[1:23] Good afternoon, ladies and gentlemen. This is the April 10th, Oxnard Union High School District regular board meeting. It's 4.30 p.m. Welcome, everyone.

[1:34] Trustee Edmonds, would you please lead us in the Pledge of Allegiance?

[1:46] Thank you,

[1:52] regarding

[2:00] the agenda, I have requests on three consent items to poll for input and discussion.

[2:06] First, we'd like to pull for discussion, 14D, the Fluellen and Moody issue, item D, and S, the agreement regarding attendance recovery services, and double M, the board policy on controversial issues, trustees and super tenant, any others to change staff?

[2:34] Let's cover those three,

[2:41] D, S, and M.

[2:47] Mr. Weinstein, your office has those workers' comp claims.

[2:53] Could you bring five into the other room?

[2:55] We've been carrying the four trustees, we need those for

[2:59] this outstanding boardbook, thank you, Mr.

[3:07] It was just a thought.

[3:09] I move to approve with the changes of polling 14D, 14S, and 14WM for discussion.

[3:17] Second.

[3:18] And a second.

[3:19] Any others?

[3:20] No other comments?

[3:21] We'll, that have a motion to adopt the agenda as modified.

[3:26] Say aye.

[3:26] Aye.

[3:27] Any opposed?

[3:29] Okay, we have one set of minutes, March 13th, those are in your board book.

[3:35] Are there any changes, corrections to be made there?

[3:37] If not, we'll entertain a motion in a second.

[3:41] I'll make a motion to approve the agenda.

[3:44] Second, please.

[3:46] Second.

[3:46] Okay.

[3:47] Those in favor of the approving the minutes of March 13th.

[3:50] Oh, excuse me.

[3:51] I said agenda.

[3:52] I meant minutes.

[3:52] Sorry about that.

[3:54] The minutes of March 13th as presented say aye.

[3:57] Aye.

[3:58] Any opposed?

[3:59] I abstain.

[4:00] I abstain.

[4:01] I abstain.

[4:02] Thank you for catching it.

[4:03] Yes.

[4:03] 4-0-1 abstention, okay, we're ready to go into closed session and the closed session topics will be public employee discipline, dismissal, release, resignation, appointment, reassignment, employment, conference with labor negotiators, specifically pertaining to the classified bargaining unit, student personnel issues and issues other than expulsion or suspension, anticipated litigation, and conference with

[4:34] real property negotiator, so we will reconvene in closed session and give back around 630.

[4:44] 530, 530, I'm so used to 630.

[4:47] Thank you.

[4:49] 530.

[4:50] To

[7:34] take the place, please, very

[7:41] special welcome to our many guests in the audience.

[7:44] Our regular board meeting did begin at 430, and we have just come out of closed session.

[7:49] In closed session, the board has addressed the topics listed under number six, closed session

[7:54] topics on your agenda. We did not finish our closed session topics. We will resume to

[8:00] closed session after the regular board meeting.

[8:04] But we did have some items to share with you.

[8:08] One item coming out of closed session in the matter of OAH Case number 201-812-0571. Student

[8:22] The Board of Trustees and closed session voted to accept the special education settlement as presented.

[8:29] That motion was made by Trustee Hall, seconded by Trustee Edmunds, and the vote was unanimous 5-0.

[8:36] Superintendent, that's for you.

[8:39] And also, while the Board took no reportable action and closed session with respect to properties,

[8:45] set forth an item 6G under surplus property on your agenda.

[8:50] The board and district staff are providing notice that pursuant to authority set fourth

[8:54] in Resolution 1842 adopted by the board on November 7, 2018.

[9:00] The superintendent has elected to extend the private sector auction period to May 15, 2019,

[9:08] for all of the properties.

[9:09] formal notice of such will be given by way of newspaper publication, the district website and to any

[9:16] interested bidders that have provided their contract information to the district, their contact information

[9:22] that is to the district. Such extension is to provide staff additional

[9:26] time to negotiate with interested public agencies and nonprofits including the City of Oxnard and the

[9:39] open or declared at this meeting.

[9:45] So going back to our regular course of the agenda, and as you're following, we're on item

[9:53] number eight on the agenda.

[9:56] And this is the time and place designated for public hearing on the 2018-21 classified

[10:02] bargaining agreement initial proposal of the Oxnard Union High School District in accordance

[10:09] with government code section 3547.

[10:12] I declare the hearing is now open, if there's anyone present who wishes to provide comments regarding the initial bargaining agreement proposal of the Oxnard Union High School District.

[10:25] If so, please come forward at this time, state your name, address, and make your comments to the board.

[10:32] Anyone interested in speaking to this item?

[10:39] I have no speaker cards, no anyone approaching the podium.

[10:42] So if there are no comments, I would declare the public hearing closed.

[10:51] And then, Dr. De Leon and Dr. Vias, I believe we go on to an action item related to this now, or?

[10:56] Yes, sir.

[10:57] Okay, go right ahead, please.

[10:58] Thank you, Board President Davis, Board of Trustees, Dr. De Leon, District Administrative Staff, and

[11:03] yes, action item A, consideration of adoption of Oxtrude Union High School District's 2018,

[11:10] 2021 initial bargaining proposal to the Oxtrude Federation of Teachers and

[11:14] school employees, classified bargaining unit, pursuant to government code section 3547.

[11:21] All initial proposals of public school employees, which relate to matters within scope of representation.

[11:27] She'll be presented in a public meeting of the public school employer and thereafter, she'll be public record.

[11:34] Meeting and negotiating shall not take place on any proposal until a reasonable time as he laughs.

[11:40] after the submission of the proposal to enable the public to become informed on the public avenue opportunity to express himself regarding the proposal at a meeting of the public school employer.

[11:52] After the public has had the opportunity to express itself, the public school employer shall at a meeting, which is open to the public adopt its initial proposal.

[12:01] So the Oxtranger Union High School District seeks to negotiate a successor agreement with the Oxtranger Federation of Teachers and School Employees, classified bargaining unit.

[12:10] The board will now adopt the district's proposal and provide direction to the district's negotiating team.

[12:16] The fiscal implication is subject to negotiations.

[12:19] It's a recommendation of the district administration that the board of trustees adopt the Oxtranger Union High School District's 2018-2021.

[12:27] One, initial bargaining proposal over the Oxnard Federation of Teachers and

[12:31] school employees, classified bargaining unit.

[12:35] Thank you, Trustee, you've heard the background, and the recommendation of staff is to accept this as presented.

[12:40] Any, we have a motion and a second.

[12:44] Any discussion?

[12:45] No discussion requested.

[12:47] All those in favor of the recommendation of staff as presented, say aye.

[12:51] Aye, aye.

[12:52] Any opposed?

[12:53] Five, zero, thank you very much.

[12:54] Action

[13:00] on my item B, consideration of acceptance of Oxnard Federation of Teachers and

[13:05] School Employees classified by the Bargain Units 2018-21 initial Sunshine Proposal for the Oxnard Union High School District.

[13:14] I'm sunshine in this on behalf of OTFTSE, the Oxnard Federation of Teachers and School Employees.

[13:20] The Board will accept Oxnard Federation of Teachers and School Employees,

[13:24] classified bargaining units, Sunshine Proposal, and provide direction to the negotiating team.

[13:31] Fiscal implications, again, is subject to negotiations.

[13:34] It's a recommendation, a district administration, that the Board of Trustees accept Oxnard Federation and teachers and school employees.

[13:41] Classified bargaining unit agreements, 2018, 2021.

[13:46] Initial Sunshine Proposal to the Oxnard Unit, a high school district, and the hearing will occur on May 1st.

[13:52] Dr. Varys, can you give us some indication just informally of what the timeline for these negotiations might be?

[13:58] Yes, the OFTSC will have their hearing on May 1st, and then we will exchange proposals in more than likely probably plan on negotiation sessions and start negotiating towards the end of May.

[14:16] Okay.

[14:16] Okay, thank you then.

[14:18] Move to approve.

[14:18] We have a motion to approve as presented.

[14:21] Second.

[14:22] And a second.

[14:22] Any discussion on this action item?

[14:27] Here we know requests, those in favor of accepting the staff recommendation regarding this.

[14:32] Say aye.

[14:33] Aye.

[14:33] Any opposed?

[14:35] Five, zero.

[14:35] Thank you.

[14:39] Dr. Greenfield, we're ready for some student and other recognitions and I'm asking Trustee

[14:46] Trustee Chair to represent the district in the first three items, and then Trustee Herrera for the last item regarding Oxford High School.

[14:56] Okay.

[14:57] Thank you, Dr. Davis.

[15:00] Board. As you know, this is my favorite time of the evening. And if only board meetings could be all student recognition. Maybe a lot more fun. But anyway, tonight, you know, it's that time of year when we start to really recognize our kids from all of our sites and the amazing things that they're doing. So it is with great pleasure that I asked Dr. McCoy to please come up and present the first school. Thank you, President Davis, Superintendent Dalyone. Trustees and staff are first recognition.

[15:29] the outstanding student award from Condor High School.

[15:32] We'd like to invite Condor High School principal, Mrs. Kathy Greaves to the podium to introduce our students and invite trusty share and Superintendent Dalyone down to receive them.

[15:44] You know, I love alternative ed.

[15:47] Good evening.

[15:49] I'm Kathy Greaves on the principal of Condor High School and I'll start at old school, getting into the board president and all the members of the board and district staff.

[15:59] We're a very proud school and proud to present two students tonight that we felt met the outstanding criteria for student for board recognition.

[16:12] And those students are Denise Carrillo and Lexi Romero and I also have with us this evening their possible parents, maybe with us and a counselor and

[16:29] their teachers. So I would like to just let you know that I'd like to call Denise and let's

[16:36] see up here.

[16:48] View words about you and we know that you went to Oxford College both of you

[16:54] and completed classes concurrently that you were both seeking to go to four year and you've been

[17:03] accepted, I believe, to San Jose and to Channel Islands University, and you've been accepted

[17:12] or are going to an international in South Korea down the road, and that you're both very,

[17:20] very busy people.

[17:23] So Denise has done the college concurrent.

[17:27] She also has worked to support her family business volunteers through Red Cross.

[17:32] And she is wonderfully responsible, very mature, and she's going to go for a full-on degree in Mathematics, Dr. Hall.

[17:42] Very good.

[17:47] And like I said, Lexi's definitely going to go to international relationships,

[17:54] studying abroad in South Korea. She's currently working part-time at a store,

[18:01] or I didn't know that coach was a store in Camerillo, I don't get out much, and that

[18:09] she's always very smiling and very friendly and her teachers love both of their teachers

[18:15] have great things to say. The council responsible for these two is Elizabeth Tobias, she's also

[18:23] or intervention specialist, she's sitting in the back and I have to share no doubt.

[18:34] Can we have the councillor come forward and share in this recognition, it takes the village, right?

[18:42] Go ahead, Karen if you like it.

[18:44] Yes.

[18:46] Ms. Grease, would our students like to say anything about their future or their experience and that would be a nice time for her?

[18:52] To share anything that you'd like to share with us students the nice any anything you like to share about your experiences a condor or your future good afternoon everyone

[19:04] well

[19:05] all the teachers and all the staff honestly a condor is they're so supportive and

[19:11] My goal honestly was to have a flexible schedule to like misgroups had to work

[19:17] help support my family business and

[19:20] And condor made it possible because I didn't have to go to school every single day for May 3rd, so then they also give me an opportunity to take college classes and from that I'm pretty much finishing up my freshman year of college right now.

[19:37] Thank you.

[19:41] And with that I graduated a semester early as well.

[19:45] so we have many accomplishments. Tell us a little bit, what was your experience as a high school student taking college classes at Oxford College? How challenging was that for you?

[19:54] I took my first college class summer of 2017, I took US history and that was intense.

[20:03] Yes, especially during summer and a high school student, I didn't know what I was getting

[20:08] myself into, but I mean, from being at OC for almost two years already, I feel like

[20:17] I'm ready to just, I'm hoping to go to San Jose, this upcoming fall, so I think I'm ready

[20:24] for that.

[20:24] We think you're ready to, congratulations.

[20:26] Thank you.

[20:29] And Lexi, Cheryl thought her too with this, your experience and what are you going to be doing in South Korea at the university?

[20:35] Okay, so I actually really want to say thank you to Mr. Bias, because as a DACA recipient, I was really, really scared to go into the college process.

[20:43] And she helped me a lot with my applications, with something that, you know, I've never had any guidance on, so I want to thank Condor High School for that.

[20:51] And I'm actually going to OCE next year because of financial reasons.

[20:57] I'm going to report it as I said I was a DAC recipient, I don't receive much aid, but I am also, I finished up kind of my freshman year, I've been taking OSE classes since I was 14, so I'm very excited to continue there, they're a great institution as well.

[21:13] And I will be majoring in international relations as well.

[21:16] And what would you like to do with that major someday?

[21:18] I would like to be an immigration lawyer.

[21:20] All right, very good.

[21:25] And will you be going to Seoul, South Korea?

[21:28] As soon as I can, you know.

[21:30] Okay, very good.

[21:30] We wish you the best.

[21:31] Thank you.

[21:31] Congratulations to both of you.

[21:33] And the families.

[21:34] Are they here with us, please?

[21:39] Question.

[21:39] Can I ask Denise?

[21:41] Yes.

[21:42] Are you interested in being a high school mathematics teacher?

[21:46] You are?

[21:47] I always hire along.

[21:49] You come on back when you're done.

[21:51] And we will hire you and put you in a classroom right away.

[21:54] Hey, you ready?

[21:55] All right, good.

[21:56] That's good.

[22:19] Mm-hm.

[22:23] Hey.

[22:23] Sign now.

[22:38] Stay there.

[22:39] one more picture, I think.

[22:44] There you

[22:50] go.

[22:52] Dr. De Leon, if you want to stay there.

[22:54] Dr. De Leon, if you want to stay there, we're going into Pacifica High School.

[23:03] Oh, is that, that's special.

[23:07] For our next two recognitions, Dr. Davis will have principal Ted Lawrence from Pacifica High

[23:12] School introduce two groups of students from Pacifica.

[23:16] So, Mr. Lawrence, come on down.

[23:17] Welcome, Mr. Lawrence.

[23:23] Go tritons. I love your energy boss. Dr. Davis, members of the board, Dr. D, executive captain.

[23:30] And I know that I get accused of being a braggart. I have wonderful kids at Pacifica. They're awesome.

[23:36] So this first point of recognition here, what I really like about my kids is when they're on campus

[23:41] they do great things. I love them, but we're there. We're in control. We kind of guide them and direct them.

[23:46] This one happened totally on their own. I didn't even know about this until trustee

[23:51] We share, called me one night and said, hey, there was a big car accident in the city of Oxenard.

[23:56] And there was one of our residents who happens to be a teacher in the Oxenard School District who was there,

[24:01] who had been involved in a hit and run and who was distraught and didn't know what to do, was kind of panic stricken.

[24:07] And three individuals from the city of Oxenard came up to help her and

[24:11] console her and make things right.

[24:13] And they happened to be students from the Pacific High School.

[24:17] So at this point I'm going to let them talk so I'm going to call up

[24:20] Jelina, Leo and Jesus to talk about what they did on that day.

[24:25] Very good. Welcome.

[24:33] Jelina is the spokesperson by the way of this.

[24:35] All right Jelina.

[24:37] Oh, welcome to all of you.

[24:39] But the other guys are going to speak.

[24:40] Okay, very good. We want that.

[24:42] Welcome to you.

[24:43] Hello. Hello.

[24:44] So we were driving or he was driving to take

[24:47] He's used to go get a haircut, and there's a lot of traffic, and the car in front of us,

[24:59] I don't know if they got impatient or what happened, but it rammed into the Prius of

[25:04] the teacher at Frank, and it's backed up and drove away, and I was like, Leo, the car is driving

[25:11] away, and he was like, no, it's not, I think they're going to go meet up, and we are driving,

[25:15] And then we looked and the car was speeding up and then Leo turned to go follow the car and the Prius was following it, too.

[25:24] And the car was driving really crazy and it got away.

[25:31] The lady and the Prius ended up pulling off to the side and Leo pulled over to ask if she was okay and she was shaking and crying.

[25:42] Yeah, dramatic experience for anybody, but thank you so much for what you did other gentlemen come to the podium

[25:49] First of all, I just want to say thank you. Yeah, thank you

[25:53] Yeah, we're just there at the right place right time. I'm sure any other tried in our school would have done the same thing

[26:02] Yeah

[26:02] Yeah, thank you, mr. Lawrence for holding us to high standards

[26:08] words. We take that out to society. And thank you. You did the right thing. Thank you.

[26:16] Please.

[26:19] I want to thank Mr. Lawrence for letting us be here. And I'm glad we were there

[26:25] at that moment to help the teacher and that everything ended up okay. Thank you for

[26:31] sharing that. Thank you for what you did as well.

[26:37] You're still long. Yeah. So I want to

[26:38] I want to say thank you,

[26:42] yeah, I want to say thank you on behalf of the Oxford Union High School District and Pacific High School and myself because Kristen's story has been a friend of mine for about 20 years.

[26:53] And what I wrote was, and I can read what I wrote earlier this week, and ELA, an avid teacher at Frank's School Kristen's story, was involved in a hit and run accident.

[27:02] She was not hurt, thank goodness, but very shaken up and three brave and wonderful PHS students came to her rescue.

[27:11] Kristen is ever so grateful to these students and we can all be incredibly proud of them for their efforts to help a fellow citizen in need.

[27:20] And really Kristen reached out to me and said, do you know if we could find these students, I don't know who they were and they were so helpful and wonderful to me.

[27:28] And I said, I don't know, but I bet I can find someone who can, honestly.

[27:34] And about an hour or two later, Mr. Lawrence sent me a picture of all three of the students

[27:39] that he had found that morning.

[27:42] And it was just an incredible moment.

[27:44] A full circle of coming together that we were all able to help Kristen in her time of need

[27:50] because she was pretty shaken up.

[27:52] So I'm here on her behalf and would like to present with you some gift certificates

[27:57] that she's given to you.

[27:58] So Leonardo, Jesus, and Jalena, yes.

[28:02] And so thank you so much.

[28:03] And thank you to Mr. Lawrence and all the PHS staff

[28:07] for holding students to high standards,

[28:10] high expectations, and powerful futures is our motto,

[28:13] and we're so grateful to you.

[28:14] So thank you very much.

[28:15] And Dr. Nileon, you have a word?

[28:17] Yes, I do.

[28:19] I just want to say how proud I am of you.

[28:21] And what I'm noticing is a trend at the Pacifica high school,

[28:25] Yes.

[28:25] Because when you look at all the work that was done for the Thomas Fire, the Wolsey Fire,

[28:32] our firefighters within Oxnard, and then this, I'm noticing that this is a school that

[28:39] is absolutely focused on community and on volunteerism and helping the global good.

[28:46] So really, really proud of you, Andrew Fellow-Tritans.

[28:50] I love it.

[28:50] this is this is what it's all about this is what education's about right so thank you so much thank you

[30:17] We are proud of you. Thank you very much, and model for all of us. The next two,

[30:22] I'll start, and then the College Board Counselor Recognition, and we will ask one more Pacific.

[30:27] Oh, yes, the culinary arts. I'm sorry, yes, we do. So, as Dr. David just said, culinary arts is something that Pacifica has been known for since it opened in 2001.

[30:37] When I first got to Pacifica, people said, oh, wait a minute. It's not like that anymore.

[30:41] The teacher left, the program is going to go downhill, it's going to be gone.

[30:46] So we had a brand new teacher in my first year.

[30:49] She's been amazing, hasn't skipped a beat.

[30:52] The food is still amazing, as you can tell by looking at me.

[30:55] It's one of my favorite, stopping points on campus every day.

[30:58] But she continues to teach these kids, give excellent lessons, and win competitions.

[31:03] So to talk about the kids and this program is our teacher who's now in year three with me no longer the rookie.

[31:09] but a very, very dominant culinary art teacher, Ms. Kristen Collins.

[31:22] Hello, good evening to everybody.

[31:24] Thank you for having us tonight.

[31:26] It's really exciting for the students and I.

[31:29] What the students are being recognized for tonight is what is called pro-start.

[31:33] So it's this competition that is held across all of California and

[31:38] in various other states across the US.

[31:40] It's run by the National Restaurant Association of America.

[31:42] And the students are asked to get in a group of five, complete three fancy fine dining

[31:50] on trays, two plates of each within one hour, and all they get is two burners, no battery

[31:56] operated, no electronics, no nothing.

[31:59] So this year there were 28 teams from all across all of California, North, South, San Diego.

[32:06] There were art trade schools, there were private schools, there was everybody, and it was

[32:12] It was amazing the students actually took second place in the entire state.

[32:20] It was quite the feat, we were really excited and I'm so proud of the students because I had many judges come seek us out after and during the competition and say that they wished that their employees worked as organized and efficiently as the Pacifica students did.

[32:38] They have been practicing their butts off ever since summer school, summer time we would

[32:44] get together and meet after school, we would be there until eight or nine o'clock at night

[32:49] practicing, organizing, I have been blown away by their dedication.

[32:55] My goal is to just guide them, not to do it for them, so it was very hard at the competition

[33:00] to, I wasn't allowed to even speak to them or make eye contact with them, so that was hard

[33:05] for me trying to learn sign language like that, so they were so professional and did Pacifica

[33:15] proud and are really, really proud. It was really exciting for people to go rock snard,

[33:21] rock snard, one place rock snard. So I was just like, we're over here. So it was really an exciting

[33:25] thing. And I want to go ahead and invite the pro-start team up. I will like to call Jason Emley.

[33:34] and Nicholas and Juan Ochoa, up to the stage,

[33:47] and then I think we'll let them speak and say what competition was like and what the program in Pacifica has done for you.

[33:56] And are any of them seniors?

[33:58] Yes.

[33:59] A little bit about what they might be doing if they're seniors in the future, yes.

[34:03] There were three seniors and two juniors on the team, so we've got two seniors here.

[34:08] Share with us as you like. Welcome. Congratulations.

[34:11] My name is Emily Pena, currently a senior at Pacifica High School.

[34:15] I've been in the academy for roughly four years.

[34:19] I've done pro-sof for two years, took fourth, then second, and then done seat cap.

[34:25] And I actually placed first on that.

[34:27] Wonderful.

[34:30] I like about the Academy is that like some of the students are very dedicated and especially our teacher

[34:36] She does not get paid enough for what she does

[34:38] We're sure

[34:39] She really does

[34:40] So I'm very

[34:42] So I'm really thankful of having her because she would provide us with a stable environment and all

[34:50] She would help us with internships like she helped me get a job at Terraceur. It's a

[34:56] So, find dining restaurant here, and will you pursue culinary arts after high school, do you think?

[35:02] Yes, I've been accepted and planning to go to CIA.

[35:05] It's Culinary Institute of America in New York, planning to

[35:12] get my social, you were guaranteed a scholarship.

[35:16] We're just waiting to see which one, from CCAP.

[35:18] Yeah, so, I'm waiting on it a bit, but I'm planning to get an associate's green baking and pastry and a bachelor in food management business and hopefully open up a bakery.

[35:27] Wonderful. Wonderful future. Thank you.

[35:30] Congratulations.

[35:34] How my name is Jason Zavala. I'm a senior at Pacific High School.

[35:38] And first I want to give a big thanks to you guys for doing this for us.

[35:42] And big thanks to our chef as well.

[35:45] For opening a lot of opportunities for us.

[35:48] And I think culinary has definitely put me on a path that I don't think any other thing would.

[35:57] I just distressed the the fast pace. I wouldn't have it any other way. But yeah I

[36:05] I plan to pursue culinary after high school. I'm currently working at

[36:09] Tearser with Emily and doing my third culinary job which I've had since

[36:16] 15th so I like the opportunity and thank you. Thank you very much. Wish you the

[36:21] best.

[36:26] Hi my name is Juan Ochoa. I am a junior in the culinary arts academy

[36:30] me, and all I really have to say is thank you to chef Collins, just for forever changing

[36:41] my life and making me a better person and giving me all these opportunities that I would

[36:45] never have had without pro-start or the academy.

[36:50] And in the future I plan to go to CIA2 and just be a personal chef.

[36:56] Very good.

[36:57] We wish you the best.

[36:58] Hi,

[37:02] I'm Nicholas Gutierrez, I'm a junior in the culinary arts academy and I really just want to say thank you to you guys for this recognition and thanks to chef for all the hours and hard work she put in to making this possible for us and I also like to thank the seniors and press start for being excellent role models and I hope to learn a lot from them.

[37:24] Nice thought. Thank you for sharing that. Thank you. We wish you there. I want to say thank you

[37:33] teacher-driven leadership is the thing that is

[37:37] Magic right when we give our teachers room to grow and to inspire and limitless

[37:43] Possibilities, so I'm so proud of all of you, but thank you to you especially for all that you've done and given to these kids

[37:49] So yes

[37:53] One of the main goals we have here in Oxnard Union High School District is connecting kids to their passion because my dream is that every child leaves and they get to do what they love every single day like I do and these kids definitely, you can tell they want to be chefs, they love, love, love what you've taught them and you've connected them to their passion.

[38:15] And so I do know for sure these particular four students will go on and do what they love every single day being gainfully employed and that is our goal.

[38:25] And so thank you so very much for what you've done to help connect them to that.

[38:29] Thank you so much.

[38:30] I'm proud of all of you.

[38:52] Oh, is that right?

[39:02] I'm going to say that.

[39:24] Steve.

[39:52] And

[39:59] Dr. McCoy, we have the final two recognitions, yes.

[40:03] Yes, for our final two recognitions, we'd like to invite the principal of Oxnard High School, Mr. Richard Urias, to the podium.

[40:14] Welcome Mr. Urias.

[40:15] Good evening, board.

[40:16] Good evening to you.

[40:17] Good evening, Dr. Dalyot and executive cabinet.

[40:20] And thank you for our support, what a wonderful evening.

[40:24] It's nice to see all the students here, and I'm happy to bring one along as well.

[40:29] I've taken a few notes here, because David Polito, senior at Oxnard High School,

[40:35] is an award recipient of the Southern California Edison Scholarship of $40,000.

[40:42] It

[40:49] happens to have to check with him, that's great.

[40:50] Yes, very good.

[40:53] What do you mean you want to put a hold on it, come on.

[40:54] That's right.

[40:55] Most left bit of it.

[40:57] David, so I'm taking a few notes here because David has done quite a bit.

[41:00] Congratulations, David.

[41:01] David is an advent student currently taking four AP classes including AP calculus and AP physics.

[41:06] As current GPA is a 4.41, David has been very involved in school through the opportunities created by this board and the superintendent.

[41:16] Things such as the OHS Mesa program, robotics, mathematics, national honor society, the avid club, water polo, swim.

[41:26] David likes to spend time outside of school coding and tinkering with electronics.

[41:31] And David is fully proficient bilingual who'll be going to the University of Michigan to major.

[41:36] in electrical engineering.

[41:39] Very good.

[41:40] So David.

[41:41] David, believe it.

[41:42] Welcome, David.

[41:45] Oh, good evening.

[41:47] Good evening to you.

[41:47] We're proud of you.

[41:49] Thank you.

[41:58] I am David Polito.

[42:01] I would like to begin by giving my thanks

[42:04] to all members of faculty and giving my appreciation

[42:09] for all programs that are available at Oxford and High

[42:11] School.

[42:12] Of course, the Mesa program.

[42:14] and the FRC robotics team that are present at our school, both of which have been instrumental

[42:22] in giving me direction and a bit of focus in entering the world of STEM and engineering.

[42:31] The science department has a lot of my respect and I am incredibly thankful for such standouts

[42:39] as Mr. Peterson, and Mr. Robles, and a couple stand out avid teachers as well, such as Ms.

[42:47] Henshi, who is in the crowd here.

[42:50] Please stand up.

[42:57] The avid counselor, Ms. Juarez, who is also in attendance.

[43:02] And

[43:06] Mr. Romail, who has been an incredible help during these times of college applications.

[43:13] And thank you.

[43:14] David, when in your career at high school did you think about becoming an engineer, was

[43:18] that early on, or last couple of years?

