►
From YouTube: Board of Education Meeting 12/14/2022
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
D
C
E
F
We
want
to
do
it
okay,
so
if
I
could
board
president
hack,
yes,
we'd
like
to
welcome
our
new
board
of
trustee
Dr
Lathan
Dr
Latham
was
officially
sworn
in,
as
you
mentioned
tonight,
with
Dr
Lathan
as
her
aunt
Antoinette
Walker
Antoinette,
Walker
and
she'll
be
administering
Dr,
Latham
ceremonial
oath
of
office
for
26
years,
Mrs
Walker
worked
as
a
police
officer
investigator
and
recruiter
for
the
Oakland
Police
Department,
she
retired
16
years
ago.
She
was
the
only
woman
female
Cadet
in
her
cohort
Oakland
Police
Academy
in
the
1980s.
F
When
she
first
started
working
in
Oakland
in
1980,
she
was
one
of
32
women
on
the
police
force
of
over
600
men.
She
and
the
other
women
broke
internal
barriers
that
were
very
difficult.
She
loves
serving
her
community
as
a
police
officer
and
has
been
a
role
model
for
many
women.
So
if
we
could
have
Dr
Lathan
joined
by
Ms
Walker
for
the
ceremonial,
oh.
G
G
A
H
H
H
H
A
F
A
B
I
E
A
A
Let's
call
this
meeting
back
to
order
we're
at
seven
o'clock.
There
are
nothing
to
report
out
in
closed
session,
so
Kelly.
Would
you
re-establish
the
Quorum.
A
F
Okay,
yeah
superintendent,
anello
is
currently
out
for
medical
reasons
is
unable
to
be
at
tonight's
meeting,
however,
asked
me
to
welcome
and
congratulate
Dr
Lathan,
our
new
board
member
and
Mary
Rocha,
our
returning
board
member.
She
also
wanted
to
wish
everyone
a
very
happy
holiday
and
safe
season.
F
Lastly,
the
California
state
Senator
Stephen
Glazier,
was
unable
to
be
here
tonight.
However,
he
wanted
to
present
president
hack
with
a
very
special
certificate
of
recognition.
It
reads
on
behalf
of
the
California
state
Senate
and
the
people
of
the
seventh
Senate
District
I,
commend
you
on
your
term
as
president
of
the
Antioch
Unified
School
District
board,
and
extend
my
deepest
appreciation
for
your
dedication
to
our
community.
Thank
you
for
your
service
and
the
plaque
is
here:
okay,.
A
And
Mike
comment
would
be:
oh
shucks
onward
public
comments.
We
have
some
in
those
areas
for
the
public.
First,
one
is
L'oreal.
Okay,
talk
me.
J
K
Okay,
so,
as
my
Vanna
White
is
passing
that
out,
first
off
I
want
to
congratulate
board
member
Latham
and
board
member
Rocha
for
your
elections
as
they're
passing
out
the
quilts
I,
don't
know
if
my
time
has
started.
B
K
Okay,
that's
okay.
Is
there
pills
pieces
in
there
too,
Lindsay.
K
So
if
you
can
stand
up
and
share
those
quilts
and
then
the
pillowcases
with
everybody,
pretty
please
with
sugar
on
top,
you
can
put
them
all
up.
Lindsay's
good
at
folding.
K
K
They
were
made
by
the
Concord
guilt,
kill.
Excuse
me
conquered
quilt
Guild
Cynthia
wheeler.
She
does
all
the
quilting
on
every
one
of
these
quilts
Pam
confetti.
She
makes
the
pillowcases
and
Laura
zerner
who
doesn't
even
live
in
the
state
of
California.
She
lives
in
Reno
and
she
makes
a
lot
of
these
quilts
and
sends
them
down
here
for
our
group
homes
and
for
those
of
you
that
don't
know
our
group
home
children,
I'm,
sorry
I
hate
it.
When
my
back's
to
everybody
group
home
children
do
not
get
to
take
their
stuff
with
them.
K
So
the
idea
behind
the
quilts
and
the
pillowcases
is
that
is
something
that
they
get
to
take
with
them
when
they
move
on
from
place
to
place
so
that
they
can
fold
up
the
quilts,
put
them
in
the
pillowcases
and
they're
theirs.
So
they
feel
like
they're,
loved
they're,
wrapped
in
warmth,
in
Comfort,
they're
feeling
of
Love
of
the
community.
So
I
just
wanted
to
share
we've
been
doing
this
now
for
over
a
year.
K
K
H
L
M
J
I'm,
sorry
in
public,
but
my
name
is
Janine
Solis
and
I
have
two
kids.
With
this
on
February
15
2022,
my
son
I
was
eligible
for
special
education.
However
Antioch
Unified
District
did
not
offer
a
placement
for
my
child.
My
child
is
being
without
services
from
the
district.
Since
eight
months
after
eight
months,
I
found
a
placement
for
my
son
and
I
asked
the
district
to
to
pay
for
those
reimburse
the
money
for
the
for
the
school.
J
For
my
son,
sorry,
my
second
language
is
English,
so
I'm
trying
my
best
and
they
say
no
out
of
the
blue.
They
brought
and
they
say
they
have
a
placement
for
my
child
I
request
an
ie
for
my
son
in
April,
1st
2022
and
out
of
the
blue.
Today
they
said
yes,
they
are
great
tonight.
I
feel
really
discriminated
because
I'm
Hispanic
and
because
my
second
language
is
English
and
my
son
was
not
having
a
placement
and
I
feel
that
this
is
not
a.
This
is
not
right.
J
What
they're
doing
to
my
child
and
another
thing
I
wanted
to
say
that
you
guys
hired
Charities
she's
been
really
rude
and
in
collaborated
with
me,
I
talked
to
I,
send
emails
with
her,
and
she
said
to
me:
please
Miss
only
send
me
the
IEP
I
think
the
annual
Unified
District
should
have
those
records
for
my
son.
J
N
Hi
everyone
looking
at
the
agenda
for
this
meeting
I
was
extremely
disappointed
to
see
that
the
three
items
vice
president
Hernandez
proposed
last
meeting
to
support
our
lgbtq
plus
students
has
not
moved
forward,
though
I
suppose
it
should
be
unsurprising,
considering
trustee
hack
and
roach's
tendencies
to
stand
in
the
way
of
progress
in
our
schools,
the
trauma
and
grief
resources
committee.
Another
idea
from
Hernandez
has
also
not
moved
forward,
despite
being
proposed
and
approved
in
February
of
this
year.
N
A
O
Hello
I'm
from
Sutter
elementary
school
and
I
teach
TK
currently
I
want
to
start
off,
I
think
in
the
district
and
the
board
for
approving
TK
materials.
It's
been
really
helpful
and
I'm,
hoping
that
maybe
kindergarten
can
get.
You
know
some
funds
because
they
have
some
outdated
materials.
You
know
puzzles
from
the
1960s
chip
tables,
and
you
know
some
kindergarten
teachers.
You
know,
need
toys
and
basic
things
for
the
kids
development,
so
you
know
if
you
could
think
of
maybe
putting
money
towards
kindergarten.
That
would
be
great
too.
So.
Thank
you.
O
I
also
want
to
ask
if
you
could
please
bring
Librarians
back
I,
just
think.
It's
really
important
to
support
literacy.
By
having
you
know,
kids
bring
home
books.
You
know
we
have
books
that
we
we
buy
as
teachers
or
you
know
we
get
donations,
but
you
know
they
need
books
to
be
able
to
take
home
and
I've
been
asking
for
years
for
libraries
to
come
back
and
if
it's
a
matter
of
you
know
the
coved,
maybe
the
books
can
set
for
three
days
before
the
Librarians
shelf
them.
O
You
know
there's
just
really
no
reason
to
have
to
not
have
Librarians
right
now,
so
you
know,
if
you
could,
please
bring
our
libraries
back.
That
would
be
great
also
if
you
could
address
some
safety
issues,
we
have
some
slip
and
trip
hazards.
I
do
appreciate
that
you
guys
cleared
out
the
gutters.
You
know
we
had
some
waterfalls.
O
You
know
that
was
very
slippery
walking
by
some
of
these
gutters
that
were
overflowing,
but
we
still
have
a
lot
of
slip
and
trip
hazards
and
just
basic
lighting
issues
that
need
to
be
addressed,
and
you
know
that
would
be
helpful.
So
thank
you,
I'm
also
asking
if
you
could
reduce
class
sizes.
You
know,
kids
have
suffered
a
lot
of
trauma.
They
missed
a
lot
of
school
and
by
reducing
class
sizes.
That
would
help
kids
get
more
back.
You
know
they
can
get
back
on
track
sooner.
O
You
know,
because
you
know
when
you
have
full
classrooms
and
you
don't
have
as
much
time
to
teach
kid
it's
it's
difficult.
You
know
we
have
really
full
classes
and
you
know
TK
we're
a
lot
better,
but
other
classes.
Teachers
are
complaining
that
they,
they
just
have
a
lot
of
kids
that
are
low
because
the
pandemic
and
they
they
want
to
better
help
them
and
reduce
class
sizes.
Would
would
do
that.
So.
Thank
you
also.
You
know
I
know
it
seems
like
we're
asking.
You
know.
O
You
may
think
we're
asking
a
lot,
for
you
know,
pay
increases,
but
things
have
a
gas
for
me
personally
doubled
for
about
a
year.
You
know.
Since
2019,
you
know
somebody
ran
a
red
light
hit.
My
car
I
had
to
get
another
car
because
you
know
I,
I
didn't
get
hardly
anything
for
my
my
old
car
that
would
have
lasted
10
years
and
it
was
completely
destroyed.
I
got
a
car
and
I.
O
You
know
it
was
no
problem,
but
then
gas
doubled
and
you
know
I
can't
afford
to
live
in
Antioch
and
so
me
and
other
people.
You
know
we
pay
toll
as
well
as
that,
and
so
you
know
you're
paying
700
just
to
you
know,
go
to
and
from
work
and
then
you
know
you've
got
now.
Pg
e
people
are
paying
four
to
seven
hundred
dollars
in
PG
e
expenses,
which
is
was
unexpected
that
you
know
it
rise
so
high.
And
then
you
know
a
lot
of
food
items
have
doubled
and.
M
P
Who's
on
here
good
evening
board
members
I
am
Samantha.
Marquard
I
am
an
SDC
teacher
at
Marsh,
Elementary
and
I'm.
Here,
to
tell
you
a
story
about
my
heater:
it's
a
saga
really
of
room
12
at
Marsh,
and
it
brings
to
the
Forefront
the
underlying
systematic
problems
of
deferred
maintenance
and
temporary
solutions.
After
submitting
an
initial
TMA
in
February
2022,
when
the
heat
stopped,
there
was
no
response.
There
was
a
delay.
Another
TMA
was
submitted
in
March
2022
when
the
unit
stopped
producing
air
altogether.
P
When
the
technician
inspected
the
unit
they
identified
both
problems,
the
heating
component
could
not
be
repaired
at
the
time
because
a
part
was
needed
to
be
replaced.
However,
the
airflow
was
restored
for
the
remainder
of
the
year
that
school
year,
I
was
instructed
to
resubmit
a
TMA
for
the
heater
in
the
fall
at
the
end
of
July.
When
I
came
in
to
prepare
before
the
first
official
work
day,
the
AC
was
leaking
black
liquid
into
the
classroom
that
followed
the
slope
of
the
roof.
A
TMA
was
submitted
to
address
the
issue.
P
The
issue
was
resolved
days
before
the
students
for
first
day.
At
that
time,
I
checked
in
with
the
technician
about
the
heating
component
and
was
told
to
submit
a
TMA
in
the
fall
and
it
would
be
addressed
then,
on
October
12th
I
per
the
maintenance
employees
recommendation
I
submitted
a
TMA
to
address
the
heater
in
hopes.
It
would
be
resolved
if
cold
weather
turned
cold
for
the
weather
turned
cold.
No
one
responded
to
the
request
until
after
my
admin
followed
up
the
technician
and
other
maintenance
team
members
came
to
inspect
the
problem.
P
The
week
before
Thanksgiving
break,
two
space
heaters
were
provided
in
an
attempt
to
keep
the
classroom
at
a
learning
temperature,
Upon,
Our
return,
temperatures
dropped
and
the
space
heaters
were
not
sufficient
to
keep
the
student.
Warm
one
student
was
visibly
shaking
and
crying
that
she
was
so
cold.
P
At
this
point
in
The
Saga,
four
TMA
reports
have
been
filed
and
numerous
follow-ups
have
been
submitted.
My
student
shaking
was
the
Tipping
Point
for
me
when
I
submitted
additional
action.
