Board of Education Meeting — July 22, 2025

001[Music] Good evening. I'm calling the July 22nd regular meeting of the board of education order per government code section 54950 executor and education code section executor at the district educational center at 1301 East Orange Surf Avenue Placentia at 501 p.m. Um, right now comments at this time are going to be limited to close session agenda items only. And if you would like to make a comment, please fill out a blue card. We will be adjourning to close session in a few minutes for the purpose of discussing the following matters. 3.1 Public employee discipline, dismissal, suspension, release, leave, assignment, non-reelection, non-reappointment, resignation, reinstatement pursuant to government code 54957. Um, specifically discussing a resignation agreement of employee identified number 8181. 3.2 Two, personnel matters, public employment appointment, employment pursuant to government code section 54957. 3.3 conference with

002labor negotiations. Uh Dr. Alan Mouserino, acting superintendent. Joan Velasquez, interim assistant superintendent, administrative services. Yolanda Mendoza, acting assistant superintendent HR to discussing our unions, CSEA, APLE and Plum 3.4 Four, conference with legal counsel existing litigation significant exposure to litigation pursuant to paragraph two or three of subdivision D of section 54956.9 one case um Malindon versus Py LUSD and it looks like we have one person wishing to speak so they will be given three Samovich, please approach the podium. Uh, my name is Samovich. I'm speaking on the Malindon case. It is the It is in the interest of the PLUSD to settle the case with Richard Malindon and recover all the costs of this litigation from those culpable for the violation of Mr. Malindon's rights. It is clear from Malindon's complaint that among the most culpable

003individuals are former superintendent Alex Chernis and former district council David Huff. Churnis conspired with other district employees to violate the terms of Malindon's employment contract, breach the duty of good faith and fairness, inflict intentional emotional distress, and wrongfully discharge Mr. Melindon. Mr. Melind's case against the district is an extraordinarily strong one and the costs of further litigation will surely impose upon pil taxpayers greater financial burdens than an outofc court settlement. In fact, one should estimate the cost of litigation as many multiples of that which Mr. Malindon is seeking. The central matter in the Malindian complaint against the district involves an elementary school principal meeting led by Dr. Churnis on November 30th, 2023. At that meeting, according to the complaint, quote, Dr. Churnis informed all principles that the district would no longer follow the site guidance

004process unquote as it related to student discipline. As superintendent in charge of student services, Malindon oversaw student discipline. Churnis told the principles at that meeting that quote he did not care if a student hits, kicks, or punches a staff member. It is a part of their the teachers job and it is your job as principles to make them the teachers understand that." unquote. Former Superintendent Churnice thus expressed clear contempt for the safety and well-being of teachers, staff, and students, as well as utter disregard for the collective bargaining agreements with both classified and certificated staff. Not only is Malindon willing to testify to this under oath, but so are several principles who attended this November 30th meeting. When Molindon refused to comply with Churnis' directive to allow students to physically abuse staff, the former superintendent began

005a campaign of personal harassment against Molindon. There are numerous witnesses willing to testify to the details of this harassment campaign. The stress from this systematic harassment began to take a toll on Molindon's health and he eventually succumbed to a cardiac incident that forced him to take medical leave on December 12th, 2023. While Molindon was on medical leave, Superintendent Churnis changed the title and framework for the position Malindon had held. Once Malindon was ready to return to work, Superintendent Churnis placed Malindon on paid administrative leave with the understanding that his contract would not be renewed. It should be noted that Malindon had received only superior performance reviews during his tenure in the district, even from Superintendent Churnice. While Molinindon had no desire to leave the district, he understandably sought employment elsewhere during this campaign of harassment.

006The fact that Molindon understandably sought employment elsewhere in this context does not exonerate the district and its superintendent from culpability >> concludes our comments. Okay, with no other comments, we'll adjourn to close session at 5:06 p.m. Okay, everybody ready? Good evening, everybody. We're going to re reconvene at 6:40 p.m. Um, we have some reports out of close session. The board met and confirmed in close session to approve the resignation agreement of employee ID 8181 assigned as a music teacher. The motion was made by Mrs. Anderson, the second by Mrs. Quantero and it was a 50- vote. Also, the board met and confirmed in close session to approve general liability claim number 638681 for the amount of 300,000. The motion was made by Mrs. Quantero, the second by Mrs. Buck. Um the vote was 31 with

007one abstension. Um the eyes were Buck Anderson Quantero. The no was Mrs. Blades and the abstension was Mr. Frasier but motion carried and that is what happened in close session way. So um can you please join me in the pledge of allegiance? >> Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay, let the record show that all board members are present. And at this time, I'm going to turn it over to Dr. Mouserino for a recommendation. Thank you, Madame President, uh members of the board and members of our community. Uh I am recommended to move item 197 from the consent calendars or HR certificated board report so that we

008could uh publicly uh recognize uh our newest principal joining our team. >> Okay. And then yeah, so we need a motion as amended. >> Are we making a motion to amend the the agenda? Okay. >> The agenda >> and and the >> and are we moving that up >> and this and the Yeah. And and to amend the certificated report as >> Okay. So I make a motion we approve the July 22nd, 2025 board of education agenda as presented and amended. um and amended for the certificated human resources report. >> Second. >> Okay, we have a motion by Mrs. Buck, a second by Mrs. Quantero. All in favor? >> I motion carries 5. Okay, so we're going to move up 19.7 first. Um if there's anyone here that wants to make a comment on the

009HR report um please um let us know and we will move that up. I don't believe any of these are for that. Okay. So hearing no comment for that. Um, we need a motion to approve the amended certificated report. >> I'll make a motion we approve the amended certificated report. >> Second. >> Okay. We have a motion by Mrs. Buck, a second by Mrs. Quantero. Are there any questions? Okay. All in favor? >> I. >> No opposed. So, motion carries. 5. And I'm going to turn it over to Mrs. Mendoza. This is so much fun. It's a great part of my work. So, it gives me great pleasure to introduce our new principal of Glen Null Elementary, Erica Kadam, who is sitting right here, and I'll bring her up in a minute. Uh Erica attended

010as a Glenn Null Elementary student and I have her little picture here of when she attended of when she attended Glenn Null. Um she you're just as cute as you were. Uh she graduated from Espedansa High School. She also graduated from Calpali Pomona with a BA in English. She is currently working on her doctorate at Calpaly Pomona in the area of educational leadership. She has been an English teacher at Espedansa High School as well as the ASB activities director. She has also been summer school principal at El Camino High School. Currently, she has served as assistant principal at the Yorbalinda High School since 2022. Her leadership framework is relationships and results. She would like to serve her community and empower her colleagues. uh we had a really great time with the interviews that we conducted

011with her and she impressed all of us all the time. So please come forward and just say a few words. [Applause] >> Good evening, President Anderson, board of trustees, Dr. Mouserino, and executive cabinet. I would like to extend my most sincere gratitude for the trust that you have placed in me. To serve our district as principal of Glennol Elementary School is an honor. It is a privilege and it is a responsibility that I embrace with commitment and a deep sense of purpose. I already recognize Glenn Null as an exceptionally special place, one defined by its dedicated staff, engaged families, and inspired students. It is a community that truly lives the core values of our district and one I am lucky to again be a part of. I am excited to build on upon Glenol's strong

012foundation with compassion, care, and a genuine heart for our students. I cannot wait to connect with and learn from the incredible Glen Null team as we continue this important work together. Thank you once again for this opportunity. I am truly humbled and I look forward to our continued partnership in supporting all of our students. Thank you. We're very excited to have you, Principal Kadam. Okay, we will now move on to our public comment announcement. Public comment cards are available in the foyer. cards must be completed and it turned in prior to the designated time for public comment. Provide a maximum of three minutes per person. If translation is needed, an additional 3 minutes will be given. Please let us know. If we know ahead of time, we can ensure we are prepared. Civility policy education

013co code 220 prohibits discrimination on the basis of disability, gender, gender identity, gender expression, nationality, race, ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crime sent forth in section 422.55 of the penal code, including immigration status. Additionally, if there are any disruptions or interference of the board's ability to conduct the meeting, the disruptive parties will be given one warning. If the the disruption continues, you'll be informed that the board president has found you disruptive in violation of penal code section 403, education code section 32210, and the board president will order you removed and the from the meeting under government code 54957.9 and 54957.95. If removing one or several disruptive parties does not restore order, the board president will exercise their authority to clear the room in accordance

014with government code 54957.9. And it looks like we have two people wishing to speak. So each speaker will have three minutes. >> Oh, you're going to do it now. You're you're minutes first. >> Okay. >> And then my report and then we go from there. >> Okay. Perfect. So, moving on to 10.1. >> I'll make a motion that we approve the minutes for the meeting of June 17th, 2025. >> Second. >> Okay. We have a motion by Mrs. Buck, a second by Mr. Frasier. Any comments? Okay. All in favor? >> I. >> Okay. Motion carries. 50. I'll make a motion to approve the June 24th, 2025 special meeting minutes. >> Second. >> Okay. We have a motion by Mr. Frasier and a second by Mrs. Blades. Are there any questions or comments? Okay. All in

015favor? >> I. >> Any opposed? >> Okay. Motion carries 5. Okay. Um, now we are to public comments. Do we have >> Oh, super, you're first. You win. >> Okay. Thank you, Madam President. Um, >> hi everyone. Nice to see you all again. Uh, some wonderful things that I'd like to share um related to the great work of our students and of course our instruction and leadership team. So, PY LUSD students continue to excel in advanced placement coursework. In 2025, students took 5278 AP exams, which is a 5.2% increase over last year and a 17.5% increase since 2023. That's absolutely outstanding uh improvement increase in access. Even more impressive, our pass rate rose to 91.2%. 2%. So that is something to be extremely proud of and to our students and our and our staff, which

016is that's well above state and national averages. By the way, uh these gains are attributed to expanded access to AP courses across our comprehensive high school, strategic support systems for students, and the continued efforts of teachers and site leaders to build a strong culture of academic excellence. It's just everybody sitting here on this dis as well as all the people uh who make our success um so wonderful to be able to celebrate. Um more good news, national recognition for Valencia High student. Congratulations to Irene Pan from Valencia High School was selected as one of just uh 112 delegates. She's one of 11 uh 112 delegates and only one of two from California to attend the prestigious 2025 National Youth Science Camp in West Virginia. Irene will join top steam students from across the US and

017Latin America for a transformative summer of learning, leadership, and global connection. Congratulations to Irene and the Valencia team. And finally, uh, we're proud to continue our partnership with the Nixon Library and Museum. Eight outstanding students from five of our high schools were selected for competitive internships in education, communications, marketing, and event planning. It's a six-week program that gives students real world experience uh, in a nationally recognized settings. And that concludes my report, Madame President. >> Thank you. Okay. I think we have a few more blue cards coming. Oh, there's another one. So, four. Okay. Four people wishing to speak. So, each will be given three minutes. And if you want to call them up, >> Dr. Mserini. >> Okay. Um, I'm going to call out all four. Please feel free to come and sit in

018the first row. Um Sam Miovich, Lesie Alexander, Diane Hansen, and Dave Radlau. And Mr. Mayavis, you may approach the podium, sir. On June 27th, trustees Frasier and Blades gave an 80minute interview to Madison Kluffstat Miner discussing their quote common sense unquote responses to what they see as the impact of progressive policies on California education. About half of the interview time focused the issue of what they define as the threat of quote biological boys unquote in girls sports. The conversation culminated with the speculation that NBA superstar LeBron James could undergo gender transition and extend his dominant basketball career by competing as a female in the WNBA. If this conversation represents common sense, then what is lunacy? Common sense and scientific reality often stand in stark opposition. According to common sense beliefs, the Earth is a is

019considered a flat stationary object at the center of the universe with celestial bodies revolving around it. Scientific reality, however, informs us that the Earth rotates on its axis at around 1,000 mph and hurdles around the sun at a speed of approximately 67,000 mph. At the end of the 18th century, common sense caused people in England to resist the efforts of Edward Jenner to infect people with the relatively mild cowpox virus to confer immunity from the deadly smallox virus. Since the language of science at the time was Latin, the Latin-based word for calvaka is the derivation of our word vaccination. Through both persuasive and coercive governmental measures requiring vaccinations, the last known case of smallox occurred in 1977. In the final analysis, the reality of science prevailed over the illusions of common sense. Due to widespread

020misinformation associated with certain political ideologies held by trustees blades and Frraasier diseases like measles, polio, whooping cough, and tuberculosis are reappearing. Common sense indicates that a baby born with a penis is a boy and a baby born with a vagina is a girl. Science is, as usual, more complicated. Transgender and interex identities result from complex genetic, hormonal, and environmental factors. Although XX and XY chromosomes are generally definitive, numerous exceptions exist. Variations in the metabolic processing of steroids among individuals can result in a diverse range of phenotypes, gender expressions, and sexual orientations. Some people with two X chromosomes can have male physical traits. Thus, common sense alone cannot fully capture the diversity and complexity of humanity. Trustes Blazer uh Blades and Frasier, please stop using the meaningless terms biological boys and biological girls as it relates

