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Keyur Shah: What's

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Up.

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Javier Lopez-Molina: Can everybody hear me.

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Javier Lopez-Molina: Can you, can you talk, I just want to make sure because

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Javier Lopez-Molina: We're actually got audio.

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Jennifer Clayton: Did you say, Jen. Did you say

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Javier Lopez-Molina: Yeah, I suggest. Yeah.

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Javier Lopez-Molina: The only reason is because I forward you that the end and I didn't know if like it was forcing us to use the same audio connection, but it seems like a time. So let's not wait

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Courtney Russell: I think you're technically set with

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Javier Lopez-Molina: Everybody ready to go.

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Nikali Jones: Yeah, I'm

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Nikali Jones: So sorry. I was just gonna

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Javier Lopez-Molina: Say anything important than

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Javier Lopez-Molina: Chris so

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Javier Lopez-Molina: Pure has been in desperate need of a restart. So I apologize, as it looks like it's

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Like

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Javier Lopez-Molina: Alright.

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Javier Lopez-Molina: Folks here today. I say we begin the meeting the current time is 636 call the meeting to order.

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Javier Lopez-Molina: Maria, I think you can record all the guests, not forgetting to work out, everybody's name.

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Javier Lopez-Molina: Okay.

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Javier Lopez-Molina: So,

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Javier Lopez-Molina: The first item on the agenda is public comments, so I will open up the floor to any public comments will actually know, is this something that I've been meaning to ask. Courtney, this isn't a password protected.

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Javier Lopez-Molina: Meeting right the zoom meeting should be open to the public and just want to confirm that and make sure that like when we post it we post the link to the

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Javier Lopez-Molina: To the zoom meeting.

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Courtney Russell: Yes, that's correct. So two different things. Maria post that on the door at the school and then also attend the public portal and both of those include the password.

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Courtney Russell: And

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Courtney Russell: I think that that's all

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Javier Lopez-Molina: I just want to make sure, because we haven't. We've had virtual meetings I think three times now. We haven't had any public anyone from the public. So just wanted to make sure we're making every opportunity to have people

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Javier Lopez-Molina: Alright, so I will open up the floor public comments. Going once, going twice.

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Javier Lopez-Molina: For public comments. I will move to the next part of the agenda, which is the ALCS the CPA staff presentation, I will turn it over to Mr. Brown.

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Travis Brown: Yes. Good evening, everyone.

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Travis Brown: And I would like to introduce everyone to miss Jacqueline Young, who

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Travis Brown: Really before I let her go. One of the things when we first met, she said she wanted to be the Teacher of the Year. And when we first met, and I think she lived up to that this year. And I'm really excited to for the board to meet her. She's been with us for a year.

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Travis Brown: It was a interesting story. I'll let her tell how she was connected with us before but just really an amazing educator, that really has really

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Travis Brown: exceeded expectations and really has a great heart great educator, but even a better person. So without further ado, Miss Jacqueline, yo.

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Jacqueline Young: Hi everyone. I hope everyone's doing well. I actually prepared something to share with you. So I will begin.

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Jacqueline Young: So obviously, my name is Jacqueline Yun and I think the best way to really introduce myself. And the reason that I am an educator

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Jacqueline Young: Is to tell you a little bit about my life so I grew up in the projects on Crotona Avenue with my mother's four siblings and her parents and I went on to attend.

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Jacqueline Young: Off the Grand Concourse in the Bronx, which is the title one public school that was actually closed a little after I graduated, because it was failing children.

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Jacqueline Young: But not me. They did not feel feel me, at least not under my mother's watch

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Jacqueline Young: I scored a 90% on my state math test and and 96% on my state la tasks making me the saluted Horry and at my fifth grade graduation. Yes. Somebody actually beat me by a point in LA, I was pretty upset about it.

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Jacqueline Young: But this was no easy feat. My mother made me sit in her office every day after school to do my homework and read books and watch PBS.

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Jacqueline Young: And my mother did not mess around. She was a secretary to with attorneys, so I had to sit there and be absolutely quiet and well behaved, or I knew she could lose her job so

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Jacqueline Young: You know, after years of listening to her speak to attorneys and clients I became really intrigued with her fields and I admired. My mother.

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Jacqueline Young: So much so that when an opportunity came around at my school to take a mock bar exam and work with district attorneys once a week, I was like, all in

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Jacqueline Young: I tested out of writing instruction for the remainder of the school year and I was instead taken to Bronx criminal courthouse, where they trained me to prosecute in a courtroom alongside da attorneys.

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Jacqueline Young: I was even featured in the local newspaper called the Bronx speak. It's like a really small newspaper. I don't know if you've heard of it.

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Jacqueline Young: So this is where my path to law school started. But now here comes the experience that changed my life.

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Jacqueline Young: After graduating from that public school. My mother decided to put me in private school. And when I tell you that I cried.

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Jacqueline Young: Every single day of the sixth grade. Like, I am not lying, the rigor and the caliber of homework and exams that I received are astronomically more challenging than any of my public school work.

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Jacqueline Young: And I wasn't prepared and my mother could no longer support me academically as the topics and subjects that I learned in school became just beyond her abilities.

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Jacqueline Young: So of course I didn't let to stop me. I went on to take advanced math courses throughout Middle School, which open doors for me to take advance and AP courses in high school.

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Jacqueline Young: Um, and, like, now I'm sure you're probably wondering, what does all this have to do with my current role, I'd be LCS know when I was a senior in college.

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Jacqueline Young: I was recruited by Teach for America. And I had never heard of the organization before, but I was intrigued by their mission so

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Jacqueline Young: I reflected back on how I had gotten where I was in the middle of State College at this huge university that cost 32,000 a year.

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Jacqueline Young: I was double majoring in political science and psychology, I was working 20 hours a week at the dean's office.

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Jacqueline Young: And balancing extracurricular activities like being an ADP on pet a lot of counsel a Penn State tour guide and just a lot of other things that I did, um,

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Jacqueline Young: And in addition, I had only accumulated 40,000 in student loans throughout my four years.

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Jacqueline Young: So when I thought about the leap that I had taken from the projects on Crotona avenue to that day sitting at my desk with just all my thoughts.

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Jacqueline Young: I knew that like education had changed my life. So I set all the years aside, I spent working at a law firm through high school and college

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Jacqueline Young: My internships at the attorney general's office in New York and in Pennsylvania and all of my restless nights studying for the outset such a hard test.

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Jacqueline Young: And I applied to DFA and decided that I would let fate, take me where I should be so I ended up being placed in New York.

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Jacqueline Young: And I was set to start teaching at success academies in Harlem. But before I would step into a classroom. Of course there is teacher training.

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Jacqueline Young: And I started my teacher training at Summer Institute at Bronx lighthouse. So literally full circle 10 years ago I was teaching, I believe, rising Second or third graders. Um, and so, technically I started teaching at the LCS 10 years ago.

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Jacqueline Young: Um, so after Institute. I was a third grade teacher for three years at success academies while I studied at teacher you at Hunter College.

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Jacqueline Young: Which is actually now known as the really Graduate School of Education and after my third year at success. I decided that I wanted to pursue my very long standing goal of attending law school.

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Jacqueline Young: So I did enroll at Pace University Law, but after my first year I just knew it wasn't the right fit for me, I decided to step back into the world of education and I literally took the first position. I was offered

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Jacqueline Young: Right, right, from that experience. So that was a sixth grade teacher at Grand Concourse Academy and clearly I was super excited and thrilled to be back. And now flash forward a few years. I'm just wrapping up my first official year at Bronx lighthouse and my seventh year teaching

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Jacqueline Young: I think I've learned a lot along the way from all of the different environments that I've taught in

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Jacqueline Young: And from all of the different leaders that have refined, so I practice, but I think this year was especially impactful because we had to navigate through the coven 19 pandemic.

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Jacqueline Young: And to be honest, I was just as tough on my kids in our online worlds as I was in real life. When they didn't show up to power hour I called

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Jacqueline Young: When they didn't complete an assignment I was disappointed and they knew and when the work wasn't quality I sent it back for revision I'm

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Jacqueline Young: Just as tough on them as my mother was on me growing up and everything I do. And I say to them, I learned from my mom and all of the teachers who just

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Jacqueline Young: never accepted anything but my very best. And so I do it with love and I do it because I firmly believe that every day. I'm trying my best to give them a private school education, like I had

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Jacqueline Young: And also give them the same tough love that my mother gave me and I hope that like one day they'll get the chance to be in like their dorm room sitting at their laptops wondering how they got where they are. And honestly, I hope they think of me.

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Javier Lopez-Molina: Thank you. That's awesome. I was trying to figure out where the because I see everyone using this little icon.

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Javier Lopez-Molina: There we go.

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Javier Lopez-Molina: It's like I think hearing these stories. It's just like, it's really inspiring for us.

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Javier Lopez-Molina: We're hoping to make sure we get quality talent and we get people who are all aligned behind the same mission and it's so great to hear. To hear individual stories of

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Javier Lopez-Molina: Get to know your best. So, so thank you for talking. I really appreciate it. Thank you.

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Nikali Jones: Thank you. Also, I was just wondering, we almost always ask this, but I'm from the board. Is there anything we can do to help support you, particularly during this

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Nikali Jones: Crazy time with Kovac or anything that would look forward to the next school year of what you think can help help you succeed even more or help the students

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Jacqueline Young: Um,

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Jacqueline Young: I don't know exactly.

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Jacqueline Young: Anything specific at the moment I feel very well supported as it is. And so it's kind of hard to me hard for me to think of something extra that you guys could do to help me out. Um, but I think that

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Jacqueline Young: I don't know, I guess just supporting my leadership team.

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Jacqueline Young: So that they could continue to support me

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Nikali Jones: Awesome, that's great. Well, just know I appreciate hearing, hearing in your passion comes so so strongly through. It was awesome to hear

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Nikali Jones: But just know that we're also here as a as a resource or at least you know you can come in us and we can try to work through what what we can do to help support you guys

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Jacqueline Young: Thank you.

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Javier Lopez-Molina: So we'll move on to the next item on the agenda, which is board governance.

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Javier Lopez-Molina: Does everyone have a chance to review the minutes from the previous meeting.

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Javier Lopez-Molina: I'll take silence is golden.

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Javier Lopez-Molina: I think we're voting to approve two minutes so minutes from 521 minutes from 526 we have a emergency session around the naming of the school so I MOTION TO APPROVE THE MINUTES FROM 521 2020

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robb@commonbond.co: Maybe there's one small thing. I was hoping he just strike on the minutes. Um, I think he gets a little bit nuanced with the PPP loan. There's a third bullet around forgive ability that I think if everyone's okay with if we just took that bullet out

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robb@commonbond.co: It says if the funds are used in accordance with the intent, there's a high level of forgiving ability for the loan.

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Javier Lopez-Molina: Yeah, let's just remember that. Hello.

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Javier Lopez-Molina: Maria Do you have access to that document.

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Maria Dorsey: Yes, I do.

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Javier Lopez-Molina: We'll just make that. So then I am and what I just said to say aye. Motion to approve the meeting minutes from 521 20 with that bullet removed.

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Javier Lopez-Molina: Any second everyone's on you.

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robb@commonbond.co: Take an emotion here.

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Javier Lopez-Molina: It's all in favor

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Aye.

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Stacy S: Aye.

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Aye.

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Javier Lopez-Molina: Great. It sounds is I am so let the record show that the most

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Javier Lopez-Molina: Famously approved move over to the next seven minutes, which is from 526

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Javier Lopez-Molina: To one have a chance to look at those. Is there anything that we need to amend and and that sort of minutes.

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Javier Lopez-Molina: Okay. Silence is golden. Again I MOTION TO APPROVE THE MEETING MINUTES FROM 05 26 2020

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Sara Madavo Jean-Jacques: Again,

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Javier Lopez-Molina: All in favor.

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Say,

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Stacy S: Aye.

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Javier Lopez-Molina: Awesome. Okay, so let the record show that all the meeting minutes have been unanimously approved.

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Javier Lopez-Molina: So move on to the next item on the agenda, which is the innovation award.

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Javier Lopez-Molina: And I don't see all my here.

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Javier Lopez-Molina: Is that it can anyone else speak to this agenda item or should we move on to the next one. For the Culture Committee.

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Javier Lopez-Molina: Right. I think it might be on hold. It's, it's quite alright well we'll keep we'll keep it on the agenda and we'll bring it up next time.

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Javier Lopez-Molina: The next item on the agenda is the annual meeting and elections so is something that I have on my agenda, I should never married this but I'm actually going to turn it over to Courtney because she's got the list of things that we need to vote on

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Javier Lopez-Molina: Because we need to vote on

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Javier Lopez-Molina: So,

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Javier Lopez-Molina: Do we have

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Javier Lopez-Molina: Anything. Yeah, I think we need to us.

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To

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Javier Lopez-Molina: There are a couple positions and things that we do to sort of housekeeping notes on

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Courtney's cell: Absolutely have here my internet just disconnected and my zoom kicked off. I'm just trying to reconnect. So if I'm not on in the next minute, maybe we jump and then come back, but I'm sure, no problem.

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Javier Lopez-Molina: While you're while while we're revamping a little bit. I can also look at my

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Javier Lopez-Molina: bottomless pit. That is my inbox and see if I can find

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Javier Lopez-Molina: That

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Courtney's cell: And I'll restart my computer. The name of the document in Google Docs is the LCS and board term. And if you can get to it before I restart.

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Myself a couple minutes to find us. And then I'm gonna

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Move on to the next thing.

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Courtney's cell: Howdy. I just pulled it up in my Google Docs or send it over to you if that helps in my computer's almost there.

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Courtney's cell: And so, I guess, while we're

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Courtney's cell: Working through the technical difficulties. Sorry about that, guys. And just to give you all an introduction, basically.

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Courtney's cell: Maybe about two years ago or so you all worked with the schools attorney Susan breaks in order to revise the bylaws as a part of that process. You all wrote in that you would have annual

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Courtney's cell: Elections. And so basically what has happened is in your bylaws, you have two terms or two classes.

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Courtney's cell: You have a number of people who are in class A and those people, their term doesn't expire until next year june of 2021 and then on the other side, we've got some folks in class B.

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Courtney's cell: Who are set to expire June 30 and so will be going through the general board positions and selecting those folks will also be reviewing and selecting the officers.

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Courtney's cell: Similarly, going through each of the committee's and relaxing the chairs of those committees, we've got some ad hoc work groups. And then finally, there's some business to take care of in terms of

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Courtney's cell: To matters with the 1005 building, specifically the Bronx property holding company and the rocks from support Corp. So you'll see all of those items reflected, but just again wanted to give you some background as to why we're doing this today.

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Javier Lopez-Molina: I'm just gonna work. So I'm opening it up.

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Javier Lopez-Molina: Just a little bit in a better state than us.

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Javier Lopez-Molina: But just a little bit.

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Courtney's cell: Not too far from you.

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Javier Lopez-Molina: Okay, here we go.

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Javier Lopez-Molina: Okay, so what what Courtney was just talking about. We have different classes, two different classes and the ones that are up for voting. Here are the ones that are highlighted so

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Javier Lopez-Molina: We need to

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Javier Lopez-Molina: Renew

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Javier Lopez-Molina: Terrence so

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Javier Lopez-Molina: I think we just

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Javier Lopez-Molina: Coordinate. I think we just, I just make the motion to vote to renew Terrence is a board member right that's

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Courtney's cell: Yes, that's correct. So we can go through each of these people.

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Courtney's cell: Absolutely.

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Javier Lopez-Molina: Right, so I wrote a new task as a board member

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Javier Lopez-Molina: After school

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Keyur Shah: Second,

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Javier Lopez-Molina: All in favor.

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Alexandra Abreu: Aye.

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Javier Lopez-Molina: Aye vote to sorry I

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Javier Lopez-Molina: Wish a bad science it's it's early in the evening I'm emotion to renew the term for Adrian Natalie.

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robb@commonbond.co: I second.

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Javier Lopez-Molina: All those in favor,

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Alexandra Abreu: Aye.

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Aye.

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Javier Lopez-Molina: Adrian our

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New

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Javier Lopez-Molina: Motion to renew Perry Jones as a board member of the House first

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robb@commonbond.co: A second

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Javier Lopez-Molina: All those in favor,

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Javier Lopez-Molina: Emotion to the new interview from Grenada board member of the let the customer school

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Briar Thompson: Becky.

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Alexandra Abreu: All those in favor, all right.

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Javier Lopez-Molina: Mike bucket. These there's gotta be a way to make this more efficient.

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Javier Lopez-Molina: Sure that the

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Javier Lopez-Molina: Rather than you kind of see the approved I motion to approve a high emotion to

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Me.

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Javier Lopez-Molina: Or

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Javier Lopez-Molina: Or position Sarah shock.

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Javier Lopez-Molina: I could show that Sarah has been renewed

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And

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Javier Lopez-Molina: The term for Alexandra Rei

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Briar Thompson: River.

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Javier Lopez-Molina: Awesome. Yay. Let the record show that everyone has been renewed

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Javier Lopez-Molina: We're down to officer positions.

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Javier Lopez-Molina: Just for one year term. Start with the chair.

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Javier Lopez-Molina: So first I put it out there. It's. Anyone else have an interest in being the board.

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Javier Lopez-Molina: I'm happy to

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Javier Lopez-Molina: Not be worth trying to work.

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Javier Lopez-Molina: Alright well

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Javier Lopez-Molina: Silence is golden. Again, I'm

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Javier Lopez-Molina: Emotion to

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Javier Lopez-Molina: Renew

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Javier Lopez-Molina: The board chair for the 2020 2021

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Keyur Shah: I can, I can

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Javier Lopez-Molina: All those in favor,

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Keyur Shah: I

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Javier Lopez-Molina: Let the record show that

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Word share

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Javier Lopez-Molina: Aye. Aye. Motion to renew

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Javier Lopez-Molina: For

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Javier Lopez-Molina: All those in favor,

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Stacy S: Aye. Aye.

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Courtney's cell: Aye. Motion to

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Javier Lopez-Molina: Renew a Sarah Sean shock As the Secretary

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Javier Lopez-Molina: Of box that has charter school or

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Javier Lopez-Molina: Any second

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Briar Thompson: Second. All those in favor,

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I

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Javier Lopez-Molina: Let the record show that Sarah has been unanimously approved version to renew rod Coronado as the treasure across like after school board.

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Briar Thompson: Second,

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Javier Lopez-Molina: All those in favor,

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Hi.

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Stacy S: Hi.

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Javier Lopez-Molina: Good, thanks though those positions.

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Javier Lopez-Molina: Committees.

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Javier Lopez-Molina: So the executive committee I motion to reappoint myself and Kelly Sarah and Rob to the executive committee.

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Javier Lopez-Molina: And it actually I think we are supposed to have five on this committee.

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Courtney's cell: Yes, that's correct. That's what your bylaws read that you should have

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Javier Lopez-Molina: Anybody else wants to be on the executive committee.

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Keyur Shah: I'm

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Keyur Shah: Joined

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Javier Lopez-Molina: Awesome. So we'll put here.

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On that list.

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Javier Lopez-Molina: Any second

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Courtney's cell: Or sorry,

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Javier Lopez-Molina: What I mean there's emotions.

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Javier Lopez-Molina: you appoint myself Kelly's

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Start a school

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Javier Lopez-Molina: Second,

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Alexandra Abreu: All those in favor, all right.

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Briar Thompson: So that the board is unanimously.

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Approved.

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Javier Lopez-Molina: By the executive committee.

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Javier Lopez-Molina: Alright, so we now have the

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Javier Lopez-Molina: Emotion your point, Rob, Tom.

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Javier Lopez-Molina: And gentleman.

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Javier Lopez-Molina: Is there anybody else who wants to join the financing on

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Javier Lopez-Molina: A second that

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Javier Lopez-Molina: Doesn't want to be on the

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Javier Lopez-Molina: Committee anymore.

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Javier Lopez-Molina: So emotion to reappoint Rob Tom and Joe has to the finance and audit committee.

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Courtney's cell: I can't

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Javier Lopez-Molina: All those in favor,

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Stacy S: Price, I

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Javier Lopez-Molina: Can show the board has mostly approved.

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Maria Dorsey: Who second back

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Briar Thompson: Okay. Hey,

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Javier Lopez-Molina: Thank you. Back worse. But on top of second thing. All of these

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Uh huh.

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Briar Thompson: We agree with them.

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Javier Lopez-Molina: That's just the education and accountability committee.

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Javier Lopez-Molina: Emotion to what before emotion is anybody wants to join.

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Javier Lopez-Molina: Now it's the carry Stacey prior Adrian Alexandra.

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Nikali Jones: I'm also happy to see the the chair of that committee. If anyone is interested

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Nikali Jones: Not happy to, but it's okay.

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Javier Lopez-Molina: Yeah, I think for now.

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Javier Lopez-Molina: Let's since no one stepping forward. Let's keep it with you and

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Javier Lopez-Molina: So,

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Nikali Jones: Yeah, that's fine.

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Javier Lopez-Molina: Yeah, no, I hear you.

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Javier Lopez-Molina: Okay, so in that case let's let me motion to appoint Macquarie Stacy prior Adrian and Alexandra to the education and accountability committee.

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Javier Lopez-Molina: You got it, they're

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Javier Lopez-Molina: All those in favor,

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Sorry.

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Sara Madavo Jean-Jacques: Okay.

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Javier Lopez-Molina: But let the record show that the board has approved the education.

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Javier Lopez-Molina: Committee.

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Javier Lopez-Molina: Ad hoc working groups.

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Javier Lopez-Molina: We haven't touched these in a while.

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Javier Lopez-Molina: Talk about this for a second. Before we do anything.

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Javier Lopez-Molina: I anticipate that the CEO support and

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Javier Lopez-Molina: Evaluation companies actually going to get some some interesting

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Javier Lopez-Molina: Work in the next

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Courtney's cell: Couple months.

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So,

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Javier Lopez-Molina: Great. I'm happy with who we have here, I just want to make sure that if anyone wants to be part of this.

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Every opportunity.

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Javier Lopez-Molina: Interests and tickers so

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Keyur Shah: I guess what is that, so what does this work and

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Javier Lopez-Molina: He how we support the CEO, that would be Mr. Brown.

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Javier Lopez-Molina: How we evaluate. Mr.

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Javier Lopez-Molina: You're interested

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Keyur Shah: You can add me to that are working are

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Javier Lopez-Molina: You still want to be on this working group.

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Javier Lopez-Molina: Oh,

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Nikali Jones: Yeah.

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Javier Lopez-Molina: All right, well then I'm motion to appoint myself and Kelly Rob vilma and here to the CEO support and evaluation.

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Second,

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Javier Lopez-Molina: All those in favor,

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Javier Lopez-Molina: Of the record show that the board has venomously approve that work.

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Javier Lopez-Molina: Um,

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Javier Lopez-Molina: I think let's leave the next two

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Javier Lopez-Molina: Blanks since they were playing. I thought we had. It's interesting that the school culture is an ad hoc working group. I thought it was a committee.

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Javier Lopez-Molina: Well,

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Javier Lopez-Molina: Let's leave it. Let's leave it for now is the school culture ad hoc

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Javier Lopez-Molina: Working Group. This is Velma Adrian CC and Terrence

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Javier Lopez-Molina: Anyone else want to join or anyone want to use this list.

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Javier Lopez-Molina: Okay. Silence is golden trying to move to this quickly because we got a full night I motion to appoint vilma Adrian Stacy turns to the school culture. Working Group.

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Javier Lopez-Molina: Second. All those in favor,

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Tom Wethington: Aye. Aye.

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Javier Lopez-Molina: Aye. Let the record show that the board is unanimously approved the school culture. Working Group.

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Javier Lopez-Molina: Is the Bronx property holding companies. If you recall, this is the company that

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Javier Lopez-Molina: Was part of our organization that like manages the. It's like, forgot exactly what it is. Rob, do you know

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Javier Lopez-Molina: Something that we set up knowing that like own

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Javier Lopez-Molina: Part of playing or lease program.

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robb@commonbond.co: Yeah, it's a management company.

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robb@commonbond.co: Tied to the bonds transaction that we set up just

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robb@commonbond.co: A structure that enables us if we were ever to get rental

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robb@commonbond.co: State that we would be able to take advantage of it.

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Right.

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robb@commonbond.co: Yeah.

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Javier Lopez-Molina: That's right. Alright, so the action here is where we need to

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Javier Lopez-Molina: Be approved bit fresher, we need to appoint someone as a secretary and then we need to accept.

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Javier Lopez-Molina: We need to accept the resignation of Corey because he's this he's already submitted his resignation, except the resignation of Honduras and accept the resignation of Jerry. So those are the things that are sort of outstanding.

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Javier Lopez-Molina: Anybody. Is anybody interested in the

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Javier Lopez-Molina: Office. There's absolutely no work to do. Frankly, it's since it's not being really used, but we need to fill the position.

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Tom Wethington: Down.

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Javier Lopez-Molina: Here we wanted to

321
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Javier Lopez-Molina: Whether

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Tom Wethington: You put me down.

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Alright.

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Javier Lopez-Molina: So let's motion to accept the resignation of Corey Whitaker a secretary of the bronze property holding holding company.

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Second,

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Javier Lopez-Molina: All those in favor,

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Alexandra Abreu: Aye.

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Javier Lopez-Molina: Aye. All right, let's a motion to accept the resignation of hungry ghosts.

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Javier Lopez-Molina: Member of the Bronx property holding company.