My
class
has
been
displaced
to
another
room
which
has
had
a
domino
effect
throughout
the
campus.
My
students
that
Thrive
and
depend
on
clear,
routine
and
structure
have
been
uprooted
from
a
classroom.
P
They
know
how
to
navigate
to
another
classroom,
routines
and
procedures
had
to
be
re-taught
and
adjusted
for
the
different
setting,
including
having
students
escorted
to
a
bathroom,
because
the
new
room
didn't
have
one
in
it.
This
nearly
year-long
story
has
left
me
wondering
what
other
maintenance
issues
have
been
deferred
or
given
to
a
temporary
solution.
How
long
would
I
have
gone
with
no
heat
during
the
winter
if
I
didn't
follow
up?
A
Q
Good
evening,
Amanda
Freitas
fourth
grade
teacher
at
Fremont,
Elementary
I'm
here
once
again
over
my
concerns
over
our
literacy
instruction
and
our
district.
My
first
question
is:
who
are
our
experts
I've
heard
time
in
again
at
board
meetings
that
we're
going
to
follow
Fremont's
lead
right,
we're
we're
given
a
grant
not
for
a
good
reason.
Q
It
was
because
we
had
the
lowest
test
scores
in
the
district,
so
we
received
a
early
literacy
Grant
to
help
raise
those
reading
for
our
young
students
and
we've
been
doing
a
lot
of
professional
development
around
the
science
of
reading.
Something
I
have
been
coming
to
the
board
the
last
two
years,
at
least
saying
that
we
need,
but
we
can't
say
we're
going
to
follow,
Fremont's
lead
and
then
employ
things
in
the
rest
of
the
district
that
go
directly
against
what
we're
learning
through
our
trainings
in
the
science
of
reading.
Q
One
of
them
is
reading
recovery.
At
the
end
of
last
year,
my
principal
actually
came
to
me
because
we
were
looking
for
people
I,
believe
it
was
called
the
heroes
program
and
she
asked
me
if
I
wanted
to
do
it,
because
she
knew
how
passionate
I
am
about
reading
and
I
told
her.
You
know
we're
doing
the
letters.
Training
I,
don't
want
to
bite
off
more
than
I
can
true.
Q
Let
me
do
some
research
into
it
to
see
if
it's
something
that
I'm
capable
of
doing
it,
took
me
two
minutes
of
looking
into
it
to
realize
that
it
was
reading
recovery
and
reading
recovery
is
not
good
for
our
students.
Q
It's
individual
instruction
for
a
student
but
they're
not
getting
phonics
instruction,
they're
learning
the
three
queuing
system,
they're
being
told
you
know,
look
at
the
picture,
take
a
guess
at
the
word
and
while
research
shows
in
first
grade
they
can
make
tremendous
gains
right,
they're
getting
on
level
with
the
rest
of
their
peers
by
the
time
they
get
to
me
in
fourth
grade.
All
of
that
is
gone
and
they're
actually
below
the
rest
of
their
peers,
because
they're
not
learning
how
to
sound
out
a
word
right
in
fourth
grade.
Q
We
don't
have
pictures
anymore.
You
can't
rely
on
a
picture
to
help
you
figure
out
what
a
word
is.
I
strongly
recommend,
there's
a
podcast,
it's
easy
listening,
it's
called
sold
a
story
and
it
tells
the
direct
problems
of
things
like
reading
and
recovery
fountas
and
panel,
which
is
a
guided
reading
program.
Lucy
Calkins
right.
All
of
those
things
are
teaching
kids.
What
poor
readers
do,
not
what
good
readers
do
and
if
we
want
our
students
to
thrive.
Q
Q
Q
C
R
I'm
Valerie
Luke,
president
of
the
Antioch
Education
Association
good
evening
to
everyone.
Some
passionate
speakers
and
I
hope
that
their
words
are
really
being
taken
seriously.
I
know:
I
was
involved
with
the
heater
issue
with
Samantha's
classroom
and
our
systems
are
so
old
and
so
broken
that
there's
no
more
Band-Aids
that
are
going
to
work
and
things
are
collapsing.
So
we've
got
to
get
that
fixed.
R
But
what
I'm
here
for
tonight
is
we
have
some
holiday
cards
for
you
all
with
holiday
wishes
from
our
teachers
and
our
counselors
and
our
school
psychologists
at
all
of
our
sites.
They
have
signed
some
messages
in
their
holiday
hopes
and
things
that
we
hope
that
you
will
help
them
help
guide
The
District
in
providing
at
the
bargaining
table.
We
have
made
very
good
progress.
This
year,
we've
had
four
bargaining
sessions
already
the
latest
one
was
yesterday.
R
I
know
you
all
got
an
update
before
this
meeting
started,
but
we're
just
sharing
some
more
thoughts
about
what
we
would
like
to
see
and
where
we're
hoping
to
go
in
bargaining.
So
thank
you
all
and
Happy
Holidays
to
you
mayor.
A
M
All
right,
while
Jacob
is
getting
up
the
PowerPoint
Mr
Burger
House
director
Berger
house,
was
hoping
to
be
able
to
present
this
evening,
but
he
is
home
ill.
He
regrets
that
he's
not
here
to
share
with
you.
Personally.
He
even
called
me
right
before
he's,
like
sounding
terrible.
Oh
I
wish
I
could
be
there.
I
said
you're.
Fine,
we've
got
you
covered,
so
we'll
do
the
best
that
we
can.
M
This
matters
recently
I
was
at
a
county
meeting
and
we
were
discussing
as
an
entire
leadership
group
in
the
county
through
representing
all
districts,
reviewing
our
chronic
absenteeism
throughout
not
just
the
county,
but
the
state
and
and
the
nation,
quite
frankly,
as
students
returned
last
year
and
the
the
amount
of
time
that
students
were
unable
to
be
in
school
due
to
forced,
quarantines
or
being
out
on
covid,
that
has
dramatically
increased
chronic
absenteeism
and
the
definition
for
that
is
10
percent
of
the
school
year
anytime.
They
hit
and
we
have
180
days
so
anytime.
M
A
student
goes
over
one
of
18
days.
They
are
considered
chronic
absentee
and
so
for
our
district.
That
was
40.3
percent
for
last
year,
and
so
every
District
that
was
there.
They
saw
at
least
a
double
in
what
they
are.
They
typically
experience
through
chronic
absenteeism,
but
with
that
there
is
some
glimmers
of
Hope,
which
is
what
I'm
going
to
share
this
evening
and
how
we're
progressing
into
this
school
year.
M
So
what
you
see
in
this
first
slide
is
specific
to
our
elementary
schools
and
I'll.
Let
you
take
it
so,
the
the
Green
in
the
we're
comparing
from
this
time
from
August
through
November
from
2021
22
to
this
current
school
year
and
the
Green
in
the
2020
223
year.
The
green
are
the
areas
in
which
there
have
been
improvements
on.
If
for
our
elementaries
in
particular,
we
have
the
majority
of
the
schools
that
did
not
see
an
increase.
M
They
really
decreased
in
less
than
a
percent,
with
the
exception
of
a
couple
of
schools
in
this
one,
we
are
looking
at
our
middle
schools
in
particular,
and
just
the
middle
school
students
that
are
at
rtk
through
eight
programs
and
again
we'll
see
some
of
the
growth
T
are
Thomas.
Gaines
Virtual
Academy
had
a
dramatic
increase
from
last
year
to
this
year.
M
Many
of
the
students
from
the
previous
year
did
return
to
in
person,
and
some
of
them
were
asked
to
return
to
in
person
which
is
required
under
the
independent
study
law
and
practices
that,
if
they
are
not
attending
and
being
successful,
that
they
will
be
returned
to
in
person.
So
they
can
get
more
direct
support
in
our
high
schools.
We
saw
a.
E
M
Increase
with
with
the
majority
of
our
high
schools,
particularly
I,
want
to
give
a
shout
out.
We
have
a
few
principals
that
are
here
in
the
audience
this
evening
that
will
be
sharing
a
little
bit.
It's
nothing
like
I
can
give
a
report,
but
it's
nothing
like
hearing
directly
from
them,
what
they're
doing
and
how
they're
improving.
And
so,
if
you
look
at
Bidwell
our
continuation
High
School,
which
continuation
high
schools
typically
have
an
attendance
issue,
but
I
am
thoroughly
impressed
under
Dr
Tanya
Williams
leadership.
M
M
So
this
presentation
was
at
the
request
of
trustee
Rocha.
That
was
something
that's
near
and
dear
to
her
heart,
and
it
was
ironically,
we
I
just
received
today
from
Miss
anello.
She
had
forwarded
a
a
communication
statement
that
came
from
the
California
Department
of
Education
and
state
superintendent,
Tony
Thurman.
M
This
is
something
he's
passionate
about
as
well,
and
he
was
actually
in
Mount,
Diablo
I'm
doing
home
visits,
because
really
it's
it's
nothing
like
going
into
the
families
and
learning
about
what
is
preventing
them
from
being
able
to
attend
outside
of,
of
course,
covid
and
illness,
which
is
what
we
are
all
still
experiencing
in
many
ways.
So
we're
encouraged
that
this
is
not
just
an
ausd
initiative
or
County,
but
a
state
Focus
as
well.
M
So
what
trustee
Rocha
was
asking
for
is
like
what's
going
on
in
our
schools,
how
are
our
schools
utilizing
incentives
and
different
approaches
to
working
with
families,
to
increase
attendance
and
I'm,
going
to
invite
up
the
principal
of
Marsh
Elementary
School
who's,
going
to
share
one
of
the
practices?
Blair
Wilkins
he's
one
of
the
practices
at
March
I'll,
be
your
Vanna.
Thank.
I
You
good
evening
board
cabinet,
so
at
Marsh,
one
of
the
things
that
we
wanted,
that
we
really
noticed
is
that
in
covid
and
even
post,
coven
we're
still
seeing
attendance
struggles
and
so
I
met
with
our
attendance
Clerk
and
challenged
her
to
really
look
into
programs.
That
would
really
support
students
and
incentivize
students
to
come
to
school.
So
one
of
the
programs
that
she
found
was
a
program
called
attendance,
and
so
we
have
a
board
outside
of
the
office.
I
As
the
kids
walk
down
to
lunch,
they
can
see
where
what
their
attendance
rate
is
for
each
grade
level
and
whether
they
met
90
or
higher.
So
when
they
achieve
90
or
higher,
they
receive
a
letter
and
once
they
Spell
attendance,
if
they're
the
first
grade
to
do
so,
they
win
an
incentivized
party
and
they
get
to
choose
the
the
theme
or
or
type
of
party
that
they
want
to
have
and
reschedule
it
on
a
Friday
towards
the
end
of
our
school
day
and
so
far
we've
had
two
parties.
I
I
So
next
slide
after
that.
Actually
so
here's
what
our
board
looks
like
and
it's
actually
been
because
it's
at
the
office
we
get
to
see
the
kids
coming
down
and
see
the
excitement
when
they
achieve
their
letter.
So
it
has
been
really
cool
to
see
grade
levels
when
they're
talking
to
each
other.
Like
hey,
we
got
it.
I
So,
just
like
every
vote
matters,
you
know
every
single
Body
Matters
to
you
know
achieving
attendance,
the
attendance
rate,
so
one
of
the
things
that
we
sat
down
with
our
elect
committee
and
you
know,
discussed
the
program
we
like
to
keep
them
informed
of
things
that
were
going
on
in
our
school
and
and
get
their
feedback,
and
so
one
of
the
ideas
that
they
gave
us,
which
really
was
was
a
great
idea,
was
like
Hey.
I
You
know
it's
great,
that
we're
recognizing
grades
and
and
having
celebrations,
but
we
also
want
to
see
what
can
we
do
for
our
individual
students?
So
what
we
looked
at
was
what
is
our
district
average?
We
want
to
look
at
a
93
attendance
rate,
we'll
look
at
our
given
periods
of
time
and
then
recognize
every
single
student
who's
meeting
the
needs
so
we're
going
to
do
a
quarter
in
January
we're
doing
a
quarter
party.
I
We've
identified
our
timeline
in
which
we
are
going
to
incentivize
the
students
and
currently
right
now
we're
tracking
about
275
students
who
have
93
or
higher
and
we're
going
to
have
a
movie
night.
So
we're
going
to
do
two
different
movie
Nights
we're
going
to
do
K
through
two
and
then
we're
going
to
do
three
through
five,
so
we're
looking
at
Frozen
on
I
think
it's
January
16th
and
then
we're
going
to
look
at
third
through
fifth.
We
know
that
might
be
a
little
bit
too
young
for
them.
I
So
we're
going
to
actually
do
a
survey
for
the
third
to
fifth
graders
to
see
what
kind
of
movie
that
they
they
would
like
to
do.
