WEBVTT

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Maria Dorsey: Hi Courtney

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Courtney Russell: Hey Dorsey, how you doing tonight.

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Maria Dorsey: I'm doing fine.

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Courtney Russell: You're all connected early ready to go.

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Maria Dorsey: Yeah, fine. I am not gonna make that mistake again.

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Maria Dorsey: We're the only two

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Courtney Russell: Yes, we are.

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Maria Dorsey: Excellent. Cool.

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Courtney Russell: Hi, Carol. It's nice to see you tonight.

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Carol Fernandez: Hi, Mr.

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Courtney Russell: Hey,

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Courtney Russell: How are you

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Carol Fernandez: I'm good, how are you

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Courtney Russell: Thank you so much for coming on.

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Courtney Russell: Board members and others to join. So we'll get started in a little bit.

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Courtney Russell: In here.

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Carol Fernandez: Hi, Mr. See

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Carol Fernandez: How are you

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Maria Dorsey: I guess I should unmute myself. Nice to see

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Maria Dorsey: Just talking about breeze.

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Maria Dorsey: No laughing over there. Russell. No laughing

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Travis Brown: Hello everyone.

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Carol Fernandez: Hi, Mr. Brown.

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Travis Brown: Hey, Miss bananas. How you doing,

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Carol Fernandez: I'm good, how are you

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Travis Brown: Well, thanks for joining us.

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Carol Fernandez: Of course, thank you for inviting me.

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Travis Brown: And we brought the coordinate tell you we had a pretty long board meeting, so don't feel

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Travis Brown: Like you have to stay for the whole thing.

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Okay.

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Courtney Russell: Savage.

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Courtney Russell: Nine out of 13 and then I'm here just texted he's not able to make it so I think we're safe at eight, as long as everyone who said yes is coming. So we should be good.

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Courtney Russell: Good evening to those of you that just joined

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Courtney Russell: We're just gonna wait on some of our board members. I know that we need to get started.

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Stacy Sutherland: Hello.

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Javier Lopez-Molina: Am I late it

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Stacy Sutherland: Is raining on die.

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Courtney Russell: You're

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Javier Lopez-Molina: Saying, we're just

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Stacy Sutherland: Supposed to be ready.

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Stacy Sutherland: So,

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Stacy Sutherland: Okay.

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Stacy Sutherland: I'm having issues signing into zoom ever since I'm every other

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Stacy Sutherland: Every other organization wants to use new zoom. So it's telling me like I have to switch. It's an internal meeting I had to switch my account. And I'm like, I don't know what my opinion I had the

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Javier Lopez-Molina: Same issue I have to create a new account with the email that was attached to it, which actually makes

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Javier Lopez-Molina: Shouldn't this meeting be open to the public.

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Javier Lopez-Molina: So remote one. Yeah.

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Stacy Sutherland: It didn't give me that I'm the only it would either be my personal email on my work email that I would have been signing in with. So I'm not sure. And I've usually used it didn't give me a problem before it is the first time.

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Stacy Sutherland: I'm not sure I know zoom has like really amped up their security. So I'm not sure if there is something that might have been overlooked but

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Stacy Sutherland: Yeah.

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Stacy Sutherland: Hi.

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robb@commonbond.co: Alright, I'm late. I swear I'm on zoom meetings all day. I thought I had it figured out.

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Stacy Sutherland: Did you have an issue, finding into

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robb@commonbond.co: Yeah, with the, I think I had to sign into zoom

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robb@commonbond.co: So I end up signing into my works.

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Anywhere.

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Stacy Sutherland: Okay, yeah.

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Stacy Sutherland: I'm calling in at this point because I I thought my computer had all the passwords saved and I don't know if

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Stacy Sutherland: It outsmarted, I guess. All right.

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Sara Madavo Jean-Jacques: I didn't say hi. But Hi everyone, I'm here, Sarah.

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Sarah.

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robb@commonbond.co: I apologize for wearing a hat here, excuse my in formality. I'm at the stage of no haircut that anytime this late in the day I have just a it's just unexpected just unpresentable

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Jennifer Clayton: Just do what Travis did and just get rid of it.

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robb@commonbond.co: I'm

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Travis Brown: waiting for someone to say that

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robb@commonbond.co: My, my, I started growing a beard with Sandy. When you know there was no electricity and

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robb@commonbond.co: Couldn't couldn't shave. So we'll see what this brings

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Javier Lopez-Molina: Are we ready to get started.

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Javier Lopez-Molina: Delaying

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Javier Lopez-Molina: I think we have quorum, right, Courtney.

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Javier Lopez-Molina: Okay, alright, so please again, feel free to unmute your microphone if you have comments at any time. This is meant to be an interactive session. I don't want to lecture. And that's not the best outcome. Anyway, so

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Javier Lopez-Molina: I've got the agenda pulled up here. I'm going to go ahead and say we're starting the meeting at 644

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Javier Lopez-Molina: Maria, you can see who's all on at the moment. And we'll start with

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Javier Lopez-Molina: Calling the meeting to order and public comments, so I don't know. Is there anyone here from the public that

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Javier Lopez-Molina: Has any comments.

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Okay.

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Javier Lopez-Molina: In that case, we're going to move to the next item on the agenda, skip down. Fortunately for me next item on the agenda.

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Javier Lopez-Molina: This is

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Javier Lopez-Molina: The staff presentation PLC guess BL CPA.

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Javier Lopez-Molina: And I think we have Miss Carol Fernandez

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Carol Fernandez: Hey. Good evening, everyone.

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Adebunmi Savage: I

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Carol Fernandez: I'm so thank you so much Mr. Brown and Miss Russell, for inviting me today. I'm really excited to speak on behalf of the teachers.

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Carol Fernandez: So I'm just gonna explain like who I am. My name is Carol Fernandez, and I'm a second year teacher at be LCS I'm a second grade teacher

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Carol Fernandez: Um, so a little bit about me, I'm a daughter of two immigrant parents who came here looking for, like, a better dream and hope for their daughters much better than Dominican Republic.

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Carol Fernandez: Um, and so, my parents worked really hard to allow me and my sister to go to have a great education.

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Carol Fernandez: My sister is currently in Columbia University Medical School. She's 30 years student and I went to St. Thomas Aquinas college where I met Miss Russell.

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Carol Fernandez: I'm actually I remember the day that she had come to the school there was a lot of teachers coming to speak to the seniors at that time.

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Carol Fernandez: And I remember a week before that I was so excited. So I like spent the whole weekend happy for prepping I had folders for each school. I was like, so ready. So I had gone downstairs. It was like in the cafeteria. And I remember talking to all of the schools and I had you know come across

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Carol Fernandez: Courtney and I, we just completely like I feel like we just vibe so well. And I remember a few days later I was invited to

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Carol Fernandez: Go to be LCS and it was like just my luck because it was super close to my house. It was like a quick 20 minute train ride. I was right there.

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Carol Fernandez: remember being so excited. So I go into this goal. I see a rock wall on the side. I see this big anchor and I'm like, What is this place and

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Carol Fernandez: Like, out of all of the schools and I interviewed at an audit on the schools that I visited like be OCS was the one school that like from the bottom of my heart like felt like home.

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Carol Fernandez: I had no doubt in my mind that like I wanted to be a part of the team. And I'm so grateful that I am SO THANK YOU, MR. BROWN for allowing me to be part of your team so

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Carol Fernandez: I'm yes I'm a little nervous.

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Carol Fernandez: So over the last couple weeks. Um, so many difficult things have happened to so many families, of course, with the pandemic happening.

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Carol Fernandez: This was in total shock for many educators and basically everyone I think that no one expected for it to get this big

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Carol Fernandez: And so many people have lost jobs and you know homes and so many things. And I think one of the big areas that that so affected by this pandemic was education.

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Carol Fernandez: The transition from going to in class instruction to remote learning was super, super big and

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Carol Fernandez: I think that, you know, the change the transition from, you know, in class instruction to remote learning has its successes and has its challenges, um,

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Carol Fernandez: One thing that I'm super firm in like with my students and the two classes I've had so far is one thing that I always say is that we're family and like

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Carol Fernandez: I you save them with the bottom of my heart, and we have like really in depth discussions about it, like what it means to be a family and understanding that like a family has its ups and it's downs.

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Carol Fernandez: And that is something that I wanted to carry on into remote learning. I didn't want you know to transition into this time.

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Carol Fernandez: Um, and my kids feeling uncertain about their teacher I'm certain about their classmates and so that's something that I worked really, really hard to transition

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Carol Fernandez: Um, I've also seen lots of other successes that I would love to share with you right now, the first being that I believe that so much of classroom culture is transition to remote learning

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Carol Fernandez: I know that teachers have been working hard for students to feel connected to them and something that I do in my classroom that I'm really proud of.

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Carol Fernandez: Is having like songs and chance and dances to go along with materials that I teach, I have two quick videos that I would love to share with you just so that you guys

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Carol Fernandez: Can get a little bit of an inside scoop of my classroom. And what I mean when I see Family because that's such a vague term. So I'm going to share my screen really quick. They're very quick little clips

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Carol Fernandez: That I would love to share. The first one is a song that we usually sing before every subject, it gets the kids really hyped up for learning and it's something that we still do in remote learning so

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Carol Fernandez: I'm going to share that with you now.

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Carol Fernandez: Sorry. So that is the first clip. So having things like that, making them really excited to learn has been awesome. And it's something that we do in remote learning, just to keep that spirit alive.

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Carol Fernandez: Here's another one. This one has to do with the writing process something that we've learned throughout the year. We're still developing to make them independent writers. So this is another one that I want to share with you.

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Carol Fernandez: Thanks.

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Carol Fernandez: Golden

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Carol Fernandez: Something that I still do. And, like I just said, like in remote learning to keep that family environment alive and my kids. Absolutely. They love it and I think that's one of the

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Carol Fernandez: Coolest things of like my classroom that really, I get so much positive feedback from the parents and the end the scholars, they're singing There's chance while they're doing their homework on their way to

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Carol Fernandez: Back from from home, like I am so proud of them for for just being so positive.

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Carol Fernandez: Another success that I've seen is like parent involvement. I think throughout this time it's been really difficult and

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Carol Fernandez: The amount of love, we get from parents supporting their scholars throughout this time, especially with technology on

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Carol Fernandez: It's new to some parents and I've definitely seen teachers communicate with parents, extremely well and and we're, we're getting a lot of positive feedback from them.

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Carol Fernandez: The third thing that I've really proud of in this remote learning transition is the rigor, you know, rigor is executed in each lesson and even though we're not physically in the classroom, the expectations that we have for our students are still

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Carol Fernandez: Said before class. And when you say your expectations in the high for your students, whether you're in person.

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Carol Fernandez: Or on an online platform. When you set those expectations, your students are more likely to meet them.

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Carol Fernandez: And so rigor is executed in every lesson and every assignment that is given is really intentional. And I think that even though we're not in the classroom that rigor and those great scores are still being met.

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Carol Fernandez: But of course, as some successes. We're going to be met with some challenges and those challenges are, kind of, you know, with the internet connection, not having

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Carol Fernandez: You know, being able for parents not being able to have internet connection. Sometimes or parents not being able to control the apps. But I think those school does a really great job providing tech support for parents.

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Carol Fernandez: They're always there available for their parents to call it they're having a problem. Sometimes the app fails. And with that, I think, you know, be LCS has done a great job with communicating with parents, giving it extensions when needed. And having that open communication.

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Carol Fernandez: So I think that even though there's been a really hard time for everyone. There's so much more positive than negatives and

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Carol Fernandez: I'm so proud of being in this team where we're so connected to the families and the scholars and that even though this is a tough time we're all like how strong and that we can keep moving forward.

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Carol Fernandez: So is there any questions, you know, I'm open to questions.

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Stacy: Um, Mr. Hernandez. This is Stacy i am i think you read a book. This week on ID was that jack island born I enjoyed it. Um, I

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Think

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Stacy: You know, Bronx I House as a whole in terms of your presence online has been really enjoyable. I've been sharing it with some of my students, another school them like, Hey, you got to check this out. Um, so I just want to applaud that. I think I had

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Stacy: I had also checked out a cooking class like on a Saturday might have been Miss savage

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Stacy: Yeah, making pasta. Like, honestly, it's been really, um, a nice display just to see how engaged.

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Stacy: You are on it. I think you really are taking hold of social media in a different way. And it's so necessary.

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Stacy: So, thank you. And thank you for that book. And thank you for the pasta recipe and I've been checking out the DJ and during recess, like there's you guys have a lot going on. So thank you for your presentation. And thank you for the work that you guys do.

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Carol Fernandez: Thank you.

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Javier Lopez-Molina: Any other comments.

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robb@commonbond.co: Though that was excellent, just echoing

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robb@commonbond.co: Stacy's thoughts. Thank you so much Mr. Another industry for sharing. I always like to ask, is there anything you've, you think that the board can do to be helpful. Is there any tasks or requests that you would have from us.

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Carol Fernandez: I'm super appreciative of, like, all that you do. I think for right now, just like

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Carol Fernandez: How Stacy said joining on the Instagram lives commenting supporting the other scholars who are joining in. And those videos. I would love to see you guys on those videos and I think would be so so cool. So yeah, so thank you so much for all that you do.

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Javier Lopez-Molina: Very much all you do.

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Javier Lopez-Molina: Thanks. So

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Javier Lopez-Molina: So we'll move on to the next item on the agenda, which is port governance. So did everyone have a chance to look at the minutes from the previous meeting. This is sort of dot the i's cross the t's. We always do this.

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Javier Lopez-Molina: If you haven't had a chance. Take a quick look now.

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Javier Lopez-Molina: I'm going to go ahead, go to approve the minutes from the previous million

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Javier Lopez-Molina: Emotion to do such a thing.

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Javier Lopez-Molina: A second

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robb@commonbond.co: A second the motion.

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Javier Lopez-Molina: Awesome. I like how did you get a thumbs up thing that's pretty

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robb@commonbond.co: As that reactions.

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Javier Lopez-Molina: Okay, so I'm all in favor

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robb@commonbond.co: Hi.

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Terrence Underwood: Hi.

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Sara Madavo Jean-Jacques: Hi.

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Hi.

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Javier Lopez-Molina: Posts as well. Just for the record.

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Javier Lopez-Molina: All right. Let the record show that the board has unanimously approved the minutes from the previous meeting.

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Javier Lopez-Molina: From 16

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Javier Lopez-Molina: next item on the agenda is the current state of the school. Um, so, Courtney, can you remind me for a second. Is this I'm

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Courtney Russell: Sure. This was just a standing agenda item from going into the remote world and all of that. So,

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Courtney Russell: I don't know.

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Courtney Russell: What's there. But if they're just general direction or an update that you wanted to provide. You're welcome.

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Javier Lopez-Molina: Now I can, I can. So the board and may not be aware that we can talk about this more during the finance update

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Javier Lopez-Molina: But you're all aware, obviously a cup of 19 and the impact that it's had on the school. We're all remote. I mean,

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Javier Lopez-Molina: That's we're not there right now, we're all doing this video chat. So we all know the impact of at 19. One of the things that we've been sort of doing behind the scenes is

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Javier Lopez-Molina: There are, there's a type of loan called PPP, which is a paycheck protection program. And so the school applied for about 1.5 million and pitching protection and we are you know we had some back and forth between the lawyers to sort of get their guidance on whether or not

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Javier Lopez-Molina: Whether or not we should actually take the money given we have some cash reserves and and, ultimately, you know, we want to do this in good faith. And so it ended up being that

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Javier Lopez-Molina: You know, we wanted to bring this to the board because we were a little concerned that there could be some sort of

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Javier Lopez-Molina: Retribution there couldn't be an outcome if

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Javier Lopez-Molina: We weren't viewed as applying for the loan, not in good faith. And if we have a lot of cash reserves that could potentially be interpreted in that way.

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Javier Lopez-Molina: And so we had a lot of back and forth with lawyer and ultimately there was a bunch of Q and A's from the deal we and other not do we, I guess I don't exactly know which pot regulatory body was involved, but

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Javier Lopez-Molina: We should government agency. But basically, there's some clarity around if the loan was was in excess of 2 million then really you're sort of in trouble, but

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Javier Lopez-Molina: There was a safe harbor for loan amounts below 2 million. And so, not to bore you guys with technicalities but we kind of had the powwow Rob and I and

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Javier Lopez-Molina: Came to a preliminary decision that we think there's pretty low risk in pursuing this, but we wanted to bring it to the board because it's a significant, excuse me, it's a significant thing to do.

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Javier Lopez-Molina: Rob, do you want to add any additional color to that.

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robb@commonbond.co: Yeah, that's it. It's good rundown heavy iron and if folks are following the news on this PPP program and

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robb@commonbond.co: You know that there's an evolving and changing guidance coming from the Small Business Administration and from Treasury around how

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robb@commonbond.co: The how this will be implemented in the intent and eligibility for the, the, these funds and there are a couple of features of it of the funds. One is this notion of forgive ability

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robb@commonbond.co: So it's intended to be a grant if the funds are used in accordance with the intent.

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robb@commonbond.co: And that's really where a lot is changing almost on a daily basis around what you would have to what what the intent is and what you'd have to spend these funds on for it to be ultimately forgiven and not need to be paid back. And so, that's certainly our intent.

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robb@commonbond.co: You know, as have your mentioned there there's there's some question around the the

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robb@commonbond.co: Test station in the application process around the need for the funds in the first place. And that's where there was just a lot of kind of consternation, both in the private sector and in

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robb@commonbond.co: In, you know, in cases like ours around. Could we certify that we in fact needed these funds.

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robb@commonbond.co: And and as have your mentioned they came out and said, if the loan amount is less than 2 million. We're going to assume you need it and don't worry about any further audits on that. So that's good.

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robb@commonbond.co: There is still a question around ultimately our charter schools eligible for these funds, anything that's just going to be an ongoing question. So what we've done what our recommendation is is to receive these funds about a million and a half to segregate them into a separate account.

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robb@commonbond.co: And to to not tap into those funds and just to allow things to kind of progress out and they're very well. There's no penalty for paying it back.

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robb@commonbond.co: If if clarity comes down from from Washington and elsewhere that says, hey, this wasn't intended for charter schools. And I think that would be a fine outcome. And there may be clarity that says no, this is this is fine and so

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robb@commonbond.co: We wanted to, we wanted to give ourselves the option to have this financial footing, obviously, for the benefit of our scholars and our financial health, but we also want to make sure that we're doing everything by the book so

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robb@commonbond.co: We decided not to send the funds back to keep them segregated and to basically wait and see what what happens

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I

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Javier Lopez-Molina: mean for this to be like

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Javier Lopez-Molina: Discussion. We can talk. Certainly, if you guys want to talk about this further.

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Javier Lopez-Molina: But let us know.

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Javier Lopez-Molina: If you guys have any concerns or

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Any questions.

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robb@commonbond.co: You know what, one other thing I'll just say is that you know it one of the one of the uncertainty is I'm sure people are following the news knows just what what are, what are state and city budgets going to look like.

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robb@commonbond.co: And, you know, as they become strained and as we don't we don't have any word or any anticipation of cuts to funds but

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robb@commonbond.co: I think that's just an uncertainty and so i think i think what with this. This gives us a little bit of confidence in buffer in a period of uncertainty financially for for for states and cities and what that could mean for our funding so

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robb@commonbond.co: So,

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robb@commonbond.co: I think everyone should feel good about the team that we have on this thinking through it but want to make, make sure to have your point that there's a forum here for anyone to ask any questions.

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Javier Lopez-Molina: Okay, if there are no questions speak now or forever hold your peace. We're going to move on with the agenda.

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robb@commonbond.co: And you can you can also you can also send us any questions.

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Javier Lopez-Molina: Yeah, yeah. You can chat in the box or send us an email.

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Javier Lopez-Molina: Yeah. OK. So the next item on the agenda is the LCS Innovation Award. That is the almost item.

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Javier Lopez-Molina: But I guess, anyone who is on the Culture Committee, if there's an update on that. I don't know. This is on hold. They were totally. This was

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Adrian Adderley: Here last we discussed this was probably a couple months ago, the last meeting we had

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Adrian Adderley: It was just Stacy and I honor. So we really been given a chance to actually communicate on the status of the Innovation Award as of right now.

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Adrian Adderley: So we just waiting to get everyone on the Culture Committee meeting come to the next one and see what we had on that. But right now it's just a whole

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Javier Lopez-Molina: Okay, call it makes sense. The next item on the agenda is the follow up items. I'm going to lean on coordinator minus if we have any follow up items in the follow up. I don't like it.

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Courtney Russell: Up just have it as a placeholder. But we're good.

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Javier Lopez-Molina: Okay. All right. And we're moving we're we're cruising through this

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Javier Lopez-Molina: next item on the agenda is the be LCS I guess we can retitle that are considered RFP update. This is the LCS my world consultant consultant project update and we have with us, Miss Jennifer Clinton for my world consulting to give us an update.

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Jennifer Clayton: Alone or share my screen.

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Javier Lopez-Molina: Yeah, of course I think before we do that, let's just remind everyone what the project was about. Yeah, because I think it's been a while for everybody.

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Jennifer Clayton: Yes, so this project was the gap analysis and the overarching question that we were asking is, what can the school do to meet or exceed its charter goals and obtain a five year renewal.

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Jennifer Clayton: So you're currently in year one of a three year charter term.

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Jennifer Clayton: And then the RFP was looking at academic service gaps academic and organizational health and strategic planning.

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Jennifer Clayton: So can everybody see my screen. I have a project timeline on right now.

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Jennifer Clayton: Okay, awesome. So the engagement period was April 1 through June 30. The first phase is the gap analysis. So during this phase, we kind of clarified the scope

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Jennifer Clayton: We conducted a charter analysis to develop a individualized assessment to see if you guys are following what you said you're going to do in the Charter, what would that look like

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Jennifer Clayton: From there, we created an assessment and then that informed what we asked for in terms of documents to review and then we also started the leadership team interview process. The next phase after this will be looking at what we found in the document reviews and the interviews and identifying

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Jennifer Clayton: certain milestones that go along with implementation science to see

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Jennifer Clayton: If this is what you said you're going to do, how are you implementing it. What are your implementation strengths and challenges and then that will inform potential solutions to recommend

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Jennifer Clayton: So the after the recommendation phase. The next step after that is strategic planning. So we had talked about having a workshop style strategic planning meeting to help develop the three to five year plan.

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Jennifer Clayton: Initially when we first started, there was some terminology to get used to. So when we talked about the initial charter goals.

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Jennifer Clayton: There is the actual charter document which gives the school its life, which is what the school is kind of approved to to create sort of the blueprint.

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Jennifer Clayton: And so there are some there are five goals in there. And then there are some other goals that are referred to as charter goals that come directly from the do we

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Jennifer Clayton: So those goals there 47 of them. So when we took a look at those Courtney and team had done, sort of a preliminary assessment of where the school is on those 47 goals and we found that

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Jennifer Clayton: They were only potential gaps in 19 of them. So four of them.

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Jennifer Clayton: Actually went along with the recent charter revision related to student enrollment and retention and then the other 15 can actually be cross back to back to those initial five goals from the Charter.

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Jennifer Clayton: So it looks like I'm going to be able to take a look at all 20 of those goals at the same time.

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Jennifer Clayton: So initially what was pretty apparent right away when we started out was that you're going through a transition period with Lighthouse academies, so

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Jennifer Clayton: Because of that, there are certain material revisions to the charter that it's probably time for our most definitely time for. And so those are related to the schools mission.

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Jennifer Clayton: The, the organizational and leadership structure of the school. The school design and the educational program and then you guys know about the other two which is like the management company piece.

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Jennifer Clayton: So, so far from what we're seeing it looks like there has been a significant shift away from what was written in the Charter for these for these elements.

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Jennifer Clayton: A couple of other things that are considered non material revisions are the personnel policy and the complaint policy.

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Jennifer Clayton: So one of the reasons that I mentioned the personnel policy is that there is a difference between the leadership structure that was mentioned in the Charter and in what has actually been playing out today.

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Jennifer Clayton: And then there are also some things like in the original charter, the school wanted to recruit master teachers. And I think there's been a shift in strategy away from that.

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Jennifer Clayton: Probably out of necessity, but I think the school now is able to recruit a different profile of teacher and then train them up to become master teachers.

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Jennifer Clayton: So that was one of the changes and then I mentioned the complaint policy because that was something that was mentioned at the time of renewal during the renewal report that there needed to be an update to the complaint policy. And I think what it was, was

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Jennifer Clayton: The complaint policy that the school currently has did not reference the authorized or as part of the complaint procedure. So when you do update that that's considered a non material revision.

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Jennifer Clayton: So kind of backing up a little bit material revisions to the Charter.

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Jennifer Clayton: Typically have to be submitted to the Charter authorizing team by November 1 of this school year prior to when you intend to implement them.

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Jennifer Clayton: So that might be a little bit of a we might need to work on that schedule because we need to get them out a little bit sooner than November 1 probably is what I'm thinking.

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Jennifer Clayton: As far as the non material ones, though. Just they just need to be submitted and they need approval prior to implementation.

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Jennifer Clayton: And this information is coming from the accountability Handbook, by the NYC do we

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Jennifer Clayton: The other thing is the Charter accountability team would like to be notified of any significant change in the school's curriculum or instructional approach.

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Jennifer Clayton: So that's another area where a proposal needs to be made to them and they would like to see it 30 days prior to occurrence.

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Jennifer Clayton: So those are some of the main differences from the actual charter document to what has been evolving as practice today as you're shifting away from Lighthouse academies.

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Jennifer Clayton: And then, of course, I'm saying these are material and non material, but within the accountability handbook. It says to always talk to your charter accountability team point of contact.

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Jennifer Clayton: First, because they can help confirm whether it really is material or non material. If you describe it to them.

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Jennifer Clayton: So that brings us to our very first gap that I've been able to find which is operating in alignment with your charter. So I'm giggling, but it's really not.

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Jennifer Clayton: It's really not a matter to giggle about but the way I think about it with Charter is sort of the blueprint for what your school is supposed to be doing.

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Jennifer Clayton: And so the Charter accountability team just wants to know if there's any significant changes to what was written in that charter

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Jennifer Clayton: So from an organizational system standpoint, you want to make sure that the school is operating in alignment with the Charter.

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Jennifer Clayton: All of the job descriptions and performance evaluations, go back and route back to the Charter.

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Jennifer Clayton: Leadership has a working knowledge of what's in the Charter and then what types of revisions need to be approved by the board and the Charter authorizing team before they're implemented.

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Jennifer Clayton: And then having a system of checks and balances in place to make sure that you're not operating outside the Charter and if you do want to operate outside the Charter, there is some kind of procedure in order to

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Jennifer Clayton: Or a procedure or a policy that tells you when you might consider changing the Charter.

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Jennifer Clayton: And then the last thing, when we identified some of the differences between what was in the Charter and what we're seeing today as we shift away from my house Academy is one of those gaps which was the complaint process.

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Jennifer Clayton: At the time of the renewal.

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Jennifer Clayton: If that if the renewal report. We're used to identify that as a gap, then we need some kind of a system in place to say, Okay, here's what was in the renewal report. Here's what we're going to do to address those things.

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Jennifer Clayton: So just having sort of a formal quality management approach or continuous improvement approach for those sorts of things.

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Jennifer Clayton: During the assessment, the goals, the five goals and then the 15 goals for combined. And then they were all saying yeah

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Javier Lopez-Molina: That's what I'm here for a second. Just remind everybody

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Javier Lopez-Molina: If we do have questions, because this is a lot of information, please don't be shy.

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Javier Lopez-Molina: No, we've got work we're ahead of schedule.

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Javier Lopez-Molina: So please feel free to unmute yourself.

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Javier Lopez-Molina: Either

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Jennifer Clayton: Yeah, interrupt me at any time. That's fine.

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Jennifer Clayton: So when we were developing the assessment that it was an individualized assessment based on your charter

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Jennifer Clayton: You're sort of going to be held accountable to a number of different

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Jennifer Clayton: Goals. So you've got your chart your charter goals that were in the Charter itself, then you've got that New York City Department of Education goals.

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Jennifer Clayton: Then the Department of Education is also considering the framework for great schools. So that is the framework that the school surveys are connected to

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Jennifer Clayton: And then the school survey results are also going into the renewal report at the time of renewal, all of that is part of the do E's accountability framework.

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Jennifer Clayton: And then we also took a look at other data that was available from the do we website, including the school report card and the school survey results. So all that data is going to come together to give us a picture of what are the gaps.

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Jennifer Clayton: What are the strengths and then is there anything that we need to keep our eye on as we continue to develop the strategic plan.

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Jennifer Clayton: Some of the data is available, most of the data is available through the DMV website and then some of the data. We're going to need to collect separately.

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Jennifer Clayton: From the leadership team. So I think we already talked about it with some of the interviewees but things like what growth rate the learning rate AP courses college readiness exams, all that kind of stuff.

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Jennifer Clayton: So one of the main things as we're going through

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Jennifer Clayton: Every time I see the mission of the school. It's different. And I think that's partly a result of the changes that have been taking place in the context. Over the past few years.

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Jennifer Clayton: And then also this this period where we're sort of shifting away from Lighthouse academies and starting to stand on our own two feet for a little bit, so

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Jennifer Clayton: When you're looking at, you know, sort of organizational health. The first thing is to make sure that your mission is really your mission.

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Jennifer Clayton: And then to be very clear on what your vision is and what your values are

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Jennifer Clayton: And then literally everything that you do from there cascades down. So how you design the organization, how you design the school.

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Jennifer Clayton: What you're doing in your operations, what you're doing in your academics curriculum instruction culture. All of that comes together underneath the mission, vision and values. So,

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Jennifer Clayton: At this point, I think the most, the most pressing gap is to figure out what that new mission is now that you're moving away from the lighthouse academies mission because that's going to define everything else at the school does

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Jennifer Clayton: So similar checklist. There is the school operating in alignment with its mission. Do you have some guidance on when you would consider changing the mission.

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Jennifer Clayton: Do you have a system of checks and balances to prevent from operating outside the mission, all that good stuff.

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Jennifer Clayton: In terms of document reviews. We requested, most, most of these documents on screen are the same documents that the do we looks for when they're doing the renewal process and then also during the annual comprehensive review which the school went through and at the end of January.

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Jennifer Clayton: So under operations, things like policies and procedures, the master class schedule discipline policy.

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Jennifer Clayton: Soon, and family handbooks under the category of human resources, we asked for the organizational chart employee roster job descriptions evaluation tools.

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Jennifer Clayton: Teacher Certification information and play handbook curriculum instruction is student performance data curricular maps and pacing guides

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Jennifer Clayton: Assessment programs information about students with disabilities English language learners students who qualify for free. Reduced Price lunch course offerings.

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Jennifer Clayton: And then like response to intervention and graduation data. And then we also requested any kind of special projects or initiatives that the school has been working on. So, any kind of strategic plans project plans implementation plans, anything like that.

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Jennifer Clayton: On the screen. I've highlighted certification information. So we're still in the early stages of being able to make any kind of recommendations. But one thing that I want to alert you to is the certification status of your teachers.

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Jennifer Clayton: I think Courtney mentioned there's a cap of 15 total teachers who are allowed to not be certified

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Jennifer Clayton: And looking at your annual comprehensive review you have 30 something teachers who are uncertified

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Jennifer Clayton: And if every single one who is meant to obtain certification by this august get certified, you'll still have for too many who are not certified so teacher certification is something to be looking at as you're preparing your rosters of who's going to teach for next school year.

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Jennifer Clayton: We're still going through some of the document reviews still

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Javier Lopez-Molina: Asked a question about that for the certification.

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Javier Lopez-Molina: Me. Remember, and this is going to test your memory here because I don't know. But do you remember if the deal. We made a comment on teacher certification. Does anyone on the call. Remember, if they made a comment on teacher certification that renewal.

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Courtney Russell: It. They brought it up. Surprisingly, they didn't go into a lot of depth, either at Bronx are met, and I think that was partially because

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Courtney Russell: The special populations piece was such a huge emphasis and they did spend a lot of time on that. But it was definitely brought up and some of the interviews and conversations I do recall it at both the schools.

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Jennifer Clayton: So I'll move on to talk a little bit about the leadership team interviews. So far I've conducted interviews with Mr. Brown.

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Jennifer Clayton: Miss savage and then Ms. Pierce Elizabeth Pierce is the director of humanities for K through eight in the upcoming school year.

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Jennifer Clayton: So we've had three or four interviews with each of them. And initially, the first interview is sort of getting the lay of the land so that I can picture what the school looks like and what the operations look like from Florida. Now as I sit here remotely.

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Jennifer Clayton: And then after that we're digging into the questions that are related to legals the Charter goals and then the do eagles, where

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Jennifer Clayton: The preliminary assessment had identified potential gaps. So one thing that was very apparent when I was having these interviews was first of all you guys have an amazing leadership team.

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Jennifer Clayton: And I've only spoken to three of them so far. I know there are several more than I need to get to. But so far.

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Jennifer Clayton: As far as like Miss Pearson this average. I know you know Mr. Brown, because he's there all the time, but

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Jennifer Clayton: women's prison. The savage something that really stood out was how articulate and personable. They are how intelligent they are

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Jennifer Clayton: The work products that they've shown me show that they have a great amount of executive functioning skill and ability to develop things and coordinate things they have checklists, they have tables. They have project plans.

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Jennifer Clayton: All that good stuff. They're very passionate about their work and very passionate about their students.

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Jennifer Clayton: Both of them have about seven years of experience in the education field, and that includes some really amazing experience.

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Jennifer Clayton: Let's see, we had Lizzie Pierce.

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Jennifer Clayton: Came from Success Academy a savage came from TF a road charter schools and groom street Academy Charter, so some really great experience within other charter systems.

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Jennifer Clayton: And then also their academic backgrounds are incredible. So Lucy peers has a bachelor's degree in history from Princeton.

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Jennifer Clayton: She's going to be starting Teachers College in the fall for curriculum and teaching for her master's degree.

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Jennifer Clayton: And then we've got Miss savage who has a bachelor's in criminal justice and psych

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Jennifer Clayton: Master's degree in special education and teaching and then she's also pursuing her ed d and educational leadership and administration. So that is a killer team right there.

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Jennifer Clayton: As far as their, their, you know, their academic pedigree, but also their focus on personal and professional growth, I think, was very apparent. They're both, you know, voracious readers and they are constantly looking up new things.

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Jennifer Clayton: And and growing. For example, Lizzie started out as an instructional coach in grades four through eight

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Jennifer Clayton: And then she took on third grade, and now she's taking on kindergarten through second grade. So right now, she's learning all about you know what what happens in literacy during K through to

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Jennifer Clayton: And that's something that she's, she's very passionate about very excited about and she's learning as much as she possibly can about it. So, um, the other thing that really stood out was

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Jennifer Clayton: One of the hiring strategies that I think the school has adopted more recently is to hire people who have a growth mindset.

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Jennifer Clayton: And it's very apparent in the leadership team that even the leadership team has a growth mindset. So I think Mr. Brown had gone through the new leaders program.

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Jennifer Clayton: And Lizzie and the savage are actually going through the new leaders program. So that's a program that is

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Jennifer Clayton: Grooming future leaders and giving them some skills and some experience to help them become you know the best possible leaders and I think transformational leadership is something that

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Jennifer Clayton: Is also forefront during that that project. So throughout that project. They've created strategic plans and they've had walked through from aware

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Jennifer Clayton: Leaders, I think they had 15 leaders from various networks who've come to visit the school and we're very impressed by what they saw.

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Jennifer Clayton: So all of that is just you know that the the success of any given charter school definitely depends on its leadership team and you have a very, very strong leadership team there at the LCS

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Jennifer Clayton: Some other resources that you guys have

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Jennifer Clayton: In the last

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Jennifer Clayton: Couple of charter terms, you have the, the Harvard School report on teacher recruitment and retention.

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Jennifer Clayton: You have Columbia report on connecting brand to talent in addition to the new leaders program you're also working with the new york city charter school center to

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Jennifer Clayton: Help with teacher certification. So the teacher certification program to continue to push certification forward.

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Jennifer Clayton: And then, there have been a number of other consulting engagements. So as far as La goes

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Jennifer Clayton: In the lower Academy. You guys have had the Lavinia group Consulting. And then also the letters professional development program which is from Voyager so first learning

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Jennifer Clayton: So all of these resources. You know, when I'm coming from the outside and I'm looking at potential gaps and then I find that

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Jennifer Clayton: If there's a gap that I thought I might have found during the document review.

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Jennifer Clayton: Once we get to the interview phase. And once I start looking at these additional resources. I find that the school is actively working towards filling that gap. So it's nice to see that the school is aware of gaps.

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Jennifer Clayton: And that they have plans to address them and they're they're carrying out those plans.

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Jennifer Clayton: So, so far from what I've seen, it's still, you know, nothing is set in stone yet because we're still going through some of the documents and the interviews, but I have some initial hypotheses to share with you.

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Jennifer Clayton: Of course, the. The first is the lighthouse Academy. So shifting away from my house to kind of means is the time to redefine what the school is about what the goals are the mission, vision values educational philosophy key design elements, however you want to refer to them.

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Jennifer Clayton: The other thing that really stood out to me is that the interviewees that I spoke with really seem to be working toward a common vision and values they all talked about how lucky they were to be with the team that shares those values.

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Jennifer Clayton: And to work so well together to accomplish common goals. So I think that's something that definitely should be

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Jennifer Clayton: Articulated and shared with the board if they can sort of come together. I don't know if it's been articulated yet, but I think

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Jennifer Clayton: Kind of, they just work at it naturally together and they're all moving in the same direction toward it.

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Jennifer Clayton: So I think that's a strength and I would love to see them be able to put it on paper and then share it with the board. I think it'd be really nice for the board to see everything that they're doing.

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Jennifer Clayton: And that also includes their strategies for addressing some of the things that they already knew were gaps.

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Jennifer Clayton: So some of those strategies I think center around HR strategy hiring and training new teachers and providing coaching and support to those teachers.

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Jennifer Clayton: They develop something that they refer to as the arc of the year, which is what the teaching staff should be focusing on.

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Jennifer Clayton: throughout the school year and then some instructional strategies and then all of the projects that they're doing with the new leaders program. I think all of these things have tremendous potential for for moving the school forward.

