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From YouTube: Board of Education Meeting 4/12/2023
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A
So
we'll
call
our
board
meeting
to
to
order
today
is
Wednesday
April
12
2023.
trustee
Rocha.
Would
you
mind
leading
Us
in
the
black
salute.
D
A
A
All
right,
so
the
first
item
is
items
or
the
next
item
is
item.
C,
the
approval
of
minutes
from
the
regular
Board
of
media
Board
of
Education
meeting
on
February
8
2023.
Is
there
any
discussion.
A
B
A
Right,
a
motion
is
properly
seconded
all
in
favor
aye,
any
opposed
any
Ascension
all
right.
The
motion
carries
all
right.
Next,
we
have
item
D
approval
of
minutes
for
the
special
Board
of
Education
meeting
on
February
16
2023..
Any
discussion
on
this
item.
E
A
Right,
a
motion
properly
seconded
all
in
favor
aye
any
opposed
any
extension.
The
motion
carries
e
approval
of
minutes
for
the
regular
Board
of
Education
meeting
February
22nd
2023.
Any
discussion.
Look
okay!
So
no
discussion
in
I'll
entertain
a
motion.
A
Have
second
in
any
I'm
sorry,
not
in
any
discussion.
Apologies
I'm
still
a
little
bit
jet-lagged,
so
all
in
favor,
aye
aye
any
opposed
an
extension.
The
motion
carries
next
up.
Is
the
superintendent's
report.
F
F
We
now
have
identified
six
principles:
seven
district
administrators
and
three
members
for
my
Antioch
Education
Association
will
be
traveling
to
San
Diego
May
3rd
through
5th
doc,
Missy
Barra
associate
superintendent
I
met
with
Dr
escobeda
from
the
national
Center
for
Urban
School
transformation
and
had
a
wonderful
meeting
and
have
set
another
meeting
for
after
the
Symposium,
where
he
will
actually
come
to
Antioch
and
meet
with
the
group
that
went
to
the
conference.
So
looking
forward
to
that
director,
Amy
Bettencourt
and
I
met
with
trustee
Hernandez
had
a
wonderful
meeting.
F
We
identified
an
assessment
tool
for
to
move
forward
with
the
lgbtqi
assessment,
which
will
be
given
April
27th,
and
then
we
have
a
follow-up
meeting.
The
three
of
us
visit,
May
1st
I
believe
and
the
thing
that
we
like
about
the
assessments
from
the
California
Department
of
Education,
is
that
if
an
area
is
identified
that
needs
more
attention,
there
are
actually
tools
there.
So
we'll
go
ahead
and
look
at
the
assessment
and
plan
next
steps
who
we
want
to
include
in
our
stakeholder
meetings.
F
I
can't
recall
offhand
it's
it's
a
high
school
students,
I
believe
is
who
the
CDE
identifies.
I,
don't
know
exact
grade
level,
but
I'll
get
that
to
you.
Thank
you
and
then
I
sent
something
in
the
Friday
board
to
governance
models.
Thank
you.
Thank
you
to
vice
president
Dr
Lathan
for
supplying
those.
F
If
you
could
read
those
I'll
read
before
our
governance
training
next
week
and
come
prepared
to
discuss
them,
that
would
be
really
helpful
and
finally,
on
April
4th
Jared
Clark
from
Black
Diamond
Middle
School
was
it
was
inducted
into
the
Contra
Costa
County
Youth
Hall
of
Fame
he's
an
eighth
grader
who,
despite
many
challenges,
he's
that
he's
overcome
still
maintains
a
4.0,
4.0
and
I
brought
a
card
tonight,
I'm
hoping
that
you
all
would
sign
it
before
you
leave
at
some
point.
So
we
can
congratulate
him
absolutely.
A
I
think
you
know,
if
it's
the
will
of
the
board,
maybe
we
can
have
a
discussion
around
honoring
him
as
well.
You
know,
because
I
think
any
opportunity
that
we
can
have
to
celebrate
the
successes
of
our
students.
You
know
I
think
we
should
take
those
opportunities.
So
if
there's
interest
and
with
the
rest
of
the
board,
I
think
this
is
an
opportunity
for
us
to
to
celebrate
this
young
person
sounds.
G
G
You'd,
like
it
would
be
nice
to
have
them
come
yeah
yeah.
A
C
Introduced
before
she
starts
speaking,
this
is
Janine
Zuniga.
She
had
was
previously
the
principal
at
Grant
and
was
going
to
retire
in
December,
and
we
decided
the
district
decided
to
have.
You
know
somebody
else
start
the
year,
so
there
wasn't
a
disruption,
and
so
she
came
to
Educational
Services
as
an
administrator
and
she's
been
a
blessing
to
us
without
having
with
teacher
shortages
and
not
being
able
to
have
toses,
she
has
really
filled
in
a
role
and
her
focus
is
around
literacy.
So
we've
asked
her
to
present
this
evening.
H
So
our
current
reality,
based
on
last
Spring's,
Casp
scores
and
current
I-Ready
data.
We
regularly
find
low
student
achievement
in
reading
comprehension,
vocabulary
and
writing,
particularly
for
our
elementary
students
that
missed
in-person
instruction
during
the
pandemic,
and
so
our
call
to
action
is
to
provide
the
most
effective
in-person
instruction
in
our
classroom
practices,
along
with
the
most
effective
intervention
model,
with
the
goal
of
reducing
the
number
of
below
grade
level
students
as
quickly
as
possible.
H
To
do
this,
we
have
to
integrate
literacy
acquisition,
teaching
with
social
emotional
learning
in
order
to
increase
access
to
learning
in
an
equitable
fashion.
In
the
earlier
we
do
this
in
a
student's
School
career
the
earlier
it
is
to
reach
these
students,
and
so
our
literacy
assessments
that
we
are
currently
using
are
the
I-Ready
diagnostic
and
the
bpst
is
the
basic
phonic
skills
test
and
the
iwt
is
The.
Irregular
word
test
given
to
our
Primary
students
and
then,
of
course,
we
look
at
the
Casp
Ela
for
our
data
as
well.
H
And
to
repeat
our
areas
of
greatest
need
based
on
those
assessments,
as
well
as
staff
surveys,
we've
done
in
the
elementary
schools
is
to
that.
We
need
to
focus
on
reading
comprehension
in
both
informational
text
as
well
as
literature
vocabulary
and
writing
and
again.
This
is
particularly
true
for
our
students
that
missed
instruction.
H
So
this
year
we
began
with
University
coursework
and
professional
development
for
classroom
teachers
from
the
University
of
Berkeley
in
The
Sciences
of
reading
and
in
particular
grade
2
K2
teachers
received
further
training
in
the
first
half
of
the
school
year
on
foundational
skills
such
as
phonemic
awareness
and
phonics
grades.
Three,
through
five
teachers
were
introduced
to
Rally,
which
is
a
comprehension
and
vocabulary
professional
development.
All
of
the
reading
teachers
participated
in
a
two-day
introductory
seminar
on
the
comprehensive
intervention
model
at
St.
H
Mary's
College
and
I
facilitated
a
professional
book
study
on
this
topic
throughout
the
school
year
and
most
recently
we
have
added
in
the
Bay
Area
writing
project.
Our
secondary
English
teachers
asked
for
a
deeper
dive
and
study
into
the
area
of
writing.
Just
got
done
with
that
session
right
before
this,
so
those
High
School
teachers
were
really
looking
at
student
writing
in
connection
to
the
reading.
H
Elementary
schools
focused
also
on
the
multiple
tiers
of
Support
Services,
both
with
social,
emotional
learning
and
Literacy
By,
systematically
responding
to
students
who
are
not
progressing
in
a
school
setting
or
in
literacy,
and
they
use
a
data
study
cycle
and
Care
teams
to
plan
these
interventions
for
individual
students.
This
is
their
response
to
intervention
or
RTI.
H
So
our
multiple
tiered
systems
of
support
this
year
look
like
this.
First,
we
have
the
tier
one
classroom
core
instruction
with
differentiated
groups
at
students
levels
tier
two
comes
into
play
for
students
that
aren't
responding
to
the
classroom,
Core
Curriculum
with
differentiated
small
groupings
at
their
level,
and
this
is
where
our
reading
teachers
and
our
intervention
prep
teachers
come
in
and
do
many
small
groups
in
Reading.
They
also
work
in
math
as
well.
H
If
students
aren't
responding
to
a
layer
of
Tier,
1
and
tier
2,
we
have
teachers
who
are
studying
how
to
design
individual
programs
for
students
a
tier
three.
If
you
will
before
we
would
refer
students
on
for
further
support
services
such
as
special
education
and
again,
this
all
occurs
through
our
data
study
cycle
and
our
care
team
process.