021to gender identity assigned at birth. It is a political slogan designed to appeal to the uninformed. Moreover, it is deadly nonsense because it causes young people who are not heteronormative to question their very place on this earth. The language you use to describe transgender people is not only unscientific and deadly, it also violates California law. Thank you, Mr. Mayovich. Lesie Alexander. >> While I appreciate the challenges OCSCS seeks to address, the proposed model, which removes teachers from their classrooms more than 30 instructional days per year, is excessive and ultimately not in the best interest of students. 30 days is the equivalent of over a month and a half of lost classroom time. The number does not count for absences due to illness or personal leave. Research is clear. Chronic teacher absences, regardless of the cause,

022are associated with lower student achievement, especially in core subjects like math. Students or I'm sorry, studies show that once a teacher misses more than 10 instructional days annually, student performance begins to decline. At 30 days or more, the negative impact becomes far more pronounced. Even the most capable substitute teachers cannot replicate the relationships, consistency, or instructional depth that students receive from their regular teacher. The consequences go beyond academics. Excessive teacher absences can weaken student teacher relationships, decrease student motivation and engagement, lower student attendance, and contribute to increased behavioral issues. Teacher collaboration is vital for professional growth and improving instruction. However, it should be implemented in ways that minimize disruption to classroom learning. Viable alternatives might include schedule late start scheduled late start or early release days, shared prep periods within the school day, and occasional

023compensated collaboration time outside of instructional hours. If we are serious about student success, we must prioritize what matters most, a consistent, present, and empowered teacher in every classroom. Thank you. Thank you. Uh Leslie Alexander Diane Hansen, please approach the podium. >> Thank you. I'm a retired um I'm retired from a career in public education as a teacher, special educator, and an administrator on both the site and district level. As a principal, I strongly believe in teachers collaborating in PLC's. My teachers had time each week for such while students received media and music instruction outside of the classroom. Looking at the board item that is is on tonight's agenda. Um granting the charter a full day of release for teachers. I understand the need, but given the uncertainty of all the educational funding, including the elimination

024of the US Department of Education, it would be remiss of the board to approve funds of this sort. As a previous speaker just said, there are alternative ways. Yes, the teachers need the time to meet. Yes, we as educators did that a lot of time on our own time. They also need time on paid time, but we need to really be uh very frugal with the the limited funds that are coming our way as we don't know exactly what those are going to be. Thank you. >> Thank you, Mrs. Hansen. And our final commenter, Dave Radlau. [Music] The material revision on the on the agenda this evening simply makes no sense. The five of you have repeatedly stated that you support the charter. Why exactly would ed services recommend you approve this revision? What exactly

025is the partnership with the district referenced in the staff recommendation? Why exactly do they term the fiscal impact as quote dependent on board action? If adopted, this revision will help seal Oak's fate, and not in a good way. First, we must ask, why is this material revision necessary? The charter, if the charter can afford this expense directly from its ADA funds, such a revision is superfluous. As written, the revision itself is meaningless and appears only intended to enforce to force the district to fund an element of their model they simply cannot afford. That is dangerous. The language of the supporting documentation seems intentionally ambiguous. The plans are not yet complete and the supporting report seems to rely on a poll taken of the staff requesting the revision. 88.6% of the Oak staff favors weekly professional

026development time. Quite frankly, I'm surprised the number was that low. This is a luxury not afforded to any other school in the district and for good reason. The cost both in dollars and loss of direct face time is unsustainable. The charter school as originally designed appears to have some very serious fiscal problems. Recall its encroachment on the district in its first year of operation was over $800,000. This is not a problem of support. It's a design flaw. Perhaps it can be reconstituted. But is adding a new expense at this juncture a wise move? There's nothing preventing the charter school from using their ADA funds to support this plan if they can afford it. If they can't, the expense becomes an additional encroachment on the district as we may not allow a dependent charter to operate

027at a deficit. That model will only last until the expiration of the charter, at which point the district will have to evaluate its financial viability before considering renewal. If the documentation shows a consistent encroachment on the district, the charter will simply fail. It appears this request for material revision is nothing more than a request for funds in excess of Oak's ADA aotment. If such is the case, couldn't this be considered a gift to public funds? If the model doesn't work, fix it in a way that makes the program sustainable. It appears that Oaks wants to act like a charter when it comes to control, but revert to a quasi magnet when they run short of funds. This is an unsustainable model, particularly when the district is running an 8 figureure deficit. And it is patently

028unfair when these additional funds will come directly from the rest of our district schools who are being forced to endure direct academic cuts while the charter wants to expand professional development time. If that time is actually needed, consider the possibility that this is a major flaw in the model that needs to be addressed more responsibly. Throwing money at the problem is not the answer. Let's get more creative and find a way to make this commitment work. If you truly support the long-term sustainability of the charter, you must vote against this revision, which will only contribute to its ultimate demands. >> Thank you, Mr. Rattlower. That concludes our comments, Madame President. Okay, we're moving on to general function 13.1. Um, I need a motion. I'll make uh I'll make a motion we grant the material revisions

029requested by Orange County School of Computer Science approving the charter as so revised with July 2020 July 22, 2025 as the effective date of the revised charter and adopt the attached board resolution number 254. >> I'll second. >> Okay, we have a motion by Mrs. Buck and a second by Mr. Frasier. and I'm going to turn it over to Dr. Mouserino. >> Thank you, Madam President, and hello again everyone. So, um we want to uh share just the experience that uh we had as well as the process that was uh undertaken to get to this point. So, we'd like to start with uh our legal team uh before we get to our elite petitioner uh to talk about process particularly related to the staff report and the proposed revisions. Suki, >> good evening everyone. So

030wonderful to see everybody after a long time. Um so tonight for the board's consideration is the material revision of the OCSCS charter. This was um a revision that was submitted by the staff at the charter. And it the proper procedure to go through a material revision of a charter petition that's been approved is to have the material revision presented. Um a public hearing held on that staff report prepared and posted 15 days prior to today's meeting and then the action taken by the board. Um, if the board does not adopt, excuse me, if the board does not approve the material revision, then the charter petition stands as it is, um, until such time as it comes up for renewal or until such time as the board takes alternate action to revise it. So, um, I

031believe that there's a presentation that the staff of OCS wants to make to um, to explain the rationale for the decision. And with a dependent charter, the um the governing board is the charter board. And of course, the governing board does make the decision as to whether to grant a material revision to the charter or not. I'm available of course at any time to respond to any questions. Um but I do believe that they wanted to make a presentation, but if there's any questions that the board has before that presentation, I'm happy to respond. What's the impact when I mean obviously if we approve it then the changes go into effect. If it's not approved what happens >> if it's not approved then the additional um time that's requested will not be provided to the

032staff that's there >> but will it go back to the original it'll go back to the original charter and that original design. Correct. >> Yes. >> So it'll essentially stay the same. So from what I understand and and I think that the staff has been working hard on how to implement this request. There are tweaks that were made to the calendar. There were tweaks that were made to the process that's used for collaboration. And there's a chart that's in the charter petition right now that talks about the meeting times and this and that. So that would be the chart that would continue to remain as opposed to the way that the staff wants to implement this. >> All right. Because from my my understanding right now is because of all of this chaos that's come

033from the district that they don't even have a master schedule right now. So I mean that's what I'm just asking >> is that I I guess we'll wait for the lead practitioner >> Yeah. >> to um to come up and and speak but >> if it was either going to kind of be similar then you would think that we would have been able to go on with and they could have put a master schedule together. I mean they've just been in limbo for months now. From what I understand, the staff has worked really hard and I think we really want to um com commend them for that in um working with the uncertaintity which obviously is difficult uh but also recognizing that the board um wanted to grant this um you know at the study

034session there was a lot of discussion about what it is that the staff wanted to do. So, I think that they've been able to take that into consideration during the last few weeks um when creating their schedule. And I think that um as I think one of the speakers said, you know, 86% of the staff um is amunable to the new schedule. I think there were one or two people that weren't part of that 86% and it was because those individuals said, "I actually don't need that much time." So, it wasn't that they didn't like the proposal. It was that they felt that they didn't need that additional time. But when this when the district changed the stuff and we had to come back to this and the no master schedule and all the chaos,

035it was because it wasn't done appropriately by the district. So tonight, this is the proposal and it's basically the schedule, professional development and the Bell schedule. >> Yes. >> But nothing else. So the programs can't be moved. All of the things that the district was doing that was in violation of the charter contract, it's all going to stay the same. But from what I'm hearing is we could have almost gone forward with the master schedule and not be sitting here in July because we're losing kids from that because of of what's happened here. So we could have probably proceeded forward a little bit more from what you're saying. >> Yeah. >> Okay. >> Well, the goal was to reduce the expense as well. So under the leadership of of uh Dr. Gray and the team

036and lead petitioner uh Mr. Sykes, they were tasked to work with their uh faculty to determine how we could still ensure the integrity of the charter uh and the program as designed while at the same time significantly reduce cost. So that that really as far as a master schedule, the shell of it is is is in place and that will continue to roll over. The issue is it didn't start. The timing wasn't handled correctly, which is why we're here in July. It should have been handled differently so that we didn't have to have them uh not knowing what was going on so that we didn't lose students. So, unfortunately, I think it was handled at the district level wrong. >> And you know, and once again, I'm going to call because the stuff that was

037going on at this school site, moving of programs, moving of all this, we've put people under investigation for this type of thing. And so, right now, we're dealing with selective investigation. And so once again, I am calling for an investigation into the district personnel who did this to this school. We have to have accountability because we're all sitting here in this July board meeting because we violated the charter petition. We violated all kinds of board policies. We violated all kinds of stuff. And yet we sit here and we are just, oh, we're going to investigate this person, but we're not going to investigate this person. And it it's just crazy. It's crazy what's going on. Um just to clarify what you what you had said before Suki in a previous meeting that ultimately we're the

038board and we're the decision makers for the charter school. So a revision necessarily wasn't needed if we all agreed and none of us we all agreed to the process. Correct. Like we didn't have to have a formal revision. So the changes could be made without >> So as we've discussed before, the idea of what is a material revision isn't really defined in the law. There's only two instances that are really defined in the law. Um and that is to change grade levels or to change the location of the school. Um as the governing board, you could make a decision or you could delegate that authority to someone that's on your cabinet to make that initial determination. Does this constitute a material um excuse me a material revision? And sometimes we call those administrative decisions. And

039then when that administrative decision is yes, this constitutes a material revision, then it's brought up to the decision maker to make that determination. Sometimes it is the u the individual that the authority has been delegated to who says no, this doesn't rise to that level, so we don't have to take it back to the board. The um the board hasn't delegated that authority. Um, and so I think in moving forward and especially when the second set of the board reading, excuse me, the second reading of the board policies um, takes place, that could be something that you could put into your board policy to make that determination. But it is something that unless such time as the board has delegated that authority to someone else and they're able to make that administrative decision, the board

040would initially have to make a determination. Does this constitute a mature revision? If so, do you want excuse me, do you want to approve that material revision? >> And then also, would you say to that an effect that had on it and the timing was a change over in administration as well? >> Yes. Yes. I mean, I think that there there was a there was a big learning curve. Let's just put it that way. >> Well, it was just missed, >> right? But I mean, if we had consistent administration going through the whole time, then it could have been addressed sooner >> with transitions going over. >> Right. Right. But it's July and it's a pretty it's a pretty basic part of having a charter. I understand that there's >> started this process in April,

041May, >> which it should have been started earlier, >> which it should have been way earlier. >> The transition over with >> I mean you can try and make excuses for it, but it didn't happen right and we're here in July. >> You can try to make excuses as to why you're not investigating people and holding them accountable. So, there were questions asked why we were even having the study session before and that nobody wanted to have the study session, but we had asked for the study session, but now it wasn't early enough. So, let's just move ahead and hear from our presenter on what they've come up with as their revisions. >> And I'm here. >> Thank you. >> Okay, Mr. Sykes, please. And we have a presentation I believe um ready to go.