[43:21] I think I've always wanted to be an engineer before I knew what that really meant.

[43:24] Okay.

[43:26] I've always had a fondness for technology.

[43:29] I've always been able to look at something and wonder how it worked.

[43:33] And before I really knew what the name of that profession was, I could tell people that

[43:38] I would like to play with electronics as a career.

[43:41] We should show us that check once again. That's it. We don't see those very often. Here's a very good

[43:52] David could you you shared something with me that was very special when we were at Oxnard High that day

[43:57] Could you tell this

[44:00] Board and the audience here today what it is that you want to do with your engineering to help third world countries?

[44:06] Could you tell us that?

[44:07] Correct. So

[44:12] I believe that in nations such as around we have many resources and the ability

[44:22] to create a positive influence around the world, especially in the realm of technology.

[44:29] With my degree I hope to contribute to a force to spread some of that technology where it is

[44:37] most, be it medical or in transportation or in simply providing lighting, where it is

[44:45] not presently available.

[44:53] I would like to focus on these areas and hopefully invent new

[44:57] technology or adopt present lip.

[45:00] Technology for use in these places, whatever. We wish you well, great aspiration. Thank you.

[45:07] Thank you.

[45:08] I also like to thank mom, who's here, Ms. Polito. Thank you very much.

[45:16] Let's have mom join, let's be, let's be rare, if you'll join them, please, and represent the board.

[45:22] And, Councillor, and, have a teacher, Wendy, please,

[45:33] I wonder.

[46:13] Congratulations,

[46:18] and we have a 2019 College Board Counselor recognition.

[46:24] So busy.

[46:25] Hold on the check.

[46:25] I forgot to give him a certificate.

[46:29] Give me the child a check for you.

[46:33] So thank you for allowing me to present one of our staff here, because you know,

[46:38] I mean, as Miss Sher knows, it's talking about the power of a teacher.

[46:42] It's about the people.

[46:43] That's our biggest investment and we have activated and motivated staff than to great things like this happen.

[46:51] And so, I wanted to take a moment to recognize Ms. Watis who's a counselor at Oxford High School.

[46:57] The college board runs a recognition program for counselors and it's about equity and access.

[47:01] It's about counselors that have intentionality in their mission and are looking for those kids that are the diamonds and the rough,

[47:08] to grab them and route them into programs like Avid and Academies and Robotics and these things that will, that will activate a child and want to then find their passion and therefore take advantage of all the opportunities.

[47:24] That takes intentionality, Ms. Watt is when she first came to Oxford High School, we did not offer the SAT at Oxford High School as a Saturday venue, and she didn't think that was good enough, our students need to be able to come to their home school where they feel comfortable.

[47:36] And so she got that start of Oxford High School into this day.

[47:38] She still man's that program and ensures that every Saturday we have a full set of

[47:43] proctors and a wonderful learning environment for our students.

[47:46] So that's an example of her providing equity and access for our students at Oxford High School.

[47:50] She's also our NCAA Claring House expert when we had athletes come through

[47:54] Oxford High School who potentially wouldn't, as the NCAA tough in their rules,

[47:59] it became an area where you had to be an expert.

[48:01] She has become that expert.

[48:02] She, every student that receives a scholarship at Oxford High School goes through Miss Watis' office to ensure that they meet all the requirements.

[48:10] She's also our lead advocate counselor, she's avatrained, she's identified kids like David early on and made sure that they got the support that they needed, and she also works closely with our parent population.

[48:22] But mostly it's because she's looking for those diamonds in the rough with her intentionality and providing the equity and access that the college board

[48:29] chose to recognize her among a few select counselors in the United States this year.

[48:33] So thank you Ms. Watt, it's for all the work that you've done here.

[48:42] We're very proud of you.

[48:43] Thank you for everything that you do.

[48:44] Thanks.

[48:45] Great recognition.

[48:46] I'm a product of OUHSDA.

[48:47] I went to CI and graduated in nine.

[48:50] One of our own.

[48:51] Great.

[48:53] So I'm very proud to come back and serve the people, you know, my community and serve the kids

[48:58] because I see myself and a lot of these kids.

[49:00] So, you know, doing what we do.

[49:03] We're proud of you.

[49:03] Thank you.

[49:03] Thank you for the nomination and recognition. I'm not kind of used to this. I'm used to giving awards

[49:11] So thank you and thank you Ms. Henshi. It takes a team to do all this. So

[49:15] We're fortunate to have you here

[49:56] Thank

[50:02] you very good once again congratulations thank you

[50:40] I'm going to go to public comment.

[50:43] Okay.

[50:44] Okay.

[50:46] Audience, just once again, we're just staying with our agenda.

[50:48] We have item 10 then completed.

[50:50] Next is item 11, public comments to address the board.

[50:53] And before I welcome those who wish to speak,

[50:57] let me mention that those persons wishing to address the board

[51:01] may do so at this time by completion of a speaker card.

[51:04] There are blue cards.

[51:05] Have one here.

[51:06] There are others in the back.

[51:08] All public comments are to be directed to the Board President, individual speakers shall

[51:12] be allowed three minutes to address the board on each agenda or non-agenda item.

[51:17] With board consent the President may increase or decrease the time allowed for public presentation,

[51:23] depending on the topic and the number of persons wishing to be heard.

[51:27] The President may pull the speakers for or against a particular issue and may ask that

[51:32] an additional person speak only if they have something new to add.

[51:35] And this information is found in a board policy on procedures for

[51:39] communicating with the Board of Trustees.

[51:42] And I have one speaker card at this time.

[51:44] Dr. Irene Pinkard.

[51:48] Welcome Dr. Pinkard.

[51:50] Come to the podium, welcome, nice to see you.

[51:52] Good to be here.

[51:53] I'm sorry about my voice.

[51:55] I've been sick, but I thought it important to be here tonight.

[52:00] because I had experienced the CASA conference where a number of your staff were there.

[52:10] Dr. McCoy, principal, Ryan's, Ms. Victoria, Dr. Tresvatt, and several others I don't know their name,

[52:22] But I just want to say that Oxnard is always on the cutting edge.

[52:29] You sent those individuals there, and I think it's very important that Kasa,

[52:35] that's the California Association of African American Superintendents

[52:39] and administrators, that people be there to see what kinds of things are happening

[52:45] with our young people in the African American community, and see what kinds of things

[52:49] they can do to improve and enhance their success in the colleges.

[52:55] And I, your staff was just wonderful.

[52:58] They were highly regarded by people who were there.

[53:03] They asked questions, they were involved, and they wanted to know how can we help our

[53:08] African American students.

[53:10] And we talked about student equity and the funds that were made available through the conference

[53:16] last year that came through this year and some of those funds will be expended I think

[53:22] tonight and so I just wanted to say to you and I see that Dr. Pedro Guerra is here and

[53:29] he was one of the people we talked about last year and this year about equity and justice

[53:38] social justice.

[53:39] So I just want to say to you I really support what you're doing.

[53:44] I think he would be great with our youngsters, anywhere he's been, the students have excelled.

[53:54] He's nationally known, he's not someone who was just known in his community, he's a professor at UCLA,

[54:02] and does a lot of consulting worldwide.

[54:05] So I think he would be a good addition to whatever we're trying to do with our young people.

[54:09] And I just want you to know that I am so proud of Oxnard Union High School District.

[54:15] Every time people try and down it, they have a fight from me because I know the kinds

[54:20] of things that you're doing and what our students are doing.

[54:23] And you showed it to me right here with all of the awards, which tells me we're still doing

[54:28] great things.

[54:29] So thank you very much.

[54:30] Thank you, Dr. Baker.

[54:31] Very much.

[54:35] Dr. Baker, thank you for sharing those kind words with us and thank you for all that you

[54:39] You do have done and continue to do for the students and our community as well.

[54:44] Dr. Duke, that's what I said.

[54:46] We'll wait for three minute requirement if you want to come back off, you know.

[54:51] Thank you for your comments.

[54:53] Thank you.

[54:53] Thank you very much.

[55:01] Thank you, Dr. Pinker.

[55:03] It's so much.

[55:04] Thank you.

[55:05] You know how much we appreciate you and your support.

[55:07] I want to thank Dr. Pinker's remarks and ask trustees if you allow me to adjust our agenda

[55:12] And segue into, since you had mentioned item number

[55:17] 15c.

[55:20] I'd like to jump ahead with the approval of my colleagues.

[55:24] And Dr. Dalyone, if you and staff would lead us into an agreement,

[55:28] speaking of our very special guest in the audience and not take too much of his time.

[55:32] I know he's going to give a lot of time in the future to this, but we don't want to take too much tonight.

[55:36] But let's go ahead if that's okay, just these.

[55:38] Okay, we'll, audience, we're going to jump to item 15c, then where we turn to the regular order of our judges.

[55:44] And Dr. Dalyam.

[55:46] Thank you, Dr. Davis, members of the board, community, staff, and of course, our guests

[55:51] tonight and everyone in the audience.

[55:53] It is a great honor tonight to bring this action item to the board.

[56:02] As you know,

[56:05] we have done a lot in this district to bring equity to our students, to set the

[56:11] bar high for every student, and to try to ensure that our students leave and are set on the

[56:16] path for powerful futures that every single, there are so many initiatives that this district

[56:22] has done from PSAT, SAT for all, college application to or for year for all, fast for, for every

[56:31] single student, AP inclusion using the AP potential report, expansion of our IB program, all of our

[56:39] programs in this district ensuring that we're addressing disproportionality and suspensions

[56:46] expulsions, all those things, we're working on all of those things and we have many great

[56:50] initiatives in this district and in my view, this next piece is the driver for everything

[56:56] that we do, this piece of really looking at as an organization at the, at every level,

[57:04] the district level, the site level schools looking at our data, both quantitative and qualitative,

[57:09] and determining a strategic plan for how we can look at what we do through the cultural

[57:15] proficiency in equity lens and honor the experience of our students who belong to populations

[57:21] that have been traditionally disenfranchised in the educational system of the United States.

[57:27] We know what that is, we know students of color, students of poverty, English learners,

[57:33] special education students, migrant ed, all of those things.

[57:37] And we are so honored to have Dr. Nogara agree to come here tonight and present and talk

[57:41] talk to you about how he can help us move forward and take this district to the next step

[57:47] for powerful futures for every, when I say you know, when I say every, I mean every,

[57:54] I am not playing, I am not playing.

[57:57] So we're going to do this and I do appreciate you allowing me to bring Dr. Nogara here tonight

[58:02] and without further ado, I would like to introduce Dr. Pedro Nogara and he will talk to you about

[58:08] his work in this district.

[58:09] Thank you.

[58:09] Welcome, Dr.

[58:15] Good evening, Dr. Davis, Board President, Dr. De Leon, Superintendent, members of the board.

[58:22] Thank you for having me tonight.

[58:24] I'm going to just, I know you have a copy of our proposal, I'm going to spend most of

[58:28] the time just hopefully taking your questions about what we're trying to do.

[58:31] I wanted to use a few minutes just to introduce myself and my team to my, so I'm Pedro

[58:39] I am a professor at UCLA Graduate School of Education and Information Studies.

[58:44] Also a director of the Center for the Transformation of Schools.

[58:47] Been doing this kind of work for many years now and many districts throughout the country and throughout the world.

[58:53] And so we want to bring our experience and expertise to Oxnard to assist you in advancing the work.

[58:59] With me tonight is Isis Delgado who's a member of the team and Joaquin O'Gara who happens to have the same last name.

[59:08] So, and we can, I can tell you more about their backgrounds a little later.

[59:14] We frame our work around capacity building, and the idea behind capacity building is that

[59:21] we have to figure out how to provide the support to staff and to schools so they can better

[59:27] serve that students presently enrolled.

[59:31] Put most simply when the skills of the staff

[59:35] match the needs of the kids,

[59:37] achievement rises for everyone.

[59:40] That's easier said than done

[59:42] because the kinds of skills that are needed

[59:44] are not purely of a technical nature.

[59:47] They are also what we're going to call adaptive skills.

[59:51] We're going to work in both realms.

[59:53] The technical part is about the operations of your systems

[59:56] It's about how you use data, how you provide supports through your disk

[1:00:00] District, the adaptive work is how you address school culture, student teacher relationships,

[1:00:06] how you get parents involved, those are the critical elements for moving a school in

[1:00:12] a district forward, and that's where we're going to help. The key adaptive question is

[1:00:18] in some ways the most simple question, and that is what does it take to serve the students

[1:00:25] that you have here in Oxnard.

[1:00:28] Too often we pose the question, especially in the high school district, are the students

[1:00:32] ready for us?

[1:00:34] And I would say that we have to flip the question, are we ready for them?

[1:00:37] We know they're coming.

[1:00:39] The question is, do we have in place the supports, the resources, the know how to meet the needs?

[1:00:46] To do that work, you actually have to know the kids.

[1:00:49] And that means know how they learn, know about the challenges they face, know about their

[1:00:53] dreams, their aspirations, because the more we know about the students we serve, the more

[1:00:58] we know about how to serve them.

[1:01:00] As I was listening to the young man, David Polito, and we were talked before, the board

[1:01:06] meeting tonight, and I was saying, if we just knew more about him and his path, we would

[1:01:11] know a lot more about what it takes to provide that kind of support so more students could receive

[1:01:17] awards like that and achieve that kind of excellence.

[1:01:20] So that's the kind of work we'll be doing.

[1:01:22] Many of you by now have seen this chart, which illustrates the difference between equity

[1:01:29] and equality, and we know that equity work is, thank you, I'm experiencing allergies,

[1:01:35] so I'm a little runny.

[1:01:38] Equity work is about ensuring access.

[1:01:41] We also know that there's a reason why some kids consistently are ahead of others, and that

[1:01:46] is usually because they start out ahead.

[1:01:47] They have more support at home, they have more invested in them.

[1:01:52] Right now, the strongest predictor for how well our students will do in school.

[1:01:56] What kind of college they'll go to is family income.

[1:02:00] We need to break that cycle because we know there are lots of talented kids who don't come from affluent families.

[1:02:05] We know that education is the best path available to us for breaking the cycle of poverty and expanding opportunity.

[1:02:12] So for that to happen, we have to figure out how to eliminate barriers.

[1:02:16] The barriers to learning, the barriers to helping kids to achieve and develop their potential.

[1:02:23] That's a lot of our work, is identifying those barriers and helping you figure out what's the best way to ensure that those barriers are eliminated.

[1:02:31] So to do that, we again frame our work around capacity building.

[1:02:35] And capacity building starts by acknowledging and addressing the differences amongst our students.

[1:02:40] We know that our kids, the test scores don't tell us a lot about who they are as a person,

[1:02:46] what they how they learn, what their needs are.

[1:02:49] And so figuring out how to address the differences, sometimes even within the same family you'll see differences among siblings with respect to achievement and performance.

[1:02:59] And so this is complicated and we can't pretend that it's simple and I think part of the reason why we haven't made more progress in the nation is we haven't provided sufficient guidance to the educators.

[1:03:09] If you think about the policies we've adopted over the last few years, no child left behind.

[1:03:14] Now every student succeeds, great slogans, but lots of children left behind.

[1:03:19] And so we need to make sure that we are doing more.

[1:03:23] We want to make sure we're responding not only to the academic needs, but also to the social and

[1:03:28] developmental needs of a child because they're all related.

[1:03:31] Tens to be the kids with the greatest needs or the kids who do the least well.

[1:03:34] It also tends to be that in many schools, those are the children most likely to be disciplined.

[1:03:40] We need to figure out how do we do things differently so that we can ensure that all kids have the opportunity to learn.

[1:03:46] And then we want to make sure there's a commitment to fairness and that we speak out when we see the obstacles and

[1:03:53] we see patterns that we know are getting in the way.

[1:03:58] And so that's our job is to help you in doing that work.

[1:04:02] We want to be clear that equity is not about lowering the standards.

[1:04:06] If we lower the standards to try to ensure that all children have the opportunity then we have not served them well.

[1:04:14] We want to ensure that all kids have access to a good college education that all kids are in a path when they're going to be able to support themselves and their families and contribute to their community and the society they're in.

[1:04:25] So it's not about lowering standards or making excuses about poverty or race.

[1:04:28] We know that all kinds of kids can achieve with the right supports.

[1:04:34] And so we want to make sure that all schools in Oxnard, not simply schools that serve

[1:04:39] poor children or poor children of color, are doing the equity work.

[1:04:42] I worked with a very affluent district in Northern California with the average GPA at one

[1:04:48] high school two years ago was a 4.2 and they had equity issues.

[1:04:55] And their equity issues were depression, anxiety, sleep deprivation, cheating.

[1:05:03] It's a mistake to assume that because kids are doing well academically, that we should not be concerned.

[1:05:08] And so having a broader lens at which we understand our kids and who they are and what they need is, I think, a critical part of this work.

[1:05:16] So our work will involve, first of all, on the first stage working with the Central Office to understand your systems, how you use data,

[1:05:24] How you provide support currently, because we know that the central office plays a critical role in providing support to schools.

[1:05:31] And so we will spend time studying you, working with your key administrators to understand the systems that are in place, and how well they work in providing support.

[1:05:42] Secondly, in the fall, we would start what we call equity reviews, we will go into schools, we will observe classrooms, we will meet with educators and students.

[1:05:51] to kind of get a sense of what's the learning climate,

[1:05:54] what the efficacy like for teachers,

[1:05:57] and how what kind of support do teachers receive.

[1:06:01] That level of analysis at a school site level

[1:06:04] is very important because too often we make assumptions

[1:06:08] that what work in one place will work in another place

[1:06:10] and what typically ignores that the fact

[1:06:13] that each school has its own distinct culture

[1:06:15] and understanding how to work with that culture

[1:06:18] is a critical part of advancing equity.

[1:06:20] And then the third phase is to work with you in developing a plan based on what we've learned.

[1:06:25] We already can suspect that based on your data areas where supports are needed and

[1:06:30] we'll be providing some of that but then we will learn some things through this review

[1:06:36] that will help us in figuring out what next steps need to be taken and we will work with your

[1:06:42] staff to make sure we devise a plan that is responsive to the needs of your schools.

[1:06:46] So, the goal is to be as adaptive in our approach as possible by helping you in this capacity

[1:06:55] building work.

[1:06:56] It means, for example, ensuring that professional development for teachers is tailored, not everybody

[1:07:02] getting the same thing because we know that not all teachers are the same.

[1:07:06] And one of the things we don't do very well in schools is make sure that each teacher gets

[1:07:11] it's the kind of support that they need.

[1:07:14] Figuring out how to develop partnerships in the critical areas or

[1:07:18] we know additional support is needed because there are some areas where schools can't do it by themselves.

[1:07:23] We're community partnerships are critical to advancing the needs of children.

[1:07:27] And then there's the role of the district again.

[1:07:30] How does the district provide support to schools?

[1:07:33] Is their collaboration, is their trust?

[1:07:35] So that schools feel that the help coming from the central office is truly responsive to their needs.

[1:07:40] And so, all of this is about the kind of work we're going to do.

[1:07:45] Typically, the areas where change is needed is in focus on the whole child.

[1:07:50] A recognition that the academic needs of a child are connected to their emotional,

[1:07:54] the psychological, and the social needs.

[1:07:56] And when we see children holistically, then we tend to respond in a different manner than we often do.

[1:08:02] It's also about changing the way we work with each other from commands.

[1:08:07] And I'm not saying that that's how you do things in oxen or it, but it happens in some places to a more trust-based approach.

[1:08:15] And then finally, the need for cultural competence amongst the staff so that our staff can work with all kinds of students and not just children who are of the same backgrounds.

[1:08:26] Ultimately, we want to work with you in implementing an agenda that leads to greater coherence.

[1:08:31] If you read the work of Michael Fallon, who's written extensively about the highest

[1:08:35] performing urban school district in North America, and that district is Toronto, you'll

[1:08:41] see their whole strategy focus on capacity building and building coherence in the strategy.

[1:08:46] That takes time.

[1:08:48] We want to make sure that data is used correctly to monitor progress over time so that we're

[1:08:52] not simply guessing and hoping, but we actually have evidence that what we're doing is making

[1:08:57] a difference.

[1:08:57] And then we have feedback from the stakeholders, from parents, from students themselves,

[1:09:03] and of course from your teachers and staff, very important.

[1:09:07] And then we're going to draw upon research-based interventions that we know other schools and

[1:09:12] districts around the country that are making more progress in utilizing.

[1:09:15] And so one of the advantages that our team has is we get a chance to see and

[1:09:19] we can actually take staff to visit other schools so they can see how our similar problem is being approached in another place.

[1:09:25] It doesn't mean we can just replicate, but it doesn't mean we can't learn from seeing those examples.

[1:09:32] I think I'll stop there and take your comments and questions.

[1:09:37] Thank you.

[1:09:38] Trustee's, what input or comments would you have?

[1:09:41] Trustee, share.

[1:09:42] Thank you.

[1:09:43] This is wonderful and we're so happy to have you here, so thank you.

[1:09:46] My question, my first question, I think I'll just start with your last slide when you talk

[1:09:51] talk about taking staff to other schools.

[1:09:55] So my question is two parts.

[1:09:57] When you say staff, who do you mean exactly?

[1:10:01] And the other is, when we visit schools, are we visiting public schools as opposed to

[1:10:06] charter schools?

[1:10:07] So we'd always visit public schools, schools that are like yours, right?

[1:10:11] Because I think you'll learn best, and that serves some of our populations.

[1:10:15] And who we take will depend a lot on what is we want to focus on.

[1:10:19] So if we're focusing on English learners, we'd want to take them to see a school that has an excellent program and

[1:10:26] approach to serving English learners or special ed students.

[1:10:29] So it'll depend a lot on the area that we're focused on.

[1:10:32] So when you say taking staff, do you mean administrators or do you mean teachers?

[1:10:38] We'll work with you to figure out who are the bright people to have.

[1:10:41] We know that taking people out of the building is a challenge because that means that you have to get substitutes.

[1:10:46] So we work with you to figure out what's the best group to take, but obviously you want to have the

[1:10:51] practitioners, the teachers involved because they're the ones doing the work.

[1:10:55] Right, so that would be my first question, but I'll let others ask some more.

[1:10:59] Thank you.

[1:10:59] Mr. Herrera, your next please?

[1:11:00] Yes.

[1:11:01] Thank you so much for bringing your expertise to our district.

[1:11:04] We definitely would like to hear a lot more, right, but you're just getting started.

[1:11:10] So my question is regards to the research-based interventions.

[1:11:12] Our district has committed to providing an array of strategies services to our students

[1:11:19] based on district staff recommendation.

[1:11:23] Are you going to be able to evaluate what those current interventions strategies are

[1:11:30] to determine whether those are the most effective or best practices to meet the needs of the students

[1:11:36] that we serve because I would love to hear from an outsider, we spend a lot of resources and are those the best ones for the population, the students that we have, the faculty that we have here that are providing the instructional components and what type of strategies interventions they would think might they might want to see as well.

[1:12:02] So I want to see, kind of, are you going to get into the weeds that way?

[1:12:05] Or is it all going to be more so general that we're not going to take away a specific

[1:12:10] thing?

[1:12:11] No, we'll get into the weeds with you to ask those kinds of questions.

[1:12:15] So for example, tonight I heard Avid mention a couple times.

[1:12:18] I'm a big supportive Avid.

[1:12:20] I know a lot about the program is served on advisory board for Avid for several years.

[1:12:24] Question is, if it's working, and that's a good question, with respect to the children

[1:12:30] students it serves to what degree is the expertise that teachers acquire through average

[1:12:36] being shared so that it's now available in other parts of the school.

[1:12:41] So one of the challenges we have in education is we'll see something that works but we don't

[1:12:45] know how to replicate and we don't know how to make it available in other places.

[1:12:49] We have supplemental monies coming in through LCAP or through Title I. Do those monies make

[1:12:56] a difference?

[1:12:57] How do we know?

[1:12:58] for whom. Those are the kinds of questions we'll be exploring with you, both looking at the data and

[1:13:04] that the data tells you part of the answer then you need to go into the classroom to figure out what is actually happening.

[1:13:11] So we will be going into the weeds. We know for example, early intervention systems work a lot better than late intervention.

[1:13:19] But most schools do late intervention, right? We wait until a students miss several days before we say,

[1:13:26] We have a truer on our hands before we figure out how to get that child back in school

[1:13:30] So we will work with you to analyze data to figure out what kinds of systems need to be put in place and to also ask the question

[1:13:39] How well do the supports you have already work at meeting the needs of students?

[1:13:47] Dr. Garrow, we're very fortunate to have you and your staff

[1:13:50] Partner with us and we'll look forward to working with you and you're working with us and future reports

[1:13:55] But welcome to our district and yeah, thank you very much. Thank you. It's a pleasure. I'm gonna look forward to it

[1:14:03] Sorry, one more will you be interviewing board members?

[1:14:09] You recommend it

[1:14:12] We can certainly do that. We can certainly do that and I know that several of you are educators yourself. So

[1:14:18] It's good to have a board members who actually understand it. They're all

[1:14:22] educated.

[1:14:23] So, a board member who understand education and therefore probably have a perspective on

[1:14:29] some of the issues.

[1:14:29] So, your perspective would be very important, especially because you get to set the direction

[1:14:33] for the district.

[1:14:34] And so, understanding what your values lie, where your priorities lie is very important.

[1:14:40] Thank you.

[1:14:41] When Dr. De Leon first came to the district, we said we have good news and bad news.

[1:14:44] The good news is you have five educators to work with.

[1:14:47] The bad news is you have five educators to work with.

[1:14:50] That's right.

[1:14:50] But we work well together and we're proud of that and proud that you're going to be a part of our family as well.

[1:14:54] That's great. I always say in districts, you know, the districts that are making those...

[1:15:00] Yes, progress, have stability. They're not spending a lot of time fighting each other, because when you're fighting, you have no energy to sell problems. So I want to just say I commend you for just even the positive focus we felt this evening with acknowledging the staff and your students. That's, I think, a critical part of this work. So thank you for the opportunity. Thank you very much.

[1:15:24] And trustees to in this presentation. And trustees, the staff has recommended to approve the agreement between the Oxnard Union High School District.

[1:15:32] and P.A. Unlimited for School Equity Reviews as President.

[1:15:36] Make a motion to approve.

[1:15:37] Second.

[1:15:38] Any further discussion on that?

[1:15:40] Those in favor say aye.

[1:15:42] Aye.

[1:15:42] Any opposed?

[1:15:43] Passes 50.

[1:15:44] Once again, thank you very much.

[1:15:45] Thank you.

[1:15:46] Thank you.

[1:15:47] Please add for the record just so that you know one time I actually added up how much education

[1:15:55] experience our executive cabinet and our board has 147 years.

[1:16:00] So we're happy to have you.

[1:16:02] Thank you.

[1:16:03] We're going to take a five minute stand and stretch break for the audience as well as

[1:16:06] us.

[1:21:57] Can you begin to find your places please?

[1:22:56] No.

[1:23:00] Dr. Dalyun, we're here on next.

[1:23:16] Thank you audience for that.

[1:23:17] Continuing with our agenda, we're on item number 12.

[1:23:20] We look forward to the superintendent's report.

[1:23:22] Dr. Dalyun.

[1:23:23] Yes.

[1:23:24] And in the interest of times as we're going to have a long meeting, I didn't do all the slides

[1:23:27] because there would have been 50 slides because I do have many shout outs.

[1:23:31] So I'm going to do this, and we have to recognize people.

[1:23:35] We do, we're doing amazing things, so I just have to do it.

[1:23:39] So first shout-outs, so this is all stuff

[1:23:41] since the last time we met, and it's a lot.

[1:23:44] So first of all, shout-out to Marianne Ramos and the Ed

[1:23:47] Services team who put on an amazing Oxnard Union Summit

[1:23:51] professional development day on March 18th.

[1:23:57] So trusty share was able to come by and spend

[1:24:01] the day with us. It was amazing. Our keynote was Sunny Magganya, who does the transformational

[1:24:08] teaching. It was incredible. Over, we had over 80 teacher-led workshops. They were jam-packed.