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Jennifer Clayton: So I'd love to see them share more of that with the board.

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Jennifer Clayton: During the document reviews. There was some funny little situations where we might have thought there was a gap initially and then as we dug a little deeper. We found that there wasn't a gap.

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Jennifer Clayton: So one example was job descriptions. So, initially I had asked for job descriptions Courtney said we have some old ones from Lighthouse academies, but they're not the best.

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Jennifer Clayton: Travis said we're getting rid of job descriptions and making scorecards instead. And those are just about done.

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Jennifer Clayton: And then I got to miss savage and she was able to pull up some things on her computer that where they didn't say job description at the top.

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Jennifer Clayton: But they basically outlined very specific roles and responsibilities down to, you know, this is the title. This is what the person does

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Jennifer Clayton: This is what they do on a weekly basis is what they do on a daily basis. These are the performance appraisals that we do three times a year. This is what we use for coaching once a week, so

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Jennifer Clayton: So at initially, it might have looked like the roles and responsibilities were unclear, but then once we dug deeper, we found that they were very, very clear to the employees, after all.

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Jennifer Clayton: Another thing was around succession planning. So we received a document that was labeled succession plan, but it was more like a coverage plan for leadership. And then when we dug deeper into the interviews I've found that

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Jennifer Clayton: Obviously, like the leadership team is going through the new leaders program so succession planning is supposed to be.

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Jennifer Clayton: You know how you're going to groom your future leaders to be able to take over leadership within the school.

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Jennifer Clayton: So I'm so going through the new leaders program is part of what would normally be a succession plan and then Lindsay and Miscavige also both talked about

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Jennifer Clayton: How to

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Jennifer Clayton: Sort of support teachers they talked about two sets of teachers there might be career teachers.

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Jennifer Clayton: Who love teaching and want to stay in the classroom and then there may be teachers who want to move towards sort of a leadership track and so they have both talked about having that on their radar at some point of

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Jennifer Clayton: How do we support the career teachers. And then also, at some point, how do we support those teachers that want to become leadership track teachers at some point.

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Jennifer Clayton: So,

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Jennifer Clayton: The fact that it was sort of a shift during the discovery process for me, made me question whether it was a difference in terminology between me and what the school had originally presented

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Jennifer Clayton: Or if it was something maybe related to Lighthouse academies. So because of lighthouse. I wasn't sure if they're like internet intellectual property rights, maybe that that might need need to be discussed in terms of if the leadership team is developing something new.

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Jennifer Clayton: Is that something that sort of needs to be kept from White House academies. At this point, or is it something that can go ahead and be out in the open. So that might be something to get clarification on did that. That makes sense, heavier and Rob

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Jennifer Clayton: On that piece.

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Javier Lopez-Molina: I mean, can you give an example of the

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Javier Lopez-Molina: Kind of IP that might be that might have been generated, that's a little bit

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Javier Lopez-Molina: In question.

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Javier Lopez-Molina: I think like we were thinking about job descriptions and one of one of them, for example.

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Jennifer Clayton: Yeah, I think job descriptions was one. I think one of the examples that I got was

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Jennifer Clayton: You know Lighthouse academies at some point was responsible for providing

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Jennifer Clayton: The academic program right so you in theory Lighthouse would have provided the curriculum and the curriculum and instruction support and all that stuff.

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Jennifer Clayton: At some point, some of the leadership team felt they were asked to develop things that Lighthouse academies then wanted to use at other places throughout the network throughout the Academy's network.

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Jennifer Clayton: So there might have been a question of, you know, who's developing what for who they should be should Lighthouse be providing it to the school or should the school be developing things for lighthouse.

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Jennifer Clayton: And so I was wondering, nobody said specifically that they thought it was an issue but I wondered if that could have been related to why

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Jennifer Clayton: At first it was like, no, we don't have that. And then eventually, once we dug in. Then I was able to find things that were actually pretty sophisticated and that were present after all.

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Jennifer Clayton: All right, if there aren't any questions, I'll move on. I just have two more slides for you.

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Jennifer Clayton: So the next thing.

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Jennifer Clayton: In terms of the lighthouse contract. Everything was very siloed when you had lighthouse. Right, so it was operations in one area and then academics in the other area.

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Jennifer Clayton: Or, you know, sort of operations that compliance and then what's actually happening at the school, which I'm summarizing what's happening at the school as academics culture and innovation right now.

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Jennifer Clayton: So one of the recommendations that I would have would be to actually marry those two things together and take them outside of the silos, because

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Jennifer Clayton: When they are separate, they're not able to support each other and they're not working together to accomplish that common mission and then that's where we start to see things like gaps in, you know, policies and procedures or

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Jennifer Clayton: HR practices or different things like that. So I would argue, as you're thinking about how to move forward without lighthouse. I would argue that the leadership team somehow needs to be able to do both of those things. And if you think about it as a quality management approach.

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Jennifer Clayton: Then it's it's a lot more effective that way in in getting mission success than it is as, like, Oh, well that's compliance. That's not us, or the other way around.

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Jennifer Clayton: And then the other thing that I would argue is that the DOA has a very robust accountability process throughout the Charter term. There are several reporting periods. There are, there's an ability to have school visits and site visits and

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Jennifer Clayton: I think it was even Chancellor visits. And so all of those opportunities are opportunities to continuously self reflect and improve on what's been happening. So some of the gaps that I'm finding were actually identified back during the last renewal process. So one of the examples was

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Jennifer Clayton: Fingerprinting so in the annual comprehensive review that was done in January, we found that there were several teachers who had started prior to receiving fingerprint clearance

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Jennifer Clayton: That was flagged back during the last charter renewal period.

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Jennifer Clayton: So when Mr. Brown looked at that he was able to very quickly identify a disconnect within the system and turned out that most of those teachers were actually coming from Teach for America.

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Jennifer Clayton: And TSA was doing the fingerprint process. So if you had a formal system in place where you would be looking at those accountability reports from the do we, and then

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Jennifer Clayton: Sort of creating like a an improvement approach or a corrective action plan right away, then those could have been flagged earlier because as it stands now those are now going to be flagged on the next report.

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Jennifer Clayton: So I would argue that accountability. It's in some places they think of accountability as, like, okay, it's compliance. We're going to get it done because we have to

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Jennifer Clayton: I would argue if you're trying to accomplish your mission with do a requirements for accountability are actually going to help you get there if you use them as part of that continuous improvement process.

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Jennifer Clayton: And then the last thing that I wanted to share with you.

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Jennifer Clayton: Preliminarily, before we get to the final report is that

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Jennifer Clayton: We've been having a lot of conversations around implementation science and what makes a successful implementation and what sort of the priorities have been in terms of addressing any gaps at the school so far.

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Jennifer Clayton: And the thing that we're kind of talking about is when you have effective practices. Plus you implement them effectively.

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Jennifer Clayton: Plus, you have a school environment that enables people to do their best work. That's how you get student outcomes. So you kind of need to focus on all three of those at the same time.

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Jennifer Clayton: And so one of the things that's constant at the school is that there's always a lot of change. So change is constant. So we need to work with change.

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Jennifer Clayton: But it also makes it very difficult to gauge student outcomes because you need to have a period of stable implementation in order to see how each change is affecting student outcomes.

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Jennifer Clayton: So stability and change is something where you're kind of sitting on the edge. And it's one of those things where if we don't get some stability at some point it's going to be really difficult to see how we're actually impacting our kiddos.

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Jennifer Clayton: The implementation drivers. That's the other piece in my proposal.

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Jennifer Clayton: I wanted to take a look at what we know from the science for how to implement things effectively and quickly and less painfully been some people do. So we talk about implementation drivers, which are the things that help you implement something well

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Jennifer Clayton: And so far. What I'm finding is that the school actually has quite a few drivers that are positives. And so some of those

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Jennifer Clayton: Change initiatives within the last couple of years have focused on the competency drivers.

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Jennifer Clayton: So they've been focusing a lot on hiring good teachers training them up providing coaching to support them in the classroom and then providing constant performance assessment assessment and feedback to those teachers so that they constantly know how they can improve their practices.

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Jennifer Clayton: So that's something that's very strong, very strong in the competency drivers. So that's one third of the drivers. So that's a good thing.

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Jennifer Clayton: And then the second thing was the leadership team has a combination of both technical and adaptive leadership styles and those are particularly important because the technical leadership.

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Jennifer Clayton: Is when you need to have a specific skill set to get things done. So like schools that are really good at operations and implementation have people who are really good at technical leadership.

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Jennifer Clayton: And then adaptive leadership is when it's not necessarily as clear what needs to be done, but you're still able to problem solve and innovate and be creative about how to get things done.

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Jennifer Clayton: So the three people on the leadership team that I've spoken with aspire have a very strong mix of both of those technical and adaptive leadership skills. So that's another positive in terms of implementation drivers.

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Jennifer Clayton: And then for the other drivers. Those are called organizational drivers and where there may be fewer of those in place because lighthouse was focusing more on that end of things.

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Jennifer Clayton: Everyone that I've spoken with on the leadership team has stated that they have goals and plans to focus on those organizational drivers within the upcoming school year. So some of the examples were

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Jennifer Clayton: Thinking about sustainability and codifying their practices. So, for example, Lizzie Pierce would say, I know what I'm doing. And I'm doing this and I'm doing that.

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Jennifer Clayton: But I don't know that it's written down so that if anyone else comes into my position they would know what to do. So she's focused on writing it down.

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Jennifer Clayton: Another example was developing data systems so that they can support what they're doing and use that data to drive either instruction or leadership decision making.

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Jennifer Clayton: And then two more things that because I'm thinking about la because that was one of the gaps.

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Jennifer Clayton: Lizzie and Miss savage rasa TALKING ABOUT CURRICULUM looking at different curriculum and then looking at the interim assessments and figuring out, you know, what are the best assessments to actually assess student performance to make sure that they're both

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Jennifer Clayton: Going to help predict how they're going to do on the state exam, but more importantly to use as a tool to gauge what needs to be happening in the classroom to move those students forward.

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Jennifer Clayton: So very strong on the implementation drivers, even though there has been sort of that disconnect between the school and Lighthouse academies in the recent couple of years.

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Jennifer Clayton: That's what I've got for you. Does anybody have any questions.

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Jennifer Clayton: Great, thank you.

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Javier Lopez-Molina: Really no questions.

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robb@commonbond.co: I just

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Javier Lopez-Molina: Yeah.

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robb@commonbond.co: Thank you so much. Jennifer, I'm

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robb@commonbond.co: Going back to the beginning. I'm just thinking about

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robb@commonbond.co: The what you've characterized as a gap in terms of the Charter.

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robb@commonbond.co: Do you just paid a roadmap to kind of connecting those two things as part of your work to get back in line with the Charter is kind of one question. The second question is,

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robb@commonbond.co: To what extent are we are these kind of

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robb@commonbond.co: Urgent

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robb@commonbond.co: urgent issues in your estimation in terms of kind of being out of, out of separate the Charter.

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Jennifer Clayton: Yeah, that's a great question. You know, if you're out of step with the Charter and I think Tom Worthington caught this in his talent and branding project earlier last year.

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Jennifer Clayton: But if you are out of line with the Charter, you have two options. You can either get in line with the charter or you can revise the Charter right

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Jennifer Clayton: So where we are in the renewal period, you've got a three year renewal period. This is your one the renewal process is going to start next school year.

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Jennifer Clayton: So if it were to start today. And if they do happen to look at the Charter, they would see that there are some disconnects, but

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Jennifer Clayton: These disconnects also existed during the last charter renewal period. So when they ask, what are your key design elements. What should we see when we go do our classroom observations.

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Jennifer Clayton: If you provide the same kind of information you provided last time, you might get the same results as as the last renewal period.

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Jennifer Clayton: So it's kind of a gamble and it might be a question more for your charter accountability team.

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Jennifer Clayton: To ask them like, look, we noticed, we're kind of we're kind of drifted from here and now that we're moving away from White House academies. What do you think that might be a question to ask them.

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Jennifer Clayton: I would say from talking to the leadership team. They're very, very passionate about what they're doing. They've got a lot that they've developed

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Jennifer Clayton: Toward this vision of theirs, and even I don't know that it. I don't know if it's been articulated or not among them.

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Jennifer Clayton: But I would really love to see them share it with you guys with the entire board and see what the board thinks of of what they've been working towards so far.

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Jennifer Clayton: I think that's part of the strategic planning meeting that we're going to provide as part of this gap analysis, I would like to to marry that with the discussion of what our actual mission, vision and values today.

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Jennifer Clayton: And then sort of identify

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Jennifer Clayton: What needs to happen. From there, I think. I think it kind of is informally known by the leadership team and I think they're all working toward the same a similar direction.

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Jennifer Clayton: But what I want to see is, I want to see it written and paper and then I want to see it communicated out to the world.

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Jennifer Clayton: In the consistent message everywhere on your website on your social media. I want the kids to know what it is. I want the parents to know what it is. I want the staff to be able to talk about it fluently.

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Jennifer Clayton: So the sooner you can do that, the better your school is positioned to move the needle on some of the other pressing needs like being able to recruit teachers.

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Jennifer Clayton: Being able to match the city enrollment and retention numbers, you know, all that stuff that mission, vision and values is the number one thing that's going to read to recruit kids and it's going to recruit good staff.

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Jennifer Clayton: And then that's going to lead to excellence. So I think Mr. Brown when he talks about it is, he's it's it's a beautiful, beautiful thing. When the leadership team talks about what they value and what they're trying to accomplish with the kids. So

465
01:19:32.640 --> 01:19:34.470
Jennifer Clayton: I definitely think I should be worth the discussion.

466
01:19:36.930 --> 01:19:38.340
Javier Lopez-Molina: Question in the

467
01:19:39.630 --> 01:19:43.890
Javier Lopez-Molina: On the sidebar here from Briar who unfortunately can't unmute herself.

468
01:19:46.200 --> 01:19:55.800
Javier Lopez-Molina: You have to prioritize two to three changes that will be the most important to charter renewal and impacts on students, which two or three witches.

469
01:19:56.940 --> 01:20:00.900
Jennifer Clayton: It's a little preliminary right now because we're still going through the document reviews.

470
01:20:01.920 --> 01:20:05.280
Jennifer Clayton: But I would choose the number one would be the mission, vision and values.

471
01:20:09.510 --> 01:20:09.960
Jennifer Clayton: I think

472
01:20:13.980 --> 01:20:19.350
Jennifer Clayton: I think the staff. I think the leadership team is starting to codify it practices.

473
01:20:23.700 --> 01:20:36.540
Jennifer Clayton: I think, I think it's that's gonna happen no matter what because they're working on it. And when they say they're gonna do something they seem to they seem like they do it. But yeah, the mission, vision values because everything cascades. From there, that would be number one.

474
01:20:38.760 --> 01:20:56.610
Jennifer Clayton: Two and three would be to would probably be the leadership structure, making sure that that's fleshed out now that you're moving away from the lighthouse model and then the thing that I am crazy about is policies and procedures. So when I think about

475
01:20:57.240 --> 01:21:04.920
Jennifer Clayton: You know what the school has to do to be successful. You have to live within these certain constraints. Right. And so those constraints are

476
01:21:05.250 --> 01:21:11.760
Jennifer Clayton: There's the New York state charter schools law. There's the frameworks for great schools. There's the accountability framework.

477
01:21:12.300 --> 01:21:20.940
Jennifer Clayton: All three of those have to come together and also fit with your mission, vision and values. And then you can innovate from there.

478
01:21:21.420 --> 01:21:33.930
Jennifer Clayton: So if you can get a hold on all that and think about it all at once and then move forward. That's what's going to create not just a good school but a great school and the school that's going to outshine other charter schools.

479
01:21:36.690 --> 01:21:40.740
Jennifer Clayton: So quality management orientation. I think would be my my next priority.

480
01:21:46.650 --> 01:21:57.840
robb@commonbond.co: They just one one follow up. That's right. I think as a I think I'd be interested in your perspective as a tool and about going forward in the future.

481
01:21:58.500 --> 01:22:12.690
robb@commonbond.co: How to maintain compliance with the Charter because i think i think it's likely very easy to to drift in well intention was considered it's it's a literal document and you can be doing the right thing. Right.

482
01:22:14.100 --> 01:22:24.000
robb@commonbond.co: And so what type of governance exists. We can table that for the future, like that a future conversation, but how we would maintain compliance on a go forward.

483
01:22:24.690 --> 01:22:25.050
Yeah.

484
01:22:27.120 --> 01:22:31.110
Jennifer Clayton: Yeah, I'll definitely include some recommendations for that. And my final report.

485
01:22:32.040 --> 01:22:41.280
Jennifer Clayton: I think a system of checks and balances is definitely an order. I know the board's been really good about not wanting to micromanage what's going on at the school building level.

486
01:22:42.150 --> 01:22:52.710
Jennifer Clayton: But I think the board does need to ask certain questions at certain times to ensure that you're still on track. And then I think the leadership team to you know when when I asked, have you ever read the Charter.

487
01:22:54.210 --> 01:23:04.620
Jennifer Clayton: A lot of times, the answer was, Well, yeah, but that was the lighthouse charter. So I think a lot of it is the time in your life cycle right so you had this Charter management organization.

488
01:23:05.100 --> 01:23:10.140
Jennifer Clayton: Who was responsible for a lot of things that the current leadership team was not responsible for

489
01:23:10.470 --> 01:23:19.650
Jennifer Clayton: And so it makes sense that it would have drifted a little bit in that context. So I think it's a natural period to just kind of take a step back and do a gut check and just rewrite

490
01:23:19.920 --> 01:23:29.670
Jennifer Clayton: Sort of reimagine. Okay, now that we're no longer Lighthouse school, who are we and what do we need to do. I think once you do that, you're not going to see as much direct over time.

491
01:23:31.440 --> 01:23:42.720
Jennifer Clayton: But different things, you know, little things like including an agenda item and during the board meetings to sort of do a check or having, you know, a quality management period or like an audit system that you do internally different things like that.

492
01:23:44.520 --> 01:24:00.810
Jennifer Clayton: I was until I found out that lighthouse was no longer going to be with us. My assessment could have been used as an internal quality management tool, but since the Charter is likely going to be changing it probably can't be used as that once once the Charter is changed.

493
01:24:10.650 --> 01:24:11.550
Alexandra Abreu: In terms of what

494
01:24:11.700 --> 01:24:26.790
Alexandra Abreu: You saying about like the policies and division, kind of like that matching. But then at the same time that you know the management of has and, you know, it's very verbal about

495
01:24:27.870 --> 01:24:36.030
Alexandra Abreu: What, what should be in place, or what should be my ideal Lighthouse if that's written down, would that

496
01:24:38.190 --> 01:24:45.570
Alexandra Abreu: Me for requirements so policies that are required, somehow, is that I don't know if I'm understanding that correctly.

497
01:24:47.100 --> 01:24:50.940
Jennifer Clayton: Um, let me, let me see if I understand the question. Right, so

498
01:24:52.710 --> 01:25:02.580
Jennifer Clayton: The current mission that's written in the Charter is that you are a art you prepare students for college through a rigorous arts infused program.

499
01:25:03.870 --> 01:25:09.300
Jennifer Clayton: And so the way the place that I think you've strayed, the most from that is we're not doing arts and fusion as much

500
01:25:11.310 --> 01:25:27.240
Jennifer Clayton: So as far as like policies and procedures. What I'm, what I'm looking for when I'm looking for policies and procedures is sort of the old school policies and procedures where you have a written record of everything that's done at the school so

501
01:25:28.860 --> 01:25:29.430
Jennifer Clayton: There are

502
01:25:29.460 --> 01:25:30.750
Jennifer Clayton: There are policy management.

503
01:25:31.200 --> 01:25:37.500
Jennifer Clayton: Computer programs software programs that you can get where you can have this is our policy. This is what we believe.

504
01:25:38.010 --> 01:25:42.750
Jennifer Clayton: This is how we're going to implement it. These are the legal authorities that tell us that we need to do this.

505
01:25:43.560 --> 01:25:53.190
Jennifer Clayton: And then here's how we're going to accomplish that. And so as the laws and the regulations change or as your ideas change about how to do something.

506
01:25:53.550 --> 01:26:00.330
Jennifer Clayton: Using this policy management software you can kind of type it in and it'll help you identify all of your policies and procedures that need to be adjusted.

507
01:26:01.110 --> 01:26:08.850
Jennifer Clayton: And so part of that is just getting it written down on paper so that anybody who comes into the system can follow it and it's sort of sustainable over time.

508
01:26:09.570 --> 01:26:18.900
Jennifer Clayton: And then part of it is maybe someday you will want to expand and be more than one school within the LCS network, right. So,

509
01:26:19.500 --> 01:26:28.200
Jennifer Clayton: In in terms of like the old school way of thinking about quality and continuous improvement policies and procedures are always like the first thing to to get down on paper.

510
01:26:29.280 --> 01:26:30.330
Jennifer Clayton: So that answer your question.

511
01:26:31.230 --> 01:26:51.630
Alexandra Abreu: Soto, I mean, just want to make sure that I'm understanding that once this that policy or ideal off like not are infused program, but what you know we changed into is written down somehow, then that's kind of something, how

512
01:26:55.260 --> 01:26:59.340
Alexandra Abreu: Link to the policies and procedures and that kind of like

513
01:27:00.750 --> 01:27:02.490
Alexandra Abreu: Trick or fix

514
01:27:03.390 --> 01:27:03.930
Yes.

515
01:27:05.760 --> 01:27:11.790
Jennifer Clayton: Yes, yes. Okay. Yeah. I misunderstood your question. Yes, definitely. Yeah, they're all gonna. Yeah, definitely.

516
01:27:23.850 --> 01:27:24.930
Javier Lopez-Molina: Are there any other questions.

517
01:27:29.700 --> 01:27:36.060
Briar Thompson: All right, I was just gonna ask if we're going to present a will hear the recommendations in the next board meeting. Is that the plan.

518
01:27:36.660 --> 01:27:37.590
Jennifer Clayton: It's a very good question.

519
01:27:43.920 --> 01:27:45.600
Briar Thompson: whoever knows the timeline.

520
01:27:46.680 --> 01:27:49.440
Jennifer Clayton: I think that's, I think that's a question before us.

521
01:27:50.550 --> 01:28:00.870
Javier Lopez-Molina: Is our preference is if we need to move quickly on mission prioritizing that I work for for that, um,

522
01:28:03.150 --> 01:28:03.960
I wonder

523
01:28:06.360 --> 01:28:10.500
Jennifer Clayton: I wonder if the leadership team would be willing to present some of their ideas at the next board meeting.

524
01:28:11.700 --> 01:28:14.880
Jennifer Clayton: And bring us up to speed on where you guys have been at

525
01:28:19.320 --> 01:28:25.980
Briar Thompson: I mean, I do think that that's important. I do wonder though if like if your time is running out. And I think we might want to hear from you. One more time to

526
01:28:27.750 --> 01:28:35.070
Briar Thompson: A board meeting, maybe they happen at the same board meeting, if we have the right amount of time to do it or they could come in succession were sort of you could then

527
01:28:35.580 --> 01:28:42.990
Briar Thompson: Your final findings and then it sounds like as a as a very relevant follow on from that, perhaps, in the next book. Many if we didn't have enough time, next time.

528
01:28:43.380 --> 01:28:56.580
Briar Thompson: Then Travis and Miss savage could prevent some of the thinking that you've described that we are all up to speed on what the latest philosophy and practices are that could then you translate it into what you're talking about. Yeah.

529
01:28:58.350 --> 01:29:00.510
Jennifer Clayton: Yeah, I think the goal was to be able to present

530
01:29:00.690 --> 01:29:10.470
Jennifer Clayton: The recommendations at the next board meeting. We also talked about possibly scheduling a strategic planning workshop and there had been some discussion with heavier.

531
01:29:11.820 --> 01:29:17.880
Jennifer Clayton: Some discussion about doing it during a board meeting, and then some discussion about doing it outside of the board meeting in a sort of a work group.

532
01:29:20.070 --> 01:29:21.120
Jennifer Clayton: Where do we stand on that.

533
01:29:21.150 --> 01:29:23.670
Javier Lopez-Molina: These days, in my humble opinion.

534
01:29:24.900 --> 01:29:34.710
Javier Lopez-Molina: It's difficult to get us all in place and the board meetings already are pretty jam packed with stuff and we feel like we might need a separate call

535
01:29:36.840 --> 01:29:50.400
Javier Lopez-Molina: To to hammer this out. And I think the people who would be relevant for the call would be Mr. Brown, the leadership team and the board and and yourself to help moderate that discussion.

536
01:29:51.180 --> 01:29:56.640
Javier Lopez-Molina: I think in terms of coming up with the mission and vision that's going to take a little bit of a little bit of time.

537
01:29:57.210 --> 01:30:11.310
Javier Lopez-Molina: But also I think the board wants to probably be educated on how does that link to like the key design elements and what what you know you guys have already you guys the leadership team has already done a fair bit of work and already has an idea of what the vision might be

538
01:30:11.790 --> 01:30:15.270
Javier Lopez-Molina: And so what if the board is like, well, actually, we're going to be like, you know,

539
01:30:16.410 --> 01:30:20.910
Javier Lopez-Molina: vocational school that like doesn't prepare kids for college. I don't know.

540
01:30:22.560 --> 01:30:30.210
Javier Lopez-Molina: I'm just saying, like, hypothetically speaking, the point in a separate direction. And if that's the vision of the board goes where that's going to be a lot of wasted effort or

541
01:30:31.230 --> 01:30:40.470
Javier Lopez-Molina: For the leadership team and I want, I don't want that. I think that that would be counterproductive. So all of us need to be there. All of us sort of have a meeting of the minds.

542
01:30:41.610 --> 01:30:55.140
Jennifer Clayton: I think in terms of my final report on the gaps and potential recommendations that might be something that you want to digest before you tackle that mission, vision values charter revision discussion.

543
01:30:57.240 --> 01:30:58.260
Javier Lopez-Molina: Mindful of the time.

544
01:30:58.590 --> 01:31:02.280
Javier Lopez-Molina: Yeah, because we want to do this sooner rather than later.

545
01:31:02.580 --> 01:31:03.030
Right.

546
01:31:07.800 --> 01:31:08.880
Jennifer Clayton: What do you think Mr. Brown.

547
01:31:11.610 --> 01:31:14.490
Travis Brown: And one in particular, ended up the timeframe. Yeah.

548
01:31:15.360 --> 01:31:21.960
Jennifer Clayton: Yeah, cuz I know you guys have all mentioned specific goals within the next month or two, also in terms of, you know, developing things

549
01:31:22.470 --> 01:31:32.190
Travis Brown: Yeah, so part of, I think, I think we should do it sooner rather than later, because as I shared with you during our discussion we have we have drawn some

550
01:31:33.030 --> 01:31:38.760
Travis Brown: Pretty big lines in the sand and we need to board to take them from like Santa concrete, if you will.

551
01:31:39.630 --> 01:31:48.600
Travis Brown: Or polish them to make sure that our board members are super aligned with where we want to go with the school. So my recommendation would be to do with sooner rather than later.

552
01:31:48.870 --> 01:31:57.510
Travis Brown: Because I think we have to get values out on out on the table because I think what you eloquently shared with the board, but also with us, the leadership team is around

553
01:31:57.750 --> 01:32:08.040
Travis Brown: How everything cascades down from the mission, vision and values. So we just have to be super aligned that we're talking about the same things. And as we continue on the ground.

554
01:32:08.460 --> 01:32:17.310
Travis Brown: Like, like you said, like web. Web builders and I think we've assembled a team of builders. So we kind of built away from LA che but I think

555
01:32:17.550 --> 01:32:31.170
Travis Brown: Moving forward, we have to build with the board with our board really to make sure that outboard a super line and our direction. So my recommendation will be really soon. So we can start talking about some of the tougher things that we need to talk about

556
01:32:36.240 --> 01:32:43.350
Javier Lopez-Molina: So I think going back to priors original question, the recommendations probably be ready by the next board meeting.

557
01:32:47.100 --> 01:32:53.490
Javier Lopez-Molina: And then shortly after that, we should probably all make time for a weekend workshop or

558
01:32:54.660 --> 01:32:55.500
Javier Lopez-Molina: Or something like that.

559
01:33:01.980 --> 01:33:02.850
Jennifer Clayton: Definitely works for me.

560
01:33:09.240 --> 01:33:11.550
Jennifer Clayton: For those who can't see people are giving thumbs up

561
01:33:14.910 --> 01:33:15.720
Briar Thompson: Powerful

562
01:33:15.840 --> 01:33:27.840
Briar Thompson: And again, I know that you've checked in every now and then with Javier just as sort of interim discussions. But if it's helpful leading up to the next board meeting and putting together recommendations, I think, very happy to

563
01:33:28.500 --> 01:33:41.340
Briar Thompson: Join a call coming up line to talk some ideas around in terms of what we think might like test out the relative priority of some of the items. So that will move bringing it back to the next board meeting with like, yeah. That totally makes sense. What's wrong with that.

564
01:33:42.360 --> 01:33:45.210
Briar Thompson: So that you're not having to, like, yeah, in between meetings.

565
01:33:46.710 --> 01:33:47.640
Briar Thompson: Really resonating

566
01:33:48.180 --> 01:33:49.770
Briar Thompson: Thank you. I appreciate that.

567
01:33:49.860 --> 01:33:55.710
Jennifer Clayton: You know, during this gap analysis for the entire charter. It's like such a comprehensive project so

568
01:33:55.740 --> 01:33:56.670
Jennifer Clayton: It is helpful to

569
01:33:57.120 --> 01:34:00.810
Jennifer Clayton: hear from you guys. What is what's higher priority and what's less of a priority.

570
01:34:06.570 --> 01:34:08.880
Javier Lopez-Molina: So any other questions.

571
01:34:13.410 --> 01:34:14.340
Javier Lopez-Molina: For the next section.

572
01:34:16.680 --> 01:34:17.550
Javier Lopez-Molina: Thank you, Jennifer.

573
01:34:18.540 --> 01:34:18.960
Thank you.

574
01:34:20.130 --> 01:34:24.000
Javier Lopez-Molina: So the next item on the agenda is the Culture Committee reports.

575
01:34:25.140 --> 01:34:27.810
Javier Lopez-Molina: Velma or delegate

576
01:34:31.170 --> 01:34:39.300
Adrian Adderley: There's nothing really to report out. We haven't had a chance to meet the last meeting. Everyone wasn't intended. So we're still trying to catch up on things.

577
01:34:40.980 --> 01:34:43.140
Javier Lopez-Molina: Alright, so the next item on the agenda is

578
01:34:43.770 --> 01:34:44.580
Stacy S: Something else.

579
01:34:48.360 --> 01:34:53.730
Stacy S: I'm just something else that we did point out though. Remember, Adrian, we were saying that we really

580
01:35:03.810 --> 01:35:07.470
Stacy S: I'm sorry we're making a lot of assumptions.

581
01:35:22.230 --> 01:35:25.050
Stacy S: Know you weren't able to hear me. I'm sorry. Can you hear me now.

582
01:35:26.070 --> 01:35:26.610
Adrian Adderley: Yes.

583
01:35:27.570 --> 01:35:39.360
Stacy S: Okay, let me pull over. I'm sorry. Um, I was saying that something that we discussed Adrian is the need to find a contact at the school final liaison, so we can make

584
01:35:40.740 --> 01:35:48.090
Stacy S: Less assumptions and have solid information. So I think that's really necessary for us identify who

585
01:35:48.630 --> 01:35:59.100
Stacy S: Who that is will it be one person or will it be different people on a rolling basis, just to get different views. So that's something that we did bring up during our meeting. We didn't leave with something

586
01:36:00.060 --> 01:36:17.340
Adrian Adderley: New so to that point, you're right. So, Travis. If you know of anyone that can within the school that can kind of chime in on those meetings. If you're unavailable to give us some insight as to what's going on culturally and so for instance, Stacey Miss mentioned Instagram earlier.

587
01:36:18.810 --> 01:36:26.910
Adrian Adderley: I know she mentioned, I don't have Instagram, so I can't track it, but she mentioned how how happy she wants to see the Instagram President how well it's doing

588
01:36:27.420 --> 01:36:36.360
Adrian Adderley: So we can just discuss those things that's going on coaching. So we kind of be in the know and and discuss what we can do as a committee in order to enhance those things or assist with those things.

589
01:36:37.770 --> 01:36:40.350
Travis Brown: It. Yeah, definitely. We have somebody

590
01:36:41.490 --> 01:36:42.240
Travis Brown: Maybe

591
01:36:44.940 --> 01:36:46.470
Stacy S: No. No, go ahead. Travis. I'm sorry.

592
01:36:47.250 --> 01:36:57.480
Travis Brown: No worries. I was saying that we have directors of school culture oversee culture and community in a school so we can tap them in really easy with the committee so

593
01:36:58.020 --> 01:37:07.410
Travis Brown: They can really share updates and if we need to bring in teachers at various points. Also, I think that that can be easy, easy scheduling thing as well.

594
01:37:10.920 --> 01:37:11.250
All right.

595
01:37:12.300 --> 01:37:12.930
Adrian Adderley: Yeah. I think that'd be

596
01:37:13.320 --> 01:37:13.950
Stacy S: That'd be great.

597
01:37:23.280 --> 01:37:25.650
Stacy S: I'm done. Adrian, I'm gonna I'm gonna mute.

598
01:37:25.920 --> 01:37:28.170
Stacy S: Myself. Now, I think it would be great. Thank you.

599
01:37:38.580 --> 01:37:42.420
Javier Lopez-Molina: Alright, I'm Adrian, are you on are you all set.

600
01:37:42.870 --> 01:37:51.480
Adrian Adderley: Yeah, I'm all good. I'm all good with Travis on the director of culture did after that we're gonna start discussing things we want to build a person

601
01:37:54.030 --> 01:37:54.630
Thank you, Craig.

602
01:37:56.250 --> 01:38:01.860
Javier Lopez-Molina: The next item on the agenda is the finance committee report. So I will turn the mic over to Rob

603
01:38:04.800 --> 01:38:18.720
robb@commonbond.co: Hey, thanks heavier. So there were three things I wanted to share one we've already covered, which was the the paycheck Protection Program loan the PPP line.

604
01:38:19.680 --> 01:38:28.830
robb@commonbond.co: So I think we're good on that. The second is the the April financials. So just that, that the traditional

605
01:38:29.610 --> 01:38:48.570
robb@commonbond.co: The normal course of business of reviewing and approving the last month's financials and then three, this is the month where we should approve our 2021 budget. So I'd like to spend the majority of time on that third item. So let me just quickly.

606
01:38:50.400 --> 01:39:07.680
robb@commonbond.co: Share. There's really nothing of note on the April financials, kind of, everything's tracking continues to track kind of along expectations and we're still on track for our, our targeted end of fiscal year.

607
01:39:08.910 --> 01:39:14.940
robb@commonbond.co: Results were were in line with all covenants and the

608
01:39:16.140 --> 01:39:19.350
robb@commonbond.co: Total cash on hand remains extremely strong so

609
01:39:20.670 --> 01:39:33.720
robb@commonbond.co: Unless there are any questions about any variances to two line items or I believe we have Mary Beth on the line as well. Mary Beth, if there's anything you would add around the April financials. I'll open it up for questions.

610
01:39:43.140 --> 01:39:52.500
robb@commonbond.co: Well, so I will MOTION TO APPROVE THE APRIL financial statements as prepared in the board deck.

611
01:39:56.670 --> 01:39:57.750
robb@commonbond.co: All those in favor,

612
01:40:01.440 --> 01:40:02.010
Stacy S: I

613
01:40:03.540 --> 01:40:04.350
robb@commonbond.co: Great, thank you.

614
01:40:05.040 --> 01:40:11.280
robb@commonbond.co: The record show that April financials have been approved. So the third thing is the budget.

615
01:40:12.420 --> 01:40:25.350
robb@commonbond.co: The budget runs on a true live first through June 30 basis. So we're going to be going into the 2021 year shortly and so

616
01:40:26.790 --> 01:40:32.040
robb@commonbond.co: What the team has prepared Mary Beth and rented a

617
01:40:33.420 --> 01:40:45.510
robb@commonbond.co: Have prepared in close coordination with principal brown a draft budget. And so that's that's in the board packet compared. There's a line by line.

618
01:40:46.950 --> 01:41:00.420
robb@commonbond.co: Budget for 21 and then comparisons to both 2020 2019 actually 2020 budget and 2020 actions to give you some sense of magnitude of movements, I think.

619
01:41:01.110 --> 01:41:17.190
robb@commonbond.co: What's also helpful, which I'm going to share my screen here in a moment. And what I'd like to actually just go through section by section is what we call the narrative. It's just kind of the budget in words to explain changes and what's being proposed for us to approve.

620
01:41:19.230 --> 01:41:28.710
robb@commonbond.co: I'll pull that up here in a moment before I do, I just want to add also conceptually what we've decided to do is stress test revenues, so

621
01:41:29.250 --> 01:41:47.370
robb@commonbond.co: Assume run a base case. And then assume there is a 10% budget cut to two per pupil enrollment and be prepared for that from a budget perspective. So just from kind of a risk minute this point. So let me share my screen.

622
01:41:49.170 --> 01:41:51.480
robb@commonbond.co: And I'm going to pull up

623
01:41:55.620 --> 01:41:56.520
robb@commonbond.co: Everyone see my screen.

624
01:41:59.370 --> 01:42:10.500
robb@commonbond.co: Okay, so. Okay, so this is this is there the the narrative covers revenues here at the top and then good through all the kind of just

625
01:42:10.980 --> 01:42:24.390
robb@commonbond.co: Highlights on a cost basis of things that are changing. And then, as I mentioned, there's a 10% reduction narrative. And you can see a kind of which just from from each of those scenarios.

626
01:42:25.530 --> 01:42:37.620
robb@commonbond.co: So let me just walk through and and principal Ron if if you want to highlight anything, please feel free to jump in and then everyone, of course, just jump in with questions as we go through.

627
01:42:39.720 --> 01:42:59.130
robb@commonbond.co: First thing is enrollment, which is the core driver of the PR people revenue side of the equation. So we've based the budget on 670 scholars, the budget from FYI F by 20 with 678 so you can consider this to be a conservative view. If it's higher than they'll be more revenue.

