M. Michalowski noted that the board packet/agenda said that the public comment can only be about non-agenda or closed session items. She asked when there was a possibility that she can speak about the agendized items.

M. Streshly started by stating that the school submitted the self study WASC report in on time, October 3rd.

M. Streshly recognized T. Sun, C. Murphy, and the rest of the WASC team for their hard work in preparing and spearheading the WASC process.

M. Streshly explained that the second hurdle that OMI must overcome in the WASC process is the visit from the WASC committee. She mentioned that she and her team are finalizing the visiting schedule. She thanked the OMI Board members that have RSVP'd to go to the Sunday reception on October 23rd because the WASC visiting committee would like to speak to them and parents especially.

M. Streshly stated that the adoption of new ELA and Math curriculum allowed for OMI to accomplish three main objectives. 1) aligning curriculum and standard instruction across the classrooms and vertically from grade six to twelve. 2) creating a culture of collaboration by inviting the instructional staff to help in the decision making process of curriculum. 3) ensure that the students have instructional material that is kept up in times of the blended learning environment that is currently taking place.

M. Streshly explained that the math curriculum that was being piloted was Reveal Math and Envision Math. For ELA, the curriculum that is being piloted is Savvas MyPerspective and Houghton-Mifflin Into Literature. All of these piloted curriculums are blended programs, digital and hard copy formatting.

J. Brown asked M. Streshly if she would be using the CAASPP or the RenStar Assessment scores to dictate how they approach the interim assessment. M. Streshly responded that OMI will be using both.

J. Breckenridge asked M. Streshly about what was offered in the previous professional training day pertaining to the curriculum adoption. M. Streshly responded by saying that the training was given by the publishers of the curriculum and they showed the teachers how to use the material to its fullest potential.

J. Breckenridge asked if the OMI Board would be receiving the self study before the WASC committee received it. M. Streshly mentioned that she sent the information through email in the previous week.

J. Wire wanted to add that he appreciated the fact that M. Streshly sends the weekly reports to the OMI Board and asks how widely the information is disseminated. M. Streshly responded that the information is only given to the OMI Board right now.

D. Jones, the Dual/Concurrent Enrollment Coordinator for OMI, presented on the number of enrolled students in dual enrollment classes, statistics for students in the program, and how the students can benefit from being in these classes.

D. Jones explained that OMI is currently offering three dual enrollment classes: Spanish, communications, and sociology and have 71 students enrolled in these classes.

D. Jones showed that there was a total of 748+ college credits amongst 41 students amassed due to hard work and care.

The future goals of the program included wanting to remain consistent, open new classes, and increase enrollment numbers.

D. Jones said that students who enter college have the same habitual nature after leaving OMI to go seek counseling because of the experience that they had in the dual/concurrent enrollment classes at OMI.

J. Breckenridge praised D. Jones for helping the students and encouraging them to speak with their professors who teach their dual/concurrent enrollment classes.

S. Lipsey explained that there is a process to identifying English language learners.

A new student enters California and they fill out a survey. If they identify a language other than English on that survey, the school identifies that student as an English language learner. An initial ELPAC assessment is given to the students. If they score below a 4, the student is placed in an ELD program according to their need. If the student scores a 4, they no longer need to take the ELPAC. Every year, the ELD students take a summative ELPAC until they score a 4.

The ELD program serves 182 students and are taught by dedicated, experienced, and qualified teachers.

The number of English learners increased from year to year starting in the 17-18 school year.

J. Brown asked S. Lipsey what extra help can be given to try to have students learn the English Language easier and faster. 

V. Salazar mentioned that OMI took care of most of the expenditures in August, so the level of spending is leveling out in September and October.

V. Salazar explained that the cashflow for September was a bit more than he projected because money that was expected to come in November-December came early.

From August to December, the cashflow is level until there is a spike in January, then leveling out again for the next couple of months. More state money would come in closer to the end of the year. In July, there will be a dip because there will be spending to get ready for the upcoming school year.

V. Salazar showed the salary schedule for the 5% COLA increase that the OMI Board approved in the previous board meeting.

The salary schedule showed an increase in pay depending on the number of years of service that the teacher has and degree.

A document was missing so the OMI Board asked to view the Schdl 4 5% COLA with 3 changes at the next board meeting (November 10, 2022). 

The OMI Board adjourned to closed session at 5:48pm.

The OMI Board reconvened to open session at 6:45pm.

SFC Jason Schilling is being recognized for his heroic quick thinking when he disarmed a man that entered the OMI premises. J. Schilling is being nominated for the California Medal of Valor.