001502. We'll call this meeting to order as well. Do you start with the um pledge of allegiance? >> Mr. Do you want to do that? 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. >> Right. Do we have any public comments? >> None. Okay. We're going to move on. We're going I guess we're going to be viewing a few different topics today. uh artificial intelligence, the charter school authorization, charter school oversight, and the district technology plan. We're going to start with the artificial intelligence. Well, thank you for coming today. Um I wanted to bring to you some recommendations from the California School Board Association for updates or completely new board policies. I created
002um a summary that I placed in there also for for you to look at because there's quite a few changes. The uh first one is artificial intelligence that was approved by the CSBA on June 1st of this year and it is um student centered. They want to be sure that the AI should be used to personalize and enhance the learning experience. They want to be sure that it is staff centered in the sense that it's not taking the job responsibilities away from the staff. They want to be sure that there's professional development that is offered to the staff so that they know how to incorporate it and to enrich the lessons. They want to be sure that all students have access to it. They want to be sure that it is public for the community
003that they know how the AI is going to be used at the school sites and what is permitted and what is prohibited while using AI and just that you know we continually look at what is happening with AI and be sure that we keep it current for students and staff. So that kind of summarizes everything that was part of the new AI board policy. Any questions? >> I don't have anything. >> When you when you mentioned that we're going to try to ensure that every all students have access to AI, is that providing them personal devices while they're inside the classroom like like a computer or something? >> So we have our schools are onetoone >> um devices. So just making sure that the students have that access because we want to be sure it's
004equitable for everyone. >> I know we're dealing with the same issues with AI in the college. You know, all these students turning AI paperwork and trying to find a way to bridge that gap as far as ensuring that they're they're understanding learning as well as using the technology that's there for them. >> All right. So it's a big challenge, but do we have anything in place now or is this all brand new? there there it talks about how to properly use technology and everything but specific to AI. No, this is really new. So this is the first time that there's been a board policy specific for AI. >> Dr. Chandler, you may know this. Are students now are they citing AI like we do in the college level? >> It really depends on the teacher.
005Some teachers are really against AI. >> Oh, really? >> Yeah. And others are using it um to enhance like to do letter writing. I don't know if they're using it for sites in the classroom like in social studies when they're doing that I'd have to check with the teacher. So there hasn't been anything uniform for sure because it's just so new and I I think even the policy will be helpful but our first start probably as a district to support staff would be to do staff training first on what that looks like and how we want to implement it. >> Exactly. That I mean that's exactly what we're doing at the college level. There's so many trained on AI and how to integrate it into your your classroom while still keeping integrity as far as
006academic. >> Yeah. Which is going to be interesting. >> It is for sure. It is. And Dr. Chairman, I was going to mention you know the I I underline the professional development piece which I think is going to be critical. you know, we could, you know, preface that, you know, whether it's going to be the screen PD, the fall of 26 PD, you know, the new policy, um, the CSBA and to, you know, help to support rather than, um, take take over staff duties and responsibilities and then provide, you know, um, parameters and best practices when it comes to AI and student use. >> Yeah, I think we could look at the March PD. Okay. There's some actually books written that Asideo has put out that are specifically for educators. Um so maybe we want
007to take a look at some of that and just kind of go, you know, just dig into it and see like how is it relevant? Does it fit here um to help support our staff? >> You can expect that at the first read I will have questions about whether there's been association discussion about this. >> Okay. with data data. So you can >> which will be a call to if there's a problem with rolling this out then hop up to the microphone or table this and get it out of the way but I'll ask that both times. >> Okay. >> Yeah. I think the issue are just a concern too is without moving forward with something like this. Kids are using it >> and it's I mean teachers are using it too. we use it.