[1:24:17] It was phenomenal. And then, really, to me, the absolute best thing that I saw that day

[1:24:27] was that we did an inclusivity panel where we had our LGBTQ kids both past and present

[1:24:34] come and talk to us about their experiences at our schools and give us recommendations

[1:24:41] about how they want to be treated at school and it was I know trusty share went to one

[1:24:47] of them it was absolutely incredible so anyway so many many thanks to Oxnard Hyde for hosting

[1:24:52] as well thank you very much was a lot of work I appreciate it also shout out to high school

[1:24:57] National Nation, non-profit organization who supports music education and trying to get

[1:25:04] kids into the music industry and they did a free festival, a surprise festival at Winemey

[1:25:11] High School showed up, Mr. Ayala, how did it go? Did your kids love it? Okay, good. So

[1:25:19] we want to do that in all of our schools. I think we've had it at Pacifica in the past.

[1:25:22] I think Camarillo in the past so anyway an amazing event for kids and I just want to say that to thank the high school nation team and

[1:25:30] Winemy high school. Also I want to thank our SH team and Josh Brown and his team for the brand new. If you haven't seen it you've got to go by and see that new

[1:25:41] SH lunch area at Winemy high school. We've been working on that. It used to be dirt. I mean like literally dirt and it would blow in the

[1:25:51] kids faces and they had no place to sit and it was ah no it was not good and so

[1:25:55] now they have this awesome lunch area and they have tables where the chairs

[1:25:59] can roll under the tables and we've ordered shade and it's amazing so thank

[1:26:05] you to those teams another shout out to one of our own very own trustees so on

[1:26:12] In March 30, Delta Kappa gamma sorority for educational women, honored one of our own shout-out

[1:26:23] to Trustee Herrera, who was recognized as the community leader of the year.

[1:26:29] It was incredible.

[1:26:32] And

[1:26:36] Trustee Herrera gave an amazing speech and they said so many awesome things.

[1:26:41] I got an invitation and they said it was a surprise and yeah, it was amazing.

[1:26:48] It was just great.

[1:26:49] And I didn't even know about the Delta Kappa Gamma chapter here, so we need to get information

[1:26:54] so that we can be part of it as well.

[1:26:56] Yes.

[1:26:57] Yes.

[1:26:57] It's wonderful.

[1:26:58] Tell us about it.

[1:26:59] Yes.

[1:27:00] Thank you.

[1:27:02] But I really wanted to add that the words that I express were about the changes that you

[1:27:09] as educators, everyone in this room makes and students lives.

[1:27:13] The impact you have is beyond what we could calculate and tabulate, you make a difference

[1:27:22] every single time you connect with a student.

[1:27:26] So thank you.

[1:27:27] Thank you, Trustee Gerrera.

[1:27:29] So a few more.

[1:27:30] So shout out to Oxnard Adult School.

[1:27:33] They had their report out for WASC on April 3rd was glowing.

[1:27:37] that I wanted to say that the whole team just wanted to stay and work at Oxnard

[1:27:41] Adult School. Am I right Kathy? They did. And so, yes, yes. So it was great.

[1:27:48] It was an amazing visit. So thank you to the WASC team at Oxnard Adult School.

[1:27:53] I have to give a shout out to Miss Kim and all the folks at Rio Mesa for

[1:27:58] putting on an amazing IB Art Show that they do yearly at the Camarillo Ranch House.

[1:28:05] This was the 10-year anniversary and they had students from year one come back and talk

[1:28:10] about what they were doing and show their art and it was amazing, amazing.

[1:28:16] Also that same night, I have to give a shout out to Rancho Campana High School.

[1:28:22] They do a different kind of an open house.

[1:28:25] They have what they call an exhibition night and performances of course and all those things.

[1:28:30] but what they do is you know what are they called those QR codes? They put QR

[1:28:36] codes on the wall of all the kids projects and you use your phone and you go

[1:28:41] like that and you view their digital project on your phone as you walk around

[1:28:46] the campus. Absolutely amazing. I mean like State of the Art, they're so creative

[1:28:50] and it's just an amazing event so I want to give shout out to the teachers at

[1:28:55] Rancho Compana who are always so innovative and they're taking everything to

[1:28:58] the next level all the time. Yesterday, we had an amazing event, so shout out to all of

[1:29:04] our students who represented their schools at the Youth Truth Forum panel yesterday.

[1:29:11] We had representatives six to eight, ten at some sites from every single school who talked

[1:29:16] about their experiences at our school. Marissa, was there, do you want to tell them a little

[1:29:20] bit about it?

[1:29:22] It was, I think, an awesome experience because I finally got to see my voice of like, I got

[1:29:27] I got to speak for other students and I got to hear a lot about other schools and I came to the realization that a lot of us have a lot of the same problems that we need to understand and that we need to fix collectively as a group so I'm really thankful that I got the opportunity to speak not only for my school for district wide and also doing this with the being part of the board I am able to speak my mind I guess more often than other students but I was really thankful for the experience and seeing all the results from the survey that I took months ago.

[1:29:57] And I was like, oh, this is really what other people think, and like...

[1:30:00] Seeing the difference between my results versus other people's results of how different we experience high school and how we feel our teachers treat us or how I treat other teachers. It was such an amazing experience being able to see not just mind but district wide from other schools and how every school is different. And there was a lot of shocking results too that I just didn't expect. And I'm really thankful for that. The board and other members are putting forth the effort to try to make the effort. I'm putting forth the effort to make change and to help us as students.

[1:30:29] So I would like to thank all of you guys for that and I think it's really amazing and I wish I can come to the meeting tomorrow

[1:30:35] But I can't I have a tracking. I can't wait to see what you guys do. Thank you Marissa. So speaking of the meeting tomorrow

[1:30:41] So what she's referring to is for the first time ever our student reps are coming to our community

[1:30:47] Not our students always go to our LCAP meetings, but they are going to come present their results and what they want

[1:30:55] Not from us as a district at our LCAP stakeholder meeting tomorrow night.

[1:31:00] It's going to be powerful, we're having a youth panel.

[1:31:02] It means a lot to me and this district to hear from our kids.

[1:31:05] And so, what time, 6'36?

[1:31:10] We will be right here at 6 o'clock to 7'30 tomorrow in the boardroom.

[1:31:14] The students will kick off the meeting with the students who participated in the youth truth activity yesterday.

[1:31:21] a team of them are going to come together and present the results and then serve as

[1:31:25] a panel so that our community members, parents, staff, and students can ask questions.

[1:31:30] So we would love to have as many folks out for that as possible.

[1:31:33] They will actually be in these very seats tomorrow night.

[1:31:36] I'm going to be amazing and they're going to be talking about goal two which is their feelings

[1:31:41] about college and career readiness and goal three which is school climate and culture.

[1:31:46] How it is to go to school in our district.

[1:31:49] So thank you so much for us. I'm so excited about tomorrow.

[1:31:53] And then also last night we had our annual Oxnard Union High School District Arch Show at the

[1:31:59] so many thanks to the Channel Islands Maritime Museum.

[1:32:03] They hosted every single year. It was great.

[1:32:05] We recognized multiple multiple students from five different categories last night.

[1:32:10] And then lastly, last but no, oh, oh, and I wanted to thank Jay for his help with the youth truth.

[1:32:17] I think Jay's in the back he did an amazing thing oh and another thing we have to remember

[1:32:21] that Jay does a Twitter feed about youth truth throughout our district where kids he asks

[1:32:28] really critical questions about their experience and that kids kids tweet information and have

[1:32:35] conversations about their experiences at our school so okay and then the last thing for the third year

[1:32:44] in a row, Adolfo Camarillo has been recognized by the State of California as a Civic Learning Award.

[1:32:51] So congratulations to Adolfo Camarillo High School.

[1:32:54] All right, I think that's enough of shout outs for tonight.

[1:32:58] Very appropriate shout outs.

[1:32:59] All right, thank you all, that appreciate it.

[1:33:01] Thank you.

[1:33:02] Very good time of year.

[1:33:03] Special good time of year.

[1:33:04] Speaking of Ritzah, welcome once again.

[1:33:06] What would you like to add to what you've shared with us already?

[1:33:09] Besides the board, besides the monthly report, not much is going on in schools right now.

[1:33:13] It's very, it's like in the spring, spring sports are coming up, spring sports rallies,

[1:33:18] just dances, the Spanish dance is really popular right now, but there isn't really anything

[1:33:22] too exciting going on anywhere, but I did have like just, it's not really a concern, but I would

[1:33:28] like to mention that I would really appreciate if we got more help to get more restroom availability.

[1:33:34] I know, I was on my school, school site council last year, and I know it was a problem at every

[1:33:40] single meeting we would always talk about it, and we would always be like, yes, we would make the change,

[1:33:43] And it would happen for a while, but it wouldn't really stay consistent.

[1:33:47] And it's a problem that's been going on district-wide.

[1:33:50] And I think I would really, really appreciate it if we just got more help.

[1:33:54] At least from the board to just be like, hey, this is a problem because I do really like your

[1:33:58] restroom, going to the restroom and having available restrooms and clean restrooms is a basic

[1:34:02] human necessity, especially if you're there for so long I do know that this is a problem

[1:34:09] district-wide.

[1:34:09] And I think it's something that we need to improve on.

[1:34:12] Thank you very much.

[1:34:13] Can I ask a follow-up question?

[1:34:15] Is it cleanliness, or they're locked, or is they're vaping, or is it all the above?

[1:34:21] Or what exactly is that you've noticed is the issue?

[1:34:25] I know that restroom availability was an issue a lot less than my school.

[1:34:29] After school, at three o'clock, they would be locked, like the bathrooms.

[1:34:32] So it was either everybody go to the office bathroom or you just wait till you got home.

[1:34:36] And I know we brought that up to the schools like counseling.

[1:34:38] and then we did get restrooms open until 4.30 I believe.

[1:34:42] So someone was supervising the bathrooms,

[1:34:43] but the lack of them being open during nutrition

[1:34:47] and during lunch, it's one bathroom

[1:34:49] with like five stalls for every single girl

[1:34:51] and at the whole school.

[1:34:53] And it is also the cleanliness of like, you know,

[1:34:55] sometimes toilet paper or toilet paper cover seats.

[1:34:58] So I think it's something that needs to be checked up regularly

[1:35:01] because it is, and I'm pretty sure it happens

[1:35:03] with the teachers' restrooms too.

[1:35:04] Like I'm not saying it just happens with the students' restrooms,

[1:35:06] but I think that's something that we need to work on together as, like, every single

[1:35:10] district.

[1:35:11] I mean, every single school.

[1:35:13] That's what I was going to ask you, just to silence, or did you hear about it at

[1:35:17] other schools too?

[1:35:18] I asked all of the ASP presidents and they said that it was a problem at their school as

[1:35:22] well.

[1:35:23] I know I saw a tweet not too long ago from my Neemey High School where the line was crazy

[1:35:27] be long for the girls' bathroom.

[1:35:30] And it makes us late to class.

[1:35:36] Sometimes I don't even go to the bathroom just

[1:35:37] because I don't want to wait in that long line

[1:35:39] and I just wait until either I get to the locker room

[1:35:42] or something else.

[1:35:43] But I think the lack of, I know that supervision is a problem

[1:35:46] that you have to have the bathroom supervising everything.

[1:35:48] But I think you would be really, really helpful

[1:35:50] if we just got more bathrooms open.

[1:35:53] There's like five bathrooms on campus and there's one open.

[1:35:56] Certainly justified request so can we bring that back just as a reward I would like to see the follow-up

[1:36:03] Thank you for bringing that forward. Thank you for bringing it. And thank you very much for hearing me out. Yes, that's why you're here

[1:36:08] We want to hear you out of any time

[1:36:10] Yes, the article in the student paper channel out in high school high school of

[1:36:16] 2500 kids it's a large high school

[1:36:18] They had one bathroom for girls so one for boys open at lunchtime

[1:36:22] So that means that kids are being late, tardy to class because they have to wait to go to the restroom.

[1:36:28] And so we had the facilities and I know in the article that said that the need for

[1:36:35] a supply, soap, paper is not being brought to the office.

[1:36:40] Well, a staff member needs to check every day to make sure that they're adequately supplied.

[1:36:45] It shouldn't depend upon students to come to the office and say there's no paper in the restroom.

[1:36:51] So someone needs to check it on a daily basis, and I think before school starts is appropriate time.

[1:36:58] Really?

[1:36:59] But you sure?

[1:37:00] I

[1:37:02] have a question.

[1:37:03] I have an answer piggyback on Trustee Edmunds.

[1:37:05] When you do, when ladies are in the restroom, are there sanitary products available?

[1:37:13] There is, but the few times that I have checked, it's either there is some or there isn't any.

[1:37:20] But I know if you do go to the office and you ask her when they are in the office, but that is a walk from like the bathroom to the office, so they are there, they're not regularly.

[1:37:30] Yeah, so on a consistent basis, are they empty?

[1:37:33] Yes.

[1:37:34] Consistent like pretty.

[1:37:35] Okay. Thank you.

[1:37:36] And I know at I know at least at our school for the bathrooms in the track area.

[1:37:42] There isn't anywhere you could put like, you can throw them away properly.

[1:37:44] And I think that also needs to be.

[1:37:46] Well, yes, and I don't know if that happens out of the school.

[1:37:49] I didn't ask them there isn't a place where you can like properly through a way.

[1:37:53] Disposable, like dispose of your feminine products.

[1:37:57] And I know that that's a problem maybe not just at my school, but maybe at other schools as well.

[1:38:01] It's so important to have your voice on the board.

[1:38:03] Thank you, yeah.

[1:38:05] Thank you, thank you very much.

[1:38:08] Just because of the return to our agenda then, we've had the superintendent's report,

[1:38:12] the student of representative to the board, we're going on to consent.

[1:38:15] And then we have pulled for the audience information.

[1:38:18] For consent, we have pulled only items D, S, and M, right, yes.

[1:38:26] Double M, double M, and before we go ahead and approve that, because we know that there are teachers in the audience ready to answer questions.

[1:38:33] If we had any questions regarding item X, the approval of the new courses, we do appreciate, and many of us on the board have shared the experience that you have done for us.

[1:38:44] We do appreciate the time, the energy, and all the procedures.

[1:38:49] You need to go through to bring a new course to our attention.

[1:38:51] So we know you're going to be leaving probably after this next item, but

[1:38:54] we wanted to say right ahead of time.

[1:38:56] Thank you for everything that you do.

[1:38:58] These are great ideas that wasn't an item pulled, which means that we're going to accept as you have presented them.

[1:39:04] So we just want to say thank you very much for the good work that you do all the time.

[1:39:11] So, with the exceptions that I made, trustees, we have items, consent, items, as presented, item 14, as noted, except for the three that we're going to discuss with a little bit.

[1:39:23] Do I have a motion then to accept the consent item?

[1:39:25] Move to a group.

[1:39:26] We have a motion.

[1:39:27] And second, just, Trustee Scher, those in favor say aye.

[1:39:30] Aye.

[1:39:31] Any opposed?

[1:39:32] Thank you.

[1:39:32] Trustee Haul, I just have a, I mean, Trustee I just want to comment about this.

[1:39:36] To the faculty and the audience, just so you know process,

[1:39:40] Because we have an opportunity to be able to ask questions in advance.

[1:39:43] So just because we don't have questions for you at the session, many of our questions have

[1:39:48] already been answered through Dr. McCoy's office.

[1:39:51] Yes.

[1:39:52] And that's a good point that you make.

[1:39:54] And for the audience information, because you don't know what happens, but just to save time

[1:39:57] and efficiency, I had asked for example, because of my background, what was the difference between

[1:40:03] the American literature course in English 3, which I was honored to teach upon a time.

[1:40:07] And Dr. McCoy answered that, and we asked some questions about health education because we've dealt with the health education over the years and massage that course and add it and subtract it.

[1:40:16] So we do have a lot of questions, but staff is very responsive to us.

[1:40:20] So it makes for hopefully a more efficient board medium.

[1:40:22] But once again, thank you for what you have done as well.

[1:40:25] Coming then to item 14D, we had some questions to ask, and this is, I'm turning my page then, 14D.

[1:40:34] This is the Fluellen and Moody Feasibility Study.

[1:40:39] There's twice anyone to just give us a brief overview and then we can ask our questions.

[1:40:43] So this is for consideration of an approval of Puellingham Moody who are architects, one

[1:40:48] of our architects and also work on measure A projects as well as such as the HVAC and other

[1:40:55] areas to conduct a feasibility study for the purpose of a new location for a transportation

[1:41:01] a racial facility, district warehouse, as well as possibly a maintenance and operations workshop.

[1:41:09] Currently, the district warehouse and the largest district bus bar in which contains 12 buses.

[1:41:15] Plus, our bus operating repair shop, as well as the MNO electrical workshop and

[1:41:24] welding is up for sale through our 7-Eleven properties.

[1:41:28] So once those properties are sold, those areas will need to be relocated to another part

[1:41:35] of the school district.

[1:41:37] In addition, identified in the Measure A projects for Frontier High School, it approved

[1:41:45] was a lunchroom renovation currently they have just an area where they pick up food, consider

[1:41:51] their lunchroom.

[1:41:52] There is no indoor area designated as a lunchroom to sit.

[1:41:55] A multi-purpose room, new restroom building, the current restroom building does not meet certain codes for ADA access as well as DSA codes, and then an additional lunch shelter for the outside.

[1:42:08] However, they are landlocked, so if we were to identify an area where a maintenance and operations workshop could be located, one of the considerations in the feasibility study would be to also take the workshop areas

[1:42:22] is that are currently located in Frontier High School MNO workshop, and possibly put them and combine them all into one inclusive, which would give us not the building itself, but that corner of land where we could demo the building and actually add to Frontier High School to meet the needs of not only measure A, but also any possible future growth of students at the high school.

[1:42:45] So that is currently, the feasibility study will be less than $5,000, and it's really just that we have two areas currently that the feasibility study will be looking at.

[1:42:55] One is the land behind Rancho Compana, which has a very, very large M&O area to begin with, and would be adding on to that area, and then also the land behind Oxnard High School, 3,400 convolts.

[1:43:07] And those are the two areas that are currently really available for a large enough area that would not only house transportation,

[1:43:14] but also a warehouse delivery area and parking facility for our white fleet, which is currently parked at this bus barn right here.

[1:43:25] I'm sorry, right here. So questions?

[1:43:31] Yes, they already have a large demote area there.

[1:43:34] So it would be to add on to that facility so we would be able to have warehouse availability there as well as an area to park our buses and work on those buses if needed.

[1:43:44] Or, again, the feasibility study will also take a look at possibility of placing it behind the Oxnard High School.

[1:43:53] At Frontier High School, if the current M&O workshop facility were to be changed to a multi-purpose room,

[1:44:03] and maybe this is why you're having the feasibility study, maybe you don't know the answer,

[1:44:08] Is the thinking that it would be just demo'd and build something that is field act approved?

[1:44:13] Or could that building be restructured to meet field act requirements?

[1:44:17] It would be actually cheaper to demo the building and

[1:44:20] drop a prefab building for a multipurpose type room.

[1:44:26] Then it would be to try to convert that older, older building.

[1:44:29] We'd have to take it down to almost the studs and that would be just incredibly expensive plus.

[1:44:34] We don't really, you know, know the abatement that might have to go on in that process.

[1:44:42] So really that's one of the feasibility.

[1:44:43] But the main feasibility study is really to identify areas of the district,

[1:44:48] where possibly the warehouse and the bus barn would really make sense to place.

[1:44:55] Not only just for the purpose of just dropping it somewhere,

[1:44:59] where it would...

[1:45:00] It's feasible to build at a very low cost as well as we're looking at plus routes and distances and things like that. And for less than $5,000, we felt it was to be able to bring that information back to the board so that as we think about how we're moving forward in the future with certain areas of district the board would have a much better sense of what's possible, what's not possible. And with the feasibility study, the costs of those different areas. So what would it cost to do it here? What would it cost to do it there?

[1:45:29] would also be brought forth to the board.

[1:45:31] And so that way the board would have a really good idea

[1:45:33] of really what we're dealing with here.

[1:45:35] And remind us what is the general timeline

[1:45:36] if the board approves the feasibility study?

[1:45:39] They should get it to us within six weeks.

[1:45:41] Oh, that's very good.

[1:45:42] Dr. Aldi, you guys have questions I believe?

[1:45:45] So tell me the overview or what's the parameters of this study?

[1:45:50] Because the things you mentioned there,

[1:45:51] I didn't see in the background or the administrative discussion.

[1:45:55] So what is the study going to include?

[1:45:57] The study is going to include is there enough area without impeding on other areas of the school to even place something there?

[1:46:06] Secondly, is the foundational at Rancho Compana and Oxford High?

[1:46:10] Yes.

[1:46:11] Okay.

[1:46:12] And then also the foundation, what is, they'll do testing of the soil, not in the sense of any type of toxins, but actually for foundations when you're dealing with lifts for buses.

[1:46:26] Obviously, there's some foundation stuff that we'd have to look at, is it compatible to do something like that there, as well as they will do a route study so that if we place the transportation area there, what is the distance for those buses to take on certain routes because it may impact the number of hours that a bus driver is behind the wheel and we wouldn't want that to happen.

[1:46:48] And so all those things are taken in consideration and obviously what would be the cost of utilities and all those type of areas of constructing something at either of those sites and looking also at the restrictions that we might meet in the city of both cities and the environmental restrictions and also what environmental studies would need to be done before we'd even be able to begin.

[1:47:11] Okay, so there's no, we haven't locked in on, we're not, we're not set on doing a bus barn at the Rancho Compala site.

[1:47:21] We're going to, this is going to help us evaluate whether that would be a good site or Oxnard Union or, excuse me, Oxnard High School.

[1:47:27] Yeah, or possibly, I mean, there is a possibility that feasibility study will come back and they'll say, you know, neither site is a good site, you'll have to look for land.

[1:47:35] Okay, thank you.

[1:47:37] Are there any other questions regarding this item?

[1:47:39] I have one. Could you just remind me which schools have bus barns currently because we do have them at schools, right?

[1:47:46] So, Adolfo Camarillo.

[1:47:48] Adolfo Camarillo.

[1:47:49] Real Mesa and the bus barn here.

[1:47:51] So we have capacity for eight buses at each of the schools and we have 23 buses in service and

[1:48:00] where we are now at our repair area and parking lot is we have 12 buses there.

[1:48:07] Trustees then, the staff recommendation is that we approve fluelling and

[1:48:12] Moody Incorporated Agreement for architectural services, for a feasibility study,

[1:48:17] for a transportation facility and district warehouse at Rancho Campana High School.

[1:48:22] Do I have a motion and a second?

[1:48:25] Motion for approval?

[1:48:26] A motion?

[1:48:27] Second.

[1:48:27] And a second.

[1:48:28] Any further discussion?

[1:48:29] Questions?

[1:48:30] Here we know request.

[1:48:32] Those in favor say aye.

[1:48:33] Aye.

[1:48:33] Any opposed?

[1:48:34] The 5-0.

[1:48:35] Thank you very much.

[1:48:37] Let's go on to item S, and I believe we have some members of the audience to lead us to that, but first, which staff would like to give us an overview of this.

[1:48:50] This is the approval of agreement between the district and Ed Link attendance recovery services.

[1:48:55] Mr. Weinstein?

[1:48:56] Yes, ma'am.

[1:48:58] Board of Trustees, superintendents, members of the audience.

[1:49:01] So, we have a consideration of approval of agreement between Oxford Union High School District and Ed Link attendance recovery service.

[1:49:08] There's really three parts to our presentation to the board.

[1:49:12] I'll start off with myself as being the head of the business services when we're talking about ADA recovery and the cost analysis.

[1:49:19] I'll then hand it off to my partner, Dr. McCoy who can talk more of the services that Ed Link directly gives and then will also be able to give you feedback from members of the audience.

[1:49:31] our staff members who have experienced Saturday school and where they feel the positives and the benefits are.

[1:49:38] So historically our attendance recovery action plan has always included a Saturday school.

[1:49:42] Unfortunately, in recent history, we have been seeing between 15 and 25 students attend those Saturdays.

[1:49:51] Ed Link has provided an attendance recovery program in which Saturday school is marketed paired within Richmond programs,

[1:49:58] as well as the programmatic part which Dr. McCoy will talk about to entice students to attend the school in more of a snowball effect where we are seeing attendance from the first Saturday continually increase to the second and third Saturday just by word of mouth among the students.

[1:50:16] For instance, at Channel Lions High School, which is our Beta Testing High School, we had 126 students for the first Saturday and over 150 students on the second Saturday.

[1:50:27] Also from feedback from the administrative staff, we have found that our staff, our teachers, and particularly, those who are interested in teaching enrichment programs as well as core subjects.

[1:50:38] find it that the response from the students actually makes it something that they really want to be at instead of students who seem to be forced there and really don't want to be a part of the program.

[1:50:48] So if we just look at the numbers really quickly, so when we're looking at an average of 180 students attending on a Saturday, that equals 1 ADA.

[1:50:57] So the way we look at an ADA is can we get 180 students to attend a Saturday, which would give me 1 ADA recovery.

[1:51:05] So just looking at those plain numbers, an ADA for us is $10,877 in revenue, approximately $60 per student attending when we're looking at a single ADA.

[1:51:17] So over the two Saturdays, as we're looking here, we recovered close to 2 ADA, 1.5 basically.

[1:51:27] So the cost of the recovery program, really on an ongoing basis, is $5,500 a year,

[1:51:34] which is training and Dr. McQuayle going to a little bit more about what that training consists of.

[1:51:39] However, the really were charged for the actual program, oversight of the program,

[1:51:44] continual support of the program, $8 per student.

[1:51:47] So when we take a look at that, and it looks like we'll, from C, I,

[1:51:53] We have a gross income of $12,376 for both Saturdays.

[1:51:59] Staff costs average about $2,000 leaving a net revenue of a little over $10,000 recovered in two Saturdays from one site.

[1:52:08] And that's just the numbers part.

[1:52:10] Obviously, these also go into our state priorities of attendance recovery as well as looking at the academies and

[1:52:21] the CTE programs and the different type of enrichment to get kids more interested in

[1:52:25] those in a programmatic way.

[1:52:28] So now I'll turn it over to Dr. McCoy who can talk a little bit more about the services

[1:52:33] that we receive at Edelink and the training that we receive for our start-up fee.

[1:52:38] Our start-up fee is $2,500 and $25,500.

[1:52:42] This is for all of our sites, so broken down, it's less per site, but then there's a continual

[1:52:50] Well, after this set up the $5,500 a year for training for the entire district.

[1:52:55] And then $8 per student just to see you get a breakdown of the fees.

[1:52:58] Thank you.

[1:52:59] Can I go ahead?

[1:52:59] Dr. McQuay?

[1:53:00] Sure, the long and short of it for the sites around Saturday school is we've tried to run programs like this ourselves over time.

[1:53:11] We tend to only receive about an on average and we've checked the numbers from the last two years.

[1:53:17] between 15 and 30 students who have attended that we can recover an absence from.

[1:53:25] We've seen as Mr. Weinstein was referring to a tremendous increase in attendance with this program.

[1:53:32] Typically, Ed Link works with us in three ways.

[1:53:35] They'll come into the school, review strategies that are used.

[1:53:39] They work in districts across the state in order to market the program.

[1:53:43] They work with our current communications program parent square to suggest how to invite students via text invite parents via text because we can now text and receive text and return through parent square.

[1:53:56] How to create a marketing plan and how to coordinate staff and each high school has a person on staff who's a coordinator and we have one here tonight from child violence who's going to talk to you a little bit about their experience during the pilot.

[1:54:11] We haven't had the full array of support because what also happens is during the session support is available as staff needs it, but following the sessions, Ed Link is going to be working directly with IT and our attendance supervisor, Sheila Fudge, in which F's department to take the onus of returning the ADA from the attendance operator at the school to more of a direct report, and we're right now if this item is approved, we have to approve a data sharing agreement

[1:54:41] So, they will actually draw potential candidates out of Synergy, provide those lists to the site staff, and then they will actually help us clean the ADA and work with Sheila to return that so that won't be an issue for the attendance operator, which is another in the way we've done it in the past, the attendance operator at each site had to manipulate all the Saturday attendance to create the return program.

