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From YouTube: Board of Education Meeting 3/8/2023
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A
Hello,
everyone
today
is
Wednesday
March,
8th,
2023
trustee
Hernandez,
so
we
will
go
ahead
and
get
started
Kelly.
Would
you
mind
establishing
quorum.
B
A
A
So
we
will
be
entering
into
a
closed
session
and
we
will
return
after
our
closed
session
discussion.
A
A
A
A
E
F
G
H
E
A
Okay,
so
thank
you
so
item
3B
reports
in
closed
session.
As
I
stated,
there
are
no
reports
from
the
closed
session
and
number
four
we'll
go
to.
We
went
a
little
bit
out
of
order,
so
my
apologies,
no
worries
we'll
have
the
superintendent's
report.
Yes,.
I
Good
evening,
I'm
going
to
keep
this
a
little
short
because,
as
you
can
hear,
I've
got
a
little
going
on,
but
I
did
want
to
recognize
today's
International
Day
women's
day,
foreign
to
celebrate
the
social,
economic,
cultural
and
political
achievements
for
women
all
around
the
world,
and
this
year's
theme
is
Embrace
equity,
which
I
think
will
be
a
nice
segue
into
one
of
our
discussion
topics
that
the
board's
going
to
have
this
night
about
educational
excellence
and
Equity
audit.
I
So
I'm
looking
forward
to
that
and
also
I
want
to
let
the
board
know
that
we
applied
for
and
received
a
planning
grant
for
the
Community
Schools.
So
we
have
a
grant
to
plan.
What
is
our
vision
for
that?
What
does
that?
Look
like
for
Antioch
Unified,
School
District?
Are
there
partners
that
we
want
to
partner
with
in
the
broader
community?
So
again,
this
is
a
planning
year,
I,
look
forward
to
getting
input
from
the
board
and
bringing
back
our
progress
and,
finally,
I
want
to
wish
everyone
a
very
restful,
relaxing
and
well-deserved
spring
break.
A
A
J
J
You
may
have
heard
a
name
a
few
times
already,
but
the
East
Bay
Coalition
stands
with
other
local
unions
around
the
area
to
ensure
that
public
school
dollars
are
going
to
serve
kids
and
so
tonight,
through
our
bargaining
over
this
past
year,
the
Antioch
School
District
and
the
Antioch
board,
and
the
Antioch
cabinet
and
superintendent
have
ensured
that
you,
two
repurpose
funds
to
ensure
better
for
kids,
and
so
you
and
some
other
local
districts
and
around
the
area
have
received
what
we
call
the
Student
Success
Trailblazer
award.
J
Now
don't
take
this
war
award
lightly,
because
this
award
means
that
we
believe
that
you
took
the
time
to
partner
with
the
Union
to
ensure
Student
Success.
We
started
this
correlation
a
Coalition
in
September
2022.
We
will
continue
this
Coalition
for
the
next
bargaining
year,
but
we
are
so
happy
and
proud
of
Antioch,
because
you
took
the
time
to
renegotiate
and
take
repurposed
funds
to
ensure
that
you
have
the
best
student
and
learning
conditions
for
your
students.
We
appreciate
ate
that,
and
you
worked
hard
to
achieve
the
best
working
conditions
for
your
employees.
J
So
tonight
we
present
this
award.
You
are
a
Student
Success
Trailblazer
award
District.
We
hope
that
you
will
hang
this
award
proudly
and
we
definitely
hope
we'll
be
able
to
bring
you
another
award
next
year.
The
Coalition
is
strong
and
we're
very
grateful
that
we
are
partnering
with
you.
We
believe
that
every
student,
no
matter
if
you
matter,
if
you're,
an
Antioch
San
Ramon
at
a
charter
school,
deserves
the
best
education
and
deserves
equity
and
to
that
end,
where
the
East
Bay
Coalition.
So
thank
you.
This
Coalition
is
signed
by
Angela
Norman
Norman.
J
She
sits
on
the
CTA
Board
of
director
for
our
area,
Valerie
Luke,
the
aea,
president
Shannon
O'hara
who's,
my
boss,
he's
the
region,
one
director
and
also
myself.
So
thank
you
so
very
much.
Thank
you
for
leading
the
way
Stephanie.
We
appreciate
it.
J
J
K
D
K
K
M
H
J
D
P
D
N
A
Right,
so
thank
you
for
that.
It's
always
wonderful
to
hear
some
of
the
recognition
and
for
the
hard
work
that
our
district
does
because
again,
the
district
does
the
work
we
are.
We
are
here
just
having
conversation
and
sort
of
working
with
you,
so
all
right
keeping
the
the
meeting
going.
We
will
move
to
number
seven,
oh
I'm,
sorry
to
number
six
and
that's
rocket
ship
Delta
prep
annual
performance
review.
Do
we
have
reps
from
Delta
prep
all
right
rocket
ship.
Q
R
Good
evening
president
Louis
Jr
and
Board
of
Trustees,
my
name
is
Rhys.
Reddick
I
am
in
third
grade
and
my
little
sister
is
in
Kinder
at
rocket
ship
Delta
prep.
This
is
my
second
year
at
rocket
ship,
Delta,
prep
and
I
am
happy
to
be
a
Rocketeer.
One
of
my
favorite
things
to
do
is
test
prep
unit
because
it
challenges
me
to
learn
and
pushes
me
to
do.
Self-Guided
work
and
I
am
excited
to
announce
that
I
exceeded
the
70th
percentile
in
nwea.
R
I
love
it
because
I
know
that
I
am
learning
and
it
helps
me
grow
my
grow
in
my
education,
one
of
my
favorite
memories
this
year
is
when
my
class
and
I
had
a
workout
break,
which
helped
me
stay
more
focused
in
class.
Fun
fact:
I
am
excited
to
one
day
apply
to
UC,
Santa,
Barbara
and
I
still
know
how
to
spell
Supercalifragilisticexpialidocious.
A
Thank
you
for
that
Reese.
It's
always
it's
always
wonderful
to
hear
from
the
kiddos.
S
Okay,
I'll
get
started
yeah
well
good
evening.
Everyone
thank
you
for
having
me
here.
Thank
you,
I'm,
president
Lewis.
Thank
you
trustees.
S
Thank
you
for
giving
us
the
opportunity
to
present
on
behalf
of
Rocketship
Delta
prep
I'm
Jason,
colon
I'm,
the
director
of
schools
for
Rocketship
public
school
and
I
have
the
honor
to
work
directly
with
Rocketship
Delta
prep
in
a
few
seconds,
we're
going
to
get
to
hear
about
all
the
great
things
that
are
happening
in
Rocketship,
Delta
prep,
but
I
would
love
to
thank
you,
but
I
would
love
to
start
by
sharing
a
little
bit
about
rocketship
and
our
model,
so
at
rocket
ship.
S
We
focus
on
these
three
pillars:
personalized
learning,
Talent,
Development,
empowerment
power.
We
really
invest
on
these
three
because
we
think
at
the
root
cause
of
the
accelerated
growth
that
we
see
with
our
students,
both
academically
and
socially,
is
this
three
pillars.
So
we
really
invest
in
this
and
as
a
former
teacher
of
Rocketship
as
a
former
assistant
principal
founding
principal,
a
proud
parent
of
a
fourth
grader
Rocketeer
I,
really
truly
believe
that
our
model
helps
our
students
accelerate
academically
and
socially,
and
that's
why
I
send
my
most
treasured
belonging
to
a
rocketship.
S
School
foreign,
as
many
of
you
know,
is
here
located
in
Antioch
and
we
serve
over
500
students
from
grade
levels,
TK
through
fifth
grade
over
70
percent
of
our
students
that
we
serve
identify
as
social
economic
disadvantage.
S
Q
Thank
you
board,
I'm,
very
tall
and
very
loud.
Let
me
get
my
mind
situated
here.
Thank
you,
Jason.
So
much
and
good
evening
board
president
Lewis
and
trustees
as
Mr
clone
said.
Q
I
am
Trevor
ditzler
the
proud
principal
of
rocket
ship,
Delta
prep
and
before
we
get
started
I
just
want
to
say
it's
an
honor
to
be
able
to
serve
our
community
and
present
this
to
you
and
be
a
part
of
Antioch
School
District
rocket
ship
Delta
prep
is
a
special
school
that
works
every
single
day
to
unleash
the
potential
and
power
of
every
single
student.
Q
We
serve
at
the
core
of
that
Vision
Is
our
commitment
to
serve
all
students,
no
matter
what
their
needs
or
backgrounds
with
excellence
in
order
to
eliminate
the
edge
the
equity
and
opportunity
gaps
that
so
many
of
our
rocketeers
face
and
before
I
jump
into
our
presentation.
I
want
to
start
with
a
story
that
helps
bring
our
vision
to
life.
As
a
student
myself,
I
faced
significant
educational
barrier
in
the
second
grade,
I
was
seated
in
the
back
of
the
class
with
a
special
day.
Q
Teacher
I
wasn't
progressing
alongside
my
peers
and
no
one
knew
why
I
wasn't
on
a
path
to
graduate
from
college
must
much
less
on
a
path
to
graduate
from
high
school,
but
one
day
and
I.
Remember
this
vividly.
They
called
my
mom
away
from
her
role
as
a
public
school
educator
and
told
her
that
they
were
going
to
test
my
vision,
I,
remember
the
nurse
bawling
her
fists
and
looking
at
me
and
my
mom
shouting
in
frustration.
Q
If
he
can't
read
this
he's
legally
blind
he's
nearly
legally
blind
and
it
turns
out
that
I
was
my
mother.
Being
the
loving
educator
that
she
is
immediately
took
me
to
the
optometrist
and
from
that
point
forward
worlds
opened
up
to
me
that
year,
school
moved
from
a
place
of
dread
to
a
world
of
opportunity.
For
me,
I
could
see
literally
and
figuratively
what
I
was
meant
to
be
doing
and
where
I
was
headed
as
books
moved
from
being
exciting.
Q
Q
This
year,
we've
been
laser,
focused
on
getting
our
kids
up
to
and
above
grade
level,
especially
as
we
make
up
for
lost
learning
during
covid
and
in
Reading
they're,
making
great
progress.
65
percent
of
students
have
grown
one
or
more
step
levels
so
far
this
year
on
our
step,
reading
assessment
and
75
percent
of
TK
through
second
graders,
show
Mastery
on
their
letter
names
and
sounds.
This
means
that
the
majority
of
our
students
are
growing
in
reading
and
finding
grade
level.
Q
Mastery
I'm
particularly
proud
of
our
students
with
individual
education
plans
for
their
growth
and
Mastery
this
year,
as
we
seek
to
serve
all
students
to
the
best
of
our
ability.
Our
students
with
IEPs
are
showing
significant
growth
in
both
math
and
reading
and
are
on
track
for
greater
growth
in
Reading
than
our
general
student
body.
In
fact,
52
percent
of
our
students
with
IEPs
are
on
track
for
over
a
year
of
growth
in
Reading.
Q
The
core
of
our
work
at
rocket
ship
is
to
personalize
learning
for
each
student
to
meet
their
needs.
Academically
socially
and
holistically
through
individual
instruction,
small
group
learning
whole
class
lessons
online
learning
programs
and
more.
We
meet
students
where
they
are
and
provide
them
with
the
tools
they
need
to
succeed.
Q
Q
Q
An
important
part
of
our
school
Community
is
also
based
on
showing
our
rocketeers
that
they
and
their
own
communities
matter
the
communities
they
live
in
the
communities
that
they
identify
with
and
the
communities
they
belong
to.
One
way
we
do
this
is
through
our
Los
titros
program.
Each
month,
our
parent
volunteers,
our
parents
volunteer
to
read
a
book
aloud
to
students
that
centered
around
a
dicho
or
a
lesson.
Q
The
lesson
is
in
multiple
languages
and
gives
volunteers
the
opportunity
to
demonstrate
that
their
culture,
Heritage
and
language
are
all
valued
both
inside
and
outside
of
our
classrooms.
Our
community
centered
approach
makes
Rocketship
Delta
prep
a
Vibrant
Community
dedicated
to
serving
our
students.
Q
I'm
excited
to
continue
this
partnership
between
rocket
ship
and
this
board
to
best
serve
our
antar
community,
and
you
are
welcome
to
know.
Let
us
know
when
you
would
like
to
come
and
join
us
at
our
school.
Thank
you
so
much
for
your
time
and
attention
today.
It
has
been
a
pleasure
to
speak
with
you
this
evening.
A
C
You
have
a
few
questions,
so
I
know
you
talk
about
some
of
the
the
barriers
that
students
face.
Do
you
have
any
information
on?
You
know
what
are
the
most
common
barriers
and
how
exactly
you
all
are
addressing
those.
Q
Q
C
Q
Yeah
we
want
rocketeers
to
leave
our
school
on
or
above
grade
level,
preferably
above
in
core
content
areas,
reading
mathematics
and
science,
and
we
actually
seek
within
each
grade
level
for
rocketeers
to
have
a
year
and
a
half
of
growth
versus
a
year
of
growth
in
core
content
areas.
Q
So
when
we
push
for
you
heard
a
little
bit
about
our
step
reading
program
or
other
programs,
we
push
our
teachers
internally
towards
having
students
achieve
a
year
and
a
half
of
growth,
which
is
how
we
anticipate
that
they'll
be
able
to
make
up
any
gaps
that
they
have
in
order
to
leave
our
school
on
or
above
grade
level.
