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From YouTube: Board of Education Meeting 5/11/2022
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A
B
E
Good
evening
this
evening,
I
want
to
do
a
little
bit
of
a
budget
workshop
so
that
the
board
in
preparation
for
the
next
june
board
meetings
when
we
bring
the
budget
forward.
You
have
some
information
going
in,
so
if
we
can
move
to
the
first
slide.
E
E
So
the
budget's
an
annual
process-
and
it
is
ongoing
a
budget-
is
a
living
document
that
continues
to
grow.
What
you're
going
to
see
tonight
is
what
we
know
as
of
today.
That
is
definite
primarily.
What
came
out
in
january.
We
are
anticipating
the
well.
There
is
the
may
revise
coming
out
next
week.
I
will
tell
you
where
I've
heard
that
there
are
some
changes
that
we
can
anticipate,
but
those
are
not
included
until
they're
done.
E
I
just
think:
that's
that's
the
better
approach.
You
don't
spend
money
before
you
know
you're
going
to
get
it
so
we're
gonna.
The
budget
is
intended
to
allocate
resources
to
the
prioritized
needs
of
the
district.
It
has
to
be
balanced.
Your
current
revenues
have
to
be
sufficient
to
pay
your
current
services
and
then
we
must
prepare
it
in
compliance
with
all
of
the
federal
state,
local
guidelines.
E
We
use
a
zero
budget,
zero
balance
budgeting
here
in
antioch.
We
do
not
roll
over
our
budget.
We
start
with
our
system
telling
us
the
employees
we
have
and
where
they
will
be,
so
that
we
can
encumber
salary
benefits.
All
of
the
things
that
we
know
about
and
then
each
of
the
departments
we
have
them,
build
their
budget
as
to
what
their
needs
are,
and
then
we
try
to
fit
that
within
our
budget
and
obviously,
if
there's
big
sways,
we
have
to
look
at
what's
new
this
year.
E
That
then,
was
here
at
the
year
before
the
sites
are
also
provided.
Their
funding
allocations
based
on
criteria
such
as
enrollment,
free
and
reduced
mail
counts
or
site-specific
grants
or
entitlements,
and
we
have
quite
a
few
of
those
human
resources
and
fiscal
right.
Now
I
oversee
both.
So
I
talk
with
me
and
we
collaborate
on
the
enrollment,
the
staffing
and
the
funding
projections.
E
The
superintendent
initiates
the
budget
process
each
year
and
we
do
that.
We
must
adopt
a
budget
by
july
1st.
The
public
gets
notice
at
least
10
days
in
a
public
newspaper,
and
we
also
publish
very
a
variety
of
places,
there's
a
specific
format
that
we
must
use,
which
is
called
the
sax
format,
which
puts
everything
in
a
funding
source
series
of
numbers
so
that
the
state
can
track
it.
E
E
So
when
we
look
at
our
general
fund,
the
budget
revenue
projections
are
our
lcff,
our
local
control,
funding
formula.
We
get
revenue
on
both
state
aid
and
we
also
that's
your
base.
We
also
get
some
revenue
through
supplemental
and
concentration
and
I'll
cause
I'll
talk
about
that.
In
a
few
minutes
we
receive
federal
dollars,
both
grants
and
entitlements.
E
E
E
If
you
look
at
the
chart,
those
in
red
have
been
fully
expended
over
the
last
few
years
and
those
are
our
monies
that
came
in
that
did
have
some
timelines
to
them.
So
we
have
the
expanded
learning
opportunity
grant.
We
have
the
educator
effectiveness
grant.
We
have
the
learning
loss
mitigation
which
has
been
fully
expended.
E
E
F
E
Receive
supplemental
grant
for
those
students
that
are
in
our
unduplicated
account
and
we
have
a
72.10
percent
unduplicated
count.
We
receive
20
in
excess
of
the
base
grant
and
then
for
those
districts
that
are
over
55
percent,
which
antioch
is
in.
We
also
receive
a
concentration
grant,
so
the
all
of
those
make
up
the
lcff
as
most
people
refer
to
it.
E
E
So
what
are
some
of
the
assumptions
that
we're
looking
at
as
we
build
our
budget
and
here's?
Where
I'm
going
to
tell
you
some
differences
that
I
see
coming
potentially
in
march.
So
when
we
built
this,
we
are
assuming
that
the
ada
calculation
is
going
to
stay
the
same
right
now.
The
way
we
are
we
receive.
Our
revenue
is
the
greater
of
your
average
daily
attendance
of
this
year
or
the
prior
year,
and
we
have
been
declining
as
have
almost
every
district
in
the
state
of
california,
even
before
the
pandemic.
But
it's
been
exacerbated.
E
So
we
are
anticipating
a
decline
of
next
year
for
next
year.
There
is
talk
in
sacramento
of
one
of
two
things,
one
basing
our
our
pay
on
enrollment
and
not
ada.
I
don't
anticipate
that
going
through
the
other
one
is
to
do
a
three-year
trend
and
that
I
do
see
as
a
possibility,
so
that
would
increase
the
dollars
to
antioch
if
that
is
to
go
through
the
other
big
change.
So
we
have
our
entitlement
for
our
title.
Our
target
funding
factors
I
have
to
my
glasses.
This
is
a
little
bit
small
to
read.
E
E
There
was
a
release
today
that
summon
sacramento
would
like
to
see
a
deemed
cola,
and
I
don't
that
would
be
they're
just
going
to
decide.
That's
what
it
is.
So
we
may
end
up
with
what
we
did
a
couple
years
ago
called
a
mega
cola
where
they
add
something
to
the
actual
cola
on
an
ongoing
basis.
E
So
I
do
anticipate
potentially
seeing
something
there,
but
we
will
not
know
that
until
the
budget
is
finalized,
our
california
lottery
is
going
down
slightly
based
on
I'm
sorry
that
one's
zero,
our
learning
loss
mitigation,
as
I
mentioned
earlier,
has
been
fully
expended,
so
that
is
going
down
along
with
some
of
our
other
one-time
monies.
E
We
have
had
a
slight
decrease
in
our
unduplicated
count.
We
do
take
a
trend
when
we
build
the
just
the
budget,
but
as
kova's
been
there,
we
have
seen
a
reduction
as
have
most
districts,
because
not
as
many
people
fill
out
the
paperwork,
it's
no
longer
required
and
they're.
Looking
at
doing
something
in
sacramento
about
that
as
well.
E
Okay,
our
workers
compensation
factor-
has
actually
gone
down
by
about
0.35,
and
I
have
to
thank
our
staff
for
that.
They
are
working
really
hard
to
help
our
employees
get
back
to
work
early
and
that
has
brought
that
down.
E
When
you
look
at
our
medical.
This
does
factor
in
what
we
know
today
as
to
our
increases,
but
we
do
anticipate
them
going
up
as
well
in
january
and
then,
finally,
the
property
liability
insurance
we've.
Actually,
if
things
weren't
what
they
are
in
california
right
now,
we
would
be
going
down
because
our
percentages
went
down
in
both
property
and
liability.
E
E
So
I
want
to
spend
some
time
on
some
of
the
one-time
money,
because
that
is
right
now
until
we
know
what
happens
in
sacramento,
where
we
have
some
flexibility,
so
the
elo
opportunity
grant.
We
were
originally
received
revenue
or
a
grant
of
a
little
over
10
million
dollars.
That
money
must
be
spent
between
july
of
2020
to
september
30th
of
2024..
E
The
board
will
recall:
we
brought
a
plan
forward
to
the
board
and
we've
been
implementing
that
plan.
We
have
excuse
me
about
1.458
million
remaining,
that's
primarily
going
to
be
around
after-school
tutoring.
We
have
lots
of
other
pots
that
were
used
this
year,
so
some
of
that
money
did
carry
over
in
the
paraprofessional.
E
There
was
1.1
million,
and
that's
what
I
mentioned
earlier.
Those
are
separated
out.
We
have
about
717
000
that
will
cover
the
our
paraprofessionals
that
are
in
that
funding
source
for
the
next
two
years.
So
we
have
scheduled
that
again,
the
plan
is
a
three-year
plan,
so
we're
able
to
do
that
next
page,
please,
the
educator
effectiveness
grant
to
the
board
back
in
december
approved
the
plan
for
that.
The
timeline
is
actually
from
december.
30Th
of
2021
through
june
30th
of
2026
and
the
board
did
adopt
a
plan
around
things
of
professional
development.
