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From YouTube: Board of Education Meeting 8/17/2022
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A
B
Absent
trustee,
dr
lewis
is
absent,
trustee
rocha
here
vice
president
hernandez
here
and
president
hack.
A
B
Unfortunately,
superintendent
anello
had
an
accident
late
this
afternoon.
I
will
update
the
board,
as
I
get
further
information.
A
And
could
we
make
sure
that
everybody
knows
it
at
least
there?
Okay,
so
with
3a?
We
have
two
speakers.
Andrew
becker
is
the
first
speaker.
D
D
Youth
homekey,
the
state
of
california,
actually
specifically
requires
that
eight
percent
of
all
home
key
funds
be
set
aside
for
transition,
age,
youth
communities
and
there's
an
open
opportunity
for
a
variety
of
different
partners
in
those
developments,
and
it's
not
just
for
local
city
governments,
but
also
for
boards,
private
property
owners,
non-profits
for-profit
developments
and
so
in
ojai,
california,
in
ventura
cal
in
ventura,
california,
ventura
county
california.
D
Workforce
services,
holistic
mental
health
services
and
approaches
to
transitional
aged
youth
communities
and
specifically
foster
and
juvenile
youth,
and
here
in
the
city
of
antioch,
the
school
board,
has
multiple
surplus
properties
throughout
its
city
that
have
sat
vacant
and
unacknowledged
for
a
long
time
to
previously.
Just
in
february,
one
of
those
properties
was
addressed
and
board
and
district
decided
to
tear
down
a
home
on
one
of
these
properties,
but
did
not,
I
believe,
give
any
direction
for
that
property.
D
So
I
would
encourage
the
board
to
look
at
these
surplus
properties
to
look
at
state
and
federal
grant
and
low-interest
loan
opportunities
for
non-profit
developers,
because
there
are
developers
that
are
open
and
willing
to
bring
unique
developments
and
communities
for
youth
as
well
as
potentially
for
staff.
So
I
would
recommend
looking
at
those
properties.
Thank
you.
E
Good
evening,
I'm
here
tonight
about
my
son
and
I
just
needed
to
express
that
I
am
very,
very
upset
about
his
bed
services.
A
little
background.
My
son
is
speech
delayed
his
speech
delay
made
him,
have
some
communication
problems
not
being
able
to
communicate
properly
led
to
some
behavior
issues.
E
E
We
got
a
lot
of
pushback
because
of
his
behavior,
but
they
assured
us
that
that
iep
was
just
for
the
rest
of
the
preschool
year
and
we
would
have
a
transition
iep
by
the
end
of
the
year
fast
forward
to
the
two
months
after
that,
the
second
to
his
last
day
of
school.
His
teacher
calls
me
to
remind
me
it's
the
end
of
the
year
and
I
asked
her
about
the
transition
iep
and
she
goes
yeah.
E
I
thought
I
told
you
we're
not
having
one
we're
going
to
go
ahead
and
move
him
to
gen
ed
alexis
will
be
reaching
out
to
you
about
his
iep,
never
got
any
communication
about
his
iep.
In
fact,
I
didn't
even
see
the
amendment
to
his
iep
until
my
resource
specialist,
whose
caseload
he
was
put
on
printed
it
out.
For
me,
I
had
no
part
in
it.
E
I
did
not
agree
to
it
and
I
would
not
have
agreed
to
it
because
he
doesn't
have
any
academic
goals
that
would
warrant
him
to
need
to
go
to
the
resource
room.
He
doesn't
have
cognitive
delays,
he
doesn't
have
a
specific
learning
disability.
It's
a
speech,
delay
and
speech
services.
We
have
no
speech
services
at
fremont
right
now.
E
I
was
told
yesterday
that
they
hadn't
even
heard
from
the
speech
person
yet
got
an
update
today,
apparently
we're
waiting
for
her
paperwork
to
be
cleared,
but
she
won't
start
until
the
middle
of
september
middle
of
september's
too
late
for
my
son
to
start
getting
speech,
services
we're
very
out
of
compliance
for
him
and
I'm
just
letting
you
know
right
now.
E
Another
thing
I'm
very
upset
about
as
a
parent
is
this
class
average
nonsense
that
we
do,
and
I
have
been
telling
you
for
years
actually,
since
di
started
at
fremont,
that
di
needs
to
not
be
in
our
class
size.
Average
k3
is
averaged
together.
Our
third
grade
di
class
has
19
kids
in
it
them.
Having
19
kids
means
that
my
son's
kindergarten
class
can
have
29
students
in
it.
E
I
don't
know
who,
in
their
right
mind,
thinks
that
29
students
in
a
kindergarten
class
is
a
good
idea,
but
it's
not,
and
it's
not
equitable,
all
of
our
di
classes
in
the
upper
grades
right.
Third,
fourth,
fifth-
are
all
hanging
on
at
about
20
21
and
it's
just
not
right
to
include
them
in
our
averages.
It's
not
equitable
to
the
students,
it's
not
equitable
to
the
teachers.
So
I
really
encourage
you
to
try
getting
this
class
size
average
thing
down
to
make
sure
that
it's
equitable
among
all
of
the
students.
Thank
you.
D
D
F
Hi,
I
am
a
first
grade
teacher
at
fremont
and
I
would
like
to
talk
to
you
on
a
more
general
note
about
the
honest
neglect
on
the
part
of
this
board
in
this
district
of
fremont,
and
it's
really
kind
of
a
wide-ranging
issue
of
a
bunch
of
things.
