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From YouTube: Board of Education Meeting 5/11/2023
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B
B
C
Oh
gosh,
right
all
right,
so
the
the
agenda
for
tonight-
and
you
have
this
I-
think
in
your
hand,
up,
we
are
going
to
have
a
warm-up
activity
and
then
the
topics
that
we'll
be
looking
at
are
briefly
advice.
Please
can
not
be
run
like
a
private
company
at
risk
factors
that
schools
are
facing
board
governance
and
new
roles
and
then
board
by
law,
reviewed
and
self-evaluation
next
steps,
and
that
is
then
we
look
at
the
review
and
select
the
board
governance
model.
In
addition
to.
E
C
Addition
when
we
do
the
review
and
select
board
governance
model,
but
I'm
going
to
be
providing
each
of
you.
You
may
already
have
this
in
your
packet,
if
not
I'm,
going
to
give
one
to
you,
you
already
have
a
governance
standards
by
law,
and
so
when
we
get
to
that
point,
I'll
be
asking
you
to
briefly
review
this
and
if
you've
seen
things
and
what
you've
already
reviewed,
which
is
the
remaking
Governors
and
the
student
outcomes
Focus
government.
C
If
you
see
things
that
are
here
that
you
don't
already
have
in
your
own
bylaw,
that's
already
there
and
you've
had
it
since
2017.,
we
could
add
you.
Could
you
can
choose
to
add
that
to
this
and
then
you're
just
amending
a
bylaw
instead
of
having
to
create
a
brand
new
process,
but
when
we
get
to
that,
we
can
go
over
that
and
then
at
the
very
end.
If
we
have
time
the
board
will
select
one
to
three
goals:
board
goals
for
the
group
to
focus
on
for
the
next
school
year.
C
Then
you
can
request
more
data
and
that
can
be
something
moved
to
another
meeting.
Okay
and
then
we
have
the
potential
for
next
related
to
the
future
of
board
meeting.
If
board
members
want
to
meet
one-on-one
with
me,
that's
fine,
and
then
we
also
have
the
superintendent
evaluation
template,
which
is
something
that's
coming
up
for
you
to
consider
down
the
road.
Okay
and.
D
G
C
With
that,
with
that
being
said,
like
you've
done
before,
we
didn't
have
a
bond
introductions.
Do
we
all
know
everybody?
Okay,.
D
A
B
You
know,
I
am
and
I
say
this
loud
and
proud,
I'm
from
deepest
open,
the
flat
lines
of
DB
self,
okay,
and
so,
if
I'm
being
honest,
I
am
really
not
am,
but
before
it
still
exists,
frustrated
with
people
speaking
on
behalf
of
a
community
that
they
visited
once
they
lived
adjacent
to
and
so
oftentimes
the
people
in
my
community
I'm
speaking
specifically
for
my
neighborhood,
have
challenges
and
frustrations
and
things
that
they
want
to
accomplish.
B
But
they
may
not
necessarily
have
the
processes
to
do
it
and
the
relationships
to
get
people
to
speak
on
behalf
of
them
and
oftentimes.
The
people
that
speak
on
behalf
of
them
know
how
to
double
talk
so
understanding
the
needs
of
you
know
what
I
know
is
my
community
that
was
sort
of
the
the
impetus
for
me
wanting
to.
C
G
D
F
C
H
So
I
think
you
know:
I
went
to
School
in
the
school
district,
from
kindergarten
through
high
school
and
I
just
reflect
so
much
on
my
experiences
growing
up
in
a
low-income
household.
Both
my
parents
work
at
fast
food
and
I.
Think
about
the
friends
that
I
had
along
the
way
in
the
school
district.
I
wasn't
necessarily
the
smartest
out
of
everyone.
There
was
brilliant
people
with
me
all
throughout
the
journey
and
not
all
of
us
got
all
the
same
opportunities
in
a
lot
of
ways.
H
You
know
parts
of
my
journey
are
by
luck
by
an
equal
distribution
of
resources,
and
even
then
I
noticed
that
even
even
having
accomplished
all
the
things
that
this
school
district
or
that
school
districts
ask
of
their
students,
there
is
still
even
then
such
a
wide
Gap
into
what
it
takes
to
thrive
and
prosper
in
this
country.
So
I
just
think
about.
H
How
can
we
make
sure
that
kids
have
this
Baseline
ability
that
gives
them
much
hand
Steven
make
it
because
I
think
it's
so
easy
to
underestimate
how
hard
it
is
to
move
up
in
society
in
different
levels
of
social
mobility
in
terms
of
socioeconomic
status?
And
so
you
know,
I.
H
Just
think
that
you
know
I
joined
I
joined
the
board,
because
I
want
to
find
a
way
to
empower
our
students
to
know
that
they
can
build
these
tools
to
have
a
chance
to
change
their
lives
because
I
mean
and
all
the
research
shows
that
the
earlier
we
make
these
interventions
the
greater
impact
we
can
have
in
people's
lives,
and
this
is
where
we
can
have
some
of
the
strongest
impacts
and
coming
from
the
world
of
medicine.
H
I
think
that
the
work
that
that
we
do
here
is
part
of
what
it
means
to
heal
and
what
it
means
to
address.
You
know
the
same
things
that
we
see
in
the
clinic
in
the
hospital.
All
of
these
things
are
part
of
the
all
part
of
the
same
mission
of
making
sure
that
people
get
to
live
the
lives
that
they
deserve
to
live.
E
Right:
okay,
fair
enough
I
came
here
to
Antioch
when
I
was
24,
I
had
a
hair
and
a
beard
looked
more
like
you
did
I
do
now,
but
I
was
a
classroom
teacher
at
Sutter
elementary
brand
new
school
brand
new
wasn't
even
finished,
with
their
whatever
and
got
involved
with
the
Union
got
involved
with
bargaining
because
of
that
ended
up
being
the
president
of
the
year
for
10
years
and
in
those
10
years,
I
won.