042Matt, are you over there at the controls? Thank you. Well, first of all, I want to say thank you because I know this is an odd time to meet. Um it's not something that as a teacher I would expect I have to do in the middle of the summer, but uh in particular, thank you Dr. Mrino for this opportunity and thank you to the trustees that were willing to meet today. And I really see this as not so much uh I'm not here to argue a point or to convince anybody of anything. What I'm really trying to do is explain the why behind what we're doing and our quest. All right. So what you can see on the screen is is basically the topics that I'd like to discuss very briefly. Um we did have

043a closing meeting. Um what are our professional days? What do they look like? what do we do exactly on those professional days? Um, and we're going to reflect back a little bit on 2024 25 and then our needs for 2526 and the proposed charter revisions which really does focus on the bell schedule and um it is my understanding that at this point we don't have a bell schedule. We can't schedule students. That's what I've been told. Um so we're waiting for a decision. That's the way that uh that's been explained to me. And granted, I'm not an administrator, so I'm not in the office speaking to the principal and the vice principal and and discussing these things, but that's my understanding. So, we did have a meeting on June 13th, which is the last Friday

044of the school year. And what's really remarkable about that is that it's the last Friday of the school year, and we've got the entire staff in a room for an hour. You know, it's important when you can get everyone to do that, when they're all looking to close out their classrooms and go home for the summer. And that's something that's remarkable. It really does show a a level of unity of purpose. It shows a willingness to sacrifice considerable time when many of them actually had to clean out their classrooms and leave because they had gi been given pink slips. And finally, it shows a common understanding of the significance and necessity of the collaboration days. So, it wasn't just a a statement of we want that time to ourselves. This is a time that we

045spend in collaboration with each other for the entirety of the day. So what do we do on those collaboration days? This is basically what what I would refer to as true PLC work. As much as PLC's are discussed um on you know obviously within the district and we have them at schools on those late start sorry early release Wednesdays what we do in on these collaboration days is really the PLC work that we receive in training through the district but is is near impossible to actually implement with the time you're given that is one hour. So for instance we use assessment data to design lesson plans that specifically target skills in each subject area. We align lesson plans in each grade level to ensure that all students are receiving equal access to needed instruction and

046preparation for assessments. And that alignment is key. We design assessments that accurately assess student skills based on the content area in each subject. And then we collaboratively grade assessments to ensure that all students receive an objective report of accomplishment and supportive feedback on each assessment. This is all researchbased and it's not because I received poor training that over the last 15 years of being trained multiple times in PLC is not the poor training that I received. The problem is can you do all of this in an hour on a Wednesday? It's really difficult to imagine that anybody could accomplish even one of those bullet points on any given Wednesday in an hour. And so the PLC's that have been part of what we've been doing, right? These are really true professional learning communities in a

047sense because see if teachers get together on a Wednesday and they try and compare data, the question is what data are they going to compare? They've all given different tests. They're at a different place in the curriculum. There's nothing to compare. And so you really can't analyze student progress unless you've got the common assessment. You've given the assessment on the same day. You've all graded the assessment in time enough to sit down together and then to look at that data and say, "Wait a minute. We're having a problem. Students are not getting this idea or that idea, this skill or that skill." That's really what the PLC's are about. That's what we've been told for many, many years we're supposed to be doing. But unless we have teachers actually doing that kind of work, the

048question is, well, how can they ever create that common assessment, right, agree to the skills that are supposed to be assessed and then get them all graded in a way that when we can come back the next meeting, we can actually compare that data and then adjust and align our lessons to now really put the students in a place where they can recover from wherever it is that they've fallen short. And that's really the significance of these professional days. In addition, the teachers were provided with um an opportunity to spend time. You can see it on the screen. It's called the visible learning, the illustrated guide to visible learning. We were provided with this book and we used it for professional development. So, we spent 30 minutes every on every professional day simply reading this

049book and analyzing what was in it. agreeing to implement some of the practices that were in it and then to report back the next week as to what we had seen. So, in a real sense, we're not just simply doing the the PLC work. We're doing professional um professional development that were guided using this text. Now, this text is rather significant. This is actually a text that exposed us to years of research that includes more than 2100 metaanalyses, 130,000 studies, and included over 300 million students. It's a rather significant test. And the fact is that these teachers that actually left the school, one of the things they they looked to and they pointed at was they had that to take with them. They knew the value of it and we were using it on a

050weekly basis. So in my opinion, the professional learning days at OCS in year one have really been a master class in PLC's. It's not only what we were taught for years. We've actually been able to do it and we've actually seen results from it and it's been tremendous. It's certainly not wasted time. It's certainly not wasted time. Now, I' I've talked about it from the benefit of the teachers, but I want to reassure you that there's something else behind this, and that is the students are still benefiting from what we're going to propose tonight really is something that I think allows us to see the benefit at both ends. All right? I'm not going to try and make an argument for last year and say that many electives were the solution to the problem, but

051I am going to say that I think that what we're looking at for next year is something that is really powerful for kids as well as teachers. So this particular slide is really to help you understand and I want to say thank you to Dr. Gray because this image was actually something I stole from what um what he created for the study session. But the idea of the image is that innovation really requires continuous improvement over time and that in the first couple of years of any endeavor changes are tremendous. Changes are dramatic and really we're anticipating a minimum of three years and perhaps five years to get to the point where the changes that we're making are very minor. They're very slight, almost probably imperceptible to most people, right? But we expect in the

052first couple of years the changes are going to be rather dramatic and we've already seen that in the first year just in the the discussion of the schedule, right? But also this whole discussion about many electives and and how they're those are done and how we are provided and allowed for to have that that professional development. So the proposal the material revision proposal um basically is the following. A student will spend 55 minutes a day four days a week in any given class for a total of 220 minutes on Monday, Tuesday, Thursday and Friday and then 46 minutes on a given Wednesday. That's 266 instructional minutes per week per student. All the other middle schools and essenti provide 255 minutes. We're going to be providing 266. This is 10 minutes more than what other schools

053provide. It's 15. This last year we were providing 15 minutes more instruction. Minutes of instruction. I mean, if we're still working the same number of hours per day, we come in to work at the same time, we leave work at the same time. But a lot of this has to do with a six period day. When you allow for the sixth period day and you can lengthen the periods, then the amount of instructional time increases. And that's really where the impact occurs. Students aren't learning losing instructional time, they're gaining it, right? And well, why is that? What's happening on that one day of professional development? You somebody made the argument teachers are not there. And granted, no teachers, the classroom teacher is not in the classroom, but who steps in is somebody who's on campus

054on a regular basis, knows those students, and is actively involved. And so the students do know those people, right? They're they're connected to those people. And we as teachers, we're still on the campus. We're not absent from the campus. As a matter of fact, in my situation, I'm going to be directly across the hallway from my classroom. So, I'm very going to be very much involved in what goes on in that classroom despite the fact that I'm in a professional development. So what do students do on those professional collaboration days? So the first of all, there's going to be no longer these many electives. Instead, we're going to have fully credentialed teachers who push in. Uh we will have one, we call them learning facilitators. Um because of the fact that we referring to them

055as a um resident sub or as a long-term sub gives students the wrong idea. That's the only reason why we use a different term. Okay, we will have to have one of those, but we're going to have um three other teachers on campus that are going to actually be doing this work. So, they're fully credentialed teachers that are employed by the district. Students do the following. They're going to be introduced to lessons or assignments. So, we may have introductions to something rather than uh the middle of it, right? They can finish a lesson or assignment. They have time to um to get support as they work independently or as they collaborate on an assignment. They can be led in class discussions on topics related to that class or ones that are school focused such as

056expectations, events, and so on. They can be led in leadership and community service activities. And that's partly because of the fact that we the people that we're going to be utilizing for that pushin, both of them are actually ASP teachers and they don't have full schedules. Since they don't have full schedules, what are they going to do the rest of the day? So we're going to use them to push into the classrooms and then they can actually use that time to encourage students in terms of ASP activities, leadership, right, and service to school. And then we can also provide them with time, right, and direction to implement AVID skills. and as an avid coordinator in my school and working closely with the AVID students and as an avid teacher in at Bernardo Yorba before we

057became OCSCS um this was part of my regular classroom activity right but now we can as a school implement those skills within those time periods so that that period where we have teachers collaborating is not lost time it's additional time it may not be entirely focused on curriculum Right. But it is an opportunity for something that's also very p very powerful. We've got a system of full inclusion. We've got students who are um who have, you know, IEPs and 504s and they can't finish assessments in time within the class period. They need to be pulled out. Now, are they going to pull them out and just have them miss class during a regular day or can we on the collaboration days have those students pulled from class to get the services that they need when

058they're not missing as much, right? They they stay there for the introduction to the lesson and when it moves into perhaps something that is, you know, based on ASP or if it's something that's like avid skills, that's when they're removed from the classroom. they're taken and they are given the opportunity to finish an assessment so that it doesn't impact their education and then they're brought back into the classroom very smoothly when the teacher returns the next day. So there's a benefit there for those kids that are struggling the most that need more time. They need to have the extra time and that includes the ELD students who are struggling with the language. What we do in history class is something that is is labor intensive for the students as much as it is for the

059teachers. And that is all their assessments are handwritten. They're all handwritten, multiple pages. And so students spend an awful lot of time thinking about their writing as they're doing it, as they're answering questions. Right? We are doing our best and we need the time to make a lot of modifications to the assessments that we give. They are very tiring for us. At the end of the year, the last test that I collected as an eighth grade uh teacher of history took me 12 hours to correct. That's 12 additional hours at home and a weekends to get that assessment corrected. Why? Because at the end of the year, we are not teaching we are not teaching the same all year long. We started off with low low-level questions in September and October. By the time we

060get to to June, we are asking very high level questions. Student answers were not a paragraph. They were page and a half. a page and a half of writing, two questions, and I had to grade them all. And the other teachers are coming back to me saying, "This is, you know, we got to do something to change this." And I agree, and we've got to make those changes. We got to have the time to make those changes. Otherwise, I'm afraid that we might lose very good people because they can't, you know, they can't do the work. And I I want you to understand something that the young man that was and I call him young man even though I was 42 that was in the classroom next to me came from a high school where

061he was teaching AP history and AP economics and he admitted to us flat out admitted I've never worked this hard in my life and I said what is it you're teaching middle school? Is that the problem? It's not a bunch of AP kids and they're not cooperative. He goes, "No, the grading is just it's huge. It's beyond what I've ever done before in AP classrooms. What we're demanding of kids is tremendous. And they're stepping up and they're accomplishing great things. But without the time to do the grading, the time to collaborate, the time to create the assessments, to create more efficient assessments, we're not sure that we can continue to do this work. And we really do think that it's a a positive benefit to not just the school and the students, but it's a

062shining light. It's a it's a sort of a city on a hill in the district. Something that everyone can point at with pride and say there's tremendous things being accomplished. And we really do want to look forward to a day and we talked a lot about this with Dr. Gray when he was interimm principal. We look forward to the day when we can share with the other schools in the district what we're doing. We want them to come in and to observe what we're doing. We want them to be able to talk to us as lead teachers and understand the process because if it really is good, why keep it? Why keep it to ourselves? We want to share it. But it's it's timeconuming. And if we can get, you know, through the first three

063to five years and we can make those adjustments and get it to a point where it really is fine-tuned, then we can look at the possibility of just eliminating these days or perhaps minimizing them in terms of every other week or every three weeks, right? Where we've now got what we need to in terms of the logistics and the how-to all ironed out, all worked out. But we are literally babes. We're just we're we're like little babies here. We're just beginning to crawl as teachers to understanding what this does, how what this does and how it works and how to do it in an efficient way. And we still need a lot of time to make those adjustments. And that 86% wasn't just uh again it wasn't understand half those people that voted aren't there

064next year. They came to that meeting and they willingly sat there and they all agreed this can't be done without that time. And we're not just asking for time to sit at our desks and grade because one of the things we recognized is we didn't get a lot of grading done in those days. We got a mostly planning and designing and development right and collaboration done. That's what we did and of course the professional development. So this will require one additional teacher. Um my understanding is that one person has been already hired for that position and one resident substitute. Uh and the two existing staff members who are pushing into classes five days a week um they will provide the release time. So we're going to have a total of three people. We're going to

065have uh should say four people. We're going to have uh two of the ASP teachers, one additional teacher, and we're going to have uh the resident substitute pushing in. Uh those days will begin the third week of school. And that's important to note because we wanted to make sure that the people that were going to be doing the pushing in had time to sit down and coordinate not just with themselves but also with the existing teachers and to create um really kind of a plan for which teacher is going to be in which teachers classroom so that when the students receive on those professional days when they their substitute comes in and we'll call them a substitute because they're not the regular teacher that it's the same person every week so that there's understanding. On

066Tuesdays we have Mr. So and so we're not Mr. Sites, we have Mr. So and So and why? Well, Mr. Sites is across the hallway having a meeting, right? And just because he's not here, things still run the same way as they always do. There's the same expectations and that that substitute understands my expectations because of the fact that they have collaborated with me in those first few weeks to make sure of that to make sure that there's a fluidity to this that runs very smoothly, right? that they understand as students that there's not, you know, a different set of rules because the sub's in the house. And I think we all understand that when a substitute's present, students tend to misbehave. These are not going to be substitutes. These are teachers on campus every