F
F
Is
it
an
idea
that
you
guys
would
like
me
to
do
small
groups
in
my
classroom,
because
how
on
earth
is
that
going
to
happen
when
I'm
one
person
alone
by
myself,
with
zero
help
of
any
kind?
And
I
have
29
first
graders,
who
all
have
very
very
intense
needs
as
they
do
at
fremont,
it's
impossible?
So
I'm
going
to
tell
you
right
now:
it's
probably
not
going
to
happen.
F
27
is
still
too
high.
It's
still
too
high.
24
is
really
what
it
needs
to
be,
or
even
lower
than
that
right
now,
they're
being
displaced,
a
lot
of
our
students
need
to
be
coming
to
fremont.
They
live
close
to
the
school.
They
can
walk
to
school,
a
lot
of
them
struggle
with
transportation.
F
F
F
F
F
Please
consider
it
I
mean
I
I
hope
you
do
I
I
don't
know
if
I
have
faith
that
you
will
because
it
this
is
where
it
comes
back
to
the
idea
that
whenever
there's
a
a
crossroads
between
what's
good
for
the
bottom
line
and
what's
good
for
the
students,
the
bottom
line
wins
and
the
students
frequently
lose
and
that
sucks
it
sucks
to
watch
it
happen,
it
sucks
to
be
a
part
of
it.
F
There
are
tangible
consequences
for
the
decisions
you
guys
make
that
I
feel
in
my
classroom
and
my
students
feel
that
you
don't
feel
please
come
to
fremont
and
see
please
please
care
these
kids
are
worth
investing
in,
and
it
feels
to
me
being
at
fremont
for
five
years
now
that
you
don't
care,
it
really
feels
that
way.
A
B
No,
I
just
want
to
mention
for
the
record
that
there
is
a
revision
on
the
certificated
hr.
C
G
Okay,
so
then,
I
will
kind
of
restate
my
motion
to
accept
the
consent
calendar
with
revised
consent
item
I,
which
is
the
certificated
hr
report
for
2223.
A
The
synonyms
have
been
approved,
let's
move
over
to.
Where
are
we
man,
eight
eleven.
C
J
All
right
so
tonight
we're
asking
the
board
to
approve
the
con
application.
This
is
the
application
that
we
submit
to
the
state
and
federal
government
to
participate
in
federal
programs.
J
The
application
was
delayed
until
august
first
and
this
the
documented
the
programs
will
be
for
title
one,
two,
three
and
four,
and
you
know
once
we
approve
we'll,
be
able
to
move
forward
with
these
funds
for
our
district.
A
H
A
It
passes
we
go
on
to
item
number
nine
first,
one
is
a
is
professional
development
for
classified
staff
and
that's
ellie's
item
for
discussion.
Yeah.
G
G
Well,
I
was
just
kind
of
giving
that
as
like
the
background
to
it,
so
I
I
do
just
want
to
focus
on
a,
but
the
reason
is
is
because
we
we
got
an
email
of
a
concerned
parent
around
child
care
that
wasn't
offered
at
back
to
school
night.
A
G
Non-Curriculum
based,
but
it
made
me
realize
I
don't
know
if
our
classified
staff,
like
the
folks
who
answer
the
phone
here,
get
professional
development
and
then,
if
so,
what
kind
of
professional
development
is?
Is
that
and
is
there
any
way,
it's
just
kind
of
three
parts,
and
is
there
any
way
for
us
to?
You
know
strengthen
that
so.
B
I'll
go
ahead
and
start
with.
We
do
do
professional
development
on
different
classifications,
and,
if
you
recall,
the
report
that
classified
hr
does
for
the
personnel
commission
that
went
to
you
in
the
friday
packet,
it
does
outline
a
lot
of
those
classified
pd's.
They
vary
every
year.
I
think
a
good
starting
point
if
the
board
would
like
that
is
to
provide
you
guys
with
the
list
of
what
we
have
done
what's
mandated
by
different
classifications
and
what
the
additional
things
that
we
have
done
over
the
last
few
years.
G
Yeah,
I
would
definitely
like
to
do
that
just
because
you
know
I
feel
when
I
read
an
email
like
that,
I
I
don't
think
about
what
did
that
individual?
Do
I
think
about
what
we,
as
an
organization
didn't
do
to
help
support
them,
so
that,
in
a
moment
that
maybe
is
tense
or
in
a
moment
of
crisis
that
they're
able
to
just
compartmentalize
and
kind
of
get
through
it?
G
So
I
would
personally,
as
an
individual
board
member,
be
very
interested
in
seeing
that
brought
up
again
what
was
included
in
the
personnel
report,
but
then
maybe
what
we've
done
in
the
past?
What
is
offered
by
the
different
classifications,
because,
ultimately
I
do
think
that
we
should
be.
You
know
as
a
board.
Looking
to
you
know,
trying
to
potentially
bolster
provide
more
support
to
professional
development.
Because
to
me,
when
I
read
an
email
like
that,
it's
clear
that
that
individual
who's
answering
the
phone
didn't
have
the
support
that
they
need
it.
So.
A
G
Yeah
exactly
because
I
feel
like
because
I
read
the
school
plans,
like
I
understand
at
the
site
level,
like
I
understand
what
our
site,
you
know,
you
know
administrators
or
you
know
our
people
who
are
at
the
front
desk,
clerical
staff.
I
understand
what
they
get.
I
just
don't
understand
it
from
our
central
location.
But
yes,
I
am
asking
for
documentation
so
that,
ultimately,
maybe
we
could
give
some
direction
for
bolstering
so.
I
Yeah,
I'm
a
good
comment:
yeah,
I'm
okay
with
that.