E
My
altercations
I
felt
like
was
to
come
to
board
meetings,
so
I
went
to
board
meetings
for
10
years
in
a
row.
I
have
some
good
board
members
unique
board
members
and
then,
when
I,
finally
retired
I
thought
yeah
I
want
to
be
up
there
because
I
have
all
this
I
thought
this
experience
this
perspective
over
the
years,
so
I
ran
for
election
and
I'm
still
there,
and
so
that's
exactly
why
I'm
on
the
board,
my
just
my
the.
D
F
I
became
a
board
member
because
I'm
the
children
and
I
want
to
see
them
Thrive
every
day.
All
the
time
in
particular,
I
want
I'm
always
wanting
to
support
kids.
F
D
A
First
part
was
I,
didn't
know
anything
about
schools.
I
just
got
involved
with
the
bond
issue
and
Mission
School
was
built,
so
I
was
a
volunteer
PTA,
strong,
well-med
parent,
and
that's
where
I
came
from
with
the
superintendent
was
losing
his
job
in
the
news
in
the
third
vote.
So
that's
how
I
was
recruited
and
then
I
voted
against
him,
so
that
was
number
first
part
that
I
had
never
attended
a
school
board.
A
Meeting
I
was
scared
to
death
when
I
got
elected
and
I
was
in
those
days
before
the
the
change
of
the
rule,
and
so
we
had
people
up
at
the
board
that
were
industry
people,
people
with
a
lot
of
prestige,
doctors-
and
you
know
you're
a
member
and
Dow
Chemical
and
not,
and
so
here
I
was
lucky.
There
was
a
female
that
I
could
follow
and
and
honor
and
understand,
and
so
that's
how
I
learned
that
was
the
first
part.
A
A
I
was
in
I
was
interested
in
that
one,
because
it
has
a
lot
of
community
involvement,
plus
teachers
that
are
local,
but
the
one
that
came
in
was
one
the
one
that
was
coming
in
more
than
one
that
was
coming
in
was
a
business
model
and
I
was
against
that
business
model
and
before
I
knew
it
as
I
spoke
against
it.
I.
G
Well,
I
got
into
education
because
I
love,
children
and
I
think
it's
the
greatest
opportunity.
We
have
to
affect
social
change.
I,
don't
believe
that
race,
gender
and
socioeconomic
status
should
be
predictors
of
Student
Success,
and
so,
when
I
became
a
teacher,
that's
was
always
sort
of
my
mission
and
vision
that
I
became
a
vice
principal
and
then
just
kept
finding
my
classroom
changing.
But
the
mission
was
still
the
same,
and
I
saw
a
great
need
here
and
stepped
in
quite
reluctantly
honestly
to
begin
with.
C
When
we
look
at
why
schools
cannot
be
run
like
a
private
company
and
Mary,
you
mentioned
that
some
of
the
individuals
that
were
on
the
first
board
that
you
were
on
came
from
a
business
background.
Sometimes
they
don't
understand
that
there
are
things
that
the
schools
can
do
and
things
that
they
can't
do
so
they
can
use
technology,
they
can't
control
their
overhead.
The
whole
thing
of
competitive
bidding
focus
on
quality
of
service,
sound
financial
practices
and
determining
salaries
and
qualifications.
C
They
can
do
that
and
the
qualifications
are
supported
by
Ed
code
as
far
as
the
credentialing
process
that
the
state
requires,
but
they
cannot
control
the
revenue
coming
in.
They
cannot
pick
and
choose
who
they
serve
as
clients.
Although
some
Charter
Schools
try
to
do
that,
they,
the
product,
is
not
an
entitlement,
they
cannot
refuse
to
service
students,
they
the
employees
are
not
at
will.
They
belong
to
collective
bargaining
groups
and
they
cannot
avoid
the
state
controls
up
for
the
product
specifications
and
they
cannot
go
out
of
business.
C
So
for
some
individuals
who
say
well,
look
at
the
teacher
they
they
should
operate
it
like
a
business.
It
doesn't
work
that
way,
and
this
is
something
you
may
already
know,
but
it's
just
a
reminder:
the
at-risk
factors
that
the
schools
cannot
control.
They
cannot
control
the
background
that
the
students
come
from.
C
They
cannot
control
what
ethnic
group
or
whether
the
group
is
a
minority
racial
group
like
religious
group,
what
economic
status
that
the
families
come
from
the
size
of
the
family,
whether
a
single
parent
or
multiple
parents,
the
location
of
the
home
or
neighborhood,
and
any
family
management
problems.
They
cannot
control
those.
C
So
if
you
have
any
questions
about
we've
just
gone
through
when
this
is
like
the
prelude
for
what
you're
going
to
be
doing,
okay,
I'll
just
go
to
the
next
one.
Anya
right
now
has
multiple
political
environments
and
they're
all
different,
and
they
are
overlapping,
sometimes
and
sometimes
they're
different
places.
C
The
school
board
is
viewed
as
a
political
environment,
because
each
of
you
are
elected
by
a
trustee
area:
Civic
leaders,
public
officials,
unions,
the
community
at
Large,
Community
areas,
employees
that
are
part
of
a
collective
bargaining
system,
the
parents
and
the
students.
These
are
all
groups
that
impact
your
decisions,
because
you
are
here
to
represent
the
entire
community,
specifically
you're
elected
in
a
trustee
area,
but
you're
to
look
at
everything
from
more
of
a
helicopter
view.
As
far
as
what's
best
for
the
district
and
for
the
students.