Okay,.
C
And
then
the
last
question
is
is
kind
of
two
questions
at
the
end
of
the
day,
when
is
it
that
students,
you
know,
is
there
a
time?
That's
most
instant
end
of
the
program?
Are
most
students
entering
the
program
at
TK
or
do
you
kind
of
get
like
students
kind
of
entering
the
program,
all
throughout
all
grade
levels,
and
then
the
reason
that
I
asked
that
is?
Do
we
see
a
difference
in
terms
of
that
content
Gap,
depending
on
when
students
enter
in
because
I
guess
you
know,
my
initial
thought
would
be.
C
Maybe
students
that
are
entering
on
TK
have
less
of
that
content
Gap
and,
though
that
content
Gap
is
able
to
be
solved
quickly,
whereas
students
may
be
entering
later
on
that
have
been
other
Educational.
Systems
may
have
a
larger
Gap
to
kind
of
catch
up
to
in
those
years
that
they
have
left
within
the
program.
Yeah.
Q
To
answer
the
first
part
of
your
question:
we
have
one
TK
classroom
that
then
expands
the
following
year
into
four
kindergarten
classrooms,
so
kindergarten
entry
into
our
school
is
a
major
way
that
we
have
our
new
student
population,
but
we
are
continuing
to
backfill
enrollment,
even
in
Upper
grades
to
this
day.
So
we
we
recently
welcomed
a
third
grader
that
is
an
emerging
bilingual
student
and
is
like
recent
immigrant
to
the
country
and
really
is
going
to
need
a
lot
of
supports
in
order
to
help
us.
Q
You
know,
reach
our
goal
of
having
her
leave
at
or
above
grade
level
in
the
two
years
that
she's
going
to
be
with
us
for
the
remainder
of
this
well,
two
and
a
half
years,
the
remainder
of
this
year
through
fourth
and
fifth
grade,
but
we
set
that
goal
for
families.
We
work
in
really
deep
partnership
with
families.
Q
I
think
is
one
of
the
huge
levers
that
we
use
to
try
and
help
to
us
to
actually
accomplish
this,
and
so
I
would
say
that
the
work
that
we
do,
that
we
are
able
to
accomplish
would
not
be
possible
without
our
families
and
that
partnership,
as
you
saw
a
little
bit
of
today
and
so
yeah
I,
think
that
we
Face
a
lot
of
the
same
challenges
all
of
the
same
challenges
and
are
really
seeking
to
do
the
best
that
we
can
for
students
and
instead
of
Shifting
our
goal.
A
Board
members
questions
comments,
foreign
I
did
have
one
question
in
terms
of
growth
areas
right,
so
the
you
know,
I
know
with
the
location
of
the
rocket
ship
is
in
terms
of
growth
areas
as
an
institution,
and
maybe
you
don't
have
an
answer
for
this.
What
are
some
of
the
potential
growth
areas
that
you've
identified
that
you
may
as
an
organization
want
to
work
on
the
next
couple
years?
Yeah.
Q
Q
Would
you
like
me
to
answer
for
the
the
first
part
just
for
the
site?
Yes
for
the
site.
Okay,
I
would
say
that
even
going
from
last
year
into
this
year,
one
of
our
areas
of
attentiveness
is
the
growth
of
our
multilingual
Learners.
Q
We
were
not
seeing
the
progress
that
we
wanted
to
see
and,
as
you
heard
in
the
previous
example
like
it's
pretty
ambitious,
some
of
the
goals
that
we
have,
but
we
really
made
adjustments
and
were
able
to
allocate
staff
towards,
like
small
group
tutoring
of
multilingual
Learners
and
emerging
bilingual
students,
and
we've
seen
a
lot
of
progress
there
I'll
be
able
to
give
you
an
update
after
lpac
testing
completes
that's
just
started
for
us
yesterday,
but
I
would
say
that
we
continue
to
push
and
have
our
own
challenges
in
terms
of
raising
the
bar
and
ensuring
that
every
Rocketeer
that
enters
our
door
leaves
our
school
at
or
above
grade
level.
Q
A
All
right
so
we'll
move
on
to
number
seven
public
comments,
and
so
we'll
start
with
7A,
and
these
are
individuals
to
address
the
board
regarding
items
not
on
the
agenda
from
the
public.
We
have
quite
a
few
and
the
first
is
Karen
darling,
I
believe
yep,
and
this
is
in
regards
to
miss
Barry.
T
Good
evening
board
I
spoke
the
last
time
for
Miss
Berry,
Crystal
Berry
at
Longstreet
Elementary
and
I
flipped,
my
flight
home
to
Memphis
Tennessee
to
come
back
to
speak
again.
So
my
question,
the
last
time
was,
if
anyone
had
a
degree
or
credential
to
take
over
her
spot,
because
she's
apparently
doing
a
bad
job,
so
I
want
to
know
if
any
of
the
teachers
or
whoever
is
going
against
her
had
any
degree
to
step
up.
T
My
second
thing
now
is:
you
saw
the
sentiment
from
the
parents
from
the
last
time
and
you
yourself,
Mr
Laura,
said
that
you
all
couldn't
answer
our
questions.
So
where
can
those
answers
come
from?
What
is
the
why
the
answer
to
the,
why
she's
being
let
go
or
she's
to
me,
she's,
a
pillar
in
the
community
of
Long,
Tree,
Elementary
and
she's
there
to
help
the
kids
not
to
hinder
them.
So
if
she's
hindering
them,
what
is
she
doing
to
hinder
them?
We
need
to
know
his
parents.
T
Our
answers
are
not
being
shown
to
us.
I,
don't
I,
don't
see
a
Blog
I,
don't
see
anything
on
the
district's
website
page
to
get
an
answer.
What's
the
problem
again,
y'all
did
it
to
miss
Bell
now
I'm
like
here,
we
are
again
with
Miss
Berry
something's,
not
right,
so
my
my
question
again
is:
where
can
we
get
our
answers
as
parents
of
our
kids
being
at
Lone
Tree
elementary,
the?
Why
she's
being
ousted
out?
Thank
you
for
your
time.
A
Thank
you
for
that.
The
next
is
Mike
Dupre.
U
U
I
am
here
tonight
to
specifically
support
Deer
Valley
vice
president
vice
principal
Peter
Crutchfield,
an
administrator
who
has
been
with
the
district
for
more
than
16
years
to
approve
this
recommendation
would
be
a
serious
disservice
and
a
grave
Injustice
to
the
school
teachers
and
students.
The
district
has
a
history
of
not
retaining
black
administrators.
We
ask
that
you
halt
this
trend.
A
Thank
you.
So
the
next
person
is
B
Johnson.
V
Good
evening
board,
my
name
is
B
Johnson,
my
mother,
also
here
at
Antioch,
School,
District
and
I'm
also
an
advocator,
but
unfortunately
I
work.
So
many
hours,
I'm,
not
always
here
to
you,
know
to
participate
in
the
meetings
as
a
lot
of
the
families
I
work
with
with
our
marginalized
communities,
such
as
the
Foster
Youth
and
homeless,
and
are
able
to
make
it
here
so
I'm
asking.
V
If
you
guys
can
turn
on
the
comment
section,
so
they
can
see
virtually
and
make
their
comments
like
I'm
when
I'm,
not
here,
you
guys
had
it
in
the
past.
I
was
able
to
put
over
on
the
side
of
the
road
and
make
comments,
because
I'm
not
able
to
be
here
in
the
flesh
because
of
my
job.
Don't
allow
me
because
I
work
in
child
welfare,
so
if
you
guys
can
turn
that
on
and
I'm
pretty
sure
the
people
that's
not
here
today
can
participate
as
well
as
other
families.
V
O
So
this
is
Travis
Williams.
He
is
a
student
at
Long,
Street
Elementary,
and
he
wants
to
share
with
you
guys
an
incident
that
happened
with
him
and
his
vice
principal
this
past
Tuesday.
E
L
Thank
you,
Mr
Lewis
and
trustee
I
was
here
the
last
meeting
I'm
here
today,
because
I'm
saddened
to
hear
that
Miss
Barry
will
not
be
back
next
year
and
I
thought
that
we
were
going
to
sit
down
with
our
parents,
wanted
to
get
involved
with
the
teachers
to
sit
with
them,
sit
with
her
and
see
how
we
can
mend
this
to
see.
What's
going
on
how
we
can
fix
whatever
is
going
on,
but
it
didn't
happen.
We
did
have
a
meeting
with
Miss
Lewis
and
she
we
gave
her
questions
that
we
had.
L
L
She
I
I,
don't
know
her
well,
but
I
know
of
her
and
I
know
when
I'm
at
the
school
I
see
what
she
does
so
I
feel
that
something
big
is
being
taken
away
from
us
and
now
we're
stuck-
and
it's
really
sad
I
mean
we're
really
sad
about
it
and
I
know
right
now
you
guys
decisions
already
made
so
I
I
thought
we
were
going
to
make
a
decision
talk,
you
guys
were
going
to
talk
with
us
and
we
would
try
to
fix
it.
So
whoever
you
guys
have
come
back
come
to
that
school.
L
O
Hello,
everyone
and
I
want
to
thank
vice
president.
She
was
the
only
one
who
responded
to
my
68
emails
to
the
board
and
the
students
I
am
here
today
for
the
second
time
in
support
of
Miss
Barry
I'm,
going
to
speak
really
quickly
because
I
have
a
short
amount
of
time.
The
district
has
failed,
the
Long,
Street
parents
and
Community
badly.
The
district
never
addressed
our
concerns
of
the
concerned.
Parents
rumors
have
took
off,
and
still
today
no
one
is
making
our
children
or
the
parents
a
priority.
O
O
W
Good
evening
board,
I'm
Jasmine
I
have
a
child
who
attends
Long
Tree
I'm
here
on
the
behalf
of
Miss
Berry,
just
wanted
to
say,
I'm
sad
to
see
her
go.
My
daughter
was
under
her
leadership
and
that's
the
reason
why
I
sent
my
son
to
the
school
where
she
is
now
and
I'm
just
devastated
and
sad
to
see
her
go
and
I
wish
you
would.
We
all
could
have
came
up
with
an
agreement
to
keep
her
there.
K
K
K
To
all
of
the
women
that
are
leading
to
all
of
our
administrators,
our
board
trustees,
all
of
the
women
that
are
serving
this
school
district
to
all
our
teachers
and
our
administrators
that
are
women.
You
are
doing
the
doggone
thing,
I'm,
not
going
to
speak
much
about
Crystal
Berry,
because
I
know.
My
heart
is
heavy
learning,
some
of
the
things
that
I'm
hearing
tonight,
but
we
have
to
do
better.
K
K
K
We
also
have
the
Africa
African-American
parent
advisory
committee
meeting
that
is
also
coming
up
and
that
is
on
May
18th
and
that
will
be
held
virtually
for
all
those
parents
that
are
not
able
to
participate
in
person.
We
have
moved
all
of
our
meetings
to
a
virtual
platform
so
that
everyone
has
an
opportunity
to
participate
special
shout
out
to
all
of
those
that
participated
in
the
PTA,
126th
Founders,
Day
celebration.
K
126
years
three
women
as
we
celebrate
International
Day
of
the
woman,
made
a
choice.
There
were
two
white
women
and
one
African-American
woman
who
came
together
despite
differences,
despite
all
of
the
things
that
were
plagued
against
them,
and
they
came
together
to
build
such
an
amazing
organization
like
the
PTA.
K
So
thank
you
for
showing
up
also
thank
you
to
Antioch
police
office
Association
and
also
Nami
for
sponsoring
several
of
our
children
to
a
team
to
attend
steam
Fest
where
children
were
engaged
in
science,
technology,
engineering,
arts
and
math,
hosted
by
none
other
than
the
Golden
State
Warriors.
And
yours
truly
saying
the
national
anthem
have
a
good
one.
A
Thank
you.
So
we
had
one
speaker
called
pulled,
and
so
we
will
move
to
item
7B
and
this
is
from
Jamie
Rambo
rumbaugh.
X
Good
evening
board
members
I'm
here
on
behalf
of
CSEA
Chapter
85.,
our
president,
couldn't
make
it
so
he
sent
me
the
vice
president
and
just
to
say
thank
you
for
approving
our
contract
and
our
free
raise
last
time,
and
that's
about
it.
That's
all
you
want
me
to
say
so.
Okay,
thank
you
from
everybody
in
CSEA
in
chapter
85.,
all
members,
foreign.
A
That
concludes
the
speaker
cards
for
that
item.
I
will
move
on
to
the
next
item.
District
reports
number
eight.
There's
none
number
nine
hearings.
There
are
none
10
public
presentations,
there
are
none
and
then
number
11
consent
items.
A
So
are
there
any
items
that
anybody
wanted
to
pull.
N
All
right,
so
one
of
the
things
for
11
I
I've,
already
one
of
the
things
I
request
is
for
when
folks
are
leaving
our
district
either
retiring
resigning
whatever
it
is
that
we
provide
the
board
is
provided
information,
demographic
information,
their
ethnicity,
their
gender,
so
we
can
know
who's
staying
in
our
district
who's
leaving.