628
01:43:01.020 --> 01:43:03.420
robb@commonbond.co: State funding levels have basically been

629
01:43:04.470 --> 01:43:19.830
robb@commonbond.co: Flat in this projection there an earlier version. There was an anticipated increase. And so there's been a decrease from that increased which effectively is a flat, level. So this per pupil state level of revenue of 16,001 12

630
01:43:22.770 --> 01:43:28.650
robb@commonbond.co: The projection of federal, federal funding sources is is based on a projection

631
01:43:30.390 --> 01:43:38.160
robb@commonbond.co: Using our best estimate of what we think these revenues will be I'd see there's a little bit more information on that.

632
01:43:39.180 --> 01:43:41.760
robb@commonbond.co: And then local funding sources are estimates as well.

633
01:43:43.320 --> 01:43:45.540
robb@commonbond.co: In terms of staff expenses.

634
01:43:46.680 --> 01:44:00.510
robb@commonbond.co: These are the the positions, and I believe Mary Beth, I believe these maybe you can correct me or principal brown. The these decrease in increase our, our compared to the

635
01:44:01.800 --> 01:44:04.560
robb@commonbond.co: Budget or to actually what we have today.

636
01:44:08.700 --> 01:44:14.250
Brent Elliott: Hey this is Brent is compared to what we have today. And if 120s budget.

637
01:44:15.540 --> 01:44:20.040
robb@commonbond.co: And the budget, not necessarily like what's what's actually on the team or

638
01:44:22.080 --> 01:44:23.220
Brent Elliott: Any budget. Yes, sir.

639
01:44:23.850 --> 01:44:27.780
robb@commonbond.co: In the budget, okay cool hybrid. Sorry, I should have introduced you more.

640
01:44:28.260 --> 01:44:28.860
Brent Elliott: Oh, no problem.

641
01:44:30.120 --> 01:44:30.930
robb@commonbond.co: Okay, so

642
01:44:32.040 --> 01:44:45.570
robb@commonbond.co: So instructional positions teachers down by for teaching assistants by one ESL an elf teachers increased by six sped teachers by three and YC interns by one

643
01:44:47.070 --> 01:44:58.560
robb@commonbond.co: Support positions increase director of teacher leadership by one decrease school culture by one counts decreased counselor by to decrease community associates by to increase Dean by one and then

644
01:44:59.550 --> 01:45:11.310
robb@commonbond.co: Admin and operations positions. You can see the increase in decreases here. Um, I'll pause here to see if there's any questions anyone has on this proposed budget on the staff expenses.

645
01:45:15.690 --> 01:45:24.240
Maria Dorsey: A raw Maria, just to just to tell you I received notification today because I have to do the per pupil billing for next year.

646
01:45:24.480 --> 01:45:32.760
Maria Dorsey: And the FYI 21 per pupil rate for general education is 16 123 6123

647
01:45:32.910 --> 01:45:51.300
Maria Dorsey: Awesome. I just got the notice today because they delayed the per pupil billing because they were still trying to decide on what that number was going to be, but I just, I'm reading the email right now vendor portal is now opening FYI 21 per pupil for general education is 16,000 123

648
01:45:52.950 --> 01:45:54.540
Maria Dorsey: Okay. Sorry for the interruption.

649
01:45:54.660 --> 01:45:55.680
robb@commonbond.co: Want to tell you the awesome

650
01:45:56.520 --> 01:46:01.980
robb@commonbond.co: So that should be right in line with a think what we've got projected here. So that's great.

651
01:46:03.900 --> 01:46:04.710
robb@commonbond.co: Thanks for that Maria

652
01:46:07.260 --> 01:46:11.310
robb@commonbond.co: Okay, if there are no questions on on kind of the staffing plan.

653
01:46:14.730 --> 01:46:21.570
robb@commonbond.co: Is there a few of the other why items professional development increased by 25 K staff recruitment increased by 35 K

654
01:46:22.590 --> 01:46:27.360
robb@commonbond.co: The big note here in the professional services is the removal of the LH a service fee.

655
01:46:30.480 --> 01:46:32.730
robb@commonbond.co: Which which was the biggest line item.

656
01:46:33.060 --> 01:46:37.230
Javier Lopez-Molina: As we talk about that for a second because there's

657
01:46:37.920 --> 01:46:38.700
robb@commonbond.co: It's very good time.

658
01:46:39.840 --> 01:46:45.990
Javier Lopez-Molina: Yeah, there's like a monthly change to that. So I don't know. Courtney wants to jump in your

659
01:46:47.730 --> 01:46:58.260
Javier Lopez-Molina: Store presenter Miss say anything. But as we move away from a house. It is considered material charter revision, which means it needs to go in front of the board of regents

660
01:46:59.220 --> 01:47:15.960
Javier Lopez-Molina: The Board of Regents has a schedule of when they need to review these kinds of things. And it just so happens that that meeting is going to happen after our contract with my house expires. So there'll be this window this weird window of time where we won't have

661
01:47:17.970 --> 01:47:27.240
Javier Lopez-Molina: We're technically we will need to either pay Lighthouse for the name or or do something because they're very well aware that

662
01:47:28.290 --> 01:47:32.280
Javier Lopez-Molina: We don't you know we're using their name, basically in their brand.

663
01:47:33.630 --> 01:47:43.950
Javier Lopez-Molina: And so the sort of friction, the path of least friction was to just extend the contract for an additional month but I'm happy to

664
01:47:46.050 --> 01:47:52.770
Javier Lopez-Molina: Talk about other options as well. If you guys are. Here's what it wants to discuss that.

665
01:47:57.630 --> 01:48:03.810
Jennifer Clayton: This is Jennifer Clayton from my road consulting that would help with the gaps that I've identified to having another month

666
01:48:07.440 --> 01:48:08.130
Javier Lopez-Molina: Yeah.

667
01:48:09.450 --> 01:48:23.820
Javier Lopez-Molina: In addition to just getting getting the name. I don't really want to pay for Lighthouse name, but actually having some amount of service provided, but we won't have to go out and find right away. I mean,

668
01:48:25.260 --> 01:48:30.840
Javier Lopez-Molina: On the one hand, on the other hand, like exactly how how much services actually being provided.

669
01:48:31.950 --> 01:48:35.190
Javier Lopez-Molina: But is it COURTNEY, OR right

670
01:48:38.730 --> 01:48:48.450
Javier Lopez-Molina: Anyway, I'm just food for thought it would amount to an additional of Lighthouse fees for the month of July.

671
01:48:55.170 --> 01:49:07.530
robb@commonbond.co: Yeah, and I second that the value of an additional month I'm sorry for the surface here. I second the value of an additional month of transition I think will be will be helpful.

672
01:49:08.610 --> 01:49:09.840
robb@commonbond.co: For all the reasons stated

673
01:49:14.940 --> 01:49:17.250
robb@commonbond.co: So that would be a $50,000

674
01:49:18.750 --> 01:49:24.360
robb@commonbond.co: Adjustment here in this budget, um, you'll note in the in the actual

675
01:49:26.010 --> 01:49:38.160
robb@commonbond.co: In the actual calculations we are projecting a surplus as we typically do to allow for contingencies which which would mean that we don't need to necessarily make any further cost reductions to accommodate

676
01:49:40.110 --> 01:49:40.560
robb@commonbond.co: Accommodate

677
01:49:43.230 --> 01:49:45.840
robb@commonbond.co: So, so again, continuing down

678
01:49:47.070 --> 01:49:57.000
robb@commonbond.co: You can see the curriculum and Kathy classroom supplies. Again, this is your age mints from 2020 over 2021

679
01:50:00.420 --> 01:50:09.330
robb@commonbond.co: Operating supplies and equipment occupancy the school lunch program school culture and then other expenses.

680
01:50:14.160 --> 01:50:20.160
robb@commonbond.co: Um, does anyone have any questions about the budget or want to

681
01:50:21.270 --> 01:50:23.670
robb@commonbond.co: Want to dig into anything in additional detail.

682
01:50:31.530 --> 01:50:39.930
robb@commonbond.co: Again, if you if you do want to take a look. This is what I thought was a very helpful spreadsheet put together for the Finance Committee to review comparing

683
01:50:41.760 --> 01:50:49.440
robb@commonbond.co: Actual to 2020 amended budget to the 2021 preliminary budget on the line item by line item basis.

684
01:50:51.540 --> 01:50:56.550
Javier Lopez-Molina: I have a question. It's more for Mr. Brown, when you're scrolling through the

685
01:50:57.600 --> 01:50:59.250
Javier Lopez-Molina: Chosen personnel.

686
01:51:01.170 --> 01:51:02.130
Javier Lopez-Molina: Quite a number of

687
01:51:06.330 --> 01:51:18.750
Javier Lopez-Molina: Changes that was kind of being replaced. Sounds like to me like a little bit of a restructuring of our team and if, maybe, Mr. Brown, you could tell us a little more color on what's

688
01:51:19.860 --> 01:51:21.780
Javier Lopez-Molina: What you're sort of in terms of

689
01:51:23.970 --> 01:51:27.450
Javier Lopez-Molina: The additional staff and then the restructuring their or the retitle

690
01:51:29.640 --> 01:51:50.610
Travis Brown: Yes, I think, and I will go on and talk more in it, more, more about this in the principles report but think for now. One of the things part of our approach and we've spoken. We've spoken about this in the past around building a bitch. And we one of our practices has been to really prevent

691
01:51:51.270 --> 01:51:59.070
Travis Brown: Disruption we have a teacher Decides to walk off to kind of hire more because we've been in a really strong financial position.

692
01:51:59.610 --> 01:52:18.720
Travis Brown: So that's kind of been our approach and in years past. But I think what that has done is what we've seen is that where we're hiring not our top people or people we really want. We're just trying to build a bridge and essentially these people don't

693
01:52:20.100 --> 01:52:31.680
Travis Brown: More times than not they don't really pan out, really. And I think it's bad for culture and a bunch of other things. So I think part of this part of as we reach as we

694
01:52:32.040 --> 01:52:40.770
Travis Brown: Shift and especially because of the uncertainty, you know, with budgets, because of the coven 19 pandemic. I think we need to push back.

695
01:52:41.310 --> 01:52:47.580
Travis Brown: To really get back to really hiring. Well, and that's one thing I want to talk about a little bit

696
01:52:48.600 --> 01:52:53.250
Travis Brown: A little bit later on. Really hiring well for the positions that we that we need

697
01:52:53.550 --> 01:53:07.860
Travis Brown: And not going into the mindset of round. Let's build a bench, because the people on the bench have proven not to work out. And that's why you see decreasing. Some of these these areas because we're not getting the best people in those in those roles really

698
01:53:27.660 --> 01:53:31.050
robb@commonbond.co: Any, any other comments or questions on the proposed budget.

699
01:53:33.570 --> 01:53:34.620
robb@commonbond.co: Before we go to a vote.

700
01:53:39.300 --> 01:53:47.190
Briar Thompson: Oh, we are we voting on the one that does not have the 10%. And the second thing is they're just like we know what we would do if

701
01:53:50.070 --> 01:53:57.150
robb@commonbond.co: Yes, exactly. That's a good question. Buyer, so the the the version of the budget that we would kind of report to the

702
01:53:59.190 --> 01:54:08.250
robb@commonbond.co: To the do we would be the the base case and the, the stress tested version is really a management tool that we have

703
01:54:09.840 --> 01:54:17.760
robb@commonbond.co: To to have kind of a playbook to know that to feel to feel confident that if this if we were to receive a reduction that we would know what to do.

704
01:54:19.320 --> 01:54:21.000
robb@commonbond.co: So what will actually will just

705
01:54:21.120 --> 01:54:21.900
robb@commonbond.co: Go to approve.

706
01:54:22.140 --> 01:54:23.040
The base case.

707
01:54:24.360 --> 01:54:36.090
Briar Thompson: Okay, thanks. And thank you for putting together the other one I think it's helpful to have that ready because that we don't have to make tough decisions under time pressure. I think would be, you know, figured out in advance what that look like

708
01:54:37.800 --> 01:54:43.470
robb@commonbond.co: Yeah, sure thing and credit definitely goes to principal brown and Mary Beth and bread.

709
01:54:44.910 --> 01:54:45.990
robb@commonbond.co: For putting us together.

710
01:54:48.720 --> 01:54:54.270
Adrian Adderley: Okay, so yeah. That was my question. I had a couple questions regarding as well. One to 2% the downside playbook.

711
01:54:54.780 --> 01:55:11.580
Adrian Adderley: How do we get to the 10%. Is that like a normal downside people for charter schools and STRATEGY TAKING to get to that final budget number which is evaluating a bottom up strategy discussing it with the team, the school, I suppose.

712
01:55:13.470 --> 01:55:28.380
robb@commonbond.co: Yeah, those are two good questions. So, so I'll take the first one on the 10%. And then the second one in terms of process for the budget, I'd love to. I think principal round, I'd love to turn that over to you to talk about how we got to this budget so that so the 10% it was was really

713
01:55:29.460 --> 01:55:34.770
robb@commonbond.co: Was kind of just an estimate. Oh, I don't think, I don't think we've got it. We have any

714
01:55:35.880 --> 01:55:39.060
robb@commonbond.co: Track record of experience with like a down case.

715
01:55:41.490 --> 01:55:50.880
robb@commonbond.co: Perhaps, perhaps we can go back to the kind of financial crisis, but I think the environment was just so different from

716
01:55:52.020 --> 01:55:57.120
robb@commonbond.co: Kind of like us to stability in the nature of charter school funding at that time.

717
01:55:57.990 --> 01:56:11.010
robb@commonbond.co: You know, candidly, I think 10% is probably not a true downside case, I think 10% is like we managed to that, I think, like, if we're if we're talking about. And if we've learned anything over this coven thing. It's like

718
01:56:11.430 --> 01:56:17.730
robb@commonbond.co: Whatever you think the worst cases is probably not really the worst case, the worst case is probably way worse than that.

719
01:56:18.750 --> 01:56:24.240
robb@commonbond.co: So, but but i think i think for illustrative kind of planning purposes that that was kind of the idea

720
01:56:26.190 --> 01:56:36.510
robb@commonbond.co: And and i think we do have some confidence that you know with with with with Maria just shared the numbers actually coming through that we do have. We do have

721
01:56:37.080 --> 01:56:46.200
robb@commonbond.co: A good line of sight into this year, I think, I think what we probably want to start being prepared for is potentially next year's budget.

722
01:56:46.650 --> 01:56:54.510
robb@commonbond.co: As you know, if revenues to the city continue to be where they are in the state. And depending on how long this goes. We probably want to have a much more

723
01:56:55.500 --> 01:57:05.490
robb@commonbond.co: Conservative case for FYI 2022 and and and that's just good reason for us to make, make sure we maintain these cash reserves with things like the PPP

724
01:57:07.230 --> 01:57:13.320
robb@commonbond.co: That's a good question. In terms of that process. Put some around love to turn over to you to share a little bit how you thought about putting these numbers together.

725
01:57:14.220 --> 01:57:28.230
Travis Brown: Yes, thank you. And again, great question. I think the first thing we looked at was in terms of people versus things or programs and just very we're very clear and intentional about we believe people

726
01:57:28.860 --> 01:57:39.240
Travis Brown: Overall, make it smarter. So we didn't want to touch you know personnel. So then we started to look at when we looked at shaving off 10% we looked at things in terms of

727
01:57:39.510 --> 01:57:46.650
Travis Brown: All the areas that we can cut that we can do work arounds workarounds for. And I think that where we got the most of them.

728
01:57:47.760 --> 01:57:58.380
Travis Brown: Will we will, we found most of the savings were in professional services and also things areas around like purchasing purchasing

729
01:57:59.850 --> 01:58:02.580
Travis Brown: Purchasing resources that we really can work around

730
01:58:07.320 --> 01:58:20.520
Adrian Adderley: Okay. Do we also consider the any event that we needed more than laptop for the whole laptop situation would be remote with the increase. If we had an increasing Stephens going out and laptops going missing and all that stuff as well.

731
01:58:26.100 --> 01:58:28.230
Courtney Russell: That's coming up in just on the on the agenda.

732
01:58:29.370 --> 01:58:30.690
Courtney Russell: For that, that's a great question.

733
01:58:34.110 --> 01:58:34.950
robb@commonbond.co: Yeah, that's a

734
01:58:35.190 --> 01:58:35.520
robb@commonbond.co: Good one.

735
01:58:40.140 --> 01:58:42.690
robb@commonbond.co: We'll get into more detail on the laptops.

736
01:58:59.430 --> 01:59:00.600
robb@commonbond.co: Any other questions.

737
01:59:08.010 --> 01:59:27.330
robb@commonbond.co: Just to remind everyone here. We do have a process to amend the budget with a board vote. And that's something we've done historically on either quarterly or every six month basis. So we're not we're not locked into this forever, but it's more kind of an indicative plan for the year.

738
01:59:29.790 --> 01:59:36.210
robb@commonbond.co: So with that, I will. Motion to approve the FYI.

739
01:59:37.380 --> 01:59:41.430
robb@commonbond.co: Budget, as presented in the board packet

740
02:00:01.980 --> 02:00:03.810
robb@commonbond.co: favor say aye.

741
02:00:05.700 --> 02:00:05.970
robb@commonbond.co: Aye.

742
02:00:06.600 --> 02:00:07.260
Briar Thompson: Aye. Aye.

743
02:00:10.110 --> 02:00:12.360
robb@commonbond.co: All those against see me.

744
02:00:18.060 --> 02:00:18.480
robb@commonbond.co: Okay.

745
02:00:20.400 --> 02:00:23.850
robb@commonbond.co: Let the record show we have passed the 2021 but it

746
02:00:24.570 --> 02:00:26.760
Maria Dorsey: Was it someone second it Rob

747
02:00:28.500 --> 02:00:30.240
robb@commonbond.co: Think of your did you second it

748
02:00:31.170 --> 02:00:31.530
robb@commonbond.co: Yeah.

749
02:00:31.740 --> 02:00:32.310
robb@commonbond.co: Yeah, I love you.

750
02:00:32.670 --> 02:00:33.360
Maria Dorsey: Thank you.

751
02:00:38.010 --> 02:00:51.570
robb@commonbond.co: Okay, great. Um, I don't think there's anything else, specifically in the finance committee section unless we wanted to. And I don't know if this is going out of town out of turn if we wanted to go over to the laptop proposal.

752
02:00:53.220 --> 02:00:54.480
robb@commonbond.co: Or do you want to keep pressing through

753
02:01:01.290 --> 02:01:02.340
Javier Lopez-Molina: Chromebook, if you want.

754
02:01:05.580 --> 02:01:09.600
Javier Lopez-Molina: What, what, what's the alternative to financial services.

755
02:01:14.280 --> 02:01:17.550
robb@commonbond.co: Yet did you do want to take. Sorry, I'm

756
02:01:20.580 --> 02:01:23.490
robb@commonbond.co: Late let's stay in the normal agenda. I don't mean to jump around.

757
02:01:25.470 --> 02:01:27.900
Javier Lopez-Molina: I mean, the next thing on the agenda is the Chromebook request.

758
02:01:37.920 --> 02:01:38.370
robb@commonbond.co: Recording

759
02:01:42.450 --> 02:01:42.840
robb@commonbond.co: Content.

760
02:01:53.250 --> 02:02:06.210
Courtney Russell: Absolutely. Um, so I know that I'm with a virus. There was a large distribution of Chromebooks that students were to take home with that and I'm sure Travis can speak a little bit more to this, there's a fire.

761
02:02:07.530 --> 02:02:13.380
Courtney Russell: Replaced replace and have additional items. We know that some things are not going to come back. Some things are going to get damaged.

762
02:02:13.800 --> 02:02:23.040
Courtney Russell: And there was a conversation between I believe it was Travis and me and Rob potentially where we get the opportunity to purchase some more of these items.

763
02:02:23.820 --> 02:02:37.290
Courtney Russell: And they wanted us do too. I think probably the nature of the large expensive. I think it's around 170,000 and you'll see it in that attachment right there. Let me get it for you. It's actually a little bit lower. So 145

764
02:02:37.320 --> 02:02:37.590
Eight.

765
02:02:38.730 --> 02:02:49.320
Courtney Russell: But we would look to get these monies from the contingency line item. So after the cleaning services, we had done months, we had a close the school.

766
02:02:50.100 --> 02:03:07.860
Courtney Russell: There's still about 1000 left in there and then the remaining 65,800 would come from the reserves. So the proposal is really to provide you with some more of the rationale around why these are needed, and then a little bit around exactly how we would pay for this and

767
02:03:08.940 --> 02:03:12.990
Courtney Russell: Some pieces there. So I don't know if Travis you have anything further, but that's though just

768
02:03:14.340 --> 02:03:23.940
Travis Brown: Yes, I think. Thank you, Courtney. I think I'll and just the promise that we've seen with laptops being at that the homes of students in terms of

769
02:03:24.270 --> 02:03:36.120
Travis Brown: Continuing Education outside of the walls of the school so I think there may potentially an opportunity to have students, keep the laptop. Let's have a

770
02:03:37.110 --> 02:03:47.580
Travis Brown: Second set if you will or first set at the school really and not ask for students to bring the laptops back because I think there's a lot of opportunity and

771
02:03:47.970 --> 02:03:59.190
Travis Brown: In students having laptops or Chromebooks in this case at home, but I think with a couple of two things. We may not get the Chromebooks back the students are going to have them for

772
02:03:59.280 --> 02:04:01.770
Travis Brown: For couple of months. So we may give them back.

773
02:04:02.310 --> 02:04:12.480
Travis Brown: in tip top shape. Also the shelf life of these things around two to two and a half years anyway. So we may not get them back in tip top shape.

774
02:04:13.980 --> 02:04:25.170
Travis Brown: With that, we're ready for whenever we open up in the fall, having the technology in the classrooms, we may need to order them now, because the whole world is trying to secure

775
02:04:25.650 --> 02:04:45.300
Travis Brown: Chromebooks as well. So I think that's kind of our thought pattern to be ready for to be ready for the fall with Chromebooks and classrooms and then also the opportunity for students to have a Chromebook at home possibilities that then that emerged from that scenario.

776
02:05:09.720 --> 02:05:11.070
Adrian Adderley: Totals the plan for all the

777
02:05:12.330 --> 02:05:28.950
Adrian Adderley: Done. Once they're done with student aid don't use Chrome book has been to us was that we just what's the plan at the with the Chromebooks and are we tracking them and making sure that up today, all those things a lot about that.

778
02:05:30.450 --> 02:05:40.980
Travis Brown: So we have a pretty robust tracking system from in terms of Asset Management, but also updating them. We can do that. We can do a lot of that work.

779
02:05:41.730 --> 02:06:00.570
Travis Brown: Remotely and we have technicians that have reached out to families will need support them, but we we cycled through these Chromebooks pretty every two to three years. That's kind of the shelf life of the Chromebooks really and they're at a 200 $250 price point.

780
02:06:14.280 --> 02:06:18.540
Travis Brown: I think the big question here is around purchasing them now.

781
02:06:20.340 --> 02:06:21.570
Travis Brown: Should be ready for it.

782
02:06:21.600 --> 02:06:22.830
To be ready for the fall

783
02:06:25.380 --> 02:06:37.200
Javier Lopez-Molina: This is the purchase. Now, just to make sure I understand the purchase now is is so that students wouldn't have potentially a Chromebook at home, in addition to a Chromebook at the school. All right.

784
02:06:41.490 --> 02:06:50.940
Travis Brown: Yes, that sets up that possibility, but also because we don't know if we decide if we decided to take the Chromebooks back

785
02:06:51.630 --> 02:06:57.960
Travis Brown: We don't, we don't know what we would get back and what condition because some of them are old and have to be cycled out

786
02:06:58.470 --> 02:07:10.290
Travis Brown: Anyway, and then we just don't know what kids having on books for for four to five months what condition, they're going to get. We want to bring them back in and they want to be ready to use in the classrooms.

787
02:07:12.090 --> 02:07:18.960
Javier Lopez-Molina: There any sense that we have that we can get to understand what condition. They're in like a subset of them.

788
02:07:19.980 --> 02:07:36.960
Javier Lopez-Molina: You know, have have like a group of people that we know take pictures I sorry I'm just trying to see if we can get like a subset. So we know is 10% of these that are damaged or likely not to come back, or is it 80 or 100 because to me, I, I'm

789
02:07:38.100 --> 02:07:47.880
Javier Lopez-Molina: I'm struck where I'm struggling with this to understand how this investment compares to other investments we can make and how it sort of hits the

790
02:07:49.530 --> 02:07:53.400
Javier Lopez-Molina: The goals that we need to put that connection is so

791
02:07:55.410 --> 02:07:57.240
Javier Lopez-Molina: Not super area.

792
02:07:57.930 --> 02:08:11.160
Travis Brown: Yeah. Well, I think the, I think when we look at in terms of the goals, one of the, one of the things that the authorizes pushing us in the always pushing us is a ketchup plan for kids being out because of Cobra 19

793
02:08:11.700 --> 02:08:22.500
Travis Brown: So I think there is a huge opportunity and students having chrome books at home as part of the ketchup on Planet ketchup initiative because we're seeing that

794
02:08:22.830 --> 02:08:37.110
Travis Brown: We can go live with the students home do things like additional hours tutoring putting students on computer programs to really catch them up. So I think there's a big instructional opportunity with kids having access to a computer in a home as well at school.

795
02:08:37.560 --> 02:08:42.990
Travis Brown: And I think the possibilities are endless that we've never we've never had before.

796
02:08:43.950 --> 02:08:59.190
Travis Brown: Just like an hour just getting really skilled using the zoom platform and other platforms as well. So I think the opportunity to accelerate kids or media kids is huge. And so I think that's a that would be like an academic instruction with less

797
02:09:01.110 --> 02:09:01.830
Adrian Adderley: Back and forth.

798
02:09:03.990 --> 02:09:05.550
Adrian Adderley: What can we bring them back and forth from home.

799
02:09:10.110 --> 02:09:24.660
Travis Brown: They, they could. I think the downside. The downside to that is around in transit students losing Chromebooks. It's still a valuable commodity, especially for the younger kids. I think there's a lot of

800
02:09:26.520 --> 02:09:33.630
Travis Brown: Schools. Schools. Schools do it, but also the Chromebooks that we sent out they, they're not. They weren't

801
02:09:34.500 --> 02:09:43.620
Travis Brown: Ready to be sent home. Usually you put a shell or casing on him. We had to. We just had to push our, our Chromebooks out without all of that because of the

802
02:09:44.400 --> 02:09:59.730
Travis Brown: The speed in which we had to respond to covert 19 and and bring and sending kids and starting online distance learning. So I think in the future if we want to do something, whether it's bringing students, bringing Chromebooks to and from school, we would have to invest in

803
02:10:00.960 --> 02:10:16.020
Travis Brown: The, the hardware to make them safe. So right now, none about Chromebooks have what they call like the gum drops or pieces that you would put on them to to make them to make them kind of not that easily breakable if you go

804
02:10:16.800 --> 02:10:20.520
Adrian Adderley: When they're be cheaper than buying new Chromebooks are doubling up on Chromebooks.

805
02:10:24.780 --> 02:10:27.540
Travis Brown: Is bringing them back and forth school

806
02:10:27.600 --> 02:10:38.880
Adrian Adderley: Yeah, we bought them like the covering the showcase for it'd be cheaper than buying double Chromebooks and for the ones that are lost in the event that they are with our house. We still save money if they brought him back and forth.

807
02:10:39.180 --> 02:10:48.870
Travis Brown: It would, it would the challenge that we would get there is when a teacher would not a teacher would not know if a student brought the Chromebook in

808
02:10:50.100 --> 02:11:05.970
Travis Brown: The school that day. So for example, if we say everyone take out your Chromebooks right now if Adrian, for example, left this Chromebook at home, you're at a disadvantage. So it moves from a student not being prepared with the pencil to a student not being prepared with the Promo

809
02:11:08.850 --> 02:11:17.970
Briar Thompson: Not that I'm not following is if they're going to be coming back in a condition with it, not usable, then how is that argument about

810
02:11:18.810 --> 02:11:31.200
Briar Thompson: Having them at home, provide an opportunity for remote instruction after hours hold because this computer is not usable go with also not usable at the home like I'm just trying to follow that logic.

811
02:11:32.400 --> 02:11:39.120
Travis Brown: Well, we just the logic is we don't know how many are going to come back in terms of not usable so

812
02:11:39.270 --> 02:11:40.320
Travis Brown: To hobbyist right

813
02:11:40.980 --> 02:11:41.790
How many

814
02:11:44.250 --> 02:11:50.100
Briar Thompson: Yeah. How many of you typically replace in a year. Like if you said there are three a shelf life. Is that like a sudden every year you replace

815
02:11:54.210 --> 02:11:54.810
Travis Brown: Probably

816
02:11:57.090 --> 02:12:00.750
Briar Thompson: And now we're saying that we would replace all of them every four months.

817
02:12:02.340 --> 02:12:02.790
Briar Thompson: Everyone

818
02:12:02.910 --> 02:12:03.270
I'm sorry.

819
02:12:04.890 --> 02:12:15.390
Briar Thompson: For my you're saying students have had them for four to five months. And we're not sure that they'll be in good working condition. Does that mean that, from now until remote instruction in we would replace them every five months, like all of them.

820
02:12:16.350 --> 02:12:23.850
Travis Brown: Know, right, right. What, what I'm saying is that if they student is going to keep the Chromebooks throughout the summer.

821
02:12:24.360 --> 02:12:33.210
Travis Brown: And when they come back in the fall. We're going to going to assess that that time. How many of them are could be usable in the classroom.

822
02:12:34.080 --> 02:12:39.990
Travis Brown: So that's a that's an unknown right now in terms of what we'll be able to use in the classroom.

823
02:12:40.230 --> 02:12:52.440
Travis Brown: We see right now, a lot of a lot of parents are coming back, turning in some of them saying that they're not working for, for whatever reason, so there's some of them are going to be cycled out next year anyway because of

824
02:12:52.980 --> 02:12:59.220
Travis Brown: Because they were there on the older side. So I think part of the logic here is, let's

825
02:12:59.670 --> 02:13:07.350
Travis Brown: Because we don't know. We're going to get back and we need to be ready for when school comes back, let's bring in, let's bring in a new crop. Let's have those ready

826
02:13:07.920 --> 02:13:21.600
Travis Brown: And if 70% of students have Chromebooks at home as 70% of our student body that we can access that we can that can we can accelerate and then we can worry about how to get Chromebooks in the home of the other 30%

827
02:13:22.410 --> 02:13:32.640
Travis Brown: So the goal, the big goal here is for us to be ready to open in the fall, without any hiccups and all our classrooms equipped with Chromebooks and ready to go to to do

828
02:13:33.150 --> 02:13:51.180
Travis Brown: Some of the learning that we've been doing that we've not been known to doing and in our classrooms. So it's really about how to support when we opened up in the fall, or whenever we open up. How do we get back to the environment that we that we left and it's too much of unknown.

829
02:13:51.360 --> 02:13:52.410
Travis Brown: Yeah for kids to come

830
02:13:55.350 --> 02:13:58.710
Briar Thompson: And I'm just like mixing up two different aims and right because

831
02:14:01.080 --> 02:14:07.710
Briar Thompson: This is one aim. That's like we want to be ready to teach in person in the fall and half the clock. The Chromebooks back in the classroom I follow that.

832
02:14:08.220 --> 02:14:14.670
Briar Thompson: And we're thinking, okay, well the the students currently have the laptops. They may not come back in mint condition. And so we would need to have

833
02:14:14.970 --> 02:14:21.660
Briar Thompson: New laptops ready and I presume this some kind of lead time. But then there's a separate document about. We also want them to have a Chromebook home it

834
02:14:22.470 --> 02:14:31.740
Briar Thompson: Just seems like my mixing some of these a little bit. Do you know what is the lead time for ordering them like, how long does it take for them to come. Is there a backlog right now there's a

835
02:14:31.800 --> 02:14:43.680
Travis Brown: There's a huge backlog. Just because everybody in the in the world trying to get these Chromebooks and I'm sorry. That is a close confused because I think our initial pieces around being ready for the fall

836
02:14:44.880 --> 02:14:47.460
Travis Brown: And I think taking that approach.

837
02:14:47.790 --> 02:14:49.680
Travis Brown: There's just a big opportunity.

838
02:14:50.100 --> 02:14:57.570
Travis Brown: That we can experiment with leaving Chromebooks it in the home of students really so that our chief goal here is

839
02:14:57.600 --> 02:14:58.650
Travis Brown: Yeah, to be ready.

840
02:14:58.860 --> 02:14:59.580
Travis Brown: When the fall

841
02:15:01.770 --> 02:15:06.450
Briar Thompson: I think the one thing I struggle with with that is that gives you only the option of replacing all of them.

842
02:15:06.660 --> 02:15:15.000
Briar Thompson: Like, if we think, Okay, well, maybe some of them might come back and ok condition and we can make a bet. Now that we're like okay well by half of what we would normally by

843
02:15:15.390 --> 02:15:23.070
Briar Thompson: Like half of what we would normally need and we we give some benefit of the doubt to the students that some of them are not ruined and hope that those come back offer

844
02:15:23.400 --> 02:15:31.650
Briar Thompson: And then if they don't, then we make another order at that time but i think i think what some of us are struggling with is like replacing all of them with one big goal is a big expense.

845
02:15:33.120 --> 02:15:42.540
Briar Thompson: And it may not be necessary. I get to like risk management thing is like, Well, what if it turns out that all laptops have ruined and and they don't come back but

846
02:15:43.440 --> 02:15:52.890
Briar Thompson: I'm just trying to figure out if there's a middle ground where we can order like half of that amount or some percentage of that amount that maybe you know cuts down the rest that we end up with more laptops that we need

847
02:15:57.060 --> 02:16:02.400
Brent Elliott: Hey this is brand. I'm so sorry to jumping in, but I just wanted to throw in the finance piece.

848
02:16:03.270 --> 02:16:13.950
Brent Elliott: Next year's budget, maybe a little bit more constrained. And so while you guys have the funds to purchase though that'd be ordered it may be worthwhile to just consider it just just doing it there.

849
02:16:16.770 --> 02:16:25.590
Javier Lopez-Molina: So I am a piece that I struggle with. I understand the investment. But what I don't understand is the return compared to other things that we could be

850
02:16:26.940 --> 02:16:33.900
Javier Lopez-Molina: So I hundred 50 or there abouts is a lot of money.

851
02:16:36.000 --> 02:16:41.820
Javier Lopez-Molina: We are already. I think in a time in a budget constraint environment, given that word, and what

852
02:16:41.850 --> 02:16:42.780
Javier Lopez-Molina: Word thing.

853
02:16:43.410 --> 02:16:46.110
Javier Lopez-Molina: Payment protection. We want to keep our teachers.

854
02:16:47.790 --> 02:16:56.730
Javier Lopez-Molina: I just, I, I, I, trying to understand the context of this investment and the benefit.

855
02:16:58.740 --> 02:16:59.490
Javier Lopez-Molina: In

856
02:17:01.200 --> 02:17:12.870
Javier Lopez-Molina: In the universe of other things that we could be investing in so we could be investing in additional teachers and we could be investing in technology that could improve like directly improve

857
02:17:14.250 --> 02:17:22.380
Javier Lopez-Molina: Outcomes. So, as opposed to this is a platform that has the promise to improve student outcomes you understand where I'm

858
02:17:22.920 --> 02:17:31.530
Javier Lopez-Molina: fine with that. I'm just it's a big commitment for this is, in my humble opinion, it's a big commitment of funds for something that's a little bit nebulous.

859
02:17:31.740 --> 02:17:43.950
Javier Lopez-Molina: In terms of its benefit and return. I mean you described to this kind of like an experiment that we want to keep them at home with the kids and and it's just a big, big dollar sign attached to that experiment.

860
02:17:44.700 --> 02:17:46.470
Travis Brown: I think so. I understand it.

861
02:17:48.240 --> 02:18:04.410
Travis Brown: So maybe one of the things I think the question. I think the wind is came up is because of the lead times in terms of purchasing Chromebooks now and Chromebooks are a big part of our educational program on the ground.

862
02:18:05.280 --> 02:18:18.120
Travis Brown: Because it supports some of our RTI approaches supporting students with special needs supporting kids a little behind and also it's appointing kids data, data, data accelerated as well so

863
02:18:18.720 --> 02:18:27.870
Travis Brown: So we're we were looking from a place around how do we ensure that come September one September 15 or wherever we look the same as we did when we left

864
02:18:28.530 --> 02:18:38.850
Travis Brown: So that's where, that's kind of where this came from really and not and not being in a place where when we collect these things back, we may be in a place where we're surprised really

865
02:18:39.210 --> 02:18:46.500
Travis Brown: And then at that point, we may be we may struggle to even get put on a list to to receive Chromebooks because

866
02:18:48.060 --> 02:18:48.810
Travis Brown: A large

867
02:18:49.170 --> 02:18:53.460
Javier Lopez-Molina: Every record. There's going to be like a short I like a a market shortage of Chromebooks.

868
02:18:53.730 --> 02:18:55.350
Briar Thompson: Well, there's nearly at this

869
02:18:58.080 --> 02:19:02.760
Briar Thompson: The higher ed, the higher and institution. I'm working right now has been waiting month

870
02:19:04.800 --> 02:19:04.920
Travis Brown: You

871
02:19:05.370 --> 02:19:06.840
Stacy S: Do as well in

872
02:19:06.870 --> 02:19:15.300
Stacy S: Different capacities. So quick question. Travis. Did you deplete your inventory, your in house inventory when you're given out technology.

873
02:19:15.540 --> 02:19:17.940
Travis Brown: Yes, we gave out Maria Do you remember the number

874
02:19:23.250 --> 02:19:30.810
Stacy S: So essentially, when you go back in September. If you go back and they bring nothing that you have nothing.

875
02:19:31.830 --> 02:19:32.250
Travis Brown: For

876
02:19:33.330 --> 02:19:48.420
Stacy S: Okay, see. Um, so yeah, that that would definitely be the concern. So yeah, I do anticipate there to be able to have a backlog as my schools in your surrounding area district seven and District nine are definitely making those purchases. Now as we also don't know

877
02:19:48.690 --> 02:19:50.280
Stacy S: What cuts would be made.