C
Board
governance
is
the
act
of
transforming
the
needs,
wishes
and
desires
of
the
community
into
policies
that
direct
the
community
schools-
and
these
are
all
of
these
schools.
Elementary
middle
schools
high
school,
that
there
are
Pre-K
programs,
the
district
has.
They
would
also
be
under
that
same
umbrella
and
if
you
look
at
the
board
governance,
the
governing
board,
it's
like
a
big
circle
and
from
three
o'clock
to
nine
o'clock
on
the
top
part,
is
the
governing
board
and
you're
ensuring
accountability.
C
If
you
look
at
the
results
and
then
you
set
the
direction
for
the
future,
and
you
would
determine
the
intended
results
of
that
and
then
you
establish
a
structure
for
that
and
then
the
rest
of
the
work
is
done
by
staff
and
that
they
are
providing
support.
The
board
provides
support,
but
the
staff
developed
their
action
plans
of
what
they're
going
to
do
to
accomplish
the
board's
Direction
and
then
they
provide
progress
reports
back
to
the
board
and
it's
a
continuous
Circle,
as
improvements
are
made,
it's
a
continuous
Circle
and
there's
an
overlapping
part.
C
If
you
look
at
the
board
the
value
they
have
the
beliefs,
the
vision,
the
priority
of
the
policies,
the
administration
gets
focused
on
hiring
and
supporting
teachers,
staff
strategies
and
tactics
and
techniques,
and
those
are
skill,
driven
versus
value
driven.
The
overlapping
area
are
the
Strategic
goals
that
have
been
identified
by
the
board
in
in
along
with
the
administration
and
identifying
what
the
success
indicators
will
be.
C
A
First,
paragraph
Effective,
Government
teams,
discuss
and
agree
on
the
structure
and
process
used
by
the
board,
the
superintendent
in
their
functioning
as
a
team
across
the
snow
or
structure
for
agenda
setting
up
a
board
room,
attend
a
structure,
handling
complaints
or
concerns
in
the
community,
bringing
up
new
ideas
how
governance
teams
operate,
how
do
they
how
they
do
business?
These
agreements
about
how
groups
will
operate
are
often
called
protocols.
Okay,.
C
And
so
when
you're
asked
to
do
is
to
evaluate
the
board's
Effectiveness
in
adhering
to
each
bylaw,
with
one
being
never
do
never
defy
being
always
and
in
support
of
what
you
may
need
on
the
right
behind
this
on
your
packet.
On
the
left
hand,
side
is
each
of
the
policies
for
Barbers
that
are
referenced.
C
So,
for
example,
the
first
one
says:
self-monitoring
of
governance,
team,
Effectiveness
board
by
law,
9400
for
self-governance,
self-evaluation,
and
that
is
the
first
bylaw
that
Sarah
from
here,
and
so
we
would
like
you
to
quickly
that
we
would
like
you
to
go
through
and
decide
how
well
you
think
the
board
is
doing
and
if
you
have
to
go
and
look
at
the
reference
with
the
board
by
law.
You're
welcome
to
do
that.
If
you
can
do
that
without
going
back
to
the
boardwalk
May
proceed
and
those
have
been
on
the
board.
C
C
D
D
F
C
D
C
Me
eat
more
time.
Okay,
another
volunteer.
C
C
E
Okay,
starting
with
the
top
one,
all
right,
three,
two
two
one
and
a
half
three
three
and
five.
C
C
C
B
So
one
2.5
I
guess
I
can
lean
towards
too
visiting.
Schools
is
four
three
three
three
and.
H
To
make
sure
I
understood
that
this
rating
on
whether
we
adhere
to
the
boars
or
how,
whether
we
adhere
to
the
policies
or
whether
we
think
they're
effective?
How.
H
Okay,
then
the
first
one
is
one
and
then
the
rest
are
two.
G
C
So
what
you
do
have
is
consistency,
because
there
are
many
of
you
in
many
areas.
There
are
four
of
you
that
made
the
decision
that
you
evaluated
and
never
or
at
the
number
one
or
number
two,
and
so
the
ones
that
are
the
most
prominent
on.
That
would
be
the
very
first
one.
There's
a
consistency
of
four
and
nobody
know,
there's
a
consistency
of
by
and
on
the
third
one.
There's
a
consistency
of
four.
C
What
I'm
doing
I've
just
put
down?
Who
who
said
what
and
if
there
were
four
people?
That
said
the
same
thing,
for
example,
the
number,
the
very
first
thing
that
said,
self-monitoring
of
governance,
team
effectiveness,
four
of
you,
including
of
the
leadership
unit
six
everyone
gave
a
number
one
score,
so
that
sort
of
thing
at
least
four
of
you
are
doing
that
on
voting.
No,
there
are
five
of
you
that
gave
yourselves
a
score
of
number
two
on
the
visiting
schools.
C
D
C
A
slight
majority
of
the
governance
team:
it's
half
the
no
it's
half
the
government's
team
and
then
on
the
individual
board
members
request.
Half
of
you
were
at
two
with
half
of
you
were
three,
so
that's
very
close,
so
it's
not
like
everybody
gave
everybody
five
okay.
So
this
is
important,
and
this
is
I'm
going
to
be
giving
this
back
to
Stephanie
and
she's
gonna.
You
know
she'll
make
a
copy
for
you,
client.
As
president.
C
D
C
Not
be
very,
you
may
not
feel
very
good
about
yourselves
as
a
team,
if
you're
doing
ones
and
twos
that
that
means
that
it's
not
over
here
is
always,
and
if
you
really
review
yourself
as
wanting
to
do
something
more
often
and
more
frequently,
then
that's
something
you
have
to
work
with
as
a
team.
