001back into open session from close session and we'll have the pledge of allegiance in a moment of silence by our student board rep Leah Garcia. >> Good afternoon everyone. Let's take a moment to reflect on the challenges faced by many of our students. Let's do the pledge of allegiance first. >> Oh, okay. Sounds good. >> Okay. >> Yeah. >> Everyone, please stand. >> Place your right hand over your heart. Ready? Begin. I pledge allegiance 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, thank you. Let us take a moment to reflect on the challenges faced by many of our students, families, and community members during recent immigration enforcement actions. Many families in our community came
002to this country seeking safety, opportunity, and a better future for their children. Yet now are experiencing fear and uncertainty. No student, parent, or community member should ever feel unsafe coming to school or returning home. Our school district must be a place of protected learning for everyone. At this time, please join me in a moment of silence as we stand together in care, respect, and support for all members of our community. Thank you. And next item is close session report. There'll be no report at this time because after our open session this evening, we'll be going back into close session. So, we'll be moving on now to items uh six uh board vacancy and public caring on board vacancy. Uh, effective September 29th, 2025, Trustee Katherine Smith resigned as a trustee at the Anaheim Union High
003School District. Trustee Smith's resignation created a vacancy on the board of trustees for trustee area three. On October 2nd, the board voted to fill the vacancy by making a provisional appointment. The process for making a provisional appointment to the board is outlined in education code 5090-5095 as well as board policies 10221 and 1010. And I'd like to just give you a timeline of what this process is. October 13th, uh, an informal session for potential candidates at the district office. That was held on Monday. October 17th at 4 PM is the deadline to contact Miss Christina Bevans at her email address uh, to express interest in provisional appointments. So, that's an email address and a phone number. and her address is be vi auhsd. us and our phone number is 7149995698. On October 30th at 4
004p.m., that is the deadline to submit candidate information packets to Miss Christina Bevans at that prior email address at which is here at the district office. November 6th at 5:00 pm there will be a special meeting of the board of trustees to interview candidates for the provisional appointment. And this is an opportunity for public comments on a excuse me on November 13th at 6 p.m. public hearing at the regular board of trustees meeting for additional public input regarding candidates for the provisional appointment and the board of trustees to consider making a provisional appointment. So that's the timeline between now and the provisional point potential provisional appointment. So moving on to uh public comments item seven. Uh this is on open session items and uh this is an opportunity for public comments occurring at the be
005at the beginning of each agenda item and at this time for items not on the agenda. Persons wishing to address the board of trustees should complete our speaker request form available at the information table and it's this blue paper right here uh and submit it to the executive assistant prior to the meeting. Each speaker is limited to a maximum of uh we have a number of speakers for one item and we're going to because they that would go over way over our 20 minute limit. There'll be uh two minutes per those speakers but for the other speakers it will be three minutes. Bo members cannot immediately respond to com public comments as stated on the speaker request form. Uh the first person to speak is Jeffrey Brown. Thank you trustees. Um my name is Jeff
006Brown. I'm the president of the board of trustees for the North Orange County Community College District. At the beginning of last year, my board was facing with a problem. we were going to lose the use of our boardroom for public meetings due to extensive construction and renovation. Um so our staff was looking for alternative meeting locations both on our campuses at Fullerton College and Cypress College and also in the community and there were alternatives but nothing that was really ideal. Then um Superintendent Matsuda offered the use of this boardroom which obviously is very ideal for these meetings and we very gratefully accepted that offer. The initial idea was that we would try it for 6 months see if that was working out for um everybody and if so extend for maybe six months more because
007that would be a year and certainly all construction can be done within a year. Well, you know how construction projects go. Um, we finally got into our renovated boardroom in August of this year. So, six months became 19 months. During that time, our staff says that your staff was wonderful in being welcoming and hospitable and accommodating. And so, you know, we we very much appreciated our time here. When my board got back into our new room, one of the first things we did was to pass a resolution of appreciation for the Anaheim District and I'm joined tonight by Dr. Band Byron Clif Breeland who is the chancellor of our district and also trustee Mark Lopez who you know. We would like to present you with a copy of that resolution and Mr. President if I
008could read the resolution. Would that be right? Thank you. This is a resolution of the board of trustees of the North Orange County Community College District. Resolution 252609, resolution of gratitude and appreciation to the Anaheim Union High School District. Whereas the North Orange County Community College District Board of Trustees recognizes with deep gratitude the Anaheim Union High School District Board of Trustees for their generosity in permitting NOCCCD to use the AUHSD boardroom during the renovation of the NOCCCD boardroom. And whereas the support and cooperation of the AHSD board of trustees ensured that the governing work of NOCCCD could continue without interruption, thereby sustaining the mission of serving students in the community. And whereas the leadership and commitment of Superintendent Michael Matsuda provided a spirit of collaboration and partnership that reflects the shared values of public
009education across our two districts. And whereas assistant superintendent Dr. Nance Dian and district and community use manager Van Chu were instrumental in coordinating the use of the AUHSD facilities over the 19th month period from January 23rd, 2024 through July 22nd, 2025, ensuring a welcoming and professional environment for all board meetings. Now therefore, be it resolved that the North Orange County Community College District Board of Trustees extends its heartfelt appreciation to the Anaheim Union High School District Board of Trustees, Superintendent Michael Matsuda, and AUHSD staff for their generosity and collegial partnership. And be it further resolved that this resolution be entered into the permanent records of the district as an expression of profound thanks and enduring appreciation. Passed and adopted by the governing board of the North Orange County Community College District, 9th day of September,
0102025. Please. [Applause] Our next speaker is um Maggie Lopez. Evening board members, educators, educators, and community members. My name is Maggie Lopez, and I'm a small business owner here in Anaheim. My three children went to Anaheim Union High School District Schools. I'm also a member of the community grieving the loss of one of our own, Mia Mahia. Mia was a seventh grader at Lexington Junior High School. She was 13 years old. She has good grace. She was a part of the mental health club. She attended school dances. She was part of a band. She played the trombone. Mia participated in a school fundraisers in which she won highest fundraiser. She participated in a school band concert and launch with the Lions. Mian was known for her kindness, her softness, her infectious love, and her warm
011smile. Mia's English teacher, Miss He, who recently left Lexington, also has this to say about her. Mia, you have touched my heart and you are deeply missed. You will have like reading a last book to book the outsiders. You are forever good on my heart. Mia's mom, brother, sister, and our 14 cousins are all Anahe Union High School District Almani. Mia's family has lived in Anaheim for 40 years actively supporting and investing in Anaheim Union High School District, fundraisers, initiatives, programs, and events. Mia's family has asked Lexington Junior High School principal Claxer for personal review, including a student and staff conduct review, full disclosure, and systemic reform program implementation and support following incidents that highlight SE deficence and a student safety including the discriminatory harassment, intimidation, and bullying their daughter Mia Mahan and jury while
012at Lexington. Mia's passing is not just a tragedy. It's a call to action. The Makia family is not seeking revenge. They are seeking accountability and to prevent another tragedy. Thank you. Next speaker is Bianca Garcia. Evening board members, educators, and community members. My name is Bianca Garcia and I'm an AUHSD alum. Every year you'll find me at high school football games, graduations, and giving feedback to the seniors at Savannah High School's Capstone interviews. I'm also a member of the community grieving the loss of our own Mia Mahia. We cannot heal what we refuse to confront. We cannot rebuild trust without transparency. The California Education Code 234.1, the Safe Place to Learn Act, requires schools to protect students from discrimination, harassment, intimidation, and bullying. Mia Mahia was assaulted on school grounds. Mia was petite. She weighed
01398 lb, and she was only 4 feet and 8 in tall. I'm 5' 4 in for reference. Male classmates that towered over Mia pushed her into walls. They shoved her, tripped her, they broke her laptop. Where were the teachers, security, the SRO? What about the cameras? Do they even work? Children should be safe in school. The California Education Code 48900 states students that engage in bullying, including physical and verbal bullying, harassment, or intimidation of a student or school personnel, disruption of school activities, or willful defiance, must be disciplined. Mia died on March 17th, and as of today, these students have not been disciplined. We are asking the district to acknowledge institutional shortcomings and to implement clear measurable reforms. This is not about blame. It is about responsibility. Thank you. [Applause] Next speaker, Elgar Vasquez. Excuse
014me. I think that's Ed. Edgar. Yes. Good evening everyone. My name is Edgar Vasquez and I'm also an AUHSD alum. I went to Lexington from 2011 to 2013. I'm also a member of the community grieving the loss of our own Mia Mahia. Title 9 of the Education Amendments of 1972 prohibits sexual harassment, sex-based bullying, and hostile environment created by school staff in schools that receive federal funds. In August 2024, Mia's band teacher, Mr. Graves, was placed on leave after being investigated for sexual assault and fathering a child with a student. The district said, quote, "Keeping our students safe is a high priority on all of our campuses. The sexual misconduct revealed in the social media posts is reprehensible. It violates the district's core values and fails to meet the high expectations we have for professional
015behavior by our staff." End quote. Did Lexington meet that standard? No. Did the school talk to students about what happened? No. Did they provide parents with resources to help students process this trauma? No. Did they ensure none of Mr. Graves' current students were victims? No. How is this okay? The Mahia family has asked Principal Klasker for a staff conduct review, naming individuals who failed to uphold a safe and respectful environment, allowing discrimination, retaliation, and bullying to continue. They're asking for decisive action, including immediate dismissals. If you truly stand by the district's core values, you must approve this review and direct Principal Klasker to act now. Mia spent one semester at Lexington and it was horrific. Her teacher, Mr. Rice, called her stupid and violated students IEPs throughout the 2024 2025 school school year. Staff even
016broke confidentiality about Mia's passing. Students past and present have come forward with similar experiences. I know this firsthand. When I was 13 and a student at Lexington, my English teacher, Mr. Davis, publicly humiliated me in class. I was 13, the same age as Mia, when she was experienced when she experienced bullying. Mia is not here to speak for herself, but I can tell you that even though I'm no longer 13 years old, speaking up is hard when you're a victim. The level of abuse at Lexington is shameful. We urge the district to work with Cypress Police to re-evaluate the school's SRO schedule or assign an additional officer for student safety. This isn't just about Lexington. It's about every school in this district. No child should experience what Mia did. No family should have to suffer
017this kind of loss. Protecting students must be more than words. It must be action. Thank you. [Applause] [Music] [Applause] Roberto Garcia evening. My name is Roberto Garcia. I stand before you tonight not just as a professional engineer and as an AUHS alum, but as a grieving member of a community mourning the unimaginable loss of one of our own, Mia Mahia. We must be clear, the problem that contributed to Mia's death is not resolved. Through constant daily contact with current students and their families, Mia's family confirms that the culture of silence and harm, the very negligence that contributed to her death persists at Lexington today. This is not a memory. This is an ongoing threat to the safety of every child in your care. What we witnessed with MIA was not an isolated incident. It is
018a repeated disastrous pattern of institutional failure. This pattern is primarily marked by one tragic outcome, the misidentification and blaming of the victim. 2021, a student reported bullying only to feel that the school disciplined her instead of her aggressors. 2024, a student reported harassment and was promised intervention. No action was taken, allowing the harassment to continue due to a critical lack of follow-through. 2025, the cycle persists. A student harassed by her peers was recently told by an adult at the school that they were the problem. I want to acknowledge these brave children. They are speaking out against injustice and like a flower finding a way to grow after a devastating quake. But the aftermath, the danger, it's still here. Mia's last day in school was 217 days ago. In the 217 days that have passed, her
019bullies have yet to be disciplined. This delay is not a clerical error. It is a statement. As long as these students go unrepanded, the entire community understands that Lexington and AUHSC are not serious about enforcing education code 35291. The message that you are currently sending is that the students do not have to follow the rules and regulations. This empowers bullies. This puts every student in danger. I ask you directly board members, how many more students need to lose their lives? Why was me is not enough? We cannot afford to wait. With every passing day, another student suffers in silence. And since October is officially bullying prevention month, the opportunity for meaningful change is not just present, it is mandatory. The district is already doing the talk. What we need is a concrete lasting commitment and
020to enforcement. You have the power to immediately provide and enforce the clear actionable steps necessary to prevent future harm and ensure the safety of every student. Launching these truly enforced programs sends a powerful message that AUD AUHSD does not tolerate bullying, harassment, or discrimination. It proves that you are not just reactive but proactive. It shows that you don't just care about policies on paper, but that you fundamentally care about our children. This is not about one school. It's about the values upheld by this district and the kind of community that we want. Thank you. Next speaker, Stephanie Mahia. evening board members, educators, and community members. My name is Stephanie Mahia. I'm a licensed mental health professional in the state of California, but more importantly, I'm Mia's sister. In the 2011 2012 school year, I attended
021Lexington Junior High as an eighth grader. Today, I speak not only to you as a grieving sister, but as someone who has witnessed both professionally and personally the ongoing failures in our schools to protect and support our students. I humbly ask you to support my family, honor my sister's memory, and take meaningful action so that no other family has to endure what we're living through right now. As a student in Lexington, I saw firsthand the lack of care shown by staff when it came to student safety and well-being. Years later, I saw those same issues from a different angle. This time, through the eyes of a future mental health professional. As an associate, I worked with countless children who shared heartbreaking stories of bullying and emotional pain. Stories that, despite my advocacy on their behalf,
022were too often met with inaction or dismissal by school staff. It deeply saddens me that years after my own experience as a student and associate, nothing has changed. And now the same negligence has taken the life of someone I love. My family is calling for a grief and support group for Mia's classmates and friends led by a licensed mental health professional. We ask that this group not be led by Adella Cruz who demonstrated a lack of empathy during the week of Mia's passing. We also demand immediate implementation of anti-bullying and suicide prevention education for both students and staff. My family has already provided a list of qualified organizations ready to partner in this effort. Grief does not disappear with when the headlines fade. Trauma does not vanish with time. Healing requires resources. Healing requires action.
