001All right, we'll go ahead and call the meeting to order at 3:06. Um, we'll take public comment. Do we have since Tracy's the only member of the public here? Do we have any public comment? >> Um, I did have one question. C, can you hear me? >> Yes. >> Okay. Um, I hope this is the right meeting to ask, but um, if it's not, just tell me. But is it too soon in the school year to find out if you can get a breakdown maybe for the next school board meeting to share with the rest of the board on just a breakdown of um the student enrollment at each school like what's made up of ACT and I would say what's made up of maybe inner district kids just to see you know how many
002kids you have coming in coming in from other areas and how many are in actual say if that's something that you can do or or maybe you were going to ask that at the next meeting. I don't know. But >> I know um Dr. Sahakin was going to give us an update of total enrollment. >> Um I'm not sure if he had it broken down by interd district transfers and >> and not or even if that's stuff we can share. But I think that that would be defin I I don't know. >> Okay. I don't I don't know either. But and I I apologize if I'm not supposed to ask that at this meeting. I just didn't know which meeting. No, it's a it's a good question. Um Paula, can you just write that down
003and ask ask Dr. Sahin? Beautiful. Thank you. >> Yeah, and it's also something um Tracy that we can share and do updates on throughout the year at this meeting because eden student support services is within the same office and student support services overseas attendance and discipline and student safety for the district. >> Okay. >> And it would just be numbers of course. I mean, nothing specific, you know, because I understand, just just an idea. So, thank you so much. >> Absolutely. And we can break it down by school as well. I mean, it's good for us to have, too. So, >> I'm just curious, but thank you so much. >> Sure. >> Yeah, that's a great question because I'm actually curious, too, to know. So, great question. Thank you. Thank you. >> Um, and while
004we're going through this meeting, I know I've asked for um Paula to add like a a couple of different things for our future agenda items, but um we'll talk about that at the end of the meeting. But while we're going through, if you guys could just um if you think of something, jot it down so we can add it to our future agenda items at the end of the at the end of the meeting. That would be awesome. Um I don't have that was pretty much my only opening comments and just thank you for being here. So we'll move on to the instructional continuity plan. Um this is just anformational update from the last um the last discussion that we had regarding this and we had talked about um kind of breaking it down more.
005Um and if Paula if you could just give us an update on that. I know it's a work in progress. >> Yeah, we don't have a current update on that. Um there was new language added to the ADA contract, the teachers contract as it relates to uh school closures. I meet with principles this Thursday for our second principal meeting of the year and that's on our agenda to kind of look at like if Vasquez is closed where would we go? So we have got to get the principal's input and if metal arc's closed where you know where can we go and can we sh how would we like to share sites and then how would we communicate to parents and just a basic timeline you know given an an emergency but it might not be
006exact but just to give us kind of a framework. Um so I should have and more information on that at our next meeting following meeting with principles. Um I will review with cabinet what kind of what our first opening thoughts are regarding that and I'll meet with Atta the teachers bargaining unit too um because they would have input on that as well. So I'll have but I'll definitely have more information um at our next meeting. >> That would be fantastic. And I know the last meeting was right before school got out. Um so we didn't expect all of that to be happening over summer when everybody was off. So, I'm just glad it's still um on the forefront. So, that's that's fantastic. >> Yeah. Thank you. >> George, do you have anything to add to
007that? >> Are we referring to the uh contingency plan if a school is shut down where we're going to replace the students as opposed to going virtual or is that what you were referring to? >> Yeah. So basically Paula had or the district had to come up with a school continuity plan like in general if there was like a catastrophe like a fire school burndown that kind of thing like um basically if there was some thing that happened what we would do. And we kind of wanted to um break that down and make it um instead of like the what if um we tried to make it when like when our school is closed because there's no water at Vasquez or when the school is closed >> for our power shut offs. It's going to