Okay,
and
we
can
proceed
in
that
in
future
meetings
as
far
as
how
we
can
focus
on
that,
but
I'm
going
to
hand
this
down
now.
The
next
thing
is
the
area
of.
C
Review
and
review
and
selection
board
governance
model.
What
you
may
or
may
not
have
in
front
of
you
is
the.
C
Of
Education
in
2017
did
approve
a
governance
standards
bylaw
and
what
I'm,
proposing
and
having
I
know
that
you
all
of
you
have
had
the
opportunity
to
review
the
remaking
governance
document
and
there's
a
second
document
that
you
were
provided
with.
Student
outcomes
focused
on
governance
and,
as
you
went
through
those
and
looked
at
them,
you
noticed
that
there
were
some
things
that
were
really
important,
that
you
really
want
to
make
sure
that
this
is
something
that
doesn't
fall
by
the
wayside.
C
When
the
Antioch
board
looked
at
how
they're
going
to
be
doing
their
governance
for
the
important
thing
that
you
have
found
in
each
of
these
documents,
they
may
or
may
not
be
in
the
document.
I
just
gave
you,
but
the
document
I
just
gave.
You
may
include
a
lot
of
the
things
that
you
found
important
and
as
I've
worked
with
school
boards,
rather
than
creating
a
brand
new
document
from
a
blank
piece
of
paper
that
they
already
have
a
policy
aboard
violent
in
place.
C
F
C
Like
and
I
know,
we
don't
have
a
lot
of
time,
yeah
and
I
think
that
we
can
plan
on
taking
time
right
now
for
that,
because
that's
the
purpose
of
this,
and
because,
right
after
this
on
the
agenda,
there's
not
much
happening
after
this
and
we
still
have
another.
You
know
40
half
hour,
45
minutes
for
discussion.
Are
there
things
that?
Why
don't
we
start
with
your
thoughts.
F
I
guess
I
want
to
know
what
people
value
and
I
don't
know
that
yet,
like
I
heard
like
why
people
ran
for
office
while
they're
on
the
board,
but
I
don't
know
like
what
you
can
inherently
value
about,
not
only
education,
but
how
we
work
together,
how
we
govern
together,
because
that
will
give
us
information
about
which
governance
model
would
work
best
for
us.
These
are
standards
right
and
so
I
think
they
have
a
lot
of
connection
to
the
model,
but
that's
different.
F
F
Like
I've
already
said,
I'll
start
I
mean
I've
already
shared
that
I
believe
in
systems
change,
I,
believe
in
transformation
right,
because
the
way
we've
done
education
since
forever
hasn't
worked
for
kids
of
color
in
particular,
and
also
for
students
with
disabilities,
and
so
in
research
shows
like
you
cannot
build
on
a
foundation.
That's
already
cracked.
You
gotta,
like
figure
out
like
how
are
we
gonna,
restart
this
thing
so
that
our
kids
can
actually
learn
effectively
and
be
effective
in
their
lives?
F
So
that's
what
I
value,
I
value,
equity,
I
value,
anti-racist
practices,
I
value,
just
loving
people
healing
reconciliation.
Those
are
the
things
that
I
value.
So
when
I
think
about
a
governance
model,
I
think
about
like
oh
and
I
also
buy
you
data
right
because
it
tells
you
exactly
what's
happening
in
a
system.
F
The
outcome
definitely
there's
a
clear
connection
to
so
what
what
might
be
happening
or
what
is
not
happening.
That's
causing
these
days.
E
E
We
want
kids
to
be
educated,
there's
certain
rules.
We
have
to
go
by
certain
criterias
there,
but
using
the
staff
that
we
have
the
Personnel
we
have
and
the
bodies
that
we
have.
You
have
to
experience
that
face
to
face
at
times
and
also
I
didn't
talk
with
people.
You
know
it's
always
great.
It's
easy
to
read
books
and
have
theories,
but
I
think
it's
I'm
more
of
a
not
a
black
and
white
person,
more
of
an
in
and
out
person
type.
G
D
G
Value
people
I
value
lifting
up
people,
especially
marginalized
people,
who've
been
traditionally
historically
marginalized,
I
believe
in
questioning
what
people
believe
and
what
they
believe
is
reality,
or
the
only
way
to
do
things
yeah
those
I
believe
in
treating
people
all
people
with
dignity,
respect
and
love.
H
I
think
when
it
comes
to
this
I
think
I
can
actually
pretty
quickly
summarize
everything
that
I
care
about
is
student
outcomes.
I
think
it's
the
only
thing
that
matters
literally
anything
else
we
accomplish
is
in
service
of
that
in
that,
even
if
we
did
anything
else
completely
right.
If
it
doesn't
change
student
outcomes,
then
why
did
we
do
it
and
so
kind
of
I
guess
to
also
expand
on
that?
H
You
know
things
that
I
care
about
is
taking.
Action,
is
being
policy
driven,
I
value,
Excellence,
I
value,
being
data
driven
and
continuous
Improvement
Equity,
making
sure
that
we
are
tackling
our
most
marginalized.
The
the
problems
that
our
most
marginalized
students
are
having
I
value
courage,
taking
things
that
are
new
different
Innovative
and
I
value
adaptability,
the
the
ability
to
be
quick
and
Nimble
in
a
system
that
doesn't
want
us
to
do
that.
B
You
know
I
value
perspective,
you
know.
Historically,
there
have
been
large
movements
towards
a
certain
end
because
it
felt
good
or
it
sounded
good
and
then,
when
it
rolled
out
it
didn't
have
the
yield
it
didn't
yield.
The
results
that
we
wanted
so
I
think
making
decisions
should
include
perspective
and
that's
kind
of
you
know
how
I
subsidies
you
know
I
make
sure
that
we
have
everybody.