H
Teachers
who
meet
with
their
small
differentiated
groups
often
find
that
they
can
often
close
that
achievement
Gap
right
in
their
classroom,
and
so
here
you
see
some
very
engaged
students
they're
working
on
writing
with
their
classroom
teacher
and
it's
leveled
at
their
particular
area
of
need
in
writing
way
in
the
back.
You
see
Mrs
cherrier
she's
here
in
the
audience
tonight
and
she's,
also
working
with
a
group,
a
tier
2
group
who
need
more
specific
scaffolding
to
read
and
write.
H
This
is
a
social
studies
topic
that
they're
working
on,
but
the
two
teachers
working
simultaneously
with
students
at
their
level
really
closes
that
achievement
Gap
quickly
within
the
classroom
setting
and
tier
two
this
year
our
tier
2
intervention
teachers
support
students
who
aren't
responding
to
tier
one
and
those
differentiated
groups.
Our
intervention,
prep
teachers
use
iready
to
group
and
instruct
students
in
order
to
meet
grade
level
standards
and
our
17
Reading
teachers
use
the
bpst
and
iwt
assessments
to
group
and
instruct
students
this
year.
H
Also,
as
we
mentioned,
those
tier
2
teachers
are
studying
the
comprehensive
intervention
model
through
St
Mary's
College,
and
this
model
provides
a
portfolio
of
different
types
of
groups
that
students
may
need.
So
we
see
Mrs
haddocks
here
and
she's
here
in
the
audience
tonight.
Yep
and
she's,
working
with
some
older
students
on
foundational,
phonics
and
phonemic
awareness
skills
that
they
had
missed.
Also
Mrs
sharrier
is
working
on
the
right
with
a
comprehension
focus
group
and
these
students
are
connecting
the
reading
to
writing
and
she's
doing
a
graphic
organizer
to
help
support
them
with
their
writing.
H
And
these
are
examples
of
tier
three
in
action
we
have
12
teachers
who
are
currently
trained
or
in
training
again
through
Saint
Mary's
College,
on
how
to
design
individual
programs
for
intervention.
Intense
intervention
for
students
all
of
the
cognitive
skills
and
strategies
that
they
need
are
taught
research-based
methods
through
the
Sciences
of
reading,
and
these
lucky
students
will
accelerate.
They
have
in
Reading
Writing
and
language
and
again,
our
goal
is
to
avoid
the
need
for
retention
for
our
students
or
for
referral
for
learning
disability
testing.
H
So
thank
you
to
the
intervention
teachers.
Some
of
them
are
here
in
the
audience
tonight,
hard-working
group
and
again
there,
our
intervention,
prep
teachers,
as
well
as
our
reading
teachers,
they've
dedicated
themselves
to
this
University
coursework,
and
they
often
plan
collaborative
sessions
just
to
study
together,
they're
Champions
back
here,
and
so
our
continuous
plans
for
our
literacy
Journey.
H
I
visited
each
School
multiple
times
and
I
meet
and
I
plan
with
the
site,
admin
and
I
get
to
work
with
people
like
this
and
Coach
with
them.
Mr,
Larson
and
I
have
met
teachers
who
are
serving
tier
two
groups
and
tier
3
students.
We've
set
further
goals
with
their
site
admin
teams
and
with
the
support
of
Christina,
Bara
and
Amy
Bettencourt
we're
increasing
the
implementation
of
our
comprehensive
literacy
and
intervention
model
in
2023-24
and
here's
how
it
will
look
so
a
comprehensive
literacy
intervention
model.
Again.
H
So
these
teachers
are
learning
about
how
to
peer
and
cognitively
Coach
with
one
another,
how
to
set
up
strong
model
classrooms
that
they
can
visit
the
tier
one,
and
also
this
teacher
leadership
is
needed
for
strong
learning
communities.
Those
professional
learning
communities
don't
happen.
Well
without
teacher
leadership,
we
have
to
have
the
teachers
involved
with
the
data
study
cycles
and
those
care
teams
also.
H
Last
but
certainly
not
least,
we
have
to
really
build
the
capacity
to
partner
with
our
families
and
communities,
and
we
have
to
do
this
so
intentionally.
We
have
to
have
regular
Outreach
to
the
parents
and
we
have
to
have
those
literacy
events
again
in
our
schools,
they're
building
back
up,
but
we
have
to
get
that
work
going
as
well,
so
this
model
really
reduces
the
number
of
students
who
are
below
grade
level.
If
we
do
it
right
and
we
do
it
intentionally.
H
I
won't
call
her
out,
but,
as
she's
been
studying
the
comprehensive
intervention
model,
she
said
this,
it's
all
about
building
confidence
and
when
we
build
confidence
in
our
students
that
Foster
self-efficacy,
which
leads
to
their
engagement
motivation,
which
leads
to
their
metacognition
as
their
reading,
which
leads
to
comprehension
of
course.
So
the
part
we
really
need
to
focus
on
for
underachieving
students
is
confidence.
A
I
E
J
I
got
a
few
questions.
Thank
you.
This
is
a
great
presentation
really
enjoyed
it.
What
do
you
mean
when
you
say
over
identification
of
special
education
students.
F
H
H
Well,
tier
one
would
be
your
whole
class
and
then
your
tier
two
usually
can
be
anywhere
from
four
to
five
students
who
might
be
emergent.
Readers
and
they're
learning
the
foundational
skills
to
a
comprehension
group
that
could
be
maybe
eight
students,
so
it's
really
dependent
on
the
type
of
group
and
what
the
students
needs
are.
And
then
your
tier
three
can
be
one
to
one
one
to
two,
and
so
the
very
individually
specifically
designed.
J
And
then
do
we
have
like
intended
like
times
that
people
should
be
in
these
tiers
right.
So
if
we
identify
someone
in
a
tier
one
or
tier
two,
how
long
do
we
expect
that
students
will
be
in
those
tiers
or
yeah.
H
Right,
a
lot
of
research
has
been
done
on
that,
so
our
tier
two
we're
looking
at
the
data
every
six
to
eight
weeks,
so
in
meeting
with
the
principals
we're
trying
to
calendar
every
six
to
eight
weeks,
looking
at
the
data
with
the
leadership
helping
to
look
at
that
data
with
the
classroom,
teachers
and
then
Shifting
the
students
into
maybe
different
types
of
intervention
groups,
if
needed,
maybe
two,
a
tier
three,
if
they're
just
not
responding
at
all
to
a
tier
two
looking
at
attendance,
all
of
these
things
and
then
students
that
aren't
progressing
with
all
of
that
support
in
that
next,
six
to
eight
weeks,
we
want
to
refer
them
on
to
the
care
team,
for
more
in-depth,
look,
maybe
with
some
outside
resources
and
so
forth
as
well
and.
J
Then
can
you
share
maybe
any
kind
of
lessons
that
you've
learned
through
this
data
study
cycle,
like
some
of
the
insights,
have
been
coming
from
that.
H
H
So
that's
been
another
aha,
it
can
happen,
but
we
have
to
be
very
intentional
in
the
model
we
have
to
put
our
money
into
the
knowledge
of
our
teaching
staff
because
they're
the
ones
that
are
going
to
run
this
and
then
they
have
to
be
able
to
make
very
sound
instructional
decisions
for
each
student.
So
that
takes
a
lot
of
knowledge
and.
J
H
Think
it's
continuous
research,
the
brain
research
just
continues
to
explode.
What
do
you
guys
think
yeah
yeah?
So
we've
done
a
lot
with
the
foundational
skills,
often
because
we're
working
with
Primary
students
who
are
emergent
readers,
but
we
also
have
to
Branch
out
into
the
writing
process.
What
goes
on
metacognitively
when
we're
trying
to
comprehend
and
the
oral
language
piece
they
all
interplay
awesome.
G
All
right,
thank
you
for
the
presentation
nicely
done.
I
appreciate
that
mtss
Focus
I
can
see
it
when
you
explain
the
tears
all
some
few
and
so
I
appreciate
that,
and
also
the
data
Cycles,
which
are
very
important
because
it
can
help
with
like
more
of
the
formative
pieces.
So
folks
aren't
waiting
until
the
end
of
the
year
for
S
back
to
be
surprised
about
the
results
right.
E
G
Thank
you
for
that.
I
have
a
question
about
culturally
responsive
and
affirming
approaches.
In
what
ways
have
you
all
thought
about?
Culturally
responsiveness,
I
haven't
seen
it
in
the
presentation
and
I'm
curious,
because
most
of
our
students
are
children
of
color
and
there
are
some
needs
there,
and
so
just
would
like
to
hear
from
you
about
that.