008happen. So we need a plan ahead of time for those >> those instances. So instead of like the broad maybe there could be a catastrophic earthquake um we tried to narrow it down um even further than what she was required to do um so that our district and our families and our students had a plan for um when school is shut down. >> Okay. Thank you. >> And I think that it probably will be somewhat of a blended program. I think a lot of students in a situation emergency whether it's you know an earthquake power outage water might go on virtual that day like because a lot of the assignments are online but some students don't have access to do that so we want to make sure that we have a >> a physical space
009that students can come to school um so even you know a question I already had was well how would we house Vasquez for example or any of the schools at another school I don't think we probably would have 100% attendance. So I think we would be housing a smaller number of students but providing a continuation of their instruction. So they're not having a break instruction if there are students who just don't have the access to internet and you know that especially here there's just places where there's just no there's no access, >> right? >> Yeah. And thinking about it logically, when Vasquez was shut down um for however many days it was at the beginning of spring semester and then we stayed open for the one day when there was no power there. Kids knowing
010what went that there was no power still there was about 20 kids that stayed on campus. Um they wanted to be on campus where they could I I mean who knows who knows the reasons for that. It could be because they wanted to get out of the house. they were, you know, or they enjoy campus or any number of reasons. And I feel like we need to offer that if if kids want to be there, we need to offer them a space to be there. whether it's high desert metallark, you know, vice versa of high desert needs to go to Vasquez. Even if we're housing them in the gym, >> even if we're housing 20 kids in, you know, a different classroom. I just I think that's important to make sure that they're getting instructional
011time. If they want to be on campus and need to be on campus, they're not losing out on their instructional time like they did this last semester. >> Yeah. Are we still going to be able to provide uh laptops or some type of um let's say the power is out in all three schools? Uh you know actton you know the community the whole community can go out. So is there a contingency plan that if that happens people who live outside of Actton and who have access to the internet are we still providing them with laptops or some kind of device where they can do their work and how does that work? How will that work? Yeah, that's part of the continuity plan that we created. most likely it would work um depending on let's just
012say that the school was physically there but for some reason was closed the administrator and perhaps a classified and those are kind of the some of the things we need to work out but generally like when this co happened there were people working in the front office who were there checking computers out to kids and so kids came in with families really for a couple weeks at a time right because everyone didn't come on the first day we're set up that we have enough computers to do that Okay. >> And we have some I mean we kept some of the online we don't have all of them but we kept some of the online um instructional pieces that have just continued to be useful in classrooms. Um so we still have some of that and
013a I know at the high school and the middle school a lot of the teachers still tend to use Google Classroom. So if your students sick they're able to go online and get their assignments just on any given day. So that's structures kind of already in place. Um I think there needs to be a little bit more discussion with our um TK through 4 because I'm not and I don't know they may be some of them may but I'm not sure how much our elementary school is doing that. So, it's just um kind of an exploration to find out what what where they are in that process and if we we were to move to an online situation for our whole district, what support would they need so that we could have it ready like
014we're not trying to get it ready when there's an event that we're already on the back end ready, >> right? And and I'm I'm sure that when COVID hit, we're kind of used to going to a whole completely online type of uh program out there. So, Okay. Thank you. >> Sure. Right. So, we'll look forward to another update. We'll just put that back on the agenda for next week and get any update that you might have for next month. Um, all right. So, this is a presentation discussion for attendance recovery and Saturday school. This is one of the things to boost our um our ADA So, I put together a presentation that goes briefly over so attendance recovery is a new program starting this year that's been approved by the state. It's similar to Saturday
