May 23, 2024 School Board OLD

[1. CALL TO ORDER IN PUBLIC SESSION]

[00:00:18]

GOOD EVENING AND WELCOME, THIS MEETING IS CALLED TO ORDER AT

3:59 P.M. ROLL CALL, PLEASE. >> RENITA ARMSTRONG.

>> PRESENT. >> DR. SUE ELHESSEN?

>> PRESENT. A >> MAYRA GARZA?

>> PRESENT. >> BOARD PRESIDENT CRIHFIELD?

[3. CLOSED SESSION]

>> PRESENT. >> TONIGHT WE DO NOT HAVE CLOSED AGENDA ITEMS, AT THIS TIME, WE

[4. RECONVENE INTO OPEN SESSION/CALL TO ORDER]

>>> GOOD EVENING EVERYONE. WE NOW RECONVENE TO OPEN SESSION AT 6:05 P.M. TO RESUME THE REGULAR ORDER OF BUSINESS.

BOARD CLERK GARZA WILL PROVIDE AN UPDATE ON CLOSED SESSION TOP

GETS . >> WELCOME EVERYONE. THE TOPICS DISCUSSED IN CLOSED SESSION WHERE ANTICIPATED LITIGATION , LABOR NEGOTIATIONS, PUBLIC EMPLOYEE DISCIPLINE ,

DISMISSAL, AND RELEASE. >> THANK YOU. REPLACEMENT PAGE FOR ITEM 13.7 IS ON THE BACK TABLE. TONIGHT WE DO HAVE REQUESTS TO ADDRESS THE BOARD. WHILE MEETINGS OF THE GOVERNING BOARD ARE NOT PUBLIC MEETINGS, THEY ARE OPEN TO THE PUBLIC, INDIVIDUAL SPEAKERS WILL BE ALLOWED THREE MINUTES TO ADDRESS THE BOARD ON ANY AGENDA OR NON-AGENDA ITEM, AND THE BOARD WILL LIMIT TOTAL TIME TO 21 MINUTES AS PER BOARD BY LAW THREE 3.2.2. MAY I HAVE ALYSSA COME ON UP TO THE PODIUM. THANK

YOU FOR BEING HERE. WELCOME. >> OKAY, WE WERE TOLD BY OUR MIDDLE SCHOOL CHOIR TEACHER THAT THEY WERE TRYING TO GET RID OF THE MIDDLE SCHOOL MUSIC TEACHERS , AND HE WAS , AND WHERE EIGHTH-GRADE YEAR WAS THE YEAR THAT WE CAME BACK FROM COVID, AND HE WAS A NEW TEACHER AS WELL, SO HE HELPED US THROUGH GETTING TO A NEW SCHOOL , AND HONESTLY , HE PAVES THE WAY FOR MY MUSIC CAREER , AND I KNOW OTHER PEOPLE'S MUSIC CAREERS . HE BUILT MY CONFIDENCE SO MUCH. IT IS JUST SO SAD TO SEE THAT , BECAUSE THE ENROLLMENT RATES ARE NOT WHERE PEOPLE WANT THEM TO BE, THAT THEY HAVE TO GET RID OF THESE TEACHERS. THIS IS FOR BELLFLOWER AND MAYFAIR. AND BELLFLOWER MR. MONTES , AND MAYFAIR, JENNIFER . HE WAS GOING TO WAIT TO SEE AS GRADUATE, AND NOW THAT THEY ARE TRYING TO REMOVE HIM, HE WON'T GET THAT CHANCE. JUST, IT HURTS

TO SEE HIM GO. >> THANK YOU, ALYSSA .

SUPERINTENDENT AZEVEDO, DO YOU HAVE ANY UPDATE ON THAT

SITUATION? >> YES. I WILL MAKE A STATEMENT ABOUT THAT DURING MY COMMENTS.

>> THANK YOU. RILEY, COME ON DOWN. RILEY. BUEHLER . NO? ALL RIGHT. WE WILL GO BACK TO IT. IVAN . HI, YOU ARE UP . THANK

YOU FOR BEING HERE. >> HELLO. FIRST I WOULD LIKE TO SAY THANK YOU TO EVERYONE FOR BEING HERE. I WANT TO INTRODUCE MYSELF. MY NAME IS IVAN. I GREW UP IN BELLFLOWER AND RECENTLY MOVED TO BEACH. I'VE BEEN PART OF THE BELLFLOWER SCHOOL DISTRICT FOR A LONG TIME AND MY FAMILY CONTINUES TO BE PRESENT IN THE DISTRICT. LIKE ALYSSA JUST MENTIONED, WE HEARD REGARDS ABOUT WHY WE NEED TO MOBILIZE HER STUDENTS AND THE COMMUNITY TO BE OUT HERE JUST BECOME PERHAPS OF THE VOCAL DEPARTMENT. PERSONALLY I GREW UP AT WASHINGTON ELEMENTARY SCHOOL. I SANG AS AN ELEMENTARY ENSEMBLE . I DID NOT HAVE THE OPPORTUNITY TO SING IN MIDDLE SCHOOL, BECAUSE YOU KNOW WHY? I DECIDED TO TAKE MANDARIN, AND BECAUSE THIS DISTRICT IN THE SCHOOLS DID NOT GIVE US THE OPPORTUNITY TO DO EVERYTHING THAT WE WANTED. MAYBE IT WAS OUT OF MY CONTROL. MAYBE IS OUT OF THEIR CONTROL, BUT HAD TO PICK BETWEEN MANDARIN AND SINGING. ONE OF MY PASSIONS HAD ONE OF THE THINGS THAT MAKES ME

[00:05:02]

THANK YOU. >> THANK YOU, IVAN. UP NEXT,

SOPHIA. WELCOME. >> THANK YOU. SO , SINCE 2020, EVERYDAY LIFE IN THE UNITED STATES HAS BECOME MORE AND MORE ISOLATING, ESPECIALLY FOR YOUTH. THERE ARE NO MORE THIRD SPACES FOR YOUTH. THEIR LIFE IS CONFINED TO SCHOOL IN THE HOME.

THIS LACK OF SAFE SPACES FOR YOUTH TO DEVELOP KEY SOCIAL AND REGULATING SKILLS PUSHES THEM TO FIND COMMUNITY AND OTHER SPACES, BUT WHAT IF THE COMMUNITY DOESN'T EXIST? SCHOOLS HAVE THE POTENTIAL TO PROVIDE SAFE THIRD SPACES FOR STUDENTS TO DEVELOP THEMSELVES THROUGH THE FUNDING OF EXTRACURRICULAR ACTIVITIES AND PROGRAMS LIKE THE CORAL DEPARTMENT. LONG HOURS IS SPENT ON IMPROVING ONE'S VOCAL SKILLS, COLLABORATING WITH CLASSMATES, PRACTICING LISTENING AND PERSISTENCE, THESE ARE ENVIRONMENTS THAT BRING OUT RESILIENCY AND SUCCESSFUL TRAITS IN OUR YOUTH.

IT HAS BEEN PROVEN IN STUDY AFTER STUDY THAT PARTICIPATING IN CHOIR OR SINGING PROGRAMS INCREASES ESTEEM, BOOST CONFIDENCE, PROMOTES PERSEVERANCE, AND IT CAN EVEN SUPPORT LANGUAGE DEVELOPMENT. THESE SKILLS ARE NOT DEVELOPED AND USED IN AN ECHO CHAMBER. RATHER THEY CAN BE TRANSLATED AND APPLIED WHILE OTHER ASPECTS OF ACADEMIC ENGAGEMENT. THERE IS VALUE IN TEACHING CHOIR SKILLS TO THE YOUTH. THERE IS VALUE IN INVESTING IN ART EDUCATION. ART IS A THING THAT IS IN ANY TO HUMANITY. THERE IS NO -- WARRANTED ENOUGH TO TAKE AWAY OPPORTUNITY FOR USE OF THAT HAVE A PASSION FOR SINGING. THEY DESERVE TO HAVE AN OPPORTUNITY TO STRENGTHEN THEIR SOCIAL AND SELF-REGULATING SKILLS THROUGH ART EDUCATION, SO WE DON'T WANT TO HEAR THAT IT IS NOT WITHIN BUDGET TO FUND THIS AGAIN JUST BECAUSE I HAVE SOME TIME, SOME DETAILS ABOUT MYSELF, I GRADUATED IN 2019. WHILE I WASN'T PERSONALLY INVOLVED IN THE QUIET APARTMENT, I DID SEE HOW IT CREATED SUCH A WONDERFUL ENVIRONMENT FOR PEOPLE TO BUILD THESE SKILLS AND FOR PEOPLE TO REALLY, YOU KNOW, FIND THAT POWER WITHIN THEMSELVES. AND SO, YEAH, THAT IS JUST A TIDBIT ABOUT MYSELF AND WHY I AM A STAKEHOLDER IN THE COMMUNITY, BUT YEAH. GO BELLFLOWER I GUESS.

>> THANK YOU , SOPHIA. HALEY . COME ON UP TO THE PODIUM. THANK

YOU FOR BEING HERE. >> THANK YOU SO MUCH. AS YOU SAID, MY NAME IS HALEY K TOMPKINS. THANK YOU SO MUCH FOR HOLDING THIS. AS I SAID, MY NAME IS HALEY TOMPKINS AND I AM A PROUD ALUMNI OF MAYFAIR HIGH SCHOOL IN BELLFLOWER UNIFIED SCHOOL DISTRICT . NEXT FALL I WILL BE ENTERING MY SENIOR YEAR AT ONE OF THE BEST ACTING COLLEGES IN THE COUNTRY, SYRACUSE UNIVERSITY LOCATED IN SYRACUSE, NEW YORK, AND I WILL BE FINISHING MY BACHELOR OF FINE ARTS IN ACTING AND ALSO PUBLIC MEDICATIONS AS WELL. NOT TO BRAG, BUT THROUGHOUT MY TIME AT SYRACUSE UNIVERSITY, I HAVE BEEN A STANDOUT PERFORMER

[00:10:02]

WHETHER IT WAS ELEMENTARY COURSE, MIDDLE SCHOOL CHOIRS, AND HIGH SCHOOL SHOW CHOIR, AND NOT EVEN TO MENTION THE THEATER PROGRAMS AS WELL. WHEN I MOVED CITY LINES FROM LAKEWOOD JUST DORITOS, MY PARENTS AND I WERE DETERMINED TO NOT PUT ME INTO A BC SCHOOL DISTRICT, BUT TO KEEP ME IN BELLFLOWER BECAUSE OF THE ARTS PROGRAM THAT HAS MADE ME INTO WHO I AM, TO KEEP ME IN THE SCHOOL DISTRICT BECAUSE OF THESE PROGRAMS THAT WOULD LATER GIVE ME THE CAREER PATH IN LIFE THAT I HAVE TODAY. I AM ONE OF MANY AS WE HAVE SEEN SO FAR WHO NOW FIND THEIR CAREERS BECAUSE OF THESE PROGRAMS HERE TO CUT ANY OF THE ART BUDGETS ARE PROGRAMS IN THIS DISTRICT WOULD BE A SHAME. THE MULTIPLE TEACHERS THAT I HAVE HAD , AND THE TRAINING AND THE TEACHING THAT THEY HAVE GIVEN ME HAS SHAPED ME INTO WHO I AM TODAY, AND THEY CONTINUE TO STILL MENTOR ME AND SAY HELLO TO ME AND CHECK IN ON ME . THEY ARE ONE OF THE MANY TEACHERS THAT ARE STILL A STAPLE IN MY LIFE. SO, I SAY ALL THIS TO SAY THAT IF YOU WERE TO ROB ANY CHILD OR STUDENT OF THAT, THEN THAT WOULD BE A DISSERVICE. THANK YOU SO MUCH FOR YOUR TIME.

>> THANK YOU, MS. TOMPKINS. JET I SELENA ? COME ON UP. WILL COME AND THANK YOU FOR BEING HERE.

>> THANK YOU FOR HAVING ME. YEAH, I AM HERE TO SPEAK JUST ABOUT EXTRACURRICULARS , NOT JUST ACQUIRE DEPARTMENT AS A WHOLE. I HAVE BEEN AN ALUMNI OF MAYFAIR HIGH SCHOOL. I HOLD A COMPUTER SCIENCE DEGREE FROM CAL STATE LONG BEACH AND I AM CURRENTLY A SOFTWARE PROGRAMMER MUST SPECIFICALLY IN WEBSITE DEVELOPMENT. I'M HERE TODAY TO STRESS THE IMPORTANCE OF FINDING A MIDDLE SCHOOL TEACHER TO CONTINUE THE MAYFAIR MIDDLE SCHOOL CHOIR PROGRAM. WITHOUT THIS PROGRAM, NOT ONLY WILL WE LOSE A VALUABLE OPPORTUNITY FOR STUDENTS, BUT IT INTRODUCES RISK TO THE FUTURE OF MAYFAIR'S MUSIC PROGRAM AS A WHOLE. YOU SEE THE MIDDLE SCHOOL CHOIR PROGRAM IS LIKE THE FOUNDATION FOR THE HIGH SCHOOL MUSIC PROGRAM. IT IS WHERE STUDENTS FIRST GET INTERESTED IN MUSIC AND LEARN THE BASICS. ONCE THEY BUILD THIS FOUNDATION, THEY CAN TAKE THE SKILLS THEY HAVE LEARNED AND APPLY IT AT A HIGH SCHOOL LEVEL HERE BUT IT IS NOT JUST ABOUT MUSIC. BEING IN THE CHOIR TEACHES KIDS SKILLS LIKE TEAMWORK, COMMUNICATION, AND DISCIPLINE. SKILLS THEY WILL USE IN WHATEVER PATH THEY CHOOSE. AS A SOFTWARE DEVELOPER MYSELF, I CAN ATTEST TO THE VALUE OF THESE SOFT SKILLS IN THE PROFESSIONAL WORLD. THEY ARE ESSENTIAL FOR SUCCESS IN ANY CAREER. I AM A PRODUCT OF THE CHOIR PROGRAM AT MAYFAIR MIDDLE SCHOOL AND HIGH SCHOOL.

I JUST ONLY WISH TO CONTINUE ITS LONGEVITY. IT HAS SHAPED ME INTO THE PERSON I AM TODAY AND LAID THE GROUNDWORK FOR MY CAREER. I WANT EVERY STUDENT TO HAVE THE SAME OPPORTUNITY TO GROW AND SUCCEED. SO, I JUST WANT TO SAY THAT OBVIOUSLY I AM NOT IN THE MUSIC INDUSTRY OR ANYWHERE IN THAT CAREER , BUT I HAVE LEARNED A LOT OF SOFT SKILLS AND A LOT OF CAMARADERIE BUILDING AND LEADERSHIP SKILLS, SPECIFICALLY FROM MS. HOLCOMB , AND IT WOULDN'T BE IN THE POSITION THAT I AM TODAY IF IT WEREN'T FOR THEM. THANK YOU SO MUCH.

>> THANK YOU, JET. GIL FRIEDMAN COME ON UP TO THE PODIUM. THANK

YOU FOR BEING HERE. WELCOME. >> THANK YOU FOR HAVING ME .

GOOD EVENING BOARD MEMBERS. MY NAME IS GIL FRIEDMAN. I AM CURRENTLY THE FRESHMAN CLASS PRESIDENT AT MAYFAIR HIGH SCHOOL, AND I AM ALSO A MEMBER IN SHOW TUNE. I AM HERE TO BRING TO YOUR ATTENTION HOW IMPERATIVE IT IS THAT WE HAVE BOTH MIDDLE SCHOOL AND HIGH SCHOOL CHOIR DIRECTORS. IT WOULD BE A SHAME FOR THESE KIDS TO LOSE THE OPPORTUNITY TO SHOW THEIR TALENT. IF YOU GUYS WERE ABLE TO SEE HER DISTRICT FESTIVAL ABOUT TWO WEEKS AGO , YOU SEE HOW MUCH TALENT THESE KIDS HAVE, AND WE WOULD NOT BE ABLE TO DO ALL OF THAT IF WE DON'T HAVE THE PROPER KNOWLEDGE AND EDUCATION. WITH FUNDING, LIKE FROM PROP 28, WE ARE WONDERING WHY WE ARE CUTTING EXISTING PROGRAMS WHEN WE DON'T HAVE TO. THE CHOIR AND ALL MUSIC IN BUSD IS THE BACKBONE OF THIS DISTRICT. IT HAS ALWAYS BEEN AMAZING. THE ONLY WAY I CAN CONTINUE TO BE AMAZING IS IF WE HAVE THE PROPER STAFF FOR THAT. THANK

YOU. >> THANK YOU, GAIL. MELISSA MORALITY -- MORE ALICE . THANK YOU FOR BEING HERE.

>> GOOD EVENING AND HELLO. MY NAME IS MELISSA. I AM AN ALUMNI FROM BELLFLOWER HI WHERE I PARTICIPATED IN BOTH MIDDLE AND HIGH SCHOOL CHOIR. I AM CONCERNED ABOUT THE POTENTIAL THAT THIS DISTRICT WILL NOT BE HIRING A MIDDLE SCHOOL HIGHER CHOIR TEACHER AT EITHER BELLFLOWER OR MAYFAIR. AS SOMEONE WHO WENT THROUGH BOTH PROGRAMS WITH MR. HSU AND MS.

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ADDITIONALLY, YOU WILL BE NEGATIVELY IMPACTING ONE OF OUR MOST BELOVED PROGRAMS BY OUR COMMUNITY, AND LIMITING ACCESS TO A FULL, RICH, AND MEANINGFUL MUSIC EDUCATION. THANK YOU.

>> THANK YOU MS. MORALES. I HAVE VICTORIA SANCHEZ, ON UP TO

THE PODIUM . WELCOME. >> LIKE YOU SAID I AM VICTORIA SANCHEZ. I AM A PROUD BELLFLOWER ALUMNI. I GRADUATED 2019 . I AM A CURRENT STUDENT AT CAL STATE, LONG BEACH. SO I AM NOT IN THE MUSIC PROGRAM, IT HAS SHAPED ME INTO THE PERSON THAT I AM TODAY. AS A TEENAGER, I COULD BARELY STAND IN A CLASSROOM. I CAN BARELY STAND AROUND PEOPLE. IT CONSTRUCTED A CONFIDENCE IN ME THAT I WOULD NOT HAVE TODAY. IT HAS MADE ME A LEADER. I AM FOUNDING A CLUB AT MY COLLEGE, WHICH IS ONE THING THAT IS HARD TO DO, ESPECIALLY AS A TRANSFER STUDENT. I AM PROUD TO BE AN ALUMNI OF BELLFLOWER HIGH SCHOOL , AND IT GREATLY SADDENS ME THAT WE ARE TAKING LADIES OPPORTUNITIES FROM STUDENTS, AN OPPORTUNITY THAT I MYSELF DID NOT HAVE IN MIDDLE SCHOOL. I THINK ABOUT THE PERSON THAT I COULD BE TODAY HAD I HAD THIS OPPORTUNITY. I THINK WE ARE DOING A GREAT DISSERVICE TO STUDENTS BY TAKING A PROGRAM THAT CAN TEACH THEM HOW TO BECOME TEAM LEADERS, HOW TO BECOME TEAM MEMBERS, AND HOW TO CREATE CONFIDENCE THAT I OTHERWISE WOULD NOT HAVE HAD WITHOUT THESE TEACHERS WHO HAD MY BACK, TEACHERS WHO ARE OVERWORKED, BUT STILL HAD THE TIME TO TALK TO ME AT THE END OF THE DAY AND TOLD ME HOW GREAT IT WAS DOING, AND WHO SEE ME NOW AND TELL ME, YEARS AGO YOU WOULD NOT HAVE BEEN ABLE TO STAND HERE AND TALK TO ME FACE-TO-FACE, LOOK AT ME IN THE EYES, BUT NOW YOU CAN. REMOVING THESE OPPORTUNITIES FOR STUDENTS, WHICH IS A SAFE SPACE, MUSIC OBVIOUSLY IS A LANGUAGE THAT IS UNIVERSALLY KNOWN. TAKING AWAY THIS LANGUAGE IS DETRIMENTAL. THIS PROGRAM BRINGS PEOPLE TOGETHER WHO OTHERWISE WOULD HAVE NOT BEEN TOGETHER. I AM NOT A MUSIC MAJOR. I AM A CRIMINAL JUSTICE STUDENT. AS YOU SEE ALL OF US HAVE DIFFERENT MAJORS, BUT WE ALL STILL KNOW EACH OTHER. WE ARE A COMMUNITY. WE ARE STILL COMING BACK EVEN THOUGH WE ARE IN DIFFERENT SPACES NOW. HAVING THE PROGRAM AVAILABLE TO MIDDLE SCHOOLERS, IT HELPS THEM PREPARE FOR WHAT THE HIGH SCHOOL LIFE IS. I BEING AN LOWER INCOME STUDENT WAS AFFORDED OPPORTUNITIES I OTHERWISE WOULD HAVE NEVER BEEN ABLE TO ACHIEVE HAD I NOT BEEN IN THE CHOIR PROGRAM. WE WERE ABLE TO PERFORM IN PLACES SUCH AS DISNEYLAND PLACES THAT MY PARENTS CANNOT EVEN AFFORD TO TAKE ME OVER THE SUMMER. THESE WERE PLACES I WAS ABLE TO EXPERIENCE BECAUSE OF THESE PROGRAMS , AND I THINK I WOULD HAVE NEVER BEEN ABLE TO GO TO, BECAUSE MY PARENTS SINCE HE COULD NOT AFFORD IT. I THINK, IT ALSO TAKES AWAY JOBS FROM PEOPLE WHO NEED THEM. THESE ARE THINGS THAT PEOPLE ARE PASSIONATE ABOUT, ALLOWING THEM TO SHARE THEIR PASSIONS IS

IMPORTANT. THANK YOU. >> THANK YOU, VICTORIA. MAY I HAVE AUDREY AUSTRIA COME ON UP. THANK YOU FOR BEING HERE.

