001sure [Music] testing testing testing testing okay ready to go okay i'm going to call the meeting to order at 9 16 a.m um we'll start with the flag salute in recognition of free speech and the following board agenda item we welcome all who would like to know that saying the budget of allegiance is not a requirement to participate in the business of this public board if you do not say the pledge for religious political social or personal reasons your most welcome hero is an equal participant in the business board oh you are correct thank you very much so going back to the roll call um alphabet order trustee anderson here uh trustee kelly trustee lee is absent trustee pope here and trustee bruno is here as well as superintendent player and the son had a
002word anderson oh yeah of the united states of america and into the republic for which it stands one nation under god indivisible with liberty and justice for all on that note if anyone ever would like to leave just ask and i will be more than happy to legit okay so adoption of agenda do i have promotion okay and uh can we do general consent is that person missing uh trustee kelly hi trustee pope trustee anderson hi and sharepoint agenda's adopted how much we already audience regarding items on the agenda okay so moving on to the board workshop policy on equity do i have a motion which is the motion the motion is to bring a support for discussion okay and do i have a second second okay trustee kelly yes okay all right so moving
003on to business item so if i may just to give a little background if someone were to be watching um at our january board workshop we were discussing with uh csba trainer monica and at that point we developed our idea the concept came out that we did not have a policy of equity we then agendized the csba sample policy in large and at that point the board decided that they would go ahead and schedule a workshop to spend some time going through that trustee lee did provide some edits so in your packet you have a copy of the csva template you have a copy the one with the highlights the yellow are the suggestions or edits from dr b and then additionally in the package uh trustee lee shared with me and mr bruno uh
004a policy that was found from orange county so orange county board of education just because i think at our meeting in april we discussed the idea that maybe the csb attempt wasn't the best approach so hopefully by that and then also uh sally kelly from her delegate assembly had taken some snapshot slides from a training she was in so that's the two uh pictures that are included with the k-14 so the concept that we were looking at i think for today was to try to identify where the board wanted to go with a statement around equity and then concept would be if something was developed to be brought back to a regular meeting run through our regular policy uh process additionally sorry i did skip one thing california department of education in your packet too
005is uh they have a website that does talk about equity in the different pieces that are going along in the state department for uh equity as it relates to the things so obviously this is not electronic if you want this page the url is on it if you want to but there's a lot of good resources within this as it relates to how the state department of education is moving forward in the states so those are the documents you have with clarification we're looking at the potential statement the statement does it is included in the policy but we don't necessarily need it says that that the statement is a component of equity policy per sba's direction that doesn't necessarily would be enough right so so it's kind of point of reference if you take a
006peek just at the template of the csba policy it was this one it's just the one cheater i think what they're getting at is the first three paragraphs would be more of the statement and then down below might be some of the elections or uh processes at which to get and [Music] measure the progress or the length of records these are the same thing they're the same thing except for those edits the additions and descriptors i mean it strikes me as negative and the word institutional i know that's a big word and everybody uses it but by that word just seems so institutional racism is a specific thing it's where policies that have been in place for years unintentionally or intentionally end up um you know creating a situation that is inevitable for certain uh
007groups of people so to take out the word institutional would be very difficult you have to find another way of describing institutionalization just to clarify your i think what you're saying was the whole thing seems institutional like it's coming from minister not specifically interrupted me i'm sorry sorry i know had that same problem with the first paragraph on the um orange county stars at one county schools it's just very negative and we acknowledge persistent racial intolerance i don't feel like we've had persistent racial tolerance of sinner well i know i yeah i don't think we have but i think the point is is that we don't want it either right but i don't think we have to say that we've had it say that we don't want it no we're not saying at all but
008but to to that point oftentimes there are policies and and biases in place that we ourselves are not even aware of that are causing inequitable outcomes so but this is just saying we need to look at things through the lens of equity when we're making decisions does it mean that we haven't in the past necessarily maybe because center was always the military base school district we got along and we knew the kids got along they're used to transferring and getting along with everybody and it was just a melting pot basically the kids from everywhere so let's just formalize that but just a couple things first of all um what nancy was referring to is the first sentence of the orange county one is orange county schools acknowledges persistent racial intolerance and her point was if
009that's not our experience in the district um that warning comes across as very harsh which i agree with but the other thing to consider is just because we don't see persistent racial intolerance and it hasn't been our experience doesn't mean that others aren't having different experiences i do know some people um have expressed me that they have some students have felt racial intelligence so um that's something to keep in mind also or not not just necessarily racial but it never exists or you know it doesn't somebody doesn't feel it at some time or another i'm just saying we don't need to put it down like that like the whole district has been hired and my my issue with that is this is a policy for now and you know essentially until further notice um our
010goal is to remove inequities and so to to start with the premise of they exist hopefully we're going to get to the point where they don't how about we strive to move any sign of racial i mean we could say something to the effect that um that maybe we are aware that inequities conscious or unconscious may exist and then that way um we have control over but we don't know on a daily basis may say something that can't control all the time you know right now something something to consider um we don't have to necessarily choose one of these or the other we can look at the intro from the csba version sure and then from the other language from kind of mix and mix and match exactly because i i do prefer the opening
011of the csv i have two questions it could take a few minutes to review the additional documentation that was provided from cde and okay so talking about orange county and i honestly am not sure which one is orange county this one so i haven't had a chance to look at it yet i i think taking a few minutes to rebirth is probably a good idea can have some recess for 10 yeah 10 minutes sure okay okay so we're going to do a recess yes thank you thank you okay so meeting this recess as 9 27. so okay okay i'm calling the meeting back to order at 9 43 am and we are continuing discussion on this so one well for me the csba like i said i do not like it except for the very
012person and i like orange counties it's very worried so from some redundancy then the policy but i like what it says except for the first sentence so if we can take the first sentence from um csva eliminate the first sentence for orange county and take that paragraph yeah like a good start yeah so you you like the first paragraph of orange county aside from the first sentence yes and vice versa and yeah and then csva's i like the first paragraph the first sentence but not these orange ones thank you so would it help if you're an agreement or a starting point if we pull up the orange county document take sentence number one out of the orange county document and put csva sentence number one there as a starting point at work okay and then
013this makes it available to the public so that's so it's not right now okay but what we can do to get further we could share it as we start talking through it before we before we dig into this can i just i have a couple of concepts that i want to um kind of just let you chew on while we're going through this so one of the things that i'm actually responsible for at work is is learning and researching and teaching about targeted universalism which is a concept that was developed um by the othering institute which is the part of kel uh burger kel and um basically what it says is that you have one goal and multiple strategies so in other words the goal is everybody gets good dental care the different strategies meet