Because
again
somebody
may
have
a
different
perspective.
So
I
think
that
is
very
important.
B
It
would
be
great
if
we
could,
but
there
is
a
lot
of
moving
parts
and
so
making
sure
that
when
we're
moving,
we're
intentional-
and
you
know
we're
moving
things
in
the
right
direction
and
then
add
it
to
perspective.
You
know
I
think
it's
important
to
highlight
that
sometimes
an
approach
that
may
not
sound
comfortable
might
be
the
one
that
we
go
with.
You
need
to
go
with.
B
You
know
it's
like
the
pathless
at
least
travel.
You
know
that
kind
of
thing.
I
know
it's
kind
of
philosophical,
but
that's
just
the
kind
of
person
I
am.
A
I
agree
with
what
you're
saying
in
fact,
I'm
impressed
with
both
of
you,
because
you've
come
with
a
different
opinion
and
that
you
want
things
done
now,
and
education
has
always
been
one,
that's
just
so
process
to
get
to
it
and
I'm
hearing.
We
can't
wait
for
that.
We
want
it
now
and
I,
don't
think
they
were
any
different.
It's
just
the
way
we
go
at
it
and
so
I
believe
that
we're
all
in
the
same
direction.
I'm
always
keep
saying
just
give
me
some
goals.
Just
give
me
some
direction.
A
D
A
Family
and
the
child
is
there,
but
it's
also
a
family
that
has
to
be
educated
and
go
along
with
it.
A
At
so
I'm,
depending
on
all
of
you,
newcomers
to
give
us
that
direction.
D
C
C
For
certificated
staff
and
they
had
previously
approved
paying
all
of
the
retirement
benefits.
Thank
you
for
classified
stuff,
which
is
illegal
because
for
the
classified
employees
to
pay
their
own
retirement
and
then
the
district
gets
in
their
other
half,
but
for
years
that
had
not
happened,
and
so
it
was
a
so
at
the
negotiating
table.
C
I
was
very
clear
that
here,
to
make
decisions
that
support
student
achievement
not
to
accommodate
adults,
including
the
Union,
and
so,
if
you
are,
if
you've
made
decisions
that
have
accommodated
adults
and
do
not
focus
on
what
was
best
for
students,
then
it's
not
a
decision
that
I
can
support,
and
so
I
was
called
a
lot
of
names
in
the
newspaper
and
I.
Don't
care
I
have
a
thick
skill,
but
it
was
one
of
those
things
that
I
feel
very
strong.
C
C
For
example,
people
keep
learning
and
achievement
for
all
students
as
the
primary
focus.
That
is
something
that
is
in
these
other
documents,
because
I
read
it
so
I
would
I
still
think
that
this
is
something
worthwhile
for
you
to
consider
changing,
but
make
it
an
amendment
rather
than
bringing
a
new
piece
of
paper
out
and
say
what
I'm
going
to
say.
What
do
you
want
to
say?
What
do
you
want
to
say?
What
do
you
want
to
say,
adjust.
H
D
F
F
D
F
She
is,
this
is
the
problem
you
see
what
I'm
saying
like
like:
we
don't
have
anything,
that's
comprehensive.
We
want
to
keep
reverting
back
to.
This
is
the
way
it
always
been,
and
that's
when
people
get
in
trouble
right,
we
want
to
do
it
the
way
it's
always
been.
Let's
go
back
to
the
one
we
made
in
2017.,
okay,.
F
B
D
G
F
F
F
But
it
is
a
process.
So
it's
not
something
that
we
can
do
in
30
minutes
and
just
say
we're
like
it's
just
not
now
what
I
agreed
with
is
that
we
do
have
this,
and
so,
if
we
want
to
update
it
because
we
need
a
policy
around
it
anyway
and
use
it.
But
this
is
different
than
action,
that
comprehensive
governance
model
that
we
say
we're
gonna
we're
gonna.
H
Yeah
because
I
think
the
the
thing-
because
these
are
all
really
great
things
on
here-
that
I'm
sure
we
all
support
but
I,
think
the
challenge
with
you
know
this
is
that
there's
some
things
on
here,
that's
very
clear
like
are
we
doing
this
or
not?
But
most
of
these
things
are
a
little
bit
more
value
oriented
in
terms
of
like.
Can
we
say
we're
doing
that
or
not
is
a
subjective
thing
like
keeping
learning
and
achievement
for
all
students
as
a
primary
focus?
What
does
that
mean?
H
I
could
say
that
we're
doing
that,
you
could
say
we're
not
doing
that,
but
you
could
say
maybe
we're
kind
of
doing
that
and
everyone
can
have
a
different
opinion,
whereas
something
like
this
is
a
little
bit
more
specific
and
in
terms
of
what
that
looks
like.
So
this
is
like
the
values
that
were
driven
by
and
then
we
want
to
create
a
governance
model
that
embodies
the
things
here
and
that
we
can
all
look
at
and
be
like.
H
Oh,
we
are
meeting
these
things,
because
this
is
the
way
that
we
said
we're
gonna
do
things,
because
that's
what
we
say
that
it
means
to
keep
learning
and
achievement
for
all
students
of
primary
focus,
or
this
is
what
it
means
to
you
know,
participate
in
professional
development
and
commit
the
time
and
energy
necessary
to
be
an
informant
effective
leader.
Those
kinds
of
things
show
up
in
kind
of
this
government
governance
model
in
a
way
that
there's
less
vagueness
in
terms
of
how
we
interpret
whether
we're
achieving
that
or
not.
F
H
B
So
if
I'm
understanding,
this
is
two
separate
conversations,
one
is
a
policy
around.
You
know
how
we
do
things.