WELCOME . >> HELLO , BOARD MEMBERS, PARENTS, DISTRICT STAFF, AND ATTENDEES. MY NAME IS AUDREY AUSTRIA AND I AM A BELLFLOWER HIGH SCHOOL ALUMNI FROM THE CLASS OF 2021. I WOULD LIKE TO SHARE A BIT OF MY JOURNEY WITH YOU ALL . I JOINED THE ELEMENTARY ENSEMBLE IN THE SIXTH GRADE, THEN MOVED ON TO JUNIOR VOCAL ENSEMBLE IN MIDDLE SCHOOL UNDER THE DIRECTION OF MR. HSU. I VERY MUCH LOVED AND VALUED MY TIME IN MIDDLE SCHOOL ENSEMBLE, SO I WAS INSPIRED TO CONTINUE MY TIME AND BELLFLOWER TO KEEP DOING MUSIC. SO SORRY.

I CREATED SO MANY MEMORIES BECAUSE I HAD JOINED THE MIDDLE SCHOOL CHOIR DURING MY FIRST YEARS OF ATTENDING DHS. I THINK I WOULD BE WEARING THEM TODAY IF I DID NOT JOIN. JUST THIS PAST YEAR, A COORDINATED AND ORGANIZED A WHOLE NIGHT OF CULTURAL AND MODERN PERFORMANCES IN THE ARTS FOR FILIPINO CULTURAL NIGHT AT MY COLLEGE. I DID NOT RECEIVE SO MUCH GUIDANCE AND WISDOM FOR MY TIME IN THE MIDDLE SCHOOL VOCAL DEPARTMENT, I TRULY DON'T THINK I WOULD'VE HAD THE COURAGE AND EXPERIENCE TO DO SO. I CAN SING WITH CONFIDENCE

[00:20:02]

>> THANK YOU. >> YEAH, YOU KNEW. YOU KNEW.

THANK YOU FOR BEING HERE . >> HELLO BOARD. I AM CURRENTLY A STUDENT AT CALIFORNIA STATE UNIVERSITY, LONG BEACH, AND I AM STUDYING ELECTRICAL ENGINEERING. I WANT TO GIVE A BRIEF ADDRESS TO THE EXTRACURRICULARS TOPIC. I WAS NOTIFIED ABOUT TWO HOURS AGO. I AM A BELLFLOWER HIGH SCHOOL ALUMNI, BEING IN BOTH USER DEPARTMENTS, SO BAND AND CHOIR.

I WAS NOTIFIED A FEW HOURS AGO BY MY EX CHOIR DIRECTOR THAT THE MIDDLE SCHOOL MUSIC TEACHERS POSITIONS WOULD BE TERMINATED, AND FROM MY UNDERSTANDING , ARE THE HIGH SCHOOL POSITIONS STILL GOING TO BE THERE? LIKE , ARE THEY NOT

AFFECTED? >> THAT IS A GREAT QUESTION. WE DON'T RESPOND TO QUESTIONS, BUT I BELIEVE MS. AZEVEDO IS GOING TO GIVE AN UPDATE IN HER REPORT AFTER THIS PART.

>> THANK YOU. IF WE ARE JUST AFFECTING, YOU KNOW, THE MIDDLE SCHOOL MUSIC DEPARTMENT AND WE ARE TAKING THOSE POSITIONS OFTEN WE STILL HAVE THE HIGH SCHOOL DEPARTMENTS, WE ARE STILL INDIRECTLY AFFECTING THE HIGH SCHOOL MUSIC DEPARTMENTS.

ARE MUSIC DEPARTMENTS IN THE BELLFLOWER UNIFIED SCHOOL DISTRICT ARE VERY SUCCESSFUL. IF WE CARE ABOUT THE SUCCESS OF THE STUDENTS IN THE PROGRAMS THEMSELVES, IT IS IN OUR BEST INTEREST TO KEEP THE MIDDLE SCHOOL PROGRAMS. AS STATED BEFORE , THE MIDDLE SCHOOL PROGRAMS OR FEEDER PROGRAMS FOR THE HIGH SCHOOL PROGRAMS. WHILE STUDENTS WILL STILL HAVE AN OPPORTUNITY TO ATTEND A HIGH SCHOOL PROGRAMS, THEY WON'T BE AS EXPERIENCED AND PREPARED FOR THE HIGH SCHOOL PROGRAMS, SO THEY WON'T BE AS SUCCESSFUL. ADDITIONALLY, AS STATED BEFORE, THE PROPOSITION 28 WHICH WAS PASSED RECENTLY A FEW YEARS AGO WAS PASSED SPECIFICALLY FOR FINDING HIGH SCHOOL AND MIDDLE SCHOOL BAND PROGRAMS AND MUSIC PROGRAMS. SO , IT WOULD BE A MISALLOCATION OF OUR FUNDS THAT WE HAVE IF WE CHOOSE TO NOT FUND A MIDDLE SCHOOL MUSIC PROGRAM AND THOSE TEACHERS. SO, BEING INVOLVED SINCE ELEMENTARY SCHOOL IN MUSIC, I UNDERSTAND HOW IMPORTANT IT IS TO HAVE MUSIC INVOLVED WITH OUR STUDENTS. HERE THE MUSIC PROGRAMS ARE LIKE FAMILIES. THE QUALITIES THAT YOU CANNOT OBTAIN IN ANY OTHER PROGRAM.

BEING IN BOTH THE VOCAL AND THE BANDIT DEPARTMENT, I CAN TELL THEY ARE BOTH VERY SPECIFIC AND VERY UNIQUE. GIVEN WITHIN THE MUSIC DEPARTMENT, THE PROGRAMS ARE VERY UNIQUE , AND TAKING THESE PROGRAMS AWAY OR WEAKENING THESE PROGRAMS BY TAKING AT THE MIDDLE SCHOOL PROGRAMS, IT WILL BE A DOES JUSTICE TO THE STUDENTS. I ASK IF YOU REALLY CARE ABOUT OUR STUDENTS, I ASK THAT YOU TRY YOUR BEST TO KEEP THE MIDDLE SCHOOL PROGRAMS AVAILABLE. THANK YOU.

>> THANK YOU. I HAVE MARY ORDINARY OH . WELCOME.

>> THANK YOU FOR HAVING ME. GOOD EVENING MEMBERS OF THE BOARD. MY NAME IS MARY , AND I AM SPEAKING ON BEHALF OF THE MUSIC DEPARTMENT AS PRESIDENT OF THE 2023 BELLFLOWER HIGH SCHOOL VOCAL ENSEMBLE. HAVING BEEN PART OF THE MUSIC DEPARTMENT FOR ALL OF MY SIX YEARS AT BELLFLOWER MIDDLE AND HIGH SCHOOL, IT WAS DISAPPOINTING TO HEAR THAT THEY WOULD NO LONGER BE ANY MIDDLE SCHOOL MUSIC TEACHERS AS OF NEXT YEAR . THE MUSIC PROGRAM AT BELLFLOWER WAS ONE OF THE CLOSEST COMMUNITIES I HAD ON CAMPUS PROVIDING ME WITH SOME OF THE CLOSEST FRIENDS, EVEN AFTER GRADUATION. IT IS IMPORTANT TO NOTE THAT STARTING EARLY ON, THIS EARLY EXPOSURE TO MUSIC LEARNING AND PERFORMANCE HELPS ME DISCOVER MY PASSION FOR MUSIC, AND ALSO SERVED AS MY CREATIVE OUTLET WHEN I FOUND MYSELF TOO STRESSED TO FOCUS ON OTHER SUBJECTS , SUCH AS MATH AND SCIENCES. MANY TIMES I FOUND THAT BEING PART OF THIS EXTRACURRICULAR MOTIVATED ME TO ATTEND CLASS AND EXCEL , SPREADING THE SCHOOL SPIRIT.

THE PERFORMANCES I HAD BOTH ON AND OFF CAMPUS PROVIDED ME WITH CONNECTIONS AND EXPERIENCES THAT I CANNOT FIND ANYWHERE ELSE. THESE UNFORGETTABLE EXPERIENCES HAVE ALLOWED ME TO BRANCH OUT IN COLLEGE AS I PURSUE MUSIC PERFORMANCE AS A MAJOR, AND I HOPE THAT THESE SAME OPPORTUNITIES CONTINUE TO BE OFFERED FOR OTHER STUDENTS WITH SIMILAR GOALS AND VALUES

FOR ME. THANK YOU. >> THANK YOU. MAY I HAVE SAMANTHA REESE . WELCOME AND THANK YOU.

>> GOOD EVENING THANK YOU FOR HAVING ME. I HAVE COME TO SPEAK ON THE MUSIC DEPARTMENT. IN THE BEGINNING OF JOINING MIDDLE

[00:25:04]

BECAME EMOTIONAL, AND IT MADE ME DEVELOP DISCIPLINE AS WELL AS CREATIVITY AND A FAMILY. THESE FAMILY MEMBERS I NOW HAVE ARE STILL WITH ME HERE TODAY AS WELL SPEAKING ON THIS BEHALF.

THROUGH THIS PROGRAM I LEARNED THE VALUE OF PERSEVERANCE AND THE JOY OF COLLABORATION. EVERY PRACTICE SESSION, EVERY PERFORMANCE HAS TAUGHT ME THE IMPORTANCE OF DEDICATION AND TEAMWORK. MOREOVER, THE MUSIC PROGRAM WAS A SANCTUARY THAT I WAS ABLE TO BUILD AND CREATE A VOICE FOR MYSELF, AND BUILD THE CONFIDENCE I KNOW HAVE IN MY COLLEGE EDUCATION. HE PROVIDED ME A SPACE WHERE I COULD CONNECT WITH OTHERS ON A DEEPER LEVEL, RATHER THAN JUST HAVING BASIC CONVERSATIONS. I AM TRULY GRATEFUL FOR THE OPPORTUNITIES THAT THIS PROGRAM HAS CREATED FOR ME, AND I HOPE THIS IS ONE THAT WE CONTINUE TO HAVE FOR MIDDLE SCHOOL APPLICANTS. THANK YOU.

>> THANK YOU, SAMANTHA. -- GUILLERMO , COME ON UP TO THE

PODIUM. >> THANK YOU. BASICALLY I AM A PROUD ALUMNI OF BELLFLOWER AND THE MIDDLE SCHOOL PROGRAM DEFINITELY WAS THE START OF MY CONFIDENT BOOST. IT IS SOMETHING THAT PUSHED ME THROUGH THE DAY . I WAS SO EXCITED WHEN FIFTH. MATT CAME AROUND AND IT WAS MUSIC TIME.

IT WAS REALLY THE ONLY THING EVER PUT EFFORT INTO HONESTLY.

SO, THEN BEING ABLE TO GO FROM MIDDLE SCHOOL AND GOING TO HIGH SCHOOL TO THEN MEET NEW PEOPLE, COME CLOSER TO THEM, IS SOMETHING I DON'T THINK I COULD EVER DO WITHOUT. I DON'T THINK I WOULD BE THE PERSON I AM TODAY. I STILL HAVE FAMILY MEMBERS THAT ARE WITHIN THIS PROGRAM , AND I HAVE A LITTLE SISTER THAT IS GOING TO BE THE PRESIDENT OF THE MIDDLE SCHOOL CHOIR. WHO IS GOING TO TELL HER THAT, NEVERMIND, YOU'RE NOT, NEW ELECTIVE. BUT DEFINITELY IT WOULD BE A DISSERVICE TO TAKE AWAY THIS PROGRAM AND NOT BE ABLE TO GET THE STUDENTS THE OUTLET THAT THEY NEED. THANK YOU.

>> THANK YOU. THANK YOU TO EVERYONE WHO SPOKE. I WANT TO MAKE SURE EVERYONE GETS A CHANCE. IS RILEY BACK? HEY, THERE YOU ARE. COME ON UP . WELCOME.

>> GOOD EVENING BOARD MEMBERS. MY NAME IS RILEY MATTEA'S. I AM CURRENTLY A SENIOR AT BELLFLOWER HIGH SCHOOL. TO BEGIN , THE MIDDLE SCHOOL VOCAL PROGRAM REALLY DID HELP ME GAIN CONFIDENCE IN PUBLIC SPEAKING. AS WELL AS JUST PERFORMING IN FRONT OF AN AUDIENCE. WHAT I WOULD SAY , AFTER COMING BACK FROM COVID AND THE PANDEMIC , BEING ABLE TO SEE AS A SOPHOMORE HOW FEW PEOPLE WERE IN THE VOCAL PROGRAM WAS REALLY DISHEARTENING, ESPECIALLY SINCE I REMEMBER HOW FUN IT WAS BACK BEFORE THE PANDEMIC. AND THEN AFTER A COUPLE OF YEARS, THE MIDDLE SCHOOL PROGRAM HAS FINALLY GROWN . IT DOES NOT FEEL LIKE IT IS STRUGGLING. IT FEELS LIKE IT IS ACTUALLY THRIVING, ESPECIALLY AFTER A COUPLE OF WEEKS AGO , THE DISTRICT FESTIVAL WE HAD. I WOULD SAY IT WOULD BE VERY, VERY DISAPPOINTING TO SEE THE PROGRESS THAT HAS BEEN MADE SINCE THE PANDEMIC BE JUST A TORN AWAY. ADDITIONALLY , OR , ADDITIONALLY , AS A LINK CREW LEADER, I HAVE KIDS WHO APPLIED , AND I ENCOURAGED THEM TO ADDITION FOR JUNIOR VOCAL. IT WOULD BE VERY SAD TO SEE THEM LOSE THAT OPPORTUNITY. THANK

YOU FOR YOUR TIME. >> THANK YOU, RILEY. AGAIN , THANK YOU TO EVERYONE WHO SPOKE TONIGHT. WE DON'T RESPOND DURING THIS PORTION, BUT JUST KNOW , LIKE ALL OF YOU HAVE QUESTIONS , I AM ACTUALLY GOING TO TURN IT OVER TO OUR SUPERINTENDENT , AND , IS IT OKAY, CAN WE BE DUE THE ORDER AND HAVE THE SUPERINTENDENT MESSAGE NEXT SO THAT THE STUDENTS DON'T HAVE TO WAIT UNTIL THAT PORTION?

>> YEAH, YOU CAN MODIFY THE AGENDA IF YOU WOULD LIKE.

>> GREAT. MS. AZEVEDO, IS THAT OKAY?

>> ABSOLUTELY. IN RESPONSE TO THE COMMENTS THAT WERE MADE THIS EVENING , JUST FOR CLARIFICATION, THERE IS NO INTENTION OF CLOSING THE MIDDLE SCHOOL ARE THE HIGH SCHOOL CHOIR PROGRAM. THERE IS NO INTENTION OF DOING THAT. I BELIEVE THE CONFUSION MAY BE IN THE NUMBER OF TEACHERS WITHIN A

[00:30:02]

EITHER ONE OF THOSE PROGRAMS. >> THANK YOU, MS. AZEVEDO. ALL RIGHT. DO WE HAVE ANY CORRECTIONS TO THE EVENING'S

[6. PLEDGE OF ALLEGIANCE]

>> WE HAVE NO CORRECTIONS. >> THANK YOU.

>> NOW I WOULD LIKE TO CALL DR. TO RONNIE TO LEAD US IN THE FLAG SALUTE AND SHARE AN INSPIRATIONAL MESSAGE. WELCOME.

>> WELCOME , EVERYBODY. IF YOU CAN PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE. PLEASE PLACE YOUR RIGHT HAND OVER YOUR

HEART. >> 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. >> THANK YOU. YOU GUYS MAY BE

[7. PRESENTATIONS FROM STUDENTS / STAFF / COMMUNITY]

IT IS THE KEY THAT UNLOCKS THE DOOR TO A WORLD OF POSSIBILITIES AND EMPOWERS INDIVIDUALS TO DREAM BIGGER, REACH HIGHER , AND MAKE MEANINGFUL CONTRIBUTIONS TO SOCIETY. EDUCATORS DO MORE THAN TEACH ACADEMIC SUBJECTS. THEY IGNITE PASSIONS , UNCOVER HIDDEN TALENTS, AND INSTILL VALUES THAT LAST A LIFETIME. EDUCATORS BELIEVE IN THE STUDENTS GIVE ABILITIES CAN COMPEL THE STUDENT TO ACHIEVE GREATNESS OFTEN BEYOND THEIR OWN EXPECTATIONS. THROUGH THEIR DEDICATION AND COMPASSION, EDUCATORS HELP STUDENTS NAVIGATE THE COMPLEXITIES OF LIFE, OFFERING WISDOM AND GUIDANCE EVERY STEP OF THE WAY. AND SO WE MUST RECOGNIZE THE RIPPLE EFFECT OF AN EDUCATORS INFLUENCE. ONE INSPIRED STUDENT CAN GO ON TO INSPIRE OTHERS, CREATING A CHAIN REACTION OF POSITIVE CHANGE. I SEE BEFORE YOU TODAY IS AN EXAMPLE OF THAT TYPE OF CHAIN REACTION. I MYSELF WAS A STUDENT OF THE BELLFLOWER UNIFIED SCHOOL DISTRICT. I ATTENDED BELLFLOWER ELEMENTARY SCHOOL AND MIDDLE AND HIGH SCHOOL. IT WAS THROUGH THE POSITIVE IMPACT OF MY DEDICATED TEACHERS AT THE SITES THAT I STRIVE TO BE THE BEST THAT I COULD BE. WITH THEIR HELP I GRADUATED AS VALEDICTORIAN FROM BELLFLOWER MIDDLE SCHOOL AND HIGH SCHOOL IN 2005, GOT MY BACHELORS DEGREE FROM UCLA, AND MY DOCTORAL DEGREE FROM CAL STATE, LONG BEACH. ALL OF MY DEGREES WERE PAID FOR VIA SCHOLARSHIPS ALL WITH THE HELP OF LETTERS OF RECOMMENDATIONS THAT CAME FOR MY HIGH SCHOOL TEACHERS AND ADMINISTRATORS. THE IMPACT OF MY TEACHERS HAVE HAD A PROFOUND IMPACT ON WHO I AM AS AN EDUCATOR. IN 2013 I WAS HIRED AT BELLFLOWER MIDDLE AND HIGH SCHOOL WHERE AFTER A FEW YEARS I TOOK OF HER AP GEOGRAPHY AND AP GOVERNMENT, MAKING LEARNING INTERESTING AND EXCITING. SITE, MANY OF THE KIDS HERE ARE ACTUALLY MY PREVIOUS STUDENTS AS WELL. I HAD NO IDEA THEY WERE GOING TO BE HERE, BUT I AM HAPPY TO SEE THEM. I CREATED APEX AT BELLFLOWER, AN HONORS PROGRAM MEANT TO HELP HIGH ACHIEVING STUDENTS TO ACHIEVE THEIR FULL POTENTIAL AND THEN ATTEND THE MOST PRESTIGIOUS UNIVERSITIES. IN MY LAST YEAR TEACHING, I ALSO BECAME THE COLLEGE AND CAREER CENTER COORDINATOR, ASSISTING STUDENTS WITH THEIR POST SECONDARY DREAMS. IN 2022 CAME IN ASSISTED PRINCIPAL FURTHERING MY SUPPORT TO HELP STUDENTS, AND IN FEBRUARY OF THIS YEAR I TOOK ON THE ROLE OF INTERIM PRINCIPAL AT LINDSTROM ELEMENTARY SCHOOL. THROUGHOUT THIS ENTIRE TIME, MICHAEL IS AN EDUCATOR HAS ALWAYS BEEN TO INSPIRE AND WORK WITH STUDENTS IN A MANNER THAT MY OWN GREAT EDUCATORS HAVE DONE WITH ME. I APOLOGIZE IF MY LIST OF ACCOMPLISHMENTS HERE APPEARS THAT I AM BRAGGING ABOUT MYSELF. IT IS NOT MY INTENT. RATHER I AM TRYING TO SHOWCASE MYSELF AS AN EXAMPLE OF WHAT AN EDUCATOR IN BELLFLOWER UNIFIED SCHOOL DISTRICT CAN PROVIDE. AND I HOPE THAT I HAVE CONVEYED TO YOU ALL THE POWER THAT EDUCATORS CAN HAVE ON THEIR STUDENTS. AS A FINAL EXAMPLE, LAST NIGHT I VISITED THE SENIOR AWARD CEREMONY AT BELLFLOWER MIDDLE AND HIGH SCHOOL AND WITNESSED THE ACCOMPLISHMENTS OF MANY OF THE STUDENTS THAT ARE USED TO WORK WITH. THIS PAST MONDAY , GRADUATING SENIORS FROM MAYFAIR HIGH SCHOOL VISITED MY CAMPUS AND SPOKE WITH MY STUDENTS ABOUT THEIR FUTURE PLANS AND PROVIDED MY LITTLE ONES WITH WORDS OF WISDOM. IN THESE MOMENTS I AM AGAIN REMINDED THAT EDUCATORS ARE THE ARCHITECTS OF STUDENTS FUTURES, SHAPING NOT JUST INDIVIDUAL LIVES, BUT THE VERY FABRIC OF OUR SOCIETY. IN CLOSING, LET US CELEBRATE THE TRANSFORMATIVE POWER OF EDUCATION AND THE EXTRAORDINARY IMPACT OF HER EDUCATORS. LET US ENSURE THEY HAVE THE RESOURCES, TRAINING, AND RESPECT THEY DESERVE FOR THEIR WORK IS INVALUABLE. COLLECTIVELY WE CAN CREATE AN ENVIRONMENT WHERE EVERY STUDENT HAS AN OPPORTUNITY TO THRIVE , AND WHERE EVERY EDUCATOR IS EMPOWERED TO MAKE A LASTING DIFFERENCE. WITH THAT, THANK YOU.

>> THANK YOU . A LITTLE BIT OF A FLEX, LITTLE BRAGGING , BUT WELL-DESERVED. THANK YOU FOR ALL OF THE WORK THAT YOU DO.

[00:35:01]

[8. SUPERINTENDENT’S REPORT]

>> THIS EVENING I WOULD LIKE TO SHOW MY APPRECIATION FOR OUR CLASSIFIED EMPLOYEES. WE AWESOME -- OFTEN SAY THAT CLASSIFIED IN PLACE ARE THE BACKBONE OF THE DISTRICT.