014the peop the various groups whether they're socio-economic whether they're not spanish-speaking at home whether they're you know whatever it is whatever the the group is you're meeting that group at their point physically mentally and emotionally whether they need transportation whether they need money whether they need um extra tutoring whatever it is you're you're targeting your strategies to the population the ultimate goal is always the same so in other words we want everybody to be treated equally and have you know equitable outcomes not just the populations that have been historically marginalized we want everyone because you're right if you target one population if you target one population you're othering another positive so it's always this other population we need to have one population all of our students all of us students need to have equitable outcomes
015how we reach achieve that is different depending on where the person is and it could have nothing to do with their their race or their age or their anything else it's just where are they on you know the the spectrum of life in general the other thing um i wanted to mention and this is something that csva recommended is that we do i know i talked about before how some of the districts in the state have been basically put on probation so to speak they've been identified as extremely discriminatory districts and they are being told to go through this process it's kind of a punishment but it's kind of a great thing to support them in becoming better at diversity right but the first thing that they always do in these districts is they do
016a root cause analysis the reason for doing that is to identify unconscious biases that exist or conscious biases other people don't know about so like we might have a teacher that's you know that's extremely biased but they hide it well outside of the class and nobody knows or maybe you know we have a teacher that doesn't expect certain students to achieve whatever it is the root cause analysis is supposed to help us identify where where biases may exist so those were my two thoughts targeted universalism and a root cause analysis the first one applies to what we're doing as far as editing and the second one as far as what we might want to do in the future can i talk on a practical application so with special ed we have a disproportionate amount of
017uh after male students who are on iep the state has identified us over the years it goes back and forth within and so your root cause dialysis piece that's exact so to your point that is a practice that we even have got through with scoe difference to identify what what practices are we doing they can say why is it so disproportionate because your outcome should be similar to your population and so when we recognize we also recognize with african-american male students we disproportionately have higher suspension rates we went through that when we went into our d.a work so that your your process that you're explaining is something that is practically happening and it is actually it's a very eye-opening type of thing it's like what what can we do or what are we doing or
018what are we doing so anyway okay can i have you explain the second paragraph under equity education because i want to know if i'm looking at it wrong which one are you on second paragraph under a or for orange county so so my interpretation of that is the concept of educational equity goes beyond formal equality to fostering a barrier-free environment where all students regardless of their race class or other personal characteristics have the opportunity to benefit equally in order to succeed and thrive no problem with that so the next one the next oh uh [Music] calls on every adult to treat every student as capable and helps success and recognizes uniqueness and strengths of each student allowing for differences in time attention instruction and support to ensure all students can succeed academically and participate responsibly
019in our community so is that the one so so what that's saying to me is and again i didn't write this document but what i read out of that is providing opportunity that all students have equal access barriers are removed to help all students meet their fullest potential and for me regardless it means setting expectations right like you don't you don't set an expectation of failure based on what you perceive that person's characteristics but i read that what i see is that student regardless of whether they spend time studying or they um how much time they spend studying or attention in class or instruction support they get whatever we're supposed to move month we're supposed to make sure learning so really this is kind of an outcome i see with that in the learning environment
020we still have the the benchmark but how we get there may be different for you me or the other someone else we all we don't lower anything we have a high standard but how we access that information how we access that success may look different based on how you're demonstrating that it doesn't mean you know i only have to write one paragraph and you have to write 17 paragraphs it's if that's not what it means it's how do we get you to write 17 paragraphs so uh what do we need to do what do we have to do to get you past whatever barriers are existing in your life a good example of this in practice my son um had adhd and before he was actually in treatment for it in seventh grade he was
021quite the handful of his firefox because he was fidget and he distracted and so he starts distracting other students and uh mr myers music teacher at the time and he was incredibly frustrated but rather than just saying okay this kid's a problem and he's not going to succeed mr myers knows that my son came in before school to play around with the piano and was using youtube to learn you know he said okay this kid has a passion for music i don't want to burn that out but i have to allow my other students to succeed in class as well so what he started doing is he had a boss that would have my son empty his pockets to be in the class so that he could remove distractions he would find ways to remove
022my son's obstacles to help him succeed with the rest of us my son was still responsible for doing the same work as the other students but the things that were obstacles for him were addressed so that he would have the opportunity to succeed as well and frankly batman built a lifelong love for music in my son the other area we talked a lot about is the multitude of support so i may need certain supports to access and get in kelly may not um a student who might uh have a disability may have supports through an instructional specialist to access the curriculum it doesn't mean we're alone we're providing opportunity to make sure that students reaching their full potential let's get back to that paragraph because now we're really getting off topic we're meaning by the
023language i mean so so i think this is a fruitful conversation so are we all understanding it i mean are you getting right yeah so i think that's a great question that we can say so i think it's very relevant otherwise we're going to be designing a document it might mean something different to you and you and you yeah but we're just getting a little unlocked and another thing that i want to make sure is clear we're not saying district is necessarily not doing these things already it's just that we don't have a policy in place yet yeah this makes it intentional yeah yes successful policies are just under a different heading we're just making sure that we cover this so what can we what carol has up here just so you know is this
024is the the one we'll just have a working copy this is the orange county one obviously we'll take orange county please but if we what i heard was we'll dump that sentence at the beginning that was highlighted i don't know if you can do that and then we will add we'll toggle to the cia one more accurate find it there you go this one yeah okay and then if you take the first sentence on the first paragraph now is that yeah this one i can't see very well yeah one issue that i kind of have with the orange county documents is it seems to focus on uh racial inequities and loss over other inequities um so for instance things like disability or um homelessness or lgbtq or any other inequities that are covered by some
025faculty statements it you know it's set it doesn't technically exclude them but um it says the board establishes this policy in an effort to eliminate racial intolerance other forms of intolerance so it just kind of in my opinion it focuses on the racial it bosses everything else over okay together other forms of equities and then add awareness um actually though the second actually if if i go back down to section b3 though it does actually list other things so can we are we talking about the second sentence here so if we just take out racial but and other forms that he says this number three letter b describes it it does it does lay it out better so so never mind that may just be that i on you know this type of inequity or
026this type of diversity and so i think it would be good to remove a lot of that language let me just say what i think that second sentence could sound like ford establishes this policy in an effort to eliminate intolerance inequity opportunity and academic disparity services [Music] eliminate to the second intolerance would come out so uh racial yep right there leave the first leave that second intolerance yes um no no no racial here yeah yeah and i think that gets to what you were saying because then later it does clarify it but it this when you first read the second sentence it feels like it's just related to racial but it's all um and actually actually that's exactly a change uh the words that we're removing with the word all yes to eliminate all intolerance