I'm
also
wondering
if
you
can
share
a
little
bit
about
what
processes
we
have
in
place
for
improving
professional
development
like
after
they
happen.
I
know
I've
seen
a
few
that
have
evaluations
afterwards,
we're
able
to
see
if
people
thought
those
were
actually
useful
and
then
you
know
if
we
have
any
other
processes
that
decides
like
oh
yeah.
This
was
a
really
great
professional
development
or
this
didn't
exactly
meet
our
needs.
B
I
would
be
happy
to
provide
that
to
you.
I
don't
have
it
at
my
fingertips.
That
would
be
something
that
we
could
put
together,
though,.
G
B
Certificated
side,
I'm
I'm
very
clear
on
what
we're
doing
correct,
but
I
do
need
to
go
back
to
the
classified
as
the.
B
A
B
Improving
and
evaluating
evaluating
exactly
okay
can.
C
B
It's
not
the
department.
What
I'm
hearing
the
question
is:
what
professional
development
do
we
provide
to
our
classified
employees
and
it
varies
everything
from
you
know:
classifications,
getting
together
and
being
able
to
talk
through
and
get.
You
know
what
you
call
nets
and
bolts
and
other
areas
to
our
site,
safety
who
go
through
mandated
training,
that's
required
by
law.
B
So
it's
going
to
vary
across
that
spectrum,
and
so
I
think
a
good
starting
point
is
to
see
what's
provided
and
then
how
we
evaluate
it,
but
and
then,
if
the
board
wants
to
go
farther,
then
that
will
be
dr
martinez.
Yes,
sir
sir,
receiving
that
documentation.
A
Let's
go
to
b
9b.
G
And
yeah-
and
so
this
was
related
to-
and
this
is
probably
going
to
be
more
of
a
question
where
I
I
already
know
where
I
need
more
information
in
order
to
you-
know
kind
of
provide
further
commentary.
But
it
was
the
same
email
and
you
know
obviously
like
an
issue
gets
exacerbated
when
the
person
that
they
call
isn't
like
the
nicest
to
them.
But
I
still
very
much
felt
like
what
the
concern
was
was
coming
across
clear,
which
is
that
for
a
lot
of
parents,
a
lot
of
guardians
in
this
district,
they
just
don't
have.
G
They
can't
afford
child
care
for
back
to
school
night
right
now,
it's
just
astronomical,
and
then
you
know
and
then
again
it's
exacerbated
by
someone
saying
well
we're
not
going
to
watch
your
kids
and
so
just
kind
of
like
intensifies
the
situation.
G
G
B
That
get
with
that,
so
I
I'm
happy
to
unpackage
some
things
yeah
to
the
board,
along
with
that
of
what
other
implications
that
may
be.
We
do
have
a
child
care
job
description
in
in
this
district,
but
it
is
about
the
adult
ed
program
for
parents
taking
classes
and
is
limited
to
that
area,
whether
or
not
it
could
be
expanded
and
what
that
means
from
a
lot
of
different
perspectives.
G
B
G
Yeah,
well,
you
know
it
just
brought
up
this
kind
of
idea
to
me
that
you
know
if
we're
talking
about
wanting
to
engage
our
parents
or
talking
about
parents
being
in
you
know
an
equal
partner
in
their
child's
education,
that
it
would
stand
to
reason
that
we
would
help
them
be
an
equal
part,
and
the
only
way
to
do
that
in
certain
situations
is
to
be
able
to
say
yeah.
You
know
your
two-year-old
toddler
will
be
watched
as
you're
able
to
focus
and
talk
with
your
teacher.
G
So
while
it
does
seem
a
little
bit
unique,
I
mean
I
think
it's
it's
very
rational
to
provide
child
care,
so
I
would
be
interested
to
learn
a
little
bit
more
if
anything,
schools.
Well,
I
really
want
to
know.
Is
it
a
policy
as
well?
So
that's
another
big
thing
because
in
the
email
you
know
the
way
that
the
parent
was
describing
it.
She
was
told,
or
it
was
explained
to
her
as
if
it
was
a
policy
that
children
weren't
allowed
at
back
to
school
night.
G
B
G
G
Child
with
okay,
that's
interesting
good
to
know
and
okay,
so
that
answers
that,
but
I
would
like
to
know
like
what
are.
I
want
to
know
a
little
bit
more
of
the
child
care
at
prospects
like
what?
What
does
that
program
look
like
and
what
are
the
costs
associated
with
it?
I
think
that
that
could
just
be
a
simple
friday
board.
G
G
Is
I
feel
like
it's
definitely
it's
apples
and
oranges,
but
it
at
least
gives
a
cost
and
it
kind
of
gives
at
least
a
structure
like
hey
here's
this,
how
it
exists
in
adult
ed
in
this
very
particular
parameters.
Could
this
then
exist
at
in
back
to
school
night?
So,
who
knows?
Maybe
these
people
want
to
do
overtime
and
they
want
to
work
at
back
to
school
night
right.
I
just
feel
like
there's
a
lot
of
opportunities
there.
G
So
the
reason
I
ask
for
friday
board
is
because
it
will
directly
inform
whether
or
not
I
even
think
that
expanding
child
care
at
back
to
school
night
is
something
that
I
feel
comfortable,
bringing
up
again.
C
Mr
chair
question:
yeah
in
the
past,
if
I
remember
correctly,
all
programs
that
were
dealing
with
parents,
involvement
in
workshops
consider
they've
always
had
some
child
care
tied
in
with
a
grant
of
money
that
was
serving
that
particular
project,
and
that
happens
in
adult
because
of
the
child
development
and
also
because
the
esl,
but
in
the
past
I
can
remember.