067day, in classrooms every day, and they are just moving from one classroom to the next because they're serving the purpose of allowing for us as regular classroom teachers to have that collaboration time. Now the estimated cost and this was this was reported to me was 198,000 right this was based off the study session uh from June 3rd this would be a savings of a million dollars and we really thought as a staff that we understood the the concern about money and what we at the same time wanted was that you to understand our concern about the need for time to implement what we started to learn more about how it works and to make it run smoothly with the intent and purpose not just for the benefit of the students but for the benefit of

068the district and perhaps other schools outside the district to learn how we've done this and what we've done. So I want to thank you for the opportunity really to sort of share the why behind it all. Why this request? Why this need? I will admit that the conversation you had before I came up here was confusing to me. Why are we proposing this? If we're just going to say that if we don't propose this, we go back to what we had last year. I'm not sure how I understand that. Um I'm leaving it to you to decide. It's the ball's in your court. But there's a desperate need uh on our part for a decision. Um, and I think that um I'm right now I'm most concerned about the new principal you've hired to be

069honest with you. Put a new guy in this position and he's got to deal with the lack of a schedule and he's got to schedule students and I can imagine he's very concerned about about being successful as a new principal. And I think he's going to find it very difficult without a schedule you can use. And that's my concern not just for the school but for for him. So, at this time, if you have any questions for me, I I I'll do my best to answer them. Um, if not, thank you very much. >> Thank you, Mr. Sites. >> Um, Mr. Sites, thank you so much for this. Appreciate it. Um, couple of things. I really appreciate the attempt here because this is a new model and refining is needed and your statement about this

070could be a model that goes further than just OCS and I think that's the intent of when we set this up from the beginning is there's new models that we can try in this environment that could replicate across the district and make things better lots of different ways. So I I think this is this is really great. Um, if I understand this correctly, this feels a lot like uh it's basically an extra period that's a study hall when it's a development day. It's not a the students are getting instructional time is what you're saying. >> We we have agreed as staff that we don't want a majority of the time to be instructional time because we are still the classroom teachers. But that doesn't mean that a teacher who pushes in cannot perhaps finish a

071lesson lesson and give give students time to work on things, right? Or introduce a lesson so that the following day when I walk in the introduction is done and I can get right into the lesson, right? So there's there's two aspects of it. So we're looking at breaking up that period which I believe is um it's it's a 55m minute period except if it's on a Wednesday it'll be a little bit shorter period because you still have that early release Wednesday. um and that early release Wednesday we will you we will use that time for staff meetings because otherwise we don't have time for staff meetings. So our staff meetings, our um our crosscurricular you know studies where for instance the language arts department sits down with the social studies department and we have conversations

072that can happen on the Wednesdays. But during those days when we have our professional development this is not students doing busy work. This is not students just doing what they want. This is very structured time. And when I brought this up to a few of the other staff that weren't here um before last year, they said, you know, this sounds like a very difficult thing to do. I got to prepare for a substitute every week. And I said, it's going to be hard the first couple of weeks. What you're going to find is, and that's because when we we actually created the charter for about 10 weeks every Wednesday, I took the day off. 10 weeks every Wednesday. I was on campus, but I created lesson plans for a substitute. My classroom didn't skip a

073beat. Those students were instructed every time I was gone on Wednesday. And when I came back and I just picked up where the substitute left off. It was the same young man every Wednesday in my classroom. We developed a relationship. He knew how I did things. The students understood that on Wednesdays, Mr. Sites is gone. Mr. Parlopiano's in place and he's in there doing the work. And it was it was as if I was there. And I'm I'm sure that it's going to be something that the students will have to get used to just like they had to schedule last year. Um but I think that it's going to run very smoothly. And I think that when um when you look at what we've we've talked about as a staff because the teachers that are

074involved, they they've all agreed to this. It wasn't something that's going to be oh sort of surprise. Here it is first week of school. They've already agreed to it. Um they are interested in making this happen and uh they're people that we that are very respected on campus by the students and by the rest of the staff. And and the other part of that concerns me is, you know, we got a new principle if we're going to have a large number of of people. Our our language arts and social department are still pretty much intact, but our science and and math department, there's going to be about a 90% um new staff in there because of the the people that have left. Uh some of which I think probably could have come back, but they

075already got jobs other places. um we've got a lot of people to train, a lot of people that need to be brought up to speed on how to do what we do and that's going to take time too. So those professional days are are going to be needed for that aspect of it as well. Otherwise, I'm not sure how they will get to the point where they can actually understand how the charter works and how grading occurs and you know the use of the attainment scales and things like that. >> So I just want to make sure so 44 minutes a week. So, you're telling me that we're having I'm sorry, 44 minutes a month more of instructional time. So, these kids that are going to OCSDS are getting about 400 more instructional minutes a

076school year than the other middle school kids. Um, >> 10 minutes a week, >> 10 minutes 40. So, 10 months, 400. Um, and so I keep hearing people saying that there's direct academic cuts to the other schools for this charter. Have we experienced any academic cuts to other schools for this charter? Is any other school missing funds or we're taking a hit? >> The other schools are not impacted by what happens at at OCS. >> Thank you. Um, another thing that I was going to ask was before, and this is probably a question for you, Joan, before we had the debacle where they were trying to move the um, dual language academy and put it into Tuffrey and close it down there, but obviously that was against the charter petition to do so. So, we

077had to leave it open at OCSDS. How many kids went to Tuffrey? I don't know that >> because of the supposed mo move. >> I know that 26 initially said that they wanted to go. I don't know if any contacted student services to change since. >> Okay. So, so OCSCs lost 26 students and if we lowball it, say it's 13,000 a student, that's $338,000. So, had nobody messed with the DLA program and and OCS still had those 26 students at OCSCS, would we even be talking about having to pay the extra 198,000 because would the DA students have covered it because they'd still be at the charter school? If we're talk I know the whole numbers thing and I I know what you're saying, but I kind of think you can catch my drift is

078like would we even be talking this way because we wouldn't have 26 kids that are under tough so-called budget. And I know that that's not necessarily a thing, but could we look at it that way had this not been messed around at all? >> Well, it is a little bit more complicated because of how everything does work itself all out. But I can say this is that in my mind, this $198,000 is not a drastic change to this school. And I also look at this school is a dependent charter and so it's running on its own and each of our schools um so when your prior question and you asked me do we make cuts to the other schools because of this school. No because we fund every school according to what the needs are

079for the students that are placed in those schools. So >> so when these speakers continue to come up all the time and say that this charter is taking money from these schools and these students, it's not true because it's a dependent charter. So, it's a district school and we're operating just as we would with the others. >> We're operating the school as we would with the others as far as every school will have whatever students that they have and we have to meet those needs. >> Um, you have to look at the district as a whole, >> right? >> We're just not receiving enough funds for what this district costs overall, >> right? >> And that's why we're deficit spending and we have to work on the cuts. >> Got it. Um, so Mr. sites

080400. You've been a teacher for a long time. >> 28 28 years. >> Yes. So 400 extra minutes a year. How impactful is that to students? >> There's no doubt that more time in the classroom um is a benefit to students. And one of the benefits is this. We don't we don't give students homework. We're we're running this almost like you're um you want to be a plumber, you got to show up and you got to do the work, you know, the pipe fitting and the cutting and the measuring. And so when you come to the classroom, you're doing the work in the classroom. You're practicing in the classroom. And the lessons are specifically designed to practice for the test. So, for example, in history, one of our skills is perspective. And so if we

081know that we're going to assess students on a question that deals with perspective on a test, we're going to make sure we design a lesson that focuses on perspectives. So when we got to, for instance, the causes of the Civil War, we were looking at perspectives north and south about the issue of slavery, about the causes of the Civil War. And students practiced in class that kind of skill. So they weren't walking out and taking that home and doing that as homework. That was done in class. Those were conversations. That was writing. That was the analysis of text, right? That was the digesting of, you know, quotes by different newspapers and things like that. That's the kind of work we were doing. But they didn't have to walk out of the classroom and take it

082home and do the work at home. They were doing it collaboratively in the classroom within groups. And they were having those conversations and talking about it and then each of them taking time to write on their own paper and and basically practice what they were going to do on the test. They get the test and they're asked a question on perspectives, right? and they're given different texts now to analyze so that if they didn't get the practice in class, they couldn't do well or they likely wouldn't do well on the assessment. Students don't don't walk out of the classroom with homework. They are many of them are involved in sports, right? They go to dance classes afterwards, gymnastics. Um and the result is that we think we have we've really kind of maximized what we

083can do in the classroom and the more time we have to do it um just simply a benefit to the students right and I think that one of the benefits I think is is most significant is this the amount of time that students spend discussing what we do in class almost come almost is equal to the amount of time I spend talking in class the collaboration has been a benefit not just you know academically, but socially being able to have those academic conversations and discuss what's being presented. Um, I've seen kids who for the most part have been quiet the year before who open up and are now free to have those conversations. And the benefit of having that conversation historically um or in literature or with math, that benefit is tremendous, but we got

084to have class time to do it. And so the lengthening of the class period um was a great benefit to the students >> and that was why it went from that's why all of our other middle schools are seven periods but OCSCs is six periods >> right because we we're able to lengthen those periods and give more time to instruction that was the intent of the six period day and we're still as my understanding is we are still significantly as a school >> um and all the schools in the district are over the requirement of the state in terms of instructional minutes. we go even beyond that compared to the other schools. I guess what was really kind of concerning to us as teachers as we kept hearing as we listened to public comment from

085multiple board meetings. We heard people talking about students losing instructional time and we're all doing the math, you know, based on the schedule we're looking at during the school year. That's not true. It's not that's not what's happening. >> Why doesn't somebody stand up and say that we actually are providing more minutes in the classroom and not less? Well, I'm glad that we were able to say that tonight that your kids at OCSCS, if you attend there, will have 400 minutes more than another middle school student. So, I think that's clear tonight. >> Yeah. And and no homework. >> I mean, the kid that decides not to finish in class and wants to continue doing that work at home, there's obviously they can do it. Um, and some kids will do that, but the result

086is that there's never a demand. We're not going to collect it the next day. It's all practice, right? And there's a reason to do it. And that is because if you don't do it, when you get hit with that assessment, it's going to look like something foreign to you because you didn't do the practice in class. And those two are so closely tied together because we have the time during those collaboration days to make sure that the lessons we're we're designing because as teachers, we're using the same lessons and we are virtually doing them at the same time in each of our classrooms. Why? So we can get to the assessment at the same time and give the assessment on the same day, right? And then we are literally in between periods giving the assessment,

087walking out to the hallway saying, "What are you seeing? What's going on?" We're having those conversations in between classes so that we can make adjustments if there's a problem on the test or if there's a problem with, you know, an explanation of a question or that we are we explaining it the same way. And we're having those conversations on the fly in between classes and then during our conference period to make sure that everything goes well for the students to make sure that there's not some some level of I don't know I want to call it discrimination but so that everybody gets a fair shake. We don't want some students in some classrooms getting a benefit that other students don't. Right? That's inherently unfair to students. And I'll tell you 13 year olds recognize that

088kind of stuff right away. >> Right. And I would the only thing I would like would add to this is I don't know if this new principal has ever worked at a charter school before or is aware of the grading process, but um since you're the lead petitioner and you talk to the teachers, I don't know if there's a a way to um help the parents like the incoming new parents of the students to help understand the grading process because it is it is different but once you re you know once you grasp it it makes a lot of sense and so I hope that that's something that we can, you know, do better. >> We as a staff recognize that this is a very unique situation and the result is that we those first

089few weeks, part of the reason why we don't want the collaboration days until week three. We need the time to spend time with our students so that they can see exactly how they're going to be graded and how the grading works. We're going to give them a sample test. We're going to explain to them what what will be looked at, how it will be graded, when you get your feedback, what does it look like? That's all part of that first couple of week process. um we recognize that it's very different from what what they've seen in the past and so we want them to be fully aware and then when they get their test back we don't just hand test tests back and then let's move on. We hand test back and we explain this

090is what should have been in the answer. This is how it should have been written but what they get back is a piece of paper that tells them their grade but it also tells them the level they're at in terms of the skills. The skills have each skill has nine levels. where are you at in terms of the level? But not just that, it tells you where you're at. It tells you what you're doing and it explains to you what you need to do in order to get to the next level. If you want to move from level five to level six or level seven, here's what you need to learn. You need to know how to do these things. So the skills that they're the paper that they're given, which has all the skills

091on it, it clearly lays out each of those levels and it tells them what they need to do to move to the next level. So that you aren't looking at kids, kids aren't looking at you and saying I don't understand how I can improve. You point to the paper and you say to get to level seven, you got to do the work of level seven and you're not doing that yet, right? And here's what it would look like if you were doing level seven. And we can literally give them a sample piece of work that says that question answered at that level would look like this. And now the kids know what to shoot for. And I'll tell you, the kids that really catch on, one of the things they tell you is I I