027inequities of opportunity and academic disparities in our district perfect [Music] where's that the next one instead of just f strike we see and just say our schools are centers for culturally diverse learning where all students are educated with their fullest potential instead it would just say our schools our centers for culture diverse learning where all students are educated to propose potential period and then equity is critical to the success of our schools our students in our community so take out the rest steps is everybody happy with that equity is critical to the success of our schools our students enough um back to this document i like the idea of the definition of equity because that was discussed in the board boardroom um and i think it was dr lee that read the definition of equity
028i don't know it's the same verbiage as this but i think some definition would be beneficial the the other was i think with the uh didn't the end code or fair act yeah can pull it out yeah i'll find it um i really love email actually just um i just don't remember but i love that second paragraph now that we all understand uh same page i think that that's really well stated oh let's bring up mr jordan yeah if we were going to keep any of this i would take out formal if you're under definition this second paragraph yeah i like that second period okay um and then if we take a look at the third paragraph under section a equity is an interruption of systems structures policies and practices which privilege some students while
029discriminating against other students and i think that directly addresses nancy's concern about giving privilege to some while disadvantaging others what we want to do is make sure that everyone is succeeding and so and along those lines i was thinking right before after fairness and before by the following to add to all students so uh i'm sorry intended to ensure fairness to all students where are we um that paragraph third third paragraph down last sentence where it says um fairness and by the following at the end all right intended to ensure fairness fairness to all students um i don't know now i'm not sure about yet is that what you're talking about yeah to our students yeah fairness to all students i think by the following just is a lead into the numbered sections there so
030i just don't know if we're going to keep all of this because it may be a little redundant but we'll see and i might have been wrong so the fair act one it's very specific to social sciences it was a code it was instruction in social sciences shall include early history of california in the study of the role contribution of both men and women educational equity goes beyond equality to fostering a very very free environment for all students regardless all students period eliminate blah blah blah have the opportunity to benefit equally in order to succeed and thrive so taking out digging out regardless of their race class or other personal characters just saying there is if you were yeah no you're not it's saying we're all students period take that that that's exactly right carol
031you had highlighted but no leaving the have the opportunity to benefit equal because that finishes the sentence so just taking out regardless of their race thoughts or other personal characteristics there we go yeah um all students have the opportunity to benefit equally in order to succeed and thrive so that goes back to what we're talking about everyone having the ability to go up versus bringing something and not calling it out because you know your race or your social economic status may not identify how you're succeeding maybe it's the fact that you have a single mom and you have to take care of your kid sister at night and you could be purple little you know it does i think calling out the the characteristics limits initiative equity that's i don't know that's maybe i'll change
032my mind tomorrow that's my my perception at this point i can see that point of view i'm about 100 sure but i agree with it but i'm not 100 sure i disagree with it so it's something that yeah and you know i think it's a nice it might be a nice way to bring everyone together instead of othering people you know that we want this for everybody we're not we're not saying we're going to take away from successful students to support those that have bigger challenges we're saying that we're going to support the ones that have bigger challenges so that everybody has the same opportunity has you know better opportunities god only knows i support those that have the challenges yeah sure a couple of those in my own family yeah for sure i don't
033know steve i don't like the second paragraph i love that okay so what is it that you don't like about it let's let's read it because it's very wordy and yeah i mean if you can maybe break it up um and make two different sentences but because i you know you get kind of lost how about just take out an emphasis on because they're really big on these introductory phrases equity calls on every adult to t treat students how about eliminate everything all the time you could instead of every throw all in there all is kind of consistent instead of changing it to students and this doesn't remove the witness but yeah instead of every student what about treat each student because that acknowledges that the individual students need to be treated based off their
034individuals absolutely okay so then if we went to the word strengths and put a period after that and struck the rest of it i think we would be great done okay so equity calls on all adults to treat each student as capable of success and recognizes the uniqueness and strength of each student and recognizes their uniqueness and strengths yeah take all the rest of that out not be happy campaigning special ed was train them today or support them tomorrow i mean exactly even special ed you have to train them to be self-sufficient so let me read it again equity calls on all adults to treat each student that's capable of success and recognizes their uniqueness and strengths we can even take out recognize their uniqueness and strength no just oh no i like that i
035do like that okay my only concern is we're removing talking about removing um basically the part that explains what our goal is which is ensuring that students succeed academically and participate so let's take out then allowing for differences in time attention instruction and support and just go to ensure so then it would say equity calls on all adults each student is capable of success and recognizes their uniqueness and strengths to ensure to ensure that that to to ensure academic success to ensure all students can succeed academically and participate responsibly so leave it the same way so just take out from electing or just tip from of each student through sport so it'll go straight to ensure that okay sorry we come to an agreement now yep i think so okay so we'll take out this
036all right it falls on for all no all adults oh yes each student and then you know and then you take out everything from there to straight down to two so back one word there you go you got it okay yeah okay to ensure [Music] in our communities that mean is that like social to you is that what that means yeah yeah like socially mentally well we're trying to to build help build responsible adults regardless who will you know be educated but also will be good citizens so good and that's in our district uh strategic statement or whatever it is contributing is there a way we can better align this to our actual mission so that the wording here matches what's in our mission statement and i think with uh fairness because and then i
037don't have to memorize a fuzzy area where are we valuing people only on what they can produce and or are we valuing them on the fact that they're happy and healthy and not in jail responsible well what is it that we say we're doing when we have them do volunteer work in the community and that class they have advertising community service stuff yeah they have a name they call that yeah that contributing or no as far as what that um this says statement students will realize their dreams by developing developing communication skills reasoning integrity and motivation through academic excellence and are well-rounded education and being active citizens of our diverse community there you go so to ensure academic excellence and what's why that we just make a note to to align it with the the
038one we can just add being active citizens of our diverse community yeah i like that okay where uh so right where i'm at how about um to ensure and take out that all students can succeed and put just academic excellence and before you do that is everyone okay with that what's your academic excellence and then okay and then and become there's something wrong but let me just to ensure their academic excellence and no to ensure no don't put that in there [Music] and students achieve how about to ensure that students achieve academic and excellence and become active citizens there we go students achieve you yeah so academic it needed something to register yeah you know i would like to see something that includes the students i mean we want the adults to do it we
039want the students to do it as well oh i see what you're saying that that all staff students and and all staff and students treat treat everyone as capable of success yeah i like that right here what if we change it from all adults to everyone yeah calls on everyone to champions all stakeovers yeah well i think if we say everyone then it's pretty clear that means that students can violate this policy as well right and then parents and parents community members yeah everyone should be closing everyone to treat each student so that would be the student treating the student which is fine everybody calls on everyone to treat each student carol made a good point there we want to make sure that staff and everyone is treated fairly as well right right but this