E
This
money
is
for
teacher
professional
development
and
that
was
in
the
areas
of
standard-based
instruction,
professional
learning
networks,
california,
reading
and
literature,
etc.
There
was
some
paraprofessional
training
included
in
that
as
well,
but
that
plan
is
on
is
adopted
and
we
are
on
track
to
expend
the
monies
exactly
how
the
board
presented
it.
E
E
To
run
that,
though,
we're
going
to
need
an
even
though
it's
going
through
bacr,
I
do
believe
we
need
an
administrator
on
site
and
this
would
be
a
way
to
combine
it
with
our
our
vice
principals.
At
the
elementary
schools,
now
maybe
have
a
late
start
for
those
vice
principals.
They
would
be
full-time
at
one
site
and
then
be
able
to
stay
till
six
o'clock
in
their
part
for
the
after-school
program,
along
with
available
to
help
after
school.
E
E
E
There
is
about
3.5
million
remaining
that
is
available
to
support
our
summer
programs
this
year,
but
there
would
be
some
available
for
the
goals
or
priorities
that
we're
going
to
look
at
later
for
two
years
only
because
this
does
expire
on
september,
24th,
2024,
okay,
I
didn't
put
s
or
one
in
here
because
that's
fully
expended,
but
esther
2
is
about
13.6
million
dollars.
The
timeline
for
that
is
march,
13,
2020
to
september
30th
2023.
E
This
had
the
most
flexibility,
so
that
is
available.
We
have
not
expended
any
of
the
money
or
very
little
of
it,
and
so
it
would
be
available
to
fund
any
goals
or
priorities
that
we
look
at.
But
for
one
year
only.
E
E
The
plan
was
adopted
by
the
board
on
october
27th,
the
last
board
meeting.
I
brought
it
back
for
review
and
we
will
be
bringing
that
for
review
again
after
we
close
our
books
for
the
2122
and
we
see
on
what
was
encumbered
what
was
actually
spent.
So
there
could
be
some
some
monies
available
in
sr3
that
we
could
look
at
either
to
extend
some
of
the
programs
for
additional
time,
because
some
of
them
were
only
two
years
or
to
look
at
other
ways
to
spend
that
money.
E
Well,
I
talked
a
little
bit
about
student
enrollment
student
enrollment
is
we
are
continuing
to
to
decline
and
I
I've
got
to
tell
you
don't
know
many
districts
in
california
that
are
not
right
now,
our
calstrs
and
our
calpers
are
expected
to
go
up
and
I
will
not
expect
that
they
are
going
to
go
up
and
I'm
going
to
show
that
on
another
slide
right
now.
E
So
I
this
is
just
a
chart
for
you
to
look
at
at
your
own
leisure,
but
it
really
does
show
you
what's
happening
in
k-12
in
california.
F
E
There
is
challenges
because
of
that
enrollment
unless
the
state
fixes
it-
and
this
is
a
the
cliff
that
you
guys
have
seen
before.
I
do
believe
that
the
three-year
trend
will
help
soften
that
for
districts
not
just
this
year,
but
probably
ongoing,
so
that
we
can
make
plans
around
when
we
have
to
start
reducing,
because
you
can't
reduce
teachers.
The
kids
don't
go
in
nice
little
packages,
24
first
graders,
don't
go
from
one
school,
so
you
have
to
be
able
to
plan
for
that
over
a
period
of
time.
E
E
E
E
E
So
the
the
board
has
talked
different
board
members
about
some
of
their
priorities
and
goals.
E
So
with
that
that
is
my
budget
presentation,
I'm
happy
to
answer
any
questions.
I
definitely
want
to
acknowledge
mia
cancio.
E
E
I
went
through
all
of
the
funding
and
what
might
be
available,
but
one
of
the
things
I
wanted
to
list
is
the
is
show
the
priorities
that
I've
heard
most
often
from
the
board
to
try
to
get
some
direction
as
we
see
available
monies.
What
what
the
whats
are,
that
the
board
would
like
to
see
us
move
forward
with
one
is
retaining
recruiting
and
retaining
staff
pursuing
additional
revenue
opportunities.
D
E
Yeah
I
mean,
and
let's
say
that
it's
I'm
going
to
take
a
little
bit
easier
one
for
a
minute.
Let's
say
that
it's
increasing
mental
health
supports.
That's
the
the.
What
that
you
would
like
to
see
the
district
work
towards
then,
as
staff.
We
would
go
through
and
see.
How
do
we
best
meet
that
needs
with
the
available
funds
correct
that
forward
the
same
with
all
of
those
other
recruiting
and
retaining
can
be
a
variety
of
ways
correct.
I've
heard
about
the
vice
principles.
E
That's
why
I
worked
on
the
e-lop
to
try
to
meet
that
need
for
the
elementary
schools,
because
that's
a
funding
source
that
allows
that
and
if
the
board
adopts
that
plan
on
june
15th
and
that's
part
of
that
launch,
but
it
is
trying
to
meet
the
what
and
then
we
can
figure
out
the
house.
E
Well,
there's
a
lot
of
ways:
what
I've
heard
is
that
we
want
libraries
accessible
to
children.
So
that's
why
we
put
it
in
that
way.
There
could
be
a
variety
of
ways
that
we
accomplish.
That.
E
E
No,
the
the
board
would
set
the
goals
if
I'm
understanding
what
you're
saying
and
then
we
work
to
its
staff's
job,
to
figure
out
how
we
accomplish
your
goals.
So
we
would
work
on
doing
that.
If
there
are
additional
goals,
then
that
was.
That
is
something
that
the
board
would
bring
forward
as
goals
that
they'd
like
us
to
meet.
I
tried
to
pick
the
ones
that
I've
heard.
Most
often
that
doesn't
mean
those
are
the
only
ones
that
have
come
up,
but
I
tried
to
pick
what
was
there.
E
H
H
I
Just
yeah
and
just
a
quick
comment
yeah,
because
these
priority
areas
look
great
to
me,
I
think
it'd,
be,
I
guess
more
of
a
comment
for
president
hack.
I
think
it'd
be
worth
having
a
discussion
as
a
board
to
make
sure
that
these
are
our
priority
areas
and
make
sure
we
have
those
solidly.
I
mean
it
looks
like
it's
a
good
interpretation
of
the
things
we've
been
saying,
but
I
think
it's
worth
having
that
discussion
to
make
sure
we
kind
of
you
know
dot
our
eyes
cross
rts.
G
E
Yeah
and
we
can
do
both
things
because
there's
going
to
be
some
monies
that
we
know
are
available
today
again.
One
time
is
all
that
I
know
today
so
using
that
money
without
having
a
three-year
plan
for
a
particular
service
that
requires
hiring
people.
I
would
never
recommend
you
don't
want
to
hire
somebody
from
another
job
to
turn
around
and
have
to
lay
that
person
off
in
a
year.
That's
very
unfair
and
and
just
really
bad
bad
human
resource
practices.
E
E
Well,
I
think
one
is
yeah,
one
is
setting
priorities
and
that
does
not
have
to
be
done
tonight
because,
like
I
said
there
are
some
other
times
that
you
know,
we
may
make
some
recommendations
on
things
that
we
see
right
now
need
to
happen.
I
would
always
want
to
do
that,
while
hiring
season
is
in
it's
hard
to
start
something
once
the
school
year
starts,
but
we
could
have
another
conversation.
E
If
that's
the
board's
desire
to
to
solidify
what
your
wants
are
and
your
priorities
are
and
then
we
can
make
the
plan
to
come
forward,
but
the
sooner
the
better
and
the
e-lock
grant
will
be
coming
forward
for
a
first
read
on
the
25th
and
an
adoption
by
the
board
on
june
15th.
That
does
need
to
be
finalized
before
june
30th,
and
I
wanted
to
bring
it
in
two
parts
one.
So
you
can
have
hear
it
get
some
input
before
we
bring
it
back
for
final.
H
We
can
have
a
work
study
before
the
next
board
meeting.
Also
give
you
time
to
kind
of
think
about
these
things
write
down.
Maybe
you
know
yes,
I
these
are
exactly
it
or
you
know
I'd
like
to
tweak
this
and
have
a
conversation
about
that
before
the
next
board
meeting.
If
that
works.
C
Like
it
yeah,
because
I
think
you
know,
we
want
to
make
sure
that
we
are
all
at
least
the
majority
of
us
are.
