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From YouTube: Board of Education Meeting 1/25/2023
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A
B
A
C
All
right,
thank
you
very
excited
to
be
here
good
evening
board
president
Lewis
board
vice
president
Latham
Lathan,
sorry
board
trustee,
Rocha
board,
trustee,
Hernandez
and
board
president
hack
I
haven't
been
here
a
long
time,
I
feel
like
those
high
school
nights,
there's
a
lot
of
nights
at
the
high
school
level.
C
So
I
can't
come
Wednesday
night's
my
my
easy
night,
but
we're
so
excited
to
be
here:
I'm
not
going
to
waste
my
time
talking
because
I'm
really
here
to
highlight
a
program
we
have
at
Antioch
high
school
and
it's
phenomenal
and
I
think
we've
just
scratched
the
surface
of
what
it
could
be
and
it's
been
in
the
works
for
a
while,
but
I
want
to
really
recognize
a
teacher
that
has
put
a
lot
of
hard
work
and
dedication
to
this.
We
have
some
handouts.
C
While
she
comes
up,
I
want
to
introduce
Sheriff
Schweitzer
she's,
our
Pro.
The
person
puts
this
program
together.
We
have
a
lot
of
support
out
here
before
I
have
her
take
over
the
presentation.
I
want
to
pass
this
out.
I'll
send
some
each
way.
This
is
kind
of
a
flyer
and
a
card
that
we
use
in
our
program,
so
you
can
look
at
this
I.
Also
just
wanted
to
have
you
glance
at
this
is
a
curriculum
we
use
in
part
of
our
program
too.
C
It's
it's
for
our
pie,
part
of
the
program,
and
we
can
get
you
guys
these
two.
These
are
the
students
copy,
but
I
want
to
just
showcase
one
thing:
how
powerful
this
is.
This
work
isn't
just
being
done
at
Antioch,
high
school
and
and
Miss
Schweitzer.
C
Isn't
just
leading
groups
of
kids
she's
developing
this
program
with
it,
with
in
partnership
with
County
Office
of
Ed
and
in
the
curriculum
itself
that
our
students
use
other
students
in
other
schools
will
eventually
use
actually
has
the
fact
that
we
are
giving
credit
in
the
curriculum
itself
from
Antioch
high
school
and
the
work
she's
done.
So
our
students
and
this
teacher
not
only
are
delivering
the
service
of
students
they're
developing
the
curriculum
along
the
way
too
so
I'm
very
excited
to
share
Sweitzer
for
you.
D
Yeah,
hang
out
with
me:
it's
better
that
way
good
evening
board,
as
John
said:
I'm,
Shira,
Schweitzer
and
I'm
so
excited
after
eight
years
of
leading
this
program
to
finally
get
to
tell
everyone
all
about
it.
D
So
we
are
here,
like
John,
said
to
talk
about
piers
and
Paya
and
yakai,
and
the
best
thing
about
this
is:
we
are
building
stronger
campus
communities
through
doing
youth
to
youth
work
and
restorative
practices
and
intervention
and
watching
youth
work
with
other
youth
is
so
powerful
putting
these
things
in
action.
D
So
the
history
of
the
Antioch
High
School
peer
program
as
it
started
eight
years
ago
with
10
students
in
a
dream
we
went
to
San
Francisco.
We
met
with
schools
that
were
putting
peer
programs
into
action
and
we
thought
okay.
We
can
do
this,
oh
God.
How
are
we
going
to
do
this
and
we
got
back
and
I
am
the
sorry
a
little
nervous,
the
counselor,
the
vice
principal
and
I
started
interviewing
students.
D
We
came
up
with
10
students,
we
had
a
small
class,
and
now
we
are
at
three
classes:
training
over
50
students
and
in
the
past
eight
years,
we've
trained
250
students
to
be
peer,
Advocates
peer
advocacy.
Oh
thanks,
peer
peer,
Advocate
Program
is
now
included
on
the
discipline
Matrix
as
an
alternative
to
suspension
and
as
we
move
forward
in
restorative
practices,
Statewide
nationally
everywhere,
I
think
it's
really
important
to
recognize
this
and
recognize
it's
the
youth
who
are
doing
this
work.
D
So
what
is
the
peer
program
at
Antioch,
high
school
I'm,
going
to
read
to
you
from
the
course
description
to
explain
it
because
I
think
that's
most
best
encompasses
everything
in
this
course.
Students
are
introduced
to
interpersonal
communication
skills
with
the
purpose
of
helping
themselves
and
other
students
resolve
problems,
manage
conflict
deal
with
stress
and
emotions
come
into
the
high
school
years.
D
As
we
look
at
these
skills
and
tell
you
a
short
story
when
Mr
gymno
and
I
were
talking
about
putting
together
this
presentation,
a
student
just
happened
to
visit
me
that
day
fourth
year
at
Cal
last
semester,
majoring
in
social
work
in
anthropology,
we
were
talking
about
what
are
you
going
to
be
doing
in
the
future
and
she
said
I'm
just
chasing
the
peers
dream
I
want
to
do
in
the
community.
What
we
learned
in
peers
I
want
to
make
my
community
a
better
place
and
continue
to
grow
it
same
day.
D
Another
student
comes
in
just
came
back
from
Live
Oak
was
making
up
some
units,
there
had
some
discipline
issues
and
she
came
in
my
room
and
said
I'm,
so
glad
I
can
be
in
peers
again
when
she
came
back-
and
she
said
you
know,
this
has
really
changed.
My
life
I've
learned
how
to
communicate
in
better
ways
more
effectively,
I'm
still
not
perfect,
but
we
got
this
and
she's
set
to
graduate
and
that's
really
exciting.
D
So
for
beginning
peers,
the
students
learn
the
skills
I
just
talked
about,
and
in
those
skills
they
train
every
day,
50
minutes
or
on
a
90-minute
block,
90
minutes,
and
they
do
it
for
eight
months
and
they're
working
to
get
this
badge,
and
this
badge
means
so
much
to
them
once
they
get
this
badge
after
eight
months,
they
go
into
advanced
peers
and
they
put
those
skills
into
action
and
Implement
them
within
the
compute
within
the
community.
Both
over
the
past
two
years
have
now
been
approved
for
a3g
electives.
D
So
what
do
the
peer
Advocates
do
and,
as
you
see
on
your
sheet,
they
advertise
a
safe
space,
one-on-one
meetings.
If
you
need
someone
to
talk
to,
don't
want
to
talk
to
adult
our
peers
have
one-on-one
meetings,
they
can
be
scheduled,
they
can
be
drop
in.
We
have
conflict
mediations,
no
adults
are
involved,
it's
all
youth
to
youth
work
and
a
restorative
process
where
they
come
to
a
compromise
and,
in
the
end,
sign
a
contract.
D
What
John
was
referring
to
earlier
is
the
peer
intervention,
education
and
that's
a
pilot
we're
doing
with
Contra
Costa
County
curriculum
development
and
we're
doing
that
with
the
toupee
Representatives.
We
are
the
first
school
in
Northern
California
to
to
develop
this
curriculum
and
start
implementing
it.
Students
who
are
found
on
campus
with
tobacco,
Alcohol
and
Other
Drugs,
instead
of
just
suspend,
go
home
smoke
more
right
or
something
along
those
lines.
D
We
are
talking
to
them
in
a
series
and
when
I
say
we
it's
the
students,
not
me
talking
to
them
in
a
series
of
three
meetings
about
the
impact
of
their
use,
their
goals
for
what
they
want
to
do
next
and
alternatives
to
their
use.
It's
true
harm
reduction
and
these
students
are
engaged
in
these
meetings
and
it's
part
of
or
in
lieu
of
suspension.
Their
parents
are
on
board,
they
sign
a
permission
slip
and
it's
really
something
that
we're
starting
to
roll
out
and
it's
very,
very
exciting.
D
Some
of
the
other
things
that
we
do,
our
Campus
Community
Building.
We
do
harm
reductions
or
they
do
harm
reduction
circles.
They
create
and
teach
lessons
on
campus
about
relevant
topics
to
other
classes.
On
campus,
they
hit
all
the
health
classes,
teaching
about
self-care,
iMessages
communication
skills.
We
do
bridge
activities
with
Antioch
Middle,
School's,
pure
leadership
program
and
one
of
the
more
exciting
things
they
love
to
do.
Is
they
love
to
showcase
our
program
where
such
a
strong
program?
D
At
this
point,
other
people
in
the
state
are
contacting
us
or
the
students
to
sit
on
panels
and
discuss
what
makes
a
successful
peer
program
and
that's
really
really
exciting
work
for
them
to
do
so.
You
can
see
on
the
Flyers
and
the
business
cards
that
we
handed
out
the
way
the
peer
program
is
accessed.
Is
you
can
just
click
that
QR
code
on
your
phone?
It
takes
you
to
a
form.
The
form
comes
right
to
me
and
then
I'm
able
to
set
up
the
meeting
so
there's
four
choices
for
a
meeting.
D
After
the
aside
from
the
online
Forum,
we
get
referrals
from
staff
on
campus,
okay,
there's
student
referrals,
self-referrals
the
peers
have
become
a
pi,
sorry,
a
care
team
intervention
for
students
who
need
more
support.
We're
having
weekly
meetings
set
up
until
the
student
is
ready
to
go
to-
maybe
you
know,
buy
monthly
meetings
and
also
again
we're
part
of
the
discipline.
Matrix
I.
Think
one
of
the
most
exciting
things
with
growth
in
this
program
is
that
we're
seeing
students
refer
before
problems
are
happening
and
that's
the
ultimate
goal.
D
Students
will
come
to
my
room,
Switzer
I,
don't
want
to
get
kicked
off
the
sports
team,
but
I'm
having
a
problem
with
so
and
so
I
feel
like
I
want
to
fight
him.
Can
you
do
that
thing?
You
guys
do
and
I'm
like
yeah
we'll
do
that
thing
we
do,
and
so
we
do
it
and
it's
great
and
it
works
and
that's
the
ultimate
goal.
Of
course.
That
doesn't
happen
every
time
we
have
referrals
for
after
fight,
conflict
mediation
and
things
like
that,
as
well,
but
more
and
more
self
and
self-referral
from
students.
D
So
why
is
this
peer-to-peer
work
so
effective?
The
peer
program
is
a
constant
present
on
our
campus.
It
is
available
as
both
a
scheduled
or
an
on-call
service.
Peers
are
AHS
students
of
all
grade
levels.
It's
a
cross-section
of
our
entire
school
they're,
familiar
faces
on
campus,
and
they
can
easily
be
identified
by
their
shirts
like
the
one
I'm
wearing
or
their
badges,
which
they
wear
all
the
time.
The
program
is
consistent
and
trustworthy.
Shout
out
to
my
colleagues
for
trusting
our
program
and
for
the
administration
for
backing
us.
E
D
Program
does
great
work
and
my
colleagues
they
trust
the
program.
Then
students
are
able
to
address
their
social
emotional
health,
so
they
can
go
in
class,
go
back
to
class.
Thank
you
and
do
the
academics,
the
staff
okay,
did
that
one
it
lightens
the
load
of
staff
on
campus
hundred
of
Us
2
000
of
them.
D
We
cannot
address
all
the
needs
that
need
to
be
addressed,
especially
in
a
community
of
ours
that
comes
with
a
lot
of
high
needs,
and
so
here
we
have
youth,
doing
work
with
other
Youth
and
teaching
them
not
only
communication
skills
but
modeling
them.
What
youth
can
do
and
what
they
can
be
a
part
of.
Lastly,
students
trust
their
peers.
Students,
don't
always
want
to
talk
to
us
and
sometimes
I,
don't
understand.
What's
going
on
when
things
happen
with
social
media
and
I
think
I,
you
know,
I
I
know
a
lot
about
different
things.
