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From YouTube: Board of Education Meeting 5/10/2023
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C
B
Trustee
Rocha,
she
is
not
currently
here,
but
she
is
on
in
route
vice
president
Lathan
here,
president
Lewis
President.
A
A
You
trustee
Hernandez,
would
you
mind
leading
Us
in
the
pledge?
Oh
okay,
closed
session.
We
do
have
closed
session.
That's
right
all
right,
so
we
will
close
the
open
session
and
enter
into
closed
session
recognitions
recognition,
I
just
finished
traffic
two
hours.
A
So
so
we
would
go
with
recognitions,
so
Stephanie
I
think
I'll
hand
it
off
to
you.
E
F
Thank
you
and
good
evening.
This
is
such
an
exciting
time
of
the
year,
and
this
is
teacher,
I
know
I'm,
probably
stealing
your
thunder
with
a
superintendent's
announcement.
This
is
I,
think
the
day
of
the
teacher.
So
we
are
here
acknowledging
our
very
special
teachers
this
evening,
I'm
going
to
start
with
our
teacher
of
the
year
runner-up
Kathleen
travell
traveski.
F
I
feel
like
I
Didn't
Do
It
Good,
and
these
are
some
of
the
things
that
were
shared
by
colleagues
and
the
administrators
at
her
school.
She
is
a
first
grade
teacher.
If
you
want
to
come
on
up,
you
can
stand
by
my
side.
F
She
is
a
first
grade.
Teacher
at
Turner,
Elementary
Kathy
is,
is
an
exceptional
and
most
talented
caring
nurturing
to
her
students.
Her
class
this
year
has
many
students
with
special
needs,
yet
somehow
she
has
made
been
able
to
Captivate
them
all
and
has
them
achieving
at
high
levels.
F
She
was
a
part-time
reading
teacher
at
Turner
for
several
years
before
becoming
a
full-time
primary
teacher.
She
has
so
much
talent
and
knows
how
to
teach
reading
as
few
people
can.
She
masterfully
differentiates
instruction
and
runs
small
intervention
groups
using
data
to
Target
her
lessons.
She
brings
a
plethora
of
instructional
practices
into
her
classroom
to
help
her
students,
understand
Concepts
and
improve
vocabulary.
She
reads
stories
that
Captivate
her
students,
imagination
and
love
for
learning.
F
F
A
Super
nintendent
pictures,
oops
I,
was
just
about
to
ask:
is
it?
Is
it
appropriate
to
take
a
picture
with
the
board.
F
F
F
So
again,
some
things
that
have
been
said
by
her
about
her
by
her
colleagues,
staff
and
administrators
at
Antioch,
High
School.
She
is
an
English
teacher
at
Antioch.
High
Pam
finds
creative
ways
to
make
her
curriculum
come
to
life,
whether
she
is
dressed
up
as
Ben
Franklin
or
in
and
out
from
from
an
outfit
from
the
Roaring
20s,
Her,
Imagination
and
energy
make
to
make
learning
fun
and
exciting
are
contagious.
Pam
has
spent
her
career
working
at
Antioch
Kai,
which
began
as
a
student
teacher.
While
she
was
earning
her
teaching
credential.
F
She
invests
so
much
of
her
time
and
money
into
making
a
h
s
an
amazing
and
fun
place
for
students
she
has
put
on
shows
after
school
and
on
the
weekends
taking
students
on
field
trips
to
contests
starting
started.
The
fast-growing
new
club
on
campus
Shakespeare
and
scones
and
is
starting
another
club
with
upstart
crows
that
has
students
excited
about
literature
and
the
Arts.
No
one
shows
a
passion
and
love
for
Education
like
Pam
Swicegood.
Her
positive
can-do
spirit
is
infectious
and
sets
a
high
standard
for
students
and
call
colleagues
alike.
F
F
H
Good
evening
Dr
Rob
Martinez,
our
Chief
Human
Resources
officer
and
I,
have
the
privilege
tonight
to
bring
before
you
three
names
of
individuals,
two
of
our
finalists
and
one
of
our
recipient
of
the
classified
recognition
as
employee
of
the
year
for
the
Antioch
Unified,
School
District,
so
I
believe
Ashley
is
here.
Ashley
Simpson
is
a
head
custodian
at
Jacksonville.
H
Thank
you,
I'm,
going
to
share
a
little
bit
about
Ashley
she's,
been
with
ausd
for
six
years.
Her
nomination
state
that
she
not
only
does
an
amazing
job,
keeping
Jack
London
Clean
safe
and
repaired,
but
she
goes
above
and
beyond
every
day.
She
is
an
exemplary
head
custodian
and
an
important
part
of
the
school
culture
and
the
way
she
supports
and
interacts
with
students
and
staff
Ashley
is
a
problem.
Solver,
creative
and
creative,
and
manages
to
make
even
the
most
difficult
things
seem
easy.
H
She
has
a
positive
and
energetic
can-do
attitude
and
London
is
lucky
to
have
her
at
their
site.
Ashley
is
extremely
humble
and
kind.
She
is
the
perfect
example
of
a
hard-working
team
player.
Ashley
states
that
her
greatest
accomplishment
contributions
of
being
employed
with
ausd
is
knowing
that
she
is
part
of
a
team
of
amazing
people.
We
will
work
together
to
ensure
our
students
receive
the
best
education
possible
in
a
clean
and
safe
environment.
She
said,
being
a
classified.
Employee
is
very
rewarding
going
home
each
day.
I
am
tired,
but
our
heart
is
full.
H
An
outstanding
classified
employee
is
dedicated
to
making
a
difference
with
students
and
staff
and
who
works
as
part
of
a
team.
We
do
what
is
needed
to
support
students,
families
and
staff.
We
should
be
kind
dedicated,
dependable
and
most
of
all,
take
pride
in
what
we
do
each
day.
So
Ashley
with
recognition
and
I
will
say
that
our
three
classified
individuals
were
also
recognized
yesterday
at
the
Personnel
commission
for
their
efforts.
H
I'm
not
seeing
our
second
finalist
Kendra,
but
Kendra
ebinger,
and
we
want
to
make
sure
and
talk
about
Kendra
Kendra
is
a
work-based
learning
coordinator
for
educational
services,
so
I'll
share
a
little
about
her
Kendra's
Been,
instrumental
in
leading
high
quality
work
based
learning
opportunities
for
our
students
district-wide.
This
includes
internships,
job
Shadows
field,
trips,
job
fairs,
guest
speaker,
appearances,
Kendra's,
impacts
to
students
are
too
many
to
list
the
leadership
she
has
demonstrated
with
students,
teachers
and
families
is
exceptional.
She
is
meticulous
and
thoughtful
to
always
put
students
at
the
center
of
her
work.
H
I
H
And
Jonathan
is
the
school
office
assistant
at
Antioch
high
school,
so
sharing
a
little
bit
about
him.
John
has
been
with
ausd
for
20
years.
Over
20
years
he
was
originally
a
school
bus
driver
working
also
in
an
office
checking
in
and
out
of
computers
during
the
pandemic
or
running
summer
school
office.
He
remains
calm,
quiet
and
unassumingly
direct.
He
is
reliable,
consistent
and
compassionate.
He
is
there
in
a
crisis
and
handling
the
needs
of
the
students
and
staff.
H
John
is
also
a
team
player
and
he
is
the
link
between
teachers,
site
safety,
administration
and
students.
He
is
not
only
the
AHS
school
office
assistant
too,
but
also
a
mediator,
a
mentor
in
a
listening
ear.
John
keeps
things
running
smoothly
with
kindness
and
thoughtfulness.
Even
during
the
most
intense
situations,
John
stated
being
a
classified.
Employee
means
you're,
a
part
of
a
bigger
community
and
you
are
part
of
a
family.
H
We
are
all
pieces
in
the
puzzle
that
makes
the
district
complete
and
we
are
connected
to
our
desire
to
serve
the
community
and
help
others.
We
care
about
our
work
and
we
touch
the
lives
of
children
and
their
family
being
a
classified
employee
and
working
with
ausd
has
provided
my
family
and
me
huge
opportunities
in
life
and
I'm
beyond
grateful
for
every
step
along
this
career
being
considered
for
this
recognition
has
been
a
very
humbling
experience,
so
we
again
present
you
with
a
certificate
Jonathan
and
a
little
bit
of
a
recognition.
F
Thank
you
I'd
like
to
add
just
a
little
story
that
I
yeah
about
a
couple
weeks
ago.
Maybe
I
was
driving
past
Antioch
High
School
at
dismissal
time,
which
is
always
a
crazy
time
and
I
see
Jonathan
out
there,
helping
students
across
the
street
and
I'm
like
oh,
my
gosh,
you
work
in
the
office,
yet
he
was
all
out
assisting
students
and
making
sure
they
got
across
the
street
safely,
because
that's
18th
can
be
a
little
bit
a
little
crazy
at
that
time.
So
I
appreciate
all
he
does.
D
All
right:
well
now
we
are
going
to
break
for
just
a
little
reception.
We
would
love
it
if
you
joined
us
and
if
you
were
one
of
the
individuals
recognized
this
evening,
if
you
could
just
stick
around
for
a
minute,
we'll
take
a
a
picture
of
you
with
the
Board
of
Education
over
there
or
actually
maybe
over
here,
because
that's
got
the
thing.
A
We
will
call
our
meeting
back
to
Open
Session
Kelly.
Can
you
establish
Quorum.
A
A
Hernandez,
would
you
this
time,
like
the
lead
us
in
Pledge
of
Allegiance?
Yes,.
A
Are
there
any
discussion
items
around
the
meeting
minutes?
I'll?
Second,
okay,
so
Min?
That
item
has
been
moved
and
properly
seconded
all
in
favor
aye
aye
any
opposed
any
abstention.
The
motion
carries
item
three
D
approval
of
minutes
for
the
regular
Board
of
Education
meeting
of
April
12
2023.
I
A
Okay,
so
I
have
a
move
any
before
the
move,
any
discussion.
Second,
okay.
Hearing,
nine,
the
the
the
item
has
been
moved
and
properly
seconded
all
in
favor.
All.
D
Good
evening,
first
of
all,
I'd
like
to
say
happy
day
of
the
teacher,
the
California
day
of
the
teacher
honors,
the
instructional
excellence
in
our
public
schools
and
the
California
day
of
the
teachers
celebrated
on
the
Wednesday
of
teacher
appreciation
week
and
each
may.
We
recognize
the
vital
contributions
of
California
teachers.
The
event
is
modeled
after
the
traditional
el
dia
de
Maestro,
which
is
observed
in
Mexico
and
Latin
American
countries
and
our
California
day
of
the
teacher
arose
out
of
legislate
legislation
that
was
co-sponsored
by
CTA
in
the
association
of
Mexican
American
Educators
in
1982..
D
D
That
we
have
277
ausd
students
who
are
receiving
the
Merit
diploma,
the
Golden
State
Steel
Merit
diploma
Insignia
is
awarded
jointly
by
the
California
state
board
of
education
and
the
state
superintendent
of
Public
Instruction,
and
it's
noteworthy
that
last
year
there
were
197
students,
and
this
year
there
are
227s,
so
a
notable
increase.
So
congratulations
to
all
of
them
for
their
hard
work.
What.
D
A
D
If
their
way
and
I'm
pleased
to
announce
Antioch,
High
School
biotech
Academy
has
been
awarded
a
California
partnership,
Academy
planning
Grant,
they
were
only
one
of
12
programs
Statewide
that
were
awarded
the
grant.
We
already
have
two
other
CPA
academies,
one
and
they're,
both
at
Deer
Valley,
High
School,
that's
the
business
Tech
and
the
law
and
Justice
Academy,
so
very
excited
about
that
and
ausd
another
grant
that
we
are
awarded
very
excited.
D
Also,
one
of
12
districts
in
the
state
we
received
the
California
serves
Grant
and
that's
a
total
of
nearly
half
a
million
dollars.
The
learning
through
service
project
will
Implement
a
new
two-course
sequence
to
engage
all
students
in
meaningful
Civics
education
that
incorporates
high
quality,
Democratic
education,
Civic
mindedness,
Community
engagement
and
experiential
learning
through
an
evidence-based
approach.
D
We
had
also
time
to
collaborate
and,
as
you
know
tonight,
on
the
consent
agenda
is
the
contract
for
the
first
six
schools,
the
executive
director
and
I
spoke
Dr
escobede,
and
he
thought,
although
this
was
ambitious,
to
do
six,
we're
going
to
try
to
get
them
through
the
next
year,
all
25,
so
we
will
see
you'll
be
seeing
more
of
those
contracts
coming
up.
Those
are
my
reports
this
evening.
Thank
you.
So
much.
N
Okay,
good
evening,
a
board
president
School
Board,
superintendent,
nello
and
cabinet,
my
name
is
Michael.
Palosi
I
am
honored
to
be
here
tonight,
as
the
I
am
the
principal
of
John
Muir
Elementary
School.
So
tonight,
I'm
gonna
highlight
some
of
the
amazing
things
that
are
taking
place
in
our
school
and
I
hope
you
enjoy.