I
agree
with
you
that
it
has
been
pta
for
people
that
have
been
helpers
that
have
been
in
the
particular
school
that
have
supported
child
care.
C
G
G
D
G
Know
that
ptas
are
operating
very
slimly
at
most
schools
in
the
district,
oh
yeah,
so
it's
not.
I
don't
think
you
know
fair,
even
a
viable
option
to
be
like
well,
we'll
just
you
know,
have
the
ptas
do
it,
because
clearly
they
haven't
been
able
to
do
it
in
quite
some
time,
and
so,
if
there's
something
that
we
could
do
as
a
district,
because
I
feel
like
it's
a
domino
effect.
A
G
A
L
Yep.
Thank
you
simply.
This
is
a
resolution
requesting
an
authorization
of
a
professional
internship
permit
for
one
of
our
teachers,
who's
in
a
program
becoming
an
intern,
and
so
we'd
like
to
get
this
individual
in
the
classroom.
But
we
need
the
permission
through
this
resolution.
G
Oh
we're
going
to
warm
them
up
now:
okay,
okay,
there's
always
just
a
we
always
because
this
comes
up
a
lot
and
it
looks
a
little
scary
to
the
community
but
yeah.
H
Okay,
I'll
ask,
thank
you.
So
do
we
and
I'll
ask
a
different
version
so
that
way,
it's
it's
fresh.
So
do
we
have
any
assurances
that
this
teacher
will
be
teaching
within
the
scope
of
their
expertise?
Or
can
you
speak
a
little
bit
about
that.
A
It
eleven
goes.
Thank
you
get
off
the
pit
boy
back
with
myself,
okay
resolution
for
second
action
and
radiance
and
action
I'll.
D
A
Student
board
member
stephanie's-
not
here
so
I
assume
who's
gonna,
be
taking
that
just
good.
B
A
H
So
I
was
under
the
impression
that
there
would
be
some
student
engagement
with
this
document
or
with
sort
of
the
concept
of
you
know
this.
This
policy,
I'm
definitely
in
favor
of
it.
H
Well,
I
probably
shouldn't
say
that
strike
that
from
the
record
I've
come
from
another,
so
I
definitely
think
I'm
in
favor
of
student
voice,
that's
what
I
was
going
to
say:
let's
clean
it
up
that
way,
so
if
you
know
we'd
like
to
he-
or
at
least
I
would
like
to
hear-
I
don't
know
if
other
board
members
would
like
to
hear
what
the
student
input
was
around
this
policy.
H
G
The
only
comment
I
have,
which
is
a
comment
that
I
bring
up
any
time
we
look
at
a
new
bylaw
and
I
think
it's
just
a
habit
we
need
to
break
out
of.
We
should
just
use
gender
neutral
language,
and
I
do
believe
that
that
at
least
in
some
of
the
other
policies
I've
seen
come
up
has
been
just
like
the
practice,
but
the
he
she
thing
in
here
is
off-putting,
so
they
was
my
preference.
L
A
I
I
can
kind
of
jump
in
here
because
we've
been
working
myself
and
trustee
lewis
have
been
working
with
the
superintendent
to
craft
this
policy,
so
we've
been
in
conversations
with
her
about
getting
this
to
some
of
the
leadership
students
at
some
of
our
high
schools
and
just
kind
of
to
share
a
little
bit
even
more
background
on
this
I
mean
this
is
all
part
of
you
know,
moving
forward
as
a
district
to
get
more
student
involvement
in
the
decisions
that
we're
making,
I
think
not
only
tonight,
but
on
previous
days
people
share
consistently
how
the
decisions
we
make
most
impact
students,
and
so,
if
we're
gonna
be
making
decisions.
I
I
think
it'd
be
extremely
important
for
us
to
have
a
student
up
here.
Who's
also
part
of
that
discussion
and
getting
a
say
in
that
in
that
in
that
decisions
that
we
make,
so
I'm
excited
to
see
this
move
forward.
I
know
it
took
longer
than
we
would
have
liked,
but
I
I'm
grateful
for
the
work
that
I
did
with
trustee
lewis.
G
Man,
I
just
want
to
say
thank
you
both.
You
know
I
brought
this
up
at
the
student
board
member
before
you
guys
were
even
on
the
board
and
to
see
the
policy
that
you
guys
have
been
able
to
craft.
I
think
it's
wonderful
and
I
appreciate
the
hard
work
and
just
getting
this
past
the
finish
line
or
almost
past
the
finish
line.
A
C
H
H
Originally,
we
discussed
the
idea
of
having
one
representative
from
each
school
site
which
would
allow
voice,
because
again,
the
needs
of
deer
valley
may
look
different
than
antioch,
which
again
will
look
different
from
what
may
look
again
different
from
derrals
or
libby,
but
in
order
to
get
this
sort
of
packaged
in
a
way
that
would
be
palatable
initially,
you
know
we,
I
think
we're
going
to
move
forward
with
a
single
student
with
with
the
intent
of
discussing
sort
of
expanding
out
to
other
campuses
as
well.
H
So
I
didn't
want
to
have
that
set
publicly
as
well.
A
H
H
At
least
I
engage
and
I
speak
for
others
it's
with
our
faculty,
but
less
so
with
students
I
mean
I
engage
with
my
kids,
who
are
students,
but
but
in
terms
of
having
like
a
representative
voice
from
leadership
students,
you
know,
I
think
that
that's
important
as
we're
moving
our
district
forward.
So.
A
Okay,
yep
all
right.
Let's
go
on
to
number
14
board
policies
for
second
reading
and
action.