023Thank you. [Applause] [Music] I have two Gustavo Mahas papers. Are there two Gustavo? Okay. Thank you. All right. G Gustavo Ortana Anthony Aya. Uh evening board members, educators, and community members. My name is Gustavo Anthony Mahia and I am Mia's brother. I int I attended Lexington Junior High uh 2011 2013. I humbly ask that you support my family and honor my sister and take action to ensure no other family goes through what mine is going through. Thank you. [Applause] Gestavo are here. condolences and director. Valent. Lexington High School District. Gracias. >> Good evening, members of the board, educators, and members of the community. My name is Gustavo Mahia, and I am the father of Mia. The life of my daughter deserves condolences. Her memory deserves action. Some of you have not responded but but the
024principal cler has only remained silent. We are not here to accuse. We are here to request to unite with us to demonstrate to the community and to every student that that is observing us that when a child loses their life, it does not re be reduced to a simple statistic. It's not a close case. It is a life that has to be converted to call to action. Mia deserves more than silence. She deserves a legacy of her uh ve her strength and her change. I want to believe that you will support me and demonstrate that Lexington and AUHSD are committed with compassion, transparency, and change, the healing, and the reconstruction of trust. That's the way we will honor my daughter Mia. That's how we're going to make sure that the history will be transformation and
025it will not be silenced. Thank you. >> Thank you. [Applause] >> Next is Veronica Mahia. Evening board members, educators, and community members. My name is Veronica Mahia. I am Mia's mom. I know you cannot bring back my daughter, but you had the power to make this right. You had the power to lead. Let Mia Mahia names remembered not just in sorrow but in change. Let her legacy be one of courage, compassion, and community. Let's show students and ourselves that Anaheim Union High School District stands for something that we listen, that we act, we stand up to bullies, we make wrongs right. Thank you. [Applause] Next is Miguel and is it Luir Lucy? Okay. Hernandez. Good evening, dear members of the Anaheim Union School District. My name is Lucy Hernandez. I'm here with my husband Miguel
026Hernandez. And we're here not just as parents of a child in this district, but as someone who is heartbroken and deeply concerned about the safety of students across our schools. Mia was our godaughter. She was also my daughter's Ayana's best friend. We also applied for Ayana to go to Lexington for Mia to be in eighth grade and my daughter in seventh grade. However, March 17, all that changed. Mia tragically lost her life. Ayana was accepted at Lexington, but we decided to withdrew our uh our transfer request and we chose for her to remain at Dale Junior High School. We simply could not send her due to the same school that to the same school that um failed our her friend. Uh we know we're not the only family that asked this question. Are our kids
027going to be safe at the schools? So we urge you and we ask that you please conduct a full independent investigation to the events that led to Mia's dead. Hold the individuals accountable, but also those that had the responsibility to act and and did not. Um strengthen all student safety and mental health protocols. And we also asked that to be committed to a culture shift in the schools where students wellness is not just an initiative but a core value live daily but all staff and leadership. We hope that you will take the step step up and lead with compassion courage and urgency this moment demands. Thank you for your time and attention. [Applause] Next speaker is Dulce So. Good evening board members. I am here to give a message to principal Klatsker from Lexington Junior
028High. I'm here in solidarity with Gustavo and Veronica Mahia and the broader community following the tragic loss of their beautiful daughter, Mia Mahia. This heartbreaking event has revealed serious systemic failures in student safety. I urge you to immediately agree to the Miyah family demands for accountability. Launch an immediate independent investigation into all individuals named in the report of bullying and harassment. Take appropriate disciplinary action including expulsions if warranted. Commit to transparency and a systemic reform. Provide a specialized training on resources with resources on suicide loss and anti-bullying for students and staff. Establish a permanent well-funded program with clear reportings and intervention protocols. And for our board members and district, I also urge you to be as transparent as poss as legally possible when it comes to tragic situations like this one and situations where teachers
029and coaches go on administrative leave for inappropriate behavior with students like the case of Mr. Willie at Savannah High School. Parents, students are talking about it, but our district and our administrators are quiet. This is not okay. We at least deserve communication. Thank you. [Applause] Next speaker is Rosemary Torres. Good evening everyone. My name is Rosemary and I speak to you not only in my capacity as a parallegal and alum of the school district, but more importantly as a grieving member of a young student who lost her life tragically under the care of your instruction, Mia Mahia. In wake of this tragedy, we are no longer asking but demanding urgent and overdue reform. Our demands are not radical. They are rooted in basic safety, equity, and accountability that every that every student deserves. Access to
030mental health resources. Every student must have regular and confidential and equitable access to licensed mental health professionals during school hours. Increased supervision. There must be more trained adult supervision during lunch passing periods and after school to to deter bullying and ensure student safety. Mandatory title ne title n training and education. At the beginning of every academic year, all students must be taught in an interactive and age appropriate manner their rights under title nine. A paper or pamphlet is not enough. Students deserve to understand, not just be handed information. Mandatory ethnic sensitivity and antibbias training for staff. All teachers and staff at Lexington Junior High must receive annual comprehensive ethnic sensitivity training to ensure that every student feels seen, respected, and safe in their learning environment. And lastly, anonymous student reviews of teachers. At the end
031of each semester, students should have the opportunity to anonymously evaluate their teachers just as it's done in higher education. This feedback will allow the district to conduct internal audits and identify both areas of strength and critical concern. These these are actionable, measurable steps that the district can take and must take if truly if it truly values student safety, well-being, and academic success. Teachers are not just educators. They are protectors, mentors, and leaders. And if they are interested with shaping the next generation, then they must be held to the highest standard of care, awareness, and responsibility. Let this moment serve as a turning point, not just for Lexington Junior High, but for the entire district. A moment of reckoning and reflection. A moment where the district can say, "No more students will fall through the cracks.