So
let
me
there
we
go
okay,
so
the
goal
this
year
for
John
Mayer
elementary
school
was
to
create
a
stronger
Community,
especially
after
the
last
two
years
dealing
with
the
pandemic
as
a
school.
N
You
wanted
to
create
multiple
opportunities
for
our
students,
students
to
demonstrate
what
they
have
learned
throughout
the
year,
providing
interventions
and
develop
systems
to
support
another
major
Focus
this
year
was
inviting
our
parents
and
our
families
back
onto
our
campus,
whether
that
be
supporting
our
Volunteers
in
the
classroom
or
attending
field
trips.
We
really
wanted
to
have
them
come
back
onto
our
campus
and
really
be
part
of
their
students
lives.
A
big
key
to
this.
N
This
year
was
John
Muir's
PTA,
as
it
was
redeveloped
and
strengthened
throughout
this
throughout
the
year
we
are
increasing
PTA
membership
and
parents
more
parents
coming
in
and
having
an
active
voice
within
our
school
with
our
PTA,
we
were
all
able
to
hold
multiple
family
events.
This
year
we
held
a
winter
festival
which
the
numbers
of
families
that
attended
this
year
were
highly
significant.
Our
gym
was
packed.
We
even
had
parents
and
families
waiting
outside.
N
One
of
the
areas
of
focus
this
year
for
John
Muir
was
creating
multiple
student
interventions
at
least
once
a
month.
Our
mere
care
team
will
meet
we're
students
who
are
referred
by
teachers
due
to
possibly
low
performance
or
academic
struggles,
or
recommended
to
the
care
team
for
possible
Target
interventions.
N
These
students,
who
recommended
for
these
interventions,
their
their
levels,
are
gauged
in
multiple
ways.
One
is
the
IRA
diagnostic
there
was,
which
was
given
three
times
a
year
and
also
with
our
bpst
basic
phonic
skills
test.
Target
interventions
that
would
take
place
would
be
small
reading
groups
where
our
reading
teacher
would
pull
out
students
and
focus
on
skills
where
those
students
are
struggling,
and
we
also
had
after
school
interventions
that
took
place
for
the
students
that
were
struggling
as
well.
Our
English
language
Learners
also
received
interventions
from
pull
out
for
our
bilingual
AIDS.
N
N
We
also
have
a
rocks
group
that
was
introduced
this
year,
which
is
a
girls
Empowerment
Group
for
our
fourth
and
fifth
grade
girls
grades
or
students.
Excuse
me,
students
also
make
use
of
a
wellness
room
if
they
need
a
quiet
place
to
refocus
if
they're
having
a
difficult
day
or
they're
going
through
conflict.
N
Our
tier
2
supports
include
small
group
interventions,
emotional
regulations,
social
skills,
grief
and
other
group
supports.
Also
we
have
a
rise
up
group
led
by
our
mindful
coach
that
helps
students
self-regulate
and
handle
stressors
that
might
be
affecting
them
on
their
daily
daily
lives.
We
also
offer
some
tier
three
supports.
These
are
provided
to
students
that
are
in
crisis
for
individual
supports.
These
students
may
be
facing
life
unchanging
events.
N
N
Whenever
your
focus
also
John
Muir
is
student
inclusion,
making
sure
all
students
needs
are
met
and
that
they
are
included
in
the
daily
lessons
and
activities
regardless
of
their
classification.
This
includes
field
trips
and
all
school
events,
and
celebrations.
I'd
like
to
highlight
two
groups
in
this
area
are
sped
students,
including
resource
and
SDC
students.
This
makes
who
make
up
10
of
our
school.
N
N
N
The
goal
of
the
dual
immersion
program
is
embedded
within
three
pillars.
Excuse
me
the
three
pillars
of
the
Dual
limit:
a
dual
education:
dual
language,
education.
This
includes
academic
achievement,
bilingualism
and
social
and
cultural
enrichment
at
John
Muir.
We
offer
a
50
50
program.
Fifty
percent
of
the
student
stays
in
English.
Fifty
percent
of
the
days
of
50
of
the
days
of
the
students
is
in
Spanish.
Tk
is
an
exception
where
it's
a
90-10,
where
90
of
the
the
day
is
in
Spanish.
N
Each
student
has
a
Spanish
and
English
teacher
or
facilitator
these
teachers
for
these
teachers.
Time
is
given
where
they
can
collaborate,
develop
a
lesson
activities
and
also
discuss
their
students
if
they're
struggling
and
meet
their
needs.
N
For
the
2023
school
year
school
year,
di
students
moved
into
our
fifth
grade,
making
Mir
a
TK
through
fifth
grade
dual
immersion
program
and
at
the
end
of
this
year
those
fifth
grade
students
will
be
moving
on
into
middle
school.
So
this
is
a
high
achievement
for
those
students,
as
they
made
it
through
the
Dual
merger
program
for
the
last
five
years.
That
includes
dedication
from
them
and
their
families
and,
of
course,
our
teachers,
43
percent
of
John
Muir
students
are
in
the
dual
immersion
program
of
those
students.
N
N
We
also
have
an
increased
parent
involvement
through
parent
meetings
and
they
also
help
support
our
dual
immersion
class
from
teachers
moving
forward
to
next
year.
We
are
looking
forward
to
creating
a
dual
immersion
parent
group,
which
also
can
provide
more
students
to
more
supports
to
students
and
towards
families
within
the
dual
immersion
program
itself.
N
During
the
day,
bilingual
AIDS
will
support
small
group
intervention
pull
out.
They
will
also
work
with
students
individually,
who
might
be
behind
or
struggling
academically
after
school.
Adventure
is
also
provided
by
the
classroom
teacher,
either
by
teacher
recommendation,
or
also
recommended
to
our
care
team,
with
a
care
referral
interventions
take
place
over
six
week
period
of
time.
Looking
at
that
student's
progress,
it
has
reevaluated
after
six
six
week
period
of
time
and
the
process
begins
again
to
make
sure
those
kids
students
are
at
grade
level.
N
N
Kind
of
like
to
close
out
tonight
by
talking
about
some
upcoming
future
events
for
the
month
of
May.
The
first
one
is
of
course
tomorrow,
which
is
our
open
house.
May
10th.
Our
open
house
is
from
6
to
7
P.M,
where
families
can
come
in
and
they
can
of
course
visit
their
students
classroom
but
also
see
the
other
wonderful
things
that
are
taking
place
on
the
campus.
O
N
Our
next
event
will
be
held
on
May
23rd,
which
is
our
spring
music
concert.
Miss
ferry
our
music
teacher
has
been
working
hard
on
that
and
that
will
be
from
7
P.M
to
8pm
at
John.
Muir's
cafeteria.
Excuse
me
in
John
Mayer's
cafeteria,
and
then
we
are
going
to
have
our
Multicultural
night,
which
will
be
held
on
May
31st
from
5
30
to
7
P.M.
However,
this
event
is
so
large
that
we
had
to
move
it
to
Deer
Valley's
Auditorium.
N
This
event
was
created
with
support
from
the
DI
team
was
originally
a
small
presentation
of
cultural
dance
and
music.
However,
it
has
become
so
large
where
the
families
there
are
hundreds
of
family
members
come
to
observe
the
students
from
various
grade
levels.
We
had
to
look
at
a
bigger
Auditorium
or
a
bigger
venue
for
this
event.
So
it's
a
very
overwhelming
and
amazing.
When
you
see
all
the
families
that
are
coming
to
support
their
students
and
John
Muir's
PTA
is
still
planning
a
movie
night.
That
night
is
to
be
determined
in
closing.
N
N
A
You
know
so,
first
of
all,
I
want
to
thank
you
for
the
the
very
informative
presentation,
so
I'll
open
it
up
to
questions
from
the
board,
we'll
start
with
trusty
hack.
C
Yeah
I
definitely
have
a
few
questions.
I'd
love
to
hear,
because
I
think
these
building
towards
the
future
goals
are
great.
How
are
you
determining
whether
you've
met
these
goals
or
what
does
it
look
like
you
know,
having
met
these
goals
like
what's
the
vision
of
what
your
school
looks
like
if
you
reach
these
goals
well,.
N
Has
any
administrator
and
any
educator
do
is
when
we're
looking
at
goals
is
making
sure
students
are
first
and
foremost
getting
their
academic
needs
met,
and
we
measure
that,
through
various
ways,
through
assessments,
through
parent
meetings
and
just
overall
making
sure
that
they
are
moving
on
to
that
next
level.
They
have
their
own
personal
goals
set
as
far
as
a
school.
C
And
then
you
talked
a
bit
about
using
data
to
drive
instruction.
Can
you
give
like
an
example
of
how
you
all
do
that?
Maybe
any
changes
that
have
happened,
that
a
result
of
using
that
data
yeah.
N
Sure
so
it
just
goes
back
to
the
care
team.
N
Also,
if
you
have
the
bpst
looking
at
those,
especially
the
younger
grades
and
see
where
they're
at
on
those
levels,
using
all
that
kind
of
together
to
kind
of
see
where
that
student's
at
and
they're
progressing.
What
we'll
do
is
we'll
put
that
students
within
interventions,
whether
it's
being
pulled
out
by
the
reading
teacher
and
then
we'll
we
will
measure
after
six
six
weeks
and
see
where
they're
at
and
see,
if
there's
any
progress
and
again
using
those
various
assessments
seeing
if
they're
making
that
box
and
growth.
N
Unfortunately,
sometimes
you
know,
students
won't
be
meeting
that
growth
and
then
we
have
to
take
it
to
the
next
level.
Okay,
is
there
something
maybe
possibly
hindering
that
student's
learning?
Maybe
you
have
to
go
with
further
assessment
and
see
if
there
is
some
type
of
some
type
of
blockage
in
their
learning
and
moving
forward
from
there
to
make
sure
that
they
are
learning
with
all
the
rest
of
their
students.
Okay,.
C
And
how
do
you
determine
where,
when
you
place
students
into
different
tiers
and
which
students
get
which
interventions?
Can
you
talk
a
little
bit
about
some
of
those
processes.
N
Yeah
sure
so,
especially
with
the
bpst,
it
will
tell
you
where
a
student
is
lacking,
for
example,
if
students
might
not
be
getting
all
their,
the
phonics
would
say
the
vowels
okay.
So
that
might
be
one
group,
so
those
students
will
be
working
on
vowel
sign
letter
sounds
some
students
might
be
okay,
they
got
the
vowel
sound.
The
letter
sounds
they
might
have
to
work
with
the
CBC
letters
or
words,
and
so
we're
practicing
those
so
really
kind
of
those
those
assessments
really
to
guide
or
those
students.
C
N
Usually
again,
what
we'll
do
is
we
as
a
team
at
the
care
team
that
sometimes
they'll
go
to
SST
between
the
parents
and
the
families
in
and
we
discuss
their
are
those
interventions
working
and
it
also
falls
back
in
line
if,
if
the
interventions
are
working,
is
there
something
that
is
blocking
that
student's
learning?
It
could
be
a
disability,
it
can
be,
maybe
there's
something:
maybe
they
need
glasses.
Maybe
there's
something
wrong
with
the
hearing
and
we
kind.
C
A
N
Know
so,
there's
the
basic
phonic
assessment
test,
so
basically
you're
looking
at
the
basic
or
phonics
and
the
care
team
is
what
it
is.
It's
it's
a
group
of
individual
teachers
Administration.
So
in
the
care
team,
it
would
be
an
administrator
myself,
usually
our
resource
teacher,
our
reading
teacher.
Usually
we
have
a
grade
level
leads
as
well
and
they
meet
together
and
we
discuss
students
at
that
grade
level
and
just
coming
together
and
just
finding
you
know,
make
sure
we're
finding
the
proper
supports
for
our
students.
M
K
I
have
the
opportunity
to
go
in
the
other
day
too,
and
especially
in
the
dual
immersion
section.
Your
school
is
large
how
many
students.
N
I
just
saw
it
today,
I
think
we're
at
6
51.
you're.
K
And
so
is
the
new
growth
impacting
new
at
all,
I
haven't
asked
that
all
the
new
growth
that's
coming
in
on
that
side
does
that
come
to
you
to.
N
K
N
Although
areas
of
Antioch,
you
have
some
students
that
come
in
from
Oakley
and
from
Brentwood
as
well,
that
do
come
to
our
school
for
the
dual
immersion
program,
so
that
is,
you
have
the
inter
and
introducer
transfers
that
come
to
our
school.
So.
K
Yeah
I
was
I
was
looking
at
the
way
the
traffic
comes
in
and
the
traffic
goes
out
and
the
two
schedules
that
you
have
to
take
care
of
and
running
back
and
forth
to
take
care
of
the
traffic
issues,
but
I
am
concerned
about
and
and
I
guess,
that's
something
we
need
to
talk
about
in
the
future.
I
didn't
realize
and
I
wasn't
thinking
what
happens
to
them
after
they
go
after
the
fifth
grade.
N
We
are
planning
and
we
are
planning
to
move
forward
with
the
sixth
grader
middle
school
I
know
there
was
a
team
that
included
myself
associate
Supreme
attorney,
rabara
Miss
Ramirez
from
Fremont
discussing
you,
know
next
steps,
and
so
they
will.
