Dr. Shea did that, but I just want, because as part of the
[2:10:52] it's that I consistently do to schools, I was also excited with the engagement and the kind
[2:11:01] of learning that was taking place in the classrooms and you can see those are second graders
[2:11:07] acting interacting and learning and talking and through the use of the mask and they were
[2:11:14] doing that and they actually did a very, very well throughout the entire summer.
[2:11:20] I also want to officially and we just learned these within the last two days to recognize
[2:11:29] these schools that during the times of COVID, during the times of distance learning and then
[2:11:38] hybrid between distance and in person learning, they were able to provide students with the kind of
[2:11:47] the behavior interventions, that will maybe get to want to come to school, attend their meetings
[2:11:55] with the teachers, and here is what we have, Brecky was honoured with Platinum, Driftle
[2:12:03] with Gold, Frank with Gold, and McCullough with Platinum. So those schools are showing exemplary
[2:12:11] practices that show the school climate, the welcoming climate, so that students feel they are
[2:12:18] part of that community and they want to come back. So congratulations to all those schools
[2:12:24] for the great work doing and ensuring our students are feeling welcome part of the staff part
[2:12:32] of the community.
[2:12:35] As part of the summer program, we have the youth cinema project and I am excited
[2:12:41] to share with the board and the communities
[2:12:43] that the project is coming to the Oxford School District
[2:12:47] for the next three years.
[2:12:50] And the idea is to offer our students
[2:12:53] this kind of opportunities where they may not become filmmakers
[2:12:58] but actually they are exposed, they learn,
[2:13:01] and they can decide if that's something
[2:13:03] that they want to explore in the future.
[2:13:05] We had the pleasure, the luxury of having
[2:13:10] Mr. Edward James almost visited Cecil Chavez School where the program was hosted and he had a session of Q&A with the students.
[2:13:21] He interacted with the students, he showed the students some treats about filming and writing and producing.
[2:13:30] So he promised to help visit again and actually our school district with the program with the students was highlighted in
[2:13:39] not just local, but actually national TV.
[2:13:43] So this is one of the programs that the Oxnary School District is offering.
[2:13:47] And that is aiming to that student profile that the board had approved
[2:13:52] and that we keep now making sure that the community and the teachers and the staff are informed about this.
[2:14:02] Last week, we had the pleasure and the honor of welcoming our administrators
[2:14:09] leaders, a site and leaders and our central office leaders and during that those days and even
[2:14:18] these weeks our administrators have been engaged in planning, learning, interacting so
[2:14:25] that next this coming school year students are ready, teachers are ready, will be ready,
[2:14:33] administrators are ready to welcome the students and I want to showcase one example,
[2:14:38] Mr. Uli Prater, presenting about the math pedagogy and the practices that we are hoping
[2:14:46] we will see in our classroom again, all of those aiming towards that student profile.
[2:14:55] I know we have been receiving several phone calls and...
[2:15:00] Return to school. And as of today, per the California Department of Public Department of Health,
[2:15:07] then to the county public health department and the California Department of Education, our public
[2:15:12] schools are mandated. As of today, to actually inside the classrooms for students and staff to
[2:15:20] wear masks. And so as public entity, we are mandated to do so. So we are making sure that we
[2:15:28] follow the law and follow the legislation according to the public entities that regulate the
[2:15:35] work of public schools and as the Oxford School District is one of those, we are making
[2:15:40] sure that that is taking place. Of course, exceptions are based on health conditions and those
[2:15:48] will be considered in an individual basis and those will be analyzed as those requests for
[2:15:57] exceptions come to us, but again, it is amundate, a soft right now, and we most comply with those
[2:16:04] mandates, and also for the safety and the health of everyone involved in the process.
[2:16:10] We also want to make sure that, and Dr. Noseiro did the initial presentation today, that
[2:16:16] families will know that there is independent study option, but I want to highlight in the
[2:16:23] independent study option.
[2:16:26] So that will be offered to families as well.
[2:16:30] We are having a return to school webinar on August 12th,
[2:16:34] that means next week and all details,
[2:16:38] so many of the details related to the return to school
[2:16:41] in the new school year will be presented in this class.
[2:16:45] And we have a whole thing ready to share with our families
[2:16:48] what are those details.