E
H
A
I
L
H
D
H
H
As
you
know,
this
day
was
established
to
recognize
the
immeasurable
effect
that
teachers
have
on
the
lives
of
students
and
then
next
week
is
classified
appreciation
week.
Our
classified
employees
include
bus
drivers,
maintenance
workers,
food
service
workers.
I'm
going
to
forget
some,
but
lots
of
lots
of
individuals
who
really
are
the
foundation
of
public
education.
So
we
want
to
recognize
them.
So
that
is
my
report
this
evening.
Thank
you.
A
M
N
Okay,
good
evening
board
members
superintendent
annella
we're
very
thankful
that
you've
given
us
this
opportunity
to
present
our
annual
update
to
you
tonight,
you're
going
to
hear
from
members
of
our
co-administrative
team
they're
all
here
in
the
audience
and
we'd
like
to
begin
by
painting
you
a
picture
of
our
programs
and
what
makes
us
unique.
O
So
we're
going
to
be
looking
at
the
montessori
core
principles,
so
we
have
respect
for
the
child,
sensitive
periods
for
learning
in
a
prepared
environment
and
independence
and
discovery
so
respect
for
the
child.
According
to
the
montessori
philosophy,
children
are
naturally
inclined
to
show
politeness
compassion,
empathy
when
provided
appropriate
role,
models
and
guidance.
The
staff,
at
both
antioch
charter
academy
and
antioch
charter
academy,
2
work
every
day
to
create
these
environments
that
are
peaceful
and
safe
for
all
students.
O
O
One
way
the
antioch
charter
academies
show
respect
for
our
students
is
to
offer
the
students
long
blocks
of
work
time
and
allow
them
to
not
be
interrupted
when
they
are
concentrating,
or
at
least
interrupt
them
only
when
truly
necessary.
We
also
allow
the
students
to
discover
their
own
mistakes
rather
than
pointing
them
out.
The
teachers
observe
without
judgment,
demonstrating
respect
for
a
child
in
their
early
years
helps
them
to
grow,
to
be
courteous,
kind,
thoughtful
and
compassionate
at
the
antioch
charter
academies.
Conflict
resolution
focuses
on
problem
solving
through
constructive
communication.
O
Children
feel
comforted
when
their
feelings
are
understood
in
the
montessori
classrooms.
We
teach
students
a
rich
vocabulary
to
help
them
express
their
feelings.
Class
meetings,
give
the
students
a
dedicated
time
and
procedure
to
share
their
thoughts,
feelings
and
to
work
to
resolve
any
conflicts
or
problems
they
may
be
having
conflict
resolution
and
problem-solving
skills
are
life
lessons
that
will
help
children
interact
with
other
people
respectfully
throughout
their
lives,
independence
and
discovery.
O
The
students
learn
to
have
confidence
in
themselves
when
the
adults
in
the
space
move
out
of
the
way
and
let
students
learn
by
doing
students
feel
confident
and
happy
when
they
finish
tasks
on
their
own,
the
more
they
find
they
can
do
by
themselves,
the
more
it
benefits
them
in
the
long
run.
The
teacher
in
a
montessori
classroom
will
give
students
the
opportunities
to
figure
out
who
he
or
she
is
and
what
they
are
capable
of
doing.
O
The
teachers
encourage
the
students
to
think
for
themselves
the
teachers
trust
that
the
students
will
be
successful
when
a
student
does
make
a
mistake
or
error.
We
give
them
time
to
recognize
and
correct
that
mistake
or
error
in
the
montessori
classroom
when
we
meet
a
child
where
they're
at
we
are
also
following
that
child
to
see
where
they
want
to
go
next
with
their
learning
as
teachers,
we
guide
our
students
by
offering
many
choices
and
various
types
of
support.
P
Sensitive
periods
have
you
ever
tried
to
teach
someone
something,
and
they
just
were
not
getting
it.
It
didn't
matter
what
tool
you
picked
out
of
your
multiple
intelligence
toolbox,
whether
it
is
manipulative
based
or
utilized
music
or
body
movement
to
instruct
nothing
worked,
possibly
one
of
the
reasons
it
did
not
is
because
the
child
was
not
within
the
sensitive
period
for
learning
the
task.
P
Maria
montessori
believed
that
children
have
sensitive
periods
that
are
basically
spans
of
time
during
which
a
child
is
intrigued
with
a
particular
activity,
and
they
are
able
to
learn
various
skills
connected
to
it.
For
instance,
the
sensitive
period
for
a
student's
interest
in
reading
is
between
the
ages
of
two
of
three
and
five,
and
within
that
two
year
span
the
window
varies
from
child
to
child.
P
Some
will
not
fall
within
the
prescribed
time
frame
and
will
not
have
an
interest
in
reading
until
they
are
developmentally
ready,
perhaps
at
six
or
seven
and
that's
okay,
when
students
are
within
a
sensitive
period,
an
excitement
and
energy
to
achieve
others
achieve
occurs
as
well.
In
our
primary
level,
students
are
between
the
ages
of
four
and
six.
When
you
introduce
a
new
job
to
them,
they
are
literally
sponges
and
want
to
soak
it
all.
P
P
Montessori
classrooms
are
designed
to
be
multi-age
with
three-year
spans.
They
are
typically
from
the
ages
of
three
to
six,
six
to
nine,
nine
to
twelve
and
twelve
to
fifteen.
Our
elementary
classroom
has
students
that
range
from
first
grade
to
third
grade
the
materials
within
the
classroom
fit
the
sensitive
period
of
their
students
as
well.
P
Thank
you,
prepared
environment.
The
shelves
of
in
a
montessori
classroom
are
organized
developmentally
from
left
to
right
top
to
bottom
from
the
easiest
jobs
to
the
most
difficult
within
each
content
area.
The
main
content
areas
are
language,
arts,
math,
cultural
and
science.
The
materials
in
each
area
are
both
engaging
and
appealing
to
the
students
which
promotes
interest.
The
students
are
taught
where
each
material
is
placed
within
the
classroom
and
they
are
responsible
for
returning.
It
to
its
original
place
in
the
correct
order.
P
The
first
six
weeks
of
school
are
focused
on
routines
and
procedures
such
as
rolling
job,
carpets,
carrying
trays,
placing
items
on
carpets
in
a
left
to
right
direction
to
mimic
the
way
that
we
read
and
how
to
sit
for
a
lesson
with
your
teacher.
The
procedures
established
in
the
classroom
allow
twenty
plus
students
the
ability
to
work
independently
on
different
jobs.
P
Some
children
in
a
montessori
classroom
will
not
be
introduced
to
each
job
and
some
will
use
materials
from
the
next
level.
It
all
depends
on
the
child.
The
goal
of
a
montessori
teacher
is
to
find
a
student's
zone
of
proximal
development,
which
is
the
theory
of
vygotsky.
You
may
want
to
picture
the
zone
like
goldilocks,
trying
to
find
something
just
right
in
the
three
bears
house,
a
teacher
needs
to
match
jobs
to
the
students
developmental
needs,
picking
materials
that
are
not
too
easy
are
not
too
hard,
but
challenging
enough
to
foster
interest
and
independence.
P
Now,
let's
take
a
look
at
some
of
those
materials,
so
you
have
a
little
goodie
bag
in
front
of
you.
P
So
these
mine's
a
little
bit
bigger
than
theirs.
These
are
called
the
sandpaper
letters
and
the
job
includes
taking
just
one
finger
and
three.
This
is
actually
sandpaper
and
tracing
the
letter
and
making
the
sound.
That
goes
with
the
letter.
So
it
starts
with
the
simple
consonants
and
vowels,
which
are
always
red
and
blue
in
a
montessori
classroom,
no
matter
what
materials
you
find
and
whether
they're
these
or
the
movable
alphabet,
the
consonants
stay
the
same
color
and
so
do
the
vowels.
Then
it
progresses
to
the
blends
and
then
finally,.
P
P
N
Next
we'd
like
to
tell
you
some
of
the
program
operation
that
we've
had
during
this
school
year.
We
did
return
fully
to
in-person
learning
and
neither
school
site
offered
a
fully
remoning
remote
learning
option
this
year
with
some
of
the
money
that
we
got
from
the
state
for
learning
loss
funds,
we
provided
additional
hours
and
positions
for
classified
classroom,
aids
and
rti
aids
to
support
learning
recovery.
N
This
is
our
fourth
year
as
our
own,
lea
for
special
education
with
the
eldorado
charter
and
our
current
population
of
students
is
13
of
students
at
aca
and
15
at
aca.