008>> And so it's like and even putting a policy in place and providing staff training is going to help support what our vision is around it. But still people will sometimes work outside that. So at least we're trying to like set some parameters as to what would be appropriate for our students and their learning. >> It's not going away that soon we all live right now. I mean it's just the way it's just the B technology. >> No, it's the way of the future. >> Yeah. Seriously. I know with I know at least with my courses in the college level I'm doing more presentations now just to make sure they grasp the concepts you know because the days of writing paper papers are you know that's kind of that's dumb put in the chatbt I'll
009write you a whole three page four page paper >> webs with sites and and your experiences into the paper so it's kind of like well >> if you I don't use it that much but I I know >> people who use it for all kinds of >> I mean my son uses it for all kinds of reports in the demo world >> and it's a great way to learn something fast >> if you can harness that in a way where they can learn fast >> because it gives you all the information. >> Yeah, it's super interesting and >> I didn't realize it citations and everything. >> It will put intact citations you reference page. I mean it'll do everything and it learns off you. So if you have specific experiences, it's going to put that
010into the question you're trying to answer. So if you got like a discussion post or whatever, it's going to relate your experiences. So, it looks like it's coming from you. >> Mhm. >> But it's all AI AI. Now, there's some things that you can tell because of the robotic way it talks. But there's some props that you can use to be able to disrupt that when you say don't be stilted or don't do this or don't put dashes. You can do it in a way where it's or even make some mistakes, put a few arrows in. >> So, um kids are getting smart. So when you when you have students turn in things that may be generated that way you run it through programs to does it is it is it >> well here's the
011thing >> is it overcoming those programs they still get caught doing that >> they don't so we use turn it in I'm sure you're familiar with that >> we use turn it in too because I know our high school teachers that's going to be one >> and it's looking for plagiarism so if it's not this is original work that chat dbt is put out so what it does is you can have programs that can see if it's robotic and it's voice. But for our policies, even at at USC and at ABC, we can't accuse any student of using AI. It we can we tell them to cite it, but we if I get a post that this kid's said 18 years old and I know you don't write like that, right? I can't accuse of
012using AI at all. I just got to grade the paper, >> but turn it in won't. >> Nope. Does not pick it up. >> Doesn't pick it up. >> Yeah. >> A whole page paper on AI and it'll say like 6% or 7% just because it's sites. >> It's original work. You can't be it's not, you know, you're not you're comparing to nothing, >> right? >> That's interesting. >> But some students make the mistake of putting a prompt there and saying, you know, chat GBT prompt. So then you kind of know. >> Oh yeah, >> you forget to take that out. >> And the students know that. They know, at least in the college function, that you can't accuse them of of using AI. I think the quicker we get everyone to understand if you
013are going to pay to go to USC and you're going to learn nothing and you're going to end up with a couple hundred,000 of student debt and being functionally unemployable in the work environment that I work in. I don't use it. I write my reports. But after 20 years and certain criteria that come with that, it's developed into it's basically cut and paste. change the street name, change the numbers, chase change the fiscal impact. But I think it's getting to the point where, you know, if you want to run up student debt and be functionally unemployable in the work environment, that's on you. We're not here to make you honest. >> And that's why you offer them still competency test that you can use no, you know, program. Here's a here's a form in in
014a sheet. Now I know if you if you know the concept or not. You know you can do whatever you want to learn the concepts but at the end of the day you got to take a test or you have to stand up like a lot of professors are making you stand up and give a presentation on a topic. >> So then either you know it or you don't. >> Well that's the outcome of everything right the outcome is do you understand the materials move more to that format. I mean honestly for me to get up and speak and do a presentation I I one have learned the material better but now I'm retelling you. I mean for learning overall that would be a good thing but that's if everybody does that but >> right
015like and that actually can help many students because some students are not good at the test taking but they do understand the material so they are better at presenting and being able to explain it to you but to take a test especially those English learners that actually be better >> or sometimes students with disabilities too they're really good at the verbal they're just not good at the that >> that's what I do with my students I Give them three options. They got to hear about a two-page paper, a PowerPoint presentation, or they can do a five-minute video talking about the concept. >> So, if you're talking about it, I know you're going to you're going to retain it, right? Even when you're reading it from a teleprompter, you're still reading it to yourself. You're telling
