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From YouTube: Board of Education Meeting 2/8/2023
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A
Let's
close
meeting
to
order
Kelly,
would
you
establish
a
quorum?
Please.
A
A
C
E
E
Thank
you
so
much
all
right,
I
have
a
few
things
written
down,
so
I,
don't
forget
one
of
them,
but
I
wanted
to
update
the
board
on
some
of
the
projects
that
were
taking
place
for
facilities,
some
a
grant
that
we're.
Currently
writing.
E
So
one
of
the
things
we
finished
you'll
recall
the
summer.
We
started
the
roofing
project
and
we
do
have
Kimball
in
the
audience
a
roofing
project
at
Kimball
Elementary,
which
it
had
some
snags
with
I
won't
that's
all
I'll
say
with
that,
so
that
is
nearing
completion.
We're
hopeful
hopeful
that
will
be
done
in
the
next
couple
weeks
and
I
especially
want
to
thank
the
staff
at
Kimball
for
their
patience
and
the
principal
the
vice
principal
who
are
here.
Thank
you
so
very
much.
We
also
finished
painting
Kimball.
E
So
we're
looking
forward
to
that
also
we're
working
on
battery
backups
for
all
School
sites,
currently
the
telephones,
the
clocks,
the
alarms,
are
all
connected
electronically.
So
if
the
power
goes
out,
we
lose
that
ability,
so
battery
backups
will
actually
give
the
schools
three
hours
of
electricity
if
it
doesn't
go
on
where
they
can
contact.
Parents
make
a
plan
that
sort
of
thing.
So
that's
that
and
you're
probably
aware
that
public
agencies
are
increasingly
under
cyber
threats,
where
they're
coming
into
public
agencies.
E
Taking
data
trying
to
hold
it
for
hold
it
hostage
for
lack
of
a
better
word
word,
and
so
what
we're
doing
is
we're
increasing
our
cyber
security
and
we're
starting
with
some
of
our
firewall
protections
and
the
Deer
Valley
Turf
design.
We
hope
to
take
that
to
the
Department
of
State
architecture
in
the
next
two
weeks,
so
we
can
begin
breaking
ground,
exciting
project,
long
overdue
and
I'll
keep
the
board
updated
on
that
I'd
also
like
to
congratulate
Deer
Valley
High
School.
E
E
Finally,
I
would
like
to
thank
everyone
for
their
well
wishes
and
kindness
during
my
absence.
Just
thank
everyone
who
reached
out.
It
meant
a
lot.
B
E
Oh
I'm,
sorry,
it
doesn't
conclude
my
report,
one
of
the
most
important
things,
so
we
have
applied
for
a
renew
America
schools
Grant,
and
this
is
a
lot
of
our
HVAC
and
other
systems
related
to
that
are
failing
or
they're,
not
making
the
parts
anymore,
and
so
we
saw
this
grant
it's
up
to.
We
think
we
could
qualify
for
15
million,
which
would
be
wonderful,
so
we
submitted
our
proposal
and
are
waiting
to
hear
back,
hopefully
in
the
next
week
or
so
and
I'll
keep
you
updated
on
that.
A
Thank
you
school
reports.
We
have
scheduled
here
to
hear
one
from
Kimball
Elementary.
F
G
Thank
you
and
thank
you
for
inviting
us
to
the
board.
Yes,
our
roof
is
almost
finished.
Thank
goodness,
oh
my
gosh
and
the
painting
looks
fantastic.
It
was
much
needed,
so
we
really
appreciate
that.
What
we
would
like
to
highlight
today
is
something
that
we've
been
very
proud
of
this
year
is
our
after
school
Intervention
Program.
G
We
identify
students
in
many
ways.
One
of
the
things
that
we
have
is
a
care
team
which
stands
for
children
accessing
resources
and
education,
and
we
meet
every
two
weeks.
We
discuss
discuss
students
that
might
be
academically
at
risk.