There
are
none
15.
go
ahead.
Oh
I'm
sorry,
information
items
for
general
information
lindsay
it's
an
information
item
from
fremont.
J
Yes,
thank
you
good
evening,
so
the
early
literacy
support
block
grant
at
fremont
elementary,
so
this
block
grant
is
for
tk
through
third
grade
last
year.
J
You
know
hoping
to
expand
this
this
this
programming
throughout
the
district,
and
it's
you
know
really
becoming
a
model
at
this
point
and
really
just
proud
of
the
work
that
the
fremont
staff
is
is
doing
with
this
in
terms
of
developing
a
professional
development
calendar
really
digging
into
the
data
with
the
students
and
it's
tk
through
third,
but
also
expanding
it
to
the
other
grade
levels
as
well,
and
really
making
an
emphasis
on
the
science
of
reading
and
the
importance
of
using
data
to
drive
strategic
instruction.
J
So
you
know
this
is
this
is
something
we
want
to
go
deeper
in,
and
I
think
we've
heard
from
staff
here
at
the
board
meeting
how
important
it
is
to
you
know,
dig
into
the
science
of
reading
and
literacy,
so
we're
very
happy
that
fremont
is
moving
in
this
direction.
I
believe
sylvia
ramirez
is
here
with
us,
the
principal,
if
you
have
any
direct
questions
for
her
she's
done
a
wonderful
job,
leading
this
work.
G
G
J
Absolutely
we'll
we'll
make
sure
we
we
advertise
this
good
work
and
it's
it's
really.
You
know
cutting
edge
work
for
the
district,
so
we
certainly
want
to
expand
and
promote
the
work.
G
H
If
I
could
turn
on
my
mic,
I
would
second
trustee
householder
and
thank
both
director
wisely
and
principal
ramirez
on
the
hard
work
you
know.
I
think
that
sometimes
there's
confusion
around
the
benefits
of
grants,
but
grants
allow
us
to
be
a
little
bit
more
flexible
in
what
we
do,
because
again,
some
of
the
money
that
we
have
is
tied
to
specific
goals
and
outcomes.
But
grants
do
allow
us
a
little
bit
of
flexibility.
H
So
thank
you
for
sort
of
not
even
sort
of
for
taking
the
time
to
invest
into
pursuing
those
grants,
and
hopefully
I
don't
think
this
is
leading
the
board.
You
know
we
can
explore
other
opportunities
as
well,
because
again,
there's
a
lot
of
need
and
reading
is
definitely
something
that
all
of
us
are
passionate
about.
You
know
it's,
as
evidenced
by
trustee
hernandez's
show
of
books
at
the
end
of
every
board
meeting,
so.
C
Chair,
I
was
just
going
to
say
that
this
is
one
of
our
goals
anyway.
Reading
and
illiteracy
is
an
important
one,
and
if
we
know
that
our
state
superintendent
said
we
want
all
children
to
be
written
by
third
grade
that
we
need
to
follow
that
rule.
And
I
think
this
is
an
example
of
how
we
can.
I
personally
have
taken
it
upon
myself
to
do
a
little
reading
with
children
at
turner
and
including
the
women's
club
on
it,
because
I
think
it's
everybody's
effort
to
try
to
make
that
a
plus
in
the
reading.
I
I
have
a
few
questions
as
far
as
this.
The
annual
report
and
looking
at
the
things
that
we
decided
to
fund
was
that
driven
by
that
committee
that
you
were
talking
about
or
how
were
those
decisions
in
terms
of
what
specific
projects
were
determined
to
be
funded.
J
K
Hi
good
evening,
yes,
so
basically
what
you
had
described
miss
wisely.
It
was
a
committee
that
we
met
every
month
and
then
we
reported
to
all
of
our
stakeholders,
and
so
this
is
a
cycle
of
inquiry
that
we're
constantly
looking
at
data
and
how
our
students
are
doing,
and
so
we're
constantly
looking
at
what
our
needs
are.
But
this
was
our
initial
assessment.
I
Got
it
yeah
because
then
my
next
question
is,
you
know,
as
I
read
through
several
of
the
sections
here,
you
know.
Often
you
see
here
appears
when
we're
looking
at
items
like
school,
climate
and
social,
emotional
learning.
It's
determined
that
these
were
not
root,
cause
issues
and
that
things
like
the
experience
of
pupils
and
the
experience
of
families
were
determined
as
the
root
cause
issues
there.
And
I
don't
doubt
that
those
are
an
important
piece
there.
I
But
you
know
I
can
read
it
and
interpret
this
as
we're,
maybe
putting
a
little
bit
too
much
on
our
parents
and
our
students
as
being
part
of
the
root
cause
of
needing
to
improve
this,
and
not
necessarily
doing
the
best
that
we
could
be
doing
at
looking
at
what
are
the
areas
that
us
as
a
school
district
as
an
organization
can
be
looking
to
improve,
because
I
think
you
know
I
don't
know
anyone
who
would
deny
that
school
climate
and
social
emotional
learning
are
an
important
aspect
of
the
development
process
of
learning
how
to
read
so
so
that
language,
just
very
much
caught
me
off
guard
and
did
not
read
very
well.
K
Yeah-
and
it
is
a
little
confusing,
because
this
takes
us
back
a
year
a
year
and
a
half
ago
when
we
were
still
deep
in
the
pandemic,
and
so
at
that
time
we
couldn't
really
engage
families.
We
couldn't
really
do
that,
so
in
our
assessment
as
a
school
site.
That
was
not
a
need
at
that
time.