Those
students
who
choose
it
and
wish
to
those
families
who
want
to
continue
on
will
be
continuing.
N
C
A
a
clarifying
question
is:
is
it
school-wide
enrollment
growth,
dual
enrollment,
dual
immersion
growth
or
both
that
we're
talking
about
it's.
N
Actually,
both
because
you
do
have
a
lot
of
we
do
have
a
lot
of
introducer
transfers
that
are
coming
to
and
say
that
correctly
in
registry
that
are
coming
to
mirror
that
are
non-dual
immersion
as
well,
which
is
it's,
you
know,
people
want
to
come
to
the
school,
and
then
you
also,
you
have
a
lot
of
students
that
are
coming
to
Mir
for
our
dual
immersion
program
as
well.
So
it
is,
you
do
get
a
little
bit
of
both
and
you're,
also
feeding
in
also
the
local
neighborhood
as
well.
A
So
I
did
want
to,
and
you
sort
of
hinted
at
some
of
this,
but
on
your
on
the
slide
around
student
inclusion,
you
mentioned
that
the
students
needs
were
identified
and
assessed.
So
what
approaches
are
you
taking
to
identify
student
need?
You
know
so,
for
example,
there's
you
as
an
administrator
or
a
faculty
member
who
may
identify
their
needs,
but
then
there's
also
the
student
needs
as
they
perceive
them.
You
know
so
I'm
curious
to
see
sometimes.
N
N
A
A
All
right
so
next
up
we
have
public
comments
for
item
6A.
We
have
one
from
Deborah
Vincent.
P
So
just
wanted
to
make
some
comments
about
some
things
that
I've
heard
in
the
community.
So
I'm,
not
sure.
If
you
all
are
aware
that
may
is
mental
health
awareness
month
and
I'm
really
hoping
there
are
spaces
during
this
month
for
students
to
speak
to
clinicians
about
their
concerns
that
they
have
on
campus
I
recently
learned
that
Congressman
Mark
de
Sonia
visited
Deer
Valley
High
School
on
May
1,
because
it
was
the
week
of
the
educational
listening
tour.
P
I
learned
that
the
congressman
was
scheduled
to
meet
with
students
and
to
listen
to
their
concerns.
He
began.
This
tour
in
I
think
he
started
to
tour
early
working
with
colleges
and
he
was
turned
away
while
on
campus
he
was
called
into
the
office
by
the
interim
principal
Casey
Lewis
that
he
was
not
going
to
be
allowed
to
listen
or
speak
to
students,
while
he
was
on
campus
I
was
very
disappointed
about
this,
because
we
need
our
elected
officials
like
Congressman
de
sonier,
to
pay
attention
to
Antioch
Unified
School
District.
Why?
P
Because
he
sits
on
the
education
committees
at
the
White
House
level
and
he
can
steer
funding
towards
this
district
for
underserved
students
so
that
they
can
achieve
the
education
that
they
deserve.
I
also
want
to
say
that
I
support
the
full
Equity
audit
that
the
board
approved
for
the
24
schools.
It's
very
important
that
we
do
everything
we
can
to
serve
all
students
and,
most
importantly,
those
students
who
have
been
harmed
repeatedly
by
structured
educational,
racist
practices
and
the
same
goes
for
staff.
P
P
He
is
a
black
educator
and
I
think
he
should
remain
at
Deer,
Valley,
High
School,
so
I
want
to
point
your
attention
to
a
report
that
was
done
by
West
Ed
and
it's
a
2022
fact
sheet
that
looks
at
black
minds
and
black
minds
matter,
and
it
has
details
in
here
on
how
well
black
students
do
when
they
have
teachers
that
I
they
can
identify
with
and
when
they
have
adults
and
leaderships
on
campus
that
they
can
identify
with
the
education
goes
up.
The
learning
goes
up.
P
A
All
right,
so
there
are
no
additional
6A
items.
Okay,
so
moving
on
to
Six
B,
we
have
amber
Dagen.
O
We
recently
had
an
lcat
meeting
where
we
talked
about
where
our
literacy
instruction
is
going
and
I
was
fairly
alarmed
by
some
of
the
things
that
I
saw
there.
So
one
of
the
things
I
wanted
to
specifically
talk
about
was
reading
recovery.
Reading
recovery
is
not
evidence-based.
O
It
has
research
showing
that
the
students
who
receive
reading
instruction
intervention
with
reading
recovery
tend
to
fall
off
by
third
and
fourth
grade
they're,
not
retaining
the
whatever
benefits
they
have
tend
to
fall
off
and
they
tend
to
be
about
a
half
grade
level
before,
and
this
is
at
an
extreme
cost,
we're
talking
ten
thousand
dollars
per
student
and
you're
only
targeting
one
to
two
students
per
classroom.
That's
an
enormous
cost
for
little
to
no
benefit.
O
I
wanted
to
read
one
of
the
studies
just
a
little
snippet
of
it
in
a
separate
study,
Henry
May
and
his
colleagues
at
the
center
for
research
and
education
and
sociopology
policy
also
tracked
reading
progress
and
150
to
500
reading
recovery
schools
in
the
year
2011
to
2015
and
again
in
2016
to
2017.
each
School
included
at
least
seven
students
who
initially
scored
just
below
the
reading
cutoff
to
participate
in
Reading
recovery,
as
well
as
at
least
three
students
who
performed
just
above
the
reading
cutoff
to
act
as
a
control
group
for
the
students.
O
The
early
benefits
of
reading
and
Recovery
seem
to
reverse
themselves
over
time.
Students
who
participated
in
the
program
in
first
grade
had
state
reading
scores
in
third
and
fourth
grade
that
were
roughly
half
a
grade
level
below
the
scores
of
the
students
who
had
not
participated
in
Reading
recovery.
O
One
thing
that
we
could
do-
and
this
is
a
problem
all
over
California
40
of
our
our
students
in
California
schools-
are
only
reading
at
a
reading
proficiently
40.
That
means
60
are
not.
O
What
we
need
is
a
move
towards
evidence-based
literacy
instruction.
Science
has
science
has
settled
the
question
of
how
children
learn,
how
to
read
the
only
people
perpetuating
the
reading
Wars
and
the
pendulum
swings
is
us
because
we
refuse
to
listen
to
what
science
says
and
that's
on
us.
That's
our
job
is
to
set
aside
our
hubris
set
aside,
our
ego
and
think
of
what's
best
for
the
children.
M
I'm
gonna
ask
that
the
mic
not
be
turned
off
when
when
people
are
finishing
their
sentence.
A
J
Good
evening
I'm
exhausted
I
have
been
coming.
For
a
few
years,
I've
been
advocating
for
my
son,
my
students
and
my
school
I
go
on
a
school
level.
I
go
on
a
district
level.
I
come
here
to
you
at
board
meetings
and
I
honestly
feel,
like
everything
I
say,
falls
on
deaf
ears.
I
have
some
major
concerns
in
our
district,
especially
with
how
we
spend
our
money.
I
feel
like
we
throw
a
lot
of
money
at
programs
hoping
that
something's
going
to
stick
and
we're
wasting
lots
of
money.
One
of
them
is
standards-based
learning.
J
I
know
we
spent
a
lot
of
money
to
try
rolling
that
out
and
I
guarantee
you.
There
is
no
school
using
that
to
Fidelity
right
now.
There's
a
lot
of
teachers.
I,
don't
even
think
we're
doing
it
anymore.
They're,
not
really
sure
what
it
is.
Another
one
is
literacy
instruction
I've
been
coming
for
the
last
two
years.
J
Talking
about
how
we
need
to
move
towards
the
science
of
reading
I'm
fortunate
to
be
at
Fremont,
where
we
got
a
grant
because
our
students
were
underperforming
and
many
of
us
are
participating
and
the
letters
training
right
now,
which
is
science
of
reading
structured
literacy,
I've
heard
time
and
again,
District
admins
say
that
we're
going
to
look
to
Fremont
as
a
model
going
in
the
future.
J
At
my
last
leadership
meeting
I
got
a
four-year
plan,
PowerPoint
that
says
otherwise,
and
when
one
of
my
colleagues
asked
District
admin
at
the
lcap
meeting,
they
simply
said
it's
just
a
difference
of
professional
opinion.
Well,
you
know
what
we
might.
It
is
difference
of
professional
opinions,
but
one
of
them
is
backed
by
research
and
Science,
and
one
of
them
is
not.
As
my
colleague
Amber
Dagan
said,
it's
at
a
great
cost
to
our
district,
and
there
is
no
there's
no
benefit.
I
did
bring
some
research
that
I'll
pass
out
at
the
end.
J
We
know
that
structured
literacy
works
for
85
percent
of
our
students.
15
of
our
students
benefit
are
not
benefit
but
can
overcome
All
Odds
and
still
learn
to
read.
If
you
look
at
any
dyslexia,
literature,
structured
literacy
is
what
our
students
need,
and
we
know
that
15
to
20
percent
of
our
of
our
population
is
dyslexic
and
we're
not
identifying
them.
We
don't
do
screeners.
We
say
that
they
have
to
have
interventions
and
what
interventions
are
we
giving
them
structured
literacy,
which
is
putting
them
deeper
into
their
deficit?
J
A
M
I
just
wanted
to
comment:
is
it
now
on
10
I,
think
I
certificate,
a
human
resource
report
in
10,
J
classified
human
resource
report?
We
still
don't
have
the
demographic
information
and
that's
one
thing
that
I
requested
and
I
remember:
asking
the
board.
Was
it
the
will
of
the
board,
and
everyone
said
yes,
so
it'd
be
great
to
get
demographic
and
you
don't
remember
you
might
not
have
been
here,
but
but
that
is
really
important
because
we
keep
getting.
M
We
just
want
to
know
like
what
the
trend
is
when
folks
are
resigning
like
what
is
this
huge
resignation
that
we're
seeing
and
why
are
there
patterns
and
Trends
with
ethnic
demographics,
gender
things
like
that
grade
level,
just
so
that
we
can
have
a
better
understanding
as
we're
planning
forward
and
I
think
it
would
help
HR
too
in
terms
of
understanding
that
so,
while
I'm
going
to
vote,
Yes
I
just
will
keep
bringing
that
up.
M
Demographics,
gender,
it
could,
it
could
know
whatever
could
for
us,
but
we
just
want
to
know
what
this
resignation
is
about.
Do
you
have
questions?
You
look
confused?
No!
It's!
Okay!
If
you
do
yeah,
okay,
okay
and
also
ten
I,
can't
I,
don't
know
what
the
letter
is:
oh
n,
on
the
service
agreement
with
professional
tutors
of
America
just
curious
about
so
from
what
I
understood
from
reading
the
contract.
It
is
an
organization
that'll
come
in
and
tutor
37
students
right.
M
My
question
is
and-
and
everything
I
see
on
here-
looks
like
just
good
teaching
practices,
so
they
do
a
diagnostic,
they
teach
and
then
they,
you
know,
do
individual
learning
plans
research-based
curriculum.
All
of
that
for
37
students
at
forty
four
thousand
dollars
just
curious.
If
teachers
were
asked
to
do
it
first,
because
I'm
sure
some
of
them
would
have
done
it
I'd
imagine
I,
don't
know
and
then
also
I
wonder
when
the
service
will
take
place
and
how
are
we
building
staff
capacity
to
do
these
things
that
an
outside
provider
does
will
do.
F
This
is
an
agreement
that
we
have
in
place
for
our
homeless
and
Foster
Youth,
and
so
it's
targeted
to
them
and
it's
I
think
it's
it's
a
vendor
that
is
used
with
the
count
through
the
county
in
our
relationship
in
partnership
with
them,
and
so
that's
something
that
we've
provided
for
as
long
as
I've
been
here
and
I'm
sure
very
many
years
from
before
so
I
don't
know
in
terms
of
what
Staffing,
how
they
select
the
staff
that
organization,
but
that's
something
we
can
look
into
yeah.
M
That
wasn't
my
question,
but
first
of
all
thank
you
for
giving
me
the
background,
but
the
question
is:
how
do
when
do
the
service
take
place,
for
example?
Is
it
after
school
during
school
and
then
the
second
question
is:
how
do
we
build
staff's
capacity
to
do
this
work
so
that
we
don't
have
to
pay
outside
people
to
do
it?
Because
everything
that's
on
here
is
just
good
teaching
practices.
It's
not
something
outside
organization,
I,.
F
K
I
just
want
to
clear,
say
sorry
that
we're
going
to
miss
Kelly
she's
on
our
resignation
here
for
retirement.
What?
Yes,
you
didn't
see
it
yeah,
so
we're
gonna
miss
her
yeah.
A
All
right
so
I
will
entertain
a
motion.
I
K
A
Okay,
so
I
have
a
motion
to
approve
the
consent.
Items
is
read,
items
10A
through
in
and
it's
been
properly
seconded,
all
in
favor
all
opposed
any
extension.
The
motion
carries
all
right.
These
are
both
for
11b,
okay,
so
action
items.
The
first
is
rollover
bid
nutrition
services,
21,
I'm,
sorry,
2021-005,
food
products
and
paper
supplies
for
2023
2024.