We
discuss
students
that
might
have
some
social
emotional
concerns
that
we're
worried
about.
G
We
also
hold
SST
meetings
for
students
that
we've
identified
through
the
care
team
or
if,
in
previous
years
we
have
already
started
the
SSD
process
and
are
continuing
with
that.
With
this
with
a
particular
student,
we
can
identify
students
that
way
that
they
have
some
academic
needs
through
the
SST
meetings.
G
We
also
take
take
teacher
recommendations,
so
sometimes
students
may
not
be
identified
through
the
care
team,
or
maybe
the
teacher
hasn't
referred
them
through
the
care
team,
or
maybe
we
haven't
started
ssts
yet,
but
the
teacher
thinks
that
they
might
just
need
that
extra
boost
to
get
them
up
to
grade
level,
so
teachers
do
recommend
students.
We
also
take
parent
requests.
G
G
The
structure
of
our
program
when
students
are
identified,
parents
must
give
permission
for
the
students
to
participate
since
it's
in
after
school
hours.
Our
sessions
are
six
weeks
long
with
40-minute
groups,
meeting
Monday,
Tuesday
and
Thursdays,
Monday,
Tuesday
and
or
Thursdays.
We
have
some
teachers
that
are
able
to
give
one
one
day
a
week,
so
some
are
able
to
do
two
days
and
some
are
able
to
do
three
days.
So
I
didn't
want
to
limit
it
to
teachers.
That
could
only
give
three
days
if
they
could
do.
G
One
I
would
much
rather
have
that
one
and
be
able
to
serve
those
10
kiddos
than
than
not
have
that
teacher
that
could
you
know
if
they
can't
do
all
three
days,
so
they
can
choose
whether
they're
going
to
do
one
two
or
three
days,
teachers-
collaborate
with
their
grade
level
and
they
choose
the
academic
areas
of
need.
So
it
might
be
language
arts,
it
might
be
math.
G
It
could
be
any
range
of
of
things
that
they
see
that
their
grade
level
or
the
students
in
their
grade
level
are
in
particular
need
of,
and
they
usually
Target
it
down
to.
Even
if
it's
language
arts,
they
might
Target
it
down
to
sight
words
or
they
might
do
comprehension
finding
the
main
idea.
So
because
it's
a
six-week
program-
and
we
have
a
few
sessions
within
that-
we
want
to
make
sure
that
we
are
targeting
that
intervention
to
what
those
students
need
and
the
students
within
each
group
have
the
same
needs
and
we've.
G
We
do
partnership
with
the
bacr
program,
which
is
Bay
Area,
Community
Resources.
They
provide
our
after-school
program.
Many
people
confuse
our
after-school
intervention
with
our
after
school
program.
Bacr
does
the
after
school
program
which
the
kids
are
go
in.
They
have
their
their
supper.
They
have
different
groups,
they
work
with
staff
members
through
bacr
and
then
we've
got
our
Intervention
Program,
where
they're
working
specifically
with
our
teachers,
but
our
intervention
students
are
also
included
in
the
snack
time
with
bacr
or
if
we
do
serve
students
that
are
from
bacr
they
get
their
supper.
G
So
some
of
our
kids
are
in
both
programs
and
are
able
to
benefit
from
the
intervention
and
then
go
back
to
the
after
school
program
when
they're
finished
with
their
intervention,
groups
and
teachers
are
compensated
for
their
after
contract
time.
The
Intervention
Program
does
operate
after
teachers,
contracts.
G
So
currently
we're
in
our
third
session
of
our
after
school
intervention.
If
we
look
at
the
the
data
up
on
the
board
for
our
session
one,
we
were
able
to
serve
52
students
on
Mondays
77
students
on
Tuesdays
and
67
on
Thursdays,
the
unduplicated
students
that
we
served.
That
session
was
108
and
so
that
with
unduplicated,
those
are
kids
that
might
if
they
go
three
times,
Monday
Tuesday
and
Thursday
I
only
encountered
them
once
if
they
go
one
time
they
count
once
so.