2.
and
our
resource
service
incorporate
linda
mood
bell,
which
is
a
research-based
strategy
as
well
as
montessori
strategy,
some
of
which
you
just
heard
about
tonight.
N
So
is
all
this
montessori
and
the
other
philosophies
that
we
have
effective
and
the
data
shows.
Yes,
our
programs
are
effective.
Both
schools
are
credited
by
wasc
and
that's
typically,
something
that
only
high
schools
and
colleges
are
required
to
do.
But
we
choose
to
go
through
that
process
because
it
validates
our
success
from
an
outside
party,
and
it
gives
us
goals
that
we
can
focus
on
to
continue
to
improve
what
we
do
the
date.
The
data
shows
the
effectiveness
of
both
programs,
and
here
we
have
data
from
last
school
year.
N
What
we
see
is
different
from
the
statewide
trend.
Statewide,
the
student
scores
remain
consistently
from
third
grade
to
eighth
grade
about
the
same.
So
the
fact
that
our
students
improve
as
they
go
through
our
program
shows
us
the
effectiveness
of
it.
This
trend
holds
true
as
well.
In
math
are
the
results
for
aca
ii.
We
did
have
some
cohorts
which
slipped
and
during
the
pandemic
lost
some
progress,
but
we're
hoping
that
now
that
we're
back
in
person
our
scores
for
this
year
will
continue
to
show
that
growth
at
aca
2
or
at
aca.
N
N
We
did
take
a
look
at
some
of
our
disaggregated
data
and
shared
that
with
you
tonight
we
don't
have
as
many
subgroups
as
the
district
has
in
order
to
have
a
subgroup.
You
have
to
have
two
ten
or
more
students
and
if
you
have
fewer
than
that,
they're
not
reported
for
student
privacy
so
based
on
the
data.
What
we
see
is
that
at
aca
2,
the
majority
of
our
subgroups
outperformed,
the
state
average
in
similar
subgroups,
including
our
students
with
disabilities,
our
economically
disadvantaged
students,
our
english
learners,
our
hispanic
students
and
two
or
more
races.
N
All
of
aca
subgroups
outperform
the
state
average
in
english
language
arts.
And
when
we
look
at
math,
we
see
a
similar
trend.
So
all
this
aca
subgroups
outpour
outperform
the
state
averages
in
math
and
the
majority
of
aca
ii
subgroups
outperform
the
state
average,
including
students
with
disabilities
economically
disadvantaged,
ever
english
learners
and
two
or
more
races.
O
At
aca
and
aca
ii
we
are
comprised
of
students,
parents
and
staff.
Those
three
components
are
vital
in
creating
a
strong
community
that
we
have
at
our
school.
You
will
see
in
our
school
logos
that
we
have
incorporated
the
triangle
to
symbolize
the
three
parts
of
the
students,
parents
and
staff,
and
while
our
school
has
several
core
philosophies,
we
chose
to
focus
on
the
montessori
philosophy
for
today's
presentation
at
aca
and
aca
2.
We
are
creating
lifelong
learners
and
preparing
our
students
for
their
time
beyond
our
schools.
O
The
montessori
philosophy
helps
us
to
do
just
that.
Montessori
lays
the
foundations
and
plants
the
seeds
for
students
to
grow
and
develop
later
on
in
life,
as
our
students
mature
those
seeds
of
respect
independence,
problem
solving
and
much
more
will
be
there
to
support
them
in
helping
them
find
the
answers
to
those
big
questions
of
who
am
I,
and
what
am
I
here
for
the
montessori
teaching
at
aca
and
aca
ii
helps
our
students
to
become
multicultural
citizens
in
a
global
community.
N
And
we'll
stop
presenting
here,
you
have
some
extra
information
that
is
part
of
what's
in
the
mou,
so
that
it's
there
for
your
reference.
If
you'd
like
to
look
at
it,
all
of
the
co-administrators
are
listed
here.
All
of
our
email
addresses,
and
since
this
was
a
question
that
came
up,
six
of
the
co-administrators
are
teachers
and
co-administrators,
and
one
of
our
co-administrators
is
our
chief
financial
officer.
So
our
school
is
like
a
teacher
co-op.
We
don't
have
a
principal.
We
have
teachers
who
make
decisions
in
conjunction
with
our
staff
at
our
sites.
A
I
taught
at
sutter
elementary
and
I
was
in
c
complex
and
an
a1
was
a
lady
named
jeanne
dibiski
and
I
got
to
know
her
real
well,
I
mean
she's
a
very
lovable
person
but
she's
very
much
in
the
montessori
absolutely,
and
I
spent
many
a
lunch
period
going
from
c
complex
up
the
hill
to
a
to
help.
Ginny
change
her
classroom
around
for
the
afternoon
to
do
a
montessori
program,
it's
fascinating
and
then,
when
she
went
to
the
aca
and.
F
L
A
A
founder
there
yeah
we
and
I
was
the
president
of
the
union
at
that
time.
We
would
get
together
and
bargain
things
and
talk
about
things,
but
aca
is
a
unique
charter.
School
montessori
is
probably
the
reason,
but
the
people
who
founded
it
and
still
have
been
there
forever
yeah.
Thank
you
for
the
report.
That's
great.
I
Oh
yeah,
I
just
had
a
one
question.
Thank
you
for
the
report.
This
was
great
and
it
was
great
to
see
some
of
the
data
and
share
about
some
of
the
great
accomplishments
that
you've
all
had.
I'm
wondering
what
are
all
of
you.
All's
goals
for
this
coming
year,.
N
Well,
I
can
speak
to
at
ac2.
Our
goal
from
our
wasc
visit
that
we
had
a
few
years
ago
is
to
continue
to
focus
on
our
students,
social,
emotional,
health
and
so
we're
rolling
out
social
emotional
supports
as
part
of
our
multi-tiered
system
of
support,
and
we
want
to
continue
to
help
our
students
make
growth.
So
that's
always
our
our
plan
is
to
continue
that,
as
I
mentioned
for
us
at
eca2
rolling
out,
I'm
letting
aca
answer
this
as
well.
Aca
2
we're
working
on
rolling
out
an
after-school
program
which
we've
not
had
before.
L
N
G
G
D
A
O
Because
it's
really
big
on
community
and
farm
and
business,
and
so
maria
montessori
had
them
on
a
farm
they
had
working
farms
tending
to
the
animals
running
the
business,
doing
all
the
things
they
would
need
to
do
and
learn
all
their
curriculum
by
actually
being
a
community
with
a
thriving
business
and
taking
care
of
you
know,
living
creatures
and
building
that
trust
and
that
respect
for
the
earth
for
each
other.
It's
it's
a
wonderful
thing.
O
D
N
Yes,
in
fact,
we've
actually
been
working
with
andy
cannon
and
scott
burger
house
to
me
to
help
that
transition
a
little
bit
more
over
the
past
couple
years,
and
so
we've
tracked,
which
students
end
up
at
anyak,
unified
school
district.
I
would
say
the
majority
of
our
students
do
end
up
at
ausd
at
one
of
your
school
sites,
but
we
do
have
students
that
go
to
clayton.
D
G
You
this
being
this
for
the
25
years
that
I've
been
doing
and
that
the
the
magnet
schools
that
you've
created
in
the
high
schools,
where
the
kids
get
to
choose
like
dozier
living.
That
was
huge
for
the
kids
at
aca,
because
that
to
them
felt
like
a
natural
next
step
to
be
able
to
sort
of
like
focus
in
an
area
and
choose
that
focus.
So
they
choose
those
you're
a
lot
at
aca
because
they
like
that
focus
there.
But.
D
The
other
ones
are
now
really
exciting
to
them
as
well.
Did
you
have
you
tracked
the
their
abilities?
You
know
the
level
they
go
in.
Do
they
stay
at
the
ninth
or
do
they
go
into
a
higher
level.
N
We
have
a
class
of
20.,
so
we're
not
talking.
You
know,
20
at
each
side,
21
22
at
each
side,
we're
not
talking
a
lot
of
kids
right,
but
we
do
and
that's
another
piece.
We've
started
working
with
with
scott
burger
house
and
andy
as
well,
is
to
let
them
know
what
high
school
math
classes.
Our
eighth
graders,
who
are
coming
to
your
district,
should
be
enrolled.
O
N
C
So,
thank
you
for
the
presentation.
I'm
I'm
intimately
familiar
with
aca
for
a
lot
of
reasons
right.
So
what
are
some
of
the
challenges
right
like
so?