015school. Um it's a little different. It's um it it does have a positive impact on our chronic absenteeism rate as it's reported to data quest, not to the dashboard. So there, you know, different there's different ways we get data, but it's still going to have a positive impact on our ADA and it affects like the monthly ADA reports, the monthly summary ADA reports where we get our 99% or 96% the ones we check monthly. If we do it through attendance recovery, that data becomes part of that report. So it should increase our attend our ADA on that report. Um, and that's a number we've kind of been looking at. So, I'm going to figure out how Oh, wait. So, >> Oh, just join the Zoom. >> I have to join the Zoom. Okay. If >>
016you want to present, >> what if I share the presentation? Can you screen it? Can you screen it? Would that be faster? If I just email it to you. >> Sure. >> It's a Google doc. >> Hi, Caesar. >> Hi. >> I didn't know you were there. You were hiding. >> I'm behind the scenes. I'm the man. >> Oh, there you go. Okay. So, let me hit send. >> You can open it and just screen share it, right? So, you are the first to see this, by the way. I haven't even shared with Dr. Sahakian yet. Um, he's seen parts of it. >> Let me know when you sent it. >> I just sent it. Well, they can see that now. >> No, they can't see this. >> Okay, let me see if I can
017share this. here. Okay. So, I'm trying not to bore you, but I I want to share the different parts with you and hopefully address some of the questions ahead of time that you might have, but then at the end, any questions you have, let we can have an open discussion. So, attendance recovery, the purpose of attendance is to help local education agencies recoup instructional opportunities. missed to do miss due to high absenteeism rates. It also enables the LEA to uh recover some funding and it also helps student increase their student access to instruction. So one of the differences with attendance recovery although I know in Saturday school we also did the same is we provided instruction that was standard base to help students make up for whatever they might have missed. Um it's voluntary for
018eleas to offer. It's voluntary for students to participate unless you have a student that has a truency. You can tell them they have to, but again, you know, kids are and families will come. You can't really force them. Um, it does not replace or modify Saturday school. An ELOP funds may be used to um fund attendance recovery if certain conditions are met. Um, it starts this school year, the 2526 school year. Um it's classroombased and it and we can offer it to TK and K through2 students. Um it's can only be offered to classroom students and again it's not compulsory and it's not punitive. Um the requirements are that we you do have to have um supervision by certificated staff. So it would have to be an administrator or a teacher. Um and we do
019have to provide in equivalent instruction. You have teacher ratios. Um, did it go forward a slide? >> Not yet. >> Oh, there you go. Sorry. I was looking at mine, so I'll pay attention. You do have teacher ratios. Um, you have a minimum daily requirement and it's subject to an annual audit. So, it's reported through our P2 um, aortionment, which is the finance office does that. Um, the limitations um, it does not count towards regular instruction time. However, um it does count towards ADA recovery. You can only um get up to 10 days of absence through attendance recovery um for the for per student, right? So, if I do have a student that's absent more than 10 days, we would then start um using Saturday school to recover that ADA. And then the time frame
020um schools, this is interesting. Cool. We can operate this program before after school or on weekends or even on inter session days. We'll most likely run it as a Saturday school because that's something people have seen. But I am open to even an after school if kids have transportation. They can actually attend like they have to if you're if you're like 7 through 8, you have to attend four hours for the attendance recovery. But you can actually attend an hour at a time. So even if you come to Saturday school and you can only come for two hours, you could come for two hours this time and then come for two hours another time and we can um recover the attendance that way. And then if the ADA per student is only applied to the
021current year, the next slide. And the attendance group recovery program itself is optional for school districts. It does not replace or modify Saturday school. It's different. Um again it's it is voluntary and we can use ELOP funds um to pay for it if we need to. The attendance recovery programs occur outside the regular instructional day. They cannot op operate during um school participation in attendance recovery may be acred before a student's absent. So, if we have kids who want to come, I know at elementary school, Saturday schools can sometimes be fun and kids will come sometimes even though they haven't been absent. Um, and that's including between July 1st. So, you could really start. It's based on the fiscal school year. If a student is absent later in the same um school year, their participation