016>> Yeah. >> We have teachers at Vasquez, for instance, right? Um not going to sing anybody out, but Miss Owens from English, right? >> I knew who he meant. >> And and so, you know, she she uses different modalities with the students to say, "Okay, well, present, you know, what you've learned." So whether it's going to be a video presentation, presentation, visual presentation, she does that. >> So you know their their respons to you know artificial intelligence. So >> appreciate appreciate Miss and and the rest. >> All right. So moving on, we have regulation 0420.4 again from the California School Board Association which is charter school authorizations. We had it last updated and board approved in March of 23. And then this is a new policy again that just came out June 1st. All of
017these are policies that came out June 1st of this year. And they've added a a new section where basically the charter schools now have to do the local control accountability plan, the LCAP, same as the districts. They want to be sure that they're being held to that standard also. and they need to be sure that they're addressing the needs of English learners, students with disabilities, foster youth, um and students experience uh homelessness or disadvantaged students. So, same as any other district has to do. Um this they have to develop a safety plan just like districts that have to be uh updated by March 1st of every year. They need to now have a enrollment, a procedure for enrollment as to how they're going to select students. And that has to be public. It's not like
018it's something internal. That's like a secret. It has to be out there for everyone. They've added information about what if you're going to suspend a student, how does that work? How do you do it? And it's where they have to give a 10-day notice to the student and family. and the students have an opportunity to respond before it actually takes place. So those are some of the changes. Um they also uh want to be sure that they're being operated as nonprofits. Okay. So those are the changes in that one. >> Jackie, if I could just chime in as well. just happy happy to report that you know our 11 authorized charters do submit their LCAP the local control accountability plan to to my attention and then I share that along along with uh Nisha Patterson
019our coordinator or director for charter services and they provide their school safety plans as well so happy to report that the procedures and protocols have been in place for >> we ready >> yes sir >> okay I am concerned erned whenever there is blending going on. And by blending I mean um I hold myself out as an an educational institution >> uh of one configuration or another. And at the same time I seem to be the um the equivalent of LEO over so uh most people don't understand this but when we take on charter authorization we become LEO >> right >> okay um LEO has a whole fourth floor of charter uh school uh oversight staff we have one person >> and I don't know how many county uh authorized charter schools there are and
020charter schools that are within uh a district that that's a whole different world. But here's my problem. For example, we had a charter here that had a sponsor of a high school being a district over there. Okay. So then they opened up a feeder school and the rooms that we see now being populated by our own kids used to be rented to charters and there were different ones >> and there were actually no students in the room but those rooms weren't big enough to hold x number of students. So the claim would be we are too full at the act site so now we need to go into Riverside and San Bernardino and that and that was the game. Now what ended up happening is when you start blending um authorizers let's say Hart has
021an author has authorized a charter and we authorize a charter and Lancaster authorizes a charter and these all function within the same umbrella or brand name of school. Um what ends up happening is you'll find that if somebody is doing all of the administrative function and providing services um there's different boards and you'll find that this one board up here that holds itself out as maybe providing virtual online services is actually backcharging these people. And what this stems from was is there was a law that there was private aspect which in fairness this is like us subcontracting out to say a payroll service or uh the legal services for the district. Now school districts do it all the time and for some reason there's some bias that stops charters from doing the exact same thing
022which I don't agree with. But what you were seeing was there was this idea that because I started the charter in my garage and I have a tearjerking story about how my kids weren't being, you know, special needs and all this and it morphs into this idea that I'm the founder of the charter. And when it's funded by public funds, no one cares if you're the founder of the charter. You have a function to play and a role to play. And you'll hear me asking, is there duplication of positions that exceed more than 40 hours for one person? In other words, am I getting paid full ride principle over here and here and here? So, when I see charters coming in being authorized and one of them is holding itself out as the back of
023services, what that is, it's a remedy for when they split it up and said you can't have private ownership anymore. So without getting into a great a level of detail, you saw me want to give someone two years instead of five. >> If you look what's going on in the background of that particular charter, um I wasn't going to give them and it gave them time to clean up whatever was going on there. There's another one right now that has just I wasn't here for a number of meetings. Um that one would have got a no vote from me because there's blending going on. We've got at least two districts that I know of and if one starts to have trouble, then it becomes easy to shift into this one and do fund balance transfers.