H
Well,
absolutely
that
could
have
been
up
there
in
the
blue,
because,
first
and
foremost,
when
we're
choosing
materials
for
our
students,
it
has
to
be
culturally
relevant
to
our
student.
Sometimes
that's
why
they're
disengaged
in
the
classroom
setting,
so
we
bring
them
into
a
small
group.
We
might
be
able
to
reach
their
needs
through
the
materials
that
we're
using
we're,
also
building
relationships
and
we're
learning
about
that
student.
H
So,
every
day
when
I
teach
a
student
I'm
learning
about
him
and
what
he's
responding
to
and
I
want
to
make
sure
I
bring
to
him
materials
that
he
relates
to
I.
Think
that
the
research
is
also
extremely
strong,
that
we
have
to
bring
more
awareness
into
our
classrooms
as
well,
so
that
we
can
meet
those
needs
right
there.
First,
maybe
without
the
layers,
yeah.
G
Yes,
your
report
that
would
be
nice
I
have
three
books
that
I
strongly
encourage
and
you
all
already
might
have
been
reading
these
books
as
you
prepared
this
or
maybe
I,
don't
know,
I,
don't
remember
the
book
you
used
for
the
book
study,
but
one
is
called
unearthing
Joy
by
Goldie
Muhammad,
that's
a
popular
one
and
excellent
one
is
called
Reading
Writing
and
racism
disrupting
whiteness
in
teacher
education
and
the
classroom
by
Brie
pick
our
that's
a
really
good
one,
because
it
really
helps
to
kind
of
think
through,
like
what
is
kind
of
oppressive
about
the
way
in
which
we
teach
literacy.
G
I
love,
the
you
know,
reading
as
a
science
I'm,
a
teacher
by
heart
in
in
profession
and
I,
also
know
that
there
are
some
things
that
are
in
that
are
missing
from
the
science
and
so,
and
part
of
that
is
around
cultural
responsiveness
and
affirming
for
students
of
color,
and
it's
good
for
white
kids
too,
to
see
a
real-rounded
kind
of
literacy
approach.
The
last
book
is
called
linguistic,
Justice,
black
language,
literacy,
identity
and
pedagogy
by
April,
Baker
Bell,
and
that
one
is
so
important.
G
One
thing
that
research
shows
about
children
of
color,
in
particular,
most
of
the
researchers
around
after
African-American
and
latinx
students
is
identity
matters
not
just
seeing
pictures
on
the
wall.
That's
that's
window
dressing
is
beautiful.
We
need
it
up
there
as
well,
so
that
our
kids
can
see
themselves
in
their
literature,
but
also
to
affirm
who
they
are
so
that
they
can
know
that
they
are
more
than
capable
of
reaching
high
levels.
H
So
I
just
wanted
to
say
thank
you
for
that
I'm
very,
very
impressed
with
the
work
that
St
Mary's
College
is
doing
as
a
lasallian
college
in
bringing
in
that
work
into
their
courses.
So
I
know
that
the
teachers
are
taking
note
of
all
of
that
and
very
important
information
for
them
to
continue
to
study.
Thank
you,
Dr
Lathan.
G
And
I
don't
know
if
you
have
other
folks
of
color
who
can
join
your
team,
but
that
will
be
good
too
for
multiple
perspectives.
Oh
yeah.
Lastly,
I
went
to
a
couple
of
I've
visited
almost
all
of
the
schools
in
the
district,
and
at
least
one
maybe
two
use
reading
Revolution
for
the
lower
grades,
and
that
is
so
powerful
when
I
was
a
principal.
We
use
that
for
our
K2
or
K3,
and
it
just
really
helped
kids.
G
You
know
breakdown
sounds
and
for
those
kids
who
need
a
lot
of
movement
that
was
so
helpful
and
and
when
I
would
visit
the
upper
grades.
I
would
see
that
they
were.
Some
of
the
kids
were
still
using
those
strategies.
So
I
don't
know
if
that
could
be
a
part
of
it,
but
I
did
see
it
in
one
of
our
schools
and
it
was
quite
powerful
and
just
my
experience
as
well,
you.
H
See
the
nods
they
all
love,
reading,
Revolution
and
and
use
it
or
there's
a
similar
program.
That's
going
to
come
out
in
just
the
last
couple
of
years
called
secret
stories,
and
so
the
schools
are
also
purchasing
Secrets
secret
stories
because
of
the
movement
and
the
connection
between
the
letters
and
sounds
and
story.
B
B
Probably
aware
of
this
is
that
they
have
a
reading
book
and
so
a
reading
club,
so
the
parents
read
the
book
or
they
discuss
it,
go
home
and
their
job
is
to
work
with
a
student
to
also
understand
the
book
that
they've
read
and
get
that
communication
and
that's
done,
and
then
they
come
back
well,
while
I
was
there,
it
was
15
of
15
of
them
that
received
certificates
for
completing
their
three
weeks.
I
think
it
is,
or
four
weeks
so
Melissa
is
all
I
know
is
the
name
of
the
person
that
was
involved.
B
B
Why
you're
doing
that
and
why
and
how
it's
being
built
further
on
and
I
want
to
call
one
more
attention
only
to
the
fact
that
I'm
fascinated
with
the
straw
dolls
that
are
on
the
wall
over
there
and
I,
don't
know
if
you
saw
them
but
they're
bilingual
and
and
their
stories
of
what
they've
read.
But
the
dolls
are
representing
what
they
read
so
again
that
child's
learning
not
only
the
history
but
understanding
what
it
meant
during
that
time.
So
I'm
pleased
and
thank
you
very
much
for
all
your
efforts.
H
B
A
Okay
was
that
trustee?
Thank
you,
okay,
so
you
know,
first
of
all,
thank
you
for
the
wonderful
presentation
and
the
work.
That's
being
done.
You
know.
I
visit,
Lone,
Tree
I,
see
some
Lone
Tree
teachers
here
quite
a
bit
and
you
know
I'm.
Definitely,
although
closely
related
I'm,
definitely
a
fan
of
Howard,
Gardener,
multiple
intelligence,
so
incorporating
you
know
multiple
levels
and
approaches
to
education
and
sort
of
getting
students
to
participate
in
different
ways,
I'm
a
huge
fan
of
it.
A
You
know,
because
you
may
have
a
student
who
may
not
necessarily
Excel
reading
initially,
but
if
they
can
sort
of
incorporate
different
parts
of
maybe
kinesthetic
learning
or
whatever
other
types
of
learning
model
that
they
that
they're
attracted
to
that
can
sort
of
encourage
them
to
to
to
Excel
and
to
sort
of
participate
in
education
in
a
healthier
way.
So
I
did
have
a
couple
questions.
How
many
teachers
are
able
to
participate
in
the
program
as
it
is
currently.
H
A
And
so
in
that
same
sort
of
thinking
is,
you
know,
I
know
some
models,
there's
a
certificate
or
something
to
say:
okay.
Well,
this
person
is
now
maybe
a
trained.
The
trainer
sort
of
situation
is
that
kind
of
the
approach
that
folks
are
taking
or
right.
H
H
So,
for
instance,
some
of
our
teachers
here
tonight
are
training
in
the
tier
three
in
the
Intensive
model,
learning
to
design
individual
programs,
but
one
of
those
teachers
should
train
further
to
become
a
teacher
leader
so
that
she
would
be
more
expert
at
leadership,
coaching
all
of
the
areas
that
all
of
you
mentioned
tonight,
as
well
as
just
studying
deeper
the
reading,
Theory
and
Sciences
of
reading,
and
then
being
able
to
train
new
batches
of
teachers
as
they
come
up
and
as
the
years
go
on,
so
you
don't
lose
the
capacity.
Okay.
H
A
Good
that
was
sort
of
my
next
question,
so
what's
needed
to
implement
this.
Obviously
money
is
always
a
a
question,
but
what
does
that
look
like
into
not
specific
dollar
amounts,
but
no
just
sort
of
conceptually?
What
does
that
look
like
to
get
it
across
the
district
because
again,
17
students,
for
you
know
20
23,
campuses
right.
H
So,
in
the
best
model,
over
the
next
few
years,
you'd
want
all
of
your
14
campuses
to
have
people
trained
both
for
tier
two
and
tier
three
you'd
want
your
classroom
teachers
to
have
a
very
excellent
training
in
the
reading
processes,
the
writing
processes
and
know
how
to
do
differential,
small
groups.
So
those
pieces
have
to
all
be
well
oiled,
but
your
teacher
Lee
leaders
they
can
serve
and
train
approximately
14
teachers
a
year
right
and
then
so.