The
other
is
sort
of
a
rubric
measure.
You
know
what
and
how
we
do
it,
but
in
addition
to
that,
there's
definitions
to
guide
our
understanding
collectively
about
what
those
things
mean.
So,
for
example,
parent
engagement,
parent
engagement,
I
could
mean
I
sent
a
flyer
home
and
the
parent
got
it.
B
B
Providing
resources,
identifying
the
resources
and
then
connecting
with
those
things
so
I
think
it's
a
both
and
the
question
is
collectively:
where
do
we
want
to
start.
A
B
Okay,
well,
one
student
outcome
is
getting
students
to
come
to
school
every
day.
Correct.
Is
that
all
student
outcomes
do
we
want
to
focus
on
a
specific
subset?
Are
we
going
to
list
them
out
and
then
look
at
each?
You
know
how
we're
doing
in
each
area
or
are
we
going
to
leave
it
very
general
to
say
you
know,
student
outcomes
is
that
kind
of
capturing?
What
yeah.
B
And
then
we
could
write
ourselves
and
instead
of
saying
you
know
what
I
today
so
I
feel
good
I
think
the
board
did
well.
We
can
say
okay.
Well.
Last
week
we
had
four
students.
You
know
four
absences
this
week.
We
have,
you
know
two
absences
we're
making
improvements.
So
just
like
clean
is
that
kind
of.
H
Yeah
I
think
just
helping
us
guide
our
conversation
to
make
sure
that
when
we
talk
about
things,
we're
all
on
the
same
page
on
the
things
that
we're
working
to
improve
on
right.
So
when
we
think
of
like
parent
engagement,
I
think
that's
a
great
example
because,
like
what
does
that
mean
to
everyone
in
terms
of
like
an
Engaged
parent,
and
why
do
we
even
care
about
that?
And
what
does
that
outcome?
Look
like.
H
So,
for
example,
right
like
you
were
like
if
a
parent
drops
off
their
kid
at
school
and
make
sure
they
get
picked
up
and
they
get
home
safe?
Is
that
parent
engagement
or
do
we
expect
more
from
them
now?
Let's
think
about
even
that
same
situation
and
then
think
think
about
the
student
outcomes
associated
with
that?
If
a
parent
does
that
and
that's
a
4.0
student,
that's
involved
with
everything.
Are
we
saying
that's
great
parent
engagement?
H
Maybe
yes
or
no,
and
then
let's
take
a
look
at
a
same
family
in
the
same
type
of
family,
drops
off
their
students
day
in
the
morning,
make
sure
they
get
they
get
home
safe.
But
that
student
is
doing
very
poorly
but
let's
say
that's
how
we
Define
parent
engagement
and
they're
doing
great
on
parent
engagement.
That's
not
what
we
actually
care
about,
then.
H
Is
it
because,
if
that
student's
doing
poorly,
then
it's
not
just
about
improving
parent
engagement,
because
you
know
finding
a
way
to
think
about
the
ways
that
we're
talking
about
things
and
then
tying
it
very
explicitly
to
these
student
outcomes
and
I
think
by
being
a
little
bit
more
specific
about
what
how
we
Define
these
things
and
what
we're
hoping
to
do,
and
the
processes
that
we're
hoping
to
follow
to
achieve
some
of
these
things.
I
think
that
can
help
us
kind
of
have
better
discussions
about
those.
F
F
This
is
filled
out
nicely.
This
is
for
someone
else's
assistant
works
for
me,
but
it's
like
this
well-rounded
comprehensive
Continuum
of
so
what
are
we
doing?
How
are
we
doing
it
and
how
do
we
start
to
measure
not
only
our
progress
as
a
board,
that's
important,
but
that
accountability
piece
you
talked
about,
then
we
can
say
superintendent.
C
C
So
this
is
very
similar
to
The
Lost
sacraments,
that
students
are
using
as
far
as
having
different
levels
of
success
and
if
you're
doing
everything
perfectly,
then
you
get
this
kind
of
a
score
and
if
you're
just
emerging
you
get
over
here
and
especially
in
the
state
of
Hawaii,
they
have
this
for
elementary
schools
and
middle
schools
and
high
schools
it's
different
than
here
in
California
what
they
do
over
there.
So.
D
H
C
You
could
add
something
to
this
to
reference
whatever
you
decide
as
a
governance
model,
be
it
this
one
or
be
it
the
other
one
that
you're
doing
to
be
making
governance
that
I
don't
know.
Obviously
this
is
when
you
are
you're
knowledgeable
of
from
your
comments
and
I.
Don't
know
who
who
had
this
one
brought
this
one
forward.
E
C
This
one
has
multiple
areas
in
here
which
which
are
awesome
they're
in
both
places:
okay,
okay
and
this
one
as
Stephanie
had
mentioned,
would
you
know
for
this
to
be
successful?
A
trained
person
would
be
needed
to
work
directly
with
the
governance
team,
with
six
of
you
and
I'm,
not
a
person
that
is
familiar.
I
have
not
been
trained
to
do
this.
B
I
think
it's
important
at
some
point
to
have
a
conversation
around
what
what
are
those
you
know,
those
important
data
points
and
it'll
be
a
preliminary
list
right
like
you
can
talk
about
parent
engagement.
Obviously
that's
probably
going
to
make
it
student
outcomes.
That's
most
likely
going
to
make
it.
But
what
are
some
of
those
other
things
that
we
want
to
identify,
spend
some
time?
I
did
I'm
sorry
defined
of
those.
What
do
they
mean
for
individual
schools?
Because
again
you
know
to
trustee
Hernandez's
point
for
one
family.
B
It
may
look
different
being
very
explicit
around
what
those
things
look
like
in
terms
of
the
framing
and
I
think
that
that
could
be
a
first
step.