You
have
a
subset,
I
mean
because
you
have
smaller
classes.
You
have
a
subset
of
sort
of
the
student
students
that
we
have
here
at
antioch.
What
are
some
of
those
challenges?
What
are
some
of
the
challenges
that
you
face
for
those
students?
It's
particularly
in
their
first
and
second
year.
O
Yeah,
so
surprisingly,
one
of
the
things
that
we
find
when
students
come
in
especially
to
the
younger
grades,
is
that
choice
that
freedom,
they
have
to
be
independent
and
be
responsible.
It
can
be
actually
very
overwhelming,
so
they
find
it
very
confusing.
Like
I
don't
know
how
to
make
choices,
I
don't
know
how
to
choose
where
to
work
and
who
to
work
with
and
which
seat
I
get
to
pick
and
you.
So
that's
why,
as
teachers,
we
do
a
lot
of
that
guiding.
O
O
We
give
them
little
pages
with
actual
pictures,
so
it's
very
visual
of
here's
all
the
different
materials
that
we're
going
to
introduce
this
week
or
that
you
were
introduced
to
last
week
and
we're
going
to
help
guide
your
choices
and
then,
as
the
year
progresses,
we
start
to
see
they're
interested
in
this
they're
ready
to
move
on
to
this.
Next
level
of
a
different
work,
and
then
we
can
adjust
that
we
call
it
a
contract
or
a
work
plan
and
it
can
change
for
each
student
and
individualize.
O
So
really
one
of
the
biggest
things
is
to
acclimate
and
to
make
them
feel
independent
and
responsible
for
themselves
and
manage
their
time
and
the
beauty
of
aca
is
that,
as
the
students
progress
in
those
cohorts
of
those
multi-age
grade
levels,
they
get
to
see
older
students
how
they're
handling
it
they
get
to
become
role
models
for
younger
students
when
they're,
older
and
the
levels
actually
work
in
tandem
together.
So
our
students
go
from
those
pages
with
pictures
to
help
them
and
they
get
to
intermediate.
O
And
it's
not
pictures
it's
written
now
and
they
have
it
written
on
the
board.
They
record
it
by
the
time
they
get
to
middle
school.
They
get
almost
like
a
syllabus,
they
have
the
whole.
You
know
unit
planned
out,
so
it's
very
progressive
and
it
works
very
well
together.
But
that's
that's
one
of
the
biggest
challenges
at
the
lower
levels.
G
A
A
All
right,
let's
go
forward
to
a
school
report
from
carmen
dragon
christine.
M
All
right,
so
I
know
that
you
have
heard
I
think
in
some
other
previous
presentations
about
the
wellness
center
that
they
have
at
carmen
dragon.
But
this
has
really.
This
presentation
was
put
together
to
really
showcase
to
give
you
a
taste
if
you
haven't
had
a
chance
to
be
in
that
space
and
see
and
feel
what's
been
going
on
there,
and
so
that's
the
fork
focus
of
the
presentation
from
carmenjack.
A
Okay,
fair
enough
and
we'll
go
on
to
public
comments,
and
I
do
not
have
any
speakers
cards
from
the
public.
Nor
do
I
have
any
speaker
cards
from
district
employees.
That
is
the
first
time
has
ever
happened.
I
think
in
history
my
history,
lord,
have
mercy
good.
So
let's
go
into
district
reports,
revisions
of
of
term
of
joint
powers,
authority,
jessica!
That's
you!
Yes,.
E
Q
All
right,
thank
you.
Thank
you
very
much.
Most
of
you
have
seen
me
before.
I'm
I'm
dave
olson,
I'm
the
financial
advisor
to
to
the
district's
bond
program.
I
work
with
baxter
mccarly
berry
and
usually
I'm
here
to
talk
about
an
update
on
the
bond
program
or
the
next
issuance
of
district
bonds,
whether
it
be
new
money
or
refunding
bonds
or
potentially
new
bond
election.
Q
But
today,
I'm
here
to
talk
about
a
a
challenge
to
the
program
and
it's
a
a
challenge
that
it's
it's
not
our
fault,
but
it's
a
it's
one.
That's
going
to
require
that
the
district
board
take
action,
as
jessica
indicated
at
the
next
meeting
and
it'll
have
some
consequences
on
the
district.
Q
If
we
don't
come
to
a
solution,
so
I
wanted
to
make
a
presentation
today
describing
the
circumstances
that
that
led
to
this
led
to
this
issue,
so
that
when
we're
looking
at
the
solution,
you
have
the
the
context
there
and
I'm
here
today
with
with
bob
campbell
the
auditor
controller
of
contra
costa
county
and
he's
closely
involved
in
bond
programs
that
school
districts
have
here
and
he
doesn't
bring
a
vendor's
interest
to
the
solution,
but
truly
the
the
public's
interest.
Q
So
when
I
say
that
we're
putting
in
a
a
solution
here,
that's
taxpayer
friendly
and
things
like
that.
Everybody
ought
to
move
their
eyes
to
bob,
and
hopefully
bob
is
nodding
his
his
head
as
we
we
do
that
to
give
some
credibility
and
he's
been
very,
very
helpful
in
in
working
through
this
problem
as
we
move
through
so
stephanie,
I
would
say
you
you
complained
about
the
the
wordiness
of
some
of
the
presentations.
This
one
also
a
very
wordy
presentation.
So
that's
that's
all
my
doing.
Q
That's
straightforward:
district's
been
managing
a
bond
program
here
for
about
15
years.
First
election
was
in
2008
issued
seven
series
of
bonds
in
in
the
last
15
years,
district
taxpayers
have
been
paying
off
these
bonds
for
the
last
13
years.
Tax
rates
last
year
of
the
combined
bond
program
was
about
68
dollars
and
20
cents
per
hundred
thousand
dollars
between
those
two
bond
authorizations.
F
Q
The
particular
issue
that
we're
talking
about
is
is
these
bonds
issued
in
2010
the
election
of
2008
series
c
bonds.
The
district
issued
20.8
million
dollars
worth
of
bonds
sold
those
bonds
to
an
organization
known
as
the
california
qualified
school
construction
bond
joint
powers
authority.
Q
Q
Q
So
I
don't
know
if
people
remember
in
the
wake
of
the
great
recession,
the
federal
government
wanted
to
encourage
school
districts
that
had
shovel
ready
projects
for
moving
ahead,
and
so
they
said,
if
you
apply
we'll
pay
some
of
your
interest
on
those
bonds.
Q
The
district
had
bonds
ready
to
go
projects
ready
to
go
apply
was
awarded
a
25
million
dollar
authorizat
the
authority
to
sell
25
million
dollars
worth
of
these
qualified
school
construction
bonds
got
the
approval
from
the
feds
and
moved
ahead
with
that
financing
in
this
particular
financing,
and
this
is
foreshadowing
one
of
the
problems
here,
the
both
the
district
and
the
jpa
hired
bny,
mellon
trust
company
to
be
the
paying
agent
on
the
bonds
or
the
trustee,
as
as
appropriate
to
the
to
the
firm.
So
next
slide
bonds
are
repaid.
Q
As
you
know,
by
property
taxes,
you
sell
bonds
and
we'll
see
it
later.
If
you
sell
20
million
dollars
worth
of
bonds,
your
taxpayers
will
pay
1.5
million
dollars
a
year
for
the
next
20
20
years.
Every
year
the
county
says:
how
much
is
it?
How
much
is
due
divide
that
by
the
size
of
the
tax
base?
That's
the
tax
bill
that
goes
out
bonds
get
paid.
It's
a
every
school
district
in
the
in
the
county
has
has
bonds
outstanding
bond
program
outstanding.
Q
That's
that's
how
it
works,
but
earlier
this
year
we
discovered
that
bny
had
misinvoiced
the
county.
So
out
of
that,
how
many
bond
issues
do
we
do?
Do
we
do
yeah
in.
Q
For
40
bond
bond
issues
so
get
a
lot
of
bills.
For
from
from
this,
this
particular
bill
said:
here's
the
amount
due
we
subtract
some
funds
that
we
have
on
hand
from
another
source.
You
don't
know
anything
so
the
invoices
went
from
bny
to
the
county,
suggesting
no
payment
was
earned,
and
what
we
learned
was
that
they
paid
them
from
other
funds
that
were
not
the
districts
but
we're
the
the
the
property
of
the
jpa.
Q
So
we've
been
working
to
kind
of
establish
the
facts.
What
payments
were
missed?