L
A
I'll
entertain
a
motion
move
okay,
so
I
have
a
motion
on
the
floor
to
approve
item
11a
on
second
properly
seconded
all
in
favor
aye
aye
any
opposed
an
abstention.
The
motion
carries
all
right,
so
we
have
two
items
for
I'm.
Sorry,
two
common
cards
for
item
11b.
The
first
is
from
Dominique
King.
G
A
little
bored
Equity
without
Excellence
is
nothing
more
than
mediocrity.
Excellence
without
Equity
is
an
oxymoron
ausd,
since
2017
has
continuously
been
low
performing,
while
the
highlights
are
often
captured
on
social
media.
They're
often
brought
here
in
front
of
you
and
we
cherry
pick.
Those
who
have
expelled
in
despite
of
what
we
know
through
the
academic
data,
is
something
very
different.
G
The
low
turnout
of
parent,
the
low
turnout
of
parents
to
committees
to
lcap
meetings
to
school,
sponsored
events
to
even
parents,
completing
something
as
simple
as
a
survey:
the
express
lack
of
school
Community,
connectedness,
the
inconsistent
engagement
across
school
campuses,
the
feeling
of
being
unsafe
and
unsupported,
and
also
administrators,
teachers,
staff
students,
parents,
fearing
speaking
out
and
re
spearing
speaking
out,
because
there's
a
possibility
of
retaliation.
G
Mrs
King
I
am
13
and
I
can't
read
and
I
would
never
tell
my
teacher
this
because
I
don't
think
they
care
Mrs
King.
My
principal
told
me:
I,
better,
get
free
prayer
to
sell
fruits
and
snacks
before
and
after
school.
If
I,
don't
pull
my
act
together,
my
mom
is
one
of
those
people,
Mrs
King.
How
can
I
participate?
I
never
know.
What's
going
on
these
schools
have
failed
me
and
they
failed.
My
children
but
I
have
no
other
option.
G
I
am
frustrated.
I,
look
at
my
students
every
day
and
I
know
that
I
won't
reach
most
of
them
and
honestly
I
don't
have
the
tools
to
even
know
where
to
begin.
This
is
some
of
the
comments.
These
are
some
of
the
stories
that
I
listen
to
daily
as
I
fight
for
parents
in
this
district
and
teachers
to
receive
the
resources
that
they
need.
G
G
Q
Good
evening,
community
and
board,
my
name
is
Devin
Williams
I
stand
today
to
urge
you
all
to
please
do
a
full
and
complete
Equity
audit
of
all
24
schools
in
the
district.
We
as
a
community
need
this
information
to
make
holistic
change
through
this.
Throughout
the
system,
our
schools,
students,
families
and
teachers
are
counting
on
you
to
ensure
a
robust.
They
had
an
auditing
process.
Q
What's
it
called
remote
viewing
so
that
I
think
that
is
something
to
think
about.
If
all
of
you
would
be
concerned
with
that
issue,
as
parents,
yourselves,
I'm
sure
it's
important,
because
I
wasn't
the
best
student
in
school
I'm
going
to
admit
that
so
my
parents
would
want
to
know
what's
going
on
in
the
school
district,
that's
all
I
have
to
say
thank
you.
It
turned
out
pretty
good,
though.
A
Okay,
so
I
will
open
it
up
to
conversation,
we'll
just
go
in
order.
You
know
in
terms
of
comments
and
discussion
for
item
11b
trustee
hack.
You
have
anything
on
this
item.
D
C
Okay,
so
then
I'd
like
to
move
to
go
ahead
and
amend
we
actually
don't
you
do
it,
you
can
do
a
motion
and
a
second
and
then
discussions
how
that
comes.
That's
how
the
order
of
parliamentary
procedure,
so
we
can
do
the
motion.
First,
we
don't
have
to
vote
on
it.
C
K
A
So
Robert
Robert
Rules
of
Order
does
Kelly.
Do
we
have
to
have
a.
C
No
so
there's
a
motion
on
the
floor.
Proper
parliamentary
procedure
I
like
to
make
a
motion
to
amend
the
current
item
on
there
to
to
state
that
we're
going
to
audit
24
of
ausd
schools
during
the
2024
school
year.
B
B
This
gets
a
little
confusing
because
it's
a
dollar
amount
associated
with
this,
and
perhaps
we
need
to
bring
this
back
rather
than
just
I
mean,
if
you're
approving
the
agreement
to
say,
25
24
schools
there's
the
cost
that
might
be
associated
with
it.
It
might
be
better
to
bring
it
back
to
the
next
meeting
with
that
adjustment
made
so
that
the
board
can
see
fully
what
that
would
be.
B
M
I
am
just
really
thinking
about
the
I'm
hearing,
every
all
the
comments
that
parents
are
saying
that
teachers
are
saying
that
community
members
are
saying
and
what
they
have
been
saying
since
I've
been
on
the
board
starting
in
you
know,
December
and
I
hear
you
I
I
know
that
the
equity
artist
will
help
kind
of
illuminate
some
of
the
areas
that
you
all
were
talking
about
your
concerns.
It
would
also
illuminate
the
positives
that
are
happening
in
our
district,
so
that
we
can
continue
those
areas.
M
M
M
as
directed
by
the
board,
but
I
know
that
if
we
start
off
mediocre,
we'll
end
mediocre-
and
that
is
not
okay
and
so
I
can
say
that
I'm
committed
to
advocating
for
this
and
I,
hear
superintendent,
anello,
saying
yes
and
and
board
member
trustee
Hernandez.
That
is
time,
I'm
looking
at
the
dashboard
for
2022
the
California
school
dashboard
and
we
are
African-American
students.
First
of
all,
very
low
are
african-american-american
Indian,
English,
Learners,
Foster,
youth,
homeless,
Pacific,
Islanders,
social,
socially
disadvantaged
and
students
with
disabilities.
M
African-American
students
are
99.2
points
Below
in
English
language,
arts.
That
means
here's
the
standard
below
means
you're
illiterate.
That's
all.
That
means
some
people
want
to
say:
oh
it's,
just
no,
it
means
you're
illiterate.
It
means
you're.
Gonna
could
possibly
grow
up
and
not
be
able
to
function
in
society
in
the
way
that
in
which
you
could,
if
you
had
an
excellent
education-
and
this
is
please
no
I'm
an
educator.
This
is
not
throwing
stones
or
rocks
at
teachers.
No
I,
don't
I!
Don't
do
that.
I
am
a
teacher.
M
I
have
a
teaching
credential,
but
what
it
means
is
that
leadership.
We
need
to
step
it
up,
because
teachers
can't
do
what
we
don't
help
them
do
it
right
and
when
I
say
leadership,
I
mean
the
board
superintendent
and
staff
low
for
English
language,
arts
or
Asian,
Filipino
Latino
and
two
or
more
races
in
white.
If
you
look
across
the
state,
Asian
and
white
students
are
typically
at
the
top,
so
that
means
we're
not
serving
any
students.
The
best
we
could
suspension
rates.
M
I
just
looked
on
the
website
for
data
Quest,
2122
Antioch,
7.7
percent
of
our
students
have
been
that's
our
suspension
rate
as
compared
to
the
county.
3.6
percent
Statewide
3.4
we're
outperforming
in
a
bad
way,
suspensions
that
has
to
do
with
culture
and
climate
total
suspensions
for
our
district
2085..
M
M
Q
A
C
M
C
Yeah
I'm,
just
for
clarity's
sake
because,
as
Miss
calvolaro
said,
the
way
that
I
stated
it
without
the
dollar
amount,
maybe
a
little
bit
less
clear,
and
then
this
way
clears
it
up
for
the
opportunity
that
we
are
explicitly
voting
today
that
we're
going
to
do
all
24,
ausd
schools
and
at
the
next
one
or
that
the
contract
that's
going
to
come
at
the
next
one
is
going
to
be
all
24,
ausd
schools
and
then
we're
going
to
see
the
price
tag
and
then
vote
on
that
contract.
C
That's
going
to
come
before
us,
but
this
commits
us
to
that
action,
because
I
think
we
have
a
lot
of
community
members
here
today.
Who
spoke
about
this,
and
it
was
even
my
understanding
in
the
conversations
we
had
that
were
going
to
do
all
24
schools.
C
So
when
we
show
a
contract
with
only
six
schools,
regardless
of
how
we
got
there,
it
feels
like
bad
face
to
the
community
in
terms
of
what
we
promised
them,
and
so
we
need
to
make
sure
that
we
are
being
very
specific
and
transparent
and
that
we
are
saying
what
we're
going
to
do
and
committing
to
what
we're
going
to
do,
because
that's
how
we
end
up
community
members
feel
like
they're
not
heard
when
we
say
something
and
then
something
looks
different
when
we
bring
that
up
to
them.
C
So
it's
our
responsibility
to
be
transparent
and
be
responsible
to
this
community
yeah
trusty
hack.
The
motion
still
needs
a
second,
oh.
I
A
A
C
Actually
would
not
be
the
cleanest
way
because
tabling
something
can
be
tabled
indefinitely
and
doesn't
commit
us
to
that
action
and
gives
us
the
leeway
to
not
bring
it
back.
Potentially
we
can
say
it
just
like
I
thought
that
we
said
we
were
doing
all
24
schools
and
this
is
in
the
contract
that
I
saw
them
seeing
before
us.
So
that's
why
I
think
this
is
the
cleanest
way.
If
we
truly
are
committed
to
this.
If
I'm
misunderstanding
and
we're
not
committed
to
this,
then
that's
a
different
discussion.
B
May
I
speak
for
a
moment
to
do
a
substitute
motion.
The
board
would
first
have
to
vote
to
accept
the
substitute
motion,
so
it
does
get
very
complicated,
but
if
everyone
is
amenable
the
the
current
motions
on
here,
which
there
are
two
of
them,
could
be
removed.
Taken
back,
and
perhaps
the
motion
could
be
to
table
this
with
with
the
understanding
that
a
contract
will
be
brought
back
to
the
May
24th
board
meeting.
Maybe
it's
very
specific
in
the
motion
to
table.
C
I
I
definitely
specifically
don't
want
to
make
a
motion
to
stable,
I
guess
more
specifically,
if
you
want
to
make
a
more
specific
motion,
it'd
be
a
motion
to
postpone
to
our
next
board
meeting
with
the
stipulation
specifically,
that
would
be
the
Parliamentary
procedure
for
this.
B
We
could
do
that.
I
mean
it
right
now.
The
The
Substitute
motion
would
need
a
vote
by
the
board
to
accept
the
substitute
motion
you
have.
One
motion
on
the
table
we'd
have
to
the
board
would
have
to
vote
to
substitute
the
motion.
Then
the
vote
would
be
made
on
the
substitute
motion.
I.
C
Think
that's
fine
and
the
substitute
motion
can
you
repeat
it
that
substitute
motion
is
that
we're
that
we
are
amending
the
contract
to
specifically
state
that
we're
auditing
all
24
schools
within
the
next
school
year
and
bringing
this
contract
back
at
our
next
board
meeting,
with
the
understanding
that
the
cost
amounts
will
be
different
and
then
approving
it
then
so.
B
B
A
Yeah
so
I
have
a
motion
on
the
floor
has
been
properly
seconded
all
in
favor
aye.
K
B
K
B
No,
the
the
motion
right
now
would
be
to
accept
the
substitute
motion
by
trustee
Hernandez.
As
he
stated,
I
mean
I'll
have
to
go
back
and
listen
to
get
the
words
exact.
So
my
apologies
for
that
so
we'll
vote
on
whether
or
not
the
board
will
accept
the
substitute
motion.
Then
that
becomes
the
new
motion.
Then
the
boat.
The
board
would
vote
on
that
new
motion.
B
A
B
Second,
we
will
do
another
motion
that
will
need
that
the
motion
is
trustee,
Hernandez's
motion
that
he's
already
made
it's
now
the
substitute
motion.
We
do
need
someone
to
second
that
substitute
motion
and
then
the
word
would
vote
on
that.
So.
A
E
A
All
right
so
item
12
items
for
information,
discussion
and
action
by
board
item
a
is
educate,
special
education
data
analysis,
independent
education,
evaluation,
Dr
Lathan.
M
All
right,
the
one
thing
you
all
will
learn
about
me
is
that
I,
like
data
and
I
liked
to
I
like
to
know
what
that
I
need
to
know
what
the
impact
is
in
in
education.
That
is
good
practice
to
understand
where
you
are,
where
you're
going
and
how
you
know
like
monitor
along
the
way.
So
with
that,
considering
we
at
most
board
meetings
have
something
about
special
education
that
we're
approving
either
it's
a
vendor
or
some
kind
of
litigation
or
something
what
I
realize
is.
M
We
might
need
to
understand
more
the
district,
the
board
about
like
the
state
of
special
education
in
our
schools,
so
that
we
can
best
serve
our
students
I'm.
Also
my
first
year
of
teaching
in
Los
Angeles
Unified
School
District
was
also
a
special
ed
teacher.
I
taught
student
I
was
taught
in
an
SDC
class,
and
that
is
one
of
my
passions
is
to
make
sure
that
our
kiddos,
who
are
on
the
margins
are
no
longer
on
the
margins.