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Briar Thompson: Second. All those in favor,

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Stacy S: Aye. Aye.

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Javier Lopez-Molina: Aye. Motion to. I could have done. I feel like I could have

333
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Javier Lopez-Molina: Done this all that wants to Sorry guys.

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Javier Lopez-Molina: To accept the resignation of Jared Wilson for the Bronx property holding company.

335
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Briar Thompson: Paper.

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Keyur Shah: And

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Javier Lopez-Molina: Let the record show that they accepted the resignations of choreography and Jerry

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Javier Lopez-Molina: Emotion to a point. Tom as a secretary of the bronze property holding company.

339
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Javier Lopez-Molina: Backing. All those in favor,

340
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Aye.

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Javier Lopez-Molina: Aye. Motion to appoint Rob as a culture of bronze property holding company.

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Javier Lopez-Molina: All of those in favor

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Javier Lopez-Molina: And emotion to appoint myself as President of the price property holding company.

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Javier Lopez-Molina: And paper.

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I

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Javier Lopez-Molina: Show that myself from and Tom has venomously approved.

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Javier Lopez-Molina: Property holding company.

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Javier Lopez-Molina: Next company where the next Corporation

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Javier Lopez-Molina: We have

350
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Javier Lopez-Molina: Another organization called the Bronx support Corporation

351
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Javier Lopez-Molina: Eric used to be the treasure of this

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Javier Lopez-Molina: Since you guys don't have he

353
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Javier Lopez-Molina: Has moved out to Colorado and so we need to

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Javier Lopez-Molina: replace him as treasurer. Again, I don't know that there's much on for this role other than

355
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Javier Lopez-Molina: Maybe signing a couple tax.

356
00:47:35.460 --> 00:47:37.410
Javier Lopez-Molina: Documents every once in a while, every year.

357
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Javier Lopez-Molina: I think that's pretty much it.

358
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Javier Lopez-Molina: So is there any interest and

359
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Javier Lopez-Molina: Someone had an interest in the treasure of approximate operation.

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Keyur Shah: You can let me down for it. I'm here.

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Javier Lopez-Molina: Awesome. Awesome. Okay.

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Javier Lopez-Molina: So I motion to accept Eric Kinsey's resignation from the Bronx support Corporation

363
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Javier Lopez-Molina: And

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Javier Lopez-Molina: All those in favor,

365
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Aye.

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Javier Lopez-Molina: Aye. Motion to a points here a secretary

367
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Javier Lopez-Molina: Here as Treasurer Courtney a secretary and while I was president of support Corporation

368
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Briar Thompson: Again, learning, I'm learning.

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Javier Lopez-Molina: All those in favor,

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Hi.

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Javier Lopez-Molina: All right. Let the record show support as unanimously approved.

372
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Javier Lopez-Molina: And Rob as the as the board of the Brock support Corporation

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Javier Lopez-Molina: My friends,

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Javier Lopez-Molina: Let me turn this off.

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Javier Lopez-Molina: Alright guys,

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Javier Lopez-Molina: Let me look at the agenda. Yeah, exactly. That was, that was

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All

378
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Javier Lopez-Molina: But also felt productive. Okay, so the next item on the agenda.

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Javier Lopez-Molina: Is

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Javier Lopez-Molina: orrick I'm going to turn it over to Courtney to give us the work update

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Courtney's cell: Sure thing. Thanks, Javier. So just a quick update this is no action needed at this time, but a two minute update. I've been working with

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Courtney's cell: Allison radicchio or a close bond council on the 1005 interval Avenue deal. And I just wanted to give you a heads up the board that there will be

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Courtney's cell: A number of things that need to happen in the month of July related to the transition. I was hoping we would have them for you tonight, hence the placeholder on the agenda.

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Courtney's cell: But she basically said that what's going to need to happen is will replace the soul member of the LLC from the school number to be the support core

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Courtney's cell: So there's going to need to be a review by both on council and then our council and opinions delivered a whole bunch of legal stuff. And so essentially just wanted to let you know there will be some

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Courtney's cell: Additional action required at the July meeting just in relation to the transition of the school.

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Courtney's cell: Coordinator that's tied to the

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robb@commonbond.co: transition away from

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robb@commonbond.co: La che not to the name change.

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Courtney's cell: There's both. So it's the transition away from the school and then in terms of the name change and I'll send this to you and Javier in here if I got the elections that just happened correctly, but there will also need to be

391
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Courtney's cell: Some work around the name change and the structure of each LLC and information about the officers and signatories, and I did share with her.

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Courtney's cell: With Allison. The elections we were having tonight and she didn't have any feedback. So hopefully that aligns with what I'll be looking for get especially getting those old numbers cleaned up and the positions filled

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Javier Lopez-Molina: The other

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Javier Lopez-Molina: We don't need to vote on that. That's just like an inform

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Javier Lopez-Molina: The next item on the agenda is the dissemination agent which is sounds like

396
00:51:05.790 --> 00:51:06.420
Courtney's cell: A toxic.

397
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Javier Lopez-Molina: Thing that we should be worried about

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Courtney's cell: So I know somewhat related know with the 1005 interval Avenue john fan from urban future to weather financial advisor in the deal has left urban futures and he's what now with his own company camp and I'll

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Courtney's cell: Interestingly, he told me the story of the camp and I'll name and the inspiration from White House, actually. So he's quite fond of the LCS and the work that he did with us. But anyway, he's

400
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Courtney's cell: Offered to continue to partner with us or we could stay with urban futures. My suggestion. Just because john is

401
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Courtney's cell: The person who knew us throughout the deal and really is expert in the charter school landscape, I would encourage us to stay with him. I think I mentioned this to rob and he was also in favor

402
00:51:53.940 --> 00:52:03.090
Courtney's cell: After you know having gotten to know rock john and so there's no volt needed, but it is just to let you know a change in the dissemination agents. So when we're

403
00:52:03.390 --> 00:52:17.970
Courtney's cell: Doing our quarterly recording and a number of other things we'd be switching to a new company, but essentially saying with the same person. So again, just a quick FYI. If there's any concerns. I'm certainly happy to hear them. But otherwise, and they'll be a really small in good condition.

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Recording. Thank you very much. Thank you.

405
00:52:23.490 --> 00:52:24.540
Javier Lopez-Molina: Are there any questions on that.

406
00:52:27.480 --> 00:52:27.690
Javier Lopez-Molina: No.

407
00:52:29.940 --> 00:52:31.440
Javier Lopez-Molina: item on the agenda is

408
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Javier Lopez-Molina: To me charter school board strategy meeting.

409
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Javier Lopez-Molina: So this, there's a link here in the agenda for today, all I

410
00:52:40.170 --> 00:52:51.840
Javier Lopez-Molina: Highly recommend that the board, fill it out because we need to be on this in this meeting. It is basically the meeting to about the strategy for the school to think about what the Charter is

411
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Javier Lopez-Molina: Going to look like for the new school as we're rebranding the

412
00:52:53.850 --> 00:52:54.360
Charter.

413
00:52:55.530 --> 00:53:06.720
Javier Lopez-Molina: And you know Chen will be talking about why we're doing this and why we're thinking about this when she gives her her presentation, but the idea here is there's a lot of language.

414
00:53:07.680 --> 00:53:09.360
Javier Lopez-Molina: Turner's fairly old and

415
00:53:10.320 --> 00:53:20.160
Javier Lopez-Molina: We haven't really taken a good look at updating it to align with the practices that we have right now our philosophies right now in the philosophies of Mr. Brown and the leadership.

416
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Javier Lopez-Molina: And it's a good opportunity for us to do that and to make sure that the things that we're doing on the ground all align with the Charter so that we've got

417
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Javier Lopez-Molina: Now a tree of life that whenever someone says, oh, should I be doing this, should I be doing look Charter and the traders that guiding document. So right now, our charter says things around.

418
00:53:40.020 --> 00:53:48.300
Javier Lopez-Molina: Arts and fusion, which aren't necessarily happening. And we're kind of ambivalent around at the moment but like like to see things from white house so

419
00:53:48.900 --> 00:54:00.060
Javier Lopez-Molina: I highly recommend everybody take a look at the film out, make sure that you can get some times on there so that we're able to be at this meeting together and work on this together.

420
00:54:01.500 --> 00:54:04.050
Javier Lopez-Molina: I'll give you a couple minutes right now.

421
00:54:06.030 --> 00:54:07.110
Javier Lopez-Molina: Because it's that important.

422
00:54:09.060 --> 00:54:19.950
Javier Lopez-Molina: If you haven't done it yet. It's on. And I'll show you exactly where it is super easy like ready. Hold on, I can see how technology is for me. I'm able to share my screen.

423
00:54:30.630 --> 00:54:31.440
Javier Lopez-Molina: See the agenda.

424
00:54:38.970 --> 00:54:40.320
Javier Lopez-Molina: Good CC

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00:54:42.450 --> 00:54:47.340
robb@commonbond.co: Um, one thing I noted as I filled it out, have ears it I don't

426
00:54:49.290 --> 00:54:52.260
robb@commonbond.co: Even even with all of the options there might be hard to find.

427
00:54:52.740 --> 00:54:55.050
robb@commonbond.co: Date one one thought I had, I don't know if it's

428
00:54:55.140 --> 00:54:56.430
robb@commonbond.co: Want to spend any time on it here.

429
00:54:56.430 --> 00:54:56.700
Briar Thompson: But

430
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robb@commonbond.co: If we did something like truly before the start of the working day

431
00:55:01.110 --> 00:55:01.470
Like

432
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robb@commonbond.co: Like an eight o'clock type of thing. If that might be easier to schedule.

433
00:55:08.850 --> 00:55:09.750
Javier Lopez-Molina: The idea. I think

434
00:55:10.590 --> 00:55:11.730
Javier Lopez-Molina: We're gonna do too.

435
00:55:12.840 --> 00:55:14.940
Javier Lopez-Molina: So there's going to be two sessions, not just one.

436
00:55:15.390 --> 00:55:16.800
Javier Lopez-Molina: So, um,

437
00:55:18.300 --> 00:55:21.360
Javier Lopez-Molina: But yeah, you're right. I mean, maybe we can add an eight o'clock. If we don't

438
00:55:21.420 --> 00:55:22.740
Javier Lopez-Molina: If we there's

439
00:55:24.690 --> 00:55:26.640
Javier Lopez-Molina: difficulty finding time

440
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robb@commonbond.co: Maybe, maybe we don't complicate things and just see see where we land with the existing doodle.

441
00:55:42.720 --> 00:55:44.760
Javier Lopez-Molina: I love getting up for eight o'clock meetings.

442
00:55:47.340 --> 00:55:47.940
Javier Lopez-Molina: My favorite

443
00:55:48.960 --> 00:55:50.820
Javier Lopez-Molina: That in like 11 O'clock meetings.

444
00:55:52.410 --> 00:55:54.690
Javier Lopez-Molina: With a PM. Alright, anyway, so

445
00:55:56.100 --> 00:56:00.240
Javier Lopez-Molina: I can move on while I'm talking you guys continue filling out the doodle. Yeah.

446
00:56:02.010 --> 00:56:10.380
Javier Lopez-Molina: Okay. Um, the next item on the agenda is the follow up items. I actually think we have any follow up items for coordinating will remind me.

447
00:56:12.990 --> 00:56:13.710
Javier Lopez-Molina: Where she's still there.

448
00:56:14.880 --> 00:56:15.810
Javier Lopez-Molina: No, man. Thank you.

449
00:56:16.680 --> 00:56:17.340
Courtney's cell: Oh, sorry. I

450
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Courtney's cell: Didn't see that

451
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Javier Lopez-Molina: All right, so then the next item on the agenda. And by the way, we are almost an hour early and I know just to check to justice by saying that but the next item on the agenda is the

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Javier Lopez-Molina: LCS packs and we have to get used to seeing that acronym packs directive. So this is to remind you, the consulting work Jennifer quaintness been doing for us.

453
00:56:42.960 --> 00:56:52.170
Javier Lopez-Molina: So yeah, so I'll turn it over to Jennifer to talk about the project and give us the insights that she's been pulling from it.

454
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Jennifer Clayton: So I am

455
00:56:58.980 --> 00:56:59.940
Jennifer Clayton: I'm muting here.

456
00:57:01.410 --> 00:57:04.620
Jennifer Clayton: How do I share my screen. I don't see the thing now all of a sudden

457
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Courtney's cell: A little green box at the bottom.

458
00:57:10.140 --> 00:57:10.650
Courtney's cell: In the middle

459
00:57:12.960 --> 00:57:14.100
Courtney's cell: Yeah, thank you.

460
00:57:16.470 --> 00:57:16.950
Jennifer Clayton: All right.

461
00:57:18.600 --> 00:57:21.630
Jennifer Clayton: So can everybody see a PowerPoint right now.

462
00:57:25.710 --> 00:57:30.870
Jennifer Clayton: Excellent. You can tell I'm from education because I just said PowerPoint instead of slide deck.

463
00:57:34.230 --> 00:57:46.590
Jennifer Clayton: So yeah, so we did the gap analysis at the last board meeting, I gave sort of the preliminary update. And so now we're pretty much at the end of the gap analysis and on to the recommendations.

464
00:57:47.130 --> 00:57:56.490
Jennifer Clayton: So I'm going to be able to share with you some of the gaps that we found. And then some potential solutions. So just for a recap for those of you who weren't here last time.

465
00:57:57.510 --> 00:58:03.690
Jennifer Clayton: The school wanted to identify gaps that needed to be addressed in order to meet or exceed a charter goals and obtain a five year renewal.

466
00:58:05.550 --> 00:58:20.970
Jennifer Clayton: The way that we went about this was we did some document reviews and leadership team interviews from April to June this documents that we requested were the same documents that are required for the renewal process and for the annual comprehensive review every year in January, February.

467
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Jennifer Clayton: Some of the documents were not available or not found somewhere incomplete, meaning that some of the potential gaps that I'm going to mention

468
00:58:31.080 --> 00:58:37.770
Jennifer Clayton: May not be as big of gaps, because there may be documents that can help fill in some of the blanks for us.

469
00:58:39.690 --> 00:58:48.570
Jennifer Clayton: When we did interviews we did interviews with just the leadership team. We did not do teacher interviews, this time for the for the teacher input we looked at the school surveys

470
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Jennifer Clayton: But for the interviews we asked, What practices do you currently use in order to promote student achievement. How do you select those practices develop them and implement them and then what supports are in place to ensure that your staff and students are successful.

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Jennifer Clayton: So to do that we talked to Mr. Brown five times, Miss savage four times.

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Jennifer Clayton: The instructional coaches, which you guys called directors of teacher leadership Lizzie Pierce Kevin golden and Aaron Kim and then the director of college and career advising Stephanie Angeles and then Courtney

473
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Jennifer Clayton: So just a quick recap, the Department of Education has an accountability framework to guide the Charter renewal process. So during that framework. They're asking three questions.

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Jennifer Clayton: Is the school and academic success is the school effective and well run and is the school financially viable be LCS rated demonstrated number three at the last renewal and then partially demonstrated number one and number two.

475
00:59:54.810 --> 01:00:03.540
Jennifer Clayton: For the renewal. History The do he has short term renewals and long term renewals and so the forest. The last for renewals were a short term renewals

476
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Jennifer Clayton: And we're currently in the middle of a three year renewal process so that will end in the 2021 22 school year.

477
01:00:13.800 --> 01:00:18.900
Jennifer Clayton: So looking at this, it would be a nice goal to be able to say, the next one is going to be a five year renewal.

478
01:00:22.740 --> 01:00:26.400
Jennifer Clayton: From the annual comprehensive review that the Department of Education does

479
01:00:27.780 --> 01:00:31.380
Jennifer Clayton: They graph the school's impact and performance over time.

480
01:00:32.610 --> 01:00:40.080
Jennifer Clayton: And so this is the graph of that. So from left to right, is the impact which is based on the school's results. I keep clicking off.

481
01:00:40.890 --> 01:00:49.290
Jennifer Clayton: Thing based on how the school compared to its comparison group of similar students and for that they use test scores disability status and economic need

482
01:00:50.220 --> 01:01:05.430
Jennifer Clayton: So from left to right, the right side is higher impact the left side is lower impact from bottom to top is the school's performance, which is based on how the school's results compared to the city wide average. So that does not adjust for the incoming student factors.

483
01:01:06.840 --> 01:01:13.710
Jennifer Clayton: So over time, what we want to see improvement in is we want to see the school move from the bottom left corner to the top right corner.

484
01:01:14.250 --> 01:01:28.050
Jennifer Clayton: A school in the upper right corner performed above the comparison group and above the city wide average. So looking at this graph, you can see that the lower Academy, which is an orange has actually improved year over year.

485
01:01:29.520 --> 01:01:34.230
Jennifer Clayton: And then the CPA, which is in blue has kind of hung around in the same spot recently.

486
01:01:35.280 --> 01:01:42.390
Jennifer Clayton: But based on what we see from the lower Academy with Mr. Brown in place. I expect to see that the CPA is going to increase in the next year or two.

487
01:01:45.420 --> 01:01:49.770
Jennifer Clayton: The gray dots in the background are all of the other schools.

488
01:01:51.180 --> 01:01:53.340
Jennifer Clayton: So the ones at the very top right corner.

489
01:01:56.370 --> 01:01:57.990
Jennifer Clayton: Those are Success Academy

490
01:02:03.420 --> 01:02:09.150
Jennifer Clayton: So when we started the gap analysis, we were originally looking at charter adherence and then we found that the Charter.

491
01:02:09.630 --> 01:02:18.270
Jennifer Clayton: Needed to be updated so we kind of switched our focus and just looked at gaps that would be related to obtaining the renewal, regardless of what's actually in the Charter.

492
01:02:19.560 --> 01:02:35.460
Jennifer Clayton: So the gaps that we found could be categorized into three different buckets. So the first bucket was operations which consists of policies and procedures, how data is collected and used at the school, the tools and technologies that employees use to do their jobs.

493
01:02:36.690 --> 01:02:42.660
Jennifer Clayton: The second bucket was talent management, which is employee hiring training, coaching and performance evaluation.

494
01:02:43.290 --> 01:02:56.400
Jennifer Clayton: And then the last bucket was board and leadership. So for that bucket. That's where we looked at charter adherence, Department of Education accountability communication branding and innovation and then any special projects that are going on right now.

495
01:02:58.320 --> 01:03:05.160
Jennifer Clayton: So I'll start by sharing the gaps and then after we've got all the gaps out there. Then we'll go over some recommendations.

496
01:03:06.030 --> 01:03:13.650
Javier Lopez-Molina: Might happen real quick. I just want to go through the gaps for anybody has questions about the gaps clarifying questions.

497
01:03:14.850 --> 01:03:16.290
Javier Lopez-Molina: Please feel free to ask

498
01:03:19.140 --> 01:03:21.750
Jennifer Clayton: Yeah, definitely. This is this is good when it's interactive

499
01:03:24.900 --> 01:03:32.580
Jennifer Clayton: So starting with the operations gap. The first one we talked about at the last board meeting is the director of the school mission, vision and values from day to day operations.

500
01:03:32.880 --> 01:03:41.370
Jennifer Clayton: And I think Javier summarize that you know tonight earlier in a really good way the Charter is the heart and soul of the school. So ultimately

501
01:03:42.240 --> 01:03:49.590
Jennifer Clayton: You want to be in alignment with that charter and there is a risk of losing that charter. If you are in violation of it.

502
01:03:49.980 --> 01:03:57.210
Jennifer Clayton: So the Department of Education has some processes in place to follow. If you want to update your charter or make certain revisions to the Charter.

503
01:03:58.080 --> 01:04:08.160
Jennifer Clayton: So the other thing that the Charter does, and especially just having a clear mission, vision and values. Is it guides all of your decision making and all of your resources so everyone can be working toward the same goals.

504
01:04:10.380 --> 01:04:27.300
Jennifer Clayton: The second gap that we found was in curriculum at the time of last renewal, there were 51 academic goals that were not met. And so we wanted to take a look at the curriculum to see if there were things that we could do to improve those academic performance goals.

505
01:04:28.710 --> 01:04:40.500
Jennifer Clayton: So what we found was the school is kind of been in emerging in the curriculum area. So at one point the teachers were developing their own curriculum. And so we're kind of in transition from

506
01:04:40.980 --> 01:04:48.090
Jennifer Clayton: The teachers are no longer all developing their own some curriculum has been installed on their curriculum is being researched at the moment.

507
01:04:49.200 --> 01:04:55.110
Jennifer Clayton: So from K to 12 there are different states of sophistication in terms of what curriculum is available to the teachers.

508
01:04:56.910 --> 01:05:06.000
Jennifer Clayton: So when we think about the curriculum, we want to think about it in two ways. One is, is the curriculum sufficient to meet the Department of Education Standards

509
01:05:07.170 --> 01:05:17.790
Jennifer Clayton: And then if you want to keep college prep as part of your mission, then you might have to go beyond the do we standards in order to get to that college prep level.

510
01:05:19.950 --> 01:05:27.450
Jennifer Clayton: The other thing that we found about curriculum is because many of the teachers, our first year teachers and have never been trained as teachers.

511
01:05:28.740 --> 01:05:36.840
Jennifer Clayton: Some of the curriculum is a little bit more difficult for them in terms of complexity. So when you've got new teachers, there's certain curriculum that's really

512
01:05:37.440 --> 01:05:40.920
Jennifer Clayton: Straightforward and very easy to implement it doesn't have a lot of moving parts.

513
01:05:41.520 --> 01:05:54.840
Jennifer Clayton: And then some of the curriculum that's currently in place at the school is very complex. So there's a lot of things to keep track of a lot of decisions to make a lot of things to pull together. So it's harder for newer teachers to follow those types of curriculum.

514
01:05:57.360 --> 01:05:58.980
Jennifer Clayton: Any questions so far about curriculum.

515
01:06:01.980 --> 01:06:02.130
Okay.

516
01:06:03.450 --> 01:06:06.840
Jennifer Clayton: The third thing was academic interventions during the interviews.

517
01:06:08.430 --> 01:06:21.870
Jennifer Clayton: What we were looking for was an idea of what kind of interventions are in place. What kind of system is in place to help struggling students and then it does that system meet sort of the best practices in in the response to intervention realm.

518
01:06:23.160 --> 01:06:28.440
Jennifer Clayton: And so what we found was some of the steps were missing tied to how to identify where the problems are

519
01:06:28.980 --> 01:06:34.590
Jennifer Clayton: And then how to select the effective interventions based on where the identified problem was

520
01:06:35.370 --> 01:06:46.980
Jennifer Clayton: And then one of the other things that came out was that some of the interventions are not effective, so that students we're not moving up from, you know, needing support to getting to the, the general part of the classroom.

521
01:06:49.260 --> 01:06:59.730
Jennifer Clayton: The graduation coach also connected this to earning credits toward graduation and she noted that some students when they get a certain level behind. Then they tend to leave the school.

522
01:07:03.960 --> 01:07:14.640
Jennifer Clayton: The next gaps. The next two gaps in operations are pretty easy. They were both flag that the last renewal of gaps. So the first one is fingerprint clearance

523
01:07:15.570 --> 01:07:25.710
Jennifer Clayton: What the deal we wants to see is that fingerprint clearances received before employees start. And what we found was some employees were starting prior to receiving Clarence

524
01:07:27.120 --> 01:07:38.640
Jennifer Clayton: Mr. Brown clarified for us that some of the problem was related to the connection with Teach for America. And then some of the problem was also trying to get teachers into training.

525
01:07:39.930 --> 01:07:44.880
Jennifer Clayton: Quickly, so that they might be in a training setting that's not in front of students.

526
01:07:45.720 --> 01:07:56.820
Jennifer Clayton: Before they have their fingerprint Clarence, but then he's he's thinking that when we look at the data close more closely, we might find that once school starts and students are actually on campus. Then they have their clearance in place.

527
01:07:59.190 --> 01:08:07.740
Jennifer Clayton: The second one was the complaint procedure. So the school is complaint procedure should have a way that parents and staff and families can can complain

528
01:08:08.490 --> 01:08:19.680
Jennifer Clayton: At the school level, the board level and then the authorized or level, which is the Department of Education level. So at the last renewal they flagged that the complaint procedure was missing the authorized or

529
01:08:23.610 --> 01:08:25.770
Jennifer Clayton: Any questions about the operations gaps.

530
01:08:30.480 --> 01:08:32.340
Tom Wethington: Say hey this is Tom, how are you

531
01:08:32.760 --> 01:08:33.330
Tom Wethington: I'm

532
01:08:33.720 --> 01:08:34.650
Tom Wethington: Good, good. Um,

533
01:08:34.830 --> 01:08:36.600
Tom Wethington: So I was a question on a

534
01:08:36.990 --> 01:08:47.280
Tom Wethington: Two and three. So thank you for so for to I, from what I understood it, you view the complexity, so to speak, of the curriculum as the as the hard part for new teachers to

535
01:08:47.940 --> 01:08:56.370
Tom Wethington: To kind of acquire, um, do you think that that is truly a curriculum problem, or do you think that that is an onboarding slash professional develop

536
01:08:57.120 --> 01:08:58.830
Jennifer Clayton: Hmm. Good question.

537
01:09:00.870 --> 01:09:03.030
Jennifer Clayton: I think it's a little bit of both. I think

538
01:09:04.620 --> 01:09:21.300
Jennifer Clayton: If you are going to purposely hire brand new teachers who have never been in a classroom before then you need to provide curriculum that's easy for them to implement if you are able to hire more seasoned teachers I would always recommend hiring more season teachers.