I
And
not
to
necessarily
be
so
confrontational,
but
I
would
say
that
social
school
climate,
social
motion
learning
were
a
need
also
during
the
pandemic
as
well,
and
it
wasn't
something
that
disappeared.
You
know,
while
we
were
in
the
pendant,
I
know
there's
definitely
a
lot
of
work
and
great
things
being
done
here,
so
I
don't
want
to
underscore
that,
as
I
like
provide
feedback,
I
think
feedback
is
the
way
that
we
grow
as
an
organization.
So
you
know
I
don't
mean
to
be
so
rough.
K
I
And
any
and
I'll.
Let
me
finish
up
some
of
my
my
section
and
I'll
say
that
even
then
I
would
still
even
still
push
back
and
say
that
there
is
even
more
that
we
need
to
be
doing
so
such
that
I
think
it
still
feels
like.
Maybe
we
are
sidestepping
a
little
bit
of
the
issue
when
we
say
that
that
that
support
kind
of
fills
that
need.
I
The
last
question
I
had
is,
I
know
one
of
the
goals
that
we
have
on
here
is
to
see
if
75
of
our
families
can
attend
that
school
literacy
night
is
that
do
we
know
what
that
rate
is
about
now,
because
that
seems
like
a
very
high.
I
mean
a
great
goal
for
sure
to
go
for,
but
I
don't
know
how
many
parents,
how
many
families
right
now
are
attending
and
whether
that
goal
is
within
something
reasonable
that
we
could
strive
to
achieve.
K
Right,
so
the
only
thing
that
I
can
compare
it
to
is
our
back
to
school
night
that
we
just
recently
had
that
was
well
attended
and
we
allowed
students
to
be
there
with
their
parents
so
that
there
gave
us
about
a
a
a
good
50.
I
would
say
I
have
three
of
my
teachers
here
and
they
can
attest
to
that.
But
our
goal
for
the
end
of
this
year
is
to
increase
that
to
75.
I
Great
awesome
again,
I
I
never
doubt
the
effort
that's
put
behind
these
things.
My
comments
are
always
to
make
sure
that
we're
putting
that
effort
in
the
right
places
just.
H
One
really
quick
question
because
there's
about
seven
grants
that
I
looked
at
today,
can
you
remind
me
how
long
this
grant
is
for
this
is
year
one?
But
how
long
it's.
K
A
F
So
I
just
wanted
to
comment,
because
I
am
one
of
the
teachers
that
are
on
the
el
elsb
grant
board.
I
am
part
of
the
committee,
so
some
of
the
things
I
just
wanted
to
talk
about,
like
my
experience
with
it,
I
guess,
as
a
committee
member
a
lot
of
it
was
just
I
mean
we
got
a
million
dollars
which
sounds
like
a
lot
of
money,
but
it's
it's
really
not
it's
not
a
lot
of
money,
especially
when
we're
paying
for
two
literacy
intervention
teachers.
L
F
Takes
up
nearly
all
of
our
money
so
when
we're
doing
that
the
rest
of
the
money
that
we
have
is
very
small
and
you
have
to
be
very
strategic
about
where
you
can
spend
that
money
now.
What
you're
saying
is
absolutely
true-
and
I
have
been
saying
this-
please
put
me
on
a
board
for
how
to
improve
literacy.
I
am
super
passionate
about
this.
I'm
not
even
kidding
you
about
this
okay,
but
one
of
the
things
that
we
are
doing
that
I'm
really
excited
about
is
we're
getting
letters
training.
F
Personally,
in
my
opinion,
the
entire
district
should
be
getting
letters
training.
It
is
the
gold
standard
of
literacy
training.
It
tells
you
all
about
the
science
of
reading
it
gives
and
it's
a
two-year
program
and
it's
in
depth.
There
are
other
programs
that
are
just
as
good.
We
had
to
do
the
core
training
that
one's
just
a
year.
It's
it's
a
good
program,
but
it's
not
as
in-depth
as
letters
training.
F
F
Just
speaking
for
myself,
when
I
went
to
my
credential
program,
some
of
the
things
that
I
learned
in
my
core
program,
I
had
the
core
training
that
I
went
through
for
literacy.
Through
this
grant.
I
had
never
heard
of
nobody
in
my
credential
program
mentioned
phonemic
awareness.
Nobody
did
it,
I
didn't
even
know
about
it.
Nobody
mentioned
phonics,
nobody
talked
about
the
importance
of
phonics.
F
Nobody
talked
about
the
importance
of
phonemic
awareness,
but
now
I
know
and
because
I
know
I'm
doing
better-
I
mean
last
year
my
I
mean
not
to
brag
a
little
bit,
but
my
bpsd
scores
were
really
really
good,
because
I
took
the
stuff
that
I
learned
from
core
and
I
put
it
in
my
classroom
and
it
was.
It
blew
me
away
the
results
that
I
had
just
from
making
those
changes
and
growing
as
an
educator
myself.
F
So
that's
one
of
the
things
that
also
came
out
of
the
training
of
this
grant
is
the
letters
training
which
I
think
is
one
of
the
more
valuable
pieces.
Another
thing
that
I
want
to
mention
is
because
it
sunsets
we're
going
to
lose
our
two
reading
intervention
teachers
and
then
what
then?
F
G
President,
can
I
make
a
comment
please,
so
I
really
appreciate
hearing
your
experience
on
the
committee.
I
think
it's
really
important
when
we're
trying
to
get
the
community
excited
over
something
like,
let's
say
a
grant.