D
I,
don't
understand
certain
things
and
they
can
pick
up
on
that.
When
you
have
someone
who
understands
exactly
where
they're
coming
from
understands
all
all
the
different
things,
then
peers
tend
to
be
more
forthcoming
and
willing
to
work
with
them.
They
don't
feel
like
they're
being
judged,
nor
do
they
feel
like
they're
going
to
be
disciplined.
D
Oh
I
was
going
to
say
next
slide,
page
turn,
so
the
few
the
future
of
the
program
is
just
continue
to
implement
all
of
this
and
do
so
seamlessly.
So
that's
one
of
the
things
with
the
new
Administration
we're
working
on
is,
as
this
is
going
to
be
used
in
different
places.
How
can
we
use
it
most
effectively?
How
can
it
reach
the
most
students
and,
most
of
all,
how
can
it
be
done
with
fluidity?
D
So
this
next
slide
was
about
me
and
it
was
just
about
how
the
peer
programs
changed
my
life
and
how
working
with
these
students
have
my
heart.
There
is
no
better
feeling
than
guiding
students
and
watching
them,
trust
you
to
teach
them
skills
and
then
watching
them
trust
themselves
to
implement
them.
Those
skills
to
Build
a
Better
Community
and
as
I
sit
here
and
I,
get
to
watch
that
on
a
daily
basis,
I
realize
not
only
how
lucky
I
am,
but
just
how
much.
D
This
kind
of
work
means
to
me,
and
this
is
what
propelled
me
to
go
back
and
get
my
masters
in
leadership
at
St
Mary's
a
year
and
a
half
ago,
because
when
I
saw
you
could
lead
from
any
position
and
I
watched
the
students.
Do
it
I
just
wanted
to
do
something
similar
practice,
what
I
preach
and
continue
to
grow
the
program
and
find
ways
to
do
it
from
the
place
I'm
in
in
my
classroom.
F
G
President
I
got
a
few
questions.
Thank
you
for
the
presentation.
It
seems
like
a
great
program,
I'm
wondering
if
you
have
thoughts
on
what
parts
of
this
program
you
feel
are,
are
unique
and
particularly
impactful
I
reflect
on
my
own
experiences
in
the
school
district,
where
we've
had
peer
programs,
I,
remember
being
like
a
conflict
manager
in
middle
school
at
Antioch,
Middle,
School
and
I.
Remember
we
had
conflict
resolution
things
also
at
Marsh,
Elementary
School,
so
I'm
wondering
yeah.
Why?
D
I
have
to
start
out
by
saying
the
administrative
staff,
my
colleagues
and
everyone
who's
trusted
the
program
and
has
let
the
program
continue
to
grow
was
allowed
me
to
have
continuous
training,
so
I
could
keep
up
with
all
the
things
we
needed
to
do
and
I
think.
That's
really.
D
You
know
the
basics
of
it
once
you
have
the
support,
and,
and
now
we
have
everybody
knows
us
on
campus,
so
we
you
know
I'm
getting
second
gen
students
I
have
the
brothers
and
sisters
of
the
peers
who
graduated
seven
years
ago,
and
it
just
becomes
something
that's
happening.
This
is
just
what
happens
on
antioch's
campus,
very.
G
Cool
and
then
how
are
you
measuring
success
when
you're
looking
at
this
program.
C
Yeah
we
talked
about
this
actually
I
think
they
heard
the
data
snob
that
snap
that
she
gave
us
was
I,
think
we've
affected
400
kids
this
year
so
far
with
either
restorative
circles
in
classrooms
or
conflict
mediations.
What
we're
trying
to
do
right
now
is
the
new
administrative
team.
Basically,
we
have
you
know
I'm
new
to
the
school,
but
my
my
passion
is
grounded
in
trauma-informed
practices
and
restoration
is
a
big
part
of
that
with
my
beliefs.
C
How
many
times
are
classes
requesting
students
come
in
so
I'm
looking
right
now
at
use,
and
then
we're
going
to
look
at
recidivism
of
kids
that
are
involved
in
in
second
and
third
offenses
based
on
it,
because
we
know
you're
not
going
to
fix
the
things
we're
dealing
with
over
overnight,
and
this
is
seven
years
in
the
making,
and
it's
just
now
getting
the
traction.
I
think
it
needs.
But
I
think
the
first
thing
is
the
school
has
to
be
grounded
in
the
practice
itself,
like
I
preach
and
every.
C
If
you
can
talk
to
the
staff
in
every
meeting,
we
have
I'm
reinforcing
the
fact
that
we're
going
to
be
a
community
of
restoration
and
of
trauma-informed
practices,
so
I
think
that's
the
start
of
it
is
you
have
to
believe
it
yourself
and
then
you
have
to
understand.
Like
I
come
from
middle
school
to
go
into
High
School,
the
kids
run
the
school.
They
run
that
school
I
have
to
guide
them.
That
I
can't
you
know,
kids
have
minds
of
their
owns.
C
I
learned
that
the
hard
way
I
think
the
first
week
of
the
dress
code.
So
it's
about
a
collaboration
process
with
kids
at
high
school,
not
about
telling
them
and
demanding
what
they're
going
to
do
it's
by
helping
them
grow
so
I'm.
So
so
this
is
just
going
to
grow
up
so
right
now,
if
you
want
we'll
start
bringing
in
you
data,
because
I
think
it's
important
for
us
to
analyze
the
program
continuously.
C
That's
what
I
think
made
me
successful
at
Park
is
looking
at
the
interventions
not
just
to
brag
how
good
they
are,
but
being
realistic
about
how
bad
they
need
to
change.
To
be
better.
And
that's
what
we're
gonna
do
this
program,
too,
is
we're
going
to
criticize
it
as
long
as
we
grow
it
and
exploit
the
Great
things,
we're
going
to
look
at
what's
not
working
and
fix
those
things
along
the
way.
So
I
was
very
new
to
us
so
far,
but
we're
working
on.
D
There's
a
report
that
gets
run
I
run
it
once
a
month
to
see
all
the
interventions
that
I've
put
in
and
to
see
where
they're
falling
under
and
then
on
top
of
that
I
keep
data
on
a
spreadsheet
like
I
looked
at
it
before
I
came
and
there's
a
slide
on
it
for
conflict,
mediation's,
restorative
conferences
and
one-on-one
meetings,
I
think
in
the
past
months,
72
students
were
served
not
including
the
peers
who
are
serving
them
and
then,
since
the
beginning
of
the
year,
until
until
now,
which
includes
lessons
restorative
circles
and
all
of
that
pure
work,
around
400
students
were
served.
G
Thinking
and
I
think
you've
answered
most
of
my
third
question,
which
is,
you
know,
really
I'm
looking
forward
to
seeing
a
lot
of
like
outcome
metrics
like
can
we
compare
this
group
of
students
that
have
been
touched
as
400
students
to
the
general
population
of
students
and
see,
if
there's
a
difference
there
can
we
look
at
maybe
pre
and
post
implementation
of
programs
and
the
amount
of
students
we
reach
and
see?
G
If
we
see
a
decrease,
can
we
look
at
even
the
you
know,
the
group
that
we
touch
in
general
and
just
pre
and
post
compared
to
themselves
to
see
really
the
effects
of
this
program
and
to
really
concretely
be
able
to
share
the
successes
of
this
program
and
all
the
hard
work
that's
being
put
into
it?.
H
D
So
for
when
a
student
has
like
a
conflict
mediation-
sometimes
it's
after,
but
the
fight
or
the
issues,
not
squashed
yet
so
they
come
in,
they
meet
with
one
another
and
they're
still
having
some
type
of
feelings
towards
each
other
and
the
another
fight's
Brewing
their
families
involved.
Their
friends
are
involved,
they
come,
they
do
a
conflict
mediation,
they
leave
that
mediation
with
a
contract
and
they
go
tell
their
friends
and
family.
This
is
squashed,
we're
done
and
so
I
think.
D
C
Just
want
to
add
to
that
too
is.
Is
we
do
know
right
now
that
when
we
don't
Loop
the
right,
the
right
stuff
after
it
consequence
an
event
happens
at
school?
We
we
have.
We
tend
our
right
now,
there's
gonna
be
some
happens
again
right
away
when
we,
when
we
dig
deeper,
and
we
try
to
really
build
like
what
we
we're
going
to
do
when
the
students
come
back.
C
I
think
we're
much
more
successful
on
not
having
something
happen
again,
so
it
almost
has
to
go
hand
in
hand
with
everything
we
do
when
there's
conflict.
We
have
to
have
another
something
that's
going
to
come
from
that
it
can't
just
be
a
consequence.
We
have
to
have
restoration
Circle,
we
have
to
have
families
involved
and
we're
finding
success
with
that.
When
we
happen
what
I
will
say
this,
our
community
of
school
feeds
off
the
community
itself
when
there's
stuff
in
the
community.
C
That's
really
Rising
we're
seeing
that
happen
on
campus
the
same
exact
time,
and
we
have
to
be
better
at
responding
when
we've
seen
the
events
in
the
community
to
respond
quicker
as
a
school
to
try
to
be
proactive
with
that,
because
we're
seeing
when
tension,
the
community
happens
and
you
you
see
it
too.
We're
feeling
that
on
campus
too,
we
feel
tensions
get
high
with
students.
The
anxiety
is
up
and
we
feel
that
same
sump
with
them.
We
need
to
figure
out
how
to
be
more
proactive.
In
that
sense,.
I
I
do
Wonder.
Thank
you
for
sharing
by
the
way,
it's
not
easy
to
always
share
in
front
of
a
board.
So
thank
you.
It's
a
great
job,
I!
Do
wonder
if
how
how
thinking
about
what
trustee
Hernandez
said,
I'm
wondering
about
preventative
measures
in
terms
of
because
a
lot
of
it
is
reactive
right,
so
the
kids
have
an
issue
or
some
of
them
are
coming
to
you
before
and
they're
saying,
I
feel
it
making.
C
And
you
know,
because
you're
the
school
Community
I
mean
I'm
from
I've,
been
on
this
side
of
town
a
long
time
in
this
work,
but
coming
from
middle
school
to
high
school
I
will
say
this:
it's
a
different
game.
It
really
is
I'm
trying
to
learn
it
fast.
I,
don't
think
I
could
I
think
you
know
I.
Think
I
did
a
lot
of
successful
things
at
the
school
I
came
from,
but
I
can't
just
come
and
plant
that
here
it's
it's
got
to
start
organically
and
what
I'll
say
is
we're
I.
C
C
Turning
to
now
to
get
help
when,
when
there's
stuff
happening
on
campus,
is
the
peers,
so
I
know
it's
working
because
they
believe
in
it
and
they're
turning
to
it,
and
we
just
have
to
make
sure
that
we
continually
grow
it
and
not
just
be
okay
with
where
we're
at
now,
because
we're
not
you
know,
we
have
a
great
thing,
but
if
we
settle
for
this
hey
we
made
it
we're
not
even
close.
Yet
we
have
to
keep
growing
it,
reviewing
it,
assessing
it
and
making
it
better
along
the
way.
D
And
the
more
peers
there
are
the
more
ears
there
are
on
campus
they're
sworn
to
confidentiality,
so
they
people
don't
think
they're
snitches,
and
you
know
we
talk
about
at
the
beginning,
hey,
what's
the
difference
between
helping
someone
and
snitching
on
someone,
that's
something
we
really
talk
about
for,
and
they
take
it
very
very
seriously.
So
while
they
keep
the
confidence
seriously,
they
also
want
to
protect
the
good
of
the
school
and
the
safety
of
the
school,
and
so
I'll
go
in.
Sometimes
I'll
be
like
this.
D
J
F
So
I
did
have
a
couple
questions,
so
you
know
principal
Jim,
no
I'm
familiar
with
your
work
over
at
Park.