878
02:19:51.120 --> 02:19:55.140
Stacy S: To the schools next year. I want to be there will be

879
02:19:56.880 --> 02:19:57.780
Stacy S: So I

880
02:19:59.010 --> 02:20:00.480
Stacy S: I understand where you're coming from.

881
02:20:02.190 --> 02:20:02.460
Stacy S: Yeah.

882
02:20:04.140 --> 02:20:14.700
Maria Dorsey: And that number. That number of distribution Brown, it is up to 475 because we had to give out additional ones. That's our current number it's increased

883
02:20:15.810 --> 02:20:29.250
Adebunmi Savage: And currently, our Chromebooks are not necessarily per pupil. So what we found is that even now, if there are morning two siblings in the household. The third sibling has to wait for an alternative time in the day to complete their work.

884
02:20:30.060 --> 02:20:38.370
Adebunmi Savage: We had our first online assessments. This week we had them on Tuesday and Wednesday and we had to right off the bat just

885
02:20:40.080 --> 02:20:51.420
Adebunmi Savage: Fall for the fact that they're awesome households with three children or more that go to us all. And we were proactive in assigning those the youngest sibling. The alternative testing date.

886
02:20:52.800 --> 02:21:10.740
Adebunmi Savage: Of Friday, which is tomorrow for LA and then Tuesday for mathematics. So we already had a shortage. So what like 643 students the pleading about 675 Chromebooks. There are still students that have to wait for their siblings to finish work before they can go on and do the work.

887
02:21:12.660 --> 02:21:15.360
Travis Brown: And if I, if I can. I'm sorry I

888
02:21:16.200 --> 02:21:16.470
Alexandra Abreu: Mean

889
02:21:17.400 --> 02:21:21.750
Travis Brown: The goal is really around making sure again that were

890
02:21:22.200 --> 02:21:31.320
Travis Brown: That we're ready for the fall, really, I just think, you know, I just thought in my head. That is what we're seeing now in online learning, there's a potential for opportunity to look

891
02:21:31.620 --> 02:21:40.800
Travis Brown: And see what we can do with this Chromebooks in the school at home that may can drive instructional programs, moving forward, because I think one of the things that

892
02:21:41.640 --> 02:21:49.710
Travis Brown: This pandemic has done and higher ed, but also in K 12 schools is show schools that distance learning is a real thing.

893
02:21:50.190 --> 02:21:57.450
Travis Brown: And it could be a powerful thing. And the question we have is around. What if students are part of our approach.

894
02:21:57.780 --> 02:22:11.610
Travis Brown: Is to and maybe not all students, but maybe it's just like the high school students, they get a Chromebook. So just those are just the questions that were swirling around my head, but they, the chief reason right now is to ensure that

895
02:22:13.410 --> 02:22:15.870
Travis Brown: By the fall, we have Chromebooks in there, but I think

896
02:22:18.000 --> 02:22:20.280
Travis Brown: You did. I think there's ways to get there really

897
02:22:20.520 --> 02:22:21.120
I don't want to

898
02:22:22.290 --> 02:22:22.680
Travis Brown: Go ahead.

899
02:22:23.820 --> 02:22:35.760
Alexandra Abreu: One thing I mean, and I got me thinking about September and everyone getting ready. But I'm also thinking about like this could happen like this good we record like

900
02:22:36.720 --> 02:22:54.150
Alexandra Abreu: Right now they're saying, you know, we are hoping, but we might be going back to September and then October, I'm getting lovely and then stopping everything and then you know stonings trying to get the computer. It's again with the Chrome, whatever. And also, I think,

901
02:22:56.070 --> 02:23:11.730
Alexandra Abreu: The, the work that students are doing on the computer is it could be something that they could be doing, even if they back at school. Some of the apps that they do seem some of the programs they use it. They I think they will be beneficial for the students.

902
02:23:12.780 --> 02:23:17.100
Alexandra Abreu: I can definitely are either way. So I think, you know,

903
02:23:17.190 --> 02:23:19.230
Briar Thompson: Either when it's. APPLAUSE

904
02:23:21.030 --> 02:23:26.580
Briar Thompson: Alexander I think it's a good point because I know that some of the plans that all the states have considered around return to work.

905
02:23:26.910 --> 02:23:40.440
Briar Thompson: And return to school have included the potential that either you go back and then suddenly, there's another way when you have to quickly go back to a remote working and we may have a couple of ways. Is that or a situation where you send like

906
02:23:40.890 --> 02:23:50.460
Briar Thompson: 25 to 50% of students back to school and the rest of them work from home and you figure out some kind of cohort model where like two weeks on two weeks off each group comes in and they don't mix.

907
02:23:51.360 --> 02:24:04.950
Briar Thompson: And so if that is going to happen and I can see an argument for not wanting to have students to bring them back and forth, because then it really creates this kind of mess of logistics constantly if you're going to be doing that sort of back and forth model. So I think it's a good point.

908
02:24:05.910 --> 02:24:07.320
Adrian Adderley: Um, I think, to

909
02:24:07.590 --> 02:24:24.750
Adrian Adderley: Stacy's point in regards to the fact that we don't have any inventory right now actually highlighted a very good point that that's part of reason why we also need to order more and to miss a service point with the households to have more than one or two to three students within them.

910
02:24:25.050 --> 02:24:32.340
Adrian Adderley: They have to share those laptops and so sometimes you don't get a chance to actually do your assignment within that day because the laptops out be by

911
02:24:32.760 --> 02:24:40.260
Adrian Adderley: So with that being said, I think it would be a good idea to put potentially purchase more. I just don't know if we should purchase 600 based on an assumption.

912
02:24:41.280 --> 02:24:42.240
Sara Madavo Jean-Jacques: I think we should it

913
02:24:43.020 --> 02:24:45.480
Sara Madavo Jean-Jacques: I think we should at least purchase enough

914
02:24:45.570 --> 02:24:50.760
Sara Madavo Jean-Jacques: For all of the incoming students who will be new, and then a percentage of

915
02:24:51.210 --> 02:25:03.510
Sara Madavo Jean-Jacques: Laptops, that we think would be broken. Just because you know if we don't go back in the fall, right, like we're saying, then we act we absolutely have to have enough computers for students to be

916
02:25:04.290 --> 02:25:11.460
Sara Madavo Jean-Jacques: Learning remotely anyway. So I think that that would be kind of the very least amount that we could order.

917
02:25:13.350 --> 02:25:21.480
Travis Brown: And if I, if I can. I want to, I don't want to make it seem like you know I don't want to put fear out there because I don't think that's what it is. I

918
02:25:22.050 --> 02:25:32.940
Travis Brown: Part of this is how do we get in a best case scenario for whatever the future holds. So if we go back to school and then we have to go back out.

919
02:25:34.140 --> 02:25:41.340
Travis Brown: What does that look like for us to just the best case scenario for us to be prepared, no matter what happens in the future. So we can

920
02:25:41.670 --> 02:25:49.530
Travis Brown: Prepare because we can't see around the corners with this thing. How do we, how do we put ourselves in the best position to whether we're in school.

921
02:25:50.010 --> 02:25:58.710
Travis Brown: Had the technology and tools that we need, or if we have to go back home. So I think there's ways to get there in terms of how much we purchase.

922
02:25:59.100 --> 02:26:12.720
Travis Brown: So that's what we just wanted to bring this to the board but and no way. What are we trying to put the boards back to the court of saying we have to do this. It's really just around what's the best. What's the best scenario for us to be prepared.

923
02:26:14.790 --> 02:26:20.190
Stacy S: I think also, in reality, what you pointed out in terms of them, they're being remedial services.

924
02:26:22.080 --> 02:26:30.270
Stacy S: available to students. The reality is we don't know how students are coming back when they do come back and what needs they may need

925
02:26:33.210 --> 02:26:39.450
Stacy S: It's a special education, whether it's students just didn't really take well to

926
02:26:40.830 --> 02:26:51.780
Stacy S: The first wave of distance learning. So I'm just like writer said there's a chance that when we return will be returning in shifts. So just to be prepared for that will be great.

927
02:26:56.610 --> 02:27:08.670
Javier Lopez-Molina: So part of me. Also, I want to talk a little bit about the idea of like personal responsibility for the scholars have a laptop at home and they have a laptop.

928
02:27:10.680 --> 02:27:16.650
Javier Lopez-Molina: At the school you lose that sense of personal responsibility for for this.

929
02:27:18.270 --> 02:27:19.680
Adebunmi Savage: I think the idea of

930
02:27:20.130 --> 02:27:23.730
Adebunmi Savage: Having the scholars travel back and forth with the laptops.

931
02:27:24.630 --> 02:27:32.430
Adebunmi Savage: Is a good idea when we're thinking about innovating for what computer and technology use could look like in our instructional program.

932
02:27:34.050 --> 02:27:41.670
Adebunmi Savage: And it's also good. I was joking with someone saying that we need to have technology drills as well in the future. Like, can you quickly.

933
02:27:42.480 --> 02:27:51.030
Adebunmi Savage: Log on to whatever platform within two minutes. But there's also the idea of responsibility students need to know that they need to keep the equipment in good shape.

934
02:27:51.600 --> 02:28:00.990
Adebunmi Savage: That it's a value and because of that it needs to be in working condition at all times. But this is also provided a great opportunity to think about what RTI looks like.

935
02:28:01.410 --> 02:28:12.030
Adebunmi Savage: Outside of the confinement of our school building there are things that we can do kind of like when I went to college. It was like already on duty, we can have teach on duty for tutoring in the evenings.

936
02:28:12.480 --> 02:28:19.260
Adebunmi Savage: Saturday school could look different without students having to attract to the school building. However, having online classes.

937
02:28:20.640 --> 02:28:29.160
Adebunmi Savage: The fact that we have to provide 475 laptops also says a lot about equity and what is available to our students.

938
02:28:29.760 --> 02:28:31.530
Adebunmi Savage: That was really eye opening for me.

939
02:28:31.710 --> 02:28:45.600
Adebunmi Savage: Um, and, unfortunately, it took a situation like this for us to get technology into the hands of all students. And it helped to dispel myths that students wouldn't work at home when they have the resources they are putting in the work.

940
02:28:46.800 --> 02:28:53.640
Adebunmi Savage: And to be able to check in and dropping and bridging those connections has been been really helpful.

941
02:29:06.060 --> 02:29:08.730
robb@commonbond.co: Is the technology change.

942
02:29:09.900 --> 02:29:15.930
robb@commonbond.co: Frequently for Mac looks like is there a version issue. If we were to order now and like the new ones come out.

943
02:29:17.100 --> 02:29:23.790
Travis Brown: Well there. Most of the Chromebooks did just cloud base. So they're pretty much on a cheap.

944
02:29:24.810 --> 02:29:36.720
Travis Brown: $200 in most of the work is done on the internet. So they're not really that affected by, you know, different versions and things like like that because most of the stuff is on internet. It's just that they

945
02:29:37.680 --> 02:29:52.020
Travis Brown: They don't last themselves from like the keyboards and things like that. And this so cheap it most of the time when you break it costs about $100 to fix for $200 machine. So you kind of just put it aside really

946
02:29:53.760 --> 02:29:59.910
robb@commonbond.co: Yeah, I had actually my work laptop break this week. And it was a disastrous.

947
02:30:06.450 --> 02:30:09.120
Jennifer Clayton: So just a quick Google search. This is Jennifer

948
02:30:10.230 --> 02:30:17.340
Jennifer Clayton: Said that the operating systems are supported for five years at least, and sometimes up to six and a half, depending on what the model is

949
02:30:25.020 --> 02:30:25.920
Adrian Adderley: That's for the Chromebooks.

950
02:30:26.580 --> 02:30:27.660
Jennifer Clayton: Yeah, that's for the Chromebook.

951
02:30:31.080 --> 02:30:32.130
Javier Lopez-Molina: Like a school setting.

952
02:30:37.980 --> 02:30:42.240
Jennifer Clayton: on mute. No, that's just how long, Google will support the operating system.

953
02:30:45.360 --> 02:30:46.920
Jennifer Clayton: It doesn't cover wear and tear.

954
02:30:49.710 --> 02:30:53.040
Javier Lopez-Molina: Awesome. Sounds a little bit of a conversation that sounds like we're

955
02:30:54.690 --> 02:31:00.510
Javier Lopez-Molina: Discussion is more is sort of gearing more towards how many should we get

956
02:31:02.010 --> 02:31:02.820
Javier Lopez-Molina: So,

957
02:31:05.640 --> 02:31:10.980
Javier Lopez-Molina: I'll sort of leave that out there and let what what what's the number that that we think we should

958
02:31:12.480 --> 02:31:14.010
Javier Lopez-Molina: Go with how do we think about it.

959
02:31:16.320 --> 02:31:26.820
Adrian Adderley: In Brian mentioned it like a combination of many students and the expected, I guess, rate of students coming in with failed broken laptops.

960
02:31:28.380 --> 02:31:35.730
Briar Thompson: Yeah, I think Sarah said something about that and also said, you know, how many siblings do we currently have who are in that category of having to wait for

961
02:31:36.120 --> 02:31:44.970
Briar Thompson: A laptop from this place, because if we continue to be in remote instruction that ideally I think Miscavige what you're suggesting is that ideally each of those students would have one right

962
02:31:51.090 --> 02:31:53.040
Briar Thompson: Do we know how many students are in that category.

963
02:31:55.770 --> 02:32:08.520
Adebunmi Savage: Of having more than one sibling in the household. So we have 643 students and Maria said we've distributed for 75 so a little bit under 200 students

964
02:32:09.300 --> 02:32:17.790
Adebunmi Savage: do not currently have a laptop and are waiting, we've, you know, unfortunately, when it comes to assessment, we've been pushing for the students.

965
02:32:18.090 --> 02:32:25.740
Adebunmi Savage: In second grade and up to get that done first, since a lot of the the cater to students do get help from their parents. Anyways, in the evening.

966
02:32:26.070 --> 02:32:38.670
Adebunmi Savage: So we've been kind of saying, okay, let the older kids get their work done because the chances of them doing it later when distractions happen is slim and then the younger kids one Mom or Dad comes home can get help and use the computer at that time.

967
02:32:41.880 --> 02:32:46.980
Briar Thompson: That makes sense. And then, Rob. How many people are we expecting as a new incoming students and both schools.

968
02:32:51.180 --> 02:32:56.100
robb@commonbond.co: Courtney or Travis. Do you know the answer to that. The total enrollment is 670 bad. I don't know what the

969
02:32:56.490 --> 02:33:09.030
Travis Brown: Boat yeah can answer that. So for kindergarten a number will be around 52 and at the high school, it should be. If we look at the graduate anywhere from 40 to 50 students

970
02:33:12.030 --> 02:33:20.640
Briar Thompson: Okay. So that gets you to like roughly 300 laptops that people at the 200 with the was like around about 300 so that would be a minimum

971
02:33:26.250 --> 02:33:32.370
Briar Thompson: Do we have takers on making it high a number looking for a range somewhere between 306 hundred

972
02:33:34.230 --> 02:33:36.180
Javier Lopez-Molina: We're thinking about 300 is the minimum

973
02:33:36.360 --> 02:33:46.740
Javier Lopez-Molina: Based on the discussion, the question is now, we basically have to estimate how many are going to come back or make an educated guess on how many are going to come back as not functional

974
02:33:48.870 --> 02:33:49.350
Adrian Adderley: In yourself.

975
02:33:49.800 --> 02:33:50.700
Sara Madavo Jean-Jacques: We know there's

976
02:33:57.720 --> 02:34:00.270
Sara Madavo Jean-Jacques: I just think if we know that there's there's a shortage

977
02:34:00.300 --> 02:34:01.620
Sara Madavo Jean-Jacques: And you know that

978
02:34:01.650 --> 02:34:07.080
Sara Madavo Jean-Jacques: We would really be in a tight spot if we didn't have that I would you know

979
02:34:07.560 --> 02:34:19.860
Sara Madavo Jean-Jacques: I would factor in almost as much as 100 extra laptops because do we think that those laptops would go to waste. If I guess that's my other question is there. Would those laptops, go to waste. If

980
02:34:20.280 --> 02:34:31.950
Sara Madavo Jean-Jacques: We didn't if we didn't need them for the purposes that we're thinking of them for. And if not, then I don't see a great downside it side over ordering, but I see

981
02:34:32.370 --> 02:34:42.300
Sara Madavo Jean-Jacques: A great downside and not being prepared if we continue to remote learn in the fall, or, you know, some scenario where we need to get the equipment quickly.

982
02:34:44.790 --> 02:34:53.520
Javier Lopez-Molina: From my perspective, I won't call it a downside. But it's sort of like a sliding scale like but by that argument, we should get like 600 or 1000

983
02:34:53.970 --> 02:35:00.000
Javier Lopez-Molina: And then at that point we're playing now with the budget question of how many can we actually budget and what can we use that budget for

984
02:35:00.180 --> 02:35:07.650
Javier Lopez-Molina: Again, this goes back to my original question, which was around we could be using this money for other things. And this is important.

985
02:35:07.950 --> 02:35:17.670
Javier Lopez-Molina: And we should use it for this, but at what point does it start to like, at what point is it not useful for us to have that cash sitting as a Chrome laptop, rather than a teacher.

986
02:35:26.280 --> 02:35:30.210
Briar Thompson: Yeah, I mean, I think, have your, your point is well taken. I think it's

987
02:35:31.710 --> 02:35:39.960
Briar Thompson: Probably going forward, other requests that full in this kind of category I think probably need to be presented potentially with those kind of trade offs in mind of just like

988
02:35:40.410 --> 02:35:48.030
Briar Thompson: Here is what we're proposing here is why we think it's valuable and this is why we think it's worth trading off what we might otherwise use that money for, I think,

989
02:35:48.750 --> 02:36:00.330
Briar Thompson: That's a valuable practice going forward for for us like this. I do think, though, that we're in some like bizarre circumstances. Now, and that, given that there's so many possible models that could be in place for the full

990
02:36:01.110 --> 02:36:08.010
Briar Thompson: I cake Sarah's point that we want to be prepared for any of those. And so if that means we index towards potentially over ordering then

991
02:36:08.670 --> 02:36:21.510
Briar Thompson: The downside of that, aside from the money spent is that, you know, you just have some laptops that are sitting there waiting to be used. But if the questions. Is that going to be supported for five years, times with the software that is running on then.

992
02:36:22.650 --> 02:36:25.200
Briar Thompson: Okay, then we just avoiding spending it next year.

993
02:36:26.940 --> 02:36:34.920
Briar Thompson: Absolutely, I'm leaning towards being cautious and covering those different scenarios as opposed so

994
02:36:35.910 --> 02:36:49.260
Javier Lopez-Molina: Let's found it for a second. So our minimum was 300 is our maximum replacing everything. So that's 600 Chromebooks are however 700 Chromebooks are so something something in that way is that

995
02:36:50.460 --> 02:36:51.960
Javier Lopez-Molina: Is that the range that we're dealing with.

996
02:36:54.270 --> 02:36:55.020
Adrian Adderley: Or 50

997
02:36:57.840 --> 02:37:03.390
Javier Lopez-Molina: What's the as in the school, the other 600 students in the school, Angela.

998
02:37:03.420 --> 02:37:04.170
Adebunmi Savage: 43

999
02:37:04.980 --> 02:37:05.940
Javier Lopez-Molina: I'm sorry, I said again.

1000
02:37:06.180 --> 02:37:07.440
Adebunmi Savage: 643

1001
02:37:07.650 --> 02:37:13.650
Javier Lopez-Molina: Yeah, so it would be replacing all the Chromebooks, which is 600 and change. I think

1002
02:37:14.100 --> 02:37:18.720
Adebunmi Savage: And then having a small reserve school in the event of whatever

1003
02:37:20.190 --> 02:37:33.420
Javier Lopez-Molina: That's right. Okay. So then, actually, if the maximum. If we wanted to have both a school, a laptop at home and at school. And we think the laptops are all coming back broken would be 1200 so write something like

1004
02:37:37.890 --> 02:37:40.590
Javier Lopez-Molina: I'm bounding it here, like this is just the numbers right

1005
02:37:44.940 --> 02:37:45.270
Briar Thompson: Yep.

1006
02:37:51.240 --> 02:37:57.360
Javier Lopez-Molina: I mean, this is like this is why I struggle with this because I need more information on. That's a big ranch.

1007
02:37:58.290 --> 02:38:04.680
Adrian Adderley: Arjun exists. I'm Travis. And what is that like, for sure. For sure deadline that we need to order this is on laptops.

1008
02:38:05.070 --> 02:38:05.640
So,

1009
02:38:06.690 --> 02:38:07.140
Travis Brown: I think

1010
02:38:08.670 --> 02:38:13.500
Travis Brown: We're just at the discussion is is in terms of trying to get ahead of it.

1011
02:38:13.830 --> 02:38:15.360
Travis Brown: Because the question is

1012
02:38:15.480 --> 02:38:22.800
Travis Brown: If we find out we need x number in July, we may not get it in time for school to start because

1013
02:38:23.460 --> 02:38:34.770
Travis Brown: This is a everyone's trying to get on these things. So I think to Brent to Brian's point is around because we're in a certain cast position this year. How do we ready ourselves for

1014
02:38:35.430 --> 02:38:47.880
Travis Brown: September, really. So I think in terms of urgency level I think visit backlog. So the best that we move in, get on someone's list that increases the likelihood will have these Chromebooks by the fall

1015
02:38:52.950 --> 02:38:53.550
Travis Brown: But

1016
02:38:53.610 --> 02:38:58.350
Travis Brown: You know, like I don't you know I don't think we go, you know, we say that number thousand

1017
02:39:00.540 --> 02:39:01.800
Travis Brown: I don't I don't I don't think

1018
02:39:03.810 --> 02:39:11.460
Travis Brown: I don't think we go there. I think we go to, I think, the highest we go to to get the school back to where it, it needs to be.

1019
02:39:12.750 --> 02:39:14.160
Adrian Adderley: And that'd be 600 yeah

1020
02:39:15.690 --> 02:39:16.500
Briar Thompson: Yeah, I think that

1021
02:39:16.530 --> 02:39:27.750
Travis Brown: I think that would be that would be the that would be the ceiling to make sure that we can we can if coming back. We can continue our program as as it is.

1022
02:39:29.460 --> 02:39:33.540
Adrian Adderley: What's the current backlog timeframe right now for months by month

1023
02:39:36.540 --> 02:39:38.880
Travis Brown: I don't, I don't have. I don't have that answer.

1024
02:39:39.450 --> 02:39:39.870
Travis Brown: But a

1025
02:39:40.920 --> 02:39:41.340
Brent Elliott: Break.

1026
02:39:41.520 --> 02:39:42.450
Brent Elliott: I'm so sorry. Travis.

1027
02:39:43.200 --> 02:39:43.410
Travis Brown: For

1028
02:39:43.500 --> 02:39:55.680
Brent Elliott: A couple different other charters and so it's been about three to four months in backlog, but that was when the whole pandemic started. So I'm not sure where they are now because most charts. I've already ordered it exists.

1029
02:39:56.700 --> 02:39:57.390
Brent Elliott: Technology

1030
02:40:00.870 --> 02:40:01.170
Travis Brown: And

1031
02:40:01.830 --> 02:40:02.610
Briar Thompson: Pretty similar

1032
02:40:05.640 --> 02:40:18.540
Javier Lopez-Molina: So how do we know that other traders have already ordered. I'm just trying to think like other traders and going through the same process. We are. And this is a big purchase and depend on like two months ago where we're getting that information.

1033
02:40:20.130 --> 02:40:26.970
Brent Elliott: So I worked with a couple of different other charters and so uh just working with them in process and their, their invoices and payments.

1034
02:40:28.590 --> 02:40:38.580
Brent Elliott: Most charters have already purchased and still awaiting the orders. Since the pandemic heat and for the ones that have received them, they still have some of their orders backlog so

1035
02:40:41.070 --> 02:40:51.810
Stacy S: This is a read on for the deal we schools are we're billing and June will July 1 so we've put in some purchases as well.

1036
02:40:54.510 --> 02:40:59.460
Mary Beth Rousseau: And I can just say I'm working with some of the other schools other states.

1037
02:41:00.660 --> 02:41:05.010
Mary Beth Rousseau: For example, or Indiana schools that the state of Indiana has already given out

1038
02:41:06.060 --> 02:41:13.650
Mary Beth Rousseau: Has already allocated. Some of the Cures Act money directly to the schools. And so our schools are using that cares act funding to

1039
02:41:14.430 --> 02:41:28.200
Mary Beth Rousseau: To replace a lot of their equipment. Also, so I think it all really depends on which state, we're talking about and what the state has decided to do with their care. Zach funding and at this point I haven't heard of what New York State is going to be doing.

1040
02:41:28.230 --> 02:41:30.600
Javier Lopez-Molina: Yeah. And the reason I asked and Brent

1041
02:41:30.840 --> 02:41:44.280
Javier Lopez-Molina: I'm kind of curious as to what state those schools belong to, because we have sort of a mechanism in our bylaws for purchases above a certain amount that requires the board to vote and that might not be the case in other places where are the places might be able to

1042
02:41:45.330 --> 02:41:57.270
Javier Lopez-Molina: Capital purchases of this amount without a board vote, but in New York. We've got some place a vote on this. And so that's what kind of curious because I know other la schools, the board kind of is more of a

1043
02:41:58.110 --> 02:42:05.130
Javier Lopez-Molina: rubber stamp and sort of you can pass things through a little bit faster. I'm just trying to understand how schools.

1044
02:42:05.190 --> 02:42:06.150
Briar Thompson: I'm not sure that

1045
02:42:06.990 --> 02:42:09.480
Briar Thompson: I didn't know that that gets us closer to a decision, though, right, like

1046
02:42:11.730 --> 02:42:12.600
Javier Lopez-Molina: Right, so I think

1047
02:42:12.630 --> 02:42:21.000
Briar Thompson: I think where we're at. Right. It's like we can't, we can't say we're not approving anything today because there's a backlog and we're going to need something so we have to approve them number today.

1048
02:42:21.300 --> 02:42:26.340
Briar Thompson: That doesn't mean it's the end of the conversation if the board doesn't feel comfortable approving the number that Travis's that he

1049
02:42:26.790 --> 02:42:37.920
Briar Thompson: He would need, then we can have another discussion to approve a second tranche at the next board meeting, if we would like to have more time to that, but I really don't think that we can say it's there because of that lead time

1050
02:42:38.400 --> 02:42:46.020
Briar Thompson: And so I think where we need to get to is like. What number are we all comfortable with approving today in order to

1051
02:42:47.160 --> 02:42:50.220
Briar Thompson: Get ahead of that lead time and then we can always revisit it

1052
02:42:54.300 --> 02:42:56.280
Javier Lopez-Molina: Or we agree to discuss

1053
02:42:58.590 --> 02:42:59.250
What was the what

1054
02:43:00.300 --> 02:43:00.570
Briar Thompson: Was the

1055
02:43:01.560 --> 02:43:02.100
End

1056
02:43:04.350 --> 02:43:07.230
Briar Thompson: And that's not taking into account, if any, come back destroyed.

1057
02:43:14.220 --> 02:43:19.380
Javier Lopez-Molina: So I'm putting the sort of this is, I think I've typed it into the group chat.

1058
02:43:21.150 --> 02:43:32.190
Javier Lopez-Molina: I think maybe if everyone is comfortable typing in the number that they want and then we'll end up sort of having a closer zeroing in on the range that we need to discuss

1059
02:43:33.390 --> 02:43:38.340
Travis Brown: Bobby It can i i don't know i think 1300 is excessive.

1060
02:43:40.170 --> 02:43:42.270
Javier Lopez-Molina: Okay, so how many. What is the top than

1061
02:43:43.200 --> 02:43:48.180
Travis Brown: I think, I think the tap is honestly around 600

1062
02:43:49.500 --> 02:43:49.770
Adebunmi Savage: K

1063
02:43:50.400 --> 02:43:53.310
Adebunmi Savage: Creating your, your, why are you moving the range down

1064
02:43:57.570 --> 02:43:57.870
Travis Brown: Because

1065
02:44:00.330 --> 02:44:02.070
Travis Brown: Just because in, you know, full

1066
02:44:03.090 --> 02:44:09.300
Travis Brown: Full disclosure. You know, we don't want to look like it's about getting us back to normal.

1067
02:44:12.180 --> 02:44:18.150
Travis Brown: Because we've never had anywhere close to 1300 Chromebooks in the school at one time really

1068
02:44:19.320 --> 02:44:26.190
Travis Brown: So I think getting us back to normal is where where we need to say. But you're right, savage we talk about something else, then

1069
02:44:26.610 --> 02:44:32.190
Javier Lopez-Molina: It got me a travesty started with a vision of having a Chromebook at school and

1070
02:44:33.390 --> 02:44:37.620
Travis Brown: What right, because it would create that it would naturally create that opportunity.

1071
02:44:39.000 --> 02:44:46.440
Travis Brown: Organically but I don't know with we, I don't want to just go into them without I think it gives us a petri dish to test really

1072
02:44:46.980 --> 02:44:52.740
Travis Brown: I think we can do that slowly really instead of and we can do it in spots and really figure that out really

1073
02:44:53.130 --> 02:45:01.470
Travis Brown: I don't think we just jump into that because that is a, it goes back to mission, vision values rarely around. Do we really believe that

1074
02:45:01.860 --> 02:45:13.800
Travis Brown: And to miss savages point. I think there's a big question around equity access, but I think it is a bigger conversation because then it affects the budget year over year. Rarely, so I think I just think because of

1075
02:45:14.970 --> 02:45:28.410
Travis Brown: It presented this petri dish of what education and K 12 can look like. And I think we, if we can we capitalize on that and then see the benefits of the effects because schools have schools have done this.

1076
02:45:28.950 --> 02:45:35.910
Travis Brown: But some of them are still failing schools. So I don't want to just say that that's the panacea on a magic thing because

1077
02:45:36.120 --> 02:45:47.700
Travis Brown: We don't know. I think it gives us a great opportunity if we put 650 back in the in the school and kids keep their Chromebooks at home, then we can stop playing around and figure out something and then

1078
02:45:48.630 --> 02:46:00.900
Travis Brown: Miscavige and I can come back and look at the magic that can happen. And then, because then that needs to be a recurring budget item to make sure that we, when we think about purchasing to think about devices at home for the

1079
02:46:02.640 --> 02:46:18.540
Travis Brown: Mobile spa hotspots, you don't make sure kids have internet access. So I think that's a larger conversation around access and equity for our young people and I just think the situation, the way it came up, it creates a natural playground for this homeschooling

1080
02:46:20.610 --> 02:46:42.570
Adebunmi Savage: And a solution that Adrian proposed was traveling back and forth. And then they have the protective gear on top. I think though we've never had the conversation with kids just because of the situation that this is still school poverty, you're signing it out for us for school work.

1081
02:46:43.590 --> 02:46:50.220
Adebunmi Savage: When you're using it. You should still be, you know, maintain the same behaviors that you wouldn't school sitting down at the table.

1082
02:46:50.850 --> 02:46:55.800
Adebunmi Savage: You shouldn't eat around it like some of the the damages that have occurred so far have been like

1083
02:46:56.190 --> 02:47:06.210
Adebunmi Savage: Food spilled water spilled my baby brother stepped on it because it was on the floor like things like that. I think if we get this new set and we move

1084
02:47:06.900 --> 02:47:18.450
Adebunmi Savage: In the direction of kids traveling with it. I do believe that will get good results with that as well. Everything is about expectation and actually communicating that to kids and communicating back to their families.

1085
02:47:18.990 --> 02:47:22.680
Adebunmi Savage: But there wasn't much time to do that. There wasn't time at all to do that in person.

1086
02:47:23.370 --> 02:47:30.720
Javier Lopez-Molina: So I'm going to continue to be the naysayer and I know I'm quickly becoming a minority in this conversation, but

1087
02:47:31.890 --> 02:47:42.270
Javier Lopez-Molina: In my humble opinion, it's not the laptop that's going to improve the the outcome for the scholars. It's the curriculum or the software that we put on it and the instruction that we put around that.

1088
02:47:42.600 --> 02:47:58.710
Javier Lopez-Molina: And so again, I would much rather invest in that, then the platform. I would rather keep the platform, make sure that we have enough of the platform to enable learning for that channel because we're being forced to teach to that channel but

1089
02:47:59.910 --> 02:48:10.620
Javier Lopez-Molina: I think making too much of an investment in that channel. Like I said before is is maybe, you know, not investing in the right thing. I'll leave it leave it at that.

1090
02:48:13.680 --> 02:48:17.220
robb@commonbond.co: I think one, one thing to just share with you, Eric. I am

1091
02:48:18.240 --> 02:48:30.420
robb@commonbond.co: I don't disagree with the energy around kind of using this as an opportunity to think of alternative uses for that type of investment. I think that's a good exercise. I think, I think the reality is, is we

1092
02:48:30.930 --> 02:48:42.960
robb@commonbond.co: We don't have an awesome track record of other things that we would spend the money on. And so I don't, I don't think we have kind of a, like a list of

1093
02:48:43.680 --> 02:49:01.050
robb@commonbond.co: Like I don't think a really feel the trade off in the same sense. And I think given given our resources. It's kind of an end conversation, I think, I think we've got the resources to be thinking, what are those curriculum investments in those instructional investments that we would make

1094
02:49:02.250 --> 02:49:05.760
robb@commonbond.co: Perhaps that helps kind of square your concern.

1095
02:49:06.390 --> 02:49:07.470
Javier Lopez-Molina: Doesn't it doesn't

1096
02:49:08.520 --> 02:49:16.380
Javier Lopez-Molina: makes me angry. Actually, I'm not you, but at the fact that we're sitting on these huge cash reserves and don't

1097
02:49:16.680 --> 02:49:26.370
Javier Lopez-Molina: Know what to do with it. And that and we're sitting on top of this cash reserve and we're looking down at test scores that are not improving that makes me really mad and

1098
02:49:27.240 --> 02:49:34.020
Javier Lopez-Molina: That kind of an excuse of like, well, we're just not spending the money. So it's mandatory spending on this that's irresponsible.

1099
02:49:35.160 --> 02:49:36.300
Javier Lopez-Molina: I'm sorry, I'm

1100
02:49:36.870 --> 02:49:38.790
Javier Lopez-Molina: A little bit. I don't mean I'm being a little harsh.

1101
02:49:39.150 --> 02:49:57.600
Javier Lopez-Molina: But you know this, we need to be better thinking about what we invest in. And this is exactly why we've got what we have, Jennifer, looking at ways that we can make investments and and and bolster the curriculum and bolster the way that we're bringing education. So the scholars

1102
02:49:58.230 --> 02:50:17.880
Travis Brown: Have you if i can i i agree with what you're saying. I think we had boost boosted the test scores, especially in mathematics that we are beating the city to state and a definitely our district. And I think part of that cocktail has been

1103
02:50:19.560 --> 02:50:28.740
Travis Brown: Has been some of the some of the technology also. So from the standpoint that that I'm taking this from. I don't think it's the

1104
02:50:29.130 --> 02:50:38.430
Travis Brown: I don't think it's the thing I agree with you, 100% that I don't think it's the thing I think is just part of our program that may be just hard to

1105
02:50:39.390 --> 02:50:49.740
Travis Brown: Hard to replace, if it's not there, really. So my, my goal is about bringing us back whole because we're at 51%

1106
02:50:50.550 --> 02:51:00.180
Travis Brown: proficiency in mathematics and we didn't have the opportunity this year to show where we were. But I think if we had the map State says one of the downsides of this is

1107
02:51:00.330 --> 02:51:12.870
Travis Brown: We'd have been really close all of our all of our interim assessment data when you talk about sixth grade mathematics what kids taking the interim assessment that Meriden status and 85% of the kids were proficiency.

1108
02:51:13.590 --> 02:51:21.060
Travis Brown: For the first time in our schools history. We have more level fours and level ones in mathematics. So our test scores have gone up and

1109
02:51:21.780 --> 02:51:32.970
Travis Brown: The technology piece has been part of it. So my approach was around making us whole again so we can continue our program and not using this as I'm not saying that this catapults us

1110
02:51:33.210 --> 02:51:34.860
Travis Brown: I'm saying this all along the way.

1111
02:51:35.490 --> 02:51:45.150
Javier Lopez-Molina: I hear your and my comment was a little unfair. So I apologize. It might my energy is more around we have things that we need to improve on.

1112
02:51:45.750 --> 02:52:02.790
Javier Lopez-Molina: And the upper Academy everywhere. And we, we need to be thinking about what we can do with these cash reserves and the fact that we have and and haven't come up with good ideas yet is shame on us now. Oh, well then let's just spend it on this.

1113
02:52:06.510 --> 02:52:07.260
Brent Elliott: Hey, have you

1114
02:52:08.100 --> 02:52:10.050
Brent Elliott: I'm sorry to delay this a little bit more, but I just want to

1115
02:52:10.290 --> 02:52:25.080
Brent Elliott: elaborate a little bit on the school finance piece. So we normally have to operate on a current year budget. And so we wouldn't be able to go into the reserves every year year over year to help accommodate

1116
02:52:25.950 --> 02:52:42.390
Brent Elliott: Our normal day to day activities those reserves are only there to help assist in a one off situation. And so the next year, you'd have to turn around and have a balanced budget. And so I hear your, your concerns around the reserves, but I think

1117
02:52:42.630 --> 02:52:56.010
Javier Lopez-Molina: The current but like we're in terms of our covenants and I don't know if that's where this is where that's coming from we we are an excess of of I don't maybe rob you can comment more on this but I

1118
02:52:56.760 --> 02:52:57.900
robb@commonbond.co: Yeah yeah

1119
02:52:58.440 --> 02:53:00.660
Javier Lopez-Molina: We just like save money every year because

1120
02:53:00.690 --> 02:53:03.600
Javier Lopez-Molina: That's the way we have to do it in terms of the balanced budget.

1121
02:53:05.520 --> 02:53:22.170
robb@commonbond.co: Yeah, I think the thing is like we couldn't we couldn't because we have a surplus. We couldn't put a budget together that had a deficit. In other words, like we couldn't we couldn't hire five more teachers and have our expenses on one particular year be higher than our revenues.

1122
02:53:23.730 --> 02:53:31.440
robb@commonbond.co: We have to we have to balance on an annual basis. That being said, we can make capital expenditures, or there's ways to structure.