WITHOUT THEM THE ORGANIZATION WOULD FAIL. IT IS A TRUE STATEMENT. HOW WOULD WE EDUCATE OUR STUDENTS IF WE WERE UNABLE TO GET THEM TO SCHOOL, TO PROVIDE THEM A SAFE, CLEAN CAMPUS, OR ASSIST THEM WHEN THEY ARE ILL , OR PROVIDE NUTRITION AMONGST OTHER THINGS. IT TAKES A LARGE CLASSIFIED STAFF TO SUPPORT OUR CERTIFICATED AND SUPPORTIVE TEAM. THIS WEEK WE CELEBRATE THEM. I WANT THEM TO KNOW THEY ARE APPRECIATED AND RESPECTED MEMBERS OF OUR BUSD TEAM. ON ANOTHER NOTE , THE SENIORS ARE PREPARING FOR GRADUATION. WE ARE GETTING CLOSE TO THE DATE. UP ON THE SCREEN YOU WILL SEE SOME PICTURES. THIS IS BEEN A VERY FUN WEEK ABOUT MIDDLE SCHOOL AND SENIOR AWARDS. WOULD LIKE TO HIGHLIGHT ONE OF OUR INSTRUCTORS AT BELLFLOWER HIGH SCHOOL. ERIKA ALFARO. THEY CREATED T-SHIRTS FOR EACH SENIOR FOR THE SENIOR CELEBRATION BREAKFAST THIS MORNING. EACH STUDENT RECEIVED A UNIQUE T-SHIRT. STATED COLLEGE-BOUND BUCCANEER WITH THE LOGO OF THE COLLEGE THAT THE STUDENT HAS COMMITTED TO.

THANK YOU TO MS. ALFARO FOR MAKING THE BREAKFAST EVEN MORE SPECIAL FOR STUDENTS. THIS WEEKEND IS THE LAST HOLIDAY WEEKEND FOR THE 23-24 SCHOOL YEAR. PLEASE ENJOY THE HOLIDAY AND A FEW LAST DAYS OF THE SCHOOL YEAR TOGETHER. THANK

YOU. >> THANK YOU, MS. AZEVEDO. I THINK THAT IS THE FIRST TIME I HAVE SEEN A SIDESHOW DURING THE

SUPERINTENDENT REPORT. >> DID YOU LIKE THAT?

>> I LIKE IT. KEEP IT GOING. NEXT WE HAVE DISCUSSION ITEMS. BEFORE WE MOVE ON TO DISCUSSION ITEM, THE BOARD WILL TAKE A FIVE MINUTE RECESS AND WE WILL BE BACK AT APPROXIMATELY 6:48.

THANK YOU.

>> 6:48 P.M. PST. CAPTIONER ON STANDBY. ]

[00:43:48]

>>> WELCOME BACK. WE WILL NOW RECONVENE IN OPEN SESSION AT

[10. DISCUSSION]

>> BEFORE WE DIVE INTO THE TWO DISCUSSION ITEMS, I WANT TO REMIND EVERYBODY THAT THEY WILL BE REVIEWING BOTH ITEMS WITHIN THE LCAP TEMPLATE . OUR INTENTION TONIGHT IS TO DO A DEEP DIVE OF THE COMPONENTS OF THE LCAP IN THE BUDGET SUPPORTING THE LCAP IN DETAIL PRIOR TO BRINGING YOU THE DRAFT IN JUNE. THE GOALS AND ACTIONS WE WILL BE REVIEWING TONIGHT ARE SUPPORTED BY THE BUDGET DOCUMENT FOUND IN DISCUSSION ITEM 10 POINT HAVE BEEN EMBEDDED IN THE THIS DRAFT FOR DISCUSSION. WE WILL NOT BE DOING TWO SEPARATE PRESENTATIONS SINCE BOTH ITEMS HAVE BEEN EMBEDDED FOR YOU. WE HAVE SUPPORT FOR ANY BUDGET QUESTIONS YOU MAY HAVE WHILE GOING THROUGH THE LCAP TEMPLATE WITH OUR ASSISTANT SUPERINTENDENT BONNIE CARTER. DURING THE SPECIAL BOARD

[00:45:09]

>> THANK YOU. , BEFORE WE BEGIN, I WOULD LIKE TO START BY LAYING THE FOUNDATION FOR THE INFORMATION THAT YOU WILL BE REVIEWING THIS EVENING. OVER THE COURSE OF THE YEAR , WE HAVE BEEN MEETING WITH HER EDUCATIONAL PARTNERS TO REVIEW THE CURRENT LCAP CANDIDATE AS PART OF THE NEW LCAP DEVELOPMENT PROCESS. THIS SLIDE MOST SHOWS THE MOST CURRENT TIMELINE OF EVENTS. THIS SPRING WE HAD AN OPPORTUNITY TO IDENTIFY PRIORITY AREAS OR AREAS OF FOCUS FOR NEXT YEAR.

PART OF THIS PROCESS ALSO INCLUDED REVIEW AND FEEDBACK RECEIVED FROM THE DIFFERENT EDUCATIONAL PARTNERS AS EACH GROUP PROVIDES INPUT , INFLUENCED BY THEIR LANDS OR THEIR ROLE WITHIN OUR EDUCATIONAL SYSTEM . SOMETIMES PRIORITIES FROM EDUCATIONAL PARTNERS DO NOT ALIGN, SO SOME MEETING TIME WITH THE TEAMS WAS DEDICATED FOR REVIEWING AND IDENTIFYING PRIORITY THEMES. THIS INFORMATION WAS UTILIZED TO DEVELOP A DRAFT LCAP WE WILL BE REVIEWING THIS EVENING.

TONIGHT IS ANOTHER OPPORTUNITY FOR THE BOARD TO PROVIDE INPUT DURING THIS DEVELOPMENT PROCESS. IN JUNE , THE FINAL LCAP WILL BE PRESENTED TO THE BOARD FOR REVIEW AND ADOPTION .

THE FOLLOWING INFORMATION IS SHARED WITH EDUCATIONAL PARTNERS TO SET THE STAGE FOR UNDERSTANDING THE PURPOSE OF THE LCAP AND BASIC REQUIREMENTS. ANNUALLY DISTRICTS RECEIVE LOCAL CONTROL FUNDING. DISTRICTS RECEIVE BASE FUNDING , AND SUPPLEMENTAL AND CONCENTRATION FUNDING BASED ON THE TOTAL PERCENT OF UNDUPLICATED STUDENTS.

UNDUPLICATED STUDENTS INCLUDE STUDENTS THAT ARE ENGLISH LEARNERS, FOSTER YOUTH, OR LOW INCOME. BUSD CURRENTLY HAS 81% OF THEIR STUDENTS THAT ARE UNDUPLICATED. SENSE BUSD HAS MORE THAN 55% OF STUDENTS THAT ARE UNDUPLICATED, BUSD DOES RECEIVE BOTH SUPPLEMENTAL AND CONCENTRATION FUNDING. WHEN THE GOVERNOR SIGNED THE LCFF LAW IN 2013, PART OF THE LOT INCLUDED HAVING AN ACCOUNTABILITY SYSTEM AS THE IMPLEMENTATION OF THIS LAW CHANGED THE WAY THAT DISTRICTS ARE FUNDED AND PROVIDED FOR MORE FLEXIBILITY TO DISTRICTS ON HOW TO ALLOCATE FUNDS. THEREFORE DISTRICTS ARE REQUIRED TO DEVELOP A PLAN FOR ALLOCATING LCFF FUNDS , AND A CALIFORNIA SCHOOL DASHBOARD WAS CREATED TO HELP MONITOR PROGRESS SCHOOLS AND DISTRICTS ARE MAKING IS ONE WAY TO IDENTIFY WHETHER THE FUNDS AS THEY ARE ALLOCATED ARE MAKING AN IMPACT FOR STUDENT SUCCESS.

IT IS IMPORTANT TO KEEP IN MIND AS I AM GOING THROUGH THE LCAP TONIGHT THAT THERE HAVE BEEN CHANGES AND CONTINUE TO BE CHANGES IN THE LCAP TEMPLATE THAT I WILL BE HIGHLIGHTING IS MORE ACCOUNTABILITY HAS BEEN INCREASED, IN HOW WE ARE ABLE TO SPEND OUR FUNDS AS THE YEARS HAVE GONE ON 2013. AT THE BASE LEVEL, THE LCAP MUST INCLUDE GOALS, ACTIONS, AND RELATED EXPENSES, MUST INCLUDE SERVICES TARGETING EACH MAJOR STUDENT GROUP, AND MUST CONTAIN THE EIGHT STATE PRIORITIES. A HIGH-LEVEL OVERVIEW OF THE DRAFT LCAP SHOWS THAT THE GOALS ARE ALIGNED WITH BUSD'S CORE VALUES, WHICH YOU WILL SEE ON THE TOP OF THIS IS FIRED, EQUITY, ACHIEVEMENT, AND COMMUNITY. AND THEY ARE ALSO ATTACHED TO THE STATE PRIORITIES, WHICH YOU WILL SEE UNDERNEATH. THE GOALS ARE IN BLUE ACROSS THE MIDDLE. SO, BEFORE I GET STARTED TONIGHT, I JUST WANTED TO LAY THAT FOUNDATION AND THAT TIMELINE. I WANT TO ACCLIMATE US TO THE FOLDER THAT WE HAVE IN FRONT OF US. BECAUSE THAT IS WHAT I AM GOING TO BE GOING THROUGH. YOU HAVE TWO TABS. THE FIRST TAB IS THE ANNUAL UPDATE, AND THE SECOND TAB IS THE LCAP ITSELF, AND THE THIRD TAB IS THE METRICS. THE METRICS ARE EXACTLY THE SAME AS IN THE LCAP. WE JUST TOOK THEM OUT AND PUT THEM ON ONE PAGE FOR YOU SO IT IS EASY TO LOOK AT. AS WE ARE GOING THROUGH THE ANNUAL UPDATE IN THE LCAP, I AM GOING TO GO THROUGH A COUPLE AT A TIME, SO PLEASE STOP ME IF YOU GET LOST IN IN WHICH DOCUMENT I AM IN. I WILL TRY TO KEEP YOU ALIGNED WITH ME. FIRST THING TO NOTE IS THAT HER ANNUAL UPDATE , IT IS SEPARATE THIS TIME. IT IS IN TWO SEPARATE TABS. TYPICALLY WHEN YOU SEE IT IT IS CONNECTED WITH THE LCAP. THE REASON IT IS SEPARATED IS

[00:50:02]

OKAY? LET'S START WITH THE ANNUAL UPDATE. ITEM ON PAGE ONE. SO AS I MENTIONED, THIS ANNUAL UPDATE , THE PURPOSE OF THIS DOCUMENT IS TO SHOW THE METRICS THAT WE DETERMINED THREE YEARS PRIOR TO THE LCAP THAT WE ARE ENDING RIGHT NOW.

IT IS IMPORTANT FOR YOU TO KEEP IN MIND THAT THE BASELINE THAT WE HAVE LISTED HERE WAS PRE-COVID , AND THEN WHAT HAPPENS IS YOU HAVE A YEAR ONE, YEAR TWO, YEAR THREE, AND THEN HE DESIRED OUTCOME. WHEN WE GET TO THE LCAP ITSELF, YOU WILL SEE THAT WE HAVE A METRIC, A BASELINE , A DESIRED OUTCOME , BUT THERE WILL NOT BE YEAR ONE, YEAR TWO, OR YEAR THREE BECAUSE IT IS THE NEW DOCUMENT. SO THIS DOCUMENT SHOWS YOU THE BASELINE AND HOW WE FARED IN EACH ONE OF THOSE METRICS. AS I MENTIONED , IT WAS PRIOR TO COVID WHEN THE BASELINE WAS CREATED, SO SOME OF THE METRICS WHEN WE LOOK AT WHERE THEY EFFECTIVE, NOT EFFECTIVE, DID THEY MEET THE MARK , WE HAVE TO THINK ABOUT CHANGES THAT MIGHT HAVE HAPPENED BECAUSE OF COVID. I WILL GIVE YOU AN EXAMPLE, CHRONIC ABSENTEEISM. IT IS THE EASIEST EXAMPLE TO GIVE. WE WERE AT ABOUT 9.4. AFTER COVID WE WERE IN THE 30S, 30.4 , SOMEWHERE AROUND THERE. WE WERE HOPING TO DECLINE. WE WERE HOPING TO GET TO ABOUT 7% , WHICH WOULD HAVE BEEN THE DESIRED OUTCOME. THERE WAS NO WAY FOR US TO GO FROM 32 SEVEN IN THE TIME THAT WE HAD. SO WHEN WE LOOK AT THE METRICS, WE LOOK AT DID WE IMPROVE SINCE COVID . SO WHEN I'M LOOKING AT THESE, I AM LOOKING AT DID WE MEET OUR DESIRED OUTCOME, OR DID WE IMPROVE FROM COVID? DID WE MAINTAIN, SO WHERE WE CLOSE, DID NOT GO BELLY UP OR DOWN, OR DID WE NOT MEET? OVERALL , WHEN YOU LOOK AT ALL OF THE METRICS COMBINED , 80% OF THE METRICS THAT WE DID HAVE IN OUR ANNUAL UPDATE WERE EITHER MET, IMPROVED, OR MAINTAINED. SO, I AM NOT GOING TO GO THROUGH EACH METRIC. YOU WILL SEE THAT WE ARE ON GOAL ONE FIRST, AND THESE WERE ALL THE METRICS. IT GOES THROUGH ABOUT PAGE THREE. AT PAGE THREE, YOU WILL SEE SOMETHING THAT STARTS OFF WITH " GOAL ANALYSIS," AND THERE ARE FOUR QUESTIONS THERE. WHAT WE DO IN THAT SECTION AS WE LOOK TO SEE WHERE THERE ANY SUBSTANTIAL DIFFERENCES IN THE GOALS, IN THE ACTIONS THAT WE HAD. DID THEY CHANGE IN ANY WAY? THERE WERE NO SUBSTANTIAL DIFFERENCES. THE NEXT IS MATERIAL DIFFERENCES IN BUDGET EXPENDITURES AS WELL , SO THAT IS WHAT WE DESCRIBE IN THAT AREA. THE NEXT BOX IS AN EXPLANATION OF HOW EFFECTIVE THE GOAL WAS, SO YOU CAN SEE IN THE BEGINNING OF THAT, THAT IS WHERE I TALKED ABOUT THE COVID EXPLANATION. AND THEN THE FOURTH IS ANY CHANGES MADE TO THE PLANNED GOALS. SO, FOR EACH GOAL THAT WE HAVE, WE LAY THAT OUT, AND IN THIS DOCUMENT JUST REPEATS ITSELF WITH GOAL TWO AND GOAL THREE. WE ONLY HAD THREE GOALS IN OUR CURRENT LCAP. SO, THE CHANGES THAT ARE MADE , AND THE EFFECTIVENESS OF THE LCAP IS ALSO IN PART OF THE LCAP. I AM GOING TO SORT OF TAKE US FROM THE ANNUAL UP DATE AND JUMP US INTO THE LCAP , BECAUSE YOU WILL SEE SIMILAR THINGS. SOMETIMES IT IS ALMOST A COPY, PASTE. THEY ARE GOING TO TAKE THE PRESENTATION DOWN AND BRING UP THE LCAP SO YOU CAN SEE IT ON THE SCREENS. WE DO HAVE EXTRA COPIES OFF TO THE SIDE AS WELL. OKAY. LET'S MOVE TO THE LCAP TAB . STARTING ON PAGE ONE, THE LCAP HAS SOME

[00:55:05]

IN GOAL 3 IS OUR PARENT AND COMMUNICATION WITH COMMUNITIES.

SO , OPPORTUNITIES TO WORK WITH PARTNER ADVOCATES. THE NEXT SECTION IS THE DISTRICT LCAP , CONTINUING THEIR MAIN INITIATIVE. AND THOSE MEAN INITIATIVES ARE LISTED THERE.

AND THEN F IS A PRIORITY AREAS FOR '24-'25 . SO GOAL ONE, ACTIONS 5, 4 , AND 9, THOSE ARE PRIORITY AREAS . IMPROVING FACILITIES AND SUPPORT AND SAFETY, AND GOAL TWO , ACTIONS 7 AND 3 ARE HIGH PRIORITY AREAS. PROFESSIONAL DEVELOPMENT, TECHNOLOGY INTEGRATION, EARLY LITERACY SUPPORTS, COLLEGE CAREER OPTIONS AND PATHWAYS. GOAL 3, ACTION 2 AND 1, INCREASE SITE-BASED COMMUNICATION WITH PARENTS AND PARENTS LEARNING OPPORTUNITIES. ON PAGE FOUR, THIS IS WHERE WE START WITH THE ANNUAL PERFORMANCE. THIS IS A NEW AREA TO OUR LCAP , AND IT STARTS OFF WITH LOCAL DATA THAT SHOWS , THAT TALKS ABOUT OUR BASELINE GOALS AND HOW WE ARE PERFORMING AS A SCHOOL DISTRICT. THE NEW AREA IS THAT WE ARE REQUIRED TO HIGHLIGHT ANY AREAS OF OUR STUDENT GROUPS OR INDICATORS OR SCHOOLS THAT ARE READ ON THE DASHBOARD. SO WHEN YOU ARE LOOKING AT THE SECOND PARAGRAPH UNDER ANNUAL PERFORMANCE, IT STARTS WITH "OF THE SIX INDICATORS --" THAT IS WHERE WHEN I TALK ABOUT BRAD, THAT IS BECAUSE OF THE DASHBOARD. THERE WHEN I TALKED ABOUT LCFF, THE LAW SAID THAT THEY NEEDED AN ACCOUNTABILITY MEASURE. THE DASHBOARD IS OUR ACCOUNTABILITY MEASURE. ONE OF THE INCREASED PIECES OF ACCOUNTABILITY IS WITH THE NEW LCAP TEMPLATE, WE ARE REQUIRED TO HIGHLIGHT THOSE SCHOOLS AND STUDENT GROUPS THAT FILE INTO THE RED AREA. THAT IS THE LOWEST CATEGORY OF PERFORMANCE ON HER DASHBOARD. SO, IN THAT SECOND PARAGRAPH, YOU WILL BE ABLE TO SEE THAT OF THE SIX INDICATORS ON THE DASHBOARD, THERE WERE NO INDICATORS FOR THE DISC THAT WERE IN THE RED, HOWEVER WE DID HAVE SOME SCHOOLS THAT HAD INDICATORS IN THE RED , AND THEY ARE LISTED THERE. THE NEXT PARAGRAPH, THE THIRD PARAGRAPH UNDER "ANNUAL PERFORMANCE." IT IS WHERE WE HIGHLIGHT THE STUDENT GROUPS THAT WE HAD IN RED. THE NEXT PARAGRAPH , WHERE IT STARTS WITH "FIVE SCHOOLS -- " THIS IS WHERE IT STARTS TO DELINEATE BY INDICATOR. SO FOR THE SUSPENSION INDICATOR, WE ARE REQUIRED TO LIST THE SCHOOLS AND THE STUDENT GROUPS THAT ARE IN THE RED. GOING TO PAGE FIVE . IT SHOWS THAT CHRONIC ABSENTEEISM IS NEXT. SEVEN SCHOOLS ARE LISTED IN THIS AREA THAT HAVE STUDENT GROUPS IN THE RED . THE NEXT PARAGRAPH IS ENGLISH LEARNERS. NEXT IS MATH AND THEN COLLEGE CAREER. SO, THIS CHANGE IS DUE TO THE FACT

[01:00:07]

LATER ON WHEN WE GET TO OUR GOALS AND ACTIONS, YOU WILL NOTICE THAT WE ARE NOT NECESSARILY HIGHLIGHTING THE SCHOOLS , BECAUSE WE'VE ALREADY DONE THAT ONCE A MONTH SO WE ARE NOT GOING TO BELABOR THE POINT, BUT FOR EXAMPLE, THE VERY TOP PARAGRAPH ON THIS PAGE , WHERE THE END IT SAYS "GOAL ONE, ACTION 6," THIS IS THE GOAL AND THE ACTION THAT IS GOING TO SUPPORT AND PRIORITIZE THE SCHOOLS THAT ARE IN THIS AREA. THE NEXT SECTION , REFLECTIONS ON TECHNICAL ASSISTANCE, THIS IS ALSO NEW. WE ARE IN DIFFERENTIATED ASSISTANCE AS A DISTRICT, AND THIS DELINEATES HOW WE ARE IN DIFFERENTIATED ASSISTANCE. WE ARE IN IT FOR A DIFFERENT REASON AND WE WERE PREVIOUSLY. WE WERE IN AND FOR RENICK ABSENTEEISM , AND SUSPENSION RATE FOR CERTAIN STUDENT GROUPS . WE ARE IN ATMORE NOW FOR ENGLISH, LANGUAGE ARTS, AND MATH. FOR OUR ENGLISH LEARNERS, AND OUR STUDENTS WITH DISABILITIES. THE BOTTOM OF THAT SECTION SAYS " COPPERHEADS OF SUPPORT AND IMPROVEMENT." WE DO NOT HAVE ANY SCHOOLS THAT ARE IN COMPREHENSIVE SUPPORT AND IMPROVEMENT. IF WE DID WE WOULD BE REQUIRED TO PUT THEM THERE. PAGE SIX. THIS IS WHERE WE DELINEATE OUT OUR EDUCATIONAL PARTNERS AND THE OPPORTUNITIES WE HAD TO WORK WITH THEM AND HEAR FROM THEM AND RECEIVE INPUT FROM THEM TO BUILD OUR LCAP. YOU WILL NOTICE AT THE BOTTOM, SO LET'S GO TO PAGE SEVEN. YOU WILL NOTICE THAT AT THE BOTTOM OF THE EDUCATIONAL PARTNERS SECTION , YOU WILL SEE SOMETHING THAT IS CALLED THE EQUITY MULTIPLIER SITES, AND THAT IS NEW FUNDING THAT WAS PROVIDED TO CERTAIN SITES THAT HAVE A HIGH INSTABILITY RATE. SO , LOS FLORIS, SOMERSET, AND OUR BAY CENTER DO RECEIVER WILL RECEIVE A COPY -- EQUITY SUPPLIER FUNDS, AND IT IS TO MEET WITH THEIR COMMUNITIES AND DISCUSS WHAT THEY MIGHT UTILIZE THOSE FUNDS FOR. AND THEN A REQUIREMENT IS TO ADD A GOAL FOR THAT, AND YOU WILL SEE THAT. OUR NEW LCAP DOESN'T JUST HAVE THREE GOALS NOW. IT HAS FOUR. THE NEXT TO SECTION, IN THE MIDDLE OF THAT PARAGRAPH WHERE IT SAYS " A DESCRIPTION OF THE ADOPTED LCAP," THIS IS HOW THE LCAP CHANGED BASED ON THE INFLUENCE FROM OUR EDUCATIONAL PARTNERS. SO THIS IS THE SECTION THAT YOU WILL ALSO SEE IN THE ANNUAL UPDATE.