092really don't need to necessarily come to class every day and do my work. If I simply sit and listen and collaborate, and if I really am good at my skills, I could probably crush anything. They'll tell you, I could probably crush anything in any classroom if I just sit and listen because the skills they develop are transferable. It's not just a social studies skill, but the the ability to understand perspectives, the ability to understand the significance of an event, right? These are skills that are transferable to any classroom in any subject area. And that's what we're teaching them. How to analyze text and determine what is that person's perspective and what is the significance of the statements that they've made and how is it going to impact the future. And that those kinds of skills

093are the kind of skills that I think really schools need to focus on because information is building at such a pace. There's no way we can keep up with it. There's really no way we can keep up with the amount of information being thrown at us. But what we got to be able to do is to be able to digest it. We got to have the skills to do that. And that's what we're working on and we're focusing on. And that's what we teach the students in the first couple of weeks. we focus on that idea and what does it mean and what does it look like so that when we finally get to the point of actually doing instruction and making sure that the kids are ready to go and every school does this

094by the way the first week or two is it's you know getting to know you it's here's the classroom procedures and that's all part of it for us as well >> but embedded in that is this whole conversation about grading and what does grading look like and how does it work so that there's a lot no confusion by the students by the students and by the parents >> right >> when it comes to grading Very good. Thank you. >> Just had a question um probably for Joan as well. Um going back to the financial um so the material revision I know was wanted or some tweaks were cons were brought about by the study session by the um staff of wanting to change that mini elective period because they noticed that there were some things

095that could be improved in that. So the material vision would have to be done anyways just to fix that and as well as the cost of the way it was being done. So the cost um savings as well. So just to put it in like you said a whole district perspective of the $198,000 is less than what we were spending and it doesn't necessarily take out of a school's budget another school's budget. But in a whole if we keep that $200,000 up for multiple years it does cut into the whole budget. Correct. And kind of lessen what we have to work with to give to everybody including OCS. Yes. True. So I always think of the budget as a pie and we have to cut that pie up according to what all the needs are

096and who gets you know how much of each pie. Um so when I'm talking about that I'm saying so far what we've been able to do is what is what are what are all the different programs at each of the schools and are we giving them the the teachers? Are we giving them the textbooks? Are we giving them their supplies? And the answer is yes. Um, however, everything I mean, we can look at everything and we could break down by school where everybody stands, but we don't move forward as a district if we do that. We have to look overall, you know, where do we stand as far as this district and moving forward, we're going to have to make cuts and what is that going to look like? But that has to be a

097district-wide perspective. But you're correct in saying if if in any location in our school those costs go up that is going to be an impact overall to the entire district. >> Correct. That's what I was point like no matter who spends it it's going to be affecting the whole >> Yes. >> rather than just one. And then my next question was to um as far as the mini I know that like I said the staff concerns were before but the mini electives not quite having a focus and being changed so much last year. I like this new model and one like I said it lessens the cost. It lessens the number of teachers that are pushing in and like you said, it's going to be the same person each time. But I also like it

098that it's more of a focus and they have more of a direction I think and like you said, you'll be planning that ahead of time and if everybody is on the same pacing scale then you should know where you are each week with that day whether you're in there or somebody else. So I do appreciate that with being able to like I said lessen the number of people used to do that and with the the cost of that as well. >> Yeah, that consistency piece is big. like that's the part that I think that you guys are working on over there that we've all had conversations about is the consistency of uh pacing and grading across the district. And so it's a it's just at OCSCS at this moment but the fact that you're focusing

099on the consistency is good big for the students big for the teachers and also big for the parents. I mean that's we need to get that better. So this may be a good solution for that. So that's good. And then like you said as well as the time goes on we could probably lessen the time needed for PLC time and again bringing that cost back a little bit as well with that. So Mr. Sites thank you so much for your time and your presentation. Um I can I've been in your classroom a number of times and um you're very compelling and and your students do well. I mean, they learn um just the way that you can speak to us and break things down and talk through things is um I can tell that you're

100very passionate about what you're doing and the and I'm sure the kids are as well. >> Thank you. >> Um I am so thankful for the um review and going back and really digging in and reducing the cost. Um looking at a million dollars at the budget that we have um and the shortfalls that was insurmountable in my opinion. Um, but the detail and the intention that you went back with and looked at this is commendable. So, I appreciate that a lot. It really, um, shows the values of our district of innovation and collaboration, and you explained those really well tonight. So, thank you. Um, I appreciate that having new staff is uh, did you say 90% of your staff? I know the math department um there was there may be one person returning. Um

101the rest of them are new. >> Yeah, that's that's challenging. Um >> science department, same thing. >> Staff turnover. You have to have time to be able to get into that. Um you're right. It's that first year of you it's learning so much and then the second year you're just starting to kind of get the hang of it. Um and um and then by the third year you're kind of in the swing of it. So I I and appreciate that having all of that staff turnover is going to have a a big impact and you're going to need some more time to get them up to speed. Um the no homework for students, I I am a huge fan of that. I think that we over homework our kids. Um even in the past, uh

102being on the board, I brought the homework policy up so that we could talk about it and and make sure that we weren't doing too much. Um especially when you look at gate kids versus um gened kids and and making sure it's all even and sticks within that 10 minutes per grade level. I So even at most an hour I would love to see the kids read an hour at home instead of having to take over. >> We don't actually call it We don't call it classwork. We don't call it homework. We call it practice. You're in class to practice. >> I love that. And then the grading practices. I am very interested in what that's going to look like. I've said before, I don't think anybody should get a um an F, especially when

103they're in elementary and and middle school. So, um it's about teaching them to love to to learn. Um and I think that this helps with that. I am very interested to see how we can utilize the learnings that you are going through and you're experiencing um in other ways throughout the district. Um I really do believe that innovation is what we should be looking at and how to make that um how to make that uh important throughout the district and no matter what we're doing and what programs. Um I wasn't a um I I've really have been struggling with, you know, what do we do because we're in this deficit. I think that our staff has done a great job of looking at how can we trim things back. Um it might be an uncomfortable

104couple of years and we don't really know when we're going to get to the end of this point where it's you know reducing costs or reducing our um what we are able to utilize for school. Um so we might just always be reducing but um if we do it strategically it and keep it in the classroom for the kids um you know we'll benefit from that. So, I um even though I know that it's it's going to be um impact our budget, it's a much smaller impact, I think it's very important that we support the school and make sure it gets um going on the right foot. Um I would hesitate to to um include this for the next five years. I would really like for us to consider doing this for the next year,

105having you come back um next March, April, a little bit earlier, talking to us about what successes you've had. Maybe there's a point where um you want to tweak it again. Um there might we might have some budget changes that could impact that. Um so I I appreciate it very much. I am supportive of this school. I've always said that. I just want to make sure that we're being fiscally sound. Um, I think that $200,000, even though it seems like a lot, especially when we have such major, um, uh, deficits right now, um, it could we could easily say no, we're not going to do it. Um, but I'm not going to do that. I think that we need to make a little bit more investment into this and see what we can get out

106of it and, um, what it can be for the kids and and learn from that. And $200,000, I think, is a small investment at this point to see what is going to come from it. So, thank you so much for coming during the summer um and reporting out and and showing us what's happening. >> Thank you so much for coming and for your explanations. I took a lot of good notes. Um I just have a couple questions. Um I know that the teachers were um surveyed. Were parents or students surveyed at all? >> No. >> About the process? No, the this was strictly the the staff on the last day. >> Okay. >> So, this was not a survey survey given to the parents or students. >> I think that would be interesting to see

107what the parents and the students perspective is um in the future. Um to see how how they're liking and if they're seeing the consistency ex etc. with the with the school days and and how the lessons um build. >> I think this is something that u you said that the fact that you like to meet say in March and I I know we have talked about the idea that we wish we had gotten started on this whole process earlier. I think the big hiccup was we didn't realize we had to >> right the princip you know our principal left. It's sort of like >> now what do we do? So we didn't really realize we had to do something like this. Now that we know, I think what would be great is we do a

108survey like this, right? Say in March and in our >> I would think like January, February. So then you can discuss it and and >> but we can then report it out in a study session where we can have this conversation and we can talk about what we're doing, what are the successes, what are the things we think we might want to change for the next year um that don't seem to be going the way we wanted to or anticipated or they're not we don't see the benefit in it, >> right? Um, and when we report that out, we could report out then how do the students and and the uh the parents feel about the schedule, about the use of those professional days, about what's going on during those days when the regular student

109teachers out. >> We just want to make sure that not only do you feel its value, but we want our students and our parents to see the value. >> Agree. >> And I think, you know, we want it for everyone. Um the second question I have is regarding um the teachers that that break in. You said there's two ASB teachers. >> So my understanding >> how does that work? >> So my understanding is we have two we have a language arts teacher that is going to become um a it's a different form. it's peer leadership as opposed to okay ASB associated student body and that because of the number of classes they would both have they would essentially have half schedules >> not full schedules >> okay >> right so the question mark becomes well

110what what do we do with those people can't give them a half schedule pay them full salary right so we want to make sure we're utilizing them then apparently we have already hired a um one of the history teachers who was laid off or given a pink slip he was rehired um and so we've got That's the third teacher. All right. And he actually has a full day. So, he's got nothing but a clear schedule because at this point, if he's not being used in social studies, he's got nothing but time on his hands. Um, and then the last person would be a resident sub. Um, and it I think we're looking at um someone who has been actually at the school since I think 2020, 2021, somewhere in there, who's been a resident sub

111at the school pretty consistently. Um, she is not just valued by the staff. Matter of fact, when we brought this up in the meeting, we said, "We need a resident sub." Her name popped out of everybody's mouth at the same time. Okay? But she's highly respected by the students. And we that's what we want. We want people that are not just um on campus and available. We want people that the students recognize that they see they see the um the impact that that person has on the campus as a whole and within the classroom that has good management skills in the classroom. Very important. um and is someone that works well with the rest of the staff because they're be pushing in to those classrooms. And what's interesting about those people that are pushing in

112is that, you know, let's say that on our on Tuesday we have our professional day in history. Well, they push into history on Tuesday, but they're pushing into language arts on a Wednesday and into math on a Thursday. So, they're changing subjects every day, right? So, they've also got to be recognized as somebody who is capable of handling that. And we're dealing with people that are very skilled teachers, right? and we're dealing with someone who's a very skilled resident sub. But that kind of um those kind of pushins when they work well, they work well because of the fact that it's consistently the same person pushing in. That consistency builds the relationship in the classroom with the kids. They know that Tuesdays with, you know, Mr. Soandso and not Mr. Sites. They know that on

113Wednesday in math, it's with Mr. Soandso and not with my math teacher, right? And they get used to it. And when there's when there's the ability for me as a teacher to meet with my substitute in the morning before school starts, right? Because I'm not going to just not show up to class. I show up to class. I get everything ready. I meet with my substitute, the person pushing in. I explain to them what they're doing that day. Here's what you're going to do. Step one, step two, step three, right? They have my phone number. They can text me. They can call me and ask me questions. I'm, you know, literally feet away from the classroom. But there's this not this natural kind of fluidity. it just runs so smoothly. And for the students, I

114don't think they see a difference. They just know that on that day, you know, I'm the busy guy. I'm in a I'm in a meeting. I'm getting things done that are for the benefit of the students and for the benefit of the department. They're not seeing it as he's taking a day off. They know I'm not taking a day off. That's because we've had students walk into our meetings and they're shocked to see us all sitting at our at our laptops and working on and creating tests and creating assignments and and slide presentations and agreeing to what what's going to be said in those and how are they going to be, you know, how are the questions going to be asked and those sorts of things. So, the students have seen it, they've witnessed it

115when they've accidentally kind of come in to ask a question when they really shouldn't be there. Um, so I I think that the concern over how that works and the people that are involved. Um, I think that there's too much concern about that. I think it's something that we have we have seen over the last five, six years since we started the whole idea of resident subs. We've seen this as kind of a regular thing in a lot of schools when teachers have are called out for, for instance, they have to go to an IEP meeting and they're going to be gone for an hour. Well, who pushes into their classroom, right? Right? That resident sub pushes in and the teacher has the lesson plans ready for the sub and the sub goes through the

116lesson plans and the students receive what they need, right? And then the teacher shows back up after the meeting and continues with their day. So that's not an unusual thing that occurs. This question then is for Joan. If we have two peer peer leaderships that are only basically working half days, isn't that then we're paying for like three extra? We're paying for an extra two extra teachers and a and um a residential sub then additional. >> Well, it sounds like >> I'm just trying I'm just trying to understand. Yeah. >> Yeah. It's it's probably part of the allocated FTE that they already had. So, I'll just go back to districtwide. Um, we coming into 2526 started actually looking at staffing ratios and how how that all worked out. We know we're declining enrollment. So, when