040is specifically academic yeah having to do with their success their you know student success so we might want to address that in a separate paragraph and it might be two once you keep going can i take this down to ensure that can we go ahead and say each student achieves and become okay so to ensure that right here each student student yep and then you'll have to say each yeah each student achieves activity and becomes active citizen becomes an active citizen oh yeah eh i'm responsible probably well yeah yeah i think it's still a lot i mean even if it changed actively yeah actually responsible right maybe we need to be active responsible yeah mission who knows maybe that'll be next but it doesn't it doesn't um contradict it so i mean it just sounds
041better i think responsible does sound better right is that what we're all saying my my point of my point on this it may be somewhat minor but you can be active irresponsibly that doesn't make sense every calls causing everyone to treat each student as capable as oh we struck them capable of success yeah as capable of success each student is capable of success and recognizes their unique it doesn't sound right it's almost like a student of achieving success there it's almost like that bridge board again yeah each student i get what you're saying right as capable of success that does not make sense i think it does it is capable we're making sure that we're treating students i understand what it's supposed to say but it reads funny it should say it is comfortable okay
042so equity calls on everyone to treat each student as though they are capable of you see this that's right yeah that's indicated that they're not really getting yeah um as capable of success i think it's the of i don't think as capable as something success as capable of success i think maybe everyone as capable of success because it needs something to describe it yeah capable of achieving success treat each student achieving success does that sound better for you say it again calls on everyone to treat each student as capable of achieving success because you're right there's something like that loving the successes that they need something like no okay good good ones dudes [Music] thank you steve that ties it into our mission too so that's that's i like that instructions to all students the
043only thing is it's grammatically incorrect with which unless we put a comma or change it to that that's just kellyanne so it either needs to change to that or has a have a comma after that system structures policies and practices which i i think it works either no it's it's 100 certain that in which you're not necessarily interchangeable if the rest of the sentence is required then you use the word that if it's on the side to the statement then you use a comma and the word which in this case it is required so it needs to say an interruption systems that privilege some students while discriminating against other students so we're trying to interrupt things that privilege some while discriminating so what are we talking about there it's saying equity is an interruption of
044systems structures policies and practices that privilege some students while discriminating against other students so we're saying that we're trying to make sure that we're not privileging some students and discriminating against others but what are we what systems and structures are we talking about many that are identified over time and maybe back to that root cause thing that we have some something that we're doing that through this analysis we identify that this is causing a disproportionate outcome for one group but not the other you know maybe maybe we have i'm sorry counselors i i'm not picking like this where if you're listening to this maybe we have a counselor that leans towards putting white students in energy or ap classes you know and and is unconsciously doing it doesn't realize it's doing it or they see
045that you know someone who is spanish-speaking maybe they're not going to be achieved in the ap history another example is um there was a time that students were referred to by teacher recommendation and what that found is that teacher recommendations could have unconscious biases and so it was resulting in disproportional uh recommendations so what i've seen done as a different way to deal with it is test all students to see if they qualify for date regardless of teacher representation it's not something that was designed to create a bias but there was a bias that was identified so then that system was interrupted and found a way to see i had one in gate one in special edition full scale both so another good example is access to ap classes before there was always prerequisites and
046we've removed those barriers so anyone could take it so that would have been we're putting barriers in place that might limit someone's ability to take that higher level class i remember discussing that better about it when he was yeah about um what's i ready so so that's the type of thing okay when these obstacles are identified whatever they may be we need to identify them and then work to resolve them it's we're not getting bogged down in what they are because we want this to be a general strategy that can be applied to whatever we which is what this would help us do because it helps us look at it and say is this policy doing this or is this practical that which is exactly the ap thing the gate one we've always tested you
047know fourth grade all students you knocked out if you wanted but there are examples yeah i know when i was in school and eon ago it was teacher recommendation and we still have that as an option but but then you have to come present it's not just i think they'll raise gate therefore you're in there's a process yeah so since we're right here in somebody's restroom do you want to take another quick break or because or do you dance do you care if you step out or we've been no i just found it bothered me a bit oh i just didn't know if we wanted if we start moving along we're gonna i think that we should all be here okay okay let's take a break right now okay so i will recess the meat
048for about five minutes at 10 24. okay i brought the wrong glasses ever since i had my eye surgery my eyes have just been okay and i'm calling the meeting back to order at 10 36 a.m number three under the mission statement same thing i just want to point out that it covers everything we talked about as far as the different groups yeah i i had glossed over that in my initial reading so i i had missed that so thank you for making sure that i'm aware though so i don't between one two and three underneath um definition i don't know if we want to strike that or maybe some of it belongs down in the mission because this is more an action than a definition like if we're talking about the deficit definition of
049equity but then we're talking about what we're going to do to counter it all under the definition of equity so it doesn't belong you know it doesn't belong there so you're saying just take end of the previous sentence at fairness and take out one two and three i would fairness period and they would eliminate those yep right maybe not learning but let's hold them in our back pocket and see if maybe we can use some of that language later but maybe not we'll just see okay so you want to highlight all this yeah too i would well definitely we're going to take out by the following um wait a minute can you seem to go out of that and then because i think you have too much language to all students period and then take
050out by the following okay yes so this no no no just take out by the phone yeah like that and change it to a period and then the rest of that i like highlight the one two three and and we're reserving that for maybe maybe yeah i mean like countering biased behaviors might be good language i wouldn't say that cause it's choose yeah if you go to text see how it says normal text go down right there and click on that i think it's because of your pictures you're so smart should we talk about this just for a second that one two and three we took one and two cut them down significantly and combined them it would it could fall under the mission so in other words countering biased behavior hold on did you
051read the mission first to see if that has similar um some of them do they do but they don't say anything about countering is this removing biases and barriers that contribute i think it's to achievement gaps which are unacceptable so that's talking specifically about achievement gaps but this is time well let me just let me just read what it said what i was going to say and if you don't like it i'm cool with that too but countering biased behaviors unfair policies programs and practices that consistently result in negative outcomes period and whether or not we need that i don't know you're right so i'm thinking between three and four it might be saying similar see i'm eating yeah and i think that countering those behaviors is more of a mission than recognized so maybe
052work on three and four and then using your verbiage like yes or maybe even um combining all three because we had a lot of redundancy there agreed can we go ahead and since we're talking about it okay let me go ahead and talk about that so instead of wrecking on mission number three taking out recognizing right that and changing it to countering conscious or unconscious biased behaviors so i had added conscious and unconscious and then we switched back up to number one above biased behaviors so countering conscious conscious bias behaviors and barriers that result in inequitable opportunities that result hearing uh countering conscious or unconscious behaviors and biases biases and barriers that result in inequitable that that can not get biased behaviors because that's what you had before so bias barriers not biased before you