I
H
A
I
A
G
Just
suggestion
that,
once
we
have
our
Equity
audits
to
continue
to
update
this
with
information,
because
in
that
one
of
the
empowering
characteristics
is
on
instruction
and
so
I'm
sure
they're
going
to
give
some
recommendations
for
how
to
you
know,
make
some
adjustments
or
improvements
in
those
areas.
I.
F
A
A
I
was
wondering
if
you're
going
to
bring
one
for
the
board,
but
you
know
it's
it's.
Okay,
so,
and
you
know
we
all
we
all
you
know,
trustee
Hernandez
is
always
bringing
books
to
each
board
meeting,
and
so
literacy
is
a
big
piece.
You
know
we
as
abort
work
together
to
bring
the
Librarians
back.
You
know,
so
literally
literacy
is
something
that
is
very
near
and
dear
to
us,
and
it
is
definitely
an
equity
issue.
So
thank
you
for
the
work
that
you
do.
A
Okay,
all
right,
so
moving
us
right
along
number.
Five
hearings:
there
are
none
number
six
presentation:
public
presentations.
There
are
none
number
seven
consent
items.
Are
there
any
that
need
the
board
trust
the
trustees
would
like
to
pull.
J
Yeah
I,
just
wanna,
highlight
two
items
on
their
items:
G
and
H.
Their
donations
and
I
think
it's
always
just
important
to
take
an
extra
moment
to
highlight
those.
J
A
G
List
of
questions
all
right,
so
I'll
start
with.
G
Oh
the
Liberty
paper
I
was
like
whoa
I
know
like
copy
paper
is
expensive,
but
it's
a
hundred
and
nineteen
thousand
so
just
wanted
a
little
more
information
on
I.
Don't
see
our
CBO
here,
but
a
little
bit
more
information
on
is
that
district-wide?
Is
it
I
have
number
one,
but
I
don't
know
it's
B.
F
F
And
associate
superintendent
Robin's
is
on
leave
at
the
moment,
but
I
can
definitely
get
information.
The
Friday
board
for
the
okay
board.
G
And
then
oh,
we
then
have
two
nps's,
that's
non-public
schools
and
one
is
for
170
000.
I'm.
So
sorry,
I
didn't
write
down
that
next
time.
I'll
do
that!
That's
okay,
write
down
the
actual
letter,
that's
corresponding
to
it,
but
one
is
for
170
and
the
other
one
for
Point
Quest
is
849
000..
F
It's
it's
essentially.
When
we
receive
Title
One
funding,
Federal
funding,
we
have
to
account
for
parents
who
place
their
kids
in
private
school.
We
have
to
take
a
portion
of
that
and
provide
services
that
those
schools
choose,
and
these
would
be
I'm
not
sure
what
the
services
that
they
choose
were.
It
sounds
like
Quest
was
one
of
them
in.
G
Spring
springstone,
so
so
it
is
so
it
would
be
great
at
a
later
time,
I'm
thinking
for
us
to
kind
of
understand
like
what's
happening
with
sped,
because
it
has
to
do
with
it
right.
The
non-public.
I
I
G
Kind
of
very
extreme
circumstance
where
they
need
more
restrictive
environment
right.
F
I
G
F
A
F
So
I
I
think
I
conflated
the
two
things
from
private
schools
and
then
The
NPS
I
apologize
for
that.
So
they
are
Antioch,
Unified,
School,
District
students
and
we
have
different
programs.
Some
there,
it's
a
leveled
of
mps's,
and
so
that
is
information
that
would
be
useful
for
the
board.
Some
are
collaboratives
in
which
they're
actually
on
our
campus,
so
that
when
students
can
be
integrated
into
the
other
population
they
are,
they
do
so
and
others
are
actually
standalones
in
different
parts
of
the
county
and.
F
G
G
I
know
at
one
point
you
shared
that
we
were
in
litigation
about
something
it's
like
I,
don't
know
like
I,
don't
know
if
that
has
been
a
conversation
in
the
past,
but
it
would
be
interesting
and
I
think
we
need
to
get
updates
on
where
we
are
in
any
legal
process
regarding
students
or
staff,
and
so
I
just
want
to
make
sure
that
we
have
conversations
in
closed
session
around
where
we
are
in
the
litigation
process
who
like.
Why
are
we
spending
money
on
it?
What
are
the
needs
that
who's
suing
or
who,
like?
F
G
Yeah
then
we
have
solar
maintenance,
150,
000.
and
I.
Just
put
oh,
how
much
are
we
saving
on
energy?
It's
just
a
question.
I,
don't
know!
That's.
F
Been
a
long-standing
question:
once
we
put
solar
in
and
one
that's
very
confusing
about,
we've
had
this
conversation
years
ago
about
therms
produced
and
that
sort
of
thing,
but
we
can
provide
as
much
of
an
update
as
we
can
can
gather
for
sure.
Okay.
G
And
then
there's
another
sped
legal
agreement
for
six
thousand,
so
that
goes
with
the
other
legal
fees
conversation
in
terms
of
giving
us
an
update
on
where
we
are
in
terms
of
litigation
and
why
we're
in
litigation
absolutely
and
then
eight
I
have
employee
shoes
for
19.
000.
I
was
like
what
is
that.
I
K
K
May
be
part
of
the
shoes
for
cruise
program.
What
happens
is
that
we
work
with
one
of
our
insurance
agents
and
so
there's
a
process
by
which
we
work
to
provide
appropriate
shoe
wear
for
our
employees.
So
in
the
long
term,
it's
a
cost
savings.
If
we're
able
to
provide
the
appropriate
level
of
shoes
that
limit
slips
trips
and
falls,
then
we're
better
off
as
a
district.
So
that
may
be
a
just
thinking.
Offhand
yeah.
F
We
do
we
have
a
lease
program
and
interesting
that
you
brought
that
up
because
we're
looking
at
whether
or
not
it's
as
cost
effective
and
thinking
of
changing
directions,
because,
although
we
see
them
all
over
Antioch
they're
not
putting
a
lot
of
miles
on
it,
and
so
when
they
go
back.
We're
looking
at
whether
it's
more
cost
effective
just
to
have
our
own
Vehicles
rather
than
turning
them
in
and
to
the
lease
company.
Yep.
A
A
I
A
F
L
So
app
to
G
is
a
new
service
that
will
take
over
for
our
websites
and
an
app
to
better
communicate
with
the
public.
Our
students
allow
a
more
streamlined
process,
allow
us
to
translate
Communications
based
off
of
what
those
families
have
on
their
their
phones
and
save
us
money
and
provide
us
a
more
streamlined
process.
Okay,.
A
L
Correct,
yes,
it
uses
Google's
translation
process.
So
if
we
post
an
announcement,
it'll
come
through
on
their
native
language
on
their
app
okay.
A
L
And
this
would
take
over
for
our
existing
product
which
is
being
rolled
into
another
product.
So
we
have
to
basically
pivot
one
way
or
the
other
anyways
and
we
would
be.
A
Able
to
run
you
know
PDF,
you
know,
for
example,
if
there's
a
flyer
or
something
we'd
be
able
to
run
that
through
there
and
have
it
translated
problem.
Yes,.
L
And
send
all
calls
have
the
app
push
notifications
like
if
we
want
to
say
there's
an
event
lockdowns
things
like
that,
all
right.
A
A
Right
so
I'll
move
motion
and
properly.
Second,
it
all
in
favor
all
right
any
opposed
any
extension
all
right.
The
motion
carries
very
excited.
All
right
next
are
items
for
information,
discussion,
action
by
the
board
and
the
first
is
the
student
board
member,
and
that
is
me.
So
what
was
it
I
know?
We?
We
started
a
committee
trustee
Hernandez
and
I
last
year,
I
believe
it
was,
and
then
from
that
there
was
a
policy
that
was
developed,
trustee
Hernandez.
A
Thank
you
for
taking
lead
on
that,
and
you
know
I'm
just
interested
in
hearing
about
where
we
are
in
that
process.
So
that
way
we
can
sort
of
move
forward
with
having
student
representation,
because
again
I've
been
out
of
school
for
a
little
while
a
couple
days
and
it'd
be
interesting
to
see
or
to
hear
from
a
student's
perspective.
Yes,.
F
So
we
have
shared
the
policy
with
sites
specifically
High
School
sites.
We've
asked
them
to
get
it
out
in
classrooms,
get
it
out
a
lot
of
them
do
like
dvtv
have
had
no
one
who's
actually
gone.
That
looks
like
something
I
want
to
do
at
this
point.
So
I
did
ask
director
wisely
to
go
at
it
again
like
a
commercial
and
have
them
continually
present
that
to
students.
F
F
Process
is-
and
it's
been
a
long
time
since
I
reviewed
this
so
trustee,
Hernandez
I
know
you
could
probably
jump
in,
but
it
is
a
certain
number.