032No more students will be dismissed, discouraged, or made to feel unsafe." We call on you to fully audit the current practices, culture, and administration at Lexington Junior High and begin implementing these reforms without delay. Real voices, real reviews, real change. Do not just do this for our family, but for every family who entrusts you with their child. Thank you. [Applause] [Music] [Applause] as you've read on the on the blue forum that the board cannot interact and and and speak to you. But I can say this that when the speakers come up to the podium and speak to us, we hear what you have to say. We take it to heart. Um so don't feel that and it's not just your subject, it's any subject. It doesn't fall into fears, okay? We listen to you. I
033also on behalf of the board I want to extend our sincere uh condolences and sympathy to the uh Mahia family and their and their friends of of Mahia. Um our hearts go out to you. So thank you for being here speaking to us. Next speaker is Ron Flores. There he is. Hi board. It's good to be back. Uh I want to start off by saying I heard many comments right now where it's a district problem and I think that's true. all you said and all I've seen, uh, there's an issue out there and you guys are aware of it. And with the new superintendent coming in, I know it's going to be addressed. And speaking of the new superintendent, I missed two meetings because I was in the hospital. And the most important one was
034the day he got appointed. The Western High School Alumni Association wanted to endorse him and that he was the right man because his father worked at Western and learned everything he did and passed it on to him. So, we know he's going to be a great superintendent. He's already proved that. Promises made, promises kept. If you don't do that, your word means nothing. I don't believe you. Right. >> Well, that Matt's sitting over there and Mr. Matsuda, who's not here tonight, five months ago, agreed to an idea I had. I said, "Look, you guys are doing a great job, but you're not reaching the community. You're not going where they're at. You're talking to each other. Talk to us. I want to have town halls. I want to create a model at Western High School
035where all the schools can do this. So I presented a plan and they bought into it. Promises, many promises kept. They both showed up and we laid a a foundation for going forward. And believe me, it was hell. We had to fight everything you were just saying here with a lot of people. But it wasn't him. it was other people. He stepped to the plate. So, I know going forward he's going to continue doing that. I I heard a rumor at the town hall where they're going to add 16 rooms for the 16 homeless teachers. I said, "My god, how did you come to that? Did we know about it? Now you do." When I went to school there in 1965, we had 3,000 kids in three grades. They have 1,875 students there. They don't
036need 16 classrooms. They need to use their head and whoever's in charge of the analysis figure it out. The answer is there. If we put 35 3,000 kids in three grades there, you can do it, too. Figure it out. Don't spend our money. Figure it out, please. Two things. I'm going to get to the bell game right now, but I got to say something that I think is quite funny. Tonight, for the first time ever, I saw Eric Greenwood not in a suit. Stand up, Eric. Stand up. I've never seen him out of a suit. Anyway, getting back to the bell game, after several months, isn't that funny? After several months of talking to the second school in town, Anaheim, about the bell game, I got Mr. Sandival to set up a meeting with the
037principal of Anaheim High School. I thought I was in for a free lunch. I had to buy my own hamburger. But we talked about the bail game and we're fighting to keep that. That's 60 years of history. We cannot let that go away. So we came up with a bunch of ideas and Robert was going to follow up with it, Mr. Sandival, and go to the district ad and see if we could do what's planned. What we're thinking about is having it be a multis-port event. For example, one year might be soccer, boys and girls. One year might be basketball or it might be track. Whatever it is, it could even be a debate. And we total the score of the all these events for the year in the winner gets the bell. So, we
038think that's a great idea because it involves so many other students. >> Mr. Flores, please wrap it up. >> This your time is up. So, >> God, I'll see you next month. >> I know you will. Thank you. All right, that's Oh, >> okay. Uh, next item up is a superintendent and staff report. As you can see, uh, Mr. Matsuda is not here. He is on a very long, uh, vacation that he had planned a year ago. So, uh, he's he's gone until the end of the month. So, Dr. Frerieded is the, uh, not only is he the for future superintendent, but he's the interim. Did I miss somebody? Oh, I'm sorry. I sure did. I'm sorry. I take a Thank you very much. Uh, Vera Rivera, I apologize for moving your paper over. Good
039catch for me. Good evening. I'm a parent at Cypress High School addressing Mahmood V. Taylor implementation. I'm speaking tonight not just for my family, but advocating for other district parents who may who may not know their rights. Families who like me would still be in the dark without information from neighboring districts. First, a quick explanation. Mahmood v. Taylor is a June 2025 Supreme Court ruling affirming parents first amendment rights to opt out of instructional materials that conflict with sincerely held religious beliefs such as in English or health. Districts must provide notice and a process without burdening families. California's Department of Education issued guidance on August 6th urging compliance by November 3rd. Under Mahmood v. Taylor, parents shouldn't need to phone or chase rights already granted by the ruling. I only knew to assert mine because
040our because of neighboring district information. My initial teacher email on September 17th led to an assistant principal's phone call questioning where I draw the line on books for my daughter. And then options were provided a couple days later. clarifying district notifications then took from my September 22nd inquiry until October 9th over two weeks including follow-ups. The principal's emails advised future requests go to Dr. Fried assistant superintendent CCN principal and teacher and then he would handle optouts case by case and notify the school. My concern, one person overseeing 22,000 students across nine schools. That is not efficient. Even if not everyone opt outs, it risk delays and bottlenecks. AUHSD's July newsletter mentioned planning to implement Mahmood. Yet four months later, silence. The principal noted announcements in the on in the annual notification to parents moving forward,
041but without a set date. The newsletters usually come in August. It passes the CDE deadline, which is in November three. Neighboring districts notify the parents within two to three months of the ruling via emails, postcards, and simple forms. With the November 3 deadline coming up, families need this now. We need transparency. Board, please confirm a specific date for the annual notification or alert the parents when will they be notified. Please commit to adopting a simple online form for all subjects like other districts have done so and update everyone via email or website before the November 3 deadline. This ensures that no parent faces undue weights. Accommodations and information should flow efficiently through clear systems. Thank you. >> Okay. Thank you. Now we'll move to superintendent and staff report. Dr. Freed. >> Yes, just a quick
042report. Uh, I know Mr. Flores had shared, but I did want to share that we did have a town hall with the Western RG 712 school community. Um, and although not um lots of folks in attendance, it was I think a powerful experience and opportunity to connect with their community and to listen to um the concerns or some of the perceptions that were out there. I I do want to affirm um we just finished the first quarter of of school and I just want to thank and acknowledge the Western News staff. They've been working tremendously hard. I think we uh when when they have worked through this process to develop part of their redesign work, um there have been some things that they put in place that have been working out beautifully and there's some
043other things that they are learning along the way and making adjustments. Um like anything new, uh there are some growing pains, but but I want to acknowledge the hard work as they are working through it um collaborate together. So um I know they did a survey, so they got some important feedback that I saw that they're working through to continue to improve the redesign work that they've done in that community. And so we thank the staff. We also want to thank the families that came out to share um their first perceptions and and and and feedback that they've been getting from their own kids or what they've been just hearing out in the community. So that was a good start as Mr. Flores says and I look forward to the continued work to support them
044along their their journey. >> No. Okay. See that's it. Okay. Next is student uh board report. Mayor Garcia. Uh, good afternoon everyone. So, we have a September report from every school in our district and I'm going to be starting with Cambridge Virtual Academy. Cambridge Virtual Academy has been ranked number one public online high school in all of America and ranked number 11 best public high school in California. Next in Catella, lunchroom activities like Loaria and live BF loco performances that brought the quad to life. This highlighted the strong bond between Catella and local families. Next at Cypress. Cypress completed their first RZP summit using Cadence which was the main platform to record responses and this was the new integrated AI tool that was used to overview all the data at Oxford. The first Patriot recognition
045of the year honored students who not only excelled academically but also strongly exemplified one of the five C's. Next at Savannah Savannah's yearbook ho hosted an annual award for their excellence for a fourth year in a row. Next year in next in Lera Lera's cheer team hosted a junior cheer clinic for girls from K to 12. The girls enjoyed days of learning chants, cheers, and stunts. At Lawyer's Library, they held a book collection to honor Hispanic Heritage Month to learn about traditions, contributions, and more. Next, at Anaheim, Anaheim Band and Patentry won first place and received the music sweep skates award. Next at Magnolia, Magnolia's new cyber innovation center building and Mac farm have both gotten lots of recognition this month. There have been visitors tours and filming around campus to shine light on the
046great features Magnolia has to offer. Lastly, at Kennedy, four Kennedy students received the letter of commendation in the 2026 National Merit Scholarship Program, and one became semi-finalist for the 2026 National Merit Scholarship Program among 16 seniors nationally. >> Thank you, Leah. Next uh student speakers, we have two uh Yel Composano. Good evening, members of the board. My name is Yael Composano and I am a junior attending NM High School. Before I start, I would like to give my condolences to Mia's family. As someone with four brothers, I couldn't fathom having to go through something like that. Today I will be talking about the sexual misconduct of teachers within our district. As a student of Anaheim High School, I can say with full confidence that I am beyond disgusted that incidents involving student teacher relationships are
047so common in our district. The amount of incidents is inexplainable. Joshua Owens, John F. Kennedy High School, Richard uh Elgus Fairmont and Sycamore Junior High Schools, David Bruce, Sycamore Junior High Schools, Steve Graves at Lorera High School, Ball Junior High, Lexington Junior High, Mr. Willie at Savannah High School, David Sepa at Catella High School, and another incident at my very own school, Anaheim, involving a dance teacher. These incidents aren't just isolated. They're common occurrence. AUHSD has gained a reputation for these acts, and I request that heavier background checks and more information transparency among parents are implemented on these incidents. I request that you all as a board search for a solution to this is issue because as a student, I am beyond disgusted that something like this in our in our district is so common.
048Thank you. [Applause] Uh, Haley Satello. Good evening, members of the board. My name is Haley Sautello and I'm a sophomore at Savannah High School. Today I'm here to talk about two very important things to me as a student. First of all, I want to say that I'm here in solidarity for Mia Mahia and her family. This district prides itself on mental health and yet something like this happened because bullying was being tolerated and continues to be an issue. The truth is that bullying should never be tolerated and should never get to a point where a student, a person, a life should feel the need to commit suicide. It should have been taken seriously and it should have never happened. My ask is that you all create and take appropriate action to prevent this from happening
049again. This can be by suspension or expulsion and that when bullying is brought up, it should be taken over it should be taken seriously and not overlooked as kids being kids. The second thing I'm here to say is that I am in support of Dr. McAllis for schoolboard representative of area 3. Since I've come into this district, I've seen both of the schools that I care very deeply deeply about, Brookerst and Savannah, be overlooked and ignored. Brookst and Savannah are great schools and we deserve to be accurately represented. Thank you for your time. [Applause] Next is 9.3 associations. I'd like to recognize Jeff Morgensson from ASA this evening. Uh Lacy Monger from APGA. I know I saw her out there earlier. There's a hand. And Joe Carmona is representing Alta. Is there anybody else that
050I have not Okay. Not recognized. So why don't we start out with Mr. Morgan Stern? All right. Uh good evening board president O'Neal, board of trustees, uh interim superintendent Dr. Frerieded, cabinet, colleagues and community. I'd like to first extend uh the appreciation for the site representatives to trustee Hosshi uh who for joining us at our monthly representative meeting on Tuesday. Uh trustee Guerrero, we are looking forward to for your visit on November 18th. And then trustees O'Neal and Rand Tjo, we would love to schedule a time for your opportunity to visit us as well. Uh but before I begin uh my association report tonight, which is going to speak to the reasonleness of what we feel the we can't wait campaign is all about, I do want to share um on behalf of our 1,125
051members. These are personally signed commitment cards by 97% of our teachers to the we can't wait campaign, which I'm going to speak to tonight. And the three parts of the campaign, the main part is that it's time to commit to safe and adequate school staffing. It's time to close the educator wage gap. And it's time to commit to stability for our students. It's pretty heavy. Over the past four weeks, we've seen hundreds of ASA members from Ball, Cyprus, Catella, Gilbert, Oxford, South, and Savannah spend their mornings sharing the we can't wait campaign proposal with their school communities. In the words of one of our teachers, the community, students, and families want to hear what our teachers have to say, and they want to support us in every way they can. Tonight, I want to continue
052the conversation about why our teachers and community believe that our class size and case load guarantees are both righteous and reasonable. Rather than focus on across the board class size reductions, our weekend weight proposal zeros in on specific classrooms where our students and teachers struggle with engagement due to large class sizes well above the student load average. Class size guarantees of 39 for high school and 37 for junior high ensure that every student has an opportunity to receive one one-on-one support from their teachers. As educators, we know that building relationships with students is one of the most important factors in student success. Recently, during a community schools learning and meeting visit to Anaheim High School, educators from around the state toured the campus to learn from our approach. During the tour, our community school staff
053shared student feedback, highlighting the importance of teachers having time and opportunity to work with their students one-on-one, making their students feel like family, and listening to students when they are going through a rough time. The student perspective from the tour confirmed what we already know that that we need to provide students and teachers with the classroom conditions that will provide for the best opportunity for success. Currently, the majority of almost 6,000 daily classes throughout Anaheim Union are at or below the class size guarantees outlined in the we can't wait campaign proposal. The problem is that there are more than a thousand classes that are not. This particular inequity is why our association is proposing class size guarantees rather than across the board class size reduction. Currently, thousands of students and hundreds of teachers have daily