053said bias should be taxes and biases and unconscious biased behaviors and barriers so biased behavior so we could just say biases is what you're saying and take out behaviors all right one more time countering conscious or unconscious biases and barriers that result in inequitable opportunities no behaviors thing yeah i mean i really feel like you might disagree i really feel like calling out all of the different biases is going to limit it no matter what we do it's good the more we try to be inclusive the less inclusive it will be because if we start naming all of the ways that we can bias that we have biased behaviors we're going to miss it's just like with the the discrimination or the recognition so those characteristics are probably directly from steve that document or the
054codes or the discrimination laws very similar um but i think we do need those because steve was making a comment on that paragraph above where we said all and we didn't name all because we have it down here so then if we say countering conscious or unconscious biases and barriers that result in inequality opportunities for students based on their real or perceived personal characteristics so take out groups of students because it's redundant it's unnecessary um uh that results in so countering conscious and unconscious biases and barriers okay so what does it start with countering so don't just recognize it do something about it okay uh conscious and unconscious biases and barriers con cio human city so t i n comes out and c i goes in so no t i can't see what no go
055back there you go t i o u s there it is conscious and unconscious or unconscious i'm sorry go ahead and finish it or you're dirty biases of barriers that result in equitable opportunities yeah so can can come out [Music] based on their real or perceived personal characteristics such as okay um now as far as calling out the specific groups first of all the phrase such as leaves this open to other groups as well and i'm kind of torn because i understand if we leave it more general than it applies to all but at the same time by leaving it more general it it leaves more room for some of these things to slip through the cracks yeah and so and we might be doing a disservice to populations and families and students who feel
056like they are being and i think why it may not be fully inclusive or something but it does cover me so it's not just race or just identity or you know it gives a broader spectrum greatness yeah great listening just about everything's on there but i color i mean you know it covers just about everything hitler certainly thought eye color mattered right yeah sorry um let me just build upon age or social well i think that it's got a simply because the list is numbered and so it's just a semicolon between each of the numbers it's just were you an english major no but i've been writing i've been a secretary for almost 40 years so you know how about are we done with that yeah number four i don't is before we do that
057um i mean obviously we're going to change much county skills to center joints so where are we okay with one and two i'd like one into it get number three above four seems to be a little repetitive of how we have three yeah i'm wondering if there's a way to include achievement gap to number three above so if you yeah if you can you add something about gaps in under definition number three eliminate all the other verbiage before so we could say result in inactional opportunities including achievement gaps for students based on their will received i like that so where or towards what if we just had inequitable opportunities or achievement gaps are you talking about three yes i was talking about yeah pulling part of four into three isn't that what you say so
058take oh oh oh thank you number three under definition that's a method for addressing the policy it's not i don't definitely not a definition of it right yeah it's not a definition and it could be part of the mission you're right equal distribution but when you do that through challenging and tolerant i mean by doing these things you're going to have to negotiate reality in realign resources yeah i'm just a little concerned that by calling this out that we're going to reallocate resources that gives people who are against an equity policy to require sorry people anyway you see what i'm saying is that this is kind of implicitly understood by what we want to happen they're going to have to reallocate resources they're going to have to just determine number three and just forget about
059it okay i don't know what's everybody think i'm talking too much no that's fine i'm not married i do partially like that um it's saying that when equal distribution of resources results in inequitable outcomes then we need to redistribute um i i do kind of like that but at the same time it it feels redundant with what we're saying elsewhere and i don't know that it okay maybe what we could do is add the reallocation or reimagining to another area where we talk about countering where we talk there's another place in here um where it says equity is an interruption of system structures policies and practices up above that's the third paragraph under a um equity is an interruption okay and then what are we trying to do interaction practices strategies um um it may
060be well i don't know that's weak it may be necessary to reallocate no um reallocation and reimagining of resources see then you're getting into behaviors and step definitions but really your systems your structures your policies and practices are about allocating negotiating i mean it's just really difficult it's just so the interruption is so equity is an interruption reallocation and reimagining systems opportunities and support that's what interruption means you're going to change what you're doing yeah to benefit so if you want to call those things out but those would be parentheses not that just that's too much can now come out because we've basically combined it all right negative wait wait wait can you go back i'm sorry no we did that okay we did that okay i'm sorry go ahead before we remove it let's
061let's leave it there for now in case we do want to borrow from it before we're done okay okay we'll leave the highlighter intending to delete it okay perfect okay so number four the only thing that's different from number three is that it's specifically talking to about achievement gaps so the question is do we say inequitable opportunities and achievement gaps or groups yeah or how about if we say instead of achievement gaps why don't we say academic outcomes inequitable opportunities and academic outcomes countering conscious or conscious bias in barriers that result in inequitable opportunities or academic outcomes for students based on their real beauty yeah very nice okay so we can strike number four in its entirety now just to be clear we're striking for all the way just that first paragraph taking out students
062of color are we gonna catch heat from taking that out or i know i'm the one that keeps saying we need to be calling out that's referring to specifically what they've got going on there um i think that yes that is an issue here but it's one of many issues and i think calling attention to just one group is at the ring yes yes so i like our definition of of what needs to be addressed above so it wasn't just me okay it was probably now that last paragraph so we're going to remove four but we're going to keep that last paragraph here no because it's indented so unless they did it wrong it is oh so that would be actually online it says number five i don't have a five interesting time yeah i
063don't have a five online oh i'm looking at tradition or commitment instead of admission okay so i i like that frankly um would say i was thinking that we should say something like striving to actively continuously disparities but maybe it's better committed to yeah says uh the center joining unified school district will disrupt all forms of discrimination in our school community by and then so the lead into the one through five of the mission one through four so the lead-in says already says the district uh will disrupt forms of discrimination in our communities by so then we can take out the school district information and committed to all the way up to the word actively by actively and continuously eliminating disparities dramatically speaking it is not right so okay we're taking out the orange county
064schools board of education is committed to because it's and then put by uh actually don't just start with activity yeah because it's that's why there's stimming goals instead of some periods which then at the end of oh and also it's missing a word and so we don't need uh continuously eliminating disparities in educational opportunities in its schools obviously our schools comma and in its schools and creating and supporting an environment equal unbiased and culturally responsible learning and so that whole last thing from supporting to system is one thought so it needs an and prior to that it also needs a comma oh no yeah you got it and creating and supporting yeah from you know you got it eliminating disparities and creating and supporting we need supporting what do you think of the oxford comma