A
student
would
come
forward
and
say:
I
am
interested
in
becoming
a
student
board
member
there's
a
requisite
number
of
signatures
based
on
the
population
of
the
district,
and
they
would
need
to
get
those
signatures
and
once
they
do,
then
they
can
join
as
a
student
board.
Member.
J
I
think
we
we
said
that
the
policy
would
approves
that
it's
that
sites
themselves
could
set
the
election
process
correct.
The
representative,
the
the
petition
process,
is
just
specifically
in
Ed
code
for
school
districts
all
over
California
if
they
don't
have
an
existing
policy.
That's
the
pathway
through
which
any
student
in
any
District
can
create
a
student
board.
Member
position.
G
I
I
G
We
can
approach
it.
I
can't
tell
you
an
answer,
but
but
I
feel
like
there
is
a
way
there
could
be
a
way
where,
because,
if,
if
passing
around
the
policy,
if
I
were
9th
10th
11th
12th
grade
and
I
was
reading,
a
policy
I
might
be
a
little
confused.
I
G
And
so
how
do
we
put
it
on
their
level
where
they
understand
like?
This
is
something
that's
important?
We
would
love
for
you
to
run,
they
can
have
School
elections
like
I
know
that
you've
talked
about
might
even
be
on
the
on
the
agenda,
but
you
know
like
high
school,
like
voters
week
or
something
for
high
schoolers.
F
One
of
the
things
that
we're
looking
at
is:
can
we
get
a
student
board
member,
maybe
who's
graduated,
but
who
did
it
to
come
as
guest
speakers
right
so
see
someone
who
not
much
different?
It
was
just
recently
in
school
or
who's,
currently
doing
that
in
another
District.
Who
can
get
students
engaged
what
I
was
what
originally
someone
said.
F
G
G
For
them
how
it
looks
on
their
college,
you
know
application
to
have
some
type
of
leadership
position
like
this,
so
I
think
we
could
definitely
do
it.
I.
I
A
Okay,
any
other
questions
or
comments
on
this
item,
so
you
know
that
segues
us
into
Item
B,
voter
education
for
students,
I,
think
you
know
this
one
was
spurred.
I
was
having
a
conversation
with
a
group
of
middle
school
students
and
then
separately,
a
group
of
they
might
have
been
graduated,
but
they
around
High,
School
age,
and
we
were
talking
about
you
know
the
upcoming
election
I
think
it
was
last
election
cycle
and
some
of
the
questions
they
have
were
centered
around.
You
know
this
is
what
this
says.
A
A
And
so
you
know
I
think
oftentimes,
even
as
adults,
when
we
think
about
what
we're
voting
for
you
know,
you
know
a
person,
oftentimes
politicians,
not
that
we
would
ever
do
this,
but
politicians,
you
know
they
can
well
I,
won't
say
what
I
was
going
to
say,
but
they
can
make
things
sound
very
different
than
what
their
actual
intentions
are.
Yes,
so
you
know
equipping
students
with
some
skills
to
understand
what
they're
actually
hearing
you
know
would
be
beneficial.
A
So
that
way
they
can
make
an
informed
decision,
so
that
was
kind
of
the
you
know
the
the
thinking
behind
this
and
I
don't
know
what
that
would
look
like.
I,
don't
have
I,
don't
have
an
answer,
but
I
think
it
will
be
very
healthy
for
us
to
have
some
way
to
train
our
students
to
get
involved
in
the
Civic
process
and
also
do
it
in
an
informed
and
intentional
way.
F
December
there
was
a
short
snippet
of
kind
of
what
goes
on
in
the
district
as
far
as
on
this
topic,
but
if
the
board
would
like,
we
can
take
a
deeper
dive
and
because
I
believe
it's
happening
in
our
government
econ
classes,
where
they
actually
go
through
the
the
ballot
with
students
have
them
work
in
groups.
Talk
about
what
they're
you
know,
ask
questions
and
then
do
an
actual
vote
for
candidates
and
such.
G
Yeah
there
are
plenty
of
I
know.
That's
right.
There
are
plenty
of
like
I
shouldn't,
say
plenty,
but
there
are
high
schools
that
have
that
process
every
year
from
9th
through
12th
grade,
and
so
it
could
be
looping
into
the
board
student
position
as
well
like.
G
If
we
and
I
know
that's
not
going
to
happen
this
year,
because
April
17th
through
28th
is
coming
up
very
quickly,
but
if
we
can
kind
of
build
something
with
the
high
school
teacher,
High
School
staff
like
the
principals
and
have
like
some
kind
of
voting
every
year
and
even
the
students
start
voting
for
who's
going
to
be
the
board.
President
I
mean
the
student,
the
student
board,
member
yeah,
but
I
just
think.
We
have
to
be
very
intentional
and
map
it
out
because
a
lot
of
times
it's
it's,
not
a
priority.
A
Well,
even
you
know
with
that,
you
know,
as
I
mentioned
in
the
last
meeting,
you
know
the
school
district
plays
a
pivotal
role,
because
students
become
citizens,
become
parents
become,
you
know,
and
their
kids
become
students
again
in
the
district.
So
the
district,
the
school
district,
plays
a
pivotal
role
in
helping
shape
every
community
and
if
we
want
to
move
the
community
in
a
specific
Direction,
it's
important
that
we,
you
know
that
we
understand
what
it
is,
we're
voting
for
and
how
to
shape
that
direction.
So
I.
A
B
Okay
from
talking
to
the
election,
Department
I
have
a
special
friend
in
there
and
she
says
there
is
a
school
board
member,
that's
involved
in
something
similar
okay,
so
there
might
be
a
model
over
there
already
that
we
can
pick
on.
But
what
she
said
was
so
important
and
it's
basic.
How
do
you
feel
an
application
to
get
elected
to
be
on
the
to
get?
B
Excuse
me
to
be
a
voter
yeah,
the
rules
that,
if
you
move,
if
you
change
address,
if
you
you
know
all
those
little
small
rules
that
we
automatically
know
because
we've
been
there
long
enough,
they
don't
know-
and
so
and
that's
where
they
say
they
have.
The
problem
is,
as
a
student
doesn't
realize
that
they
lose
their
voting.
If
they
don't
do
this
and
this
and
this,
and
if
they
have
a
distance
of
not
voting,
they
have
to
re-register
again
and
of
course,
the
moving.
A
In
governance
classes,
you
know
I
think
that's
a
great
step,
but
typically
those
are
in
general.
You
know
where
we
can
I
mean
we
have
local
government.
You
know
we
can
have
local
conversations
right
right.
So
this
is
a
policy.
That's
that's
on.
You
know.
Next
week's
school
board
agenda.
This
is
what
it
means.
This
is
how
it
might
impact.
What
are
your
thoughts
and
have
some
some
constructive
conversations
around
that
I've.
A
G
And
when
I
think
about
voter
education,
I
think
about
like
civil
rights
and
Jim
Crow
and
like
all
the
ways
in
which
people
have
been,
you
know
all
the
suppressive
ways.
People
are
kind
of
handled
so
that
they
don't
vote
and
a
lot
of
young
people
might
not
know
that.
So
how
do
we
help
them
to
understand
like
the
importance
of
it
or
all
the
you
know,
just
different
ways?
We
treat
different
communities
when
it
comes
to
voting
so
yeah
appreciate
that.
B
I
A
F
J
Okay,
yeah
I
think
I.
Would
you
know
brainstorming
encourage
us
to
try
to
see
how
can
we
find
more
ways
to
get
students
in
this
room
and
sharing
more
things
with
us
and
sharing
ideas
with
us,
because
I
think
you
know
when
I
think
about
why
people
are
so
unengaged
at
times
or
uninformed
about
things.
J
It's
often
due
to
a
deficiency
of
Hope,
and
you
know
this
immobility
of
the
system,
but
we
know
we've
all
been
here
when
a
student
comes
up
here,
we
all
sit
up
a
little
taller
smile,
a
lot
brighter
and
pay
a
little
bit
more
attention,
because
those
are
exactly
the
people
we're
here
to
serve
and
give
the
best
experiences.
So
if
we
get
those
people
in
here
and
show
them
that
when
they
speak
when
they
say
things
that
things
actually
can
change,
I
think
that's
how
we
get
people
to
believe
in.
J
You
know
the
electoral
system
that
we
have
before.
So
how
do
we
get
students
to
want
to
come
in
here
because
they
are
a
very
powerful
force
and
we
don't
see
them
enough
in
here.
A
F
A
And
trustee
Lathan
asked
asked
trustee
Rocha
to
bring
the
model
if
possible,.
A
Right,
so
any
other
questions
around
this
item.
Okay,
thank
you
all
moving
along
number
10
resolutions.