AND YOU WILL SEE THIS THROUGHOUT THE LCAP . SO THAT FIRST SECTION IS MOSTLY ABOUT GOAL ONE. AND THE ADDITIONS THAT ARE MADE TO THE LCAP, AND THAT IS TECHNOLOGY FOCUS AND PROFESSIONAL DEVELOPMENT AND COLLABORATION , MENTAL HEALTH SERVICES, ANALYZING THEM AND STRATEGICALLY LOOKING AT PROVIDING THEM IN A TIERED SYSTEM AND CENTRALIZING BEHAVIOR SUPPORTS. AND PROVIDING INSTRUCTIONAL SUPPORT. THIS IS A NEW GOAL OR A NEW ACTION . WE WILL SHARE THAT FOR EARLY GRADES TO SUPPORT LITERACY AND MATH IMPROVEMENT. OKAY. IN THE NEXT SECTION IT TALKS ABOUT GOAL TWO . SOME, AN ADDITIONAL METRIC HAS BEEN ADDED TO CURRICULUM SPECIALISTS ARE PART OF THIS GOAL AS WELL TO SUPPORT WITH INSTRUCTIONAL MATERIALS , DEVELOPMENT AND PROFESSIONAL DEVELOPMENT , AND ON-SITE SUPPORT AS REQUESTED. YES, SIR.

>> WHICH -- >> I AM ON THE SECOND PARAGRAPH

UNDER DESCRIPTION . >> WHICH PAGE NUMBER?

>> PAGE SEVEN. >> WE ARE STILL ON SEVEN? THANK

YOU. >> IN THAT GOAL THERE IS RELEASE TIME FOR COUNSELORS. WE WILL CONTINUE THAT FOR THEM TO WORK ON THEIR COUNSELING PROGRAM, AND IMPLEMENTATION WILL CONTINUE WITH THE INTERVENTION SCREEN AS WELL , AND MAINTAINING CTE AND AVID SUPPORTS. ON PAGE 8, SOME ADDITIONS ARE THE POSSIBILITY OF INCREASED SUPPORT FOR THE LANGUAGE ASSESSMENT CENTER , CONTINUING TO IMPLEMENT OUR WEBSITE AND REFINE IT, BECAUSE IT IS NEW. AND THEN WE ARE UPDATING OUR METRICS FOR SOCIAL MEDIA AS WELL, AND EMPHASIZING

[01:05:03]

BUT THERE ARE ADDITIONS THAT WE MADE AND OUR OWN LOCAL METRICS THAT WE PUT IN AS WELL. IF YOU LOOK AT NUMBER 13, ON PAGE NINE, THAT IS NOT A NEW METRIC BUT A CHANGE TO METRIC. WE USED TO LOOK AT PBIS IMPLEMENTATION , USED A SURVEY CALLED THE TIERED FIDELITY INVENTORY, AND WE LOOKED AT IT AS A WHOLE IN WANTING TO IDENTIFY IMPLEMENTATION OF PBIS. NOW WE ARE LOOKING AT IT IN TEARS, BECAUSE PBIS HAS THREE DIFFERENT TIERS. WE THOUGHT IT WAS MORE ACCURATE AND WOULD GIVE US MORE INFORMATION IF WE LOOK AT HOW FULLY IMPLEMENT IT EACH TIER WAS . PAGE 10. FOR CHRONIC ABSENTEEISM, WE DID, SORRY, NUMBER 17 , FOR CHRONIC ABSENTEEISM, WE DID ADD A COUPLE OF OUR STUDENT GROUPS, BECAUSE THEY WERE RATHER HIGH AND WE WANT TO TAKE A LOOK . AT FIRST GLANCE, THEY ARE HIGH BECAUSE THEY ARE A SMALL POPULATION, BUT WE STILL NEED TO LOOK AT WHAT WE CAN DO TO SUPPORT THAT POPULATION. METRIC 18 IS ACCESS AND ENROLLMENT. IT IS PRIORITY SEVEN. IT IS A NEW METRIC , BUT NOT NECESSARILY NEW. IT IS ONE THAT WE TYPICALLY PUT IN OUR LOCAL INDICATORS PRESENTATION TO YOU , WHICH WILL HAPPEN IN JUNE, AND IT REALLY LOOKS AT THE ENROLLMENT OF STUDENTS IN OUR CTE , EXTRA COURSES TO SEE IF THERE IS ANY DISPROPORTIONALITY WITH THEIR OVERALL ENROLLMENT.

I'M SORRY, METRIC 19 IS NOT NECESSARILY A NEW METRIC. IT IS A METRIC THAT WE MET IN THE LAST LCAP, BUT IT WAS IN GOAL TWO. WE ADDED IT TO GOAL ONE THIS YEAR, BECAUSE WE DID ADD AN ACTION TO PROVIDE SUPPORTS FOR EARLY LEARNERS, SO WE FELT IT WAS MORE APPROPRIATE TO BE THERE. STARTING ON THE BOTTOM OF PAGE 10 IS WHERE IT SAYS "GOAL ANALYSIS. " THIS IS WHERE I TOLD YOU EARLIER THAT IS GOING TO SAY "NOT APPLICABLE ," BECAUSE THIS WILL BE HER ANNUAL UPDATE AS WE MOVE ALONG.

TURNING ON PAGE 11 ARE THE ACTIONS FOR GOAL ONE. YOU WILL SEE A NOTE THERE THAT WE DO HAVE FUNDING ATTACHED. IT IS PRELIMINARY, SO WE WANTED TO MAKE SURE THAT WE HAD THAT NOTE THERE, AND THAT WE ARE CONTINUING TO RECEIVE OUR BUDGETS, SO THAT NUMBER WILL CHANGE AS YOU GUYS SEE DIFFERENT DRAFTS OF THE LCAP. I JUST WANTED TO LET YOU KNOW THAT IT WILL CHANGE. SO JUST TO ACCLIMATE YOU TO WHAT THE ACTIONS ARE, NOTHING MUCH HAS CHANGED HERE. YOU HAVE THE TITLE, THE DESCRIPTION, TOTAL FUNDS, AND WHETHER IT IS CONTRIBUTING OR NOT. CONTRIBUTING MEANING WHETHER IT IS INCREASINGLY IMPROVING SERVICES FOR OUR UNDUPLICATED STUDENTS OR ARE ENGLISH LEARNERS, FOSTER YOUTH, OR STUDENTS THAT ARE SOCIOECONOMICALLY DISADVANTAGED. THIS IS YES, THEN THAT ACTION SUPPORTS THAT.

IF IT SAYS NO , THEN IT IS MORE THAN LIKELY A GENERAL FUND EXPENSE . PAGE 12, ACTION TWO, YOU CAN SEE THAT IS THE ADDITIONAL SUPPORT FOR OUR EARLY LITERACY. AND THERE ARE NOT ANY MAJOR CHANGES , REALLY. I DO WANT TO BRING YOUR ATTENTION TO ACTIONS SIX, WHERE IT TALKS ABOUT SEVEN SCHOOLS WITH STUDENT GROUPS. THIS IS PART OF IT WAS ADDED INTO THE

[01:10:04]

IN ACTION SEVEN YOU ARE GOING TO SEE THE ADDITION OF LONG-TERM ENGLISH LEARNERS. WE DID HIGHLIGHT AND WILL BE PRIORITIZING OUR LONGTIME ENGLISH LEARNERS. IT IS NOT THAT WE HADN'T IN THE PAST. IT IS JUST A NEW REQUIREMENT OF THE LCAP TO CALL OUT OUR STUDENTS THAT ARE LONG-TERM SO THAT WE MAKE SURE THAT WE ARE SUPPORTING THEM IN GETTING TOWARDS THAT RECLASSIFICATION. AND ACTION 8, THERE IS AND THE AN ADDITION IN THERE FOR EDUCATIONAL OPTIONS. WE ARE LOOKING AT POSSIBILITIES FOR SUPPORTING OUR STUDENTS THAT MAY BE BEHAVIORALLY CHALLENGED OR NEED THAT SUPPORT , AND SOME EDUCATIONAL OPTIONS. PAGE 13. WE ARE CONTINUING OUR PROFESSIONAL LEARNING COMMUNITIES. THERE IS AN ADDITION IN HERE AS FAR AS OUR DIFFERENTIATED ASSISTANCE IN WHAT WE ARE DOING TO CONTINUE TO ENSURE THAT WE CAN EXIT DIFFERENTIATED ASSISTANCE . ONE OF THOSE THINGS IS TO CONTINUE WITH THE PROGRESS REPORTS THAT WE STARTED EARLIER THIS YEAR , YOU KNOW THEM BETTER AS THE QUARTERLY REPORTS. AND SO, WE ARE CONTINUING OUR SCHOOL SITES, HAVE THEIR ACTION PLANS, THEIR PLCS. THEY ARE MAKING COMMITMENTS AND CONTINUING TO MONITOR IMPROVEMENTS AT THE SCHOOL SITE LEVEL. OKAY.

STARTING ON PAGE 14 , THIS IS GOAL TWO THAT STARTS THEIR. AND THE METRICS ARE ON PAGE 15. THERE WAS A CHANGE IN THE METRIC HERE . THERE WAS A METRIC THAT WE HAD IN OUR LCAP THAT CALLED OUT PLC IMPLEMENTATION. WE USED A SURVEY TO IDENTIFY THAT IMPLEMENTATION. HOWEVER, WE FELT THE WAY THAT IT WAS ADMINISTERED WASN'T GIVING US ACCURATE INFORMATION, SO WE MODIFIED THAT METRIC TO INCLUDE A WALK-THROUGH TOOL THAT OUR SCHOOL SITES DO UTILIZE . WE HAVE ONE SCHOOL SITES THAT ACTUALLY HAS TEACHER GROUPS THAT USE THE WALK-THROUGH TOOL , SO THAT IS THE SECOND PART OF THAT METRIC , THAT WE HAVE ONE OF 14 SCHOOLS CONDUCTING THAT.

IF THAT IS AN ADDITIONAL SUPPORT THAT OUR SCHOOL SITES ARE WILLING TO DO, THEN THAT NUMBER WILL INCREASE. THE ULTIMATE WITH WALK-THROUGHS IS THAT WE DO EVENTUALLY GET TO TEACHERS WALKING THROUGH CLASSROOMS OF EACH OTHER , BECAUSE THAT IS WHEN THE HIGH LEVELS OF COLLABORATION HAPPEN.

PAGE 16 . THERE WAS AN ADDITION OF AN WEA BENCHMARK SCORES HERE AND ACHIEVEMENT SCORES THAT WAS NOT IN OUR PREVIOUS LCAP. WE FELT IT WAS IMPORTANT FOR US TO INCLUDE IT SO WE HAD A MONITORING PIECE TOWARDS OUR STATE TESTING TIME , AND THEN METRIC 12 ON PAGE 16 IS A METRIC FOR CCGI, WHICH IS THE SYSTEM THAT WE USE TO SUPPORT STUDENTS LEARNING ABOUT COLLEGE. SO COUNSELORS CAN USE THAT PROGRAM TO PROVIDE LESSONS OR PROVIDE PRESENTATIONS TO STUDENTS, EVEN TO PARENTS AS WELL. STUDENTS CAN GO ON THAT SYSTEM , AND RESEARCH COLLEGES, RESEARCH CAREERS. SO ONE OF THE METRICS THAT WE ARE LOOKING AT, OR THAT WE ARE ADDING IN IS THE PERCENTAGE OF STUDENTS WHO COMPLETED THE INTEREST PROFILER SURVEY , SO THAT IS DETERMINING WHAT THEIR INTERESTS ARE SO THAT THEY CAN TAKE NEXT STEPS IN INVESTIGATING THEIR FUTURE CAREERS. PAGE 17 . WE DID ADD A METRIC, METRIC 13 . WE ADDED THE F RATE FOR OUR SECONDARY SCHOOLS AS A WAY TO JUST MONITOR THE AMOUNT OF STUDENTS THAT ARE RECEIVING AT LEAST ONE F. IN THAT FINAL SEMESTER GRADES. SO THAT WE CAN TAKE INTO WHAT THE REASONINGS FOR THAT MIGHT BE. ACTION, I'M SORRY, METRIC 14 , THERE WAS AN ADDITION OF HER ENGLISH LEARNERS, BECAUSE WE DO MONITOR OUR UC, CSU REQUIREMENTS THAT FELT IT WAS ALSO IMPORTANT TO MONITOR OUR ENGLISH LEARNERS, SUCCESS WITH THAT REQUIREMENT AS WELL. AND THEN METRIC 21 IS AN ADDITIONAL METRIC FOR INTERNSHIPS AND SIMULATED WORK-BASED LEARNING. SO THAT IS AN ADDITION FOR THIS LCAP IS WELL. PAGE 19 STARTS THE

[01:15:11]

OUR FINAL ACTION IS FOR OUR DUAL IMMERSION PROGRAM, AND IT DOES MERELY SAY MAINTAIN OUR DUAL IMMERSION PROGRAM , BUT WE ARE LOOKING AT THAT AND LOOKING AT FEEDBACK AS FAR AS WHETHER THAT SHOULD BE BUILT OUT TO INCLUDE ACTIONS AS WELL. GOAL THREE STARTS ON PAGE 22 . AND THESE ARE THE METRICS FOR OUR ENGAGEMENT GOAL , COMMUNICATION. WE DID ADD AN INSTAGRAM, SOCIAL MEDIA , AND WEBSITE ANALYTIC TO THESE METRICS , AND WE DID REMOVE THE FACEBOOK , NOT THAT WE AREN'T GOING TO DO FACEBOOK IN THE FUTURE, JUST WE MET OUR GOAL, AND SO WE CHANGED IT TO INSTAGRAM AND OUR WEBSITE ANALYTICS. PAGE 25 STARTS THE ACTIONS FOR GOAL THREE. AND ON PAGE 26 IS GOAL FOUR. THIS IS THE GOAL THAT I TALKED ABOUT EARLIER. IT IS OUR NEW GOAL. IT IS ONLY FOR CERTAIN SCHOOLS, AND IT IS HOW THE SCHOOLS ARE DETERMINING TO USE THEIR EQUITY MULTIPLIER FUNDS. SO , AFTER THEY SPOKE WITH THEIR COMMUNITIES AND MAKE THAT DETERMINATION , WE INCLUDED IT IN OUR LCAP, AND THEN WE HAVE SOME METRICS THAT WE ARE GOING TO BE LOOKING AT TO SEE IF THE ACTIONS THAT THEY ARE PUTTING IN PLACE ARE GOING TO BE SUCCESSFUL. THOSE ACTIONS START ON PAGE 28. ON PAGE 29 IS THE BEGINNING OF OUR INCREASE AND IMPROVE SERVICES ACTION. THIS SECTION IS DIFFERENT THAN IT WAS IN OUR PREVIOUS LCAP, BECAUSE IT USED TO BE MOSTLY NARRATIVE. SO , NOW THEY HAVE BASICALLY BROKEN IT UP INTO A TABLE, AND YOU CAN SEE THE GOAL AND ACTION, THAT IS AN INCREASED AND IMPROVED SERVICE FOR THE IDENTIFIED NEED OF THE STUDENTS, HOW IT IS GOING TO ADDRESS THAT NEED, AND THEN THE METRIC THAT WE ARE GOING TO UTILIZE TO SEE IF IT WAS EFFECTIVE OR NOT. AND THAT CONTINUES TO PAGE 31. THEN ON PAGE 32 IS ADDITIONAL CONCENTRATION GRANT FUNDING , BECAUSE WE HAVE A HIGH PERCENTAGE OF UNDUPLICATED STUDENTS. WE DO RECEIVE ADDITIONAL FUNDING, AND SO THAT SECTION THERE HIGHLIGHTS , YOU ARE BASICALLY SUPPOSED TO SAY IF ANY SCHOOLS ARE OVER , OR, YOU KNOW , ARE OVER A CERTAIN AMOUNT THAT YOU ARE SUPPOSED TO PUT THEM IN. ALL OF OUR STUDENTS MEET THE THRESHOLD, SO THEY ARE ALL LISTED FOR THE UNDUPLICATED FUNDING. AND PART OF THAT TALKS ABOUT THE ADD ON FUNDS BEING FOR THE ADDITIONAL AIDS FOR THE EARLY LITERACY PIECE AND INCREASED ADMINISTRATIVE AND BEHAVIOR SUPPORTS . AND THAT IS THE END OF THE LCAP CHANGES AND THE

TEMPLATE ITSELF. >> THANK YOU, MS. CARTER. GREAT JOB AS ALWAYS. NOW I WILL OPEN IT UP TO QUESTIONS FROM THE

BOARD. QUESTIONS? >> I APOLOGIZE. I DO HAVE, BEFORE YOU GO ONTO QUESTIONS, DO YOU HAVE THE CLICKER? IF YOU GO TO YOUR LAST SECTION, I THINK IT IS IMPORTANT FOR YOU TO KNOW HOW THE LCAP IS GOING TO BE ADOPTED SO YOU HAVE THE FULL VISION AND THEN I WILL BE MORE THAN HAPPY TO ANSWER THE QUESTIONS. IT IS NOT ON THE SCREEN RIGHT NOW , BUT IT IS IN THE HANDOUTS, AND IT IS BASICALLY A TIMELINE THAT TALKS ABOUT THE GARZA APPROVAL PROCESS . IT IS STARTING MOVING

[01:20:05]

THEY WILL HAVE THE ABILITY TO DO THAT. IT WILL GO OUT IN THE BUSD NEWS. JUNE 13 AND 20, YOU ALREADY KNOW IT WILL BE COMING BACK TO YOU. THE 13 WILL BE A SPECIAL MEETING. THE 20 WILL BE THE APPROVAL TIME. AFTER THAT WE HAVE 5 DAYS TO SUBMIT IT, SO WE'D DO MAKE THAT SUBMISSION, AND THEN THEY HAVE UNTIL AUGUST 15 TO ACTUALLY ASK FOR CLARIFICATIONS OR APPROVE THE LCAP ITSELF, SO THEY COULD ASK FOR CLARIFICATIONS. IF THEY DO SO , WE HAVE 15 DAYS TO RESPOND . THEY THEN HAVE 15 DAYS TO PROVIDE RECOMMENDATIONS BASED OFF OF OUR RESPONSIVE AMENDMENTS TO BE MADE. IF WE DO RECEIVE THAT LETTER, THEN WE HAVE 15 DAYS TO COME BACK TO YOU AS A BOARD AND FOR YOU TO CONSIDER THOSE RECOMMENDATIONS IN A PUBLIC HEARING . AND FROM THAT THEY HAVE UNTIL OCTOBER 82 APPROVE THE LCAP. SO THAT IS THE TIMELINE. SORRY TO INTERRUPT YOU.

>> THANK YOU FOR THAT. THANK YOU. MS. STEWART.

>> I HAD A QUESTION ON PAGE 32. I KNOW IT SAYS THAT WE ARE GOING TO PROVIDE EARLY LITERACY AND MATH SUPPORT WITH THE ADDITIONAL INSTRUCTIONAL AIDS, IT ALSO SAYS ADDITIONAL ADMINISTRATIVE AND BEHAVIOR SUPPORT. WHAT DOES THAT LOOK

LIKE? >> AS FAR AS THE ADDITIONAL SUPPORT IN THE PRIMARY GRADES FOR TK 22, THE INTENTION WILL BE OVERTIME TO PROVIDE INSTRUCTIONAL PERSONNEL , SO IA SUPPORT IN THOSE CLASSES SPECIFIC TO ELA AND MATH MUSCLE DURING THEIR LANGUAGE ARTS AND MATH TIME IN THE CLASSROOM.

>> AND THEN THE ADMINISTRATIVE SUPPORT?

>> I BELIEVE, IF I CAN HAVE BONNIE JUMP IN AT THAT PARTICULAR POINT, BUT WHAT WE ARE TALKING ABOUT AT THE ELEMENTARY LEVEL IS ADDITIONAL SUPPORT FOR ASSISTANT

PRINCIPALS. >> I LIKE THAT IDEA. I KNOW IT IS SOMETHING THAT I WOULD LIKE TO TALK ABOUT IS ADDING EITHER A PRINCIPAL OR ASSISTANT PRINCIPAL AT THE MIDDLE SCHOOLS. WE TALKED A LOT ABOUT THE 7 TO 12 , WE TALKED A LOT ABOUT HOW THAT LOOKS, AND I JUST REALLY FEEL LIKE THAT BEING THEIR OWN ENTITY, SO I DON'T KNOW IF THE BOARD, YOU KNOW , HOW YOU GUYS FEEL ABOUT THAT, BUT I REALLY THINK GIVING THEM ADDITIONAL ADMINISTRATIVE SUPPORT AS WELL, NOT JUST ELEMENTARY , WOULD BE A GREAT IDEA AND MAYBE SOMETHING YOU GUYS COULD LOOK AT? I DON'T KNOW HOW THIS WORKS, IF WE TALK

-- >> AND THE CROWD GOES WILD. I WOULD BE AGREEABLE TO THAT AS WELL.