022can count towards ADA. And attendance recovery may operate before school the school day starts. It can also um operate after. Now I might Oops. So the next slide and I apologize if I'm being repetitive. Again, it's rep it's effective. This is the first year we can use it. The grade levels are TK and K through 12. Again, any local education agency can participate and it has to be classroom based and students only. And they have and then students participating in long-term independent study are not eligible to get attendance recovery in this way. Students also cannot participate remotely um in attendance recovery. So we can't do this program remotely. Inerson instruction is a condition of the reimbursement. A student is considered to be participating in long-term independent study or enrolled in a non-classroombased program when they
023are participating continually in traditional independent study for a span of 16 days or more. So that would be um like our some kids on independent study who maybe are on vacation for that amount of time, but most of the kids we have that are on independent study in excess of 16 days are on long-term independent study and on a celis. Um a student who participated in long-term independent study earlier in the year but is currently receiving instruction in a regular classroombased program is eligible for the attendance recovery program. And the next slide, this just over this is just overall a chart of this which um which like school districts are eligible. Again, it's not compulsory. And oh, this is comparing it to Saturday school. Parent permission is not required. And we can do a tennis
024recovery on weekends before, after school, and even during inter session. Saturday school again still applies to us as a school district. It's Saturday school has to be one day per weekend and it can be mandatory for a tr a student that's truent. Um and it's required for minors except for a mandatory uh a man. So it's saying you don't need parent permission if it's student is truent otherwise uh parent permission is required and it's on weekends. So attendance recovery gives us a little bit more flexibility but again there is a limitation of 10 days. So on the next slide um another difference is attendance recovery is you do have to follow the curriculum and the content needs to be align aligned to grade level standards at Saturday that's not required at Saturday school however most
025districts want to like we always have offered curriculum for Saturday school as well the participation um it has to be aligned with your minimum day it'll be three hours for K3 and I think starting at For fourth grade, it's actually 4 hours. Um, effective, it's up to 10 student absences for a tennis recovery. And for Saturday school, credit for past absences must not exceed 5 days of ADA per week, but there's no limit. So, if we do have a student who's hit that 10, then we can recover some ADA um through Saturday school. Uh the absentee reporting effect is recovered days contribute to an alternative uh chronic absenteeism rate that will be reported through um data quest and Saturday school actually doesn't affect our overall absenteeism rate. So even though we might be getting some
026funds for ADA, it wouldn't change our percentages. So when we're looking at those numbers in the charts, you're not going to see the impact of Saturday school on your ADA. And this charge is is telling you a little bit more about the conditions of aortionment. Again, you have to have supervision by an um a certificated staff. The instruction has to be um curriculum based. The content has to be aligned to the grade standards. The student um teacher ratio is 10 kids to one parent, one one adult for TKK. And then starting in first grade through 12th grade, it's 20 to1. Um, the instructional time must meet the applicable minimum daily requirements and it's either three hours or four hours depending on the grade level. And then you have to document by the hour um by
027the staff. You just have to track it. We'll do that with Google Docs and spreadsheets. I've done that the recordkeeping part before. It's pretty simple. um we would need to keep it in the Saturday recovery attendance recovery program for auditing p purposes. To receive the ADA credit, students miss um they have to miss a day of school. The participation has to again be reported by certificated staff. The time has to be logged by hour and the LEA tracks tracks the time. The minimum day is based on the school setting and the grade level or it could be defined by a student's IEP and ADA credit. Um one once minimum day is met, the LEA can claim one ADA. Um ADA earned this way must be tracked separately and the original absence code is not changed.