117I when I heard that, that's just telling me if this was a different school, then they were overstaffed. But now they're going to use that extra time with that over staffing to meet the needs of this program. So that's what I'm thinking. >> Okay. Because I know we've been working really hard to get our staffing in line and have consistency throughout the district. >> Yes. Yes. >> Let's add a little more. >> Okay. So OCS did reduce their staffing allocation for next year to be in alignment more in alignment with our other district schools. Um, so they did reduce staff, but they were still um overstaffed um to be able to run their programs. And so we did provide an additional cushion for them. And so with that cushion, they've made the decision to um

118whether offer different electives, less less electives with the many electives changing um to be able to apply teachers and I believe it's actually four teachers who are on schedule um partial or full days to push in and provide this release. So, it's four teachers and a learning facilitator. Um, and it's all partial periods that they'll be doing. >> Are So, they're working part-time but getting paid full-time. >> They're working full-time. It's just that they have classes on record for themselves perhaps for part of the day and then they are rotating through and providing instruction in the other classes. >> As Phil shared, you know, Bernardo was a really strong AVID school before too. And so, when they switched to this model, I know that was something that was hard for them to do was to

119give that up. And so, um, it sounds like they're going to be utilizing that time, um, to really reinforce a lot of the AVID strategies across the school. >> So, basically, there was two teachers that were technically paid full-time, but working part-time because they only had three periods. Now, we're filling that up, that schedule, so they're working full-time, getting paid, but it's matching up, right? Otherwise, they would have they would have taught full-time, but they would have had some smaller classes. Um, and so they would have a full schedule. Exactly. >> Right. And that wasn't going on last year. last year they were working full-time. >> Yes. >> It's just that the circumstances have changed in the year ahead. >> And then just to also clarify in regards to the master schedule while we're on

120the topic, um they do have a master schedule built um since they decided to stay with the sixth period day. And so it's in the um Aries system and almost 98% of all their students are fully seated already. So I just wanted everyone to be relieved that they do have that already in place. And speaking of Aries as well, this model will probably help with the Aries issue you guys were having before of like not being able like students were in the wrong place or something like it was a lot of >> so the Yeah, the problem was the the mini electives and how the mini electives were were changing so rapidly. So every so many weeks they had to change >> and then Aries wasn't keeping keeping up. Yeah. >> It wasn't that it

121couldn't keep up. It couldn't do the work. It wasn't designed to do that kind of work and so it all had to be done by >> this would stabilize that because they're going to essentially be in the same spot in the same place with the same teacher >> that caused our counselor I mean she it drove her crazy >> I can imagine >> okay one last comment um I appreciate that this is new and there is a learning curve and we do need to make an investment because we have done that and but I'm also worried about long-term um deficit spending. And I received this letter um from Orange County Department of Ed. And I just wanted to read um this one paragraph. It says, "We would like to caution the district by increasing obligations

122while currently operating in a deficit spending pattern. Although reserves can provide some period to operate at an annual deficit, this district should provide a plan for returning to a balanced budget based on ongoing oper operating revenue. Enlarged operational deficits will likely require amplified staff reductions in the future and I do not want that to happen to our district. And um >> what does the whole letter say? Well, it's it's about You want me to read the whole thing to you or I can have you guys all get a copy? It says, "The Orange County Department Superintendent of Schools has reviewed the district's disclosure in accordance with Assembly Bill AB1200 statute of 1981 charter 1213 and government code 3547.5 as amended by AB2756. the proposed agreement. This is about the CSEA agreement proposed agreement period from

123July 1st 2024 through July 30th 2025. The for the 202425 school year the district and CSA have agreed to a 2% on salary onschedule salary increase effective July 1st 2024. The fiscal impact of the proposed agreements results in expenditures increase of 1.3 million in the 2024 2025 school year. We would like to caution the district about increasing obligations while currently operating in a deficit spending pattern. Although reserves can provide some period to operate in an annual deficit, the district should provide a plan for returning to a balanced budget based on ongoing operating revenue. Enlarging operational deficits will likely require ampl amplified staff reductions in the future. We would like to extend our thanks to your staff for the thorough and timely preparation of the disclosure of collective bargaining agreements. If you have any questions, please

124call me with the phone number or Howard Mariner at and that was um Dean West Associate Superintendent of Business Service. >> So this was regarding classified and we're talking about certificated CSA. Well, they're just telling us that we need to make sure we get our budget in. >> I understand, but this is dealing with classified staff, not certificated at the school. That's all that's all I'm pointing out. >> Okay. >> Speak to that, too. That's a standard letter. Anytime that we have to bring a raise, whether it's certificated, classified management, we have to provide that and then they'll bring back that letter. So, that is a standard letter and it is on point. We are deficit spending. We do need to address it. So, >> which is why there's a stabilization plan in process. >>

125Correct. Which we will bring back to a later date. >> And that's why I brought it up that we are deficit spending and we are spending more. So, I'm just saying we can't continue to do this for a, you know, 5 to 10 years, >> right? But we're actually spending less. I mean, because you're we're saying we're increasing uh $200,000, but there's a savings of a million dollar. Did you forget? Well, that was the because of the the rec the plan that they wanted to do. >> I understand. But I'm just saying >> it's not really a savings. It was a >> Well, we reduced it by a million. >> Yeah. But we were it was >> reduced the proposal. >> We we reduced it. Okay. Call it whatever. Call it whatever you want to

126do. I mean, I'm just saying >> my my wording there by savings was simply to say if we continue what we did last year, >> it would have cost a million dollars. >> Which is what would happen if we said no. We recognize the impact financially of the district. You understand? >> Yeah. I'm just bringing >> And John, can I ask a question? How many um school districts in California are deficit spending? >> Would you say 95 or 96, maybe 98%? Because people keep coming up here and saying this, but it's like everyone is deficit spending across California. So, we're not in any different position than anybody else. >> Um, everyone is deficit spending except for a few. we are using our reserves up faster than some of the other school districts and it all

127goes down to um our our deficit spending is just a a larger amount that's going to use up our reserves quicker and so yes we are all deficit spending but most of us but everybody's doing it at a different rate and I would say just because everybody's doing it doesn't mean that we should >> um we should be fiscally sound um however I I think that we are are digging into all of that and making some good corrections. Um I I also want us just to think about again um just do this for one year and then bring this back and talk about it. So if we're going to add it to the resolution, maybe we just add it for this coming fiscal year and then to be reviewed again so it doesn't add on.

128>> Can we could we ask Suki? Because it's a fiveyear charter. It's a fiveyear charter contract. So if we're amending a portion of the contract, wouldn't that sit till the end of the Carter Trump the charter contract >> already kind of say that it's until we change it? >> So it depends on the resolution that the board adopts. Um right now the motion is to pass the resolution as adop as drafted. So you would need to have um a vote on the resolution that's there or you would have to have somebody amend the motion to revise that resolution. But to your point, it could be for the balance of the charter term or it could be for the balance of the school year. Um, but then there would have to be some type of provision

129as to what happens at the end of that school year because right now, if you don't approve this tonight, it it reverts to what's in place, which is that additional million dollar cost. if it is that um it's approved for the balance of the school year but you need to be a material revision needs to be brought back by no later than say March well we won't use March 15th but March 31st yeah I was like the minute I said that March 31st February 28th whatever time frame that the board wants so >> can you repeat that again how how it could be just for one year does that mean we approve it as is now and we then have to bring it back to adjust it or can we just include include now an

130amendment for one year. >> So you include you amend your motion to provide that the resolution be revised so that it is um for the balance of the 2526 school year because what it says right now is that it's effective as of this date and that it would be effective then till the end of the charter term. >> But Suki, what if so if we just uh if we just vote it on on it tonight and it's going to go for the five years or whatever it is. Yeah. Um wouldn't if we needed from the district if we needed something and we said, "Hey, we're looking at this and we need further changes." Wouldn't it be done as appropriately as it just did? Wouldn't we go in and say, "Hey, we're looking at this. We

131need a material revision to be able to focus on that like so as needed versus at the end of the year." Then what happens if there's no no material revision, you know, but then the res did the resolution run out? Like what happens? >> Yeah. Then does it revert back to >> Yeah. Yeah. Yeah. So it would be in change you know for the balance of the year and then we would have to um tweak that resolution to say that if it's not for example if the new material revision is not approved does it revert back um if it doesn't get approved you know um are they going to be able to you know for the third because this is a second instructional year that we're looking at for the charter so you would have

132to you know tweak your uh resolution a little bit more and I'm happy to do that with what >> sounding a a lot more complicated and because we can just do material. >> Yeah, we could just ask for material revision if we need something different. >> I'm not comfortable with that. So, if we were to go forward with this, I would say no. Um, but if we add in if we amend it and we do it for one year and then we could come back. >> What is that? I'm just confused >> because I'm not I don't want to lock it in for the remainder of it. What if we end up in a worse deficit next year and the year after that and year after >> we do another material revision? >> I think

133we preempt it ahead of time. We don't lock ourselves into that. >> But we still will have then now we have to create a whole plan for what happens afterwards. Worst case scenario thing. I think that's not >> you don't treat other middle schools and you don't treat any other school in the district like that. >> Well, I'm just saying I don't think it's very efficient >> at all. >> I think what you want, but I will not approve it unless it was only for one year. [Music] If I may, Suki, if the resolution is approved as is, then that becomes the new petition and it would continue on under this model moving forward unless other material revisions were changed. >> Exactly. >> If it's for one year, then the board will have the opportunity

134to decide for the following year. But if no decision is made, it would revert back to the original >> Yeah. >> one. Correct. >> It doesn't make any sense. >> Well, yes, because what this is saying is it's only for one year with the amendment that you're proposing. >> Yeah. We're back it as is now. It locks it into being this model and any changes that were made it was going to be to this model itself, not the previous one's going to be gone and done. >> Is there a way to write the material revision where it changes it to this model and then at the end of next year we determine if we add that we have these two pieces included in it. So the way that the resolution would then have to read

135is that this is effective for the 2526 school year, but by no later than X date, and that's what I was saying. You know, I was just throwing out a random date. By no later than X date, the board would have to make a decision as to what would be in place for the 2728 school year. And if there was no decision that was made, say for example, the board was unable to reach a resol um a decision, you know, say it was like a 221 or something like that, um then we would have to have like a fallback provision in place. >> Could have a whole second plan. >> Yeah. >> If I mean it would just be exactly like it is now. If something happens and we need a material revision or something

136happens, then we then the district asks the lead petitioner for the material revision. They come up with it and we vote. I mean, I don't understand what they >> in a perfect world, but it has been a >> challenge to get to this point. >> Well, you know what? That's why we're trying to hold people who made it this challenge accountable. So, why don't you guys hold people accountable who did who got us in this? >> I would have liked to known what how we were going to get out of this mess before we even started it. We should have gone much slower to begin with. >> There was a huge go slower. >> The the thing is not always to go slower. I would like to know if we can make this change for

137and make this amendment. >> Well, so I'm going to ask for your help on the broad act because so there's a motion on the table. It's been seconded. So, if we're going to delay it till later in the meeting, because we probably want Suki to do work to craft language uh if we're going to delay it because lately I've been helping districts doing things at the last minute in some other districts and it's not going well when we rush things. And so, I don't recommend like making a change on the fly like this. So to the extent that there is a motion on the table, the board could vote to table it for later in the meeting so that we could do our other business and Suki would have some time to come up with

138something to propose back to the board. And then once we've gone through our regular business and she's finished what she needs to do in a thoughtful way, we could bring the item back for further consideration. There would be the existing motion that would still be up for debate. People can make a substitute motion based on what Suki talked about and we can walk you through that process, but I don't recommend doing a revision while talking like this and I see Mr. Frasier is shaking his head. I probably in agreement. >> I I just Can you give me a a theoretical reason as to what this protects us from, Carrie? I just don't get it. >> Because I don't want to now approve $200,000 in perpetuity. And so I want to know how we can approve

139this for one and only have this 198,000 on for one year so that the following year it's not just an automatic. Um I'd like it to stay how it's written now and then review it. that if next year we're in a we are in a bigger debt, then that $200,000 those extra teachers come off the plate and they do with what they have. >> Got it. So, let's just play this out. Do you not think there's going to be anything else that needs to be changed at the end of this year? >> I have no idea. That would determine what happens. >> Perfect. Perfect. Based on what we just talked about, there will need to be changes to adjust for it to get better. My assumption would be that there will be a material revision