We
learned
that
it
was
not
only
in
2020
but
2017
as
well,
so
there's
two
years
of
of
missed
payments,
where
the
monies
were
already
refunded
to
local
taxpayers.
So
there's
not
a
big
pool
of
money
sitting
around,
but
we
know
the
monies
need
to
go
back
to
the
jpa
to
some
degree.
Q
So
next
slide
number
of
challenges.
I
already
mentioned
some
of
them
in
developing
the
solutions.
These
excess
collections
are
not
just
sitting
around
excess
collections.
If
the
there's
a
fund
balance
at
the
county
the
next
year,
they
take,
it
account,
they
give
a
little
a
little
bit
lower
tax
rate
to
the
next
year's
taxpayers
and
flush
out
the
money.
Q
We
also
can't
come
up
with
the
money
immediately
because
there's
a
process
to
setting
the
taxes
we
set
taxes
in
the
summer
send
out
bills
in
the
fall.
Monies
come
in
december
and
april
when
we
found
out
of
this
late
last
year.
Early
this
year,
couldn't
come
up
with
money
till
next
december,
still
can't
come
up
with
money
until
next
december.
Q
General
obligations
bonds
are
governed
by
state
law
that
have
some
complicated
provisions
and
the
provisions
are
designed
for
the
standard
case,
not
for
something
where
we're
trying
to
make
up
fast
payments.
That's
a
little
bit
of
an
issue.
The
financing
plan
for
the
series
c
bonds
involves
a
involves
these
qualified
school
construction
bonds.
We
talked
about
these
federal
subsidies
that
the
bny
has
to
apply,
for
it
involves
a
third-party
jpa
that
I
already
described
there's
a
lot
of
moving
pieces
here.
Q
So
this
is
not
a
simple
solution
to
put
together
and
I
think
we've
come
up
with
a
relatively
elegant
solution.
Next
slide,
this
describes
kind
of
a
basic
look
at
how
bonds
work
can
I
walk
over?
Am
I
too
far
away
from
the
mic?
Q
If
I
just
walk
over
quickly
and
what
we
see
is,
if
you
borrow
20
million
dollars,
pay
1.5
million
for
the
next
20
years.
The
tax
pay
is
7.6
million
dollars,
but
it's
going
to
grow.
It's
going
to
cost
20
at
first
it's
going
to
go
down
over
time.
That's
the
tax
base
growth
right!
That's
that's!
What
bob
does
on
these
40
bond
issues
next
slide.
Q
If
you
get
a
qscb
you'll
see
that
the
spreadsheets
grow
here
over
the
next
three
slides,
you
get
a
qscb,
you
have
that
same
issue
paying
1.5
million
a
year,
but
federal
subsidies
taking
care
of
four
percent
of
the
four
and
a
half
percent
interest.
So
they're
sending
you
money
that
lowers
your
net
payment,
go
back
a
slide
again
and
you
see,
on
the
right
hand,
side
the
tax
rate,
instead
of
being
that
nineteen
dollars
going
down
over
time
is
going
to
be
nine
dollars
going
down
to
eight
over
time.
D
G
Q
Issued
bonds
and
the
jpa
paid
off
those
bonds
by
having
two
streams
of
revenue,
the
district
bond
payments
and
the
federal
subsidy
right.
So
that's
why
they
were
able
to
sell
more
bonds
because
their
income
is
not
only
your
bond
payments
to
them,
but
these
federal
subsidy
payments.
That's!
Why
they're
able
to
give
you
the
additional
three
million
dollars,
but
you
can
see
on
this
little
cash
flow
starts
with
their
beginning
balance,
their
source
of
revenues,
the
debt
service,
payment
on
their
bonds
and.
Q
And
tells
the
county
not
to
levy
the
tax,
but
what
it
does
is
it
takes
away
from
district
bond
payments
instead
of
working
out
to
zero,
it's
going
to
work
out
the
negative
three
and
a
half
million
dollars
over
time
right.
So
we've
got
to
get
the
money
back.
Just
stands
to
reason
needs
to
come
from
the
taxpayers
they're
the
ones
who
got
the
benefit
of
lower
rates
in
the
past.
Does
that
make
sense.
Q
Than
they
would
have
been
under
the
original
financing
plan
in
2007
or
in
2018
the
year
after
the
2017
missed
payment
and
in
2021
the
year
after
the
2020,
but
keep
in
mind,
you
sold
118
million
dollars
worth
of
bonds.
This
is
affecting
20
million
of
the
bonds
and
there
are
the
20
million
that
are
paying
relatively
low
rate.
Because
of
that.
Q
Q
The
payments
is
five
million
dollars
a
year
is
what
you're
paying
and
so
the
solution
that's
going
to
come
back
to
you
you'll
see
we
try
to
make
that
payment
up
gradually
over
time
right.
We
don't
want
cloud
to
levy
double
tax
next
year,
so
that
would
solve
the
problem
more
quickly.
Q
Q
Looking
at
the
cash
flow,
we
see
why
the
impact
of
the
invoicing
by
assuming
the
jpa's
revenue
account
meant
there
was
no
need
to
collect
from
there.
They
create
a
revenue.
Shortfall
for
the
jpa
makes
sense.
The
shortfall
need
to
be
covered
from
future
tax
collections.
They
only
have
two
sources
of
funds
right:
the
district
tax
collection
and
these
federal
subsidies.
Federal
subsidies
aren't
going
to
go
up
because
they
miss
invoice
fuel.
Q
Certainly
don't
want
the
bonds
of
the
jpa
to
default
or
to
have
a
have
to
revisit
this
issue
again
in
the
future
right.
These
bonds
have,
in
the
second,
they
say:
bonds
of
the
california
qualified
school
construction,
bond,
joint
powers,
authority,
parentheses,
antioch,
unified,
school
district,
they're
bonds
with
year
names
on
them,
and
there
are
some
if
the
bonds
default.
Q
They
can
come
back
on
you.
So
we
want
to
refill
the
coffers
so
that
these
bonds
are
paid
from
property
taxes
like
they're
supposed
to
be
paid
from
fed
february.
We
asked
the
county
to
make
a
1
million
payment
on
the
series
c
bonds.
The
payment
that
was
one
million
of
the
payment
coming
due
in
august
make
that
early,
so
there
wouldn't
be
a
default
on
the
jpa
bonds.
Now
we
have
to
go
around
and
have
the
big
solution.
Q
That's
going
to
solve
the
prob
the
problem
once
and
for
all
allows
us
to
set
that
tax
rate
last
slide.
So
this
is
the
solution,
we're
bringing
to
you
new
terms
in
terms
of
the
payments
to
the
jpa,
so
your
bonds
are
going
to
have
different
payments
can
be
a
little
bit
higher
than
they
otherwise
would
but
they're
going
to
be
layered
in
required
documentation.
We
drafted
by
the
district
bond
council
and
re
reviewed
by
county
officials,
and
we
have
bob
here
not
up
and
down
that
we're
doing
this,
the
the
right
way.
Q
It's
not
a
you
know:
taxpayer
friendly
legal,
all
those
kind
of
things,
but
it's
important.
We
have
the
plan
put
in
place
by
the
end
of
this
fiscal
year
for
a
variety
of
reasons.
The
audit
the
auditor
was
the
one
who
originally
mentioned
mentioned
this
problem.
They
say
hey
when
we
look
at
the
debt
service
on
the
bonds
and
the
payments
that
are
coming
through
the
county.
There's
a
mismatch.
Q
We
said.
Oh,
you
know
what.
Why
could
that
be
and
couldn't
figure
it
out,
but
it
had
to
do
with
the
zero
invoices
for
the
payments
due
march
1,
2020
and
september
1
2020.,
so
you
don't
notice
it
until
the
year
later
we
want
the
jpa
to
have
sufficient
funds
on
hand
to
make
his
march
123
payment
right.
That's.
They
have
big
payments
due
in
march
little
payments
due
in
september
when
interest
only
principal
and
interest
in
march.
So
we
solved
this
march
problem.
Q
Q
We
intend
to
take
up
a
discussion
of
bny
status
once
the
solution's
in
place
right
there
they're
our
partner
for
now,
but
they
have
not
been
super
helpful
and
I
think
we
ought
to
be
thinking
about
replacing
them
as
paying
agent
in
the
future,
but
we
want
to
be
working
with
them
and
tell
the
solutions
in
place
so
look
for
for
a
resolution
either
next
meeting
or
the
one
after
that,
hopefully
next
meeting
and
it's
one
again
taxpayer
friendly
something
that
is
well
thought
through
that,
hopefully,
increases
trust
in
the
district's
bond
program.