024And I got a very concerning email um uh uh where somebody was telling me as a board member why I should find this acceptable after the fact when I didn't answer ask the question. But I did ask questions two years ago when the founding members of the charter suddenly disappeared and I couldn't get anybody to come up here and tell me why this wasn't a material revision. So you can expect that when I see blending, staff needs to understand Paul is not going over to Lancaster to get some money and shift it over here and do that kind of stuff. So when you see blending, I'm going to dig in on that. And when I don't care what the rules are, I'll be asking for financing because that doesn't cover it. So that'll be my
025comment on this. There's um in the next section, by the way, thank you for putting this together. This is very good. Um, we should make sure that all of this stuff is up on the website, including all the keywords that go with this meeting. There's some people out there that will want to hear what I had just had to say tonight. So, um, in the next one, there's also reference to that in a bullet point right here. >> Yes, sir. >> Um, so I think that I've made the comments. I'm I'm good at that. Thank you. >> Okay. So following what you were saying, the next one is the board policy for charter school authorizations and it talks about the timeline and we know that there's a timeline from when they present and everything. So
026again, it's reiterating the timeline. Um it says that there has to be a public hearing to either grant or deny. Um it talks about reasons for a denial. So you there's specific reasons that it lists that for those reasons you can deny the charter and it talks about if they're being used as forprofit if there's a if they're a covert which you touched on private school if they serve students at a grade level that is not within the district that is authorizing them and also for offer of non-classroombased instruction. So there has to be instruction offered in a classroom. If there's not, they can be denied by the district. Yes, sir. >> Let me ask you this. Serve students at a grade level the district doesn't serve. >> Does that apply to um the kids
027that go till till they're 22? >> If they're still within considered still within the high school, >> then that they would still be okay. They're what they're referring to is if you're like Lancaster, a K8 school district, you can't authorize a charter for a high school. >> Got it. So, what's what So, but I'm digging in on this. >> Okay. >> So, I've got a SPAD student and there's been all kinds of claims about how these people create stuff. to have pre pre-enrollment forms as to you know where your what kind of stories your grandfather told you in his native language that kind of garbage ACL you violations um uh is there any verbiage and I'll ask this I'll ask all these questions in open session is there anything that says that if we're going
028to serve kids the 22 that the charter is also required to do that if the child chooses to enroll in that program. Are they done in the charter at >> if they're special ed? They would still be considered seniors. >> Mhm. >> So, I I I I think charters have more leeway than public schools as it relates to serving students with special needs. I mean, I know I don't know a lot about charters. I don't actually know exactly. >> Well, I'm fixing to find out every time somebody comes up there and wants wants me to sign on them. You can expect that to happen. and one that runs a high school and is asking me for a high school and doesn't serve up to 22 for people that qualify and you'll get a no out
029of me immediately. >> In in everything that I read, there's nothing that specifically addresses that question that you have. Just let you know, there is nothing that specifically addresses that. >> Maybe if I yell about it enough on YouTube, they'll they'll somehow figure it out. >> And we we could share this with Miss Penson as well to chime in with her network >> and just to get a little bit more clarity. um as this will come up at the board agenda item. >> Okay. Um it also gives other reasons for denials which have to do if there if the if the presentation that the charter is giving the documentation is unsound, there's errors in it. If they haven't met like the minimum requirement of signatures and so forth. So there's very specific things that you
030look for that if any of that is missing, again, it would be a denial. Um and then that one also discusses the appeal process because if it is uh denied they have an option to appeal. Then we go on to the next policy recommended by CSVA which is charter school oversight. And this is one that we specifically do not have. We have oversight but there's not a specific board policy which is just about oversight. So this would be another one that would be a new policy for us. >> It's a new it's it's not a new policy in terms of CSBA, right? But we never had this policy. >> That's because we had somebody monitoring us and exactly what we were doing and not doing. >> So um >> this would be like the police
031car in front of your house every day. >> So and this is something that we touch on when there's ever a um charter up for renewal. It talks about the cost about the 1% um about cost at 3% of the charter's revenue if the district is providing uh rent-ree facilities. It talks about actual cost if the district is assigned uh to supervise oversight responsibility for the charter by the state board of education. So it's very specific about what the district can and cannot. >> I have a note about that last one. >> Yes. What that would take is that we would uh deny the charter, >> refuse to authorize it. They would go to LEGO. LEGO would not authorize the charter. >> Correct. >> Then they would appeal to the state. >> Correct. >> The
032state would authorize the chart charter and force the oversight back on us. That's exactly what that means. >> Yes, that is. >> This does not mean that we can find a way to charge more. >> No. >> Yeah. You're right about that. >> And speaking of bullet points, bullet point number two does not apply to us. A USC cost up to 3% of the charge revenue if district provides charter charters rent free facilities. >> Right. >> That's something we don't >> right >> put that. My next question was about >> Yeah. The leash will the leash will snap back quickly the minute that the stuff starts you start getting loose and creative with that. Yeah. And it also talks about tech uh technical assistance and intervention. If they are identified by the state for technical