140every year. >> I don't want to assume. I want to make sure that it's written in what we're limiting is the dollar amount for this. >> I disagree. I would like to vote yes on this now so that OCS back to doing what they need to do. >> I'd like to have Suki do a little work on it and then come back in a little bit and tell us what >> Well, we have a motion on the table. Let's vote. >> We have a motion on the table. >> Quick question. So, as far as a material vision, it doesn't have to be OCS.CS Yes, that the staff requesting the material revision. We as a board could request a material revision. It was three like a majority vote that we are asking them for material revision

141and we asked for this. We can do that as well. Correct. >> Absolutely. >> Well, and don't assume that if we need to change things and lower budgets that we wouldn't say let's do our material revision. The process just started way late. >> Yeah. >> That's Yeah. So, >> so no, I'm just saying we could, like you said, roll it all into anything else they want to change, but we also have like as a board, we can request that material revision. It does not have to come from the school. >> And also, it's also important now that it's clear to all parties involved at the moment that we have to start changes at OCS earlier than we do for other campuses. Period. I think that's that's the learning the lesson here. It would be nice

142to have everybody early because that's >> start everybody in November, >> Right. So, as a dependent charter, >> the board could has the power to say we're reducing staff and again next year. So, next year we're going to reduce by another 4% as an example, >> right? >> In which case that would apply to to to all schools. So, because it's dependent, you have the >> apply to this school because this is separate. >> Yes, it would. Yeah. >> It's a district chart. It's a different It's a district school. >> We just have to start it soon, >> right? And and also remember m we're using the term material revisions very loosely. Suki opened up with talking about the Charter Law Act and what really is considered a material revision. >> What we're doing here,

143changing the schedule changes may or may not necessarily be a mature revision, but that's okay because the board, it's dependent charter and you could call it what you want to call it. But should we come back next year and say we need to make significant reductions, so here's your budget for the following year, OCS, and it'll be on them to make those cuts. >> And it would be more of like a staffing reduction or staff could be Yeah. Could be just for school resource allocation. It could be related to staffing, fewer uh FTEEs or just like if there's fewer kids next year or more kids next year, we're going to make those adjustments appropriately. >> That's actually a good point. So just reducing staffing doesn't take a material revision. It's changing the model. >> So

144we could reduce staffing and not have to have a material revision which means this doesn't lock us into anything. >> It's just a model. >> Material vision is uh I'm just taking over here for you Suki. But but basically if you're if you're changing location, adding a grade level for example, >> taking away a program, adding a program. >> Yeah. like anything that like if you need to tell the parents then you could consider it a burial revision as a as a general but there's best practices and a list of what you probably would want to consider but but to trust Buck's point uh no you're not locking in to to to this amount you have the power to make changes again appropriately as needed >> staffing isn't limited by a material revision I think

145that's the important piece Well, it's not it's it's not driven by the petition. >> Yes. >> Right. >> However, whatever the wording is that makes that the case, this doesn't lock us in. >> Okay. I just want to be clear that the wording that's added into the charter, it says the goal of the system will will be provided release days as frequently as once a week. >> As frequently as >> as once >> as frequently as >> Yeah. As frequently as once a week. So, so it is locked in that they they will get release time once a week for their >> the model. Yes. But the staffing is different and that's where the cost comes from. >> But if you lock in that they're going to get it once a week indefinitely, then you

146got to provide staffing. >> Are we going to change it midyear? So that's >> no trying to clarify that we can reduce staffing by 4%. But we're still going to have to if we approve this, we're still going to have to provide um release time for the teachers once a week. >> So that material revision would come in revision. So if if the board makes a if the board has to make decisions say in terms of staffing just as we were talking about before the board as the charter excuse me as the authorizing agency can direct staff to say make a material revision bring it to us let's do the public hearing let's take action so and it's a 90-day window which is the outside window but you can scrunch that window so I mean

147if there's things that need to be changed then the board can say you know we need to have this material revision brought to our next board meeting and and then we'll have the public hearing, etc., etc. So, you can, you know, really scrunch that time down and it's always helpful if there's, you know, like in this case, there was a lot of staff input. Um, there was a lot of staff buyin. Um, but sometimes it's not necessary because at the end of the day, it's a district school and you are allowed to make the same types of changes to this district school as you are to any other district school. So if there's a concern >> and it has to be a board majority to do the material revision or what can one board member

148request? >> It's a board majority. Well, so so no. So well, so that's an interesting question. So um and this is something that can be addressed perhaps through the board policies, right? Because we haven't brought them back yet for the second reading is that perhaps a single board member or two board members or the board subcommittee because you could have a charter subcommittee. the chart, you know, the charter subcommittee requests that or the board president directs, you know, the superintendent, etc., etc. There's a number of different ways that we could do it. In order to change it, it needs to be a majority of the board, >> but not to bring it back. >> Yeah. >> Just a change. >> Yeah. So, I have a question, calculation question. So if we have 40 teachers at

149the school and we have release time for them um within this framework and at the following year we have 20 teacher or 20 teachers. So we've reduced in half. Um and we still have to provide that time or maybe we flip it. We go from 20 to 40. Um we have a limit on here of $198,000. Does that how does that impact if for staff time? Are we going to if we have 40 teachers, is that going to increase that that dollar amount because of the um the time the model the pull out time and what does that compare to a staff of 20? So will that reduce or is that a locked in number? >> So when so when we're going to look at staffing, we have to look at enrollment numbers. Let's just

150go there first. So you look at your enrollment numbers and and let's just say um the school goes up by 200 students, we're going to have to staff accordingly. So then that means they're going to get uh more money to pay for the extra teachers that we need and vice versa. If it goes down, then we pull staffing from them. So staffing is not tied to this program per se. It's just they're they're going to provide that program, but we're going to go and we're going to take a look at, okay, there's the program. However, I would be looking at how many kids are there, where are they at, and how are we going to staff that so that they can continue that program until you choose to do something different. So, does that make

151sense? >> It'll be proportionate. >> Proportionate. So we're not st we're not in for 198 no matter the flexib flex of up and down. >> I just was confirming >> that money gets added. >> Yeah. The the good point of saying what if enrollment goes up? Well then 198 isn't going to be what the number is for the 26 27 year because we need more staffing to cover the model. >> Got it. >> And then if we have a budget deficit then we look at what that might look like. If we have a b budget overage then we could make that call then. >> Yeah. >> So so let's vote on the current um motion. Correct. >> Yeah. >> It's on the table. Everybody ready to vote? >> Can I ask one more question related

152to the bell schedule? totally different because I meant to ask it. Um there's a three minute passing period in each between classes. >> Correct. >> Um I have heard from the community, kids and and parents that that time frame is incredibly short and it causes a lot of anxiety and stress for kids to run back and forth. I know you have extra time. Was there a consideration of making those passing periods four minutes versus three minutes and you would still be be within that? >> I can't speak to whether that was considered. I can tell you that after 28 years and experiencing both five minute, four minute and three minute passing periods. More time you give students to between classes, more likely you are to have problems. >> Three is fast. So would four be

153better? >> I think the three was chosen because of the close proximity of buildings. >> Okay. that there's not a great deal of distance between one classroom to another on that campus. It's a rather tight and small campus. So, you don't need as much time. >> Middle school mischief. >> We as teachers uh we've walked it. So, when we've actually experimented with the whole idea, we get out with the kids. We walk with the kids and I go from one building to another. How long does it take me >> and I it's about a minute and a half to get to from one place to another. >> Okay. Thank you. >> So, it's if you're talking to your friends and you're lingering and that kind of stuff. Um is there enough time to go to

154the bathroom? No. >> But I'm going to tell you this. I think a lot of kids choose to go to the bathroom during passing periods. >> They just it's if the bathrooms they all go to the bathroom crowded and they'd be waiting for a stall or you know they would just they wouldn't get it done or they would just be messing around in the bathroom. So I think that that's really where the number comes from is more what is appropriate for the campus the number of students that we have on campus at any one time and whether or not we're seeing behaviors that are occurring during that passing period and we just found that the three minutes works best for us. >> Thank you. Sorry to derail, but popped in my head. >> It's an

155interesting question. >> No, it's a good question because that was originally part of the whole caught in the middle movement. The idea of developmentally appropriateness for a 12 or 13 year old is the less time that they have, the the better their behavior over overall. >> All right. Well, I appreciate walking through and talking through all of that. um knowing that we can come back and and bring that and have conversations. We're going to be looking at a policy um later on how to codify that and how to put some parameters around. Um so, thank you. I'm more comfortable now. >> Okay, I think we're ready to vote. Is anybody else last question? Okay. Um all in favor to grant the material revision. I'll just repeat it since it's been a while. Um grant the

156material revision requested by Orange County School of Computer Science approving the charter as so revised with July 22nd 25 is the effective date of the revised charter and adopt the attached board resolution number 254. So all in favor >> I >> any oppose okay motion carries 50. >> Thank you Mr. Sites. >> Thank you so much and um >> Mr. that you would dismiss. >> Enjoy your summer. Thank you for all your work on this. >> Um, >> since we've been going for two hours, I think, um, let's take abody >> need a bathroom break. I don't need one. >> Anybody need a bathroom? Okay, I guess I'm the only one, so you better go fast or I'll be calling it. >> Everybody's list just went to zero. >> Okay. Um, approve the revisions to

157board 13.2. >> I'll make a motion to approve the revisions to board policy 5124, promotion, acceleration, retention. Second reading. Second. >> Okay, we have a motion by Mr. Frasier, a second by uh Mrs. Quantero, and I'll turn it over to Dr. Young. >> Thank you. Good evening. This evening, we're proposing a revision to board policy 5124, promotion, acceleration, and retention. And this is a second reading of this board policy. The only changes that were made from last month were the requested change to re um remove the redundant paragraph um in paragraph 2 as the acceleration language was already covered in paragraph 3. No other changes were made and we welcome your feedback and consideration of this proposed revision. >> Thank you for the changes. Okay, that was it. All in favor? >> I motion carries.

1585. >> I'll make a motion to approve the extensive support needs provisional internship for Nicholas Gordio at George Key School. >> Second. >> Okay, we have a motion by Mr. Frasier and a second. >> Okay, we have a motion by Mr. Frasier and a second by Mrs. Blades, Mrs. Mendoza. Thank you very much. Um, Mr. Gordo is a special education teacher who is a who teaches Mod Sevir. He will end his internship at the end of this year. And as you know, we have a hard time finding special education teachers. So, uh, we we decided to bring this intern forward. Any questions? >> We're all good with it. >> Okay. Perfect. Okay. All in favor? >> I. >> Any oppose? Motion carries. 5-0. >> I'm gonna pull one. >> I'm pulling eight. >> And we

159still have the calendar. >> Oh, the discussion. >> The discussion. I was like, I know there's something else. >> Oh gosh. Okay. >> Yeah. Do you guys want to take a break now? >> No, we're going to handle this. >> Come on. I'm just throwing it out there. Hey, I think we could possibly like maybe agree like so let's just try it. >> Okay, >> if we get mid and we're like still at war, then hey, we'll go to the bathroom, I guess. >> Okay, so um consent calendars actions proposed for the consent calendar items are consistent with approved practices of the district and are deemed routine in nature. The testes receive board agenda backup. um information in advance of scheduled meetings and are prepared to vote with the knowledge of the block items. Is

160there any items to be pulled? >> I would like to pull 17.1 and I'd like to pull 17.6. Anybody else? Okay. >> So, I'll make a motion that we approve the balance of the consent calendar. >> Second. >> Okay. We have a motion by Mrs. Buck, a second by Mrs. Blades. >> All in favor? >> I. >> Motion carries. 50. >> I'll make a motion. 17.1. We ratify an increase to the independent contractor agreement with OC Safety, Inc. to provide first aid adult child and infant CPR and AED training to preschool teachers in the early learning program during the 2526 school year. >> Second. >> Okay, we have a motion by Mrs. Buck, a second by Mr. Frasier. >> My comments are I don't know if you're aware, but North Orange County ROOP offers CPR

161training. Um, so as you look into these contracts in the future, um, we should get an quote and um consider them as as this service. That's all. >> Okay. Any other questions? >> Okay. All in favor? >> I >> Any opposed? Motion carries. 5. Okay. 17.6. um approve the proposal with the international baloria to provide the primary year's program training to Morris Elementary staff for August of 2025. >> Second. >> Okay. Motion was made by Mrs. Anderson, a second by Mr. Frasier. Um, I'm very excited about this program coming, but I pulled it because the training is coming out of the Arts and Music Instructional Block Grant, and I've been asking um for a long time for that budget and where we stand on our priorities. We approved a three-year budget which expired at the