M
L
M
Down
please
I
also
have
extra
in
case
people
in
the
audience
would
like
to
read
it
or
yeah
and
you've
seen
this,
but
you
might
want
to
copy
too.
Thank
you.
This
is
called
a
sped
review,
so
there
are
organizations.
M
There
are
organizations
that
do
studies
I'm
looking
for
it
on
my
computer.
M
And
this
organization
is
called
fiscal
crisis
and
management
assistance
team.
If
anyone
Works
in
education,
especially
the
business
person
you
folks,
might
be
like,
why
would
you
want
them
in
your
organization
because
they
are?
M
They
can
be
a
scary
organization,
but
if
you
reach
out
to
them-
and
it's
not
about
the
state
mandating
that
they
come
in
and
do
some
kind
of
audit,
they
do
management
assistance,
that's
what
they
call
it
I'm,
not
actually
married
to
the
organization
that
does
it
in
terms
of
it
could
be
this
organization
there's
also
another
organization
that
does
a
study
review.
But
basically,
here
is
some
of
the
areas
that
they
might
look
at
is
to
review
the
district's
implementation
of
different.
M
M
A
school
should
be
able
to
tell
you
A
B
like
this
is
how
you
do
it,
but
not
all
people
get
the
same
information
and
so
it'd
be
nice
to
kind
of
really
start
to
think
about
like
how
do
we
systematize
good
practices
across
and
there
may
and
I'm
sure
there's
they
are
good
practices
that
are
a
part
of
our
district
as
well
analyze,
whether
the
district
provides
provides
a
continuation
of
services
like
a
Continuum
of
services
for
students
with
disability.
What
does
that
look
like?
M
So
it's
like
it's
kind
of
like
an
equity
audit,
but
it's
more
of
a
study
by
a
different
organization
that
can
help
kind
of
share
and
show
us
like,
what's
actually
happened
in
our
system
and
then
provide
us
recommendations
on
how
to
get
stronger
and
so
I
want
to.
I
really
hope
that
this
is
something
that
we
will
consider
is
to
do
a
special
ed
study.
M
What
I
love
about
it
is
the
only
thing
that
the
staff
needs
to
do
is
talk
to
the
interviewers,
share
information
about
processes,
and
things
like
that,
so
that
we
can
get
a
better
picture
of
what's
actually
happening
in
our
system.
And
so
that
is
my
proposal
and
any
questions
would
be
great
from
from
the
board.
All.
M
Yes,
yeah
and
just
when
I
was
looking
at
the
data
today,
special
education
students
with
disabilities
were
in
English
language,
arts,
144.2
points
below
standard.
M
M
So
these
kids
can
function
if
they
have
the
right
supports
and
skills,
but
we
might
need
to
know
we
do
need
to
know.
So
what
does
that
look
like?
What
does
that
look
like
in
Reading?
What
kind
of
programs
are
we
using
for
students
with
disabilities?
Is
it
working?
Is
it
not
working
and
it's
different
from
the
equity
audits,
because
the
equity
audit
focuses
on
the
whole
school?
A
special
ed
study
will
get
really
deep
into
that
study
of
our
special
ed
processes
and
procedures
in
teaching
and
learning.
I
Yeah,
okay,
I'm,
assuming
we're
not
making
a
decision
on
this
night
and
we're
not
asking
to
to
the
language
whatever,
but
we're
asking
the
district
to
look
at
this
and
come
back
to
us.
Some
information,
no.
M
We
are
not
making
a
decision
this
evening.
We
could
make
a
decision
this
evening
because
it's
on
the
agenda,
but
that
wasn't
my
goal.
My
goal
was
to
share
the
information
with
you
all
and
to
engage
in
a
conversation
about
your
thoughts
about.
Is
this
something
that
we
would
be
interested
in
doing
for
our
students
with
disabilities
yeah.
I
C
Hernandez
yeah
I,
don't
necessarily
have
questions
but
I
think
to
you
know,
I
think
it's
important
for
us
to
discuss
some
of
our
thoughts
and
I
think
that
helps
shapes
the
way
that
the
the
district
goes.
I
think
that's
the
point
of
these
kinds
of
discussions.
I
think
you
know
just
on
a
quick
reading
of
some
of
these
things.
I
think
there's
a
lot
of
good
Merit
here.
I
think
some
of
the
things
that
jump
out
at
me
is
item
one.
C
That's
looking
at
reviewing
the
district's
implementation
of
success
teams,
responses
to
intervention
and
multi-tiered
systems
of
support
and
making
recommendations
for
improvement.
It's
something
that
I
I
consistently
ask
is.
When
we're
doing
these
interventions,
we
need
to
find
ways
to
have
evidence-based
practices
of.
Are
these
interventions
working
or
do
we
just
think
that
it's
something
that
works?
I
think
the
second
one
as
well
kind
of
touches
on
that
as
well,
where
we
review
the
system,
a
referral
and
evaluation
for
special
education
eligibility
and
make
recommendations
for
improvement.
C
If
any
I
think
that's
something
that
I've
gotten
a
lot
of
comments
from
in
the
community,
a
feeling
that
there
should
be
some
improvements
in
that
process
and
when
we
take
a
look
at
some
of
the
United
here
but
like
Statewide,
some
of
the
issues
when
it
comes
to
litigation
settlements,
that's
kind
of
the
foundation
of
where
these
things
kind
of
end
up
happening.
And
so,
if
we're
able
to
tackle
those
things,
early,
I
think
we
have
a
real
good
chance
to
make
some
significant
returns
for
our
school
district.
C
Because
we
know
that
special
education
is
a
place
where
we
spend
a
lot
of
money
and
so
anything
that
we
can
do
to
mitigate
some
of
the
the
challenges
that
we
have
and
make
the
process
better
and
make
sure
that
parents
feel
supported
and
feel
that
the
district
is
supporting
them
and
that
we're
addressing
any
of
these
challenges
to
minimize
litigation.
Minimize
over
identification.
Minimize
overuse
of
resources.
C
We
can
save
a
lot
of
money
that
we
can
then
use
to
not
only
also
support
all
of
our
special
education
students,
but
also
reroute,
to
maybe
other
things
that
can
again
help
address
the
foundation
of
some
of
these
issues.
I
also
like
item
six,
because
I
know
we
talked
about
this
during
a
during
one
of
our
presentations
before
that
looked
at
reducing
over
identification,
so
that
aligns
with
things
that
we've
been
saying
as
a
school
district.
So
this
aligns
with
some
of
the
things
that
staff
has
been
saying
and
I
think.
C
Lastly,
the
thing
that
I
that
jumps
out
at
me
here
is
reviewing
the
cost
of
due
process,
mediations
and
settlements
for
the
past
three
years
and
make
recommendations
for
improvements
because
again
I
mean
that's.
It's
not
just
an
ausd
problem,
necessarily
it's
an
everywhere
problem,
but
it
may
be
a
more
significant
problem
here
potentially,
but
we
just
haven't
done
the
work
to
actually
look
at
this
and
then
find
ways
to
kind
of
mitigate
this.
C
C
There
is
no
after
school
program
in
the
world
that
you
will
be
like
that
sounds
terrible
because
it
all
supports
students,
but
our
job
as
a
school
board
is
to
find
the
highest
yield
highest
return
programs,
things
that
are
making
a
difference,
things
that
are
being
effective
and
so
I
think
I
enjoy.
I.
C
Think
that
there's
a
lot
of
good
direction
here
with
some
of
these
things
here
and
again,
just
on
like
very
quick
reading,
so
those
are
just
kind
of
my
thoughts,
I'd
love
to
hear
other
people's
thoughts
on
that,
and
maybe
other
areas
of
focus
as
we
think
about
how
can
we
improve
special
education?
So
thank
you
vice
president
Lathan
for
bringing
this
forward
trustee
Roger
I.
K
D
Yes
and
I'll,
let
Mr
Bara
speak
to
this
on
a
deeper
level,
but
we
are
currently
working
with
the
state
of
California
on
a
self-study
for
three:
it's
a
three-year
process
and
they
self-out
Sacramento
County
that
CDE
has
identified.
We
have
a
plan
that
we're
I'm
happy
to
share
with
the
board
that
we've
just
now
entered
into
this,
and
they
are
reviewing
processes,
procedures,
IEPs
timelines,
similar
things
three
year
process,
yes
and
I
did.
D
However,
if
I
can
just
say,
I
found
this
tool
on
it's
the
ficmax
itself,
education,
efficiency
tool
and
I'm-
wondering
if
maybe
I
share
this
with
the
board
in
the
Friday
board.
I
think
this
would
make
our
Target
scope
of
work.
If
we
choose
to
go
this
direction,
I
think
that
would
be
good,
some
good
groundwork
beforehand.
If
we
choose
to
go
in
the
direction.
A
And
Christine
well
you're,
going
to
give
a
little
more
detail.
F
Yes,
so
we
are
in
the
process
like
missinello
share
that
it's
a
three-year
process.
It's
called
compliance
and
Improvement
monitoring,
and
so
we
it
within
there.
It's
actually
mentioning
a
number
of
things
in
in
great
detail,
so
it
starts
with
a
root
analysis,
root,
cause
analysis,
it's
a
very
thorough
process
and
so
I
think
there's
a
lot
of
yeah.
D
A
F
F
The
other
significant
area
was
in
the
area
of
compliance
and
making
sure
we're
getting
our
IEPs
done
annually
on
time
and
so
forth,
and
so
those
are
the
two
primary
areas
and
So
within
that,
even
just
in
this
preliminary
draft
that
I
have
they've
already
done
a
lot
of
needs
analysis
and
the
mtss
process.
That
multi-tiered
system
of
support
is
one
of
those.
So
there's
a
lot
I
think
what
you're
talking
about
that's
going
to
be
in
this
process
and
we
are
partnering.
F
F
The
next
next
one
will
be
January,
12th
of
2024
July
of
2024
and
then
again,
January
of
2025.,
so
about
a
six
month.
Interval.
A
M
I'm
kind
of
horrified
that
none
of
us
knew
that,
like
that
CDE
actually
reached
out
and
said,
your
numbers
are
too
high.
The
board
should
know
that,
like
right
away,
Antioch
High
School
17
of
their
student
population
have
IEPs
the
average
should
be
10
percent
in
at
schools.
There
could
be
many
reasons
why
so
I
I
cannot
judge
right.
That's
why
I
said:
let's
have
some
kind
of
review.
I
M
I
appreciate
and
I
know:
CDE
does
this
and
they're
trying
to
get
better
at
it
is
having
longitudinal
work
that
they're
doing
what
I'm
expressing
is
a
sense
of
urgency
right
and
understanding
where
we
are
now
and
making
sure
we're
diligent,
because
what
I'm
noticing
is
that
we
don't
always
get
the
data
or
information
and
I
love.
The
question
that
you
asked
about
so
when
did
when
do
we
get
the?
M
When
is
the
next
progress
monitoring
so
I
would
love
to
continue
the
conversation
and
I
would
still
like
for
us
to
explore
a
study,
that's
quicker.
That
would
give
us
fast
information
from
an
organization
that
does
this
consistently
all
the
time
and
we
can
easily
pair
it
up
with
the
three-year
longitudinal
data
that
we'll
be
getting
I'm.
Looking
at
you
because
you're,
the
last
person,
that's.
D
Okay,
would
the
board
like
me
to
provide
this
special
education
efficiency
tool
in
the
just
for
your
perusal
before
we
have
our
next
discussion
in
the
Friday
board.
C
They'll
be
helpful.
I
do
have
a
few
more
comments,
our
question,
because
I
guess
I'm
wondering
yeah,
and
this
is
the
law
task
in
this
moment,
but
I
think
one
thing
that
would
be
great
is
to
look
at
through
these
items
and,
like
is
that
three-year
plan,
maybe
not
touching
on
some
of
these
items
that
we
have
here
on
this
sheet
that
we
just
received,
and
so
that's
an
opportunity
of
maybe
gaps
to
fill
in
and
then
do.
We
know
like
with
this
three-year
CDE
plan.
C
At
what
points
do
we
make
interventions
or
changes?
Are
we
making
it
throughout
the
process
and
then
I
think
to
touch
on
what
vice
president
Lathan
said?
C
I
guess,
because
my
thought
there
is,
is
there
an
opportunity
potentially,
for
you
know
our
own
other
process
to
make
faster
iterative
changes,
because
I
mean
there's
always
more
work
to
do
so,
I
think
if
we
have
something
that
we
can
kind
of,
if
there's
opportunity
for
maybe
faster
iterative
changes
that
can
work
in
concurrent
with
this
three-year
plan,
I
think
that
could
be
also
something
worth
exploring
and
looking
at.
F
I
think
the
only
other
thing
I
would
highlight
is
that
this
is
intended
to
be
an
urgent
time-sensitive
plan.
This
is
not
like.
Oh
you
know,
this
is
not
a
casual.
We
are
trying
to
implement
change
and,
in
fact,
when
we
first
learned
about
this,
we
already
started
working
with
schools
having
individual
meetings
with
them
to
discuss
referrals
for
special
education.