065after unbiased oh yeah probably should have a comma there yeah after the word unbiased can we make that two sentences by creating and supporting yeah that would sound better so school so take out the comment and change ant uh bye i like that i like that much better saying school's period change eliminating to eliminate just i'm sorry schools period and then capital b yeah if you look at the grammar of the first three challenging accepting recognizing oh i'm sorry so so eliminated fair the point is that it's going to be fair very good okay sure it's about 11 o'clock we've got about an hour left and or would that be more under the procedures don't we get through it and see if there's anything that we would want to include in the mission and then
066strike that whole commitment section because it's a mission and a commitment seem like this to the same thing right we're committed to our mission or we could even do a number five and that because it starts to get like regulation like ar so if your idea is to create this what if you change the board commitment to board expectation if you look at three those provide general like expectations of how the district should operate maybe that's a way of getting your ass not around it but so here's kind of my thought i like number three in that section the rest i can move without what if we just made number three number five of the mission we've already talked about a lot of these things in the mission we have to reward it slightly to
067make it dramatically consistent but because i mean some of this abortion demonstrates commitment to equity by direct the superintendent to develop an equity plan to implement this policy we're already saying hey this is what we want you to do and i don't think it needs to be number six of the oh yeah i that's necessary i think this whole thing is is about directing him and again that goes back to implementation right yeah and i mean some of this is redundant promoter culture high expectations for all students we already talked about that but maybe we could change that expectation or maybe we could use that high expectations support and i think it'd be important of the commitment three to me that that list is probably the one that if we decide to somehow incorporate back
068up the expectations of like such as or something where we understand that these are the things we're doing okay i also like this language on number one active measures to provide an inclusive and emotionally support supportive environment free from discrimination so i think if we're gonna do expectations a section on expectation i know there's two two two subjects two options on the table right now one is to incorporate it into the mission one is to have a section called expectations if we went with expectations i would say um the district the school district shall take active measures to find an inclusive and emotionally supportive environment free from discrimination um to actually write every speech student kelly what if you moved your forget the commitment or expectation piece move sentence one out of commitments bring that
069into the mission somehow reward it and then rework three so that's also part of the mission that it's i think that would get added so since we're using the words we could say taking active measures is part of our mission taking active measures to provide an inclusive and emotionally supportive environment free from discrimination so that could be that can be like number five okay and we might look at you might look once we get it down reorgan maybe that becomes a yeah so i took this number one and changed it to taking okay and you are we officially moving it now well i just leave it there for a minute but if you go go down to number six yeah just delete those i think so delete six and seven and then i think number
070four and five two nine right is that okay guys um yeah yeah i mean four honestly i it needs to be done but that's not us that's just yeah it's part of his job yeah once we do what it's done so then why not number two seems to be actually part of what's now going to be number five so we have that similar information above so i think eliminating two is kind of redundant to what we've already said yeah did we talk about the and i really like this um language about um no but we it said is it in the first first paragraph [Music] is this it right up here with establishment you know academic disparities culturally diverse learning laws yeah pretty much covers it was it thank you yep that was so then
071number three becomes number six and leave it in its entirety or i know i think we need to reword it all right the board here by i mean change it to uh setting forth just to make it grammatically consistent mission is to take out the board here by sets and just change it to settings by setting forth a series of expectations indigent is a word that i we've not heard in our that's really used much what exactly does it mean indigent i can't remember homeless so basically i think that's important we should probably add that in there in that housing status housing so in other words race color ethnicity national order religion disability housing sex foster is another group that slowed down a lot yeah do we want to add it or no up in
072this it would be on number three of the mission identified right now lists all the different kinds of um b three um housing status i don't know if it's important enough um i mean that could fall under social media you could call out though like a foster buster youth i think would be more important we have a lot of those okay well this just says such as this it says such as these but it means correct the ones that are are would be i'd say foster youth homeless or at home and then also english learners are the the three missing but yeah so then those are like categories not characteristics so it's a little bit different so where you say or socioeconomic status you could say or foster housing or socioeconomic status so you put
073a semi after age i don't know i don't know groudon i know that's the kids they're 18 they have nowhere to go yeah i know it's ridiculous yeah but maybe we're trying to put something in here instead of characters it doesn't really fit with the list characteristics of some other part of the document no because you're saying characteristics characteristics such as ray is called an accident age based on their real or perceived characteristics through age or their you could even say their housing foster and social uh language language and social social economic stuff so go from foreign out there yeah i don't like adding there because dramatically that kind of separates it from the real or perceived there are real or perceived characteristics so by adding there yeah it does separate it maybe there's another
074one current because all of those would be real right and won't be perceived for instance let's say a student um is perceived associated it's perceived as uh for sexual orientation other students think they're gay and discriminated against them right even if they're not actually right but the thing is for the statuses my initial thought was those are real but they're not necessarily because you can perceive someone as being socioeconomically disadvantage when they really aren't it's just like their parents are too lazy to find their clothes whatever or they're thrifty who knows um or they just like that passion for socio-economic housing or staff let's just kind of clump those three things together and just borrowing from the uh the ed code for um prohibition of discrimination section it also mentions immigration status oh i like
075that so let's we're getting into the weeds here i mean it's just you cannot it can go on and on and on well that was so much so it just such as and leave it as is because we can we can continue this forever and then it's just gonna be it's gonna lose its meaning maybe what we do is if we write down those those uh groups and then once we get it done maybe we read through it again and you might see a spot where we can conclude yeah because i don't i just it it feels like now you're just creating that big list again and maybe maybe when we read it in its entirety it might pop out like gosh we're missing okay i i mean i don't know or maybe we take
076some of them out so like instead of saying race color and ethnicity we pick one race um instead of race color ethnicity and national origin we just say race religion in this section language is coming specifically from no person shall be subjected to discrimination on the basis of disability gender gender identity gender expression nationality race or ethnicity religion sexual orientation or any other characteristic that is contained in the definition of hate crimes set forth in sections i would forget about that 22.55 appeal code including immigration status in any program or activity blah blah blah i i like i like that except for the and what was the last part of what you read uh where you talked about status something or immigration or any other characteristic that has contained the definition of hate crimes set
077forth in section 422.55 penal code including an immigration status okay so what if we said expression or and um wait a minute let me think for a second or age and um [Music] okay so under item three on board commitment why don't we leave that top sentence and then list out all of the groups everybody sets forth a series of expectations with regard to equity in our schools communities that orange county schools will take active measures to include and list out everybody we want to include that takes away the the content of what's there yeah it's two different things but the language of it works um can we finish the number five yeah let's let's let's let's come back to b3 at the end um number six did you write that down okay and did