>> I AGREE. >> MS. ARMSTRONG ?

>> THANK YOU, PRESIDENT CRIHFIELD . I HAD KIND OF LIKE, THE SAME QUESTION , BECAUSE RIGHT NOW WE ARE REALLY MOVING A LOT OF STAFF AROUND. EVERY REALLY GOING TO HAVE THE POSITIONS FILLED THAT WE NEED TO IMPLEMENT WHAT IS PROPOSED?

>> ARE YOU REFERRING TO THE INSTRUCTIONAL AIDS FOR EXAMPLE

THAT I WAS JUST MENTIONING? >> WELL SHOOT, I'M TALKING ABOUT ALL OF IT, INCLUSIVELY , YOU KNOW , BECAUSE WE ARE MOVING PEOPLE . WE ARE PUTTING TEACHERS BACK IN THE CLASSROOM,

YOU KNOW. >> FOR EVERY POSITION WE ARE INTERESTED IN FILLING , THERE IS A WHOLE PROCESS WE WOULD GO THROUGH WITH PERSONNEL TO BE ABLE TO ESTABLISH THOSE POSITIONS AND THEN GO THROUGH HIRING FOR THE POSITION.

>> AND WE DO HAVE THE RESOURCES TO SUPPORT THE POSITIONS THAT

WE NEED? >> WHAT YOU ARE LOOKING AT RIGHT NOW IS LCAP . THOSE ARE PROPOSED ACTIONS WITH THE RESOURCES NEXT TO IT , SO WHAT YOU ARE LOOKING AT IS A PROPOSAL. IF WE CHOSE TO MOVE FORWARD WITH THESE GOALS, THAT IS THE PROPOSED BUDGET THAT WOULD SUPPORT THAT PARTICULAR

GOAL. >> OKAY. THANK YOU SO MUCH. AND I LIKE THE WAY THAT YOU, THAT IT WAS HIGHLIGHTED, WHAT THE UNDUPLICATED STUDENTS WOULD GET , BUT WHEN THOSE ANSWERS WERE NO, THE UNDUPLICATED STUDENTS STILL BENEFIT , BECAUSE THAT IS

[01:25:02]

A GENERAL THING, RIGHT? >> THAT'S CORRECT.

>> SO, ARE WE GOING TO BE ABLE TO, BECAUSE I FUNDING FOR THAT , ARE WE GOING TO BE ABLE TO RELEASE THE FUNDS BEING SPENT ON OUR UNDUPLICATED STUDENTS JUST TO MAKE SURE THAT THEY ARE, YOU KNOW, RECEIVING THOSE FUNDS AND THOSE BENEFITS, YOU KNOW, TO TRY TO, YOU KNOW , FOR THEM TO BENEFIT JUST AS MUCH, BECAUSE WE ARE TALKING FOSTER YOUTH, YOU KNOW, THE LOW INCOME. WE WANT THEM TO HAVE JUST AS MUCH AS OUR REGULAR STUDENTS WHO ARE NOT IN THOSE GROUPS.

>> RIGHT. AND THE FUNDING FOR THE UNDUPLICATED STUDENTS, THAT IS GOING TO COME DOWN TO US MONITORING THAT AS WELL, RIGHT , AND ENSURING THAT OUR STUDENTS ARE RECEIVING THAT BENEFIT. IT IS IMPORTANT TO NOTE THAT WE DO HAVE SCHOOLS THAT 91% OF THEIR STUDENTS ARE UNDUPLICATED, SO , QUITE A FEW OF OUR STUDENTS WOULD BE RECEIVING THAT, THOSE SERVICES . WE HAVE A VERY HIGH NUMBER, EVEN AT THE DISTRICT TO ARE AT 81%. YES , WE LOOK AT TARGETING AND SEEING, AND THAT IS WHY WE HAVE THE DIFFERENT DESEGREGATION OF MENTAL SO THAT WE CAN SEE OKAY HOW ARE THE ENGLISH LEARNERS DOING, HOW ARE THE SOCIOECONOMICALLY DISADVANTAGED STUDENTS DOING, DEPENDING ON WHO HAS THAT NEED.

>> AND THEN WHEN WE GO TO EVALUATE OURSELVES , YOU KNOW HOW ARE PRINCIPALITY THAT LITTLE STUDY, WILL OUR PRINCIPLES, AND I THINK THEY WERE REALLY PROUD THAT THEY UNDERSTOOD, YOU KNOW, THEIR DATA , SO, YOU KNOW, I JUST WANTED TO MAKE SURE THAT THEY UNDERSTAND THAT DATA AS WELL, YOU KNOW, AND THAT THEY COULD SHARE THAT, BECAUSE THAT WOULD BE FABULOUS NEWS TO KNOW THAT HEY, WE ARE MEETING THE NEEDS OF ALL OF OUR STUDENTS, EVEN THE MOST VULNERABLE ONES.

>> ABSOLUTELY. AND WE ACTUALLY HAD OUR PRINCE OF HOUSE DO THEIR SPRING PRESENTATIONS. WE DIDN'T BRING THEM TO BOARD, BUT MS. AZEVEDO DID HAVE THEM COME TO OUR PRINCIPAL MEETING , AND THEY SHARED PRESENTATIONS WITH ALL OF US SO WE ARE CONTINUING THAT PRACTICE SO THAT WE CAN CONTINUE TO BE

DATA-DRIVEN. >> THANK YOU SO MUCH. FABULOUS.

>> THANK YOU BOARD MEMBER ARMSTRONG. MADAM CLERK GARZA.

>> THANK YOU THE PRESIDENT CRIHFIELD. I'M GOING TO START OFF WITH A QUESTION ON PAGE EIGHT , PLEASE. HIS LANGUAGE ASSESSMENT CENTER. CAN YOU TELL ME A LITTLE BIT MORE , WHAT SERVICES DO THEY PROVIDE FOR THE DISTRICT?

>> SO, OUR LANGUAGE ASSESSMENT CENTER IS WHERE OUR STUDENTS AND FAMILIES WOULD GO WHEN THEY ARE ENROLLING AND ARE IDENTIFIED AS AN ENGLISH LINER STUDENT. SO , THAT CENTER ACTUALLY OVERSEES LP AC TESTING AND TRAINS TEACHERS FOR THAT, BUT ALSO GOES OUT AND SUPPORTS THE TESTING. ALSO PROVIDES SERVICES, TRANSLATION, AND INTERPRETATION SERVICES, AND THEN LIKE I SAID , IT IS AT FIRST, NOT FIRST-PERSON, BECAUSE THE FIRST PERSON IS OUR SCHOOL SITE WHO BUILDS THAT COMMUNITY WITH THEM , BUT THEY DO THE INITIAL ASSESSMENTS AS WELL, SO THEY ARE REFERRED TO THE ASSESSMENT CENTER FOR THAT.

>> THANK YOU. I MEAN , I AM ASSUMING THAT ALL THE PEOPLE WHO WORK IN THIS DEPARTMENT ARE BILINGUAL, CORRECT?

>> CORRECT. >> THANK YOU. IF WE CAN GO NOW TO PAGE SIX, ENGAGING EDUCATIONAL PARTNERS. COULD YOU TELL ME WHERE IN THESE GROUPS OF EDUCATIONAL PARTNERS DID YOU ACTUALLY INCLUDE DI PARENTS THAT HAVE EL LEARNERS IN OUR

PROGRAM? >> TO GO FOR A PARENT ADVISORY COMMITTEE WHO MEETS WITH OUR DISTRICT ADVISORY GROUP IS TO HAVE A WIDE VARIETY OF PARENTS, SO WE DO ASK EACH SCHOOLS SITE TO PROVIDE A PARENT TO PARTICIPATE SO THAT IS WHERE OUR DI PARENTS WOULD PARTICIPATE. OR THROUGH THE LCAP SURVEY, WHICH IS ACTUALLY SENT OUT TO EVERYONE.

>> DO YOU HAPPEN TO KNOW WHICH, HOW MANY PARENTS, PERCENTAGE OF THOSE DI PARENTS HAVE EL LEARNERS, THOUGH ?

>> NOT OFF THE TOP OF MY HEAD, I DON'T.

>> BUT I'M STRUGGLING WITH HERE IS THAT WE HAVE A DISTRICT THAT IS BRINGING IN KIDS, ALONG WITH OUR CAL APP'S GROUP, BUT YET IN THESE METRICS , I DON'T SEE ANYTHING THAT IS GOING TO

[01:30:03]

PROGRAMS? >> IF I'M HEARING YOU CORRECTLY , AND CORRECT ME IF I AM GETTING YOU WRONG, BUT YOU ARE ASKING ARE THERE METRICS THAT COULD BE ADDED FOR OUR

DUAL IMMERSION POPULATION? >> YES, BECAUSE TO JUST TRANSLATE THE METRICS FROM OUR EL PROGRAMS OVER TO ADI PROGRAM IS INCORRECT . THEY ARE NOT SUPPOSED TO BE TRANSLATIONS.

THEY ARE REALLY SUPPOSED TO BE ADAPTATIONS AND MODIFICATIONS, JUST KIND OF LIKE WHAT YOU WOULD DO WITH A SPECIALIZED PROGRAM, WHICH IS SPECIAL EDUCATION , YOU JUST DON'T GIVE THEM THOSE STANDARDS. YOU HAVE TO ADAPT THEM AS WELL.

MODIFICATIONS ARE USED. SO I AM WONDERING, WE HAVE THEM ON HERE, BUT THERE IS NOTHING TO REALLY MEASURE, AND I WOULD REALLY LOVE TO SEE SOMETHING THAT CALLS OUT THAT THEY ARE NOT JUST TRANSLATIONS. THEY ARE NOT JUST A SECOND THOUGHT, AND THAT HOPEFULLY WE GO FORWARD WITH THAT IN MIND. IT, IT IS REALLY IMPORTANT. IT IS NOT JUST BECAUSE WE ARE BILLING BILINGUAL STUDENTS, BUT IT IS BECAUSE SOMETIMES IN OUR'S PROGRAMS WE LOSE OUR EL STUDENTS, SO WE HAVE THAT E.R.

LCAP IS ONE OF HER GOALS, BUT I AM STRUGGLING TO SEE HOW WE ARE

GOING TO FOLLOW THEM ALONG. >> AND IF I CAN CLARIFY, BECAUSE IT IS INPUT THAT WE ARE RECEIVING, CORRECT? WE HAVE OUR BILITERACY, BUT THAT IS NOT ENOUGH. WHAT I AM HEARING YOU SAY IS THE ADDITION OF METRICS FOR OUR DI STUDENTS WHICH MAY COME IN THE VEIN OF HOW THEY ARE DOING WITH THEIR SPANISH DEVELOPMENT AS WELL, RIGHT? SO I JUST WANTED TO SAY THAT ATLANTA MAKE SURE I WAS GETTING YOU RIGHT.

>> YES. AND ALSO IF WE CAN MAYBE THINK ABOUT, I'M NOT SURE EXACTLY, BOARD, HOW WE WOULD DO THIS, BUT THERE REALLY NEEDS TO BE SOMEONE REALLY SPECIFIC UNDERSTANDS HOW TO BUILD A SECOND LANGUAGE WITHIN OUR ADMIN , AND I'M NOT SURE.

IF I AM INCORRECT, PLEASE LET ME KNOW. DO WE HAVE ANYBODY ON OUR STAFF HERE AT THE DISTRICT OFFICE WHO KNOWS HOW TO BUILD A SECOND LANGUAGE? NOT JUST AS A BILINGUAL STAFF MEMBER, BUT UNDERSTANDS HOW TO BUILD IT , WHAT IS THE PROGRESSION AND WHERE DOES IT CHANGE FOR THESE STUDENTS.

>> WE DON'T CURRENTLY HAVE A DUAL IMMERSION TOSA OR DUAL IMMERSION ADMINISTRATOR , IF THAT, I'VE I BELIEVE THAT IS WHAT YOU ARE ASKING. WE DON'T CURRENTLY HAVE THAT. THE DUAL IMMERSION PROGRAM IS LAID WITHIN OUR STATE AND FEDERAL

PROGRAM. >> SO I, IF WE COULD POSSIBLY JUST THINK ABOUT THAT, COLLEAGUES, BECAUSE IT IS A PROGRAM WHO WILL BENEFIT US IN OUR NUMBERS WITH OUR KIDS , AND FOR US TO NOT EVEN PLACE ANYTHING ON HERE , I'M SORRY, BUT THIS IS UNACCEPTABLE . WE SHOULD HAVE SOME TYPE OF OPTIONS FOR THEM. SO I AM REALLY LOOKING FORWARD TO WHEN WE GO BACK AND WE LOOK AT THIS. THAT SOME THOUGHT HAS BEEN GIVEN, YOU KNOW, WITH REGARDS TO HOW ARE WE GOING TO BE MAKING THIS A BETTER PROGRAM FOR OUR KIDS, BECAUSE EVERYBODY HAS EL , AND THEY ARE ALL OUR KIDS.

>> THANK YOU , MS. GARZA. WHEN IS THE NEXT TIME WE SEE , IT IS

JUNE -- >> THE NEXT TIME THAT IT WILL BE GOING OUT IS MAY 31, SO THERE WILL BE ADDITIONAL

REVISIONS ON MAY 31. >> OKAY. DR. ELHESSEN.

>> THANK YOU. THANK YOU, BONNIE, FOR THE GREAT REPORT.

MY MAIN CONCERN IS THE CHRONIC ABSENTEEISM, AND I SEE ON PAGE 30 THAT WE SINGLED OUT FOSTER YOUTH , BUT IT IS A MUCH BROADER PICTURE. AND ONE OF MY, WHAT I HAVE BEEN HEARING AMONG TEACHERS, IS THAT STUDENTS WILL NOT BE ATTENDING, LIKE , A MATH CLASS OR AN ENGLISH CLASS FOR LIKE, TWO MONTHS. THEY ARE ON-SITE. THEY ARE JUST NOT GOING TO CLASS. I AM CONCERNED ABOUT THAT. THAT IS SOMETHING THAT IS NOT ONLY THE RESPONSIBILITY OF TEACHERS REPORTING IT, BUT ALSO THE SITE PRINCIPAL MAKING SURE THAT STUDENTS AREN'T WANDERING THE SITES AND NOT GOING TO CLASS. SO , PART OF THAT IS ALSO CONSIDERED CHRONIC ABSENTEEISM , WHEN THEY ARE NOT SHOWING UP TO CLASS EVEN THOUGH THEY ARE AT SCHOOL?

>> WELL , THEY WOULD BE, THEY WOULD BE TRUANT IF THEY HAD THE

[01:35:04]

PROCEDURES. >> RIGHT, BECAUSE I AM CONCERNED THAT, YOU KNOW, A TEACHER OR SECURITY WOULD SEE A STUDENT OUT. WHAT ARE YOU DOING OUT? WHY AREN'T YOU IN CLASS.

GET TO CLASS. THAT TYPE OF THING. IT'S UNFORTUNATE WE HAVE TO DO THAT, BUT IT IS IMPORTANT. AND WHEN A STUDENT SHOWS UP TO CLASS AND SAYS WHAT HAVE I MISSED TWO MONTHS LATER , AND ASKING FOR THE TEACHER TO GIVE THEM NOTES, OR TO COACH THEM THEN FOR WHAT THEY MISSED. SO, YOU KNOW , IN THIS PARTICULAR CASE, I THINK THE STUDENT IS GOING TO BE GOING TO SUMMER SESSION, BUT I GIVE YOU THAT EXAMPLE, BECAUSE I WANTED TO CLARIFY IS ABSENTEE ALSO CONSIDERED EVEN THOUGH THEY ARE'S ON-SITE NOT GOING TO CLASS.

>> I MEAN, IT DEPENDS. IF THEY ARE MARKED ABSENT IN CLASS, THEN THAT IS GOING TO IMPACT THEM. IF THEY CAME TO CLASS AND THEY DECIDED THAT THEY WANTED TO USE THE RESTROOM AND ARE GONE FOR 20 MINUTES, THAT IS A DIFFERENT STORY.

>> SO WHEN IT IMPACTS ACADEMIC PERFORMANCE AND IT IMPACTS THE STUDENT, CREDITS OR EVEN PASSING THE CLASS, THAT IS MY CONCERN, AND I AM SEEING THAT HAPPENING ACROSS THE BOARD , SO I THINK THAT IS REALLY IMPORTANT THAT WE LOOK, HOW WE MEASURE IT, HOW CAN WE DEAL WITH IT, WHAT ARE SOME PROACTIVE MEASURES THAT WE CAN SUPPORT THE STUDENT WITH . THEY DON'T LIKE ENGLISH. THEY DON'T LIKE MATH. THEY DON'T LIKE SCIENCE. OKAY. BUT THERE ARE SOME THINGS THAT WE CAN SUPPORT THEM OR THEIR COUNSELORS CAN BE WORKING WITH THEM TO IDENTIFY WHAT IS IT THEY DO LIKE IT HAD A TAILOR THAT PARTICULAR COURSE OR SUBJECT TO SUPPORT THEM. ALSO, WE ARE LOOKING AT NOT ONLY FOSTER YOUTH, BUT ALSO I KNOW THE HIGHEST IS OTHER DEMOGRAPHIC GROUPS, AND ALSO OUR STUDENTS WITH DISABILITIES.

>> THANK YOU DR. ELHESSEN. VICE PRESIDENT STEWART.

>> THANK YOU. I WOULD LIKE TO ACTUALLY INVITE BOARD MEMBER GARZA INTO THIS PART OF THE CONVERSATION, BECAUSE THIS IS NOT MY SPECIALTY, BUT A LOT OF THINGS I HEAR ABOUT DI IS OUR MIDDLE SCHOOL PROGRAM , OUR SEVENTH AND EIGHTH GRADE, THAT THERE ARE NOT A LOT OF CLASSES. THEY BASICALLY TAKE A HISTORY CLASS. SO I'M JUST WONDERING IF THERE IS ANYTHING THAT WE CAN ADD IN FOR DI AS FAR AS MIDDLE SCHOOL, OR EVEN IF WE THOUGHT OF ILC BEING LIKE A.K.A. SCHOOL TO BRING THEM MORE LANGUAGE. I DON'T KNOW IF YOU CAN ADD TO THAT, BUT I KNOW I HEAR THAT FROM OUR COMMUNITY QUITE OFTEN.

>> THAT IS ACTUALLY CORRECT. A LOT OF OUR STUDENTS, AGAIN, WHO ARE IDENTIFIED HAS EL WITHIN THAT PROGRAM DON'T ALWAYS , WHAT'S THE WORD I'M LOOKING FOR?

>> RECLASSIFY? >> RECLASSIFY, THANK YOU. SO THEY END NOT HAVING THE OPPORTUNITY TO TAKE THOSE EXTRA CLASSES THAT EVERYBODY ELSE DOES . THEY ARE STUCK IN ONE CLASS THAT WILL HELP THEM RECLASSIFY THEM, BUT TO NOT BE ABLE TO GIVE THEM THESE SUPPORTS AHEAD OF TIME , I DON'T THINK THAT WE ARE MEETING OUR GOALS WITH THIS POPULATION OF STUDENTS. HAVING A K-8 SCHOOL FOR DI ONLY IS PROBABLY A REALLY GOOD PLACE TO START , BECAUSE WE COULD BE ABLE TO SEE THAT PROGRESSION ON ONE CAMPUS AND GIVE THEM THOSE

SUPPORTS. >> I DON'T KNOW HOW WE TALK ABOUT THAT OR WHAT WE DO CAMINO WHAT I MEAN? I'M JUST THROWING THINGS OUT THERE THAT I HAVE HEARD AND IDEAS, SO LET ME JUST

CLARIFY. >> YOU ARE INTERESTED IN LOOKING AT POSSIBLY HAVING A TK 28 SITE AND POSSIBLY AT THE ILC TO MAYBE ADDRESS SOME OF THESE DI CONCERNS. DO I HEAR THAT CORRECTLY? SO THE INTEREST IS LOOKING INTO THAT AND

INVESTIGATING. >> YES. YES. I DON'T EVEN KNOW IF THAT IS JUST ON THE LCAP OR JUST IN GENERAL , YOU KNOW WHAT I MEAN? BUT WE ARE TALKING ABOUT IT SO I'M THROWING IT

OUT THERE. >> CORRECT. THAT IS WHAT I WAS GOING TO ADD AS WELL, IS THAT WHEN WE ARE TALKING ABOUT CREATING A SCHOOL AND THOSE KINDS OF THINGS, IS GOING TO BE A LONGER-TERM KIND OF THING, SO IT IS REALLY, AS MS. AZEVEDO WAS SAYING, AS AN INVESTIGATION INTO THOSE PIECES , BUT THAT, WE ARE JUST TAKING YOUR INPUT TODAY, SO WE APPRECIATE THAT. I DID WANT TO CLARIFY AS WELL, I KNOW THE RECLASSIFICATION OF OUR DI STUDENTS DEFINITELY WAS A CONCERN. ONE OF THE THINGS THAT DOES SUPPORT IT IS FOR STUDENTS RECLASSIFYING IS OUR MOVED TO THE EIGHT BLOCK DAY. SO THAT IS PROVIDING THEM THE OPPORTUNITY TO TAKE OTHER ELECTIVES OR TAKE ANOTHER CLASS IF THEY ARE STILL REQUIRED TO TAKE ELD DURING THEIR MIDDLE

[01:40:05]

ABOUT AS WELL. >> THANK YOU MS. CARTER AND THANK YOU VICE PRESIDENT STEWART . MS. ARMSTRONG.

>> THANK YOU. I JUST, I JUST HAVE TWO QUESTIONS. WE, WE, WE ARE STILL EXPERIENCING A DECLINE IN ENROLLMENT. AM I

CORRECT? >> YES.