028So in ARIES, if your students absent, their absence would stay the same. However, there will be another field in Aries added that is the way the the district tracks it that that field will feed into the report the monthly summary report that Kai uses in the B in the business office to um do our P1 P2 and our annual aortionment reports. And that's where our ADA gets um recorded and and has the like that impacts how we get paid for ADA. that report does um the attendance recovery for it has to be again aligned for minimum days. So for TKK it's 180 minutes um which is 3 hours you have 230 minutes which is almost your 4 hours. So for 1 through 12th grade we would probably just do the 4 hours since there's only
02910 minutes difference. Um by school setting again it's 180 minutes and 280 minutes for for high school. um on an individual basis. Again, for a student's IEP, if an sometimes a student's IEP has limitations on the length of day that they have so there could be some wiggle room as far as moderating that for that student. We don't that to my knowledge have any students who are not on a regular full day. And on the next slide, it just is an overview. If a student is absent on Monday, they can participate four hours on Saturday. Um, if this minimum day is four hours, we get one ADA recovered per claim. And it oops, this is just another examp when you're using attendance recovery. Again, if the student was absent on Monday, they could get an
030hour each day after school like Tuesday, Wednesday, Thursday, Friday, then that is the four hours, which um equals the one day of credit recovery. And the next slide just tells you what has to do with um auditing and compliance. Um there's a student cap on recovered ADA. That's the 10 days. Um ADA applied to a day of absence and separate TAC tracking and reporting is required. Um minimum day requirements are including minimum days for students with IEPs, documentation of student participation and maintenance of attendance records, supervised certificated employees, um equivalent instruction. So all the things I kind of shared earlier, um exclusive to non-classroom based students, exclusion of sorry an exclusion of long-term independent study. We will keep record keeping to provide um evidence of following the program requirements in the event of an audit
031which we get annual audits around ADA. So I'm assuming that if you're claiming um attendance recovery, they're going to want to see those documents. Um this this slide explains how the attendance and absence reporting gets reported to CalPADS. Um, it's a component of the endofear three submission to Calpads, which probably Caesar knows a ton more about than I do. Um, and eleas's will now be required to also report an endofear three submission for the total number of attendance recovery days up to 10 for each participating student. And this data will be used to calculate an alternative chronic absenteeism rate that'll be posted on data quest. An alternative um chronic absenteeism rate will be published in late 2026 for the collection of the end of year data for the 2526 school year. At present the 2026
032dashboard chronic absenteeism indicator will not be affected by this data and that's the California dashboard. That's where you see a lot of your calf's data. But we pull some data from CASP and we pull some data from data quest. So it just kind of depends. So probably one thing that would change is we would update our LCAP and probably change the metric because as soon as we start doing this I could use the data quest metric um for to show in attendance improvement seen how chronic absenteeism c um seen how luring chronic absenteeism is one of our um our goals and that completes that. Thank you for listening. I always feel like sometimes I'm just sharing too much, but if you guys if you have questions, please please ask. Um, and this is new for
033us. I don't know. We haven't done Saturday school since I've been here. Um, so we're working on putting that in place. I It may have happened before COVID. I'm not sure, but I think we at one point did have it. >> Um, you answered most of my questions during the presentation. Um, this would only be for kids that have a full day absence, right? Not period absences. Uh, yeah. However, because because your absences can be um acred, if you have period absences, you could come in the event you're absent from a whole day. But if a student is here part of the day, as as it relates to ADA, we get credit for a whole day, >> right? It it doesn't matter if you're in in in elementary school or 12th grade. Um it's reported
034as a full day attendance, >> right, >> George, do you have questions? >> Yes, thanks. Um great pres great great presentation. The funding for the staff on Saturdays, where does that come from? Is that you said it's a specific fund or >> Yeah, I would need to ask Kai. He's the business person. I'm not sure exactly where he would take it from. We can take it from ELOP which is the extended learning opportunities program which is our before and after school program which funds sunny days but I know that our funding exceeds I don't believe we have extra ELOP funds but that would be you know when I I talked to him earlier just about the P1 P2 aortionment the reports because we can report this on either one of those but most districts use
035P2 the P2 report is due in April so that makes sense so that we can get the feedback by the end of the school year like um 25 26 so it gets reported like if we report it if we report it at the end of your report in Calpads which is around June July then that data we'll have as a district to use for the next year um so we'll use the P2 aortionment and I'll have to ask him yeah like where will we take the funds from and the other thing that will be interesting is like how much is it costing us like okay if you're using this fund how much are we spending and how much are we gaining >> right that was my next question also uh >> the staffing is there