You
know
I
visited
a
sort
of
a
great
number
of
times,
and
so
you
know
I'm
really
happy
to
hear
around
the
conversations
around
peers
because
again,
I've
been
18
but
me
going
in
and
having
a
conversation
with
an
18
year.
Old
I've
never
been
18
and
20
23.
yeah,
it's
a
different
conversation
and
also
the
things
that
people
share.
F
As
you
guys
mentioned,
it's
different,
so
I
did
have
a
couple
questions
so
right
now
this
is
sort
of
organic.
Is
there
any
hope,
or
is
there
any
attention
put
into
looking
for
grant
funding,
because
again,
there's
other
ways
that
you
can
support
the
kiddos
as
well.
I
may
be
angry
because
you
know
I
didn't
eat
for
two
days.
You
know
there's
other
contributing
factors
are
there?
Do
you
guys
have
any.
C
Yeah
plans
to
for
sure
you
know,
first
of
all,
the
gift
of
having
shared
like
showing
up
and
having
a
share
there
and
having
a
lot
of
their
staff.
Members
of
antiox.
First
of
all
is
amazing
in
itself,
so
I
really
some
of
it's
just
riding
some
of
the
coattails
and
and
highlighting
and
exploiting
the
work
they're
already
doing
and
making
it
more
conducive
to
how
the
entire
School
works.
C
There's
been
a
lot
of
foundation
laid
for
me
to
walk
in
the
door,
so
they've
been
doing
great
work
for
years,
but
it's
still
challenging
work,
but
the
the
question
the
thing
I
have
you
I
think
if,
if
you
watch
what'll
evolve
in
the
next
year
or
two
you're
gonna
see
a
lot
of
agency
come
to
Antioch,
High
School
I
feel
like
there's.
There
I
think,
there's
a
belief
in
what
what
I
think
we
can
do
at
that
school
and
I.
C
Think
we
already
bringing
in
Partners
to
connect
Community
to
our
school,
so
I
think
once
we
get
that
steamrolling
and
you
guys
know
how
it
works.
When
you
have
something
that
people
want
to
get
tattooed,
they
start
coming
and
when
they
start
coming,
you
open
the
door
and
you
get
a
lot
of
things.
Giving
Your
Way
Grants
I've
been
lucky
to
get
a
lot
of
Grants
before
a
lot
of
Mental
Health
Services
for
free,
because
people
want
to
be
part
of
what
we've
been
working
on.
So
that's
going
to
grow,
I.
C
Think
in
a
few
years,
you're
going
to
see
our
mental
health
capacity
grow
tremendously
through
grants.
You're
going
to
see
the
type
of
work
that
shares
with
peers
grow.
The
County
officer
is
bought
in
they're
writing
the
stuff
with
her
right
now
we
don't
have
to
go
pitch
it.
They
want
to
pitch
us
to
other
people,
so
you're
going
to
see
it
grow.
I
just
think
it's
it's
about
how
to
get
into
the
right
partners,
because
there's
a
lot
of
ways.
You
could
do
it
the
wrong
way.
F
F
So
if
we
can
have
more
conversations
around
that,
because
that's
sort
of
I
don't
want
to
say
hidden
challenge
for
our
students,
but
it's
it's
a
very
real.
Oh,
it's
a
very
open
challenge.
Right
now,.
C
C
Well
I
know:
Deer
Valley
was
very
interested
in
wanting
to
bring
to
to
talk
to
us
about
the
program.
We
definitely
would
showcase.
Any
share
would
showcase
at
any
time.
I.
Think
like
she
said,
I
think
she's
come
to
me
and
tell
me
hey
people
can't
want
me
to
present
here.
Go
talk
about
this
there
at
other
places,
so
I
think
it's
kind
of
like
what
happened
when
I
started
working
on
Wellness
rooms
like
a
lot
of
people
like
hey
I,
want
to
know
more
about
this
and
I
I.
C
For
me,
it's
like
it's
not
we're
not
trying
to
hide
it.
If
people
want
to
come
watch
it
just
say
you
want
to
want
us
to
come
there
you
come
here.
We
wouldn't
hide
what
she's
doing
I
believe
in
it
strongly,
and
if
people
want
to
learn
more,
we'll
open
the
doors
up
for
them.
D
C
F
All
right
moving
us
along
item
six,
the
individuals
to
address
the
board
regarding
items
not
on
the
agenda
from
the
public
I
have
two.
The
first
one
is
from
Lindsay
amezcua.
Oh.
K
Hello,
can
you
guys
hear
me
Happy,
New,
Year,
glad
to
see
you
guys
back
for
the
first
year
welcome
trustee
Lathan
to
the
board?
Congratulations,
Dr,
Lewis,
I'm,
so
happy
to
see
you
as
president
my
ask
tonight.
I
know
it's
been
brought
up
before
parental
engagement
right.
That's
been
a
big
thing
that
we've
talked
about
for
a
while,
and
the
thing
that
I
see
lacking,
especially
here
with
our
school
board
meetings
is.
There
is
no
way
for
parents
still
to
call
into
a
school
board
meeting
and
make
comments.
K
We
can
watch
on
YouTube,
which
is
fantastic,
but
if
we
want
to
be
engaged
from
home
we
cannot
be
and
I
know
that's
brought
up
before,
but
I
was
really
hoping
you
guys
could
look
at
it
again.
That
was
all
thank
you
good
night.
F
Thank
you
all
right.
Speaker
two
is
Velma
Wilson.
B
Well,
good
evening,
happy
New,
Year,
happy
Lunar,
New
Year
the
year
of
the
rabbit
gong,
hey
Fat
Choi,
so
I
am
Velma
Wilson.
It's
really
good
to
be
here
tonight
spent
a
crazy
week,
but
a
productive
week.
We
all
here.
We
should
all
be
proud
and
just
be
blessed
that
we
are
here
to
see
another
day
we
got
through
the
storms,
y'all,
but
I
want
to
remind
parents,
because
that's
what
my
role
it's
apparent
liaison
first
of
all,
shout
out
to
Antioch
High
School
Panthers!
B
Yes,
my
children
are
forever
Panthers
because
they
graduated
from
Antioch,
High,
School
and
sure
I'm
so
proud
of
the
work
that
you
have
done
and
I've
watched
it
gosh
eight
years.
Yes,
so
good
job,
but
I
want
to
remind
parents.
This
week
on
tomorrow
evening,
the
Antioch
Unified
School
District
will
be
hosting
the
African-American
parent
advisory
committee
meeting.
It
will
be
virtual.
It
will
be
at
5,
30
PM.
It
is
on
the
district's
website.
B
Parents,
you
don't
know
information
if
you
are
not
going
and
visiting
and
frequenting
that
website
make
sure
you
go.
A
lot
of
information.
Is
there
for
you
and
at
your
disposal
a
lot
of
resources?
Are
there
so
I'm
encouraging
you
to
go
onto
the
website
and
look
at
the
website?
And
there
are
the
meetings
the
AAP
AC
meeting
is
tomorrow
at
5
30
PM.
It
is
virtual
and
the
link
is
embedded
on
the
website.
B
Also
parents,
you
want
to
know
how
schools
are
funded.
You
want
to
understand
how
all
of
this
works
shout
out
to
the
governor
for
the
recent
budget
increase
supporting
education,
yes,
teachers,
you
should
be
getting
that
extra
money,
so
I'm
going
to
continually
to
Champion.
For
that
you
deserve
it.
So
the
lcat
meeting
is
coming
up.
It's
February
16th,
it's
in
the
Antioch
Middle
School
library.
That
will
be
an
in-person
meeting.
B
We
will
not
have
a
virtual
component
to
that
because
of
the
amount
of
work
that
is
going
to
be
done
at
that
particular
meeting
parents
come
we
need
every
school
represented
at
this
meeting.
This
is
how
we
are
regulating
on
how
schools
are
being
funded.
They
need
your
voice.
I
don't
have
children
in
the
K-12,
but
we
need
your
voice.
B
Also
February
9th
Black
History
Month
is
coming
up.
Please
come
and
celebrate
for
our
District's
black
history
celebration.
It's
on
February,
9th
at
Black,
Diamond,
Middle
School.
We
will
be
announcing
the
winners
of
the
art
and
essay
contest
for
Dr
King.
The
winners
have
been
selected
and
we
have
some
amazing
students
that
did
some
amazing
work.
Thank
you
to
all
the
teachers
and
staff
and
schools
that
participated.
We
had
an
astronomical
amount
of
winners
this
year
in
an
awesome
just
an
array
of
entries.
B
Also,
last
but
not
least,
we
talk
about
parents
and
we
talk
about
Black
History
Month,
the
Parent-Teacher
Association.
The
PTA
will
be
hosting
its
annual
Founders
Day
celebration
here
right
here
in
the
city
of
Antioch.
Our
national
and
our
state
president
will
be
here
in
this
city
celebrating
come
on
out
reach
out
to
me
if
you're
interested
in
getting
your
ticket.
Thank
you.
B
F
F
Okay,
I'm
moving
along
to
number
seven,
a
district
Financial
audit
for
the
fiscal
year,
ending
June,
30
2022.
L
Good
evening
I
have
our
independent
auditor
Charles
Riley
from
Crow
to
present
our
our
audit
for
the
2021-22
school
year
and
I
just
do
want
to
do
a
shout
out
to
Mia
and
the
department
for
having
no
findings
in
this
year's
audit,
so
great
job
to
them.
M
All
right
good
evening,
my
name
is
Charles
ribley
I'm,
a
senior
manager
with
Crow
LLP.
M
We
were
engaged
to
conduct
the
year-ended
June
30
2022
financial
and
compliance
audit
for
the
district
I'll
go
through
a
couple
of
key
points
that
I
wanted
to
communicate
and
are
required
to
communicate
under
the
auditing
standards
and
then
talk
about
what
the
scope
of
the
audit
included
and
the
results
of
it
got
a
little
spoiler
alert
that
there
were
no
findings
this
year,
but
I'm
sure
if,
as
you
receive,
the
audit
report,
you'd
probably
jump
to
the
back
to
the
to
the
section
where
findings
are
at
and
look
for
that
and
we're
happy
to
see
that
there
were
some
blank
pages
there.
M
So
the
high
level,
our
responsibility
as
your
auditor,
is
to
opine
as
to
whether
the
district
financial
statements
are
fairly
stated
in
all
material
respects.
In
addition,
because
you
are
subject
to
compliance
audit
for
federal
funds
and
for
the
state
compliance
requirements,
we
also
are
auditing
your
compliance
with
those
requirements
so
we're
giving
an
opinionist
to
your
compliance.
M
The
the
audit
included
sort
of
those
three
overarching
Scopes.
So
your
financial
statements,
your
of
the
district,
including
all
of
your
funds,
as
well
as
your
Capital
assets
and
long-term
liabilities,
and
really
just
looking
at
the
district
as
a
whole
and
then
in
addition
to
that,
because
you
expended
more
than
seven
hundred
and
fifty
thousand
dollars
of
federal
grants
and
entitlements
who
were
subject
to
that
Federal
compliance
audit,
we
call
it
a
uniform
guidance
audit
and
because
you're
a
school
district
in
the
state
of
California.
M
So
with
with
respect
to
the
the
federal
funding,
there
was
again
additional
funding
this
year
in
response
to
the
covid-19
pandemic
and
with
that
were
additional
or
new
types
of
requirements
for
the
district
to
meet
so
I'm
happy
to
say
that
those
additional
requirements
management
was
able
to
execute
the
requirements
and
and
meet
all
of
those
processes
without
issue.
According
to
our
audit,
in
addition
to
those
federal
funds
that
were
related
to
covid-19,
we
also
audited
the
Child
Nutrition
program
during
the
current
year.
B
M
Had
no
findings
with
that
as
well,
I
did
want
to
just
highlight
that
you
know
the
management
were
really
the
drivers
of
this
process
for
us.