But
really
we
want
to
include
student
voice
as
well
as
parent
voice,
because
really
that
is
where
we
build
the
community
and
hopefully
over
time,
be
able
to
have
more
parties
and
increase
our
attendance
rate.
B
I
B
I
Know
some
of
those,
so
we
have
done
yeah,
we've
done
home
visits
and
things
like
that.
We're
actually
also
work
with
like
our
most
truant.
We
work
with
Lincoln
family
services,
so
they
do
counselor,
check-ins
and
things
like
that
and
they
actually
come
to
our
office.
We,
you
know,
give
them
our
latest
and
greatest,
and
we're
currently
working
on
a
form
of
like
non-communication
between
the
office
and
staff,
so
we'll
post
kids
names
on
a
form
and
then
teachers
can
update
those
forms.
I
M
You
next
before
I
continue
on
I'm,
actually
going
to
invite
up
Deb
Deborah
Malin.
She
is
the
principal
of
Turner
Elementary.
She
has
actually
got
some
show
and
tell
items
she
always
comes
with
props
and
if
you'll
notice,
when,
if
you
go
back
into
the
presentation,
Turner
has
historically
had
some
of
the
best
attendance
in
our
school
district
at
the
elementary
level,
and
that
is
continuing
at
this
time
and
so
she'll
share
some
of
the
wonderful
things
they
do
at
Turner,
hello,.
D
Board,
it's
nice
to
see
you
all
and
I
hope
that
you
stay
healthy
during
this
holiday
season.
I
got
bit
with
the
vid
recently
and
it
was
not
fun.
So
I
hope
you
all
stay
healthy
and
hello
board
members.
Thank
you
for
letting
us
come
today.
I
love
listening
to
Blair
and
Blair
and
I
actually
have
communicated
on
a
lot
of
different
things.
D
The
primary
reason
that
attendance
is
a
huge
focus
at
Turner
is
we
can't
teach
them
if
they're,
not
there.
It's
just
not
possible
and
work
being
sent
home
does
not
cover
what's
happening,
obviously,
with
within
a
school
day.
D
We
we
started
a
while
ago
when
we
were
tasked
to
make
some
attendance
teams,
and
we
did
so.
Our
counselor
at
the
time
has
had
a
baby
and
moved
back
to
Fresno
broke
my
heart,
but
we
are
continuing
with
our
systems.
We've
had
some
turnover
in
our
office,
so
we
have
not
had
the
same
consistency,
but
we've
been
able
to
follow
a
process
and
we're
doing
well
with
it.
D
We
have
our
attendance
meetings
every
Tuesday
at
that
time
is
when
we
have
set
minutes
that
we
go
through,
and
then
we
have
a
list
of
hot
a
hot
list.
We
use
the
Aries
data
sheets
that
are
the
severe
The
Chronic
students
and
the
severe
chronic
students
that
we
can
pull
the
data
down
from
with
that.
We
take
our
severe
list
and
this
started
because
I
needed
to
be
a
part
of
the
process
and
I
need
to
see
things.
D
I
might
be
called
a
visual
learner,
and
so
this
is
our
red
list
that
other
people
don't
see,
but
we
see.
So
this
is
our
red
list.
This
is
my
handwriting
and
looks
something
like
this.
D
It's
an
ongoing
running
account
of
four
weeks
worth
of
time.
So
in
our
meeting
on
this
upcoming
Tuesday,
we
will
we'll
take
this
row
out
and
we
will
add
on
the
date
of
12
16,
which
would
be
every
Friday.
We
take
the
data
from
that
week,
and
this
is
so
that
we
can
see
over
the
course
of
a
short
amount
of
time
whether
a
child
is
missing
a
lot
or
whether
we
have
decreased
numbers
over
here.
This
child's
percent
is
68
on
the
year.
D
D
So
we're
also
able
to
make
some
decisions
on
how
we
need
to
support
the
students
that
way
it
works
well
for
us,
it's
very
time
consuming,
but
it
gives
us
very
accurate
information
on
who
we
want
to
Target
and
reach
out
to
a
lot
of
phone
calls
are
made
on
those
students
that
do
positives.
We
send
incentives
home
to
the
parents
because,
let's
face
it
in
Elementary,
School
attendance
is
a
parent
situation.
D
We
have
also
found
it's
a
student
situation
and
that's
why
Blair
and
I
have
looked
at
incentives
for
our
kids,
but
we
also
say
thank
you
to
our
parents.
Like
we
see
you,
we
see
you
getting
your
kid
here
to
school
and
we
send
them
gift
cards
or
we
send
them
letters
or
we
send
them
a
coupon
to
come
in
and
come
get
a
turn
or
wear
shirt
which
actually,
they
think
that's
the
greatest
when
they
get
his
beer.
D
Where
shirt
a
couple
other
things
that
we
do,
that
we've
found
important
is
we
use
folders
for
our
attendance.
D
Our
teachers
have
been
great,
they
do
their
attendance
on
Aries,
but
we
keep
track
of
all
of
our
communication
with
our
parents
on
this
sheet
right
here,
so
that
I
can
also
pull
this
during
the
day
and
I
do
sometimes
to
find
a
situation
like
Schwab
mop's,
not
here
and
schmot
mop
hasn't
been
here
for
four
days
and
what's
going
on
and
we
make
phone
calls
we
have
routines
as
to
who
makes
phone
calls
after
how
many
days
in
our
attendance
meetings,
we
also
have
gone
after
some
of
our
kids
that
we
needed
to
build
a
relationship
with
them,
because
sometimes
we
worked
really
hard
to
get
the
parents
to
come
around,
but
there's
some
kids.
D
We
can
get
to
come
around
if
we
help
them.
So
these
are
calendars.
Shaq
started
these
and
we
kept
on
going
with
them.
We
bring
our
kids
down
and
they
put
stickers
on
every
morning
and
they've
got
special
people
in
the
office
that
they
can't
wait
to
and
get
to
get
to
to
say
hello.
They
get
prizes
on
Friday.
They
like
that
and
we've
started
something
called
a
not
tardy
party,
because,
if
you're
not
tardy,
that
means
you
were
actually
here
number
one
and
number
two
you're
here
on
time,
so
we
have
random.
D
Sometimes
they
are
scheduled
and
the
kids
know
I'll
tell
them
tomorrow's
a
not
tardy
party,
be
here
on
time,
and
sometimes
they
are
completely
random
and
they
don't
know,
and
every
classroom
has
a
bag
that
they
get
the
night
before
last
round
we
gave
out
these
cute
little
erasers
that
are
in
different
parts
had
to
tell
them
they
can't
eat
them.
D
D
Really
about
relationships-
and
it
comes
down
to
if
they
know
you
care
and
they
know
you're
working
with
them.
We've
found
that
we
get
further
than
a
lot
further
than
we
were
getting
before.
B
Any
questions,
one
quick
question
so
earlier
you
mentioned
that
they
were
sort
of
a
threat,
and
you
may
have
mentioned
this.
I
may
have
just
missed
it.
It
was
a
threshold
four
and
that's
okay,
severity
in
terms
of
absenteeism,
can
you
define
how
how
that's
determined
a
threshold
versus
severity.
D
Of
absentee,
so
it
is
based
off
of
yes
I
absolutely
can
it
is
based.
Let
me
consult
my
prop
box.
Oh
it's
under
here.
This
is
this
comes
to
us
from
Aries,
the
threshold
of
being
whether
it's
a
severe
chronic
or
a
chronic
is
based
off
of
their
absentee
percentage.
So
in
your
severe
chronic,
it's
going
to
be
anything
that
is
under
80
percent
and
then
your
chronic
is
going
to
be
between
80
and
I.
Think
it's
Blair.
Do
you
remember
at
the
top
of
your
head
90,
something
like
that?
D
92
90.,
so
these
are
the
ones
we
look
at,
because
these
are
our
kids
who
are
under
80.
These
are
the
ones
that
go
on
The,
Hot
List.
However,
what
we
do,
then,
is
we
run
and
we
make
sure
because
at
one
point
I
realized
well,
how
do
I
know
if
they're
supposed
to
be
on
the
hot
list
and
they're
not
on
there?
D
So
we
run
this
list
against
our
hot
list
every
single
time,
and
then
we
run
this
list
and
see
wait
a
minute
schmapp's
showing
up
again
or
schmapp,
showed
up
on
here
and
anybody
who's
close
to
80
percent
80
82.
We
put
a
kind
of
asterisk
next
to
them.
Like
okay,
are
we
going
up
or
are
we
going
down,
because
if
we're
trending
down
we're
going
to
stop
that
nonsense
as
soon
as
possible,.
L
Yeah
I
think,
similarly
do
we
know
if
there's
any
other
signals
that
we
look
for
to
try
to
maybe
catch
some
of
this
thing
sooner
like
if
we
see
like
multiple
absences
in
a
row,
is
there
something
we
can
think
about
doing
for
people
that
are
approaching
that
10
threshold,
that
maybe
things
could
be
more
effective
if
we
jump
in
sooner
before
it
becomes
a
chronic
habitual
absence?
Can.
D
I
walk
up
here:
yeah,
okay,
I'm,
sorry,
so
we've
asked
our
teachers
and
they
have
graciously
helped
us
to
go
ahead
and
put
this
here,
because
when
we
see
this
here-
and
we
see
that
there
are
four
in
a
row
right
here
and
and
the
the
month
before
it
just
got
taken
out,
because
we
just
did
it
a
recording
period.
But
when
we
see
these
right
here,
we're
able
to
find
that
quickly
after
two
attendance
issues
that
we
don't
know
why
they
were
out.
We
call
teachers
call
after
three
the
office.
D
Lady
calls
after
four
I
call
and
we
find
out.
Where
are
you
and
that's,
how
we
try
and
go
after
starting?
We
also
Target
I
forgot
to
say
our
TK
and
our
Kinders
and
our
first
grades.
We
target
harder
than
anyone
else,
because
if
we
can
get
them
in
the
lower
grades
and
they
understand
the
importance
and
all
the
data
shows
that
if
you
can
read
by
third
grade,
you
have
I
think
it's
a
62
percent
more
chance
of
graduating
from
high
school
than
if
you
can't
read
by
third
grade
I.
D
L
In
kind
of
a
similar
train
of
thought,
question
is
there
anything
different
between
this
10
absence
group
and
this
20
person
absence
groups
like?
Do
you
find
that
it's
easier
to
get
this
10
absence
group
back
on
track?
Are
they
anything
that
feels
different
there
that
maybe
we
can
start
tailoring
strategies
well.
D
I
believe
that
it's
been
harder
this
year
than
it's
ever
been
because
I
feel
hypocritical,
sometimes
I'm
asking
students
and
parents
to
bring
their
children
to
school,
but
at
the
same
time,
I'm
sending
out
very
strong
messages
of
if
you're
sick,
stay
home
and
if
you
follow
Turner
on
Facebook
you'll
see
my
messaging
especially
right.
Now
that
I
need
you
here
and
you
need
your
child
here.
But
right
now
the
sicknesses
that
are
taking
place
are
days
and
days
and
days.
D
It
does
give
them
some
work
and
it
does
give
them
us
some
money
back
and
that's
not
a
bad
thing
for
all
of
us
within
our
schools
as
well,
but
the
10
thing
and
the
20
thing
if
I
were
to
sit
down
and
you're
welcome
to
come
anytime
on
a
Tuesday
in
the
morning.
More
than
happy
anyone
here
can
come
anytime.
They
want
Blair,
correct
me.
D
If
you're,
if
you
see
the
same
thing,
we
probably
have
a
handful
and
I'm
going
to
say
15
to
20
students
who
account
for
our
biggest
attendance
issues,
they're
missing
half
of
the
school
year
and
I've,
taken
them
to
sarb
and
I'm,
getting
we're
getting
with
where
we
are
I've
been
to
court.
Probably
nine
times
in
my
career
I
go
to
court,
but
right
now,
Court's,
not
having
Court
so
I
have.
Students
on
here
that
are
Turner
has
students
that
are
at
51
63
percent.
76
percent
I
can't
do
anything,
I've
done
everything.
D
I
can
do.
We've
gone
to
SAR,
but
we're
just
not
at
a
place.
It
feels
Statewide
that
there's
much
teeth
that
comes
with
it
and
those
ones
really
impact
our
numbers.
G
It
is
not
just
a
question
for
you
perfect
District,
wide
question.
I
know
we
have
Aries.
You
talked
about
pulling
the
data
from
there.
I
wanted
to
know
if
there's
a
systemic
process
for
monitoring
and
addressing
absences
tardies.