>> AND HAVE YOU ALL CONSIDERED HOW THIS MIGHT AFFECT US BEING ABLE TO IMPLEMENT THIS, ESPECIALLY , YOU KNOW, I TALKED ABOUT POSITIONS, YOU KNOW, EARLIER. HAVE YOU CONSIDERED

DECLINING ENROLLMENT? >> SURE , AND I THINK, AND MS. AZEVEDO CAN CORRECTLY OR ADD IN, AND I THINK WHAT YOU'RE SEEING IS WITHIN DECLINING ENROLLMENT COMES LESS MONEY AND WILL HE BE ABLE TO CONTINUE THESE EFFORTS AS WE MOVE DOWN

THE ROAD. >> YES.

>> MS. ARMSTRONG, THAT IS ALWAYS A CONCERN. THAT IS WHY SOMETIMES YOU MAY SEE STAFF HIRED BASED ON A PARTICULAR TIME PERIOD FOR A PARTICULAR FUNDING SOURCE. WE ALSO LOOK AT LONG-TERM, WHAT IS THE IMPACT IF YOU ARE HIRING PARTICULAR EMPLOYEES IN PARTICULAR POSITIONS, WHAT DOES THAT LOOK LIKE LONG-TERM. THAT IS PART OF THE CONSIDERATION.

>> THANK YOU. THE OTHER THING, JUST A QUESTION , JUST CAME UP FROM WHEN DR. SUE WAS SPEAKING, WHEN SHE WAS TALKING ABOUT ABSENTEEISM , ABSENTEEISM . OKAY. DO WE STILL HAVE THOSE CLASSES TO WHERE STUDENTS ARE LATE AND THEY ARE NOT ADMITTED INTO THE CLASSROOM? AND IF WE DO, HOW IS THAT GOING TO AFFECT THE, YOU KNOW , THE CHILDREN BEING COUNTED, OR EVEN BEING ALLOWED TO GET INTO THAT CLASSROOM SO THEY CAN GET THEIR

LESSON? >> SO MS. ARMSTRONG, YOU ARE REFERRING TO TARDY SLEEP, AND I WILL HAVE TO GET BACK TO YOU.

I'M NOT FAMILIAR WITH IF THEY ARE STILL PROVIDING TARDY SWEEP AT THE SITES OR NOT. I WILL HAVE TO GET BACK TO YOU ABOUT

THAT. >> BECAUSE I THINK, YOU KNOW, THINK ABOUT THIS, I DON'T KNOW. I UNDERSTAND WHY THEY PUT IT THERE IMA AND LIKE I SAY, I DON'T KNOW IF IT IS STILL GOING ON, BUT IF IT IS STILL GOING ON AND WE ARE REALLY TRYING TO ENCOURAGE THESE CHILDREN, YOU KNOW, I THINK SOMETIMES THEY MIGHT LIKE TARDY SWEEP, BECAUSE THEY GET A CHANCE TO AVOID THE CLASSROOM , BUT YEAH, MAYBE THAT, YOU KNOW, CONSIDER THAT, BECAUSE WE WANT, WE DON'T WANT THE ABSENTEEISM RATE TO CONTINUE. WE WANT TO IMPROVE IT , AND I DON'T KNOW, JUST LOOK AND SEE WHAT YOU CAN DO ABOUT THAT.

>> MY UNDERSTANDING IS THAT THE TARDY SWEEP IS NOT IN EFFECT.

>> LIKE I SAID, I'M NOT QUITE FAMILIAR WITH THAT SO I WOULD

HAVE TO LOOK INTO IT. >> THANK YOU BOARD MEMBER ARMSTRONG. VICE PRESIDENT STEWART.

>> JUST ANOTHER COMMENT, I'M REALLY GLAD THAT IN THE LCAP WE HAVE LIMITED -- CLASSES. CAN WE HAVE 11 CURRENTLY AND IT'S ALMOST IMPOSSIBLE TO NOT HAVE THEM, BUT I JUST REALLY AM GLAD THAT WE PUT IN EVIDENCES ON THE CATO SIX, BECAUSE I HAVEN'T HEARD FROM A LOT OF TEACHERS, ESPECIALLY THE FIVE , SIX COMBOS WHERE THEY ARE WORKING WITH THE SIX GRADE STUDENTS AND THEY FEEL LIKE THEIR FIFTH-GRADE STUDENTS ARE LACKING, SO I REALLY HOPE WE LOOK AT THOSE KEY TO SIX, CLASSES AND TRY TO LIMIT THOSE AS MUCH AS POSSIBLE. I KNOW WE READ THAT IN, AND I LIKE THAT. I JUST HOPE IT REALLY HAPPENS.

THANK YOU. >> THANK YOU, VICE PRESIDENT STEWART . ALL RIGHT. I HAVE A COUPLE. JUST QUICKLY , OKAY , SOCIAL MEDIA , BIG SURPRISE, RIGHT? JUST A COUPLE, LIKE, SO THERE IS ONE GOAL, LIKE, WE HAVE 12 OUT OF 15 THAT HAVE ACCOUNTS, IS THAT ALL 15 HAVE ACCOUNTS? IT SEEMS MORE LIKE A DO IT TOMORROW AFTERNOON, BECAUSE IT ONLY TAKES, LIKE A, 10 MINUTES TO MAKE AN ACCOUNT, SO IF THAT IS OUR GOAL AND THAT IS WHAT WE WANT TO HAPPEN, I WOULD SCRATCH THAT IS A GOAL BECAUSE THAT COULD HAPPEN IN 30 MINUTES IF WE REALLY WANTED TO.

JUST MY THOUGHT. >> NOTED.

>> ALSO, I WOULD BRING BACK FACEBOOK, JUST BECAUSE THE PARENTS ARE WAY MORE LIKELY TO SEE OUR STUFF ON FACEBOOK.

INSTAGRAM IS GOING TO BE MORE STUDENT FACING . WE SHOULD PROBABLY HAVE DIFFERENT TYPES OF CONTENT FOR OUR INSTAGRAM SOCIAL MEDIA TALKING TO HER STUDENTS, BUILDING CULTURE, GIVING THEM INFORMATION, AND THEN THE FACEBOOK SHOULD BE MORE ABOUT PARENT ENGAGEMENT IN THOSE THINGS. SO I WOULD , I WOULD REIMPORT THAT ONE SO WE AREN'T JUST TALKING TO JUST THE INSTAGRAM AUDIENCE. ALSO , THE FOLLOWERS, YOU CAN GET THEM AND YOU CAN HAVE A WHOLE BUNCH, BUT THE ENGAGEMENT IS TERRIBLE.

I WOULD REALLY LOOK AT NOT HOW MANY TIMES WE POST, OR HOW MANY FOLLOWERS, BUT LOOK AT THE AVERAGE , AVERAGE LIKES PER

[01:45:04]

>> SO FROM THE PERSPECTIVE OF THE LCAP , THE LOCAL CONTROL FUNDING FORMULA , THE BASE FUNDS ARE THERE, AND WE DO HAVE OUR STUDENTS WITH DISABILITIES IN OUR LCAP, HOWEVER THE MAJORITY OF OUR FUNDS ARE INCREASED IN IMPROVED SERVICES, WHICH ARE PREDOMINANTLY FOR UNDUPLICATED STUDENTS WHICH ARE ENGLISH LATER, LOW INCOME, AND FOSTER YOUTH THE STUDENTS. WHEN YOU SEE THE ACTION IT IS HIGHLIGHTING THAT WE ARE SPENDING OUR GENERAL FUNDS ON OUR SPECIAL ED STUDENTS.

>> AND WHERE IN -- DO WE HAVE ANYTHING THAT IS TARGETED TOWARDS OUR ADULT TRANSITION CENTER, OR THOSE STUDENTS OVER THERE? WE DON'T HEAR TOO MUCH ABOUT WHAT WE ARE DOING SPECIFICALLY FOR THOSE STUDENTS WHO HAVE A DIFFERENT SET OF

NEEDS . >> IT IS NOT SPECIFICALLY

HIGHLIGHTED IN THE LCAP. >> DID WE THINK OF SOMETHING ON HOW TO IMPROVE THOSE PROGRAMS AND ADDRESS THEM IN OUR LCAP SOMEHOW? ALSO , WOULD TRANSPORTATION BE IN HERE? I KNOW WE TALKED ABOUT MAJOR CHANGES IN THE TRAPPIST PATIENT OVER THE NEXT YEAR. WITH THAT HAVE TO BE IDENTIFIED IN THE

LCAP? >> IT DOES NOT HAVE TO BE IDENTIFIED HOW YOU ARE GOING TO IMPROVE IT. IT IS IN THE LCAP

UNDER GOAL ONE. >> OKAY.

>> UNDER -- >> WOULD IT BE SCHOOL SAFETY?

>> IT IS ON PAGE 12, GOAL ONE , UNDER MAINTAIN INFRASTRUCTURE.

SO THAT INFRASTRUCTURE INCLUDES BUILDINGS, TRANSPORTATION, AND

TECHNOLOGY DISTRICTWIDE. >> OKAY.

>> SO THAT AGAIN IS A GENERAL FUND FUNCTION IT DOES NOT NECESSARILY NEED TO BE COMPLETELY DELINEATED OUT HERE

. >> OKAY, IN A YEAR FROM NOW WHEN WE TALK ABOUT MAKING CHANGES WE ARE GOING TO HEAR IS NOT IN THE LCAP SO WE CAN'T DO IT?

>> IT IS IN THE LCAP. >> OKAY GOOD. SO MY DECLINING ENROLLMENT IS A THING. I KNOW THESE FUNDS ARE FOR SERVICING THE STUDENTS THAT WE HAVE, BUT IF OUR BUDGET IS TIGHTER, WHERE WOULD OUR ENROLLMENT CAMPAIGN , AND HOW, I'M GUESSING EVER SOCIAL MEDIA IS IN HERE, LIKE , SOME TYPE OF ENROLLMENT CAMPAIGN? BECAUSE IF WE ARE NOT PUTTING DOLLARS BEHIND IT, IS GOING TO BE HARD TO ACTUALIZE REALLY ENGAGING IN THAT.

>> WELL, IN ENROLLMENT CAMPAIGN, AND CORRECT ME IF I AM WRONG, I WOULD THINK THAT WOULD BE A GENERAL EXPENSE AND IT WOULD PROBABLY BE PART OF THAT MAINTAINING THE INFRASTRUCTURE. SO YOU WOULD HAVE TO ALLOCATED WITHIN THEIR.

>> AUDIT. -- GOT IT. I THINK, THANK YOU. VICE PRESIDENT

STEWART . >> THANK YOU FOR DOING A LOT OF THE WORK ON THE SOCIAL MEDIA METRICS , OBVIOUSLY. ANOTHER THING JUST MAY BE WITH THE BORGES DISCUSSION IS CREATING A YOUTUBE PAGE WHERE OUR BOARD MEETINGS CAN GO ONTO A YOUTUBE PAGE. I JUST FEEL LIKE PEOPLE ARE USING THAT WIRE. IT IS MORE ACCESSIBLE. I DON'T KNOW IF THAT IS A METRIC OR SOMETHING WE CAN ADD TO THAT. I WOULD LIKE TO ASK YOU TO TALK ON THAT

AND WHAT YOU THINK PLEASE. >> I THINK THAT IS, I MEAN, THERE IS NO REAL COST TO IT, SO I DON'T KNOW IF IT WOULD NEED TO BE TIED INTO LCAP, BECAUSE IT IS FREE , BUT TO ARCHIVE BOARD MEETINGS AND OTHER PROMOTIONAL VIDEOS THAT WE DO, I THINK IT IS A GOOD PRACTICE TO HAVE OUR VIDEOS LIVING IN THE SAME SPOT. THEY ARE MORE SHAREABLE. THERE IS MORE ACCESSIBILITY FEATURES. I THINK THE SYSTEM THAT WE ARE CURRENTLY USING, I MEAN, I AM HAPPY WITH IT. I THINK THERE ARE A LOT OF FEATURES THAT I DIDN'T KNOW ABOUT. I THINK IT IS GREAT. BUT YOU KNOW, BACKING IT UP TO YOUTUBE I THINK IS A GREAT WAY TO INCREASE ENGAGEMENT AND SHARE ABILITY.

>> AND IT DOESN'T HAVE TO HAVE MONEY BEHIND IT RIGHT AS LONG AS IT IS JUST A PIECE OF THE PARENT ENGAGEMENT ? I DON'T KNOW IF THAT IS SOMETHING AGAIN THAT YOU CAN LOOK AT AND MAYBE GET BACK TO US ON IF YOU THINK THAT WOULD BE FEASIBLE, GOOD,

[01:50:01]

NOT GOOD. >> WE CAN LOOK INTO IT.

>> THANK YOU. >> THANK YOU VICE PRESIDENT STEWART. BOARD MEMBERS, ANY OTHER QUESTIONS ON THE LCAP? NO? BONNIE , AND EVERYBODY , THANK YOU SO MUCH. HE MADE THIS SO MUCH MORE EASY TO DIGEST AND ABLE TO NAVIGATE , THE LETTERS, THE TABS, EVERYTHING. THANK YOU FOR THROWING IN THE EXTRA

EFFORT. >> IT WAS A GROUP EFFORT. I AM

GLAD IT WAS UNDERSTANDABLE. >> THANK YOU. ALL RIGHT. NOW WE

[11. PUBLIC HEARING]

DISCUSSION FROM THE BOARD? >> YES. I HAVE A QUESTION.

>> DR. ELHESSEN . >> I DON'T UNDERSTAND, DO WE HAVE A POSITION CURRENTLY OPEN? DID A PERSON LEAVE ON OUR

COMMISSION? >> IF I CAN SPEAK HERE, DR.

ELHESSEN, I BELIEVE WE HAD A POSITION THAT WAS AVAILABLE. NO ONE APPLIED FOR THE POSITION, SO THE INDIVIDUAL CONTINUED IN THE POSITION, BUT PLEASE CORRECT ME IF THAT IS NOT

ACCURATE. >> YES. WE CURRENTLY HAD A PERSON IN THE POSITION WHOSE TERM EXPIRED , SO THEN THAT TERM WAS THEN BROUGHT UP TO THE BOARD IN REGARDS TO INFORMING THEM THAT THEY CAN EITHER REAPPOINT AND/OR APPOINT A NEW

PERSON FOR THAT POSITION. >> SO THE CURRENT PERSON WHO IS IN THE POSITION DECIDED NOT TO CONTINUE IS WHAT I AM HEARING

YOU SAY. >> SHE DID NOT OFFICIALLY DECIDE NOT TO CONTINUE . SHE JUST DID NOT SUBMIT AN APPLICATION FOR THIS NEW PROCESS, BECAUSE IT COULD HAVE BEEN A REAPPOINTMENT AND/OR A NEW APPOINTMENT. WHATEVER THE

BOARD DECIDES ON THAT. >> SO ARE WE GOING TO BE INTERVIEWING THAT PERSON, BECAUSE I THINK WE DID THAT

LAST TIME . >> LAST TIME THAT WAS THE PROCESS, AND IT IS A BOARD PROCESS, SO THE BOARD IS THE ONE THAT GUIDES THE PROCESS IN REGARDS TO THE PERSONNEL. THE COMMISSION HAS THE OBLIGATION OR WE HAVE THE APPLICATION TO NOTIFY YOU ABOUT THE POSITION AND THE TERM OF THE POSITION WHICH IS WHAT WAS PROVIDED TO THE BOARD.

>> SO WE ARE NOT MAKING ANY DECISION RIGHT NOW. YOU ARE INFORMING US THAT THE POSITION IS OPEN AND A PERSON HAS APPLIED, AND FROM THERE AND WE WOULD THEN INTERVIEW THAT PERSON TO SEE WHETHER OR NOT WE ARE GOING TO ACCEPT THEM OR APPOINT THEM TO THAT POSITION, RIGHT? DID I UNDERSTAND YOU

CORRECTLY? >> THAT IS FOR THE BOARD TO DECIDE, BECAUSE IT IS THE BOARD APPOINTEES POSITION.

>> I CAN SPEAK ON THAT. THIS ITEM ORIGINALLY CAME UP IN, WAS IN AUGUST OF LAST YEAR , SOMEWHERE AROUND THERE, SEPTEMBER PICKETT WAS ON THE CONSENT AGENDA TO APPOINT HER BOARD APPOINTED COMMISSIONER. I HAD THAT TABLED. ON THAT, ON THAT MEETING, BECAUSE I DON'T EVEN KNOW WHO THE APPOINTMENT WAS, BUT APPARENTLY WE WERE APPOINTING THAT PERSON. WE, WE ADVERTISED THE POSITION FOR PERSONNEL COMMISSIONER. IT WAS ON FACEBOOK MY ADDRESS ON THE WEBSITE FOR I THINK, WAS IT 30 DAYS, IT WAS A TIME PERIOD IT HAD TO BE UP. WAS FLOWN ON THE WEBSITE, AND THEN WE HAD ONE APPLICANT, JASON WHITLEY , AND TONIGHT WE ARE HERE TO APPROVE THAT APPOINTMENT.

>> SO WE ARE NOT GOING TO GO THROUGH THE INTERVIEW PROCESS WHICH WE HAVE DONE BEFORE? YOU ARE BYPASSING THE INTERVIEW?

>> MAYBE, COUNSEL, COULD YOU WEIGH IN?

>> THE REQUIREMENT TO APPOINT SOMEONE TO THE PERSONNEL COMMISSION IS JUST A MATTER OF NOTIFYING THE PUBLIC , WHICH YOU HAVE DONE THROUGH THE PUBLIC HEARING. IF THE BOARD AS A WHOLE DECIDED THAT THEY WANTED TO DO AN INTERVIEW PROCESS, THEY CAN CERTAINLY GO THROUGH THAT. HOWEVER, GIVEN THE TIMELINE OF THIS CURRENT APPOINTMENT , I DON'T THINK THERE WOULD BE ANY TIME OR NEED, SINCE THERE IS ONLY A SINGLE APPLICANT. GENERALLY WHEN THERE IS MULTIPLE APPLICANTS, YOU GO THROUGH AN INTERVIEW PROCESS. BUT YEAH, IT WOULD BE VERY IMPORTANT TO APPOINT SOMEONE, BECAUSE THE TERM OF THE PRIOR INDIVIDUAL ON THAT COMMISSION HAS EXPIRED, AND THEY WERE ONLY ELIGIBLE TO SERVE FOR 90 DAYS PAST THAT EXPIRATION DATE . WE ARE CURRENTLY PAST THAT, SO IT WOULD BE VERY IMPORTANT FOR THE BOARD TO APPOINT SOMEONE TO THAT COMMISSION TO ALLOW FOR THE FULL THREE-MEMBER BODY TO

[01:55:02]

>> DO YOU HAVE ANOTHER QUESTION?

>> I JUST FEEL I DON'T KNOW THE PERSON. I WOULD LIKE TO TALK TO THEM OR INTERVIEW THEM FOR A MAKE A DECISION OR I WILL

SAY NO OR ABSTAIN. >> MS. ARMSTRONG.

>> THANK YOU, PRESIDENT CRIHFIELD . WOW . THIS, I FEEL LIKE, I DON'T KNOW EITHER. I REMEMBER GETTING SOMETHING BACK IN JANUARY, THE REAPPOINTMENT . WE ARE SUPPOSED TO REAPPOINT THE PERSONNEL COMMISSIONER. IT WAS LIKE IN A MEMO?

>> I THINK IT WAS A CHOICE WE CAN REAPPOINT OR WE CAN FLY IT.

>> AND IT SAID AT A FUTURE BOARD MEETING, BUT I HAVEN'T HEARD ANYTHING AFTER THAT. THE THING IS I DON'T EVEN KNOW, DID THE LADY PUT IN A RESIGNATION, OR DID SHE JUST

NOT APPLY? >> SO IT WOULDN'T BE A RESIGNATION. HER TERM EXPIRED IN DECEMBER OF LAST YEAR. IT WOULD EITHER HAVE BEEN A REAPPOINTMENT OF THAT INDIVIDUAL OR OPENING UP THE POSITION FOR NEW APPLICANTS.

WHICH SHE COULD REAPPLY IF SHE HAD CHOSEN TO.

>> DO OUR DUE DILIGENCE IN INTERVIEWING THE PERSON WE ARE GETTING READY TO PUT IN THE PERSONNEL COMMISSION ROLE?

>> IT IS SOMETHING THEY COULD DO BUT NO LEGAL REQUIREMENT

THEY WOULD BE UNDER. >> I DEFAULT THIS PERSON PUT IN THE APPLICATION AND NOW APPOINTED?

>> THE ONLY THING THE BOARD HAS TO DO IS IDENTIFY THE PUBLIC OF THE INDIVIDUAL THEY WILL BE APPOINTING WHICH IS WHY THE HEARING WAS CONDUCTED AND THE VOTE FOR THE INDIVIDUAL TO BE APPOINTED IS ON THE CONSENT CALENDAR.

>> IF I CAN I BELIEVE THE BOARD BY LAW AS RECOMMENDED BY THE SUPERINTENDENT AND APPOINTED BY THE PRESIDENT AND VOTED ON BY

THE BOARD. >> ED CODE STATES YOU NOTIFY THE PUBLIC AND THE BOARD HAS TO VOTE ON THE APPOINTMENT.

>> I WILL GIVE SOME CONTEXT WHY WE TABLED IT ORIGINALLY WAS THE PERSON ON THE CONSENT AGENDA TO APPROVE I NEVER MET AND I DIDN'T KNOW AND WHEN I SPOKE WITH THE FORMER SUPERINTENDENT, HE SAID HE HAD NO IDEA WHO THEY WERE SO IT WAS A QUESTION OF HOW YOU ARE RECOMMENDING SOMEBODY FOR ME TO APPOINT IF NOBODY EVER MET SO I DO UNDERSTAND WHAT YOU ARE SAYING.

IF THERE WERE MORE THAN ONE APPLICANT, I WOULD MOVE TO THE INTERVAL OR -- INTERVIEW PROCESS. I AM COMFORTABLE WITH

THAT. >> YOU HAVE MET THIS PERSON AND YOU HAVE TALKED TO THEM AND DOES ANYBODY ON THIS BOARD KNOW

THIS PERSON? >> IN THE MEMO FRIDAY, THERE WAS THE WHOLE RESUME AND I DON'T KNOW IF YOU READ IT.