Those
are
kiddos
that
are
unduplicated.
G
On
our
session
two,
we
had
54
students
on
Monday
77
on
Tuesday
and
67
on
Thursday,
with
a
total
of
89
students
that
were
serviced
and
then
the
session
that
we're
in
right
now
we
have
65
students,
Monday
58,
on
Tuesdays
and
73,
on
Thursdays,
for
a
total
of
88
students
that
are
being
serviced.
We,
like
I,
said
sometimes
our
teachers
can
can
some
teachers
have
worked
session,
one
but
not
been
able
to
work
session.
G
Two
and
three:
some
teachers
didn't
work
session
one
but
have
worked
session
two
and
three
and
some
teachers
just
started
on
with
this
session.
So
that's
why
some
of
these
numbers
vary
quite
a
bit
in
session
one.
We
had
23
small
groups
that
operated
between
the
two,
the
Monday
Tuesday
and
Thursday
groups.
In
session
two
we
had
20
and
then
session.
Three
we
have
19..
G
Last
year
we
had
three
intervention
sessions
serving
an
average
of
64
students
per
session
this
year
in
our
spsa.
Our
goal
was
to
have
three
sessions
and
serve
an
average
of
80
students,
which
we've
already
met,
that
we
are
in
our
third
session
and
currently
we're
we're
servicing
an
average
of
95
students
in
each
session,
and
we
also
plan
on
having
a
fourth
session.
So
we're
going
to
go
well
beyond
what
our
goal
was
for
our
spsa.
G
Foreign
and
we
did
go
through
and
take
some
pictures
because
we
wanted
to
share
some
pictures
of
our
staff
and
our
students
participating
in
the
after
school
Intervention
Program.
So
if
you
have
I'd
like
to
share
this
video-
and
these
are
kids
working
in
math
groups
and
language
arts
groups
and
in
our
newcomer
ELD
group,.
G
G
H
G
H
C
I
have
a
question
so
once
these
students
go
through
these
programs,
do
you
ever
find
students
finding
themselves
back
on
the
safety
net
lists
and
what
are
the
next
steps
for
those
students?
We.
G
Do
and
and
often
when
we
we
have
the
after
school
intervention.
We
also
have
our
intervention
teacher,
which
actually
was
one
of
the
teachers
in
the
video
and
she's
working
with
our
ELD
newcomers
Group
after
school
this
year
or
this
this
session.
But
one
of
the
things
we
have
too
is
a
more
targeted
intervention
class
with
her.
So
if
students
are
in
our
after
school
intervention
and
yet
they
still
need
additional
support,
we
have
her
that
we
can
refer
them
in
to
work
with
her.
G
I
And
one
last
question:
thank
you
for
sharing
the
work
you
all
are
doing
when
what
happens
during
the
school
day.
So,
for
example,
trustee
Hernandez
asks
about
students
who
are
kind
of
struggling
still,
even
after
intervention.
What
happens
during
the
school
day
like
are:
are
those
same
teachers
trained
on
how
to
pull
small
groups
in
their
classroom
like
what's
what's
happening
there?
That.
G
Is
something
that
we're
going
to
work
on
next
year,
the
small
groups
and,
having
that
happen
in
every
classroom?
But
we
do.
We
have
our
intervention
teacher
that
does
small
groups.
We
have
several
teachers
that
do
pull
small
groups,
because
that
is
an
effective
way
to
differentiate
instruction
and
meet
the
needs
of
the
various
needs
of
your
your
students
in
each
group
we're
working
on
right
now
with
when
teachers
provide
I
ready
time,
which
is
time
for
students
to
be
working
at
their
own
pace
on
I-Ready
their
my
path.
A
A
You
go
to
number
six,
which
is
public
comments
as
individuals
from
the
public.
We
have
one
person
who's
going
to
speak
to
us
is
Vilma
Wilson.