G
So,
for
example,
as
I
look
through
the
packet
schools
have
different
ways
of
acknowledging
when
students
come
to
school
on
time
every
day
and
that's
fair
right,
because
it
depends
on
your
school.
Your
culture
of
your
school
I
do
wonder:
is
there
something
that
every
school
does
when
students
are
absent?
I
know
sarb
right
that
that's
not
necessarily
that's
kind
of
like
you
were
saying,
like
that's
the
down
the
road
thing,
it
could
also
feel
kind
of
punitive.
So
that's
my
question.
M
G
I'm
talking
about
like
what
you
just
shared
about
your
process,
like
you
looked
at,
you
have
your
charts
you
have.
All
of
that
like
is
it?
Is
it
being
done
efficaciously
effectively
or
efficaciously
throughout
all
the
schools.
M
G
M
She's
we've
done
presentations
to
each
other.
I
know
she
has
shared
at
ours.
Principal
meetings,
I
think
now
that
we're
kind
of
still
we're
recovering
and
coming
back
from
from
covet
and
we're
still
seeing
absences
due
to
covid
we're
trying
to
get
on
track.
We
also
had
received
a
grant
that
allows-
and
this
was
really
to
work
in
tandem
with
sarb,
so
for
those
students
that
they
are
very
extreme
and
it's
it's
it's
it.
M
We
worked
with
the
the
court
system
at
one
point
when
they
were
starting
to
feel
as
though
they
didn't
have
the
teeth
and
more
ain't
able
weren't
able
to
move
in
the
in
the
direction
they
wanted.
M
They
did
give
us
some
guidance,
and
one
of
the
things
they
had
learned
and
had
put
into
practice
was
having
clinicians
be
become
involved
with
the
family,
because
what
they
were
noticing,
at
least
at
the
court
level
when
the
students
came,
is
that
this
was
a
familiar
issue
and
there
was
a
lot
of
things
that
that
needed
to
be
addressed
and
could
be
addressed
through
wrap-around
services.
And
so
those
are
the
things
that
we
have
implemented
on
a
District
level
for
those
extreme
situations.
M
H
Mr
chair,
yes,
I
just
want
to
say
that
I
was
attending.
I
did
attend
the
elac
meeting
and
I
heard
their
presentation
on
attendance,
and
it
was
well
done
and
the
Spanish-speaking
parents
were
understanding
and
they
were
all
excited.
They
wanted
their
child
to
be
identified
if
they
had
a
perfect
attendance
and
I
saw
their
big
screen
that
they
were
going
to
use
for
the
back
to
school
or
the
movie
for
the
young
fat,
for
the
families
and
for
the
children.
H
So
I
think
it's
a
system
and
I've
been
a
Turner
also,
and
she
has
a
strong
system
and
it's
how
they
work
together
in
that
office
in
trying
to
track
and
I
went
to
in
this
conference.
That
I
just
attended
in
San
Diego
attendance
is
a
big
thing.
It's
a
big
money
thing
too,
because
this
organization
was
willing
to
come
and,
of
course,
if
you
want
to
pay
for
it,
they'd
come
and
tell
you
how
to
do
things,
but
I
think
our
own.
B
Follow-Up
question
to
that
and
refresh
my
memory
I'm
just
having
a
fog.
What
percentage
of
the
day
is
required
for
a
student
to
be
counted
as
present
just
be
okay,
so
even
if
they
come
at
fifth
period,
Elementary
will
be.
D
Anything
for
them
being
there
for
that
day,
so
we
really
do
try
and
counsel
like
we
get
it.
Sometimes
you
just
gotta
get
that
doctor
appointment
at
whatever
time,
but
come
first
or
come
after
and
be
here
at
school
and
if
they
like
school,
but
they.
M
I'm
going
to
continue,
there's
a
little
bit
more,
so
we
put
out
a
call
to
our
schools
to
give
us
some
just
little
snapshots
or
highlights
of
practices
that
they
utilize
on
their
campuses.
We
know
all
schools
are
doing
something.
These
are
the
ones
that
we're
able
to
give
give
us
some
information
in
the
short
time
that
they
had
to
get
it
back
to
us.
So
I
just
want
to
quickly
run
through
those
for
the
sake
of
time,
so
Fremont
they
do
something
similar.
It
sounds
like
to
what
they're
doing
at
Marsh.
M
Oh
sorry,
I
was
missing.
The
lettering
I
was
hiding
behind
the
podium
I
saw
at
bellshaw.
Here
are
some
of
the
things
that
they
do.
They
celebrate
with
some
pizza
announcements,
donut
party,
and
then
this
is
something
common
with
Mission,
also,
especially
with
tardies
having
a
donut
party
for
different
grade
levels
and
present
presenting
with
attendance
tickets.
M
So,
in
addition
to
prizes,
they
do
a
big
deal
in
celebration
having
a
photo
area
where
they
can
take
pictures
with
their
parents,
because
this
is
a
celebration
for
families
as
well,
because
they
we
need
them,
especially
at
the
elementary
level
level,
to
get
students
there
on
time
our
counselors
are
involved
and
then
the
different
incentives.
M
M
M
M
Deer
Valley
uses
an
attendance
Renaissance
week
and
students
are
recognized
with
no
tardies
and
good
attendance
and
perfect
attendance
and
at
this
time,
I'm
going
to
invite
up
Dr
Tanya
Williams
she's,
going
to
share
a
little
bit
because
continuation
school
is
is
slightly
different
than
our
comprehensive
site.
So
she'll
tell
you
a
little
bit
about
that
and
how
attendance
is
tracked
and
and
then
she
can
share
a
little
bit
about
what
what
she's
done
to
raise
up
that
attendance
level
at
Bidwell.
All.
S
Right,
thank
you.
Thank
you
and
good
evening
to
everyone
and
good
to
be
here
to
share
with
you
all
and
it's
a
group
effort
over
at
Bidwell
to
get
the
students
to
come
to
school
and
teachers
have
to
have
buy-in.
Students
have
to
have
the
buy-in,
and
so
we're
working
really
hard
together
and
we're
hoping
to
improve
our
attendance
even
more.
So
what
we
do
first
thing
I
want
to
say,
because
we
do
a
number
of
things,
but
I
do
want
to
talk
about
what
we
use
is
called
productive
hours.
S
Productive
hours
is
something
that's
also
used
at
the
other
continuation
school
Live
Oak.
It
was
not
being
used
at
Bidwell
for
a
number
of
years,
and
we
put
it
back
in
place
at
the
beginning
of
this
year
and
it
actually
works.
If
you
check
out
assembly,
Bill,
77,
section
43501
and
the
letter
F,
it
says
that
the
continuation
schools
that
students
must
be
well
actually,
let
me
just
read
it
180
instructional
minutes
for
pupils
enrolled
in
a
continuation
high
school.
So
what
does
that
mean
for
the
180
instructional
minutes?
S
That's
about
each
of
our
classes,
40
45
minutes
each!
Our
students
take
a
minimum
of
four
classes.
So
if
you
multiply
that
it's
180
minutes,
so
we
require
our
students
to
be
in
class
for
180
instructional
minutes
per
day
minimum,
and
so
what
we're
doing
to
get
students
in
there
if
you
are
not
in
school-
and
you
miss
a
number
of
days-
guess
what
you
have
to
make
up
those
instructional
minutes.
That
means
you
come
in
before
school
after
your
classes
are
finished.
S
If
we
have
students
right
now
this
week,
trying
to
get
their
their
times
made
up
you're
getting
working
with
a
teacher
doing
tutoring
you're,
looking
at
whatever
you
missed
during
that
time,
that
you
were
out
you're
looking
at
videos,
you're,
getting
your
talking
getting
the
lectures
or
whatever
it
needs
to
catch
up
to
sit
and
do
can
finish
your
work.
So
that
is
the
biggest
thing.
S
That's
really
happened
and
that's
helping
students
because
they're
saying
I
don't
want
to
come
in
so
I
need,
I
need
to
come
to
school
and
so
they're
coming
to
school,
and
they
have
told
me
over
and
over
again
because
I'm
saying
does
it
work
and
they
say
yes,
it
works.
It
definitely
works.
It's
a
motivation
for
me
to
get
here.
I
don't
want
to
make
up
the
time
that
I
need,
but
we
base
it
on
what
the
assembly
bill
says.
S
I
said
this
is
what
California
is
requiring
you
to
do
we're
just
going
to
uphold
you
to
that,
so
the
students
are
working
on
that.
Even
it
helps
with
our
attendant
I
mean
authorities
because
we're
telling
them
at
20
minutes
you
missed
class
classes
school.
That
class
is
almost
four
over
at
that
point
and
we're
not
going
to
have
you
come
in
and
disrupt
class,
so
guess
what
you
missed
four
times:
20
minutes,
you're
late,
four
times,
20
minutes
or
more
to
class.
S
You
need
to
make
up
some
productive
hours
because
you
need
to
give
us
back
that
time
because
you're
missing
on
instruction,
so
the
students,
what
are
they
doing?
They're
running
the
class
they're
trying
to
get
there
on
time
so
that
they
do
not
have
to
make
up
that
time
and
they
again
they
say
it
works
and
then
we're
out
there
making
sure
those
Halls
are
clear
in
between
classes
and
so
the
students
they
get
it
and
they
are
like.
S
Yes,
you
know
and
then
the
other
thing
that
I
have
to
say
that
helps
with
it
is
that
I
think
I
talked
about
all.
S
Let
me
go,
let
me
go
you.
Do
you
catch
up
with
me?
I,
don't
know
the
other
things
besides
just
the
productive
hours.
What
we're
doing
is
when
you
keep
the
Halls
clean
and
teachers
are
constantly
motivating.
Students
come
on
come
on,
come
on
because
the
teachers
are
there,
they're,
saying
I'm
gonna
make
the
time
for
you,
I'm
gonna,
stay
after
school,
so
that
you
can
make
up
this
time.
S
Another
piece
of
that
that
we
cannot
forget
is
that
we
talk
to
the
students
about
where
their
credits
are,
students
who
come
to
Bidwell
the
continuation,
all
your
continuation,
Schools
they're
credit
deficient
in
their
mind,
I'm
not
going
to
graduate
I'm
just
going
to
spend
time
here
until
whenever
and
they
don't
have
a
plan
in
place,
they
don't
they
don't
see,
I
need
a
hundred
and
how
many
credits
that
looks.
That
sounds
like
a
lot.
We
constantly
sit
down
and
talk
to
students
about
their
graduation
status.
S
S
That
makes
it
possible
their
dream
possible
that
they
can
actually
graduate
and
then
not
only
that
I
get
students
who
just
get
frustrated
and
they're
tired
and
then
I
don't
see
them
I,
don't
want
to
call
your
mom
I'm
gonna
call
your
cell
phone,
where
you
at
because
I'm
looking
at
students,
16
17,
18
years
old,
okay,
so
I'm
calling
your
cell
phone.
Where
are
you
what
is
going
on?
S
And
so
when
we
start
calling
those
students
on
their
cell
phones
they're
like
what
yeah
even
and
we
say,
come
back
to
school,
we
can
do
this
and
we
sit
back
down
again.
We
talk
about
okay,
this
is
where
you
are.
You
can
do
this
it's
possible
and
then
we
get
them
back
rolling
into
school
again
and
I.
Think
that's
important.
The
other
thing
that
we
do
and
I
think
it
makes
it
be
somewhere
on
the
next
slide
or
somewhere.
I,
don't
know
where
it's
at,
but
anyway
we
do
have
assemblies
for
them.
S
On
this
coming
Tuesday
we're
going
to
have
an
awards
assembly
perfect
attempt
attendance,
honor
roll
most
improved,
all
of
these
different
things
that
we
get
to
honor
the
students,
so
we're
constantly
doing
Awards
hosting
awards
for
them
we're
formally
and
informally
just
recognizing
the
students,
I'll
call
a
parent,
oh
I'm,
so
glad
Johnny
showed
up
to
school
this
week
all
week
long,
it's
like
awesome
and
we
Pat
him
on
the
back,
and
teachers
are
doing
this
so
I
think
all
of
that
is
helping
us
to
get
better
attendance
and
improve
our
tardy
as
Pop
as
well.
M
I
want
to
share
one
quick
thing
before
I:
ask
if
there's
any
questions
so
I
had
a
parent
at
the
beginning
of
this
school
year,
because
Dr
Williams
is,
is
the
new
principal
started
this
year
at
Bidwell
and
I
had
a
parent
a
couple
times
call
she's
like
I,
don't
know
about
this
new
principal
she's,
making
my
daughter
my
daughter's
unhappy
she's
just
like
because
she
was
holding
rules.
There
was
dress
code
that
she
was
enforcing
kids
weren't
used
to
that
there
was
a
lot
of
this
and
I
just
kid
you
not
a
week.