[2:16:50] Our teachers, we are eager to welcome them and they are coming back on August 17th
[2:16:56] where they will have few days from August 17th
[2:17:00] and two days more of exchanging, learning, interacting and getting ready for the new school year.
[2:17:09] Lastly, I want to take a minute to honor and to remember
[2:17:14] Jasmine Ramos Lopez. We lost Jasmine, three weeks ago, and to Jasmine family, to
[2:17:25] her mama, to her aunt, to her siblings, from the Oxford School District, we want to give
[2:17:35] her deep condolences. We are with you, we are hugging you from here, the principal of the school,
[2:17:43] And I went to the services.
[2:17:46] But again, I want to make sure that we don't forget
[2:17:49] that this is the reason we do the work.
[2:17:52] This is why we are here to serve these students.
[2:17:56] Jasmine was with the Oxnors School District
[2:17:58] for several years.
[2:18:00] Her brother also went through our schools.
[2:18:03] And I want to make sure that the family knows
[2:18:06] that here in the Oxnors School District,
[2:18:09] we are honoring Jasmine and we are with you
[2:18:12] our deep condolences, so I want to take a few seconds to honor and remember just me.
[2:18:25] Thank you.
[2:18:29] Thank you.
[2:18:29] Back to that effort.
[2:18:31] Trustee Announcements.
[2:18:32] We have anyone who would like to share.
[2:18:38] Thank you.
[2:18:39] I just want to start off by saying that I'm really looking forward to school starting back again and welcoming our students to the new school year.
[2:18:48] Along with our teachers, staff and everyone else are communities those that are returning and those that are enjoying us for the first time
[2:18:56] I know we still have a couple weeks before that happens, but I'm definitely looking forward to that
[2:19:01] I am also looking forward to
[2:19:03] Hopefully in the near future having a conversation with our district
[2:19:07] The city the police support with the police department in regards to the accident that happened outside of Ramona
[2:19:14] I know it's something that the community has been waiting for and now that we are returning
[2:19:21] to school I know it's definitely in everyone's mind so that's definitely something that
[2:19:27] I'm also looking forward that hopefully we get to do soon and then I know that mask are being
[2:19:34] mandated at all school sites so please make sure that we continue to wear our mask at all
[2:19:41] times and we are indoors. I think it's important that we keep each other safe, especially
[2:19:46] with our children. You know, we all have the option to receive the vaccine. Most of our kids
[2:19:53] do not. So please continue to wear your mask and keep others safe.
[2:20:03] I want to thank everyone that presented today and those that helped with getting the speaker situated.
[2:20:18] I don't know if it's possible, but I would like to request a study session on the board policy concerning the promotions.
[2:20:24] I think it's like 51-25, 51-27 but if we can like allocate some time so that we can
[2:20:31] look over it, that'd be great. Yeah and I just want to remind everyone that we're here
[2:20:37] for the students and for the kids and they're best interest and although we may differentiate
[2:20:42] on our opinions on what that is like the students are first. So thank you and enjoy the rest of
[2:20:54] to Dr. Shay and all the teachers and administrators that worked over the summer to provide
[2:20:59] summer school to our students and have that enrichment experience.
[2:21:03] I know summer school was probably the first time they got to have contact with other students.
[2:21:08] So I know it's going to be a huge impact.
[2:21:10] I know my daughter was happy to get back to some activities where she got to hang out with other
[2:21:15] kids and be around in a safe environment.
[2:21:18] So I really appreciate all the work you're doing because I know that this will impact the
[2:21:23] students and their education and the work they will do in the upcoming school year, it's a positive impact on them and they will look forward to coming to school the following year because of all the work that everyone did during the summer.
[2:21:35] So I really appreciate all the work you did. Thank you.
[2:21:42] Thank you.
[2:21:51] Testi. Testi.
[2:21:53] First, she was like, no, I don't want to go to summer school, but then she actually didn't
[2:21:56] enjoy going to summer school and her best friend. She didn't, she was very anxious that
[2:22:01] I didn't want to go back to school when they were allowed to go back to school. And now she's actually
[2:22:05] very excited to start school in a couple of weeks. And then it all had to do with summer school,
[2:22:11] but going just for four weeks, they had a really good time with the film program and not only that,
[2:22:19] But my daughter was telling me that of many students that were in the classroom, some students
[2:22:24] were very shy in what the program they were able to open up, they felt free when it was
[2:22:32] time for writing, when it was time to start learning about how to use the cameras.