054classes above the proposed class size guarantees of 39 for high school and 37 for junior high. It's imperative that we invest in the staffing needed to allow our teachers and students to engage and thrive. Perhaps the most disadvantaged classes that we see struggling to create meaningful and engaging relationships is our physical education classes. We our weekend proposal for PE class sizes epitomizes the reasonleness of our proposal by guaranteeing no more than 53 students are in a junior high PE class and no more than 55 students in a high school PE class. This very reasonable and targeted class size reduction should not be funded by limiting the fair compensation for teachers. Similar to the learning conditions of our students in PE are experiencing. Our special education students and their teachers struggle to build the necessary classroom
055engagement to teach to the whole child. Our weekend proposal guarantees that the class size for our most vulnerable students will ensure that the services and staff the district is currently providing will effectively reach our special education students. Our class size guarantees for our co-taught and special day classes will go a long way in guaranteeing that we can deliver on our students individualized education plan goals. Finally, each of our registered nurses currently have a case load maximum of 10,000 students, one of the highest in the county. As an association, we are proposing a case load of 4,500 students. This is a more reasonable ask as it would allow for our RNs to conduct vision and hearing screenings, oversee medical care and medication distribution for students, participate in IEP and 504 meetings for medically fragile students, bill
056medical for services, monitor compliance for immunization records, offer health counseling services to families, train staff on emergency services, initiate medical refers referrals for parents, and much more. Again, I want to highlight the reasonleness of proposing a case load of 4,500 students for our RNs given their many assigned duties and only five district registered nurses to service all of AHSD. Together with our students, families, and staff, our teachers have begun our efforts to transform public education here in Anaheim Union. Adopting the weekend wave proposal around class size and case load guarantees will further that transformation by bringing much neededed scheduling and staffing improvements. Oftentimes doing a new thing can be a challenge. But when have we as a district shied away from doing the right thing for our students? Let's take that transformation to the next
057level. Ask the leadership and its members stand with you as genuine collaborators to support Anaheim Union in this transition to a more equitable education for our students and community. Thank you. Thank you. Lacy Munger from APGA. Good evening, President O'Neal, members of the board, executive cabinet, and community members. We entered October with more than 21,000 AOHSD students completing our universal assets and needs survey which I um spoke about last month. This was a true collaborative effort through our student wellness committee. counselors, assoc psychologists, social workers, and community school staff worked together to design a survey that asked students about their strengths, their areas of concern, and the types of support they want across three areas: social, emotional, academic, and career. And here's what our students told us. In the social emotional domain, 62% said they
058want help setting personal or life goals. and 52% want support transitioning from high school to life beyond it. In academics, 57% of students said they needed help setting academic goals. And in career, 83% wanted to learn about effective workplace habits, while 43% said they needed guidance identifying their skills, values, and interests to explore careers. Amongst those needs were also encouraging highlights. 85% of our students believe their school value their voice and opinions and 79% feel comfortable going to their counselor or another adult on campus for help. 83% of our students feel confident managing their academic responsibilities and 82% believe their school is preparing them for college, career, and life. I know that these are just percentages, but I think it's a very good picture of what our students are experiencing and feeling right now within
059our school sites. While each student who completed the survey will receive an email with resources tailored to the responses, their families will also receive a similar message with supports and community connections. We are reflecting as a group on how to improve this work for next year. But we are proud to provide every student and family with a meaningful starting point for support and resources specific to their school site. The collaboration amongst the mental health groups made this happen and this has never happened before in our district and so we're proud to start it this year so we can continue it and perfect it as the years go on. Currently counselors are supporting college and careerfare lessons leading up to November's college and career fair. These three days of lessons help students connect their strengths and
060interests to possible career pathways. By the time um students will meet with their counselors to complete their academic plan, our goal is that our students will have a clear sense of direction and purpose which is in alignment with how students responded to the universal assets and needs assessment. Both the college and career fair lessons and the academic plans will be housed in ecadence, giving students a central place to revisit the reflections, interests, and plans any time throughout their AHSD journey. This ensures that students can continually update, reflect, and refine their goals as they grow, turning their plan into a living, evolving roadmap. Lastly, I'd like to recognize our three counselors on special assignments and two of our dual enrollment counselors who presented at the family summit in September. A special shout out goes to Katie
061Deng and Catalina Arosco who joined AHSD in August and immediately jumped in to present at three sessions of the family summit for dual enrollment in both English and Spanish. Their willingness to serve our families so quickly is a perfect example of what AHSU counselors do every day. Meeting students and parents where they are with knowledge and care. Thanks once again and every month for your continued support of our counselors. We are committed to helping every AHSD student discover their strengths and design their future. >> Thank you, Lacy. >> Mr. President, um Lacy, could we get a copy of that uh survey and the statistics? Thank you. >> Next, we have Joe Carmon for Alta. Good evening, President O'Neal, board of trustees, executive cabinet, students, families, members of our community. Uh proud to share the work
062of our uh schools and administrative teams. Going to highlight some collaboration amongst our junior high and high school uh feeder patterns. Uh as uh we heard a little bit about uh Orange View Western. going to talk about a few other examples here tonight. Uh South Junior High students uh showcased their engineering skills during a 2day boat race that was uh hosted at Catella. Uh students designed, built, and raced their own boats, demonstrating their teamwork and critical thinking. Uh this project also highlighted sustainability as all of the materials used will be reused for an upcoming project within their science courses as well. Uh so they want to uh thank their colleagues at Catella for hosting them and helping support uh their uh success. Magnolia High School uh concluded the first quarter with uh a spirited homecoming
063week. I'm reading that. It says very spirited homecoming week here. Um where they recognize the achievement of uh their fall sports teams. Uh their football team is looking to get into the playoffs this week hopefully with a win. So uh they're very excited uh about that. Uh they launched an initiative with Dale um Dale Nolia I don't know may have to work on the branding of that name there. Um where they're really bringing the two campuses together so they can collaborate and feed not only their academic programs but also their extracurricular programs. Um and this was highlighted by a joint coffee with the principles from both sites. Uh Orange View and Western as we heard a little bit had uh two successful town halls uh bringing out folks to uh provide their input um as
064Dr. Frerieded had shared and uh they would like to uh invite all of you to join them for some upcoming important events. Uh their homecoming game is tomorrow night uh versus Cyprus, no pressure. Uh and then they will be uh hosting a Day of the Dead celebration November 7th um on campus. That's a long-standing tradition um of Western High School. Uh and so now bringing Orange View along um with that. Uh several of our schools uh received good news uh recently. Cypress High School is proud to share uh they were honored as a nationally ranked best high school. Uh and then uh our um uh CVA was also uh recently ranked as the uh number one um public school online school. So it was very proud um achievement for uh the district. And uh I
065I did forget to mention uh Magnolia was named by Orange County Department of Ed as a OC impact campus, right? So it was one of um 12 I believe 12 schools selected across the county where uh the county will be visiting them and learning about their practices and how to uh bring those uh innovation to uh other public schools in uh in the county. So, great work by uh all of our sites. Uh thank you. And it's hard to believe, but we are looking forward to only the second quarter coming up. Uh so, thank you all very much. >> Thank you, Joe. Uh next item is of course you can give him a applause. Um parent teachers association. Anybody representing PTI? Laura Allen? Nope. Not here. Okay. Next is the uh presentation of the Chan
066Zuckerberg initiative which is commonly called CZI and Dr. Frerieded. >> Yes. As our presenters come up to share the great work that we engage in just hold on just a minute. Maybe some people would like to exit and that's fine and miss the presentation. >> It's going be outstanding. You gonna say >> all right? You won't regret it. It's good. >> I promise. >> Those are my two schools I have to flip. >> Oh, okay. >> This is the best part. [Music] Okay. >> All right. Well, as the board knows, uh, through our visioning work that we've done across the district, um, one of the the the core values that that emerged from our community is is a whole child approach to education. And of the whole child approach, it really came down to our
067charge as a school in terms of what are we preparing students for. And of of that concept, um, that's where the career preparedness systems framework was was really came to came to light. And as you know, one of the core elements in u the CPSF are the five Cs in addition to the amplifying of student voice and the way that we engage with the technical skills or the traditional content. And so one of the things that we've been grappling with over time is how we measure what we value, measure what our community has asked for. And so I'm really excited tonight to have Amy Kuan, our current director of uh innovation and instructional systems, but then also our soon to be assistant superintendent of ed services come up with along with our partners who Amy
068will introduce to share the work that we've been doing in partnership with UC Irvine uh ecadence and of course through the support of the Chan Zuckerberg Institute in the way that we've been able to really um revolutionize and build a way to measure what we value which in this case it's going to be the starting of the way that we measure the five C's. uh you heard from Lacy Munger um the importance our students I think mentioned 80 something% of our students want and recognize the need for them to develop work skill habits or work habits uh for career those are the five C's so you can see overwhelmingly our students are even asking for more experiences to build those skills and you're going to see in the presentation the work that we've been doing
069to not only create those opportunities for our performance task assessments in our capstone program but also the way that we measure that and then give students feedback along with our teachers the feedback to be able to revise their instructional practices to further improve or increase student ability in those skills. So with that, I look forward to turn over to Amy Kin. >> Good evening, board president um O'Neal, members of the board of trustees, executive cabinet and the AUHSD community. As Dr. Frered mentioned, my name is Amy Quan. the director of innovative programs and instructional systems and one of the principal investigators of the Chan Zuckerberg Initiative grant that AUHSD was awarded three years ago alongside UCI. Um tonight we're honored to share an overview of the innovation to evidence grant which was the name of
070the grant um it which was a collaboration between UCI and AUHSD. Um, this partnership not only advanced the share learning but also shaped the the current and future of AUHSD's teaching and learning practices. I'm joined by Dr. Jun an um also a co-principal investigator and senior associate dean of UCI's school of education. And tonight we'll also hear from Tyler Sherman, one of our AUHSD students who helped operationalize our tool into the eCadence learning management system. Um, and ecadence eventually became a key partnership in our grant work. Um, but before I begin, I'd like to take a moment to acknowledge the other co-principal investigators of of our grant. That was our very own Mr. for Michael Matsuda and also the dean of the school of education for UCI, Dean Francis Contreres. Um, also Amanda Bean who
071was also part of the co-PI work. Um, and I'd like to also thank Diana Fujimoto and her team, Mike Switzer and Ruben Patino, whose leadership and technical expertise ensured that wherever this grant took us, that the grant, the deliverables of the grant worked for us and not the other way around. So, first I'd like to share what the goals and overview of the CZI grant was. So in 2022, CZI made a call for um identifying examples of practices that led to centering and elevating student voice for supporting co-construction efforts that are authentically engaging families, students, and educators to implement and/or improve these learning environments. and to support the development of research of these efforts also rooted in co-construction to generate new body bodies of evidence for promising practices and to uplift um schools and learning
072environments that centered students. The interesting and fun thing about this grant is that it was not looking for um things that people already did. What it was doing is identifying partnerships that were willing to embark on a journey to do something. So when we applied for the grant, they were not looking for evidence of something that we could do and then they could invest in the thing. What they were investing in was the partnership and what type of learning that we can gain from the grant work. AUHSD and UCI um were quickly standouts in the grant work. So much so that last fall we were visited by Sandra Lu Huang which was the who is the head of education for the Chan Zuckerberg initiative. She and her team came out to Dale Junior High School
073where we're able to host a convening for Sandra Lu Huang um members of our community along with um Dr. on and and his team. So, I'd like to share a quick video of of that convening. Or we can re Oh, there it is. Would you like me to move along to the timeline to see if that works out? What? >> Yeah, >> many of the people speaking in that video are going to speak tonight. So, um perhaps we can revisit that >> perseverance are approaching AI to help personalize education to create learning experiences in the classroom which is actually humanizing this and it's building those 21st century skills really important context right that you guys have that whether AI is like an amplifier accelerator it's pretty magical at times but the care of your thoughtful
074uses because of the people here the people in the building and the strategy that you put around it. >> Along those lines, one thing I found very valable assistance is helping kids that are very shy to ask for they're embarrassed to ask for help with the identity of the pot. They gain some confidence and through their confidence they find their voice. They find their purpose. >> Since Mr. Matsuda has become superintendent. We have not only wanted to uplift our student voices, but we want to uplift our teacher voices. And they're really at the forefront of creating the classroom environments that prepare our students for this future. >> But now we have a tool in our tool belt where it's like we can differentiate, we can personalize instruction. And to us and our drivers, we're trying
075to create meaningful experiences. prepare them for life after high school to prepare them for work to help them find their purpose and identity. >> We've thought about home child for a long time, thought about technology for a long time, about learning science and how you connect the dots. Again, you guys are making that happen here. So, that was just a quick video on um to show uh Chan Zuckerberg Initiative's interest in investing in the partnership with AUHSD and UCI and seeing where we would run with this grant. And so, what I have for you is a timeline of AUHSD, quick brief timeline. It's not exhaustive of everything we've done, but what we believe were the key steps in our vision and our um actions toward pro what we believe is preparing students for college, career,