N
We
also
talked
about
a
exit
survey
for
people
who
are
leaving
our
district
to
understand
more
about
why
they're
choosing
to
leave
or
not
choosing
to
leave
while
they're
made
to
leave-
and
it
kind
of
goes
to
the
point
that
some
of
the
parents
are
making
about
in
the
NAACP
about
African-American
staff,
not
filling
supported,
and
so
we
want
to
know
more
and
understand
more
about
how
everyone
in
the
district
is
feeling
when
they're
leaving,
but
in
particular
starting
to
look
at
more
specific
demographic
information,
so
that
we
can
be
proactive
and
actually
respond
in
the
way
that's
best
for
so
that
people
don't
feel
like
they
need
to
leave,
but
sometimes
in
deep
in
cultures.
N
You
don't
always
know
what's
happening
like
the
real
real.
So
that's
what
we're
looking
for!
So
that's
11i!
That's
just
a
comment
more
than
anything
for
the
job
description
for
11l
I
see
that
it's
already
posted
am
I
incorrect
on
edjoin.
It
says
we're
taking
the
action
item
on
it,
but
I
think
it's
already
posted.
N
I
didn't
see
that
thank
you
and
for
the
11
in
which
is
addendum
to
service
agreement
for
wellness
together.
How
is
what
are
the
the?
What
are
the
like?
The
counseling
services
that
they're
providing
I'm
still
not
clear.
Y
Y
A
different
level
of
of
service
Yeah
by
a
different
credential
holding
a
different
credential.
It's
not
it
can't
be
covered
with
folks
counselors
with
PPS
got.
G
A
The
motion
carries
all
right,
so
item
12
action
items,
so
12
8,
a
2223
second
interim
report
and
I
believe
that's
a
presentation.
Yeah.
F
I'm
going
to
stand
here
just
because
it's
awkward
to
sit
down
there
and
try
to
follow
along
with
my
PowerPoint
so
good
evening.
Tonight
we
are
going
to
go
through
the
2022-23
second
interim,
so
just
so,
you
know
just
for
put
it
in
perspective.
The
second
interim
is
a
budget
update
for
the
current
year.
It
includes
the
multi-year
and
it
updates
the
board,
the
community,
the
county
office
and
the
state
on
our
financial
condition
from
July
1st
through
January
31st.
F
So
that's,
that's
the
the
purpose
of
the
of
the
second
interim
we're
going
to
go
right
into
the
general
fund,
which
consists
of
the
unrestricted
and
restricted
budget,
and
this
is
the
largest
budget
of
our
of
a
school
district.
It's
considered
fundo
one
and
it's.
It
is
combined
of
unrestricted
and
restricted
dollars.
F
So,
looking
at
the
combined
budget
for
when
we
adopted
the
budget,
which
is
the
left
column
back
in
here,
this
is
what
we
were
when
we
adopted
the
budget.
We
came
to
you
at
the
end
of
December
with
the
first
interim,
so
we
do
two
Financial
updates
throughout
the
year,
one
in
December
and
one
this
evening,
and
then
we
combine
and
then
we
update
our
budget
and
now
this
is
what
we
consider
the
secondarum.
F
So
if
we
look
at
our
budget
and
we
look
at
the
top
rows-
we
can
see
these
are
our
revenues,
and
these
are
the
revenues
that
the
district,
the
categories
in
which
the
district
prepares
the
revenues
and
you
can
see
from
first
interim
to
secondarum
here-
are
the
changes
and
I'm,
sorry
that
it's
pretty
small
but
the
overall
change
for
the
revenue
was
a
negative
242
000..
So
what
that
means
is
that
we
reduced
our
overall
Revenue
by
242
000
and
in
the
next
slide,
I'll
kind
of
go
by
category
again.
F
If
we
look
at
the
expenditures,
here's
the
categories
in
which
we
record
our
expenditures-
you
can
see
that
our
expenditures
went
up
quite
quite
a
bit
and
you'll
see
that
it's
primarily
due
to
our
negotiated
settlements
that
we
have
with
our
employees.
So
when
we
adopted
the
budget,
we
didn't
have
any
negotiated
settlements
included
in
there
and
then
now
we
we
did
our
Tas
with
all
of
our
employee
groups.
Now
we
update
the
budget
accordingly,
and
so
you
can
see
the
increases
for
the
salary
and
benefits.
We
had
not
much
change
to
supplies.
F
F
F
So
this
is
the
pretty
much
the
same
same
slide
as
the
previous.
The
top
chart
just
is
a
summary,
so
just
overall
here's
where
our
revenues
were.
This
is
where
we
project
them
to
be
now
same
with
our
expenditures,
and
so
there's
there's
the
changes
in
the
revenue
expenditures.
This
is
just
a
summary
of
what
I
just
went
over
on
which
category
and
how
much
each
of
them
changed.
F
So
the
the
general
fund,
we
just
went
through
the
combined,
restricted
and
unrestricted.
This
just
breaks
it
out,
so
you
can
see
the
whoops.
Sorry,
the
restricted
dollars
versus
the
unrestricted
and
the
restricted
dollars
are
things
that
come
in
like
Title
One
and
some
of
the
one-time
money
that
are
restricted
for
specific
purposes.
The
primary
funding
source
for
the
unrestricted
dollars
is
our
lcff
dollars,
which
is
based
on
the
Ada.
F
So
this
just
shows
you
the
unrestricted
and
restricted
the
bottom
part.
Here
is
what
we
call
the
components
of
the
ending
fund
balance,
so
we're
projecting
the
ending
fund
balance
and
we're
telling
you
exactly
how
how
if
it's
unrestricted
or
restricted.
So
you
can
see
in
the
middle
column,
that's
the
restricted
dollars.
F
F
So
the
combined
under
ending
fund
balance
is
right
here,
so
you
can
see
the
breakdown.
F
We
talked
about
the
variations
to
what
we
put
into
the
second
interim
and
what
the
increases
were.
This
China
gives
you
just
a
description
of
what
we
did
with
our
employee
groups
and
the
what
caused
the
budgets
to
increase
we're
going
into
some
of
the
one-time
funding.
So
in
the
budget.
Originally,
at
the
first
interim,
we
had
an
art,
music,
instructional
block,
grant
that
came
to
us
this
year
and
as
part
of
the
budget
proposal
for
next
year.
The
governor
is
proposing
to
take
some
of
that
one-time
money
and
pull
back
on
it.
F
F
This
is
the
art
music
block,
grant
the
the
allocation.
The
initial
allocation
was
about
9
million,
and
we
we
actually
received
some
cash.
So
we
took,
we
took
the
cash
of
4.5
million
and
then
we
reduced
the
amount
so
that
we,
if
we
get
it,
we'll
get
it
we'll
put
it
back
in
the
budget
next
year.
But
as
of
now,
it's
proposed
to
be
taken
away.
The
money
that
we
have
left
from
this
could
be
spent
and
it's
available
through
25
26..
F
So
now
we're
moving
into
the
multi-year.
So
we've
talked
about
what
we're,
what
we're
doing
for
for
the
current
year
and
the
adjustments
that
we
made
now.
These
are
the
assumptions
that
we're
using
for
the
next
two
years.
So
if
we
look
at
this
is
what
we
just
went
through.
So
this
is
our
lcff
for
the
current
year,
and
these
are
the
assumptions
that
we
use.
It's
our
Cola,
our
enrollment,
our
Ada.
Those
are
all
the
things
that
we
use
to
to
calculate
our
Revenue.
F
If
we
look
over
into
the
middle
column,
we're
looking
at
what
we're
basing
are
lcff
on
a
8.13
cola,
we're
looking
at
our
duplicated
counts,
we're
looking
at
our
percentages
and
that
all
all
that
goes
into
calculating
the
revenue
so
for
from
22
23
to
23
24,
we've
increased
our
lcff
Revenue
by
about
9
million
and
that's
based
on
the
8.13
cola.
It
does
include
a
decrease
in
Ada,
so
we
are
still
projecting
a
decrease
in
enrollment,
which
then
it
decreases
the
Ada.
F
Theoretically,
so
we
are
decreasing,
although
this
year
our
enrollment
did
increase
so
that
those
adjustments
will
be
made
as
as
we
start
the
school
year
and
we
get
the
enrollment
numbers
we'll
adjust
as
we
go
on
when
we
go
from
23
24
into
the
24-25
year.
Again.
Here's
the
cola
that
we're
using
at
3.54
we
are
again
trending
down
as
far
as
Ada
and
enrollment.
F
One
of
the
one
of
the
expenditures
or
a
good,
a
large
expenditure
is
our
stirs
and
purrs,
and
so
over
the
years
we've
been
dealing
with
sirs
and
purrs
increases.
So
originally
we
did
not
expect
the
pers
amounts
to
increase
and
we
just
got
updated
numbers
and
they
are
going
to
increase
so
here's.
F
There
was
many
years
that
there
wasn't
very
much
of
an
increase
in
these,
and-
and
this
is
important
to
to
watch
because
we've
had
to
take
all
of
the
we've-
had
to
look
at
the
increases
because
we
are,
we
are
incurring
these
increases,
no
matter
what
so
we
have
the
employees,
we
have
the
step
and
column
and
because
the
stirs
and
purrs
increases
were
happening.
That
was
taken
away
from
our
new
Revenue
so
for
stirs.
We're
expecting
no
increases
in
the
out
years
at
this
time,
but
we
are
still
expecting
increases
in
pers.
F
So
when
we
take
all
the
assumptions
we
look
at
the
colas
for
the
out
years,
we
look
at
our
Ada.
We
look
at
the
one-time
money
that
we're
spending
this
year
and
we
won't
have
in
the
future
years
which
we
apply
it
to
the
out
years
and
we
look
at
our
revenue
and
expenditures
and
we
make
sure
that
we
have
our
economic
uncertainty
and
that
we
have
what
our
ending
fund
balance
looks
like.
F
And
this
is
the
what
we
talked
about
earlier:
the
the
components
of
ending
fund
balance
for
our
multi-year.
So
we
have
our
any
fund
balance
and
if
you
look,
you
can
see
in
the
out
years
that
we
have,
we
would
have
spent
most
of
our
one-time
money.
So
we
have
a
little
bit
left
in
2324
that
we're
going
to
spend
here.
F
We
have
some
funding
that
we
have
not
yet
put
in
the
budget
and
you'll
see
for
the
next
presentation,
we'll
go
over
our
home
to
school
transportation
plan.
But
in
the
current
budget
we
are
getting
some
additional
money
for
our
home
to
school
transportation.
So
that's
strictly
for
buses
to
purchase
new
buses
to
improve
our
transportation.
F
F
Another
pending
additional
funding,
which
is
one
time,
is
Early
Education
teacher
development
Grant.
So
it's
more
of
a
planning
Grant
and
it's
over
three
years,
and
it's
about
185
000
that
we'll
be
adding
to
the
budget
as
well.
But
once
we
put
this
in
we'll
also
we'll
also
budget
expenditures
to
go
along
with
this
planning
Grant
and
another
one
is
a
California
Community,
Schools
partnership
program
planning,
grant
that
we
were
awarded
and
it's
a
planning
Grant
of
about
a
hundred
and
sixty
thousand
dollars,
so
we'll
be
adding
that
to
the
budget,
along
with
the
expenditures.
F
So
our
deliverables,
one
of
the
primary
outcomes
of
this,
is
to
have
a
certification
and
we're
a
positive
certification.
That
means
we're
able
to
meet
our
financial
obligations
the
current
year
and
two
years
after
out.
F
R
F
Audit,
but
we
will
be
now
we're
working
on
the
budget
and
we'll
be
bringing
the
budget
to
you.
I
just
want
to
say
that
I
want
to
thank
Mia
and
her
staff
for
working
really
hard
on
getting
the
daily
budget
information
and
working
really
hard
on
with
all
the
departments
on
getting
updates,
because
the
budget
changes
often.
H
A
We
we
live
in
our
worlds
and
we
speak
in
acronym,
so
lcff
is
local
control,
funding
formula,
which
is
a
a
formula
that
school
districts
how
how
we
receive
our
money?
Yes,
Ada,
as
was
mentioned,
is
the
average
daily
attendance
and
that's
sort
of
a
calculation
of
the
number
of
and
there's
a
hour
per
day
yeah
when
students
in
seats
yeah.
So
that's
you
know
when
students
have
attendance,
Cola
cost
of
living
allowance.
You
guys
may
be
familiar
with
that.
One
and
I
think
there
was
one
more
stirs.
F
A
Teachers-
yes,
okay,
so
I
wanted
to
sort
of
level
there,
but
are
there
any
questions?
Thank
great
presentation.
Thank
you.
Thank
you,
as
always,
and
for
keeping
us
fiscally
solvent
yeah
any
comments
or
questions
from
the
board.
C
Yeah
I'll
go
ahead
and
start
us
off.
Can
you
walk
us
through
how
it
is
that
we
project
the
cola
for
subsequent
years.
F
I,
the
cola
comes
down
from
well,
it's
a
it's
a
calculated
number.
The
cola
is,
and
we
use
School
Services,
which
is
an
agency
that
advocates
for
schools
and
it
works
with
the
state
on,
and
the
governors
and
the
Lao
on
on
projecting
the
out
years,
and
that's,
we
use
the
dart
board
so
as
a
as
a
CBO
and
many
cbo's
use
what
we
call
the
dartboard,
because
that's
sort
of
a
published
document
for
every
interim
and
they
provide
us
with
the
with
all
the
assumptions
and
the
coal
is
one
of
them.
F
F
So
it
doesn't,
it
doesn't
include
any
negotiated
potential
negotiated
settlements.