[2:22:36] So I'm really thankful that we were able to get that program back, especially now during summer,
[2:22:41] of many of our students why to do something fun, get out of the house, and actually do
[2:22:46] in Iraq with other students, so I'm just looking forward to our new school year.
[2:22:53] Thank you. Yes, I also am looking forward to the start of the new school year. It truly
[2:22:57] has been some time for us to be sheltered. I find myself asking friends, oh, what have you been doing?
[2:23:04] And then I remember. We've been locked up for the last year and I have. So they probably haven't been doing too much.
[2:23:11] So I'm looking forward to having a more liberty
[2:23:14] to be able to go out and make friends.
[2:23:18] And the same are kids, you know,
[2:23:19] that our kids are back in school.
[2:23:21] I'm really, I just want to remind everyone,
[2:23:24] remind the public that, you know,
[2:23:26] on the comments by the public, again,
[2:23:28] it was in my fault, you know, that we're taking comments.
[2:23:32] There's co-station, and then there's the open meeting, okay.
[2:23:36] And so the first comments should be related to,
[2:23:40] items that are in closed session, and then the seven o'clock comments should be related to the general agenda items.
[2:23:49] So we'll try to do that because as then it cuts down our time that we have in closed session, like tonight, we're going to have to go back into closed session right now.
[2:23:59] So anyway, so we'll do that for sure at our next meeting.
[2:24:03] But again, I'm also excited, you know, with our whole student profile.
[2:24:06] You know, I've been in this business a long time and everyone knows, you know, I mean, our kids do not necessarily perform at the level that we would like them to be at.
[2:24:19] But at the same time, we haven't had the exact, you know, what is it, the criteria that we want.
[2:24:26] And I think with Dr. Aguilera Sports Leadership,
[2:24:30] we have a student profile that I'm really looking forward
[2:24:34] to getting that implementing that so that we can see our results,
[2:24:39] you know, the accountability and results for our kids.
[2:24:42] And that's why we're here.
[2:24:44] So I'm really looking forward to this school year,
[2:24:46] so we can start that momentum.
[2:24:49] So thank you and congratulations to the schools
[2:24:51] that with PBRS, I look forward to other schools continuing
[2:24:56] I mean, excelling and receiving another walk.
[2:25:00] So I look forward to actually being in live and so that we can continue with that moment and once again.
[2:25:10] Okay, so thank you and thanks to everyone who presented tonight and we are going back into the procession.
[2:25:16] So thank you.
[2:25:30] On a motion by Cresti Robocilis and seconded by Cresti Madrigal Lopez and carried on a unanimous
[2:25:36] vocal vote, the board voted to approve the Final Settlement Agreement for OAH cases
[2:25:43] number 2021050064, number 20210050274, number 20210050513, and
[2:25:59] Number two, two, one, oh, five, oh, six, seven, two.
[2:26:06] The row called vote with my, the guy, Lopez, yes, Lopez, yes, Martinez, yes, Robe, so,
[2:26:10] yes, yes, and court, yes, yes.
[2:26:13] Precious intersection, five, four, nine, five, seven of the government code, the board will
[2:26:17] consider personnel matters, and it was on a motion by Trustee Martinez and seconded by
[2:26:23] Trustee Lopez, the board voted unanimously to approve a settlement in grievance
[2:26:29] number 21-1.
[2:26:33] Are they gallopis? Yes.
[2:26:34] Lopis? Yes. Martinez? Yes.
[2:26:36] Robis? The least? Yes. And quarters? Yes.
[2:26:40] If there's no further business, that's all we have to report.
[2:26:44] So if I could have a motion for adjournment, please?
[2:26:46] Someone. Second.
[2:26:48] Okay, roll call.
[2:26:52] Trustee Madriga Lopez? I.
[2:26:54] Trustee Lopez? I.
[2:26:56] Christina Martinez. I trust the role of the police. I present in court as I. This meeting is now adjourned.
[2:27:05] Thank you. Have a nice evening.