539
01:09:24.780 --> 01:09:25.590
Tom Wethington: So okay, so

540
01:09:28.800 --> 01:09:29.130
Tom Wethington: Okay.

541
01:09:29.730 --> 01:09:33.870
Tom Wethington: So there's a disk. So you would say that there's a disconnect between hiring practices and

542
01:09:34.140 --> 01:09:39.960
Tom Wethington: The curriculum that's in place in terms of what's what's able to easily be acquired versus not. Yes.

543
01:09:39.990 --> 01:09:41.850
Tom Wethington: Yes. Yeah, yeah.

544
01:09:41.940 --> 01:09:42.270
Tom Wethington: And then

545
01:09:43.080 --> 01:09:51.120
Tom Wethington: And then for three. I'm like, What did you do any deep dives into whether it's the selection of the intervention.

546
01:09:51.180 --> 01:09:58.950
Tom Wethington: Or more, so like the evaluation of the of the scholars specific context. I don't want to call it like diagnosis of the problem, because it's not like

547
01:09:58.980 --> 01:10:00.660
Tom Wethington: Yeah, medical necessarily right but

548
01:10:01.200 --> 01:10:02.250
Tom Wethington: Like is it I'm

549
01:10:02.970 --> 01:10:11.070
Tom Wethington: Like, like the why is the intervention struggling. Is it is it an onsite diagnosis problem, so to speak, or is it the, what do we do with that afterwards.

550
01:10:12.060 --> 01:10:18.600
Jennifer Clayton: It's a little bit of both. So the model is missing certain things that that more mature RTI programs have

551
01:10:19.410 --> 01:10:23.670
Jennifer Clayton: So like for example, one of the analyses. When you look at your student performance data.

552
01:10:24.270 --> 01:10:29.490
Jennifer Clayton: Mature RTI programs will look at the data and they'll be able to go through a decision making process to see

553
01:10:29.850 --> 01:10:36.870
Jennifer Clayton: Is this a school level problem. Is it a grade level problem. Is it a classroom level problem or is it a student level problem.

554
01:10:37.410 --> 01:10:44.340
Jennifer Clayton: And then the next step if you identify that it's a student level problem. The next question is, is it a can't do problem or won't do problem.

555
01:10:44.940 --> 01:10:52.620
Jennifer Clayton: Is that a motivation problem, whereas scale problem. So when I was asking the instructional coaches about their RTI process and how they're making these

556
01:10:53.010 --> 01:11:02.070
Jennifer Clayton: Other identifying where the problem is. And then how they're treating the problem. I wasn't finding that level of analysis present in their answers.

557
01:11:04.170 --> 01:11:13.140
Jennifer Clayton: So part of it is identifying you know where the problem is. And then once you can accurately identify where the problem is. Then you can figure out a solution that's going to be more effective.

558
01:11:13.650 --> 01:11:30.690
Jennifer Clayton: So currently, what's happening is all of the students sort of received two blocks of instruction. One is the on grade level block and then the next block is the intervention block. So if they're behind they're getting a second set of intervention, but it might not necessarily be as targeted.

559
01:11:34.560 --> 01:11:34.770
Jennifer Clayton: Sure.

560
01:11:35.730 --> 01:11:41.760
Alexandra Abreu: Hi. Oh, this is our job. I have a question. In terms of the curriculum. I know.

561
01:11:42.900 --> 01:11:57.660
Alexandra Abreu: You mentioned that I'm part of the curriculum is is a mix of problem, like in some is because is the teachers have to curriculum teachers not having the curriculum.

562
01:11:59.280 --> 01:12:07.170
Alexandra Abreu: Others are like following particular curriculum or the curriculum too hard to, um,

563
01:12:08.550 --> 01:12:13.350
Alexandra Abreu: The thought by new teacher. So it's like different levels of

564
01:12:15.030 --> 01:12:24.390
Alexandra Abreu: Curriculum. I just wanted to know if there's like more on one side and the other like it's more like

565
01:12:25.560 --> 01:12:39.660
Alexandra Abreu: I'm offer Academy of like having trouble with the curriculum or more of like teachers, doing your own curriculum or is it, like is it make it more than one than the other or is it

566
01:12:41.370 --> 01:12:46.350
Alexandra Abreu: More of a particular problem with the curriculum one or the other.

567
01:12:46.830 --> 01:12:59.580
Jennifer Clayton: That's a great question. In the lower Academy, the math and science product goes from K through eight. So it's the same product. So it's going to align for all of those nine grade levels.

568
01:13:00.000 --> 01:13:12.600
Jennifer Clayton: So that's a higher level of sophistication and it's easier to follow for the teachers as well. So I would say that's pretty good to go in K through eight la

569
01:13:13.680 --> 01:13:21.390
Jennifer Clayton: What they're doing is they're sort of piecing together a lot of different curriculum products and then they're developing their own in order to fill in the blanks.

570
01:13:21.840 --> 01:13:31.290
Jennifer Clayton: So what I would like to see in the LA is to find a strong core curriculum that can be used for the majority of those lower grades.

571
01:13:31.710 --> 01:13:43.050
Jennifer Clayton: And then add a supplemental curriculum. If you need additional intervention or if you have additional blanks to fill in. So the LA in the lower area.

572
01:13:43.920 --> 01:14:03.480
Jennifer Clayton: I know Lizzie Pierce is the detail there. And I know she has big plans this summer to find good curriculum and to try to build out what that looks like. So that's where it's both curriculum in K through eight LA is both missing. And it's also difficult to follow in the CPA.

573
01:14:05.250 --> 01:14:14.850
Jennifer Clayton: Which is bit behind in terms of not having had the benefit of Travis as the principal there. Um, there's many of the teachers, I think, are still using their own

574
01:14:15.300 --> 01:14:27.480
Jennifer Clayton: And they're just starting to look at curriculum that goes across the grade levels are across subject level. So I wouldn't say the difficulty is a problem at the CP, but I would say the availability of good curriculum.

575
01:14:28.800 --> 01:14:29.460
Jennifer Clayton: In that level.

576
01:14:30.720 --> 01:14:31.020
Alexandra Abreu: And

577
01:14:32.220 --> 01:14:39.960
Alexandra Abreu: And I guess the other question is, it goes to say wait for that intervention, um, is it like

578
01:14:41.490 --> 01:14:54.450
Alexandra Abreu: How like the more one area school down the other, or is it like pretty much the same problem. That's like the intervention path is knocking for both

579
01:14:56.070 --> 01:14:58.020
Jennifer Clayton: That's a good question. Um,

580
01:15:01.170 --> 01:15:22.800
Jennifer Clayton: If we look at last the last renewal report la was flagged as a gap. And when we look at it based on last year's test results state test results LA is still a gap. So what we're seeing is, we're seeing lower scores in K through eight and then in high school, um,

581
01:15:24.090 --> 01:15:31.050
Jennifer Clayton: I don't know if the scores are still low by the time they get to to the Common Core English exam or not, I would have to look that one up.

582
01:15:32.460 --> 01:15:43.020
Jennifer Clayton: The stem coach in the CPA did mention that she does have some students coming to them in 10th and 11th grade who are still missing some of the basic skills that they should have learned prior to ninth grade.

583
01:15:43.770 --> 01:15:57.600
Jennifer Clayton: So according to her. And that's, you know, this is the this is her anecdotal evidence that she she hasn't shown me the data on this or anything, but it does sound like there are probably some gaps that are carrying on through the continuum upgrades.

584
01:16:04.560 --> 01:16:06.810
Jennifer Clayton: Did that answer the question about that intervention.

585
01:16:13.980 --> 01:16:18.900
Alexandra Abreu: Part of a like probably the tabs from nowhere. It's

586
01:16:20.100 --> 01:16:32.400
Alexandra Abreu: Affecting the upper grades. Um, but I just wanted to know in terms of light that intervention itself when you're saying, well, there was no clear I'm

587
01:16:34.110 --> 01:16:42.210
Alexandra Abreu: Already I'm reading it that there's no clear path of how students are getting intervention is that, um,

588
01:16:42.900 --> 01:16:43.350
Well, you know,

589
01:16:45.570 --> 01:16:46.170
I don't think

590
01:16:47.370 --> 01:16:51.630
Jennifer Clayton: We're getting extra instruction, if they're struggling in a specific area.

591
01:16:53.130 --> 01:17:01.350
Jennifer Clayton: But I just think that we can take it to the next level by doing more diagnosis to figure out what exactly is causing the struggle to begin with.

592
01:17:02.550 --> 01:17:02.730
Well,

593
01:17:03.840 --> 01:17:04.020
Javier Lopez-Molina: You're

594
01:17:05.820 --> 01:17:08.670
Javier Lopez-Molina: Saying that it doesn't make that intervention doesn't exist.

595
01:17:09.060 --> 01:17:09.750
Jennifer Clayton: It exists.

596
01:17:09.990 --> 01:17:15.750
Javier Lopez-Molina: It exists. I think what she's saying is there are steps that we can take as an organization to make it better.

597
01:17:16.110 --> 01:17:16.350
Yeah.

598
01:17:18.570 --> 01:17:19.050
Thank you.

599
01:17:20.160 --> 01:17:20.790
Jennifer Clayton: Thank you.

600
01:17:23.490 --> 01:17:26.430
Jennifer Clayton: Any other questions about the operations gaps. Before I move on.

601
01:17:30.780 --> 01:17:50.040
Jennifer Clayton: Okay, great. I'm going to go ahead and move on to talent management. So this is your people. And so the first gap in terms of talent management was the job descriptions. One of the things that the deal we asked for at renewal time is job description. So that was something that I asked for.

602
01:17:51.660 --> 01:18:00.240
Jennifer Clayton: I don't know how much it's related to the transition away from lake house academies, but a lot of the job descriptions. I was unable to obtain

603
01:18:02.100 --> 01:18:13.290
Jennifer Clayton: And that's current job descriptions and then there are some job descriptions that Mr. Brown has been updating in order to have job postings for the upcoming school year.

604
01:18:13.860 --> 01:18:25.860
Jennifer Clayton: So he's been working on some job descriptions. There also is a system in place of performance appraisals where teachers are having ongoing coaching throughout the year and then three times a year.

605
01:18:26.340 --> 01:18:35.250
Jennifer Clayton: They have a performance evaluation. So they're very clear and specific measures that are being used during those performance evaluations.

606
01:18:36.570 --> 01:18:43.770
Jennifer Clayton: So the thing that I just want to caution you on because it's HR related and that can also relate to legal things down the line.

607
01:18:44.250 --> 01:19:00.720
Jennifer Clayton: Is that employees need to have a job description, when they're hired and then the performance evaluation should align back to that job description and then if an employee is changing roles. They also need to have a job description for the new role that they're transitioning into

608
01:19:02.370 --> 01:19:06.330
Jennifer Clayton: So that was the first one and thats related to employees, you know, knowing what's expected of them.

609
01:19:07.500 --> 01:19:11.640
Jennifer Clayton: The second one is related to teacher turnover.

610
01:19:13.200 --> 01:19:26.400
Jennifer Clayton: And it has an asterisk because the the turnover numbers were difficult to obtain. And I think part of that is that the school was using a lot of low tech ways to

611
01:19:27.600 --> 01:19:37.920
Jennifer Clayton: Keep their records. So with the transition to little bird HR that's automatically going to be solved, because little bird has some software to help you with your personnel files.

612
01:19:39.750 --> 01:19:44.880
Jennifer Clayton: But teacher turnover. When we looked at it, it was about. It was almost 50%

613
01:19:46.140 --> 01:19:57.270
Jennifer Clayton: Well, let me correct that entire employee turnover, with almost 50%. I'm not sure exactly what the teacher number is or the instructional staff number is

614
01:19:58.200 --> 01:20:07.410
Jennifer Clayton: That was one of the numbers that was difficult to obtain. So if we think about this. That's one of two adults in the building that's leaving during the school year.

615
01:20:09.420 --> 01:20:09.960
Jennifer Clayton: If I can

616
01:20:10.200 --> 01:20:19.890
Javier Lopez-Molina: Insert one thing which is, you know, Mr. Brown and Jen and I talked about this yesterday and quick Google search.

617
01:20:21.150 --> 01:20:36.840
Javier Lopez-Molina: Attrition and retention and charter schools in New York City will reveal that this is not just us. This is like that. And this is something that's happening to basically all the charter schools in in this area for some reason.

618
01:20:37.140 --> 01:20:38.460
Javier Lopez-Molina: He would cause

619
01:20:39.510 --> 01:20:48.210
Javier Lopez-Molina: The retention is around the same thing that we're seeing in our schools about 40 to 50% yeah and that's, you know,

620
01:20:50.040 --> 01:20:58.770
Javier Lopez-Molina: To say the least, as you know, if you look on the right hand, there is a lot of literature that suggests that teacher turnover has a negative impact on

621
01:20:59.580 --> 01:21:10.080
Javier Lopez-Molina: student outcomes. And so whatever we can do to close that gap is is something that's going to be good for the patient and I realized this is a gap that

622
01:21:10.440 --> 01:21:20.310
Javier Lopez-Molina: We're not the only one struggling with that it is gap. So for charter schools in New York City struggle with, but it is still nonetheless something we should

623
01:21:21.480 --> 01:21:29.190
Javier Lopez-Molina: tackle head on and evident that we've been trying to since we both the Harvard and Columbia work that that have been

624
01:21:30.780 --> 01:21:35.520
Javier Lopez-Molina: Tied particular topic I'll stop talking no good.

625
01:21:38.520 --> 01:21:47.820
Jennifer Clayton: Yeah, that's a good point. How beer teacher retention teacher retention right now is a national crisis. I mean, if you look at the literature. They're calling it a national crisis.

626
01:21:48.900 --> 01:21:59.520
Jennifer Clayton: So it is definitely to norm, this a little bit hobby or spot on. Is that your retention data or your turnover data.

627
01:22:01.080 --> 01:22:06.090
Jennifer Clayton: Might look okay compared to others. But I think heavier, you said this really well. The other day

628
01:22:06.630 --> 01:22:20.220
Jennifer Clayton: This could be a differentiator. If you guys could solve this problem, right, if you can be the school that figures out how do we hire the right people. How do we retain them when you're going to stand out among all of the other charter schools.

629
01:22:21.270 --> 01:22:22.950
Jennifer Clayton: And then your students are also going to be doing.

630
01:22:25.080 --> 01:22:34.350
Jennifer Clayton: And I'm going to add something from Mr. Brown to not just any teacher that you want to retain but you want to retain the good teachers, right, the effective ones. The high performers

631
01:22:37.290 --> 01:22:51.630
robb@commonbond.co: A curious question of curiosity. If it's a if it's a systemic issue around retention is. I mean, is there is there just a lot of churn from school to school or our teachers, leaving the profession entirely

632
01:22:52.050 --> 01:22:54.870
robb@commonbond.co: Everything, all the math that you would have

633
01:22:56.040 --> 01:23:01.170
robb@commonbond.co: Your tips, I guess, yeah. Just curious on the dynamics there.

634
01:23:01.560 --> 01:23:04.620
Jennifer Clayton: It's both happier. What did you see the other day, one in

635
01:23:05.820 --> 01:23:08.760
Jennifer Clayton: Like 40% were actually leaving the profession.

636
01:23:09.840 --> 01:23:13.710
Javier Lopez-Molina: Yeah, I don't, I don't remember seeing whether they were sort of like exiting the market.

637
01:23:16.200 --> 01:23:18.270
Javier Lopez-Molina: But it's good to see whether or not they

638
01:23:20.010 --> 01:23:20.460
Javier Lopez-Molina: Are

639
01:23:22.350 --> 01:23:22.560
Javier Lopez-Molina: Our

640
01:23:25.980 --> 01:23:34.290
Javier Lopez-Molina: Teaching entirely because we know that it so much, just looking at the numbers that must be the case because there are so many

641
01:23:34.830 --> 01:23:48.300
Javier Lopez-Molina: New teachers who are new to the profession that we're in. And so it's just like, there must be there must is that many new teachers coming in there must be quite a few going on as well.

642
01:23:50.820 --> 01:23:53.370
Jennifer Clayton: Rob. Is that something that would be helpful for me to look up for you.

643
01:23:59.610 --> 01:24:04.770
robb@commonbond.co: Yeah you know i think it's it's a partially a curiosity, but I think it would play into this

644
01:24:06.000 --> 01:24:14.700
robb@commonbond.co: Into this into this differentiating point. So yeah, I think it would be good to see you know what I'm, what I'm thinking is, if, if there's a large cohort of

645
01:24:15.390 --> 01:24:24.180
robb@commonbond.co: Of teaching professionals who are viewing teaching in a charter school as part of a career path into into a non teaching path, you know,

646
01:24:25.260 --> 01:24:32.190
robb@commonbond.co: leaning into that might be part of the solution and maybe maybe kind of observing that and and and

647
01:24:33.210 --> 01:24:39.870
robb@commonbond.co: And if that were the case, then retention wouldn't necessarily be the goal, but it would be, it might be something else I think understanding that could be helpful.

648
01:24:40.650 --> 01:25:00.720
Javier Lopez-Molina: Oh, I have a question, which is, if you look up that number. And it turns out that 60% of first year teachers after leaving their school. So there's a brand new teachers, no longer teach ever again. Then I would say, well, then our policy should be. We're not hiring a first year teachers.

649
01:25:03.450 --> 01:25:04.470
Javier Lopez-Molina: Retention numbers.

650
01:25:06.420 --> 01:25:07.800
Jennifer Clayton: That would be one way to address it.

651
01:25:09.570 --> 01:25:10.440
Javier Lopez-Molina: Right. I mean, that would be

652
01:25:11.820 --> 01:25:13.920
Javier Lopez-Molina: To close the gap. I'm not saying that that's what we would do.

653
01:25:13.920 --> 01:25:16.980
Javier Lopez-Molina: But like that information would help inform a decision.

654
01:25:18.330 --> 01:25:30.420
Javier Lopez-Molina: Because, I mean, I suspect that's not what's going on, I suspect, people are probably bouncing a little bit more than than that, but I'd love to know like if there was on when they are leaving teaching because clearly some of them must

655
01:25:31.230 --> 01:25:37.170
Jennifer Clayton: Yeah, you know, Mr. Brown had an article to that talked about how for a lot of the high performing teachers.

656
01:25:38.700 --> 01:25:47.700
Jennifer Clayton: When asked in a survey, they said that the reasons that they were leaving were preventable. And if the if the school had address their number one reason for leaving, they would have stayed

657
01:25:49.080 --> 01:25:51.210
Jennifer Clayton: So there's something else to throw into the mix.

658
01:25:53.280 --> 01:25:56.220
Javier Lopez-Molina: Yeah, I guess it depends on what their number one reason for leaving. Yes.

659
01:25:56.580 --> 01:25:56.880
Yeah.

660
01:25:58.320 --> 01:26:00.750
Javier Lopez-Molina: So I took that with a grain of salt.

661
01:26:02.130 --> 01:26:06.120
Jennifer Clayton: Yeah, that's definitely going to feed into my suggestions, because

662
01:26:07.320 --> 01:26:18.060
Jennifer Clayton: We're sort of talking about turnover as a thing. And we're talking about retention as a thing. But honestly I don't have the data from the school. So without that data.

663
01:26:19.110 --> 01:26:28.830
Jennifer Clayton: I can't, I can't make any strong conclusions or recommendations. So my first recommendation is to start tracking tracking the data so that we can start to look for patterns.

664
01:26:29.430 --> 01:26:33.660
Javier Lopez-Molina: Yeah, I mean, we need to have a digital system. So, have a little bird.

665
01:26:35.280 --> 01:26:40.590
Javier Lopez-Molina: That we can create reports off of really easily and not have to go hunting into

666
01:26:41.550 --> 01:26:46.050
Javier Lopez-Molina: Memory filing cabinets will be great for everybody.

667
01:26:47.340 --> 01:26:49.770
Jennifer Clayton: And then the closest that you have to exit surveys

668
01:26:49.800 --> 01:26:54.600
Jennifer Clayton: Is the annual New York School survey so

669
01:26:55.650 --> 01:27:05.640
Jennifer Clayton: You don't know. You know who have those survey responses, you don't know who stayed in who left and who was a high performer who was a low performer who was knew who was experienced know all those things.

670
01:27:09.540 --> 01:27:11.730
Jennifer Clayton: Any other questions about turnover.

671
01:27:13.260 --> 01:27:21.750
Jennifer Clayton: Okay. The only other thing that I'm going to say, I think, Javier touched on this was you've been struggling with turnover and retention for many years, and you've had a lot of

672
01:27:22.350 --> 01:27:30.690
Jennifer Clayton: expertise to weigh in on these topics. And I think, from where I'm sitting. It looks like a lot of what was recommended is still relevant today.

673
01:27:31.830 --> 01:27:45.780
Jennifer Clayton: So I would encourage going back to that Harvard report in that Columbia report from Tom and just, you know, seeing what's still relevant and then etching away again at implementing the ones that are still based on, you know, good, good. Best practices.

674
01:27:49.470 --> 01:27:56.580
Jennifer Clayton: Well, third gap as far as talent management goes is also a national charter school thing.

675
01:27:57.840 --> 01:28:06.150
Jennifer Clayton: And that's the idea that because you are a charter school because it is harder to hire and retain top talent. A lot of people are being repurposed

676
01:28:07.620 --> 01:28:11.670
Jennifer Clayton: In order to fill positions. So one of the things that I'm seeing at

677
01:28:12.780 --> 01:28:15.420
Jennifer Clayton: The LCS still calling it be LCS right now.

678
01:28:16.620 --> 01:28:17.130
Jennifer Clayton: Is

679
01:28:18.840 --> 01:28:29.100
Jennifer Clayton: Hiring teachers who were not teachers before who may not have been trained as teachers and maybe it's their first time they've ever been in a classroom or been in a school so their first year teachers.

680
01:28:29.580 --> 01:28:34.770
Jennifer Clayton: And then also people in people who are doing other tasks, who are not necessarily trained

681
01:28:35.100 --> 01:28:46.380
Jennifer Clayton: Within that industry to be able to do those tasks. So there's some things going on like curriculum. You know, usually there's a job that is a curriculum curriculum specialist. Their job is to find good curriculum and put it into place.

682
01:28:46.770 --> 01:28:55.560
Jennifer Clayton: So without having a curriculum specialist the instructional coaches are having to fill that role. So they're they're learning how to do it while they're on the job.

683
01:28:56.910 --> 01:29:08.880
Jennifer Clayton: The other thing was some coaching. There's some instructional design going on talent management. I think the talent manager was a social worker before she received the talent management role.

684
01:29:10.050 --> 01:29:16.260
Jennifer Clayton: You're developing assessments in house you're you're creating things that are based on behavioral science without a behavioral scientist.

685
01:29:16.680 --> 01:29:30.840
Jennifer Clayton: And then of course there's right now there's a need for branding and marketing. So some of the skills are not present in house, which means that you either have to develop your people to be able to give them that industry knowledge that they didn't know existed.

686
01:29:31.890 --> 01:29:36.390
Jennifer Clayton: In the roles that they were in or you've got to contract out in order to pull that expertise into the school.

687
01:29:38.460 --> 01:29:49.560
Jennifer Clayton: So if you do that, I suspect that it will nudge the needle on from the framework from the daily framework, the academic achievement and the operational effectiveness.

688
01:29:52.320 --> 01:30:01.080
Jennifer Clayton: Teacher Credentialing is also related to do we compliance. There's a certain number of teachers that need to be certified. And if they're not certified

689
01:30:01.740 --> 01:30:11.340
Jennifer Clayton: They also have to fit other criteria according to the law. So that's another thing where you need a system in place to track that. And then to promote compliance with that.

690
01:30:14.730 --> 01:30:17.700
Jennifer Clayton: Any questions about talent management before I move on.

691
01:30:21.630 --> 01:30:37.020
Sara Madavo Jean-Jacques: The system that you just talked about to track credentialing. Is that something that we can like pull off the shelf like is there are, there is there software for that or do we need to create that. What do we need to do, because that seems extremely important and

692
01:30:37.920 --> 01:30:45.180
Jennifer Clayton: Yeah, little bird HR has a human resource information system or management system HR is

693
01:30:46.170 --> 01:30:56.700
Jennifer Clayton: So your contract with them already allows you to take advantage of that. So that should be able to house credentials. The school also currently pays for a service.

694
01:30:57.510 --> 01:31:15.270
Jennifer Clayton: Where you'll receive credentialing reports and coaching twice a year for the teachers so that service is currently in place and I would say to take better advantage of that, to follow up in between those twice a year coaching periods.

695
01:31:19.440 --> 01:31:22.530
Jennifer Clayton: But yeah, I think little brain is going to give you a system to be able to track it.

696
01:31:25.560 --> 01:31:26.550
Jennifer Clayton: Did that answer, Sarah.

697
01:31:29.820 --> 01:31:31.260
Sara Madavo Jean-Jacques: Yes. Okay.

698
01:31:31.440 --> 01:31:31.740
Jennifer Clayton: Thank you.

699
01:31:34.110 --> 01:31:35.910
Jennifer Clayton: Any other questions about talent management.

700
01:31:41.520 --> 01:31:45.690
Jennifer Clayton: Okay, moving on to board and leadership team fun

701
01:31:47.220 --> 01:31:52.470
Jennifer Clayton: So four main gaps here that I want to talk about the first one.

702
01:31:54.600 --> 01:32:08.010
Jennifer Clayton: Is related to job descriptions and performance evaluations for the head of school. So that's Mr Brown and then if Courtney is going to report to the Board. That's also her position as director of operations as well.