It
does
include
like
the
step
and
column
and
the
things
that
what
I
call
to
turn
the
page
like
increases
for
CPI
for,
like
utilities,
but
no
no
negotiated
settlements.
It
only
just
current
got.
C
It
and
then
the
last
question
for
money
that
we
have
as
one-time
money.
That's
what
is
actually
happening
with
that
like
is
it
just
sitting
in
an
account
or
what
is
it
that?
How
does
that
money
exist?.
F
Yeah,
so
it
we,
we
don't
have
it
all
sitting
in
account
because
the
state
hasn't
paid
us
all
on
it.
So,
for
example,
for
the
art
music
block
grant,
they
did
give
us
some
cash
so
that
money
is
sitting
in
our
we.
We
have
several
resources
on
how
we
allocate
or
how
we
track
the
money.
So
the
state
designates
how
we
track
it,
so
the
funding
source.
F
So
it
does
go
into
our
account
with
the
treasurer
that's
where
our
cash
estate
is
placed,
and
then
the
state
gives
us
apportionments,
sometimes
it's
monthly
quarterly
annually.
So
it
depends
on.
It
depends
on
which
pot
of
money
it
is
got.
A
Grants
that's
that
expires.
2027
was
I,
write,
an
understanding
that
we're
hiring
staff
with
grant
funding.
Yes,.
F
F
Some
of
the
the
most
of
the
positions
that
are
being
funded
are
extra
sections
that
we,
that
was
in
the
plan
that
was
approved
like
a
year
ago
for
for
like
secondary.
We
have
extra
sections
that
we're
giving
and
we
have
extra
prep
or
intervention.
I
should
say
intervention
for
elementary.
So
it's
it's
sort
of
additional.
It's
not
it's,
not
our
our
our
allocation
for
the
year
for
Staffing,
so
to
speak.
Okay,
yeah.
A
Okay,
there
are
no
other
questions
or
comments.
Thank
you.
H
A
Motion
is
moved
and
properly
second
by
Dr,
Lathan,
and
so
all
in
favor,
aye
aye
aye
all
opposed
any
abstention.
The
motion
carries
five
zero.
A
So
next
is
12b.
2023
24
transportation
service
plan.
Z
Z
So
this
plan
will
describe
the
services
being
offered
to
our
students
in
order
to
receive
the
state
funding
that
was
outlined
by
Liz
earlier,
and
so
it's
based
on
the
Ed
code,
so
I
kind
of
want
to
educate
everybody
a
little
bit
on
what
this
funding
is
and
what
the
Ed
codes
are.
So
the
education
code
39800.1,
is
a
condition.
Z
That's
received
that
a
condition
of
receiving
appointment
or
apportionments
under
section
4-1
Ed
code,
section
41850.1,
which
is
Transportation
allowance
for
each
School
District,
that
provides
people,
transportation,
services,
and
so
our
our
job
tonight
is
to
develop
or
our
job
was
to
develop
a
plan
describing
transportation
services
that
it
will
be
offered
to
pupils
and
in
this
Ed
code,
39800
talks
about
several
things
that
we
have
to
do
so.
Z
For
example,
we
have
to
have
a
description
of
the
local
education
agencies,
transportation
services
that
would
be
accessible
to
pupils
with
disabilities
and
homeless,
Children
and
Youth,
and
two
we'd
have
to
have
a
description
of
how
unduplicated
pupils,
which
are
our
English
Learners,
free
and
reduced
lunch
students,
as
well
as
our
foster
youth,
how
they
will
be
able
to
have
access
to
Transportation
at
no
cost
and
so
to
kind
of
also
continue
with
this.
The
plan
has
to
be
presented
and
adopted
by
the
school's
governing
board
before
April
1st.
Z
Okay,
so
the
plan
has
to
also
include
local
Partnerships,
such
as
transit
systems,
and
so
the
middle
schools
and
high
schools
can
utilize
these
services
within
the
plan
they've,
given
us
that
that
direction
that
we
can
use
so
just
to
kind
of
describe
what
our
transportation
services
are.
Currently,
we
have,
of
course,
in
Antioch
over
16
000
students
that
we
serve
here
in
Antioch
25
schools,
approximately
elementary
middle
high
schools
as
well
as
Education
Centers,
and
then
currently
the
transportation
department.
Z
We
have
about
37
school
routes
that
were
servicing
a
little
over
500
special
needs
students,
and
these
are
students
from
pre-k
all
the
way
through
12th
grade,
as
well
as
some
adult
programs
and
the
within
our
department.
We
go
to
boundaries
such
as
Fairfield,
Vallejo,
Lafayette,
Concord
I
mean
just
all
over
Brentwood
Pittsburgh
and
so
Within
These
services
that
we
offer
in
the,
for
example,
the
in
2021
and
2022
we've
actually
traveled
391
thousand
30
miles.
Z
So
just
to
put
that
in
perspective,
we
actually
could
have
went
to
the
moon
and
about
halfway
back.
So
we've
transported
our
students
about
that
far
so
I
think
that's
pretty
cool
and,
in
a
very
you
know,
a
lot
of
kudos
for
the
transportation
department
and
my
and
my
staff.
So
so
in
2023
and
2024,
our
district
will
offer
homeschool
Transportation
like
we
currently
are
to
our
students
with
IEPs
and
as
well
as
students
who
are
homeless
pre-k
through
12th
grade,
as
well
as
the
adult
programs
that
we
currently
offer.
Z
But
we
also
will
need
to
in
order
to
satisfy
the
requirements.
We
will
need
to
look
at
how
we
can
service
students
from
pre-k
through
12
through
sixth
grade
who
are
low
income,
Foster
Youth
and
students
who
are
English
Learners.
So
all
these
ones
will
receive
Transportation
based
on
board
policies
that
will
need
to
definitely
work
through
and
then
students,
of
course,
7
through
12,
as
we
talked
about,
will
receive
Transportation
at
no
cost.
Z
But
these
this
will
also
be
passed
through
board
policies
in
regards
to
how
they
will
receive
the
the
transportation
services
again,
generally
speaking,
probably
through
local
transit
systems
and
things
of
that
nature
and
things
that
we'll
need
to
talk
about
as
well
and
get
down
within
the
board.
Policies
are
students
that
live
within
the
school
attend
School
of
attendance
boundaries
that
don't
fall
within
the
non-service
zones
of
the
school
of
the
district's
board,
approved
policies.
Z
So
it's
kind
of
the
presentation
for
this
evening
in
regards
to
our
transportation
plan,
we're
also
working
with
the
local
Air
districts
and
other
municipalities
to
see
how
we
can
accomplish
this
task.
G
G
The
new
law
that
the
governor
has
now
said
that
everyone
is
supposed
to
do
bussing.
Yes,.
Z
G
E
Z
G
N
So
I
appreciate
the
thank
you
for
sharing
I
appreciate
the
ability
to
provide
transportation
services
for
students,
San,
Francisco,
Unified
and
the
city
worked
together
for
many
years,
and
it
has
been
a
huge
success
in
terms
of
ensuring
students
are
at
school
on
time.
You'd,
be
surprised
how
many
kids
don't
have
the
ability,
the
you
know,
their
families
don't
have
the
financial
means
to
send
them
on
the
bus
on
public
transportation.
N
N
Just
just
thinking
about
like
how
do
we
engage
parents
in
this
like
what
is
the
best
way
to
get
the
word
out?
It's
going
to
I'd.
Imagine
really
provide
a
lot
of
relief
of
financial
relief
for
some
parents.
H
A
Z
N
You
may
have
already
answered
this
question
or
shared,
so
forgive
me
if
you've
already
shared
this.
Have
you
been
working
with
the
Local
transportation
agencies
on
this
yeah?
Yes,.
Z
N
A
N
Z
C
Just
clarifying
so
when
we
say
here
in
this
plan
that
we're
going
to
provide
you
know
no
cost
boarding
passes
based
on
board
policy
as
of
right.
Now
we
don't
have
that
policy
or
do
we
have
that
policy
already.
Z
Currently,
I
don't
believe
we
have
that
policy,
but
there
are
schools
currently
offering
boarding
passes
when
I
did
call
the
local
Transit.
They
said
that
there
are
schools
that
are
offering
that,
but
yeah
and.
F
I
believe
we
do
offer
bus
passes
to
homeless
and
Foster
already
got.
C
It
yeah
I,
I,
guess
I
just
want
to
clarify
requirement:
yeah,
yes,
yeah
because
it'd
be
great
to
to
yeah,
then
for
us
to
craft
that
policy.
C
C
You
know,
is
it
within
the
scope
potentially
for
us
to
offer
this
to
all
of
our
students
if
it's
just
25
more
students
and
could
potentially
you
know,
create
a
stronger
partnership
with
public
transit
which
relies
on
increased
ridership
to
be
able
to
provide
benefits
to
our
larger
Community
as
a
whole
that
doesn't
include
our
students
but
also
includes
families
and
can
create
more
robust
routes.
C
So
we
may
be
creating
additional
incentives
and
now
an
opportunity
potentially
to
partner
with
the
city,
who
has
a
strong
vested
interest
in
having
a
strong
Regional
public
transit
system.
So
I
think
it'd
be
really
great.
You
know
for
us
to
kind
of
take
a
look
at
that
policy.
Crafted
do
some
cost
analysis
and
we
may
have
a
really
great
opportunity
here.
N
Yeah
and
and
one
more
thing
for
me
also
just
thinking
about
the
putting
removing
any
barrier
we
can
I
know
that
sometimes
organizations
might
have
like
a
long
application
process
like
if
we
know
the
student
goes
to
our
schools
just
give
them
the
pass.
You
know
I
feel
like
let's
just
she'll,
just
think
about
easier
ways
to
make
sure
there
are
no
barriers
for
our
kids
and
I
know
you
don't
control
all
this,
because
you're,
probably
looking
at
me
like
that,
it.
S
G
You
so
much:
oh
yes,
it
used
to
be
that
that's
all
we
did
was
we
had
buses.
We
did
busting
everybody
everywhere,
but
that
means
we're
going
to
have
more
individuals,
bus
drivers
and
they're
hard
to
find
because
our
requirements
are
really
strict,
they're,
even
better
than
tried.
Delta.
Yes,
I
know
yes
and
they're.
Really
careful
I
was
on
one
of
the
buses
and
the
lady
was
very
concerned
because
one
of
the
students
who
is
not
behaving
correctly
and
she
said
I-
could
lose
my
job
because
of
that
student.
Yes,
so
they're
very
well
trained.
G
G
A
G
E
A
Y
I
So
for
many
years
we've
been
having
some
of
our
community-based
instruction
students
helping
out
getting
some
work
experience
in
our
transportation
department,
and
this
is
actually
partnering
with
I-
want
to
make
sure
I
get
the
name
right.
Department
of
Rehabilitation.
Yes,.
X
I
I
E
N
A
Y
A
Y
This
is
a
new
eventer
and
we
have
a
few
students
within
our
special
education
program
that
have
not
been
attending
school
for
a
number
of
reasons,
and
so
what
this
organization
will
do
is
go
into
the
home
and
provide
direct
support
to
the
student
and
the
family
in
terms
of
wrap
around
so
that
they
can
coach
the
student
back
to
school
so
that
they
can
carry
on
with
their
educational
Journey.
So
we
ask
that
you
report
this
approve
this
new
service
agreement
with
dually
Corporation
Missy.
Y
Think
it's
the
level
of
care
and
the
certification
of
the
staff
that
goes
into
the
home.
These
are
students,
my
understanding
and
talking
with
a
special
education
department
with
stream
anxiety
that
they
don't
feel
comfortable
leaving
their
home
in
some
in
some
cases,
even
their
bedroom
and
so
they're.
Just
trying
to
work
with
that
student
and
family
to
provide
the
support
and
care
that
they
need
so
that
they
can
hopefully
return
to
school.
A
A
Okay
and
have
we
looked
at
partnering
with
the
county
for
those
additional
supports
and
services
as
well,
because
I
know
they
have
services
for
birth,
21
for
sure
for
under
epsdt
and
then
I
believe
21-26
for
Tay
I'm.
A
All
right,
so
we
have
this
agreement
in
front
of
us.
Are
there
any
questions?
Any
further
questions
from
the
board
I'll
entertain
a
motion.
A
A
Mm-Hmm
any
abstention.
Okay,
the
motion
carries
four
one
was
your
abstention
with
trustee
Lathan
trustee
Dr
Lathan.
Voting
against
the
motion
carries
okay
item
13.
information
for
I'm,
sorry,
items
for
information,
discussion
and
action
by
board.
The
first
is
for
trustee
Hernandez,
but
before
that
we
have
a
speaker
card.
A
Rushing
rushing
rushing
so
12
f,
Services
agreement
with
Earth
team
on
behalf
of
any
Akai.
Y
A
A
Motion
is
properly
seconded
all
in
favor.
G
A
Aye
all
opposed
any
abstention.
The
motion
carries
now
item
13.,
but
before
we
get
there,
we
have
a
speaker
card
by
from
Beatrice
Hernandez.