076and life and why CZI invested in our partnership um and not just a thing. And so it really starts in 2014 where AUHSD um decides to not use test scores as a driver and instead to look at more whole child and holistic skills and dispositions. In 2015, we formally sign on to the Anaheim Collaborative where we partner with other um our school districts and higher ed partners, the city of Anaheim, in order to really define what it means to be college, career, and life ready. What are those skills and dispositions? Um in 2017 18 we have what's called our tesseract convening in which we convene over 200 of our educators and community members to come together to really define what we believe are the five C's and outcomes are five C's descriptors in 2022 Chan
077Zuckerberg says what we're doing is interesting and decides to um as a grantee awards the partnership a total of $1.1 million over three years to continue to embark on that journey. Uh there were many pilots in between 2022 and what we have now. one, namely our what we called informed intuition, which didn't work out, but our goal was to see how can we pull out evidence of the five Cs um from our student voices. Um at first, we went to an approach that um was heavily burdensome on the teacher to do and we knew that that was not going to be sustainable. And so AI was something that we happened upon to see can we still identify evidence of five C's in our student voices without burdening our teachers and our system and our partnership
078with UCI and uh Dr. on um we said let's try it out. And so ultimately we landed on the tool that we'll demo tonight and show you the how how it could work or what it how it works. And this year we have um fully operationalized the tool and it is part of the one of three days of our college and career fair lessons so that our students can see exactly how that tool looks like how their student their voices and their reflections are being um visualized for them. The last slide I want to share with you is just a little the breakdown of the $1.1 million and how it was spent. You'll see right away that 46% of the entire funds went to research and development and that was between our our researchers at
079UCI um and AUHSD staff, students and parents. Um then about 18% went to implementation costs. some of the overhead, AI costs, hardware, software, lots of things that I actually don't know. Maybe Dr. Han can talk about that. Um, and then 18% went to AUHSD staff so that as we embarked on this opportunity to learn and develop and research that it wouldn't be overly burdensome to our system so that we can compensate our staff. And we are actually really proud of the last 18%. And that 18 18% of the $1.1 million actually went to our students and parents and community members to compensate them for their time at a fair wage for the work that they did in giving us feedback in the use in the tool in co-developing the tool. So now I'd like to
080invite Dr. June on to come and talk about our co-creation timeline. Hello. Uh, thanks for having me. Um, so I'm a professor at UC Irvine and have had the pleasure of um, partnering with AUHSD for the last couple years. Uh, there's a couple of things I'd love to highlight about the partnership. So, um, in the timeline, uh, while the district was doing this innovative work, uh, 2022 was right around the time, uh, chat GBT launched and AI became a widespread kind of phenomenon. And uh that's important to know because while everybody was kind of trying to figure out what to do with AI, uh AUHSD has been at the forefront. We were already thinking about it and and that was kind of a big driver of this grant. And so um what I'm going to
081show you, the tool that we're building is really interesting. Um we actually my lab, my research lab, we specialize in co-designing technology with community partners. And so our lab has actually um been co-designing with teachers, with students, uh with the district leadership uh this tool to help kind of foster change here. Um because we're doing this codeesign, um we've been a kind of uh uh I would say a model for CZI. So they've really held up AUHSD and UCI as a model for how universities and school districts can actually co-create research together rather than universities just doing research on schools. So that's really uh I'm really proud of that. Um what is it that we're building? So we realized that uh the district need and the student need to uh reflect in their own voice
082was key. So the tool we built, the students actually reflect on their work, their life experiences, and our lab has trained AI models to pull out the kinds of skills that they're talking about in their reflections. And that's super innovative because uh it takes advantage of the students voice, right? So we're not giving them a test. We're actually showing folks that students all across AUHSD uh express the five Cs in lots of ways. Um just to give you a little sense of the usage of our reflection tool. So just last year we've collected a hund over 150,000 student reflections. So these are students talking about their experiences and our AI models providing data uh to the district to the teachers. And so that's about an average about six reflections over the year. Um it's really
083great usage. Um and uh our philosophy about this is again not to give students a test about their five Cs. Um it's kind of hard to test these soft skills, right? You really see these soft skills in action. So what we're doing is we're using AI to uncover what the students talk about, what they demonstrate already. Um the other thing that we've been doing working with um uh the instructional coaches and all the teachers, we've been actually building data dashboards from that AI model and working with the teachers to actually change practice, learn how to change what happens in the classroom with this. So our research is really about when we um provide the data, how do the teachers provide more rich student experiences around the five Cs? Um the instructional coaches are super important
084and Tyler's going to present a little bit about this work. Uh the real change happens when the teachers and the students become aware of uh the student voice, their needs and we've actually like shortened the barriers to that because the students reflect the AI instantly analyzes their reflections. the teachers see dashboards which I'll show you a little bit about and uh the conversation now centers around what can we do in terms of our activities to amp up experiences with the 5C's. So that's kind of our theory of action here. Here's what the uh example dashboard looks like. So we also co-design these uh dashboards with the teachers with the students and what happens is the teachers actually have a very quick view of their roster of students across the five C's and the darker blue
085to the lighter blue kind of gives them an indicator of how deeply uh that student has been experiencing that C. So it gives a teachers a real quick glance at hey maybe I'm going to focus a little bit more on creativity in my lessons here. Maybe I'm going to focus more on compassion. Um, and so our hope is that over the course of the year, students are actually touching each of the C's across all of their classes. Um, here's an example of what we're doing with the AI. And you can actually see this if copy of the slides. We actually automatically transcribe what the students are talking about. So the students can give their reflection verbally uh because we actually find that it's uh much richer to get the students perspective when they're speaking. And
086what we do is we use AI to auto transcribe this and then we have built models and the AI gives a guesstimate that breaks down what the student's talking about and actually breaks down the subsklls that they're talking about. So in this example the students really talk uh expressing their experience with persevering through difficult situations. uh they're describing their problem solving strategy, right? And so it's interesting to me as a researcher um it's much more effective to give this nuance data about how a student thinks about problem solving than like an arbitrary score. So we don't really know what a 650 on problem solving would mean, right? But this kind of analysis actually gives everybody, educators, students, parents, anyone looking at this data, a inside look at how I might do problem solving versus how
087someone else might do problem solving. And that's like uh much more nuanced and rich, right? Um, and then I'll hand it over to Tyler to kind of show you how it happens in practice with the teachers. >> Thank you everyone. Um, yes. So what I what gets me the most excited about what I want to share with you all today is the impact that this is having on instruction and both for for students and and and teachers alike. So, I wanted to show an example of of a seventh grade class that's taking place at CVA on how they tied in their 5C reflection and their PTA and kind of show you a way that our our teachers are now transforming the way that they're using the reflection tool in the act in their actual practice.
088So, in this video, I'm going to show this is actually a seventh grader last year at CVA. Uh the task for this student was to build to recreate a city that they learned about and give a tour. So can we and this is happening all in Minecraft. So, that's the gist. And I know we're running a little short on time and it's kind of hard to hear. So, the idea behind this and what I think our teachers do an incredible job with is engaging students. But, I'm going to be just completely honest. when I when we like at the surface level of looking at this, it's like, okay, cool. They built the Minecraft city, but that doesn't tell us necessarily the full picture of what the student learned or the learning that took place. But
089what this teacher did is he used this as a hook, as an engagement tool, but then really emphasize the use of this reflection to see where that deeper learning took place. So when I when I know this might be a little um small for you to read but I think you have it in front of you. This stu this student was able to actually visualize what we call visualize some of this learning like show the decision- making or so some of the connections to the content that the teacher was trying to with that video. So an example of that this student um noticed things like they did sacrifices. This is a history class way back that they they did more trading than selling. That was like a a outcome that that the student noticed. And
090then what was really cool to me is the students started making connections from his own culture to this culture of like and and I thought that was like through temples and the way that they dressed and different things like that. There was all these really cool um connections that the student was making. So what what happened here is you took the artifact the typically the final product where they made this video and that was great but then when you look at that and the reflection together you can see a well-rounded view of all of the student skill and all of the student learning that took place and our teachers are using this as an engagement tool as a way to assess a way to see more of what the students are doing. uh which I
091thought was just a really um awesome thing that CVA and a seventh grader did. Um other things besides just the the teaching standpoint is we have these dashboards available to our students. So this is an example of a student dashboard where they can go in and and see their most experienced skills. So, the skills um that they have reflected on the most, their most improved skills. They can see all of the times that they have been um they've gotten scores and the different five C's. But even more powerful than just a dashboard to our students and I wanted to kind of emphasize is they can actually click into these and then look at ways on how they can improve. Right? So again, it is a useful tool that is helping guide our students like this
092is a I I wanted to change the um the reflection so it wasn't tied to that kid. So this is a different assignment, but this was about um how to improve. It's it gives suggestions on in in your response about Joey, consider asking this. So now it's guiding and helping um drive that student to think deeper about our specific five C's. Thank you. >> So in closing, what we wanted to share that typically when grants end and officially our grant ends this December um and that's the official CZI guidance and um overseeing of our grant work. But our partnership doesn't end. And what we have um gained from the grant work is that our partnership with UCI and with ecadence that there's a s sustained AI analysis and ability to keep those reflections going. It's
093fully embedded into our LMS. So as long as we are using ecadence, we will have access to this tool and the full functionality of it. Um, we're integrating it into our college and career affair lessons. It is being built out um with our 5C's coaches and into our professional learning to better understand how the data can be visualized and how teachers can use the data to um guide their instruction and inform their instruction. And so, like we said, it might be the end of our grant, but we are fully committed to continue to take what we've learned in this grant and continue to grow from it. And here's a snapshot of um how the grant is or how the reflections are embedded into our bigger system of whole child and assetbased data that we're trying
094to collect and visualize for our students. So this is an example of the student success center that is on the e cadence page um on a student's individual ecadence page that houses a students strengths, interests, and aspirations that are gathered from the college and career affair lessons. It is it has their academic plan on there. it has their reflections um as ways for students and families to see um how we are building that roadmap to college and career readiness. >> Thank you. This concludes our formal part of the presentation. We'll invite any questions that you may have. >> Well, on that last page, the the uh career interest, lawyer, psychologist, zoologologist, investment banker. Well, that just covers the world. >> Yes. Yes. This student has lots of career interests. >> Yes. I'll say any questions,
095comments. >> I had one question. >> Yeah. >> I have to let this all sink in before I could probably talk to Mrs. Quan. So, because there's so much here that I have questions about and I know we'd be here all night. So I I think if I can can have an additional like time maybe to to reflect because I I need to go through this to ask our team. Here's some questions. >> Okay. Just really announcing the test scores, but you frame it as a driver. Yeah. So, can you hear me? Okay. Okay. So, the philosophy that we have taken in in partnership with our of course our our board is the test, right? The the standardized test that we're expected as a public school to participate. It's important, right? It's an indicator. It's
096an indicator of how students are doing, but it is not the only indicator. And for a lot of districts there's typically and our district was guilty of this as well. I know when I was a teacher this is something that we did right we I remember one year getting an incentive if our test scores went up. So the idea was if we focus on a whole child if we focus on first best instruction and in this case the visioning work actually brought forward the idea that we wanted a whole child ground in these skills. And so if we do those things, the idea is not only see improvement in the things that matter to the world of work and how a student may have agency and success beyond high school when they leave us, but
097it will also simultaneously make an impact on how they're doing academically by thinking about the three elements of CPSF or the career preparedness assistance framework. So it wasn't and I think I've shared this before that one of the unintended consequences, right? And you say the test scores are not our drivers is sometimes there's a perception that the test is not important. The test is important. We want our students to do well. But I think the unintended consequence is when students do that test on that day. They don't always take it seriously. And some students do, but there are many students who do not. And so the idea is we need to create a culture where we still focus on the whole child and we still focus on these meaningful experiences that that students can work
098and further develop their not only their identity but that cultural relevant pedigogy. But then also thinking about the enhancement of those skills while at the same time helping students find that voice and that purpose. And then with the idea that as we do this stuff, it's still connected to the content, right? The technical skills, we're a public school, we still must teach the standards. So those public those technical skills are still essential in the way that we teach the content standards. And we have chosen as a district not to spend additional time taking away from instruction where in many other districts, you think about the interim assessments and district benchmarks, you can take a number of instructional days away from our teachers where instead they're doing these tests. And again, these tests are very narrowed.