[1:55:07] I think one of the benefits of the program, and again, I will tell you that once the program's on its way,

[1:55:14] it's the site staff that really makes it go, so there is that.

[1:55:17] The suggestion was, and CI has implemented this really well, two hours of enrichment and two hours of academic support or tutorial.

[1:55:26] And so one of the buy-ins for teaching staff is that they can teach anything that's their passion to the kids for two of the hours,

[1:55:34] or four hours if someone wants to provide four hours of academics the rest of the day.

[1:55:39] So if I'm somebody who likes to cook, but I'm not the culinary teacher,

[1:55:44] I can come in and offer a baking and pastry class for students,

[1:55:49] those students attend two hours of baking and pastry and then go to academic support for two hours.

[1:55:54] And we're also working in this system for students who are owing time for time related to student discipline.

[1:56:02] And trying to use it as a place where we re-engage them through both the enrichment program and the academic support.

[1:56:09] So we're not treating students who are there for a disciplinary reason.

[1:56:13] Differently we're trying to get them re-engaged, but we're seeing a lot of kids come voluntarily.

[1:56:17] And so we're really excited about the possibility to expand to the other schools based on the,

[1:56:23] we've only done two Saturdays and we're we up and running district wide.

[1:56:28] we would probably be running five Saturdays per semester at each site, so we'd have 30 times

[1:56:35] the numbers that we're seeing here today throughout the school year where we'd get there.

[1:56:41] But we did want to pilot this, and then I know that Blanca Mandieto, the assistant principal

[1:56:48] and Amy Grieves, one of our teachers in our featured administrators, Academy had a few comments that

[1:56:56] that they wanted to make on the program.

[1:56:57] So if either of you would like to come to the podium,

[1:56:59] please, we'll go out to have you.

[1:57:03] Yes, good evening.

[1:57:05] Good evening to you both.

[1:57:06] Well, first of all, I'd like to say thank you

[1:57:09] for giving Channel Islands the opportunity

[1:57:10] to pilot this program.

[1:57:12] We had a very good experience, both from teachers and students.

[1:57:17] We did, I was able to get a comment from a student

[1:57:21] if I can read it first, and then I'll let Miss Greaves

[1:57:25] get into the details.

[1:57:26] And so, this is one of our students, seniors that attended, her name is Joanna Nofre,

[1:57:31] and she is our captain of the drill team, she wasn't able to make it today, she said,

[1:57:35] and this is a comment, which basically consumes all of my time due to how much I invest

[1:57:38] in the effort to the squad, so she was not able to make it, but this is what she said about

[1:57:43] attending.

[1:57:44] Attending the Saturday Reader Academy was definitely worth it.

[1:57:47] I signed up for AP English Literature and Composition and found it to be very helpful, as

[1:57:52] As the teacher tailored her lesson to the specific needs of each test taker, I was able

[1:57:58] to receive valuable feedback on my AP essays and one and one to one guidance on how to

[1:58:04] improve my writing techniques to ensure a good score for the test.

[1:58:07] Aside from clearing an absence, which is a great perk, I'd recommend any student to take

[1:58:12] advantage of the Raider Academy.

[1:58:14] It was a great opportunity to continue to learn and invest our time into a subject of our

[1:58:18] choice.

[1:58:19] Again, Joe, I know Northwest Senior, and one of the things with speaking extensively

[1:58:24] with Robert Lopez from Ed Link, he proposed the model of teacher choice, again as mentioned,

[1:58:32] where teachers do have the choice of what it is that they want to teach, and then students

[1:58:36] have that option to choose what they want.

[1:58:39] So giving students that option, I think, has increased the numbers as students know that they're

[1:58:46] going to come to what they want to learn.

[1:58:47] So I'll turn it over to Ms. Greaves who's done an amazing job at coordinating our onsite.

[1:58:52] Thank you for that.

[1:58:53] Can I add a comment to that real quick?

[1:58:55] Just like we were talking about earlier when you said how Rencho does QR codes.

[1:58:59] We also do that throughout the school, so I thought throughout the school that we have papers with QR codes.

[1:59:03] And then you just scan in with your phone camera and then it just comes up and then you just pick whatever you want.

[1:59:07] Which I think is also really helpful because you don't have to go through this long process of like signing something to like sign up for it.

[1:59:11] It's really simple and it's really easy to sign up for it, so I just wanted to put that out there.

[1:59:16] Thanks for sharing that.

[1:59:18] Thank you.

[1:59:19] I am the coordinator of the Rader Academy and behind me is Heather Maloy, one of our

[1:59:25] teachers who participated in the Academy and she'll speak briefly about her experience

[1:59:29] as a teacher.

[1:59:31] Just to clarify a few numbers, our first Saturday in January is actually 111 students who attended.

[1:59:37] Our second February date was 120 and our last one was 180 in March.

[1:59:44] So, I put together a huge power point in the growth and far graphs and all kinds of interesting data but what she said about the QR code has been really interesting.

[1:59:56] The link has been sent to student

[2:00:00] Email via parent square. We flew that various evenings before the actual date, before I closed the option to sign up. The QR codes have been working. We've been posting them. Those also go on parent square. So the use of technology has been amazing. However, in the PowerPoint that I put together, you would see that the interesting part is students are signing up. However, we had just as many walk-ins, if not more.

[2:00:29] So, students are hearing about it from each other, they're excited, I got questions that

[2:00:34] very same last Saturday, when are we doing this again?

[2:00:37] Teachers are coming in ecstatic, I'll let her talk about that.

[2:00:40] A few more numbers, teachers are also very interested in the program, our first date, we had nine,

[2:00:47] and our last two, we had 13 sign up, so that is also growing.

[2:00:52] As far as, Ms. Greaves, I have your PowerPoint on here, do you want me to put it on the

[2:00:58] I don't want to take up too much time, but all the graphs are up there in the

[2:01:03] comparatives and you can share it with the board later if you'd like. A few more

[2:01:08] things. Dr. Nguerra, he talked about equity and a lot of our students cannot

[2:01:14] make it to tutoring after school or before school for various reasons and we

[2:01:18] know that that is our population. So not only does the Saturday school provide

[2:01:25] It's one of me for students and teachers and choice, which we know works through science, but it also provides equity, gives them a chance to come in for that four hours with that half an hour break where they eat and work on whatever they need to work on.

[2:01:42] I have students who are going into AEST, which is a program that Clara Galvez and I put together years ago, which was very similar to this, just on a smaller scale.

[2:01:52] But these students are able to go into the library and get tutoring in math or any other subject.

[2:01:58] Some of our other classes that you'll see on the PowerPoint are chemistry tutoring.

[2:02:04] We do have AP preparation.

[2:02:06] We had three two classes last time.

[2:02:10] We have the fun ones, culinary or Roma therapy for your health meditation, which was a big one the last time.

[2:02:20] Oh, writing, self-defense, and they are trained, so anyways, students had a huge menu.

[2:02:31] With that said, the numbers that we got back from our attendance lady was we had 320 of

[2:02:37] the 400 total that were eligible for ADA recovery.

[2:02:43] My math, I checked with Ms. Fudge over here at the district office.

[2:02:48] I'm not sure exactly if 60.9 is what we get back, $60.90, could anybody confirm that?

[2:02:56] A little over $60.

[2:02:57] Okay, a little over $60.

[2:02:59] So around $19,000 is what we brought in with those numbers for ADA, give or take, approximately.

[2:03:08] With that said, Dr. Dalyone, you mentioned connecting kids to their passion.

[2:03:14] And I think this gives students the opportunity to not only experience the academics in the

[2:03:20] program, but also to experience classes and maybe electives that they wouldn't normally

[2:03:24] have a chance to be exposed to due to schedules or reading classes that they have to take, that

[2:03:31] take up that elective option.

[2:03:35] So, I believe that this also provides a great opportunity for human capacity building in our district

[2:03:41] and allowing our teachers to explore that enthusiasm and giving them that autonomy to go with it.

[2:03:53] So, with that said, I'd like to pass this off to Heather, who's going to share our teacher experience.

[2:03:58] Thank you very much for that.

[2:03:59] Hello Board, thank you for having me speak.

[2:04:02] I've taught four different classes on two of the three occasions.

[2:04:08] They were SAT prep, wild and wacky weather, so earth science, or meteorology, and then

[2:04:15] I taught two aroma therapy classes.

[2:04:18] And I felt a little strange about bringing the aroma therapy in, but I started the discussion

[2:04:27] with why I got into it and how to do with anxiety and how having to be able to kind of calm down, slow down, and reflect inward.

[2:04:40] And when I was sharing my story with the students, I could tell that they really were able to connect to that.

[2:04:47] So much so that when we came to the break, one of the girls came up to me and said thank you so much for talking about the anxiety.

[2:04:54] I have a really bad anxiety, and I do roam a therapy on a regular basis.

[2:04:58] Thank you for having this course.

[2:05:00] What are you going to do next month?

[2:05:04] And it's honestly very exciting to see how involved and engaged they are.

[2:05:10] It is truly amazing, even with the SAT prep, they were there because they wanted to be.

[2:05:16] And they took full advantage of their own free will on a Saturday morning to be there with me.

[2:05:21] And it was amazing.

[2:05:24] I look forward to it on a regular basis.

[2:05:27] I hope that we can make this something that is offered to all of our students.

[2:05:32] Because it really is about providing them other opportunities, about giving them a chance

[2:05:39] to explore their passions, about having teacher connections in a smaller setting,

[2:05:45] and learning to trust people, and exploring a connection.

[2:05:50] So, I beg of you to make this happen because we have seen some really positive, wonderful

[2:05:58] things just in the small, short time that we've done it.

[2:06:03] And I should just also add that I'm a special educator, so I see special education students

[2:06:09] on a regular basis.

[2:06:11] This gives me an opportunity to deal with all students, whether they're AP students or

[2:06:15] or special education students, or students with 504s, or ELS.

[2:06:20] It gives me an opportunity to get a different perspective.

[2:06:24] That way when I'm teaching in my regular classes,

[2:06:28] my mind is broadened and my mind is opened to how my students are going to receive certain information.

[2:06:34] So I thank you for that.

[2:06:35] Thank you.

[2:06:36] Ladies, stay at the podium if you will.

[2:06:37] I just want to explain to my colleagues, you might wonder why was this pulled?

[2:06:41] Because sometimes we have a concern about a program.

[2:06:43] It wasn't a concern, I just want to say this honestly, I asked I have this pull from the agenda.

[2:06:49] This is too big of a program to be lost in a consent item and a quick motion and a second and a pass.

[2:06:55] This is a remarkable program in the making and I wanted to throw the spotlight on all the good work that you're doing and really commend you for what you've done to bring this along.

[2:07:04] So there was no concern on my part.

[2:07:07] I did have a question though, and maybe you can't answer this or you don't wish to, but there's no time to be humble.

[2:07:12] I wanted to ask, how much of the success of what you shared with us is due to the Ed Link firm?

[2:07:21] And they're going to be paid a significant amount of money and the enthusiasm and

[2:07:25] the passion and commitment that you bring to the program on those particular Saturdays.

[2:07:30] Can you share any thoughts?

[2:07:32] In other words, let me just be frank, does this district need Ed Link?

[2:07:36] Or could we replicate the program school wide, district wide?

[2:07:42] What would you say?

[2:07:43] I'm going to put it this way.

[2:07:45] That some school sites might need the structure and the support.

[2:07:52] However, I believe that we as a district and our teachers in our district and our school sites

[2:07:58] with the correct procedures and the steps that we went through could do this on their own.

[2:08:10] And I understand that the company might be needed at other sites to encourage and to support other sites because they might not have the experience that we've had with these types of programs in the past, but I believe in our teachers.

[2:08:27] I would like to also turn this over to our administrator so she can give her her opinion on it.

[2:08:33] And before we were done, Marita, did you attend the Academy program?

[2:08:37] I personally did not attend because I worked Saturday mornings,

[2:08:40] but I did hear from my friends and I saw it on Snapchat and I got really, really jealous,

[2:08:44] because my friends got to make a pizza without me.

[2:08:48] And I'm sure they attended a chemistry class or a EST library, too.

[2:08:52] And also Johanna is one of my friends and she did attend the AP tutoring.

[2:08:56] And I really wish I could, but I really couldn't because I worked in the mornings.

[2:08:58] but you know what? I'm probably the last one my Saturday out for the next one

[2:09:03] and go to the next one because if really just talking about it here and here

[2:09:05] from like other people's experiences it does it really does look like an awesome

[2:09:10] experience and I want to make it pizza okay thank you for sharing that very good as

[2:09:14] long as kids don't start missing so they could be eligible for Saturday school.

[2:09:19] Eddie, is there anything else you'd like to share with us? I think I have no

[2:09:23] who is involved, but I just want to say that I think every site needs an Amy Grieves, that's all.

[2:09:31] Thank you for your nice meeting to share that.

[2:09:33] Yes, I do want to agree that Miss Amy has done a fantastic job in working with the teachers and

[2:09:43] organizing the day-to-day, especially on Saturday, and I know she does a lot of background work before that day comes.

[2:09:50] So I do want to say thank you, Amy.

[2:09:51] But again, from what my experience has been with Ed Link is the plan and the model that I spoke with them of the teacher choice.

[2:10:03] And that is what we had talked about so that when our pilot day came, that is what we were able to provide.

[2:10:12] And I think that that really is what contributed to a lot of teachers wanting to participate because they had that choice and students wanting to come because they had the options.

[2:10:21] Very good. Thank you for sharing that. Dr. Hall, you had a question and then Trustee Rare.

[2:10:25] Yes, Trustee Rare.

[2:10:27] Okay, well thank you. It's more exciting as we hear from you than just from the documents, but I have a couple of questions.

[2:10:35] It's just two hours like an open activity that the faculty will teach than two hours of academic support.

[2:10:43] The academic support is all computerized, correct? No?

[2:10:48] No, no, for the example in the student that I had mentioned there was a teacher wanting to do the AP composition and there was a teacher there that adjusted the curriculum to what the students needed because she was able to get that small group of students and able to help them with their particular needs.

[2:11:06] Okay, so there was explained by Dr. McQuay, four hours of academic was one format that could follow or two and two hours.

[2:11:15] Yes, so in the example you just gave with the student, what do they do for their open activity and what do they do for their academic support?

[2:11:24] In this particular case, which I think is, I'm going to say maybe rare, she chose the same thing.

[2:11:31] She wanted the four hours of academic support.

[2:11:34] So, is there an example you could give me, maybe, miscrease about what is the two hours

[2:11:38] of open activity and the two hours of academic support?

[2:11:41] Okay, this is where I wish the PowerPoint was here.

[2:11:44] On that, by the way, it's going to be a very good tool for other school sites.

[2:11:48] There's a link on that to basically the sign-up sheet through the QR code or their email

[2:11:56] and using Google Forms, you can put it into an Excel sheet.

[2:11:59] So, the students have a choice of four classes that they can take.

[2:12:04] So, what typically happens is, of course, they want to make pizza.

[2:12:07] So, they're going to sign up for pizza pizza, but then they pick two other classes or three other classes.

[2:12:14] I then go in there and Miss Mendelita also joins me the day or two before and we set their schedule.

[2:12:21] So, we pick an academic class for them and we give them that elective that day chose.

[2:12:27] So, and in the case that they say pizza, pizza, pizza, they go into tutoring for that second hour.

[2:12:34] So, we've actually manipulated their schedules.

[2:12:36] The first round, we only gave them two choices and we kind of learned that we need to open it up a little bit more to other choices,

[2:12:44] because certain classes filled it very quickly.

[2:12:47] For instance, our math tutoring class, last Saturday, not last Saturday, but the last session that we had,

[2:12:53] But that, I believe, exceeded the numbers of any of the electives, which was surprising

[2:12:58] to me, and it made me very happy to see when I walked into that packed classroom.

[2:13:03] And she did it twice with a second class outside with Mecha, also.

[2:13:09] So that was really nice to see.

[2:13:12] And the cooking numbers were actually down this time, and I think that might have been because

[2:13:15] we had so many different options going on.

[2:13:17] So, Ms. Grief's just to follow up.

[2:13:19] So, none of the teaching that goes on whether it's the academic or the open activity are online.

[2:13:28] It's a face-to-face instruction that's going on in the classroom.

[2:13:32] Okay, so computers are available to students in the library for tutoring if they so choose.

[2:13:37] And that's more of an autonomous kind of setting where the students know that they need to work on

[2:13:41] and they just kind of go about their business.

[2:13:44] The AP teacher that you are referring to, he used computers in the classroom and he

[2:13:52] might have been using AP prep online or possibly Khan Academy or one of the other ones

[2:13:58] with the computers.

[2:14:00] I can't say for sure that he used the computers for both sessions, I would have to ask him.

[2:14:06] But not all teachers are using computers.

[2:14:10] Let's see, the creative writing teacher, she uses them so that students can do the creative writing online and then the poetry classes, her second one that she likes to do.

[2:14:19] I can't remember who the last cow went to, the computers on wheels.

[2:14:25] So no, they're not canned classes, their classes that teachers actually come up with the curriculum, and that's part of the beauty of the program is that I can sit on a Friday night on my couch with my dogs and think, okay, now I'm gonna do a PowerPoint presentation on a Roman therapy and it's benefits.

[2:14:40] I have used with the SAT prep, I have used computers but the presentation was mine and the students

[2:14:50] used computers to do just any available SAT preparation for approximately 45 minutes.

[2:14:57] We've filled out the other time with...

[2:15:02] We've talked about upcoming SAT opportunities at that point in time, so there were other discussions

[2:15:10] that were going on. In addition to that one, the weather, we only used computers to collaborate.

[2:15:17] So the students in the class collaborated with one another via Google and posed some questions,

[2:15:24] some inquiry-based questions that we could potentially talk to in those two hours.

[2:15:29] So it was really just, what do you want to learn from this?

[2:15:33] Okay, let's go.

[2:15:34] And is there a class size limit to each of your classes?

[2:15:40] So each teacher sets their own class size limit.

[2:15:43] And the reason for that is depending upon what they're teaching, they might need a little

[2:15:46] bit more one-on-one time with that student.

[2:15:48] For instance, the self-defense class, we taught that at 15.

[2:15:51] And in that class, we have two of our on-campus teachers who are trained.

[2:15:56] In addition, one of our trained teachers, he has a guest come in who's also trained

[2:16:02] in what they need to be trained with.

[2:16:04] We got it approved.

[2:16:08] The cooking class, she can only take 35 because of the number of kitchens that she has.

[2:16:14] So we set that at 35.

[2:16:17] Usually I close the classes a little bit before those numbers because the walk-ins have been so tremendous.

[2:16:24] So, to ultimately answer your question, the teacher can set their own population.

[2:16:30] It's exciting, thank you.

[2:16:31] And in the case that a teacher does not have student show up, we can give them the option of going home, or they can go into the library and assist with that tutoring because in there we only have one teacher and one added math tutor right now, and the need for more personnel in there on these given days is needed.

[2:16:51] Yeah, what the use of technology when the students sign up, it's really easy to make the changes

[2:16:58] right away.

[2:16:58] So if 180 students have signed up within two days, Ms. Griez and I are able to adjust

[2:17:03] those schedules.

[2:17:04] And we leave some room for the walkins that come in.

[2:17:08] But teachers are very open and sometimes if they see that there are students are wanting

[2:17:14] to go to the class, they might take that extra one or two students that are wanting to walk

[2:17:17] in.

[2:17:18] Thank you so much.

[2:17:20] But you sure, do you have a question or a comment?

[2:17:22] My question was about class size, so thank you for asking back.

[2:17:25] Thank you.

[2:17:25] Ladies, you brought something very important to our district.

[2:17:27] And once again, we wanted to show the shine the light on what you've done for us.

[2:17:32] And thank you.

[2:17:32] If you didn't bring it to us, thank you for all the work that you've done to help bring it along to what it is.

[2:17:37] Certainly a model program.

[2:17:39] And we would just ask that you'll be, make yourself available to your other sister schools

[2:17:43] who will be in that same situation perhaps in the year to come.

[2:17:46] Absolutely. One last thing I'd like to thank all of our teachers, our administrator, our campus supervisor who comes in every Saturday, our grounds, facilities, maintenance, cafeteria for sure because she's getting these numbers at the last minute and putting things together for us and also our students for attending.

[2:18:06] Thank you.

[2:18:06] I'm not saying that, very good.

[2:18:08] So, Trustee Zee, the staff has recommended that we approve, let me see it here.

[2:18:14] Approved the agreement between the Oxnard Union High School District and

[2:18:17] Ed Link Attendance Recovery Services as presented.

[2:18:21] Moved to approve.

[2:18:22] We have a motion and a second, any further discussion?

[2:18:26] Those in favor say aye.

[2:18:27] Aye.

[2:18:28] Aye.

[2:18:28] Any opposed?

[2:18:29] Five zero.

[2:18:30] Thank you once again for your presentation.

[2:18:37] We're going to go on to the next consent calendar.

[2:18:40] Item is item M, M.

[2:18:45] Let me turn to that.

[2:18:51] I only, and certainly my colleagues may have other questions, without spending

[2:18:57] too much time because I just asked that we have a chance on item M,

[2:19:02] M is the adoption, consideration of adoption of policy.

[2:19:05] This is for first reading, for 6144 controversial issues.

[2:19:11] Dr. McCoy, I think you're going to be the specialist on this.

[2:19:14] You've brought this to our attention once before.

[2:19:16] I for one, thank you for the work that has been done on this, that I know you've had a lot of collaboration and so it's really kind of a second reading distant, but thank you for that.

[2:19:25] In the middle of the first page of the policy, if I can just go to that without taking a new time.

[2:19:31] I just thought since you're going to bring this back for a second reading,

[2:19:34] The paragraph that says the ward expects administrators and teachers to exercise professional judgment.

[2:19:39] Thank you for that, teachers.

[2:19:41] They shall consult with a superintendent or a designee as necessary.

[2:19:44] I thought maybe you could tighten that up for a second reading, who might that be?

[2:19:48] And I'm thinking, I'm a teacher at ex-school in room 14.

[2:19:52] I don't know, Dr. De Leon, and I wouldn't be comfortable.

[2:19:56] Well, maybe they do, but maybe I wouldn't, okay?

[2:19:59] I just wondered, who's the designee that might be the first person to approach?

[2:20:05] Yes, I would think so.

[2:20:06] The principal would probably be, or maybe it's a superintendent, or principal, or the principal's designee, or something like that.

[2:20:14] But just let's make this user friendly for the people who might be involved in that, just excuse me, one observation.

[2:20:20] And then I thought on page 3 of 4, about the third paragraph down, students shall be informed of conduct expected during such instruction, norms for discussion, and the importance of listening as well as considering the opinion of others, I thought which is excellent language, thank you for inserting that, and also at the bottom of that page, number 10, that this information will be shared with guest speakers.

[2:20:47] I thought it was excellent as well.

[2:20:49] We had some discussion of that.

[2:20:51] If you go with me to number 11,

[2:20:53] and then I'll finish my conduct comments,

[2:20:57] you have the parents guardians.

[2:20:59] We have some discussion about this when you first

[2:21:01] brought this to our attention.

[2:21:02] Number 11, page four, four at the top.

[2:21:05] Parents and guardians shall be notified prior to instruction.

[2:21:08] Good.

[2:21:10] How and by whom?

[2:21:12] Typically, what we're asking

[2:21:14] Having the site administration to work with the teachers, if there are concerns from a particular community or if typically the subject is divisive, then we would send an affirmation letter home like we do with sexual health that says this, this material will be covered in the next several series of lessons and weeks.

[2:21:37] And if you want to opt out, then there would be a way to contact the school administrator to say I would like my child to have an alternative assignment.

[2:21:48] So it's not a permission in.

[2:21:49] It's where we would inform the parents of the topic, the different perspectives, probably in a letter home.

[2:21:56] We could also create an email in Parent Square and send a copy home via text message and a link.

[2:22:02] And it's similar again to what we would do every year with the sexual health.

[2:22:07] Okay, do you foresee that this at least condensation of this policy and

[2:22:12] its procedures would be unlike the parent handbook at the beginning of the year?

[2:22:16] Yeah, we would add it to the parent handbook and I want to tell you that we have very few items like this.

[2:22:25] We had one major concern that was brought to our attention and

[2:22:30] the board's attention that we dealt with in the fall.

[2:22:32] And we realize that we didn't have a starting place for discussion of what to do when that happens.

[2:22:37] So we did handle it eventually in the way that this policy outlines.

[2:22:41] We believe that the policy, and it's been as I was staying in the cover,

[2:22:45] seen by district department chairs twice and the district curriculum committee twice with approvals.

[2:22:50] We believe this provides a place for parents, students and staff to start with a discussion.

[2:22:55] So we won't have people really honing in on a particular piece of curriculum for particular reason.

[2:23:02] But they will have a starting place where we will be able to discuss concerns, talk about opt-out availability.

[2:23:09] And really, in the great discussion with teachers was we want to ensure that we're not advocating, but

[2:23:18] that we're providing inquiry-based instruction on these topics.

[2:23:22] And I think everybody around the table, the teachers in particular,

[2:23:25] we're very happy with that type of language.

[2:23:27] I'm very appreciative of the collaboration that you caused, and

[2:23:31] the input this reads very well, and I'm comfortable with it.

[2:23:35] Trustee Herrera.

[2:23:36] Yes, Dr. McCoy.

[2:23:38] My only two questions or comments are both is item 11,

[2:23:43] where at the last sentence, students whose parents, guardians,

[2:23:46] the clients such instruction may be offered an alternative activity of similar educational

[2:23:51] value, who will be making that determination of that alternate activity? Will it be the

[2:23:57] faculty that's teaching the class?

[2:23:59] Yes.

[2:23:59] Okay. And then in 12, how come we end that paragraph or sentence with and or use of district

[2:24:08] complaint procedures? If they have a concern, they should raise it, right? But if it hasn't

[2:24:15] in resolve, then you should be able to have access to a complaint process.

[2:24:23] I just feel like this goes directly, I have a concern, and now it's a complaint.

[2:24:28] And I think faculty and staff need to have a due process in that if a student or

[2:24:34] parent has a concern which I totally respect that process itself, it needs to be separate

[2:24:41] from going directly to a complaint, because there has to be some type of due process for the person teaching.

[2:24:48] The intent of the language is that if we're not able to resolve informally by meeting with the parent,

[2:24:54] the teacher, and the designate the site, that the due process then is in the district's,

[2:25:00] you know, from complaint procedures, but we can clarify that we're always trying for an informal resolution.

[2:25:07] But within our other policies under Williams and under the state and federal law we have to provide notice of the complaint procedures.

[2:25:17] So we're always going to be striving to finish and get to a resolution before we implement this.

[2:25:24] I can try and work the language a little bit so it's more clear that the informal resolution process, if someone is not satisfied, they can use the formal resolution process.

[2:25:34] That would be excellent.

[2:25:35] That would be number two.

[2:25:36] Thank you.

[2:25:36] All right.

[2:25:37] So, Dr. McCoy, could you and staff and all that you solicited input kind of take those ideas and bring this back for second reading?

[2:25:44] Yes.

[2:25:45] Okay.

[2:25:45] Any other questions?

[2:25:46] Trustee Ed?

[2:25:47] Yes.

[2:25:48] You want to vote on this?

[2:25:50] Okay.

[2:25:50] Yes, and it will come to your next.

[2:25:51] Okay.

[2:25:52] So, Trustee is the issue before us then is that we have been asked to approve the adoption of Board Policy 6144 controversial issues first reading as presented.

[2:26:04] motion, please?

[2:26:05] With those recommendations, I would vote to approve.

[2:26:08] Okay.

[2:26:09] Second, please.

[2:26:10] We have a motion and a second.

[2:26:12] Any further input?

[2:26:13] Here he none.

[2:26:14] Those in favor say aye.

[2:26:16] Aye, aye.