1123
02:53:31.770 --> 02:53:47.670
robb@commonbond.co: The types of expenditures like one time expenditures on different curriculum or different investments that we could make to spend the reserves, we have, but we couldn't like we couldn't we couldn't operate with a bigger staff on a, like a go forward basis as one option.

1124
02:53:49.050 --> 02:53:50.190
Javier Lopez-Molina: And we're consultants.

1125
02:53:51.990 --> 02:53:53.070
Javier Lopez-Molina: contract workers.

1126
02:53:54.390 --> 02:53:59.100
robb@commonbond.co: Yeah, that's probably where you know it gets down into the details of how how you would structure that

1127
02:54:00.270 --> 02:54:04.890
robb@commonbond.co: Right, but I think you're I think your points a good one. I think, I think what I'm, what I'm

1128
02:54:05.790 --> 02:54:20.040
robb@commonbond.co: The point I'm trying to make. I think as well is that I don't think it's an either or, in this case and and I don't think we're necessarily considering this technology investment. Just, just because we have the cash. I think it's starting with the need

1129
02:54:20.580 --> 02:54:31.170
robb@commonbond.co: So there's the need that's been identified and then kind of what I'm, what I'm hoping to add to the conversation is that I don't think it's necessarily a trade off for other investments that we should be making

1130
02:54:33.330 --> 02:54:40.560
Adrian Adderley: Just, I don't know. I think that 600 is when we're meeting the number that's already out there, essentially, I don't

1131
02:54:40.980 --> 02:54:46.350
Adrian Adderley: Want to have, um, I guess I have more faith than the case to bring back laptops that are that are actually functional

1132
02:54:46.860 --> 02:54:54.840
Adrian Adderley: And at some point we have to allow them to be responsible for these things that they take your home. I just don't see why we're buying laptops. I didn't have at home.

1133
02:54:55.350 --> 02:54:59.640
Adrian Adderley: And at the school. It seems excessive to me. Are we okay with

1134
02:55:00.090 --> 02:55:10.380
Adrian Adderley: Giving them laptop that I can take back and forth and having a reserve that any event, a laptop is broken. We can give one out. I just don't see matching that number that we have out there for students for students.

1135
02:55:10.950 --> 02:55:19.710
Adrian Adderley: It doesn't make sense to me. And I don't know what other charter schools are doing if they're doing that, then I would love to assess that. But financially. It just doesn't make sense to me the optics don't make sense to me.

1136
02:55:29.070 --> 02:55:33.090
Jennifer Clayton: Then she Jennifer. I'll just throw my my two cents in here for no reason. But

1137
02:55:35.340 --> 02:55:49.470
Jennifer Clayton: There are a lot of schools and school districts that do have take home laptop programs and i i would guess that there's probably a literature base of data on you know what the, what the outcomes are for students with take home laptop programs.

1138
02:55:50.610 --> 02:55:57.390
Jennifer Clayton: So I think it if you're going to shift from not just supporting the status quo, but maybe opening up another

1139
02:55:57.930 --> 02:56:02.490
Jennifer Clayton: Opportunity for students is probably some things we could look up to see to kind of measure

1140
02:56:03.480 --> 02:56:13.050
Jennifer Clayton: How do how do people typically budget for that. How often do they have to turn over the laptops. What did they need in terms of support for the laptops and policies surrounding it for the students.

1141
02:56:13.530 --> 02:56:21.030
Jennifer Clayton: You know, all that kind of thing. And it's laptop programs have been around for a while. So there's probably literature base that we could look to for advice on that.

1142
02:56:21.420 --> 02:56:25.740
Travis Brown: And that's why. Honestly, I'm not, I'm not talking about going at all.

1143
02:56:25.830 --> 02:56:26.160
Jennifer Clayton: Yeah.

1144
02:56:26.850 --> 02:56:29.310
Travis Brown: I would I would rather prior to read this slowly.

1145
02:56:29.730 --> 02:56:38.520
Travis Brown: I was just talking about, if we got a new set, it would just open up that one kind of organically. But, um, my, my

1146
02:56:39.090 --> 02:56:39.900
Travis Brown: piece here is

1147
02:56:41.070 --> 02:56:49.740
Travis Brown: If we come back in September. What's the best way forward to make sure we continue our program that's been happening and I do agree.

1148
02:56:50.820 --> 02:57:03.630
Travis Brown: Because we don't want to the magic bullet is not Chromebooks. We know that and i can i can add that, and I'm one of the things I would say about the money. We have a reserve.

1149
02:57:04.890 --> 02:57:16.890
Travis Brown: Money that we have a reserve in part of the challenge that we can't spend this money because the way I see it, and corrected and Jennifer, maybe, correct me if I'm wrong. I think part of

1150
02:57:18.000 --> 02:57:26.580
Travis Brown: What my approach has been is not to throw things into the pot, but be really intentional about practices and systems.

1151
02:57:27.570 --> 02:57:37.890
Travis Brown: To make teachers leaders stronger and these things they don't necessarily all the time cost money or big pots of money. It's around us building

1152
02:57:38.520 --> 02:57:54.510
Travis Brown: Building smart and building culture. So sometimes we just can't throw money on things I have, if we want to spend a whole pot of money. Let's get to the branding section of the new name. We got a whole bunch of money or we could spend there. We could get excited about.

1153
02:57:56.130 --> 02:58:15.120
Travis Brown: But I think in terms of what boost test scores. I think it sounds old school and things like that. But it's Carol Fernandez, it's about attracting her and keeping her. It's about having Miss savage who's been with us for five years as a as a dynamic leader.

1154
02:58:16.410 --> 02:58:24.900
Travis Brown: That has transformed department. So this is kind of like a people business and part of my approach over the last five years has been finding the right had been finding the right people.

1155
02:58:25.110 --> 02:58:36.960
Travis Brown: It took me a really long time to get Lizzie pairs, but in one year she moved as school 11% she didn't get a chance to show what she was going to do this year, but it's, you know, so I went in and get us discouraged about

1156
02:58:37.980 --> 02:58:44.580
Travis Brown: This my personal opinion about not sending me spending these large cash reserves, but to Jennifer's point. I think we have a lot of

1157
02:58:44.970 --> 02:58:52.230
Travis Brown: Mission work to do in alignment to do as we move away from LA che and I think we, I think we want to remove

1158
02:58:52.470 --> 02:59:01.860
Travis Brown: I know in two years. We want to crush our charter goals. And that's what I said to the board. I don't know if y'all remember five years ago I said give me seven years. I'm gonna give you a shiny penny.

1159
02:59:02.640 --> 02:59:14.520
Travis Brown: And I still and I still believe that. And if I can't do it in seven years now. I may ask for a fee but I walk out without it is by can't do it at seven, eight years. Then I can't do it really

1160
02:59:15.000 --> 02:59:29.070
Travis Brown: And so I think that's where so I wouldn't be I'm not crazy about not spending money because I think it's still a people a people business, especially as a charter school and I have some ideas around how we could spend a lot of money.

1161
02:59:30.450 --> 02:59:33.090
Adrian Adderley: And we are dragging this on a little bit so I think

1162
02:59:36.870 --> 02:59:38.250
Adrian Adderley: At the time of Chromebooks.

1163
02:59:38.850 --> 02:59:43.050
Jennifer Clayton: Might be a dumb question, but as there. Has there been a warranty on the ones that you do have

1164
02:59:47.010 --> 02:59:48.180
Jennifer Clayton: Before you move on because

1165
02:59:49.470 --> 02:59:55.680
Jennifer Clayton: We just some plans do have a warranty included when they're like education plans. I'm just curious.

1166
02:59:55.770 --> 02:59:56.760
Jennifer Clayton: If yours it or not.

1167
03:00:00.510 --> 03:00:01.650
Travis Brown: I believe that's who you want

1168
03:00:06.720 --> 03:00:07.440
Adrian Adderley: Year warranty.

1169
03:00:12.210 --> 03:00:12.990
Jennifer Clayton: Sorry, Adrian

1170
03:00:20.310 --> 03:00:26.100
robb@commonbond.co: Do we want to see what the minimum number weekend unanimously unanimously approved is

1171
03:00:29.550 --> 03:00:32.640
Javier Lopez-Molina: Looking at the chat. It looks like for

1172
03:00:35.010 --> 03:00:37.680
Javier Lopez-Molina: Anyone not comfortable with four

1173
03:00:46.620 --> 03:00:59.700
Javier Lopez-Molina: Okay, Justin I am guys, feel free to chime in my, my suggestion, we should move on. We've been talking about this for a little too long. Um, we vote on the 450, I would like to put a

1174
03:01:01.290 --> 03:01:04.710
Javier Lopez-Molina: A an item on the agenda for the next board meeting.

1175
03:01:05.760 --> 03:01:11.370
Javier Lopez-Molina: For another vote for additional laptops in addition to the will decide on that gap.

1176
03:01:12.750 --> 03:01:21.180
Javier Lopez-Molina: But personally, before I vote on that piece of information. I needed something that Jennifer brought up around the evidence showing that

1177
03:01:22.200 --> 03:01:25.350
Javier Lopez-Molina: There's a benefit. I'd like to know what the benefit is

1178
03:01:26.670 --> 03:01:34.110
Javier Lopez-Molina: So I'd like to have us uncover what that researches if we can look that up between now and the next board meeting that I think would be helpful.

1179
03:01:35.010 --> 03:01:49.890
Javier Lopez-Molina: I'd also like to know if we have any warranty question was surprisingly simple but also pretty relevant, we should be able to maybe minimize the number of just by if we have an add on to some of these laptops, maybe, you know, can order 50 less

1180
03:01:49.920 --> 03:01:50.790
Javier Lopez-Molina: If they're within that

1181
03:01:52.710 --> 03:02:10.710
Javier Lopez-Molina: Damaged so I'd like to understand where we are with the warranty on these things. And so we operational question, but I think it's it's relevant, you know, if you think 50 laptops that's 50 times 200 to 400. I don't know how much these things cost. It's significant amount of money.

1182
03:02:15.150 --> 03:02:26.040
Alexandra Abreu: That thinking I was thinking, probably also like by grade level like I'm thinking about like high schoolers. The like technology is like a must for

1183
03:02:27.300 --> 03:02:36.630
Alexandra Abreu: Students this days, I have to type sad to send the email to take the computer doesn't have to have, like, you know, upgraded of

1184
03:02:37.170 --> 03:02:58.200
Alexandra Abreu: Sources but i i feel like high schoolers, especially high schoolers must have some sort of technology and like massage said, I mean, just to prove that they don't miss that they borrow the school resources. So maybe also looking at

1185
03:02:59.790 --> 03:03:11.400
Alexandra Abreu: The impact on like the grade level like maybe for high schoolers to put priority for those of older kids. I don't know. That's something to think about.

1186
03:03:21.450 --> 03:03:22.530
Javier Lopez-Molina: Is there any other piece of

1187
03:03:23.790 --> 03:03:25.860
Javier Lopez-Molina: Want before the next meeting.

1188
03:03:39.000 --> 03:03:53.970
Javier Lopez-Molina: I said, Is there any other piece of information that we that we'd like to uncover between now and the next board meeting, so that we can have a an informed vote on the number in excess of 450 that we want to purchase.

1189
03:03:55.710 --> 03:03:58.980
robb@commonbond.co: It if you have a way to do this. Travis.

1190
03:04:00.000 --> 03:04:15.780
robb@commonbond.co: Some sort of informal survey of just, hey, just checking in. Want to make sure you're all taken care of. How would you characterize the condition of your Chromebook, something like that. Maybe we just give you some data. And what you can expect and how it's looking out there.

1191
03:04:18.300 --> 03:04:18.960
Travis Brown: Will do.

1192
03:04:26.010 --> 03:04:33.570
Javier Lopez-Molina: Alright, so without further ado emotion to make a budget amendment purchase 450 Chromebooks.

1193
03:04:36.750 --> 03:04:37.440
Javier Lopez-Molina: me one second.

1194
03:04:40.650 --> 03:04:41.190
Briar Thompson: A second

1195
03:04:42.660 --> 03:04:47.580
Javier Lopez-Molina: All in favor. We might we might need to do days and days. So, all in favor

1196
03:04:48.840 --> 03:04:50.280
Terrence Underwood: I hang. Hi.

1197
03:04:51.150 --> 03:04:51.570
Hi.

1198
03:04:53.400 --> 03:04:54.390
Javier Lopez-Molina: All the posts.

1199
03:04:58.560 --> 03:05:02.100
Javier Lopez-Molina: Let the record show that the board has unanimously voted to purchase.

1200
03:05:02.100 --> 03:05:03.450
Javier Lopez-Molina: For 50 Chromebooks.

1201
03:05:03.510 --> 03:05:06.090
Javier Lopez-Molina: Make a budget amendment to purchase 150 Chromebooks.

1202
03:05:08.700 --> 03:05:14.880
Javier Lopez-Molina: That was a that was a saucy discussion. Apologies. By the way, I got, I got a little bit impassioned there.

1203
03:05:15.960 --> 03:05:19.380
Javier Lopez-Molina: That happens from time to time, I hope. Well, Miss average. I'm not scaring you

1204
03:05:21.000 --> 03:05:29.190
Adebunmi Savage: Know you're not. But, for the record, math has increased 10 percentage points on average for the last three years that I've been supporting the school.

1205
03:05:30.060 --> 03:05:31.170
Javier Lopez-Molina: And in the CPA.

1206
03:05:31.620 --> 03:05:33.300
Adebunmi Savage: Know in the elementary school.

1207
03:05:33.540 --> 03:05:33.780
But

1208
03:05:35.340 --> 03:05:44.100
Adebunmi Savage: I am going to urgently start supporting to CPA. So I, I hope to be able to report similar outcomes in the future.

1209
03:05:45.180 --> 03:05:57.600
Javier Lopez-Molina: I hope so too, you know, that's, that's great. Um, OK, so moving on to the next item on the agenda, the Financial Services proposal alternative over to Courtney

1210
03:05:59.220 --> 03:06:03.510
Courtney Russell: Okay, that's a tough one to go after but a join us here.

1211
03:06:04.530 --> 03:06:15.000
Courtney Russell: So, um, we as you guys know, have been thinking about what comes next financial services, and we have two incredible people line with us today. Mary Beth and Brent

1212
03:06:15.930 --> 03:06:25.500
Courtney Russell: Mary Beth was supported the school for a number of years and Brent and the most recent years and so we we thought it would be important to take a look at what options exist.

1213
03:06:26.190 --> 03:06:33.180
Courtney Russell: Where the school wants to go in terms of they want to keep with the current provider, which is technically SBA s

1214
03:06:33.660 --> 03:06:41.100
Courtney Russell: Lighthouse has subcontracted with SPS which is based out of Arkansas. And so we've received a proposal from them.

1215
03:06:42.000 --> 03:06:52.680
Courtney Russell: Similarly, we wanted to go out to the New York market and see what's one of the the big firms out there that a lot of charters are using. And so I'm going to share my screen for just a moment.

1216
03:06:59.040 --> 03:07:16.770
Courtney Russell: We spent some time with finance committee, more specifically, Rob. We spoke with him about each of the proposals and talk through some of the pluses and minuses. The other finance committee members were unavailable for the call. But we did open it up to them and so

1217
03:07:17.850 --> 03:07:36.960
Courtney Russell: A process perspective. I just wanted to share, where each of the firm's land and then perhaps Rob can talk a little bit about the kids are the finance Committee's perspective on each of them. And so SBA s, which would be a continuation of the current provider came in at $80,000

1218
03:07:38.190 --> 03:07:48.180
Courtney Russell: They said this is around the same price they would normally charge there was a potential increase, but when we went back to them and we said that pay LA City.

1219
03:07:48.900 --> 03:07:58.380
Courtney Russell: And the payroll system under little bird HR would be covered. They were able to to keep it at that 80,000. And so this is the like first proposal, you'll see

1220
03:07:59.940 --> 03:08:10.950
Courtney Russell: Season the second one. I've also linked to each of the station's website so you can see them. But the first one I have here is SPS excuse me SBA is at $80,000

1221
03:08:11.490 --> 03:08:27.420
Courtney Russell: And the second proposal comes in a bit higher at 120 2000 the. The first one is a flat rate of 80,000 this one I will say is an hourly rate. And so I've met extensively with Steve read

1222
03:08:29.040 --> 03:08:36.960
Courtney Russell: For apps ESPN virtually and we've gone through an extensive proposal that helped him get to this number and so

1223
03:08:37.530 --> 03:08:41.910
Courtney Russell: Obviously there's a difference here. We did come back and he was able to bring this down a little bit more

1224
03:08:42.570 --> 03:08:56.340
Courtney Russell: With some revisions that we made through the proposal. But again, that's where we are from a transactional perspective and I'll turn it over to Rob to weigh in around some of the pluses and minuses and things that were considered and then his recommendation to the board.

1225
03:09:03.690 --> 03:09:04.230
robb@commonbond.co: Great.

1226
03:09:08.550 --> 03:09:11.070
robb@commonbond.co: Thank you, Courtney. So, so, yeah.

1227
03:09:12.660 --> 03:09:16.560
robb@commonbond.co: I'll first just acknowledge that it's a bit awkward because

1228
03:09:18.600 --> 03:09:29.280
robb@commonbond.co: Obviously Britain and Mary Beth on the line we're talking about that one of the proposals we just heard about is is is there, so we can just acknowledge that

1229
03:09:30.480 --> 03:09:55.920
robb@commonbond.co: I you know I as a as a think about you know the the support we've gotten on the on the finance front has been exceptional. I would say from the preparation of our monthly financials to the the results of our annual audits to having shepherd us through the

1230
03:09:56.970 --> 03:10:00.720
robb@commonbond.co: The bond deal that we went through a year and a half ago.

1231
03:10:02.850 --> 03:10:12.450
robb@commonbond.co: You know, and just just being in a position to be as financially sound as we have been. And that's, that's because of the work of Mary Beth and Brenton so you know as I think

1232
03:10:12.720 --> 03:10:32.070
robb@commonbond.co: It's, it's important to state that I think as, as we've thought about a periodically as a board. We've discussed kind of the LA the broader la chair a services agreement. We've always viewed the financial support as kind of a shining

1233
03:10:33.420 --> 03:10:48.690
robb@commonbond.co: Example of of exceptional support and kind of one of the core reasons why we we felt good about staying with La j over the years. So I think that's important. I think as we as we look to the future.

1234
03:10:50.310 --> 03:11:01.290
robb@commonbond.co: And as we transition to a post la world. I think there is a there is value in

1235
03:11:02.400 --> 03:11:07.440
robb@commonbond.co: Bringing things into the home base geographically and just

1236
03:11:08.970 --> 03:11:22.710
robb@commonbond.co: Kind of consolidating a key support capabilities to the to the New York area and specifically close to you know to the Bronx, I think, bringing in the capabilities that are

1237
03:11:25.020 --> 03:11:28.110
robb@commonbond.co: Leveraging leveraging the fact that

1238
03:11:29.490 --> 03:11:39.600
robb@commonbond.co: Leveraging learnings from an organization that supports multiple charter schools in our backyard is valuable. And they also have

1239
03:11:39.990 --> 03:11:52.890
robb@commonbond.co: Kind of, I think, a longer term vision where we would would eventually be at a point where we would bring these skills in house and I think there's a model that plays out nicely.

1240
03:11:55.260 --> 03:11:56.430
robb@commonbond.co: In the

1241
03:11:57.510 --> 03:12:11.910
robb@commonbond.co: In the proposal from the New York firm around really kind of advising us to to crawl walk, run where we can, we could basically train our own team to do these things internally. And so that's what leads me to a slight

1242
03:12:13.020 --> 03:12:15.600
robb@commonbond.co: Slight preference and recommendation for

1243
03:12:17.640 --> 03:12:28.740
robb@commonbond.co: The New York based firm in in kind of handling the scope of services that we would need on our, on our financial back office, but keeping on a go forward basis.

1244
03:12:35.940 --> 03:12:44.310
Adrian Adderley: Good question. Courtney and reverse to a little bird what so they had to the insurance piece. Currently, correct.

1245
03:12:45.630 --> 03:12:45.930
Courtney Russell: Yeah.

1246
03:12:46.080 --> 03:12:51.360
Courtney Russell: As health, health care, but I'm on transplant. Yes, the health care. Yes, sir.

1247
03:12:51.900 --> 03:12:57.570
Adrian Adderley: Um, but under that plan that we have. Do they cover the financials as well. No. Yes.

1248
03:12:58.680 --> 03:13:06.600
Courtney Russell: No, they don't. The only thing that they do is they provide pay last city, which is the platform so will be switching from ADP.

1249
03:13:07.050 --> 03:13:15.270
Courtney Russell: Over to pay Lassie and then they provide back and forth. So that will look like, and the training that Maria and I have started to receive and will continue to receive

1250
03:13:16.620 --> 03:13:24.750
Courtney Russell: I have spoken with a little about whether or not they work with other New York based clients because they're New York based obviously

1251
03:13:25.290 --> 03:13:44.100
Courtney Russell: And they, they, do they have worked with CF before the New York financial firm and so it's not to say by any means the SPS could not do this, but they are familiar with connecting the systems and and those different groups together. And so, yeah, we've spoken a bit about that.

1252
03:13:46.350 --> 03:13:46.680
So,

1253
03:13:49.470 --> 03:13:52.800
Adrian Adderley: So moving, we're moving from ADP to pay last me. Okay.

1254
03:13:53.190 --> 03:14:04.980
Courtney Russell: Yes, when you signed up for a little bird, and that was part of the package deal so you can't stay with ADP. So, effect of the second payroll that falls in July, everyone will be on a LA City at the LCS

1255
03:14:07.530 --> 03:14:07.770
Courtney Russell: I think

1256
03:14:13.410 --> 03:14:13.770
Okay.

1257
03:14:17.940 --> 03:14:20.880
Adrian Adderley: In a new year from behind this entire integration.

1258
03:14:22.020 --> 03:14:23.340
Adrian Adderley: Or will it be our

1259
03:14:25.290 --> 03:14:26.700
Courtney Russell: Last city that would be a little bird.

1260
03:14:27.000 --> 03:14:33.150
Adrian Adderley: And the New York firm will just take over the handling of the finances after is transferred over integrated

1261
03:14:36.840 --> 03:14:40.290
Adrian Adderley: Was the cost to have little bird Minister finances if they

1262
03:14:42.660 --> 03:14:43.140
Adrian Adderley: Do they

1263
03:14:43.860 --> 03:14:46.770
Courtney Russell: Do don't think they do that compliant. No, they

1264
03:14:48.600 --> 03:14:53.970
Briar Thompson: Just said the payroll pot, right, not the rest of the financial management. Okay.

1265
03:15:05.130 --> 03:15:10.890
Adrian Adderley: Wait for the last part is just the payroll so well. Finally, what GL system are we using

1266
03:15:13.110 --> 03:15:13.800
Courtney Russell: So with

1267
03:15:15.420 --> 03:15:24.060
Courtney Russell: SBA as they currently use a combination of financial edge and then avid exchange for bill payment with

1268
03:15:24.570 --> 03:15:30.630
Courtney Russell: CSP em. If you guys chose to go with that. There's the possibility that you could stick with the current systems.

1269
03:15:31.170 --> 03:15:41.790
Courtney Russell: But after having a conversation with them. They thought that perhaps those systems are a little bit too robust and not being used to their capacity and they they did say generally speaking, all systems are used.

1270
03:15:42.750 --> 03:15:56.880
Courtney Russell: With organizations or corporations that have like many branches or perhaps many different locations and so CSP em. They haven't formally recommend it but they said many of our clients use a combination of QuickBooks, along with Bill, Bill. Okay.

1271
03:16:00.360 --> 03:16:01.680
Adrian Adderley: What we currently on

1272
03:16:02.760 --> 03:16:04.410
Courtney Russell: That's called financial edge.

1273
03:16:04.890 --> 03:16:05.400
Courtney Russell: And then

1274
03:16:06.360 --> 03:16:08.880
Courtney Russell: Is used for the bill pay portion

1275
03:16:18.540 --> 03:16:28.560
Javier Lopez-Molina: Just a little close to the head. So, Rob. I'm a question. Is your preference based on like familiarity with like New York law familiarity with like

1276
03:16:30.150 --> 03:16:33.120
Javier Lopez-Molina: Like, well, what's the basis of your slight preference.

1277
03:16:38.790 --> 03:16:41.850
robb@commonbond.co: I think there's a a

1278
03:16:43.260 --> 03:16:49.770
robb@commonbond.co: Yeah, there's, there's a familiarity with New York, LA, I think, I think, fundamentally, like that.

1279
03:16:52.020 --> 03:17:03.990
robb@commonbond.co: So I start the highest level, conceptually, like the value of or, you know, one of the guiding principles of the Charter philosophies are to provide local control and local

1280
03:17:05.820 --> 03:17:13.050
robb@commonbond.co: Resource Allocation and investment and and I think we just get more it there's there's a

1281
03:17:14.550 --> 03:17:29.190
robb@commonbond.co: Just a tighter connection to the the reality of the new of New York based regulations in New York based implications and and part of it is probably symbolic of just kind of

1282
03:17:30.360 --> 03:17:43.860
robb@commonbond.co: bringing, bringing things closer in to New York base, um, you know, I think it's probably fair to present this in pros and cons. I probably jumped to kind of a conclusion, but I think

1283
03:17:45.330 --> 03:18:01.830
robb@commonbond.co: They're one of the major pros about SBA SBA is the Arkansas based company is continuity, you know, they would, they wouldn't have to be any transition and and depending on how you model the hourly cost. There's also a cost savings.

1284
03:18:03.420 --> 03:18:20.700
robb@commonbond.co: A kind of we you know in a in an environment where there's going to be significant transition perhaps stabilizing areas stabilizing things where we can could be valuable as well. And so kind of maintaining a period of transition

1285
03:18:21.780 --> 03:18:22.980
robb@commonbond.co: Has its merits as well.

1286
03:18:25.320 --> 03:18:30.000
Adrian Adderley: Yeah, I think, to go to some really great point. I think one of my whole backs on is

1287
03:18:31.110 --> 03:18:42.840
Adrian Adderley: Changing so many things at one time. And if we can create some custom audience. They some stabilization within an organization at some point we we should consider it if we consider an all these other changes around it.

1288
03:18:46.890 --> 03:18:47.250
Yeah.

1289
03:18:49.350 --> 03:18:51.960
robb@commonbond.co: This is kind of your world. Right. You're in FPA

1290
03:18:54.360 --> 03:18:56.130
Adrian Adderley: From six to 5pm

1291
03:19:01.290 --> 03:19:01.710
robb@commonbond.co: Yeah.

1292
03:19:02.430 --> 03:19:11.340
Adrian Adderley: Yeah, I mean I just went to a system integration from Microsoft Solomon to work day and we love ADP and went to work day

1293
03:19:11.550 --> 03:19:15.660
Adrian Adderley: Yeah, so I'm trying to stay far away from integrations to

1294
03:19:18.090 --> 03:19:19.200
Adrian Adderley: PayPal systems.

1295
03:19:20.220 --> 03:19:20.400
Right.

1296
03:19:21.750 --> 03:19:33.900
Adrian Adderley: Now, but I think, and we can always say this having some stability because we transition so many projects at once. I didn't Kobe hit and all of our like GL system stuff is just been

1297
03:19:35.370 --> 03:19:54.270
Adrian Adderley: A mess and you don't expect it. We all you as managers and project manager use big transition to go smoothly, to a certain extent, not smoothly everyone expects like 20% hiccups, but it can be a lot, especially this controllable environment where you don't have to change right now. Yeah.

1298
03:19:59.550 --> 03:20:01.740
Adrian Adderley: And then as a cost saving on top of it as well.

1299
03:20:09.720 --> 03:20:11.520
Javier Lopez-Molina: So do we need to vote on this.

1300
03:20:13.050 --> 03:20:17.010
Javier Lopez-Molina: Feeling comfortable. I don't know where we are in the conversation.

1301
03:20:17.880 --> 03:20:18.360
robb@commonbond.co: Yeah.

1302
03:20:18.660 --> 03:20:20.340
Javier Lopez-Molina: Courtney or not. A lot of people instead of

1303
03:20:20.760 --> 03:20:21.330
Javier Lopez-Molina: Spoken up

1304
03:20:22.620 --> 03:20:25.590
robb@commonbond.co: You gotta drop the key word Chromebooks.

1305
03:20:34.950 --> 03:20:37.260
robb@commonbond.co: Travis recording. Is there anything you would add

1306
03:20:39.690 --> 03:20:45.510
robb@commonbond.co: The court. I mean, Courtney obviously ran it all down, but anything from a, I don't want to put you on the spot. But anything else you would add

1307
03:20:47.940 --> 03:20:48.900
Courtney Russell: Another at this time.

1308
03:20:53.880 --> 03:20:56.910
Adrian Adderley: Do we have to make a decision. Now, is that something we do right now.

1309
03:20:58.500 --> 03:21:08.910
Courtney Russell: I just think so because if you were to consider transitioning the goal would be really to start off the new fiscal year with a new company and

1310
03:21:09.480 --> 03:21:15.750
Courtney Russell: You know, obviously there's going to be overlaps, your experience with it and then all of the stuff that comes with it, but

1311
03:21:16.260 --> 03:21:20.580
Courtney Russell: If you were to make that move it would be a lot smoother. If you waited until

1312
03:21:21.060 --> 03:21:28.680
Courtney Russell: June to vote, which isn't till the 21st, it would just be too quick of a turnaround and then you'd have multiple companies with one within one fiscal year.

1313
03:21:29.340 --> 03:21:40.470
Courtney Russell: Which is an impossible. It just makes it more complicated. We also do have a new auditor this year. So we wanted to make sure we we tighten everything up no matter how you guys go and in preparation for that new relationship.

1314
03:21:40.950 --> 03:21:49.380
Adrian Adderley: Yeah, with, with that being said, new order and leaving LA. Jay, I mean, I will always pull for stability in that environment.

1315
03:21:51.240 --> 03:21:51.510
Adrian Adderley: I

1316
03:21:51.570 --> 03:22:00.750
Adrian Adderley: Am the art. They were the people already noticed system. They Know Everything is and they can easily give information to the auditor without a hiccup.

1317
03:22:02.460 --> 03:22:07.740
Courtney Russell: Yeah I did meet with the auditor to preview this conversation because I thought that exact thing. Adrian that

1318
03:22:09.210 --> 03:22:14.460
Courtney Russell: You know, potentially, to be worrisome, or would that entail and so

1319
03:22:15.540 --> 03:22:21.810
Courtney Russell: The auditor. I mean, not that she's going to endorse either company, but I think she feels and that's simply with Michelle.

1320
03:22:22.470 --> 03:22:33.450
Courtney Russell: Michelle came from MB, and she felt comfortable and you know whatever direction you all choose to pursue a she obviously has a very limited understanding what's happening. She did not

1321
03:22:34.110 --> 03:22:50.790
Courtney Russell: share any concerns about staying or going and she does, she has developed in recent months, a relationship with Brenton Mary Beth and she also has a very high level of familiarity with ESPN because they have

1322
03:22:52.350 --> 03:23:01.140
Courtney Russell: Like 200 clients. I don't know how many of them are in New York City, but because they have such a wide range of clients and because mmm and be as one of audit.

1323
03:23:01.590 --> 03:23:09.300
Courtney Russell: Firms she did share that she was familiar and comfortable. So I think from a continuity perspective and there were no flags racer.

1324
03:23:15.720 --> 03:23:22.140
robb@commonbond.co: Yeah, you know, as we as we kind of talked through this and I don't know what triggered.

1325
03:23:23.190 --> 03:23:26.370
robb@commonbond.co: Kind of. That's why it's helpful to talk. These three these things.

1326
03:23:27.930 --> 03:23:33.180
robb@commonbond.co: Just the, the amount of transition items, just kind of flashed across

1327
03:23:34.380 --> 03:23:45.150
robb@commonbond.co: You know through my mind around your account signatories, or just a comment and just all that we've done on our investment accounts. All the, all the work that's been done there.

1328
03:23:47.280 --> 03:23:49.440
robb@commonbond.co: So that's, that's a, that's a pretty big consideration.

1329
03:23:55.740 --> 03:23:56.250
robb@commonbond.co: Um,

1330
03:23:59.130 --> 03:24:00.090
Do you want to say something.

1331
03:24:01.350 --> 03:24:01.770
Briar Thompson: So,

1332
03:24:02.130 --> 03:24:03.120
Travis Brown: I know this is

1333
03:24:04.440 --> 03:24:08.910
Travis Brown: Not my, you know, not my wheelhouse, but it does

1334
03:24:10.380 --> 03:24:27.870
Travis Brown: Fall on my lap a lot I balance it out as in terms of, I think, as Rob you shared that Mary Beth and Brent had been working with us for some quite some time and have helped helped us stay fiscally healthy and they're really great people.

1335
03:24:29.310 --> 03:24:30.810
Travis Brown: I balance that with

1336
03:24:32.340 --> 03:24:44.940
Travis Brown: Understanding where the other firm plays in New York and the knowledge base that they have with working with pretty much all the major charter schools in our area and being able to see around

1337
03:24:45.780 --> 03:24:53.910
Travis Brown: Certain corners and understand the market, really. And the question that I would pose is to your point earlier is like, where are we going to be in one

1338
03:24:54.780 --> 03:25:07.140
Travis Brown: To two to five years, really. And where do we want to be really and I know that it's a lot of change happening now, but I think I think my, I don't know if it's a recommendation or anything like that. I just think

1339
03:25:08.700 --> 03:25:12.000
Travis Brown: As we move as we move forward it

1340
03:25:13.050 --> 03:25:20.970
Travis Brown: If we're going to move. I think there's going to be some bumps and things like that and roll. But I think we, we have the people to do it if that's what we want to do really

1341
03:25:21.960 --> 03:25:32.070
Travis Brown: I think we we have. And we've been gearing up to make major moves and sever certain times. So if this is one of them that we want to do in one

1342
03:25:32.460 --> 03:25:42.900
Travis Brown: Two years, or a couple of months, I think, I think we can. I know I'm saying, I think we can. I know that's like Courtney and you Robin times, things like that. But I think it's

1343
03:25:44.040 --> 03:25:48.690
Travis Brown: It's part of time. The name change things like that, if this is something we want to inevitably do

1344
03:25:55.530 --> 03:25:58.290
Adrian Adderley: Disagree with doing it. I just don't think we should do it right now.

1345
03:26:00.900 --> 03:26:02.100
Adrian Adderley: With everything else can say

1346
03:26:12.300 --> 03:26:14.130
Adrian Adderley: Why

1347
03:26:15.780 --> 03:26:26.460
robb@commonbond.co: Do we actually need to vote on this or any. The, the, I don't need to vote on the expenditure itself, but David we needed to vote on the vendor selection.

1348
03:26:30.180 --> 03:26:46.680
Courtney Russell: I think the vote because it's over 50 K either one of them you have to vote on the expenditure, which I think is tied to the, the actual vendor side, I think. Yes. Maybe I kind of understand what you're saying. And maybe there's a way around it, but my general answer is yes.

1349
03:26:47.580 --> 03:26:47.820
Yeah.

1350
03:26:49.890 --> 03:26:50.430
Javier Lopez-Molina: Um,

1351
03:26:51.570 --> 03:27:03.540
Javier Lopez-Molina: I haven't said much on purpose because i think i was i came off a little too strong earlier and I kind of want to make sure there's enough space for other people to talk, but my I kind of agree with Adrian

1352
03:27:05.550 --> 03:27:12.450
Javier Lopez-Molina: I feel like we've got unless there's a significant difference in the services being offered

1353
03:27:13.230 --> 03:27:30.630
Javier Lopez-Molina: There's an advantage to delaying the transition for a year. I mean, you know, we've been talking about moving away from LA for a number of years and that year of us sort of transitioning away at least from a board perspective, I think, was helpful to understand

1354
03:27:32.250 --> 03:27:42.390
Javier Lopez-Molina: What it is that we needed. And I think that is an analogous situation here, potentially, where I think

1355
03:27:42.960 --> 03:27:50.940
Javier Lopez-Molina: The continuity in the year helps us understand, Okay, well this is important. This is important. And maybe we realize after

1356
03:27:51.570 --> 03:28:05.550
Javier Lopez-Molina: After this, that, you know, we're being with the other firm is the right thing and and then we have other components in place. I know that's just basically to say echo what Adrian said

1357
03:28:07.020 --> 03:28:11.790
Sara Madavo Jean-Jacques: And I also have here. I agree with you and Andrea and I kind of

1358
03:28:12.570 --> 03:28:22.740
Sara Madavo Jean-Jacques: I think that we are going through a lot of transitions right now. I think the transitions will come with some anticipated challenges and some unanticipated challenges, especially

1359
03:28:23.220 --> 03:28:30.750
Sara Madavo Jean-Jacques: With everything that's going on with Kobe. We really don't know how much time and energy are going to be putting in to

1360
03:28:31.080 --> 03:28:42.810
Sara Madavo Jean-Jacques: Just dealing with whatever the fall brings. And so, you know, really, what is a what is a year. I just don't think that there is a huge downside to delaying and I think there's

1361
03:28:43.260 --> 03:28:59.040
Sara Madavo Jean-Jacques: A lot of upside, even if it's just all the signatories like you just said me doing all that figuring out where everything is like all that it's just gonna be a huge administrative burden and it's, it, it will be worth it at the right time, but maybe not right now.

1362
03:29:06.180 --> 03:29:06.630
robb@commonbond.co: Yeah.

1363
03:29:08.970 --> 03:29:11.040
robb@commonbond.co: Very helpful. Any, any other perspectives.

1364
03:29:18.780 --> 03:29:19.980
robb@commonbond.co: Here, you want to call the book.

1365
03:29:28.170 --> 03:29:29.760
robb@commonbond.co: Okay i i'm

1366
03:29:30.870 --> 03:29:31.950
robb@commonbond.co: I'm a

1367
03:29:33.150 --> 03:29:35.370
robb@commonbond.co: proposing that we vote to

1368
03:29:37.290 --> 03:29:44.040
robb@commonbond.co: Extend the contract to SBA as for on a one year basis to provide financial

1369
03:29:45.060 --> 03:29:46.950
robb@commonbond.co: Services. Before I do,

1370
03:29:48.810 --> 03:29:51.900
robb@commonbond.co: This will have to be unanimous. So there is anyone at want to

1371
03:29:53.100 --> 03:29:55.350
robb@commonbond.co: Push the conversation further before we go.