M
I'm
a
person
who
attended
this
school
K-12
and
I
am
someone
who
grew
up
in
this
District
as
a
closeted
student
and
I
know
firsthand
from
being
in
this
District
how
difficult
it
can
be
just
being
a
student
here,
whether
it's
from
my
own
personal
experiences
of
having
people
either
say
just
mean
things
or
all
the
way,
ranging
to
actual
slurs
thrown
out
my
face
or
overhearing
teachers
and
parents,
talking
about
other
students
or
other
people
that
they
only
suspected
had
a
certain
identity,
and
so
I
basically
just
want
to
come
up
here
to
say
that
I
do
appreciate
the
efforts
that
are
going
on
in
this
District
so
far
and
I
do
see
them.
M
You
know
I
do
as
someone
who
uses
both
she
her
and
they
them
pronouns
I
appreciate
that
we
are
doing
the
efforts
to
increase
inclusive
language
changes
in,
for
example,
the
board
policies,
that's
something
that
I
do
see
and
as
someone
who
is
affected
by
that
not
as
a
student
but
as
a
community
member
I
do
see
that
and
I
I
see
that
and
I
feel
like
I
am
represented,
and
that's
good,
but
I
want
to
encourage
you
all
to
keep
going
forward
and
to
keep
moving
and
to
keep
making
these
steps.
M
Because
and
I
say
this
based
on
the
pattern
that
I've
noticed.
So
excuse
me
for
the
assumptions
that
I
make
on
the
way
that
this
board
operates.
But
I
do
want
to
encourage
you
all
to
note
that
you
know
just
because
you
don't
hear
people
saying
that
you
know
the
district
doesn't
support
our
lgbtq
plus
kids
or
Just,
because
you
don't
hear
students
at
this
meeting
or
teachers
or
whoever
saying
that
oh
I,
don't
feel
supported
in
this
regard
doesn't
mean
that
it's
not
happening.
M
It
can
mean
that
people
don't
feel
you
know
like
they
can
stand.
Stand
up
here
and
say
anything
I
stand
up
here
and
it's
very
scary
to
be
up
here,
because
I
still
hold
a
lot
of
that
weight
that
the
district
left
behind
on
me,
because,
even
though
I
know
that
there
are
a
lot
of
good
things
that
it
provided
to
me,
there
are
a
lot
of
traumas,
also
associated
with
it.
M
That
I
can't
separate,
in
my
mind
and
I'm
sure
that
that
is
true
for
so
many
people
that
are
either
actively
students
in
the
school
or
who
teach
in
the
school
or
who
are
just
participating
in
it
or
have
participated
in
it
in
one
way
or
another.
And
so
I
really
just
want
to
encourage
you
all
to
provide
that
care
for
people
and
to
see
our
lgbtq
plus
community
members
staff
students,
everyone
as
people
who
deserve
care
and
who
deserve
your
respect
and
who
deserve
something
being
done
for
them.
M
I'm,
really
hoping
for
some
action
from
this
item.
Not
just
discussion
not
just
discussing
what
we're
currently
doing,
because
I
think
that,
while
that
is
amazing
to
highlight
I
do
know
that
there
is
definitely
more.
That
can
be
done
and
even
if
we
aren't
aware
of
those
possibilities,
yet
I
do
want
to
put
it
out
there,
that
we
should
be
looking
for
those
possibilities
and
I
think
it's
your
job
to
find
out
what
those
are
for
our
students
and
to
find
out.
M
You
know,
if
we're
doing
all
that
we
know
that
we
possibly
can
right
now.
What
is
that
more
because
until
I
don't
think
we'll
ever
reach
a
point
where
our
kids
are
100
at
the
max
state
that
they
can
ever
reach
and
I,
don't
think
we
should
ever
designate
that
we
should
be
at
the
best
state
that
we
should
ever
be.
We
should
always
constantly
be
striving
to
be
better.
M
C
Yeah
so
I
think
we
hear
the
rhetoric
a
lot
when
it
comes
to
items
related
to
racism
that
it's
not
enough
to
be
not
racist,
but
you
have
to
be
anti-racist
and
something
we
don't
hear
the
rhetoric
enough.
C
A
lot
that
it's
not
enough
to
you
know,
stand
idly
by
and
you
know
say
that
we're
in
support
of
LGBT
plus
students,
but
to
actively
be
anti-homophobic
and
find
ways
to
continue
to
see
what
we're
missing
the
mark
and
kind
of
dig
and
root
through
and
figure
out
where
we
can
continue
to
improve.
So
two
of
the
things
that
I
think
we
should
move
forward
on
is
one
the
California
equality.
C
Institute
has
the
safe
and
supportive
schools
report
card,
where
we
self-report
some
of
the
things
that
that
we're
doing
some
of
these
different
metrics
and
it
kind
of
keeps
us
accountable.
Moving
forward.
There's
plenty
of
districts
nearby
us
that
are
also
doing
this,
such
as
Pittsburgh,
Unified
and
then
I.
Think
it'd
be
great
to
start
to
build
out
some
of
more
of
our
governance
structures
and
have
a
committee
that
looks
at
lgbtq
issues.
So
we
can
figure
out
what
exactly
more
we
can
be
doing,
because
we
have.
C
We
have
staff,
we
have
students
that
identify
as
part
of
this
community.
We
have
people
that
don't
identify
as
part
of
this
community
and
I
think
at
times
those
don't
overlap
in
terms
of
who
are
the
stakeholders
making
those
decisions,
and
we've
got
to
make
sure
that
people
that
come
from
this
community
are
getting
these
needs
met.
So
I
think
these
would
be
great
ways
to
to
move
forward
and
continue
to
find
ways
for
us
to
improve
as
a
district.
C
Yeah
I
mean
I'd
love
for
us
to
come
in
as
a
board
to
direct
staff
to
submit
the
safe
and
supportive
schools
report
card
survey
for
this
upcoming
year
and
then
to
also
direct
staff
to
move
forward
on
creating
a
committee
that
includes
board
members
that
includes
community
members
and
I'm
happy
to
take
on
that
role
in
helping
form
that
or
whatever
the
board
kind
of
sees
best
on
on
putting
that
together.
But
as
long
as
we're
kind
of
moving
forward
on
those
two
things.
It's
the
real
main
thing.
G
Mr
chair,
yes,
I,
think
it's
a
very
good
idea.
I,
like
what
you're,
saying
and
I
think
we
need
to
explore
it,
but
I
also
know
that
we're
the
policy
makers
and
we
need
to
instruct
our
superintendent
as
to
how
she
might
follow
that
up.
So
I'm,
not
sure.
Maybe
the
report
card
might
be
something
but
I
don't
know
about
the
committee.
I
think
the
superintendent
has
a
lot
to
do
with
what
how
to
approach
it.
You
know
yeah.
I
And
I
and
I
I've
researched
this
report
card
I
think
it
is
a
very
good
tool.
I
think
it's
going
to
provide
us
information
that
and
we
need
to
actively
seek
it
out
and
so
I
think
it's
a
great
starting
point
and
I
think
that
an
ongoing
committee
that
is
looking
at
lgbtq
policy
and
just
how
people
are
feeling
included
in
the
conversation
in
the
district
I
I
support
that
idea
and
I
think
it
goes
towards
just
our
overall.
N
I
will
support
it.
100
I
would
love
to
see
staff
like
teachers,
principals,
whoever
you
know
being
a
part
of
the
committee
students
and
I'm,
really
talking
about
supporting
lgbtq
students
and
staff
and
what
that
looks
like
so
so.
C
So
I
think
I'm
looking
now
for
both
thoughts
on
our
board
and
the
superintendent
on
whether
this
is
enough
direction
or
whether
it
would
be
more
helpful
for
us
to
craft
a
specific
policy
and
I'd
welcome.
You
know
any
board
members
that
are
interested
on
working
with
me
on
that.
So
is
there
any
thoughts
on
that
I.
I
I
H
I
I
tend
to
agree
with
you
that
I
think
if
we
can
see
what
the
report
card
survey
look
like
yes
and
what
you're
saying
the
committee
and
then
we
come
back
to
the
board
and
approve
it
and
go
from
there.
Absolutely
this
be
an
initial
step,
absolutely
yeah.
N
One
thing
I'm,
just
thinking
about
just
past
experiences
in
education
in
multiple
settings
is
we
could
be
really
excited
and
we're
like.
Yes,
we
want
to
do
this,
and
some
parents
are
triggered
some
staff
get
triggered
and
so
really
creating
a
forum
or
a
com
or
creating
space
so
that
people
can
express
their
concerns
and
or
right.
So
we
can
still
be
supportive
and
hear
what
other
folks
are
going
to
say
when
I
was
a
principal
and
we
did
a
similar
survey,
there
were
parents
who
were
like
I.
N
Don't
want
my
kid
taking
that
survey
because
they
talked
about
pronouns,
it
talks
about
gender
identity
and
they
just
did
not
want
that.
We
may
not
have
that
in
Antioch,
but
I'd.
Imagine
with
what
sixteen
thousand
students
somebody
is
going
to
say
something,
and
so
there
are
always
unintended
consequences
for
certain
actions
that
we
take
and
so
just
to
be
prepared
in
a
way
that
we're
open
to
listen
and
still
say.
This
is
our
stance
in
terms
of
supporting
the
lgbtq
students
and
staff.
Okay,.
C
C
Saying
yeah
and
it
is
available
online
and
I-
have
sent
it
out
in
an
email
before
and.
I
A
A
You
thank
you.
Thank
you
trustee
Hernandez.
So
next
is
the
ausd
city
of
Antioch
standing
committee,
and
this
is
brought
by
trustee
roach
and
I.
Do
you
want
me
to
frame
it
or
would
you
like
to
frame
it.
A
Ahead
so
just
for
public
consumption,
we
have
a
public
I'm.
Sorry,
we
have
a
school
district
and
city
City
standing
committee
where
we
meet
to
discuss
items
that
are
pertinent
for
our
school
district
as
well
as
the
city,
because,
as
we
know,
kiddos
are
born
they're
just
you
know
they
don't
disappear
in
The
Ether
once
they
graduate
high
school,
they
become
citizens,
and
so
those
citizens
then
again
have
children
and
come
back
to
the
city.
So
there's
this
continuous
relationship,
so
that
was
kind
of
the
early
thinking.
Okay.
A
Well,
how
do
we
create
opportunities
for
us
to
be
successful
throughout
our
life
cycle?
Because
again
we
are
ultimately
all
a
community.
Unfortunately,
the
last
two
years
that
we've
been
on
this
committee,
we
haven't
been
able
to
necessarily
move
anything.
So
you
know,
I
was
interested
and
you
know
trustee,
roach
and
I
were
talking
about.
How
do
we
actually
give
some
I?
Don't
want
to
say
influencer
teeth
to
the
committee
but
purpose?
You
know,
like
we've
been
meeting,
we've
been
having
conversations,
there's
some
thoughtful
ideas
and
then
it
just
Falls
flat.
A
G
If
you
haven't,
can
I
add
that
we
originally
started
because
of
the
the
traffic
the
bus,
stop
it
calming
The
Crossing
guys.
Thank
you,
the
word
the
crossing
guards,
because
at
one
time
the
city
paid
for
it
all
it.
It
ran
out
of
money,
and
so
then
the
school
district
picked
it
up.
And
now
we
were
looking
about
sharing
it
since
the
city
is
doing
so
well,
financially
that
we
would
share
in
the
share
of
the
crossing
guards.
Well,
it
started
out
with
that
conversation.
Then
we
got
into
transportation.
G
G
So
that
all
came
to
go,
but
every
time
we
came
up
with
the
idea
of
sharing
the
costs,
it
was
told
to
us
that
it
could
not
be
done
unless
the
mayor
decided
to
bring
it
up
on
to
the
council
for
approval
and
we
could
never
get
it
on
the
council
agenda,
and
so
that's
why
we
got
frustrated
and
then
on.
Second
on
that
the
transportation
person
that
was
in
charge,
the
department
all
of
a
sudden
was
eliminated
and
now
he's
working
in
Pittsburgh.
So
now
we
have
no
one
to
deal
with.
G
A
So
I
don't
know
if
there's
any
guidance
or
any
suggestion,
but
it's.
N
Yeah,
thank
you
for
sharing
both
of
you
about
the
experience
on
the
city
school
standing
committee.
N
One
of
my
suggestions
is
to
if
we
are
going
to
continue
with
this
partnership
and
committee
to
have
a
clear
purpose
on
what
it
is
an
example
of
that
is
I
know
we
just
got
our
community
schools
grant
for
about
160
000
I
know
that's
not
a
terrible
amount
of
money,
but
if,
for
example,
there
are
some
kind
of
idea
ideation
around
what
the
partnership
can
be
like
around
like
what
is
actually
a
community
school
model
for
the
district,
the
city
plays
a
big
role
in
that,
because
they
have
services
that
they
can
offer
us.
N
We
can
partner
in
many
different
ways,
I've
seen
it
happen
very
successfully.
So
it
feels
like,
if
there's
a
clear
kind
of
understanding,
that
the
both
entities
will
come
together
and
have
a
conversation
around
something
substantive,
then
that
actually
might
be
one
way
to
go.
So
if
you
all,
if
we
decide
to
continue
this
I
would
say
one
would
be
focusing
on
the
Community
Schools
model.
N
I
know
we
want
to
go
for
the
Federal
Grant
at
some
point
and
part
of
that
they
ask
who
are
your
partners
right
and
to
say
we
are
partnering
with
our
city
and
that
could
be
a
powerful
move
for
us
and
a
powerful
support
for
our
students
and
families.
So
that
is
one
way.
Emeryville
has
a
model
that
has
been
working
for
years.