G
Writer,
for
example,
hey
here,
are
these
amazing
grants
that
we
can
get,
and
here
I'm
going
to
read
it
or
I'm
going
to
write
it
in
a
very
you
know,
kind
of
accessible
way
and
look
now
a
teacher
is
going
to
be
able
to
come
up
and
speak
to
it,
and
you
know
these
things
aren't
perfect
by
any
stretch
of
the
imagination,
but
it
is
a
nice
little
tiny
glimmer
that
I
do
appreciate,
and
you
know
if
you're
a
part
of
any
report,
you
know
and
you're
a
teacher
or
a
parent.
G
H
I
would
second,
I
would
sort
of
echo
that
sentiment.
Thank
you
because
again,
there's
a
lot
of
there's
a
lot
of
expectation
placed
on
our
teachers,
there's
a
lot
of
expectation
placed
on
our
students
and
there's
a
lot
of
expectation
placed
on
the
dollars
that
we
get
as
a
district.
You
know
you
know
we
need
10
worth
of
effort.
H
You
know
on
the
nickel,
you
know
to
be
a
little
bit
ridiculous,
but
I
think
to
echo
trustee
householders
point,
you
know
looking
at
different
ways
through
grants
and
grant
opportunities
might
be
a
fun
way.
Well,
not
even
fun.
I'm
sorry,
I
misspoke
not
fun
an
interesting
way
for
us
to
explore
ways
to
better
support
some
of
the
efforts
that
we're
going
to
be
looking
to
put
in
place
so.
G
But
just
sorry
one
last
thing,
but
to
then
just
kind
of
tie
it
back
to
what
trustee
hernandez
was
saying.
I
do
think
that
when
we
do
have
the
opportunity
to
be
like
hey,
we
thought
about
this,
but
we
didn't
go
after
it
because
of
exactly
what
was
just
said,
and
I
know
in
the
29
pager
it
goes
into
that
for
sure,
but
even
just
a
little
line
in
the
summary,
I
think
could
go
a
long
way
to
be
like
no.
G
We
thought
about
this,
give
us
money
for
that
piece
and
we'll
we'll
address
it,
but
right
now
this
is
what
we
focused
on,
and
I
know
that
in
the
kind
of
longer
version
of
the
report
that
came
up,
maybe
could
have
been,
you
know,
drilled
in
a
little
bit
more,
which
is
just
I
mean
this
is
the
first
one
of
implementation
so
but
yeah,
I
think
it's
a
good
point
to
just
say:
like
yay,
you.
D
H
Yeah
one
more
point
to
make,
as
trustee
householder
speaking,
I
think
that
these
sort
of
wins
we
need.
I
think
we
can
do
a
better
job
of
celebrating
because
often
times
you
hear
about
the
things
that
are
wrong
with
a
situation
or
a
scenario
or
things
like
that.
But
you
know
celebrating
a
win
social
media,
as
trustee
householder
said,
or
whatever
way,
we
can
do
that
because,
if
all
I
mean
again,
the
students
have
ears
last
time
I
checked
they
do
at
least
right.
So
they
hear
about.
H
You
know
the
negative
things
that
are
said
about
the
district
and
that
can
be
demoralizing
parents
hear
about
the
things
that
are
going
on
in
the
district
and
if
that's
all
folks
are
hearing
to
some
degree
that
can
be
demoralizing,
so
we
should
also
be
sharing.
These
wins.
That's
a
huge
thing.
Not
every
not
every
school
can
say
that
they
got
this.
A
million
dollar
block
grant
to
do
this
type
of
work.
We
should
be
celebrating
it.
H
So
now,
I'm
not
saying
only
celebrate
things,
but
we
should
also
be
you
know,
highlighting
some
of
the
some
of
our
wins
as
well.
So.
A
C
B
This
is
a
little
bit
off
topic,
that's
on
the
agenda,
but
if
the
board
will
recall
we
talked
about
in
the
budget
looking
at
what
the
five-year
plan
is
for
money
that
is
available
five
years
out.
We
talked
about
that,
and
so
those
are
all
be
conversations
that
staff
and
the
board
will
be
having
in
the
future.
C
That's
what
I
want
to
hear.
I
don't
want
to
lose
it
because
I
think
these
things
come
up
and
then
other
things
come
up
and
then
it
gets
put
in
the
back
burner.
But
what
I
heard
right
now,
when
you
had
is
it
letter
training?
Is
that
what
it
was?
If
it
was
so
important
and
it's
something
that
we
could
use,
maybe
we
need
to
look,
how
is
it
used
for
other
teachers
or
other
in
the
district?
C
A
H
A
H
So
yeah-
and
I
was
going
to
say-
and
I
think
this
conversation
it's
it's
sort
of
a
an
appropriate
place
to
also
re-highlight
the
need
for
librarians
and
and
for
us
to
to
continue
that
conversation.
Oh
yeah.
H
A
Have
we
anything
more
on
fremont?
A
G
I
do
have
one
and
it
was
requested
from
the
community
tonight,
a
discussion
on
k1
combo
classes,
and
so
I
don't
really
have
more
other
than
it
was
a
public
comment
from
a
teacher
suggesting
k1
combo
classes
as
a
well,
because
they
always
ask
me
in
an
email
what
the
description
is,
I'm
just
going
to
say
it
now
so
k1
combo
classes
as
a
potential
for
class
size
modification.
G
H
Enough
anything
else
yeah.
So
if
I
know
that
there's
been
some
movement
with
air
force
jrotc,
if
we
can
get
an
update
on
that,
I
know
that
there
were
some
conversations
happening
and
that
can
come
in
a
friday
board.
I
don't
know
if
it
needs
to
be
a
full
agenda
item,
but
if
we
can
get
an
update,
that'd
be
great.