F
At
that
point,
in
time,
we
learned
that
the
majority
of
the
referrals
for
assessment
plans
were
coming
from
parents
and
so
kind
of
working
with
our
parent
community
and
understanding
what
those
needs
were
and
what
we're
seeing
in
the
classroom.
So
this
is
an
urgent
plan.
This
is
not
just
oh
we're
doing
this
to
fill
boxes
in
and
absolutely
not.
We
are
trying
to
correct
the
things
that
we
need
to
address
those
so
that
we
can
avoid
more
intensive
levels
of
support
through
what
they
consider,
what
they
call
significantly
disproportionate.
C
Yeah,
no
and
I
definitely
appreciate
that
and
if
we
know
that
there's
a
lot
of
work
going
in
there
I
think,
as
you
all
know,
I'm
a
very
ambitious
person,
and
can
we
be
more
ambitious
and
be
more
urgent
because
I
think
people
here
three
years
that
doesn't
sound
urgent,
but
is
there
maybe
opportunities
to
be
faster
because
I
I,
don't
think
you
know
as
as
much
as
a
California
Department
of
Education
does
a
lot
of
work?
I,
don't
think
they've
solved
all
the
educational
problems.
C
C
So
you
know
I'm
always
trying
to
push
us
to.
Can
we
find
ways
to
do
more
and
use
our
own
tools
and
our
own
skills,
maybe
to
work
faster
than
the
state?
Does.
M
How
many
of
you
knew
that
we
were
in
this
situation
with
special
education
that
we
were
involved
in
three-year
study?
You
did
and
you
did
t-shirt
president
teacher
Union
president
and
District
level
staff.
These
are
things
that
our
community
deserves
to
know
right.
We
deserve
to
be
able
to
share
this
information
like
we.
They
should
have
known
this
a
long
time
ago
and
the
board
definitely
should
have
known
first.
K
Look
forward
to
it
because
I
know
special
education
is
an
issue
and
not
only
that.
It's
because
with
the
and
I
don't
want
to
bring
up
this,
but
because
we've
been
through
that
time,
when
we
weren't
even
in
school,
that
has
set
us
back
and
we
need
to
come
forward
fast.
A
I
School
sites
at
the
secondary
level
would
have
students
come
to
board
meetings
and
just
share
talk
about
what's
going
on
on
their
school
for
three
or
four
or
five
or
six
minutes
whatever,
and
we
got
rid
of
that
because
of
covid.
I
So
I
would
like
to
consider
the
possibility
of
bringing
those
people
back
on
a
regular
basis
and
I
know
the
district
has
processes
already
in
place
and
school
sites.
Have
it
already
in
place
two
at
the
beginning
of
a
board
meeting
that
they
would
come
up
and
just
simply
say,
hey:
okay,
here's
what
here's
what's
going
on
and
then
the
other
sites
you
know
whatever,
and
so
you
basically
you
have.
We
have
what
nine
or
ten
secondary
schools
or
of
that.
So
you
do
three
or
four
at
a
meeting
and
they
can
come
back.
I
You
know
so
every
meeting
initially
I
would
ask
that
we,
instead
of
having
us
talk
about
what's
going
on
at
sites
the
kids
come
in
and
just
share.
A
I
C
Yeah
I'm
wondering
if
maybe
what
I
mean
I
have
two
thoughts:
I
have
one
either
because
we
have
a
policy
on
this.
So
if
we
can
just
kind
of
implement
the
policy
that
we
have
going
and
then
make
any,
you
know
if
we
need
to
make
changes,
or
maybe
we
liked
how
things
were,
but
we
have
a
policy
on
how
we
do
this
for
student
Representatives.
So
maybe
we
just
need
to
execute
on
that
policy.
C
The
other,
the
other
thought
I
have
is
a
little
bit
more
brainstorming.
A
little
bit
maybe
see
how
we
can
expand
things
out,
but
I'm
thinking.
You
know,
as
we
talked
about
in
the
past
before
we
had
challenges
on
the
on
the
school
City
subcommittee,
and
we
have
the
Antioch
Council
of
teens.
Could
we
maybe
rethink
this
policy
to
maybe
think?
C
If
maybe
you
know,
students
are
interested
in
that
kind
of
role,
or
some
kind
of
hybrid
role
that
now
we're
forming
a
partnership
with
the
city
in
a
program
to
start
kind
of
building
this
partnership
with
the
city.
That
sounds
like
we're
struggling
to
kind
of
meet,
and
so
this
might
be
a
good
opportunity
for
us
to
work
together.
That's
again
more
brainstorming
and
that's
something
that
I'm,
like
you
know.
C
A
Understanding
the
second
piece,
because
I
mean
it
is
interesting.
If
I'm
understanding
correctly,
you
would
have
kiddos
School
District
staff
and
City
Representatives
meet
and
have
some
sort
of
discussion
on
problems,
problem
identification
problem
resolution.
You
know,
for
example,
if
I'm
understanding
correctly.
C
M
Thank
you,
trustee
hack,
for
bringing
this
back
and
I
agree
with
trustee
Hernandez
that
we
should
just
follow
our
policy,
and
that
also
includes
the
student
representative
on
the
board.
We
still
don't
have.
M
A
You
trustee
Rocha.
K
It's
always
been
of
interest
to
have
the
students
come
in
and
it
at
least
gives
us
an
idea
of
what
their
activities
are
and
what
they're
doing,
because
we
don't
always
get
that
opportunity
of
sitting
there
and
hearing
what's
going
on
in
each
school
and
then
you
know
we
have
a
variety
of
students
in
different
schools.
So
I
like
that,
I
I've
always
enjoyed
their
information
when
they
used
to
come.
They
would
come,
give
a
report
and
then
leave
and
go
back
to
do
their
schoolwork.
M
Yeah
I
would
like
to
make
a
comment:
I'm
wondering
I,
don't
know
when
I
think
about
the
culture
of
the
district
currently
and
students
sharing.
What
are
they
going
to
share
and
they're
like?
Is
it?
How
much
are
they
censored
like
I'm,
just
thinking
about
all
this
stuff,
or
is
it
going
to
be
like
you
know
the
principles
when
they
come
and
they
just
share
everything
good
and
we
don't
really
know
what's
really
happening
so.
O
M
Just
want
us
to
think
about
that
piece
of
it
like
when
kids
are
sharing.
What
kind
of
leadership
are
we
actually
building
before
they
get
here,
so
that
they
can
understand
their
voice
and
they
can
actually
speak
in
a
way
that
is
really
articulating
their
experience
and
not
what
an
adult
is
telling
them
and
I'm.
Only
seeing
this
from
experience
as
an
educator.
A
I
would
second
that
piece
you
know,
standing
at
the
diocese
is
intimidating.
You
know
even
as
an
adult,
and
you
know,
I
always
joke
that
I've
been
18
before,
but
I've
never
been
18
during
a
pandemic.
I've
never
been
18.
You
know
in
Antioch,
Unified
School,
District,
there's
a
lot
of
you
know.
I
haven't
you
know
to
consider
so
as
many
opportunities
as
we
have
to
hear
the
voices
of
the
kiddos
I'm
I'm.
A
All
for
you
know,
so
my
question
to
the
board
is:
what
do
we
want
like
what
movement
do
we
like
to
have
what
we
like
to
see
tonight
on
this
agenda
item
12b.
K
A
A
A
If
my
experience
in
education
told
me
anything
is
that
those
students
that
are
most
active
and
probably
doing
the
you
know
most
successful
are
more
likely
to
come
and
speak
and
to
give
their
perspective
as
opposed
to
those
students
who
maybe
are
sort
of
in
that
middle
or
that
lower
tier.
So
well.
Q
K
I
think
from
the
past,
when
they've
come
for
us,
this
is
to
tell
us
their
activities,
because
we
don't
always
have
a
chance
to
hear
and
then
those
activities
allow
us
to
know.
Oh
well,
maybe
we
like
to
go
to
that
particular
day
that
they're
going
to
have
this
activity,
it's
sort
of
like
what
the
teach
principals
do.
That's
the
level
that
I'm
thinking.
If
it's
a
different
level,
then
I'm
not
just.
C
So
that
we
can
frame
this
conversation
a
little
bit
more
sharply,
we
the
policy
we
have
on
this
is
91.55
and
it
kind
of
answers.
Some
of
these
questions
that
you
all
bringing
up
in
terms
of
we
select
representative
from
each
Comprehensive,
High
School
and
it's
selected
from
the
student
body,
so
the
each
school
gets
to
choose
for
their
own
process
of
how
they're
going
to
go
ahead
and
select.
This
representative
and
our
policy
right
now
states
that
the
role
is
informative
and
advisory
and
they're
just
sharing
that
kind
of
information
with
us.
C
So
so
that
does
touch
on
the
points
that
you're
talking
about
so
I'm
wondering
you
know
the
at
least
my
thought
is:
if
people
think
that
the
policy
again
as
it
is-
whether
that's
something
we
maybe
just
need
implemented
now
or
whether
changes
need.
I
We've
had
we've
had
the
policy
in
place,
for
that
shows
how
many
years,
unfortunately,
because
the
covet
it
just
sort
of
was
ignored
for
a
while
and
suggesting
we
bring
it
back.
That's
basically
what
it
is.
A
B
Doesn't
but
perhaps
consensus
of
the
board
to
to
resume
having
reports
from
student
Representatives
at
board
meetings
so.
M
K
No,
no
I
can
read
the
paper,
but
I
don't
get
the
paper
from
the
school
to
tell
me
what
they're
doing
yeah
and
that's
what
I
used
to
enjoy
is
they
would
come
and
tell
us
their
activities
and
how
you
know
or
special
events
that
have
or
somebody
special
that
happened.
I,
don't
know
just
yeah,
just
just
information,
yeah.
O
F
M
Yeah
I
just
I,
want
to
see
some
robust
student
leadership
and
change
around
whatever
it
is
that
they're
doing
so.
That's
all
I
would
add
to
that.
A
B
C
A
K
Well,
that
came
up
once
before,
and
we
kind
of
put
it
aside
because
of
the
covet
and
all
that
and
I'm
bringing
it
back
up
for
wondering
where
we
are
as
a
board
and
because
we
have
such
a
need
for
the
structures
of
our
our
schools
and
and
we
keep
hearing
again
and
I'll
use
just
that
one
School
Fremont
and
how
situation
is
so
bad
there.
K
A
Okay,
we
can
start
here
trustee
Lathan.
Do
you
have
any
thoughts
or
yeah.
M
I
would
love
to
have
conversations,
maybe
some
special
meetings
about
potential
bowel
measures
and
talk
to
some
reputable
Consultants
about
it
and
kind
of
get
a
lay
of
the
land
in
terms
of
what
our
kind
of
possibilities
are
around
the
bond
measures
to
improve
our
schools,
the
structure
and
the
facilities
of
those
locations,
because
also
like
Antioch
Middle
School
looks
like
exactly.
K
C
I
guess
I
I
think
we
we
definitely
are
I'm
in
support
and
I
think
we're
due
for
a
bond
measure.
I
know
we
had
the
conversation
just
before.
C
Vice
president
Lathan
joined
the
board,
where
we
did
some
surveys
with
a
firm
I'm
wondering
because
I
don't
know
about
this
specifically
of
how
relevant
that
information
still
is
in
terms
of
you
know
basing
on
strategy
thinking
about
how
the
potential
success
of
a
bond
measure
or
is
that
data
at
this
point
now
too
outdated
for
us
to
kind
of
use
that,
as
a
talking
point
or
beginning
to
talk
about.
D
Would
it
be
helpful
for
the
board
if
I
supplied
the
survey
that
was
used
before?
Maybe
you
can
take
a
look
at
that
and
the
areas,
maybe
the
taxpayers,
had
concern
about
and
I
know
Miss
Robbins
we
can
have
someone
come
and
talk
to
us.
L
Yeah
I've
been
talking
with
our
financial
planner,
just
because
we've
had
some
other
things
go
on
with
the
existing
bond
that
we
have
and
he
did
state
that
our
district
is
one
of
that.
We
have
the
fewer
bonds
out
there
than
most
districts
in
Contra,
Costa
County.
We
all
know
we
all
see
the
need
he
has
come
up
with
some
like
we
could
do
March
of
24.
L
If
we
wanted
to
do
it
like
that,
quick
or
November
of
24,
but
we
could
definitely
put
him
on
the
agenda
to
come,
maybe
next
time
to
kind
of
give
you
an
overview
kind
of
look
at
different
timelines
and
sort
of
the
steps
that
we
would
have
to
take.
We
may
do
another
survey
because
I
don't
know
how
relevant
that
survey
would
be
I,
don't
know.
D
And
if
we
go
for
a
March,
24
or
in
October
would
be
a
decision
that
the
board
has
to
make,
but
that's
pretty
protacted
timeline
if
we
go
for
March,
but
there
are
some
advantages
to
doing
that
as
well.
That
I
think
they
can
share
with
us.
A
A
Yeah
and
I
agree,
you
know
I
think
I
do
want
to
Center.
You
know,
because
bonds
are
something
that
can
be
controversial
for
the
public.
This
is
money
that
we're
asking
for
the
community
I
make
I
want
to
make
sure
that
we're
centering,
how
we're
going
to
use
the
money
and
we
actually
use
the
money
for
those
things,
and
we
make
sure
that
we
are.