033assistance uh based on their assessment scores of of subgroups, then they receive assistance from the county superintendent of schools. So that has to be provided to them. >> At whose expense? >> That it did not say. >> Well, good. I'll ask that in open session. >> LEO does. It's differentiated assistance and they provide it. So it would be at LEO's cost. >> Yeah, they would do it through LEO. >> I go to those meetings. >> The salva should take up that model. >> And then it also discusses if there's complaints how the um parents or you know the people that are attending can file complaints and the process and so forth. And it talks about if the charter for some reason gets closed um then you know what do we have to do? What is
034the responsibility of the district because we need to be make sure that the charter is providing um information to those current students and previous students for if they need records who do they contact exactly >> one of them threw them all in the dumpster. >> Yeah. That you can't be doing that. So that it specifically speaks to that and we have to make sure that that is being done so that future students if they need records can request them. >> So do we we keep a duplicate copy of the records at our district? >> Yes. Yes. They're in the storage unit. >> Oh, and we just got an update yesterday actually of DO staff being >> Did she say like 200 boxes? No, >> she said 20. >> Oh, what a 20. Oh man, I'm
035not mad. That's a lot. >> I don't manipulate the policy to make it digital. And we can't >> that's just the district's process. If the district wants to as the documents come in scan them and save them >> we should submit have them submitted >> oh digitally. >> Yeah. >> We can request that. We can make that a request. >> What does Ron say about dumping that into this policy right now? >> Um I we can ask >> please. >> Okay. be efficient for you know both parties at the end of the day. >> Okay. >> And then the last board policy that I was bringing to you today from CS CSBA is the district technology plan. The last time it was board approved by the district was 20 years ago in 2005. So this
036is a big update. there's been a lot of changes, but it talks it recognizes that the resources are again to enhance the the student learning. So, we want to be sure it's centered around the student. Um, we need to be sure that it is provided to the students and the staff and that it aligns with the district's goals. So, we want it it's not like something on its own. We it needs to align to the district goals, objectives, and our academic standards. uh we want to be sure that there is a comprehensive technology plan and that it is being reviewed and updated as needed. It's a living document. So, we do have one that we need to look at and see what updates need to be made to it, but it wants to be sure
037that how are the the resources being used by the district? How are they available equitably to all students? um are they being used specifically to improve the educational services of the students? Again, going back to AI, what professional development is being offered to the staff? Um they mention AI and how is that being used? And we're going to be touching on that because we're looking at that specific board policy. And we need to be sure they want to be sure that in this plan it says how are the students going to learn to be you know the skills of digital citizenship social media iA literacy and identifying online misinformation because a lot of times it's like well why where'd you get that? Well it said it it said it on you know online so it
038must be true and it's like okay no you need to you know they need to learn how to distinguish between what's factual and what's not. So that is something that we need to look at and they also want to be sure that the district has something in place on how are you going to prevent and if it happens how is the district going to respond to a cyber attack. So what are you know what do we have in place for that? >> How often are our computers being used now? I mean is it like >> probably one day or really use it all the time. >> Well they do they kind of pull it out like it's a book. It's like everybody treated. >> Oh wow. >> And it also depends on the subject because
039some of them the the the book per se >> is is online. So it's a lot of the science like I can just speak to metal just walking around. They're doing all kind every single classroom and then they do their diagnostic on it and then they have their eye ready um intervention lessons like 40 minutes a week on it. I would say if you walk even just like it's one through four probably half the classes like you're going to see technology up probably every single time you just randomly visit a class. >> No. Is our hardware old? Is there something that's been updated? I mean >> it gets updated. >> I know our policy hasn't been updated since 2005. Do we have old computers or >> No. Is that grant purchased or is that like
040>> is it purchased through grants through government or is it just we have to >> No, it's it's a combination be multifunded let's say from general funds it could be from you know um the the the e rates in terms of you know what we get back in terms of what we yeah what we submit um u back but you know yeah the updates everything is updated um IT department does a fantastic job of taking a look at you know what's been what's outdated what needs to be repled replenished, what needs to be um put back into the classrooms. Um you know, you know, moving into, you know, all of so many of his bullet points. Now, I don't want to steal your thunder, Alex, since you're weird, but you know, um they're they're on