If
we
were
not
able
to
get
the
information
we
needed
and
on
a
timely
basis,
we
wouldn't
have
been
able
to
get
the
audit
done
on
a
timely
basis
as
well.
M
In
addition,
we
wouldn't
have
been
able
to
finalize
the
audit
report,
which
is
the
kind
of
the
overall
document
that
you
have
before
you
and
that
gets
submitted
and
was
submitted
to
the
state
controller's
office
before
the
December
15
deadline,
so
happy
to
say
that
that's
moving
right
along
I
know
there's
a
kind
of
a
highlight
of
a
few
different
areas
of
the
audit
and
the
results.
But
if
you
had
any
questions
or
would
like
me
to
specify
any
particular
area
of
the
audit
I'm
happy
to
do
so,.
F
Thank
you
trustee
Rocha,
any
questions,
trustee
Lathan
interested
Dr
Lathan,
no
trustee.
F
Moving
along
District,
I'm,
sorry,
yeah,
District
reports,
7B
safety
updates.
A
N
Good
evening,
good
evening,
president
Dr
Lewis
vice
president
Dr
Lathan
trustee
hack,
trustee
Hernandez
and
trustee
Rocha
superintendent
anello
as
she's
watching
and
cabinet
director,
Lindsey,
wise
and
I
are
here
tonight
to
kind
of
give
you
an
update
and
let
you
know
how
we've
expanded
some
of
our
student
supports.
Mental
health,
supports
safety,
equipment,
supervision,
all
kinds
of
different
things,
so
it's
pretty
exciting
and
so,
first
and
foremost,.
N
First
of
all,
I
wanted
to
talk
to
you
about
a
an
anonymous
Reporting.
System
we've
been
working
closely
with
Sandy
Hook
promise
over
the
past
three
years,
with
a
with
an
mou
and
we've
expanded
last
spring
and
into
this
fall
on
an
anonymous
reporting
system.
Basically,
the
idea
behind
it
is,
if
you
see
it,
hear
it
report
it,
and
it's
been
a
lot
of
work.
We've
created
teams
at
all
of
the
secondary
schools
where
it
may
be
a
team
of
five
teachers
and
administrators
administrators
are
always
on
the
team.
N
We
have
a
district
level
team
and
then
we
receive
permission
from
at
least
three
team
members
to
supply
Sandy
Hook
promise
with
their
cell
phone
numbers
and
then
at
that
point
we
trained
all
of
the
mid
all
of
the
secondary
school
teams,
along
with
District
administration
and
the
district
administrators.
A
lot
of
our
directors
are
on
school
teams
and
so
we're
there
to
report.
N
So
if
only
two
of
the
team
members
wanted
to
produce
her
cell
phone,
we
added
one
of
our
directors
as
one
of
the
team
members,
so
every
School
site
has
at
least
three
members
on
that
team.
That
can
help
support
students.
So
the
idea
behind
it
is
it's
a
secure,
Anonymous
reporting
system,
so
we
trained,
we
have
trained
last
spring
in
this
fall
5064
students,
so
5064
students
have
an
app
on
their
phone
and
it's
called
say
something
anonymous.
N
If
they
hear
a
child
or
another
friend
or
somebody
that
that
is
thinking
about
harming
themselves
is
depressed,
need
help
need
some
mental
health
support.
They
can
quickly
go
on
that
app
and
report
it
to
a
Sandy
Hook
team
that
are
based
out
of
Florida.
It's
a
24,
7
team
and
I'm
going
to
give
you
an
example
of
how
it
has
worked
within
two
minutes.
Sandy
Hook
Foundation
assesses
that
that
tip
it's
a
tip
line
and
and
if
it's
life-threatening,
we
have
a
partnership
with
Antioch
high
on
Antioch
High
School.
N
We
do
that
too,
but
Antioch
police
department
and
we
were
able
to
train
dispatchers
at
the
Annette
Police
Department
as
well,
so
they
are
completely
on
board,
and
so,
if
it's
life-threatening,
they
will
contact
Antioch,
Police
Department,
as
well
as
the
School
site
team
immediately
and
we've
had
even
a
situation
over
a
weekend
where
a
student,
you
know
there
was
a
tip
that
came
in
a
student
was
thinking
about
harming
themselves.
N
Unfortunately,
we
quickly
got
on
a
phone
tree
with
the
principal
the
directors,
and
this
was
like
on
a
Saturday
evening
and
we
were
able
to
NAC
Police
Department
was
involved
because
it
was
life-threatening.
We
were
able
to
pull
out
our
computers
find
out
where
the
student
lives
report
it
to
Antioch
police
department.
They
made
it,
they
made
a
contact
at
the
home
immediately.
Parents
were
involved,
student
received
support
and
it
does
work.
It's
it's
truly
amazing,
and
so
that's
an
example.
N
N
N
Sorry
about
that,
we've
received
a
cops
21
grant
for
a
total
of
about
a
total
of
656
600,
and
that
includes
a
25
match
from
from
our
district
with
that
is
safety
equipment,
mainly
surveillance
system,
a
surveillance
system.
We
we
were
able
to
produce
cameras
at
anac,
Middle,
School,
Black,
Diamond,
Middle,
School,
Dallas,
Ranch,
middle
school
and
Dozier
Libby
middle
medical,
high
school.
We
have
enhanced
Antioch
high
school
with
some
additional
perimeter,
exterior
lighting,
particularly
in
a
parking
lot
area
where
it
was
very
dark.
N
The
walkway,
the
pathway
through
Antioch
High
School,
was
very
damn.
New
LED
lights
were
placed
there,
gymnasium
lights
and
around
our
concession
stand
at
Antioch,
High
School,
Park,
Middle
School
received
some
fencing
and
Gates,
and
some
exterior
doors
anac
High
School
in
Deer
Valley
High
School
were
able
to
purchase
radios
for
their
site,
more
radios
for
their
site
safety
personnel,
the
PE
Department
their
Administration,
and
so
that
was
great.
N
And
then
we
also
received
the
cops
2022
Grant
for
400
and
I'm
sorry
624
000,
and
that
also
includes
a
25
match
and
we're
able
to
work.
We
will
be
working
on
surveillance
system
at
our
elementary
schools
in
expanding
safety
equipment
at
the
rest
of
the
17
sites.
Cops
21
with
seven
sites,
particularly
secondary
sites
and
cops
22,
covers
the
rest
of
the
of
the
school
district
with
safety
equipment.
N
Also,
we
have
counseling
at
every
school,
full-time,
counseling,
social,
emotional,
counseling,
small
group,
counseling
social
skills.
Counseling,
like
I,
said
we
have
full-time
counselors.
We
have
developed.
Our
counseling
team
has
developed
a
very
comprehensive
counselor
handbook
that
includes
counselor
roles,
administrative
roles
at
all
three
levels:
teacher
roles
and
embedded
within
that
comprehensive
handbook
is
a
suicide
prevention
protocol,
where
it
really
outlines
step
by
step,
a
teacher
role,
an
administrator
role,
as
well
as
a
counselor
role
in
providing
support,
which
also
includes
a
re-entry
meeting.
N
Sometimes
when
kids,
you
know
in
the
past,
when
students
are
hospitalized,
unfortunately,
sometimes
they
come.
They
used
to
come
back
into
the
site,
and
now
we've
developed
a
protocol
where
there's
a
re-entry
and
a
release
from
the
doctor,
a
meeting
with
the
parents.
Someone
afford
to
provide
more
support
for
that
student
coming
back
into
our
into
our
school
setting.
N
We've
increased
Telehealth
Services
care
teams
have
been
developed
at
at
least
21
sites.
These
are
student
support
teams
that
includes
some
mental
health
clinicians
that
we
have
at
some
of
our
sites.
The
mobile
Health
Clinic
has
expanded
to
more
sites
this
year,
I
believe
are
up
to
eight
sites,
mindful
life
projects,
some
self-care
strategies,
meditation
techniques,
helping
kids
work
through
their
emotions,
has
expanded
to
eight
sites
and
will
continue
to
expand.
N
We
also
have
expanded
our
Fred
Finch
clinics
clinicians
through
John
Mayer
Health.
We
started
off
with
antiochondria
Valley.
We
now
have
full-time
clinicians
that
cover
all
five
sites.
Now
all
five
high
school
sites,
Lincoln
clinicians,
have
expanded
to
more
sites
as
well.
So
we
have,
we
do
have
a
partnership
with
Lincoln
families,
clinicians
and
also
Fred
Finch
through
Foundation,
through
John
Mayer
health.
N
Social
emotional
curriculum
I
have
reported
before
that
we
were
able
to
consistently
purchase
K-8
Second
Step
curriculum,
it's
a
social,
emotional
curriculum.
It's
a
classroom-based
social
skills
program
for
ages,
4
to
14..
We
purchased
k
through
eight,
it's
a
digital
curriculum
that
has
been
implemented
and
our
tkers
our
little
four-year-olds.
They
can
access
the
kindergarten
curriculum
and
so
we're
starting
them
early
with
the
kindergarten,
correct
social,
emotional
curriculum
which
is
kind
of
exciting.
It's
very
exciting
and
moving
on
director
Lindsey
wise
he's
going
to
talk
more
thank.
E
You
director,
Burger
House
good
evening
board,
so
you're,
probably
wondering
about
safety.
He's
talked
a
lot
about
social
emotional
support
curriculum.
That
is
a
huge
piece
to
safety.
We
know
now,
after
so
much
research
and
unfortunately,
due
to
some
of
the
tragedies
that
we've
seen
in
our
country,
how
important
it
is
to
be
proactive
and
do
this
work.
E
So
I
appreciate
director
bergerhaus,
really
talking
about
those
programs
that
are
all
about
social
emotional
support
and
especially
the
Work
Director
Burger
House
has
done
with
our
counselors
developing
the
counselor
handbook
and
our
suicidal
ideation
protocol
has
been
very
important
and
that
they
say
you
know
to
prevent
a
critical
incident
or
an
active
shooter
type
situation.
It's
so
important.
We
have
those
things
in
place.
So
thank
you
so
much
for
sharing
that
director
Burger
House
increased
campus
supervision
has
been
another
Focus
for
us.
Where
we've
dedicated
funds,
we
have
full-time
Vice
principals.
E
They
were
hired
at
our
elementary
schools.
Our
full-size
middle
schools
received
an
additional
vice
principal,
so
they
went
from
two
Vice
principals
to
three.
So
now
we
have
four
administrators
on
our
campuses.
We
really
have
talked
to
our
administrators
about
working
in
collaboration
with
their
site,
safeties
and
strategic
threat
management
and
planning
strategic
supervision.
So
a
lot
of
that
work
has
gone
through
professional
development
for
our
administrators
and
we're
pleased
to
have
that.
We've
we're
able
to
add
a
site
safety
at
Ops,
Orchard
Park.
E
We
increased
hours
at
Deer,
Valley,
High
School,
and
we
went
from
four
STM
officers
to
six.
So
we
have
an
STM
officer
for
each
of
our
secondary
schools,
which
is
important
in
the
next
slide
Wellness
rooms.
We
are
so
pleased
that
our
principals
have
worked
extremely
hard
at
almost
all
of
our
schools
are
completely
off
the
ground
with
Wellness
rooms.
E
We
have
a
few
schools
that
are
still
in
the
works
of
building
their
Wellness
rooms,
but
really
pleased
with
the
work
that
staff
has
put
in
to
build
these
peaceful
spaces
where
students
can
go
to
decompress
to
check
in.
We
are
collecting
data
I'm
very
impressed
with
the
wellness
culture
and
climate
committee
that
has
trained
all
of
our
Wellness
staff
members.