162end of um this year 2025 and we haven't seen a new budget or a new um anything and I keep asking for it and um but we keep spending the money. So, I'm just trying to figure out where we are and that we ha we're we already know our budget is being dropped. we, you know, we have less money. So, I want to prioritize this money and make sure it's spent while the remainders that we and I just don't want to peacemail it. >> So, I can tell you right now, we're still in the process of closing the district books. So, we really won't know what we're ending up with until we complete that process. I believe it'll probably take us another week before we can get to that. A week, two weeks at the

163most. Um, and then after that, then we can sit down and I know Dr. and can talk about it too, but work on the program and bring that back and tell you what the plans are to spend that money. >> Yeah. >> Do we have an estimate of how much is left in there or >> I didn't bring it with me. >> Okay. >> But I can send you an update in a week. >> Okay. >> We've been anxiously awaiting that information as well so that we could reallocate the remaining funds for the final year. So the third year of the plan is next year. So, I was going to say >> this coming school year 25. >> 2526 is the last. >> Yes. >> I thought we approved it >> for and maybe I'm

164wrong because I've read a lot in the last 24 hours. >> Okay. Yeah, this is our last year. >> So, we plan to bring the remaining funds and the revised plan forward to the board in the fall um for approval >> by the September meeting or >> that's the goal. >> Okay. Okay. >> Waiting on the books to close. >> Okay. Thank you. >> Okay. Any other questions? Okay. All in favor? >> I. >> Any opposed? Okay. Motion carries. 5-0. Okay. So, now we are to the board discussion to evaluate students school calendar. >> Okay. Uh Yolanda. >> Oh, okay. I recommend it. You guys all vote on it and we just pass it. I'll give you $1,000, Todd, to to make that recommendation. >> You can I'll I'll take cutting the uh you know,

165never mind. >> Yeah. Yeah. Talk later. We'll talk later. >> So, what I what I've done is uh I've given you over the last two weeks, over the last two uh board updates, I've given you a calendar that's a week early and then a calendar that's two weeks early. Um I tried to take into consideration the original questions that you had asked me about four months four or five months ago. And the rub is that uh if you look at the bottom of the draft calendar, it's 81 instructional days first semester and 99 instructional days the second semester. So that's they're lopsided. Um I brought uh three other calendars for you just just so you'd know. Uh, Kappo is 80 and 100. Um, Santa Ana is 86 and 93 and Brea is 84 and 96.

166So, everybody's kind of lopsided. Um, one of the one of the things that was brought up today and I just and I'm just going to throw it out there because somebody brought it up. So, you know, we have that uh if you look at uh September 4th, it's a Friday and we have that uh attached to Labor Day. So if you wanted to get an extra just one extra day on on the second semester, you could add that extra day to one of the February holidays and give everybody a long long long weekend and then at least that would be one more um um one more instructional day in the first semester. So it would it would make it numbers again first for for one starting one week early it's 81 to 99 >> and

167if you go two weeks if you start two weeks earlier it's 86 to 94 >> and what are we now >> 80 >> with the Monday start right um gosh you know I anticipated all the questions Olivia do you know what are we now >> I don't Yeah, I want to say we're at at least I want to say either four to six weeks even off. Let me check right now. >> Let me see. I got >> I I have in mine 79 to 105 26 days difference. >> Here's the calendar. >> That's what I have in my notes that I figured out. >> So >> we are 75 to 105 for instructional days as far as students go. So 31 days. >> 30 days. So it's six weeks. >> That's a long >> six

168full weeks. >> That's why we had to isolate units for the semester courses to be taught um on both sides of the semester. >> I like that September 4th idea just because that week is so wonky. I know for teachers like they barely get started on something and then it's like a second first week again the next week. So >> right. >> I agree with that. And so we had we had counted I know that uh one of one of you asked me when we first talked about it was the number of instructional days before the AP classes. So this has everybody um we don't have exactly the AP but we're going to we're going on this year's AP classes. So all of their all of their tests are in May. So there that would

169give you the most instructional days before the AP tests. And then of course it it just ends on different days. What another question I had asked today was about the um athletic calendars. And so we we we checked with with CIF and we couldn't get we couldn't get calendars uh for two years from now. But for this year for example, we um we have uh the first contest is August 18th. So we're assuming it would be around that that kind of time. So that's about the earliest um that we uh that we have. >> And that's a week one. I think this year we don't have a week zero. Isn't that week one? >> So has a week zero there. August 22. >> Yeah. I was going to say that changes, right? >> Elorado during

170week zero or not. >> Yeah, it changes. So that could even be earlier or depending on the school, >> right? So some of our high schools will actually have two games without kids even being in school. August 9th, girls volleyball. >> Yeah. Well, girls flag football, I think, is August 8th and 9th. It's a weekend deal. Yeah. So, what date would it put us to start? If you did the one week and then the two week, >> this is just theoretical, obviously. >> The start date, the start, the first day of school if it's one week early would be August 17th. If it's two weeks early, >> you're talking about August 2026 then. >> 2026. >> Yeah. Okay. So, that's a Sunday. >> And if it's two weeks early, if you go back two weeks

171early in 2026, it would start um August 10th and it would end. So, then you would end school. >> You would end school before Memorial Day, which would be the 25th of May. And then the uh just the one week early would end school on June 2nd. >> Mhm. >> Yeah. >> I know. I I my last day I my first day back is August 4th. So a lot of my friends too I I go back to work. So I know it's very common to go back that early. >> Right. Right. And I I didn't want to touch I didn't want to touch Thanksgiving. >> I didn't want to do that. And um >> Orange County tends to skew a little bit later. Um summer even still Labor Day, but Inland Empire and most of

172LA is the first first week of uh of August. So you try trade in August for June. >> I know my son doesn't start his first year of college until like August 26th or 27th. It's way it's it's way in the back. And so we were actually where were we Todd? We were somewhere and yeah we're just talking about that and there was a lot of people who were saying a lot of the colleges they are starting like >> late August. >> Yeah. So UCLA and Berkeley start about the 1 of October. >> Yeah. Because so it's not like so when everybody's talking about the college stuff like all of these colleges are starting way late. So >> yeah and they're and their their first semester or quarters are over before winter break. >> Yeah.

173It it seems like the the practical piece would be to even out instructional days if possible and the AP testing date, >> right? >> Um I think two weeks is way extreme. Personally, >> I think two weeks would put us with about the average of the schools. Yeah, >> I really like the one week and then changing that >> the 4th September 4th >> that day and throwing it into February and and somehow combining the two president holidays and having a really nice little mini vacay >> because we have to realize too that when we did the survey, the last survey was done at what was it six or a year ago? >> Um it was 50/50. Yeah. And a lot of it are we, you know, we have elementary and middle school and a

174lot of them don't want to move the schedule at all. But high school is like AP and the athletes. And so I think if we were to do anything at all, I would be comfortable with the one week just because it's almost like we, you know, we gave elementary and yeah, it was a good compromise. >> Yeah, this is purely a high school issue. I >> mean, elementary don't typically care. The other thing though to consider is our neighboring districts because many of our employees have kids there and vice versa. So usually there's a lot of alignment. >> Yeah. And some like that and and some don't as much. But that's also a consideration typically. >> Yeah. I I'm even okay if maybe like one week for the first year and then bump it back

175the second year. Like phase it in. Yeah. phase it in >> then phase it in that way because I know two weeks is a shock and that's a >> Do you want me to come back with another calendar for the 2728 school year? >> That'd be great. >> Okay. >> Well, we have one for the one week, right? >> Yeah. You have a oneweek calendar. I can I'll bring you actually what I can do what I can do for the Friday update. I can take >> the fourth I can take that that September 4th date and I can move it and show you where it's going to land in February. And then I can uh just give you a proposed uh 28 um >> 2728 school calendar. >> So you could have it out two

176two years. Okay. >> Would that be moving it another week early or just leaving it with the first week? >> What's your pleasure? >> I think we're talking one week early and >> one week the first year and then another week the second year. >> Well, >> that's what I'm trying to figure out. >> Keep it at one week or go back to or do you want me to do both? Why don't you do both? >> Okay, I'll do both. >> And then show us what the next year at one. And then like then we can also we can hold up the one with the one week and then two. >> Yeah, it might fall different too with Memorial Day because it's that weird >> 31st. It'll switch back up. >> The PowerPoint that um

177>> Miss Blades was talking about is all was in your packet. I didn't put it in your packet this last week, but two weeks ago it was. >> Oh, yeah. >> Right. >> Or even like does it have to necessarily be a week? Like could we even just like m the middle of that like the 12th 13th, >> you know what I mean? So it's not a full two weeks necessarily. >> I had heard that you wanted to start on a you wanted to start on a >> beginning. That would be nice. But I'm just saying ideally to make a compromise of the between the one. >> I can do both of them >> or all three of them. >> Yeah. Some of the families like to stagger it in few days this week and

178then >> I know it's nice teacher-wise but yeah. >> Okay. >> I can see it both ways. Yeah. The reality is I don't get much done the first couple of days. >> I think the more you'll get I'll get it out to you in a Thursday update. >> Yeah. >> And then we'll talk about it again. >> Okay. >> We'll discuss in >> August I guess. >> Better than special waring. >> That's true. >> You know what? Yes. >> I think Todd wanted another to me to add another meeting to the July Well, Yolanda, thank you for p, you know, for pointing out that there was a PowerPoint. Thank you for backing me up with this. Oh, yeah. I appreciate that. >> Yeah. And it there was it it was a lot of it looked

179like it was a lot of work by by Laura Lee. It was a lot of work at the time. So, I was good. I thought we're not doing this again. Let's just stick it in. >> I appreciated that graphics and everything with it, too. Made it more real. >> I did the graphics. She did the words. Yeah. Right. Okay, now we're to um board reports. >> Okay, it's summertime and um someone on this board has to use the restroom. So, I'm just going to say everyone, >> we shouldn't be doing a whole lot. >> Yeah. So, you know what? Just continue to have a great summer and all is well. Just to go back, uh, graduations were great since we never got to report out on graduations. Um, everything went well. I think it really

180went smoothly and I loved um how the new I don't want to say new setup. Setup was the same, but new company and um or how we did it this year was really nice and I didn't see any hiccups, but I noticed that the ones I went to, it was great. So, um I really want to um really appreciate the effort was put into recognizing all the students for the promotions and the graduations. That was really important. So that was nice to see. Um yeah, and then Thursday, last Thursday I went to the AVID conference. So that was nice, the one day district leadership conference for AVID. And that was really great to learn more about the program and um the inner workings of it. So it was nice to do that. >> Perfect. It's

181been a busy summer so far and uh getting really excited with my I've got two seniors so football season, girls flag, boys flag or boys football is going to be it's a lot and it's starting to set in and it's like this is this is the swan song. So, which is kind of fun. Um but I'm excited. School year's coming. Go team. >> Um I have nothing really to add. Just thank you to all of our facilities and maintenance uh crews out there that are doing such an amazing job over the summer getting us ready for the school year to start. So, thanks for all the hard work. Um it it's noticeable as you drive around >> and and also the ones who are maintaining the summer program as well. Yes. So, that's great. >>

182Okay, >> I have five pages. >> Oh my goodness. >> No, I do not. We're taking a note from Yolanda. Okay. Um I just um wanted we got an update today about the superintendent search and I just wanted to remind everybody that if you haven't responded to Annette's email about our special board meeting that we have to have to discuss who we're going to interview, please email her um as soon as possible so that can be set up. It just takes time to organize everything. And the dates that were provided were August 25th or 26. So we can firm that up. And then also um cell phone policy um it has to be um done by July 1st of 2026 and we're supposed to include stakeholders input. So, I just want us to put that

183on our radar that we start working on that and sending out surveys and and um so we're not scrambling and having um three meetings in in June. So, and then I just wanted to thank everybody. I love the graduations and um I didn't get to wish all of our happy retirees a wonderful life and thank them for their service in at June. So, I just touch on that and I'll skip the rest of it. Peer pressure here. >> Okay. >> Peer pressure. >> It does work a little >> plus the other thing. >> Okay. Um, I'm going to turn it over to Mrs. Quantero. Um, I would like to make a motion to adjourn tonight's meeting in memory of Gary Meek. Gary served our district for 32 years at Espironza High School before his retirement

184in 2010. He began his career in 1978 with Placentia Unified before your Belinda and Placentia merged into one district. Gary was the athletic director, taught history, PE, and coached several sports as well as um gaining several CIF championships for in football for as Bronza as well. Um after retirement, he continued working with our athletic program for several years. His connection to our community through athletics was extensive and a valuable piece of history to our district. We send his deepest condolences to his family and friends and I know he continued as well to be um participate in all sports as well with his grandchildren who also attended PIL. So um I know he never really left so he was here for many years. >> I'll second. Okay, we have um a motion to adjurnn in memory

185of Gary Meek and a second by Mrs. Blades. Is there any comments or questions? Okay, all in favor? I Any oppose? And we'll adjourn the meeting at 9:02.