>> A RESUME DOESN'T REALLY SPEAK TO WHAT A PERSON IS

ABOUT. >> THERE WAS ONLY ONE

APPLICANT. >> SINCE WE INTERVIEWED THE LAST PERSON I THOUGHT WE SHOULD GO THROUGH THE SAME FORMAL

PROCESS BUT IT IS YOUR CALL. >> THANK YOU. IT IS --

>> I WISH I HAD KNOWN. BLINDSIDED AGAIN. HONESTLY I WISH I HAD KNOWN AND THAT IS ALL. I WISH I HAD KNOWN. I DIDN'T KNOW. IT SEEMS LIKE IF YOU KNEW I SHOULD'VE KNOWN AND

DID YOU KNOW? >> I THINK WE ALL KNOW BECAUSE IT WAS ON THE FRIDAY MEMO WITH THE AGENDA AND WE WERE ALL TOLD

ABOUT IT. >> SO JUST BECAUSE HE IS THE ONLY PERSON BY DEFAULT HE WILL BE APPOINTED?

>> THERE IS A MANDATORY TIME YOU HAVE TO FLY THAT SO WE PUT ON THE WEBSITE AND WHEN WE TABLED THE ORIGINAL APPOINTMENT, AND IT IS BEEN A WHILE, THIS IS BEEN A CONVERSATION, AN ONGOING CONVERSATION ABOUT THE PERSONNEL AND I BROUGHT IT UP A FEW TIMES AT THE BOARD ASKING QUESTIONS ABOUT IT. AND I WOULD HOPE THAT THE ENTIRE BOARD

[02:00:07]

PURSUING THAT. >> THANK YOU. I ALSO WANT TO POINT SOMETHING OUT THAT WHEN WE DID GET IT IN THE FRIDAY MEMO, THAT WAS ACTUALLY THE APPROPRIATE TIME TO ASK MORE QUESTIONS PERHAPS AND GET A CLEAR UNDERSTANDING OF WHY THAT APPLICATION WAS IN THE MEMO. I DO AGREE WITH THIS THAT WE HAVE TO APPOINT SOMEBODY AND NO QUESTIONS WERE ASKED AT THE TIME AND DID ANYBODY ASK QUESTION WHEN THAT WAS PRESENTED TO US AS A FRIDAY MEMO ATTACHMENT ?

>> I DIDN'T RECEIVE ANY QUESTIONS ON THAT PARTICULAR

ITEM. >> I AM ASSUMING THAT IF NOBODY

ASKS, WE MOVE FORWARD. >> ANY OTHER COMMENTS OR

QUESTIONS? >> THIS IS THE TIME TO ASK QUESTIONS IS WHAT I THOUGHT. I WAS UNDER THE ASSUMPTION THAT DURING THE TOPIC WHEN IT COMES UP ON THE AGENDA IS WHEN WE CAN

ASK QUESTIONS. >> YES.

>> YES. >> MOVING ON TO THE SECOND PUBLIC HEARING FOR ITEM 11.2 A RESOLUTION AND MAP ADOPTION AND MR. DOUGLAS JOHNSON WILL COME UP TO PRESENT THE INFORMATION TO THE BOARD AND COMMUNITY AND WELCOME MR. JOHNSON. THANK YOU FOR YOUR PATIENCE. WE WILL DO THE PUBLIC HEARING AFTER THE

PRESENTATION? >> GOOD EVENING. IT IS MY PLEASURE TO BE HERE WITH YOU. AND JUSTIN LEVITZ SENDS HIS REGRETS AND HE GOT THROUGH ONE MEDICAL THING WITH THE EYE DOCTOR AND HE IS BACK INTO SURGERY WITH A DETACHED RETINA.

HIS APOLOGIES FOR NOT BEING HERE AGAIN. I AM THE PRESIDENT OF THIS AND ACTUALLY LONG AGO I GUIDED THE CITY THROUGH ITS DISTRICT ELECTIONS WHICH I WILL SAY YOUR STUDENTS PARTICIPATED IN THAT PROCESS ELOQUENTLY AND ACTIVELY SO I WAS HAPPY TO SEE THEM SPEAKING TODAY AND THEY ARE STILL AS EXCELLENT AND ELOQUENT AS THEY WERE BACK THEN OF PUBLIC SPEAKING. AS YOU ARE AWARE BUT SOME OF THE AUDIENCE MAY NOT HAVE FOLLOWED ALL OF THIS , THIS HAS BEEN AN EXTENSIVE PROCESS AND THE FIFTH HEARING AND YOU HELD THE INITIAL TWO HEARINGS TO INFORM AND EDUCATE THE PUBLIC AND GATHER INPUT IN APRIL AND DRAFT MAPS WERE RELEASED AND THEN THERE WERE TWO MORE HEARINGS APRIL 25 AND MAY 9 WHERE WE HAD MAPS WITH PUBLIC INPUT ON THEM AND BOARD DIRECTION AND WE TOOK THAT INPUT AND HAD A LARGE SET OF MAPS THIS EVENING AND THESE HAVE BEEN ON THE DISTRICT WEBSITE FOR A FULL WEEK AND THEY ARE BOTH THE PDF MAPS THAT WE CAN PRINT OUT WITH STATISTICS AND INTERACTIVE MAPS WERE THEY ZOOM IN AND OUT. TODAY IS WHAT IS SCHEDULED TO BE THE MOP -- MAP ADOPTION FOLLOWING PUBLIC COMMENTS AND THIS IS UNUSUAL IN THAT THE VOTE OF THE BOARD ISN'T THE FINAL VOTE. AFTER THE BOARD CHOOSES THE PREFERRED MAP THAN THE COUNTY COMMITTEE ON SCHOOL DISTRICT ORGANIZATION WILL HOLD A HEARING AND THEY WILL HAVE THE FINAL SAY ON WHICH MAP -- ON IMPROVING THE PROCESS TO CHANGE AND WHICH MAP IS

ADOPTED. THERE WE GO. >> IN TERMS OF THE RULES AND REQUIREMENTS FOR THESE MAPS, WE DO HAVE FIRST FEDERAL LAWS AND WE MUST HAVE ALMOST PERFECTLY EQUAL POPULATION AND THERE ARE A FEW PERCENTAGE PLUS OR MINUS ALLOWED FROM PERFECT IDEAL POPULATIONS IN EACH AREA AND WE HAVE TO BE SURE WE COMPLY WITH THE FEDERAL VOTING RIGHTS ACT AND AVOID RACIAL GERRYMANDERING SO IT CAN'T BE THAT RACE IS THE PREDOMINANT REASON THAT THE MAP IS DRAWN THE WAY IT IS OR A MAP IS ADOPTED. THAT IS A BIG PICTURE REQUIREMENT AND ONE THAT REALLY COMES DOWN TO NUMBERS IS THE EQUAL POPULATION REQUIREMENT AND THERE IS ONE PROPOSED MAP IN THE PACKAGE THAT IS NOT BY POPULATION. AND THEN CALIFORNIA, STARTING JANUARY 1 HAS APPLIED THE FAIR MAPS ACT TO SCHOOLS SO THE ONES IN THE MIDDLE OR NEW FOR SCHOOL DISTRICTS. THEY ARE IN PRIORITIZED ORDER, THE TRUSTEES

[02:05:02]

AND THEN IF YOU HAVE TWO MAPS EQUAL OF ALL OF THOSE CONSIDERATIONS AND THAT RARELY HAPPENS, BUT IF THERE ARE TWO MAPS THAT YOU CONSIDER A WILL, WE CAN THEN LOOK AT UNDER POPULATING A SEAT YOU KNOW WILL GROW FASTER THAN OTHERS AND NOT A BIG ISSUE HERE. WE DON'T HAVE AN EXPLODING POPULATION AS PART OF THE DISTRICT. BUT THAT IS THE LAST OF WHAT THE COURTS HAVE RECOGNIZED AS CRITERIA. I DO WANT TO MENTION THE MAPS AND I WILL GO THROUGH A POWERPOINT PRESENTATION AND THEY ARE ON THE WEBSITE AND THERE HAS BEEN THE INNER BACK LIVE -- INTERACTIVE REVIEW MAP AND YOU CAN SEE THEM IN MORE DETAIL.

FIRST OF ALL, THIS IS MAP 108. AND PUTTING IT UP TO ACKNOWLEDGE WE DO APPRECIATE THIS AND A NUMBER OF THESE CAME FROM RESIDENCE AND WE ARE GLAD TO SEE THE COMMUNITY ENGAGED IN AND THIS IS 11% BETWEEN THE LARGEST AND SMALLEST AND THE LOWEST THAT IS ALLOWED IS 10%. AND THIS OUTLINE, YOU WILL SEE IT SHOW UP IN SOME OF THE OTHER MAP SO I THINK THE IDEAS ARE CAPTURED IN OTHER MAPS. AND WHEN THE SLIDES GET PROJECTED, THEY GET A LITTLE BIT ELONGATED. FIRST OF ALL WE HAVE TWO MAPS, 101 AND 102 THAT SPLIT THE CITY ROUGHLY INTO AN EAST AND WEST PORTION, THE BELLFLOWER PART OF THIS. 101 LARGELY FOLLOWS THE SCHOOL ATTENDANCE AREA SO THIS BLUE PART AREA TO MET COMING DOWN INTO THE MIDDLE OF THE CITY FOLLOWS YOUR ATTENDANCE ZONES FOR ELEMENTARY SCHOOLS SO IT LOOKS UNUSUAL BUT IT IS LOOKING WHAT YOU COULD CONSIDER A COMMUNITY OF INTEREST IF THAT IS WHAT YOU WISH TO ADOPT. 102 IS MORE FOCUSED ON MAJOR ROADS SO IT DOESN'T HAVE THAT RAILROAD LINE YOU SEEN 101 COMING TO THE MIDDLE BUT MUCH MORE FOCUSED ON LARGE ROADS AND LAKEWOOD IS ALL ONE AREA AND IT IS THE RIGHT POPULATION TO BE THAT AREA DOWN THERE AND IN CERRITOS IS ALWAYS INTACT IN THESE MAPS. 103 AND 113 ARE SIMILAR MAPS TO EACH OTHER. INSTEAD OF BEING A SPLIT EAST AND WEST THEY HAVE A NORTHERN TRUSTEE AREA AS WELL BUT IN ONE OF THREE IT IS FOLLOWING THE CITY COUNCIL DISTRICT BOUNDARY.

THERE IS A LINE IN ONE OF THREE WHERE IT COMES UP TO THE NORTHEAST AND LOOKS FUNNY BUT IT WILL BE FAMILIAR TO VOTERS BECAUSE IT FOLLOWS THE CITY COUNCIL DISTRICT BOUNDARY VERSUS THE CITY EXTENDS FURTHER NORTH WHICH IS HOW IT COMES WITH THE UNUSUAL BORDER. THAT SHAPE AND COLLECTION OF COMMUNITIES IS BROUGHT OVER FROM THE CITY COUNCIL MAP AND 113 IS SIMILAR AND IT HAS A MUCH MORE ROAD ORIENTED BORDER.

AND THEN 106 AND 107 ARE SIMILAR TO 113 THAT WE JUST SHOWED YOU. AND THEY DO DIFFER A LITTLE BIT IF YOU LOOK RIGHT WHERE ON THAT SAYING IS HARD TO READ AND WRITE IN THE MIDDLE OF THE MAP THERE IS A LITTLE BIT THAT SWITCHES WHERE IT SAYS BELLFLOWER AND YOU CAN'T REALLY READ IT ON THE SCREEN BUT THE LETTERS SAY BELLFLOWER AND THAT IS SWITCHED FROM 113 IN AREA 2 AND NOW IN AREA ONE AND MAP 106. 1A SEVEN HAS SOME CHANGES AND YOU CAN SEE THEM FURTHER SOUTH AND SOUTH OF THE RAILROAD AND THE BOUNDARY BETWEEN THREE AND FOUR AND INSTEAD OF BEING A CONTINUOUS NORTH SOUTH BOUNDARY IT FOLLOWS MORE MAJOR ROADS AS

[02:10:03]

YOU CAN SEE THAT THESE ARE SIMILAR BUT THESE YOU HAVE THE LARGE TRUSTEE AREA 3 IN THE MIDDLE. AND THEN LAKEWOOD IS DIVIDED 50-50. EACH ONE VARIES IN THE NORTH BETWEEN BOUNDARIES ONE AND 2 AND WHERE THEY RUN. SO THAT IS THE QUICK SPIN THROUGH THIS AND I AM HAPPY TO TALK ABOUT THE DATA OR THE MAPS AND I DO HAVE THE INTERACTIVE MAP ON MY TABLET SO I CAN ZOOM IN IF YOU HAVE SPECIFIC STREET BY STREET QUESTIONS AND THERE IS A PUBLIC HEARING AND WE DO WANT TO TAKE PUBLIC COMMENT AND WE WOULD BE HAPPY TO ANSWER QUESTIONS NOW OR AFTER THE

PUBLIC COMMENT. >> AFTER WOULD BE GREAT. THANK

YOU. >> AT THIS TIME, I DECLARE THE PUBLIC HEARING OPEN AND WOULD ANYBODY FROM THE PUBLIC LIKE TO

SPEAK ON THIS ITEM? >> HELLO THERE. THANK YOU SO MUCH. A FEW THINGS ABOUT THIS PROCESS. FIRST OF ALL HE WANTS TO THANK YOU SO MUCH FOR BEING PRODUCTIVE AND MOVING SO QUICKLY TO MAKE SURE WE AVOID LITIGATION LOOKING AT THOSE NUMBERS AND OTHER DISTRICTS AND IT SEEMS LIKE A VERY WISE DECISION YOU ARE MAKING AND THANK YOU FOR BEING PRODUCTIVE WITH THIS PROCESS TO ENSURE EQUITY SO ALL OF OUR STAKEHOLDERS ARE REPRESENTED. AND WE SPENT SOME TIME LOOKING AT THE MAP SO AFTER LOOKING AT THE RELEASE MAPS, MAP 113 OVERWHELMINGLY MEETS THE CRITERIA AND IN ADDITION TO MEETING ALL FEDERAL CRITERIA. ALL OF THE PRESENTED MAPS MEET CRITERIA NUMBER ONE SO IT IS TO AVOID THE DIVISION OF NEIGHBORHOODS AND COMMUNITIES OF INTEREST AND AFTER DOING SOME RESEARCH, I FOUND THE EGYPTIAN COMMUNITY IS GROWING IN THE CITY OF BELLFLOWER AND IT HAS THE SIXTH HIGHEST PERCENTAGE OF EGYPTIAN RESIDENCE IN THE STATE AND CONTINUING TO GROW. DISTRICT 1 DOES A GOOD JOB OF KEEPING THE SAINT GEORGE CHURCH COMMUNITY TOGETHER AND CRITERIA NUMBER 3 AVOIDS THE DIVISION OF CITIES KEEPING LAKEWOOD TOGETHER AND IN DISTRICT 5 AND INCLUDES ALL OF THOSE IN DISTRICT NUMBER 4 AND CRITERIA NUMBER 4 IS EASILY IDENTIFIABLE BOUNDARY LINES AND THEY ARE ALONG MAIN CITY STREETS INCLUDING THE RAILROAD TRACKS AND VERY EASY TO IDENTIFY AND FOR CRITERIA NUMBER FIVE MAC THIS IS THE MOST COMPACT MAP MEETING ALL OF THE REQUIREMENTS MENTIONED EARLIER AND SOME DATA POINTS I LOOKED AT IN THE POPULATION NUMBERS ARE VERY WELL SPREAD OUT IN MAP 113 AS ARE THE VOTER REGISTRATION NUMBERS. THE NUMBERS SHOW THE PERCENT DEVIATION OF ALL THE DISTRICTS IS ONLY AT 6.53% ON THIS MAP. ADDITIONALLY THE ASIAN AND SPECIFIC -- PACIFIC ISLANDERS ARE CLOSELY REPRESENTED IN ALL DISTRICTS. LOOKING AT THE TOTAL NUMBER OF STUDENTS AT THE BELLFLOWER UNIFIED SCHOOL DISTRICT, WE HAVE IDENTIFIED POPULATION OF HISPANIC AS 68%. THREE OF THE DISTRICTS ON THAT

[02:15:01]

>> WOULD ANYBODY ELSE LIKE TO SPEAK ON THIS ITEM? AT THIS TIME I WILL CLOSE THE PUBLIC HEARING. IS THERE ANY DISCUSSION FROM THE BOARD? VICE PRESIDENT STUART.

>> I SPENT A LOT OF TIME TO THE POINT I WAS DRIVING AROUND LOOKING AT DIFFERENT AREAS AND I HAVE WRITTEN OUT MY COMMENTS SO I WILL READ THIS. SO IN REVIEWING THE MAPS OBVIOUSLY MAP 108 IS NOT POPULATION BALANCED AND 105 AND 110, 111, 112 AND THE OTHERS LIT LAKEWOOD AND I DON'T AGREE WITH THAT AND IT DOESN'T FOLLOW THE CRITERIA AND THIS SPLITTING COULD HAVE THREE CITIES IN ONE DISTRICT AND THE SOCIOECONOMIC GEOGRAPHIC AREAS AREN'T KEPT TOGETHER AND IF THEY HAD CANDIDATES THAT WERE LIVING IN THAT BELLFLOWER PORTION THEY COULD HAVE ZERO REPRESENTATION IN THESE BOUNDARIES DON'T DETERMINE HOW THE BOARD GOVERNS AND THE SCHOOL BOARD SHOULD WORK TOGETHER TO BENEFIT THE DISTRICT AS A WHOLE RATHER THAN THE INTEREST OF A SINGLE AREA SO I WOULD NOT CHOOSE THOSE MAPS. MAPS 101 AND 102 ARE EAST TO WEST MAPS AND WITH LAKEWOOD BEING A SOUTH REGION IT DOESN'T MAKE SENSE TO SPLIT THOSE EAST TO WEST AND HISTORICALLY AND IN PAST PRACTICES WE HAVE IDENTIFIED OURSELVES AS A NORTH-SOUTH DISTRICT AND WE HAVE BACK TO SCHOOL NIGHT SOUTH AND NORTH AND WE HAVE OPEN HOUSE SOUTH AND NORTH SO I DO BELIEVE IT WOULD BE BEST TO CONTINUE A NORTH-SOUTH FORMATION AND MAP 103, THIS CROSSES MORE WHICH I BELIEVE IS A DISTINCT COMMUNITY AND LIVING HERE MY WHOLE LIFE THOSE TRACKS ARE IMPORTANT DOWN THE MIDDLE AND CROSSING OVER I THINK DIFFERENT COMMUNITIES OF INTEREST SO THIS DOESN'T HAVE THE SAME DEMOGRAPHICS AND INTEREST AS THE FLORA VISTA AREA NEAR EUCALYPTUS AND THERE DIFFERENT GRAPHICS AND THIS MAP IS NOT AS COMPACT AND THE BORDERS ARE NOT AS EASILY IDENTIFIED AND 106 AND SEVEN I COULD ACCEPT THESE BUT I FEEL THE TRIANGLE THAT CROSSES THE BOULEVARD IS A DIFFERENT COMMUNITY OF INTEREST AND IT CROSSES OVER THE BELLFLOWER BOULEVARD PEREZ 113 WOULD BE MY CHOICE BECAUSE IT DOESN'T SO SPEAKING ON MAP 113 I THINK FOLLOWING THE CRITERIA IT IS CONTIGUOUS AND THE SOCIOECONOMIC GEOGRAPHIC AREAS ARE KEPT TOGETHER AND I THINK THIS MAP BEST DIVIDES THE COMMUNITY'S INTEREST AND DISTRICT ONE AND THREE AND FOUR ARE PRIMARILY RUNNERS AND 69% AND 66% AND DISTRICTS TWO AND FIVE ARE PRIMARILY OWNERS AT 56% AND 82% AND SEPARATES THE FLORA VISTA AND THE PACIFIC WHERE THE TRACKS ARE AND I THINK THAT IS A NATURAL BOUNDARY AND A NATURAL NEIGHBORHOOD DIVIDING LINE AND IT STICKS TO MAJOR STREETS AND GOES TO THE BOULEVARD AND IT ALSO HAS LIGHTS AND SOMERSET MCNABB AND KNOW THE SCHOOLS CANNOT BE A PREDOMINANT CONSIDERATION BUT IT HAPPENS ORGANICALLY IN THIS MAP AND DISTRICT 1 HAS TWO SCHOOLS WITH DISTRICT 3 -- DISTRICT 2 HAS THREE SCHOOLS AND DISTRICT 3 HAS TWO SCHOOLS AND DISTRICT 4 HAS TWO SCHOOLS AND DISTRICT 5 HAS FIVE SCHOOLS BUT THAT IS KEEPING LAKEWOOD TOGETHER AND I THINK THE MAP HAS EASILY IDENTIFIABLE BOUNDARIES AGAIN GOING NORTH AND SOUTH. I SPOKE TO COMMUNITY NUMBERS AND THEY FELT LIKE NORTH AND SOUTH WE HAVE BEEN DOING THAT AND IT MAKES SENSE TO KEEP DOING THAT. I THINK, AGAIN IT IS MORE COMPACT AND HAS CLEANER BOUNDARIES. SO I

WOULD WANT TO APPROVE 113. >> THANK YOU, VICE PRESIDENT

STEWART . DR. ELHESSEN? >> THANK YOU . I ALSO HEARD FROM COMMUNITY MEMBERS LOOKING AT -- WANTING TO HAVE MORE THAN ONE REPRESENTATION FROM LAKEWOOD. I WAS LOOKING AT I THINK IT WAS MAP 11 -- 111. IT SEEMS THAT THE CLEAR BOUNDARIES

[02:20:10]

SO 114 AND 112, 110 AND 109 ALL LOOK LIKE IT HAD SEPARATED SOME NEIGHBORHOODS AND I DIDN'T UNDERSTAND THAT. I WAS LOOKING AT MAP 111 AS FAR AS EQUAL REPRESENTATION AND ALSO ALLOWING MORE THAN ONE REPRESENTATIVE FROM LAKEWOOD.