M
S
It
was
a
culture
shock
for
a
lot
of
the
students.
They
were
shocked.
The
parents
were
like
what
are
you
doing.
I
said
I'm,
getting
your
kids
in
school,
that's
what
I'm
doing
and
so
then
it
and
that's
and
you're
exactly
right,
because
I
know
who
you're
talking
about
and
they
said
because
she
was
up
there.
Well,
you
need
to
be
doing
this
and
why
are
you
and
I?
A
H
S
Yes,
thank
you
and
you
know
we
have
some
students,
I've
moved
a
couple
of
students
because
we
have
a
morning
and
an
afternoon
program
and
everyone's
in
their
students
over
to
me,
and
they
forget
that
when
they
have
problems
at
the
other
school
with
fights
and
things
you
send
all
the
kids
to
me.
We
got
to
learn
how
to
love
and
live
together,
but
what
happens
is
sometimes
I
move
their
schedule.
Students
stopped
coming
to
school
in
the
morning
because
they
had
a
conflict
with
another
student.
S
We
tried
to
do
some
conflict,
mediation
and
so
forth.
If
it
takes
some
mediation
takes
a
while
guess
what
I
do?
Who
wants
to
move
to
the
afternoon
schedule
till
we
fix
this
and
we
move
them
to
an
afternoon
schedule
so
that
now
they're
coming
and
they
stay
and
they
continue
to
come.
So
sometimes
you
have
to
move
that
schedule
around
until
we
fix
some
of
the
mediation
and
things
that
we
need
to
do
to
get
the
students
to
build
those
relationships
with
people.
So
that's
yeah,
you're
right.
Thank
you
and.
S
L
Yeah
I
got
two
questions.
You
said
that
this
model
was
something
that
was
used
before
stop
being
used
and
then
started
being
used
again.
Do
you
know
why
it
was
the
case
that
it
was
stopped
and
then
what
prompted
it
to
kind
of
start
be
used
again.
S
S
I
talk
to
students
when
I
first
came
in
and
they
told
me
about
the
productive
hours
that
were
in
place
and
then
I
began
to
learn
about
it
and
I
began
to
talk
to
the
other
principal
at
the
other
school
about
what
they
were
doing,
how
they
were
using
it.
I've
talked
to
students,
I
talked
to
teachers
and
so
forth,
and
after
talking
to
them,
I
said,
let's
put
it
back
in
place.
S
It
sounds
like
something
that
we
think
will
work
at
this
school
and
we
put
it
back
in
place
and
some
students,
you
know
they
were
kicking
and
screaming,
but
after
a
couple
of
weeks
they
got
into
the
groove
of
it
and
now
they're
kicking.
They
said.
Thank
you.
They
said
this
school
is
not
and
I,
don't
credit
myself,
I
credit,
my
team.
They
said
this
school
has
done
a
180
degree
turnaround
or
once
whatever
they
look
at
a
complete
turnaround,
because
they
said
it's
far,
more
quiet
students
are
in
the
classroom.
S
Students
are
learning,
teachers
are
more
engaging.
All
of
this
they
said
is
created
a
more
positive
environment
for
us,
and
we
want
to
be
here
now.
So
we
have
students
who
do
not
want
to
return
to
their
comprehensive
school,
but
prefer
to
stay
with
us
to
graduate
because
they,
like
the
small
environment,
they,
like
our
class
sizes
so
and
and
I
tell
people
I,
don't
knock
big
schools
or
small
schools.
L
So
that
kind
of
touches
on
my
next
question:
do
you
have
thoughts
on
how
we
can
take
the
parts
of
this
model
that
work
and
apply
them
to
our
comprehensive
high
schools?
Because
if
these
are
successful,
strategies
I
think
there's
opportunity
there
then
to
apply
them
at
our
comprehensive
high
schools
and
keep
our
Stu?
You
know
some
students
that
want
to
be
at
our
hands
of
high
schools
and
keep
them
there.
One.
S
Of
the
things
that
I
find
I
worked
at
councilman
in
Oakland,
I
was
assistant
principal
over
there.
I
was
also
in
West
Contra
Costa
at
De
Anza
and
when
I
got
there,
I,
don't
like
chaos,
I'm
allergic
to
chaos,
and
so
one
of
the
things
I
did
is
Hall
sweeps
all
day
long,
not
sweep
and
put
you
in
a
detention,
room,
I'ma
sweep
you
into
your
classroom
and
so
one
of
the
things.
S
If
we
can
get
people
under
in
there
and
get
those
kids
in
the
classroom,
guess
what
you're
not
falling
further
behind,
because
when
you
fall
further
behind
in
your
classroom
now,
I
don't
want
to
sit
in
a
classroom
because
now
I
look
like
the
stupid
one
and
then,
if
I,
look
like
the
stupid
one,
I'm
embarrassed
so
I'd
rather
stay
home
or
hang
out
so
pushing
the
kids
into
the
classroom.
That's
something
that
we
have
to
do,
and
we
have
to
begin
to
push
that
and
and
encourage
that
the
other
thing
is
yeah.
S
The
students
we
have.
Every
student
is
being
held
to
instructional
minutes
and
if
we
begin
to
encourage
them,
making
phone
calls
I
call
I
call
the
students
I
call
the
parents
do
whatever
I
have
to
do
to
get
those
and
talk
to
them
and
get
them
back
into
the
classroom.
Whatever
the
problem
that
they're,
having
put
them
in,
fix
it
and
get
them
back
in
the
classroom,
teach
them
how
to
mediate,
teach
them
how
to
speak
up
for
themselves
and
what's
wrong,
what
do
you
want
to
see
and
so
forth?
S
If
we
just
do
just
those
simple
things
like
that,
I
think
that's
going
to
be
a
positive
and
that's
going
to
be
a
plus
getting
students
into
the
classroom,
but
I'm
I'm
gonna
be
honest
with
you.
When
I
was
at
Cal
smart,
we
cleaned
those
Halls,
all
the
time
pushed
them
into
those
classrooms
and
the
students
start
learning.
And
then,
after
a
number
of
weeks,
we
didn't
have
to
push
anymore.
Students
automatically
went
to
class
because
they
saw
that
they
were
actually
learning.
They
say.
A
S
M
You,
okay,
I,
only
have
a
couple
more
and
we're
and
we'll
wrap
it
up.
So
this
is
just
something.
You
know
that
the
recognition
at
Live
Oak,
which
is
our
other
continuation,
high
school
and
then
oops
I,
just
turned
that
off
sorry
I'm,
going
to
end
with
this
one.
So,
just
two
days
ago,
Mr
Burger
House
is
our
student
Support
Services
director,
and
he
is
also
the
facilitator
of
our
district
sarb
meetings
and
a
family
had
been
brought
to
SARP.
M
They
supplied
the
family
with
a
new
washer
and
dryer,
and
this
is
just
an
image
of
that,
and
these
are
the
things
that
that
we
do
do
and
go
above
and
beyond
to
in
support
of
our
families,
because
there's
a
variety
of
reasons
of
why
attendance
can
be
an
issue
when
we
try
to
find
out
what
the
root
cause
is
and
try
to
find
support
directly.
So
just
wanted
to
end
with
that.
That
story,
and
yes.
D
We
remodeled
our
Turner
about
four
or
five
years
ago
at
this
point
and
I
advocated
really
strongly
and
pushed
really
hard
for
a
washing
machine
and
dryer.
It's
a
stand-up.
It's
like
an
apartment,
one
and
I
have
to
tell
you
like
I
mentioned.
D
We
do
do
uniforms
and
we
found
that
some
of
our
kids
were
having
trouble
and
I
have
three
families,
three
kids
who
bring
their
clothes
in
the
morning
and
they
bring
them
to
me
and
we
wash
them
and
we
dry
them
and
we
fold
them
and
they
come
back
in
the
afternoon
and
they
pick
up
their
laundry
and
take
it
home
is
their
uniform
forms
and
it
has
made
a
huge
difference
in
not
just
them
being
at
school,
but
the
entire
family's
relationship
with
the
school
so
I
think
that
that's
something
that
if
at
any
point
we
think
about
it.
H
Sure
I
find
that
that's
the
key
to
going
into
a
community,
school
and
I
think
that
we
need
to
be
doing
going
in
that
direction.
So
we
have
our
resources
all
going
around,
which
it
ties
in
with
attendance.
I
mean
it's
a
whole
issue
of.
Why
does
the
child
not
come?
There's
reasons
if
you
don't
know
what
the
reasons
are,
then
you
you're
not
going
to
get
that
child
back.
These.
L
What
are
some
of
the
top
causes
of
attendance,
because
I,
would
you
know
that
that's
exactly
the
kind
of
things
I
was
brainstorming
things
I
could
then
lead
into
some
more
Community
Schools
initiatives,
things
like
laundry
things
like
like
hygiene,
access
or
showers,
and
things
can
also
lead
to
students
not
wanting
to
go
to
school,
as
we
talked
about
Healthcare
appointments,
if
we
could
have
maybe
clinics,
pop-up
clinics,
mobile
clinics
at
the
school
sites
that
can
help
reduce
that,
as
well
as
addressing
things
like
bullying
can
be
a
large
reason
why
people
don't
go
to
school.
M
I
can
share
that
in
a
Friday
board
that
that
really
comes
out
of
Mr,
Burger
House's
department
and
so
I.
Don't
have
I,
don't
want
to
misspeak,
but
we
can
certainly
do
that
and
we
are
have.
We
have
applied
for
both
the
state
level
and
the
federal
Community
Schools
grants
I
think
actually
the
state
one
where
it's
a
planning
grant
for
the
state
one
and
that's
going
in
next
week.
B
I
was
actually
going,
yeah
I
was
going
to
actually
ask
a
similar
question.
Would
it
be
possible
to
commission
a
study
to
sort
of
examine
some
of
these
contributes
some
of
these
root
causes
because
again
we
can
speculate
and
we
obviously
we
can.
B
You
know
we
can
find
anecdotal
evidence,
but
until
we
understand
the
population
it
may
shift
from
year
to
year
may
shift
you
know
from
month
to
month,
in
some
cases,
but
looking
at
some
of
those
root
causes
and
then
figuring
out
ways
to
to
provide
some
some
supports
absolutely
yeah.
So.
L
And
I
do
have
a
few
more
questions
go
ahead.
Yeah,
do
we
have
a
sense
of
comparisons
to
pre-pandemic
levels
and
or
even
comparisons
to
other
school
districts?
Now,
I
guess
what
I'm
trying
to
tease
out
is.
Are
some
of
these
increases
we're
seeing
more
directly
tied
to
some
of
the
efforts
we're
doing
or
is
it
you
know
what
part
of
it
is
systemic,
Trends
and
kind
of?
Can
we
tease
those
things
out,
yeah.
M
We
can
do
that
when
I
looked
at
when
I
was
at
the
county
meeting
on
Friday.
They
gave
us
the
entire
County
and
it
was
astounding
across
the
board.
Every
District
I
don't
think
there
was
one
that
didn't
double
their
chronic
absenteeism
last
year
due
to
covid
and
just
we
all
worked
through
it
and
talked
about
the
different
things
we're
trying
to
do
to
to
manage
and
re-engage
and.
L
Then,
at
least
as
far
as
like
a
lot
of
the
strategies
that
were
presented,
do
you
have
any
sense
of
which
of
these
things
were
things
that
are
different
than
things
that
we
were
doing
before
the
pandemic.
You
know,
because
we
were
struggling
with
attendance.
Even
then,.
M
I'll
just
say
just
from
conversations
I've
had
with
principals
is
there
were
a
lot
and
it
wasn't
just
last
year,
but
even
the
year
before,
when
we
were
in
distance
learning,
the
amount
of
home
visits
had
increased
dramatically
because
we
wanted
to
re-engage
parents.
We
were
we
didn't
know
how,
especially
when
we
were
virtual,
we
didn't
know
how
they
were
doing
so.
I
know
a
lot
of
folks.
M
I,
don't
know,
I,
know
I,
because
I
know
Mr
Wilkins
did
that
even
Mr
Burger
House
he
goes
out,
he's
been
like
there's
a
high
school
there's
two
high
school
students
at
Antioch
High
that
keep
not
showing
and
he
keeps
showing
up
at
their
apartment
and
and
gets
them
into
school.
So
if
there's
a
lot
of
effort,
I
think
to
make
direct
contact
with
families
and
students.