1372
03:29:56.670 --> 03:30:00.150
Briar Thompson: Can you just clarify which one is which again yeah I

1373
03:30:00.570 --> 03:30:05.730
Briar Thompson: Have been discussing continuity versus New York but then I don't know how those two things tied to the acronym.

1374
03:30:06.300 --> 03:30:08.460
robb@commonbond.co: Yeah. So either way, these

1375
03:30:08.550 --> 03:30:10.560
robb@commonbond.co: Both companies need a marketing department.

1376
03:30:12.150 --> 03:30:19.380
robb@commonbond.co: CCS CSP M is New York, New York City and SB as IS ARKANSAS so

1377
03:30:20.610 --> 03:30:23.490
robb@commonbond.co: In in continuity is SBA s

1378
03:30:26.070 --> 03:30:29.970
robb@commonbond.co: So that, that's good. I'm going to propose that we vote to extend the contract, you

1379
03:30:33.630 --> 03:30:33.900
Javier Lopez-Molina: So,

1380
03:30:33.960 --> 03:30:36.720
robb@commonbond.co: I propose that we enter into

1381
03:30:37.410 --> 03:30:39.330
robb@commonbond.co: When your contract with SPS

1382
03:30:40.740 --> 03:30:41.160
Javier Lopez-Molina: Second,

1383
03:30:42.630 --> 03:30:44.160
robb@commonbond.co: All those in favor, say aye.

1384
03:30:45.030 --> 03:30:46.770
Stacy S: Aye. Aye.

1385
03:30:49.020 --> 03:30:53.790
robb@commonbond.co: The record show. Well anyone not in favor, say,

1386
03:30:55.980 --> 03:30:56.490
robb@commonbond.co: Yay.

1387
03:30:57.960 --> 03:31:05.310
robb@commonbond.co: Okay, the record show we will enter into when your contract with that or we are approved to enter into when you're contracted SBA as

1388
03:31:07.260 --> 03:31:08.760
robb@commonbond.co: Per the proposal in the board packet

1389
03:31:11.820 --> 03:31:15.600
Javier Lopez-Molina: Just realized we have a lot of votes and tonight's agenda.

1390
03:31:17.910 --> 03:31:26.040
Javier Lopez-Molina: The next item on the agenda is check signers, so I'll turn it over to Courtney and if you can keep it to two minutes.

1391
03:31:26.700 --> 03:31:27.150
Courtney Russell: I know

1392
03:31:27.450 --> 03:31:28.950
Javier Lopez-Molina: A check for you. Yeah.

1393
03:31:29.820 --> 03:31:40.800
Courtney Russell: I spoke two months or the club controller and lighthouse and he's in the process of La be LCS wind down plan and getting accounts transferred over things like that.

1394
03:31:42.000 --> 03:31:51.240
Courtney Russell: But with that being said, we have some checks signers at Lighthouse who probably should no longer be come July one, or perhaps August one with that new agreement, we're signing

1395
03:31:51.930 --> 03:31:57.270
Courtney Russell: And so I asked him, Who would be there and check ciders, he said at the school level.

1396
03:31:57.600 --> 03:32:04.770
Courtney Russell: He would recommend that that would be Travis and myself. And the only reason Maria wouldn't be included is because she'd be the one handling all of that.

1397
03:32:05.160 --> 03:32:12.930
Courtney Russell: And then he also recommended that you all consider having one board members a check signer just as a backup. Not that we would need it often or at all.

1398
03:32:13.560 --> 03:32:22.980
Courtney Russell: But perhaps personal and be someone other than Rob, because as the treasure. He's got oversight into that. So the recommendation would be to consider.

1399
03:32:25.260 --> 03:32:40.260
Courtney Russell: Passing a vote to allow Travis myself and then a board member potentially Javier whomever you all deem appropriate to be named as check signer and as this transfer continues to happen and that those folks are included there.

1400
03:32:44.280 --> 03:32:45.540
We are project center.

1401
03:32:50.760 --> 03:33:06.840
Javier Lopez-Molina: As much as I would love additional responsibilities. Um, I would, I think it'd be a good idea to get someone else on the Finance Committee, who's not rob to be checks on that would be my suggestion, if anyone else is interested. Who else is on the Finance Committee.

1402
03:33:08.850 --> 03:33:10.020
robb@commonbond.co: John and Tom

1403
03:33:13.770 --> 03:33:14.460
Javier Lopez-Molina: Not here.

1404
03:33:16.440 --> 03:33:19.830
Javier Lopez-Molina: And neither is the way isn't here on the Finance Committee.

1405
03:33:22.440 --> 03:33:22.800
Courtney Russell: So,

1406
03:33:27.990 --> 03:33:29.070
Javier Lopez-Molina: Do we need this.

1407
03:33:30.090 --> 03:33:30.600
Javier Lopez-Molina: Right now.

1408
03:33:32.580 --> 03:33:38.040
Courtney Russell: They're getting ready to start to transfer it takes quite a while. So they did ask if I could get it tonight.

1409
03:33:38.520 --> 03:33:39.720
Javier Lopez-Molina: Okay, final through it.

1410
03:33:43.140 --> 03:33:43.530
Javier Lopez-Molina: Okay.

1411
03:33:44.580 --> 03:33:45.900
Courtney Russell: Thank you will make that happen.

1412
03:33:49.260 --> 03:33:50.370
Javier Lopez-Molina: Or can we just like

1413
03:33:52.860 --> 03:33:53.790
Courtney Russell: I don't really know.

1414
03:33:53.850 --> 03:33:57.630
Courtney Russell: I put it as a vote. I'm being overly cautious, but if

1415
03:33:58.770 --> 03:33:59.340
Javier Lopez-Molina: Every record.

1416
03:34:00.090 --> 03:34:01.050
Javier Lopez-Molina: I feel weird.

1417
03:34:02.850 --> 03:34:05.010
Javier Lopez-Molina: Dominating myself to vote for

1418
03:34:06.240 --> 03:34:08.520
Javier Lopez-Molina: So everyone else wants to

1419
03:34:12.990 --> 03:34:15.420
Briar Thompson: Emotion for having heavier to become the checks on

1420
03:34:17.700 --> 03:34:20.160
Javier Lopez-Molina: Oh, in addition to Courtney and Travis.

1421
03:34:20.190 --> 03:34:22.560
Briar Thompson: Oh, in addition to Courtney and Travis, sorry.

1422
03:34:23.400 --> 03:34:25.710
Briar Thompson: I didn't quite have robbed fulfil malady.

1423
03:34:27.720 --> 03:34:28.560
Sara Madavo Jean-Jacques: Second,

1424
03:34:29.670 --> 03:34:30.270
Javier Lopez-Molina: All in favor.

1425
03:34:32.040 --> 03:34:32.550
robb@commonbond.co: Hi.

1426
03:34:33.930 --> 03:34:34.710
I'll post

1427
03:34:36.660 --> 03:34:37.440
Javier Lopez-Molina: I'll abstaining.

1428
03:34:39.960 --> 03:34:41.280
Briar Thompson: The record record show

1429
03:34:41.760 --> 03:34:43.710
Javier Lopez-Molina: Yeah, that's we have eat animals live

1430
03:34:44.220 --> 03:34:46.590
Javier Lopez-Molina: Travis Courtney and myself to sign

1431
03:34:47.610 --> 03:34:55.530
Javier Lopez-Molina: To be accountable for money spending. Ok. The next item on the agenda is the LCS 401k program update Courtney

1432
03:34:56.430 --> 03:35:03.270
Courtney Russell: Okay, this will be another quick one. Also, I've been working with Sentinel, who is the current 401k provider.

1433
03:35:03.750 --> 03:35:12.120
Courtney Russell: And we are planning on staying with them as the 401k provider. There is an integration done with pay last city. So we think can

1434
03:35:12.390 --> 03:35:18.930
Courtney Russell: Apostles, that could work very nicely. The only major change to bring to your attention and this was already in the benefits breakdown would be

1435
03:35:19.260 --> 03:35:26.730
Courtney Russell: We'd be moving from a 4% employer contribution to fund. And so essentially in the packet. There's two documents that

1436
03:35:27.690 --> 03:35:33.780
Courtney Russell: If you feel comfortable, I'd be able to assign and then proceed with everything that we need to do to get the account up

1437
03:35:34.080 --> 03:35:44.640
Courtney Russell: However, if for any reason you guys wanted Rob to be the signer on those. I did for them to him earlier and he has just a little bit of insight. I just got them yesterday, so it wasn't a lot of lead time

1438
03:35:45.210 --> 03:35:50.520
Courtney Russell: But if for any reason you wanted to have Rob review or sign. We can certainly do that as well.

1439
03:36:01.980 --> 03:36:04.080
Javier Lopez-Molina: Vote. We need for that right. Does anyone have any questions.

1440
03:36:08.400 --> 03:36:20.940
Javier Lopez-Molina: On the agenda is the academic committee report that is Nikki Haley, she's not here. So we're going to move right into the principles report and I let's say the principles abbreviated review with an emphasis on a brief.

1441
03:36:23.790 --> 03:36:32.010
Travis Brown: Austin. So I'm going to actually hand it over to miss savage so she can update everyone on the state of the school in terms of online learning.

1442
03:36:34.710 --> 03:36:36.930
Adebunmi Savage: Is it possible for me to share my screen.

1443
03:36:38.610 --> 03:36:41.640
Javier Lopez-Molina: I think there's a green button at the bottom that says share screen.

1444
03:36:42.660 --> 03:36:47.220
Adebunmi Savage: Okay, perfect. Just wanted to make sure there weren't any permissions.

1445
03:36:48.600 --> 03:36:55.170
Adebunmi Savage: Alright, so, um, I am just going to provide insight on our program.

1446
03:36:56.730 --> 03:36:58.020
Adebunmi Savage: As well as

1447
03:37:00.930 --> 03:37:11.610
Adebunmi Savage: As well as just give you all an opportunity to ask any questions that you may have. If anything is unclear. I'm more than happy to respond to your questions.

1448
03:37:12.690 --> 03:37:23.550
Adebunmi Savage: So in transitioning to online. There were a couple of things that we had to consider one was the issue of technology we spent an extensive amount of time discussing it so I

1449
03:37:24.060 --> 03:37:34.800
Adebunmi Savage: Won't go into that, but also determining priority courses we realize that in order to ensure that there was a depth of understanding

1450
03:37:35.280 --> 03:37:48.450
Adebunmi Savage: With key content we needed to kind of get skinny, a little bit on the courses that we offer. So for the elementary school we move to only offer Macedonia lay on online platform but

1451
03:37:49.440 --> 03:38:08.190
Adebunmi Savage: It on a deeper level and then for the high school we limited some electives. Another thing we have to consider was just maintaining high expectations in an unfamiliar territory. So thinking about how like when whenever any change happens like a natural reaction is to

1452
03:38:09.330 --> 03:38:18.540
Adebunmi Savage: One of the natural reactions is to just have this fear of incompetence or temporary and competence and we wanted to make sure that our teachers were supported in

1453
03:38:19.470 --> 03:38:28.950
Adebunmi Savage: Building their virtual teaching skills while maintaining expectations that we have for rigor. And then lastly, just be defining the role

1454
03:38:29.310 --> 03:38:36.900
Adebunmi Savage: Of a teacher in this space and the role of operations team in this space. So our teachers have taken on instructional lead roles.

1455
03:38:37.230 --> 03:38:45.060
Adebunmi Savage: So those teachers are responsible for delivering instruction buyer zoom and then designing the calendar of assignments for asynchronous work.

1456
03:38:45.360 --> 03:38:50.490
Adebunmi Savage: And then we also have administrative leads that are primarily responsible for contacting families.

1457
03:38:50.940 --> 03:38:59.490
Adebunmi Savage: Every single day that a student, Mrs an assignment that student gets a call home and is blocked back on track. So the administrative leads are responsible for that.

1458
03:38:59.880 --> 03:39:15.750
Adebunmi Savage: And then lastly, we've postured operations team to be able to support student use of technology and navigating the various platforms. So thinking about all of those things we set some goals and these goals have evolved.

1459
03:39:16.920 --> 03:39:26.640
Adebunmi Savage: As time has gone on and we've gotten more comfortable into space. Our goal for completion is that 90% of students complete each day's Ellie And math assignments.

1460
03:39:27.030 --> 03:39:32.970
Adebunmi Savage: Our goal for achievement is that 75% of students achieve a passing score on each independent assignment.

1461
03:39:33.630 --> 03:39:43.680
Adebunmi Savage: To maintain high expectations 100% of parents are contacted by missing assignments and little scores. So that's any assignment where the student earns less than a 70%

1462
03:39:44.010 --> 03:39:55.470
Adebunmi Savage: And students are given the opportunity to we attempt assignments, so students can we attempt classwork homework and weekly quizzes, the one time only attempts all of the tests.

1463
03:39:56.730 --> 03:40:04.800
Adebunmi Savage: We have a goal for live connections. So we have a mix of asynchronous programming and synchronous programming. So for that.

1464
03:40:05.340 --> 03:40:25.170
Adebunmi Savage: There's an 80% goal we expect at least 80% of the cohort, to be able to sign on at the same exact time to the live instruction and last a goal for individual check ins 100% of our students have a bi weekly check in with their one of their great team teachers every other Friday.

1465
03:40:27.330 --> 03:40:29.670
Adebunmi Savage: In terms of our programming, we have

1466
03:40:31.590 --> 03:40:41.880
Adebunmi Savage: Private pipe probably I would say the two big components are asynchronous learning and synchronous learning so asynchronous happens every single day. Students receive a calendar of assignments.

1467
03:40:42.240 --> 03:40:48.180
Adebunmi Savage: Emailed every Friday with the upcoming week's assignment and they're required to complete that assignment.

1468
03:40:48.810 --> 03:40:53.160
Adebunmi Savage: By the end of that calendar day. And that's how we account for attendance for that given day.

1469
03:40:53.850 --> 03:41:08.160
Adebunmi Savage: Synchronous learning only happens, Monday through Wednesday and this is 90 minutes of live instruction each of those days, and it's a staggered schedule with half the cohort attending from 10 to 1130 and then the other half are attending from 12pm to 130

1470
03:41:09.420 --> 03:41:26.640
Adebunmi Savage: We also provide all of our special education services online. So that's the academic services of sets. We also provide counseling and speech and that happens, Monday through Thursday for 30 minutes sessions, according to the students. Mandy.

1471
03:41:28.380 --> 03:41:49.530
Adebunmi Savage: We provide academic intervention services for about 15% of the school and that occurs on Thursdays 10 to 11 for k to eight or 1PM to 2PM and that's by invitation only just to maintain a small group setting for grades nine through 12 it's Friday from 10 to 12pm and once a 3pm.

1472
03:41:50.700 --> 03:41:57.600
Adebunmi Savage: Office hours are for the high school students so that they can pop in and out and ask students, teachers questions as needed.

1473
03:41:58.050 --> 03:42:07.980
Adebunmi Savage: Bi weekly check ins are for all of the students. That's five days nine to 415 and those are scheduled. And then lastly we have assessments that happen weekly

1474
03:42:08.880 --> 03:42:12.720
Adebunmi Savage: Quizzes happen every Friday and it has to be completed by end of day.

1475
03:42:13.200 --> 03:42:29.970
Adebunmi Savage: Those quizzes are not monitored on a zoom platform, but our tests have happened quarterly students log on to zoom and then insulin click into the chat box to go to a test and they take the test while being monitored on the zoom meeting room, the entire time.

1476
03:42:31.230 --> 03:42:37.170
Adebunmi Savage: We just had our very first big online test this week.

1477
03:42:38.580 --> 03:42:48.360
Adebunmi Savage: There has been an evolution of rigor in the academic demand that we've placed on the students but also on the services that we

1478
03:42:48.960 --> 03:42:59.970
Adebunmi Savage: Provide. And the reason for this evolution is just to regulate the stress when something is unfamiliar and I spoke a little bit about just the fear of in competence or

1479
03:43:00.600 --> 03:43:11.880
Adebunmi Savage: Just not knowing how to do something. We wanted to make sure that everyone saw this as an opportunity to gain new skills, whether that's our teacher or student so we we had a slow start

1480
03:43:12.780 --> 03:43:19.440
Adebunmi Savage: But with some good results march 23 is what we started the distance learning program and it only included

1481
03:43:19.830 --> 03:43:25.770
Adebunmi Savage: Three components. So the asynchronous learning all students will learn independently at that point from calendar assignments.

1482
03:43:26.190 --> 03:43:35.670
Adebunmi Savage: As on Thursdays and office hours on five days. Our goal for that time at that time was 80% of students being engaged on the online platform.

1483
03:43:36.360 --> 03:43:40.770
Adebunmi Savage: And contacting 100% of students who weren't engaged we achieved.

1484
03:43:41.310 --> 03:43:51.090
Adebunmi Savage: 83% of students who are engaged on the online learning platform from the very first week that we started and 100% of students that weren't engaged were contacted daily

1485
03:43:51.630 --> 03:44:03.780
Adebunmi Savage: Our average for that whole week was 86 average for that week up to our current attendance is 86% then on March 30 we expanded

1486
03:44:04.260 --> 03:44:15.480
Adebunmi Savage: The program. So a week later, we started our special services and to provide a special services via zoom or via phone, we needed to get consent. So 100% of the students

1487
03:44:15.870 --> 03:44:25.740
Adebunmi Savage: Had their guardians contacted so request consent and we received consent for 93 of the 137 services individual services that we provide.

1488
03:44:27.180 --> 03:44:39.930
Adebunmi Savage: It will six we expanded again. This time to include synchronous learning and that's when we started power hour for 16 minutes a day Monday through Wednesday, and our goal was 70%

1489
03:44:40.350 --> 03:44:47.100
Adebunmi Savage: We achieved that goal on the third week of providing power hour. So that's the week of April 20

1490
03:44:47.670 --> 03:45:00.330
Adebunmi Savage: Then may 11 when we realized that, you know, online learning was going to stay for a very long time, we thought to ourselves, 60 minutes of synchronous learning is not enough time. So we increased

1491
03:45:00.780 --> 03:45:08.070
Adebunmi Savage: Power hour by 30 minutes so now kids get 90 minutes of live instruction, followed by the independent work that they're assigned

1492
03:45:08.520 --> 03:45:22.980
Adebunmi Savage: And our goal for that was 80% of students attending power hour live all at the same time and we achieved that goal. This week may 18 with 83% of kids on average attending live instruction.

1493
03:45:26.640 --> 03:45:37.050
Adebunmi Savage: So this is just a chart illustrating how our attendance has increased with live instruction. The first day.

1494
03:45:38.220 --> 03:45:47.010
Adebunmi Savage: We were at 44% which was really scary. It's like oh my gosh only 44% of kids are coming on live and receiving

1495
03:45:47.880 --> 03:45:59.550
Adebunmi Savage: Interactive instruction, but we've increased steadily since done and now we're at 3% in terms of asynchronous assignments.

1496
03:46:00.030 --> 03:46:06.330
Adebunmi Savage: In order to count attendance. We need to make sure that students are engaging each calendar day

1497
03:46:06.690 --> 03:46:17.490
Adebunmi Savage: So once we when we send a calendar out on Friday, if a student has an assignment on Monday, they have to complete the assignment on Monday night, the day before or the day after. So what you see

1498
03:46:18.510 --> 03:46:29.100
Adebunmi Savage: Each month for each day based on assignment submission for that day. And you'll see that, you know, it's like a gradual increase and then a spike.

1499
03:46:29.490 --> 03:46:40.020
Adebunmi Savage: Downward, and it just continues that way. Like every fifth day. It's like a downward decline and what we've noticed is that on Fridays. Students are not as engaged.

1500
03:46:40.290 --> 03:46:52.200
Adebunmi Savage: So that is one of the reasons why we've started scheduling the bi weekly check ins to be on Fridays, so that it coincides with the days that students are least likely to engage with the platforms.

1501
03:46:57.360 --> 03:47:07.260
Adebunmi Savage: In terms of credit accumulation and promotional readiness for the high school, we've been tracking the students that are on track to receive 10 plus credits.

1502
03:47:07.620 --> 03:47:21.570
Adebunmi Savage: The students that are on track to receive eight plus credits with credit recovery and then students who fall below those benchmarks and we've been thinking about how we can design our summer school offering to

1503
03:47:22.770 --> 03:47:32.220
Adebunmi Savage: Foster credit recovery and get us back on track for the Qaeda eight we've been tracking emotional readiness and the areas that we've been considering

1504
03:47:32.670 --> 03:47:44.100
Adebunmi Savage: Our course pass rates. So am I passing my math class would have 65 or higher, am I passing my elite class with a 65 or higher. Am I reading on grade level or above.

1505
03:47:44.460 --> 03:47:54.660
Adebunmi Savage: And based on that we've determined on the percentage of students that are on track. Well, the number of students in each cohort that are on track. We have

1506
03:47:55.680 --> 03:48:08.550
Adebunmi Savage: Had one on one check ins with each student that is deemed to be at risk or off track. And these check ins have been a bit different. They've been like virtual parent teacher conferences and

1507
03:48:09.090 --> 03:48:18.300
Adebunmi Savage: Have resulted in individual plans being created for each of those students. And we're going to have another checkpoint. On June fifth to see

1508
03:48:19.140 --> 03:48:30.000
Adebunmi Savage: And the hope is that these numbers in terms of students being off track will decrease as a result of these individual plans that were created in partnership with their guardians.

1509
03:48:34.770 --> 03:48:43.890
Adebunmi Savage: At this point, we're also thinking about, just in general what snacks, not just for this distant learning space, but just for our school

1510
03:48:45.810 --> 03:49:03.630
Adebunmi Savage: For engagement, we've gotten to the place where our students are regularly completing the asynchronous work about 90% of students are completing this each day and about 80% of students are attending live instruction. Kids are engaging, we want to

1511
03:49:04.770 --> 03:49:15.600
Adebunmi Savage: Think ago about what type of engagement, we are receiving so far instructional focus. We want to increase peer to peer discussions on on the online platform.

1512
03:49:15.930 --> 03:49:25.800
Adebunmi Savage: And that could look like a couple of different things, but one in power hour having intentional time that's allotted for extended discussions.

1513
03:49:26.160 --> 03:49:39.870
Adebunmi Savage: And that's in cater for and then in grades five to 12 creating discussion boards for students to engage in before coming to power hour so that the discussions that do happen in power. Our richer and have more substance.

1514
03:49:40.230 --> 03:49:46.140
Adebunmi Savage: In terms of our engagement focus. We're really looking at Friday, we don't want kids to think that Friday is

1515
03:49:47.010 --> 03:49:56.640
Adebunmi Savage: A free day or they can complete their work on Saturday and Sunday. Instead we want them to know that it's important that they're completing their assignments on the dais assigned

1516
03:49:57.210 --> 03:50:01.350
Adebunmi Savage: So in response to that we've created those bi weekly check ins on those days.

1517
03:50:02.010 --> 03:50:11.250
Adebunmi Savage: In terms of assessment and data focus K to eight took their first online extended assessment. This week nine to 12 will take there's next week.

1518
03:50:11.550 --> 03:50:32.070
Adebunmi Savage: And after that, we're going to analyze student responses and then respond to that data with instructional next steps in the upcoming weeks so next month we'll be able to share what the results of those assessments were for summer school. We're extending learning to July 31 for all students.

1519
03:50:33.150 --> 03:50:48.210
Adebunmi Savage: To kind of as much as possible mitigate the effects of summer slide and and prepare for the inevitable that students. I'm not going to be exactly where they need to be next year and we can try to address that over the summer.

1520
03:50:49.260 --> 03:51:02.250
Adebunmi Savage: One designed. I was thinking of is having students engaged in rotating and be weeks where a week will be synchronous and be week will be asynchronous. We're currently in the design process though. So once we have

1521
03:51:04.350 --> 03:51:06.510
Adebunmi Savage: More codified approach or

1522
03:51:08.250 --> 03:51:10.680
Adebunmi Savage: Written in design will be able to share that

1523
03:51:13.320 --> 03:51:14.940
Adebunmi Savage: That is the end of

1524
03:51:17.250 --> 03:51:21.930
Adebunmi Savage: My week port. Are there any questions, and I want to

1525
03:51:26.910 --> 03:51:29.340
Alexandra Abreu: I just have a comment and I'm

1526
03:51:30.360 --> 03:51:33.090
Alexandra Abreu: Very happy with the work that you guys doing

1527
03:51:34.800 --> 03:51:45.360
Alexandra Abreu: The only thing I was really sad when you guys took four classes to i mean i think i don't know and some time and

1528
03:51:47.130 --> 03:51:48.990
Alexandra Abreu: It was already taking like

1529
03:51:51.000 --> 03:51:57.210
Alexandra Abreu: All the classes for for classes for me, it was very manageable for

1530
03:51:58.320 --> 03:52:03.600
Alexandra Abreu: Students to to like take it to to it, which is like a little stat.

1531
03:52:06.150 --> 03:52:07.650
Adebunmi Savage: Thank you for them as a bar, you

1532
03:52:09.000 --> 03:52:21.090
Adebunmi Savage: It was very difficult. Arriving at that decision, but we realized that while students were engaging on the platform and getting worked on the quality of the work wasn't at the level that was demonstrating

1533
03:52:22.200 --> 03:52:24.840
Adebunmi Savage: Proficiency or deep understanding

1534
03:52:27.120 --> 03:52:27.540
Adebunmi Savage: Yeah.

1535
03:52:28.860 --> 03:52:43.860
Adebunmi Savage: And because we were in a space where we still I mean math has made games but you know 50% is not something I would want to say one out of two kids are proficient in this area and then for LA. It's about

1536
03:52:45.660 --> 03:52:55.080
Adebunmi Savage: Two out of five kids are proficient in this area. So we still have to think really deeply about how we can continue to increase our literacy and numeracy skills.

1537
03:52:55.410 --> 03:53:03.330
Adebunmi Savage: And particularly in elementary on social studies is taught through the literacy framework and through the LA standards.

1538
03:53:04.170 --> 03:53:16.860
Adebunmi Savage: So we didn't want to have two different things, driving at the same standards we thought it would be best to just focus by directly on literacy standards and not social studies.

1539
03:53:20.640 --> 03:53:24.960
Alexandra Abreu: But that's what like I was thinking, right, we might be

1540
03:53:26.640 --> 03:53:32.490
Alexandra Abreu: In general, when I'm thinking about like social studies and science. I'm thinking about year late

1541
03:53:32.880 --> 03:53:45.750
Alexandra Abreu: Mm hmm. But in a sense that the students do need to like be exposed to the knowledge of like social studies, the knowledge of science. And I think those somehow

1542
03:53:47.550 --> 03:53:59.640
Alexandra Abreu: La if it's done correctly. I mean, I'm just saying it just like I know it's it's hard to admit it's a lot of changes a lot of the sessions that you guys have to make

1543
03:54:00.180 --> 03:54:21.870
Alexandra Abreu: And like I said, I am happy with the support that you guys have provided me just, like, as a parent, and as a person that think just like I'm not thinking only my child and getting, you know, a grade and he laid or a math. I'm also thinking about my child being like Bobby rounded

1544
03:54:22.020 --> 03:54:23.370
Alexandra Abreu: well rounded education.

1545
03:54:25.560 --> 03:54:29.250
Alexandra Abreu: So it just, it was sad news for me.

1546
03:54:35.220 --> 03:54:44.670
Adebunmi Savage: I, I definitely hear you on. We do want our students to have domain knowledge and social studies and sciences as a way to build that domain knowledge.

1547
03:54:45.840 --> 03:54:56.220
Adebunmi Savage: In response to increasing the minutes for LA and mathematics. The LA program has the LA online program has become more robust

1548
03:54:56.820 --> 03:55:11.490
Adebunmi Savage: When we decided to focus on LA. So students are now engaging in class novels and we were not able to do that before when sharing the minutes with social studies students weren't able to read class novels and the work they were doing for social studies was mostly

1549
03:55:11.490 --> 03:55:12.960
Alexandra Abreu: Responding to

1550
03:55:13.020 --> 03:55:13.830
Articles

1551
03:55:14.910 --> 03:55:28.320
Adebunmi Savage: And weren't able to engage in discussion about those articles so that work hasn't been lost. It's just now, not in the space for social studies, it's being pushed into illiteracy coursework.

1552
03:55:36.840 --> 03:55:48.090
Adebunmi Savage: But thank you for that feedback, something will continue to think about how to make sure we are still using la as a space to build on domain knowledge.

1553
03:55:49.500 --> 03:55:51.660
Adebunmi Savage: Regarding social studies and science.

1554
03:55:57.210 --> 03:56:06.120
robb@commonbond.co: One question miss average, this is, this is great. Thank you for sharing this content to awesome to have the detail on the second to last slide, the

1555
03:56:07.710 --> 03:56:22.800
robb@commonbond.co: Project percent off track versus on track and give a rough sense of how what that would look like in a, you know, quote, normal year or maybe comparatively to find them a non distance learning environment.

1556
03:56:23.430 --> 03:56:34.350
Adebunmi Savage: Yes. Um, I think if I was to compare this last year because we send out our promotion in doubt report at the end of quarter three each year.

1557
03:56:34.920 --> 03:56:41.010
Adebunmi Savage: While we do it at the end of Quarter two, then we do it again at at the end of quarter three to kind of help.

1558
03:56:41.580 --> 03:56:48.660
Adebunmi Savage: parents and families and children spring into action, so that there isn't a final retention at the end of the year.

1559
03:56:49.650 --> 03:57:02.730
Adebunmi Savage: I'll be able to pull that information and provide comparative data for you and the next meeting, so that we can look at the year side by side by do have last year in a spreadsheet as well because this is a practice that we do each year.

1560
03:57:03.420 --> 03:57:06.720
robb@commonbond.co: Great. Thank you, that'll be interesting to see a problem.

1561
03:57:08.520 --> 03:57:10.200
Jennifer Clayton: That's on my gap analysis to

1562
03:57:11.670 --> 03:57:12.180
Adebunmi Savage: Awesome.

1563
03:57:14.460 --> 03:57:16.650
Adebunmi Savage: I'll have that for you by next by David

1564
03:57:18.360 --> 03:57:19.050
Jennifer Clayton: Thank you.

1565
03:57:35.190 --> 03:57:39.930
Javier Lopez-Molina: Move on to the next item on the agenda recruiting and hiring discussion.

1566
03:57:42.240 --> 03:57:47.490
Travis Brown: And know we're pressed for time. I can ship this to next board meeting, if you would like

1567
03:57:49.530 --> 03:57:52.050
Javier Lopez-Molina: Well, that's okay. But if it's pressing

1568
03:57:53.790 --> 03:57:56.280
Travis Brown: It was, it's nothing pressing was more of update

1569
03:58:01.110 --> 03:58:10.050
Travis Brown: Nothing. Nothing urgent or that you know we need the board to weigh in on just more of update. So it can be fine to move to next board meeting.

1570
03:58:10.650 --> 03:58:11.790
Javier Lopez-Molina: Okay, let's do the

1571
03:58:12.960 --> 03:58:15.450
Javier Lopez-Molina: next item on the agenda is

1572
03:58:17.010 --> 03:58:26.160
Javier Lopez-Molina: School operations. So, Adrian sorry LCS fundraising to have any updates on fundraising Adrian still with us.

1573
03:58:27.090 --> 03:58:35.310
Adrian Adderley: Yes, yes I am. So that, um, I know there was a couple of emails going out over the last week or so regarding fundraising.

1574
03:58:36.300 --> 03:58:43.140
Adrian Adderley: And Brian made a very valid point regarding the concept of how we wanted to structure to give get

1575
03:58:43.830 --> 03:58:52.620
Adrian Adderley: So I just wanted to get everyone's feedback and thought process around. Do you want to bring that number down or not raise it over time. Or you can have a set rate.

1576
03:58:53.340 --> 03:59:00.780
Adrian Adderley: But I think it is a good concept they have what a board is we know and understand what it is. Every year we have some

1577
03:59:01.410 --> 03:59:08.850
Adrian Adderley: Some guidelines around that and also Travis pride also piggyback on top of that with a question as to what would a

1578
03:59:09.540 --> 03:59:21.180
Adrian Adderley: Number of students to actually went to college. Last year, so we can kind of gauge the expectation on the potential fundraising around creating a fundraising campaign around college signings

1579
03:59:22.200 --> 03:59:34.830
Adrian Adderley: So you can follow up with that information now to be grateful greatly helpful in regards to Cajun arrange over the last two, three years of students in the college and what we can potentially expect at a baseline.

1580
03:59:35.370 --> 03:59:43.080
Adrian Adderley: But I do want to circle back with the board and get understand. Ask them what what you all are more comfortable with for to get

1581
03:59:49.080 --> 03:59:52.860
Javier Lopez-Molina: Crickets and know is that is that a discussion that we should have

1582
03:59:53.610 --> 03:59:55.590
Adrian Adderley: It might be best for a second session.

1583
03:59:55.950 --> 04:00:00.660
Javier Lopez-Molina: Executive Session, or maybe one on one or group setting. I'm wondering

1584
04:00:03.360 --> 04:00:13.500
Adrian Adderley: So I also come back via email, and you can just respond to that email and Travis, if you could give us some numbers around college signings over the last two, three years.

1585
04:00:17.700 --> 04:00:19.590
Adrian Adderley: By asking you an email as well.

1586
04:00:23.640 --> 04:00:30.120
Javier Lopez-Molina: Alright, sorry. The next item on the agenda is a transition plan, Courtney.

1587
04:00:40.530 --> 04:00:40.980
Courtney Russell: Sorry about

1588
04:00:42.330 --> 04:00:57.870
Courtney Russell: Myself so this will be pretty brief as well. I just had a couple of things I wanted to share with you all. So there's nothing you need to do here. But just to make sure you all are aware, and there's obviously a big process of happening behind the scenes right now and return

1589
04:00:59.550 --> 04:01:12.540
Courtney Russell: Was with my house, I can. I just wanted to let you know that this project plan created, it's been shared with Travis on the air. And if there's anything that anyone wants to talk about are asked about, I'm happy to speak with you.

1590
04:01:14.010 --> 04:01:30.540
Courtney Russell: Leave. There is a la che wind down plan that I'm leading on the light side of things. And so I just want you all to be assured that we're thinking through and working through all of the traditional processes that would take place during the line. Any questions or comments about this.

1591
04:01:37.410 --> 04:01:46.620
Courtney Russell: Thing that I wanted to share with you. Where did you go was, I think it was just a brief update on little bird.

1592
04:01:47.100 --> 04:01:59.940
Courtney Russell: And the transition and no nose to report everything continues to go exceedingly well Maria and I have weekly check ins with our implementation specialist and we've gotten to the point where

1593
04:02:00.990 --> 04:02:14.160
Courtney Russell: We've gotten in the system where we're really learning how to use it and open enrollment will be launched next Monday and Monday, but the the first, I believe it is. And so we've been able to share the good news.

1594
04:02:14.160 --> 04:02:14.670
Alexandra Abreu: With her

1595
04:02:15.870 --> 04:02:28.200
Courtney Russell: Yes, that we're launching a new benefit system moving to a new york based medical program. And so, and we've had some some really initial positive feedback. And we know that as they continue to learn more. They'll be really pleased with the offer.

1596
04:02:29.550 --> 04:02:33.030
robb@commonbond.co: That's great news, Courtney. Nice. Nice work. Yeah.

1597
04:02:33.120 --> 04:02:40.530
Courtney Russell: I know it's been great. I know that I'm originally when I presented everything I was kind of encouraging the broker side of things, and now

1598
04:02:40.860 --> 04:02:50.340
Courtney Russell: I couldn't be happier that you guys pushed and look for a little bird because they've just been excellent all around. And I know it's just going to continue to get better. So it's been it's been an awesome experience.

1599
04:02:51.960 --> 04:03:00.270
Courtney Russell: The final piece I wanted to share Javier had reached out to me, probably a little bit over a week ago around

1600
04:03:01.410 --> 04:03:07.200
Courtney Russell: Getting I know Jennifer was also talking in her presentation about solidifying processes and

1601
04:03:07.680 --> 04:03:12.600
Courtney Russell: Protocol to have those things, especially on the HR and compliance side of things, when it comes to my work.

1602
04:03:13.140 --> 04:03:24.180
Courtney Russell: And I did share this with the governance committee and Javier. As you can see, there's a timeline, where we'll be kicking this off, although some of the work is already taken place, but I took some of the

1603
04:03:25.140 --> 04:03:32.880
Courtney Russell: Categories that Javier shared and just created a timeline around HR so that you can see we will be developing

1604
04:03:33.570 --> 04:03:40.470
Courtney Russell: standard operating procedures, make sure each of these really important categories are being addressed are being documented and we have

1605
04:03:41.370 --> 04:03:51.030
Courtney Russell: You know, these kind of guides to turn to as situations arise, and as we plan for regular occurrences throughout the school year. And so you can expect that in the coming months.

1606
04:03:51.870 --> 04:04:05.160
Courtney Russell: These items will certainly be updated and there will be points at which I am you know certainly happy to share these procedures with you and whatever steps they need to take to be formalized or given feedback in any way we'll have that available for you.

1607
04:04:07.950 --> 04:04:17.490
Courtney Russell: Any questions about any of those items or anything else. I didn't mention around transition away from lighthouse. I know there's other pieces but anything on any of that.

1608
04:04:21.270 --> 04:04:21.660
robb@commonbond.co: Cornea

1609
04:04:22.770 --> 04:04:28.260
robb@commonbond.co: I'll share I'll share Canada. I haven't, I haven't reviewed that spreadsheet in detail, but that's something that you've shared

1610
04:04:30.300 --> 04:04:33.150
Courtney Russell: No problem at all. Yeah, if anything comes up, just let me know for sure.

1611
04:04:34.200 --> 04:04:38.100
robb@commonbond.co: Sorry. Do you have shared at that spreadsheet that that tracking

1612
04:04:39.060 --> 04:04:45.870
Courtney Russell: yes to things I've shared it to your, to your email. It was their response to have yours email. So I don't know if that was your

1613
04:04:46.380 --> 04:04:56.670
Courtney Russell: Your work email or your BS. Yes. And then you also can always go right in here and click on this link and you should be. I've been able to hyperlinks things in here and teach should be able to get right to those

1614
04:04:57.960 --> 04:04:58.860
Courtney Russell: You want to see.