E
They
also
hold
a
PLC
group
where
they
meet
and
our
staff
members
who
work
in
those
Wellness
room
rooms,
get
ongoing
professional
development
and
support
from
the
wellness
culture
and
climate
team,
so
just
really
pleased
that
our
students
have
yet
another
space
to
go
to
where
there's
an
adult,
to
support
them
and
where
they
can
learn
some
self-regulation
skills
really
pleased
to.
Let
you
know
about
our
community
resource
coordinators.
We
have
a
community
resource
coordinator
at
each
of
our
Middle
School
sites.
E
The
community
resource
coordinator
in
partnership
with
Lincoln,
has
been
able
to
help
our
families
connect
to
various
Community
Resources,
so
they
connect
with
parents.
They
identify
what
the
needs
of
the
family
are,
and
then
they
look
for
resources
in
our
community
or
in
our
school
that
they
can
help
the
parent
connect
to
so
it
might
be
food
resources,
it
might
be
job
resources,
it
could
be
a
variety
of
things:
housing
resources,
the
community
resource
coordinators,
just
kind
of
got
rolling,
so
we're
so
excited
to
see
it
grow.
E
E
You
know
oftentimes,
you
know
you
have
a
middle
school
student.
You
might
also
have
an
elementary
student,
so
we
thought
that
would
be
a
great
place
to
you
know,
build
connection
for
our
families.
Lastly,
the
drills
in
collaboration
with
the
Antioch
Police
Department.
This
has
been
some
important
work,
I've
done
over
the
last
several
years.
In
2019,
when
I
was
a
principal
at
Antioch,
Middle
School,
we
did
a
joint
training
with
the
police
department.
We
brought
in
fire,
we
brought
in
them
EMR
and
we
did
a
joint
critical
incidence
training
over
the
summer.
E
We
learned
a
lot
doing
that
joint
training
with
school
staff
teachers,
volunteered
administrators
were
on
board
and
we
worked
simulating
if
we
had
a
critical
incident
or
an
active
shooter
situation.
We
found
that
very
helpful
since
that
time
we've
always
had
a
strong
relationship,
but
since
that
time
we've
continued
to
build
on
our
partnership
with
the
Antioch
Police
Department
I'm
really
excited
to
be
working
with
Chief
Ford
he's
invited
me
to
participate
on
a
community
Safety
Committee,
that's
coming
up
soon
and
we're
looking
at
hopefully
being
able
to
plan
a
future.
E
Now
that
we're
you
know
out
of
the
school
closure
and
moving
forward
again,
another
joint
training,
because
we
find
find
that
to
be
very
helpful
to
our
staff
of
using
the
very
best
practices
possible.
But
you
know
just
really
a
focus
with
our
administrators
on
doing
drills.
You
know
whether
it's
fire,
earthquake
or
earthquake
or
Intruder
drills.
E
Our
administrators
are
really
committed
to
helping
our
staff
and
students
feel
safe
and
know
that
we're
prepared
for
any
emergency
that
may
arise,
so
lots
of
work
has
gone
in
this
year
and
over
the
last
couple
years,
since
we've
been
back
around
safety,
so
excited
that
we
have
some
new,
we
have
brand
new
radios.
We
have
golf
carts
that
we've
put
in
place
to
replace
the
old
ones
like
director,
Burger
House
talked
about
the
increased
surveillance.
Just
a
lot
of
work
has
gone
into
really
being
thoughtful
and
mindful
around
our
students
safety.
F
I
Me
thank
you
for
the
presentation.
A
lot
of
good
information
one
wondering
I
have
is:
when
is
the
next
California
healthy?
The
chick
survey
I'm
interested
to
know
whether
it's
that
or
another
type
survey
like
how
kids
are
actually
feeling
about
the
changes?
N
Yeah
I'm,
actually,
tomorrow,
I'm
going
to
be
looking
at
the
previous
chick
survey
and
providing
some
information
in
our
lcap
midterm
report
and
also
the
next
survey
is
in
the
spring.
I
E
I
didn't
want
to
add
to
that
board
trustee
Latham.
We
are
also
working
with
our
principals
in
a
professional
Learning
Community
around
trauma-informed
care,
where
we
have
looked
at
the
data
from
last
year
on
the
California,
healthy
kids
survey
and
that
we're
reflecting
on
how
we
can
also
survey
our
schools
in
alternative
surveys
to
gain
more
information.
So
the
principles
I
know
any
Akai
they're,
always
ahead
of
the
game.
With
social
emotional
supports.
E
They
developed
a
survey
that
they're
using
that's
helping
to
inform
them
for
wasp,
but
they're
also
sharing
that
with
the
other
school
sites.
So
we
can
kind
of
glean
some
more
information
from
staff
and
students
around
how
they're
feeling,
because
we
feel
there's
there's
definitely
a
focus
in
our
district
around
you
know,
thinking
about
our
social,
emotional
well-being,.
H
E
They're
in
each
one
of
the
middle
schools,
it
looks
like
Orchard,
Park,
Thomas,
Gaines
and
Orchard
Park
Thomas
Gaines,
give
me
one.
Second
and
black
diamond
are
sharing
a
community
resource
coordinator,
Brian
Jackson
at
Antioch,
Middle
School,
Miss
Delgada.
Is
there
at
Dallas
ranch.
We
have
Taylor
Parker
and
at
Park
Anna
Lopez,
and
they
have
offices
and
spaces
where
they
reach
out
to
families
and
do
that
work.
H
E
H
N
I
just
want
to
add
that
that
you
know
director
wise,
he
mentioned
families,
you
know
we're
seeing
you
know
we're
not
only
supporting
fan
students,
it's
families
and
we're
seeing
more
and
more
and
more
that
families
in
need
of
support,
and
so
that's
that's
why
these
community
resource
coordinators
are
very
valuable
right.
N
G
Yeah,
thank
you
again
for
the
presentation,
it's
great,
to
see
some
of
the
things
going
on
in
the
school
district
I'm
wondering
if
you
could
Define
for
us
how
we
as
a
district,
Define
safety.
E
So
I
think
safety
is
I.
Think
in
the
past
it's
been
a
very
simple
term
of
you
know,
thinking
about
surveillance
and
security
guards,
but
safety
is
so
much
more
all-encompassing.
It
really
is
about
well-being
as
a
whole.
So
your
your
mental
and
emotional
health.
How
you're
feeling
about
the
school
do
you
feel
connected?
Do
you
have
trusted
adults?
You
can
go
to
the
healthy
kids
survey
really
talks
about
that
and
get
some
of
that
information.
E
Are
there
resources
for
you
and
your
family
I?
Think
safety?
You
know.
Is
this
an
inclusive
place
for
our
lgbtq
students,
plus
and
so
I
think
it's
it's
so
much
more
than
just
having
security
guards
on
campus.
It's
really
about,
if
you
think
of
Maslow's
hierarchy
of
needs,
just
really
building
a
loving
place.
Where
kids
can,
you
know,
really
achieve
their
dreams
and
feel
truly
supported
by
the
the
community
of
adults
and
I.
Think
that
really
fits
in
with
our
restorative
mindset
of
of
truly
being
a
community
that
supports
everyone.
G
Yeah
thank
thank
you
and
then
kind
of
along
those
lines,
because
we've
seen
some
of
the
ways
that
we
evaluate
some
of
the
programs
here,
some
of
the
success,
some
of
the
ways
that
we
major
success
for
a
lot
of
these
things
during
other
presentations
and
things
that
we've
had
I'm
wondering
when
we're
looking
more
district-wide
or
kind
of
globally.
How
are
we
looking
at
you
know?
Are
we
doing
a
good
job
at
at
meeting
this
definition
of
safety
for
our
district.
A
Can
I
jump
in?
Do
you
mind
so
the
lcap
is
coming
and
gold
two
in
the
lcap
is
purely
focused
on
all
of
these
initiatives
with
that
goal
that
overarching
goal
being
school
connectedness
and
how
are
we
fostering
that
and
all
of
the
so
all
of
these
things
that
they've
mentioned
fall
under
that
goal
and
there's
metrics
assigned
to
that.
So
that
will
be
forthcoming.
We're
getting
ready
to
do
our
mid-year
report
and
gather
all
the
data
that
we
have
at
this
port
the
in
the
year.
So
that
will
be
coming
back
to
you.
G
And
then
and
sorry
that
these
questions
are
so
tough
and
the
last
one.
This
is
definitely
the
most
leaded
question
but
I
think
it's
important,
given
the
research
that
you
talked
about
in
the
different
ways
that
we're
approaching
safety.
G
G
Some
of
the
different
things
that
we're
implementing
here
so,
like
things
like
like
that
see,
say
something:
do
something
has
the
potential
to
and
I
mean
it's
got
good
intentions,
but
has
the
potential
to
inadvertently
perpetuate
that
school
to
prison
pipeline
video
cameras
increasing
like
surveillance
through
you
know,
site
safety
and
things
we
have
research.
That
shows
that
that
does
kind
of
contribute
to
that.
But
we
we
know
that
that
you
know
there's
a
balance
to
things.
I.
E
Think
the
the
focus
on
under
being
self-reflective,
our
administrators,
have
done
so
much
work
about
around
implicit
bias,
and
you
know
really
thinking
critically
about
some
of
the
programs
we
have
in
place
and
being
very
watchful
of
the
data
and
trying
to
look
for
ways
in
which
we
truly
are
trying
to
be
inclusive.
I
think
it's
definitely
a
balance
of
the
reality
of
needing
surveillance
cameras
to
have
some.
E
You
know
level
of
safety
on
the
campus
and
then
also
providing
the
support
and
the
trust
with
students
so
that
they
feel
genuinely
that
it's
a
safe
place
and
I
want
you
to
know
that
our
principles
are
extremely
critical
of
themselves.
They're
constantly
reflecting
there's
been
quite
a
bit
of
parent
involvement,
student
involvement
and
giving
voice
and
trying
to
make
adjustments
in
our
community
I
think
over
time.
You
know,
we've
really
tried
to
look
at
Best
Practices
and,
as
we
learn
more
things
about,
you
know
the
best
ways
to
help
students
feel
safe,
I.
N
N
Strategies
a
lot
of
the
rest
restoration,
that's
going
on
even
before
conflict
and
following
up
with
conflict,
it's
a
sense
of
of
people,
care
and
I
think
students
need
to
feel
safe,
but
they
also
need
to
feel
like
people,
care
and
people
care
about
their
importance
in
the
world
and
I.
Think
that's
what
it's
all
about!.
G
Awesome,
thank
you.
So
much
I
I
appreciate
your
answers.
I
know
that
I
asked
a
tough
question,
but
I'm
excited
to
see
us.
You
know
broadening
our
definitions
of
safety
and
I
I.
Think
that
you
know
asking
tough
questions
and
having
these
conversations
is
how
we
uplift
ourselves
and
work
with
each
other
to
be
better
as
a
school
district.
So
it
comes
from
a
really
good
place
and
so
I'm
sorry
that
that
at
times
it
can
be
challenging.
I
The
question
just
kind
of
following
up
with
trustee
Hernandez
I
appreciate
the
balance
that
you
all
are
talking
about
in
terms
of
like
the
technical
pieces,
with
the
surveillance
and
with
the
you
know,
all
those
pieces,
the
app
all
of
that
and
the
the
human
touch
in
terms
of
like
how
do
we
actually
care
for
children
and
I?
Think
one
thing
that
you
brought
up
trustee
Hernandez
is
important
because
just
as
a
an
educator
myself,
but
also
as
a
black
woman,
it
can
sometimes
feel
more
institutional
than
it
does
anything
else.
I
I
That
I
was
thinking
about
and
you've,
but
you've
been
touching
on
that
other
piece
of
it,
but
just
something
to
really
think
about,
and
that's
why
I
appreciate
the
different
surveys
and
I
would
love
if
we
could
see
those
surveys,
because
it
is
really
how
kids
are
feeling
absolutely.