L
Yeah
I
think
it'd
be
it'd,
be
great
if,
if
we
have
any
kind
of
tracking
of
that
the
number
of
home
visits
we're
doing
and
be
able
to
see
how
effective
those
are
being
because
I
think
that
the
root
of
this
quote
of
my
question
here
is
that
you
know
to
be
frank,
a
lot
of
the
things
that
I'm
seeing
here
are
things
that
I
remember
being
incentivized
when
I
was
a
student
in
school,
and
so
we
know
that
we've
continued
to
have
problems
with
attendance,
and
so
you
know
continuing
to
see
you
know.
L
Can
we
stretch
what
we're
thinking
about?
Can
we
continue
to
brainstorm
and
expand
our
strategies
because
yeah
because
I
remember
you
know
perfect
attendance,
Awards
pizza
parties,
all
these
things
are
things
that
I've
experienced
before
and
we've
continued
to
struggle
with
attendance.
So
there's
room
here.
You
know
clearly
there's
a
lot
of
great
effort
and
they
they
do
help
some
students,
but
can
we
find?
L
Where
are
the
holes
and
gaps
that
we
can
continue
to
fill
yeah
and
that
yeah,
let's
see
and
oh
yeah
and
then
do
we
have
any
student-sighted
data
on
the
effectiveness
and
appealingness
of
these
initiatives,
because
kind
of
going
off
of
that
you
know
at
least
when
I
was
a
kid.
These
things
are
great,
but
they
weren't
anything
that
ever
excited
me
or
any
of
my
friends
to
want
to
come
to
school.
More
often,
they
were
more
incidental
that,
oh,
we
all
came
to
school
and
look.
L
We
also
got
a
pizza
party,
but
I
I
don't
know
any,
and
this
is
all
anecdotal,
obviously
so
be
great.
That's
why
I'm
asking
for
more.
You
know
student-sided
data,
but
it
was
just
like.
Oh,
we
just
all
happened
to
go
to
school,
and
now
we
got
an
extra
pizza
party,
but
we
were
never
like.
Oh
we
gotta
get
to
school
for
this
pizza
party
at
least
that's
my
experience
as
a
student
and
with
my
friends,
and
you
know
in
this
District.
Okay,.
M
G
G
You
touched
on
what
my
question
was
about
in
terms
of
systemic
processes
and
systemic
practices,
right
because
different
principles
are
doing
different
things
and
you
should
for
your
different
communities,
but
there
are
also
things
that
everyone
should
be
doing.
If
we
know
it's
good
practice
right
and
so
I'm
just
interested
to
know,
I
think
once
we
get
to
the
root
cause
like,
why
are
students
absent
and
figuring
out
what
strategies
and
practices
are
proven?
G
A
A
E
L
A
A
There
are
a
number
of
them
a
through
P.
Does
anybody
have
want
to
pull
one
for
discussion
or
two
or
three
or
whatever
Mr.
H
Just
want
to
say:
okay
thank
heaven
in
our
agenda.
There's
a
lot
of
items
there
about
repairing
our
infrastructure
or
whatever
you
call
it,
but
especially
this
one
on
E,
which
is
the
one
for
Deer
Valley
and
for
Antioch
High
School,
which
is
the
gymnasiums
in
the
freezing
and
the
heating
issue
that
goes
on
and
I
was
at
the
basketball
game
on
Tuesday
I
froze,
because
there
is
just
no
Heating
in
there
at
all.
So
thank
you
for
the
possibility
of
this
coming
forward,
and
that
was
all
I
just
want
to
call
it
attention.
B
I
A
H
Like
to
place
in
nomination,
this
is
the
election
for
President
Dr
Clyde
Lewis,
since
he
was
passed
over
the
last
time
under
concerns
of
business
affiliations,
and
so
at
this
time
I
think
it's
proper
that
he
should
continue
in
that
position.
G
Yeah,
so
I
I
did
not
know
that
you
were
that
happened
before,
but
I
will
say
considering
vice
president
Hernandez
is
currently
in
the
position.
It
feels
like
a
good
succession
plan
would
be
to
continue
with
that
and
to
move
up
to
presidency.
L
Yeah
I'd
also
like
to
make
a
comment
for
the
same
reasons
that
you
know
last
year.
I
offered
to
be
wanted
to
be
president
and
I
was
told
that
I
didn't
have
enough
experience,
and
so
I
did
exactly
that
and
you
know
filled
in
the
role
vice
president
I
got
my
masters
in
governments
from
the
California
School
Board
Association
I've
also
done
a
lot
of
work
on
the
school
board,
such
as
passing
putting
forth
the
equity
policy.
L
I
worked
on
the
student
board
member
policy
crafting
that
policy,
putting
forward
the
trauma
and
grief
response
committee
I've
worked
on
creating
inclusive
language
in
our
policies.
I've
worked
on
putting
forward
actual
ideas
to
make
more
inclusive
lgbtq
policies
and
initiatives.
I've
spoken
at
events
such
as
recently
the
key
to
the
city
event
honoring
heroes
in
the
city.
L
I've
worked
to
elevate
the
discourse
here
in
the
school
district,
as
many
of
you
have
seen
the
way
that
I
make
sure
that
we're
elevating
and
talking
about
data-driven
initiatives,
making
sure
that
we're
doing
everything
that
we
can
and
working
to
improve
as
a
district
and
building
upon
the
work
that
we're
doing
I
was
recently
selected
as
a
well
fellow
for
a
water
policy
Fellowship
where
I
competed
against
elected
officials
across
the
state
and
was
selected
for
this
prestigious
Fellowship
I've
served
on
boards
before
I
know.
I
can
do
the
work
here.
L
What
message
are
we
sending
to
our
students
when
you,
when
that
was
the
reasoning
why
I
was
not
selected
as
board
president
I
went
out.
I
did
the
work
I'm
going
to
be
here
to
fight
for
students
plain
and
simple,
when
we
talk
about
vulnerable
students
when
we
talk
about
families
that
are
struggling,
that
was
me
in
school.
That
was
my
family.
My
family's
here
tonight
they've
had
those
experiences.
They've
worked
those
service
jobs.
What
message
are
we
sending
to
our
students?
L
If
we
don't
select
me
as
board
president,
because
I
did
the
work,
I
put
it
forward
and
I'm
ready
to
serve
this
school
district
and
that's
a
message
we
need
to
be
sending
out
to
our
students.
Now
everyone
here
is
happy
to
make
whatever
decisions
they
want
to
make.
But
I
need
that
message
to
be
out
there
and
I
need
people
to
understand
what
the
decisions
we
make
reflect
on
the
school
district.
A
C
It's
it's
you'd
vote
on
the
motion.
Oh
no
trustee
Lewis,
yes,
trustee
Rocha,.
H
A
L
President
hack,
yes,
I'd
like
to
make
a
motion
to
nominate
trustee,
Lathan
I
think
she
brings
the
most
experience
we've
ever
had
on
this
board.
When
it
comes
to
the
background
of
Education.
She
has
experience
both
as
a
teacher
principal
administrative
and
on
the
County
Board
of
Education
I
think
she
would
make
a
fantastic
addition
to
this
team
and
we'll
continue
to
elevate
the
discourse
in
this
school
district.
A
C
L
H
A
L
L
So
the
Contra
Costa
County
School
Board
Association,
is
a
regional
group
locally
to
the
school
districts
that
exist
within
the
county.
So
it's
not.
Every
single
county
has
one
of
these
necessarily
it's
something
that
this
particular
county
has
chosen
to
organize
within
the
districts
here
and
they
try.
We
try
to
get
together
to
do
joint
advocacy.
In
particular,
we
did
things
such
as
sending
letters
to
the
governor
during
covid
emphasizing
the
need
for
more
supports,
and
things
like
that.
L
So
a
lot
of
collaboration
in
that
sense
is
what
we
tend
to
do:
yeah
and
so
I'm
happy
to
do
it
again.
If
someone
else
has
interest,
I'm
also
happy
to
entertain
that
as
well.
A
I'll
make
a
motion
to
you
to
continue
with
the
position.
Second,.
A
T
Okay
and
I'm
gonna
stand
up
here
because
it's
a
little
hard
to
sit
there
and
sort
of
follow
what
you
guys
are
looking
at.
T
So
the
first
interim
budget
report
is
a
report
that
comes
at
this
time
of
every
year
and
it's
reports
that
covers
the
financial
condition
of
the
district
from
July
1st
through
October
31st.
So
you
do
budget
adoption,
then
we
do
a
45-day
revise
in
August
if
there's
major
changes
and
then
this
is
the
First
Financial
update
since
the
budget.
T
So
we're
going
to
go
through
the
general
fund.
The
general
fund
is
the
biggest
largest
operational
fund
within
the
school
district.
It's
comprised
of
restricted
and
unrestricted.
The
unrestricted
side
is
the
mostly
the
lcff,
the
local
control
funding
for
the
formula,
and
then
the
restricted
has
several
different
other
restricted
resources.
T
So
this
breaks
it
between
unrestricted
and
restricted.
So
you
can
see,
there's
three
columns
here,
I
think
I
have
so
here's
the
unrestricted
the
restricted
and
then
this
is
combined.
So
this
is
as
of
October
31st.
Our
unrestricted
is
showing
somewhat
of
a
deficit
and
just
to
remind
everybody,
budgets
are
not
static.
T
Right
budgets
are
approved
in
June,
with
the
information
that
we
have
at
that
time
and
as
we
do
as
we
get
updates
and
things
change,
either
with
the
state
or
locally
when
we
have
things
such
as
breaks
or
water
mains
or
things
that
have
to
change
for
expenditures
or
Revenue
reasons,
we
update
you,
and
so
this
is
why
we
do
our
financial
updates
a
couple
times
a
year,
so
that
we
can
update
you
on
the
things
that
are
changed.
So
budgets
are
never
static,
they're
presented
and
then
we
keep
updating
you.
T
We
do
it
for
the
current
year
and
two
years
out
so
as
of
now
we're
showing
a
little
bit
of
a
deficit
for
the
unrestricted
side-
and
you
will
see
and
I'll
go
into
detail
more
in
a
couple
slides,
but
we
have
a
lot
of
Revenue
one-time
Revenue
that
we
booked
after
the
budget
adoption
and
we'll
go
into
that
in
a
little
bit
more
detail.
T
So,
overall
we
have
a
increase
to
our
budget
of
about
29
million
and
primarily
that's
due
to
one-time
learning,
recovery
and
instructional
material
block
grant
on
the
left
side
the
components
of
the
ending
fund
balance.
This
is
the
unrestricted
components.
Remember
we
have
the
economic
uncertainty.
That's
three
percent
state
required
two
percent
board
required
as
a
resolution
that
was
passed,
so
we
have
to
keep
in
our
economic
uncertainty
amount.
We
did
assign
some
money
for
textbook
adoptions
that
will
be
planning
in
the
next
year
or
two,
as
well
as
some
money
for
deferred
maintenance.
T
We've
heard
this
evening
that
we
have
hvacs.
We
have
sites
that
need
some
improvements,
facility,
wise
and
so
we're
looking
to
put
some
resources
towards
that,
as
well
as
assigning
some
additional
expenditures
that
will
come
along
with
increases
to
salary
and
benefits
in
the
middle
column.
Here's
the
restricted,
ending
fund
balance
estimates
for
our
one-time
funding
that
will
be
carried
over
till
next
year.
T
T
As
I
mentioned,
we
have
a
lot
of
one-time
Revenue
that
we
booked
after
the
budget
was
adopted.
We
have
the
elop,
which
is
the
after
school
program.
We
had
nine
million
dollars
that
we
booked
after
budget.
We
have
the
Arts
and
Music
instructional
block,
grant
that
came
after
the
state
adopted
it,
which
was
after
we
had
already
adopted
our
budget
in
this
District
of
about
9
million
and
we'll
go
into
a
little
bit
detail
in
that
in
a
minute,
and
then
we
also
got
a
learning
recovery,
emergency
block,
grant
of
24
million.
T
So
primarily
the
changes
to
the
revenue
are
here.
I
know
you
can't
really
see
it
here
and
we'll
we'll
improve
this
slide
for
next
time.
But
these
are
the
categories
in
which
we
record
our
Revenue
right.
So
we
have
lcff.
We
had
a
slight
change
to
that.
T
Our
changes
to
our
expenditures
overall
did
not
change
too
much
just
about
two
million
dollars,
but
we
did
have
some
reclassification
of
expenditures
with
one-time
money,
so
Esser
funds,
part
of
the
plan,
was
to
put
towards
a
technology
Network
as
well
as
HVAC,
so
we
reclassed
the
expenditures
from
the
expenditure,
classifications
of
salary
benefits,
supplies
and
services
to
Capital
outlay.
We
have
submitted
applications
to
the
state
in
order
to
use
the
Esser
money
for
HVAC
in
Replacements.
We
have
to
get
pre-approval.