099And so for us, we have chosen with the performance task assessment system, our capstone, as the way that we want to progress monitor our students and their growth. And that of course takes into consideration all three of those elements, right? the content standards and how they progress but then also their student voice and identity work along with the development of those global competencies or the five Cs that we talk about. So when we say the denouncing of the test scores we still do that work and it is still important. I do think we could do a better job of creating the importance of when that testing season comes about that we take that seriously but it's also the way that we approach instruction. Our teachers have done a masterful job, I think, in making the
100transition, but I would still argue we're in our we're still in our infancy or toddler leaders, right? We're still working towards growing that. We've only been doing the PTA and the capstones districtwide for this is our fourth year, I believe. So, we still have a lot of work still to do and growing that, but they've done a fantastic job and that's evidence when you go to our capstones at the end of the year and you see just the quality of our student testimonies and the experience and the sharing of their different artifacts across content areas. Typically in districts that are more narrow focused, they do a double or triple down in English and math courses. The way we're approaching values the art teacher, it values the PE teacher, it values the science teacher, which typically
101is not given the priority as ELA or English language arts and math. So this is really that whole child approach. And so it really does um help us focus on what to us into our community has been identified as most important. So, the reflective tool is actually available for students and teachers to use at any time. And that's actually why um having test scores as a driver. When we say an instructional driver, we're um referring to feedback and data that can help inform our daily practices um every day, every period. And oftent times, especially with state test scores, we actually don't get the scores until long after the students are no longer in the classroom with the teacher that they were with at that time. And so the reflective tool that's embedded in e-cadence can
102be used as often and as and frequently as frequently um as we would like um and the information and the data the visualization of the student reflection happens almost instantaneously. Um it may has a little bit of a delay, but it it is feedback that we can get right away that can help inform the adjustment to the classroom instruction every day, every period. >> They can retach. Oh, so sorry. Um uh also I just want to emphasize we don't believe that this is uh u endangering uh to replace teachers. Can you speak on that? It it's really more to enhance um and and help teachers can reflect easy um much easier with the with the classroom environment as we as you saw showed in that um where was it? I had all the dots the
103blue do that slide on page six. So allowing the teacher to provide personalized feedback right away. Absolutely. There is no intent that this tool can or should replace teachers. Ultimately, what the tool was meant to do was to allow teachers to optimize the time that they have with students to create those meaningful learning experiences and um actually quite frankly not be overly burdened to um handcode certain reflections from students. It may take a really long time for a teacher to read through all the reflections, code it against the five C's descriptors and be able to give feedback in that way. We would rather our teachers spend the time when they have the students there um optimizing those learning experiences. This is just capturing the students thinking after the meaningful rich learning experience that our teachers
104are providing. I love that. And I really love the as uh my colleague talked about this this um success center. This is so cool to have this little dashboard that the student can look on um to see where their strengths are and to see their whole schedule and all of that. I think this is wonderful. Thank you. >> Madam Chair, can I add one piece to what you had asked? Um, and I say this because I think it's important to to to highlight. You know, back in the day when we were more narrowly focused on teaching to a test, we spent time at staff meetings identifying how many questions were asked on certain standards and then we spent time in the classroom teaching those specific standards so we could do better on a test. And
105as I look in the audience, I see you Miss Lang out there and both Mr. Salavar and I, I didn't say Mr. Sandaval, I said Mr. Salivar. We had the opportunity to and privilege to be in her classroom where she's done soapbox speeches with her newcomers >> students who can you imagine in a classroom where they're drilling the Pythagorean theorem so that kids can do well on a test on that one equation where her students are now now I mean not only getting to do these soap box speeches but then reflect on how that experience in constructing a soapbox which is a sophistication in and of itself and how they can make connections not only to those skills they have been developing but can connect it to the content based on the nature of their
106soap that is far more meaningful for that student and you're seeing less and less students ask why do I have to learn this which you will hear from students who are often disengaged with content that to them is not meaningful and so as we're continue to evolve this work classroom instruction will be more meaningful right I think teaching feels like you're actually teaching students not just teaching stuff and so it becomes way more impactful and meaningful experience and so those are the kinds of things that we're trying to get after um because those are the kinds of things that I genuinely believe will still improve test scores even though that's not our focus if that makes sense. So I think that's the shift that we're trying to make and it takes time. We are a
107large district with you know over you know what 1,200, 1100 change teachers. It takes time to continue to do that work but we're committed to it because one our community is identified as a priority and as a value and then two we're doing right by our students. We're giving them that whole child experience and the skills that you heard Lacy Munger talk about the students say I need to be successful in the world of work. So it makes perfect sense for us to continue moving in this direction. Thank you for that girl. >> Yes. Thank you. Thank you for your Thank you all for your presentation. I just had one question. Um does the teacher self- select which five C's it falls into? Um or does the descriptors? So we we have um six questions
108around the C's that are thematic around um perseverance around uh teamwork around collaboration and teachers can select which questions that are most applicable to the PTA or experience that the student just experienced. Um and so the teacher will collect uh click on which of those six questions and then students will fill it out either via voice to text or um can be type written in um and the analysis will will be visualized. um the tool is expanding in that um we don't have to stick to those six questions now and so that isn't fully operationalized just yet but the tool has been refined so that it can take um any reflection and still identify evidence of the five C's. >> Got it. Thank you. >> Thinking of reflection looking at character as as the lowest
109reflection. How was character valued or or recognized for this? >> That would require a deep dive into our um five C's descriptors and that was part of a lot of the big um leg work in the first couple of years. So if we think about we started this work in 2022 and here here we are today with with a product um and that is the first year was taking a look at our descriptors and um unpacking what that looks like and so um it's our largest one critical thinking. So critical think so uh uh grit you'll see grit is one of our critical thinking is our highest one >> right >> um that's because the skill set of grit is viewed as a critical thinking skill um in our five C's descriptors and so you'll
110see um it's th those kind of nuances that um differentiate so a deeper dive into our RC's will help unpack some of this data which we do have broken down by subset, but it would be a really large data set. >> And just as a reminder, just as a reminder, when the FIC scriptors were developed, that's that we saw on the timeline when the test rack, some of you may recall, we were at the convention center with about 250 of our teachers and parents and students working through what collaboration looks like in the classroom, what communication looks like in the classroom. And so working within 50 teachers, the test group, they've worked through with some of our partners like Inflection to actually develop the 5C description. when grit emerged under character that was actually through
111the voice of our community as we were identifying what it looked like. So it doesn't mean that it can't be changed or we couldn't revisit things but that's how those descriptors were developed. It wasn't something that we did um unilaterally or AI did for us. It was actually through the voice of our community as they identified what these things look like in the classroom and that was what was used to develop our 5C descriptors. >> I'd love to just add two points to that question. So there's two levels. uh one is um how the AI detects uh the character uh nuances. We actually took the rubrics that the district and the teachers created to define that C and then we use that to train our AI models to look for those elements. So I don't
112know the exact elements because it's like a detailed rubric but that's how we train that. The other question is um in this bar graph uh you see that there are the fewest character reflection the fewest reflections are in character right or compassion I think is the C uh what this suggests to the teachers and it's a great tool to talk about with the teachers is that means that the teachers have most assigned critical thinking reflections >> and uh and least assigned character reflections. It's actually a great tool for instruction because then the teachers can get together and say, "Wait, what could we do to actually provide more character building, compassion building experiences, right?" And so that's kind of one intended use of that. >> Okay. Thank you. >> A quick question. What was the like
113the community sampling? You guys said that you got kids to, you know, kids were involved in this study, right? So like who were these kids and were they representative of our of our entire district? There were two of the most deep uh co-building sessions were um at the at the AI summit in 2023 where Dale Magnolia cyber security students I think we had about a hundred um actually attend and go to UCI the day of the AI summit and spent the entire day with the DAP lab um graduate students um and the Dale Magnolia students. The year after in 2024, we had the AI pathway students from um Walker Kennedy do the same type of full day experience with uh the DAP lab and then we had several with our student ambassador um sessions. >>
114Okay. Okay. >> Thank you. Any anything else? Okay. Thank you for your presentation. Oh, yeah. Go ahead. Yes. >> Absolutely. >> Is your button on? >> It is not differentiated by question. Um, and that was the impetus for the extending the nuance of the the tool so that we can actually allow each school to develop their own questions and then allow the reflections to go into the the tool to get feedback. student who already decided sorry to help a student who already decided amongst their years of high school they're not going to reflect and now being forced to reflect is there any way to combat that to help them open >> I think the act of reflecting is the experience in the classroom that would be the work that we're doing with our five C's
115coaches and our professional learning with our teachers the tool is to just capture when a student reflects what that looks like. And so if we ran into a student that was um not wanting to reflect, the the tool will show um a trend data of perhaps you were really strongly reflecting in this area and we're no longer seeing the same uh type of reflection at this level. So the tools meant to give feedback to the teacher. >> Thank you. >> I think the other thing that's important is baked into this as a priority for the district is there's a fundamental belief that we have. I think it was John Dwey that says it right. You don't learn from the experience. You learn from the reflection on the experience. And when we bake this into what
116we do with our seventh graders all the way through through their senior year when they're doing a minimum of two performance task assessments in each class per year, by the time they are juniors and seniors, that muscle is pretty strong. They've been doing this for quite some time. And hopefully it becomes an automatic part of their their way of being. So whenever they do something, whether it's in a classroom or a conversation they have with someone else, they're automatically reflecting and they're thinking, "How did that go? How could that have gone better?" Like that's what we're trying to build because that's where the agency is is developed and that's the skill that will allow anyone to be successful in life no matter what path they choose. The ability to reflect. That's that growth mindset. You
117have growth when you can constantly revisit what you're doing and how you could do it better or what you did well and why did it go so well. So that's what we're trying to build. And we believe that when they do it 7th through 12th by the time they're junior seniors they're going to be in in good shape. And that's why we're seeing more and more of our students get not only admitted but then going to higher education, right, with with success. That's why our persistent rates and our our GPA rates are higher at the UC's with that we're getting the data back from because they have those skills. That's what the UC's are telling. That's what our our partners at UCI and Calon are telling us. There's something different about your students because they
118have this agency that we do not see in a lot of other students. >> Okay. Thank you. Okay. Next item of business is school sponsorship uh student organizations. We have a motion. >> So moved. But uh I'd like to p uh Oh, go ahead. Somebody I'll second it. >> I have a motion in a second. >> Motion to say I'd like to um discuss 11.1.5. >> Okay. >> So um do we want to motion for >> No, just question. Okay. Um just um I think you u when I had um a concern about this uh I talked to um Dr. Frerieded already and he explained um what this was all about. It's already already at an established um club with guidelines and rubrics. But I just want to ask that um we um you know
119anything that they show to the students um that they uphold the values of our district and um policies that we have and um please provide some clear guidelines with the advisor um from the administrator and and please to monitor this. >> We will absolutely do that >> just to make sure. >> Appreciate that. >> Anything else? >> Okay. All in favor say I. >> I. >> Opposed. >> Did you get her? >> Did you get Did you vote? >> I Sorry. >> Okay. That's 5 Z. Thank you. >> Okay. Uh resolution uh number 11.2 resolution number 2025-26-f1 notice of exemption for the Orange View Junior High School modernization project. >> So moved. >> Motion to second. Any discussion? Seeing none, this is a roll call vote. Mr. Mr. Hosshi >> I >> Mr. Ronald Tjo
120>> I just like to say that this is really nice that we can get this done sooner than later. I >> Miss Guerrero >> I >> and I vote I that's 40 113 resolution number 2025-26-E-10 great American Smokeout escape the vape day 2025 so moved >> second. We have a motion in a second. Any discussion? Yeah, I um in my my answer I thing back to the board, there were 17 suggestions. I just would I still am curious about what school sites are doing at each of the at at each of the sites so that we're intentional because this is a really important I think issue today and so forth. And I, you know, with the new vape sensors that we have at Leair and Cypress too, I wanted to do a followup and see
121uh how those how those are working out for us. >> Could we get maybe in a Friday report? >> Yes, absolutely. We can provide an update on that. And then I think especially as maybe the semester closes, we can definitely give you more detailed as the semester goes what the data is showing. I know Mr. Salvar has been working closely with both uh Miss Brown at Cypress and Mr. Brown, Mr. Brown, no relation, uh at Laera High School in terms of what they're doing. >> Okay. All right. Um, Mr. Hosshi >> I, >> Miss Ren Trejo, >> I, >> Miss Guerrero, >> I, >> and I vote I. That's 40. Resolution 11.4, number 2025-26-E-11, request for proposal for student engagement systems and services. >> So move second >> and motion in a second. Any discussion?