A
You
know
given
confidence
to
the
community,
that
that's
what
it's
being
used
for.
You
know
I
think
that
that's
a
conversation.
We
definitely
need
to
Center,
but
definitely
I,
think
yeah.
K
It
sounds
like
you
know.
My
concern
is
that
our
our
community
is
very
conservative,
our
neighboring.
They
seem
to
build
a
school
if
when
they
want
to
and
get
a
bond
issue
for
it
and
it
passes
with
no
problem,
we
passed
this
last
one.
We
lost
it
by
54
votes
and
it
was
in
the
area
where
we
needed
it
badly
and
at
this
time
the
area
that
we're
talking
about
it'd
probably
be
a
different
area
too.
K
Besides,
is
that
there
is
no
melloroos
over
there
now
and
there
and
we're
carrying
two
bonds
over
here
and
I
live
on
this
side
and
I
know
it's
not
a
large
amount,
but
we
are
paying
for
our
schools
on
this
side
and
so
I
think
it's
time
for
them
to
consider
how
we
have
to
repair
some
of
our
schools,
because
it
it's
a
costly
issue.
We
don't
have
we're
not
getting
it
from
Sacramento
yeah.
A
C
You
know
as
we
navigate
this
and
in
the
next
few
months
and
then
the
things
that
we
do
now
I
think
it's
important
to
remember
that
Bond
measures
do
not
exist
in
silos
and
our
representative
can
be
representative
of
the
things
we're
doing
as
a
board
whether
we're
projecting
transparency,
whether
people
think
that
we're
moving
the
right
direction,
whether
we
think
that
people
are
being
heard,
whether
people
think
that
you
know
we're
good
stewards
of
money,
Good
Financial
stewards,
so
you
know
we.
C
You
know
I'd
continue
to
push
us
to
think
about
the
different
actions
and
the
things
that
we're
doing
and
how
we're
trying
to
make
change
and
how
we're
trying
to
improve
things
for
the
school
district.
Because
that's
what
gives
people
confidence
in
a
bond
measure
and
knows
that
their
money
is
being
used
effectively.
So
I
just
want
to
push
us
to
not
just
talk
about
the
bond
measure
as
if
it
exists
outside
of
us,
because
everything
we
do
affects
those
kinds
of
things.
Absolutely.
M
Making
I
didn't
have
confidence
in
the
outcomes
that
were
for
students,
so
I
think
if
we
I
know
that
if
we
can
build
the
confidence
because
we're
actually
doing
work
differently
and
more
transformative
and
more
transparent,
then
folks
will
believe
Believe
in
Us
and
and
vote
for
that.
Okay.
A
So
it
sounds
like
we
have
some
direction,
we're
not
taking
action
today,
but
we
do
have
some
direction.
Are
there
any
final?
Excuse
me
any
final
comments
or
thoughts
on
this
topic.
A
Thank
you.
Okay,
all
right.
Moving
along
item
13
resolutions
for
first
reading
resolution,
a
I'm
Excuse
me,
a
resolution,
number
20,
22,
23,
45
Declaration
of
need
to
request
emergency
short-term
staff
permits
through
the
title
through
the
California
Commission
of
teacher
credentialing,
ccte
cctc
for
the
2023-2024
school
year.
H
Yes,
good
evening,
this
is
the
first
reading.
It's
a
resolution
again
gives
us
permission
as
a
district
to
continue
to
request
from
our
board
and
cctc
that
individuals
who
may
not
have
fully
obtained
their
credentials
to
perform
in
the
classroom,
given
that
they
meet
basic
requirements
and
there's
a
series
of
different
requirements
depending
on
units
obtained
skills
within
their
their
scope
of
service
to
perform
duties
as
credentialed
teachers,
while
they
are
engaging
in
the
process
of
becoming
a
teacher
fully
qualified.
H
A
Okay,
so
I'm
sorry,
13B
resolution
number
2022,
2346
Declaration
of
need
to
request
emergency
cross-cultural
language
and
academic
development,
clad
authorizations
through
the
California
Commission
of
teacher
credentialing
cctc
for
the
teacher
teachers
teaching
students
who
are
English
language
learners
for
the
2023-2024
school
year.
Try
saying
that
twice
fast.
H
And
similarly,
this
provides
us
the
ability
to
request
again
the
permission
to
have
individuals
certified
in
this
area,
while
they're
obtaining
their
full
credential
oftentimes.
Obtaining
the
cloud
requires
several
classes
to
get
the
full
scope
of
what
it
means
to
teach
English
Learners.
We
want
all
of
our
teachers
to
be
fully
Cloud
certified
and
fully
credentialed.
This
is
a
component
of
obtaining
that
full
credential
process.
So
this
gives
us
the
authority
again
next
year
to
request
these
waivers
from
the
state
as
we
need
to
okay.
A
All
right,
so,
thank
you.
Excuse
me
item
14
resolutions
for
immediate
action
resolution,
2022
2344,
authorizing
structures
to
teach
outside
of
credentialing
authorization
for
the
2022-2023
school
year.
H
Yes,
this
is
to
provide
home
and
Hospital
service
to
a
particular
student
again.
Another
certificated
member
of
our
staff
is
willing
to
provide
this
service
there's
no
particular
home
in
hospital
credential.
But
this
individual
is
credentialed,
is
a
trained,
skilled,
certificated
employee
and
is
providing
the
service.
So
we
seek
this
authority
to
have
them,
provide
home
and
Hospital
services
to
the
student
and.
A
So
this
person
would
have
expertise
in
an
area
that
are
as
closely
related
to
yeah.
Okay.
So
since
this,
for
is
for
immediate
action,
I
will
entertain
questions.
Trusty
hack.
H
Most
of
the
people
continue
to
do
their
regular
performance
in
their
contract.
This
is
an
additional
service
to
provide
home
and
Hospital
services
to
a
particular
student
outside
of
their
General
contracted
service.
So
it's
an
additional
item
that
they're
fulfilling
for
the
district.
Yes,
we
don't
put
people
in
these
positions
without
them.
Saying
I
want
to
do.
M
A
Okay,
all
right
so
I
have
a
motion
on
the
floor,
for
approval.
Do
I
have
a
proper
second.
Is
that
good,
okay,
so
trustee
hack?
Thank
you
so
I
have
a
motion
on
the
floor
properly
seconded
all
in
favor
aye
aye
any
opposed
any
abstention.
The
motion
carries
all
right
item
item
15
resolutions
for
second
reading
in
action.
There
are
none
more
item,
16
board
policies
for
first
reading.
There
are
none
17
board
policies
for
second
reading
in
action.
We
have
one
revised
board
policy:
forty
forty
forty
Thirty
non-discrimination
and
employment.
H
Yes
and
again,
this
is
a
simple
change
that
is
mid-made,
but
it's
an
important
one.
It
protects
individuals
for
any
particular
discrimination
for
any
reproductive
Health
decision,
making
that
they
may
make
as
a
person,
regardless
of
what
that
decision
may
be,
but
again
it
protects
them.
Should
anybody
think
to
discriminate
against
anybody
for
that
particular
area?
It's
a
modification
to
stay
lost.
We
wanted
to
make
sure
our
policy
was
up
to
date.
Okay,.
A
K
I
A
Motion
on
the
floor,
property
seconded
all
in
favor
aye
any
opposed
any
abstention.
The
motion
passes
all
right,
so
item
18
items
for
general
information
items
for
general
information,
that's
easy
to
say
as
well.
There
are
none
19
future
agenda
items
from
the
board
from
board
members,
we'll
start
with
trusty
hack,
oh
yeah,.
D
Just
my
friendly
reminder,
if
you
could
just
State
the
topic,
so
the
public
is
here
when
you
actually
say
your
opinion.
Thank
you.
C
Trustee
Hernandez
yeah
I
have
two
items:
I
think
discussion
on
on
the
science-based
evidence
of
our
reading
programs,
district-wide
and
second
item
a
discussion
on
policy
for
elected
officials
and
other
guests
on
our
district
sites.
C
C
M
I
am
looking
for
dates,
though,
for
some
of
these,
so
that
would
be
nice
if
we
could
know
then,
but
kind
of
along
with
trustee
Hernandez
I
am
interested
in
a
policy
committee
so
that
we
can
be
more
proactive
in
creating
maintaining
policies
from
the
board
position,
as
many
of
you
in
the
audience
probably
know
that
is
our
job
is
to
create
policy
and
to
hold
people
accountable
for
implementing
the
policy,
including
ourselves,
and
then
principal
hiring
process
is
already
on
there
just
a
date
of
when
it's
going
to
come
up
and
then
conversations
about
litigation.
K
A
And
I
have
none
so
item
20
additional
comments
from
which
exceeded
the
first
30-minute
session
limit.
There
are
none
21
reports,
comments
from
board
members,
we'll
start
with
trustee
hack.
I
Since
music
season
so
be
go,
do
it
in
the
next
week
or
so,
because
it'll
all
be
done
and
the
out
and
abouts
that
I'd
mentioned
to
you
guys
back
in
December.
Usually
we,
if
you
did
the
out
and
about
and
put
the
notes
in
where
you've
been
and
what
you've
done.
We
usually
do
it
in
end
of
the
May
halfway
through
and
then
we
do
it
until
December,
so
a
year
process
so
yeah.
That's
it.
C
First
I
went
to
another
water
policy
session,
this
time
discussing
water
finance
and
water
rates,
which
I
think
are
important
because
many
of
our
families
deal
with
paying
for
water
and
having
to
manage
that,
and
you
know
how
do
we
make
sure
that
water
is
Affordable
for
the
people
in
the
city?
So
I
thought
it
was
a
really
great
session
to
kind
of
expand.
C
In
my
knowledge
on
those
things,
the
second
thing
is:
I
did
meet
with
a
superintendent,
nello
and
Miss
Amy
Ben
Court
about
the
LGBT
survey
that
we
did
for
administrators
and
so
I
think
that
was
a
really
great
meeting,
and
so
we
surveyed
all
of
our
administrators
and
next
we're
looking
at
a
good
timeline
to
survey.
Our
Educators
and
kind
of
dig
deeper
into
some
of
the
things
that
we
saw
in
the
first
round
of
survey
on
our
administrators.
C
I
did
a
virtual
panel
for
the
for
for
UCLA
for
their
students
that
are
interested
in
organized
medicine
in
being
Health
policy.
Advocates
so
I
talked
to
students,
and
it
was
really
great
to
share
both
my
experiences
as
a
medical
student
and
a
school
board
member
which
I
think
really
touched
very
directly
on
the
kinds
of
things
that
they
wanted
to
do
and
then
also
talked
about.
C
You
know
the
pathway
of
getting
into
medicine
and
going
to
med
school,
because
it's
a
long
and
challenging
process,
so
that
was
really
great.
I
also
was
lucky
to
do
a
another
talk
with
nearly
100
ctso
Career
Technical
students,
organization
students,
so
students
that
participate
in
CTE
programs
across
state
and
California
that
went
to
the
Capitol
in
Sacramento
and
wanted
to
learn
more
about
how
to
advocate
for
more
Career
Technical
education
for
more
funding.
C
How
do
we
make
things
change
across
the
state,
so
these
were
high
school
students
and
so
as
part
of
a
panel
that
they
called
ctso
Legends
I
myself
was
part
of
one
know.
The
CTS
does
known
as
HOSA
future
health
professionals
that
we
have
here
at
Dozer,
Libby,
medical,
high
school
and
I've
gone
through
the
entire
different
play.
Almost
all
the
places
I
could
in
the
organization
from
serving
on
a
chapter
level
so
serving
as
the
international
president
of
the
organization
to
being
a
state
leadership
coach
for
students
that
are
going
through
this
program.
C
So
it
was
really
great
to
be
part
of
this
panel
kind
of
share
my
experiences
and
share
what
can
happen.
You
know
to
see
if
students
really
dig
into
some
of
the
things
that
really
interest
them.
It's
it's
amazing
how
far
things
can
carry
you
and
then
the
last
thing.
This
past
Monday
I
was
at
the
Reuben
cutting
for
the
Angelo
Quinto
Community
response
team,
and
that
was
a
really
powerful
and
important
event.
C
I
think,
given
all
the
challenges
that
are
happening
in
the
city
with
news
about
the
Antioch
police
department
and
the
racist
text,
messages
and
the
culture
of
racism
that
exists
within
the
police
department
has
existed
for
much
longer
than
even
those
text
messages
show
so
I
think
it
was
a
moment
of
healing
for
the
community.
That
was
really
important
and
I
think
really
gave
people.
C
Some
hope.
I
think
you
know
one
of
the
things
that
that
touched
me.
A
lot
is
the
Quinto
family
spoke
and
in
particular
her
Angela
Quinto
sister
spoke,
and
many
people
know
that
you
know
some
of
the
closest
relationships
in
my
life
are
my
siblings
and
she
shared
about
her
struggle
of
being
the
person
who
called
9-1-1
when
her
brother
was
having
this
Mental
Health
crisis
and
I
just
think
about
how
I
would
even
begin
to
process,
knowing
that
what
I
did
could
have
potentially
hurt
my
siblings.