703
01:32:09.630 --> 01:32:21.030
Jennifer Clayton: So need to have the job descriptions and then have the performance evaluations that are tied to the job descriptions and then also tied to the department of education requirements and then charter adherence

704
01:32:25.620 --> 01:32:31.590
Jennifer Clayton: The second one is sort of having a continuous improvement mindset.

705
01:32:32.250 --> 01:32:39.750
Jennifer Clayton: The Department of Education says in the accountability handbook that it expects the schools to have their own internal process for continuous improvement.

706
01:32:40.260 --> 01:32:55.230
Jennifer Clayton: So what I was looking for when I looked at the last renewal report in my interviews and in my document reviews. I was looking to see, is there some kind of corrective action plan or school improvement plan thats related to the gaps that were identified at the last renewal.

707
01:32:56.580 --> 01:33:03.450
Jennifer Clayton: And what I found was the leadership team felt that certain things that it was doing was going to address those gaps.

708
01:33:04.260 --> 01:33:12.270
Jennifer Clayton: But it wasn't written down on paper and it wasn't a clear path between what they were doing and the student outcomes.

709
01:33:13.020 --> 01:33:26.880
Jennifer Clayton: So if they can sort of fill out that plan and flesh it out and spell it out so that anybody from the outside can very clearly see how each of the actions is addressing the gaps that were identified at the last renewal.

710
01:33:27.390 --> 01:33:31.080
Jennifer Clayton: I think that would go very far toward getting you closer to a five year renewal.

711
01:33:35.250 --> 01:33:40.950
Jennifer Clayton: Having those plans also ensures that all of the staff is sort of working toward the same goals moving in the same direction.

712
01:33:43.020 --> 01:33:44.550
Jennifer Clayton: Any questions so far about that one.

713
01:33:49.290 --> 01:33:59.370
Jennifer Clayton: Okay, the last two gaps under the board and leadership team umbrella are related to products that are developed in house.

714
01:33:59.850 --> 01:34:09.450
Jennifer Clayton: So there are a number of different products that the school is developing. And one of the things about charter schools is that it is a place where innovation happens and where you do tailor things

715
01:34:09.870 --> 01:34:14.640
Jennifer Clayton: To your specific mission and goals. So I don't have a problem with developing things in house.

716
01:34:16.650 --> 01:34:23.520
Jennifer Clayton: What I do want to see if you are going to develop things in house is that they're being evaluated against student outcomes.

717
01:34:24.300 --> 01:34:29.910
Jennifer Clayton: And I think the school could benefit from using some of the, the science behind instructional design.

718
01:34:30.720 --> 01:34:42.810
Jennifer Clayton: In order to make those in house develop products even better than they currently are there. There's some good products there. So some of those products are curriculum so filling in some of the gaps where there's missing curriculum that's already been developed.

719
01:34:43.950 --> 01:34:53.520
Jennifer Clayton: In term assessments are being developed in house training and coaching materials for the teachers are being developed in house and then employee evaluations are also being developed in house.

720
01:34:55.560 --> 01:34:58.410
Jennifer Clayton: The Department of Education is used to a certain framework.

721
01:34:59.730 --> 01:35:11.430
Jennifer Clayton: And so they're used to a certain framework for the curriculum and the academic program and then they're also used to a specific rubric for teacher effectiveness and that they follow the Danielson rubric.

722
01:35:12.300 --> 01:35:21.540
Jennifer Clayton: So if you're thinking about how to get closer toward that five year renewal, the more what you do. Looks like what the deal is used to

723
01:35:22.740 --> 01:35:32.310
Jennifer Clayton: The easier it is to get that five year renewal. If you're going to veer from that. That's when you have to explain or you have to show your data to show that it's actually better

724
01:35:33.330 --> 01:35:43.740
Jennifer Clayton: So I would say to install a process so that those in house products always go back to how is this impacting the students, is it improving our student outcomes.

725
01:35:45.420 --> 01:35:57.630
Jennifer Clayton: The second thing with the in house developed products is that there is a BL CS language that's used at the school and that language is not necessarily intelligible to outsiders.

726
01:36:20.970 --> 01:36:22.890
Javier Lopez-Molina: I think so. I think I thought I was

727
01:36:24.270 --> 01:36:26.100
Javier Lopez-Molina: I thought my computer just exploded. So

728
01:36:27.780 --> 01:36:31.170
Javier Lopez-Molina: Let me, let me messaged her now.

729
01:36:56.880 --> 01:36:57.690
Javier Lopez-Molina: Oh, you're on mute.

730
01:37:01.650 --> 01:37:03.090
Jennifer Clayton: Hi, hello again.

731
01:37:05.040 --> 01:37:07.530
Jennifer Clayton: How do you, what was the last time blessing you heard

732
01:37:08.970 --> 01:37:09.990
Javier Lopez-Molina: Through your screen, we were

733
01:37:11.250 --> 01:37:14.820
Javier Lopez-Molina: From or you're just talking about the LCS language.

734
01:37:15.420 --> 01:37:15.750
Okay.

735
01:37:19.170 --> 01:37:36.930
Jennifer Clayton: Yes so plain language. I think is tied to accessibility and understanding. And this is one of those things because a school is an integrated system. If there are things that people can't understand it's likely trickling down into some of those other gaps that we're seeing.

736
01:37:38.460 --> 01:37:49.140
Jennifer Clayton: Especially when we think of like the idea that a lot of the teachers are first year teachers brand new teachers. So if we can make things as clear and as easy to understand as possible. That's going to serve them better.

737
01:37:53.880 --> 01:37:56.790
Jennifer Clayton: Any questions about board and leadership team gaps.

738
01:38:02.340 --> 01:38:04.440
Jennifer Clayton: Okay, moving on.

739
01:38:10.020 --> 01:38:23.670
Jennifer Clayton: Um, what we did next is we planted these gaps to see what kind of impact, they would have if they were addressed, and then how easy would they be to address so

740
01:38:24.870 --> 01:38:35.640
Jennifer Clayton: On this chart from left to right is feasibility. So things on the right side are easier to do things on the left side take more time and effort and resources in order to do

741
01:38:36.570 --> 01:38:47.550
Jennifer Clayton: from bottom to top is impact. So things at the bottom have lower impact toward getting you to that five year renewal things at the top, have higher impact, we're getting into that five year renewal.

742
01:38:48.900 --> 01:38:50.610
Jennifer Clayton: Have you heard you have anything to add to that one.

743
01:38:54.600 --> 01:38:55.500
Javier Lopez-Molina: Was how I think.

744
01:38:57.030 --> 01:39:05.310
Javier Lopez-Molina: Is if we did nothing but one thing. How does that move the needle in terms of us getting a five year renewal and

745
01:39:06.030 --> 01:39:18.480
Javier Lopez-Molina: That's why mission is up at the top and things like fingerprints and complaint procedure are sort of those are like procedural things. And so they're not as impactful. But yeah, that's how I was thinking about impact, but it's it's basically what you said.

746
01:39:20.820 --> 01:39:26.610
Jennifer Clayton: Yeah mission is definitely high impact because everything else comes from that once you've got your mission, vision and values that

747
01:39:27.030 --> 01:39:41.580
Jennifer Clayton: You know how to answer any question that comes across your desk right. Should we do this. Oh, check the mission should we do that, check the mission. So when everything is aligned with that that gets everything in line with being ready to tackle that renewal process.

748
01:39:43.470 --> 01:39:56.790
Jennifer Clayton: So sort of looking at the quadrants from the bottom right quadrant. Those are the low hanging fruit. So those are the things that are going to be really easy to do. So fingerprinting and the complaint procedure Courtney could probably do each of those in less than a day.

749
01:39:57.870 --> 01:39:58.890
Jennifer Clayton: I'm looking at to Courtney

750
01:40:00.750 --> 01:40:15.900
Jennifer Clayton: The things in the top right corner have high impact and our and high visibility, so they have high impact and they'd be easy to do. So you've got mission curriculum improvement cycles, changing the LC LC as language.

751
01:40:17.010 --> 01:40:22.200
Jennifer Clayton: Updating the employee job descriptions and then providing leadership job descriptions and evaluations.

752
01:40:24.000 --> 01:40:32.550
Jennifer Clayton: The links at the top left corner, our strategic investments. So even though they would have high impact. It takes more time and effort to address them.

753
01:40:33.540 --> 01:40:45.930
Jennifer Clayton: So those things are academic interventions, the product development that's happening in house and then addressing the turnover and the expertise and credentials in house.

754
01:40:47.190 --> 01:40:56.760
Jennifer Clayton: Originally we had curriculum on the left side and then Mr. Brown inform us that that we could actually move that to the right side. So thank you, Mr. Brown for that one.

755
01:41:02.160 --> 01:41:06.510
Jennifer Clayton: Do we want to stop here, heavier and see if anyone feels any of these need to be moved.

756
01:41:07.980 --> 01:41:11.640
Javier Lopez-Molina: Sure. Just kind of people feel about where these sort of land. I mean, it's just

757
01:41:13.590 --> 01:41:15.630
Javier Lopez-Molina: I think if this has meant just to sort of be a

758
01:41:16.740 --> 01:41:34.020
Javier Lopez-Molina: way for us to think about prioritize getting some of these done and the way the way we think about them, relative to each other, but it's a good place to sort of stop and sort of our reflection on on these as anybody have any questions or clarity.

759
01:41:35.610 --> 01:41:37.740
Alexandra Abreu: I just have a question in terms of

760
01:41:37.830 --> 01:41:45.000
Alexandra Abreu: Like the meaning for Pokemon cycles. I'm not to parents that I missed on that.

761
01:41:46.740 --> 01:41:58.050
Jennifer Clayton: Yeah, that's the one where I'm at the last renewal. There were several gaps that were identified. So just having a plan in place to to correct those gaps were

762
01:42:04.170 --> 01:42:06.420
robb@commonbond.co: Is I think it really helpful framework, I think.

763
01:42:08.160 --> 01:42:09.330
robb@commonbond.co: I think it'd be interesting food in

764
01:42:09.780 --> 01:42:10.200
Alexandra Abreu: Terms of

765
01:42:10.680 --> 01:42:12.480
robb@commonbond.co: What we do first, second, third,

766
01:42:13.080 --> 01:42:18.240
robb@commonbond.co: One question I have around the gaps and kind of the, the, the, the

767
01:42:19.320 --> 01:42:42.090
robb@commonbond.co: Philosophy, I guess of what is a gap if I if I think back and I only have one review cycle of experience under my belt, but I think that the conversation centered when the authorized you're advised us that we are unlikely to get a five year renewal, um, I seem to remember the actual

768
01:42:43.740 --> 01:42:47.190
robb@commonbond.co: Trend on test scores and actual

769
01:42:48.000 --> 01:42:53.070
robb@commonbond.co: Performance academic performance being kind of the core gap.

770
01:42:53.190 --> 01:43:07.290
robb@commonbond.co: Do you do you view that as a gap itself like the actual output or do you kind of focus more on the process, the inputs to get to the output. I guess I'm just curious if we would want to consider.

771
01:43:08.790 --> 01:43:24.360
robb@commonbond.co: It just, just, you know, comparing what I interpreted as the experience is like you could do anything you want, really it comes down to the results from a renewal perspective, whether or not that's true. And then, if you would, how you would fit that into a gap analysis.

772
01:43:24.870 --> 01:43:32.130
Jennifer Clayton: Yeah, definitely. Yeah, that the academic performance is the number one on my mind in terms of renewal and in terms of

773
01:43:32.460 --> 01:43:38.310
Jennifer Clayton: Even not even thinking about renewal, but just thinking about what is the goal of the school, right. The goal of the school is to teach

774
01:43:38.820 --> 01:43:51.450
Jennifer Clayton: So everything has to come down to those student outcomes. So when I was thinking about which gaps are important to mention I wanted to look at the ones that more directly impact student outcomes.

775
01:43:51.840 --> 01:44:06.180
Jennifer Clayton: So the things like curriculum and interventions, those are going to have very direct impact on student performance and test scores and outcomes. But things surrounding talent management are also going to have high impact.

776
01:44:07.230 --> 01:44:18.060
Jennifer Clayton: Because if you don't have effective teachers, you're not going to have effective learning, right, so those are also really big ones. And then I think sort of the operations to support that.

777
01:44:19.110 --> 01:44:23.460
Jennifer Clayton: Was the next line of philosophy behind what we were calling a gap so

778
01:44:24.540 --> 01:44:34.110
Jennifer Clayton: Like the improvement cycles. If you don't have a very clear vision of how everything you're doing is supposed to address student performance.

779
01:44:35.370 --> 01:44:40.830
Jennifer Clayton: Then you might not be as targeted at addressing student performance. So things like the improvement cycles to

780
01:44:42.240 --> 01:44:51.510
Jennifer Clayton: The way that the in house developed products came up was because when I was interviewing the leadership team. It felt like their strategy.

781
01:44:52.500 --> 01:45:06.240
Jennifer Clayton: Centered around hiring training, coaching and evaluating the teachers and the materials that they were using to do that. They were developing in house. So that's why we started to look at those in house develop products.

782
01:45:09.600 --> 01:45:20.730
robb@commonbond.co: That's helpful. Yeah. And I think what I'm interpreting is, you know, our objective as award is not explicitly to get a five year renewal, our objective is to get

783
01:45:21.870 --> 01:45:31.320
robb@commonbond.co: Us to achieve our vision and our outcomes for our scholars. Yeah. And I think what you're saying is by doing that, that is the path to a five year Charter.

784
01:45:31.560 --> 01:45:41.850
robb@commonbond.co: Yes. And so as I guess I just kind of tweak my way I was reading this at first is like visa, though these are the items that have the highest impact on our scholars

785
01:45:42.210 --> 01:45:46.080
robb@commonbond.co: Yes, versus on whether or not we get a five year Charter.

786
01:45:47.220 --> 01:46:00.900
Jennifer Clayton: Yeah, if you have a healthy school environment. If you're a high performing school you have high performing teachers, you have the tools that the teachers need to be successful, you're going to get those student outcomes and you're automatically going to get your renewal right

787
01:46:04.530 --> 01:46:04.890
Thank you.

788
01:46:05.940 --> 01:46:06.630
Jennifer Clayton: Thank you.

789
01:46:08.730 --> 01:46:11.820
Jennifer Clayton: Any other impressions on this slide before we move on.

790
01:46:16.920 --> 01:46:19.110
Tom Wethington: Question Genesis, Tom, how

791
01:46:20.190 --> 01:46:30.510
Tom Wethington: Do you view so like the academic interventions piece that's something that theoretically every, every school should be doing and arguably are supposed to be doing better than most.

792
01:46:30.810 --> 01:46:44.310
Tom Wethington: You view that as being tied to the other two in these in this quadrant, in terms of like the expertise credentials and the turnover or like general sense as to why you believe that's a low feasibility objective or initiative for us.

793
01:46:45.810 --> 01:46:55.560
Jennifer Clayton: I think the reason I put it as low his ability is because it, it will take more time and resources to address. So for example, the way to address.

794
01:46:56.130 --> 01:47:05.130
Jennifer Clayton: The intervention program, I think, is to get some trainers into the school and sort of teach people what they don't know, they don't know about the intervention program.

795
01:47:05.820 --> 01:47:15.360
Jennifer Clayton: So training in it's called response to intervention or RTI for short. If we can get some experts in there to train the teachers train the coaches train the leadership and then just

796
01:47:15.810 --> 01:47:23.700
Jennifer Clayton: Double check that system to make sure that it's it's that next level you like I said before, you have an RTI system in place.

797
01:47:24.300 --> 01:47:30.390
Jennifer Clayton: And it's, it's good. Right. It's meeting. Many of the many of the markers of an RTI program.

798
01:47:30.960 --> 01:47:41.910
Jennifer Clayton: What I'm looking at is if you take it to the next level. I think you're going to see faster growth in your scholars and you're going to get them closer to that high proficiency level that you want to get them to

799
01:47:43.110 --> 01:47:48.420
Jennifer Clayton: So it just, it's in that left quadrant, just because it takes time and then

800
01:47:49.710 --> 01:48:01.200
Jennifer Clayton: If, if you've got a 50% turnover every year you're having to train your, your staff all over again every year on that intervention program. So it's all kind of connected

801
01:48:05.040 --> 01:48:05.340
Jennifer Clayton: Sure.

802
01:48:06.180 --> 01:48:13.560
Jennifer Clayton: Where reason it's a little bit lower than curriculum to in terms of impact is the curriculum, obviously, is what most of the students are going to encounter.

803
01:48:13.860 --> 01:48:20.760
Jennifer Clayton: So if you can get a good core curriculum in there to begin with. That's going to automatically decrease the number of students who need an intervention.

804
01:48:26.790 --> 01:48:28.590
Jennifer Clayton: What else can I help answer on this slide.

805
01:48:34.560 --> 01:48:36.420
Jennifer Clayton: Okay, moving on.

806
01:48:38.220 --> 01:48:44.580
Jennifer Clayton: So I started with the bottom right quadrant, because that's the easiest the low hanging fruit. So here are the recommendations now.

807
01:48:45.930 --> 01:48:55.560
Jennifer Clayton: The first one is related to fingerprint clearance. I'm a big policies and procedures person. I think it helps with sustainability and also helps clarify expectations.

808
01:48:55.920 --> 01:49:10.170
Jennifer Clayton: So most of my recommendations are going to include the words, develop and implement a policy and procedure for this. So this is the same thing for fingerprint clearance and then the same thing, just add the authorizers to the complaint procedure.

809
01:49:11.190 --> 01:49:16.650
Jennifer Clayton: When you do add the author Iser obviously you will distribute it again to your staff and your families.

810
01:49:17.820 --> 01:49:32.370
Jennifer Clayton: And then just make sure that you have systems in place to handle complaints if and when complaints come in. So it's more than just having that procedure written on paper, but it's about having the system to be able to handle those complaints in a nice way, if they ever occur.

811
01:49:35.010 --> 01:49:35.820
Jennifer Clayton: Any questions there.

812
01:49:37.740 --> 01:49:49.350
Jennifer Clayton: I didn't think so. That's the low hanging fruit. This one that we're calling obvious choices, but these are the ones from the top right corner. So they were highly impactful and easier to address. So first one is updating the Charter.

813
01:49:50.580 --> 01:49:58.200
Jennifer Clayton: We talked about this at the last board meeting is also developing policies and procedures around making sure that you're adhering to the Charter.

814
01:49:58.950 --> 01:50:10.560
Jennifer Clayton: And then everything else cascades from there. So once you have your clear mission, vision and values, you have a description of the blueprint that's going to get you to meet that mission within your vision and values.

815
01:50:11.370 --> 01:50:20.790
Jennifer Clayton: And then everything else comes out of that. So job descriptions policies and procedures, what you choose to purchase what you choose to, you know, give to your teachers, all that good stuff.

816
01:50:22.200 --> 01:50:30.000
Jennifer Clayton: The other thing is putting an audit process in place to measure charter adherence and make sure that you're not drifting too far from that.

817
01:50:30.840 --> 01:50:41.760
Jennifer Clayton: Because, again, the Department of Education has very strict timelines or timelines and requirements for approval if you want to change within your charter

818
01:50:45.840 --> 01:50:54.240
Jennifer Clayton: The next one about leadership job descriptions. It's actually in in the accountability handbook that it's the Board's responsibility to have those

819
01:50:54.690 --> 01:51:06.000
Jennifer Clayton: So just developing job descriptions for Mr. Brown and Mr. Russell and then having an annual performance evaluation process to go along with it at renewal, they're going to ask to see both of those.

820
01:51:10.110 --> 01:51:21.720
Jennifer Clayton: The next one is job descriptions for everybody else. And again, with little bird HR within the contract. It says that there is a human resources system that you'll have access to so converting your

821
01:51:22.080 --> 01:51:28.260
Jennifer Clayton: Paper personnel files into the HR is system, I think is going to make a big difference. You'll be able to pull reports.

822
01:51:28.710 --> 01:51:34.260
Jennifer Clayton: You'll be able to get me an accurate staff list you'll be able to tell me who's certified and not certified, all that good stuff.

823
01:51:35.250 --> 01:51:50.580
Jennifer Clayton: And then I know Mr. Brown's been in the process of updating job descriptions and employee evaluations. So continuing to to flesh that project out and then using your HR people as that spot check to make sure that you're in compliance with HR laws and different things like that.

824
01:51:53.670 --> 01:52:01.020
Jennifer Clayton: You also want some policies and procedures for when to update the job descriptions, how to make sure that employees get their job descriptions

825
01:52:01.710 --> 01:52:14.160
Jennifer Clayton: And then maintaining your personnel records, and that includes what to include in the records what goes in the records what leaves the records, when do you get rid of records, all that good stuff.

826
01:52:17.970 --> 01:52:28.770
Jennifer Clayton: When next bullet is about the curriculum. And I think the one thing that could really make everyone's jobs easier right now while you're thinking about how to improve the curriculum.

827
01:52:29.160 --> 01:52:39.840
Jennifer Clayton: Is curriculum mapping software. It's also called curriculum management software and what the software does is it has the state standards loaded right into the software.

828
01:52:40.560 --> 01:52:55.350
Jennifer Clayton: So that you can make a map of how your curriculum is aligned to those state standards. You can also import additional standards. So if you want to go beyond state standards to college readiness. You can import more standards that you develop yourself.

829
01:52:57.120 --> 01:53:02.910
Jennifer Clayton: This software is typically less than $2,500 a year.

830
01:53:04.080 --> 01:53:11.700
Jennifer Clayton: To be able to implement and it is really a time saver. Otherwise, people are trying to develop curriculum maps and pacing guides

831
01:53:12.030 --> 01:53:21.090
Jennifer Clayton: manually using paper and Excel and whiteboards, and all kinds of crazy stuff. So the software, I think is a really big time saver. And it also

832
01:53:21.390 --> 01:53:28.080
Jennifer Clayton: Makes it a higher quality map. So at the time of renewal. The do is going to ask for your curriculum maps.

833
01:53:28.500 --> 01:53:40.770
Jennifer Clayton: Your pacing guides and an explanation of your educational program. So if you could pull out. Here's our map from K to 12. Oh, you want to look at fourth grade. Here's the fourth grade map. Okay. You want to look at special ed. Here's the special ed map.

834
01:53:41.370 --> 01:53:45.660
Jennifer Clayton: If you could pull that out for the for the auditor, that would be very impressive.

835
01:53:48.780 --> 01:54:04.410
Jennifer Clayton: I think you're switching from Alma to power school Alma used to have a curriculum mapping component. I have a call out to power school to see if they have one or not. I don't know if anyone else on the call. Who's in the education space can answer that one.

836
01:54:06.360 --> 01:54:11.280
Jennifer Clayton: But then there are a couple of other products as well that that we could talk about in a later time. If you want to

837
01:54:12.750 --> 01:54:19.980
Jennifer Clayton: So policies and procedures again curriculum management is a whole job. And that's a job that is not currently at the school.

838
01:54:20.580 --> 01:54:26.940
Jennifer Clayton: So to help people out. Give them some policies and procedures for how to manage your curriculum that includes how you're going to

839
01:54:27.270 --> 01:54:31.650
Jennifer Clayton: Vet your curriculum, how you're going to choose your curriculum, how you're going to purchase it.

840
01:54:31.860 --> 01:54:39.930
Jennifer Clayton: How you're going to keep track of it when you need to update it how you're going to develop it. If you're going to develop your own. How do you pilot it to make sure it's effective with students.

841
01:54:40.380 --> 01:54:47.010
Jennifer Clayton: And then when do you get rid of your curriculum. When is it no longer useful is it to ragged, is there something else out there that's better.

842
01:54:47.730 --> 01:55:04.560
Jennifer Clayton: All that stuff. Currently, the details are thinking about their kind of learning about that stuff. But if you can just sort of sit down and strategize about how all that's going to happen up front that will improve the curriculum situation that's currently in place.

843
01:55:06.000 --> 01:55:16.590
Jennifer Clayton: And then while you're thinking about purchasing curriculum. Again, just remember who you're purchasing the curriculum for and keeping that in mind as you're determining what curriculum is better than others.

844
01:55:20.340 --> 01:55:24.210
Javier Lopez-Molina: In the context of like first year teachers versus more experienced interest.

845
01:55:24.450 --> 01:55:24.690
Yeah.

846
01:55:26.130 --> 01:55:31.740
Jennifer Clayton: Yeah, ease of use is a big one. And this is going to relate to turn over and retention. Right.

847
01:55:32.130 --> 01:55:43.320
Jennifer Clayton: Teachers have a lot to keep track of in their classrooms. It's a hard, hard job they have a bunch of kids, they have to manage behavior. They have to be organized. They have the lesson plan they have to get all these things together.

848
01:55:43.770 --> 01:55:56.340
Jennifer Clayton: So the more you can do to make the teachers job easier and help them do what they do best is, you know, going to have huge impact on student outcomes and de facto it's going to have big impact on renewal.

849
01:56:02.190 --> 01:56:07.920
Jennifer Clayton: The next thing is the school improvement plan. So again, just having a plan on paper that spells everything out.

850
01:56:08.370 --> 01:56:14.970
Jennifer Clayton: How are you going to address this gap specifically for those 51 academic gaps that were identified at the last renewal.

851
01:56:15.510 --> 01:56:30.540
Jennifer Clayton: What specific things are you doing in order to address that. And then once you've identified what those things are. Then you can actually graph it out and you can actually track it and see. Okay. My strategy was, this is that working yes or no. Do I need to adjust this yes or no.