J
Good
evening,
oh
my
gosh
I'm
so
happy
to
see
you
Stephanie.
Oh
my
Lord,
I,
didn't
you
know
Lord.
Yes,
you
do
love
me
happy
birthday.
Liz.
You
tried
to
sneak
it.
Yeah.
Okay,
I
would
sing
to
you,
but
you
know:
I
have
to
hold
one
voice
for
tomorrow,
but
hey
happy,
Black,
History
Month
the
shortest
month
of
the
year
with
the
richest
history
how's
that
working,
but
tomorrow
Antioch
Unified
School
District
will
host
district-wide
it's
Black
History
Month
celebration.
J
We
will
also
be
awarding
some
amazing
students
this
year.
We
did
not
do
the
MLK
celebration
like
we
would
normally
do
so.
All
of
the
recipients
will
be
rewarded
tomorrow
we
had
an
amazing
assortment
of
Art
and
essay
contest
from
most
of
the
schools,
but
these
kids
really
poured
their
heart
and
soul
in
really
reflecting
on
this
year's
theme,
which
was
it
starts
with
me:
hashtag
uplifting,
Community,
all
under
the
umbrella
of
salute
to
Greatness,
when
I
saw
some
of
the
work.
J
J
This
next
Friday
at
6
30
p.m.
We
have
some
amazing
students
that
will
be
receiving
scholarships
honorary
Service
Awards
to
community
members.
In
addition
to
a
plethora
of
our
local
state
and
federal
dignitaries,
our
national
president
will
be
flying
in
our
state
president
will
also
be
flying
in.
You
don't
want
to
miss
this
event,
but
good
to
see
you
Steph
welcome
back
I'm,
so
glad
that
you're
doing
better.
A
Thank
you.
We
have
no
speakers
from
districts.
Okay,
all
right.
So
let's
go
on
to
number
seven,
which
is
District
reports.
We
have
none.
Eight
hearings.
We
have
none
public
presentations,
number
nine.
We
have
none
number
ten
consent
items.
We
have
a
bunch
of
them,
so
the
approval
consent
items
they
go
from
a
to
O.
Does
anybody
have
any
questions
about
an
individual
one?.
I
I
do
have
a
question
or
it's
a
question
and
a
kind
of
a
comment
and
I
said
this.
I
mentioned
this
the
last
time
the
some
of
the
contracts
that
we
have
don't
have
like.
They
don't
have
scope
of
scopes
of
work.
So,
while
we
approve
them,
I,
don't
know
what
we're
approving
so
and
so
an
example
of
that
is
on
M
I.
Think
I
took
notes,
but
it
would
be
so
helpful
if
it
just
had
what
like
what
it
was
for,
how
many
people
would
be
serviced
for
that
contract?
I
If
it's,
you
know
like
with
students
directly
just
a
short
scope
of
work,
because
it
it
that
would
help
me
make
a
better
decision.
A
I
I
I
This
is
the
pilot
city.
Is
that
the
one
for
special
education?
No,
the
service
agreement
with
Sarah
rice,
Schiff
I,
just
have
a
question
about
this-
is
for
special
education,
testing
right
and
I
noticed
the
last
board
meeting.
We
also
approved
several
for
students
to
be
tested,
so
I
just
wondered
why
so
many
testing
and
I
understand
the
whole.
They
get
the
right.
The
parents
have
the
right
to
ask
for
it
an
independent
assessment.
I
Yes,
my
question
is:
why
are
so
many
parents
requesting
it
and
then
what
is
the
perception
of
our
ability
to
provide
the
correct
information
to
them?
I
know
we
don't
diagnose
kids
necessarily,
but
to
provide
them.
The
correct
you
know,
like
I,
can't
think
of
the
name
of
it,
but
correct
information
right
so
what's
happening
in
the
special
education
kind
of
world
in
at
our
in
our
district.
Yes,.
E
It's
a
great
question:
I
actually
was
when
I've
looked
at
these
over
the
years.