[2:26:16] Any opposed?

[2:26:18] Five, zero, thank you very much.

[2:26:19] Trustee Edmunds.

[2:26:20] Yes, I have a procedural question.

[2:26:23] I know that when items appear annually,

[2:26:25] over and over again, a lot of times they're put

[2:26:27] on the consent calendar, and the consent calendar is approved,

[2:26:32] and I had no questions regarding the job descriptions that were presented, but I noticed that we have job descriptions in and know that our first reading, we waved the second, and then we have action items for the consideration of approval for the new job description coordinator students data system.

[2:26:57] Okay, the consent calendar has already been approved.

[2:27:01] The past practice we used to have with new job descriptions came, they came as action

[2:27:06] items.

[2:27:07] And I know we only have one meeting, but here we have some on the consent calendar and

[2:27:12] we have some on action.

[2:27:15] Can I answer that?

[2:27:15] Okay.

[2:27:16] Yes.

[2:27:17] So the ones on consent are updates or revisions with new law usually we do, for example, Dr.

[2:27:25] We'll get new law that states what we have to put in a job description for certain jobs.

[2:27:30] And so we just update them and revise them regularly, whereas action we're putting all the new job descriptions.

[2:27:36] Okay, the bond staff of the firm is a new job description purchasing clerk.

[2:27:42] Now, we have purchasing clerk's.

[2:27:45] Okay, is this a new position to me?

[2:27:47] It's not, we have purchasing clerks and the bond one is the former, we already have that as staff account.

[2:27:54] We already have a staff accountant, so we added bond so that this person is just dealing with measure A

[2:28:00] So it's not really a new job description. It's the it's the same except they're focusing only on the bond

[2:28:07] And

[2:28:10] we already have purchasing code. So okay, so you're saying that there were just revisions of existing job

[2:28:15] Subscriptions of existing we put on consent. Okay, so if we have a new job description

[2:28:21] It'll be action. We don't have it'll be action action, okay, right?

[2:28:25] That's a good reminder though, it's a good observation, very good.

[2:28:29] I think we've covered consent.

[2:28:31] Yes, we have, down to item 15, and we have a staff report, if I'm on the right agenda item.

[2:28:38] Differentiated in assistance, English learners.

[2:28:43] This is item 15a, first action.

[2:28:50] Yes, it's not, it's a staff report, it's a staff report.

[2:28:53] Staff report, yes.

[2:28:55] Dr. Mukheri, go right ahead.

[2:28:56] Thank you, President Davis and trustees and Superintendent De Leon and staff, we are pleased tonight to present to you information on differentiated assistance, progress of English learners, and our path to solution for the achievement levels we're currently seeing our English learner population, and I am proud to present Dr. Connie Svera and Guadalupe Rez Castillo, who will take us through the first part of the presentation.

[2:29:23] Ladies, welcome.

[2:29:25] Nice to see you again.

[2:29:26] Thank you.

[2:29:28] Okay.

[2:29:28] Well, here we go.

[2:29:31] This is Oxnard Union High School District and as you can see, we have 16,661 students.

[2:29:38] 68.1% of our students are on free and reduced lunch.

[2:29:44] That's how we identify them.

[2:29:45] I like to not only use the percentages but the number.

[2:29:49] So what does that, what does that mean to us here in OUHSD?

[2:29:54] That means that we have 11,346 students that are participating.

[2:30:09] So, since we're focusing on just our English learners, I'm not going to do the foster youth. English learners, many studies show that 80% of those students also are impoverished families, and so we'll see that the students, not all students, will be in socially economically disadvantaged, but 80% of those students will be impacted.

[2:30:29] 20% of those students will be-

[2:30:32] Mr. Ray, the way you're on particular slides, I think maybe just for efficiency.

[2:30:35] If you have some questions about these slides, let's ask them.

[2:30:39] Yeah, and I do, for example, I appreciate the 13 to say the 14% of our current school population is English labeled as the English Learners Classified as.

[2:30:50] Can you give us some sense, is that flat line increasing, decreasing?

[2:30:55] I always like about three year trend lines and what does this mean to us?

[2:30:59] Is that we did have a decrease in and that is because one of the reasons is of course well I can't say that either we are seeing students enrolling but they're the unaccompanied youth they're they're it's a different type of student they're the students that

[2:31:21] came on their own they were taken in by foster homes and now they're enrolled in our schools so we're seeing students from Central America

[2:31:29] So we do have some students that are the Winemey High School,

[2:31:33] Channel Islands High School, and Oxnard High School have been impacted by those students.

[2:31:38] Okay, I'm just saying over the last three years as a district, would 14% be about it?

[2:31:43] Are you saying it's slightly lower than-

[2:31:45] It's slightly lower.

[2:31:45] It's slightly lower, okay.

[2:31:47] And that's also because of a lot of cleanup with the data that's coming from the feeder school.

[2:31:53] All right.

[2:31:55] And we had a lot of reclassifications last year.

[2:31:58] Yes.

[2:31:59] Okay.

[2:32:01] Then this slide, I'm going to take a little longer.

[2:32:03] It's actually a pretty important slide once I really started thinking about this.

[2:32:08] So the blue is our English only students.

[2:32:12] And as you can see, that's 7,000 students of the 16,000, 1760.

[2:32:18] So that was last year's enrollment.

[2:32:20] Then the orange slice of the pie is initial through an English proficient.

[2:32:27] So, you may be thinking, I'll let them, let the fire truck go by.

[2:32:31] Okay, you may be thinking, how do we identify English only and a EL student?

[2:32:37] So, when our students enroll in our district, the feeder schools will send forward their

[2:32:42] information, and so a home language survey was done at our feeder schools.

[2:32:47] But our new students that enroll coming from different parts of the world, or different

[2:32:51] parts of the country, they fill out the home language survey.

[2:32:55] A simple survey, four questions, and if the students answer any other language other than

[2:33:01] English is spoken at home, then we have to by law assess the English proficiency of

[2:33:09] the student, and that's the initial LTAC, thanks Connie.

[2:33:14] So we have the students take that, and then that is how the IFEP is determined, either

[2:33:20] are there an English only student?

[2:33:22] Well, English only won't be doing it.

[2:33:24] Either they're an English learner

[2:33:26] or they're initial fluent English proficient.

[2:33:29] So these will be students that have grown up

[2:33:32] in a language-rich environment.

[2:33:34] They'll be bilingual.

[2:33:37] And so they're not English only

[2:33:39] because they do speak another language,

[2:33:42] but they're not an EL, an English learner.

[2:33:45] Then the next slice of the pie,

[2:33:47] by the English learner, the 13.9%.

[2:33:51] Those are students, they could be a newcomer.

[2:33:56] One, two, one, one, two, one, three.

[2:34:00] They have been classified as English learners.

[2:34:04] However, I think what's really important in this slide

[2:34:07] is that we are all aware that all of these children

[2:34:11] are in mainstream instruction.

[2:34:13] So their coursework, while those ELs will be in ESL 101 as newcomers or 102 or 103, all

[2:34:24] of these children will be in the mainstream in their content areas.

[2:34:29] And then also these newcomers will come to us at different levels of education, they're

[2:34:35] very educated or very undereducated and that's what we're finding with our students from

[2:34:40] Central America is very under-educated.

[2:34:44] Then we have the long-term English learners also in the gray area.

[2:34:49] Those are students that have been learning English for six years or more.

[2:34:54] As most of them have been born here in the United States, just that they've been in a situation

[2:35:01] either academic situation or they've been in and out of the United States like we're

[2:35:07] saying they've just not been able to surpass the need of the criteria which is required

[2:35:15] to be reclassified with that test, with the cell, and now with the LPEC.

[2:35:23] So we have typologies even within the long-term English language learners.

[2:35:27] We have the students that are making progress in their English proficiency and then we have

[2:35:32] the students that are stuck at that intermediate level.

[2:35:37] And this is the confusing part for many of our faculty members is because the students are able to converse very well in English, but when it comes down to their reading and writing skills, their literary skills are, they're not very well developed.

[2:35:54] They sound like a native speaker by lingual person, but also in their primary language, their skills are not well.

[2:36:04] Then the other thing that's important about this is that, well, most of the long-term English learners are found in grades 6 through 12.

[2:36:13] So here we are, we're 9 through 12, so we have many long-term English learners.

[2:36:18] And then the last piece of the pie, as you can see, are reclassified students, are fluent English proficient, 6,725.

[2:36:30] And they have, as you were saying, they met the criteria for the LPAC.

[2:36:36] And that we got to set.

[2:36:38] And thank you, by the way, the board.

[2:36:41] Thank you for looking at our reclassification.

[2:36:44] because we had said a criteria that previously the state had said that each local educational agency would have the opportunity to set their criteria.

[2:36:53] And then later on the state sent us a new letter saying that we had to have a four, which is the maximum on this test that students had to have a four on overall.

[2:37:05] And then we could make up the other pieces of their criteria.

[2:37:08] Yeah.

[2:37:09] Yes, please.

[2:37:09] Regarding the reclassified students and the feeder schools, once a student is reclassified in the K8 feeder schools, they remain reclassified.

[2:37:18] Correct.

[2:37:18] We classified.

[2:37:19] Yes.

[2:37:20] We do not read, check.

[2:37:22] No, but we need to monitor.

[2:37:24] Monitor, I understand.

[2:37:25] For four years.

[2:37:25] But once reclassified, I do not quote revert to another category of eight students, right?

[2:37:31] Thank you.

[2:37:31] I have two questions about this, can I ask?

[2:37:34] Yes, please go ahead.

[2:37:35] Thank you.

[2:37:37] On the reclassific student, when they are reclassified

[2:37:41] by the high school district, is there a time frame

[2:37:45] by when you need to do that?

[2:37:48] Is there a specific mandate from the state?

[2:37:51] As I said, on 10th grade, you have to test them

[2:37:54] and reclassify them.

[2:37:55] It could be at any time during 9th and to 12th.

[2:37:58] The initials are done every month.

[2:38:00] So from the initial, it's primarily the initial is usually done every month at the end of

[2:38:05] the month, and that just guides us into the type of program they need to be in.

[2:38:10] However, the summative is just done once a year, the LPAC summative, and that one gives

[2:38:16] us four to six weeks, an idea of how many students will be reclassified, however, we also

[2:38:25] have the ELRT team which goes out to the schools and reviews every single EL and RPEP student.

[2:38:35] And from that report that we do, we also reclassify students.

[2:38:40] So I think also just the second part of that is reclassification can happen anytime throughout

[2:38:47] the year.

[2:38:47] We now, with the previous SELT test, the students took the test in October.

[2:38:55] We would get the results in August.

[2:38:58] So it was quite a lengthy process.

[2:39:01] So now we have four to six turn around.

[2:39:04] So for auditing purposes, they want us to move, reclassified students off before C-Bets,

[2:39:11] which is in October.

[2:39:12] So now we're going to be reclassifying students in the spring and we actually started at Boxing Art High School last week.

[2:39:23] Is there ever a time where the middle school reclassify them and they get to us and now we have to declassify them?

[2:39:33] We can't undo the reclassification,

[2:39:37] but they're, however,

[2:39:39] but however, sometimes we don't know

[2:39:43] that they have been reclassified,

[2:39:46] and that's the problem.

[2:39:47] Yes.

[2:39:48] We're testing them,

[2:39:49] and some of the children will come to us

[2:39:51] and say, but I've already taken this test,

[2:39:53] and I know I've passed this test,

[2:39:55] and yeah, but we don't know that.

[2:39:57] So what happens is maybe they've been reclassified

[2:39:59] in the fourth grade,

[2:40:02] And someone forgets to input it into their system.

[2:40:08] And then when the computer cowpats picks it up,

[2:40:11] they come to us still reclassifies it as an English learner.

[2:40:17] And so then that's when we had, that was the cleanup I was talking about.

[2:40:21] We're glad I really helped us in Larnie.

[2:40:24] The students that were, as Connie said, we were testing them.

[2:40:29] parents, parent phone calls, students saying hey I know I was reclassified so it's a process

[2:40:36] we're working on it, it's getting better.

[2:40:38] We did follow the law because by law it says an EL needs to be treated.

[2:40:45] Sorry they want you to use the microphone over there.

[2:40:48] Okay.

[2:40:48] Thank you.

[2:40:49] Okay.

[2:40:52] So here we have our long term English language learners as you can see these students, most

[2:40:59] Most of them are, oh, sorry, it's okay.

[2:41:03] It's just I have my teacher voice, that's why I didn't think I needed to.

[2:41:08] As most of our long-term English language learners, they have, most of them have been born

[2:41:13] here in the United States and have been here for at least six years and yet they're not

[2:41:19] reclassified, as you can see there.

[2:41:21] They struggle, they continue to struggle academically.

[2:41:24] by L1 it's their primary language which is usually a Spanish and the L2 is the language

[2:41:32] that they're learning English and so in both areas there's a weakness, there's a challenge

[2:41:38] for them and as Lupus said earlier too often these children speak like we do, I mean it sounds

[2:41:47] like they're not English language learners and so teachers are very confused about what you're

[2:41:54] They're telling me these are English language learners, and yet look at the way they're speaking.

[2:41:58] They're speaking as English-only students.

[2:42:01] So that causes a problem for and frustration for the teacher who is trying to figure out who's

[2:42:06] their English language learner, what kind of instruction they need to support the student with.

[2:42:13] And especially at the mainstream level because all our students, even though they're ESL, are in the mainstream,

[2:42:21] It's, and because long-term English language learners need explicit instruction, it can cause confusion for teachers and for students.

[2:42:33] And because these children have not experienced success at all in their academics, these are the ones that we fear might be our dropouts.

[2:42:43] And so we really need to watch out for these students.

[2:42:52] So we have the LPAC now, finally, after many years of having to deal with the cell, then students saying I've done that test and they can almost do it with their eyes closed, but then we would say, well, then do it.

[2:43:05] But now we do have the LPAC, and it is a test that it's the English language proficiency assessment for California.

[2:43:14] We have the initial which is done at most schools every month when we have new students.

[2:43:19] and we have the once a year, the summative, which begins at the Oxnard Union High School

[2:43:24] District February 1st, and all our schools are done, but it usually ends around the 30th

[2:43:31] of March. As you can see, starting at the very lower bottom there, we have the Level 1,

[2:43:39] which is usually those students who are in ESL beginning 1, but because we're very fortunate

[2:43:46] it to have a very flexible component as part of our EL classes, they don't have to stay in

[2:43:54] that class just because it's a one-year class. They can move on to a level two. They're not

[2:44:01] ready to be reclassified, but let's remember that they are still in the mainstream in addition

[2:44:07] to getting English language development. And then they get to a level three, which is usually

[2:44:13] and ESO 3, and both the Level 2 102 class and the Level 3 are AP, A through G approved courses, excuse me not AP, A through G approved courses.

[2:44:28] Finally, in the first of the year, we get a letter from CDE telling us that no longer can we reclassify students at the Level 3, they must be at a Level 4.

[2:44:41] and with no subtest lower than the three.

[2:44:44] So we had to change and that request came before the board

[2:44:50] so that we're all doing the same thing here.

[2:44:54] And we were actually told when we started the LPAC

[2:44:57] that the LEA could do it, you know,

[2:45:00] Choose to reclassify students that were in level three and now they're telling us no more. It's only level four. Any questions on this? Overall, yes.

[2:45:18] Okay, so let me tell you a little bit about the LPAC. The LPAC is aligned to all the content standards, even CTE, ELA, ELT. So the students, their English proficiency is being tested using the content standards and the idea behind that

[2:45:36] is that the students should be able to perform

[2:45:39] and compete with their English only peers

[2:45:41] in the classroom.

[2:45:43] So again, this is last year's results.

[2:45:47] I tried to match it up to the self.

[2:45:49] There was no rhyme or reason.

[2:45:51] I tried different ways, and it just didn't work out.

[2:45:55] But again, I like numbers.

[2:45:58] So 20% is 475 students.

[2:46:04] level 3 or 26% is 618, 24 is 570, and 30% is 713 students.

[2:46:14] So I just wanted to give you a little bit of a snapshot of how we did this past year.

[2:46:20] Where do you go?

[2:46:24] It is a much more challenging test.

[2:46:28] It's a much more challenging test and we are glad for it.

[2:46:39] So having Dr. Nogara here was a pleasure.

[2:46:45] I took so many notes, I scribbled all over my report here and it's to respond to student

[2:46:53] need.

[2:46:54] It's to make a commitment to our students.

[2:46:57] It's doing equity work for teachers and for our students, for our community.

[2:47:03] But very important for our students is that every teacher, every day, provides their students

[2:47:11] with high level reading, writing, speaking, and listening.

[2:47:16] That's what we want.

[2:47:17] That's what our students need.

[2:47:19] And we need that because our students do come with language.

[2:47:23] They do come with a lot of funds of knowledge.

[2:47:26] However, we need to guide them towards the academic language, which is what's going to help

[2:47:32] them succeed. Formative assessments, it's very important. It's giving the students feedback

[2:47:40] on what they're providing us with. No more you should have had this last year. No, it's

[2:47:45] you're here in my class. I'm going to meet you where you're at. And this is how, this is

[2:47:50] what you need to learn. And this is how I'm going to do it. The planning is very important.

[2:47:56] Yes.

[2:48:02] For our English learners, for the classes that they take, that are supplemental.

[2:48:08] What is the class size number?

[2:48:10] Could range, it can go up as high as 38.

[2:48:14] And in your professional opinion.

[2:48:17] That's too high, that's way too high.

[2:48:21] These students have special needs, teachers need to have them very explicit training and

[2:48:26] very explicit instruction that they give these children in order to give them the kind of

[2:48:31] feedback for them to grow.

[2:48:33] They need to be able to work with these children almost, almost on a one-to-one basis, or at

[2:48:40] least in a small group setting.

[2:48:42] So studies would show that the average class size that's most effective is about 15-to-one.

[2:48:48] Would you be, would you say that that's right or that's true?

[2:48:51] Yes.

[2:48:52] Yes.

[2:48:52] And that's 15 to one with a teacher who has the knowledge, the skills, and the expertise for that type of student.

[2:49:00] And so speaking of that, when teachers are instructing those classes,

[2:49:06] are they given professional development by practicing teachers that are in the classroom to help improve their practice?

[2:49:14] How does that work?

[2:49:17] At times, sometimes I think what Dr. Nogarro was saying is that the kind of professional

[2:49:22] development that is specific to the needs of the students is what our teachers need.

[2:49:28] As a teacher who's a B-clad, I found myself saying, oh my goodness, I am so glad I understand

[2:49:34] language development, I understand the need for processing time and our teachers and teacher

[2:49:41] preparation do not get that kind of support or understanding about English language learners,

[2:49:48] let alone long term English language learners. And so what we've got are teachers who are teaching

[2:49:53] their content to a general audience what they believe are students who are going to be understanding

[2:49:59] this. But it takes explicit scaffolding. It takes a language development of the content and each

[2:50:07] content, science, math, English, social science, has a language of its own, and it needs

[2:50:14] to be very explicit for our students and our teachers need to be able to give them that

[2:50:19] kind of instruction.

[2:50:22] So as one trustee, advocating for smaller class sizes is an important thing to me and

[2:50:28] I think it's really important for the public and for everyone to hear that as leaders of

[2:50:33] English learners that you would also be advocating for smaller class sizes.

[2:50:37] We do.

[2:50:37] Thank you.

[2:50:38] I'd like to add that this year we had, we brought back some classes that we had retired

[2:50:48] because of the skills that the students are coming with.

[2:50:52] So we brought back Spanish 101, which is a basic Spanish class, the letters, the sounds,

[2:51:01] putting the letters together.

[2:51:03] That's how low the students are coming.

[2:51:05] Then we also had the same math class, a very basic math class for the students.

[2:51:13] So these are the students that are sitting in the mainstream.

[2:51:16] And we were lucky enough to be able to split the classes and make it happen.

[2:51:21] But if we hadn't been able to do that, these students would have been in the mainstream.

[2:51:25] But the general ed kids.

[2:51:27] Class size matters.

[2:51:29] Thank you.

[2:51:30] So just to finish off, it's continuous but progress monitoring.

[2:51:36] This helps the teachers, this helps the students, is my teaching helping my students learn.

[2:51:42] And so that's really important, because it focuses on the needs, specific language and

[2:51:49] academic needs of our English language learners.

[2:51:53] You had a question, I'll wait until you, over or less.

[2:51:58] We like this slide because it's our English learner review team, our e-learned team.

[2:52:06] And this gives us an opportunity to go out to schools and look at every single English

[2:52:12] language learner to evaluate their program, to evaluate their progress, and so who is this

[2:52:18] team?

[2:52:19] Well, our administrators, principals are there, assistant principals who are aligned to

[2:52:23] to English language learners, we have special programs counselors, but also the general

[2:52:30] ed counselor there.

[2:52:32] We have, we need content teachers, including the ESL and ELD teacher, very important to

[2:52:39] have the native speaker teacher, absolutely need an avid teacher there.

[2:52:43] And of course, the focus is also on, because we have so many of our ELs in SPED, we also need

[2:52:50] that SPED teacher there too.

[2:52:52] And, of course, we're part of the team, Lupe and I, and Vanessa, who don't make up that team.

[2:53:00] So, keeping in mind that 52% of our students are English learners on a spectrum.

[2:53:06] So, what do we do as a team?

[2:53:08] We meet together as educational leaders, and we also meet to monitor.

[2:53:15] So, like Connie said, we review every single EL, every single LTL,

[2:53:20] Every single we have to by law now monitor the reclassify students for four years and we're looking at we're looking at their grade their attendance their academic progress the credits so it's the whole child it's not just looking at one particular thing so using the dashboard colors green those are the students that have scored overall four on the LPAC and they're progressing nicely.

[2:53:50] academically and they're on track for graduation so we actually have a spreadsheet with all this

[2:53:56] information and we'll highlight them green and so we know those are the students that we need

[2:54:00] to reclassify. Then we have the yellow where they're not ready to reclassify so that's one of the

[2:54:08] reasons they're yellow is they're not ready. We take a look at again their grades or GPA, their credits

[2:54:15] And then we make suggestions, and that's why we like to have the counselors there and the administrators.

[2:54:22] We make suggestions in regard to supports and interventions for these students.

[2:54:27] And then of course, we really recommend a parent meeting.

[2:54:31] So we're kind of in that, we could go either way to the fall into the red.

[2:54:38] But definitely we want them to continue going toward the green.

[2:54:42] Now immediate action required, these are the students that we have seen with a 0.8 GPA.

[2:54:49] They missed 55 days.

[2:54:51] They have multiple Ds and Fs.

[2:54:55] You know, we do have some Ds and Fs in the yellow, but it's very sparse.

[2:55:00] But the red, the red, the students need urgent care.

[2:55:05] So they're in red, and that's more serious.

[2:55:07] and they need to meet with the principal, the assistant principal, the intervention specialist

[2:55:13] because we think something may be going on at home if they have 55 absences or more.

[2:55:21] So this is urgent care.

[2:55:24] Now what's really nice, and I really love this, this is our third year that we're finishing

[2:55:29] up with our English language review team.

[2:55:33] And everybody is growing into the position and understanding their role.

[2:55:39] It's developed beyond because when we first had the teams developed the usual suspects.

[2:55:45] It was Connie, myself, and anybody that was involved with English language development.

[2:55:50] But now the teams themselves see that this is beyond really there are only 300 EL students,

[2:55:58] newcomers in the entire district.

[2:56:01] So we're talking about, this is our long-term English learners that really need our help.

[2:56:08] And so now the teams are recruiting teachers from the mainstream to come and join us.

[2:56:16] So we meet with the inter-county office of it three times a year, three times a year.

[2:56:21] We meet with the sites twice a year, and then the sites themselves are meeting throughout the school year.

[2:56:27] And I love it because they're being self-directed.

[2:56:30] They're not waiting for us to tell them it's time to meet.

[2:56:34] They're setting up their meetings and they're also deciding what action should we take

[2:56:40] at our school site.

[2:56:41] So, this is why we really love this slide.

[2:56:45] So, this is a student study team format for the e-els.

[2:56:48] Exactly.

[2:56:49] Right.

[2:56:59] So, we want to take the board briefly through the monitoring and assistance processes that

[2:57:04] that have highlighted to us something we already knew is that we're very concerned about the progress for English learners across the system, not just in English language arts and math, but across the content.

[2:57:19] As you know, we are in our second round of federal program monitoring and I want to thank Lupin and Connie for making sure that we are going through the process and it's helping us clean up not only our fiscal but also our instructional.

[2:57:31] And one of the things that's interesting is that federal program monitoring is in the EL focused only on instruction, the budgets are secondary, and you'll see here the three federal program monitoring criteria we're trying to meet around academic instruction to ensure that EL students can meet the district's content standards that they achieve at high levels and core academic subjects, and that they make academic progress.

[2:58:01] Some of our findings is very briefly.

[2:58:04] We're actually seeing the most these announced for EL and science, social science, and math.

[2:58:10] We have to provide evidence that our teachers are receiving that professional development.

[2:58:15] And so that's part of also what the ELR teams are helping us develop.

[2:58:18] What significant professional development do teachers want to have in order to better serve English learners?

[2:58:25] We have to show evidence through academic monitoring.

[2:58:28] And again, that's where alert comes in.

[2:58:31] And then we have to show that interventions are helping our students to make progress.

[2:58:36] And that all ties then eventually back into how we're spending our federal dollars.

[2:58:41] At the state level, we're now eligible for differentiated assistance,

[2:58:45] which is the lowest level of assistance, but still something that we should be very attentive to.

[2:58:51] And we work with the Ventura County Office of Education.

[2:58:53] They are the entity in the state education code that oversees differentiated assistance county offices for districts

[2:59:01] And we are currently in a red status for English learners and again, we're on a color band of blue-green

[2:59:09] Yellow-orange and red sort of from positive to negative and you can see that for English learners on the current dashboard release

[2:59:18] That we have three red areas English language arts math and suspension rate and

[2:59:23] And then one orange and one yellow in terms of the good news being that

[2:59:30] College and Career Indicator is our best indicator for English learners,

[2:59:34] which means they are accessing our College and Career Ready initiatives.

[2:59:38] Again, as Lupo stated, the dashboard is not comparable year over year yet.

[2:59:43] So the first year dashboard that we showed you a year ago,

[2:59:46] they changed every criteria and gave us a new system so it's a one out of one.

[2:59:50] There's no way for us to compare to see how we grew from the first year of the dashboard to this year.

[2:59:56] So this is our baseline year.

[2:59:58] Here at you see the

[3:00:00] The status of all the students and subgroups across the district. And you can see that in some good news, sort of off topic, our foster youth improved and suspension rate from red all the way to yellow as a result of last year's discussion of differentiating assistance. And you can see that our areas of concern relate to English learners, homeless and low SCF students. And you can see also that we are concerned about disproportionality in our

[3:00:29] suspension rates.

[3:00:32] We wanted to show you some of our California Healthy Kids survey data so you can see that

[3:00:37] English learners are here in males, dark blue and females light blue and that in terms

[3:00:44] of school connectedness, our EL females tend to score a little bit lower than the average

[3:00:53] and particularly in alternative schools.

[3:00:56] We also looked at caring relationships with adults.

[3:00:59] You see this is another area of connection where we have some work to do to build good

[3:01:04] relationships with our EL students.

[3:01:07] And then we wanted to talk to you about next steps.

[3:01:10] So what does all this mean?

[3:01:12] Well, for us differentiated assistance is a leverage point.

[3:01:15] We are creating a plan and we've had two great meetings with side administrators and

[3:01:21] teacher leaders who've come together.

[3:01:22] one serial at our district office and once at VCOE,

[3:01:26] where we started to look at some of the root causes

[3:01:29] of the struggle for English learners in our system.

[3:01:32] Again, and this is where we think the equity work

[3:01:35] with Dr. Noguerre's team will be very helpful to us,

[3:01:38] to try and get to some additional solutions

[3:01:41] that we haven't possibly looked at before.

[3:01:43] But here's where we're starting in the fall.