C
She
said
it
very
eloquently
that
everyone
said
that
I
did
the
right
thing,
but
why?
But
if
I
did
the
right
thing?
Why
is
my
brother
dead
and
that's
such
a
powerful
statement
and
shows
the
need
for
this
kind
of
change
here
in
this
community
and
I?
Think
that
really
touches
on
another
point
that
I
really
want
to
make.
C
Is
that
we're
not
siled
from
these
things
here
in
the
school
district
in
this
city,
the
police
department
doesn't
exist
in
their
own
little,
cocoon,
where
all
the
racism
that
they
did
it
just
lives
in
that
it
invades
every
nook
and
cranny
of
our
city,
and
we
have
to
face
those
things
head
on.
We
have
to
be
purposely
anti-racist.
C
We
have
to
find
these
things
and
I
think
you
know
that's
why
I
I
think
sometimes
people
see
that
I
ask
questions
and
go
back
down
and
really
dig
with
these
hard
to
answer
questions
for
some
of
the
people
that
come
here
to
speak
for
some
of
the
things
that
we
have
on
the
agenda,
but
I
do
it
because
I
believe
that
we
can
be
better
I
I
wouldn't
be
here
if
I
didn't
think
we
could
do
and
I
think
pushing
for
excellence
is
important,
because
if
there
are
things
that
we
could
have
done
to
help
our
students,
then
we
should
be
doing
them
now.
C
Otherwise
that
does
fall
on
our
shoulders.
We
are
now
guilty
of
the
struggles
that
kids
have
later
in
life
and
that
kind
of
thing
weighs
on
me
every
single
day
and
I.
Think
about
that
thing.
Every
single
day.
You
know
when
people
talk
about.
Oh
this
crime
happened
here.
This
happened
here,
or
this
is
happening
here
or
I,
see
these
homeless
people
here,
those
who
are
students
and
that's
not
even
hyperbole.
C
You
know
I've
talked
to
people
who
are
like
yeah
I
went
to
school
with
that
guy.
That
guy
was
you,
know,
graduated
with
me
when
I
was
in
high
school,
that
guy
went,
I
went
to
middle
school
with
and
now
they're
part
of
our
homeless
population
here
so
I
think
we
need
to
continue
to
find
ways
to
push
ourselves
I,
don't
think
you
know
to
be
a
little
bit
more
blind
I.
C
Don't
think
these
board
meetings
are
an
opportunity
for
us
always
necessarily
to
highlight
the
things
we're
doing
well,
but
how
can
we
improve
and
how
can
we
do
things
well
and
we
should
find
the
opportunities
to
celebrate
in
other
places,
because
I
I
mean
to
be
a
little
bit
more
Frank
I.
Don't
think
this
is
the
best
environment
to
celebrate
with
us
up
here
at
the
dies
being
all
intimidating,
we
can
find
other
opportunities
to
celebrate
and
recognize
people
in
this
community.
C
So
you
know
just
to
summarize
I
think
we
need
to
keep
pushing
ourselves
because
everything
that
we
don't
find
that
we
could
improve
does
rest
on
our
shoulders
and
so
on
a
bit
lighter
note.
The
the
book
that
I
want
to
highlight
today
is
called:
let's
talk
about
race.
It
is
a
Newbery
honor
book
author
that
wrote
this
book
and
I
think
you
know
the
reason
I
want
to
highlight.
It
is
because
we
need
to
tackle
these
issues,
issues
directly
and
head
on,
and
we
need
to
talk
about
these
things.
C
It's
hard.
It
feels
bad
to
talk
about
about
things
that
we're
not
doing
well.
It
feels
I
can
understand
that
it
feels
like
an
attack
on
the
work
that
we
do
in
the
school
district,
but
it's
not
it's
that
I
believe
we
can
be
better
in
the
same
way
that
we
would
want
our
students
to
be
held
up
to
those
high
levels
of
Excellence.
M
Yeah,
thank
you
for
sharing.
I
too,
was
at
the
Angelo
Quinto
Community
Response
Team
ribbon
cutting
and
he
was
murdered
by
the
police
a
few
years
back
or
a
couple
years
back.
He
was
having
a
mental
crisis
and
they
didn't
know
how
to
respond
the
police,
and
so
this
response,
Community
response
team
is
made
up
of
community
members
who
are
trained
and
when
folks
call
the
police,
for
example,
to
say
we
have.
You
know
like
we
have
a
relative
or
even
themselves
like
I,
feel
like
I'm.
Something
is
wrong.
I
need
help.
M
Dispatch
will
then
make
a
decision
about
you
know.
Is
it
the
police
only?
Is
it
the
police
and
the
community
response
team
in
between
time?
They
all
they
all
come
also
provide
information
to
the
community
around
mental
health
May's
mental
health
month.
So
it
was
a
beautiful
ceremony
and
recognition
of
his
life
at
the
ceremony
and
one
thing
that
the
leader
shared
with
me
is
some
of
the
calls
that
they've
received
already
are
Antioch
students,
so
I
have
our
information.
M
I
will
call
definitely
keep
you
connected
in
the
board
because
we
need
to
know
this
stuff
when
they
come
to
school.
I'd.
Imagine
it's.
You
know,
probably
secondary
Middle,
High,
School
I'm,
not
sure,
but
I'm
definitely
going
to
give
her
a
call
this
week
just
to
learn
more
about
what
kind
of
calls
she's
getting
you
know.
I
don't
need
personal
information.
I
know
that
there's
limitations
there,
but
I
think
we
definitely
need
more
information.
This
also
can
be
a
part
of
the
redesigning
the
community.
M
M
Perfect
yeah,
even
for
the
community,
to
know
right
in
terms
of
so
what
are
the
results
and
what
are
areas
that
we
can
improve
in
went
to
the
HR
job,
fair,
Dr,
Martinez,
great
job
and
your
team
very
I've
been
to
many
job
fairs
over
my
career
and
it
was
very
well
organized
and
so
and
I
know
that
you
got
some
on
the
spot.
Hires
I
got
a
chance
to
meet
someone
who
was
hired
and
he
seemed
really
excited
and
anxious,
and
so
thank
you
for
your
work.
A
Okay,
thank
you.
Trustee
Roja.
K
Oh
I,
attended
and
I
I
know
that
several
of
us
attended
the
Antioch
School
Foundation
teacher
of
the
year.
That
was
very
nicely
done,
a
good
location,
it's
different.
It's
the
chamber
area.
It
was
snug,
but
nice
and
comfortable
with
all
the
different
teachers
that
were
there
and
the
people
and
then
also
I
just
want
to
call
attention
that
Marsh
did
their
dressing
culture
according
to
their
culture
on
the
Cinco
de
Mayo,
and
they
had
that
again.
L
K
And
I
also
want
to
say:
Happy
Mother's
Day
today
is
the
other
las
Madres
in
in
the
Latin
American
countries.
So
all
of
you
that
are
parents,
mothers,
you
know
and
then
call
attention
that
mission
school
tomorrow
will
have
their
parade
of
their
states.
If
anybody
can
go
on
the
board,
it
starts
at
nine
o'clock
in
the
morning
Mission
school
and
then
from
there.
You
can
go
over
to
John
Muir
for
the
next
event,
that's
my
plan!
So
that's
it!
Thank
you.
A
Thank
you,
yeah
I
wanted
to
go
to
both,
but
I
got
called
into
an
in-person
meeting
who
does
in-person
meetings
in
office,
so
you
know
thank
you.
All
for
sharing.
I
do
have
a
few
items,
so
I
received
an
email
from
one
of
my
fraternity
brothers
and
he
has
a
number
of
universal
soul
circus
tickets.
So
you
know,
if
folks
are
interested,
I
can
get
tickets
to.
You
know
that
event
it'll
be
free
of
charge
for
kiddos
and
you
know
obviously
chaperones.
A
So
if
you're
interested
please
get
in
contact
with
me,
yeah
so
I
can
get
those
out.
We
also
had
a
barber
shop
for
him.
You
know:
I
know
that
some
of
the
conversation
around
law
enforcement-
and
you
know
the
community-
is
happening.
You
know
so
what
we
did
was
we
gathered
some
community
members
who
are
active
in
the
community.
We
also
had
law
enforcement
there
and
we
held
their
feet
to
the
fire.
You
know
the
plan
is
to
have
additional
conversations
to
say:
okay.
A
Well,
what
is
it
that
we
can
do
to
move
forward
as
a
community?
Because
you
know
again,
we
we
don't
allow
racism,
we
don't.
You
know,
support
that.
You
know
all
that
stuff
needs
to
be
addressed,
but
we
also
need
to
to
understand
how
we
move
together
as
a
community.
You
know
five
years
from
now.
Hopefully
this
will
be
something
we
it'll
be
a
conversation
that
we're
having
differently
you
know,
and
so
in
that
Barbershop
Forum
we
held
the
you
know
we
had
the
chief
there.
A
We
had
some
other
folks
there
and
we
helped
folks
speak
to
the
fire
and,
as
I
said,
there'll
be
more
moving
forward.
A
Another
thing
that
I
keep
mentioning
is:
there's
a
young
man
that
I'm
I've
been
mentoring
for
the
last
oh,
this
is
the
fourth
year,
so
I
serve
as
the
educational
Chair
for
My
fraternities,
Community
engagement,
and
so
we
have
a
cohort
of
students
that
graduated
last
year
we
had
one
that
was
a
year
behind
so
I've
been
meeting
with
him,
making
sure
that
he's
in
line
and
graduating
he's
been
accepted
to
several
schools
and
our
fraternity
is
giving
him
a
scholarship
of
about
two
thousand
dollars
along
with
some
other
items
and
activities.
A
We
also
for
our
fraternity.
We
will
be
having
upcoming
forums,
they
it's
a
little
different
than
the
cohort
model
that
we
had
before,
but
for
high
school
students.
I
think
we
can
go
down
to
eighth
grade.
We
will
have
sort
of
these
one-off
conversations
and
I
can
get
that
information
for
share
to
share
out
to
the
community
and
it
talks
about
like
personal
development.
You
know
you
know
Sexual
Health.
We
have
people
that
are
trained
in
these
fields.
A
I
was
also
this
past
today
is
Wednesday
last
week
late
last
week,
the
days
are
bleeding
together.
Late
last
week,
I
participated
in
Bright
Young
Minds,
which
is
held
by
Samuel,
mayor
University
and
essentially,
what
we
did
was
we
served
as
mentors
to
talk
about.
You
know
our
work
in
the
Behavioral
Health
I
work
in
Behavioral
Health,
and
so
what
we
do.
You
know
how
we
did
it.
A
You
know
some
of
the
some
of
our
paths
to
get
to
where
we
are
and
so
to
serve
as
a
guide
for
some
of
those
young
folks
and
while
I
was
not
able
to
attend
the
HR
hiring
event.
I
was
I.
Do
know
several
of
the
people
personally
who
were
offered
on
the
job
on
the
job
on
the
spot,
jobs
again,
I
can't
speak
tonight,
and
one
of
them
is
working,
especially
at
a
Deer.
Valley
I
won't
mention
names,
but
you
know
I'm
really
excited
for
her.
A
She
has
a
long,
long,
history
of
work
and
I'm
looking
forward
to
some
of
the
wonderful
work
she's
going
to
do
and
I
want
to
end
by
saying
to
the
community.
You
see
us
up
here.
Having
conversations
all
of
us
are
passionate
about
what
it
is,
we're
speaking
about.
We
all
disagree.
We
still
love,
you
well
I
think
we
all
love
each
other,
but
we
we
are
passionate
about,
and
that's
where
that
disagreement.
That's
where
that
you
know
positionality
and
all
those
things
come
from.
A
The
goal
is
for
us
to
have
conversations,
offer
our
perspective
and
then
come
to
a
consensus.
It's
not
personal!
None
of
it's
personal.
We
may
agree
on
some
things.
We
may
disagree
on
some
things,
but
ultimately
I
think
all
of
us
in
our
heart
of
hearts
want
to
have
an
environment
where
our
kids
are
thriving
and
our
staff
are
thriving
and
our
teachers
are
thriving.
A
You
know
I
think
that
that's
what
we're
hopefully
working
for
so
when
you
see
us
being
passionate,
that's
I
believe
that's
where
it's
stemming
from,
and
so
that
will
conclude
my
report
out
future
agenda
meetings.
Item
22.,
the
next
one
we
have
is
tomorrow
that
one
is
board
governance
training
in
our
next
regularly
scheduled
board
meeting
is
May
24th,
and
then
we
have
another
one
on
June
14th
all
right
and
with
that
I
will
entertain
a
motion.
Will.
A
The
14th
and
I
will
be
attending
that
one
from
the
lovely
country
of
Japan,
so
we
will
be
figuring
out
how
that
works.
I,
don't
know
if
I'll
be
virtual
or
maybe
Max
Headroom
might
be
a
little
old
for
some
of
you,
some
of
you,
but
we'll
figure
that
piece
out
and
so
I
look
forward
to
that,
and
with
that
I
will
entertain
a
motion
for
adjournment,
move
approval
all
right,
so
I
have
a
motion
any
properly.
All
second,
all
right
actually
can
I
back
up.