They
actually
the
city
contributed
millions
of
dollars
to
build
a
library
on
the
one
of
the
campuses.
A
G
I
G
Think
under
this
I
think
you're
right
doctor,
hey
Jay,
jagdet
it
because
of
this
new
Grant
of
community
school,
that
it
would
be
very
important
to
have
that
connection
with
the
city,
and
that
might
be
something
we
need
to
look
at
and
maybe
just
the
composition
needs
to
change,
and
maybe
that
will
make
the
difference.
Yeah.
N
So
if
there's
a
person
from
the
either
either
trustee
either
one
of
you
who
are
going
to
take
the
lead,
a
lead
from
the
city,
I,
don't
mind
supporting
and
just
figuring
and
having
a
conversation
about
what
that
might
look
like,
plus
our
superintendent,
probably
Christine,
Ibarra
and
really
start
to
craft.
What
it
looks
like
it
could
be
super
powerful
and
we
just
need
a
clear
Direction
and
something
that's
a
vision
right,
because
some
of
the
smaller
things
they
might
not
pay
for.
N
C
Yeah
you,
you
just
share
some
thoughts
and
and
I
I.
Don't
know
how
the
committee
works,
but
you
know
that
I
think
we're
just
kind
of
brainstorming
kind
of
thinking.
Things
through
yeah
I
think
like
what
Dr
Jack
was
saying
is
if
we
can
find
ways
to
have
shared
goals,
because
I
think
you
know
I
don't
know
if
this
is
the
way
that
the
city
is
viewing
it,
but
I
could
see
a
conversation
about
crossing
guards
feel
little.
C
C
That
may
be
maybe
some
of
the
way
that
the
conversation
may
come
across
when
you
don't
start
off
with
a
foundation
of
a
shared
goal,
and
then
you
know
just
again:
brainstorming
other
things
that
may
be
helpful
and
I
think
both
trustee
Rocha
and
you
kind
of
both
talked
about
this
a
little
bit
in
that
right,
like
our
students,
become
citizens,
and
our
citizens
were
one
students,
and
maybe
there
is
some
data
sharing
that
can
be
going
on
to
help
both
the
city
develop
better,
more
refined
goals,
what's
going
on
with
our
students
and
where
are
they
ending
up
where
they
going?
C
What
types
of
students
do
we
have?
That
can
maybe
dictate
some
of
the
programs
that
the
city
puts
together,
especially
because
the
city
you
know,
has
their
Parks
and
Recreation
departments
where
they're
deciding
what
kind
of
programs
to
provide,
and
maybe
we
can
provide
them
with
more
robust
data
to
have
stronger
programs,
and
then
you
know
the
other
way
as
well.
What's
happening
in
the
city.
C
You
know
you
often
hear
people
complain
about
things
like
crime
and
things
like
that
and
those
people
many
times
were
students
that
we
had
and
knowing
what's
going
on
with
people
may
put
us
in
a
position
to
better
Provide
support
so
that
people
can
live
lives
where
they're
able
to
thrive
where
they
don't
have
to
make
decisions
that
involve
involvements
with
law
enforcement,
and
maybe
we
can
then
have
better
information
for
programs
that
we
put
on
when
we
see
what
kinds
of
things
the
city
is
prioritizing.
C
I
Wondering
for
Next
Step,
some
of
that
we
had
a
great
school
administrator
meeting
on
Monday
and
it
was
great
to
see
APD.
They
formed
a
community
schools
Outreach
for
positive
interactions
with
our
youth,
but
then
they
brought
the
look
like
the
whole
city
workers,
which
was
great
from
Rec
Rex,
the
recreation
department
and
other
things,
and
so
we
began
those
discussions
like
okay.
Well,
if
you're
providing
our
pools
are
going
to
be
open,
we
know
you
have
pools
that
are
open.
I
What
does
it
look
like
if
we
work
together
with
the
recreation
department,
so
I
feel
like
a
foundation,
was
kind
of
set
there
outside
of
the
committee,
and
also
we
have
the
city
manager
who
I'm
happy
to
we've,
never
had
a
conversation
about
this,
but
just
kind
of
start
that
conversation
in
order
to
bring
to
our
elected
officials
for
their
input.
Good
yep.
Are
you
comfortable
with
that?
Yes,.
A
G
Yes,
we
have
a
policy
that
talks
about
the
our
financial
donation
to
us
so
that
we
can
have
educational
conference
training
and
travel
reimbursement
and,
and
it's
a
yearly
amount
of
3
000
for
each
of
us.
G
One
of
the
things
that
I've
noticed
in
it
is
that
it
doesn't
say
that
it
has
to
be
directly
on
education
or
to
this
district
and
I
would
like
to
at
least
tighten
it
up
or
add
to
it
and
just
make
sure
that
the
when
we
go
on
these
conferences
is
directly
to
relate
to
our
district
or
it's
an
education
concerning
educational
issues.
Since
the
money's
coming
in
for
our
education
of
our
students.
That's
all
I
just
wanted.
I
G
I
Oh
yeah
did
you
like
a
partner
of
another
board
member.
G
N
Right
I
also
would
like
to
thank
you
I'm
glad
you
put
this
on
the
agenda
added
this,
because
I
think
we
need
to
increase
the
amount
three
thousand
dollars
per
board
member
thinking
about
how
we
are
to
be
educated,
about
leading
you
know,
governing
a
district.
N
We
went
to
a
conference
csba
conference
in
December,
I
can't
go
to
another
conference
and
there
are
other
things
that
we
need
to
learn.
There
are
Community,
you
know
Community
School
conferences
that
are
happening.
There
are
other
areas
that
we
need
to
educate
ourselves
on,
and
so
my
thing
is
we're
going
to
be
the
head
of
an
education
organization.
We
need
to
be
able
to
attend
these
things.
There's
other
districts,
for
example,
Monterey
a
district
in
Monterey.
N
They
have
a
flat
rate
for
the
whole
dish
for
the
whole
board,
and
then
folks
can
choose
from
that
pool
like
how
often
they
want
to
go.
Sometimes
people
are
like
we
don't
want
to
go
anywhere
this
year
and
other
folks
are
like
I
wanna
I
need
to
go
to
three
conferences,
because
I'm
on
this
particular
committee,
I
need
to
learn
more
I
want
to
go
with
the
superintendent
to
a
conference.
We
really
need
to
educate
ourselves
and
so
I'm
hopeful
that
we
could
also
increase
the
funding
amount.
N
I
would
suggest
just
a
pool
of
money
instead
of
individually
saying
you
get
three
thousand,
you
get
three
thousand,
why
don't
we
just
increase
it
and
so
that
we
can
all
decide
how
we're
going
to
use
it,
and
we
will
still
need
to
come
to
the
board
for
us
to
ex
for
how
that
to
have
that
conversation
and
approve
it.
So
we
can't
just
go
somewhere,
but
that
would
be
my
suggestion.
C
And
I
think
you
know
I'd
caution
us
to
so
narrowly
Define
education,
especially
the
definition
of
education,
has
changed
drastically
over
the
years
and
continues
to
change
drastically,
and
we
know
that
education
is
a
multifactorial
system
that
integrates
with
literally
the
lives
of
every
single
person
in
this
community,
and
you
know,
I
think
we
should
be
frank
that
you
know
this
comes
right
after
I
requested
an
additional
funding
for
my
water
policy,
Fellowship,
which
I
understand
can
at
times
perhaps
maybe
seem
like
it,
doesn't
relate
to
education,
but
it
does
access
the
water
quality
is
an
important
part
of
providing
quality
education.
C
If
you
don't
have
access
to
Quality
water,
how
are
you
going
to
go
to
school
if
you
have
to
worry
about
how
you're
going
to
take
a
shower
every
day?
How
are
you
going
to
go
to
school
and
these
experiences
that
I've
been
having
have
made
me
a
stronger
board
member,
because
programs
aren't
just
so
narrowly
defined
all
the
time,
I've
increased
my
ability
to
ask
more
refine,
more
poignant
questions
to
better
tell
important
stories
that
are
going
on
the
last
water
policy
session
I
was
at.
C
We
were
at
the
national
Chavez
Center,
where
we
got
a
tool:
tour
from
Cesar,
Chavez's
son
of
the
national
Shabba
Center,
and
taught
about
the
history
of
the
United
Farm
Workers.
We
know
that
in
this
District
we
have
a
large
Latino
population
who
come
from
a
history
of
Migrant,
Farm
Workers,
who
are
deeply
tied
to
this
and
us
having
that
context.
That
understanding
is
an
important
part
of
us
growing
as
board
members
as
people
who
are
in
the
community
and
making
changes.
Education
is
rapidly
and
we
have
to
keep
up
with
it.
N
Thank
you
for
saying
that
I
appreciate
it.
I
wrote
words
like
inter-related,
interconnected
to
education,
because
it
is
all
interrelated
we're
talking
about
working
with
the
city
right
to
partner
with
them.
We
could
say:
that's
not
an
education
function,
but
it
actually
really
is
because
it's
all
interconnected
to
the
lives
of
our
family,
so
I
think
as
we're
revising
that
policy
to
make
the
language
a
little
more
specific
in
terms
of
being
interrelated
and
interconnected,
because
if
we
still
and
I'm
gonna
I'm
saying
this
out
of
love,
I
visited
most
of
the
elementary
schools.
N
I
didn't
see
one
science
lesson
that's
about
science
and
we're
the
leaders
right,
and
so,
if,
if
our
schools
are
focusing
primarily
our
elementary
schools
on
math
and
English,
only
or
math
and
Ela,
only
that's
not
going
to
help
them
in
the
21st
Century
Learning
right,
it's
not
enough.
Just
to
read
and
and
to
calculate
you
have
to
actually
think
critically
about
the
sciences
and
about
other
areas,
and
so
I
agree
with
you
like.
We
have
to
like
start
expanding
what
we
talk
about
and
what
we
teach
in
this
District.
A
Okay,
so
we
have
next
steps
all
right.
Thank
you.
So
next
is
item
D
educational
excellence
and
Equity
audited
by
Dr
Lathan.
Yes,.
N
So
I
am
just
super
passionate
about
Equity
work
and
to
me
I
Define
equity,
as
every
student
every
child
having
what
they
need,
how
they
need
when
they
need
it
to
be
successful
and
most
people
know
I've,
you
know,
walked
schools
and
I've
learned
a
tremendous
amount.
Our
staff
is
working
hard,
our
students
are
really
trying
and
including
the
district
level
staff,
and
there
are
I've
been
thinking
about
like
how
do
we
become
a
high
performing
District?
N
And
when
you
look
at
the
outcomes
that
we
have
currently
and
over
the
years-
and
this
is
pre-pandemic
as
well-
we
haven't
had
those
gains
that
we
could
have
in
student
learning
and
so
I've
been
researching
and
I've
I'm,
actually
very
familiar
with
an
organization
and
have
worked
with
them
directly
called
the
national
Center
for
Urban
School
transformation
and
they
conduct
educational
excellence
and
Equity
audits.
N
I
have
books
here.
If
you
ever
want
to
just
kind
of
peruse
them,
but
they
they
write
books
as
well
and
what
they
do
is
they
study
schools
in
districts
Across,
the
Nation
that
have
demographics
similar
to
ours
and
I,
just
named
them.
Foster
youth,
African-American,
Latino
students
and
what
they
do
is
they've,
come
up
with
three
empowering
characteristics
and
when
they
go
to
different
schools,
all
public
schools
so
no
fee,
no
fee
schools,
but
Public
Charter
Public,
traditional
schools
like
our
schools.
N
They
look
at
where,
like
what
are
those
things
that
they
do,
that
cause
the
outcomes
that
they
have
right
and
in
education,
I'm
an
educator
we
say:
teaching
causes
learning
so
learning.
If
outcomes
aren't
improving,
there's
some
learning,
that's
actually
not
happening
and
they
have
taken
those
outcome.
They've
taken
those
empowering
characteristics
and
looked
at
schools
across
the
Nations
that
are
high,
performing
and
they've
mapped
on
to
okay.
So
this
is
what
suit
this
is.
What
happens
at
these
schools?
There's
positive
transformation
culture.
N
That
means
the
culture
of
the
school
is
transformative
is
is
powerful.
It's
positive.
They
look
at
challenging
curriculum
and
access
to
rigorous
curriculum
right,
and
so
all
students
are
challenged
academically.
All
students
have
access
to
rigorous
instruction
and
then,
lastly,
engaging
in
effective
instruction,
so
the
instruction
is
engaging
as
well
as
super
effective,
and
you
know
it's
effective
because
you
see
the
results
not
just
test
scores,
but
also
like
what
students
are
learning
saying
doing
in
the
classroom.
N
They
do
an
audit
for
in
schools
and
they
do
focus
groups
with
students
with
parents
with
staff
and
any
other
folks.
So
if
there's
community
members
that
the
the
school
wants
to
have,
they
can
do
that
too.
N
They
walk
every
classroom
and
observe
every
classroom
twice
so
different
folks
in
the
organization
do
it
they
look
at
all
of
our
test
scores
for
each
school.
They
look
at
the
curriculum,
that's
being
taught
in
each
school.
They
look
at
demographics
right,
so
they
might
say.
You
know
how
many
African-American
students
are
actually
meeting
the
mark
in
terms
of
science
or
math
or
whatever
it
is,
and
they
compile
an
audit,
and
the
audit
provides
information.