For
first
readings.
There
are
none
number
11
resolutions
for
immediate
action.
There
are
three
the
first
one
is
resolution:
21
20,
21,
23
41
day
of
the
teacher.
K
Yes,
good
evening
board
members
Dr
Rob
Martinez.
Here
we
bring
this
forward
from
the
human
resource
department
and
we're
proud
to
do
it.
What
the
day
of
the
teacher
is
is
a
day
a
dedicated
to
all
of
our
certificated
teachers
who
work
with
students,
not
necessarily
our
administrators
who
also
have
credentials.
K
We
appreciate
them
on
another
day,
but
really
for
the
teachers
who
do
that
day
in
day
out
work
of
connecting
with
our
students,
bringing
them
education,
materials,
bringing
them
information,
knowledge,
engagement,
experiences
and
so
the
CTA
California
Teachers
Association
is
well
the
next
one
will
be
a
week
for
our
classified,
but
we
wanted
to
make
sure
that
everybody
knows
they
choose
a
day
and
they
really
value
that
particular
day.
So
our
resolution
in
essence
recognizes
them
as
the
important
part
of
our
educational
system
that
they
are,
and
we
ask
for
your
formal
approval.
A
Before
that,
I
know
that
trustee
Hernandez.
A
A
B
A
K
Yes,
thank
you
again.
We
know
that
our
support
staff
are
again
sometimes
the
very
first
people
that
our
students
see
in
their
day
are
bus.
Drivers
are
administer
our
clerical
teams.
Our
student
monitors
our
site
technicians,
the
folks
who
are
there
preparing
food
delivering
food
it
goes
on
and
on
and
on.
In
essence,
anyone
who
is
a
non-credentaled
individual
who's
working
at
our
school
sites
as
a
district
employee
is
usually
a
classified
employee
and
they
cover
so
many
different
areas.
K
A
Okay,
so
I
have
a
motion
on
the
floor,
for
approval.
Do
I
have
a
second
motion
and
properly
seconded
all
in
favor
aye
aye
any
opposed
any
abstention.
The
motion
carries
all
right
item
C
resolution
2022
2343
authorizing
instructors
to
teach
outside
of
credential
authorization
for
the
2022-23
school
year.
K
Yes,
thank
you
so
much
as
you've
seen
in
several
other
iterations
of
these
types
of
proclamations,
these
resolutions,
these
individuals
will
be
working
in
Home,
Hospital
assignment,
specifically
health,
career
and
leadership
areas
and
again,
a
second
person
working
in
home
hospital.
So
there
are
original
credentials,
do
not
specifically
have
these
designations,
but
through
the
process
of
confirming
the
abilities
that
they
have
and
the
skills
that
they
have
we're
able
to
have
them
serve
in
these
areas
to
support
students
who
have
these
needs.
K
G
Yes,
Dr
Martinez.
Can
you
please
in
the
future?
If
it
is
the
will
of
the
board,
provide
what
credential
they're
going
from
to
the
credential
that
they
don't
have
that
they're?
So,
for
example,
if
I'm
a
PE
teacher
and
you're
saying
you
know
I'm
going
to
teach
math,
then
we
should
know
like
they're
going
from
PE
to
math
and
I.
Think
part
of
it
is
also
so
we
can
ask
the
type
of
questions
that
we
need
to
ask
right
now.
We're
just
is
blind
and
it's
more
like
Yep
they're,
closely
related.
K
We're
happy
to
put
that
detail
within
the
item.
I
do
happen
to
have
that
detail
if
you'd
like
it
right
now
for
these
three
individuals,
but
in
the
resolution
itself
it
doesn't
call
for
the
framework
of
that,
but
we
can
put
it
in
the
item
for
future
reference.
So
you'll
have
that
what
their
credentialed
in
officially
we'd
happy
to
do.
G
A
A
F
B
That
we
just
were
information,
yes
for
information,
so
that,
if
you
want
to
put-
and
thank
you
very
much-
we
did
have
some
information
from
you
and
I
appreciated
that
I
shared
it
with
Mr
trustee
hack.
B
We
were
trying
to
make
it
as
simple
as
possible
and
not
too
much
into
it,
but
if
you
find
that
this
is
not
sufficient,
the
board
members,
if
you
find
it's
not
sufficient
and
you
want
to
add
to
it-
it's
open,
I
mean
this
is
just
information
to
you.
If
it's
not
arranged
the
way
you
like
it
and
you
want
something
else
in
it,
then
it's
the
time
to
do
it
before
we
go
to
the
next
part,
which
would
be
to
approve
it.
G
I
actually
do
have
thank
you
for
updating
it.
I
actually
have
a
model
sample.
My
thing
was
I'm,
just
thinking
about
our
board
policies
across
the
board,
if
we're
going
to
update
them,
I'm,
hoping
that
we
can
start
to
take
like
start
shifting
like
there
are
some
model
ones
that
have
metrics
in
them,
they're
more
spelled
out.
G
So
that
is
clear
to
the
reader
and
the
one
I
shared
with
you
I
think,
has
a
lot
more
information
and
it
just
kind
of
holds
us
accountable
as
a
board,
and
so,
while
I
appreciate
the
change,
our
I
would
like
for
the
board
to
see
other
samples
as
well
and
I.
G
Have
one
so
I
can
share
it
with
you,
superintendent,
anello,
and
then
you
can
share
it
with
the
board,
but,
like
the
one
that
I
have
here,
talks
about
professional
learning,
quality
right
like
we
shouldn't
just
be
going
anywhere
like
we
should
be
talking
about
what
we
learned
when
we
go
especially,
we
expect
that
from
teachers
when
they
go
to
professional
learning,
we
expect
them
to
come
back
and
talk
about
what
did
you
learn?
I
love
the
required
training.
G
So
there's
an
added
component
to
this
model,
one
that
I
have
that
talks
about
required
training
for
board
members
that
we
should,
you
know,
do
more
regularly
and
then
also
I've
talked
about
funding
for
board
members.
I
would
have
loved
to
go
to
the
incuss
conference
with
you
all
I
I,
don't
have
any
more
money
in
my
budget
right.
G
You
can't
go
because
we
both
went
to
see
SBA,
and
so
did
you
so
I
just
and
while
I
know,
I
can
come
and
ask
for
more
money.
I,
just
think
why
just
not
increase
it?
If
we
don't
use
it
great,
we
can
use
it
the
next
time
or
another
year,
but
I
do
think
that
that
should
be
a
conversation
as
well.
G
F
Would
it
be
helpful
to
the
board
if
we
give
it
a
two,
the
two
weeks,
if
you
share
that
quickly,
I'll
give
it
out
to
the
board
if
you
have
suggested
changes,
I
can
put
them
in
we'll
bring
it
back
for
a
second
read.
So
it's
not
just.
We
have
to
make
a
decision
that
night.
It
gives
you
a
little
more
time
to
with
a
critical
eye.
I.
A
Any
other
discussion
or
conversation
around
this
item
all
right-
and
this
is
for
awareness,
so
this
isn't
there's
no
action
on
this
item.
All
right
next
is
revised
board
policy,
4112.2
certification.
K
K
We
also
have
systems
in
there
as
just
that
resolution,
where
we
provide
permission
for
individuals
to
continue
to
teach
as
they're
gaining
their
credential
and
again
in
California
at
this
time,
given
the
need
for
teachers,
that
is
our
reality
that
we
have
individuals
who
are
gaining
their
credentials
getting
experience
while
they're
becoming
fully
certified
in
credentialed.
This
is
an
information
piece,
but
it
provides
you
the
outline
and
the
updates
that
align
with
California
school
boards,
Association
rcsba
to
ensure
certification
is
appropriate
for
all
of
our
credentialed
teachers.
G
I
have
is,
and
I
think
you
just
said
it
is,
can
you
clarify
is
all
of
the
language
in
red
from
csba?
Yes,
okay,.
A
All
right,
any
other
discussion
all
right.
Thank
you.
Next
item
C
revised
board
policy,
41
40,
4240,
4340
bargaining
units.
K
Thank
you.
So,
yes,
as
with
the
other
one,
our
California
school
boards,
Association,
offers
suggested
revisions
based
under
a
current
law
and
educational
Education,
Code
updates,
and
so
we
review
those
documents
to
ensure
that
meeting
our
needs
of
our
district
are
in
alignment
with
csba.
So
all
of
these
revisions
are
based
under
csba
recommendations
to
meet
the
needs
of
having
bargaining
groups
and
making
sure
that
they
have
the
abilities
to
function
without
us
interfering
in
their
actions.
So
it
provides
that
overall
information
about
what
they
can
do
and
how
we
work
to
support
them.