852
01:56:32.670 --> 01:56:40.380
Jennifer Clayton: I would say, go ahead and put it on paper, assign project managers to make sure that it's fully implemented and then make sure, again, it always comes back to student outcomes.

853
01:56:41.730 --> 01:56:47.550
Jennifer Clayton: And then, of course, adding that to the board agenda. I think you had an academic committee that's the Standing Committee.

854
01:56:49.590 --> 01:56:56.160
Jennifer Clayton: I don't know if that's the place, but keeping the board informed, I think, because that's a, that's a very strategic area.

855
01:56:58.620 --> 01:57:03.390
Jennifer Clayton: And then the last one is plain language. I think I already talked about. You know what I would recommend there is just going back and just

856
01:57:04.530 --> 01:57:11.970
Jennifer Clayton: Updating the language so that it's in plain language rather than like sort of buzzwords if you're going to use buzzwords use the Department of Education buzzwords

857
01:57:12.570 --> 01:57:20.640
Jennifer Clayton: They go by the framework for great schools. That's what the school surveys are based on schoolmates school surveys are also part of the renewal criteria.

858
01:57:21.600 --> 01:57:30.390
Jennifer Clayton: And then the Danielson rubric is what they use to evaluate teacher performance. So if you use the same language, it's going to be easier for the evaluators to understand

859
01:57:32.970 --> 01:57:39.210
Jennifer Clayton: And then tie the plain language into the professional development that the employees receive

860
01:57:39.570 --> 01:57:48.780
Jennifer Clayton: So if it's if it's part of your value system that you want your school to be accessible, then you have to have a statement in there about plain language.

861
01:57:49.560 --> 01:58:01.650
Jennifer Clayton: And training around plain language if it's part of your values that you want to appeal to the widest possible audience, then you've got to have a statement in there about plain language. So just tying it all together and everything that you do.

862
01:58:02.760 --> 01:58:03.300
Jennifer Clayton: And then

863
01:58:04.560 --> 01:58:10.380
Jennifer Clayton: Right now I know you guys are also thinking about branding as you're changing from LA che and you're changing the name of the school.

864
01:58:11.280 --> 01:58:27.270
Jennifer Clayton: So in your branding project, usually there's like a brand guidelines document that has your school colors and your fonts and your tone of voice, and you know, all that stuff. So mention that to whoever is doing your branding package to make sure that that's part of it as well.

865
01:58:31.380 --> 01:58:34.140
Jennifer Clayton: Any questions on the obvious choices.

866
01:58:41.460 --> 01:58:42.120
Jennifer Clayton: Okay.

867
01:58:43.320 --> 01:58:46.140
Jennifer Clayton: Moving on to the strategic investments.

868
01:58:49.110 --> 01:58:52.020
Jennifer Clayton: Excuse me. RT I so

869
01:58:53.520 --> 01:59:09.990
Jennifer Clayton: In my interviews I was able to interview specific individuals about specific pieces of the RTI program. But what I would like to do is be able to look at the school wide RTI program as a whole and sort of get the bigger picture and then drill down to the gaps there.

870
01:59:11.340 --> 01:59:22.200
Jennifer Clayton: But you know RTI best practices again policies and procedures develop them implement them get everybody trained on them and then add it to the board agenda for for the academic updates.

871
01:59:25.830 --> 01:59:28.680
Jennifer Clayton: As far as the employee expertise and credentials.

872
01:59:30.840 --> 01:59:35.400
Jennifer Clayton: This is one of those things I would have loved to dive into a little bit more, if, if the data were available but

873
01:59:36.720 --> 01:59:45.330
Jennifer Clayton: Going back to the job descriptions and the roles and responsibilities and the credentials. I think it would be a valuable exercise to go through and just see if they're matching up.

874
01:59:46.860 --> 01:59:50.160
Jennifer Clayton: For example, you know when you've got a social worker in a talent management role.

875
01:59:51.600 --> 01:59:55.860
Jennifer Clayton: What do you need to do to develop that social workers so that they can be an effective talent manager.

876
01:59:56.940 --> 01:59:57.990
Jennifer Clayton: For one of the examples.

877
01:59:59.280 --> 02:00:04.170
Jennifer Clayton: Adding the minimum qualifications to the job postings for new positions are vacant positions.

878
02:00:05.250 --> 02:00:16.470
Jennifer Clayton: So, for example, with your teacher certification. I think you're actually at risk of not having enough certified teachers. So that's got to be part of your hiring strategy and your recruitment strategy.

879
02:00:18.330 --> 02:00:19.140
Jennifer Clayton: And then

880
02:00:20.490 --> 02:00:25.740
Jennifer Clayton: I think Mr. Brown has been doing some of this, I, I am wondering if it's worth

881
02:00:26.760 --> 02:00:34.620
Jennifer Clayton: Another look to see if there are certain roles that might be repurposed within the school. And I think Mr. Brown had mentioned that some of the current roles.

882
02:00:35.100 --> 02:00:44.850
Jennifer Clayton: Were Lighthouse roles and he might have a different idea of what sorts of positions we we might want to have in the next version of of the school outside of my house.

883
02:00:46.500 --> 02:01:00.090
Jennifer Clayton: And then policies and procedures for teacher certification. So if, if you're going to require certification or if you're going to encourage certification. Are you going to reward certification. How are you going to support people towards certification, all that kind of stuff.

884
02:01:03.900 --> 02:01:07.200
Jennifer Clayton: Moving to employee turnover retention and engagement.

885
02:01:08.580 --> 02:01:08.790
Jennifer Clayton: There.

886
02:01:09.900 --> 02:01:17.730
Jennifer Clayton: I think there might need to be a discussion about what the board's values are around that. And then what this what the building leadership teams values are

887
02:01:18.390 --> 02:01:27.420
Jennifer Clayton: To make sure that you're aligned in your vision and values. And I think that's going to come out of the Charter project sort of updating the mission, vision, values and then updating the Charter.

888
02:01:28.800 --> 02:01:37.590
Jennifer Clayton: But I'm looking at the gaps in the talent management system. Once you've got that HR is from little bird HR and you're able to actually pull up

889
02:01:38.700 --> 02:01:45.690
Jennifer Clayton: The necessary data, then you can really start to identify where the disconnects are in terms of retention and turnover and engagement.

890
02:01:47.400 --> 02:01:50.250
Jennifer Clayton: And then going back to those Harvard and Columbia reports.

891
02:01:51.480 --> 02:01:54.750
Jennifer Clayton: Clarifying roles and responsibilities and then adding it to the board agenda.

892
02:01:58.980 --> 02:02:09.030
Jennifer Clayton: Well, last one. Thank you for hanging in there with me is about product development and testing. So for those in house developed products.

893
02:02:09.750 --> 02:02:14.310
Jennifer Clayton: Again, that's one of those areas where you don't know what you don't know because you haven't come up in that industry.

894
02:02:14.640 --> 02:02:25.020
Jennifer Clayton: So getting some instructional design industry best practices in place, just to make sure that you're doing those evaluations of those products and taking it back to the student outcomes, every time.

895
02:02:25.650 --> 02:02:34.980
Jennifer Clayton: And then making sure that the business case for developing those products is actually very clear and that if they're not improving student outcomes, then you're doing something to respond to that.

896
02:02:37.800 --> 02:02:39.120
Jennifer Clayton: And adjust those products.

897
02:02:40.950 --> 02:02:50.130
Jennifer Clayton: On that note, there are also many products that are already available. If you would like to take advantage of them. So, for example, one of your in house develop products is interim assessments.

898
02:02:51.120 --> 02:03:05.340
Jennifer Clayton: There are pre packaged interim assessments that are specific to New York, that you could purchase out the shelf. So if it turns out that you don't want to be spending time developing things that already exist. That's also another option.

899
02:03:07.110 --> 02:03:13.500
Jennifer Clayton: It all depends on how much time and resources. You want to put toward DEVELOPMENT VERSUS use of the products.

900
02:03:18.120 --> 02:03:21.210
Jennifer Clayton: And that is it for the recommendation.

901
02:03:22.230 --> 02:03:32.250
Jennifer Clayton: So I took a stab at Project ownership deadlines and costs. So the projects are on the left hand side of the table. The same names from that.

902
02:03:33.300 --> 02:03:47.850
Jennifer Clayton: Chart with the four quadrants, and then I suggested an owner tentative deadline and then try to find some cost estimates for you. So for the mission and charter. That's a shared responsibility of the board and the school building leadership.

903
02:03:50.400 --> 02:03:56.820
Jennifer Clayton: I think from that doodle poll. It looked like you were trying to get that done by the end of July. So I put to like 30 on there.

904
02:03:58.770 --> 02:04:04.320
Jennifer Clayton: And then for the cost estimate on that one. This one was very interesting. So you have the New York charter center there.

905
02:04:05.460 --> 02:04:17.430
Jennifer Clayton: That advertises a two day workshop to write your charter so that workshop is $600 for three people plus $200 for each additional person.

906
02:04:18.000 --> 02:04:28.080
Jennifer Clayton: And they say that within two days your charter would be rewritten. So that's one option. Another option is to go with a consultant who does it on an hourly basis so

907
02:04:28.770 --> 02:04:47.850
Jennifer Clayton: We don't publish their hourly rate and they don't publish, how many hours it takes, but what I did was I estimated, you have a 69 page charter. So I estimated it at $150 an hour, which is a pretty standard consulting rate and so got to, you know, 50,000 plus and the plus is dependent on

908
02:04:48.870 --> 02:04:52.740
Jennifer Clayton: How much time it takes to pull out what you really want.

909
02:04:54.180 --> 02:05:08.640
Jennifer Clayton: So if you have a pretty strong idea of what you want your school to look like obviously it will take less time. But if you have, you know, more your ideas are not yet as formed and somebody has helped you form those ideas, then it's going to take longer to develop that new charter

910
02:05:10.860 --> 02:05:12.150
Javier Lopez-Molina: I don't know that we have to

911
02:05:13.050 --> 02:05:14.580
Javier Lopez-Molina: cut costs one by one.

912
02:05:14.850 --> 02:05:15.390
Jennifer Clayton: Okay, good.

913
02:05:17.460 --> 02:05:18.780
Javier Lopez-Molina: It's good to like have

914
02:05:19.140 --> 02:05:24.510
Javier Lopez-Molina: A sense of what some of these what the investment is in terms of

915
02:05:25.590 --> 02:05:25.920
Javier Lopez-Molina: Some of

916
02:05:27.210 --> 02:05:28.800
Javier Lopez-Molina: The other thing my faith.

917
02:05:30.000 --> 02:05:43.620
Briar Thompson: To be investment if we chose to draw an external help buddies right like there are some where we may end up doing something internally or sort of with volunteer time which would negate some of that external costs, yes.

918
02:05:43.890 --> 02:05:48.120
Jennifer Clayton: I put dashes in the cost column, when it was very obvious that you could do it internally.

919
02:05:48.690 --> 02:06:02.040
Jennifer Clayton: And then I put an estimate if you might want to do it outside the things the academic interventions and the product development. I specifically said to obtain an outside provider, because at the school building level, you don't have the expertise in house for those

920
02:06:03.570 --> 02:06:09.000
Jennifer Clayton: So those I would definitely recommend getting an outside provider. Some of the others, you could you could do in house.

921
02:06:10.740 --> 02:06:14.580
Jennifer Clayton: And then again, I'm you know i don't know who's on the board and able to assist that way.

922
02:06:19.350 --> 02:06:26.250
Jennifer Clayton: The asterisks one asterisk. If I had some more specific info. I could get a more specific cost estimate

923
02:06:27.270 --> 02:06:37.980
Jennifer Clayton: The double asterisks are when there might be an organization that is more experienced with new york city charter schools that might be able to hash it out more quickly for you.

924
02:06:39.600 --> 02:06:41.970
Jennifer Clayton: To like one of the examples. Was this past that consulting

925
02:06:43.170 --> 02:06:51.570
Jennifer Clayton: They can help you rewrite your charter and your principal job descriptions and performance evaluation and they're used to new york city charter schools.

926
02:06:51.990 --> 02:07:00.870
Jennifer Clayton: So that might be a valuable resource if you want to contract out I don't know anything about the quality of their services. I just saw that they offer those services.

927
02:07:01.650 --> 02:07:07.710
Jennifer Clayton: As an example, and then the three asterisks just means that I asked somebody for some quotes and I'm waiting on them to get back to me.

928
02:07:15.660 --> 02:07:16.560
Javier Lopez-Molina: Any questions.

929
02:07:21.960 --> 02:07:36.090
Jennifer Clayton: Okay, thank you. And thank you again to the building leadership for offering your time and Courtney for helping with all the documents gathering the document and then setting up the interviews, it was, it was a great pleasure working with you guys at this

930
02:07:44.100 --> 02:07:47.580
Javier Lopez-Molina: For no other questions we're on to the next.

931
02:07:51.420 --> 02:07:54.030
Javier Lopez-Molina: Which is the Culture Committee report.

932
02:07:57.300 --> 02:08:06.480
Javier Lopez-Molina: Think we have Velma is not here. So is there anyone who do we have that meeting the past month. Anyone who wants to talk to the

933
02:08:09.360 --> 02:08:12.000
Javier Lopez-Molina: I guess Adrian is not okay. So, it's me.

934
02:08:12.060 --> 02:08:15.000
Stacy S: It's Stacie um so we

935
02:08:16.980 --> 02:08:24.210
Stacy S: We had a phone call with Miss Mosley, Miss Melanie was able to join us for the call and she will stand in as the

936
02:08:24.720 --> 02:08:36.420
Stacy S: Direct contact to the school. Unfortunately, we weren't able to have a full meeting because all parties were in President and she also had another meeting to attend. So we are rescheduling for another date.

937
02:08:37.320 --> 02:08:59.280
Stacy S: But our spirits are are happy, we're happy to have a direct contact Liam is mostly and she sounded equally excited. Um, so I actually do need to send a follow up email to identify another date. So I think a lot will progress with us having contact with the school. So we're excited

938
02:09:01.980 --> 02:09:06.390
Javier Lopez-Molina: Alright, so the next item on the agenda is the Finance Committee, I will turn it over to Rob

939
02:09:07.980 --> 02:09:13.560
robb@commonbond.co: Awesome. I think we can be brief here so

940
02:09:14.640 --> 02:09:24.480
robb@commonbond.co: Finance Committee met last week and the prepared financials from Brent and Mary Beth are in the board packet

941
02:09:25.500 --> 02:09:36.750
robb@commonbond.co: We're remain on budget. We are on track for a balanced budget. We have one more month June is the last month in the in the fiscal year.

942
02:09:37.260 --> 02:09:53.640
robb@commonbond.co: We're in compliance with all covenants by a very long shot. What we'd like to do in the next board meeting is including the packet just a year and reflection on because we are going to go you to have a balanced budget and hit all of our

943
02:09:54.840 --> 02:10:01.860
robb@commonbond.co: requirements in terms of doing so. But not necessarily on a one to one line item level. So we were

944
02:10:02.430 --> 02:10:15.390
robb@commonbond.co: Over uncertain items and under and other and it kind of washed out. So we thought it'd be good to have a line by line just assessment of where we were over where we were under guess does another level of review for going forward.

945
02:10:16.620 --> 02:10:33.780
robb@commonbond.co: There is a pre audit underway. So we have an independent third party auditor who audited audits our financials and our controls every year. And we're we're going through the pre the the preliminary portion of that audit now.

946
02:10:35.430 --> 02:10:48.810
robb@commonbond.co: We also have to approve new financial policies which will vote on next week. So just a preview and next week's board meeting, there'll be a list of financial policies that go into our broader

947
02:10:50.370 --> 02:10:56.910
robb@commonbond.co: Broader. I don't know if it goes into the handbook or fits it stands alone, but we'll be able to vote on that next week, so

948
02:10:57.930 --> 02:11:06.060
robb@commonbond.co: That's really the extent of what I wanted to share. I know we have Mary Beth and Brent on the line. Is there anything you would add specific to call out

949
02:11:10.860 --> 02:11:13.440
Mary Beth Rousseau: I don't have anything specific to add no

950
02:11:16.200 --> 02:11:17.550
Brent Elliott: Nothing additional. Thank you.

951
02:11:20.070 --> 02:11:26.220
robb@commonbond.co: Great happy to take any questions if anyone reviewed the financials, or has any questions. Otherwise, we can move to the

952
02:11:33.150 --> 02:11:37.560
Javier Lopez-Molina: Next, I will turn it over to Mr. Brown for the principles report.

953
02:11:41.220 --> 02:11:47.370
Courtney's cell: Heavy. I think there was just a little bit more with the financials and the agenda, sorry, the

954
02:11:48.390 --> 02:11:49.290
Courtney's cell: current owner piece.

955
02:11:52.290 --> 02:11:54.360
Javier Lopez-Molina: There's a scholar program.

956
02:11:54.420 --> 02:11:55.920
And then the credit card orders.

957
02:11:57.420 --> 02:12:00.270
Courtney's cell: And I think Rob, did you want to take that or do you want me feel

958
02:12:01.980 --> 02:12:03.660
Courtney's cell: Great. If you could take that Courtney. Thank you.

959
02:12:04.530 --> 02:12:05.100
Maria Dorsey: Are we voting.

960
02:12:05.160 --> 02:12:05.460
Courtney's cell: On it.

961
02:12:05.940 --> 02:12:08.820
Maria Dorsey: Excuse me guys. Does anybody bolt on the financial

962
02:12:08.970 --> 02:12:09.420
Javier Lopez-Molina: Oh, no.

963
02:12:09.870 --> 02:12:11.250
robb@commonbond.co: Question Maria every didn't

964
02:12:12.480 --> 02:12:20.790
robb@commonbond.co: Yeah, so I motion to approve the name financials, as presented in the board packet

965
02:12:21.330 --> 02:12:21.960
Second,

966
02:12:23.460 --> 02:12:23.940
robb@commonbond.co: Ever

967
02:12:27.390 --> 02:12:32.730
robb@commonbond.co: Let the record show the board has passed the may financial statements.

968
02:12:34.440 --> 02:12:34.830
Courtney's cell: Awesome.

969
02:12:35.700 --> 02:12:36.780
robb@commonbond.co: Courtney poverty.

970
02:12:38.310 --> 02:12:47.460
Courtney's cell: Checking job. So just a quick note, I'm just as last month we change check signers from some light helpful to have the air Travis and myself.

971
02:12:48.210 --> 02:12:53.520
Courtney's cell: We are in the process of preparing to switch over a credit card. And so I've been working with

972
02:12:54.090 --> 02:13:03.960
Courtney's cell: Our banker at Chase, who is recommended a particular card that seems to suit the needs of the full on. It's a simple chase ain't business card and so

973
02:13:04.890 --> 02:13:22.500
Courtney's cell: I'd like to suggest that you all vote to approve Maria Dorsey to be the primary cardholder with me being an authorized representative, you know, signing off on the application limit of $10,000 it's all very standard, but just wanted to include that for the board's consideration.

974
02:13:31.980 --> 02:13:35.040
robb@commonbond.co: Yeah, and I'd be supported, obviously, supportive there.

975
02:13:37.020 --> 02:13:37.920
Courtney's cell: And that would not

976
02:13:38.550 --> 02:13:42.900
robb@commonbond.co: Obviously change any of our existing controls in terms of procurement controls.

977
02:13:44.730 --> 02:13:45.390
That's totally

978
02:13:47.460 --> 02:14:00.690
Courtney's cell: Yep. And I originally recorded vote because the check centers did need to vote, but I spoke with Savannah. And she said, It's just more of an FYI. So again, if there's any concerns certainly let us know. But otherwise we're in position to proceed without

979
02:14:04.350 --> 02:14:05.550
That's awesome. Hey, thanks heavier.

980
02:14:10.650 --> 02:14:17.790
Javier Lopez-Molina: orient ourselves. The next item on the agenda is the awake, do we do the Scholarship Program, Fundraising money's

981
02:14:20.220 --> 02:14:25.200
Javier Lopez-Molina: Not called explicitly talking about that Rob, your name is next to it on the Finance Committee.

982
02:14:26.910 --> 02:14:39.990
robb@commonbond.co: I you and i don't i don't have anything specific to add there. I know, I know. Adrian circulated in the email with respect to future fundraising. Um, so perhaps you want to roll that one forward.

983
02:14:41.640 --> 02:14:43.230
robb@commonbond.co: Next month we could talk more about it.

984
02:14:43.830 --> 02:14:53.850
Javier Lopez-Molina: Alright, sounds good to me. We'll put it on next month's agenda next item on the agenda is the academic committee report, and then there's Macquarie still on with us.

985
02:15:01.500 --> 02:15:09.690
Nikali Jones: Yeah, I'm saying, however, you have a sense. Good. So a little bit more of this. But we did have a meeting last week, thank you Brian for organizing

986
02:15:10.740 --> 02:15:18.360
Nikali Jones: We talked about a few things. One was a summer school response plan. So all students and K to eight are invited to summer school

987
02:15:19.530 --> 02:15:22.800
Nikali Jones: During the month of July for focus is going to be math and English.

988
02:15:24.270 --> 02:15:38.940
Nikali Jones: Teachers will do one hour of life teaching each day there's been a bit of learning over the past couple months in terms of what is the best method to keep the kids engaged to make sure that they are you know interactive and all that.

989
02:15:40.170 --> 02:15:50.010
Nikali Jones: We say invited can't be mandatory but they're going to be very strongly encouraged for those who are maybe either at risk of promotion or we're having some trouble.

990
02:15:50.760 --> 02:16:07.260
Nikali Jones: Seeing the past couple months. Typically I think comes around, you said the rate was about half the kids who are enrolled and worked work trying to get us at least 70%. I think that's what you said. Sorry, I'm, again, correct me if I'm wrong, and

991
02:16:08.670 --> 02:16:21.750
Nikali Jones: And for the high school, high school is going to offer credit recovery. There was a decent amount of students who need to try to kind of complete some of their classes.

992
02:16:24.060 --> 02:16:41.520
Nikali Jones: So some schools, the best we can do is a virtual um and to try to get him continuously, you know, engaged. And I think that they are reaching out to parents and kind of brainstorm encouraging the kids who absolutely to attend.

993
02:16:42.810 --> 02:16:44.550
Nikali Jones: In terms of graduation updates.

994
02:16:46.410 --> 02:16:56.790
Nikali Jones: So this is a little bit of a question mark at the moment there are 70% of things are on track to graduate by do percent are on track to graduate. By August

995
02:16:58.290 --> 02:17:06.720
Nikali Jones: Collaborative. Those are the best estimates we think the thing might be a bit less. I'm at the low end about

996
02:17:08.160 --> 02:17:21.210
Nikali Jones: Minus 15 to 20% was Thomas's estimate and it's been very difficult to get students to adapt to online learning and complete the work that they need to do.

997
02:17:22.140 --> 02:17:34.470
Nikali Jones: From Travis's and they've been moved to now again to parents and students to let them know that they need to do, and really trying to encourage kids to finish their, their credits and make sure that they can graduate. Um, so

998
02:17:35.670 --> 02:17:44.610
Nikali Jones: To be fair, it's across the board. I don't know. People read. You know what's going on in the seat in general but graduation rates are are not

999
02:17:45.270 --> 02:17:56.280
Nikali Jones: predicted to be super high because of the transition very quickly to online learning. And then also making sure that that you know 1718 year olds are actually completing the work that they need to do.

1000
02:17:57.960 --> 02:18:11.490
Nikali Jones: So we did express concern about that, you know, Travis express a variety of ways that they were trying to reach out to both students and parents and having the teachers reach out to those students as well to try to make sure that they could graduate

1001
02:18:12.540 --> 02:18:22.080
Nikali Jones: So, Travis. I don't know if you have an update on what's going on in terms of the graduation rate or if there's anything that you can add to that, I'll pause for a minute. If you want to tap it for a second.

1002
02:18:23.220 --> 02:18:28.170
Travis Brown: And not think you we share that accurately. I think for our 12th grade students

1003
02:18:29.190 --> 02:18:34.680
Travis Brown: I think of all the grades for some reason they were they were kind of hit the hardest. This wasn't

1004
02:18:36.120 --> 02:18:46.950
Travis Brown: In terms of so I'll just, I'll just say, yeah, this is great. Here was deeply affected in terms of being offline and not getting the support they were used to it was already a group that was

1005
02:18:47.280 --> 02:18:50.100
Travis Brown: Struggling as a cohort to get across the finish line, and I think

1006
02:18:50.370 --> 02:18:54.240
Travis Brown: Going transitioning to distance learning or remote learning

1007
02:18:55.260 --> 02:18:57.240
Just put an extra

1008
02:18:58.830 --> 02:18:59.310
Javier Lopez-Molina: Extra

1009
02:18:59.610 --> 02:19:03.480
Travis Brown: Marissa, and the way. So again, when we had 70%

1010
02:19:04.860 --> 02:19:13.680
For the for June and do graduation and we're trying to get data and this is everyday. Just following up with them, call them constantly getting them to do things.

1011
02:19:14.850 --> 02:19:25.470
Travis Brown: Doing zoom calls from students calling speaking to parents. So this is kind of a push to push to the finish line. And a lot of it is around just finishing work.

1012
02:19:28.050 --> 02:19:28.320
Great.