J
F
J
F
Okay,
I
did
have
two
quick
questions,
so
you
mentioned
director
Burger
House
that
there
were
subsequent
grants,
I
think
as
cops
2021
and
2022
those
have.
They
have
Sunset
sort
of
defined,
Sunset
periods
right
so
they'll
exhaust
once
those
funds
are
exhausted,
they're
done
what
is
the
plan
to
either
search
or
you
know,
pursue
extra
additional
funding?
What's
the
plan
there
well.
N
I
think
we're
we
I
think
we
had
seven
or
eight
grants
so
we're
constantly
looking
for
Grants,
the
cops
Grant
was
purely
equipment,
safety
equipment
which
we
need
and
the
stop
School
violence
is
delving
into
more
training,
trauma,
informed,
more
support
for
students
within
our
school
sites,
and
you
know,
like
I,
said
some
of
the
self-care
strategies
and
it
delves
right
into
focusing
on
students
who
have
been
exposed
to
trauma
in
their
life
and
really
focusing
on
helping
them
through
those
situations
and
helping
helping
them
through
and
and
reacting
to
things
like
that
and
and
providing
support.
N
So
that's
why
I
was
excited
about
the
stop
Grant,
because
it
it's
away
from
equipment.
You
know
equipment
is
equipment,
but
we
need
to
focus
on
students
as
well,
and
so
we
were
excited
to
receive
that
to
be
awarded
that
Grant
just
recently,
and
so
we're
constantly
looking
for
Grants
to
support
students
and
to
provide
more
support,
support
for
students.
The
thing
is,
it's
work,
that's
never
done.
It's
never
done
and
it's
a
constant
work
in
progress
and
it
will
continually
be
a
constant
work
in
progress
for
the
sake
of
children.
A
I'll
just
add
that
the
the
grant
writers
that
we
are
working
with
they
are
aware
of
the
grants
that
we're
trying
to
pursue.
In
addition,
until
they'll
say:
hey,
have
you
seen
this
come
through
check
it
out
and
let
us
know
if
you're
interested
as
well
as
we
have
our
own
staff,
they
receive
the
grant
siren
and
they
will
shoot
things
our
way
based
upon
what
they
know.
We
we're
we're.
A
Looking
you
know
to
be
able
to
sustain
I'm,
going
to
continue
some
of
the
services
that
we've
been
able
to
put
in
place
through
grants,
so
we're
constantly
looking
just
recently.
Unfortunately,
we
found
out
that
we
weren't
granted
the
the
federal
Community
Schools
Grant.
We
missed
that
one,
but
we've
already
shared
the
reviewers
notes
on
it
and
we
plan
to
reapply
when,
in
the
next
cycle,
we'll
just
figure
out
what
it
was
that
they
thought
we
were
missing.
It
was
super
competitive.
A
There
was
I
think
they
said
240
applicants
and
they
were
only
able
to
Grant
like
15
17,
something
like
that.
So
there's
a
lot
of
need
out
there
and
we're
competing
against
that.
But
we're
hoping
to
resubmit
and
move
forward
and
we
still
have
the
state
planning
grant
for
Community
Schools
that's
out
pending,
so
we're
hoping
fingers
crossed
that
we
can
move
forward.
So.
F
N
D
A
F
The
administrators,
but
you
know
the
I
mean
we
talk
about.
Yes,.
A
N
Know
but
rhetorical
questions
we
we
work
very
closely
day
after
day
after
day,
with
our
grant
writer,
she's,
constant,
she's,
really
good,
yeah
and
I.
Think
we
get
the
VIP
treatment,
I
think.
But
she
she
const
I
mean
she'll.
Call
me
two
three
times
a
day
sometimes,
and
it's
not
annoying
because
I
were
able
to
talk
about
our
district.
N
We're
able
to
talk
about
our
demographics,
we're
able
to
talk
about
the
need,
we're
able
to
talk
about
what
supports
are
in
which
schools
and
which
schools
need
more
supports,
and
so
she's
learning
completely
and
she'll.
Tell
me
things
about
the
district
that
I
wasn't
aware
of,
and
so
she
does
her
research.
She
does
her
homework
and
we're
very
happy
with
her,
and
you
know,
there's
other
grant
writers
as
well,
but
we've
been
very
successful
with
her
she's
gotten
us
three
grants:
okay,
three
grand
so.
F
Far
I'm
sorry
I
had
one
more
quick
question,
so
you
know
I'm
big
on
parent
engagement,
and
so
you
know,
I
was
glad
to
hear
that
for
the
community
resource
coordinators,
you
know
for
those
for
those
activities
packed
house,
you
know
we
we
made
the
announcement,
but
for
those
parents
who
aren't
involved
on
campus
activities,
do
we
have
a
plan
to
engage
those
parents.
E
Absolutely
so
I'm
working
with
the
principals
right
now
to
just
hit
it
on
multiple
platforms
to
get
it
to
their
teachers
to
have
their
teachers.
Talk
to
their
students
to
you
know,
put
it
out
there
everywhere
to
we
felt
like
that
was
an
untapped
resource
was
the
the
sporting
events.
Sometimes
you
put
on
a
coffee
with
the
principal
and
you
get
only
a
couple
parents,
but
at
our
sporting
events,
sometimes
we
have
three
400
parents,
I
think
you
know
we
pack
the
house.
E
Sometimes
we
tomorrow
night,
we
have
Antioch
and
Deer
Valley,
it's
a
great.
Sometimes
these
venues
are
great
because
we
capture
a
large
group
that
might
not
necessarily
go
to
the
parent,
the
the
right.
So
we
are
thinking
outside
the
box
of
how
to
get
to
our
families
in
other
venues,
where
we
might
not
see
them
at
coffee
with
the
principal
so
yeah.
Definitely
thinking
like
that,
the
principles
are
brainstorming.
E
I
do
think
there
is
a
lot
of
hard
work
being
put
in
to
try
to
advertise,
and
so
you'll
see
more
and
more
of
that
with
the
community
resource
it
just
it
just
launched,
so
we're
we're
getting
it
off
the
ground
right
now,
as.
F
A
former
well
I
guess
when
Once
An
Athlete,
always
an
athlete
yeah
sure
I'll
tell
myself
that
you
know
I,
think
people
sort
of
myself
included
at
times
Overlook
the
importance
of
sports
in
terms
of
overall
development
and
things
like
that,
so
yeah,
just
that
plot.
Okay,
thank.
F
Kelly
do
what
the
question
is
at
the
end
right
Kelly.
No,
this
one
is
for
this
item.
Okay,
all
right,
so
we
have
one
Community
card
for
item
7B,
Velma,
Wilson,.
B
Good
evening
again,
I
just
wanted
to
actually
piggyback
on
the
work
and
the
report
that
you
all
just
heard
on
the
safety
update.
You
know,
I
am
at
these
schools
and
I
just
really
want
to
commend
director
wisely
and
director
Berger
house
for
this
report,
because
I
am
physically
there
to
see
and
to
your
point
parent,
the
parent
liaison
a
lot.
A
lot
of
the
roles
that
I
do
is
I'm
tabling
at
these
schools.
B
So
I'm
actually
touching
these
parents
at
the
heart
when
they
are
there,
dropping
their
kids
off
handing
them
and
what
we
see-
and
we
know
the
growth
is
happening
because
when
we
see
our
lcat
meetings-
and
we
see
our
Pac
meetings,
attendance
has
been
absolutely
amazing.
No
are
we
reaching
all
of
the
parents?
Are
they
all
coming?
No,
because
some
some
of
them
are
checked
out
after
the
school
day.
They're
checked
out,
but
I
am
out
there.
B
Handing
this
information
some
of
the
stuff
that
you
actually
already
have
saw
I'm
out
there
actually
getting
it
into
their
hands.
I
am
out
there
speaking
a
lot
with
our
English
language
learner
families,
not
just
our
Spanish-speaking
families.
I'm
out
there,
with
my
Linguistics
tablet
and
I'm
out
there,
making
sure
that
we
are
engaging
these
parents,
but
I
wanted
to
say
what
we
also
and
I
didn't
hear
it
see
it
in
the
report
and
I
want
to
give
kudos
to
lunch.
B
Heroes
lunchtime,
Heroes
is
another
organization
that
the
district
has
brought
in
to
be
there
during
that
unstructured
time
where
the
kids
really
tend
to
like
get
a
little
crazy
but
they're
out
there
engaging
doing
games,
I
brought
Double,
Dutch,
ropes,
I
used
to
love
to
double
judge
as
a
kid
can't
do
it
now,
but
we
we
out
there
doing
things
that
are
going
to
positively
engage
them
and
lunchtime.
Heroes
is
out
there
at
the
middle
school
sites
and
there
being
those
boots
on
the
grounds
with
games
and
things
of
that
nature.
B
I
did
a
research
in
San
Francisco
and
in
Oakland,
where
schools
that
had
cell
phone
lockers,
it
is
so
important
to
the
safety,
because
you
know
what
kids
are
doing:
they're
taking
those
cell
phones
and
they
know
preemptively,
there's
going
to
be
a
fight,
guess
what
they
have
cell
phones
ready
with
cameras,
and
they
are.
This
is
another
thing
that
is
hampering
the
safety
at
the
schools
and
parents.
You
got
to
do
better
step
up.
B
F
Thank
you
all
right.
Keeping
the
meeting
going.
Hearings
number
eight.
We
have
none
public
presentations,
we
have
none
item,
10,
consent
items,
there
are
quite
a
few.
G
I
just
wanted
to
comment
on
item
F,
which
is
donation
report
hkit
Architects
made
a
donation
of
500
and
I,
always
just
like
to
take
a
moment
to
recognize
things
like
that.
Otherwise,
I'm
happy
to
make
the
motion.
Okay,
so
I
have
a
motion
on
the
floor
too.
I'm.
G
F
F
All
right
moving
to
item
11
11a
is
the
revised
School
plan
for
student
achievement
for
Dozier
Liberty
Medical
High
School.
A
F
Okay,
I
have
approved
I,
have
a
motion
for
approval.
G
A
That's
me
again:
these
are
all
mine,
so
our
school
accountability
report
cards.
It's
a
state
law
that
they
are
presented
and
approved
before
February
1st
of
every
year,
and
so
we
have
those
before
you
this
evening
for
each
of
our
schools.
It's
It's
always
important
to
remember
that
a
lot
of
the
data
that's
in
there
is
old
in
a
lot
of
ways,
because
you're
grabbing
data
from
a
previous
year
because
that's
what's
available
and
the
the
data
that's
present
in
this
is
aligned
with
what
you
see
in
our
lcap.
A
F
Okay,
I
have
a
motion
to
approve
all
of
them.
I'm
sorry
do
I
have
a
second.
I
H
F
Aye
any
opposed
motion
carries
item
C
Services
agreement
with
two
teach
LLC.
Yes,.
A
So
this
is
a
new
vendor
and
it
is
a
ratification.
We
weren't
able
to
get
it
to
you
in
time
for
the
staff
development
day
that
we
had
on
January
11th,
but
this
was
a
group
that
provided
training
on
inclusive
practices
for
both
General
and
special
education
teachers.
So
we
just
ask
that
you
ratified
this
service
agreement.
Okay,.
F
I'll
entertain
a
motion.
I
move
approval,
oh
before
I
have
a
question
yeah.
I
So
I
want
to
want
to
know
if
that
there
is
an
answer
yet
of
how
many
I
read
over
the
contract
and
I
didn't
see
how
many
staff
would
be
trained.
I'm
just
curious
like
what
is
what
is
the
number
and
then
how
often
our
staff
supported
once
they
have
the
training.
A
A
We
provide
something
through
special
education,
whether
it's
through
our
behaviorists
or
these
different
outside
vendors,
that
our
general
education
teachers
are
very
interested
because
they're
trying
to
manage
the
behaviors
in
the
classroom
so
that
they
don't
have
to
go
into
special
ed.