[3:01:46] Every site, as we've told you,

[3:01:47] has an instructional leadership team,

[3:01:49] include site content leads, department chairs, administrators, counselors.

[3:01:53] That team is a place where we are going to discuss monthly a report out from the English

[3:01:59] learner response team in terms of progress monitoring.

[3:02:02] Lesson study, which is period of peer observation where teachers come together in plan.

[3:02:07] They teach and observe one another and then they go back to the table together to discuss what happened with student outcomes.

[3:02:14] We say in this process of lesson study, which will be teacher directed,

[3:02:18] we'll have our learning design coaches train teachers to do it, that typically in a lesson you get three outcomes, you get what you intended, you get something different, or you get zero, you get nothing.

[3:02:28] And in the past, everything other than I got what I intended, we would potentially say to ourselves it's the wrong students, wrong community, wrong parents, they weren't prepared.

[3:02:39] But now we can actually ask ourselves some instructional questions about why didn't I get what I intended or why didn't the students

[3:02:47] Produce what was the instructional answer and teachers will discuss that with one another and then report that out to their instructional leadership teams

[3:02:55] Instructional rounds which looping and Connie have led at a couple sites this year are we we collaborate with administrator and teacher teams and we go across sites

[3:03:04] so we had

[3:03:06] Administrators and teachers from other sites go to Rio Mesa and then go to Oxnard High School where they ask an instructional question and then observe classes and then come together to discuss their findings and we believe that's going to be a half to process for us in differentiated assistance.

[3:03:22] Importantly we're trying to remain asset based so you heard Connie reference we don't always ask students what their fund of knowledge is sometimes in high school we assume they're at zero or they're at negative

[3:03:33] and that we have to provide every single thing that they know.

[3:03:36] Our students know a lot and they bring a lot to us from their community.

[3:03:39] We have to take time to find out what they have and we have to be very positive about

[3:03:44] what they bring to the table and not always see them as a zero or as at deficit when they

[3:03:49] begin the learning.

[3:03:50] So we're really trying to encourage some formal processes around how we find out what

[3:03:55] students know.

[3:03:56] And then equity lives into master schedules.

[3:03:58] So as been referenced tonight, we're going to take a close look at what's being offered,

[3:04:03] what class sizes we can offer for students who are most at risk and in need, and where

[3:04:09] we can make changes in the master schedule like loop a reference.

[3:04:12] This year with the LCAP, we had some FTE available, so when we saw a challenge with our new

[3:04:18] comers, particularly from Central America, being lower than we'd experienced in the past in

[3:04:22] terms of prior schooling, we were able to create some differentiated sections to serve them

[3:04:27] better as new arrivals, we have to be attentive to what's going to master schedules in order

[3:04:33] to make equity happen for kids. That's our last slide. We'll be happy to answer any other

[3:04:38] questions you might have. Justice, do you want to give us a start?

[3:04:43] So I just wanted to be kind of ask the experts here. I don't, I see the plan and that's what you're

[3:04:52] going to be doing, but in addition to that, you know, we mentioned the class size, you

[3:04:57] know, trustee share raised that issue with you. But what else can be done in terms of strategies

[3:05:03] within the classroom if the teacher needs that additional assistance, you know, like embedded

[3:05:12] that tutor, dean, or instructional aides in those areas.

[3:05:17] I mean, right now, if the long-term eels are a huge number,

[3:05:25] and those are the students that we want to see at, you know,

[3:05:29] the community colleges, universities, math is always a challenge.

[3:05:34] And with the current changes happening at the community college level,

[3:05:38] with the issue of AB 705 and so forth.

[3:05:40] I'm very concerned that what we provide

[3:05:44] within the classroom setting, the support to the teacher,

[3:05:48] of course, in meeting the needs of the student,

[3:05:50] what is the game plan for that?

[3:05:53] With real specific things,

[3:05:55] because I think that that's gonna make a huge difference

[3:05:57] in developing that foundation.

[3:06:02] We heard about STEM and the students achievement today

[3:06:05] during the recognition, but the three areas

[3:06:08] Is it science, math, and social studies, right?

[3:06:11] And language, it's about language, right?

[3:06:14] So all of those things I would like to hear

[3:06:16] as just one board member, what are those specific things

[3:06:19] that the teachers themselves are saying?

[3:06:22] This is what I need.

[3:06:24] I understand professional development, I get that.

[3:06:26] But at the end of the day, the teacher's still alone

[3:06:30] with those students in the classroom teaching

[3:06:32] and how can we support the student as well as the teacher.

[3:06:35] But staff development needs to be specific, and it needs to be very explicit to that teacher.

[3:06:43] And so I think that's where we're headed.

[3:06:45] I'd like to see us go in that direction, where we can support that math group, that social science group,

[3:06:52] and that science group with the specific instructional practices that will guide them,

[3:06:58] because the best resource a child can have is a well prepared teacher.

[3:07:02] And so with that, I strongly believe that once you help our teachers, support our teachers, and give them that toolbox, they'll be able to figure out what it is.

[3:07:17] Assessment, continuous assessment, and understand what that means.

[3:07:22] Understand what scaffolding means.

[3:07:24] It's not just putting up a picture and saying, this is what it is.

[3:07:28] It's explaining the pictures, talking about the picture, it's having that reading

[3:07:33] every single day, that explicit reading and comprehension reading, because it's not

[3:07:37] just reading, I'm an English language learner, and I still sometimes have to think,

[3:07:43] I need to process it, and so I think that's the other thing.

[3:07:46] It's just giving the teachers the tools they need in order to understand.

[3:07:50] long-term English language learners, their specific needs, and our ELs.

[3:07:56] As a matter of fact, federal program monitoring said, your kids are doing great in the ELD.

[3:08:02] They're doing fine.

[3:08:04] It's what's happening, it's what's not happening in the mainstream.

[3:08:08] Thank you.

[3:08:10] Trustee Schott, you had a question too.

[3:08:11] Oh, I just wanted to finish up with that.

[3:08:14] And then also part of it is in lesson study, we want to have language objectives.

[3:08:19] So that we're going to have to train the teachers on what is the language objective, how to write it, how to assess it.

[3:08:26] So that's going to be part of the lesson study.

[3:08:34] So with regard to our long-term English learners and their struggle to achieve,

[3:08:43] is mental health supported in that way as well?

[3:08:47] I mean, it's not just what happens in the classroom because when a student is receiving multiple Ds and Fs,

[3:08:52] their mental health is impaired as well, and so what about that?

[3:08:58] So one of the things we appreciate your support on as trustees, our student intervention specialists.

[3:09:05] And what we're trying to, and we're bringing a report to you on that program in one of our main board meetings.

[3:09:11] But what we've talked about around that table is sort of our scope of practice for

[3:09:16] our student intervention specialists and how we can serve to balance that mental health

[3:09:21] need because poverty creates mental health issues for our students hunger homelessness.

[3:09:27] There's things that the kids bring to the table that we're trying to support and address

[3:09:31] in our English learner population but across our system.

[3:09:34] And so we think that the tier one of our MTSS is first best instruction what's happening in

[3:09:42] in the classroom, so the question are asking ourselves around mental health is what strategies

[3:09:49] can we use successfully during a class that support a student's positive outlook?

[3:09:54] So when we're talking about being asset-based, if we never ask students what they bring

[3:09:58] to the table, they may think less of themselves simply because we have an ask.

[3:10:04] So some of it's potentially pretty simple in that how are we engaging students in what

[3:10:10] that they already know, as just a starting place for saying you are an asset to you, to your community, to us, not a deficit.

[3:10:17] And so that's one place to start instructionally, and I think in tier two when we're outside the classroom,

[3:10:23] we're trying to create that scope of practice for our student intervention specialists across the system they can reach kids.

[3:10:30] I'd also like to add, listening to Dr. Nogera, it was just wonderful to hear him.

[3:10:35] We need to know who our students are.

[3:10:37] We need to know them in the classroom.

[3:10:40] We need to know them as if possible outside the classroom.

[3:10:44] But that's the first step in how to help our students,

[3:10:49] is knowing who our students are, and able to reach them,

[3:10:52] and see them, not just hear them, but see them.

[3:10:55] Classize.

[3:10:57] And then part two, I'll put my other hat on.

[3:11:01] As overseeing Title I, I've seen a lot of requisitions go

[3:11:06] through to support our students that are EL's and long term English learners through additional funds to hire outside agencies to run groups for them for different reasons.

[3:11:21] So you do that or you've heard of it?

[3:11:22] No, we do do that.

[3:11:24] I just want to clarify.

[3:11:32] Just a thought or two.

[3:11:35] Many of us have been on the board for a long time and in other capacities in the district.

[3:11:40] some takeaways for me at least, we have the leadership, the alert, I get it right,

[3:11:52] seems to be a structure that has potential, no reason to, it looks like it should be,

[3:11:58] we monitor these students well, and with all due respect, we continue to have,

[3:12:04] and maybe all school boards do. We know what the problems are.

[3:12:08] We've identified the students, there are too many L-tells.

[3:12:11] We may not use our title one money as effectively as we could because there's a high correlation

[3:12:16] between these students and the federal programs as well.

[3:12:22] We have a structure for assessment.

[3:12:24] We can assess them to death.

[3:12:27] Your slides are beautiful.

[3:12:30] We would hope, at least I'll just speak for myself then, I would hope that at some point in time

[3:12:35] we can have kind of a turning point where we can begin to see that these great ideas and they're all

[3:12:42] educationally sound that they begin to pay off or they're not educationally sound and we have to

[3:12:48] say those plans didn't work. I don't know how many master plans for English learners I have been

[3:12:55] through in my life but a number of them and you as well. So I mean that with respect. We keep trying and

[3:13:01] And we keep identifying and we keep assessing, but as Dr. McCoy brought out, the first level is that effective first time teaching.

[3:13:09] We can have all the interventions in my way of thinking in place.

[3:13:13] And I just think we've got to get into the classroom, be it class size, and

[3:13:18] there's no one's silver bullet for this class size certainly has a barrier on it.

[3:13:23] Professionally developed teachers who are sensitive to the needs of language.

[3:13:26] We should learn, certainly, it's all of these.

[3:13:28] So I just look forward to the time when you can bring us a report and say,

[3:13:31] you know, this is working and we've turned in the corner.

[3:13:35] This district hasn't turned in the corner.

[3:13:36] I have heard there are too many L-tells in my six years on the board and

[3:13:41] my 40 years in the district before that.

[3:13:44] So we wish you well, we appreciate your good leadership.

[3:13:48] But the report is well taken as far as the inputs and the enthusiasm.

[3:13:53] And here's where we're going, and I'm just speaking for myself.

[3:13:56] I'll look forward to the time when you can say, and here's some demonstration that these have paid off, because we haven't had that yet.

[3:14:03] Okay, but thank you for the good work that you do.

[3:14:17] Okay, we have another staff report on learning support services.

[3:14:20] Yes.

[3:14:20] Thank you very much.

[3:15:07] Make the box bigger.

[3:15:22] At least one of your bid.

[3:15:26] President Davis and trustees and Superintendent De Leon and staff, we are thrilled tonight to present to you an overview of our learning support services department. And we have a number of staff here from the department who are going to be participating in the presentation. And we'd like to thank them for making it to the last report of the night. So thank you everybody for being here. And by our standards, we are like two hours early. So I'm very excited about this.

[3:15:52] It is my pleasure to introduce our Director of Learning Support Services,

[3:15:56] Reina Begerano, and then we will continue to provide information through this report.

[3:16:02] Thank you, Reina.

[3:16:03] Welcome.

[3:16:04] Good to see you.

[3:16:05] Good evening.

[3:16:08] President Davis, trustees, superintendent De Leon, and staff.

[3:16:12] My name is Reina Begerano.

[3:16:14] I'm the Director of Learning Support Services, and I'm here tonight to present our set report.

[3:16:18] Our

[3:16:22] goal is to support the classroom first, always.

[3:16:26] Teachers and students in the classroom before technology on a daily basis.

[3:16:31] And you'll see that reflected in our mission and vision,

[3:16:37] Dr. McCoy.

[3:16:40] One of the things we wanted to present to trust these into the public is sort of how we got here.

[3:16:45] So for the last three years, we've been working to overhaul the information technology data and assessment in the district.

[3:16:52] And we added an educational technology department.

[3:16:56] When we started, we sort of merged our old assessment and accountability department,

[3:17:01] which has seen on Peach on this old organizational chart into learning support services,

[3:17:07] which is designed around educational technology and driving not technology into the classroom,

[3:17:13] but having the classroom drive the technological needs of the district.

[3:17:17] You can see in purple the old information technology department.

[3:17:21] And you can see in, for example, for a long time we had three people working in IT, we would know them as can Mike and Doug, and you would see there those positions are which you'll see in our next slide sort of transitioning into systems network and data coordinator positions in blue are those that were added in the last three years as part of the transition.

[3:17:51] to learning support services, positions with green are modified and still with us, and positions

[3:17:58] that are,

[3:18:02] oh, positions with the red outline have been sunset from the district.

[3:18:12] This is our new organizational chart, and in just a minute,

[3:18:15] Reena's going to take us through the efficiencies and the themes that drive our work.

[3:18:21] What we wanted to point out to you here is in our previous iteration, we're at 32 positions.

[3:18:27] Now, these efficiencies, we have 27 positions total and what will be talking to you later

[3:18:34] about the positions in dark blue are proposed coordinator of data systems and our proposed

[3:18:41] desktop support technician level two.

[3:18:45] Those two in dark blue would be, yes,

[3:18:52] yes,

[3:18:55] oh they didn't.

[3:19:12] So in our new organizational chart, what we tried to show you and what you'll hear tonight

[3:19:16] a lot about as we have a five-year plan.

[3:19:19] We have a five-year total cost of ownership budget that we've been working on and

[3:19:23] getting feedback and input from Mr. Weinstein and Ms. Thomas.

[3:19:27] We have a five-year plan for rolling out one-to-one devices.

[3:19:31] We'll talk to you about tonight, and this is our five-year staffing plan.

[3:19:35] So, I know you've heard this from me before, but for the next five years,

[3:19:39] this is the team in learning support services and there's no additional changes planned.

[3:19:44] And the dark blue boxes, the proposed coordinator student data systems, and the desktop support

[3:19:49] technician level two would be if approved, would be in budgeted for the 1920 school year.

[3:19:57] In the green, you'll see a second desktop support technician level two.

[3:20:01] That would be for the 2021 school year.

[3:20:09] There you go.

[3:20:10] And then you'll see in gold, another site desktop support technician that would support

[3:20:16] New Oxnard area, high school number eight, in the 21-22 school year, the year prior to the new school opening, because we'll be starting to put technology in place and we'll assign a person.

[3:20:32] Later tonight, you'll see a proposed job description for the coordinator.

[3:20:35] We will bring to you a proposed job description for the desktop support technician level two in the May board meeting.

[3:20:42] And then I was going to have Raina talk to us a little bit about the five areas of work in our department.

[3:20:55] Most coordinator, I forgot. Is that a manager position or is that a?

[3:20:59] Yes, Certificated Management.

[3:21:00] Two, a management.

[3:21:01] Okay. And what, Rainer, are you going to talk about these areas here?

[3:21:06] Yes.

[3:21:06] Okay.

[3:21:07] I'll wait.

[3:21:07] Thank you.

[3:21:08] We'll talk about them right now.

[3:21:10] So tonight you're going to hear about our five major areas of work from the folks who are outlined

[3:21:15] in the org chart because they are the experts.

[3:21:19] You'll hear from Taylor Lopez.

[3:21:21] He's our web and multimedia coordinator,

[3:21:23] and he's going to discuss communication.

[3:21:25] Jay Sorenson and our teacher team

[3:21:27] who are here this evening are going to discuss

[3:21:29] educational technology, but more importantly,

[3:21:32] they're going to talk to you about our technology advisory

[3:21:34] committee and the impact that that has had on our classrooms.

[3:21:39] Joanne Powers will share our systems of hardware and software.

[3:21:44] I'm going to talk a little bit about network and the network administrator, and then Dr. McHoy will share information regarding data.

[3:22:04] My name is Phil Otto Lopez. I'm born and raised in Oxnard for those that don't know me, and I'm a proud yellow jacket, and I'm the thank you.

[3:22:12] Thank you. I'm the Web Multimedia Coordinator, and I oversee the district website and social media accounts.

[3:22:19] My job is to communicate to students and parents and members of our community all the

[3:22:24] great work that our students and teachers are doing, not just in the classroom but in

[3:22:27] our community.

[3:22:29] Along with that, I also help make sure that we keep a consistent message and brand across

[3:22:33] the district through trainings and in the way that we share our stories on our social media

[3:22:38] accounts, our website, on Twitter, Facebook, Instagram and our newly added Snapchat and YouTube

[3:22:43] channel.

[3:22:44] And the last year with the help of the LSS team, we have gone from having a thousand followers to over 5,000 followers on our Twitter account alone.

[3:22:53] Much of that has been contributed to the content creation we have started with the help from our directors and coordinators,

[3:22:59] such as JSourcing's bi-weekly student voice chat and video content that covers events and programs such as the career expo,

[3:23:07] the career and the career education showcase.

[3:23:10] And also by providing video tutorials for parents on how to create their parent view accounts

[3:23:15] and how to help them enroll their incoming ninth grade students.

[3:23:19] For our website, we continuously take in feedback from users and how we can improve our website

[3:23:24] and the content that we place on our website so they can easily navigate and access information

[3:23:29] that our students and parents need.

[3:23:32] So please don't forget to follow us at Oxford Union on any or all of our social media accounts to say updated on all the great things we're doing and we encourage you to please share your stories about the great work.

[3:23:44] Our students and teachers are doing and please use a hashtag we are OUHSD.

[3:23:49] Thank you. Thanks for what you do.

[3:23:50] Another

[3:23:57] form of communication we're using that we just started this year is parent

[3:24:01] square. Parent square is unique in that it is a two-way communication tool.

[3:24:08] So what that means is our parents, for example, if they want to report an absence,

[3:24:12] they can actually talk to somebody in real time to report that student's absence

[3:24:18] and actually get a reply from somebody, which is really nice.

[3:24:21] We're using parent-square as a support of our LCAP goals.

[3:24:28] We currently have about 97% of our parents that are reachable.

[3:24:35] The other phone number, we send them texts and emails.

[3:24:39] Our teachers have been utilizing parent-square.

[3:24:41] Our office staffs have been using it.

[3:24:43] Our administrators have been using it.

[3:24:45] So it's just growing and growing.

[3:24:47] we're continuing to offer professional development and support to all of our schools so that they can better learn how to utilize the parent-square tool.

[3:25:00] Sure does, it translates to about 25 different languages I believe.

[3:25:05] And Cape, we have it at Cape as well, it's been really nice to be included in that.

[3:25:09] Yes, it's also actually helped with online enrollment.

[3:25:13] So for example, for our feeder schools, we've been able to import the files that we received from the feeder schools,

[3:25:20] because we have the parents' phone numbers, we can import it into parent square and then

[3:25:24] reach those parents and encourage them to come out to the different parent nights, whether

[3:25:28] they be at our schools or the feeder schools so that we can get those enrollments for

[3:25:32] ninth grade, for incoming ninth graders.

[3:25:34] So it's a great tool.

[3:25:38] Okay, Joanne.

[3:25:43] Hi.

[3:25:44] Good evening.

[3:25:45] Good evening.

[3:25:45] My name is Joanne Powers and I am the Senior Assistance Administrator here at OUHSD.

[3:25:51] What I do here is I oversee all the school site technicians.

[3:25:55] I maintain all of our services on the back end like phones,

[3:26:00] synergy, printers, and faxes, which is represented by these buildings on this slide.

[3:26:08] I will also be working in tandem with our future network administrator to ensure

[3:26:13] connectivity between all these services, which is represented by the roads and cars between these buildings.

[3:26:20] As you know, modern technology is constantly changing.

[3:26:24] You may remember a while ago where you plug in a phone into a phone jack and you pick up the phone and you get a dial tone and it's working.

[3:26:32] Same with the dial up internet, you plug it into a jack, jump on AOL and you're on the internet.

[3:26:38] Oh, yeah.

[3:26:42] Here.

[3:26:43] Shh.

[3:26:43] Look.

[3:26:47] These days, you would have to call a company.

[3:26:50] They come out with a bunch of special equipment and then you would have to connect all your

[3:26:54] devices to the special equipment, the router, your tablet, your phone, your smart TV, etc.

[3:27:02] This also applies to the schools and classrooms.

[3:27:05] PAs systems, alarms, and locks used to fall solely in the under maintenance and operations department,

[3:27:15] but with advancement in technology and now falls in between IT and MOT.

[3:27:20] We also have thousands of student and teacher devices.

[3:27:26] All these devices are managed by our desktop support technicians who we have here today.

[3:27:39] I'm trying to understand, so when a phone system goes down, who oversees that issue?

[3:27:50] I would.

[3:27:50] Okay. And you also fix it?

[3:27:52] Yes, I would.

[3:27:54] Okay. And when teachers in the classroom have problems with their computer and it's not working

[3:28:00] and synergy is not working and the campus's parent view or student view or whatever is not working.

[3:28:08] What is that the role of the administrator to do about those items?

[3:28:13] To fix them or to actually when they were originally sought out to be purchased,

[3:28:19] that the administrator make that decision about those particular items that were purchased

[3:28:24] to be used and implemented at the school sites.

[3:28:29] by its energy, for example, or the computers ever purchased by the teachers, I mean, the teachers use.

[3:28:39] If those services were to go down, I would fix it, but I'm not understanding the context of that question.

[3:28:47] Okay, so the purchasing of items, if it's a classroom item, that's now discussed at the District Technology Advisory Committee.

[3:28:56] So we'll have some information in a slide that's coming up about how we now look at what types of devices and hardware to select that would be student devices, teacher devices, desktops, projection monitors that we call peripherals in terms of something like synergy, the student information system, if we were to consider changing it, we would start with the district technology advisory committee.

[3:29:21] And then we would bring vendors in for demonstrations and we would go through sort of a request for proposal process where we would determine what products are best to serve the needs of the district so that the purchasing would be directed by the director of learning support and my office in conjunction with the district technology advisory team of teachers and staff.

[3:29:44] Okay, so back to this question then, because I would assume that the senior systems administrator

[3:29:51] would have a computer science background of that nature.

[3:29:54] So, let's say this team decides to go with product X.

[3:30:00] But the assistance administrator says, well, we don't have capacity for that, we don't have enough, I don't know, bandwidth, whatever it is that you need all this other stuff, okay? Whatever that might be, who makes the determination that that system, we don't have the capacity to be able to do this? And why I'm asking is we're going to a different building? And we're going to have a lot of different needs. And so I'm trying to understand what the role of each of these areas and who will do what and who will be responsible

[3:30:30] It's important for the decision making on those things.

[3:30:32] Yeah, so the best news we have is that we're all under one roof.

[3:30:36] In the past, we would have had an IT lens and an educational lens on any of our services and products.

[3:30:43] But our tech staff, Joanne and the site techs are in the district technology advisory meeting.

[3:30:49] And so we try and make the answer, yes.

[3:30:52] And so what'll happen now is that we would bring it to the technology advisory meeting.

[3:30:57] And you'll hear a little bit about this process later from our teachers who are here.

[3:31:01] But essentially, they would say, we want to try this.

[3:31:03] Our systems folks would say, okay, I will research what it takes to drive this system.

[3:31:10] And then they come back together with options.

[3:31:13] And it may be, hey, we're good to go.

[3:31:15] It may be, hey, we need to do this in order to make it work.

[3:31:17] Or the systems folks, the network folks, the ed tech folks may suggest.

[3:31:23] Well, here's a different, something similar that's more functional in our network.

[3:31:26] So the most important part about this department is that, in the same house, we don't have opposing goals.

[3:31:34] The goal is to support the classroom and teachers first and foremost.

[3:31:37] And that means the system's folks researching what the possibilities are to try and meet the needs of the district.

[3:31:44] But we'll hear more about it tonight.

[3:31:47] Thank you.

[3:31:50] Yes, Dr. Trill.

[3:31:51] Oh, Joanne, sorry.

[3:31:52] I have a question.

[3:31:54] Sorry about that.

[3:31:55] Very popular tonight.

[3:31:57] First of all, does Dr. McCoy let you outside?

[3:31:59] Or does he have you like in front of a computer all day long?

[3:32:02] A little bit, both.

[3:32:03] Okay, all right, good, good.

[3:32:05] I have a question.

[3:32:06] I, we have a map before tonight.

[3:32:08] I work at Oxnard College.

[3:32:09] It's just college about 7,500 students.

[3:32:12] I've seen our technology area evolved

[3:32:15] call from where we didn't have computers or email all the way to where we are today.

[3:32:20] So can you put the work chart back up for your area?

[3:32:32] So you have seven site texts that work for you, is that correct?

[3:32:40] That's right.

[3:32:41] So how I'm just curious because at the college that I work at,

[3:32:45] we have four site texts for 7,500 students, we have hundreds of machines too.

[3:32:50] But I think there's more here at each high school.

[3:32:54] Are you even able to function with one site tech at each school?

[3:33:01] I mean, you can be a front, I mean.

[3:33:04] It's difficult.

[3:33:05] It is very difficult because we, with the one-to-one deployments, each site tech, since

[3:33:12] there's only one tech per school, we are struggling a little bit to be able to manage all these

[3:33:19] devices.

[3:33:20] Are you being nice?

[3:33:22] Is that?

[3:33:22] How you being nice?

[3:33:24] I mean, it just seems I look at this org chart, it just seems to be very inadequate for the technology needs of our campus, because I know we're making a point tonight to support our teachers, but I know there's administrative networks too.

[3:33:43] There's other users on campus that are in addition to the teachers that are probably just as many or more right they require a lot of your time.

[3:33:53] What recommendations would you make as far as just your area goes to have adequate support for this massive expansion that we're going to do and just currently supporting our current environment.

[3:34:08] Yeah,

[3:34:11] I put you on the spot tonight.

[3:34:13] I definitely believe we need additional staff, at least one or two more per school.

[3:34:28] Can I get the opinion of-

[3:34:30] You don't have to answer tonight.

[3:34:33] I think I heard you to say that you think it's inadequate.

[3:34:36] Is that okay?

[3:34:38] Okay.

[3:34:38] That's just my perception.

[3:34:39] I've been on the board for six years.

[3:34:41] I think the number one issue that teachers, staff, students talk to me about is technology.

[3:34:48] The phones are down, the computers too slow, I can't get help, and then I look at this or chart, and I go, no wonder.

[3:34:57] There's one person running around trying to help everyone.

[3:35:00] That's right, that's right.

[3:35:01] Okay, thank you.

[3:35:03] Good

[3:35:14] evening, board.

[3:35:15] Good evening.

[3:35:17] Members of the cabinet.

[3:35:19] My name is Robert Greaves, I'm the Desktop Support Technician at Pacifica High School.

[3:35:24] The Greaves family is well represented on the agenda to see me as just be an object observation of mine.

[3:35:30] Yes, I hope I will do as well as they have.

[3:35:32] Welcome, we're glad you're here.

[3:35:36] Typical duties that I see too at the site include supporting teachers, staff, students,

[3:35:42] as well as servicing laptops along with projectors,

[3:35:47] document cameras, telephones, servers,

[3:35:50] many new Apple and Google products,

[3:35:53] and pretty much anything that connects to the network.

[3:35:56] As a Monday, my seventh year at Pacifica,

[3:35:59] I've helped evolve and grow the school

[3:36:02] from several hundred computers to several thousand devices.

[3:36:06] I've also helped other new and existing desktop support

[3:36:09] technicians with questions and problems that may arise and it's really been a non-stop

[3:36:14] task to keep everything online, but I'm on top of it, okay, we'll sit. And Pacifica's

[3:36:23] next mission will be transitioning to our year 2020, one-to-one implementation. Pacifica's

[3:36:29] direction towards this has already included nearly 1,200 Chromebooks since the spring of last

[3:36:35] last year to begin a what I like to call Google familiarity and I'm excited to keep working

[3:36:41] with learning support services on the future trainings and pedagogy to successfully move

[3:36:47] us forward.