C
I
know
we've
talked
about
it
and
we
had
attendance
as
a
big
issue
because
it
works
both
way
and
not
only
the
loss
for
the
child,
but
the
loss
for
the
district,
and
we
had
it
as
a
goal
at
one
time
too,
and
wonder
where.
If
we
have
any
plans
on,
I
know
some
schools
have
certain
plans
that
they
do
for
attendance
to
encourage
it
and
also
on
the
parent
outreach.
A
Anything
else:
okay,
let's
go
to
17.
additional
comments
from
the
public.
We
have
no
other
cards,
18
reports
and
comments
from
the
board
members.
G
You
know
I'll
just
say:
welcome
back
to
school.
Last
time
we
met,
it
was
the
day
before
school
started.
So
you
know
I'm
just
so
happy.
I
think,
like
everybody
else
to
just
see
the
kids,
you
know
back
in
school,
see
him
walking
around
again
and
I
just
wish
the
best
of
luck
to
all
teachers
and
families
and
and
to
all
the
staff
who's.
You
know
working
around
the
clock
to
make
this
happen
very
sad
that
our
superintendent
wasn't
able
to
be
with
us
tonight,
but
shout
out
to
her
as
well.
G
You
know
it
is
another
another
year
here
in
ausd
and
I
think
you
know
I'm
excited
I'm
looking
forward
to
the
year.
So
welcome
back.
H
H
So
you
know
it'll,
be
a
it'll,
be
a
new
learning,
so
I
I
encourage
all
of
us
to
give
each
of
us
space
to
sort
of
grow.
It's
it's
an
adapt
adaption
for
some
folks.
They
haven't
been
on
campus.
Some
students
have
never
been
on
campus,
even
though
they're
in
you
know
a
little
later
in
their
educational
journey.
So
I
encourage
all
of
us
to
allow
each
other
space.
That
also
goes
for
our
teachers,
because
some
teachers
may
be
feeling
a
little
bit
of
different
pressure.
H
You
know
having
been
back
on
campus
or
you
know-
maybe
maybe
they
joined
the
teaching
ranks
during
the
pandemic,
so
allow
each
other
a
little
bit
of
time
to
grow
and
and
parents
as
well.
I
definitely
want
to
throw
those
in
there
too
staff.
Yes,
thank
you
and
everyone
allow
each
other
a
little
bit
of
space
because
again
we're
coming
back
to
each
other.
There's
some
growing
pains
there
may
be
some
a
little
bit
of
uncomfortability,
but
just
allow
allow
each
other
some
grace
so
and
welcome
back.
A
I
I'd
like
to
also
you
know,
echo
those
sentiments
welcome
everyone
back
to
school
and
you
know
wish
everyone
a
great
time
transition
back
into
school.
I
think
it's
easy
to
forget
that
we're
still
in
the
middle
of
the
pandemic
and
that
there's
a
lot
of
those
issues
still
going
on
in
the
everyday
lives
that
all
of
our
staff
works,
and
that
makes
their
job
all
that
much
harder.
So
I
really
do
commend
them
for
continuing
to
fight
the
fight
of
bringing
great
education
to
our
students.
I
It's
a
jonah's
book
on
aretha
franklin,
it's
written
by
carol,
weatherford,
it's
a
really
great
way
to
introduce
kids
to
different
areas
of
entertainment.
If
that's
something
that
they're
interested
in
so
I
thought
it
was
really
cool.
Read
the
artwork's
really
beautiful,
so
I
highly
recommend
it,
and
this
will
make
its
way
into
our
schools
at
some
point.
A
C
Mine
is
I'm
excited
because
we're
going
back
to
school,
I
mean
the
children
are
in,
but
as
volunteers,
we're
going
in
turn
around
the
first
week
of
september,
and
I
have
four
people
going
on
a
regular
basis
every
once.
Everyone
has
a
chosen
a
certain
day,
so
we'll
be
having
the
first
graders
as
readers,
and
so
our
that's
our
contribution
through
the
women's
club.
A
Last
week
was
back
to
school
night
at
elementary
school,
and
since
I
lived
one
block
away
from
sutter
trust
me,
I
didn't
drive,
and
this
week,
of
course,
is
middle
school,
so
park
in
those
places
were
again
where
I'm
close
to
and,
of
course,
high
school
down
the
road
and
probably
the
final
graduation.
D
A
Be
out
and
about
and
see
what's
going
on
and
it's
cool
to
see.
Well,
I
don't
see
your
son
anymore,
but
mr
jim
knows
that.
C
Of
the
high
school
he's
structured
with
me,
which
we
might
yeah,
oh
he
stopped
you
yeah,
which
reminds
me
we
have
a
meeting
subcommittee
meeting
coming
up
for
the
city
and
school
and
that's
the
number.
One
item
is
the
traffic.
Yes,
hopefully,
they've
already
contacted
mr
gymnal
to
talk
about
the
traffic
in
front
of
antioch
high.
H
So
do
you
think
it
might
be,
and
I
don't
know
if
this
is
an
appropriate
place,
but
maybe
a
quick
email
to
that
to
the
rest
of
the
committee
to
say
you
know
reach
out
to
john
and
jim
knows
so
that
way,
because
he
was
at
our
last
meeting.
C
C
H
A
What
can
I
say
anyway,
life
goes
on
if
you
can
go
to
graduation
on
friday.
That'd
be
great.
I
would
appreciate
that
so
future
meetings
september,
14th
december
september,
28th
anything
else
on
the
agenda.
Anybody
needs
to
bring
up
a
motion.