A
C
All
right,
this
is
a
new
policy
that
is
highlighting
the
obligation
our
district
has
under
state
and
federal
law
to
locate,
identify,
evaluate
and
provide
Equitable
Services
for
children
voluntarily
enrolled
by
their
parents
in
public
schools
and
ensuring
that
we
set
aside
federal
dollars
to
do
that.
So
it's
here
in
private
schools,
what
did
I
say:
Public,
Schools,
I'm,
so
sorry,
private.
A
A
G
I
do
have
a
question:
okay,
the
board
policy
6164
children
with
disabilities
enrolled.
I
G
Private
school
is
that
both
like
a
Christian
I'm
just
making
this
up.
So
if
a
child
is
in
a
Christian
school
or
an
MPS
school
or
whatever
kind
of
okay,
yes,
and
is
it
all
services?
So
if
the
private
school
is
saying,
we
don't
have
a
speech
and
language
therapist
do
we
have
to
then
surprise
support,
provide
that
support
I.
F
F
This
falls
under
what's
known
as
child
fine,
okay,
so
just
because
they
leave
our
system,
there
still
Our
obligation
to
identify
to
assess
them.
Okay,
yes,.
A
A
F
This
is
my
gentle
reminder,
just
say
the
topic
rather
than
your
opinion,
which
can
be
shared
at
the
next
meeting.
Thank
you.
So
much
trustee.
A
Hack,
we'll
just
go
down
the
line:
no
trustee,
Hernandez
trusty
Lathan.
G
There's
a
lot
on
our
list
to
go
through,
so
when
we
get
to
it,
we
get
to
it
principal
hiring
process,
I'm
interested
to
know
what
that
is.
G
Litigation
I
already
talked
about
that
for
closed
session,
to
receive,
updates
and
certificated
hiring
exit
interviews
and
demographic
breakdown.
Yeah.
A
F
A
All
right,
trustee,
Rochelle.
B
A
And
I
don't
know
if
it's
an
item
of
discussion,
it's
closely
related
to
what
trustee
Rocha
said.
You
know
parent
engagement
around
and
I'm
trying
to
frame
this
without
giving
my
opinion
parent
engagement
around
literacy,
because
as
we
increase
parental
literacy,
that
has
a
resounding
impact
on
student
outcomes
as
well.
F
A
17
additional
comments
which
exceeded
the
first
30
minutes
session
limit.
There
are
none
18
reports,
comments
from
board
members
with
this
one
I'll
I'll
start
first
and
with
a
comment
and
then
I'll
come
back
later.
So
there's
a
lot
of
things
going
on
in
the
city
of
Antioch
right
now
and
Antioch
is
sort
of
in
a
transition
phase.
A
A
You
know
I
read
some
of
the
texts
I
mean
you
know.
We
had
conversations
in
our
house.
A
A
Yes,
professional
development,
police
department-
and
you
know
that
it
came
out
of
left
well,
I,
don't
know
it.
It's
terrible
and
so
I
think
that
this
is
an
opportunity
for
us,
as
Community
leaders,
to
work
with
the
community,
not
those
people.
That
said
those
are
deplorable
things
I
think
they
should
be
held
accountable
and
I
think
that
process
needs
to
happen
Swift,
but
also
for
those
people
that
have
been
exposed
to
that
or
the
victims
of
that
or
whatever
we
need
some
healing.
A
We
need
to
have
some
kind
of
conversation,
some
support,
some
something
and
I,
don't
know
what
the
answer
is,
but
I
feel
like
it
needed
to
be
said
here:
I,
don't
even
know
where
I'm
going
with
that,
but
it
was
all
my
heart
to
say
so
I
you
know
I
I
wanted
to
say
it
appreciate
it.
So
I'll
start
there
and
then
I'll
sort
of
give
my
comments
after
we
can
start
with
trustee
hack.
E
I
just
think,
there's
a
whole
lot
of
activity
showing
up
the
next
couple
of
months
so
be
out
and
about
type
of
thing,
and
also
we
gotta
started
figuring
out
who's
gonna
go
to
what
graduations.
Oh
yes,.
J
Yeah
so
I've
been
pretty
busy
since
our
last
meeting,
so
I'll
try
to
go
through
quickly.
So,
as
I
kind
of
briefly
mentioned,
I
did
a
keynote
for
health
science,
students
in
Washington
to
crowd
over
2000
students.
The
theme
of
the
conference
was
beyond
all
limits,
so
I
talked
about.
You
know
things
I
think
I've
touched
on
here
that
we
need
to
continue
to
expand.
J
What
we
think
that
things
like
being
a
med
student
is
what
it
means
to
advance
education,
what
it
means
to
be
a
student
who
can
make
a
difference.
I
think
we
need
to
think
beyond
the
boxes
that
we've
said
and
I
think
you
know
one
thing:
I
talk
about
with
students.
J
All
the
time
is,
you
know,
there's
a
lot
of
things
with
covid
that
were
challenging,
but
one
of
the
Silver
Lining
showed
us
that
we
can
make
changes
instantaneously
because
we
saw
things
change
instantaneously,
so
I
always
say
to
students
that
when
you
see
when
people
tell
you
that
change
takes
time,
ask
them
why
and
if
they
don't
get
answer
means
we
can
do
it
now.
I
did
a
workshop
three
times
to
nearly
200
students
on
how
to
study
like
a
medical
student
was
super.
It
was
a
super
fun.
J
Students
were
really
engaged
and
really
enjoyed
it.
My
room
was
standing
room
only
which
I've
never
had
for
a
workshop
before
so
I
was
pretty
happy
with
that.
I
went
to
a
webinar
on
school
board.
Finance
I
went
to
the
Antioch
District
Music
Festival,
which
was
very
cool,
was
at
Deer,
Valley
and
I
got
to
see.
You
know
all
these
students
perform.
You
know,
I
myself
was
a
trombone
player
played
a
little
bit
of
trumpet,
also
in
the
school
district,
and
that
was
really
important
to
me.
J
J
I
was
in
San
Diego
for
the
water
policy
Fellowship
that
I'm
participating
in.
In
particular,
we
focused
on
the
water
challenges
that
happen
in
Tijuana
just
across
the
border
and
the
U.S
Mexican
border
relations
when
it
comes
to
managing
water,
because
water
doesn't
care
about
borders,
doesn't
care
about
what
state
you're
in
it's
going
to
travel,
and
so
there's
a
lot
of
people
who
care
about
where
this
water
is
going.
A
lot
of
our
students
have
family
members
that
are
in
Tijuana
that
have
crossed
that
border.
J
J
I
went
through
a
webinar
on
leading
through
change
for
school
board
members
I'm
happy
to
announce
that
I
am
now
a
board
member
at
the
Delta
Learning
Center,
which
provides
a
lot
of
tutoring
activities
and
support
for
our
students
here,
so
we're
working
to
also
both
search
some
of
those
services.
So
it's
exciting
to
be
on
this
side
and
then
also
on
that
side.
So
we
can
really
we
solve
educational
issues.
We
need
to
be
tackling
that
issue
from
every
side
that
we
can.
J
I
also
went
to
an
additional
webinar
workshop
on
Community
Schools,
another
webinar
workshop
on
Robert's
Rules
of
Order
being
a
more
effective
School
Board
member.
We
had
an
additional
virtual
water
Fellowship
session.
This
one
was
talking
about
how
to
bring
water,
resiliency
and
education
to
our
communities
and
then
lastly,
I
was
at
the
water
education
conference
that
I
invited
everyone
here
to
it
was
a
super
great
conference.
We
had
a
congressman.
J
Grayson
politano
was
one
of
the
keynote
speakers
there
I
got
to
facilitate
the
small
group
reflection
session
with
over
100
elected
officials,
so
I've
done
a
lot
of
workshops
and
public
speaking,
but
I
never
like
had
to
like
command
a
room
of
elected
officials
and
I.
Think
if
you've
talked
to
elected
officials,
some
of
us
like
to
talk
a
lot,
and
so
it
was
a
really
good
way
to
continue
to
build
my
skills
on.
How
do
we
get?
J
You
know,
group
of
people
who
who
traditionally
like
to
talk
a
lot
to
get
through
a
lot
of
material
and
like
reflect
you
know,
and
then
you
know,
through
that
conference.
I
was
officially
joined
into
that
network
of
all
these
Mayors
council
members,
water,
district
directors
and
school
board
members
who
were
now
a
collective
Network
that
we
can
use
our
power
to
influence
policies
now
throughout
the
state
and
I.
Think
that's
one
of
the
most
powerful
parts
of
this
water
policy.
J
Fellowship
is:
is
this
network
that
we
can
use
to
influence
educational
policy
on
a
much
greater
level
than
we
can
as
individuals
and
then?