036dedicated is it going to be the the the certificated uh instructors or teachers are they going to be required to do it the whole year or how is that going to work are they going to rotate >> so we're going to put I already talked to HR about that too just because of contract issues and because it's a voluntary program we'll send out an email I was going to ask the principles to do it from their sites to see which teachers might be interested like I've already had a couple teachers who know we're looking at doing is saying, "Oh, hey, I would do Saturday school." So, um, say we have three teachers who volunteer and we have we have Saturday school in October, that teacher number one would do October, teacher number two could do
037November, and we would rotate them. And the nice thing is when you have three or four teachers who want to do it, somebody says yes to October and then they can't do it, you have a backup, >> right? And that's what I'm afraid of. Get a nice good program and all of a sudden nobody wants to do it and then we have to tell the parents, hey, sorry, it's it's it's gonna it's going to end. So, thank you. >> Well, it would actually fall on our administrators if that happens. >> Okay. >> So, because we have to have an administrator to cover, you know, to cover the site. Um, we probably because again, small sites, we could probably have one administrator cover both sites. Um, and maybe not. That's a kind of a work in
038pro progress. We But then say the teacher doesn't show up. As the administrator, I can I can oversee the Saturday school. Is this something that subs can also step in or are they kind of outside the loop? >> Be certificated staff, but I will ask that question. Substitute teachers are certificated. I don't know if they count as certificated staff. I don't know why they wouldn't, but I would want to get clarification from HR on that. That's a really good question. I will find out. >> Thank you. >> Um, and we the hours for that will be five hours because teachers need to get here a little early to open the gates. They would need to stay. Sometimes parents run a little late. So it would be a five hours um that they would be paid
039the an hour their hourly rate. >> Are we talking about transportation as well? >> No parents bring there will be transportation. >> Okay. Thank you. >> You're welcome. Thank you for the question. >> When when are we trying to start this? >> Uh we're thinking October. >> Okay. >> And I was thinking every other month, but I think we're going to start with monthly. like if we don't have enough kids for a month, we can always cancel it, you know, a week or so well in advance to let parents know. Um, just because we're so small, I know when I was at a small school, again, there were,200 kids at the school, but it was it was a 6th through 12th grade school and our high school had almost the same amount as Vasquez. Um,
040and we would get 12 15 kids max, which is fine. Um, you can't have more than 20 anyway. Um, but at Pasadena High School when I was there, we had 1,800 kids total. Um, 9 through 12 and we would have like a hundred kids. We'd have four or five teachers assigned and an administrator. So, I think especially in the beginning because it's new, it's like anything new you do. We might not get a ton of people right away. Um, but we'll advertise it and we'll send like we did it as invitations. you know, your child has an opportunity to make up their attendance. We would really like it. And some parents are going to go, "Yeah, you're doing this for the money." Yes, it does help the district, which really helps your child because it
041helps us put more resources in the classroom. I mean, this money that we get from ADA, it it goes to the kids. And so, you know, we'll try to really let parents know and also, you know, we're going to be providing instruction as well. So, that also is going to help your student not fall behind because absences are a number one reason kids do fall behind in the curriculum. I agree with all of that. Um when when these are planned, is it just each school um kind of on their own or is it the the district planning like I would be worried about like High Desert doing October 15th and Basquez doing October >> on the same day? >> So last year we tried to get Saturday school started but nobody kind of did it.
042So I just decided as a district, let's just start it. Let's oversee it. Let's monitor. Let's support it. And then next year we can see if you know when I was a principal I they would just tell us pick your Saturday school dates. We just knew we were doing it. We did it once a month. We picked our dates. We got our teachers. We did the paperwork. Our attendance person said turn it into the to the district office. Like I was never involved in the paperwork part of it, but I always oversaw it um because that's part of what I was in charge of then. So, just to kind of get it going to provide that support, we're going to start it here. I'm going to choose the dates, but I'm going to let principles
043know on this Thursday. Hey, these are the dates I chose. There may be some like, hey, let's change to this date. Oh, hey, we have this activity on this date. You know, oh, you know, there's this there's the fall festival. That's not a good date. So, we'll I will collaborate with them and um we'll be in agreement on the dates, but we're going to do both schools at the same time. I I think also if you have kids, you know, you might have a fourth grader and you might have a ninth grader and maybe you want them to attend attendance recovery because you know you're going to be gone on short-term independence day because you're going on vacation, you know. Um so you want your kids to recover that attendance, they can attend ahead. Yeah.