122>> Yes. It says in the background information, the district is looking to adopt a single system to create consistency across sites and reduce redundant software cost. So I guess I guess my initial question is what problems are we trying to solve? because I I see that there's um different things that we're doing with like fivear correct and we're using that but but um there's Anaheim is using a different system. So I was I'm kind of wondering we're saying in one thing we're trying to create a consistent system and one a single system but yet we have um is it is it a goal to have one tracking system for for um like hall passes and all the things that they do or is there something that Minga does that um that that fivestar doesn't do?
123Yeah. So the fivestar mingar they're very similar in in product. Um fivear is what we've been doing at the discretion of the activities directors. Actually this began when the activities directors across district were advocating for it because to me I'm not the one using it. So fivestar was what we use based on their feedback and then anime has chosen or selected to use minga. They're using their site funds. We have been funding fivestar for the district. They're using their site funds for the minga. But I think one of the things we're working towards is is just like we did with some of the other technological platforms during the pandemic when we had a lot of things available and after we've come back from pic we've been trying to consolidate so we're not spending the same
124kind of monies on all the tech platforms. We're looking to do the same with this. So we are working towards moving towards one platform. Um right now it's more than just the hall passes um and for the tardies and whatnot. It's also being used to gauge participation at events um when students come and go off of a campus for a game or a dance especially at the junior high. So there's a number of things these apps do and uh I can't speak to the specific nuances of Minga versus Fivestar but I know there are some subtle differences that I think Anaheim based on what they were using it for preferred Minga. Um but we are working with them on those aspects uh to as we move forward. >> Okay. >> Yeah. Any other questions? Seeing
125none, Mr. Hosshi. >> Hi, >> Mr. RJO. >> Hi, >> Mr. Guero. >> I >> and I vote I. That's 40. >> Um, okay. 11.5 Revised Board policy uh 50 uh 405 in parentheses 5030 student wellness and this is a second reading action item. >> So move >> second. >> Motion a second. Any discussion? >> Seeing none. All in favor say I. >> I. >> Opposed. That's 4 Z 11.6 school connected organizations. >> So move >> second. >> We have a motion and a second and that'll be both the 116.1 and 116.2. Any discussion? >> Glad to have two more. >> Yep. Seeing none. All in favor say I. >> I. >> Opposed 40 11 five. Ratification lease lease back agreement. Scorpio Enterprises DBA Air Masters Air Conditioning Dale Junior High School Gym HVAC project
126RFP number 2023-08. >> So move second. >> Motion second. Any discussion? >> Seeing none. All in favor say I. >> I. >> Opposed. 40. >> 11.8 ratification lease lease back agreement AP Construction Group Inc. DBA Air Plus Ball Junior High School HBAC uh phase 2 RFP number 2023-08 >> slow moved second >> motion in a second. Any discussion? >> Seeing none all in favor say I. >> I. That's 40. 11.9 ratification lease lease back agreement AP Construction Group Inc. DBA air plus Laura High School HBAC phase 2 RFP number 2023-08. >> So move >> second >> motion second discussion seeing none all in favor say I. >> I opposed 40. Uh 11:10 award of bid. >> So moved. >> We have a motion and a second. Any questions discussion? >> Uh just a comment. Um,
127very excited for the completion date, which is the end of this year with performances in January 2026. So, y >> almost there. >> Okay. >> I have a quick question on this. Do we do we have the cameras for this system already? >> Cuz it's uh it's a whole video system with projections and things too. >> Projection system. >> Okay. So this this is for a project for a 4K projection system, a two projector system to be able to project images and video uh from another source. It's not necessarily for a camera, but like for backgrounds for a musical or for uh for any sort of uh performing arts event on the stage. >> Thank you. Thank you. >> Okay. All in favor say I. I. I. >> Opposed. >> 4 Z. >> Uh 111
128piggyback bid gasoline. >> So I move second >> motion in a second. Any question? >> I wrote bravo. >> Okay. All in favor say I. I. >> I. Opposed. 40. Yeah. 11.12 professional services agreement pupil transportation information LLC. So moved. >> Second. >> Motion in a second. Any questions? >> Uh the scope of this work is to you have evaluate, ensure compliance, assess staffing levels, identify opportunities. Um do we know how long this is going to take and um what uh outcomes really are we looking for with this? >> Right. So this will provide an overall um the work is going to start. they already um after the board meeting obviously and there was going to be interviews um with very very extensive staff so including the director um all the way to the different
129dispatchers, supervisors um mechanics and just uh bus drivers as well. And so it's really to get an overall picture of where we're at and then there's other things that we can do better. I mean obviously you know staff have done a great job already but there's always room for improvement um and uh our surrounding areas as well. other districts have just completed this uh recently as well to better efficient um our our entire system. So I think that's really the goal to see what other areas we can improve as we run a huge transportation department. Um there's a lot of different um things that we spend money on, right? Like as you can saw right now, we just approved a few, but there's also different ways of um vehicles as well. There's fleet management um
130as well um as well as some of the other areas that I think that will be better for the overall culture for the department as well. >> Yeah, I I like like the idea that everyone's getting uh you know spoken to so they can give their input because they might have ideas and they just haven't come forward. >> Correct. And yes and staff have come to me and you know my door is always open and they always are very very respectful. They come in and make appointments to make sure I'm there. Um so I have been engaging in different conversation with different um staff members in that department. So I said you know I think this is a good time to have this conversation overall so then if there's any other areas that we can
131uh better support them as well. So they are very very welcoming um the process as well. >> Okay. And hopefully some costsaving. >> Yeah. >> Right. There's a lot of ways that we can u maybe we haven't seen right at this point. So I think that's something we want to look at as well. >> All right. >> Good. Thank you. >> All in favor say I. I. >> I. opposed. That's 40. Uh 1112 professional service agreement pupil. Whoops, I just did that one. >> Didn't I? >> Yes. >> Okay. Uh 11.13 agreement Costco fire protection inc. >> So moved. >> Second. >> Motion a second. Any discussion? Seeing none, all in favor say I. >> I. Opposed. That is 4. Educational Services 11:14 grant UCI Institute for Clinical and Translational um service science. >> So
132move second. >> Any discussion? Seeing none, all in favor say I. >> I. >> 40. 11:15 member of understanding the homeless assistance program for families. Hap-f. >> So move. >> Second. >> Motion and a second. any discussion? >> Um just to say that um we've been doing this for a number of years um partnering with the city to provide this information. So um this is one of the ways that we are collaborating with the city to solve our um homeless problem. >> Okay. Thank you. Any more discussion? Seeing none. All in favor say I. I. >> Opposed 4 zero. agreement. Uh this 1116 agreement Stephen Schmidt. >> So move second. >> We have a motion in a second. Any discussion? >> This is pretty awesome that he's providing >> What an opportunity for kids. >>
133What an opportunity for the kids. I love it. >> Yes. And the the new choir director at Catella High School is um promoting this. So just really happy, too. Yeah. Okay. All in favor say I. >> I. Opposed. 40. Uh. 117 agreement. Orange County Department of Education OCDE model a curriculum project supplemental Cambodian studies grant. >> So move second. >> Motion a second. Any discussion? Seeing none. All in favor say I. >> I. Opposed. 40 118 contract independent psycho educational agreement. Dr. Eileen Arutunian. >> So moved. >> Second. >> Motion in a second. Any discussion? See none. All in favor say I. >> I. >> Opposed. That's 40. 11/19 agreement. Orange County United Way workforce accelerator program. >> So move. >> Second. >> Motion in a second. Any discussion? >> Yes. I um we have
134150 students participating in this >> and like how are the students chosen and I think only four schools are listed on this it I mean is there I'm just trying to see how um you know talks about college and career exploration to support students during their 11th and 12th grade year. I mean will we have enough students to fulfill that and can we backfill with school students from other schools? >> Yeah, I can answer that. Um so with this program being a new program, one of the logistical pieces was one United Way wanted to recruit on our school sites. Um and we they are also providing industry field trips for the students. So we're going to be looking at transportation from the school sites to the industry visits. So we chose those schools based on
135looking at you know United Way's mission to serve socioeconomically disadvantaged students for one and um also looking because there's an internship component um looking at internship participation in our other programs and so hoping that this program will will start to um encourage more participation at those particular schools and then hopefully longer term we can scale and offer to more schools down the road and we'll be able to recruit 150 kids. >> Yeah, we so we started applications knowing it's you know it it was likely for approval and United Way is already a partner with us and we have uh over 300 at the moment from those four schools. So yeah, we're looking great. Thank you. >> We wish we could do more. >> Yes, absolutely. >> And we thank United Way. >> Yes, thank you
136United Way. >> Okay. All in favor say I. >> I opposed. That's 4. Um, let's see. Uh, 1120, Membership Accrediting Commission for Schools, Western Association of Schools and Colleges, commonly called WASK. >> So, move second. >> Motion to second. Any questions on it? Seeing none, all in favor say I. I. >> Opposed? That's 40. >> Um, 11:21 public hearing, disclosure of collective bargaining agreement with CSEA. We open public hearing. Anybody wishing to speak on this? See no rush to the podium. We close the public hearing. 11:22 adoption of the 2425 collective bargaining agreement with CSCA. >> Have motion. >> So moved. >> Second. >> And a did I hear a second? >> Motion second. Any discussion? >> Seeing none, all in favor say I. >> I. Opposed. That's 4 Z 11:25 board policy multiple policies
137second reading. Um do you want to take all of them? >> 1123.1 through 1123.13. >> Yes. >> Okay. We'll take a >> Motion and a >> Second. Motion second. Any discussion? >> Thank you for incorporating the change last time. >> Very yes. I'm very pleased to see all these um policies come into place for the board. That's that's great to have. All in favor say I. >> I. >> Opposed. That is 4 Z. Uh consent calendar. Wishing to pull anything. I'm going to pull 128 1210 and 1240. Oh 128 VV. Excuse me. >> 1240. 128 VV 1210 and 1240. Any other motion? Any other poll? Okay. Do we have a move the balance? >> Motion for the balance. >> Second. >> We have a motion of the balance. All in favor say I. >> I.