They've
been
declining
every
year,
but
it
could
be
for
a
number
of
reasons.
Maybe
they
came
from
a
different
District
they'd
move
into
our
district,
but
we're
going
by
the
other
districts
assessment
and
they
want
to
have
an
outside
person
or
they
simply
don't
agree
with
the
assessment
they
ask
for.
I
One
right
and
so
I
guess
I'm
getting
to
yes,
everything
you
just
said,
and
what
is
your
perception
of
parents
I've
been
in
education
for
a
long
time
and
as
long
as
I
have
I
may
have
had
one
person
say
we
want
an
outside
assessment
like
we
don't
believe
what
you
all
said
right,
but
to
have
this
many
and
I
understand
there
may
have
been
a
decline.
I
So
that's
good
news,
but
we
still
have
some
every
board
meeting
and
so
I'm
wondering
what
the
relationship
is
like
with
students
who
have
disabilities
and
their
families
in
our
district
and
we're
we're.
Is
that
piece
where
they're
like?
Oh,
we
want
someone
else
to
do
it
because
you
know
basically
what
they're
saying
is.
We
don't
agree
with
this
diagnosis
or
this
outcome
right.
E
They
don't
really
have
an
answer
for
you
right
now.
I
would
have
to
interview
every
parent
and
see
what's
going
on
there,
but
I
think
it's
a
variety
of
reasons.
It
could
have
been
that
the
individual
didn't
trust
the
school
system
when
they
went
to
school.
They
had
a
bad
experience,
it
could
be
there,
they
just
want
an
answer
and
they
don't
feel
satisfied
with
the
testing.
C
E
I
Considering
parents
in
my
community
who
have
students
with
special
needs
I
know,
there's
a
lack
of
trust,
and
this
kind
of
demonstrates
that
so
to
trustee,
Hernandez's
point
I,
think
learning
more
from
the
community
like
what
is
the
reason
why
the
information
we
provided
when
we
tested
your
child
is
not
accurate
for
you
right,
yeah
and
then
also
I'm
curious.
Once
the
tests
are
by
the
independent
evaluators
are
done,
doesn't
match
our
results
because.
B
I
It
doesn't
that's,
that's
a
challenge
right,
but
if
it
does,
then
we
can
say
we
actually
are.
You
know
providing
the
same
information
as
an
outside
evaluator,
so
I
think
just
kind
of
analyzing
different
areas
could
help
us
strengthen
my
son,
had
an
IEP
and
then
so
I
understand
from
a
parent's
perspective.
I
B
I
C
E
So
tonight
before
you,
you
are
being
asked
to
select
three
of
the
four
delegates
listed
in
on
your
agenda
to
submit
for
the
California
School
Board
Association.
I
For
whatever
reason,
well,
I
chose
three
years.
The
fourth
one
here,
oh
I,
wrote
my
three
down:
okay,
okay,
someone
from
Brentwood
Unified
I,
don't
remember
where
the
other
one
is
from.
C
I
So
the
three
board-
members
that
I
nominate,
are
Chui
Dao,
Jensen
of
Brentwood,
Tamila,
Howley
and
Richard.
Is
it
severing.
C
A
I
A
E
C
So
I'll
make
a
motion
to
nominate
Tui,
Dao,
Jensen,
Tamila
Howley
and
Richard
Savory
as
the
Slate
of
people
that
we'll
vote
for
for
the
csba.
E
H
Yeah
I
can
go
with
the
first
one,
so
I
would
agree
with
you.
I
would
have
to
skip
the
second
and
I
would
go
with
midieth
Meredith
meet.
Read
me
myself,
because
she
has
the
background
and
has
been
there
and
Richard
Savory.
That
was
one
of
my
three.
They
both
have
all
three
of
them
have
some
experience.
H
H
A
H
E
Yes,
so
before
you
this
evening,
the
board
has,
on
several
occasions,
indicated
that
they
would
like
gender,
neutral
or
gender
specific
language
in
our
board
policies.