1013
02:19:29.430 --> 02:19:38.910
Nikali Jones: You know, and for good or for bad. The, the reality is that it really does seem that the students respond very well to the teachers and the teachers respond really well in terms of

1014
02:19:39.510 --> 02:19:49.860
Nikali Jones: When they are able to see them, they're able to kind of push them and encourage them and get them to to do the work. And I think this has been a super big challenge for for everyone across the country.

1015
02:19:51.600 --> 02:19:58.890
Nikali Jones: And so, you know, in terms of wheat, we really push on the academics. Many of like what's going on. I think it seems like we're doing as much as we can do

1016
02:19:59.910 --> 02:20:11.640
Nikali Jones: But it is extremely challenging, I think, to get them to get that route up at the moment, and we are again Travis go for a run, where we are anticipating that it's going to be probably a little bit lower.

1017
02:20:12.540 --> 02:20:23.520
Travis Brown: Yeah, I think so. Especially when we, when we took them on. Honestly, we haven't seen these kids in over three months in terms of like physically. And so I think that's, that's just where we are.

1018
02:20:24.660 --> 02:20:31.560
Travis Brown: But I think as a school, we just, you know, we have to continue to reach out in really match the people who can

1019
02:20:31.950 --> 02:20:44.430
Travis Brown: Low students. I've been a part of. So one of the things that we do is we strategically match teachers or staff members with kids who have, they have connections with. So even if, if I have to jump on a call.

1020
02:20:45.510 --> 02:20:54.690
Travis Brown: Miss savages here. She has a relationship but number of students. So we give those those kicking butt calls in the morning and things like that, just to get them to

1021
02:20:55.860 --> 02:20:59.580
Travis Brown: Get over. Get over the hump. So hopefully, the numbers are love

1022
02:21:01.290 --> 02:21:14.490
Travis Brown: Will look good, but we'll see. I think next week is a big week for all all students. It's a way to finish their work, take, take their assessments and and get the credits. They need to graduate and move on to college.

1023
02:21:18.510 --> 02:21:28.080
Nikali Jones: And they're worse. Some teacher vacancies remaining but Travis kind of mentioned that there wasn't so much, so much of a concern of filling those um

1024
02:21:29.100 --> 02:21:39.420
Nikali Jones: So, and I was actually a little concerned about that were like, I don't know if teachers were high demand or not, but it seems like you think that we real to fill this pretty accurately are pretty quickly. Um,

1025
02:21:40.440 --> 02:21:51.750
Nikali Jones: There was actually traveling want you to speak to this because I think it was great about this corresponds to George Floyd if he can talk about the staff and students listening circle. And even if it says on the call if she is, she can

1026
02:21:52.920 --> 02:21:53.580
Nikali Jones: A pint as well.

1027
02:21:54.960 --> 02:22:06.210
Travis Brown: You Stacy. Thank you again for joining us and Kelly Thank you for bringing it up. I think one of the most part one of the most powerful events of the year was really

1028
02:22:08.520 --> 02:22:19.710
Travis Brown: Getting the staff together over zoom just like this and release to talk about the George Floyd tragedy and everything surrounding police brutality and just to what's happening. Our country right now and

1029
02:22:20.220 --> 02:22:25.500
Travis Brown: Think our educators really brought their voices their perspectives, the ideas and I think it

1030
02:22:26.580 --> 02:22:28.200
Travis Brown: It just really charted

1031
02:22:29.250 --> 02:22:37.680
Travis Brown: Almost a new day in our organization where people want to talk about these issues and want to create spaces for issues like these, but also

1032
02:22:38.400 --> 02:22:48.990
Travis Brown: Additional diversity inclusion and equity issues as well. So we've been excited to really start the conversation and listen and I think

1033
02:22:49.620 --> 02:22:59.670
Travis Brown: With the student listening circle we just we realize also that it was amazing. Just the what listen to our scholars, talk, talk about similar issues really in

1034
02:23:00.780 --> 02:23:07.080
Travis Brown: Part of the Listening, Listening strategy is to listening to your people. And as we talked about this, you know, when we talk about being a crew.

1035
02:23:07.410 --> 02:23:14.820
Travis Brown: It's not enough to just be a crew and just see people. You have to really speak see them here them.

1036
02:23:15.300 --> 02:23:21.720
Travis Brown: Really not there, let them know that they appreciated value and and really elevate and the band state voices.

1037
02:23:22.110 --> 02:23:30.840
Travis Brown: And put all the power behind it. So we started some really cool. We want to continue some really just awesome honestly just listening and hearing

1038
02:23:31.230 --> 02:23:39.870
Travis Brown: What our people really have to say, and that when I said about people. I mean, our, our young people also we have some and we're and we're just

1039
02:23:40.350 --> 02:23:47.340
Travis Brown: And we're just continuing to look at that and that's one of the things that we as we continue into summer in the fall, we want to bring in

1040
02:23:47.730 --> 02:23:53.610
Travis Brown: Some external people with expertise in the area to really help us navigate all these issues of equity.

1041
02:23:54.480 --> 02:24:10.290
Travis Brown: Diversity race in an organization because I think as part of our next chapter around how we treat our people, how we value our people and also our students as well. So I think that's, that was the that was kind of the huge launch launch point for us.

1042
02:24:13.620 --> 02:24:14.340
Great, thank you.

1043
02:24:15.930 --> 02:24:30.360
Nikali Jones: And I think that's awesome. Um, and then the last thing you discuss was student tracking and so we we have done some assessments that NWA kitty and the high school and have your assessments and I think we're still awaiting those results Travis.

1044
02:24:31.440 --> 02:24:33.480
Travis Brown: Yes, those will happen next week.

1045
02:24:36.000 --> 02:24:38.430
Nikali Jones: Um, so that was kind of the academic update

1046
02:24:39.480 --> 02:24:44.490
Nikali Jones: Again, I think there there's, there's a lot of concern about the graduation update

1047
02:24:45.540 --> 02:24:53.640
Nikali Jones: You know, I have to take it with a grain of salt in terms of what I've been reading across the country. It's, I think, that

1048
02:24:57.810 --> 02:25:10.860
Nikali Jones: That our school really reacted very quickly to making sure kids had access to being able to do online learning and acted very quickly and ahead of the curve in terms of getting things set up.

1049
02:25:11.880 --> 02:25:22.740
Nikali Jones: But obviously, it's a really different scenario for kids to learn in their home and you know for parents to have some become teachers and make sure that they're the kids are falling through all that so

1050
02:25:24.570 --> 02:25:36.300
Nikali Jones: You know, I think it's probably in terms of if you can, at some point, compare to how we did across the board will give us a better sense but um yeah that was update for for academic stuff.

1051
02:25:39.060 --> 02:25:46.950
Javier Lopez-Molina: Alright, great. So alternative renounce who Mr. Brown's and give us the principles report and the abbreviated or view from this other

1052
02:25:47.850 --> 02:25:48.780
Travis Brown: Yes, so I'll just

1053
02:25:49.950 --> 02:25:57.240
Travis Brown: In the flow of Lima savage she has the report prepared and we could just go through what's been happening in the school.

1054
02:25:58.380 --> 02:26:01.890
Travis Brown: And remote learning and then talk talk more about academics.

1055
02:26:19.320 --> 02:26:21.780
Adebunmi Savage: Sorry. Can you guys hear me now.

1056
02:26:23.850 --> 02:26:29.670
Adebunmi Savage: Yep. Okay. Good afternoon. Good evening, everyone. Just to give a quick update

1057
02:26:30.120 --> 02:26:41.490
Adebunmi Savage: On online learning and not programming. So we still have the same programs in place in terms of what we offer next week is an assessment week so kids in K to 12 will be taking

1058
02:26:42.120 --> 02:26:52.290
Adebunmi Savage: Two types of assessment K to eight students will be taking the NWA and reading and math and nine to 12 students will be taking their final exam and I'll be able to report on those results.

1059
02:26:52.920 --> 02:27:11.670
Adebunmi Savage: In the July meeting in terms of our daily attendance from watch 23rd to June 17 our average daily attendance is 86% last week and I'm sorry. Last month I believe Rob asked me for some comparative yearly data.

1060
02:27:12.900 --> 02:27:18.330
Adebunmi Savage: So I prepared some of that to kind of just provide insight on how the school.

1061
02:27:19.470 --> 02:27:25.320
Adebunmi Savage: Has been doing year over year, Rob. Are you the one that asked me for this last month.

1062
02:27:26.100 --> 02:27:28.620
robb@commonbond.co: Yes, this is great. Thanks message.

1063
02:27:29.070 --> 02:27:39.810
Adebunmi Savage: No problem. I'm just going to go into this briefly and if there's anything you all want to hear more about I can either answer right away or if I don't have the answer. I'll make sure I prepare for the next meeting.

1064
02:27:40.260 --> 02:27:56.280
Adebunmi Savage: So in terms of our K to eight beta i started tracking this we actually presented this toss staff and the beginning of the year. And this has been really helpful in terms of decision making. So here, this is showing la states has performance on

1065
02:27:59.100 --> 02:28:12.960
Adebunmi Savage: And math state test performance from 2015 as well to 2019. So we see that for LA. There was an upward trend and then in 2018 there was a slight dip and then an upward trend again.

1066
02:28:13.680 --> 02:28:37.110
Adebunmi Savage: For mathematics slight dip in 2016 and then from 2017 2019 just consistently improving these were our goals for the 2020 year but unfortunately that did not come into fruition. Another way that this is helpful is that we're able to track cohort data. Sorry I clicked so soon.

1067
02:28:38.250 --> 02:28:42.300
Adebunmi Savage: Okay, we're able to track cohort data. So, for example,

1068
02:28:43.590 --> 02:28:44.040
Adebunmi Savage: The

1069
02:28:45.840 --> 02:29:02.850
Adebunmi Savage: Class that graduated in 2019 better now ninth graders. Here's the history of their performance from when they first took an assessment at the school when they were third graders. So third grade only 6% of these scholars were proficient in LA.

1070
02:29:03.570 --> 02:29:15.660
Adebunmi Savage: They ended with 53% of them being proficient as eighth graders and third grade 27% of these calls are proficient. They ended with 66% in terms of mathematics.

1071
02:29:16.140 --> 02:29:26.790
Adebunmi Savage: One way that we track. We use this data is to just inform which groups, we need to basically put all of our focus on and also to identify which teachers are struggling

1072
02:29:27.210 --> 02:29:33.660
Adebunmi Savage: Year after year, and which teachers have been improving, year after year or so I'll kind of just talk about this a little bit.

1073
02:29:35.190 --> 02:29:52.830
Adebunmi Savage: So if we look right here where we see this 56% and this blue. These were our current seventh graders one day were sixth graders. They were performing at 56% proficiency in mathematics.

1074
02:29:54.000 --> 02:30:06.180
Adebunmi Savage: The year before that they were only 27% of them more proficient. So they basically doubled their proficiency. So we can look at it this way in terms of the cohort, but we can also track the teacher, the teacher has been with us.

1075
02:30:06.540 --> 02:30:18.150
Adebunmi Savage: So this sixth grade teacher is actually miss Lindsay Owens and she's currently still a sixth grade teacher so she got those kids from 27% to 56% if I backtrack.

1076
02:30:18.750 --> 02:30:25.320
Adebunmi Savage: To see when these kids were in sixth grade how they perform that they perform 44% efficient.

1077
02:30:26.040 --> 02:30:42.060
Adebunmi Savage: But at the time, only one Lindsay got DOM only 32% of them are proficient and then the year before that one Lindsay had these sixth graders. That's a really low number 26% but she got them at 10% efficient. So we're able to

1078
02:30:42.570 --> 02:30:51.030
Adebunmi Savage: Look horizontally. I'm sorry. We're able to look back and only and see that every year, Lindsey is increasing her proficiency.

1079
02:30:51.360 --> 02:30:58.380
Adebunmi Savage: And also increasing that cohorts proficiency were able to do the same thing with any teacher that has been with us.

1080
02:30:58.740 --> 02:31:08.970
Adebunmi Savage: Throughout the years, and and I've used that for example and identified that all fourth grade teacher, you're asked to year wasn't hurting kids weren't

1081
02:31:09.510 --> 02:31:13.920
Adebunmi Savage: Growing and they weren't declining. They were just things that it

1082
02:31:14.280 --> 02:31:28.830
Adebunmi Savage: Or fluctuate in one or two percentage points. So when I saw this, I realized, Okay, this is a teacher that I'm putting a lot of focus on this year. And I'm going to use Lindsay as a model for other teachers in terms of transfer transformative growth.

1083
02:31:30.210 --> 02:31:32.430
Adebunmi Savage: Does anyone have any questions about

1084
02:31:33.570 --> 02:31:34.830
Adebunmi Savage: This Speedo right here.

1085
02:31:38.340 --> 02:31:38.760
Adebunmi Savage: Okay.

1086
02:31:41.190 --> 02:31:54.150
Adebunmi Savage: Second thing that I wanted to just highlight is where our level one. Kids are versus our level four kids. So this is our la data in 2018 and

1087
02:31:54.720 --> 02:32:07.470
Adebunmi Savage: Also in 2019 so in 20 1822 students will level four and 20 1929 students will level four and we can also compare the level ones.

1088
02:32:08.400 --> 02:32:31.170
Adebunmi Savage: For mathematics. We saw that this year for the first time we had more kids that will level for that were level one. So last year we had 33 kids level for this year we had 44 that will level four, so we're also looking to see how our groups are shifting and moving up and and how I'm

1089
02:32:32.370 --> 02:32:39.810
Adebunmi Savage: Thinking about the practices that we put in place that year that lead to those shifts. So in order for kids to become level four

1090
02:32:39.990 --> 02:32:53.760
Adebunmi Savage: There had to be a lot of emphasis on conceptual understanding and a lot of problem solving practices. So, reflecting on that continuously to think about how did we shift these kids. And what are we going to replicate in the next year versus what do we need to modify and adjust

1091
02:32:57.000 --> 02:33:13.260
Adebunmi Savage: For our region's pass rates and unfortunately I won't be able to share with you all a 2018 2019 and 2019 2020 comparison but I am able to share with you 2017 2018 and 2018 2019 so I'm

1092
02:33:14.100 --> 02:33:24.030
Adebunmi Savage: Travis entered CPA, I believe 2018 2019. So this is the prior year. Looking at the region's pass rate in terms of how students

1093
02:33:24.810 --> 02:33:30.840
Adebunmi Savage: How many students pass the exam. So were able to see here that six out of

1094
02:33:31.680 --> 02:33:46.050
Adebunmi Savage: 10 exams showed an increase in pass rates and four out of the 10 exams showed a decrease whether slight or significant. So again, taking a look at the classes that showed an increase and then trying to replicate those practices.

1095
02:33:46.980 --> 02:33:57.030
Adebunmi Savage: And then see, you know, look at the classes that showed or the courses that showed a decrease and then thinking about what adjustments needs to be put in place, whether it's instruction, whether it's curriculum.

1096
02:33:58.140 --> 02:33:59.850
Adebunmi Savage: Whether it's the instructor

1097
02:34:05.700 --> 02:34:21.930
Adebunmi Savage: I'm something that our college and career director wanted us to share in this board meeting, which we're all very excited about is last year there were two kids that scored above a 1200 on the essay to

1098
02:34:22.650 --> 02:34:26.280
Adebunmi Savage: This year we have six scholars best scored above or 1200

1099
02:34:27.240 --> 02:34:39.270
Adebunmi Savage: First try also the highest score. We've had I believe was in the last four or so year was Mary Claire tornado and her high score after three attempts was a 1370

1100
02:34:39.660 --> 02:34:49.110
Adebunmi Savage: So Matthew to his sous has already not that high score out of the order on his first attempt and he's going to all of these scholars are going to retake it again in the fall.

1101
02:34:50.340 --> 02:34:51.510
Adebunmi Savage: As seniors.

1102
02:34:52.950 --> 02:34:58.200
Adebunmi Savage: Mary Claire, I believe, got into three Ivy League schools so I can only imagine.

1103
02:34:58.470 --> 02:35:07.650
Adebunmi Savage: What these scholars have ahead of them and I'm super proud because out of these six scholars, I taught five of them. So they're near and dear to my heart.

1104
02:35:07.980 --> 02:35:18.600
Adebunmi Savage: And out of these scholars to have the scholars have staff members that work at our school they're the children of staff members Damien Zuniga

1105
02:35:19.170 --> 02:35:28.740
Adebunmi Savage: Mom is our operations associate on the CPA side and Matthew day his suit is the son of our building manager. So this is just like

1106
02:35:29.040 --> 02:35:35.220
Adebunmi Savage: Close to our community through and through. And we're really excited to see what next year scores are going to be

1107
02:35:35.610 --> 02:35:49.200
Adebunmi Savage: And kind of the difference that led to this Travis and listed and outside partner for sa T practice here and we saw just more success with an outside partner. I don't know if you want to add to that Travis.

1108
02:35:51.450 --> 02:35:53.430
Travis Brown: Thank you doing amazing job. Keep go

1109
02:35:54.120 --> 02:35:54.990
Adebunmi Savage: Okay, thank you.

1110
02:35:56.880 --> 02:36:12.270
Adebunmi Savage: In terms of what's next. Um, so, as I think it was a Kaylee that shared we are having assessments next week, I'll be able to share that in July board meeting the outcomes of those assessments.

1111
02:36:12.600 --> 02:36:19.710
Adebunmi Savage: For our summer instruction we are encouraging all of our students that attend and the way we're trying to basically

1112
02:36:20.610 --> 02:36:24.660
Adebunmi Savage: Be a little bit more. I don't want to use the word core serve, but be a little bit more

1113
02:36:25.200 --> 02:36:33.480
Adebunmi Savage: Demanding and requiring that they attend. Is that the same work that's going to be assigned for summer work is what students are going to be doing it online learning.

1114
02:36:33.810 --> 02:36:44.910
Adebunmi Savage: So it would be an A students benefit to attend online learning. It's a get help and assistance from a teacher than to do it on their own. So regardless kids are going to be required to do that work.

1115
02:36:45.480 --> 02:36:59.790
Adebunmi Savage: They're going to be attending live instruction and on an alternating schedule week as they'll have live instruction we be they'll do an independent instruction and we've hired all of the teachers for these roles already

1116
02:37:00.570 --> 02:37:17.880
Adebunmi Savage: In terms of culture focus. We've had we've had have had a heavy emphasis on diversity, equity, and inclusion diversity and our school were looking into our curriculum to do a curriculum audit is our curriculum Responsive Enough.

1117
02:37:19.770 --> 02:37:29.520
Adebunmi Savage: We are looking at our calendar events of events we're having conversations with teachers, two weeks ago we hosted the session in response to

1118
02:37:29.910 --> 02:37:47.010
Adebunmi Savage: The murder of George Floyd murders of George Floyd and Ahmad Aubrey and we're going to continue to have these conversations but impact of that the session was felt greatly in our community. So we received 36 feedback.

1119
02:37:48.690 --> 02:38:00.750
Adebunmi Savage: pieces of feedback from teachers and other staff members and, I believe, for me, just add this up really quickly 82% found the session to be effective and then

1120
02:38:01.170 --> 02:38:15.720
Adebunmi Savage: 20 teachers expressed interest in wanting to be part of designing be sessions and 10 teachers said they may want to be part of it. So about 30 teachers expressed some sort of interest in wanting to be part of

1121
02:38:17.550 --> 02:38:31.800
Adebunmi Savage: Designing and leading conversations like this. So we want to make sure that we're not responding in a way that's reactive, or that's isolated, but that this does become a fixed practice in our organization and we're more responsive than we are reactive

1122
02:38:34.380 --> 02:38:41.130
Adebunmi Savage: And that is all I have for today. Does anyone have any questions. Is there anything I can answer.

1123
02:38:49.350 --> 02:38:53.700
Adebunmi Savage: Alright, um, I look forward to giving you guys information next month.

1124
02:38:54.420 --> 02:39:03.180
Adebunmi Savage: In terms of our end of the year assessments, I'll be able to give you a comparison from fall to spring and I'll also be able to give you a comparison from last spring to this bank.

1125
02:39:03.570 --> 02:39:19.110
Adebunmi Savage: Of course there will be some impact because of online learning by little think the data is valuable because if we are going to continue in online learning in any way, perhaps in the fall, then it's useful for us to know how kids are performing in this space assessment wise.

1126
02:39:20.160 --> 02:39:21.030
Adebunmi Savage: Thank you everyone.

1127
02:39:22.410 --> 02:39:32.130
Javier Lopez-Molina: Thank you so much. I completely agree. I think online learning is something that's that we're going to have to get right. Everyone's struggling with that and

1128
02:39:33.600 --> 02:39:38.550
Javier Lopez-Molina: Let's, let's take a look at the data because my hunch is that we're gonna be a mess for one

1129
02:39:44.070 --> 02:39:47.550
Javier Lopez-Molina: Mr. Brown to have anything else but the fear update

1130
02:39:48.570 --> 02:39:49.410
Travis Brown: Well, not at this time.

1131
02:39:51.150 --> 02:39:54.420
Javier Lopez-Molina: There was a question from Stacy around the graduation plans.

1132
02:39:55.980 --> 02:40:08.460
Travis Brown: Yes, I'll make sure when we send that out to everyone on the board. It will be a digital graduate virtual graduation. So everybody is invited you can attend right in your homes.

1133
02:40:10.800 --> 02:40:12.210
Javier Lopez-Molina: So that, that's too far away.

1134
02:40:15.510 --> 02:40:17.520
robb@commonbond.co: Miss Darcy gonna sing the national anthem.

1135
02:40:21.180 --> 02:40:21.810
Travis Brown: I hope so.

1136
02:40:27.780 --> 02:40:39.750
Javier Lopez-Molina: Awesome. Alright, so the next item on the agenda is be LCS fundraising, given that Adrian's not here right now. I think we can postpone that until the next meeting.

1137
02:40:40.320 --> 02:40:48.360
Javier Lopez-Molina: The item on the agenda after that is the LCS transition plan. I will turn it over to coordinate to talk about the transition plan and HR updates.

1138
02:40:52.830 --> 02:41:00.570
Courtney's cell: Great things heavier. So just a few updates. After this evening. So first of all, the transition plan.

1139
02:41:01.020 --> 02:41:09.810
Courtney's cell: In terms of moving away from Lighthouse academies is all going very smoothly. I'll start off by sharing. We did have a public hearing. I think it was on Tuesday evening.

1140
02:41:10.470 --> 02:41:20.880
Courtney's cell: Which was really well attended by excuse me several leaders from the school several teachers and several parents Javier and Travis, as well as myself had the opportunity to speak.

1141
02:41:21.300 --> 02:41:33.030
Courtney's cell: And really the purpose of that public hearing was to allow comments, positive or negative in terms of the shift away from my house and the new name of ferrous Academy Charter School

1142
02:41:33.630 --> 02:41:43.860
Courtney's cell: Fortunately I think out of 19 people on the zoom almost all spoke and all of the comments were favorable in terms of both of these changes and so

1143
02:41:44.400 --> 02:41:51.420
Courtney's cell: This will be considered by both in New York City Department of Education, as well as the state when it goes up to that state level on

1144
02:41:51.870 --> 02:42:01.440
Courtney's cell: July 13 and 14th. So overall, in terms of the transition where we're firing very well. I did include a link to the transition plan essentially we're on track with

1145
02:42:02.070 --> 02:42:11.730
Courtney's cell: Everything that we're supposed to be at this time. So I'll pause there and see if anyone has any questions about the move away from lighthouse. The name change or anything else that might be related to that.

1146
02:42:18.810 --> 02:42:19.410
Courtney's cell: Okay, great.

1147
02:42:20.580 --> 02:42:30.270
Courtney's cell: And the second piece is just an update on the little bird HR implementation process. So, on June 1 through June 8 we had our

1148
02:42:30.900 --> 02:42:45.810
Courtney's cell: Open Enrollment, which is the opportunity for staff members to elect their benefits for the upcoming school year effective July one. And I have to say the overall response from the fest was very, very positive lots of

1149
02:42:46.830 --> 02:42:53.760
Courtney's cell: Support around having the New York plan. Lots of support around the different offerings that were included and then

1150
02:42:54.300 --> 02:43:01.620
Courtney's cell: Certainly, I think the most positive feedback I received was around the tiered support with people who have been at the school for longer.

1151
02:43:02.580 --> 02:43:17.430
Courtney's cell: That decreased in the employer contribution, excuse me, employee contributions and really hearing a lot of positive feedback from staff who are going to be, you know, benefiting from those offerings so little bird continues to

1152
02:43:18.510 --> 02:43:32.220
Courtney's cell: Go well in terms of the partnership, we're moving into the next phase which is implementation of payroll pay LA City, which will, I think, going to effectively in July 17 payroll, so everything has been great shape before liberty HR

1153
02:43:34.350 --> 02:43:35.700
Courtney's cell: Any questions or comments on that.

1154
02:43:40.380 --> 02:43:42.270
Courtney's cell: Okay, great. And then

1155
02:43:43.500 --> 02:43:55.170
Courtney's cell: The final piece, as I mentioned last month, and I've had some conversations with Jennifer was Javier and Travis around HR and compliance and so I've also hyperlinks. I'm in the process of

1156
02:43:56.520 --> 02:44:13.470
Courtney's cell: Going through and creating some standard operating procedures, specifically around HR and compliance mainly things like exit interviews that I've had the chance to speak to Javier somewhat extensively about as well as other just related components of HR and compliance and so

1157
02:44:15.600 --> 02:44:22.140
Courtney's cell: I'll take a look at my project plan. I think I have everything spread out over like a six week period from when I first started on June 1 and so

1158
02:44:22.470 --> 02:44:31.230
Courtney's cell: By mid July or so I expect to have a draft of those done. And that's certainly something that we can share with you all, and should you want to see it. But overall, again, everything is

1159
02:44:31.860 --> 02:44:42.360
Courtney's cell: Going as expected with the transition and we're regularly in contact with Lighthouse regularly contact with all of our new partners or continued partners like finance and

1160
02:44:43.680 --> 02:44:45.360
Courtney's cell: Like I said, it's like as expected.