G
I,
just
can
I
go
back
one
step
before
that,
so
what
I
do
like
about
this
is
it's
very
intentional
and
I
think
the
policy
is
it's
not
as
intentional
there's
not
and
I
think
that
if
you
look
at
all,
if
you
look
at
the
six
competencies
they're
all
in
here,
we
just
have
to
say
what
does
it
look
like
and
I
like
what
you
said
about
accountability
of
the
superintendent,
there's
also
an
accountability
piece
here
for
the
board
right,
because
you
can't
send
the
superintendent
this
way.
G
A
D
A
F
A
D
A
B
That's
why
unplug
this
is
we're
in
the
we're
all
together.
It's
not
a
brand
I
think
a
real
conversation
around
moving
to
a
governance
model
where
we
have
either
quarters-
or
you
know,
trimesters
or
whatever
that
looks
like,
and
we
focus
on
specific
pieces
now
buyers
will
happen
and
we
can
address
those
fires
as
they
happen,
but
we
also
have
for
that
period.
B
F
So
my
question
is:
how
much
time
are
we
able
to
commit
to
this
because
it
could
take
time.
I
know
the
fellowship
that
Antonio
and
I
are
in
a
district,
talked
about
the
fact
that
they
met
I
ain't
in
my
room
today,
how
often
and
very
often,
every
month
they
met
outside
of
their
board
meetings.
So
in
a
session
like
this
and
a
facilitator
guided
them
through,
they
went
through
their
vision
and
Mission
made
updates
to
it.
F
They
looked
at
their
Board
of
governance,
activity,
creative
board,
governance
model,
they
created
a
board
government's
calendar
and
they
they
literally
got
so
comprehensive
and
it
took
a
year
to
do
it
and
then,
after
that
now
they're
on
the
roll
and
it's
public,
it's
Seattle
right,
it's
on
their
it's
on
their
website.
If
you
look
at
their
website,
it's
very
clear:
I
was
so
impressed
like
wow
like
and
Equity
is
their
main
thing.
How
do
we?
F
How
do
we
assure
that
there
is
equity
in
our
schools
and
in
everything
else
follows
through
achievement,
ability
the
leadership
piece
from
the
board
and
the
superintendent
I
mean
it's
very
comprehensive,
and
so
it's
very
clear
to
them
as
they're
leading
like
all
right.
We
know
what
we're
doing
and
where
we're
going
and
it
I
would
love.
If
we
can
get
to
that
place,
it's
going
to
take
time
and
I
think
we
could
do
it
like
I
I
have
faith
that
we
can
do
it
I
think
we
have
the
intelligence
to
do
it.
F
The
skills
some
guidance
on
how
to
do
it
and
then
thinking
about
because
our
kids
don't
have
time
to
to
continue
to
lose
learning
is
so.
What
do
we
do
in
the
meantime
right?
So
we
do
have
the
equity
audience
coming
up.
So
that's
a
that's
a
good
start,
because
that
can
give
us
data
for
what
we
need
to
continue
trying
to
improve.
You
know
putting
our
governance
model,
so
we
have
some
things
in
place
that
are
you
know.
The
ball
is
rolling.
F
F
That
much
yeah
and
for
me
it's
not
because
I
own,
my
own
business
and
I've
been
very
close
to
here.
It.
G
I
think
you've
been
having
this
conversation
successful.
For
me,
no
I
mean
I
want
to
have
more.
G
G
F
D
C
F
A
D
F
B
F
And
and
if
we
have
the
consistent
facilitator,
whom
we
trust
in
his
guidance
down
the
right
path,
then
sometimes
some
of
us
might
not
always
be
able
to
meet
it.
We
need
to
make
the
meetings,
but
then
we
can
always
check
in
to
see
progress
is
some
of
the
foundational
things
I
think
are
important
like
what
do
we
want?
F
B
B
B
So
basically,
I
mean
it
just
for
conversation's
sake,
because
we
don't
know
what
the
facilitator
would
want
or
how
they
would
structure
it.
But
let's
say
if
we
had
a
listening
session
and
then
the
facilities
that
if
I
could
speak
it
would
help
if
the
facilitator
said
something
to
along
the
lines.
Okay,
we're
going
to
have
a
study
session
about
parent
engagement.
This
is
what
the
board
defines
as
parent
engagement,
okay,
parents.
How
do
you
understand
this?
What
are
some
barriers
to
you
getting
this
done?
Okay,
students.
D
D
G
F
H
It
was
a
trust
that
was
placed
on
us
with
the
community,
so
we
do
have
to
have
some
level
of
trust
in
our
own
intuition
and
instincts
that
we
are
doing
what's
best
for
students
but
again
trying
to
create
as
many
opportunities
for
people
to
to
actively
voice
that
as
well.
But
but
we
can't
be
encumbered
by
that
necessarily
at
times
it's
got
to
be
an
asset
in
driving
our
decisions.
That's
something
that
we
let
slow
us
down.
Necessarily.
B
Because
again
you
also,
you
know
when
you
open
it
up
to
community,
you
do
open
the
door
for
Advocates.
You
tend
to
have
a
louder
microphones
than
the
actual
news
of
the
community
and
then
there's
agenda
pushing
and
things
like
that.
So
you
have
to
filter
for
that
as
well.
So.
E
C
Important
thing,
I
think
for
you
to
be
aware
of-
is
that
this
model,
as
far
as
they
have
from
doesn't
happen
at
all
until
it
happens,
continuously
sort
of
matches
the
California
standards
for
the
teaching
profession,
because,
as
individuals
are
being
ranked
by
their
by
their
employer
by
the
person
evaluating
them,
they
go
from,
doesn't
happen
at
all
in
the
classroom.