Q
Right
public
has
trusted
you
with
the
money.
You've
made
some
important
improvements
to
these
district
schools.
You
want
to
show
that,
as
problems
emerge,
that
we
can
develop,
smart
solutions
do
so
transparently
and
in
ways
that
are
fair
to
past
and
future
taxpayers.
H
Essentially,
if
I
could
synthesize
that
essentially
bank
of
new
york
made
an
error,
a
problem
that
we
are
now
going
to
solve
in
the
least
painful
way
to
the
taxpayer
by
having
a
new
debt
schedule
that
is
least
impactful
to
the
taxpayer,
is
that
yeah
yeah
there.
Q
D
I
Okay,
I
do
have
a
two
quick
questions,
one
when
it
comes
to
the
tax
rate
that
the
citizens
are
seeing
is
that
rebate
that
we
saw
in
those
two
years.
Is
that
some,
like?
I
guess,
I'm
thinking
what
factors
are
that
affect
the
tax
rates
and
should
that
rebate
that
we
saw
there
have
been
something
that
potentially
we
should
have
been
looking
out
for
and
saying.
Q
So
the
the
payments
that
have
been
missed
have
been
just
over
three
million
dollars
and
they've
been
missed
on
four
occasions,
so
it's
less
than
a
million
dollars
per
permiss
payment
and
the
district
is
taxpayers
on
the
bond
programs,
as
I
said,
are
paying
five
million
per
year
in
payments,
and
it
pretty
much
was
something
that
was
right.
You
didn't
notice
the
impact
on
the
tax
rates.
If
you
look
back
at
them,
you
wouldn't
have
seen
the
differences.
Q
The
county
asked
us
to
verify
the
amount
to
be
collected
in
each
year
and
if
you
can
imagine
the
calculation
they
take
the
payment's
coming
due,
they
deduct
the
amount
of
cash
on
hand
and
they
divide
by
the
tax
base.
So
what
we
see
when
they
send
us
the
spreadsheets
is
the
payments
coming
to
our
right
right.
The
cash
on
hand
is
a
little
bit
higher
than
it
otherwise
would
have
been,
but
not
noticeably
higher
higher
to
me,
and
so
the
tax
rate
gets
established.
Q
The
money
is
spent
on
the
on
the
rebate
rebate,
the
amount
the
lower
tax
to
the
taxpayer
is
relatively
low.
So
I
I
don't
think
that
it
was
something
that
was
obvious.
It
was
not
obvious
to
me
when,
when
I
reviewed
it
was
not
obvious
to
the
county
when
they
they
sent
it
out.
I
And
then
kind
of
a
little
bit
follow-up
to
that
question.
So
then,
is
this
something
that
we
see
more
as
an
isolated
incident
and
or
what
kind
of
systemic
steps
or
do
we
have
to
maybe
prevent
something
like
this
from
prevention
potentially
happening
again
in
the
future.
Q
I
I
I
think
having
a
this
is:
this
is
an
obvious
error
of
the
paying
age,
and
so
I
think
it
should
be
addressed
by
re.
In
my
view,
replacing
the
paying
agent
and
it
wouldn't
have
happened,
had
the
had
the
person
who
is
in
charge
of
the
antioch
account
remained
consistent
over
time.
E
From
the
bank
from
the
bank,
and
also
this
is
the
only
bonds
where
we
have
a
jpa
so
that
having
that
third
party
or
the
payments
are
made
bypasses
a
little
bit
of
the
district.
So
I
do
think
that
you
have
to
have
a
paying
agent
that
you
have
trust
in.
F
C
C
Q
E
And
that's
why
part
of
what
we
said
is
that
we
will
go
back
to
the
issue
of
the
bank,
but
right
now
our
our
goal
is
to
deal
with
the
immediate
problem,
and
then
there
will
be
something
coming
forward
to
the
board
at
a
later
date.
Okay,.
C
And
just
you
know,
full
transparency
as
people
know
that
I
like
to
do
as
a
taxpayer
here,
and
you
know
I'm
assuming
that
other
people
might
be
interested
here.
You
know
listening
to
trustee
roche's
comment
earlier.
We
want
to
make
sure
that
if
there
are
sort
of
missteps
that
we
are
supporting
the
public's
best
interest
in
in
sort
of
following
up
on
those
missteps.
A
D
I
And
then
I
just
have
quick
comment
on
g
and
h.
There
two
donations
on
here
I
want
to
highlight
h,
which
is
a
donation
from
the
rodriguez
family,
who
is
donating
some
gym
equipment
and
a
friendship
bench
to
dozer
libby
medical
high
school.
I
That
family
was
also
here
a
few
board
meetings
ago
and
so
very
thankful
for
the
work
that
they're
doing
and
then
item
g
is
a
donation
from
a
project
that
some
staff
put
together
from
that's
funded
through
donors
choose
which
I'm
you
know
in
an
ideal
world.
They
wouldn't
need
to
do
this,
but
thankful
for
all
the
people
that
donated
to
that
and
made
these
projects
happen.
D
No,
I
just
want
to
call
attention
to
okay
and
congratulations
to
karen
clark
who's,
our
new
principal
for
dear
val,
I
mean
for
dozier
libby
just
want
to
call
that
attention.
I
think
it's.
I
think
we
should
always
bring
that
up
when
we
have
a
change
of
staff
and
congratulate.
Thank
you.
Yeah.
C
So
I
move,
we
accept
cons,
consent
calendar
is
presented.
D
K
L
A
E
Thank
you
before
the
board
this
evening
is
the
approval
of
the
tentative
agreement
with
our
antioch
education
association,
the
teachers
in
our
district,
the
the
tentative
agreement,
has
gone
to
to
the
county
under
ab
1200.
We
did
receive
approval
this
evening
on
all
of
the
tentative
agreements
that
are
in
front
of
you.
I
want
to
thank
the
bargaining
groups
for
working
so
diligently
to
get
this
result.
E
The
you
know
the
the
parts
of
the
tentative
agreement
are
here
in
front
of
you,
but
primarily
the
salary
schedule
or
the
salary
increases
five
percent
retro
to
july
1
2021,
with
an
increase
in
health
benefits
that
is
about
90
of
the
increase
that
went
up
in
january
with
some
changes
to
class
size
and
hours
of
employment.
So
I
would
ask
the
board
to
approve
the
tentative
agreement
this
evening.
J
E
This
agreement
is
with
our
classified
employees
csea,
and
this
evening
I
received
notification
that
they
also
approved
by
their
bargaining
group,
with,
I
believe,
only
one
voting
no
on
the
with
over
200
voting,
which
is
really
high
for
cse.
Again,
I
want
to
thank
at
this
point.
Csa
has
bifurcated
out
and
settled
salary
and
benefits
we'll
continue
to
bargain
on
other
items
on
the
contract,
but
we
felt
that
it
was
important,
as
our
employees
go
off
to
the
summer.
F
E
E
The
settlement
with
ama
is
the
same
five
percent,
as
well
as
the
benefits
equal
to
certificated
employees
in
our
district
there's.
A
slight
difference
between
certificated
and
classified
some
years
ago
classified
put
a
little
bit
more
on
the
family
and
less
on
the
two
party.
But
in
the
end
it's
still
about
90
percent
of
the
increase,
and
I
would
ask
the
board
to
approve.
I
have
a
motion
to
agree.
A
M
All
right,
this
is
a
new
vendor,
and
this
is
here
it's
a
to
provide
services
for
a
student
in
the
extended
year
program
this
summer,
so
it
will
provide
physical
therapy
for
one
special
education
student.
So
we
would.
I
would
ask
the
board
to
approve
this
vendor
agreement.
A
D
M
And
that
is
mine
as
well.
So
again,
this
is
a
new
vendor.
He,
dr
jose
medina,
is
a
highly
regarded
expert
and
professional
developer
in
the
land
of
dual
immersion
and
with
our
expanding
dual
immersion
program.
We
are
hoping
to
contract
with
him
for
next
year
to
provide
professional
development
to
all
of
our
dual
immersion
teachers,
and
so
with
that,
I
would
ask
the
board
to
prove
this
new
vendor
agreement.
A
All
in
favor
ci
opposed
four
zero
passes
and
then
g
school
calendar
for
next
year.
This.
E
Is
actually
for
23
24?