1615
04:04:59.490 --> 04:05:01.500
robb@commonbond.co: Awesome. Cool. Great. Thank you.

1616
04:05:05.340 --> 04:05:06.570
Courtney Russell: Know we keep going, heavier.

1617
04:05:07.680 --> 04:05:08.220
Javier Lopez-Molina: Court for

1618
04:05:09.270 --> 04:05:10.020
Courtney Russell: The next item.

1619
04:05:10.890 --> 04:05:12.420
Javier Lopez-Molina: The calendars. Yeah.

1620
04:05:13.860 --> 04:05:14.100
Courtney Russell: Okay.

1621
04:05:15.360 --> 04:05:19.590
Courtney Russell: We have two things for you this evening to take a look at and and hopefully load on

1622
04:05:21.300 --> 04:05:33.450
Courtney Russell: The first attachment and this agenda item is your board calendar. And the good news is I don't believe for Bronx, that there's any holidays or any interference.

1623
04:05:34.140 --> 04:05:37.860
Courtney Russell: So unless there was a discussion that you all wanted to have about the recurring meeting time

1624
04:05:38.700 --> 04:05:50.550
Courtney Russell: every single month. So the third Thursday work to there were no conflicts with, you know, winter holidays or Thanksgiving things that can sometimes come up with the the calendars, a little off with the start date of the month, so

1625
04:05:51.690 --> 04:06:05.340
Courtney Russell: You know there's there's really nothing to share here unless there's anything you want to talk about, but I would suggest you consider this if for any reason you needed to push it to June. That's okay. And, but again, it's a pretty straightforward board meeting calendar for 2021

1626
04:06:06.780 --> 04:06:19.020
Javier Lopez-Molina: I am okay proposing we vote on it. I mean, we're Russa Third Thursday. And it sounds like. So this is pretty straightforward. So go ahead and motion to approve the 2021

1627
04:06:20.130 --> 04:06:20.700
Javier Lopez-Molina: Board cups.

1628
04:06:25.740 --> 04:06:26.010
robb@commonbond.co: And

1629
04:06:27.330 --> 04:06:27.930
Javier Lopez-Molina: Plates, Rob.

1630
04:06:28.950 --> 04:06:30.360
Javier Lopez-Molina: All in favor say aye.

1631
04:06:32.490 --> 04:06:33.090
Stacy S: Aye.

1632
04:06:34.830 --> 04:06:36.030
Javier Lopez-Molina: All posts in a

1633
04:06:40.740 --> 04:06:44.790
Javier Lopez-Molina: Reporting honestly approved for calendar for 2020 2021

1634
04:06:45.870 --> 04:06:49.050
robb@commonbond.co: We should experiment with a morning meeting some time with

1635
04:06:50.520 --> 04:06:51.270
robb@commonbond.co: With a

1636
04:06:51.360 --> 04:06:54.600
robb@commonbond.co: With her, we'd have to stop by a certain point.

1637
04:06:55.020 --> 04:06:58.800
Javier Lopez-Molina: Like, well, I mean, in theory, we have, we've got to go to sleep at some point. Right.

1638
04:07:04.320 --> 04:07:06.000
Javier Lopez-Molina: The morning meeting, we would end up like

1639
04:07:08.190 --> 04:07:08.670
Javier Lopez-Molina: Anyway,

1640
04:07:09.240 --> 04:07:10.530
robb@commonbond.co: Yeah, I'll stop.

1641
04:07:14.040 --> 04:07:26.520
Courtney Russell: The second thing, and the agenda item before you as the school calendar. I'll give just a little bit of context here and then I'll turn it over to us, just to provide a bit of rationale just thinking around this, but this is a little bit more important.

1642
04:07:27.930 --> 04:07:36.420
Courtney Russell: Because it is something we have to finish to little bird so that they can get the payroll setup and everything, especially for folks admin folks that start on July one.

1643
04:07:36.900 --> 04:07:45.900
Courtney Russell: And so the the caveat. I'll say with this as I definitely Travis to get it included in this month's packets, so that we could you know have it talking

1644
04:07:46.710 --> 04:07:52.110
Courtney Russell: Because he's a little bird. I'll just say that it is very possible that come back to you.

1645
04:07:52.680 --> 04:07:56.940
Courtney Russell: Between now and the start of the school year, obviously, everything is very up in the air right now with

1646
04:07:57.360 --> 04:08:05.730
Courtney Russell: coronavirus and what the start of the school year will look like this is our need hope that this calendar can be enacted, and the best

1647
04:08:06.510 --> 04:08:13.650
Courtney Russell: Was able to compile, given the information we have, at this point, but you know there's a chance we could come back to you and say, here's some slight updates on

1648
04:08:14.430 --> 04:08:21.060
Courtney Russell: And overall, it's pretty straightforward. And like I said, I'll turn it over to Travis to to give any additional the creation of this

1649
04:08:21.780 --> 04:08:22.320
Travis Brown: Yes, thank you.

1650
04:08:24.240 --> 04:08:30.660
Travis Brown: Big we tried to put together really a more traditional calendar only because

1651
04:08:31.950 --> 04:08:38.130
Travis Brown: We all know what the fall is going to look like. So I think the biggest differences we use. We usually start school a week.

1652
04:08:39.720 --> 04:08:46.890
Travis Brown: The last week in August. He'll be back to start on September 1 and that's just to give us a little bit more runway.

1653
04:08:47.760 --> 04:08:53.820
Travis Brown: In terms of returning into the school. So that's the, that's the biggest shift, but we still have the same number of days.

1654
04:08:54.510 --> 04:09:03.630
Travis Brown: In school, so there's no I think the big the major headline here is starting school. A week later, and that's just to give us some time to

1655
04:09:04.470 --> 04:09:24.330
Travis Brown: To just really figure out what's happening with cold at 19 and what our response should be. So other than that, nothing, nothing is is really provocative or trying new things. It's just a really straightforward calendar with a push back of the stock of the stock for students.

1656
04:09:38.220 --> 04:09:45.660
Javier Lopez-Molina: Does everybody feel comfortable voting on it, given that I mean not given that, but with the thinking that it might be amended.

1657
04:09:47.850 --> 04:09:51.090
Javier Lopez-Molina: Once we learn a little bit more about corporate 19 and what's gonna happen.

1658
04:10:00.450 --> 04:10:06.690
Javier Lopez-Molina: I'm going to take that as let's go ahead and do it. So I emotion to vote to approve the 2020 2021

1659
04:10:08.010 --> 04:10:09.270
Javier Lopez-Molina: Year calendar.

1660
04:10:13.980 --> 04:10:15.780
Adrian Adderley: Thinking, I always wanted to do that.

1661
04:10:18.060 --> 04:10:18.900
Javier Lopez-Molina: All in favor.

1662
04:10:19.740 --> 04:10:21.210
Briar Thompson: Aye. Aye.

1663
04:10:21.750 --> 04:10:23.130
Javier Lopez-Molina: Aye. Any opposed.

1664
04:10:25.410 --> 04:10:30.990
Javier Lopez-Molina: I let the record show that we have unanimously approved the 21 score your calendar.

1665
04:10:32.910 --> 04:10:46.380
Javier Lopez-Molina: Next agenda is the name change Travis, can we push this to board meeting is a call to discuss this tower.

1666
04:10:48.510 --> 04:10:49.500
Javier Lopez-Molina: Because I can see this

1667
04:10:51.360 --> 04:10:52.440
Javier Lopez-Molina: This is a bag of worms.

1668
04:10:56.940 --> 04:10:58.980
Travis Brown: Can we Courtney again.

1669
04:11:00.930 --> 04:11:13.290
Courtney Russell: He is expecting your material amendment tomorrow and a component of that is the the change and submitted to probably get on the January, excuse me, January July.

1670
04:11:13.410 --> 04:11:14.700
Courtney Russell: What a region. So unless you

1671
04:11:17.190 --> 04:11:21.450
Javier Lopez-Molina: Know, ignore me ignore me I turn the stage over to Mr. Brown to talk about

1672
04:11:21.510 --> 04:11:22.140
The name change.

1673
04:11:23.280 --> 04:11:29.820
Travis Brown: So I was hoping I could do this at around 830 or 930 so I know everyone is its kind of

1674
04:11:30.180 --> 04:11:40.620
Travis Brown: Tapped Out. So we're going to try to get some energy here okay and work with me. I'll try to make this as enjoyable as possible. Okay, so I'm going to. Is everybody with me.

1675
04:11:42.360 --> 04:11:47.910
Travis Brown: Okay, great. Awesome. It's a big day and I'm just want to say really super excited

1676
04:11:49.050 --> 04:11:51.300
Travis Brown: About the name change so

1677
04:11:52.740 --> 04:11:53.550
Travis Brown: Let's do it together.

1678
04:11:57.390 --> 04:11:58.770
Travis Brown: Can everyone see my screen.

1679
04:12:00.900 --> 04:12:02.010
Alexandra Abreu: Okay, yes.

1680
04:12:02.670 --> 04:12:09.030
Travis Brown: So what's going to happen is I want to just take you through. Here's the agenda, and I'm going to try to get through it as

1681
04:12:09.840 --> 04:12:22.710
Travis Brown: Quickly and as enjoyable. I can because really understand what time it is. But the. So the first piece of the process is going to explain a little bit of the brand behind the brand and our culture.

1682
04:12:23.520 --> 04:12:36.990
Travis Brown: And just really what's really important to us as we went into this process. Then I'm going to going to share a little bit about the naming process. I'm going to build the name, the name that I just

1683
04:12:38.400 --> 04:12:43.170
Travis Brown: Just unapologetically really love. And once you all to love. I'll just put it out there.

1684
04:12:43.980 --> 04:12:49.410
Travis Brown: Really because I think it really speaks to us and then really throw some alternative choices. Really, but

1685
04:12:50.010 --> 04:13:00.600
Travis Brown: This was a super cool process for for me and the folks who engaged in it with me. I was the wrong way. I'm throwing ideas off of people, but I really wanted something that really

1686
04:13:01.020 --> 04:13:07.620
Travis Brown: Brings us recognizes the past but charged us into the future. So that's the process. So first,

1687
04:13:08.370 --> 04:13:16.500
Travis Brown: We want to just start just by talking about the time since I've since I've started at Bronx lighthouse. We've always had an eye on brand.

1688
04:13:17.190 --> 04:13:25.740
Travis Brown: So what you see here is a lighthouse academies logo logo from VLC so when I got there and will we took it to

1689
04:13:26.100 --> 04:13:32.910
Travis Brown: So we always been super clear that we need to carve out our own space and can we meet on school districts. Well, and really

1690
04:13:33.510 --> 04:13:44.430
Travis Brown: Be externally facing look good. Have a clean message to attract teachers, students, parents, and that's a bug that was clear from the beginning that we had to

1691
04:13:44.640 --> 04:13:52.980
Travis Brown: really solidify itself as a brand, even though we want the lighthouse umbrella. We had to be clear that we had to create our own blood brand and carve out our own space in the market.

1692
04:13:56.400 --> 04:14:03.030
Travis Brown: So as many of you know our, our culture in the organization is really focused on

1693
04:14:03.870 --> 04:14:13.740
Travis Brown: The sport of rowing and we really started embodying lighthouse. So when we talk about crew life, our, a lot of the principles that you find in a sport or wrong crew.

1694
04:14:14.430 --> 04:14:26.070
Travis Brown: We have our school and these are things that we've been doing for the last four years. And we really like this idea of just like when you want award and accrue, you have to be in sync. And it's bigger than one person.

1695
04:14:26.610 --> 04:14:36.930
Travis Brown: And our tagline is Lighthouse we wrote. So a lot of a lot of what we do is around what we call roller culture on crew life and really connecting people

1696
04:14:37.170 --> 04:14:43.560
Travis Brown: Together and and that respect and also the life cycles. We've been we feel like we're

1697
04:14:43.920 --> 04:14:49.500
Travis Brown: We're a beacon of light in the community school districts. Well, this is the lowest performing Community School District. The math.

1698
04:14:49.740 --> 04:15:01.020
Travis Brown: And the LA and we we've been consistently outperforming so we are then light that really shows that we're just not a great school but it shows the promise of our young people in his Community School District.

1699
04:15:01.500 --> 04:15:07.110
Travis Brown: And over the last couple of years. Other schools has started to come to us.

1700
04:15:07.590 --> 04:15:16.860
Travis Brown: For solutions and we want to keep that going. And so we really, we really have to embody a lighthouse and being on the ward and his crew life and I say that as

1701
04:15:17.700 --> 04:15:22.110
Travis Brown: When we went to the name of process. What we want to do is figure out what's important to us.

1702
04:15:22.650 --> 04:15:32.790
Travis Brown: So even though we switched the name or changing the name. We want to stay true to our mission of being a lighthouse in a in a beacon and Community School District 12

1703
04:15:33.750 --> 04:15:44.850
Travis Brown: Secondly, we want to continue the school culture and authentic way we're really about crew life and roll was only it's in our families and our parents, our kids talk about it. They speak it.

1704
04:15:45.630 --> 04:15:52.590
Travis Brown: So that's really important to us. But we also as we move forward. We want to cast a bold and bright future for the school as we move forward.

1705
04:15:53.610 --> 04:16:06.960
Travis Brown: And we also think is really important to honor our past like we're not. We're here off the really off of kids and families who gave a school, a chance. And I think it's important to honor that there's history here.

1706
04:16:07.410 --> 04:16:13.470
Travis Brown: But then we also want to stand out in a crowded charter space. So these were the things that we put into the machine.

1707
04:16:14.490 --> 04:16:31.380
Travis Brown: What we stayed away from as we stayed away from the burbs because so many charges in our at our space are named with birds like Dr. Explore push so we didn't want to get in that that name day because it didn't separate us, we also didn't want to be a mouthful.

1708
04:16:32.640 --> 04:16:34.140
Travis Brown: Like Bronx boy Academy

1709
04:16:35.220 --> 04:16:45.660
Travis Brown: Because our goal is to is to have that one word recognition thing kip uncommon success kappa beyond saying that type of appeal.

1710
04:16:45.930 --> 04:16:52.620
Travis Brown: Yeah, there you go. I got some smiles. There you go. So we want that as soon as we don't know what the future holds for us also

1711
04:16:52.860 --> 04:17:06.120
Travis Brown: And then we didn't want to close confuses there's 18 charter schools currently charted in the Bronx that start with Bronx so soon as you hear Bronx. This blah, blah, blah. It didn't separate is even though the Bronx is our home and his community is our home.

1712
04:17:06.900 --> 04:17:23.700
Travis Brown: We still want to separate ourselves in in the field. So think beyond say as I go through. All right, beyond say think beyond say so. But it was really clear to us that we wanted to roll. We wanted to be a lighthouse. So how do we get there. So I'll take you to this picture here.

1713
04:17:25.050 --> 04:17:29.460
Travis Brown: Hopefully, everyone's familiar with it. If you're not, I'll give a little bit

1714
04:17:31.140 --> 04:17:36.750
Travis Brown: Little bit as we will be researching around Lighthouse we stumbled upon

1715
04:17:38.130 --> 04:17:47.310
Travis Brown: What people consider the biggest boldest brightest Lighthouse in the world is one of the Seven Wonders of the Ancient World is the lighthouse about Alexandria.

1716
04:17:47.910 --> 04:18:00.990
Travis Brown: And this is been the biggest was the biggest, brightest in the world. And we thought to ourselves, how can we associate Bronx Lighthouse with being the biggest and boldest Lighthouse of the mall as we evolve.

1717
04:18:01.680 --> 04:18:08.280
Travis Brown: And then it just dawned on us that it's called the lighthouse of Alexandria, but it's also call

1718
04:18:10.350 --> 04:18:11.100
Travis Brown: me one second.

1719
04:18:12.150 --> 04:18:31.260
Travis Brown: Fair us so we feel that we should move into a place where we still are lighthouse, but we are the biggest boldest we shine the brightest in this Community School District. So we will be cold fair us academies.

1720
04:18:35.340 --> 04:18:45.150
Travis Brown: Let that sink in for a little bit and I was late. So why Ferris Academy's so it stays true to our mission of being a lighthouse.

1721
04:18:46.320 --> 04:18:56.430
Travis Brown: It, it continues. We can do crew life arose only in a very authentic way because we're still on a water a cast a really bold picture of our future.

1722
04:18:58.080 --> 04:19:06.360
Travis Brown: It honors our paths. So even though we're not Lighthouse academies anymore. We've evolved and we become a really bold lighthouse.

1723
04:19:06.750 --> 04:19:13.380
Travis Brown: And Farrah stands out in a crowd of charter school space and is only two other charter schools.

1724
04:19:14.250 --> 04:19:19.470
Travis Brown: charted in New York City that start with the letter P. So we'll be adding two will be the third P and

1725
04:19:20.220 --> 04:19:29.190
Travis Brown: In New York City charter school. Does it check all and that's where checks all the boxes. The additional check 66% of our community is Spanish speaking

1726
04:19:29.550 --> 04:19:37.710
Travis Brown: And what we've learned is that fair us was so big that it started in most most and many languages.

1727
04:19:38.250 --> 04:19:46.110
Travis Brown: Is the word lighthouses derived from Farah. So you think Spanish you that you see it. This is Pharaoh, Italian, the same thing.

1728
04:19:46.710 --> 04:20:02.820
Travis Brown: And his acronym capabilities that you see at the bottom. So we really want people to get really excited and really tell us what you think about fairness academies. I'll pause there before any alternatives and I would have had pom poms and everything at 830 but I know he's late

1729
04:20:20.910 --> 04:20:23.640
robb@commonbond.co: One thing I love for sure is how much Chavez loves it.

1730
04:20:27.600 --> 04:20:29.340
Travis Brown: And 830 out of love that even more.

1731
04:20:30.990 --> 04:20:32.010
robb@commonbond.co: That's undeniable.

1732
04:20:34.200 --> 04:20:38.520
robb@commonbond.co: Is there a concern around the phonetics, like the pH just being like

1733
04:20:40.230 --> 04:20:48.630
robb@commonbond.co: In certain certain contexts, like a being able to be searchable and sellable just by hearing it perhaps that's not as

1734
04:20:49.890 --> 04:20:59.130
Travis Brown: Yeah, I think, I think so. I think it's a concern. I think it's about, you know, I think it's a concern. I think it's about educating our community in a public

1735
04:21:01.080 --> 04:21:03.390
Travis Brown: Yep, but definitely concerned.

1736
04:21:14.310 --> 04:21:16.680
Javier Lopez-Molina: About what people think about it, guys.

1737
04:21:20.610 --> 04:21:25.710
Javier Lopez-Molina: I never want to speak my mind. So I'm gonna hold my tongue.

1738
04:21:26.790 --> 04:21:29.340
Javier Lopez-Molina: People have the opportunity to say something.

1739
04:21:31.200 --> 04:21:33.330
Briar Thompson: I like that. It walks the line between

1740
04:21:34.800 --> 04:21:39.930
Briar Thompson: Like keeping the recognition that we have in the community and being able to keep some of the

1741
04:21:40.890 --> 04:21:49.440
Briar Thompson: Internal branding and things like the rowing and all of that, that I think has become a really important part of the school and something that the students really identify with and so

1742
04:21:49.860 --> 04:22:02.280
Briar Thompson: I can imagine that explained in the right way, like the students and parents would potentially support it. But I mean, Alexandra will have a bit of sense of whether that's true. So I'd love to hear from her.

1743
04:22:05.760 --> 04:22:06.420
Alexandra Abreu: I don't know.

1744
04:22:08.100 --> 04:22:11.640
Alexandra Abreu: And Mike, I'm not saying my Spanish

1745
04:22:13.980 --> 04:22:38.340
Alexandra Abreu: Background and Spanish committed like the word doesn't click for. So that's something like a, you know, like I have to hear a little bit of the background. So I like beings, usually that like the first time I hear, hear them. But you know, that's me has nothing to do with everyone else thinking

1746
04:22:59.280 --> 04:23:01.860
Adrian Adderley: He called people's name now.

1747
04:23:04.980 --> 04:23:07.860
Stacy S: I'm sorry I heard my name. I

1748
04:23:12.060 --> 04:23:14.760
Stacy S: I'm happy Travis loves it. Um,

1749
04:23:16.440 --> 04:23:17.340
Stacy S: I think

1750
04:23:30.420 --> 04:23:31.200
Javier Lopez-Molina: plasticine

1751
04:23:32.850 --> 04:23:34.710
Adrian Adderley: Okay to speaking with Terrence Terrence

1752
04:23:36.300 --> 04:23:39.300
Javier Lopez-Molina: I think he types of comments in the chat. Oh.

1753
04:23:40.710 --> 04:23:41.940
Javier Lopez-Molina: Damn logo looks good.

1754
04:23:44.340 --> 04:23:53.610
Adrian Adderley: Yeah, I like the name is. Well, I think the logo looks great. And it ties into Lighthouse like where we came from. It doesn't capture me initially

1755
04:23:55.920 --> 04:24:13.590
Adrian Adderley: That was the only thing to just didn't capture me but I the everything behind me. Sounds pretty solid and the name is very, I can see I can catch on and I see how brought brought to a certain extent, it can be in regards to if you were to expand at some point in the future, but

1756
04:24:27.690 --> 04:24:28.500
Adrian Adderley: Courtney

1757
04:24:33.030 --> 04:24:36.900
Courtney Russell: I'm a fan. I agree with what Brier said about the balance between

1758
04:24:37.470 --> 04:24:40.980
Courtney Russell: The past, the present, and the future. So I'm in

1759
04:24:42.480 --> 04:24:43.140
Adrian Adderley: I like it.

1760
04:24:45.090 --> 04:24:45.690
Adrian Adderley: Okay.

1761
04:24:45.720 --> 04:24:47.550
Adrian Adderley: Guess. Guess whose turn it is next.

1762
04:24:48.360 --> 04:24:49.800
Javier Lopez-Molina: Alright, so I like it to.

1763
04:24:51.540 --> 04:24:53.400
Javier Lopez-Molina: Do I think it's like the end all

1764
04:24:54.870 --> 04:24:57.300
Javier Lopez-Molina: Not necessarily, but I also don't

1765
04:24:58.320 --> 04:24:59.850
Javier Lopez-Molina: I don't, I'm not mad at it.

1766
04:25:01.650 --> 04:25:06.660
Javier Lopez-Molina: And I think it communicates like what Trevor said it communicates a connection to

1767
04:25:09.930 --> 04:25:11.550
Javier Lopez-Molina: Its faithful the past

1768
04:25:12.570 --> 04:25:17.550
Javier Lopez-Molina: In a way that I like the symbol of the lighthouse and the Bronx.

1769
04:25:19.020 --> 04:25:21.750
Javier Lopez-Molina: As like a symbol of education, a symbol of

1770
04:25:24.090 --> 04:25:26.910
Javier Lopez-Molina: This old this this instance it has

1771
04:25:27.990 --> 04:25:34.560
Javier Lopez-Molina: Its bones as they say about a house. It's got good bones. It's got a lot of good potential

1772
04:25:35.160 --> 04:25:42.450
Adrian Adderley: In name is actually when you, when I, when I look at the name is it gives our new weight loss.

1773
04:25:43.560 --> 04:25:43.770
Adrian Adderley: Like

1774
04:25:44.820 --> 04:25:45.750
Adrian Adderley: I don't know. That's what

1775
04:25:47.130 --> 04:26:01.170
Adrian Adderley: That's what it does is it gives us a sense of populations. So that's one thing I appreciate about it, but it didn't capture me at first, but as I continue looking at it, it does give me some of a more positive outlook on it.

1776
04:26:01.470 --> 04:26:06.060
Javier Lopez-Molina: Yeah, or should we move on to the other ones just to see what the other options are.

1777
04:26:13.230 --> 04:26:14.250
robb@commonbond.co: sandbagged it with

1778
04:26:14.250 --> 04:26:17.070
robb@commonbond.co: Some really really bad ones. Next. If I had to guess.

1779
04:26:17.550 --> 04:26:18.570
Travis Brown: No, no.

1780
04:26:20.310 --> 04:26:21.360
Travis Brown: I wouldn't do that to

1781
04:26:21.780 --> 04:26:22.530
robb@commonbond.co: Learn Academy

1782
04:26:25.110 --> 04:26:28.980
Jennifer Clayton: This is Jennifer. I just did a quick Google search for fast Academy

1783
04:26:30.000 --> 04:26:45.180
Jennifer Clayton: And I'm, I'm getting some like jet. There's like a Japanese animation thing that comes up. It's like a primary combat school located in the kingdom of bail and it's like it's like I'm fandom.

1784
04:26:46.950 --> 04:26:47.910
Jennifer Clayton: And then there's another

1785
04:26:48.570 --> 04:26:51.930
Briar Thompson: Competition competition Israel. That's good.

1786
04:26:52.200 --> 04:26:52.500
No.

1787
04:26:57.270 --> 04:27:02.010
Jennifer Clayton: I didn't association that you want, though, is the question and then like another one was like

1788
04:27:03.030 --> 04:27:07.320
Jennifer Clayton: A huntsman school. And then the third hit

1789
04:27:08.430 --> 04:27:11.460
Jennifer Clayton: Was a Ferris Academy in Islam about Pakistan.

1790
04:27:12.690 --> 04:27:16.650
Javier Lopez-Molina: So here's Mike My question was how many total heads are there cuz

1791
04:27:17.190 --> 04:27:21.960
Javier Lopez-Molina: It to make an association that other thing has to be pretty commonly known, I think.

1792
04:27:24.180 --> 04:27:37.200
Travis Brown: And when you and when you look at all the other cars in space. Also there. It does the same thing, really. So like schools take all types of names, really. So I've seen those things also.

1793
04:27:37.440 --> 04:27:47.340
Travis Brown: Okay, and they weren't like really like Braun associations and then I checked in terms of fair us is reputable companies that use this name so

1794
04:27:47.730 --> 04:28:00.330
Travis Brown: There is Foundation is a big foundation and lend money to school this fair us capital, which is a firm in Nashville, that it's a financial services firm. So I checked the bottom of

1795
04:28:02.070 --> 04:28:03.000
Travis Brown: Of the name as well.

1796
04:28:06.750 --> 04:28:08.310
Travis Brown: So should we go to alternative

1797
04:28:09.630 --> 04:28:11.250
Travis Brown: Ready to see popcorn Academy

1798
04:28:17.100 --> 04:28:18.540
Travis Brown: I'll just, I'll just put them up.

1799
04:28:38.400 --> 04:28:40.800
Javier Lopez-Molina: Now you said that she travels

1800
04:28:42.540 --> 04:28:44.760
robb@commonbond.co: cabs. You pick these up these logos together.

1801
04:28:46.560 --> 04:28:48.000
Travis Brown: GENTLEMEN FROM

1802
04:28:49.500 --> 04:28:51.000
Travis Brown: It's called Benjamin marking long

1803
04:28:54.750 --> 04:28:55.410
robb@commonbond.co: Like ship.

1804
04:28:58.860 --> 04:29:03.090
Travis Brown: Like light ship. It has the name light in it, but it's a real thing.

1805
04:29:04.380 --> 04:29:05.550
Javier Lopez-Molina: I actually hate like so.

1806
04:29:06.360 --> 04:29:07.860
Travis Brown: Then I hate likes it, too. Okay.

1807
04:29:10.440 --> 04:29:13.440
Javier Lopez-Molina: I've never seen a boat with a lighthouse on it.

1808
04:29:13.740 --> 04:29:14.760
Travis Brown: It's a real thing.

1809
04:29:15.390 --> 04:29:17.250
robb@commonbond.co: That Forrest Gump shrimping bed.

1810
04:29:25.980 --> 04:29:27.360
Adrian Adderley: Is something we got the year we actually

1811
04:29:28.620 --> 04:29:29.490
Javier Lopez-Molina: Yeah.

1812
04:29:30.480 --> 04:29:32.850
robb@commonbond.co: And do we have it is there, there

1813
04:29:33.930 --> 04:29:37.710
robb@commonbond.co: I guess we have to vote for the name, but we don't necessarily need to vote on the

1814
04:29:38.670 --> 04:29:42.870
robb@commonbond.co: Iconography the, the whole package. I like that branding in there.

1815
04:29:43.110 --> 04:29:53.790
Javier Lopez-Molina: No, no, no. I mean, I mentioned at any point we can rebrand I don't imagine I mean in terms of like logo or stuff to me. I don't think the

1816
04:29:55.050 --> 04:29:57.540
Javier Lopez-Molina: The deal we will do as a material.

1817
04:29:58.560 --> 04:30:03.060
Javier Lopez-Molina: Change to our, our Charter is if we change our logo or change our color scheme.

1818
04:30:03.270 --> 04:30:08.310
Travis Brown: Yeah. And this is just these are just original mockups just for the visuals, so

1819
04:30:09.390 --> 04:30:12.420
Travis Brown: I will come back with the ass to do a full branding PC.

1820
04:30:14.400 --> 04:30:19.770
Adrian Adderley: Oh, we got another say that we are okay with for us to move on from it.

1821
04:30:21.390 --> 04:30:22.170
Adrian Adderley: Everyone

1822
04:30:27.030 --> 04:30:33.930
Javier Lopez-Molina: I mean I can speak for myself and say that the options presented. It's the one that I would vote for you.

1823
04:30:38.730 --> 04:30:40.170
robb@commonbond.co: Okay see something, say something weird

1824
04:30:43.620 --> 04:30:45.240
robb@commonbond.co: I like it too. I

1825
04:30:46.260 --> 04:30:50.940
robb@commonbond.co: There's a, there's a, there's a masculinity to it.

1826
04:30:52.110 --> 04:30:52.800
robb@commonbond.co: Yeah.

1827
04:30:53.220 --> 04:30:55.830
robb@commonbond.co: That I don't know if that's real bad.

1828
04:30:56.340 --> 04:30:57.900
Javier Lopez-Molina: Are you going with us from

1829
04:30:59.610 --> 04:31:01.890
robb@commonbond.co: Unfair or like legit. I

1830
04:31:03.660 --> 04:31:04.260
robb@commonbond.co: Don't know if

1831
04:31:06.810 --> 04:31:07.950
robb@commonbond.co: I don't know what to do with that.

1832
04:31:09.000 --> 04:31:15.480
robb@commonbond.co: If there's a if there's kind of consensus across, you know, diverse view of if it resonates

1833
04:31:18.360 --> 04:31:19.110
robb@commonbond.co: In diversity.

1834
04:31:19.740 --> 04:31:21.990
Javier Lopez-Molina: We should ask the other genders, what they think.

1835
04:31:23.190 --> 04:31:26.130
Adrian Adderley: Stacey Briar corner.

1836
04:31:29.100 --> 04:31:32.670
Alexandra Abreu: I don't see like male, female,

1837
04:31:33.870 --> 04:31:34.230
robb@commonbond.co: Yeah.

1838
04:31:34.680 --> 04:31:35.580
Alexandra Abreu: Just that thing.

1839
04:31:37.200 --> 04:31:40.530
Adrian Adderley: Came out strong for me though. I thought I feel like it's a very strong name.

1840
04:31:42.150 --> 04:31:43.200
robb@commonbond.co: But it's powerful

1841
04:31:45.180 --> 04:31:46.950
Javier Lopez-Molina: Powerful does that necessarily

1842
04:31:49.140 --> 04:31:50.640
robb@commonbond.co: Yeah. Of course not. Of course not.

1843
04:31:50.910 --> 04:31:52.170
robb@commonbond.co: Go you saw my

1844
04:31:54.060 --> 04:31:54.930
Javier Lopez-Molina: Ground around

1845
04:31:57.090 --> 04:31:57.420
robb@commonbond.co: It.

1846
04:31:59.850 --> 04:32:06.570
Adrian Adderley: I think we could fix that with granted if that was the case that can be comma fixed with branding.

1847
04:32:09.570 --> 04:32:12.570
Jennifer Clayton: Is there any like controversial history.

1848
04:32:13.050 --> 04:32:14.460
Jennifer Clayton: Associated with that.

1849
04:32:19.530 --> 04:32:22.500
Javier Lopez-Molina: With the logo, the icon of a White House or

1850
04:32:22.860 --> 04:32:24.330
Jennifer Clayton: No it Alexandria.

1851
04:32:25.140 --> 04:32:25.530
Javier Lopez-Molina: Oh,

1852
04:32:26.370 --> 04:32:27.030
There is

1853
04:32:29.280 --> 04:32:31.260
Travis Brown: Nothing. Nothing nested out

1854
04:32:34.110 --> 04:32:50.910
Travis Brown: Is still unknown is really unknown who who designed it. These questions around it. And that's why I did search on other companies to find reputable companies that would use this. So it's a, it's a, it's a used enough name, if you will, in different spaces.

1855
04:32:53.160 --> 04:33:00.720
Travis Brown: And it's actually Island. Also, so that's why it's because it's Alexandria is built on the island of ferrous

1856
04:33:01.080 --> 04:33:06.690
Travis Brown: Catch became associated with it. So it's actually, it's a place

1857
04:33:07.500 --> 04:33:15.450
Adrian Adderley: For the people of the island was known to be records which they will re record ships essentially

1858
04:33:17.190 --> 04:33:20.730
Adrian Adderley: Taking valuable from ship, ship, ship wreck ships.

1859
04:33:23.370 --> 04:33:23.820
Javier Lopez-Molina: Or

1860
04:33:24.570 --> 04:33:24.990
Adrian Adderley: Huh.

1861
04:33:25.320 --> 04:33:27.060
Javier Lopez-Molina: Where they like pirates are they like

1862
04:33:27.600 --> 04:33:30.540
Adrian Adderley: If it was shipwreck. They're basically just steal everything

1863
04:33:31.950 --> 04:33:35.730
Adrian Adderley: But it was unregulated activity. That's the only thing I've noticed that was

1864
04:33:36.750 --> 04:33:42.750
Travis Brown: Questionable. But that's an s why they built the lighthouse. So there'll be no more shipwrecks see

1865
04:33:43.740 --> 04:33:44.580
Adrian Adderley: He's prepared.

1866
04:33:49.140 --> 04:33:50.040
Stacy S: I'm sorry I

1867
04:33:50.250 --> 04:33:52.620
Stacy S: Had written in the chat that I was

1868
04:33:53.070 --> 04:33:55.950
Stacy S: questioning what the S stood for.

1869
04:33:57.720 --> 04:34:06.210
Stacy S: Because that's going to be a part of branding in terms of what this name stands for. So I did have some reservations about situation.

1870
04:34:07.530 --> 04:34:12.540
Stacy S: Other than that, I think this is the better choice of three.

1871
04:34:14.910 --> 04:34:17.100
Javier Lopez-Molina: So I think that was it. The acronym.

1872
04:34:17.430 --> 04:34:19.290
Javier Lopez-Molina: Yes. From the acronym that

1873
04:34:20.370 --> 04:34:21.180
Javier Lopez-Molina: Flight ago

1874
04:34:23.790 --> 04:34:24.210
Travis Brown: But that's

1875
04:34:25.170 --> 04:34:27.210
Travis Brown: That's just playing around with it that's

1876
04:34:29.220 --> 04:34:30.540
Adrian Adderley: Been missing and regardless

1877
04:34:31.200 --> 04:34:31.560
Yeah.

1878
04:34:33.540 --> 04:34:35.580
Stacy S: Okay so situations, not here to stay.

1879
04:34:35.700 --> 04:34:36.000
Okay.

1880
04:34:37.140 --> 04:34:39.870
Javier Lopez-Molina: Yeah, I don't think, I don't think any of that.

1881
04:34:41.190 --> 04:34:50.940
Javier Lopez-Molina: is here to stay. That's just, you know, that's an example would be here to stay, would be the word fellas are fair OS.

1882
04:34:52.980 --> 04:34:53.790
Adrian Adderley: Does that mean we get

1883
04:34:54.870 --> 04:34:55.470
More hoodie.

1884
04:34:58.410 --> 04:34:58.890
Travis Brown: Yes.

1885
04:35:02.880 --> 04:35:04.350
Okay, I'm bad

1886
04:35:11.490 --> 04:35:15.090
Javier Lopez-Molina: Alright, given the way our I think we're kind of

1887
04:35:15.900 --> 04:35:33.450
Javier Lopez-Molina: I think we're circling a little bit. I think unless anyone has any objection. I will motion to change the name is a big is a big vote. Motion to change the name of Bronx Lighthouse charter school to spare us academies.

1888
04:35:40.230 --> 04:35:40.950
Javier Lopez-Molina: Any seconds.

1889
04:35:44.550 --> 04:35:45.450
Javier Lopez-Molina: All in favor.

1890
04:35:47.760 --> 04:35:48.300
robb@commonbond.co: Aye.

1891
04:35:48.570 --> 04:35:48.810
Aye.

1892
04:35:50.220 --> 04:35:52.020
Adrian Adderley: Try was one question do we talk to

1893
04:35:54.540 --> 04:35:56.070
Javier Lopez-Molina: Her ask her question now.

1894
04:35:59.280 --> 04:36:00.480
Maria Dorsey: As you're going to get the shares

1895
04:36:00.630 --> 04:36:01.710
robb@commonbond.co: Printed it's like

1896
04:36:02.850 --> 04:36:03.570
robb@commonbond.co: You get the hat.

1897
04:36:04.680 --> 04:36:06.240
Travis Brown: That we talked to, I didn't hear.

1898
04:36:06.480 --> 04:36:08.970
Adrian Adderley: It teaches us by any teachers.

1899
04:36:09.750 --> 04:36:11.520
Travis Brown: Bring I ran it by a couple of people.

1900
04:36:15.870 --> 04:36:17.190
Adrian Adderley: Here I'm going to give you a little

1901
04:36:19.410 --> 04:36:19.740
Alexandra Abreu: Walk.