1161
02:44:50.580 --> 02:44:53.310
Javier Lopez-Molina: Any questions from from everybody.

1162
02:44:54.330 --> 02:45:00.810
robb@commonbond.co: Near there. That's great. Okay, thank you. Are there any meeting notes or from the public.

1163
02:45:02.040 --> 02:45:06.420
robb@commonbond.co: Hearing on the on the name change in the move away from LBJ

1164
02:45:08.220 --> 02:45:18.120
Courtney's cell: It's my understanding that they do record those meetings and in preparation. They had shared a link with some of the previous recordings, and so I will request.

1165
02:45:18.810 --> 02:45:22.110
Courtney's cell: A copy of that from the DLC so that I can share that with you or it might be

1166
02:45:22.860 --> 02:45:27.510
Courtney's cell: You know, sometime early next week, but I'll certainly try to get my hands on that so you guys can take a look at that. But it was them.

1167
02:45:28.290 --> 02:45:37.890
Courtney's cell: You know personally, I thought it was really motivating and just positive and I'm really a great step in the right direction with this important stakeholder. It's awesome.

1168
02:45:38.430 --> 02:45:40.770
Javier Lopez-Molina: Thank you. Do you know if the

1169
02:45:42.240 --> 02:45:43.650
Javier Lopez-Molina: Chancellor's meeting is

1170
02:45:44.910 --> 02:45:45.960
Javier Lopez-Molina: Open to the public.

1171
02:45:46.020 --> 02:45:49.620
Javier Lopez-Molina: Or is that a closed or is there going to be a recording of that as well.

1172
02:45:52.050 --> 02:45:58.620
Courtney's cell: And that way, they haven't explicitly felt about like how and when the do we actually reviews it and the Chancellor.

1173
02:45:59.130 --> 02:46:11.220
Courtney's cell: And so I'm a little bit unclear about that when I request the recording. I'll ask if there is like a formal process or date where the Chancellor approve that, and then sends it up to the, the state level. So I'll inquire about that heavier.

1174
02:46:12.300 --> 02:46:13.410
Javier Lopez-Molina: Just want to be interested to

1175
02:46:13.410 --> 02:46:13.920
Javier Lopez-Molina: Hear like

1176
02:46:14.250 --> 02:46:17.580
Javier Lopez-Molina: What their conversation is around the topic because

1177
02:46:17.640 --> 02:46:19.110
Javier Lopez-Molina: You know about

1178
02:46:19.290 --> 02:46:22.950
Javier Lopez-Molina: Making another material revision, for example, for our charter. I want to know like

1179
02:46:22.980 --> 02:46:24.360
What are the things that they're thinking

1180
02:46:25.410 --> 02:46:29.490
Javier Lopez-Molina: So that we can incorporate that how we design and how we approach them.

1181
02:46:32.430 --> 02:46:33.090
Courtney's cell: Great for sure.

1182
02:46:39.900 --> 02:46:41.160
Javier Lopez-Molina: As well on the agenda.

1183
02:46:42.390 --> 02:46:48.690
Courtney's cell: Okay, wonderful. So I'd like to speak for a few minutes about the personnel handbook.

1184
02:46:49.710 --> 02:47:00.660
Courtney's cell: So as we do every year we prepare a personnel handbook for the board review consideration and approval. And so in the packet, you will see a very

1185
02:47:01.290 --> 02:47:12.990
Courtney's cell: Lengthy documents. But fortunately, you guys have given me some good feedback in the past to include a comparison table. So if you scroll throughout the packet towards my apologize. I don't have the page number pulled up, but I will just

1186
02:47:14.340 --> 02:47:16.590
Courtney's cell: share my screen for a moment so that you can

1187
02:47:18.420 --> 02:47:20.340
Courtney's cell: See that document directly. One moment.

1188
02:47:30.450 --> 02:47:41.130
Courtney's cell: Okay, great. So what is the best way to go through this, do you all want me to go line by line, or do you just want me to highlight like any major ones that I might call to your attention at pretty much everything

1189
02:47:41.580 --> 02:47:51.300
Courtney's cell: And that was changed from the handbook to this year's is in here. So it's pretty lengthy two pages and but however you prefer for me to approach this. I'm happy to do it that way.

1190
02:48:01.980 --> 02:48:04.830
Javier Lopez-Molina: Just scanning these and it looks like a lot of

1191
02:48:05.100 --> 02:48:08.610
Javier Lopez-Molina: Stuff. I'm looking at this correctly, a lot of these weren't in our previous year handbook.

1192
02:48:09.090 --> 02:48:14.550
Javier Lopez-Molina: And they are. That's sort of like a new description and the handbook, which I think is great sort of add

1193
02:48:16.140 --> 02:48:16.500
Courtney's cell: Add

1194
02:48:16.830 --> 02:48:19.230
Javier Lopez-Molina: More, More things here. So,

1195
02:48:20.400 --> 02:48:23.610
Javier Lopez-Molina: That's great. I think maybe just highlight anything that that's

1196
02:48:25.260 --> 02:48:29.340
Javier Lopez-Molina: That you think might be sensitive or or or require a little bit of

1197
02:48:29.400 --> 02:48:29.910
Discretion

1198
02:48:31.200 --> 02:48:40.560
Courtney's cell: Absolutely. I'll talk you through just a few major buckets, but enough to go through every little thing and and then if you have questions about these lines, let me know. But I think the biggest thing that you've

1199
02:48:41.340 --> 02:48:51.300
Courtney's cell: Somewhat said here heavier is with this first line. So, this this handbook is regularly reviewed by HR or excuse me, legal on the little bird HR

1200
02:48:52.050 --> 02:49:02.700
Courtney's cell: Team. And so we have the benefit of, you know, when you see things like really specific policies around New York State human rights law, your citizens rights law that just weren't included and national handbook before

1201
02:49:03.270 --> 02:49:11.760
Courtney's cell: We have the benefit of having this you know in house expertise, who's going to be making sure that these things are all up to speed on a similar note, TLC.

1202
02:49:12.660 --> 02:49:19.830
Courtney's cell: There's some things that we didn't have an error on like legally required minimum for part time employees for PTO and whatnot. So I think just in general.

1203
02:49:20.610 --> 02:49:26.160
Courtney's cell: Having the support system behind us to do that legal review and putting that forth Maria and I

1204
02:49:26.910 --> 02:49:33.720
Courtney's cell: Spent a lot of time working with the team members of little bird going back and forth, they did do a great job bringing over our policies from

1205
02:49:34.200 --> 02:49:43.110
Courtney's cell: Lighthouse handbook, but they were really key in highlighting some of those shifts that need to happen. And I think the second big bucket of things.

1206
02:49:43.620 --> 02:49:49.680
Courtney's cell: Is that document as a bit more comprehensive. So before I feel like we had a lot of standalone policy. So we had

1207
02:49:50.100 --> 02:50:05.160
Courtney's cell: You know the sexual harassment policy is somewhat of a standalone policy or thinking about the critical days where teachers, you know, are not able to take off because of a holiday coming up or critical state testing. So building those things into the template. So it's really

1208
02:50:06.240 --> 02:50:18.420
Courtney's cell: Even though it is a little bit like thing being able to go to that and say this is my goal to guide do a quick search or look at the table of contents that what you're trying to find and having it all there. So that's number two, and then

1209
02:50:20.070 --> 02:50:27.240
Courtney's cell: I think this is just an interesting one that I'll share. And I know that the board. It's somewhat related to some of the pieces around

1210
02:50:27.900 --> 02:50:35.580
Courtney's cell: employee satisfaction and retention that you all often think about and talk about and certainly Jennifer has referred to in her presentation but

1211
02:50:36.090 --> 02:50:48.990
Courtney's cell: I little bird suggested that the industry standard for paid parental leave is somewhere six weeks. Currently, the LCS and Lighthouse did not have any kind of offering

1212
02:50:49.470 --> 02:50:59.790
Courtney's cell: Of course, we were in line with the Family Medical Leave Act offering optional short term disability insurance, which in the past, used to be paid by the employee and that was a little bird.

1213
02:51:00.240 --> 02:51:06.930
Courtney's cell: The employee no longer and cause any class and certainly the the Paid Family Leave Act, but because of

1214
02:51:08.010 --> 02:51:19.050
Courtney's cell: Little bird really opening our eyes and pushing the school to think about a more progressive policy there Travis was in favor of adapting the six weeks of paid parental leave.

1215
02:51:19.710 --> 02:51:29.340
Courtney's cell: Where basically the school will work to make an employee whole. So let's just say for example with short term disability. Let's, let's say you're an employee who makes

1216
02:51:30.090 --> 02:51:40.800
Courtney's cell: 20 $500 a week and let's say your short term disability is only 1500 dollars a week, the school would make up that difference for a six week period so that a new parent, whether it's

1217
02:51:41.640 --> 02:51:55.920
Courtney's cell: A male or female has the opportunity to take that six week of six weeks of paid parental leave. So I know that one's a little bit specific but again I think it just speaks to some of the priorities that you all have emphasized in some of your conversations and meetings.

1218
02:51:58.650 --> 02:51:59.160
Javier Lopez-Molina: I could

1219
02:51:59.310 --> 02:52:08.040
Javier Lopez-Molina: I mean my comment is, I'm super excited to see that here when we're just having a conversation now about how do we keep them retain staff and

1220
02:52:08.550 --> 02:52:22.500
Javier Lopez-Molina: How do we stay competitive in a market that has 40% turnover, making sure that we're at the very minimum competitive with with our benefits it's it's a big deal. So I'm glad to see the US making that change.

1221
02:52:27.900 --> 02:52:32.130
Courtney's cell: Okay, thank you. Any other questions or comments about this and handball comparison.

1222
02:52:48.330 --> 02:52:48.810
Yes, please.

1223
02:52:49.980 --> 02:52:50.250
Javier Lopez-Molina: Alright.

1224
02:52:52.560 --> 02:52:54.540
Javier Lopez-Molina: Motion to approve the PLC is

1225
02:52:54.690 --> 02:53:02.610
Javier Lopez-Molina: No handbook for 20 2020 22nd.

1226
02:53:05.040 --> 02:53:05.490
Javier Lopez-Molina: Ever

1227
02:53:13.080 --> 02:53:14.310
Javier Lopez-Molina: Personal handbook for

1228
02:53:14.310 --> 02:53:15.930
2021

1229
02:53:24.060 --> 02:53:28.830
Courtney's cell: I'll just keep going. Javier if that's okay with you if the next couple and I'll, I'll try and make these as brief as possible.

1230
02:53:29.550 --> 02:53:39.420
Courtney's cell: So the next item is just a heads up, I will be emailing all of you a Word document. It's the disclosure finance financial interests warm, it'll look very familiar.

1231
02:53:39.870 --> 02:53:48.420
Courtney's cell: And you all have filled this out in the past, but there is a new form effective June 2020 and so I would just ask within a month or so if you can fill that out.

1232
02:53:50.430 --> 02:53:59.760
Courtney's cell: Sign it and then PDF it back to me. I will include it as part of our annual report. It's just a state reporting requirement that we have each August

1233
02:54:00.210 --> 02:54:06.090
Courtney's cell: And so again, I'll get that to you guys in the next couple of days, but pretty straightforward. And if you have any questions, certainly, let me know.

1234
02:54:08.580 --> 02:54:15.570
Courtney's cell: Alright, so the next one we're going to move on to facilities, I have to voting items here. So I'm going to ask Maria had helped me out with the first one.

1235
02:54:16.260 --> 02:54:26.850
Courtney's cell: But it was brought to my attention and Monica from Lighthouse Academy's attention. A few months ago that there were some areas of opportunity with our current cleaning service. So in particular,

1236
02:54:28.140 --> 02:54:34.920
Courtney's cell: Things like cleaning supplies, perhaps, that should have been included not being some additional costs being heard.

1237
02:54:35.640 --> 02:54:41.310
Courtney's cell: Different points of feedback. And so, Monica issued an RFP to a number of potential vendors

1238
02:54:41.880 --> 02:54:51.270
Courtney's cell: We've got probably about I'd say eight or so strong proposals back and Maria and I met to discuss and evaluate and then eventually come back to Travis and recommend

1239
02:54:51.870 --> 02:55:01.680
Courtney's cell: The proposal that you'll see in the package so that recommended vendor is proclaimed management services their systems proclaim and essentially

1240
02:55:02.340 --> 02:55:09.540
Courtney's cell: I'll have Maria. Talk to us a little bit about the financial comparison document, you'll see in the package so you can understand. You know why this is

1241
02:55:11.310 --> 02:55:21.960
Courtney's cell: Important and logical shift for the school. I know that the board has certainly been thinking about transitions and a number of changes and really trying to be smart about those. But we do think

1242
02:55:22.560 --> 02:55:36.780
Courtney's cell: That this is a strategic move from an operations perspective and due to the cost of the contract. I think it's somewhere around 170 K and it would require a board book. So I'll turn it over to Maria to just briefly walk us through the I'm really helpful document, she prepared.

1243
02:55:40.710 --> 02:55:41.100
Okay.

1244
02:55:43.500 --> 02:55:43.950
Maria Dorsey: I'm

1245
02:55:45.810 --> 02:55:51.660
Maria Dorsey: A comparison that you will see. Does everyone see can you share it for me. Courtney, or would you like to do it.

1246
02:55:52.800 --> 02:55:59.010
Courtney's cell: No problem. I'll do that. Maria to definitely get started and i'll i'll get down there was taking a second but go ahead.

1247
02:56:00.090 --> 02:56:02.100
Maria Dorsey: Okay um propylene

1248
02:56:02.460 --> 02:56:20.400
Maria Dorsey: They're coming in monthly at 13,009 40 to 60 but with Pro clean that also includes all of the cleaning supplies. Okay. So currently, for the school year of FYI 20 we have been paying see but 9500 but that does not

1249
02:56:20.400 --> 02:56:21.030
Maria Dorsey: Include any

1250
02:56:21.090 --> 02:56:22.020
Courtney's cell: cleaning supplies.

1251
02:56:22.260 --> 02:56:23.400
Maria Dorsey: So therefore,

1252
02:56:23.760 --> 02:56:32.400
Maria Dorsey: You will see this column at the top, you'll see see but 9500 monthly you'll see the supplies that we've incurred over the year and

1253
02:56:33.330 --> 02:56:39.990
Maria Dorsey: When we needed extra workers there was an additional costs. So sometimes you know if carpet needed to be cleaned. If a scholar.

1254
02:56:40.290 --> 02:56:50.430
Maria Dorsey: Made a boo boo, there was something going on that needed extensive cleaning, they would charge us or if we needed extra workers. They would charge us for that when the kitchen needed to be cleaned it was always the additional

1255
02:56:50.460 --> 02:56:53.910
Maria Dorsey: wasn't part of the contract. So if you look at our total costs for

1256
02:56:53.910 --> 02:57:06.180
Maria Dorsey: The year and this is the actual actually what we've incurred it's 140 1056 84 to the dollar, which basically averages out to 11,007 5474 a month.

1257
02:57:07.080 --> 02:57:19.920
Maria Dorsey: So with the new school year when we did look at the various proposals proclaimed came in at 13,009 40 to 60 monthly. So I wanted to take a look at what's the buzz going to

1258
02:57:20.610 --> 02:57:30.120
Maria Dorsey: If we were to stay with them. They increased to 12,000 but the contract still remains the same. So with that 12,000 you've got you've got to add in all of this.

1259
02:57:30.330 --> 02:57:35.910
Maria Dorsey: cleaning supplies and I did an average of 25,000 but if you see the cleaning supplies stopped in March.

1260
02:57:36.120 --> 02:57:44.910
Maria Dorsey: Due to coven they weren't coming out is often so there was no need to purchase additional cleaning supplies so I added added it made it a little higher to 25,000

1261
02:57:45.450 --> 02:58:00.810
Maria Dorsey: For cleaning supplies and then extra work because if we should need them 5000 so just to take a projection. If we were if we were to keep Seba of the average cost, the total cost for the year. Let's say estimate would be about

1262
02:58:00.810 --> 02:58:02.250
Courtney's cell: 170 4000

1263
02:58:02.460 --> 02:58:03.630
Maria Dorsey: So then I decided to look

1264
02:58:03.630 --> 02:58:15.420
Maria Dorsey: At proclaim, which is going to be 13,009 40 to 60 monthly that's going to include cleaning supplies. So that's going to take away those additional items for cleaning supplies.

1265
02:58:16.470 --> 02:58:24.120
Maria Dorsey: And actual workers, I asked proclaiming. How does that work. I gave him various incidents, he said, that's all a part of

1266
02:58:24.810 --> 02:58:25.680
Maria Dorsey: The monthly fee.

1267
02:58:26.220 --> 02:58:37.140
Maria Dorsey: And I also added in paper products because the one thing that they do not providing their contract are the toilet paper towels garbage bags and that's something that I'm working

1268
02:58:37.140 --> 02:58:37.860
Courtney's cell: With you line.

1269
02:58:38.130 --> 02:58:38.910
Maria Dorsey: I'm putting in

1270
02:58:39.060 --> 02:58:42.570
Maria Dorsey: A proposal, a request for you like to give us some pricing.

1271
02:58:42.960 --> 02:58:54.360
Maria Dorsey: And what they do is they give us discounts. Once I asked for a particular pricing and then what I would do is just take a review of what what we did last year and then compare it, and then see how much

1272
02:58:55.110 --> 02:59:09.210
Maria Dorsey: Those paper products basically going to cost. And I came up to the average about 8000. So if you look at the two contracts. It would almost run. There's not much of a gap to look at. So let's say if we were to go with Pro clean will be 175

1273
02:59:09.240 --> 02:59:09.780
Courtney's cell: Roughly

1274
02:59:09.960 --> 02:59:11.070
Courtney's cell: For the entire year.

1275
02:59:11.820 --> 02:59:13.860
Maria Dorsey: And then if we were to say with CIBA

1276
02:59:14.010 --> 02:59:16.590
Maria Dorsey: I can say it's going to be about 170 6000

1277
02:59:17.730 --> 02:59:32.730
Maria Dorsey: Again, not much of a gap. But if we're going to move forward and and look at another company. Let's see what what the cost would be in there is no cost to go with Pro clean, it's going to be something that we wouldn't incur if you were to

1278
02:59:32.760 --> 02:59:33.450
Keep Seba

1279
02:59:35.820 --> 02:59:37.110
Maria Dorsey: Anybody have any questions.

1280
02:59:38.580 --> 02:59:45.120
Keyur Shah: Maria. Just a quick question. Why is the paper products cost so much less or SIVA

1281
02:59:46.680 --> 02:59:51.600
Maria Dorsey: Because they provide, they provide. That's part of their supplies.

1282
02:59:55.890 --> 02:59:59.940
Keyur Shah: Oh, okay. I don't have any supplies didn't provide any supplies.

1283
03:00:00.060 --> 03:00:13.740
Maria Dorsey: No, no, no. The paper products. The, the toilet paper and the paper towels is part of the supplies. OK, so the course that you see at the bottom for the 20 that 5000 is basically we by the

1284
03:00:14.010 --> 03:00:15.930
Maria Dorsey: Way by the large garbage.

1285
03:00:15.960 --> 03:00:24.120
Maria Dorsey: Bags FROM YOU LINE FOR THE CAFETERIA cleanup. So those are things that we buy because they're industrial they're big. They're

1286
03:00:24.120 --> 03:00:26.970
Maria Dorsey: Strong and that's what we need. When we have to clean up.

1287
03:00:27.060 --> 03:00:28.440
Maria Dorsey: The cafeteria for the scholars

1288
03:00:29.670 --> 03:00:30.660
Courtney's cell: Got it, okay.

1289
03:00:31.410 --> 03:00:31.830
Courtney's cell: Thanks.

1290
03:00:32.130 --> 03:00:34.410
Maria Dorsey: You're welcome. Any other questions.

1291
03:00:36.960 --> 03:00:39.420
Javier Lopez-Molina: Well questions I have this sort of like that.

1292
03:00:39.510 --> 03:00:40.080
Quality

1293
03:00:41.310 --> 03:00:46.890
Javier Lopez-Molina: Do we have, like, okay, so these are roughly the same price, but do we have a sense of the quality of the service would be

1294
03:00:46.890 --> 03:00:53.430
Javier Lopez-Molina: Any better with proclaim type, like, Have we talked to other vendor other clients those other schools that

1295
03:00:55.260 --> 03:00:56.160
Maria Dorsey: Yes, we have.

1296
03:00:56.940 --> 03:01:00.120
Courtney's cell: Importantly, go ahead. No, you go ahead. Yeah.

1297
03:01:00.750 --> 03:01:03.150
Maria Dorsey: I heard you about this, say something. So I do what

1298
03:01:03.810 --> 03:01:05.970
Maria Dorsey: School metropolitan has discussed

1299
03:01:06.420 --> 03:01:09.660
Maria Dorsey: Arm has told us about the

1300
03:01:09.690 --> 03:01:12.300
Maria Dorsey: Pro clean and the experiences they've had with the school. They're very

1301
03:01:12.300 --> 03:01:12.990
Courtney's cell: Satisfied.

1302
03:01:13.170 --> 03:01:14.970
Maria Dorsey: With the school and along with

1303
03:01:15.000 --> 03:01:26.460
Maria Dorsey: Proclaim and along with proclaim, we also will have a porter, which means there'll be someone at the school from seven to for assisting with the cleanup process, the cleaning process.

1304
03:01:27.450 --> 03:01:43.860
Maria Dorsey: Okay, we'll see. But we did not have that they were only coming in the evening proclaimed will also be coming in uniforms will know who they are and from what I'm understanding, even during the cold season and prior to that, there were no concerns or

1305
03:01:43.950 --> 03:01:45.780
Maria Dorsey: Complaints, they were highly recommended by our

1306
03:01:45.780 --> 03:01:46.500
Courtney's cell: Sister school

1307
03:01:47.310 --> 03:01:48.600
Javier Lopez-Molina: Her question which is

1308
03:01:48.780 --> 03:01:49.530
Courtney's cell: Given that

1309
03:01:50.370 --> 03:01:52.410
Javier Lopez-Molina: We have met are

1310
03:01:54.000 --> 03:01:57.180
Javier Lopez-Molina: You know, in the eyes of the external world sister schools still

1311
03:01:57.420 --> 03:01:59.220
Javier Lopez-Molina: You. Is there any sort of like

1312
03:01:59.400 --> 03:02:01.860
Javier Lopez-Molina: Group discount that that we could

1313
03:02:01.950 --> 03:02:13.650
Javier Lopez-Molina: Talk to pro clean about getting so for example if we said okay, proclaiming like you sign a two year contract with you if you lower your price to XYZ there any sort of discussion like that that we can have with them.

1314
03:02:14.520 --> 03:02:21.390
Maria Dorsey: I'm quite sure that we can, because that is one thing that I did bring up to Courtney and principal Travis is that

1315
03:02:21.480 --> 03:02:24.960
Maria Dorsey: When, when we do after we speak to the board.

1316
03:02:25.290 --> 03:02:27.390
Maria Dorsey: We would like to sit down and discuss with

1317
03:02:27.390 --> 03:02:28.140
Proclaim

1318
03:02:30.000 --> 03:02:31.380
Maria Dorsey: The services and

1319
03:02:31.860 --> 03:02:34.110
Maria Dorsey: The options that we have available during

1320
03:02:34.170 --> 03:02:35.640
Maria Dorsey: The season. If there's something

1321
03:02:36.360 --> 03:02:37.560
Maria Dorsey: Were to go forward with Kobo

1322
03:02:37.590 --> 03:02:43.950
Maria Dorsey: Where the school is not going to be open at a certain time or certain certain situation where that Porter is not really, you know,

1323
03:02:44.400 --> 03:02:55.200
Maria Dorsey: Going not as effective. What are they going to be doing when there is no major activity at the school so I do know that there is a time where I'm going to be relying on Courtney and principal brown

1324
03:02:55.950 --> 03:03:02.190
Maria Dorsey: To clear some time, we can meet with proclaim to discuss further but we didn't want to do any discussions until we discussed with the board.

1325
03:03:02.550 --> 03:03:04.140
Maria Dorsey: what your thoughts are, because we don't want to

1326
03:03:04.170 --> 03:03:08.730
Maria Dorsey: Talk to a vendor get them all excited and then we meet with the board and it's not a go.

1327
03:03:08.730 --> 03:03:09.120
Maria Dorsey: So,

1328
03:03:09.270 --> 03:03:20.400
Maria Dorsey: Our first step was just first consult and show you the facts show you the numbers and then we can definitely speak with Pro clean and that's our choice and discuss what are the options are available. If we were to take them on.

1329
03:03:20.460 --> 03:03:21.570
Maria Dorsey: As our

1330
03:03:22.020 --> 03:03:22.650
cleaning company.