078you add the um all right let's let's look at number six in its entirety number three number five well it'll be number six now because five is taking active measures to private inclusion three from discrimination right so the number six would be setting for the series and setting fourth expectations with regard to equity in our school community we will take not a center joint that whole setting for the series of expectations with regard to in our school it's like prepositional phrase after prepositions right you could almost get rid of it except that doesn't grammatically fit with the rest of them um we'll disrupt all forms of discrimination our schools by setting active measures by creating by taking active measures taking active measures and we could do it that way no you're right you've got to
079have the expectations we're expecting them to take the activities by setting expectations setting the expectation set forth a series of expectations with regard to equity in our school community the center joint unified school district will take active measures too okay okay but we should be setting develop and promote a culture of high expectations for all students staff and stakeholders yep staff and stakeholders so setting expectations with regard to equity uh that our schools will take active measures too is that what you said um it says center unified school district will turn out measures too we're not there setting expectations regarding equity that and then take out our school community because that's just that the center joint unified school district will take active measures too right now setting expectations do we have to say with regard
080to equity this whole thing is about equity i mean that is the name of the policy right yeah setting expectations that the center joint unified school district will take active measures too i mean it's it's nice to have it but it does make it more wordy in the context of the equity policy i think it's unnecessary i'm not queen of like cutting words extra words but ironic right it's almost like you want to reverse those center universities we'll take the air well we're not we're not developing we're setting that expectation that everyone right yeah um in fact why don't we say setting expectation that uh all students and staff it's yeah maybe we put back in the school community the district that the sir joint unified school district staff how about your center community center
081joint unified school community center school committee center community will take active measures too yeah i think that's that take care of this with regard to yeah yeah okay and take out joint joint unified school district to communicate community yeah there you go center community will take active measures [Music] and then i like nancy's uh addition to number a which is to high expectations culture of high expectations for all students staff and families and communities community members because that's going back to the main line of center community good expectation no because now we are able to for instance we can expel a student for what they do on facebook right but i'm just saying i mean theoretically this policy says the neighbor that does not attend the schools or have any students attend the schools we
082expect high things from him as well and i think i think that's a good expectation so then when we say high expectations does that ambiguous of what those people um see and just take a minute their housing prices depend on how good their schools are so they have a statement but yeah i'm just saying yes they have a mistake but i'm just saying we are also expecting of them okay development i like it too i love the high expectations i'm just ambiguous like i think it's high expectations of what i think just leaving it ambiguous is is beneficial because as we go and you know we continue to set high expectations and everything as we meet them we continue to set higher expectations so i i think the ambiguity works here and you have for
083all students staff it should be our community the community or like or working with members or just take out all for students staff and community high expectations for student staff and crew okay identify and eliminate inequities in access to opportunities good right continuously raise the level of achievement for all each student while eliminating academic disparities for each student while eliminating academic disparities sure that personal characteristics will not predict any individual's educational office okay and honestly that right there i think raises it really well because that includes all of the other i mean seriously this whole thing can be boiled down to that it really can actively recruit retain a diverse workforce now this is something that dr lee had said that's all well and good but then to just take people who are you know
084of diverse backgrounds and dropping them into an environment that is not diverse friendly can create problems and so would maybe need to have a counterpoint to this well so we're talking about our school and we do have our district and we do have a diverse district so that's true i think that this speaks to us and it's all support so it's the support kind of possessing no i like what it says i was just saying maybe we need to add another thing to it but i think the whole policy speaks to the to the you know getting that environment not saying the is culturally affirming enrollment classrooms in schools there we go there's a new culture um and the community to build and sustain a culture emblematic of the ideals of the secular policy i
085like that well see our parents guardians added in here should you use the same language in number one where we said nancy's right or or get rid of parent garden please assume their community yeah actually i think we should take a new scroll on parents yeah because parents are part of the community so see right there where nancy suggests the student staff and community just so it's the same yeah so taking out parents guardians in number eight or put it up yeah let's take it out they're part of the community i agree that's why i don't know that and the community and i really like item i also because that addresses what was kind of taken out earlier and it's silly but it's my students first yes it's not silly it's and it's also consistent
086so i just didn't catch that uh to say the we're not saying sorry words okay then the last one and then we're just going to take out everything else can we can we just do a browse on it and see if we can add those other character not characters highlighted portions yeah i think we can take out the highlighted portion at this point if you want to send the printer oh so we want to look at a little bit yeah [Music] i think we're good um do we want to go back to number what was it three where it lists all the different places well let's print it out but i think that last line in in uh the last yeah it got at that funding yeah it did [Music] there we go you know
087it thinks it knows better than you don't you love were you ever on wordplay suggested we start with the orange county one instead of the csba one and i thought it was just like another one did she suggest are we gonna listen she suggested that we look at that because well that's just how to develop them i think you know i kind of like maybe we need to also look at some of her language to see if any of it needs to be incorporated um it's more cleaning up there's time okay um find another place and paste it i guess i just want you to see it well up here on the screen working in adobe huh are you working in adobe illustrator now this is in google docs oh that's why limited capability yeah
088so i can dump it into forward word and transfer and manipulate work for the format not more well like those indentations on the second and if we want to make it ada compliant it needs to be at least decide yes i understand um well it would go once board approved it will go into gambit yes so then they probably are already ariel or ariel i think yeah which would be the right thing [Music] yeah it depends if i'm doing dates i like to use a font that has equal size people read this quick break and then we can use restroom stuff for sure yes sure but we have to keep it brief because we only have half an hour left okay can we extend yeah i guess we could i mean i don't know because
089we started late that's for sure i would rather i don't know if there's limitations no wow look at how short we got it okay so okay so we will take a recess at 11 30 for what five ten minutes five five minutes very short okay five minutes okay okay and i am calling the meeting back to order at 11 39 a.m um and i just wanted to comment that i thought that the strip down thing is uh our version is much less wordy and i think it's easier to process and i'm really liking it there's one change that we we should make under the first paragraph which we talked about parents in gardening for good parents yes so that it's consistent okay and also one of those slides remove members because communities oh yeah oh
090no no it's just the members keep coming right yeah all right let me staff and communities integrated districts yeah okay that is consistent with our other board and then um all right and then in that same paragraph when you get down to the last line just reversing schools with students our students i was thinking the same things and communities now just really quick do we want to say schools or change it to staff because that's what we have in our life the success of our well it wouldn't be well we could have studied our students our staff and we would be all involved our students staff in that case we should have schools and we should have four in that game because we want the schools to be successful right yes well if you have