THANK YOU. >> THANK YOU, DR. ELHESSEN.

VICE PRESIDENT STEWART? >> JUST HAVE A CONVERSATION.

MAP 111, THE BORDERS ARE ALL OVER THE PLACE AND THEY GO EAST TO WEST AND WE HAVE ALREADY BEEN TOLD THE CITY OF LAKE WOULD SHOULD BE KEPT TOGETHER ESPECIALLY CONSIDERING THE SOCIODEMOGRAPHIC PARTS OF THAT AND, AGAIN, I UNDERSTAND LAKEWOOD IS VERY INVOLVED AND THEY WANT REPRESENTATION, BUT, AGAIN, IF YOU LOOK AT THAT MAP AND I DON'T KNOW IF YOU CAN PUT IT UP FOR ME. IF YOU LOOK AT THAT, IF YOU HAD SOMEBODY WHO LIVED IN THAT BELLFLOWER SECTION, THERE COULD BE ZERO PEOPLE THAT LIVE IN LAKEWOOD. I DON'T KNOW HOW GREAT THAT REPRESENTATION WOULD BE IF NOBODY LIVES THERE. I WOULD JUST FAVOR KEEPING LAKEWOOD TOGETHER ON ITS OWN.

>> THANK YOU. DR. ELHESSEN. >> YOU SAID THERE WOULD BE NO

REPRESENTATION IN BELLFLOWER. >> I DON'T KNOW IF I COULD STAND UP. IF SOMEBODY RAN RIGHT HERE AND RIGHT HERE AND RIGHT HERE THEY WOULDN'T LIVE IN LAKEWOOD. SOMEBODY WERE IN THOSE TWO AREAS, THEY WOULDN'T BE IN LAKEWOOD BUT THEY COULD BE ELECTED. DO YOU SEE WHAT I AM SAYING?

>> YES. >> THANK YOU, VICE PRESIDENT STUART. WE WILL MOVE ON TO MAJOR ACTION SO THERE WILL BE ANOTHER TIME TO SPEAK ON THIS AS WELL. WHAT I WOULD LIKE TO SAY IS I DO AGREE WITH VICE PRESIDENT STEWART. I THINK ONE THING THAT HAS NOT BEEN TALKED ABOUT TOO MUCH IS THE POPULATION OF OUR CERRITO BUT I THINK IT IS IMPORTANT AND I THINK I HAVE SEEN IT HAPPEN IN CITIES AND OTHER DISTRICTS AND DISTRICTING CAN HAVE A NEGATIVE EFFECT ON THE DISTRICT IF YOU ARE NOT ALL WORKING TOGETHER AND IF YOU ARE NOT A STUDENT FIRST AND WORKING AS A TEAM AND WHERE YOU GET ELECTED AND WHERE YOU SERVE ARE TWO TOTALLY DIFFERENT THINGS AND IF YOU GET ELECTED IN DISTRICT 5 MAC YOU'RE JUST AS RESPONSIBLE FOR THE STUDENTS AND STAFF ACROSS THE DISTRICT AND I WILL SAY RIGHT NOW WE HAVE TO KEEP THAT IN MIND GOING FORWARD NO MATTER WHAT MAP WE PICK. MADAM CLERK?

>> THANK YOU, BOARD PRESIDENT AND I DO HAVE A QUESTION FOR THE CONSULTANT. YOU EXPLAINED THAT MAP THAT IT'S NOT BALANCED BY POPULATION BUT IS THE BOARD ABLE TO WITHDRAW THAT MAP, OR DO WE HAVE TO VOTE ON IT AS WELL? AND WHAT OPTIONS

ARE THERE? >> THE ONLY THING THAT MATTERS IS THE MAP YOU SELECT AND YOU DON'T HAVE TO TAKE ACTIONS ON

[12. MAJOR ACTION]

>> WE WILL MOVE ON TO THE MAJOR ACTION. AND WE HAVE ONE MAJOR ACTION ITEM THIS EVENING AND THAT IS ITEM 12.1 THE FINAL MAP SELECTION AND ELECTION SEQUENCE. DO WE HAVE ANY COMMENTS OR QUESTIONS FROM THE BOARD? ANY ADDITIONAL COMMENTS OR QUESTIONS? NO? WITH SOMEBODY LIKE TO MAKE A MOTION FOR THE

MAP? >> I MAKE A MOTION TO APPROVE

MAP 113. >> SECOND.

>> ROLL CALL >> MS. ARMSTRONG?

>> 1021. >> DR. ELHESSEN ?

>> AYE. >> MS. GARZA?

>> I HAVE A QUESTION. DO WE HAVE TO IDENTIFY ALSO THE ELECTION CYCLE IN THAT MOTION?

>> NO. >> THAT IS A DECISION OF THE

COUNTY COMMITTEE. >> WE ARE GOOD.

>> AYE. >> MS. STEWART?

>> AYE. PRESIDENT CRIHFIELD? >> ONE. THE MOTION PASSES TO

[02:25:02]

[13. CONSENT AGENDA]

>> I WOULD LIKE TO HOLD 13.7 PLEASE. 13.7 PLEASE SORRY.

>> ANY OTHER QUESTIONS FOR WITHHOLD?'S NO. DO I HAVE A MOTION TO APPROVE THE CONSENT AGENDA AND WITH THE HOLD ITEMS

13.7 AMENDMENTS TO CONTRACTS. >> YOU HAVE A MOTION.

>> A SECOND? >> SECOND.

>> ROLL CALL. >>

[13.7 AMENDMENT TO ANNUAL CONTRACT LISTINGS AND AGREEMENTS 2023-2024 FISCAL YEAR]

>> THE AMENDMENTS TO THE ANNUAL CONTRACTS AND ANY COMMENTS OR

QUESTIONS FROM THE BOARD? >> I KNOW IT SAYS THAT THE AMOUNT THAT IS MADE IS $35-$125 PER HOUR. AND THEN IT SAYS NURSES AND HEALTHCARE SERVICE AND $125 AN HOUR, WHO MAKES THAT MUCH AT OF CURIOSITY AND WHY?

>> I WILL ASK HER TO CLARIFY THAT QUESTION.

>> THOSE PRICES ARE SET BY THE AGENCY OF MAXIM HEALTHCARE AND AS YOU STATED THERE ARE DIFFERENT SERVICES PROVIDED SO NURSING SERVICES COULD BE THE COST OF WHAT THEY CHARGE SINCE THESE ARE CONTRACTED SERVICES.

>> SO NURSING COULD POSSIBLY MAKE $125 AN HOUR. WHERE WOULD THEY BE LOCATED? THOSE NURSES?

>> THEY WOULD PROVIDE SERVICES IN THE DISTRICT THROUGHOUT.

>> THEY WOULD JUST BE AGENCIES THAT WORK IN THE DISTRICT?

>> CORRECT. >> DOES THAT SEEM LIKE A LOT TO

YOU GUYS FOR $125 AN HOUR? >> CONTRACTED SERVICES ARE COSTLY BECAUSE IT IS SUPPLY AND DEMAND SITUATION SO YOU GET THAT COST AT TIMES BECAUSE THE SUPPLY IS LIMITED AND IT DOES REQUIRE A SPECIAL CERTIFICATE CREDENTIAL OR TRAINING FOR SOME

OF THESE INDIVIDUALS. >> IN THE PAST, WHAT HAVE SOME OF THESE NURSES THAT MAKE SO MUCH PROVIDED FOR US AND SOME RANDOM EXAMPLES FROM THE PAST?

>> FOR EXAMPLE, THEY COULD HELP ANYTHING WITH SPECIAL ED STUDENTS WITH HEALTH SERVICES NEEDED OR ASSESSMENTS THAT MAY NEED TO TAKE PLACE SO THEY MAY ASSIST ON THAT AND THEY MAY ATTEND IEPS WITH STUDENTS WHO HAVE HEALTH NEEDS FOR STUDENTS

WHO HAVE INPUT. >> AGAIN ATTENDING AN IEP WITH STUDENTS WHO NEED IT THEY COULD MAKE POSSIBLY $125 AN HOUR?

>> THOSE OF THE PRICE IS SET BY THE AGENCIES.

>> IS IS COMPARABLE TO OTHER AGENCIES? WE LOOKED AT OTHERS?

>> THE THING WITH NURSING IT IS VERY DIFFICULT TO FIND NURSES THAT ARE CREDENTIALED TO BE ABLE TO WORK WITH STUDENTS. SO YOU HAVE REGULAR NURSES. BUT THEN THERE IS A SPECIAL CREDENTIAL YOUR ACTUAL NURSES WHO WORK WITH THEM HAVE TO HAVE. IT IS VERY VERY DIFFICULT TO FIND INDIVIDUALS WHO ACTUALLY HAVE A NURSING CREDENTIAL ALLOWING THEM TO

WORK WITH STUDENTS. >> OKAY. IT SEEMS LIKE A LOT AND MAYBE I SHOULD SWITCH PROFESSIONS.

>> I WILL ADD THAT IT IS ALSO OUR SPEECH THERAPIST AND OT'S AND IT'S THE WHOLE GAMUT WITH THE PSYCHOLOGIST AND BEHAVIORAL SPECIALIST. IT IS NOT JUST NURSING AND I WANT TO MAKE SURE

YOU ARE AWARE. >> I KNOW IT IS SUPER IMPORTANT AND I DON'T MEAN TO MAKE JOKES OR MAKE LIGHT OF IT BUT IT IS $125 AN HOUR AND IT SEEMS LIKE A LOT.

>> THANK YOU, VICE PRESIDENT STUART. I THINK IT SPEAKS TO A BIGGER ISSUE OF HOW MUCH WE ARE CONTRACTING OUT FOR THINGS IN GENERAL AND I KNOW THAT LAKEWOOD HAS THEIR ANNUAL REPORT AND IT SHOWS HOW MUCH WE SPEND ON CONTRACTED SERVICES THAT HAS POPPED UP, THIS ISSUE HERE AND THERE SO MAYBE IT CAN BE ADDRESSED AT SOME POINT. TO MAKE SURE THAT WE ARE ABLE TO PROVIDE SERVICES AND NOT SPENDING TOO MUCH ON THESE INDIVIDUAL CONTRACTS. ANY OTHER QUESTIONS ON THAT? NO? DO I HAVE A MOTION TO APPROVE ITEM 13.7?

[02:30:03]

>> YOU HAVE THAT MOTION. >> SECOND.

>> ROLL CALL? >>

[14. BOARD COMMUNICATIONS]

>> WE WILL FUND THE FORD COMMUNICATIONS AND IT IS NOW TIME FOR BOARD COMMUNICATIONS. I WILL GO AHEAD AND START WITH

BOARD MEMBER ARMSTRONG. >> ALL RIGHT. I DID HAVE SOME NOTES WRITTEN BUT I DON'T KNOW WHAT I DID WITH THEM SO I WILL GO TO MY CALENDAR. NOT TOO MUCH. WHAT HAVE I BEEN DOING? I TELL YOU. I CAN'T REMEMBER WHAT I HAVE DONE AND THEY MUST USE THE CALENDAR. SO I WENT TO THE RIBBON CUTTING AT BELLFLOWER HIGH SCHOOL AND THEY HAVE A NEW WEIGHT ROOM AND I WILL START GOING TO WORK OUT UNLESS I HAVE TO PAY FOR IT. I DON'T KNOW. ANYWAY. IT IS REALLY NICE AND THE KIDS ARE EXCITED. IT WAS REALLY NICE. I DON'T KNOW. CAN I GO WORK OUT A NET WEIGHT ROOM? I DON'T KNOW. I AM SURE THE KIDS WILL ENJOY IT AND IT IS BRAND-NEW EQUIPMENT AND NICE PAINTING AND, OH MY GOODNESS. I THEN WENT TO THE MAYFAIR HIGH SCHOOL SCHOLARSHIP AND ACADEMIC AWARDS. I TELL YOU, THEY HAD A SLEW OF STUDENTS AND OUR STUDENTS ARE REALLY PERFORMING.

SO THINGS TOWARD TEACHERS AND WE DID SEE STUDENTS COME UP TODAY WHO ARE THRIVING IN THEIR PROFESSION AND I CAN JUST IMAGINE THESE CHILDREN BEING ABLE TO COME BACK AND GIVE BACK BECAUSE WE DID HAVE SOME SCHOLARSHIP DONORS WHO CAME BACK AND GAVE BACK TO THEIR ALMA MATER. I ALSO WENT TO MY OWN CHILD'S GRADUATION AND SHE WAS A GRADUATE OF BELLFLOWER HIGH SCHOOL AND SHE JUST GRADUATED AND SHE IS NOW A PRACTICING RESPIRATORY THERAPIST AND SHE IS A PRACTITIONER AND ALREADY GOT A JOB. SO THANKS TO BELLFLOWER EDUCATING HER. I ALSO WENT TO THE BELLFLOWER SENIOR ACADEMIC AND SCHOLARSHIP AWARDS CEREMONY AND THE GYMNASIUM WAS REALLY NICELY DECORATED. IT WAS FULL AND THE KIDS ARE REALLY STRIVING AND WE HAD KIDS THAT GOT ALMOST EVERY AWARD GIVEN AND I ASK IF THEY HAVE A LIFE OUTSIDE OF THE SCHOOL. THEY DO.

THAT IS WHAT GETS THEM THESE SCHOLARSHIPS. AGAIN, THE COMMUNITY PARTNERS WHO DONATED THESE, I THINK THEM. I WOULD LIKE TO SEE OUR STUDENTS THRIVE AND THAT IS ABOUT IT. AND I AM AT THE BOARD MEETING TONIGHT AND I THINK YOU GUYS FOR BEING HERE. THANK YOU FOR YOUR TIME BEING HERE. THAT IS IT.

>> THANK YOU, MS. ARMSTRONG. DR. ELHESSEN?

>> THANK YOU. I DID HAVE A BUSY TIME IN BETWEEN RECUPERATING FROM WHATEVER I HAD AND I DON'T KNOW WHAT I HAD AND I AM HAPPY TO BE HERE NOW. SOMETIMES YOU HAVE TO HAVE SOME CONTRAST IN YOUR LIFE TO REALLY APPRECIATE WHERE YOU ARE. THE UNIVERSE HAS BLESSED ME WITH A LOT OF CONTRAST. ANYWAY, I WANT TO SHARE THAT I ATTENDED THE AD HOC COMMITTEE FOR SPECIAL ED WITH MY BOARD COLLEAGUE AMY STEWART AND IT WAS A PRETTY BIG MEETING AND I WAS SURPRISED AT ALL OF THOSE WHO ATTENDED BUT I THINK IT WAS A GREAT START AND I DO WANT TO SHARE THAT I AM HOPING THIS COMMITTEE WILL BE IN OUT COME-BASED COMMITTEE AND NOT JUST A COMMITTEE THAT TALKS ABOUT THINGS SO I WANT TO MAKE SURE WE MOVE FORWARD ON SPECIFIC THINGS THAT WE NEED TO ADDRESS WITH OUR SPECIAL ED POPULATION AND OUR SPECIAL ED TEACHERS, STAFF AND AIDES. I ALSO SPOKE AT CAREER DAY AT WASHINGTON ELEMENTARY AND I DO REALIZE I HAVE A NEW SKILL OF KILLING SPIDERS AND I WAS IN A CLASS AND IT STARTED COMING

[02:35:05]

THINK YOU. >> THANK YOU, DR. ELHESSEN.

>> MS. GARZA? >> I ALSO ATTENDED THE RIPPING -- RIBBON-CUTTING AND THANK YOU TO HIM AND HIS FOUNDATION FOR BEING SO GENEROUS AND HELPING US TO PROVIDE A BETTER FACILITY FOR BELLFLOWER HIGH SCHOOL STUDENTS. ALSO I ATTENDED THE MAYFAIR HIGH SCHOOL SENIOR SCHOLARSHIP RECEPTION AND I COULDN'T STICK AROUND FOR THE AWARDS NIGHT. I HAD TO DUCK OUT A LITTLE BIT EARLY. BUT I AM VERY VERY HAPPY THAT WE HAVE SO MANY STUDENTS WHO ARE ABLE TO RECEIVE FUNDING GOING FORWARD AS THEY ARE CONTINUING THEIR EDUCATIONAL JOURNEY AT FOUR-YEAR UNIVERSITIES AND COLLEGES. ALSO, THE CLASSIFIED

[02:40:01]

CONGRATULATIONS TO THE SENIORS AND THE GRADUATING SENIORS OF 2024. THIS IS THE CULMINATION OF ALL OF YOUR STRUGGLES AND SLEEPLESS NIGHTS FOR SOME OF YOU AND IT IS THE CONTINUATION ALSO OF YOUR ACADEMIC JOURNEY. WE KNOW THERE WERE MANY PEOPLE WHO SUPPORTED YOU ALONG THE WAY LIKE TEACHERS, PARENTS. THIS IS A HAPPY TIME FOR US AND THIS IS PERSONALLY MY FAVORITE TIME OF THE YEAR BECAUSE WE GET TO SEE HOW WE HAVE BEEN ABLE TO EDUCATE YOU AND GIVE YOU THE BEST OF WHAT WE HAVE AND SEND YOU OUT THERE INTO THE WORLD. CONGRATULATIONS. WE ARE LOOKING FORWARD TO MANY ACCOMPLISHMENTS FROM YOU. ALSO, ENJOY THE

THREE-DAY WEEKEND. >> THANK YOU. VICE PRESIDENT

STEWART? >> GOOD EVENING. I WOULD LIKE TO AGREE WITH MY COLLEAGUES IN SAYING THAT WE ARE VERY THANKFUL FOR THE CLASSIFIED EMPLOYEES AND, SHALL, YOU DO AN AMAZING JOB WITH BEING PRESIDENT AND TAKING IT ON AND YOU HAVE TO REPRESENT A LOT OF DIFFERENT PEOPLE AND GO THROUGH A LOT OF DIFFERENT SITUATIONS, BUT WE DO THANK YOU AND ALL OF YOUR EMPLOYEES FOR EVERYTHING YOU DO. SECONDLY I DO AGREE WITH DR. ELHESSEN. I HOPE THIS AD HOC MEETING AND COMMITTEE CAN FIND SOLUTIONS AND WE CAN LOOK AND TALK ABOUT THAT AND HOW WE CAN FIX THINGS THAT ARE IN THERE WITH COLLABORATION. I DO AGREE WITH HER ON THAT. NEXT, I THINK I HAVE TALKED A LOT ABOUT BEING ON THIS BOARD, MY WISH TO HAVE A FAMILY ORIENTED SCHOOL DISTRICT. I HAVE SEEN SOME THINGS LATELY THAT DISAPPOINT ME. I DON'T THINK SOME OF OUR EMPLOYEES HAVE BEEN TREATED THE WAY THEY SHOULD. I WANT TO IMPLORE EVERYBODY TO STAY POSITIVE AND BE KIND AND REALLY THINK ABOUT THE DECISIONS YOU MAKE. SOME OF THESE DECISIONS AFFECT THEIR COMMUNITY. I AGAIN WANT TO BUILD THIS FAMILY ATMOSPHERE. I AM HOPEFUL THAT WE CAN WORK TOGETHER TO AGAIN BE KIND TO EACH OTHER AND I WILL LEAVE IT AT THAT. ON MAY 10 I DID A WALK-THROUGH OF THE BELLFLOWER HIGH SCHOOL WEIGHT ROOM AND I COULDN'T DO THE RIBBON-CUTTING BUT I AM VERY THANKFUL OF AUSTIN EKELER AND THAT FOUNDATION. WE DID TALK ABOUT THIS BEFORE AND I KNOW WE TALKED ABOUT JUST THE TEAM WORK AND WHAT WAS PUT INTO THAT AND WHEN I BECAME A BOARD MEMBER, I HAD A LOT OF PARENTS AND COACHES AND WORKING WITH THE FOOTBALL COACHES AT THE TIME THERE AND THEIR DESIRE TO HAVE A BETTER WEIGHT ROOM AND HOW LONG IT HAD BEEN SINCE IT WAS REDONE IN THE SAFETY CONCERNS THAT SOME OF THE PARENTS HAD.

WE ALREADY KNEW THAT NEEDED TO BE FIXED AND WE TALKED ABOUT THE FOUNDATION AND I RESEARCH ON THE FOUNDATION WHICH NEVER WOULD HAVE HAPPENED IF IT WASN'T US CREATING THAT FOUNDATION AND I FOUND THE AUSTIN EKELER FOUNDATION WHICH IS SOMETHING I AM VERY THANKFUL FOR FROM THE PAST SUPERINTENDENT IS HE REACHED OUT AND HE MADE IT HAPPEN. IT WAS A COMPLETE TEAM WORK OF ALL OF US WORKING TOGETHER AND I KNOW BRAD KNOWS IT WAS MY BABY AND ONE OF THE FIRST THINGS WHEN I GOT ON THE BOARD THAT HE WANTED TO ACCOMPLISH IS A BOARD AND DO FOR THE STUDENT ATHLETES AND HER PARENTS SO I'M REALLY EXCITED AND I AM SAD I WAS NOT ABLE TO ATTEND. THANK YOU , MY COLLEAGUES, FOR ATTENDING AND EXCITED THAT THEY COULD USE THE WEIGHT ROOM AND THANK YOU SO MUCH.

>> THANK YOU, VICE PRESIDENT STEWART. FOR ME, A LOT OF THE SAME EVENTS AND I DO LOVE THIS TIME OF YEAR AND I KNOW IT IS A LOT HARDER FOR OTHER PEOPLE BUT I GET TO SHOW UP AND GIVE SPEECHES AND DO THAT EVEN THOUGH THE LAST SPEECH LAST NIGHT I BROUGHT TORRY AND SHE WAS MY BIGGEST HECKLER IN THE

[02:45:04]

WITH THAT, I WILL GO AHEAD AND GET YOU GUYS OUT OF THERE. IF THERE IS NO OBJECTION, THIS MEETING IS ADJOURNED AT 8:50 2 PM UNTIL THE SPECIAL MEETING

* This transcript was compiled from uncorrected Closed Captioning.