138>> Opposed. Okay. 40. Uh 12HV and 1210. >> So move second. >> Motion in a second. Do I have a motion in a second? All in favor say I. >> I. Opposed. abstain. I uh 12:40 have a motion. Seeing none, we'll move on to move on to 13 board of trustees report. Mr. Hosshi, >> well, it's been an exciting October. It's a busy month. I'm not going to go through everything, but I'll talk about some highlights. Um, I was really really pleased with the Anaheim Collaborative that we had at at Cypress College. And uh I never heard of the speaker, but he's been around a long time, Antonio Rosco. And I really I felt like he gave me three words that I think I it resonated with me and that is connection before correction. I
139feel like during this time we need to connect more with each other and uh do less correcting be unless we have that connection. So that kind of took away from that and um went to the centriia. Um they celebrated their se sequins centennial celebration of 150 years. And so I was really happy to be a part of that and went the next morning to I think every school should do this. It's the the varsity talks where um Western High School brings back their their alumni athletes and they tell their stories and what their involvement in um in their sports and a athletics, you know, what it did to shape them as adults. And I think something that we can replicate at all of our school sites and uh we had the culinary uh people there
140making breakfast and um all the athletes from the football team, basketball team and some other sports were there. Um I went to both the Broadway shows. Mr. O'Neal had joined me as well at the Kennedy Broadway show and I thought the kids did an incredible job um since they have been without a director. I mean I was pretty amazed at >> it was like wow um these kids just really pulled through and the parents. So it's just great to see the strong parent um support that we have. Um, you know, I am going to echo too, I did go to the Western Town Hall meetings and I really do want to um acknowledge Dr. Frerieded and Mr. Matsuda and Amy Quan for being there. Um, it I think it really was uh I mean people
141just want to be seen and heard and I think that was a start to um people feeling that way and I I hope to see more of those kinds of town halls happening. Um, oh, one fun thing. If you've never been to a quarter mania, I went to the La Palama Foundation quarter mania. I was looking for you, Mr. O'Neal. >> And um, they use that money for every 15 minutes for Kennedy High School every year. So, it was Oh, Nancy was there. Yes. And uh, so we had a great time. So, um, and then I got an opportunity to speak to the ethnic studies classes at, um, Cypress High School and I spoke to three of them and, um, a parent came up to me and she said, "Mr. Hosshi, I thought it was
142so cool. My ca my kid, my ninth grade student came home and said how cool it was for you to give up time to share your family stories." It was uh the story about my dad in the interament camps and my mom um during World War II. And then I don't know if I should have taken this as a compliment, but she says, "Yeah, my son says that you have a really good grandpa vibe." So I was like, "Oh, oh well thank you." you know. So, um, but anyway, we went to some other things and I'll let my, uh, colleague share some of the other exciting things that we went to. But, thank you. >> Okay, Grandpa. I got it. Now, you opened that door. I love that. Great job. Uh, lots of meetings. My
143goodness. I feel like um I've been in so many virtual and and um meetings in person. Uh but one of the couple of them um was uh about the upcoming AEC. And it's interesting um they don't just allow presenters to go up there um and present. They're now uh from for the um AEC conference coming up in December for the schoolboard um state schoolboard convention. And um but it was kind of redundant because basic because I I think um our district has been presenting for years and years and years and years and years. So uh the other one um was a OCSBA seminar on the legislative budget. Um Mike Fine, who is the chief executive officer of ThickMat, uh which is fiscal crisis management assistance team, uh really gave a comprehensive report. Um and it
144wasn't it wasn't scary, but it was um uh cautionary um making sure everyone has been um doing their planning and planning. It's kind of like a you you can't start now. you should have been planning, you should have been saving, you should have a good reserve and all of that. Um, then you'll be okay. That's what he said. So, take his word for it. Um, I uh got to do another interesting thing with the um uh as a delegate for the association, I validated um uh James Whitaker School in Buena Park, and they have a program uh that concentrates on math. Um and and it's designed to work with special needs students. Um but there they integrate um special needs students with uh typical peers and um so I got to see a demonstration um
145and this was for their golden bell um and I got to see a demonstration of um how uh they incorporated um uh typical students and special needs students. They incorporated them in their lessons. They had um videos and they had all their names and their and their stories and it was really really exciting. Um I couldn't distinguish which one was which and I work with special needs kids because all the kids were raising their hand and answering um and I thought that was a really good um really good way to to um incorporate math and if I would have had a math teacher like that I think I would have um done well in my studies. um my GELPA meeting I attended and uh we honored um uh Benjamin Rodriguez if you um he's the
146director of behavioral supports and uh professional learning and if you've ever encountered him um he's amazing and he's so deserving of um it's our um kind of our teacher of the year employee of the year award for Gasselpa. Um he's exceptional um in his work and very humbled. and his family was there. It was really nice. Um I attended the uh OCSBA access dinner. Uh Dr. Singh uh was the speaker. Um she's um pretty pretty good speaker. It was really interesting. You know, after you go to a long day and you have dinner and and uh listen to the speaker and you kind of want to go home, but she was really interesting um in her presentation. attended my nocrop meeting. Uh the Cypress state of the city uh my goodness um they really like
147us. Um I think that was one of the best um presentations and uh you know to for a city to present uh about our school district. I mean, um, it was it was over the top amazing telling folks, residents, if you have if you have a, um, a desire to move there, come because we have great schools in Cyprus. I mean, just you can't get a better endorsement than that. So, I thought that was really wonderful and the city's doing great, too. Um, I attended my first student um, discipline task um, force meeting. uh very lively discussions and um we are um really concentrating on um providing a lot of um solutions um on that team. Uh Alden Esping um former teacher, everybody knows Alden Esping um for his many years at ball um naming
148recognition um of the umad >> the quad. Yes, that was very well attended. um lot of people there and then afterwards uh the nice celebration the Anaheim Collaborative again um you know uh Tonio Rusco was wonderful but again um you know that's just um what we do as Anaheim Union High School District bringing our parents together um and uh the collaborative uh feel of the families there um very well attended and um Mike spoke and uh it was wonderful. So, thank you for all those folks that uh put that together and and uh help. It's it's I don't want to say it keeps getting better every year because that sounds like a cliche, but it it really does. Thank you, >> girl. >> Thank you. I also had the opportunity to attend the dedication ceremony
149for u Mr. Esping um and also attended the very well organized Anaheim Collaborative. So, thank you again to everyone that put that together. Um, I attended the insurance committee meeting along with trustee Hosshi. And then, um, I attended the Oh, I had the opportunity to attend the Miss Anaheim Beautiful Scholarship Program Pageant in the city of Anaheim to honor the outgoing Miss Anaheim Beautiful, which is a graduate from Anaheim High School, Sophia Hall. And then I was also there to welcome the new court, which is a um the new Miss Anaheim Beautiful is Sophia Pencio from Savannah High School. and the rest of the five members of the court are also across our AUHSD schools. So, we are well represented. Um, so congratulate to all those ladies and all the volunteer service that they do
150throughout the year. I had the opportunity to attend the Anaheim High School versus Magnolia High School football game. And this game was attended by Anaheim High School alumni Congressman Ru Ka and Magnolia High School alumni councelor Marlo Cion. Um, it was a very uh interesting game. It ended in the fourth quarter with Anaheim winning uh seven to zero um against Magnolia High School and there was a bet. So if you attended or you saw the Anaheim City Council meeting this week, uh council had to wear Anaheim High School jersey on the dis. So thank you for honoring Anaheim High School's win. Um I um this week I also had the opportunity to attend the community open house uh that was hosted at Catella High School with the city of Anaheim and Council Member Kristen Ma's
151office. Um, and then I just wanted to invite everyone, uh, the Anaheim High School community is hosting their traditional their annual colony car show this Saturday, October 18th, from 9:00 a.m. to 2 p.m. And thank you. >> Thank you. >> Okay, I'll repeat some of the things that was just said, but uh, some things weren't said. I attended uh, three back to school nights. Uh, I attended the La Palma Festival of Nations Parade, and it was very interesting when they announced me I was the mayor of La Palma. Yeah, I thought so. I thought so. Yeah, I'm not I'm not I have not talked to Mirror since then, so I'm not sure. Maybe he was the president of the board. I don't I I don't know. But, you know, when they're looking right at the
152car that I was driving, there's a sign on it. Anyhow, um >> how many years ago was that? >> That was How many years ago was that? >> When >> that you were mayor? >> Oh, it was I was on the council 25 26 years ago. 25 years ago. So, it's been a couple years. >> Yeah. Yeah, >> I believe >> time flies. Um, you didn't mention dilig diligent training as everybody knows that we are trying to convert this to a laptop and so we have gone through some uh training and there will be more training coming but I think that maybe next month we'll see if we're going to actually have computers here and see if how we get through that. It should be an interesting experience for the board. Um, I uh went
153to a a board of trustees vacancy information meeting on Monday where we had probably about as many people in the audience as what's here now uh to hear about what what it means to be on the board. Uh so I was glad to see that. Uh I've also went on school visits uh representing the RO since uh Mr. Rando and I are on the board. I visited um uh five schools. So, and they were all in our district. So, beautiful. If you haven't ever seen the uh the Lwara auto shop, it is beautiful. It is the the equipment in there is just wonderful. The the kids probably do not realize how lucky they are to have the shop they have. Um both Buena Park and Cypress Shave of the City um events I went to
154and I went to the uh Orange County School Board Association dinner last night. Good speaker. I enjoyed hearing what she had to say. Naming of the quad for Alden Espen Kennedy choir show. Uh RLP board meeting uh Anaheim Secondary Council PTA lunch with principles uh that was here this last week. Uh, I was at the very beginning of the Lexington fund run, which Mr. Hosshi didn't mention, but he was there also. Um, Hope Homecoming. I always try to get there and I got there in plenty of time for the crowning, but unfortunately, this is something new. The king and queen didn't uh show up. I I don't know why, but we we understand the, you know, the school. So, um, we just proceeded on. And last was I went to right after that I scooted
155out and went to the home Kennedy homecoming game. So that was my experience in the district since last time. Um future meeting dates 11 point excuse me 14.1 you can see it in your binder it's November 13th and at that time we will be having a interesting meeting I think very interesting meeting if you remember the dates I mentioned at the very beginning that you'll I'm not going to repeat what November 13th is you have to look it up um then'll be Thursday December 11th is the one after that suggested agenda items 142 anything? No. Okay, we are not adjourning. We are we are moving the meeting into close session. So, >> Mr. O'Neal, before we leave, I would like to recognize Rob Lewis and welcome back. >> We've missed you and it's it is
156so great to see you in the audience. So, welcome welcome home. >> Thank you. Thank you, Moshi. Okay, we are now moving into close session. So, good night everyone. be safe going home unless you want to stay until we report out >> and I can't use the gavl. >> Okay.