091research students understand that yeah okay so just do students staff and communities here okay yeah and that's consistent with our language throughout the documentary because students and staff are our students i kind of don't like that it says hour three times maybe our student staff and community section a paragraph three instead of to ensure fairness to all students i would say ensure fairness to each and every student i think so how about just each okay each student which is consistent with what yeah okay what's anybody else got anything in section b a or b i don't have anything in b okay i too of course um number three so back to this list of uh options i would kind of like to add for the last one where it says for socioeconomic status i would
092like to add or foster immigration or socio-economic status okay where are we going to put that let's make sure that everybody's happy with that change before we do it so before the order before socio-economic you would put foster comment immigration or um just if we're gonna do that what if we throw in something like housing housing yes foster housing immigration or socio-economic status housing immigration for social economic status there's an extra y in foster and should you say foster youth that's faster i like saying foster who's so foster youth because um first of all with some specialized students they could potentially be over the age of 18 so it's not true and also this is where we're turning this towards the community as well and foster parents deserve that poor treatment so foster status housing
093status okay and then anyone have any others did you want do we want it since we're adding foster household english learner status and that or does that apply i mean um maybe after age we add language proficiency english language proficiency in immigration not necessarily because you mean yeah because immigration standards you could be an immigrant from india and speak perfectly good english or you could be it's immigration or legal status um i i pulled i think we pulled the immigration status from the head code okay so so what did you say uh english language proficiency that comes from dr lee's edits to the original document bridge proficiency or foster housing immigration or socioeconomic status immigration yeah i don't think it adds too much to it okay what kind of names am all there's an extra
094space between gender and expression yeah she hasn't cleaned it up yet that's a formatting it's because it was taken from a different format and it jumped into this program yeah good eye color is still not on there we have one last recommendation and that is number 6e if we get out at the end to address opportunity and academic gaps okay so recognize and aggressively address what is that opportunity and academic gaps okay because you have disparities above limiting to academic disparities but that's yeah i mean what is when i'm not explaining it i guess [Music] you're right scott we don't need to maybe we need to change it to say opportunity disparities but do people understand what disparities are like and gaps when you get act it seems to me i i would leave it
095in your house i think it reads better if you swap the two words around though academic and opportunity gaps i'd be okay with that i still absolutely love the wording of d me too and like i said i think that boils everything down or not end what are you going to address oh no you're right d making sure that personal characteristics real or perceived will not predict any individual's educational outcomes and that's to me is the entire goal summarizing one one yeah yeah actually that should be under definition okay can we just everybody hide yourself um i mean obviously this is crap oh it's i mean yeah it's pretty darn good unless we want to make it is this an action item there's nothing so yes what i would recommend would be is we bring
096it to the may uh meeting as either a finalizing or first reading whatever i'm sure they're all watching right now i'm sure oh yeah on a sunday on a saturday morning i'm sure okay so um we've got the skateboard and the ramps we'll send this after you get back from your your holiday why don't you edit and send it to us i can do it today and then so we would then just i'll have them look at it and then let's bring it back from may for uh yeah and then when we post the agenda this will be part of the agenda population to see the public i mean yeah so that people can look at it so we would do it like we do any we would just do a edition of policy i
097can't remember the number we were using policy number of equity 415. and we would just we also put a mention in the weekly family email that just says the agenda note that the equity policy will be reviewed and addressed we do send in the thing saying there's we actually do that for the day too we've been sending a reminder okay so we could i mean i'd like to call it out particularly because it is such a hot topic i think that just making sure everybody is fully aware that we're going to be talking about this so that we don't have any disgruntled um families that say i don't know where you're doing it you know i mean i don't know can't hurt to over communicate mean we don't do that with everything but i think
098in this case so no just yeah so we will do a first and the second reading at the may board meeting so we can get this you could or if it depends how if you want more public input you could since you worked on it today obviously you went through it it's not you're not first you don't have to do a first and second reading but if we're gonna you do two ways you can either do it may finalize it be done or you could say first reading in may and then june would be the final reading we could make it a discussion item i think you would make it as an action for first right and it's going to be published you know like the public public before and then if the public reads
099it and then they can comment at that line item because they they have it i would say i just like to get it published enough i would say let's see what feedback there is if if we receive quite a bit of feedback um then we'll bring it back into then we might want to break it back suggested changes then i say we make an action item right there or make a motion right then dude so we can make it and if there's a lot of public then we'll we'll do the second reading discussion the results and changes right because it doesn't change then there's some amazing responses i mean the other thing is if we can receive public feedback later that that they would like changes this is a living document we can always change
100it later and yeah information yeah that's that's their fruit that's why i wouldn't call it whatever yeah and we're gonna call it so i think we've finished that item is there anything so uh advanced planning future meeting uh wednesday may 18th any suggested let's have another saturday meeting and we didn't vote to make a virtual i okay any know agenda items well if you can't remember now and you think of it later just send us an email that may agenda isn't that applies to members of the public as well if you come up with something you would like us to address please contact us yeah we have censure we have equity policy and we have the oh i believe we have that on there too oh wow so yeah that is so mr jordan's gonna
101do a lot of talking besides the eye ready do you want to postpone i write into you i'd prefer not to but okay but if yeah yeah we have the ela one right it june is the two meeting two meetings is the june meeting before or after we're out of school there's two both of them yeah so i would think that it would probably be better to do the i learned thing in may so that the families want to watch we have it might have it i haven't studied for that so it's not it's not hours and hours i mean it's just we're going to share the results because we have results from the second reporting member i think we should have two divided up two meetings two presentations we used to have two meetings
102if you're not yeah but we've already got posted and you have to add a section but we could add a special means because we have too much on the agenda but and i'm just saying if we're going to start adding evidence we have two reports we have the term limits we have the um censure and then we have equity this policy i have a feeling the censure conversation is gonna end um i think that maybe we should just see how the agenda is looking and if we feel that we're not going to be able to get through everything then create a special meeting after and don't forget our first meeting in june is also just a public hearing on lcap it's the annual abuse so that usually is a shorter meeting so if we need
103more time we could have other that's a good idea so we can see how this comes and if if it gets too much is that early channel yeah first week right first wednesday it's either the first or second well it should be the first because that's the one thing well at one point is trying to get the budget done because the budget we won't know and so lisa so we we used to i used to push it up as fast as i could but with that lisa's act it's killing her in the department so i'm like once june 8th and june 15th okay and school is out may 20th [Music] all right plus we have all the graduations i'm working on gathering that information i haven't gotten all of the data okay so i would
104recommend putting ilearn sooner in the agenda are they i ready sorry i keep saying i learned what's happening hr high school graduation considered seated so he no no she asked if if does the graduation count for a meeting yeah because it's not a gymnast right so like from um anyway we're off okay so okay so do i have a question to return second okay give me a chance oh do we have to do a roll call yes oh you got new vote trustee kelly yes trustee yes trustee anderson chair both sides let's go meet you she gets three back what should we talk about let's talk about wordle up there