N
We
I
don't
know
if
you
all
remember
the
API
days.
So
this
is
before
my
lcap
and
all
of
that,
and
we
were
at
700
API
for
urban
school
that
wasn't
bad,
but
it
wasn't
High
performing
and
I
was
thinking.
How
do
we
become
like
Piedmont
in
Fremont
unified
in
some
of
the
districts
that
remain
high
performing
consistently?
How
do
we
give
our
students
this
in
Emeryville
California
and
they
came?
They
did
an
audit.
I
got
the
results
and
I
was
a
little
devastated,
because
I
thought
we
were
just
so
amazing.
N
It
didn't
say
anything
negative,
but
it
did
say
you're
not
high,
performing
because
of
these
areas,
and
this
is
what
you
need
to
do.
My
staff
took
it,
they
ran
with
it
and
when
the
Auditors
came
back
the
next
year,
one
school
year
later,
they
told
me
your
school
is
going
to
be
high
performing
this
year,
you're
going
to
make
it
over
the
800,
Mark
and
I
thought.
No,
it's
just
it's
only
been
a
year
that
can't
that
can
happen.
I
really
didn't
think
it
was
going
to
happen.
N
Even
though
we
made
significant
changes,
I
couldn't
see
it,
and
that
year
we
actually
scored
815
API.
We
made
tremendous
growth
and
when
I
looked
at
the
classroom
instruction
and
when
I
saw
what
students
were
actually
doing,
I
was
like
oh
yeah.
This
is
what
it
is.
Kids
can
actually
describe
what
they're
doing
what
they're
doing,
what
they're
learning,
how
they're
learning
it.
They
can
make
connections
to
other
areas
of
their
lives,
and
that
was
a
very
that
was
a
game
changer
for
us
and
they
also
have
conferences.
N
You
know
all
of
those
areas
where
they
take
Educators
community
members,
whoever
goes
to
their
conference
conferences
to
high
performing
schools
or
demographics
just
like
ours,
so
we
so
people
can
actually
visually
see.
What
does
this
look
like
in
action
so
I'm
bringing
this
up
because
I
would
like
for
us
to
not
only
consider
it
but
actually
commit
to
having
Equity
artist
for
each
of
our
schools
so
that
we
can
better
understand
the
root
cause
of
why
we
are
in
the
situation
that
we
are
in.
N
Our
staff
should
not
have
to
work
so
hard
and
get
the
same
results.
Our
students
shouldn't
have
to
come
to
school
every
day
and
not
make
the
significant
changes
that
they
can
make
right.
Our
babies
are
brilliant,
they're,
smart.
We
just
need
to
know
what
to
do
and
how
to
do
it.
I
thought
as
a
principal
I
knew,
and
it
wasn't
until
you
know,
I
not
only
read
their
research
and
went
to
their
conference,
but
actually
looked
at
this
report
and
said:
oh,
this
is
how
we
actually
do
it.
N
We
need
to
check
for
understanding
more,
and
this
is
how
we
do
it
systemically
so
every
classroom
not
just
one
or
two
classrooms
that
are
doing
it.
This
is
how
we
can
align
our
professional
learning
to
actually
what's
happening
in
the
classroom,
and
so
they
get-
and
it
sounds
simple,
probably
when
I'm
saying
it,
but
to
put
it
in
practice,
is
not
because
if
it
was,
every
school
district
in
this
country
would
already
be
high
performing
for
black
and
brown
kids
and
they're,
not
right,
and
so
it's
not
easy.
N
Teaching
is
a
science
leading,
I
would
say,
is
a
science
too,
and
they
can
really
help
us
develop
that
so
my
proposal
is
that
we
have
Equity
audits
for
each
of
our
schools
and
the
authors
and
the
executive
director,
the
executive
directors
actually
on
the
State
Board
of
Education
by
the
way,
are
willing
to
come
in
and
talk
or
share
with
us.
If
we
have
more
questions,
but
that
is
my
proposal
so.
C
Yeah
I
just
want
to
thank
trustee,
Lathan
and
president
Lewis
for
bringing
this
forward.
I
think
this
is
really
the
kind
of
visionary
leadership
that
this
board
has
really
needed
for
some
time,
because
I
mean
this
is
exactly
how
we
should
be
governing
as
a
board
I
think
it's.
It's
can
be
so
hard
to
communicate
to
people
what
it
means
to
Be
an
Effective
board.
I.
Think
these
Equity
audits
really
highlight
how
we
can
improve
as
a
district
and
I
think.
C
So
we
can
make
sure
that
we
are
addressing
these
Equity
issues
that
are
happening
because
I
think
we
have
to
be
able
to
face
the
ways
that
we
can
improve
and
we
have
to
be
able
to
name
the
things
that
are
happening.
It
was
clear
that
we
clearly
had
mostly
parents
and
families
of
color
coming
up
speaking.
C
You
know
in
support
of
Administrators
of
color,
so
we
you
know,
get
signals
now
that
there
is
potential
challenges
there
that
we
can
improve
in
as
a
district
and
I
think
you
know
this
gives
us
the
road
map
to
improve,
to
become
better,
because
that's
what
we
all
want.
We,
we
see
the
I
think
so
many
of
you
can
relate
as
Educators
to
see
your
students
every
day
and
just
see
so
much
potential
in
them
and
just
wanting
to
find
ways
for
them
to
improve
and
I
think
you
know
I
think.
C
Similarly,
in
the
way
that
you
know
we
want
to
function
as
a
district
is
we
want
to
find
the
potential
that
we
have
in
all
of
our
staff
and
us
as
board
members
and
us
as
a
governance
team
to
truly
continue
to
improve
and
be
better
and
I?
Think
this
is
a
way
of
kind
of
rooting
out
some
of
those
root
cause
issues,
as
you
both
have
been
saying
so.
I'm
excited
for
this
item
and
I'd
love
for
us
to
take
some
some
action
on
it
and
really
solidify
our
commitment
to
that.
Okay,.
G
I
So
Dr
Lathan
vice
president
Dr
Lathan
and
I,
met
this
week
and
she
shared
much
of
this
information
I
and
then
I
did
my
own
research
and
I
think
this
is
a
very
valuable
tool.
I
would
be
excited
to
begin.
This
I
do
want
to
say
I,
don't
know
that
we
want
to
put
a
deadline
on
when
we
want
all
schools
to
go
because
there
may
be
unforeseen.
We
could
make
it
a
goal,
but
there
may
be
some
unforeseen
challenges.
I
could
see.
I
You
know
we're
going
to
have
to
do
some
education
up
front
with
staff
members,
so
they
know
that
this
is
a
supportive
tool
that
this
is
something
that's
asset,
driven.
What
I
most
like
about
this
tool?
Is
that
we're
not
always
just
focused
on
the
outcomes
and
doing
autopsies,
but
we
are
focusing
on
the
inputs,
which
I've
always
believed
is
a
much
more
important
measurement
that
drives
change
so
I'm
very
interested
in
doing
this
work,
I've
already
spoken
with
senior
staff
members.
Okay,
who
do
we
start
with?
How
can
we
move
this?
I
We've
ordered
books,
so
I
was
hoping
that
this
goes
the
right
way
tonight
and
the
direct
the
direction
is
to
to
start
moving
with
these
Equity
audits.
A
So
it
sounds
like
we
have
consensus
on
the
board
for
to
for
us
to
move
in
that
direction.
Also,
what
simultaneously
simultaneously,
if
I
could
speak
right,
do
we
think
it
would
be
beneficial
to
have
a
presentation
by
is
it
is
the
are
people
local,
they
could
come
and
present.
I
And
there
is
a
there's:
a
conference
coming
up,
so
it'll
be
coming
before
the
board.
My
hope
it
sounds
like
you
want
to
move
in
this
direction
also
is
to
take
some
Pioneers.
What
I
call
them
people
who
want
to
go
out
and
they're?
They
want
to
try
something
new
and
their
staff
will
be
eager
to
engage
in
this
work
so
that
they
can
share
with
other
administrators
and
staff.
How
exciting
the
work
is
so
already
started
to
identify,
maybe
some
of
who
that
might
be.
I
Think
that's
just
Direction,
yeah
and
I
can
move
forward
with
that
you
will
need
to
conference
and
travel
you'll
see
some
of
that
and
some
expenditures.
Okay,.
N
You
thank
you
I
I,
wonder
if
it
should
be
Direction
and
an
action
item
or
just
any
in
here's,
why
it
is
important
that
all
schools
have
audits
and
I
think
it's
good
precedence
just
for
us
to
say
just
for
us
to
be
on
the
same
Accord
as
we
are
building
our
our
collegiality
and
so
I
would
prefer
an
action
on
it.
C
Yeah
I
think
it'd
be
great
yeah
to
to
have
emotion,
I,
I
think
because
I
think
the
the
piece
of
it,
and
hopefully
I'm
not
misdirecting.
What
trustee
Lathan
is
saying
is
that
I
think
this
is
a
big
step
and
it'd
be
great
to
have
that
unified.
You
know
symbol
that
we're
moving
forward
as
a
board
as
a
cohesive
whole
in
support
of
this.
N
G
A
I
N
Motion,
oh
the
motion
is
for
every
school
in
Antioch
Unified
School
District,
to
have
an
Excellence,
an
educational
excellence
and
Equity
audit.
C
V
A
All
right
so
moving
on
resolutions
for
first
reading,
there
are
none
item,
15
resolutions
for
immediate
action
item,
a
is
resolution,
22,
2022,
23,
39
authorizing
provisional
internship
permits
or
Pips.
D
Yes,
that's
me,
we
do
have
one
individual
who
is
working
in
as
an
education
specialist
and
a
mild
moderate
position
as
a
special
education
teacher
who
is
in
a
program,
but
we
are
requiring
a
resolution
for
that
person
to
continue
their
education
while
they're
performing
the
job
duties.
A
A
Right
I
have
a
motion
on
the
floor:
do
I
have
a
sec,
proper,
second
I'll.
Second,
okay
motion
on
the
floor
and
proper?
Second,
all
in
favor
aye
any
opposed
any
extension.
The
motion
carries
15b
resolution.
22
2022
2340
authorizing
instructions
to
teach
outside
of
credential
authorization
for
the
2022-23
school
year.
D
Yes,
thank
you.
This
resolution
calls
for
two
additional
Home
Hospital
instructors.
They
happen
to
be
teachers
working
in
other
areas,
an
English
teacher
and
a
music
teacher,
but
to
support
our
students
who
happen
to
need
home
and
hospital
care.
They
need
this
authorization
to
acquire
that
service.
The
third
individual
is
performing
an
administrative
position
they're
again
in
a
program
and
obtaining
that
final
credential,
but
to
perform
the
services
we
require.
The
resolution
be
passed.
A
Okay
and
so
again
those
teachers
are
teaching
in
areas
that
are
closely
related
to
what
they
say.
Okay,
all
right,
so
I
will
entertain
a
motion,
so
move
do
I,
have
a
proper
second
I'll.
Second,
all
right
motion
on
the
floor
and
properly
seconded
all
in
favor
aye
all
opposed
in
the
abstention.
The
motion
carries
all
right,
so
item
16
resolution
for
second
reading
in
action.
There
are
none
item,
17,
board
policies
for
first
reading,
revised
board
policy,
six,
six
one
four
six
point:
one
high
school,
graduation
requirements,
yeah.
Y
So
this
was
just
updating
some
of
the
changes
in
law,
so
Exempted
students
that
that
are
able
to
participate
in
grad
ceremonies,
so
that
has
been
a
change
there
so
for
students
that
have
that
written
into
their
IEP
Foster
and
homeless,
youth,
formal,
former
juvenile
court
school
students,
children
of
military
families
and
and
migrant
students.
So
that
was
an
addition,
as
well
as
the
ethnic
studies
requirement
has
been
added.
That
will
be
for
students
graduating
in
the
collab
for
the
class
of
2030..
A
N
For
the
ethnic
studies
I
know
in
terms
of
policy,
it
doesn't
have
to
happen
until
2030,
but
how
are
we
preparing
and
do
we
currently
have
ethnic
studies
courses
for
our
high
schoolers?
We.
Y
We
don't
currently,
but
we
do
have
a
an
ethnic
studies
committee,
that
we
are
working
in
partnership
with
UC
Berkeley.
They
are
helping
us
to
develop
the
course,
and
so
we
have
a
group
of
teachers
representing
all
of
the
high
schools.
We
even
have
teachers
in
our
middle
schools
that
either
teach
history
or
English,
because
not
only
where
are
we
looking
to
design
the
course,
but
we're
also
looking
how
we
can
embed
units
of
study
the
for
ethnic
studies
in
in
any
course
essentially,
but
we're
starting
with
the
English
teachers
in
history,
social
science,
teachers.
N
A
You
all
right
so
item
18
board
policy
for
second
reading
in
action,
and
this
is
revised
board.
Bylaw
9323
meeting
conduct.
I
I
went
on
vacation
in
my
head.
Yes,
this
has
come
before
the
board
before
for
first
reading,
and
this
is
in
alignment
with
I
believe
the
number
is
a
b
1100
and
these
are
recommended
by
the
California
school
boards.
Association
I
would
ask
the
board
to
approve.
H
A
All
right
a
motion
on
the
floor
proper.
Second,
all
in
favor.
G
A
Aye
all
opposed
any
abstention.
The
motion
carries
all
right.