T
T
So
the
learning
recovery
emergency
block
grant
came
to
us
after
budget
adoption,
we're
looking
at
about
almost
24
million
dollars
and
we
have
until
27.28
to
spend
it.
The
state
has
given
us
about
50
percent
of
the
cash,
which
is
very
unusual.
We
don't
usually
get
the
cash
as
soon,
but
we
do
have
the
cash.
T
So
that
means
that
the
revenue
is
booked
and
it's
showing
in
our
books,
but
we
aren't
going
to
spend
it
here
is
a
summary
of
right
now
what
it
looks
like
what
we
will
be
spending
the
money
on
one-time
positions
that
are
currently
in
the
budget
under
the
Esser
funds
that
will
expire
in
2324,
and
so
it
at
this
time
we'll
be
moving.
These
one-time
positions
into
the
emergency
block,
grant
from
24
25
to
2627.
T
In
addition
to
that,
other
we
got
the
Arts,
music
and
instructional
materials
block
grant.
This
is
about
nine
million
dollars
again
we
booked
it
into
the
revenue
now
and
we
will
be
carrying
it
over.
We
don't
have
any
plans
to
spend
it
for
this
year,
but
this
is
one
place
where
we
can
add
improvements
to
our
facilities.
T
So
here's
our
Revenue
expense.
These
are
our
assumptions
that
we
use
to
build
our
multi-year.
So
we
have
we
just
talked
about
the
current
year.
This
is
our
lcfs
and
remember.
Our
lcff
is
broken
up
to
base,
which
is
for
all
students
and
then
the
unduplicated,
the
supplemental
and
concentration
Grant.
T
However,
in
the
third
year
out
in
2425,
we
are
expecting
a
decline
in
the
lcff
revenue,
even
though
we're
projecting
a
four
percent
Cola
increase
based
on
what
the
state
is
giving
us
now,
we
do
have
another
decline
in
enrollment,
which
is
a
decline
in
Ada
as
well,
so
we'll
have
to
watch
that
we
have
time
to
to
adjust
to
that.
But
right
now
the
assumptions
are
showing
a
decline
in
enrollment
in
Revenue.
T
Do
you
have
a
question?
Oh
okay,
but
good
news
is
that
I
know
over
the
course
of,
like
the
last
five
to
seven
years,
you've
heard
the
increases
to
stirs
and
pers.
Good
news
is
that
the
stirs
right
now
is
estimated
to
remain
flat,
so
that
won't
be
increased
and
the
Calpers
is
going
to
decline
slightly.
That
could
change,
but
right
now
those
are
the
assumptions
that
are
used
and
then
we
always
increase
include
a
increase
because
we
automatically
do
step
in
column
for
our
employees
and
Longevity.
T
So
in
order
to
project
out,
we
also
project
those
cost
increases.
So
when
we
use
all
the
assumptions-
and
we
look
at
our
multi-year-
we
are
expecting
to
have
a
deficit
over
the
next
two
years.
That's
primarily
due
to
our
one-time
Revenue
being
booked
in
one
year
but
spent
in
another
year.
Okay,
and
then
also
you
can
see
the
components
of
the
ending
fund
balance
by
year.
T
So,
for
example,
when
we
talked
about
the
learning
recovery
block
grant,
you
can
see
here
that
we
booked
it
in
this
current
year
and
then
we're
going
to
carry
it
over
to
this
year.
We
don't
plan
to
spend
it
this
year,
so
it's
going
to
stay
in
the
ending
fund
balance
and
then
we
plan
to
start
spending
it
in
the
24-25
year.
So
we
will
carry
over
part
of
it
in
the
24-25
year
to
2526.
T
This
is
a
visual
of
what
were
what
school
districts
are
dealing
with.
It's
really
good
news
that
we're
getting
all
this
one-time
money,
but
you
could
see
the
drop
so
we're
dealing
with
a
lot
of
one-time
money
which
is
inflating
both
the
ending
fund
balance.
It's
a
it's
a
good
problem
to
have,
but
it
does
skew
the
numbers
a
little
bit,
so
you
can
see
that
2223
all
the
one-time
monies
that
were
that
were
booking
into
our
budget,
and
then
it
goes
at
this
time.
T
T
T
We
do
have
one
pending
additional
funding
that
is
not
included
in
the
interim
report
and
we're
still
waiting
for
more
information
from
the
state,
but
this
is
home
to
school
transportation.
So
our
calculations
are
showing
that
we'll
get
about
three
million
dollars
for
five
years
for
home
to
school
transportation.
T
The
State
has
yet
to
give
us
actually
their
calculation
of
what
they
are
going
to
give
us
and
they
haven't
given
us
Direction
on
how
we
are
going
to
record
it
in
our
books.
So
we
hope
to
get
this
information
by
the
second
interim
and
it
should
be
included
in
the
numbers
at
that
time.
But
this
is
something
that
that
we
do
have
that
we
do
have
to
book
as
soon
as
we
get
more
information.
T
So,
first
interim
we
have
to
do
a
certification
and
there's
three
ways
to
be
certified:
you're,
either
positive,
qualified
or
negative,
and
good
news.
The
district
will
be
able
to
meet
its
Financial
Obligations
for
the
current
and
the
two
subsequent
years,
which
means
we
are
a
positive
certification.
T
And
these
are
our
deliverables,
we're
here
in
December,
presenting
the
first
interim
in
January,
we'll
bring
you
the
audit
and
then
we'll
be
back
in
March
for
the
second
interim
I
want
to
thank
Mia
and
my
staff
who's
working
diligently
every
day
or
today
to
get
the
budget
as
accurate
as
possible,
working
with
all
the
Departments
and
the
school
sites
to
do
budget
adjustments
and
try
to
get
their
needs
addressed
and
I
will
open
it
for
questions.
A
L
T
Also
yes,
so
this
is
an
agreement
that
we
that
is
in
conjunction
with
the
resolution
that's
later
on
on
the
agenda,
and
this
is
to
a
grant
that
we
got
it's
cal-shaped
Brandt,
that
we
got
that
with
this
company
to
come
in
and
they're
going
to
assess
all
of
our
HVAC
units.
So
maintenance
has
been
working
really
hard
to
go
to
every
single
HVAC
unit
in
the
district
and
get
the
type
of
unit
the
serial
number
and
all
this
information
to
apply
for
this
Grant,
and
so
they
will
come
in.
They
won't
replace
them.
A
T
A
L
A
L
M
L
M
Okay,
so
this
is
a
new
vendor
that
we
are
bringing
forward.
We
are
utilizing.
This
is
a
three-year
agreement
that
would
take
us
through
June
of
2025.
Our
Aries
system
is
limited,
to
say,
to
say
the
least
when
it
comes
to
master
scheduling,
it
really
are
the
way
our
system
is
currently.
It
requires
a
lot
of
manual
efforts,
and
sometimes
those
comes
with
human
error,
and
it
takes
a
long
time,
and
so
what
this
particular
software
and
training
provides
is
a
system
that
will
do
many.
M
Many
things
I'll
just
highlight
a
few
one.
Is
it
will
improve
how
we
provide
courses
for
our
special,
our
special
groups
of
students
like
for
students
with
special
with
IEPs?
It
will
schedule
them
first
so
that
they
are
maximizing
their
inclusion
opportunities.
This
will
assist
with
our
English
Learners
and
making
sure
that
they
are
cohorted
in
the
proper
way,
so
that
push-in
Services
through
AIDS
are
possible.
M
It
helps
with
our
CTE
Pathways
cohorting
students
and
allowing
for
students
to
travel
class
to
class
as
a
small
learning
community
gosh
I
could
go
on
and
on
it's
one
of
the
things
that
I
I
would
think.
Our
teachers
would
say
is
that
they
can
get
very
frustrated
with
the
process
that
we've
had
in
place
for
many
many
years
where
oftentimes
they're,
not
knowing
what
their
classes
are
going
to
be
until
a
few
weeks
before
school
starts
with
this
system.
M
This
allows
our
teachers
to
go
off
to
summer
break,
knowing
with
a
I,
think
a
90
92
percent
accuracy
of
what
their
classes
will
be,
so
they
can
plan
over
the
summer.
So
I
know
that
will
make
them
very
happy
that
also
helps
our
special
Department
align,
the
AIDS
that
need
to
go
with
students
as
they
transition
from
grade
to
grade.
So
there's
there's
so
many
things
that
this
will
help,
and
so
we
are
asking
that
the
board
approve
this
agreement
with
education
advance
to
onboard
this
master
scheduling,
service.
A
M
Cost,
but
this
is
a
new
agreement
and
we're
very
happy
to
be
partnering
or
hopefully
partnering,
with
the
East
Bay
Regional
Parts
district
they'll
be
providing
lesson
swim
lessons.
Summer
camps
swim
summer
camps
that
also
for
age,
appropriate
students.
They
can
provide
lifeguarding
certification
and
then
also
recertification
for
our
PE
teachers.
And
so
we
ask
that
the
board
approved
this
Cooperative
agreement
with
the
East
base.
Regional
Park
District.
L
A
L
So
I
can
start
us
off.
So,
as
I
mentioned
previously,
I
was
selected
for
the
well
untapped
fellow
untapped
Fellowship,
a
water
policy
Fellowship
for
elected
officials.
They
select
about
10
to
20
elected
officials
across
the
state
of
California
to
learn
about
water
policy
and
they
only
ever
select
a
handful
of
a
school
board
trustees.
It's
easy
for
people
to
think
that
water
policy
is
something
that
only
belongs
in
the
hands
of
a
city,
but
we
are
a
large
organization
and
school
districts
or
large
organizations
that
use
water.
L
The
health
and
safety
of
the
water
is
something
that
our
students
interact
with
all
the
time
and,
as
I've
said
many
times
as
someone
in
healthcare
I
view
education,
environment
and
all
these
things,
that's
all
interconnected
into
the
health
of
our
students.
Now,
as
part
of
you
know,
as
I
mentioned
Also
earlier
as
part
of
preparations
throughout
the
year,
I
did
a
lot
of
training
and
preparation
and
learning,
and
each
year
we
have
a
budget
of
three
thousand
dollars
for
training
that
we
receive
as
trustee
these
and
I've
gone
through
that
budget.
L
In
order
to
continue
in
this
program,
I
do
need
a
one-time
extension
of
that
budget
before
it
actually
before
we
reset
at
the
next
fiscal
year,
and
so
I'm
asking
this
board
to
approve
this
increase
of
this
budget.
So
I
can
continue
in
serving
as
a
role
model
for
students
as
a
lifelong
learner.
I
think
it's
important
for
us
as
school
board
trustees
to
show
that
we
are
continuing
learning
and
continually
training
continually
developing
our
skills,
and
so
this
is
part
of
that
goal.
A
H
Ahead
I'd
like
to
respond
to
that,
you
know,
I
want
to
congratulate
you,
because
I
think
that
you've
been
selected
to
this
2023
was
on
top
Fellowship.
I
saw
the
program
and
I
saw
all
the
individuals
that
were
in
it,
and
that
is
a
proud
thing
to
be
and
I
congratulate
you
on
it.
But
water
policy
is
not
an
educational
thing
that
we
are
dealing
with
and
I.
Don't
know
that
I
can
support
a
taxpayer's
money
going
to
educate
you
on
water
policy.
That
is
not
school
education.
H
So,
as
a
council
me
as
a
council
member
in
the
past,
I
attended,
wealth
and
I
have
gone
to
two
of
them
and
they
were
always
paid
by
them
for
us
to
attend.
I
know:
there's
14
of
you
and
I
know
that
there
is
many
of
the
there's
six
Southern
and
Southern,
and
six
Northern,
and
only
three
that
are
at
school
and
two
are
Southern
and
you're.
The
northern
part,
but
I
just
can't
accept
that
issue.
H
A
L
Things
all
right,
so
I'll
move
I'll,
make
the
motion
to
approve
my
one-time
increase
I'll.
Second,
there's.
I
A
L
F
Yes,
this
is
a
resolution
under
Education
Code
442-58.7
C,
which
allows
one
of
our
certificated
employees
to
work
outside
their
credential.
We
ask
for
the
resolution
to
be
approved,
so
we
can
have
this
individual.
Who
is
well
qualified
to
do
the
work
actually
do
the
work
pursuant
to
the
Education
Code.
B
And
I'm
going
to
ask
my
the
same
question
asked
every
time.
So
are
we
sure
that
this
I'm
sorry
is
this
person
that's
teaching
outside
their
credentialing
area?
It's
a
closely
related
field
that
they're
teaching
in
yes.
F
And
they're
actually
working
at
the
independent
study.
So
it's
a
range
of
subjects
that
they
would
work
for
so
having
a
single
subject
again,
but
a
well-rounded
individual
able
to
serve
students
in
this
capacity.