041the cusp of many of these um and and moving forward. You know, how are respond to cyber attacks? I know um you know, there's there's platforms in place, you know, in terms of um safeguards. You email the Yeah. parameters you send it to the to staff in terms of uh what is that called the the um you get a get a security cord code >> identification. >> Yeah. Yeah. the identification um piece um improving educational services with the resources the banks the smartboards there's been a lot albeit the the the policy is not updated but you know we're here updating every single day >> that's cool >> and and and a lot of things you know in terms of updating the technology plan um you know we could always take a look at the updated
042strategic plan for the district because technology has been embedded throughout you know many of the five goals Okay. I have an oddball question. >> Yes. >> Let's say that um and I I I don't think that this would fall under here, but what happens if the district technology is used improperly? >> Well, improperly is inappropriate or being vandalized. >> Could I give them the present? Thanks so much. Let's say that I don't like the chair person here and I just start getting on there and I start sending out emails that are kind of like iffy and then the next thing you know I'm slandering him and the next thing you know it's showing up all over the internet and then Discovery produces well this come from my you know I started a petition over here
043and now the footprint of what I've done shows up all in that and then he decides to my house. Did I ever repeat that like louder or no? When you when you come to that or you find out when that fits, let me know. I don't think it fits here. But yeah, you know, I can't site the policy that we just updated. Um I think it was late last school year >> in terms of technology. Um I have to pull that one so forgive me. But there it was embedded in terms of techn um technology use and if there's any type of vandalism and it kind of outline what does vandalism even mean? It could be let's say you know electronically um you know sending abusive messages to you know whether it's a adult or
044another student. It could be physically harming the Chromebook or the technology that the district has the right to actually remove the access to district provided technology. What I'm to be really clear, what I'm looking for is that there are not petition. I've lived through a lot of this stuff. There's petitions or slanderous stuff going on here and somebody's gets enough of it and said, "Y'all have ruined my career. Where does the district where's the district protected in this and where is it in the policy?" Where it was like, "You went to work here. You did this. It's right here. you better go hire a lawyer because we are going to join the plaintiff with our legal resources to go after you. >> Are you talking about students? >> I'm talking about anybody >> at least
045with students if they are writing things that are inappropriate or using foul language. Um it actually on a very like low level as far as you as a student, we get gaggle alerts on those and can follow up on those. Well, not that it's ever happened to me, but you know, if you get somebody that's writing >> uh calls for resignation while a board member is while being a staff member, I I'm not big on that. I'm a big boy. I know what comes with it. But I'm concerned about using district technology to spread a slanderous thing that affects someone's employability later. >> Really? >> I just want to chime in. We do have software in place that it will detect, you know, situations like that and after that, you know, it will alert, you
046know, staff right away and start or take the the action needed, you know, for for that. >> Thank you very much. >> And this is also tied what you're bringing up is also could be tied to title N because the violation depending on what the students the nature Yeah. >> I don't see it usually means students. >> Well, it it applies to the adults. I mean, I would say like our tech like when I'm using my computer, none of it's private. It's owned by the district. Then I know Alex can go into anything, you know what I mean? So, I mean, I think that's a protection for the district, too. >> Um, >> well, it's district property, right? >> And if it's ever subpoenaed, >> I just want to make sure that this discovery process
047doesn't turn up something that we're not >> having in our policy. It's pretty much a no-brainer. We will take. >> Okay. Thank you. >> So, those are the policies that I brought forth today with uh recommendations again from the California School Board Association that we need to update. Um, again reiterating all of these were approved by CSBA just in June of this year. Any house chang >> I'd like to thank staff for your preparation. and the priests are wonderful and this kind of work supports uh our ability as lay people to um have a competent discussion. Thank you very much. Appreciate >> it. Thank you. >> You're welcome. >> I know I mentioned that before you got were just talking about the um >> what's that policy? The the mobile cell phone policy. I know
048it's the first read tonight, but I wanted to bring it back into here so we can clear up some of the language that we were talking about. It's a little bit um confusing >> of outside first meeting and add some more uh language regarding the um time frame of when you copy the phone. >> Will we entangle that tonight at the meeting? >> Well, um like Dr. Dees mentioned, it's the first read. you know, the comments can come can come about. And then, you know, in terms of the um addendums, if if approved by the board in terms of suggestions and guidance, then we could go ahead and for as an action item have that. >> Would that be a first reading if we >> Okay, >> maybe we should adjust the agenda and explain
049why. >> I would love for her to come back here so we can kind of turn around a little bit. Let's do that so we could table that one as the next one. >> So I I' I've wrote that one down to be sure to bring back in October. >> And please when you announce the agenda modification that it the the item is being held for review by the uh policy and management group. >> That way everybody knows it's there to you know they can jump on here and watch what we're talking about. Cool. Good. Thank you. With that, you might have anything else? >> I'm good. >> Good. 5:40. I will go ahead and join this meeting. Thank you everybody. Thank you.