044So yeah, that's how we're going to start it. Next year I would we would look at this year and kind of how it goes and I would you know talk with principles about their feedback but I don't you know I would you my thought is to do it all together but again once we do it some things might come up that principles are like oh we need this and I would then try to accommodate the sites but we're going to do we're going to break it K6 TK6 and 912 sorry 712 so we do it at two different schools I'm thinking metal art just because you're K6 there's a lot of you know activities although you know I'll have for Miss Anor too because she does have a lot of activities on her campus. Um
045I don't I would want to make sure though the playground and some of those things also accommodate the littles where K6 I know could accommodate metal art could accommodate that age group >> you know but that is a conversation that I'll be having this Thursday with our principles so I will get their input and I can provide like any I'll leave it on the agenda for next time in case there's some you know changes usually with other people's input um >> you know that They bring some really good ideas to the table. I always am really open to that. >> Awesome. Yeah, just an an update on that would be great. Um, and I know our families, they do things a lot together. So, like if there's a minimum day at one school, >> I
046know >> all the kids, no matter what school they go to, are getting a minimum day. So, >> yes, they are. >> I've been in the office on those pickup days. >> Yeah. So like if you have Saturday school for one group, having Saturday school for the other would definitely be easiest for the families. >> I agree. And yeah, that's I have I have multiple children myself, so I understand like it's just, you know, >> so that that's that was my thought as well. >> All right. Um, thank you for that presentation. Is there anything else on that? >> There is nothing else on on my presentation or the agenda. Tracy, did you have any questions? Okay. Um, all right. So, we'll go to future agenda items. Um, I did already text Paula yesterday that
047I would like um the virtual academy program um added to our agenda just so we can have a presentation, informational discussion kind of thing for um our virtual academy, who's who's in it. um like the breakdown of how many per grade level, how many are just taking it, you know, for one or two classes, and how many are full-time. Um that kind of thing. That would be awesome. Um and then I also would love to hear about our CTE programs and um what CTE programs we currently have. um what which one of them or which ones like come with a certificate at the end or how many of them have that capstone or which ones are we still building? What are we looking for in the future? Like I know we're looking at our ROC
048program that hasn't we haven't um been able to get yet because of you know outside reasons but just updates on all of our CTE programs would be awesome and then how that trickles down to High Desert and um and Metal Arc as well because we have the Paxton Patterson lab and the maker space at Metallark. Just kind of a overview of all that would be awesome. Um, so those were my two things to add to future agenda items along with the updates for the two presentations that we had today. That would be great. Um, George, do you have anything that you'd like to see added for future agenda? >> I do not, but I do have a question. Um, have you seen any type of I I read the news about maybe a month ago
049and they were talking about grade changing as far as the grading scale. Have you heard anything about that? I know some schools have adopted this lower standards. Have you heard anything about that or >> No, we're not looking at anything right now. >> I think it's terrible. >> Yeah, I know Metallark and I haven't heard about what you're talking about. We aren't talking about doing anything like that. Metal Arc is working on creating standardsbased report cards and they did submit some kind of preliminary to us. We the next steps for us is to send a survey out to the staff at Metal Arc just to get their input and then I think the next st meeting is we'll talk about it again in cabinet but I think one of the next step was to share
050it with board overall um only because if we're doing some changing and even what a grade report looks like I know board members sometimes get questions on that. >> Gotcha. Thank you. I know some schools already adopted that new scaling system where an A is like 84% to like uh I think 84 to 100% is a A now and >> they've actually changed it. So I'm not I was just curious to know if you knew something about that. >> Thank you. >> I haven't heard about that either. >> Great. Yeah, that's horrible. Thank you. Um, Tracy, do you have any suggestions on what we can add to our agenda for future? >> Uh, not not at the moment. I If I think of something, I'll email all of you. >> That'd be great. >> But
051yeah, not at the moment. Thank you, though. >> Awesome. All right. So, it looks like um our next meeting is going to be September 16th here on Zoom. um at 300 p.m. And that's it. So, we'll go ahead and adjourn the meeting at 3:46.