1331
03:03:26.940 --> 03:03:34.140
Courtney's cell: And so heavier, one way to consider. You might have already thought of this but you you all might consider if you're comfortable voting for this because we did

1332
03:03:35.220 --> 03:03:41.820
Courtney's cell: Start to discuss with people kind of what's the next steps might be. So we might ask the Lord to approve up to a certain amount, like maybe

1333
03:03:42.240 --> 03:03:56.250
Courtney's cell: Maybe you all don't feel comfortable with the 175 but you could give a negotiating power up to a certain amount and then Maria Travis and I could certainly go back and see what we can work out given you know that partnership in that discount you refer to. So

1334
03:03:58.500 --> 03:03:59.700
Javier Lopez-Molina: I think that there's

1335
03:03:59.790 --> 03:04:02.670
Javier Lopez-Molina: You know, there's a potential i'm not i'm not

1336
03:04:03.270 --> 03:04:04.050
Javier Lopez-Molina: a must for

1337
03:04:04.200 --> 03:04:04.410
Courtney's cell: Me.

1338
03:04:04.830 --> 03:04:06.360
Javier Lopez-Molina: It doesn't sound like we would

1339
03:04:07.830 --> 03:04:11.490
Javier Lopez-Molina: Doesn't sound like this huge quality problems with proclaim based on our relationship with Matt.

1340
03:04:11.550 --> 03:04:12.780
Courtney's cell: And that's experience with them.

1341
03:04:13.020 --> 03:04:22.140
Javier Lopez-Molina: And so I would be comfortable entering into a multi year agreement proclaim, especially if we could get a lower rate. That gives us a better quality.

1342
03:04:22.290 --> 03:04:25.380
Javier Lopez-Molina: And a lower price than we currently have. To me, that's a no brainer. Let's do it.

1343
03:04:26.940 --> 03:04:28.710
Javier Lopez-Molina: So the question.

1344
03:04:29.100 --> 03:04:30.930
Javier Lopez-Molina: Like what what what's the press that

1345
03:04:31.200 --> 03:04:36.150
Javier Lopez-Molina: We're comfortable with. For me, that's how I'm thinking I love to see how other people are thinking about it.

1346
03:04:43.020 --> 03:04:45.990
Sara Madavo Jean-Jacques: I agree with you, have you here. I think that that sounds

1347
03:04:45.990 --> 03:04:58.770
Sara Madavo Jean-Jacques: Like a good idea. My only um I guess my only thought is whether or not we feel comfortable that school is definitely going to go live in the next year and like signing a multi contract.

1348
03:05:00.420 --> 03:05:09.780
Sara Madavo Jean-Jacques: A multi year contract under these conditions is a good idea. Just because I think you know I think everyone wants to go back to the live school, obviously, but

1349
03:05:10.470 --> 03:05:20.160
Sara Madavo Jean-Jacques: Everything is really uncertain. So just how long we want to contract for knowing that there are some variables and maybe we won't need the same type of maintenance.

1350
03:05:21.300 --> 03:05:22.590
Sara Madavo Jean-Jacques: For the next few years.

1351
03:05:23.130 --> 03:05:24.510
Javier Lopez-Molina: So in my

1352
03:05:25.890 --> 03:05:35.430
Javier Lopez-Molina: My take on that is actually that gives us all the power in this negotiating relationships. If you think about this company is entirely dependent on school running forward.

1353
03:05:36.510 --> 03:05:46.980
Javier Lopez-Molina: And people entering into relationships. I think that needs to be part of the negotiation that if like schools are closed, then we don't pay for that model like we have to have some sort of

1354
03:05:48.300 --> 03:05:54.570
Javier Lopez-Molina: way of saying like, you can count on our revenues, but we're not going to pay you for work that that's not going to get done, or that doesn't need to get done.

1355
03:05:57.360 --> 03:06:05.760
Sara Madavo Jean-Jacques: I agree with that. And I think even if it's just negotiating a reduced amount for those months right like under understanding that we want them to stay in business because we

1356
03:06:06.180 --> 03:06:17.730
Sara Madavo Jean-Jacques: Do want them to continue providing services for us in general. Um, but I think I think that we just need to factor in cove it and whether we think whether we think live school is going to go forward in some way.

1357
03:06:30.150 --> 03:06:31.170
Javier Lopez-Molina: Considerations

1358
03:06:34.440 --> 03:06:36.690
robb@commonbond.co: Yeah, I think I'm thinking about it. Similarly,

1359
03:06:37.350 --> 03:06:53.040
robb@commonbond.co: Heavier in terms of and and what are at in terms of us having opportunity for some getting some favorite pricing for a longer term, and then also having some provision around if school doesn't open

1360
03:06:54.630 --> 03:07:02.910
robb@commonbond.co: It just one question, Ray. He may have mentioned this, this ebook contract that that's set to expire, or we kind of a year to year with them.

1361
03:07:03.360 --> 03:07:06.270
Maria Dorsey: Yes that's set to expire June 30 yeah

1362
03:07:06.300 --> 03:07:12.660
robb@commonbond.co: Okay and and have they come back and kind of sharpen their pencils on price at all or

1363
03:07:13.680 --> 03:07:15.450
robb@commonbond.co: Have they given us a proposal for the next year.

1364
03:07:15.840 --> 03:07:18.060
Maria Dorsey: Yes, that is that proposal for next year 12,000

1365
03:07:18.570 --> 03:07:18.930
UK

1366
03:07:20.430 --> 03:07:32.880
robb@commonbond.co: So i see i think i i i'd be comfortable moving forward with yeah I think what we're doing is we're we'd have to approve, it's already just based on the size of the procurement here and then

1367
03:07:34.590 --> 03:07:49.890
robb@commonbond.co: I think provided providing the opportunity for for Maria and coordinate ago. I think there's probably another round of proposals that each kid provide based knowing that it's competitive and or just going, you know, into into a deeper negotiation with proclaim

1368
03:07:50.850 --> 03:07:59.190
Javier Lopez-Molina: Yeah, I think there's there's still I see 12,000 a month for CIBA. And I think to myself, gosh, that's an awfully around number

1369
03:08:01.290 --> 03:08:06.660
Javier Lopez-Molina: That there's room to negotiate on that 12,000 as well that they could potentially go down.

1370
03:08:08.220 --> 03:08:14.850
Javier Lopez-Molina: So, especially if we say hey listen we're thinking of going with another another vendor, you have to do here every year.

1371
03:08:15.120 --> 03:08:30.600
Javier Lopez-Molina: Meet meet what the other person is doing. I mean, Maria I trust you to do this negotiation. I think we just need to set the set the boundaries of what we're comfortable as a board willing to spend or have you negotiate to me that the two factors are

1372
03:08:31.620 --> 03:08:35.520
Javier Lopez-Molina: Okay. Well, if we're not if if schools are shut down.

1373
03:08:36.450 --> 03:08:46.500
Javier Lopez-Molina: And we are, we say that has to match whatever the deal, we have to do. He says, schools are shut down for that month or not in service for that month, and we don't pay for that month. It's just there's no cleaning that needs to be done.

1374
03:08:47.490 --> 03:08:56.460
Javier Lopez-Molina: There so or or we agreed to pay some minimal amount. So I don't know what everyone thinks is minimal amount

1375
03:08:57.660 --> 03:09:15.360
Javier Lopez-Molina: BUT THERE'S GOT TO BE IT CAN'T BE THE SAME ongoing amount. Yes. Um, I guess, Rob. This is a question for you, which is in terms of that final price on that last row, which is it not necessarily the price that we're negotiating with them. I guess the price that we're negotiating is the monthly

1376
03:09:17.730 --> 03:09:23.730
Javier Lopez-Molina: A monthly but with the press in the last row. What do we want to be down. What do we think we can get down to

1377
03:09:25.170 --> 03:09:39.270
Javier Lopez-Molina: Are we comfortable. Like, what's our comfort range because right now. You know, we've got 176 from Seba but I think we can do better from both Seba or proclaim, I just don't know how much better.

1378
03:09:42.030 --> 03:09:45.930
robb@commonbond.co: Yeah, I mean, to some degree, like the, this seems like the market.

1379
03:09:46.770 --> 03:10:05.010
robb@commonbond.co: And so I think this is like these are two independent bands that are coming very close to each other. It does seem like this is a fair price. And I think from here. It's a matter of optimizing terms and maybe getting you bought quote volume discount for a longer term.

1380
03:10:06.120 --> 03:10:13.440
robb@commonbond.co: So you know i would i would be I would be okay authorizing up to this amount and then just kind of saying whatever we can reduce the costs by

1381
03:10:14.850 --> 03:10:17.580
robb@commonbond.co: Is great. It's kind of how I would think about it.

1382
03:10:19.380 --> 03:10:29.610
robb@commonbond.co: And I think there are other terms in the contract that may we may want to be that may be beneficial to us. Maybe it's maybe there's termination language that effectively is a price reduction in the case of

1383
03:10:30.420 --> 03:10:37.200
robb@commonbond.co: You know, no school that that sort of thing. Um, but I would be okay authorizing up up to this amount and then

1384
03:10:38.760 --> 03:10:39.240
robb@commonbond.co: I'm

1385
03:10:40.410 --> 03:10:43.020
robb@commonbond.co: Kind of letting Maria and Courtney loose on them.

1386
03:10:45.660 --> 03:10:45.930
Javier Lopez-Molina: Yeah.

1387
03:10:52.410 --> 03:10:55.110
Javier Lopez-Molina: I think we do need to vote on that on the coordinator

1388
03:10:55.290 --> 03:10:56.370
Courtney's cell: Yeah, just because of this.

1389
03:10:57.810 --> 03:10:58.320
Courtney's cell: Slow

1390
03:10:58.890 --> 03:11:03.180
Javier Lopez-Molina: Motion to approve a Maria

1391
03:11:05.130 --> 03:11:05.610
Javier Lopez-Molina: The amount

1392
03:11:07.980 --> 03:11:08.190
Javier Lopez-Molina: OK.

1393
03:11:09.210 --> 03:11:09.480
Courtney's cell: OK.

1394
03:11:10.200 --> 03:11:17.910
Javier Lopez-Molina: Motion to approve. Courtney and Maria to negotiate with CIBA and proclaiming for contracts.

1395
03:11:19.590 --> 03:11:25.290
Javier Lopez-Molina: Are on cleaning up to 170 $6,500

1396
03:11:30.690 --> 03:11:31.230
robb@commonbond.co: Second,

1397
03:11:32.430 --> 03:11:33.480
Javier Lopez-Molina: All those in favor,

1398
03:11:37.110 --> 03:11:37.440
Javier Lopez-Molina: Look,

1399
03:11:37.590 --> 03:11:45.510
Javier Lopez-Molina: Look for shopping for us again mostly approved the decision making and abilities of Maria and

1400
03:11:46.650 --> 03:11:46.920
Javier Lopez-Molina: For me,

1401
03:11:50.130 --> 03:12:00.870
Courtney's cell: Right, thank you all so the next piece is a lot smaller of a contract that and similarly, Travis came to me a few weeks ago, he brought to my attention. The

1402
03:12:01.500 --> 03:12:11.580
Courtney's cell: Names and the references to Lighthouse till on the outside of the building. So essentially, you've got outside of 1001 interval, you've got Bronx Lighthouse charter school

1403
03:12:11.970 --> 03:12:23.790
Courtney's cell: Over on the 1005 building, you have three components you have Bronx Lighthouse college prep Academy. You've got Lighthouse academies and then you have a local with Lighthouse academies on it and so

1404
03:12:24.870 --> 03:12:36.360
Courtney's cell: I created an RFP issued it to about 10 different vendors had a number of conversations and recently about specifications and questions that folks had. And so ultimately, this is the

1405
03:12:36.840 --> 03:12:42.360
Courtney's cell: Recommended proposal that I've come back with so company based out of Brooklyn. They've provided

1406
03:12:43.350 --> 03:12:52.470
Courtney's cell: You know, the, the general generic information that I've requested a number of references for other charter schools and do the schools that they've worked with

1407
03:12:52.980 --> 03:12:57.120
Courtney's cell: And essentially, again, this one is much smaller. There's two options here.

1408
03:12:57.750 --> 03:13:10.650
Courtney's cell: Both of them are really close. The one is really close to the $25,000 threshold that would require board approval. So I wanted to include it. The other ones at 34 just about we would need it for really either of these, but essentially

1409
03:13:11.790 --> 03:13:15.060
Courtney's cell: The project would be to remove all of these items.

1410
03:13:16.590 --> 03:13:22.920
Courtney's cell: Create replacement items they wouldn't be doing any kind of like logo design or anything like that. We'd be furnishing that to them.

1411
03:13:23.310 --> 03:13:32.640
Courtney's cell: And the biggest differences between the cost options would be this kind of Section A up top here is non eliminated a lot not illuminated lights.

1412
03:13:33.540 --> 03:13:43.800
Courtney's cell: On the letters or there is an illuminated option which I would generally tend to suggest, I was looking at the outside of the building with Travis and Maria and

1413
03:13:44.640 --> 03:13:56.820
Courtney's cell: Obviously the letters and everything stand out that I think the building stands out in general, but you've also got the Train passing by and thinking about people driving by and you know being interested in the school. I don't think the eliminated letters would be

1414
03:13:57.990 --> 03:14:02.250
Courtney's cell: You know too much of an expense on I think it could add a little bit more interest there and so

1415
03:14:04.110 --> 03:14:10.470
Courtney's cell: Yeah, this was just one more for the the board to consider and potentially approved so that we could get some of this done.

1416
03:14:10.920 --> 03:14:25.080
Courtney's cell: There's a little bit of a short runway. I think with our agreement with lighthouse, we do have to have all of the the wording down by a certain time. And so just like to present this to you all and see if you have any questions about the proposal from Paul science ain't

1417
03:14:40.620 --> 03:14:41.400
Javier Lopez-Molina: Have any

1418
03:14:43.590 --> 03:14:50.220
Javier Lopez-Molina: Comments, other than. Is this another question. Have we give you sort of the decision, but the authority to sort of make

1419
03:14:51.900 --> 03:14:53.610
Javier Lopez-Molina: Make the system.

1420
03:14:54.210 --> 03:14:55.680
Javier Lopez-Molina: Or is this one where you want us to

1421
03:14:55.680 --> 03:14:56.790
Javier Lopez-Molina: Pick an option.

1422
03:14:59.490 --> 03:15:02.970
Courtney's cell: And i don't think i think the apps in a way that you described would be great. I did.

1423
03:15:03.600 --> 03:15:15.240
Courtney's cell: Suggest to Travis that we go with eliminated. So I don't know if he's thought about that any further, but um I think of these as give us the option and then authority of about, you know, 33 895 would be certainly in good shape here.

1424
03:15:16.470 --> 03:15:23.700
Courtney's cell: One thing to mention they did talk about permits and the cost of that. And you can see it's quite expensive and will change the price significantly when I

1425
03:15:24.210 --> 03:15:39.750
Courtney's cell: Push the contact Jeff around the requirement of permits. He was like a little bit iffy. He said, You don't really need them. You should have them, but they, they don't really pursue this was school so I would want to have a further conversation with him about that recommendation there.

1426
03:15:42.270 --> 03:15:46.800
Courtney's cell: But essentially, that adds another like 10 K. So I just thought I should mention that as well. For

1427
03:15:50.820 --> 03:15:53.460
Javier Lopez-Molina: Me for input on this stuff because I'm looking

1428
03:15:54.630 --> 03:15:56.490
Courtney's cell: For someone like well what font. Are they going to

1429
03:15:56.490 --> 03:15:59.070
Javier Lopez-Molina: Use this, it kind of the italics, like what's the current

1430
03:15:59.730 --> 03:16:00.090
Courtney's cell: Like

1431
03:16:00.630 --> 03:16:01.440
Javier Lopez-Molina: I don't wanna

1432
03:16:01.560 --> 03:16:02.550
Javier Lopez-Molina: I feel like what

1433
03:16:03.990 --> 03:16:05.670
Javier Lopez-Molina: That stuff is still

1434
03:16:05.730 --> 03:16:12.210
Javier Lopez-Molina: To me very much even, even if it's just letters on on a wall. It's still very much brand and it

1435
03:16:12.990 --> 03:16:14.040
Javier Lopez-Molina: Is easy to read.

1436
03:16:14.040 --> 03:16:15.510
Javier Lopez-Molina: And, you know, so

1437
03:16:18.300 --> 03:16:21.390
Javier Lopez-Molina: I'm happy to delegate that decision making.

1438
03:16:25.020 --> 03:16:26.640
Courtney's cell: I don't know how everybody else feels

1439
03:16:26.940 --> 03:16:29.430
Javier Lopez-Molina: But it'd be great to other people have

1440
03:16:30.090 --> 03:16:31.560
Javier Lopez-Molina: Something to say your thoughts.

1441
03:16:39.210 --> 03:16:41.610
Javier Lopez-Molina: Well, we may all be fatigued. At this point, we're getting

1442
03:16:44.040 --> 03:16:47.010
Javier Lopez-Molina: So I'm motion to authorize Courtney

1443
03:16:47.130 --> 03:16:48.930
Javier Lopez-Molina: To make

1444
03:16:50.550 --> 03:16:52.200
Javier Lopez-Molina: A decision around

1445
03:16:53.460 --> 03:16:55.440
Javier Lopez-Molina: Without making offers coordinators.

1446
03:16:55.500 --> 03:16:55.920
To

1447
03:16:56.940 --> 03:17:00.180
Javier Lopez-Molina: How much was the talk about the limit here that's

1448
03:17:00.660 --> 03:17:04.530
Courtney's cell: 33 895 plus potentially permitting class.

1449
03:17:05.760 --> 03:17:06.150
Javier Lopez-Molina: Okay.

1450
03:17:06.390 --> 03:17:07.860
Javier Lopez-Molina: So I authorize a

1451
03:17:07.890 --> 03:17:19.830
Javier Lopez-Molina: motion to authorize coordinating the to sign for 33 895 plus permitting costs for external signage around the school.

1452
03:17:23.820 --> 03:17:24.510
Javier Lopez-Molina: Any seconds.

1453
03:17:28.080 --> 03:17:29.160
Javier Lopez-Molina: All those in favor,

1454
03:17:33.420 --> 03:17:33.720
Maria Dorsey: That was

1455
03:17:34.830 --> 03:17:35.250
Maria Dorsey: Right.

1456
03:17:35.820 --> 03:17:37.980
Maria Dorsey: Sorry, second that Brian

1457
03:17:39.450 --> 03:17:41.010
Maria Dorsey: Yeah. Okay. Thank you.

1458
03:17:42.210 --> 03:17:46.680
Javier Lopez-Molina: All right. Let the record show that the board has unanimously approved that thing that I just said.

1459
03:17:50.610 --> 03:17:53.160
Javier Lopez-Molina: I think that's it. Yeah. And then we go into Executive Session.

1460
03:17:55.770 --> 03:18:03.180
Javier Lopez-Molina: Alright, so for Executive Session. I'm inviting Jennifer Clinton and then everybody else.

1461
03:18:04.320 --> 03:18:04.890
Javier Lopez-Molina: On the board.

1462
03:18:07.380 --> 03:18:14.130
Javier Lopez-Molina: Okay, so thank you guys. It's been a good meeting hopefully we'll get out before 11 I suspect we will

1463
03:18:15.300 --> 03:18:15.990
Maria Dorsey: Courtney

1464
03:18:17.520 --> 03:18:18.060
Maria Dorsey: Courtney

1465
03:18:19.560 --> 03:18:27.780
Courtney's cell: Yes, Javier. I don't know. Do you see that message that I sent to Sarah today about recording. I see. I think she might have had to jump off. I did.

1466
03:18:27.840 --> 03:18:33.690
Javier Lopez-Molina: Did you want me to record when we leave Executive Session. We're not voting on anything, we're just

1467
03:18:33.960 --> 03:18:34.800
Having a conversation

1468
03:18:37.140 --> 03:18:43.620
Courtney's cell: So, I'm so sorry I didn't see you on there. So yes, Sarah has a template. I think it's a little bit more. It's

1469
03:18:44.280 --> 03:18:54.660
Courtney's cell: Making the motion to go in and out of Executive Session, and then who. Second thing, and then if there's both. So if you have any questions there. Oh, certainly. Let me know. I hope that you got it. And it was clear.

1470
03:18:56.010 --> 03:18:56.340
Courtney's cell: Okay.

1471
03:19:00.810 --> 03:19:02.670
Javier Lopez-Molina: I must have social

1472
03:19:06.780 --> 03:19:08.310
Courtney's cell: I think you need

1473
03:19:08.370 --> 03:19:10.410
Maria Dorsey: I need somebody to second that hobby or

1474
03:19:13.680 --> 03:19:14.310
robb@commonbond.co: Second,

1475
03:19:16.020 --> 03:19:16.590
robb@commonbond.co: Yeah.

1476
03:19:17.460 --> 03:19:18.420
Maria Dorsey: Good night, everyone.

1477
03:19:18.840 --> 03:19:19.080
Today,

1478
03:19:24.930 --> 03:19:26.700
Courtney's cell: I'm just gonna send the meeting to heavier.

1479
03:19:31.980 --> 03:19:39.180
Javier Lopez-Molina: I'm the host. Awesome. Alright, so we now have just the board on with Jen and I wanted to give

1480
03:19:39.600 --> 03:19:47.550
Javier Lopez-Molina: Jennifer an opportunity to sort of talk more informally about her experience with the leadership team and her experience with Mr. Brown.

1481
03:19:47.940 --> 03:20:00.720
Javier Lopez-Molina: And also, if there's any more sensitive gaps that maybe you are thinking might exist, but my also not exist just some things that we might want to have a radar part of this I think is useful because

1482
03:20:01.950 --> 03:20:14.370
Javier Lopez-Molina: You know a lot we are as a board haven't been able to get in the weeds of the school and the way that you have over the past two months. And so Matt like on the ground experience I because it's going to be useful for us.

1483
03:20:16.080 --> 03:20:23.550
robb@commonbond.co: He have here, quick, quick note, I don't know if it matters that this is being recorded, along with the rest of the meeting.

1484
03:20:24.060 --> 03:20:25.230
Javier Lopez-Molina: Point. Let me turn it off.

1485
03:20:39.240 --> 03:20:40.680
robb@commonbond.co: Is that the bottom

1486
03:20:51.840 --> 03:20:53.880
robb@commonbond.co: Is that the button next to share screen.

1487
03:20:55.320 --> 03:20:56.730
robb@commonbond.co: Is that packed if

1488
03:20:58.680 --> 03:21:01.920
Javier Lopez-Molina: I have the button next to share screen is breakout rooms for me.

1489
03:21:07.620 --> 03:21:12.270
robb@commonbond.co: It says record, but then it says please request record permission from the meeting host

1490
03:21:12.990 --> 03:21:13.890
That's unfortunate.

1491
03:21:15.450 --> 03:21:17.970
Briar Thompson: Courtney efficiently. Right.

1492
03:21:19.440 --> 03:21:20.670
Javier Lopez-Molina: Let me text. Hey,

1493
03:21:24.660 --> 03:21:26.280
robb@commonbond.co: I could drop in a new link.

1494
03:21:26.280 --> 03:21:27.930
robb@commonbond.co: To if we wanted to go into a different

1495
03:21:29.310 --> 03:21:29.910
robb@commonbond.co: Zoom.

1496
03:21:34.800 --> 03:21:38.340
robb@commonbond.co: I don't know if it matters, but everyone will get the same recording if

1497
03:21:45.270 --> 03:21:45.570
You

1498
03:21:52.200 --> 03:21:52.890
Javier Lopez-Molina: Asked her

1499
03:21:54.810 --> 03:21:55.140
Javier Lopez-Molina: To come

1500
03:21:56.250 --> 03:21:58.590
Javier Lopez-Molina: Over so quickly. Hopefully she doesn't shut her laptop down

1501
03:22:03.840 --> 03:22:04.440
robb@commonbond.co: Maybe a

1502
03:22:05.040 --> 03:22:06.630
robb@commonbond.co: hobby or maybe doesn't matter, but

1503
03:22:07.110 --> 03:22:12.120
Javier Lopez-Molina: It says, I'm the host, but I'm surprised that I can turn off recording

1504
03:22:15.450 --> 03:22:16.740
Javier Lopez-Molina: Oh wait, hold on, hold on, hold on.

1505
03:22:29.370 --> 03:22:30.780
Javier Lopez-Molina: I think we may need to

1506
03:22:31.890 --> 03:22:33.630
Javier Lopez-Molina: hop into different call um

1507
03:22:34.740 --> 03:22:40.230
Javier Lopez-Molina: Can you guys will just, you don't need video, so I'm just gonna put the dial in number here.

1508
03:22:42.120 --> 03:22:42.960
Javier Lopez-Molina: doesn't know how to test

1509
03:22:48.990 --> 03:22:49.350
Javier Lopez-Molina: Number.

1510
03:23:14.220 --> 03:23:16.530
Javier Lopez-Molina: Let's just all dial in over the phone.

1511
03:23:21.390 --> 03:23:22.530
Jennifer Clayton: We're gonna hang up on zoom

1512
03:23:24.720 --> 03:23:25.260
Jennifer Clayton: Yeah, okay.

1513
03:23:25.410 --> 03:23:25.950
Briar Thompson: Thank you.

1514
03:23:26.370 --> 03:23:27.750
robb@commonbond.co: You have to keep the meeting up

1515
03:23:27.750 --> 03:23:28.050
Here.

1516
03:23:29.550 --> 03:23:30.960
Javier Lopez-Molina: I will. I won't, I won't go

1517
03:23:32.160 --> 03:23:33.120
Javier Lopez-Molina: I gotta find my phone.

1518
03:24:07.290 --> 03:24:10.500
robb@commonbond.co: Please record your first and last name after the tone.