1902
04:36:20.760 --> 04:36:22.170
Alexandra Abreu: This is not for next

1903
04:36:22.170 --> 04:36:23.520
Javier Lopez-Molina: Year, right. This is just

1904
04:36:23.520 --> 04:36:25.050
Alexandra Abreu: Like I'm just

1905
04:36:29.220 --> 04:36:30.180
Javier Lopez-Molina: Here this is like

1906
04:36:31.320 --> 04:36:31.980
Alexandra Abreu: I'm

1907
04:36:33.390 --> 04:36:34.200
Alexandra Abreu: Whenever this

1908
04:36:34.680 --> 04:36:45.630
Javier Lopez-Molina: I don't know. So this look. That's a good question. So this would take the, this would replace the name of the school, starting from when our contract with

1909
04:36:47.040 --> 04:36:53.610
Javier Lopez-Molina: La che expires. Because once our contract with La expired. We can't use the name anyone

1910
04:36:53.910 --> 04:36:55.110
Alexandra Abreu: Know why would that be

1911
04:36:56.340 --> 04:36:57.600
Javier Lopez-Molina: The end of July.

1912
04:36:58.380 --> 04:36:59.160
Alexandra Abreu: This July.

1913
04:36:59.880 --> 04:37:05.010
Alexandra Abreu: Yes, that'd be my parents will need new uniforms.

1914
04:37:07.770 --> 04:37:08.310
Travis Brown: Yes.

1915
04:37:14.670 --> 04:37:27.360
Alexandra Abreu: I don't know. I mean, I'm just thinking about like this whole point that I'm condemning and having new uniforms for some parents that might be, I don't know. That's me thinking.

1916
04:37:27.600 --> 04:37:27.960
Yeah.

1917
04:37:29.340 --> 04:37:31.980
Javier Lopez-Molina: So the alternative. If we don't do this.

1918
04:37:33.330 --> 04:37:45.630
Javier Lopez-Molina: We don't have a lot of alternatives to be completely honest, we be alternative would be we continue with Bronx Lighthouse charter school and we pay as academies some amount of money to us.

1919
04:37:46.680 --> 04:37:54.030
Javier Lopez-Molina: I am not in favor of this because I think their brand doesn't really have a lot of value. And I think that we could be using that money for something else say

1920
04:37:56.580 --> 04:37:58.200
Alexandra Abreu: No, I understand. Like I

1921
04:37:58.800 --> 04:37:59.610
Alexandra Abreu: I'm definitely

1922
04:37:59.640 --> 04:38:14.700
Alexandra Abreu: Going for life changing. And I understand why change it. No, I'm just saying that with all this craziness and how many parents have lost jobs and how like an economical

1923
04:38:15.540 --> 04:38:25.380
Alexandra Abreu: Situations going on and they come in September, asking some parents who hello this is that the uniform common get a new one.

1924
04:38:25.980 --> 04:38:27.660
Alexandra Abreu: It might be. And then we not have

1925
04:38:27.660 --> 04:38:36.540
Briar Thompson: Like a transition period on the uniform and paste like I feel like surely we can work around that and not require paying for new stuff.

1926
04:38:38.070 --> 04:38:40.080
Briar Thompson: I hear you. Alexander. I think that's a real concern.

1927
04:38:45.630 --> 04:38:59.460
Javier Lopez-Molina: I think that we could totally do that. Like, I don't think there's a need for just because we changed the name, but everyone, all of a sudden needs to like on day one to have all the new iconography and all the new swag. I think we can

1928
04:39:00.990 --> 04:39:07.230
Javier Lopez-Molina: Especially during this. This is a crazy time, right. A lot of people are unemployed and losing their jobs. I think we can allow a grace period.

1929
04:39:12.810 --> 04:39:14.190
Javier Lopez-Molina: What do you guys think I see not

1930
04:39:18.120 --> 04:39:19.260
Javier Lopez-Molina: Sure, if there's like

1931
04:39:19.380 --> 04:39:35.280
Alexandra Abreu: grace period. I mean, I'm just thinking about, in general, you know, thank God. We all have our jobs, but I don't deal with parents, you know, it has been really hard out there for many parents and you know they struggling just to like

1932
04:39:36.420 --> 04:39:39.630
Alexandra Abreu: Get today, you know, from day to day, then

1933
04:39:41.220 --> 04:39:56.550
Alexandra Abreu: Come in September. After all, this craziness, saying, you know, okay, less by usual forms and, you know, especially families that have two and three cats in the same school might be a middle top

1934
04:39:58.980 --> 04:40:05.550
Javier Lopez-Molina: Yeah, no, I totally I totally get it. And it's definitely a real concern and we should do something about it.

1935
04:40:09.060 --> 04:40:12.720
Javier Lopez-Molina: I mean it's, it's, you know, I don't know, Mr. Brown, if you have a

1936
04:40:14.340 --> 04:40:15.480
Javier Lopez-Molina: Thoughts on it, but

1937
04:40:21.270 --> 04:40:23.340
Travis Brown: You want to spend some money is

1938
04:40:25.590 --> 04:40:26.340
Travis Brown: Just saying like

1939
04:40:26.670 --> 04:40:29.370
Travis Brown: Yeah, reading it has to be done in

1940
04:40:29.910 --> 04:40:32.880
Travis Brown: We can give a star to set something like that or

1941
04:40:35.370 --> 04:40:35.850
Travis Brown: You know,

1942
04:40:39.210 --> 04:40:40.290
Travis Brown: give out a uniform

1943
04:40:42.510 --> 04:40:50.250
Adrian Adderley: Doesn't know about wasn't named Maria who has a really nice to be on at the school does she do T shirts and

1944
04:40:54.120 --> 04:40:55.440
Adrian Adderley: I'm just curious.

1945
04:40:57.840 --> 04:40:59.880
Javier Lopez-Molina: I can I can I say something crazy.

1946
04:41:02.070 --> 04:41:17.070
Javier Lopez-Molina: Or suggest something crazy. There's a lot of private schools out there that don't even require uniforms. Is it out of the realm of possibility to sort of allow a one year transition year where we're like, you know what, what I can do uniforms. This year, there's too many unemployed.

1947
04:41:20.070 --> 04:41:21.210
Javier Lopez-Molina: So, yeah.

1948
04:41:22.980 --> 04:41:27.120
Travis Brown: The great, it's not a crazy idea. I think it

1949
04:41:30.120 --> 04:41:34.200
Travis Brown: I think we also. But I think we also want to brand strong coming into the market.

1950
04:41:35.850 --> 04:41:41.010
Alexandra Abreu: By Travis, what about, like, just keeping like the colors and that

1951
04:41:42.060 --> 04:41:51.570
Alexandra Abreu: Insignia whatever like the Brighton me and I hear you, that you want to get like a beam out of but I'm just saying again make

1952
04:41:52.830 --> 04:41:56.850
Alexandra Abreu: It has been tough for many people like it maybe for like

1953
04:41:57.360 --> 04:42:06.180
Alexandra Abreu: I feel for the kids just they make light blue and gray pants and then, you know, whenever they can just

1954
04:42:07.350 --> 04:42:11.370
Alexandra Abreu: Wave on the sweater with the log on.

1955
04:42:12.780 --> 04:42:14.100
Travis Brown: I think that's a great idea.

1956
04:42:27.360 --> 04:42:28.290
Adrian Adderley: What's the takeaway here.

1957
04:42:30.870 --> 04:42:34.530
robb@commonbond.co: I think we probably have some time to get to the right answer here. Right. Yeah.

1958
04:42:37.980 --> 04:42:38.370
Javier Lopez-Molina: On a name.

1959
04:42:40.080 --> 04:42:40.770
Adrian Adderley: We didn't

1960
04:42:43.200 --> 04:42:43.710
Javier Lopez-Molina: I thought

1961
04:42:46.230 --> 04:42:49.710
Javier Lopez-Molina: Oh really. Oh, and I can set the standard long time ago. No.

1962
04:42:53.460 --> 04:42:57.090
Javier Lopez-Molina: No. Okay, so I didn't ask actually if there was anyone a post so

1963
04:43:00.360 --> 04:43:07.980
Javier Lopez-Molina: So the previous book size. So, we voted on it. There were a bunch of days. Is anyone opposed to us.

1964
04:43:11.760 --> 04:43:17.250
Javier Lopez-Molina: Okay, going once, going twice. Let the record show that board has unanimously approved the name

1965
04:43:17.460 --> 04:43:17.700
He

1966
04:43:20.790 --> 04:43:29.010
Javier Lopez-Molina: next item on the agenda and actually coordinate before we move on. Can you add an item to next meetings agenda.

1967
04:43:29.220 --> 04:43:35.910
Javier Lopez-Molina: To discuss transition this basically this topic that we're just started discussing around

1968
04:43:39.900 --> 04:43:41.250
Javier Lopez-Molina: Sure that pants.

1969
04:43:42.840 --> 04:43:44.190
Javier Lopez-Molina: Are overly burdened

1970
04:43:44.610 --> 04:43:45.300
By

1971
04:43:46.740 --> 04:43:47.850
Javier Lopez-Molina: By the brand change.

1972
04:43:50.940 --> 04:43:54.390
Javier Lopez-Molina: Because I'm sure there's other potential implications that we might not be thinking

1973
04:43:54.390 --> 04:43:54.600
Javier Lopez-Molina: About

1974
04:43:55.140 --> 04:43:57.930
Javier Lopez-Molina: Your forms is one thing, but maybe there's something else too. I don't know.

1975
04:44:00.240 --> 04:44:02.490
Javier Lopez-Molina: Ok. The next item is facilities report.

1976
04:44:04.410 --> 04:44:05.670
Courtney Russell: Would you like to skip that.

1977
04:44:06.150 --> 04:44:06.900
Absolutely.

1978
04:44:08.760 --> 04:44:09.690
Javier Lopez-Molina: The answer is yes.

1979
04:44:10.830 --> 04:44:11.040
Courtney Russell: But

1980
04:44:11.580 --> 04:44:18.780
Javier Lopez-Molina: On the agenda is executive session, and I believe the only topic and executive session.

1981
04:44:22.260 --> 04:44:23.040
Javier Lopez-Molina: Session. Is that right,

1982
04:44:24.870 --> 04:44:25.470
Courtney Russell: Okay, again,

1983
04:44:25.890 --> 04:44:30.090
Javier Lopez-Molina: This I said there's only one topic Executive Session. It's the HR

1984
04:44:30.150 --> 04:44:42.090
Javier Lopez-Molina: Yes. Okay, so then for Executive Session. I am Bye, everyone. Bye, Miss savage everyone except Miscavige Mr Brown. Mr. C.

1985
04:44:44.190 --> 04:44:47.040
Javier Lopez-Molina: Yeah, that's it. Right. So basically, Courtney.

1986
04:44:51.030 --> 04:44:54.240
Javier Lopez-Molina: Rico and Jen. I'm sorry. You gotta go, bye.

1987
04:45:00.000 --> 04:45:10.170
Javier Lopez-Molina: Alright so this topic is the principal salary. So this is an HR topic and Maria, I think we'll

1988
04:45:11.610 --> 04:45:19.140
Javier Lopez-Molina: We will email you with the vote at the end. Later tonight so you can drop to

1989
04:45:19.950 --> 04:45:21.900
Maria Dorsey: Thank you. Good night, everyone.

1990
04:45:23.640 --> 04:45:24.150
Thank you.

1991
04:45:31.410 --> 04:45:37.140
Javier Lopez-Molina: So we're voting on principle solid, you want to sort of take us through Courtney with some context.

1992
04:45:38.610 --> 04:45:50.640
Courtney Russell: Absolutely. So I had a brief chat email with Javier is the time of the year where you all would would have a conversation around Travis's or you would expect that to be

1993
04:45:51.240 --> 04:46:01.920
Courtney Russell: For the upcoming school year. And so what he asked me to prepare something very straightforward. It is a person of year over a year. So I'd love to just very briefly talk to you all through this

1994
04:46:03.660 --> 04:46:14.760
Courtney Russell: I think this will help to further the conversation about what you all want to do for 21 but Travis came on with principal experience with education experience under his belt.

1995
04:46:16.110 --> 04:46:18.570
Courtney Russell: You are hired him at this one, eight

1996
04:46:19.890 --> 04:46:29.730
Courtney Russell: Salary as a key principle. The next year, he was still K eight principal you gave him a 50 $400 raised was reflect about 4%

1997
04:46:30.330 --> 04:46:44.280
Courtney Russell: And there was not a big change in jump when he became the K 12 principle, where he went from the 143 that you see up to 200,000 representing a almost 40% increase and then this current year.

1998
04:46:45.330 --> 04:46:54.600
Courtney Russell: What happened was I was out on leave a little conversation. Normally would have happened. It didn't take place. And so I came back and it came up and I know how they are said to me.

1999
04:46:55.470 --> 04:47:07.260
Courtney Russell: Talk to Travis and find out what the typical or what the average percentage raise was that was given to staff. And I believe that's where that number of the 5.95

2000
04:47:08.880 --> 04:47:16.860
Courtney Russell: And so there was an $11,000 increase. I know when you all went from 143 to 200 I remember you all had a very explicit conversation.

2001
04:47:17.940 --> 04:47:24.000
Courtney Russell: About that shift and why and what all that meant I think last year's conversation was a little bit more

2002
04:47:25.110 --> 04:47:36.420
Courtney Russell: For lack of a better word, passive. I wanted to bring this to your attention today. And in thinking about, you know, how are you considering the rays for next year where you guys going

2003
04:47:37.680 --> 04:47:43.830
Courtney Russell: So that's a little bit of background as to where you are. I do know that Travis's was working towards his

2004
04:47:44.850 --> 04:47:46.920
Courtney Russell: Doctoral degree at NYU. I don't think he's

2005
04:47:47.940 --> 04:47:58.260
Courtney Russell: And but obviously continuing as the K through 12 principle and thinking about what we want to do with our percentage and then over on pace for next year and for might approach that

2006
04:48:00.690 --> 04:48:00.990
Javier Lopez-Molina: Score.

2007
04:48:03.210 --> 04:48:05.790
Javier Lopez-Molina: Um, I mean I'll sort of open it up.

2008
04:48:06.870 --> 04:48:08.730
Javier Lopez-Molina: To discussion.

2009
04:48:11.310 --> 04:48:15.750
Javier Lopez-Molina: I have thoughts, but would love to hear other people first.

2010
04:48:19.230 --> 04:48:20.340
Adrian Adderley: What's the average salary on

2011
04:48:20.370 --> 04:48:21.030
Adrian Adderley: This team.

2012
04:48:22.920 --> 04:48:26.160
Adrian Adderley: And the same scenario where someone's the K through 12 principle.

2013
04:48:28.050 --> 04:48:32.550
Courtney Russell: Yeah, that's part of the challenge. So there are some salary skills out there.

2014
04:48:33.030 --> 04:48:48.240
Courtney Russell: But generally, things like the deal is from the to the salaries heels tend to be elementary, middle, or high school. I haven't seen anything with like the full K 12 range and more of that head of school position that Travis has and then number two.

2015
04:48:50.490 --> 04:48:51.240
Courtney Russell: What's number two.

2016
04:48:53.430 --> 04:49:06.570
Courtney Russell: Oh. Number two is that's it's do we, and those are public. But I think one thing you have to remember this is charter. So there's a longer school day longer school year typically more responsibility. So we'll end to see

2017
04:49:07.740 --> 04:49:12.390
Courtney Russell: When charter boards are looking at principal salary, they're thinking about what's the daily scale plus

2018
04:49:13.110 --> 04:49:24.720
Courtney Russell: Some amount, perhaps 10% or something. I can certainly pull that up as you all continue to talk so that you can see what a salary scale would look like for principle. But like I said, the cage for pieces. The hard part to capture

2019
04:49:25.080 --> 04:49:32.760
Adrian Adderley: you're curious to see some backup on what what it looks like and a growth year over year for someone of his capacity and tenure.

2020
04:49:33.660 --> 04:49:33.960
With

2021
04:49:35.040 --> 04:49:42.000
Adrian Adderley: And covering the K through 12 holistically, even if we don't find k through 12 week apart. I look for K through eight and then just combined into roughly

2022
04:49:45.870 --> 04:49:47.370
Adrian Adderley: And in New York City, obviously.

2023
04:49:56.490 --> 04:49:59.220
Javier Lopez-Molina: So I'm just looking@salary.com

2024
04:50:00.750 --> 04:50:04.470
Javier Lopez-Molina: For the title of Prince school principal, which is also like a head of

2025
04:50:07.260 --> 04:50:24.360
Javier Lopez-Molina: School head or something like this. And there's a distribution of courses they usually is and the median is 130 k and the upper 75% is at 148 K and then 90% is at one at one that's sort of

2026
04:50:25.470 --> 04:50:26.310
Javier Lopez-Molina: The bell curve.

2027
04:50:33.420 --> 04:50:43.980
On salary.com

2028
04:50:46.650 --> 04:51:01.620
Courtney Russell: This is a little bit outdated Adrian, but if you take a look right here. I think Travis. I don't know exactly how the deal. He works, but I think he's either at like the 10 or 15 year range. I think they count.

2029
04:51:05.400 --> 04:51:11.190
Courtney Russell: Years of teaching and of leadership. And I think Travis is probably around that 15 year I know he started in the early 2000s.

2030
04:51:12.840 --> 04:51:20.970
Courtney Russell: With teaching and then leadership. You look properly in this range of around 180 but that was back in 2018 and so

2031
04:51:22.620 --> 04:51:33.870
Courtney Russell: You know, again, the school. You guys have to 11 so I think where you're at, is probably appropriate. But to answer your question of what that percentage increase jumps from year to year. I'm not quite sure it looks like on this.

2032
04:51:34.890 --> 04:51:41.820
Courtney Russell: Range here between years you've got about a $4,000 differential. But again, percentage wise. I don't know. I don't know.

2033
04:51:42.750 --> 04:51:53.130
Javier Lopez-Molina: So the way I'm thinking about it because please try them is I would advocate for a standard of living increase

2034
04:51:54.390 --> 04:51:59.160
Javier Lopez-Molina: A must we're seeing a change in

2035
04:52:00.450 --> 04:52:00.780
Javier Lopez-Molina: Like

2036
04:52:02.190 --> 04:52:03.090
Javier Lopez-Molina: His

2037
04:52:04.680 --> 04:52:05.580
Javier Lopez-Molina: Academic

2038
04:52:06.660 --> 04:52:16.560
Javier Lopez-Molina: And points that we are judging him on which is why I have a hard time like doing this in isolation, without looking at things like an evaluation of

2039
04:52:18.270 --> 04:52:18.960
Javier Lopez-Molina: You know what I mean.

2040
04:52:24.330 --> 04:52:25.050
Javier Lopez-Molina: What do you guys think

2041
04:52:27.030 --> 04:52:37.950
Adrian Adderley: I think I agree with you. If you mean by just tend to live in increase and then also evaluating the performance of the school, the academic performance of the school. I definitely agree with that.

2042
04:52:44.460 --> 04:52:45.810
robb@commonbond.co: Yeah, after that.

2043
04:53:04.470 --> 04:53:05.640
Adrian Adderley: What does that look like

2044
04:53:07.980 --> 04:53:17.280
Javier Lopez-Molina: Let's tense raises a good question, which is, if, if we're thinking about this. What does that scale look like in terms of academic performance like

2045
04:53:23.670 --> 04:53:24.600
Javier Lopez-Molina: I don't have a good answer.

2046
04:53:32.310 --> 04:53:44.010
Javier Lopez-Molina: I mean, part of it too is like okay let's play out some scenarios right he's been kid to 12 principles, since 2018 so 2018 to 20 is where we are.

2047
04:53:45.750 --> 04:53:49.290
Javier Lopez-Molina: What improvements would we want to see in

2048
04:53:50.430 --> 04:53:52.260
Javier Lopez-Molina: K through 12 during that timeframe.

2049
04:53:53.550 --> 04:54:01.380
Javier Lopez-Molina: And then we ask, are those improvements there. I mean, ideally it would be things that if we were like a regular

2050
04:54:02.730 --> 04:54:08.430
Javier Lopez-Molina: If we did this the right way, he would know what his goals are and

2051
04:54:09.780 --> 04:54:17.820
Javier Lopez-Molina: He would, we would, you know, he would have full awareness that these are the things that you're going to be, you know, aligned to and

2052
04:54:19.170 --> 04:54:27.180
Javier Lopez-Molina: Your compensation is going to be tied to this just like a normal company. This is your job description. This is where you do these are the metrics.

2053
04:54:31.020 --> 04:54:35.640
Javier Lopez-Molina: That exist if a job description so silly question, but

2054
04:54:35.700 --> 04:54:36.660
Javier Lopez-Molina: It does have to

2055
04:54:36.750 --> 04:54:37.800
Courtney Russell: Be King. Yes, he does.

2056
04:54:41.670 --> 04:54:42.060
Courtney Russell: Wrong.

2057
04:54:43.620 --> 04:54:48.300
Courtney Russell: It's it's rather outdated latest versions. I don't know the quality of that.

2058
04:54:51.090 --> 04:54:53.430
Courtney Russell: Response. How many metrics.

2059
04:54:54.150 --> 04:54:54.660
Or

2060
04:55:00.150 --> 04:55:05.820
Stacy S: Let's assume that, since we're breaking ties. Anyway, we should consider revising that um

2061
04:55:07.260 --> 04:55:19.830
Stacy S: And I don't necessarily know in general, are they using metrics on the principal job title, but this seems like something that the academic committee should definitely discuss in reference to

2062
04:55:20.730 --> 04:55:32.160
Stacy S: Expected goals. We've just been receiving information and just kind of going into banter back and forth as to why it's what it is, but we should probably

2063
04:55:32.850 --> 04:55:33.450
Stacy S: Not probably

2064
04:55:33.840 --> 04:55:43.680
Stacy S: We need to make metrics we need to have milestones achievements expected not just end of year but achievements expected

2065
04:55:44.790 --> 04:55:56.550
Stacy S: three month in, you know, halfway and this is what's expected with and i think i think that's absolutely necessary. Yeah, definitely. We've seen the test scores. We've had concerns about that.

2066
04:55:58.440 --> 04:56:11.010
Stacy S: We've had concerns about attendance, there's a, there's a number of things. So it seems like this is back on our hands, the things that are expected of us to complete to then bring to him.

2067
04:56:11.970 --> 04:56:26.130
Javier Lopez-Molina: So what is the timeframe coordinator for this decision because I for one feel like I want I want him to know what are his metrics and I want us for have like

2068
04:56:27.990 --> 04:56:33.000
Javier Lopez-Molina: A way of monitoring them and tracking them so that we know if he's having them.

2069
04:56:34.620 --> 04:56:42.960
Courtney Russell: Hey you guys absolutely have time ideal world, you would get this approved by June that this salary could go into effect i one

2070
04:56:43.350 --> 04:56:54.210
Courtney Russell: But worst case scenario, let's say, this gets kicked off by the academic committee as go really deep you feel amazing process, and you did need some extra time, you could always do that retro again not ideal.

2071
04:56:54.750 --> 04:57:06.720
Courtney Russell: But it really is the timeline you all feel comfortable with and we can make whatever adjustments we need to to share that you know that's effective July one. When you do decide. So I think the time that you need is appropriate here.

2072
04:57:08.940 --> 04:57:19.320
Javier Lopez-Molina: So if we do that, let's make sure we take advantage of the time wisely. What can we do in the meanwhile, because I don't know, has the academic committee been meeting.

2073
04:57:20.550 --> 04:57:22.500
Adrian Adderley: A so

2074
04:57:22.590 --> 04:57:23.820
Briar Thompson: Me and Adrian joined

2075
04:57:24.960 --> 04:57:29.070
Adrian Adderley: Yet hasn't been any means academic community. The last few months.

2076
04:57:32.040 --> 04:57:33.390
Javier Lopez-Molina: Here a critical one.

2077
04:57:36.690 --> 04:57:39.240
Javier Lopez-Molina: Just so Jennifer is doing.

2078
04:57:42.870 --> 04:57:47.580
Javier Lopez-Molina: A deep dive into the school. Now, it might be worthwhile to include her on that meeting.

2079
04:57:49.140 --> 04:57:54.810
Javier Lopez-Molina: Sort of like an external person to say, do these metrics make sense as goal posts for the principal

2080
04:58:04.410 --> 04:58:10.560
Briar Thompson: Heavier I'm I struggle a little bit with thinking about how that meeting would run

2081
04:58:11.580 --> 04:58:16.350
Briar Thompson: With only off coming up with those metrics like where do we start, I think a lot of

2082
04:58:17.100 --> 04:58:30.180
Briar Thompson: Pot and probably what Jen is finding is that some of the progress reporting since the last renewal should inform some of that, but I feel like I don't have enough information to know what I would put on a page, right.

2083
04:58:30.180 --> 04:58:37.620
Briar Thompson: Now, and I just want to be honest about that, because otherwise I feel like that meeting could be a little bit like well

2084
04:58:39.330 --> 04:58:40.920
Briar Thompson: Yeah, and that's exactly why.

2085
04:58:41.040 --> 04:58:42.840
Javier Lopez-Molina: I wanted to have Jennifer there.

2086
04:58:44.640 --> 04:58:45.810
Javier Lopez-Molina: If I think about it. We

2087
04:58:49.170 --> 04:58:52.140
Javier Lopez-Molina: Coming out of our last renewal, we have things that we do well.

2088
04:58:52.410 --> 04:58:52.710
Stacy S: We have

2089
04:58:52.740 --> 04:58:53.610
Javier Lopez-Molina: Things that are

2090
04:58:55.500 --> 04:58:58.380
Javier Lopez-Molina: Like give us a list of things that we should be doing better.

2091
04:58:59.580 --> 04:59:06.120
Javier Lopez-Molina: Tracking those things that we are getting better and tracking improvements on the face. That's like, that's the list right there.

2092
04:59:07.020 --> 04:59:16.920
Briar Thompson: But I do feel like that is something that maybe Travis should be proposing to us. Not that we should be proposing to him if I just think about governance those operations like

2093
04:59:17.310 --> 04:59:30.840
Briar Thompson: I think we might need to separate this discussion around what is the what is the salary change here from letting him know what we're expecting him were like that should be more of a discussion with him around the metrics like

2094
04:59:32.520 --> 04:59:42.810
Javier Lopez-Molina: I think it should be. But I, I hesitate to have him generate a list of sign off on it should be a collaborative person. I would rather have us generate the list and he told he told us.

2095
04:59:43.230 --> 04:59:55.140
Javier Lopez-Molina: These are things that I can control that I like influence to control and these are things that I can't, I don't want to tie his compensation to things that he really genuinely can't control. Um, but that's

2096
04:59:55.200 --> 04:59:55.620
Briar Thompson: Fair.

2097
04:59:55.680 --> 04:59:57.060
Javier Lopez-Molina: I'm just saying, I don't know if I

2098
04:59:57.060 --> 04:59:57.930
Briar Thompson: Want to do that.

2099
04:59:58.170 --> 05:00:06.540
Briar Thompson: under time pressure, right, like if we can separate the salary discussion from that metrics like those metrics are a really big deal. I'm not saying a salary isn't

2100
05:00:06.870 --> 05:00:14.610
Briar Thompson: But we shouldn't be coming up with that and like an academic committee meeting that is probably not going to be well attended during a pandemic.

2101
05:00:15.540 --> 05:00:24.750
Briar Thompson: And is like we might just need a little more iteration on that and I don't want to put the pressure on that. It's like a done and dusted thing by June when we also have this other work going on with Jen.

2102
05:00:25.980 --> 05:00:35.130
Javier Lopez-Molina: Yeah, I mean, I agree with that. The part that I that causes me hesitation is like how do we determine what a reasonable salary increases, then at this point.

2103
05:00:35.970 --> 05:00:54.390
robb@commonbond.co: And I propose something on that point, I think the it's worth mentioning, like this. This is an environment where salary increases in general are pretty rare and off cost of living is he's going down in kind of literal terms.

2104
05:00:55.740 --> 05:01:09.030
robb@commonbond.co: The, the community that we serve here is you know just weren't an environment of unemployment meant there's there's significant companies taking salary reductions my company included, you know, like, and we're all in that environment so

2105
05:01:09.570 --> 05:01:13.950
robb@commonbond.co: I don't think it's unreasonable for there to not be a salary change this year.

2106
05:01:15.120 --> 05:01:16.200
Javier Lopez-Molina: Yeah, that's a great point.

2107
05:01:27.480 --> 05:01:33.420
Javier Lopez-Molina: The optics. Look, we're increasing salary and decreasing the number of teachers that we have

2108
05:01:35.760 --> 05:01:37.980
robb@commonbond.co: Yeah, I think, you know, the revenue to the schools.

2109
05:01:37.980 --> 05:01:38.520
robb@commonbond.co: Flat

2110
05:01:38.670 --> 05:01:45.030
robb@commonbond.co: I think, I think, maintaining a flat salaries is perfectly appropriate approach.

2111
05:01:50.670 --> 05:01:52.470
Stacy S: But academics committee should still

2112
05:01:52.710 --> 05:01:53.430
Stacy S: Plan on

2113
05:01:53.640 --> 05:01:57.960
Stacy S: meeting to discuss metrics and expected goals.

2114
05:01:58.530 --> 05:01:59.370
Adrian Adderley: Yeah yeah

2115
05:01:59.640 --> 05:02:00.960
robb@commonbond.co: Hundred percent agree. Yeah.

2116
05:02:01.890 --> 05:02:04.350
Briar Thompson: Yes, I just think it's going to take us a couple of bounces

2117
05:02:08.730 --> 05:02:21.150
Stacy S: I feel like we've discussed this before. So I think with this in mind, we need to keep this as a goal. I think like it needs to be resolved within like two or three sessions.

2118
05:02:22.560 --> 05:02:32.850
Stacy S: That we might have to have prior to the scheduled meetings that we have for the academic committee because, um, that's a good point, yeah, I mean,

2119
05:02:33.930 --> 05:02:39.120
Stacy S: I currently support 32 schools and they all have expected goals.

2120
05:02:40.290 --> 05:02:42.720
Stacy S: And they don't always meet them. It's the deal we

2121
05:02:44.010 --> 05:02:54.390
Stacy S: But at least they know what they're working towards. And honestly, once they know what they're working towards they they strive for it. Um, and there's kind of no excuses.

2122
05:02:55.380 --> 05:03:11.970
Stacy S: As to when we have to make cuts as to why they they haven't made that they haven't made there. So I think that would be helpful. Just as he's doing this transition as he's doing rebranding I think would be helpful for him as well. Um, to be able to address his staff.

2123
05:03:13.050 --> 05:03:14.280
Stacy S: And what the expectations are.

2124
05:03:17.250 --> 05:03:28.050
Stacy S: That we will come to together, as Brian said I agree we should definitely be a part of that discussion, we should be leading the discussion. Um, and, yeah, we can move on from there.

2125
05:03:34.410 --> 05:03:35.520
Courtney Russell: And how

2126
05:03:37.230 --> 05:03:45.750
Courtney Russell: To interrupt here, but with the, the Charter goals that we know that we have. Do you guys see this conversation intersecting or overlapping or

2127
05:03:46.440 --> 05:03:56.040
Courtney Russell: Is that a part of this piece because I just want to make sure that you all remember, we do have that it's the 4647 as Jennifer shared charter goals, who have your

2128
05:03:56.760 --> 05:04:04.680
Courtney Russell: Updates. So if that's helpful and thinking about the academic community work that's that's what the deal is going to be looking to. I know there's other things and other things I've identified, but

2129
05:04:05.430 --> 05:04:11.550
Courtney Russell: Just wanted to. We have that in the forefront of our mind, especially since we have a very recent data and all that.

2130
05:04:12.930 --> 05:04:26.520
Javier Lopez-Molina: For me, there's like two topics. Right now, the first topic is a salary and I think Rob's comment at least CONVINCED ME ABOUT, LIKE I AM A okay in this current environment, keeping the salary flat. I feel okay about but

2131
05:04:28.530 --> 05:04:33.030
Javier Lopez-Molina: Then there's the second topic around. We have to write this ship of

2132
05:04:33.780 --> 05:04:35.220
Javier Lopez-Molina: whipping the principle

2133
05:04:35.520 --> 05:04:46.650
Javier Lopez-Molina: Which we haven't done really in a long time. That involves, you know, working together to create a system create metrics and a system for doing that.

2134
05:04:47.850 --> 05:04:55.320
Javier Lopez-Molina: And that is not going to resolve tonight and it's probably not going to be solved. After a committee meeting both a couple iterations.

2135
05:05:01.890 --> 05:05:02.220
Briar Thompson: Yep.

2136
05:05:02.610 --> 05:05:10.350
Briar Thompson: So for this executive fishing. We just need to make a decision on the salary piece of it, right, which I think we've not done and Courtney has updated.

2137
05:05:13.830 --> 05:05:21.120
robb@commonbond.co: Yeah, and I just kind of caveat. My comment to you. It's got him. We don't want to be motivating to

2138
05:05:21.780 --> 05:05:35.040
robb@commonbond.co: Travis. Oh, it's just a kind of zero, like a flat salary. I think it's definitely appropriate and if if there's, you know, it's got to be delivered in the right context. I think I think kind of with is by AND and OR understanding

2139
05:05:36.180 --> 05:05:41.730
robb@commonbond.co: We don't want it to feel punitive. So just, I think that's important. And then if there's

2140
05:05:41.970 --> 05:05:54.120
Briar Thompson: A bit of conversation, Rob, that maybe you and hobby or should have with him, given this context I think having them treasure, given the some of the messaging around it might make lot of sense.

2141
05:05:57.540 --> 05:05:58.080
robb@commonbond.co: Yeah.

2142
05:06:00.090 --> 05:06:02.100
robb@commonbond.co: Yeah, have happy to be here.

2143
05:06:02.490 --> 05:06:03.480
robb@commonbond.co: With you.

2144
05:06:05.070 --> 05:06:06.960
Javier Lopez-Molina: Yeah. So, Courtney, can you

2145
05:06:08.700 --> 05:06:11.760
Javier Lopez-Molina: Put something on the calendar for Rob myself and Mr Brown.

2146
05:06:13.320 --> 05:06:13.920
Courtney Russell: What do

2147
05:06:14.370 --> 05:06:14.850
Javier Lopez-Molina: I do think

2148
05:06:15.540 --> 05:06:20.820
robb@commonbond.co: If you think the same data that you got last year. Have you around like what, what are the average increases for the staff.

2149
05:06:22.380 --> 05:06:23.340
robb@commonbond.co: For teachers.

2150
05:06:25.080 --> 05:06:30.450
robb@commonbond.co: Like that we may want to consider that. And perhaps there is kind of a

2151
05:06:33.570 --> 05:06:35.190
robb@commonbond.co: Perhaps that is something we consider

2152
05:06:36.120 --> 05:06:37.710
Javier Lopez-Molina: from a personal perspective.

2153
05:06:38.460 --> 05:06:40.110
robb@commonbond.co: No, I'm just saying from like a

2154
05:06:42.270 --> 05:06:43.380
robb@commonbond.co: If

2155
05:06:44.580 --> 05:06:54.030
robb@commonbond.co: It would be helpful to know i again i want to i don't want to. I don't want to feel do motivating or punitive like

2156
05:06:55.290 --> 05:06:56.070
robb@commonbond.co: But

2157
05:06:57.270 --> 05:07:01.920
robb@commonbond.co: You know, we're not we're obviously not involved in those conversations of setting teacher salaries.

2158
05:07:05.640 --> 05:07:09.960
robb@commonbond.co: I'm just saying it might be helpful to keep that consistent to what we do with Travis.

2159
05:07:11.580 --> 05:07:17.310
robb@commonbond.co: So, so if we don't have to decide that the firm number. Now I think Courtney said we have we have a little bit of time.

2160
05:07:19.350 --> 05:07:23.850
robb@commonbond.co: It might be helpful to know what the change the average change in salary for teachers year over year is

2161
05:07:26.580 --> 05:07:34.170
Briar Thompson: Robbie you thinking because we would then have Travis's match that open because we would have all of the teachers also stay flat.

2162
05:07:34.770 --> 05:07:38.430
robb@commonbond.co: And digging. We might have Travis it match that would be another option.

2163
05:07:46.320 --> 05:07:46.590
Briar Thompson: Okay.

2164
05:07:48.720 --> 05:07:49.950
robb@commonbond.co: We got at least with the information

2165
05:07:50.490 --> 05:07:52.320
Briar Thompson: Yeah, if folks have conviction around

2166
05:07:52.320 --> 05:07:58.800
robb@commonbond.co: Like it makes most sense. We already have the answer. It's, it's, it's kind of zero percent increase. I'm okay with that to

2167
05:08:01.860 --> 05:08:02.940
robb@commonbond.co: That would make sense.

2168
05:08:09.870 --> 05:08:11.430
robb@commonbond.co: I think I'm probably tapped out here.

2169
05:08:11.820 --> 05:08:13.110
Javier Lopez-Molina: I'm a little tough that myself.

2170
05:08:15.870 --> 05:08:18.450
Javier Lopez-Molina: I mean, my personal opinion is, I think that

2171
05:08:20.070 --> 05:08:21.360
Javier Lopez-Molina: He's the leader of the school.

2172
05:08:24.840 --> 05:08:31.980
Javier Lopez-Molina: It's sort of irrelevant to me what's going on with the teachers. I mean, that's his policy gets to set it, but I think

2173
05:08:32.820 --> 05:08:43.680
Javier Lopez-Molina: He also sets an example as a school leader. There's a lot of CEOs for example of organizations that are taking pay cuts right now so you know there's something, there's something to be said about

2174
05:08:44.760 --> 05:08:47.160
Javier Lopez-Molina: A little austerity during this time.

2175
05:08:55.530 --> 05:08:56.490
Javier Lopez-Molina: Any other comments.

2176
05:09:01.980 --> 05:09:06.030
Javier Lopez-Molina: Okay, that's the only topic coordinator, we need to vote on that. I don't know that we need to put on that.

2177
05:09:07.710 --> 05:09:13.710
Courtney Russell: I don't think so. I think you would maybe going to be a change to the budget, but I haven't heard that yet. So I think we're okay.

2178
05:09:17.370 --> 05:09:23.100
Javier Lopez-Molina: Okay, so then we I said executive session at 1143 and call it night.

2179
05:09:26.610 --> 05:09:27.090
robb@commonbond.co: Good one.

2180
05:09:27.750 --> 05:09:29.220
Javier Lopez-Molina: Alright thanks everybody.

2181
05:09:31.110 --> 05:09:32.220
Javier Lopez-Molina: Oh geez. See

2182
05:09:35.310 --> 05:09:35.820
You say,