Overdoing
it
always
happens,
so
it's
a
very
similar
model.
B
H
B
There's
a
there's,
an
entire
body
of
research
dedicated
to
this,
and
then
some
of
those
factors
like
Bogan
I
can
go
down
unless
I
won't.
But
there's
a
there's
a
there's,
a
huge
body
of
research
that
support
us.
C
Okay,
I'm
saying
yes,
but
I
was
a
teacher
I'm
looking
for
headsets,
that's
okay,
it's
not
too
good!
Okay!
So
then
you
were
committing
to
move
forward
to
the
next
step
and
as
you've
reviewed
these
documents,
and
you
reviewed
of
what
you
already
have
as
a
bylaw
and
I
would
concur
with
this.
Definitely
that
this
needs
to
be
reworked.
Maybe,
but
you.
C
F
You
know
to
do
the
right
thing
and
then
the
silent
forum,
one
of
the
things
I
marked
low,
is
individual
board
member
requests
for
information
and
that's
on
multiple
levels,
but
even
from
each
other.
It
just
feels
like
you
don't
communicate,
not
know.
There
are
brown
act
that
we
don't
want
to
pay
attention
to.
We
just
can't
email
each
other.
All
the
time
I
mean
you
know
like.
C
D
B
It
sounds
like
one
of
the
goals
that
we
want
to
set
along
because
Antonio's
point
I'm
interested
around
this
point.
We
do
want
to
at
least
walk
away.
At
least
success,
in
my
mind,
is
walking
away
with
at
least
one
goal,
and
it
sounds
like
there's
consensus
that
we
want
to
move
forward
in
creating
not
necessarily
an
existing
governance
model,
but
having
a
facilitator
come
in
to
help
develop
what
we
consider
our
Antioch
unified.
C
G
I
wondering
as
we
move
forward
to
is
this
is
work
that
is
going
to
rely
heavily
on
trust
right,
because
lack
of
trust
is
as
bad
as
inattention
to
results.
So
how,
as
a
board,
can
we
go
about
building
that
just
a
wondering
that
maybe
we
can
start
thinking
about?
We.
D
B
Like
encourage,
because
if
I
disagree
with
you,
it's
not
that
I,
don't
love
you!
It's
none
of
that
stuff!
It's
I
have
a
different
perspective
right,
I'm,
a
45
year
old
black
male
from
the
community
that
I'm
from
and
all
that
stuff
which
Shades
the
way
that
I
understand
the
world.
The
same
thing
is
true
for
all
of
us,
so
if
I
offer
a
different
perspective,
it's
not
that
I
disagree
with
you
or
I'm.
Sorry,
it's
not
that
I!
Don't
like
you!
It's
nothing!
Personal
I
just
have
a
different
opinion.
D
B
A
I
was
concerned
about
the
audit
I
agree
that
we
should
have
it
on,
and
my
fear
of
my
thinking
was:
if
we
push
our
teachers
too
much
at
one
time,
we
might
have
a
problem
where
we
right
now
have
a
good
relationship.
That's
where
my
thinking
was,
and
I
was
thinking.
Okay,
we
take
this
piece
a
short
time,
six
of
them
at
a
time,
and
then
we
go
to
the
next
I
also
was
worried
about
the
amount
of
money
and
how
does
that
affect
the
budget
that
we're
trying
to
do
see?
F
We
have
I
had
already
met
with
superintendent
of
Melo
and
to
Liz
Robbins
about
the
budget.
We
have
more
than
enough
for
that
and
in
terms
of
teacher
relationships,
I
met
with
the
union
and
the
Reps,
the
school
reps
and
so,
and
so
I
don't
have
that
same,
but.
B
C
C
I
was
going
to
say
that
it
can
create
difficulties
when
one
board
member
gets
information
that
nobody
else
on
the
board
gets,
and
so,
as
you
were
getting
acquiring
information
through
your
meetings
with
individuals,
nobody
else
had
that
information.
So
if
there
was
a
public
meeting
in
which
you
were
saying
that
I
know
this
stuff,
I
know
this
that
it
makes
the
other
board
members
look
disrespected
in.
D
C
D
C
Does
benefit
the
entire
board
is
if
information
is
funneled
through
the
superintendent
who
doesn't
have
to
follow
the
brown
Act?
That's
what
information
can
come
in,
go
out
and
come
in
and
go
out.
So
if
you
had
found
a
really
good
juicy
piece
of
information
and
you
told
Stephanie,
then
she
could
say
it's
been
reported
by
one
of
the
board
members,
and
so
everybody
knows
what
you
know.
C
C
C
B
That's
the
first
piece
transparency,
but
we
need
to
Define
that
and
all
those
things
because
again
there's
you
know,
there's
clouds
or
there's
the
Shades
of
Gray
in
terms
of
transparency
and
conversation
once
we
establish
it
here,
we
then
can
talk
about
how
we
establish
it.
You
know
throughout
the
rest
of
the
system,
yeah.
A
G
If
you
could
or
that
that
would
be
great
okay,
yeah
and
then
we'll
get
a
calendar
together,
what
I
heard
was
people
would
be
open
to
at
least
once
a
month,
in
addition
to
our
okay
and
maybe
more
once
we
get
started,
okay
for
sure
sure.
B
I
D
C
G
I
The
monitors
there
are
districts
that
have
that
in
place.
We
do
not
have
any
have
anything
like
that
in
place
to
facilitate
that
I
did
talk
with
our
technology
directors
today,
knowing
that
you
were
going
to
be
having
in
Japan
in
Japan
on
the
14th.
We
were
talking
specifically
about
that,
but
in
transitioned
into
the
rest
of.