G
And
what
is
the
current?
It?
Forgive
me
if
it's
on
here
I,
don't
see
it,
but
the
current
credential
and
oh
yeah,
there's
a
maybe
you
can
just
say
it
anyway.
The
current
credential
that
the
person
holds
and
the
one
that
they
don't
have
that
they're
working
in
currently.
F
And
I'm
not
seeing
that
particular
information,
but
we
can
get
you
that
updated
information
in
a
Friday
letter.
It's
not
something
that
they
generally
put
on
the
resolution
itself
and
so
I
just
didn't
have
that
information
available.
H
L
F
An
item
yes,
thank
you.
This
particular
resolution
calls
for
the
ability
of
a
multiple
subject
teacher
to
work
under
a
provisional
internship
permit,
so
they
have
met
the
qualifications
for
the
particular
position.
However,
again
as
they're
entering
before
the
internship
position,
this
allows
the
individual
based
on
the
qualifications
that
we
can
assess
to
and
are
approved
by
the
county
and
CTC
California
Commission
on
teacher
credentialing
to
work
in
this
capacity
as
an
initial
placement
for
this
individual.
F
Sure
so
so
this
particular
person
is
a
new
employee
to
the
district,
more
than
likely
a
new
person
to
education,
and
so
we
have
a
process
that
we
go
through
for
determining
if
they're
their
bachelor's
degree,
if
their
area
of
content
meets
the
basic
requirements
for
a
multiple
subject
teacher.
So
once
they
have
that
process
that
we
review
our
credential
Specialists
review
it.
It's
reviewed
by
the
county,
and
it's
reviewed
by
the
commission
of
teacher
credentialing
all
indicating
that
the
individual
has
the
basic
skills
necessary
to
be
a
multiple
subject
teacher.
F
They
have
not
gone
through
a
formalized
teacher
credentialing
program
yet
but
again,
under
Education
Code.
We're
allowed
to
find
them
eligible
under
a
pip
to
perform
the
duties
of
a
multiple
subject.
Teacher
based
on
this
criteria.
The
other
step
would
be
a
next
step,
would
be
a
internship,
so
an
individual
will
be
getting
into
an
internship
program
that
starts
their
credentialing
program.
So
it's
a
different
level
of
certification
prior
to
then
coming
to
us
oftentimes.
We
think
of
teachers
usually
going
through
a
full
credentialing
program.
F
They
start
with
the
district
and
then
have
an
induct
action
program.
A
more
further
professional
development
program
really
over
two
years,
so
this
is
a
newer
person
to
education,
but
again
based
under
the
needs
that
we
have
across
the
state
and
specifically
within
our
district.
We
have
positions.
This
person
is
eligible
for
the
position,
but
we
go
through
the
process
of
guaranteeing
that
they
have
that
criteria
rather
than
just
simply
allowing
people
into
the
classrooms.
So
this
seeks
the
approval
of
the
provisional
internship
permit,
so
the
person
can
begin
their
career
as
an
educator,
so.
T
G
J
A
F
F
These
board
policies
go
through
an
initial
review
of
updating
the
criteria,
updating
information
to
stay
legally
sound,
to
stay
responsive
to
the
criteria
that
we
need
again.
They're
presented
to
you
tonight
as
a
first
reading
opportunity
to
see
it
as
information.
There
are
several
of
them
tonight.
What
our
goal
is
as
a
district
is
to
have
the
most
current
iterations
of
board
policy
that
the
state,
your
the
association
that
we
belong
to
says
these
are
the
best
policies
for
guiding
the
school
which
helps
you
govern
the
overall
structure.
F
A
F
I
can
sure
the
lactation
again
policy
is
provides
opportunities
for
guidance
regarding
mothers
who
may
need
to
express
milk
or
provide
you
know
nutrients
to
their
their
child
in
a
process
for
how
we
do
that
within
our
school
and
department
and
work
environments.
Again,
we
seek
to
respect
the
process
and
privacy
issues,
and
so
it
we
want
to
work
with
our
our
mothers
in
need
of
that
for
the
benefit
of
them.
So
it
provides
us
the
guidance.
F
Absolutely
so
again
as
part
of
the
process
for
both
our
classified
certificated
and
administrative
team,
there
are
guidance
there
about
the
entire
process
of
sexual
harassment,
what
it
means
educationally
what
it
means
for
a
conduction
of
our
business
processes.
It
provides
guidance
for
working
with
all
of
our
employees,
but
also
employees
outside
of
our
organization
that
come
into
contact
with
our
employees.
So
it's
a
full
scope
of
learning
and
responding
and
educating
about
sexual
harassment
for
our
entire
community
of
Educators
and
people
associated
with
our
schools.
M
Yeah,
so
at
the
beginning
of
every
school
year
we
participate
in
the
William
settlement,
site
visits
and
so
listed.
There
are
all
the
sites
they've
increased,
that
were
visited
this
year
and
they're
looking
at
three
primary
areas:
instructional
materials
to
all
the
four
major
content
areas,
the
facility
conditions
of
our
facilities
and
then
making
sure
that
our
data
is
accurate.
As.
J
A
C
L
I
have
two
one
I'd
love
to
see
the
lgbtq
plus
initiatives
I
put
forward,
come
back
as
quickly
as
possible
and
then
given
new
leadership,
I'd
love
to
revisit
our
trauma
and
grief
response
committee
and
restructure
and
shape
that
so
I
have
more
and
a
little
bit
more
autonomy,
so
I
can
actually
get
work
done
on
that.
A
G
Okay,
I
just
look
forward
to
the
comments
I
look
forward
to
visiting
each
of
the
schools.
I
have
been
in
education
for
over
20
years
and
I
love,
watching
kids,
learn
and
I,
also
I'm,
just
interested
thinking
about
root
causes
and
all
of
these
kind
of
conversations
we've
had
like
you
know,
there's
a
gap
between
what
staff
is
doing
and
the
outcome
for
students,
and
so
I'm
really
interested
in
learning
about
that.
So
I
will
be
visiting
every
school
and
meeting
with
staff
and
and
principals
I'm
not
very
evaluated.
G
B
So
we're
gonna
go
second,
so
the
last
was
it
last
week
or
two
weeks
ago.
It's
all.
It's
been
a
blur.
I
I,
along
with
other
trustees,
visited
the
or
attended
the
csba
me
meeting
in
San
Diego,
and
we
had
some
a
lot
of
conversations
around
Student
Success,
of
course,
but
some
of
the
more
some
of
the
more
I
guess
relevant
conversations
that
happened,
at
least
for
me,
happened
outside
of
the
the
actual
sessions.
B
You
know.
I
talked
to
a
lot
of
folks.
You
know,
I
talk,
I'm,
sorry,
I
I
had
a
car
accident
last
week
and
my
brain
is
still
a
little
bit
farther.
So
please,
forgive
I
had
a
conversation
with
some
folks
that
was
that
did
CTE.
You
know.
I
know,
we've
talked
a
lot
about
CTE
and
you
know
programs
and
activities
because
identifying
ways
in
which
students
you
know
want
to
pursue-
or
you
know,
Pathways-
that
they
want
to
take
After
High
School
is
important.
B
So
I
would
like
to
bring
that
conversation,
and
maybe
you
know
director
wisely
and
I
can
have
a
conversation
made
some
good
contacts
down
there
and
in
terms
of
having
conversations
and
building
programs
and
things
like
that,
and
you
know
establishing
relationships
so.
L
Think
I
I
shared
a
good
chunk
of
some
of
my
updates,
I
think
they're
out
here.
The
other
thing
to
share
just
a
little
bit
more
yesterday,
I
spoke
at
the
key
to
the
city
event
that
was
given
to
a
young
woman
Bianca
who
defended
a
special
needs
child,
and
so
I
spoke
speaking
about
the
unfortunate
frequency
with
Which
special
needs.
L
Children
are
harassed
and
bullied
and
the
way
that
we
can
play
a
role
in
minimizing
that
and
be
active,
not
just
when
it
comes
the
times
of
being
heroic,
but
in
those
casual
mundane
moments
where
it
doesn't
cost
us
anything
to
say
a
comment
and
correct
people
that
may
have
not
even
had
bad
intentions,
but
language
is
important
and
looking
out
for
people
is
important.
So
I
spoke
on
that
and
I
think
it
was
a
really
powerful
event
and
it
was
great
to
be
there
for
that.
L
The
book
I
want
to
share
today,
as
I
always
share,
to
continue
to
keep
our
conversation
about
literacy
and
libraries
and
making
sure
that
we
are
as
a
district
prioritizing
that
today,
I
want
to
share
a
very
special
book
called
too
many
tamales
by
Gary
Soto
and
Ed
Martinez,
as
I
mentioned
today.
My
my
family's
here
in
the
audience
and
for
us
making
tamales
is
a
tradition
that
we
do
and
my
mom
is
the
queen
of
too
many
tamales.
L
We
do
make
a
lot
of
tamales
and
so
we'll
be
eating
them
for
the
next
several
weeks
and
and
I
just
it
just
you
know,
reading
the
stories
about
how
families
connect
and
how
sometimes
the
only
chance
to
connect
us
families
is
over
food
is
something
that
resonated
with
me
a
lot
as
I've
said.
You
know,
when
we
talk
about
vulnerable
populations
and
the
students
in
the
school
district
I've
lived
that
story
in
my
family
has
lived
that
story.
L
They
they
work
all
the
time
and
it
was
very
special
today
that
I
was
able
to
have
them
come
here.
They
they
work
a
lot
and
they
don't
often
have
time.
As
many
of
our
families,
I
don't
have
time
to
come
to
these
school
board
meetings.
L
The
first
time
they've
ever
been
able
to
see
me
up
here
on
the
dice
and
see
the
things
that
I
do
the
way
that
I
do
my
best
to
care
for
students
because
I,
you
know
I
think
about
my
own
story
and
the
things
that
I've
been
through
and
so
much
of
what
I
do
is
rooted
in
preventing
other
students
from
going
through
that
and
that's
where
I
come
from,
and
that's
where
I
will
be
every
single
day
is
fighting
for
the
students
in
those
ways
and
I've
done
that
and
I
will
continue
to
do
that
and
it's
the
way
that
everything
comes
together,
because
education
is
so
much
more
than
just
the
learning
you
do
in
the
classroom.
L
L
Even
you
know,
children's
books
can
be
in
spreading
and
thinking
about
all
these
different
ideas,
so
I
just
wanted
to
take
a
moment
to
yeah
I
mean
just
recognize
my
family
and
all
that
they've
done
in
carrying
me
throughout
this
journey
and
all
that
I
am
and
all
that
I've
ever
been
has
been
because
of
my
family.
L
H
We
go
Mary
Mr
chair
following
his
lead.
There
I
agree
that
our
parents
are
very
important
and
for
that
reason,
I'm
making
a
special
effort
to
try
to
hit
all
the
elac
meetings
and
this
last
one
on
December
6th
right
after
the
conference,
which
was
kind
of
hard
8
30
in
the
morning.
It
was
interesting
to
see
how
the
parents
have
come
together.
At
Marsh,
I
went
to
the
marshy
black
and
not,
and
there
was
about
25
parents.
They
were
all
they
received.
H
The
information
that
is
sometimes
very
important
for
all
of
us
to
know,
and
that
was
their
good
attendance,
which
doctor
I
mean,
but
Blair
Williams
talked
about
the
district,
uniform
complaint
procedures
and
understanding
English
Learners
identification.
Reclassification
flow
chart
how
important
their
part
is
in
having
those
children
come
on
a
regular
basis
and
be
there
and
be
ready
to
take
the
test,
so
they
can
move
forward.
H
At
the
same
time,
I
was
very
impressed
by
the
school's
effort
we
with
their
help,
meaning
all
the
all
the
parents
in
general,
but
especially
the
ESL
parents,
elac
parents
they
have
now
cause
pushed
the
principal
is
now
putting
together
and
for
the
last
three
years,
has
put
the
money
together
to
be
able
to
support
at
least
100
iPads
for
kindergarten
and
first
graders
11.
H
Smart
boards
for
teachers
use
for
students
at
risk,
an
intervention
for
ELD
students,
and
the
intention
is
to
have
every
student
computer
understanding
because
by
third
grade
they're
in
keyboards.
So
that's
one
school's
effort
to
try
to
get
the
whole
school
in
the
technology,
but
has
taken
the
parents
and
his
Direction
and
that's
then,
three
years
so
he's
going
to
accomplish
his
goal
and
I'm
very
pleased
for
those
parents,
because
their
children
will
have
the
opportunity
to
be
at
least
ready
for
that
third
grade
computer
system.
Thank
you.