Lastly,
our
keynote
speaker
at
that
conference
was
Dolores
Huerta,
who
just
recently
had
a
birthday
turned
93
on
April
10th,
and
so
she
stayed
with
us
that
entire
day
she
didn't
have
to,
she
could
have
just
done
the
keynote
and
left,
but
she
stayed
to
those
throughout
that
entire
day
because
she
realized
how
important
water
quality
is
as
a
touchstone
again
of
how
all
these
systems
interact.
J
And
probably
the
highlight
of
that
was
at
the
end
of
the
conference.
We
sang
De
Colores,
which
is
a
very
important
folk
song
for
a
lot
of
Latina
communities,
and
so
dolo
sorta
was
there
and
we
all
sang
it
together.
J
So
I
just
know
that,
like
years
from
now,
I'll
be
talking
about
how
oh
I
was
at
this
conference,
where
I
sang
that
quotas,
the
iconic
song
with
the
icon
herself,
and
so
that
was
a
really
important
and
Powerful
experience
and
just
a
great
moment
of
community
and
the
power
that
these
kinds
of
opportunities
can
really
shape.
And
then,
lastly,
the
book
that
I
have
today
was
very
specifically
picked.
J
A
So,
thank
you
for
that
trust.
You
later.
G
I
want
to
acknowledge
and
commend
whoever
did
the
contract
for
Church
of
God
holy
contract.
The
deliverables
are
very
clear,
so
it's
easy
to
kind
of
read
through,
like
what
we're
doing
and
so
I
appreciate
that
I
visited
Carmen,
Dragon
elementary
school
and
I
just
wanted
to
highlight
their
areas.
They
have
a
for
students,
I'm,
just
thinking
about
the
kind
of
the
initiative
to
want
to
have
Wellness
rooms
in
each
of
our
schools,
so
the
break
room,
the
counseling
room
and
then
the
wellness
room,
they're,
all
different
I.
G
Think
one
of
my
favorite
was
the
break
room
for
kids,
who
were
a
little
Wiggly
any
time
to
just
go
somewhere
and
get
out
some
energy
and
also
the
wellness
room,
as
they
did
a
really
good
job
with
just
the
setup.
They
keep
track
of
how
many
students
actually
come
in.
Why
they're
coming
in
to
use
the
rooms
and
then
their
care
team
has
consistent
meetings
to
talk
about,
like
the
needs
of
students.
So
I
appreciated
his
very
methodical
approach.
The
principle
to
ensuring
our
students
have
success
and
in
multiple
areas.
G
G
They
told
me
some
of
them
are
going
to
the
conference
and
then
I
want
to
meet
with
families
to
talk
to
them
about
what
the
equity
audits
are
about,
how
that
impacts
them
their
children
as
well,
but
I
don't
want
to
jump
the
gun,
because
I
know
that
we
haven't
shared
with
the
bigger
teacher
Union
group
yet,
and
we
have
to
strategize
around
that
so
I'll
wait
but
I
just
want
to.
Let
you
all
know.
G
B
Well,
I
just
want
to
call
attention
first
of
all
that
the
as
you
saw
this
picture
right
here,
I
had
the
opportunity
to
be
there
at
Cesar
Chavez
event,
and
you
know
we
had
one
at
the
high
school,
which
was
very
well
intended
and
inspiring
of
the
leaders
that
were
there
that
made
the
presentation.
But
this
young
man
really
I
8th,
grader
4.0.
B
As
you
see,
I
was
so
impressed
and
he
was
selected
county-wide
as
one
of
the
super
students
in
this
County
and
he
had
some
own
issues
and
I
was
and
all
he
was
I
mean
what
he
was
able
to
overcome
and
to
be,
where
he's
at
so
I'm
glad
that
we
have
a
card
that
we
can
at
least
appreciate
him.
That
way,
my
other
one
is
just
to
give
you
a
date.
April
27th
is
a
day
of
the
child
at
Marsh
Elementary.
B
So
if
you
want
to
attend
10
to
2
and
they'll
be
having
activities,
it's
like
a.
A
B
Happens
to
be
a
Thursday
because
we'll
be
out
of
school
the
next
day.
Okay,
so
that's
the
27th
and
also
the
Contra
Costa
I
mean
excuse
me.
The
college
is
also
have
Cesar
Chavez
event
and
our
people
that
we
had
selected
two
years
ago
were
never
recognized
because
of
the
covet.
So
we
are
now
doing
that
at
Caesar,
I
mean
that
day
and
it'll
be
I,
think
on
the
same
day,
the
27th
in
the
evening,
but
I'll
make
sure
that
you
get
a
notice
of
it.
B
So
in
case
you
want
to
have
in
case
you
want
to
drive
by
8
30
in
the
morning
and
then
they're
trying
to
find
a
dance
group
to
be
there
so
they're
trying
to
make
it
a
little
bit
more
festive.
The
other
thing
that
I
was
impressed
with
is
they're
doing
a
tour
walking
tour
all
the
way
to
the
new
newcomer
Center,
so
that
the
parent
and
the
child
understands
is
what
they
have
there
and
there's
about
25
students
they're
going
to
walk
them
over
to
any
Middle.
A
So
for
me,
I
was
out
of
town
for
a
couple
weeks,
so
I
am
still
a
little
bit
jet-lag,
but
as
it
relates
to
school,
I
was
I
was
actually
able
to
participate
in
a
shark
tank
type
style
event
at
Antioch,
Charter
Academy.
So
it
was
parents.
It
was
you
know,
community
members,
it
was
a
number
of
different
people
and
the
students
they
presented.
They
had
a
business
model,
they
came
up
with
different.
A
You
know
products
they
marketed
the
products
they
sort
of
gave
they
some
of
them.
Did
you
know
sample
studies
and
and
all
those
it
was
really.
These
were
8th
grade
students,
so
it
you
know
it
really
provided
a
glimpse
into
some
of
the
creative
ways
that
folks
are
incorporating
math,
incorporating
debate
and
incorporating
individual
positionality
and
all
those
things
into
these
presentations.
A
Because
again,
as
an
eighth
grader
I,
don't
know
that
I
would
have
the
I
don't
know
if
I
was
prepared
in
eighth
grade
to
do
what
these
kiddos
were
able
to
do.
I'll
just
participate
like
that.
Wildly
impressive,
fair
enough.
Fair
enough,
fair
enough,
but
you
know
it
was
really
really
impressive,
and
you
know
having
those
types
of
activities
is,
is
definitely
something
that
we
want
to
celebrate.
So
that
was
all
oh
I
am
mentoring,
a
young
man.
You
know
I
do
a
lot
of
mentoring
in
the
community.
A
This
young
man
is
graduating.
He's
not
an
ausd
student.
This
year,
he'll
be
graduating
through
my
you,
I'm
sorry
he'll
be
graduating
high
school
we've
been
mentoring
him
through
my
fraternity,
and
we
will
be
giving
him
I.
Think
it's
a
2500
scholarship
be.
B
A
B
Yeah,
are
you
done
yeah,
Mr
I
just
want
to
say
I'm.
Sorry
I
wanted
to
call
attention
that
you
said
it
was
her
birthday
and
it's
true.
It's
her
birthday
and
I
had
the
opportunity
to
go
up
there
last
night
and
celebrate
her
day,
I'm
marvelous,
93
year
old.
You
wouldn't
expect
her
to
be
93
and
act
the
way
she
does.
She
wanted
to
dance
at
the
end,
and
you
know
she
had
her
cake
and
everything
she
had
everyone
you
could
think
of.
B
That
was
there
that
was
honoring
her
at
the
state
level,
but
one
of
the
things
you
might
not
know
is
that
I
actually
went
to
school
with
her.
Oh
wow
I
was
a
16
year
old,
17
year
old,
going
back
to
school
at
Junior
College
and
she
was
a
returnee.
So
she
comes
to
my
hometown.
We
know
we've
known
each
other,
so
it
was
nice
to
re.
You
know
I
always
think
she's
not
going
to.
Remember
me
who's
me.
You
know
little
me
well
yeah.
She
does.
A
That's
a
beautiful
thing,
yeah
all
right.
So
if
there
are
no
other
comments,
discussion
items
we'll
keep.
This
show
going:
number
19,
future
meetings,
future
meeting
information,
April
19th,
April,
26
and
May
10th.
Those
are
the
upcoming
meetings.
April
19th,
which
is
next
week,
is
a
special
board
meeting.
A
It's
a
sort
of
governance
training
meeting
and
we
will
have
our
regularly
scheduled
meeting
on
the
26th
and
again
May
10.
all
right
and
with
that
I
will
entertain
a
motion
for
adjournment.