So
that's
but
I
can
get
that
for
you
in
a
Friday
board.
If
that's
the
will
of
the
board,
no.
I
I
think
one
thing
like
when
I'm
looking
through
the
contracts
and
things
of
that
nature
I
look
for
like
what
is
it
that's
happening
you
know
beside
like
who
is
being
served.
How
often
so
that
was
just
that's
just
a
general
question,
because
it
helps
to
understand
like
how
what's
kind
of
training
the
staff
is
getting
and
then
what
is
the
scalability
of
that?
Is
it
two
staff
members
or
is
it
50?
That's
different
right.
A
Well,
we
tend
to
provide
at
least
that's
what
we've
been
doing
for
a
number
of
years
as
a
conference
style
and
so
teach
it.
We
don't
always
know
going
into
it.
How
many
will
attend
in
some
cases
we
do
know,
because
it's
very
specific,
but
in
many
cases
we
also
open
it
to
Any
teacher
who
wants
to
attend,
and
so
we
have
a
more
accurate
the
list
of
how
many
people
attended
after
the
event.
A
But
we
can
certainly
because
we've
done
that
in
the
past,
where
we
have
provided
kind
of
comprehensive
or
summative
information
about
what
was
presented
to
staff,
and
we
even
do
some
evaluations
and
we've
shared
that
in
the
past.
So
that's
something
if
the
if
the
board
would
like,
we
could
always
add
that
to
a
Friday
board
letter
as
a
not
just
this
particular
course,
but
anything
we
offered.
F
Yeah
we
have
consensus
on
the
board,
sure
yeah,
yeah,
okay,
so
I
have
a
I'm.
Sorry
I'll
entertain
a
motion.
H
F
A
F
All
right,
I
have
a
motion
on
the
floor,
for
approval.
Do
I
have
a
proper
second,
okay,
you
guys
from
Rochambeau
for
a
second,
but
we
have
a
motion
proper.
Second,
all
in
favor
aye
all
opposed
any
extension.
The
motion
carries
all
right:
number
12
items
for
information,
discussion,
action
by
the
board.
There
are
none
listed
item,
13
resolutions
for
first
reading.
There
are
none
listed
item,
14,
a
resolution,
number
20,
2022,
23,
37
approval
of
destruction
of
Records
I.
Believe
that
item
is
being
pulled.
L
Yes,
I
would
like
to
pull
that
the
attachment
was
not
included
when
the
packet
was
uploaded,
so
we
will
bring
it
back
the
next
time.
Okay,.
F
All
right,
so
that
item
is
being
pulled.
Moving
on
to
14b
resolution,
2022
2335
authorizing
the
instructions
to
teach
outside
of
credential
authorization
for
the
2022-23
school
year.
Yes,.
P
Thank
you
very
much.
Dr
Lewis,
this
particular
authorization
is
for
our
teachers,
who
will
be
working
at
our
adult
school.
We
have
three
individuals
who
have
credentials
in
other
areas,
however,
since
they're
working
at
The,
Adult
School
in
specific
areas
for
English
as
a
second
language,
hourly
transition,
specialist
and
adult
education,
it
would
require
them
to
have
additional
authorization
that
is
allowed
under
Education
Code
by
the
board
to
provide
that
service
to
us.
P
F
F
The
motion
carries
okay,
so
item
15
resolutions
for
second
reading
in
action.
There
are
none
item,
16,
board
policies
for
first
reading,
new
war
policy,
41
18
dismissal,
suspension,
disciplinary
action.
P
Yes,
thank
you
both
this
and
the
next
policy
are
specific
board
policies
that
we
should
have
in
our
board
authority,
for
both
our
classified
personalist,
the
first
one
and
certificated
Personnel
is
the
second
one.
It
outlines
the
process
by
which,
if,
in
fact,
we
had
any
individual
that
we
needed
to
follow
through
process
of
dismissal
or
again
disciplinary
actions,
we
adhere
to
what
is
in
our
contracts.
We
adhere
to
what
is
in
Education
Code.
We
adhere
to
all
the
procedures
that
provide
due
rights
to
those
employees.
P
It
helps
us,
however,
to
have
clear
board
policy
that
is
in
alignment
with
the
California
school
boards
Association,
so
that
we
have
a
guiding
structure
at
the
board
level.
That
way,
we
have
a
set
process
that
we
would
follow
again
for
all
of
our
individuals,
depending
on
their
circumstance.
So
these
are
brought
for
you
for
review
and
hopefully,
approval
that
gives
us
that
complete
direction
of
following
our
again
contracts,
Education
Code
and
laws
throughout
California.
F
Any
questions
for
the
board
from
the
board
I'll
entertain
a
motion
information.
First
reading
this
information
information
only
all
right.
Okay,
thank
you
for
that.
Item
B
for
s16b.
H
P
Yes,
so
these
are
coming
back
to
the
board.
They
were
presented
at
the
last
meeting
for
again
formal
approval
now,
so
you
had
the
ability
to
look
at
these.
These
were
again
vetted
through
the
process
of
working
with
California
school
boards,
Association
to
include
the
most
recent
legal
documentation,
the
most
legal
recent
legal
reference
and
again
it
provides
the
overall
guidance
to
us
to
implement
the
board
policies
that
we
seek
your
approval.
This
first
one
is
in
non-discrimination
in
employment,.
H
F
Right
so
the
motion,
the
motion
is,
it's
so
moved
and
properly
seconded
all
in
favor.
H
P
Thank
you.
What
you'll
find
in
some
of
the
board
policies,
if
they're
specific
to
all
employees,
it
may
be
under
a
different
code,
such
as
again
this
next
one
here,
which
is
our
lactation
accommodation.
This
provides
guidance
for
our
any
of
our
persons.
Who
may
be
you
know
needing
to
have
this
service,
so
we
need
an
overall
policy
that
provides
the
guidance
to
again
respect
the
dignity
and
process
for
anybody
needing
this
service.
This
is
now
our
second
reading
for
the
lactation,
accommodation
board
policy,
okay,.
H
P
Thank
you.
This
next
one
is
pertaining
to
sexual
harassment.
Again,
you'll
see
the
codes
at
the
top,
it
is
for
our
certificated
or
our
certificated,
our
classified
and
our
administrative
employees.
Again
people
fit
into
different.
You
know
categories,
but
yet
we
provide
protections
to
all
of
our
employees
in
a
process
should
they
have
any
difficulties
with
sexual
harassment.
Report
policy
gives
us
guidance
on
how
we
would
approach
any
concerns
brought
To
Us
by
our
employees
and
or
members
of
the
public
as
well.
So
it
provides
an
overall
process
for
our
responding
to
these
concerns.
P
F
Right
I
have
approval
from
Dr
Lathan.
Do
I
have
a
second
I'll
second
properly
seconded
all
in
favor
aye
any
opposed
any
abstention.
F
The
motion
carries
all
right
item
18
the
quarterly
report
on
I'm
sorry,
information
items
for
general
information,
so
this
one
doesn't
require
motion
our
quarterly
report
on
Williams,
uniform
complaints,
yep.
A
I
The
board
yeah,
so
it
would
be
great
if,
once
the
reports
are
completed
like
they're
resolved,
if
we
can
just
get
a
one-liner,
I
was
just
looking
at
this
going
well,
what
was
the
complaint
and
how
was
it
solved?
So
just
a
one-liner
would
be
great
in
terms
of
you
know,
there
was
a
broken
sink.
It
was
resolved.
We
fixed
it.
Otherwise,
I,
don't
I,
don't
I,
don't
know
that's
great
feedback,
especially
if
the
Community
member
comes
up
and
talks
to
me.
I
A
F
You
all
right,
thank
you
for
that,
so
B
revised
administrative
rule,
4030,
non-discrimination
and
employment.
Yes,.
P
Thank
you
under
the
structure
of
our
California
school
boards,
Association
the
district
generally
Works
to
approve
board
policies.
That's
the
governance
structure
that
again
you
all,
as
our
board
would
review
and
provide
yet
there's
a
Next
Level
they're
called
the
administrative
rules,
some
call
administrative
regulations.
This
is
the
process
by
which
administrators
basically
represent
and
go
through,
ensuring
that
the
board
policy
is
followed.
So
it's
more
detail
oriented
these
three
are
presented
for
you
for
information.
One
is
non-discrimination
and
employment.
The
next
is
again
sexual
harassment.
P
The
third
are
Title
IX
sexual
harassment
complaint
procedures
again,
even
though
these
are
not
necessarily
board
policy
they're
provided
for
information,
because
they
provide
the
guidance
to
all
of
our
administrators
and
District
Personnel
regarding
how
we
implement
the
overall
board
policy,
those
so
they're
provided
to
you
for
information
again.
These
have
gone
through
a
vetting
process
working
with
csba
to
stay
in
alignment,
which
makes
us
stay
in
compliance
overall.
When
we
do
our
day-to-day
work.
F
F
Just
for
information,
okay,
thank
you.
So
much
for
that
update,
number
19
future
agenda
items
from
board
members
will
start
with
trustee
Rocha,
okay,.
H
We
had
quite
a
discussion
on
the
last
time
on
our
travel
and
I
reviewed
that
policy,
and
there
is
nothing
there
that
says
specifically
or
should
I
say
it's
very
general
I'd
like
to
come.
Have
it
come
back
I
prefer
to
have
something
written
concerning
travel
that
is
not
used
for
Educational
Services,
that
it
should
include
educational
conferences
and
workshops.
Okay,
and
that
was
that's
the
only
thing
I
want.
I
I
would
like
to
bring
thinking
about
other
districts
and
the
governance
and
the
kind
of
well
structures
that
folks
are
having
in
other
places
and
that
we're
building
here.
It
would
be
great
if
we
could
think
about
having
the
vice
president,
not
just
because
it's
me,
but
to
participate
in
my
goal.
Setting
the
gender
setting,
meaning
and
so
I
would
love
to
bring
board
policy
93
2020
at
9322,
just
to
think
about
how
we
can
incorporate
that
and
of
course
we
would
have
to
have
a
discussion.
I
G
So
I
have
a
few
I'd
love
to
see
the
LGBT
initiatives
that
I
suggested
make
their
way
back
on
the
agenda.
I've
also
gone
ahead
and
started
the
process
of
doing
that
inclusive
language,
audit
of
our
policies,
just
because
I
think
it's
so
important.
That's
not
something
that
I
can't
wait,
so
I'll
be
submitting
that
full
list
before
the
next
agenda
meeting,
so
that
we
can
go
ahead
and
begin
updating
those
without
having
to
wait
and
I'd
love
to
see
more
strategic
planning
and
vision.
G
F
So
I
do
have
a
few,
so
I
know
that
we
passed
so
we
we
plan
to
move
forward
with
the
student
board,
member
that
trustee
Hernandez
and
I
worked
on.
Oh
trustee,
Hernandez
worked
on
so
if
we
could
bring
that
conversation
back
where
we
are
with
that
and
then
also
strengthening
of
the
city
school
Partnerships
committee,
you
know
what
it
means,
because
we've
been
having
a
conversation
and
we've
been
having
a
conversation
now
for
two
years
and
we'd
like
to
see
some
actual
action.
F
You
know
really
honest
conversations
around
how
we
can
do
that,
and
so
you
know,
I
was
talking
to
some
community
members,
parents
mostly
and
some
young
folks,
but
high
school
students
and
I
would
like
to
see
if
there
was
a
way
for
us
to
develop
some
sort
of
training
around
voter
education
for
our
kiddos,
because
as
they
mature
understanding,
how
the
the
understanding
the
importance
and
how
to
navigate
that
system
becomes
increasingly
important,
so
I
think
having
that
conversation
and
being
intentional
about
it
would
be
very
helpful
and
so
I
I'm
really
not
sure
how
to
frame
it.