So
item
19.
Oh
sorry,
local,
con,
I'm,
sorry,
information
items
for
general
information,
but
before
we
have
a
speaker
card
for
from
Patricia
granados,
whatever
speaker
card-
and
this
is
for
item
19a.
P
Hi,
everyone
nice
to
see
you
all
in
person,
I
just
want
to
talk
about
my
concern
of
where
the
funding
for
lcat
funds
will
go
in
the
past.
It
was
voted
on
to
allow
funding
to
go
towards
Mike
Burkholder
Stephanie.
You
authorize
this
75
000
worth
of
what
to
write
positive
news
when
he
was
really
just
writing
editorials
on
the
recalls
that
you
and
your
husband
went
off
and
did
these
kickoffs
and
the
funding
should
have
gone
to
the
students.
P
So
so,
whenever
you
did
these
campaign,
kickoffs
for
Deborah
Vincent
or
Harper
Wade
or
Lamar
Thorpe,
the
person
that
you
authorized
lcat
funding
was
editing
and
sharing
on
his
blogs.
Those
articles
and
I
just
think.
That's
really
unethical
in
addition
to
that.
In
the
past,
under
your
your
husband's
leadership
in
the
Antioch
Police
Department,
there
were,
there
was
a
lawsuit,
a
civil
rights
lawsuit
in
2007,
where
the
Antioch
Police
Department
under
Chief,
Alan
contendo.
They
were
unlawfully
targeting
African-American
families
who
received
Federal
funding
housing
assistance
through
the
Section
8
program.
P
So
my
concern
is
that
funding
isn't
going
to
be
going
to
where
it
should
be
going
because
of
the
past
history
and
and
unethical
things
that
happened
just
with
funding
and
how
there
is
that
stigma
of
Section
8
and
the
history
is
there
so
I
want
to
know
why
Mike
Burkholder
got
pied
one
thousand
dollars
to
visit
School
gyms
I
asked
for
an
audit
on
the
work
that
he
did
to
get
paid,
that
amount
and
I
never
received
anything.
P
I
just
received
notes
of
visiting
gym
schools
on
Christmas
Day
and
he
got
paid
one
thousand
dollars.
Can
there
be
an
audit
on
that?
I
think
that
that's
excessive
and
also
for
five
thousand
five
hundred
dollars
to
get
paid
for
three
days
of
shooting
and
that's
20
hours
of
editing
and
I
just
think.
It's
I
I
think
that
that
money
didn't
go
to
where
it
was
supposed
to
go.
P
There's
a
conflict
of
interest
I,
don't
trust
any
funding
going
through
your
leadership
until
that
there
is
a
new
superintendent
I
think
that
there
will
be
more
change
in
Antioch.
However,
we
have
new
leadership
that
is
making
things
happen
and
ensuring
the
audits
are
happening,
but
yeah
that's
about
it.
Thank
you.
A
Thank
you
all
right,
so
item
a
19a
local
control
and
accountability
plan.
Lcap
updates.
Y
That's
me:
I
just
wanted
to
provide
the
board
and
the
public
an
update
on
where
we
are
with
our
lcap
as
a
review.
We
are
in
the
second
year
of
our
three-year
plan,
and
so
we
are
required
to
complete
an
annual
review
and
update
to
the
goals
and
actions.
We
are
also
required
to
hold
two
lcap
meetings.
We
brought
them
back
in
person
this
year,
which
was
wonderful.
We
had
our
first
meeting
on
February
16th,
it
was
well
attended.
Y
And
then
we
have
scheduled
with
the
board
a
work
study
on
May
24th
and
after
that
it
will
go
to
you
know
for
public
inspection
and
hearing
in
June,
and
so
that's
just
kind
of
where
we
are
in
that
process.
I
wanted
to
keep
you
informed.
C
Okay,
I
just
had
a
one,
quick
question:
what
are
the
Avenues
that
maybe
people
that
either
can
attend
or
are
looking,
maybe
to
virtually
attend
something
because
I
know
we.
You
said
that
they're
reviewing
it
on
our
like
elac
and
d-lag
and
I
know
those
ones
do
have
a
virtual
component,
so
I'm
just
making
I
just
want
to
make
sure
I'm
not
missing
anything,
and
maybe
you
know
if
people
are
listening
or
looking
for
a
chance
of
where
they
can
maybe
engage
with
the
El
Cap
or
maybe
they're,
not
able.
Y
All
those
meetings
are
held
virtually
so
they
we're
trying
to
respond
to
what
parents
wanted
and
so
we're
trying
to
have
a
blend,
and
we
thought
that
this
one
would
be
really
important
to
do
in
person,
because
a
lot
of
the
activities
that
we
engage
in,
we
really
want
to
get
up
and
and
kind
of
move
about
and
chart
things
and
just
interact
with
the
material,
because
it
is
dense,
that's
harder
to
convey
in
a
in
a
meeting,
that's
virtual.
Y
A
F
Good
evening,
so
this
is
an
annual
report.
This
is
actually
just
the
expenditure
report,
which
is
for
the
developer
fees,
which
is
in
our
fund
25,
and
this
is
our
expenditures
for
the
2122
school
year.
F
In
the
next
board,
meeting
you'll
actually
see
a
developer
fee
Report
with
a
resolution
that
will
come
before
you
that's
a
requirement
by
the
state
that
we
get
approved
every
year.
So
this
is
just
for
information.
It
shows
the
again
the
developer
fees
that
we
got
and
what
we
spent
and
what's
left
in
the
account
after
the
21-22
school
year.
D
Yes,
there
are
several
items
that
are
information
for
their
administrative
rules.
The
first
one
has
to
do
oftentimes
with
the
assignment
of
teachers.
Did
we
get
to
that
one
so
that
one
is
again
oftentimes
if
we
have
teachers
working
outside
their
credential?
This
would
be
the
process
that
we
go
through
to
certify
their
subject
matter.
That
was
four
one
one:
three,
yes,
okay,
yes
I'm!
Sorry
I,
just
I
wanted
to
make
sure
we
were
on
the
same
process.
So
that's
the
first
one.
Would
you
like
me
to
discuss
the
next
two?
Okay?
D
The
next
two
are
are
now
personal
injury,
personal
illness
and
injury
leave
documents
one
is
for
our
certificated
Personnel,
so
both
our
teachers
and
our
administrators
who
have
credentials
are
considered
certified
and
we
follow
the
similar
process.
So
if
they
need
leave,
this
gives
us
the
structure
upon
which
their
leaves
are
measured
and
monitored
and
guided
through
the
process.
The
second
one
is
for
our
classified
Personnel
again,
all
of
our
classified
Personnel,
whether
they're
working
with
CSEA
or
happen
to
be
a
classified
administrators.
D
I
President
Lewis
I
just
want
to
do
a
public
service
announcement
and
say
when
board
members
have
an
item.
If
you
could
not
give
your
opinion
and
why
you
want
it,
because
the
public
has
a
right
to
be
present
and
here
so
just
the
item
and
then
I
can
follow
up
with
the
board
member
on
the
particulars
I.
A
A
Through
so.
A
Okay,
so
21
additional
comments
which
exceeded
the
first
30
minute
session
limit.
There
are
none
22
reports,
comments
from
board
members
trustee
hack.
H
C
Yes,
I'll
share
a
little
bit
of
what
I
didn't
get
to
share
at
our
last
meeting,
because
I
was
not
able
to
make
it
I
had
a
wonderful
time
attending
the
PTA
Founders
Day,
where
many
of
you
are
there
as
well.
That
was
great
I.
Also,
like
I
briefly
said
earlier,
had
a
another
one
of
the
water
policy
sessions.
Where
you
know,
I
had
to
have
this
really
deep
impactful
experience
and
have
continued
to
have
really
great
experiences.
C
There
I'd
love
to
invite
everyone
here
on
the
board
to
attend
the
water
policy
conference
hosted
by
well
that's
going
to
be
happening
at
the
end
of
March
and
April
I
will
send
out
the
flyover
email.
It
is
March
31st
through
April
1st
in
Van
Nuys,
so
it'd
be
great
to
see
you
all
there
I
will
be
attending
and,
lastly,
I
think,
since
our
next
meeting
is
so
far
away.
C
I'll
share
about
this
now
tomorrow,
I'll
be
heading
to
Washington,
to
deliver
a
keynote
speech
to
health
science,
students
that
are
interested
in
careers
in
healthcare.
There's
a
about
2
000
students
that'll,
be
there
and
so
I'll
be
doing
that
as
well
as
doing
a
few
workshops
titled.
C
How
to
study
like
a
medical
student
test,
I
think
that'll
be
fun
for
students
we'll
cover
things
like
Upper
Limb
Anatomy,
how
to
learn
about
the
blood
circulation
from
the
heart
of
starting
at
the
vena
cava
exiting
all
the
way
at
the
end
at
the
aorta,
and
then
we'll
also
do
an
activity
where
they'll
start
learning
about
the
cranial
nerves
and
how
to
start
memorizing.
C
Some
of
those,
oh
and
then
thank
you
for
the
reminder
and
then
lastly,
I
always
share
a
book
that
I
think
would
be
great
for
parents
to
check
out
so
today,
I'll
be
highlighting
change
things,
and
this
is
by
Amanda
Gorman
and
the
illustrations
are
by
Lauren
long
Amanda
Gorman
was
the
presidential
Poet
Laureate
during
binance
Administration.
If
people
remember,
she
did
that
very
impactful
poet
that
I
think
resonated
with
a
lot
of
people
and
I
thought.
A
A
There
was
the
the
Teachers
Association
breakfast
we
forgot
to
highlight
you
were
there
yes,
I
yeah,
so
I've
we've
I
forgot
to
highlight
that
we
attended
that
as
well
as
the
PTA
meeting
so
to
this
week
is
also
read:
Across
America
and
tomorrow
I'll
be
at
Orchard
Park
Elementary
working
with
the
teachers
there
to
read
to
some
I
believe
third
graders.
A
So
if
you
guys
are
available,
you
guys
can
join
because
it's
definitely
important.
You
know,
as
trustee
Hernandez
always
talks
about
literacy,
it's
also
important
that
we
show
up
and
and
work
with
our
kiddos
as
well.
I'm,
pretty
sure,
there's
a
lot
other
things,
but
my
brain
is
peanut
butter
right
now,
so
I
hope.
That's
the
trustee,
Dr
Lathan.
N
I'll
go
really
fast:
I'm
I
have
been
to
most
of
the
schools
in
the
district
I
think
there
are
about
six
schools
that
I'll
work
with
to
get
on
the
list.
Turner
Elementary
School
I
want
to
give
them
a
shout
out.
N
I
walked
classrooms
with
the
principal
and
they
have
a
very
consistent
focus
on
Phonics
and
she
was
just
really
talking
about
how
their
reading
student
reading
is
pretty
strong,
and
it
was
very
clear
to
me
when
I
went
through
the
classrooms
like
they
had
certain
areas
in
the
classroom,
for
example,
for
the
little
kids
with
the
rugs
and
the
phonics
cards,
and
so
that
was
very
consistent
and
one
part
of
being
a
high
performing
school
is
consistency
and
some
strong
practices
so
shout
out
to
Turner,
Elementary
School
and
then
also
a
parent
asked
during
the
comment
time
public
comment:
if
we
could
have
the
comment,
if
we
could
have
the
comments
turned
on
for
the
virtual
I
know
it's
YouTube,
and
so
that's
not
I,
don't
know
if
that's
conducive
for
that.
N
N
I
would
say
our
model,
our
technology,
so
that
parents
can
make
comments
so
just
want
to
go
back
to
that
and
and
I
heard
we
all
heard
the
points
included
about
the
principle,
and
so
you
know
there
are
Personnel
issues
we
can't
talk
about,
but
I
will
say
that
it
is
an
ongoing
conversation
with
the
board
and
with
this
District
staff,
about
how
we
can
ensure
all
principles
and
specifically
and
when
we're
talking
about
African-American
administrators
are
supported,
I
think
when
we
have
the
equity
audits
as
well.
N
Some
of
those
things
come
out
and
because
staff
will
talk
about
like
what
they
need
to
feel
supported,
so
those
that's
another
opportunity
so
just
know
that
we're
not
not
thinking
about
it.
We
are
thinking
about
it
and
want
to
do
something
about
it.
Yes,
I've
been
there
before
and
we
both
talked
about
that
being
black
African-American
administrators.
It's
it's
different.
It's.
A
N
Experience
and
so
we
want
to
make
sure
that
our
our
staff,
our
black
staff
and
all
Staff,
feel
unsupported
and
and
can
thrive
in
our
district.
A
G
Is
March,
and
so
it
is
Cesar
Chavez's
birthday
on
the
31st
and
so
at
Antioch
High
School.
We
will
have
a
display
at
the
library
and
on
the
29th
of
March
at
the
Antioch
High
School
they'll
have
a
panel
and
we'll
have
students
I'm,
not
sure
what
grades
are
coming
in,
but
I
think
there's
just
10th,
graders,
I,
think
and
I'm,
not
sure
of
all
the
details,
but
on
the
29th.
G
A
A
G
A
All
second,
all
right,
so
we
have
a
promotion
on
the
floor
proper
second
and
actually
can
I
back
up
a
little
bit.
Can
we
close
today
in
honor
of
a
woman's
History
Month.
G
N
G
A
Aye
any
opposed
all
abstains.