[3:36:49] And I wanted to thank you and a few others for a few things tonight, one for letting us

[3:36:54] come and speak, Monard, thank you.

[3:36:57] And another for supporting our partnership with Oxnard College recently on providing our

[3:37:03] internship program, which I think has been tremendously successful, again, in additional

[3:37:09] help. And the ongoing trainings that you've allowed Raina to approve for us with Google,

[3:37:16] Apple, and Windows environments. And also the ongoing professional development training

[3:37:21] that coordinator, Jay Sorensen, has implemented very well with the teachers. We're able to build

[3:37:29] build a nice, strong bridge with those teachers, I think, in delivering their new devices.

[3:37:34] And just the turnaround in the classroom has been very positive and exciting.

[3:37:41] And I'll further do.

[3:37:42] I'll introduce you to a colleague of mine, Sonu.

[3:37:46] Properly before you leave the podium, Dr. Hall, did you have a question for a more collaborative?

[3:37:50] Sure, first of all, thank you and all of you for coming and staying so late tonight.

[3:37:54] Yes, we really appreciate it.

[3:37:56] Okay, so are you the sole site tech at Pacifica?

[3:38:00] Yes, from the years past we did have extra help on a day or two.

[3:38:08] However, we did, I believe, lose a few technicians, so we did have some sparse coverage for a while.

[3:38:15] But like I said, the internship program has been very beneficial because if we're managing big projects or we've had some things in our mind

[3:38:24] that we'd really like to get done for the teachers.

[3:38:27] Just scheduling one of those interns through Juann has been great

[3:38:31] because we can go tackle something with some additional help,

[3:38:34] offer some training and teaching to that intern and just get something done

[3:38:42] that needs to be done in the future regardless.

[3:38:45] So it was a prime time for that transition to happen.

[3:38:50] So I know they are fantastic.

[3:38:52] I know the interns at Oxnard College, they're really enjoying and benefiting too.

[3:38:55] It's a great partnership that we have.

[3:38:58] I have a question.

[3:38:59] So what happens, I guess you may be not the one to answer, but what happens when you're

[3:39:04] sick or what happens when you take a day off on vacation?

[3:39:08] What happens to the, obviously you're not there to know, but where is the support if someone's

[3:39:14] gone?

[3:39:15] Sorry, I didn't mean to put you on the spot.

[3:39:16] I'm sorry.

[3:39:19] So if I know upfront what I do is I send kind of an all call out to the team and say, you know, hey if Robert's going to be out on vacation, for example, he's going to be out these days, who's available that can kind of jump in, go over there and check on things or stay there for a few hours just to go through the ticketing system and make sure everything's, you know, kept up to speed and whatnot.

[3:39:41] If it's something like he's sick and it's a last minute, usually what we do is we'll

[3:39:48] just send somebody over there real quick to just check on things or we'll check in on

[3:39:51] the school with the assistant principals or the principal.

[3:39:55] Usually if it's something urgent, somebody will text me and let me know that we need somebody

[3:40:00] pretty quickly and then we rally in and we get somebody over there.

[3:40:04] So we always have somebody, somebody always volunteers, we have a very close-knit strong

[3:40:10] team, and they're always willing to jump in and help one another, so that's

[3:40:14] typically what we do. So how would you assess that? Do you think it works? Yes, it

[3:40:21] works. I mean, as Joanne said, we do need more help. You know, the interns have

[3:40:25] been great. We have eight interns, but they're only here for a short period of

[3:40:30] time. They can only work so many hours per week. You know, they have other

[3:40:34] commitments, et cetera, so they've been a tremendous help to us, but we still, you know,

[3:40:40] Robert's got a school of what 3,200 students about.

[3:40:45] So it's Robert and 3,200 students, hopefully less with high school, we're all dreaming.

[3:40:54] So it's a large school, and it can be taxing, and sometimes they do need extra help, but

[3:41:03] But I have to say that the team is very comfortable reaching out to one another.

[3:41:07] We have what's called a Slack channel, I don't know if any of you are familiar with Slack.

[3:41:12] But it's kind of our back channel where we can message one another and we're all on there.

[3:41:17] And if somebody needs something, they do not hesitate to reach out and say, hey,

[3:41:21] and you're a little bit of extra help, can someone come and help me.

[3:41:24] But it is a struggle.

[3:41:25] We do have a lot of students and teachers to support.

[3:41:28] And as you said from the work chart, we do need that additional support, for sure.

[3:41:34] But the interns are great, they're helping, and we just do the best we can with the resources we have.

[3:41:41] Trustee Scher.

[3:41:42] Thank you, thank you for this.

[3:41:43] My question is about enlisting the support of students who would be really excited to be a part of that team.

[3:41:52] And there's something, I mean, like at my school, we call it the mouse squad.

[3:41:57] Yes, but is there a way for students to earn credit to participate in that to alleviate some of that stress and to also get some experience firsthand work experience.

[3:42:09] The short answer is yes, we actually discussed that a bit last year and we've had some some discussions about it about implementing something like that.

[3:42:20] The difficult part with that is students can't be directly under the desktop support technicians because they're not credential teachers.

[3:42:30] So what we have to do is we have to find a credential teacher that will sort of oversee the project while they're kind of guiding the work.

[3:42:38] So that's been a little bit of a challenge but we have discussed it, it has come up, several of the desktop support technicians are absolutely in favor of it.

[3:42:48] So it's something we'd like to explore further, we just need to find maybe a teacher or somebody who would be able to oversee that type of program.

[3:42:57] So it could be like their elective students are working with students to do that.

[3:43:02] Yes. I would release just getting that going because I think a lot of students would jump on the chance to have that experience.

[3:43:10] I agree. Absolutely. And they're so knowledgeable.

[3:43:13] Yeah. Yeah. Absolutely.

[3:43:15] Yeah. Thank you. Great question.

[3:43:17] Other questions?

[3:43:21] Sonia?

[3:43:28] Good evening. My name is Sonia. I'm the desktop support technician for

[3:43:32] Rancho Campana High School. And I've been with the district for four years. I started at Rancho

[3:43:38] Campana as a technician. And as one of the first schools in the district to implement the one-to-one

[3:43:44] on program, managing these devices is the utmost priority when I'm at the school site, and I'm excited that we're launching this program district wide, and I will do my best to assist other technicians in successfully launching that program and getting that going at their school sites.

[3:44:04] I, in addition to being at the school site, I assist Joanne with the administration of our G Suite and our Apple devices as far as administration goes on, like software and installing different things on there and then just want to thank everyone district leadership and the board for the continued growth and success of the LSS department.

[3:44:34] Thank you.

[3:44:35] Thank you for all that you do.

[3:44:45] Okay.

[3:44:45] So you heard a little bit about systems, now I'm going to talk a little bit about the network.

[3:44:56] So the most important thing our network does is allow for students to...

[3:45:00] Students and teachers to interact with one another. It supports the classroom and it should

[3:45:04] be robust. So, as I stated earlier, our teachers and students come first. Our network needs

[3:45:12] to run fast, it needs to be efficient, and it must be reliable. Essentially, our network

[3:45:19] needs to be like our lights. It's ubiquitous. You expect it to work. With the recent upgrade

[3:45:26] of our wireless access points, you've probably noticed a little bit of a difference.

[3:45:31] We are up about 99% of the time since we installed those wireless access points, so that

[3:45:37] has been a tremendous help for our network.

[3:45:41] Because there is someone behind the scenes, meaning a network administrator, they make sure

[3:45:46] it works.

[3:45:48] They ensure it doesn't go down because it's protected.

[3:45:52] We're currently in the process of going through an HR process.

[3:45:56] We have a candidate and we're hoping to bring a successful candidate to you on May 1st.

[3:46:03] We've been searching for this, the right candidate for about six months.

[3:46:07] And I think we've finally found the right person for the job.

[3:46:11] Yes, yes.

[3:46:13] Lastly, that network administrator ensures that our firewall is managed and

[3:46:18] maintained in such a way that it protects us from hacks

[3:46:22] that we hear in the media as well as our student data

[3:46:26] getting out.

[3:46:28] So network administrator really is really, really important

[3:46:31] and we're hoping that we're going to have that person

[3:46:34] real soon.

[3:46:39] I have a question, just to go to the next slide.

[3:46:42] So Reina, so how do you see the new person

[3:46:46] if approved the senior network administrator

[3:46:50] and the senior systems administrator be working to support one another.

[3:46:55] I mean, what's the, what's going to be the process for that?

[3:47:00] Because the teams are not eat on this work chart.

[3:47:04] And it seems like one need, a school of 1,000 students versus a school that's 3,200 students.

[3:47:15] You know, that the needs might be a little bit not equally the same in terms of the number of positions, but

[3:47:25] Ms. Powers may have other particular needs that could be a little bit more, I guess, complex with all the other servers and things of that nature.

[3:47:39] So are you referring to these two middle columns here where you have senior systems administrator with four people and then network administrator with several other people under you?

[3:47:49] So essentially what happens is the systems administrator and the network administrator work in tandem, they work together.

[3:47:56] So really both of those individuals are overseeing the entire group together.

[3:48:03] So, Joanne handles the system side of things.

[3:48:05] She described earlier kind of the building part of it, the structure.

[3:48:10] The network administrator handles the connections and those connections that go in between those buildings.

[3:48:16] So, they work hand in hand.

[3:48:17] They work in tandem together to oversee both of those middle columns.

[3:48:23] But the intention of going to, you know, more devices that each of the schools

[3:48:30] and different type of equipment, and different type of things like that,

[3:48:34] wouldn't the needs of the system administrator also be equally as great as the network administrator?

[3:48:41] I'm just asking because I don't understand every particular role that each of these individuals play,

[3:48:49] you know, the title, once this desktop support tech, the other one says the same thing.

[3:48:54] I mean, what's the focus and what in the need to be there equally?

[3:49:01] I'm not sure I'm just an administrator.

[3:49:04] Okay.

[3:49:04] So this org chart isn't linear in that the network administrator does not supervise those nine positions and the systems supervises those four.

[3:49:16] They actually, there would be a line that, excuse me, goes down the center to all the boxes.

[3:49:21] And so the systems administrator and the network administrator, as we were saying jointly supervise the entire tech team, and depending on the problem that's come up, the network administrator will work directly with a site tech to help solve network issue at the school.

[3:49:39] The systems administrator could work directly with a site tech to help sell a hardware server or software issue at the school.

[3:49:46] So once a problem is large in scope, what Reno is reverencing in their slack communication is everyone will come together around that particular problem to try and problem solve.

[3:49:58] So what this means is that we have an expert in network and an expert in systems.

[3:50:04] The site techs have the array of responsibility but then they have support from the network administrator and the systems administrator to problem solve things that are beyond their day to day.

[3:50:15] And so their day-to-day is a lot of, for the site text, a lot of tickets from teachers around

[3:50:22] things in the classroom that need to be addressed today.

[3:50:25] And then the district, we also have four positions at the district office.

[3:50:30] So when we were talking with Dr. Hall about if Robert is absent for a day.

[3:50:35] Those are the four people who are based at the district and run the help desk that would go out and

[3:50:40] to provide and be at that site and it really, again, the great part of this is there's not a separation of duties feeling among the team.

[3:50:50] So the network administrator, the systems administrator, and the site techs will work together around problem solving.

[3:50:57] Okay, I guess for me I'm timing a hard time understanding if we're trying to grow, we go to the new building.

[3:51:04] We have just so much more stuff to be doing with devices and so forth.

[3:51:07] that staffing both sides, the network side, the system side, to what the needs are of those areas.

[3:51:18] I'm trying to understand that.

[3:51:20] Right, the desktop tools that you see as proposed are supposed to now become that intermediate area as we scale up.

[3:51:27] So when we bring back to you in a future board, meaning the desktop support technician level two,

[3:51:34] We've visioned those folks as being regional support for the site techs in having sort of a skill set that is approaching the network administrator and the systems administrator sort of a right hand for both sides of the house.

[3:51:50] Okay, what's the response time right now when a school site has an issue for the tech to get to all those tickets?

[3:51:58] But we did 36 minutes.

[3:52:03] We did do 36.

[3:52:04] Yeah, so we had an issue at Camario in the first day of semester two that had to do with

[3:52:10] Synergy not producing the student schedules and parent view.

[3:52:14] And our ticket response time was 36 minutes from when Reyna got the text and

[3:52:20] the help desk got the call, so we had the problem resolved.

[3:52:23] And that involved the help desk, Joanne, Reyna and

[3:52:28] the site tech and the school administrator all working together.

[3:52:31] So what we do ask in an emergency situation is we're going to handle it right now, try

[3:52:37] and solve it as quickly as we can, and then backfill our help desk with a ticket so we

[3:52:42] can track our work.

[3:52:43] But we do, is it every 48 hours we go through every ticket in the system and try and make

[3:52:50] sure that anything that's outstanding after 48 hours, the systems administrator, and soon

[3:52:55] the network administrator will contact the site tech to follow up. So we're really trying

[3:53:00] to squeeze our timelines down. Yes, it's typically 24 hours or less. If it's a 48 hour turnaround,

[3:53:09] typically what happens is it's a more involved issue where Joanne may need to get involved or network

[3:53:15] might need to get involved and it's not as easy as fixing the issue and closing the ticket out.

[3:53:21] But there's another layer level, but typically our desktop support technicians even Robert with 3,200 students is getting through his tickets in a day.

[3:53:33] Usually has a one day turnaround.

[3:53:37] I was

[3:53:43] able to close in on a lot of work orders that I had pending before.

[3:53:47] So again, that's a really positive boost to my workload.

[3:53:51] There are heavier times than others, but right now we're standing pretty good.

[3:53:57] We don't like anything to go past 24 hours unless it absolutely has to.

[3:54:02] So our response time is fairly quick.

[3:54:04] Dr. Hall, I mean, I think something, but if it's 24 hours, that's an entire day's work.

[3:54:11] It depends on what it is.

[3:54:13] It depends on what it is.

[3:54:14] If it's something of a more urgent nature, what we've communicated with the school sites,

[3:54:18] the principles and the assistant principles is to text me. And if it's something like what we

[3:54:23] experienced in the 36 minute issue where we had an issue with student view, I got the text,

[3:54:30] I was on the phone, we turned it around in 36 minutes. So if it's something of a more urgent

[3:54:35] nature, everybody knows to text me and then we get on it and we take care of it as soon as we

[3:54:41] possible again. So that's a much quicker turnaround.

[3:54:49] What do you think about the

[3:54:50] future when we go one to one? I mean your big question. 24-hour turnaround now

[3:54:56] is not going to be 24-hour turnaround when we're one to one. So do you have an

[3:55:02] idea for what might be needed? I mean this is your this is the proposal, right?

[3:55:07] I mean you're bringing these jobs forward and so my question is about that.

[3:55:14] I mean, just speaking for myself as a classroom teacher and one-to-one devices, technology

[3:55:20] is great.

[3:55:21] It's amazing until it's not.

[3:55:23] And then you have no control of a classroom and you're backtracking and trying to fill.

[3:55:28] I mean, it can be very complicated.

[3:55:30] So especially when curriculum is embedded into the technology, when you don't have a textbook,

[3:55:36] you have a device that has your textbook.

[3:55:39] So my question is really about that.

[3:55:42] So we do have a slide coming up around the one-to-one that we'll be able to answer some of that.

[3:55:48] What I would do is reflect again on what Reno was talking about with our network.

[3:55:52] So the network used to be, as we do end was saying, you know, you used to dial up and it was not a utility.

[3:55:59] This network is a utility.

[3:56:01] If the lights go out and the power goes out, it's the same thing as the network going out.

[3:56:06] And so we've been really happy with our upgrade.

[3:56:08] We upgraded our system from two gigs to five gigs of internet.

[3:56:12] We're going to 10 in July.

[3:56:14] Since we've upgraded the speed and upgraded the wireless access and

[3:56:19] provided Joanne and Raina with a desktop system where they can see our entire network,

[3:56:24] green light, yellow light, red light, knocking wood we haven't been down as a network.

[3:56:31] And so that's that 99% efficiency.

[3:56:33] So our goal is 100% efficiency, just like if the power goes out, we all want to go home.

[3:56:42] The network goes out should be that rare of an event.

[3:56:45] So in our system and our teachers will speak a little bit to this.

[3:56:49] We've been improving the efficiency of this network so that that day-to-day question shouldn't

[3:56:54] be asked by our teachers when we're running right.

[3:56:57] It should just be there.

[3:56:58] Like the powers on the lights work, the plugs work, the network works.

[3:57:02] And we want to take it off the table as something that any teacher or student worries about.

[3:57:08] And that's where we're headed with the increases in our system.

[3:57:12] And then when we get to the one-to-one slide, we'll talk a little bit more about what we're projecting as we scale up.

[3:57:18] Thank you.

[3:57:19] Dr. Delaun, did you want to make a comment?

[3:57:21] I'll wait until the one-to-one slide, but I have an idea what I would like to have happen.

[3:57:25] Yes.

[3:57:25] Go ahead, hit.

[3:57:27] Okay, we have two slides on data, and again, you'll see an item later tonight about the

[3:57:34] consideration for a coordinator of student-day systems.

[3:57:37] We wanted to share with you this is the inputs into and out of our synergy system on a

[3:57:44] day-to-day basis, or it's our student information system.

[3:57:48] And it holds the records for 17,000 students across 10 schools.

[3:57:52] It serves 857 teachers and administrators, and that includes seating charts, attendance

[3:57:57] grade books, and then parent communication through, from teachers through student view

[3:58:02] and parent view.

[3:58:04] It also holds our master schedules.

[3:58:05] It has a master scheduling feature that we use.

[3:58:08] We don't use a separate program for master scheduling, we use synergy.

[3:58:12] We're now doing online registration where we've learned over time that the more time someone

[3:58:17] touches data, the worse the data becomes, so we've been trying to take all the data we

[3:58:21] can and have less human interaction with it, so that it's a better data when we get to it.

[3:58:27] And what's really been interesting in the last three years in particular, we've really

[3:58:34] started to interact very heavily with CalPADs.

[3:58:37] So CalPADs is the California longitudinal pupil data system and it's been around for a long

[3:58:42] time for more than 10 years.

[3:58:45] And originally it was designed so that you could track a student in writing who moved, would

[3:58:50] We moved to Oxnard and have the same student record and we would just, the goal of the system when it was designed, you would pull that student out of CalPads and

[3:58:58] redding, put them back in an Oxnard and there wouldn't be a second student information system at the district level.

[3:59:03] That never came to pass and so our reporting to CalPads until the last two years was pretty minimal with the change to LCFF, supplemental concentration and now the state accountability dashboard.

[3:59:16] We actually have, I got some notes from our data team, a minimum of 11 different uploads

[3:59:24] that are on a timeline from our city and information system into CalPADs.

[3:59:29] That impacts our, we have to upload human resources information on credentialing.

[3:59:34] We upload fiscal information to verify supplemental and concentration counts.

[3:59:38] We have to upload federal and state reports, we're finishing an office of civil rights report that's due every other year right now.

[3:59:49] We also try to make sure that we're now reporting all our state assessment data into CalPAS, CASP, LPAC, all our advance placements.

[4:00:00] There is no more paper, no more bubbles, everything is coming through our data systems. And the workload is increased probably four to six times. So, when Doug Campbell's last year was my first year back in the district in 15-16, Doug was handling every data request that we had. When Doug retired not only to take a fund of knowledge, but it sort of happened the same time that the increase in the need for CalPADs.

[4:00:31] And so we originally replaced Doug with a database administrator, we soon found we needed a second database administrator, and now the complexity of the data is to the point, and especially with fiscal considerations, as you know we had to give back a million dollars two years ago, because we didn't have the data as clean as it could be when it came to reporting through Calvans for our supplemental concentration.

[4:00:54] So, this has been an area of tremendous growth.

[4:00:58] I really am thankful for our data team that's helping us out with the reporting.

[4:01:05] And we've been also cleaning up and finding things we haven't been reporting accurately.

[4:01:09] So, we expect to see another increase in our ATG simply by

[4:01:14] we have with the help of Marion Ramos and Clara Galvez and a team of folks

[4:01:19] And at services, we've been looking in the back end of synergy to make sure our courses are coded correctly.

[4:01:26] And we've found that site to site because we used to handle that all at different sites.

[4:01:31] Some courses were reporting differently at different sites for different students for the same class.

[4:01:36] So we've been cleaning that up.

[4:01:38] We revised our entire course catalog of 7,000 courses and cleaned it up so that the district has one centralized course catalog.

[4:01:45] And it's been, it's been moving mountains with this team, and we're very thankful for them.

[4:01:50] But we just wanted to let you know of the increase in workload that we've been experiencing in data.

[4:01:56] And how we're trying to address it.

[4:02:02] And then we're up to Jay.

[4:02:05] Got a kid.

[4:02:08] Good evening, I'm Jay Sonson, the EdTech coordinator.

[4:02:11] So working primarily with training and professional development with teachers.

[4:02:16] And one of the areas of focus in EdTech right now is our

[4:02:21] Oxnard Union Express, a gamified professional development platform that we use

[4:02:26] Aluto. The way it works is teachers go in and they complete activities in the

[4:02:33] areas of professional learning networks, coaching and collaboration, digital

[4:02:37] tools, productivity, digital citizenship, and pedagogy. They have a lot of choice

[4:02:43] involved in the game. They go in and select the activity that they're going to do.

[4:02:48] They go through some sort of tutorial or lesson on how to complete it, they submit their

[4:02:54] evidence and then they get feedback either getting, earning their points in the game or

[4:03:00] getting feedback on what they need to do to fix it and do it correctly.

[4:03:03] We have over 500 players in the game right now that's teachers and some staff that are participating

[4:03:10] that have completed over 10,000 activities and activity ranges and the beginning of the

[4:03:15] game can be very quick 5-10-minute activity up to the last levels where they

[4:03:21] could be completing something that takes hours or days or weeks. And so

[4:03:29] unfortunately the teacher that was going to be here to talk about this is out

[4:03:32] ill but fortunately we have two avid players in the game that are here with us

[4:03:37] So I'm gonna have Allison Halkita.

[4:03:41] Hello, board.

[4:03:42] Welcome.

[4:03:44] You didn't mention, I'm number one in the Ludo for the Districts.

[4:03:48] Okay, so my favorite thing about,

[4:03:52] I'd love to talk about a Ludo.

[4:03:54] It is the best professional development I've ever participated in

[4:03:57] because I do it on my own time.

[4:04:00] I don't have to write subplans.

[4:04:02] I get a pick and choose what I learn about.

[4:04:05] It has made me absolutely fearless as a teacher

[4:04:07] and by proxy has made my students fearless when it comes to technology.

[4:04:12] My juniors especially, I don't even have to teach them a new program, we just do growth

[4:04:16] mindset.

[4:04:17] I give them a link and say figure it out.

[4:04:19] And that's really kind of what technology is all about when you're an adult anyway.

[4:04:23] But my favorite part of this is the sense of camaraderie it has created in our district.

[4:04:28] I get approached on Twitter, random people, email me.

[4:04:32] We have this really great network of support, and it's really not competition, it's community.

[4:04:41] Thank you.

[4:04:45] I did forget to mention that the whole thing is volunteer.

[4:04:47] So these are teachers completing all this professional development on their own time.

[4:04:54] So the next thing I'm going to talk about that you've heard mentioned earlier is our district technology advisory committee, the TAC.

[4:05:00] We meet once a month, it's open to everyone.

[4:05:03] So we have not only teachers, but classified staff, IT, administrators from the sites, all are welcome and it's an opportunity for them to come in and have their voices heard and have some say and give input on the decisions that are made as it's related to technology.

[4:05:20] So this includes things like the digital tools that we're going to pilot or have in our district.

[4:05:26] what devices that we want students to have, and access to as we move to go one-to-one,

[4:05:32] and the instructional tools that we have in our classroom.

[4:05:36] So to talk about attack experience once again, it's all a thing.

[4:05:43] I just want to thank Jay and Raina for putting this committee together,

[4:05:47] because this committee has done so much to transform technology in our district

[4:05:54] last year when this committee kind of started, it really gave me a voice and last year I was lucky enough to pilot a program called No Red Ink that I was very passionate about and Jay saw me using the free version of my classroom and he put together an awesome pilot for us and because of our passion for it.

[4:06:16] It was approved to purchase this year for our district, all the English teachers and it's an amazing grammar and writing program and it also does test prep, which supports our PSAT and SAT kind of initiative.

[4:06:32] My juniors have been using no writing all year, and they just took the SAT on March 6th and 76% of my juniors scores rose from PSAT to SAT with a third of them jumping more than a hundred points with some because of this program because you guys gave me a voice.

[4:06:56] I was able to ask for a program that I loved and you helped purchase it.

[4:07:01] And because of this, our kids are doing amazing things that would not happen without this technology advisory committee.

[4:07:07] So thank you for letting us meet and talk tech stuff and for letting us pilot and buy things for us.

[4:07:14] Thank you.

[4:07:18] So we're in the process right now collecting input from teachers to look forward to what we're going to potentially pilot next year.

[4:07:26] Also, I'm getting back in the habit of then recording these,

[4:07:29] sending out the presentations recorded in a screencast uploaded to YouTube and send that out.

[4:07:34] So, even those that aren't in attendance there still have the opportunity to hear what took place and give their opinion.

[4:07:40] And we got over 75 views, so that's 75 more people that were involved in the process.

[4:07:58] So, the one-to-one rollout coming up, so as Jay described, we're going to describe.

[4:08:05] So first and foremost, we have the inquiry and engagement training because the teaching

[4:08:12] has to come before the tech.

[4:08:14] We want to make sure that our teachers are supported.

[4:08:17] We want to make sure that they have what they need in order to support students before

[4:08:21] rolling these devices out.

[4:08:24] We're going to be rolling out devices at Channel Islands High School, Wyoming High School,

[4:08:28] Frontier High School, and Condor for the 1920 school year.

[4:08:34] Dr. McCoy referred to a five-year plan a little earlier in the presentation, and essentially, we've got these four schools that are going to go one-to-one next year, and then the following year, the rest of them will follow.

[4:08:50] So that will be Pacifica High School, Oxnard High School, Adolfo Camero High School, and Rio Mesa High School.

[4:08:56] I've been working with the desktop support technicians to gather and

[4:09:03] accurate and complete inventory of everything we have.

[4:09:08] So when I say everything, I mean everything,

[4:09:10] desktops, devices, phones, peripherals, assistive technology,

[4:09:15] pretty much anything you can think of as far as what we have in our

[4:09:19] classrooms and in our schools.

[4:09:21] And from that inventory, we've been able to see how old it is, how long we've had it actually found one device that was from 2001 that is still somehow operational.

[4:09:34] And we're in the process. There you go. And so we're in the process of decommissioning anything older than 2015.

[4:09:47] 14 or 15. So, quite a few devices and desktops and projectors and other things that are old and need to be

[4:10:00] decommissioned, which is helping us with our total cost of ownership five-year plan that we've

[4:10:06] developed. This is allowing us to determine what is it that we need, what how many new devices,

[4:10:14] what

[4:10:15] How many devices are we going to need for the one-to-one schools, et cetera?

[4:10:19] We're also working on the distribution, what the charging will look like, the storage,

[4:10:24] you know, like for example, for PE, how will we store them, as well as hotspots.

[4:10:30] So many of our students don't have Internet access at home.

[4:10:34] So we're looking at purchasing hotspots for those students so that they have their Internet,

[4:10:40] they can take it anywhere.

[4:10:41] We're also looking at a program called Gogardian, which will help us with the content filtering.

[4:10:47] So whether they have that hotspot at home or Starbucks or wherever, it's still going to be filtered with our filtering.

[4:10:55] We set it up, we determine the groups, we determine what they see and what they don't see, whether they're on campus or off.

[4:11:02] Cases are also part of that equation.

[4:11:04] And then the ongoing training which Jay will continue on the next slide.

[4:11:10] That training will continue next school year with Pacifica Oxnard, Ramaysa, and

[4:11:15] Camrya, they'll start the inquiry and engagement training with those teachers.