We
try
to
move
forward
two
years,
so
our
parents
do
know
what's
coming
and
everyone
can
plan
vacations
accordingly,
one
of
the
things
that
I
did
not
mention
in
csca
is
we
also
as
one
of
their
holidays.
Now
juneteenth
is
a
holiday
that
will
be
celebrated
here
in
antioch,
unified
and
that
that
holiday
will
be
added
to
the
school
calendar.
K
H
Yeah,
I
would
ask
that
the
board
move
this
to
the
next
meeting.
I
think
she
would
like
to
be
here
to
discuss
it.
A
Oh,
absolutely:
okay,
go
to
board
member
group
related
trauma
and
grief
and
I'm
sure
you've
all
read
that
idea.
It's
an
action
item.
I
think
where
we
would
like
to
establish
the
president
and
the
vice
president
to
meet
with
the
district
personnel
and
71
explain
more
of
that.
H
Yes,
well
just
following
what
the
board
had
voted
on
several
meetings
ago,
that
they
would
like
to
establish
a
working
group.
So
this
in
discussing,
I
believe,
president
hack
discussed.
We
have
some
terms
ending,
and
so,
if
this
might
be
a
group
that
we
want
to
continue
longer,
he
thought
it
important
that
himself
and
trustee
hernandez
serve
on
it.
H
To
look
at
our
policies,
see
if
there
are
gaps
that
we
need
to
revise
from
a
board
standpoint
and
also
we're
looking
at
moving
towards
a
community
school
grant
which
will
engage
stakeholders
and
will
involve
a
lot
of
this
work.
And
so
we
would
like
for
those
board
members
to
be
invited
to
participate,
to
engage
the
public.
D
J
A
Passes
we
go
down
to
resolution
for
first
reading.
There
are
none
resolutions
in
14
for
immediate
action,
jessica,
you're,
the
first
one
I.
E
Have
quite
a
few
of
them,
and
so
I'm
going
to
talk
a
little
bit
in
general.
These
are
resolutions
that
must
come
before
the
board
prior
to,
as
we
start
to
prepare
for
next
year's
hiring.
There
have
there
has
to
be
resolutions
on
file
that
allow
us
for
this
particular
one
to
allow
our
substitutes
to
have
certificated
substitutes,
to
have
a
waiver
on
the
seabest.
What
that
means
is
they
have
one
year
to
get
it
so
it
doesn't
remove
the
requirement,
but
without
a
resolution
on
file
we
cannot
hire
substitutes
on
a
waiver.
K
E
B
is
the
need
for
our
clad
certificates,
the
the
the
cert
the
authorizations
that
come
through
now
are
credentials
that
come
through
have
cloud
embedded
in
the
program.
That's
not
true
for
our
teachers
who
come
from
out
of
state
or
for
teachers
who
may
have
gotten
their
credentials
quite
some
time
ago.
So
this
allows
a
teacher
to
start
with
us
and
they
have
one
year
to
complete
their
clad
authorization
and
move
forward.
So
I
would
ask
the
board
to
approve
this
as
well.
E
His
cross-cultural
language
and
academic
development,
and
it
is
required
for
all
of
our
all,
of
our
classes,
which
have
english
language
learners
in
it,
and
that
is
the
majority
of
our
classes
here
at
antioch.
Thank
you.
Thank
you.
Okay,.
J
A
Passes
to
see
next
resolution.
E
The
next
resolution
is
a
declaration
of
need
to
request
for
short-term
permits
through
the
california
commission.
Again,
we
have
to
anticipate
how
much
we
may
need
we
do
that.
Every
year
there
are
teachers
that
work
through
while
they're
getting
their
credential.
They
work
with
us.
Not
everybody
can
go
afford
to
go
straight
to
college
and
work
and
go
full
time.
So
this
allows
us
to
bring
in
what
which
are
some
of
our
best
teachers
on
a
short-term
permit.
C
And
super
associate
superintendent
romero.
They
would
also
be
under
the
guidance
or
the
mentorship
of
sort
of
a
senior
teacher,
correct.
E
Absolutely
we
have
a
great
intern
program
forum
and
that
mentor
are
new
teachers
and
those
on
that
are
on
less
than
a
preliminary
okay.
J
A
H
Yeah
this
reflects
assembly
bill
131,
which
is
new
legislation
which
part
of
the
uniform
complaint
procedures
are
annually
changing.
This
includes
that
there
cannot
be
a
informal
process
for
meeting
regarding
allegations
of
sexual
harassment
is
the
main
issue
that
was
in
ab-131,
so
I
would
ask
the
board
to
approve
oh.
A
A
Only
yes,
it
will
come
back
to
us
on
x-men
next
board
meeting.
G
A
A
I
Yeah,
just
a
few
things,
mostly
for
making
sure
that
we're
closing
up
loops
and
stuff
one
making
sure
that
we
get
the
student
board
member
policy
on
here.
Next
I'd
love
to
see
what
the
next
steps
then
are
for
the
mental
health
committee
getting
a
a
meeting
on
the
agenda
or
if
we
need
to
do
other
formalizing
through
as
a
board.
Just
whatever
makes
that
move
through
faster
and
then
I
know
in
different
capacities.
I
We're
going
to
have
these
discussions
that
involve
our
priorities,
including
things
that
include
things
like
opening
libraries
and
pursuing
additional
funding.
I
just
want
to
make
sure
we
close
up
those
threads,
whether
they're
through
a
priorities,
discussion
or
some
other
some
other
discussion
of
maybe
our
budget
or
how
that,
however,
that
works
as
long
as
we
close
up
those
threads
that
I
think
we've
been
trying
to
make
sure
that
we
we
discuss
and
talk
about.
A
A
H
14Th
of
our
staff
appreciation.
I
think
we
have
over
nearly
800
people
now
coming
wow.
F
H
Contra
loma
park
and
you're
welcome
to
attend
it'll,
be
the
old-fashioned
sack,
races.
C
So
this
is
reports
and
comments
yeah,
okay,
so
I
I
do
like
to
highlight
some
of
the
things
that
we're
doing
in
the
community,
and
I've
mentioned
before
that.
I'm
I'm
I'm
involved
with
mentoring,
a
number
of
students
and
I
was
sharing
with
trustee
hack
earlier
next
weekend.
I
will
be
having
a
graduate
well
not
high
this
a
group
of
young
men
that
we've
been
mentoring
since
their
sophomore
year,
they're
graduating
high
school
this
year,
they're
going
off
to
college.
We
will
be
having
a
small
ceremony
for
them.
C
This
is
in
oakland
and
we
will
be
giving
scholarships
to
them.
I
won't
say
how
much
just
in
case
they're
watching
but
we'll
give
them
scholarships
and
sort
of
a
proper
send
off.
You
know
we
supported
seven
students,
all
seven.
No
I'm
sorry.
We
supported
eight
students,
seven
of
which
are
enrolled
in
college,
one
we're
still
working
to
get
him
enrolled,
but
we
are.
We
are
very
hopeful.
C
Secondarily,
tomorrow
we
have
the
kings
conference,
which
I
know
that
director
winslow
lin
wisely
is
excited
about
in
in
collaboration
with
rotary
I'll,
be
there,
along
with
some
of
the
other
leaders
in
the
community,
we'll
be
speaking
a
young
man
about
different
parts
of
you
know
how
we
developed
into
who
we
are
so
I'm.
C
I
think
that
director
wisely,
what
time
is
that.
C
A
C
I
Today
I
want
to
highlight
hair
love,
a
really
great
story
that
highlights
all
the
different
hairstyles
that
often
aren't
very
portrayed
well
in
media
and
in
society
in
general
and
all
their
glory
with
all
the
coils
and
kinks
that
that
are
involved
in
great
hairstyles
like
that.
So
I
think
it's
a
really
good,
read
and
a
good
way
to
help
students
feel
that
they're
being
represented
when
so
much
of
the
media.
That's
out.
A
D
Okay,
actually,
dr
clyde
and
I
attended
the
school
and
sitting
in
school.
Remember
we
had
a
wonderful
presentation
that
we
had
on
the
recreation
and
the
city,
and
I
mean
in
the
school
district,
but
the
best
thing
is
coming
up
is
our
mental
health?
We
are
going
to
be
able
to
bring
our
mental
health
so
that
the
city
can
understand
what
we're
doing
in
our
schools
and
that's
at
the
next
meeting,
which
is
the
see
where
am
I
5
26,
I
believe,
is
our
next
meeting.