F
So
maybe
this
one
is
still
sort
of
I'm
still
sort
of
thinking
about
it.
We
hear
oftentimes,
we,
you
know,
we
look
at
a
district,
we
say:
okay,
well,
this
number
of
fights
occurred
or
you
know
this
thing
is
happening.
Oh
my
God,
it's
it's
apparent
in
our
face,
but
we
don't
necessarily
know
the
things
that
under
that
are
behind
that.
So
I
know.
G
I
think
something
you
know
and
I'll
request
us
to
to
be
up
there
and
I've
also
heard
it
as
a
discussion.
I've
also
heard
trust
vice
president
Lathan
Taco
I
think
an
equity
audit
would
be
particularly
helpful
for
addressing
exactly
those
kinds
of
things.
Okay,.
F
So
maybe
we
can
have
that
as
an
item.
What
an
equity
audit
might
look
like.
P
So
what
I
would
say
is
that
again,
all
the
input
comes
in
we're
taking
the
notes.
It'll
come
back
to
the
superintendent
for
a
continuing
discussion
with
you,
so
we're
capturing
all
the
ideas
that
you
have
right
now,
because
those
will
be
then
brought
back.
You
know
again
according
to
what
the
board
would
like
to
do
about
that.
So
of
course,
but
we
are
capturing
those.
F
Thank
you
unless
there
are
any
other
items.
H
I
I
actually
do
have
another
item.
I
just
don't
know
if
it's
appropriate
for
here
so
I'll
share
it
and
let
me
know
I'm
wondering
about
like
study
sessions.
I
know,
I
spoke
with
Miss
Robbins
and
you
talked
about
study
sessions
for
like
the
budget,
I
think
around
the
May
revised
time
or
some
sometime
around
there,
but
I
do
Wonder
for
other
areas
like
how
might
that
benefit
the
board
so
especially
around
as
services
like
what
are
students
learning
those
type
things.
I
So
that
is
something
that
I've
been
thinking
about,
I'm,
just
not
sure
I
think
it'll
be
Time.
Will
Reveal
like
what
we
need
to
learn
more
about,
but
I'm
looking
through
these
very
lengthy
board
agendas
and
wondering
what
is
it
that
we
could
know
more
about
right
before
we
come
and
sit
up
here
and
start
approving
things.
I
So
just
know
that
that's
something
on
my
mind,
I,
don't
know
if
it
goes
on
the
next
one,
because
it's
I'm
still
thinking
about
it,
but
I
do
know
that
other
boards
use
study
sessions
to
learn
a
lot
about
the
budget
and
about
how
students
are
learning
and
I
know.
That's.
That
means
that's
important.
We
need
to
be
educated.
F
Thank
you
for
that.
Moving
on
item
20
additional
comments
which
exceeded
the
first
30-minute
session
limit.
There
are
none.
Okay
reports,
comments
from
board
members
members.
We
start
with
trustee
Rocha.
H
You
know
I,
as
you
know,
I
go
to
the
delegate
assembly
and
at
the
last
in
in
December,
when
I
went,
there
was
as
a
member
of
the
delegate
to
the
csba.
We
did
to
have
a
big
discussion.
I
wanted
to
at
least
pass
these
out
because
it
pertains
to
what
took
place
at
the
at.
H
Assembly
and
it's
a
handout
on
actually
the
pillars
or
the
what
the
csba
believes
in
so
I
just
want
you
to
have
it
and
have
it
and
share
it
with
you
and
also,
as
you
know,
every
year
they
have
the
csba
conference
and
it
will
be
in
San
Francisco
this
next
year
in
December
and
I'm.
H
This
presentation
that
we
have
today
is
excellent
program
that
we
might
be
able
to
maybe
put
together
in
a
taping,
so
we
could
submit
it
and
maybe
csb
might
accept
it
as
part
of
our
program,
so
I'm
just
sharing
it
with
you,
because
that's
what
I
would
like
to
go
forward
and
try
to
get
capture
it.
I.
F
Think
that's
a
great
idea:
I've
I've
presented
at
a
boatload
of
conferences,
so
yeah.
If
there's
interest,
I
can
I'd
I'd
like
to
support
that.
I
Is
fine,
I
am
so
excited
about
visiting
schools
and,
first
of
all,
I'm
impressed
by
the
number
of
schools
and
the
activities
that
you
have
participated
in
and
out
and
I've
been
a
part
of
so
kudos
to
you.
I,
reached
out
to
all
of
the
principals
and
I
would
say
about
75
to
80.
I
Percent
of
them
have
responded
already,
and
we
have
dates
on
the
calendar
for
me
to
visit
their
school
walk
classrooms
very
informal,
but
it'll
help
me
understand
like
what's
going
well
and
and
just
maybe
what
some
of
the
needs
are
and
how
we
can
be
supportive.
So
I,
look
for
my
first
visit
is
this
Friday
at
Dozier,
Libby,
medical,
high
school,
so
I'm
super
excited
and
I
look
forward
to
sharing.
G
Yeah
so
we'll
share
there,
where
I
mean
we
haven't
had
a
meeting
for
a
while,
so
I
did
go
to
the
Winter
concert
at
Fremont,
and
that
was
really
great
to
see
that
and
celebrate
a
good
end
to
the
year.
G
I
wanted
to
announce
and
highlight
that
both
vice
president
Lathan
and
I
have
been
selected
as
school
board.
Partners
fellows
it's
a
fellowship,
a
national
Fellowship
for
school
board
members
across
the
country
to
learn
how
to
develop
and
create
anti-racist
policy
and
improve
and
uplift
school
districts.
It's
a
super
competitive
process
and
I'm
very
excited
for
the
lessons
and
things
that
we'll
bring
back
to
the
school
district.
G
I
also
wanted
to
take
a
moment
to
highlight
this.
Past
weekend.
G
I
went
to
the
first
session
of
that
water
policy
Fellowship
that
I've
mentioned
at
our
last
meeting,
and
it
was
a
particularly
powerful
experience
and
I
think
highlights
the
way
that
all
of
the
systems
that
we
exist
in
interconnect
with
each
other,
one
of
the
we
were
in
the
Coachella
Valley,
and
it
was
a
city
council,
members,
school
board,
members
and
all
of
us
working
together
and
we
went
to
a
farm
worker,
mobile
Community,
mobile
home
community,
and
these
people
are
hard-working
people
and
one
of
the
challenges
they
face.
G
Is
that
the
way
that
the
water
infrastructure
was
built
they're
unable
to
tap
into
Municipal
Water
Systems,
so
they
have
to
manage
their
own
small
water
systems.
So
we
spent
some
time
talking
with
these
families,
and
you
know
they
spend
hundreds
of
dollars
a
month,
buying
bottled
water
and
the
systems
that
they
do
have
have
high
levels
of
Arsenic
and
chromium-6.
G
And
we
know
that
the
effects
of
those
lead
to
effects
such
as
like
hair
loss
and
hair
thinning,
and
these
families
talked
about
that
that
everyone
in
this
community
park
has
at
some
point
because
they
have
to
bathe
with
the
water.
The
the
water
bottles
can
only
be
used
for
so
many
things,
so
they
have
to
use
it
for
cleaning.
G
They
have
to
use
it
for
bathing,
and
these
kids
then
have
some
level
of
hair
loss
at
times,
and
that's
going
to
lead
to
things
like
bullying
that
we
know
that
we
see
that's
going
to
make
hard
for
them
to
get
an
education,
it's
going
to
make
it
hard
for
them
to
economically
uplift
their
communities.
So
all
these
systems
are
so
connected
and
it's
so
plainly
obvious
to
see
the
way
that
things
like
water,
quality,
access
to
Education,
Health,
Care,
all
interplay
and
interconnect
and
as
school
board
members.
G
It's
so
important
for
us
to
take
these
things
in
mind
when
we
make
decisions
and
then
the
other
reflection
that
I
had
is
it's
easy
for
us
to
look
at
people
that
are
struggling
in
our
first
initial
thought,
including
my
own?
Is
that's
so
sad,
but
people
don't
want
your
sadness.
They
don't
want
your
pity.
They.
G
They
appreciate
your
empathy,
but
what
they
really
want
is
just
to
live
the
life
that
they
deserve
to
live,
and
so
it
just
highlights
how
important
it
is
to
do
the
work
to
bring
our
best
selves
to
make
sure
that
we're
solving
these
systems
and
the
importance
of
broadening
our
ideas
when
it
comes
to
what
we
think
education
is
and
then
to
finish
up
my
comments.
I
think
this
was
a
very
I,
always
highlight
a
book
and
I
think
this
was
a
very
appropriate
one.
G
This
time
it's
called
I
wish
you
more
and
it's
by
Amy
Rosenthal
and
Tom
lichenheld,
and
so
it's
a
really
great
book
that
highlights
what
we
can
wish
for
what
we
can
be,
what
we
can
hope
to
become
and
I
think
as
we
start
off
with
a
brand
new
board.
I
think
this
is
exactly
the
message:
I
want
to
leave
the
school
district.
With
that
I
wish
more
for
the
school
district
and
I
know
we
can
do
more,
we
can
continue
to
fight.
G
We
can
continue
to
be
better
and
so
I
I
think
it's
a
great
read.
It's
a
great
share.
It's
a
great
reminder
that
to
strive
for
more
to
ask
for
more
is
not
an
insult
to
the
things
that
are
now
but
an
aspiration
for
what
we
can
be.
J
I
want
to
read
that
book.
Oh
yeah,
I
I,
would
say
Mary.
We
appreciate
you
doing
the
out
and
about
which
I
think
you
were
the
only
one
who
has
done
it
so
far.
I
have
mine
done,
but
Kelly
has
it
so
somewhere
along
the
way.
You'll
see
it,
but
we
start
another
year
so
keep
track
of
what
you
do
like
you
were
saying.
You
know
whatever.
Okay,
that's.
F
It
all
right
so,
as
many
of
you
know
two
weeks
ago
was
was
it
two
weeks
ago
or
ten
days
it
was
Martin
Luther,
King's
birthday
and
Martin
Luther,
King
and
I
belong
to
the
same
fraternity,
Alpha
file,
Fraternity
Incorporated,
and
in
that
Spirit,
if
it
pleases
the
board.
I
would
like
to
recite
one
of
the
poems
that
is
really
near
and
dear
to
our
organization.
F
If
it's
okay,
and
so
it's
called
test
of
a
man,
the
test
of
a
man
is
the
fight
that
he
makes
the
grit
that
he
daily
shows
the
way
he
stands
upon
his
feet
and
takes
life's
numerous
bumps
and
blows.
F
A
coward
can
smile
when
there's
not
to
fear
and
nothing
is
progress
bars,
but
it
takes
a
man
to
stand
and
cheer
while
the
other
fellow
Stars
it
isn't
the
victory
after
all,
but
the
fight
that
a
brother
makes
a
man
when
driven
against
the
wall
still
stand
to
erects
and
takes
the
blows
of
Fate
would
head
hell,
High
bloody,
bruising
pale
is
the
man
who
will
win
and
fate
defied,
for
he
isn't
afraid
to
fail
test
of
a
man,
and
so
obviously
that
has
a
lot
of
different
meanings.
F
Recently,
Martin
Luther,
King's
birthday,
I
thought
it
was
a
pro-pro
and
then
secondarily
I'd
be
remiss
if
I
didn't
ask
the
board
if
it
was
okay,
if
we
could
close
today's
board
meeting
in
a
remembrance
of
all
of
the
victims
of
the
mass
shootings
that
have
happened
recently,
you
know
because
again
it's
the
loss
of
life
is
is
something
that
affects
all
of
us,
even
if
it's
not
directly
so
there's
a
lot
of
other
things
that
I
could
sort
of
talk
about.