[4:11:26] All right, so then involved in doing the inquiry and engagement training for

[4:11:31] our schools that are going one-to-one next year.

[4:11:33] And we really wanted to have them prepared for when these devices show up in students' hands for next year.

[4:11:40] We have been using this T3 framework.

[4:11:44] This comes from Dr. Sonny Magganya, who was our keynote speaker on the March 18th professional development day, which we had board members share here in attendance.

[4:11:55] And so we've been using this framework partially.

[4:12:01] Well, explain the framework in a second, but a statistic that he uses along with this is basically that

[4:12:07] But technology in the classroom over the last 50 years has not had a huge impact on student achievement.

[4:12:14] And so we're sort of looking at that.

[4:12:16] Well, why is that we're taking this as an opportunity for teachers to don't just take the

[4:12:22] devices and do exactly what you've been doing, but this is an opportunity to do something different to do more with it.

[4:12:27] So using this T3 framework, the T1 levels where students are just using the technology for automation and consumption.

[4:12:33] So they're just kind of using these programs, which are great and efficient, can be very helpful.

[4:12:39] But that's not the ultimate goal moving on to T2, which is where we're focusing a lot of our efforts right now.

[4:12:45] As we're students are sort of shifting from becoming passive consumers to active producers.

[4:12:50] So students are producing things and adding to the overall contributing to the overall learning of the class.

[4:12:56] and then looking forward moving more towards inquiry so students are doing

[4:13:03] inquiry projects with social entrepreneurship, making connections, real-world

[4:13:07] connections in projects that they do. So speaking to this is a Channel Island

[4:13:12] teacher who's been involved Heather Malway.

[4:13:17] Thank you very much. I have the

[4:13:19] distinct pleasure of addressing you twice. Okay, I wrote notes because I wanted to

[4:13:26] I wasn't going to forget anything.

[4:13:30] I started off with a ludo, and that was the thing that kind of hooked me into the idea

[4:13:35] of using technology in a more productive and contribution way.

[4:13:44] I do teach a class, an I-lit class, which is on computers that have been teaching it for

[4:13:50] about three or four years and there isn't a whole lot of, you know, excitement about it.

[4:13:58] So when Alito came along, I was very excited to participate because I like free. And some

[4:14:08] of the incentives that were offered were a free iPad, a free trip, and a free, basically

[4:14:18] a free computer on wheels, complete with computers.

[4:14:22] And so I started with a very selfish intent.

[4:14:28] And as I went along, I realized, hey, I'm getting pretty good at this.

[4:14:33] And it was something that I became more comfortable doing.

[4:14:36] I never had a computer growing up, I didn't have a cell phone growing up, I'm 41 years old.

[4:14:41] And it's hard to think about teaching special education students different software or different, you know, just any technology.

[4:14:52] So there was another option through inquiry and engagement to get a Chromebook. Super exciting.

[4:15:00] So one of the things that I did was I attended the first inquiry and engagement. I was really out of my comfort zone. I wasn't doing, I was in the beginning parts of the Ludo, okay. So I was out of my comfort zone because I was basically one of the only special education teachers in the room at the time. And I was like, what did I get myself into?

[4:15:27] Fast forward, I'm at now.

[4:15:30] four sessions in and even though I've been a special educator for six years, I've only recently brought inquiry into my class.

[4:15:42] And that's actually really quite a shame that it took that long for me to realize that those kids could do just as much if not more than the other students on campus.

[4:15:54] This inquiry process has led to outcomes I've never thought were possible.

[4:16:00] Some questions I have never asked, some problem solving that has been really engaging in fun.

[4:16:09] It's led to collaboration and critical thinking at an evaluative level.

[4:16:15] And again, this is with special education students.

[4:16:18] Their questions have led us to discussions of terminal velocity.

[4:16:21] So we've had a complete physics lesson,

[4:16:27] gender inequities, and the digestive systems of dogs.

[4:16:33] The strategies that I have learned in I&E has totally changed my students

[4:16:37] and the manner in which they think.

[4:16:40] But I think it transformed me more.

[4:16:44] And I think the value of being in this district over the past three years and

[4:16:49] having both eludo and crane engagement and those opportunities will change me forever.

[4:16:59] And therefore, I hope that I can continue to have really high expectations of my students.

[4:17:05] I really hope that they can be engaged.

[4:17:08] I hope that we can solve problems.

[4:17:12] I want them to be able to ask the critical questions that are going to lead to the future

[4:17:18] you know problem solving, critical thinking solutions that the world needs. I just I do I don't

[4:17:28] know how many times I've actually said this to Jay this entire thing has changed my life and I

[4:17:34] don't think I've ever had more fun teaching. This year has been amazing. I've had certainly I've had my

[4:17:42] ups and downs. But it has reinvigorated me to a point where I am a completely different

[4:17:48] teacher now. And I would highly encourage everyone to participate. I can't wait to get

[4:17:55] some of my other colleagues in to do that. I would like to bring some colleagues in to

[4:18:01] see some of the things that I'm doing and some of the things that my kids are doing because

[4:18:05] is that's the most exciting thing for me.

[4:18:08] And I guess that's it.

[4:18:10] Any questions?

[4:18:12] Thanks.

[4:18:12] Thank you for sharing that.

[4:18:13] Thank you

[4:18:20] thinking about something that, you know,

[4:18:22] and I know I've said this before that there's research

[4:18:26] that shows that if a student is involved

[4:18:28] in one after school activity, that their dropout rate

[4:18:32] decreases by 40%.

[4:18:34] And if a student is involved in two

[4:18:36] or more after school activities, their dropout rate

[4:18:38] is virtually zero.

[4:18:40] And I keep thinking about teachers and how in the profession of teaching that the statistic is that one out of every seven teachers will leave in the first five years.

[4:18:54] And I wonder if a teacher was involved in something like this, one thing that kept them connected to school besides their teaching if the dropout rate of teachers would be impacted just as much.

[4:19:08] So, you know, as a teacher, but also as a trustee, and of course as a parent, you know,

[4:19:13] thank you very much for embracing teacher leadership, for allowing teacher choice and

[4:19:20] teacher freedom.

[4:19:21] And I think that the results, I mean, I don't have to say it.

[4:19:24] I think that, you know, I couldn't speak any better than they did, but I think it really

[4:19:28] is impactful and very powerful, and, you know, technology should be in every classroom,

[4:19:35] But it isn't to supplement or to supplant teaching it is to supplement and so really important. Thank you. Thank you for that.

[4:19:48] Okay, solar drive.

[4:19:53] So

[4:19:57] We started meeting monthly to discuss the move to solar drive as you all know. It's coming up. It's coming up quickly

[4:20:05] We're looking at March of 2020 to begin getting our data center put in place.

[4:20:15] We plan to replace our phones, as well as do a network, a complete network refresh as

[4:20:23] well.

[4:20:24] We've started meeting monthly with business services, MOT, myself and Joanne, as well as our

[4:20:32] Our counterparts at VCOE are the chief technology officer, Dr. Julie Judd, over there has been coming over and meeting with us once a month that she's been tremendously supportive and helpful.

[4:20:42] So we will continue those meetings as we determine what the redesign will look like for our data center and the network refresh over at Solar Drive.

[4:20:53] It's going to be a very involved process and that's why we're starting now.

[4:20:59] There's a lot of moving parts and we want to ensure that we get we get it right.

[4:21:07] That's all we'll be happy to take any other questions you have.

[4:21:10] Very thorough report, we thank all of you for your contributions to what you do every day, but to this report as well.

[4:21:15] Thank you.

[4:21:16] Christy?

[4:21:17] Thank you.

[4:21:17] And Dr. Delaun, you wanted to say a comment.

[4:21:19] Yes, please.

[4:21:20] Thank you.

[4:21:21] We'll go back around the one-to-one issue and I forgot when you were on the slide.

[4:21:25] Well, first of all, I want to thank you and I want to thank all of you.

[4:21:28] Stand up.

[4:21:29] Come up here.

[4:21:30] Come up

[4:21:37] here.

[4:21:37] You know what?

[4:21:38] a Corinne back there. You know what? This

[4:21:44] is our amazing team that makes so much work behind the

[4:21:49] scenes happen. This is it, right? So, right, and I can't tell you how, well it's not all of them,

[4:21:57] but I can't tell you how much we appreciate everything you do. We have made such immense movements

[4:22:04] in this district. I mean, we've restructured the way we look at technology, we've restructured

[4:22:11] the way we look at education. We've brought teacher leadership. We've decided that everything

[4:22:17] we do with technology is going to be driven by the needs of students and teachers. And that

[4:22:21] is absolutely evident in everything you do. And I can't tell you as a superintendent what

[4:22:25] it's like to see your vision of just start to come to fruition. And the one-to-one rollout

[4:22:30] is like sort of that crowning piece that's coming right. So I just wanted to thank all of you for

[4:22:36] everything you do. Thank you. Thank you for coming tonight. You know how much do you know how much

[4:22:42] we appreciate you? Yes. Okay. We know. So that's the first thing I want to say. So big round of applause

[4:22:47] for all of you. Our District Technology Advisory Committee for all of the texts and everybody who's

[4:22:56] who's not here tonight because we have many other people who deserve a lot of help.

[4:22:59] For all of the work that's done every day, our teachers in the classroom, our techs, everybody.

[4:23:03] Everybody at the district, everybody, I want to thank you.

[4:23:06] So that's the first thing.

[4:23:08] And then I have a request from Dr. McCoy.

[4:23:10] And Mr. Wymestein.

[4:23:11] And he always says no, and he shakes his head.

[4:23:14] Before I even ask, do you see he goes, no, okay, here's all I want.

[4:23:19] Because I kind of have the same view of like, I really feel like our techs are stretched.

[4:23:26] Could you just do a cost analysis, three texts for your one roll out and four for your two cost analysis. That's all I'm asking. Bring it back.

[4:23:38] Please just let's see what we can do. Let's see because I myself.

[4:23:44] You guys work so amazingly hard. It's no doubt and you get through your work your tickets. I know you do. I know you guys do.

[4:23:52] I just I'm wondering how we're going to do it myself right so I would like to

[4:23:59] see what that would look like and if we could possibly afford it because Jeff

[4:24:07] but if we can if we can find something somewhere I think that would be an

[4:24:14] important piece because I'm a I do get not that I don't have confidence in all of

[4:24:18] because I do. I do worry when we have that many of more computers.

[4:24:24] That's it. Not that you can't. I just worry. I agree.

[4:24:29] Let's just do a cost analysis. I know you weren't expecting me to ask you that, but I'd like it.

[4:24:33] So that was all. And just thank you again. That's all I wanted to say.

[4:24:36] And I think I can speak on behalf of all of us when I say thank you to all of you.

[4:24:41] You've been tremendously supportive to me and to our entire department.

[4:24:46] And that support has helped us to move forward and to do the things that we're able to do.

[4:24:53] So thank you all of you for being here.

[4:24:55] This report helps bring it all together for us as well, very well put together.

[4:24:58] Has DeHera come in?

[4:24:59] Sorry, I don't have a superintendent De Leon or Dr. McHoy or Director Reina can answer this.

[4:25:05] But in the move, when we go over to the new building, who will be responsible for everything in technology?

[4:25:17] We are in our meetings with and our bond project manager Paul Hansen is also a part of the meeting.

[4:25:25] VCOE is at the table because we have to pull new telecommunications lines from VCOE into solar.

[4:25:31] But we will have all the knowledge to run our system in this team that you see assembled before you.

[4:25:39] So when we move to solar, when we have a refresh network, we're on new phones.

[4:25:44] We've upgraded to 10 gigs.

[4:25:45] We pulled New Telco.

[4:25:47] This is the team that underrated, I mean,

[4:25:50] its direction will supervise all those operations for this district.

[4:25:55] And, Reina, that 2001 device you found, that's my phone.

[4:25:59] I've been looking for it.

[4:26:00] I really did send it to you.

[4:26:02] Thank you.

[4:26:03] Thank you very much.

[4:26:04] It was a computer, it was actually a desktop computer, so I'll send it to you.

[4:26:07] We can put it on display in the display case.

[4:26:12] Thank you all very much.

[4:26:13] Thank you.

[4:26:14] Thank you.

[4:26:16] It was very, very, very good.

[4:26:18] It was a very, very good.

[4:26:19] And if we're going to get down, so we understand what you mean.

[4:26:25] Dr. De Leon, what in the rest of the agenda can we and should we

[4:26:28] and go right ahead if you say all of the above?

[4:26:30] We just have one item plus items for future.

[4:26:33] So can we have D, D E and F, don't we?

[4:26:37] No, but that's, oh, those are resolutions.

[4:26:39] No, we want not to do resolution, what we need to do, the resolution is for adult week, adult headroom.

[4:26:45] We have a job description, do you have a job description?

[4:26:49] Can I just make the motion to approve adult education link?

[4:26:52] Is that next on the agenda?

[4:26:54] The one is the coordinator for student data systems, this is the next item.

[4:26:58] 15D.

[4:27:00] Is this the first reading?

[4:27:02] This is the first reading.

[4:27:03] This is the first reading and it was what he just explained.

[4:27:07] Yeah, so can we just be comfortable if we want to say just first reading bring it back to us when we're fresher. Yes, okay, Dr.

[4:27:14] Hall, did you make that motion?

[4:27:15] I did not.

[4:27:16] I'll make the motion move to approve the first reading or the approval of the new job description coordinator of student data systems.

[4:27:24] Yes, we have a second.

[4:27:28] I'm comfortable in that.

[4:27:30] Okay, this is a really, really critical position.

[4:27:34] Okay, let's have the presentation then, or delay it.

[4:27:36] We're going to lose a lot of money if we don't get this straight, right?

[4:27:41] Okay, do we want the presentation or roll it over?

[4:27:45] Well, Trustee Edmunds isn't back, so I'm going to be honest.

[4:27:47] Yeah, so maybe

[4:27:52] he doesn't know, should I make the motion again?

[4:27:55] Yeah, we were considering, we're on 15D, Mr. Edmunds.

[4:27:58] 15D, the consideration of approval of coordinator, student, data systems for first reading.

[4:28:04] I made the motion to approve the first reading.

[4:28:08] Nobody yet?

[4:28:09] We're waiting for a second.

[4:28:11] Okay.

[4:28:12] Is there discussion?

[4:28:13] I have a question.

[4:28:14] Yes, great.

[4:28:15] The plan ultimately is to do what?

[4:28:17] There's no fiscal implications.

[4:28:18] So what was the plan here again?

[4:28:19] It's a neutral.

[4:28:20] We already have it.

[4:28:21] Budgeted.

[4:28:21] We just never filled it.

[4:28:25] We had an unfilled network security, but it was unfilled in the budget the last two years.

[4:28:32] So the primary source for funding is coming from that, but we are also moving proposing if this position were approved to move it into the district LCAP and off the general fund side of the house because it serves the students who are unduplicated.

[4:28:51] If this job description were eventually approved, we would bring the permission to hire during the budget.

[4:29:00] You know, prior to being elected to the board, I sit here and listen to a lot of meetings and we had a problem with the cafeteria, which was over $5 million.

[4:29:11] It was a accounting issue, 5 million at one step.

[4:29:15] And then we've had several other issues that have involved student data.

[4:29:20] And I know we continue to refine our data.

[4:29:23] But, you know, I've listened to a lot of things on IT and this one to one is immense.

[4:29:32] It's like a tsunami.

[4:29:33] At the same time we're opening up a school.

[4:29:36] And so, you know, I have a lot of reservations as how we're going to fund these things.

[4:29:42] But if we're going to keep moving forward as a system and I admit I do not have the fund of knowledge regarding technology

[4:29:52] that some of you setting up your dues, I have to support this position and I don't know

[4:29:57] how we're going to fund all these things.

[4:30:00] I looked at the people here working hard. You have a one-to-one school, and you have 3,3300 devices. It's almost humanly impossible without additional help. Right. And so.

[4:30:13] And there's no fiscal implication for this. This is neutral because we have a budgeted position that we've never been able to fill for how many years now, three. We had a vacant for two and a half. I support it. Okay. We have a motion. The second is there further discussion?

[4:30:30] I'm still processing the report that we had at 10 o'clock at night here.

[4:30:34] When we bring this back for a second reading, can we bring back the flow chart too?

[4:30:39] Because I just had some comments I wanted to make when it's a more humane hour about just the structure of our empty area.

[4:30:49] Okay, can you do that?

[4:30:51] Absolutely.

[4:30:52] Thank you.

[4:30:53] Okay, we're moving forward on a first reading.

[4:30:55] Okay, we'll call the question on that, those in favor of accepting the new job description as presented for first reading, say aye.

[4:31:03] Aye.

[4:31:04] Any opposed?

[4:31:05] Yes.

[4:31:06] Opposed?

[4:31:06] All right, 4-1, and we'll bring it back for second reading.

[4:31:11] Yes.

[4:31:14] 4-1, and we'll bring it back for second reading with the additional information that has been requested.

[4:31:19] Then we have two resolutions, let's go ahead to those.

[4:31:23] I'll motion to approve National Adult Education Week.

[4:31:27] Second.

[4:31:27] All right. Any discussion? Here are your new requests. Those in favor say aye. Aye. Any opposed? No.

[4:31:35] Congratulations and thank you for all your hard work and please let your staff know that we are appreciative of our adult school and happy adult as week.

[4:31:44] Happy adult as week. Happy adult as week.

[4:31:46] Happy adult as week.

[4:31:46] That's all home.

[4:31:49] Okay.

[4:31:50] She's like I'm trying to.

[4:31:54] And in the next resolution,

[4:31:57] So that is it, we had, what about resolution, pre-qualification, E?

[4:32:01] We didn't do that, did we?

[4:32:02] Move to approve, no, we haven't done it.

[4:32:05] We missed that one.

[4:32:05] A second.

[4:32:06] Okay, you made a motion, okay, this, we're back to item E.

[4:32:10] Yep.

[4:32:11] So, item E, we have a motion and a second, any discussion?

[4:32:15] Those in favor of item E as presented, say aye.

[4:32:18] Aye.

[4:32:19] Any opposed?

[4:32:19] No?

[4:32:24] A board?

[4:32:25] A board reports the communications.

[4:32:31] I went to the STEM summit at the Ventura County Office of Education that invited local counselors.

[4:32:39] It was a great event, Oxnard was represented.

[4:32:42] Oxnard University High School District was represented by, let's get late, by Reina and her team there.

[4:32:48] And it was a really good event, it had a regional event focusing on STEM careers and pathways to go through, so I was really glad.

[4:32:56] You mean Rebecca? Chandler? Rebecca?

[4:32:59] Oh, thank you. Thank you. It's late.

[4:33:00] Rebecca Chandler, thank you.

[4:33:02] And I talked to a few counselors at Cameroon High School

[4:33:06] who were there and Oxford High School

[4:33:08] and one of which was my student many years ago.

[4:33:12] So that's how I see it.

[4:33:13] That's why I see it. Yeah, it is.

[4:33:15] Right. I know it's a busy time of year.

[4:33:18] We're all going different kinds of things with your permission.

[4:33:20] I'll just give the superintendent a list of things

[4:33:22] that I participated in. Let it go.

[4:33:24] Okay.

[4:33:27] We're all doing good things and it's a celebratory, if that's a word, time of year.

[4:33:33] No, I don't have a report, I just have items for future considerations.

[4:33:36] Yes, okay, let's turn to page two.

[4:33:37] Can I do my report really quick?

[4:33:38] Go ahead, yes.

[4:33:39] I have a few things that I just want to mention.

[4:33:41] So I went to the Tri-County Education Coalition meeting in Santa Barbara on the 15th of March.

[4:33:46] And we talked a lot about gun shows in our county and the impact on students.

[4:33:52] and I want to redirect everybody who's listening out there still that you can go to our webpage and look on the board of trustees and next to my picture you'll find a link that has that to a petition about universal gun control and gun and gun shows in our county as well being a part of that.

[4:34:16] So I wanted to redirect everyone's attention.

[4:34:19] And also full and fair funding, we're the 41st in the nation in California and per people funding.

[4:34:27] And so asking the public to call their elected representatives and

[4:34:30] ask them to support full and fair funding for schools in California.

[4:34:36] I cannot go without mentioning the professional development day on the 18th of March,

[4:34:42] which I was so happy to attend.

[4:34:43] And not only as a trustee, but I wanted to see what's happening with regard to professional learning.

[4:34:49] But as a teacher, it was unbelievable.

[4:34:52] There were over 80, as was mentioned, over 80, professional development workshops.

[4:35:00] I did attend the LGBTQ plus workshop, which was amazing.

[4:35:05] And then I went over to Pacifica and Alice in Holokyman said that she's not here still.

[4:35:09] because she led an ed camp for the Pacifica High School faculty and if you haven't

[4:35:16] participated in that, it was, it's all about teacher choice and about professional

[4:35:20] learning and options and she led it and it was amazing and I actually got to

[4:35:24] leave one on teacher leadership which was really exciting. On the 19th of March I

[4:35:30] attended Oxard City Council and there was an article in the paper that discussed

[4:35:35] the City Council's opinions about our new high school number eight.

[4:35:39] I want to thank the City Council publicly for supporting our high school.

[4:35:44] I do wish that we had a mayor in the City of Oxnard that supported public schools in a more

[4:35:54] giving way and loving way.

[4:35:57] As the mayor of Oxnard, I would hope that in any statement that he makes about the schools

[4:36:04] an Oxnard that he would also add a statement that would go something like this.

[4:36:09] I'm the mayor of Oxnard and I'll do everything in my power to make the schools in Oxnard

[4:36:14] the most powerful they can be so people want to move to Oxnard because of the schools.

[4:36:19] So I'll say that, but I would like to thank the City Council for their support of high school

[4:36:24] number eight.

[4:36:25] I also want to thank Dr. De Leon and Mr. Weinstein for representing our high school district

[4:36:30] worked so well, really advocating for our students,

[4:36:34] for public education, for access and equity,

[4:36:37] for social justice and smaller classes,

[4:36:40] because that is going to be the impact

[4:36:42] of our high school number eight

[4:36:43] is to make smaller classes everywhere.

[4:36:45] So thank you.

[4:36:46] And then last but not least, I attended,

[4:36:48] which was amazing because I registered my daughter.

[4:36:51] I'm gonna be a scorpion parent next year.

[4:36:54] So I participated in that, which was so amazing.

[4:36:58] And then we attended the Camry High School Scorpion Showcase.

[4:37:02] And so as a future scorpion parent, it was really exciting and very informative to see all of the extracurricular athletic activities that students can participate in.

[4:37:12] My daughter is very excited.

[4:37:13] And last but not least, on the 29th of March, I attended the women of the year.

[4:37:19] Hannah Beth Jackson and Monique Lemons, women of the year awards.

[4:37:23] And it was such great representatives for our communities.

[4:37:26] So I wanted to thank them, and that's all I have.

[4:37:29] Thank you, everyone.

[4:37:31] Thank you, Mr. Chair.

[4:37:32] Okay, item for future.

[4:37:34] Let's take a look at that.

[4:37:36] Trustee Rare, did you have a comment on the items for the future?

[4:37:39] Or are you going to, I'm sorry, I'm sorry.

[4:37:41] And I'll go second.

[4:37:42] Okay, pretty good, yes, Mr. Dredons.

[4:37:45] I understand you can't make a gift of public funds.

[4:37:48] But when I saw this report tonight on IT,

[4:37:51] they're talking about decommissioning computers.

[4:37:55] And these are going to be wrapped up in sent to electronic waste.

[4:37:59] If there are some that maybe aren't as old as others that could be used with EL students,

[4:38:07] I would like, you know, we have some very needy students that do not have devices.

[4:38:12] And if we're going to throw away three or four hundred devices,

[4:38:17] I'm sure that we have some students that would be very appreciative.

[4:38:21] And so I would like to see what the ed code says about.

[4:38:24] Instead of disposing of these, let's see if we can give them the students.

[4:38:32] Would you remember?

[4:38:33] Yeah, items for future consideration.

[4:38:35] When the IT org chart came up, Dr. McCoy mentioned this was like the five year plan, is that correct?

[4:38:43] So in the five year plan though, I am very concerned like Trustee Edmunds mentioned and

[4:38:47] others about the one-to-one devices, but a new high school.

[4:38:51] And so I do not believe that that reflects what the needs even are now in some of the other areas.

[4:39:01] And I would like to see, I understand the need for data and I understand the issues we have had.

[4:39:06] It's been very public, it's been reporting the paper and I get it.

[4:39:11] But does it have to be a coordinator and does it have to be that that's the only person that could oversee those other areas where

[4:39:18] or I find that the other areas have equal need or perhaps there's going to be even a greater need.

[4:39:26] For me, I would like to see that as a future consideration as what would be a different type of IT in the future

[4:39:34] to meet the needs of a new high school and all of us going one-to-one devices as estimation or projected plan.

[4:39:43] And I mean, you're going to bring what you're going to bring forward.

[4:39:47] But as one board member, I would like to see that because I do believe I heard them loud and clear.

[4:39:50] They need help, the current areas need help.

[4:39:55] And so I would like to hear that.

[4:39:57] And I would like to hear it from Dr. De Leon in yourself because I do believe that my experience as one board member,

[4:40:06] I do not have the same feedback that you have from what's happening within IT.

[4:40:10] I highly regard the staff, I highly regard the work they do.

[4:40:16] But the experience that the staff and the teachers are having under this IT structure is not what I'm hearing from staff.

[4:40:27] I would like us to have that discussion about that.

[4:40:31] Thank you for that.

[4:40:34] Any of these?

[4:40:35] Yes.

[4:40:36] First of all, I was remiss in congratulating the community member of the year here.

[4:40:44] Congratulations visually.

[4:40:46] And Dr. Davis, I just wanted to request again that we have at some point on one of our meetings a discussion about emergency procedures.

[4:40:53] I was going to point that out on May 1st, that's what we met, that's the start of that discussion.

[4:40:57] The which one, the staff report?

[4:40:59] The emergency procedures.

[4:41:00] Ah, there it is.

[4:41:00] We will at least what CSB recommends, we'll be all from there, but we did hear you.

[4:41:06] I did want to include, I looked at, I didn't see that there, I didn't do.

[4:41:09] I did want to include also whatever our procedure is related to school closure.

[4:41:13] Yes, okay, we understand that.

[4:41:15] And then I wanted to ask, Dr. Davis, I wanted to adjourn our meeting today in honor of

[4:41:21] someone when we come to adjourning the open session.

[4:41:24] Would you be okay with the board president of delegating that assignment to me?

[4:41:27] I wanted to make a statement and dedicate this meeting to pass the passing of a community member.

[4:41:34] What do we do that now we can still convene, we can be in close session to avoid the sake of the record.

[4:41:39] Okay, sure, thank you.

[4:41:40] I just, I wanted to adjourn this meeting and

[4:41:46] dedicate this meeting to Bill Shelley, who is the founder of the addictive disorder studies program at Oxnard College.

[4:41:53] He was a nationally now an expert in treatment for people suffering from addiction.

[4:42:01] He created a program for not only treating people with addiction, but

[4:42:04] also a certificate for students to work in the criminal justice system.

[4:42:09] They actually work in jails and help people get off the drugs.

[4:42:12] He was one of the most outstanding teachers I've ever met.

[4:42:16] He taught until he was 90 years old.

[4:42:19] He died teaching this semester in the middle of the semester, he was still teaching.

[4:42:25] I went to his 90th birthday party three weeks ago, or actually about a month ago, but he did pass on Monday.

[4:42:33] And I wanted to adjourn this meeting in his honor and dedicate this meeting into his honor.

[4:42:38] Very appropriate, thank you for bringing that to our attention.

[4:42:40] We'll be courted as we adjourn the open session.

[4:42:43] Okay.

[4:42:43] Okay, his family, a letter, like a little, like a resolution or something?

[4:42:46] Yes.

[4:42:47] Not a resolution, but that we, at this meeting, yeah.

[4:42:52] That's the answer to the jury.

[4:42:53] Thank you.

[4:42:53] Thank you for that.

[4:42:55] Will we convene in a closed session?

[4:42:56] Yes, we will.

Board Meeting

Agenda

Transcript