So
we
have
identified
150
policies
which
are
in
front
of
you
today.
What
we're
asking
for
is
permission
to
change
those
policies
and
specifically
to
that
language.
C
C
F
I
F
A
F
That's
me
again,
so
we
have.
We
are
required
to
have
a
physician
consultant
for
students
with
an
IEP
and
we
have
a
change
in
the
doctor,
and
so
this
is
a
new
doctor
that
will
be
providing
that
service
to
our
students.
So
we
ask
that
you
approve
this
contract
to
retain
those
services.
A
C
All
right,
I
think
if
it's
okay
with
everyone,
I'd
love
to
move
this
to
our
next
meeting,
because
I
think
it'd
be
nice
to
have
our
entire
board
here
to
discuss
this.
A
Yes,
let's
go
on
12b
asud
city
of
Antioch,
standing
committee,
Mary,
I,
guess,
they're
short.
H
A
H
H
K
B
A
D
Good
evening
we'll
be
reading
before
you,
this
particular
resolution
again
asking
for
teachers
who
are
fully
credentialed
to
teach
outside
their
authorization
to
provide
specialized
Services
again,
the
assignments
would
be
in
Home
Hospital,
tosa
program,
Specialists,
home
hospital
and
Avid.
There's
four
individuals
on
this
list.
Again
these
are
fully
qualified
individuals,
but
pursuant
to
Education
Code,
we
provide
the
ability
for
them
to
work
in
another
credential
area.
For
this
limited
capacity
to
provide
support.
D
C
A
This
is
four
zero
fifteen
resolution
for
secondary
election.
There
are
none
section,
16
board
policies
for
first
reading,
16a
and
16
H,
but
for.
E
It's
just
just
for
first
reading,
and
so
if
you
do
have
any
revisions
that
you'd
like
to
make,
if
you
could
let
us
know
before
the
next
board
meeting.
That
would
be
great.
Thank
you.
Okay,.
A
D
Yes,
thank
you
again.
These
particular
board
policies
would
be
placing
an
action,
the
formalized
process
for
any
discipline,
dismissal
of
suspension,
etc,
for
both
our
classified
or
certificated
employees.
It
covers
individuals
who
are
also
administrators,
so
should
there
be
issues
that
we
need
to
pertain
to,
we
protect
their
rights,
we
protect
process.
We
follow,
of
course,
contractual
alignments
as
well,
but
this
gives
us
the
guiding
factors
of
how
we
would
work
with
an
individual
who
might
have
any
kind
of
circumstance
needing
this
type
of
service
from
the
district
towards
them.
C
A
Aye
opposed
passes
B
policy
forward.
Well,
whatever
bro
it's
yours,
yep.
D
So
again,
the
first
one
was
for
our
certificated
Personnel.
This
is
now
the
follow-up
for
our
classified
Personnel,
similar
structures.
If
we
have
individuals
within
our
classified
ranks
who
are
needing
some
type
of
process
for
discipline,
this
provides
us
the
overall
guidance
on
which
we
follow
to
ensure
that
their
rights
are
protected
and
the
rights
of
the
district
are
protected
in
going
through
a
process.
F
C
A
E
C
No
I
think
I
just
wanted
to
highlight
again
how
grateful
I
am
to
see
this
happening
in
the
school
district.
I
think
it's
easy
to
see.
Small
changes
like
this
to
be
insignificant,
but
they
do
make
a
really
big
difference
to
the
students
who
you
know
have
to
navigate
some
of
the
challenges
associated
with
our
current
state
of
society
when
it
comes
to
making
sure
that
children
can
be
the
people
they
want
to
be.
D
Yes
again,
this
is
for
personal
leaves
for
both
well
for
all
of
our
employees.
Classified
employees,
certificate,
employees,
administrative
employees.
We
follow
a
process
that
is
protected
for
contractual
agreements,
but
also
following
Education
Code,
so
should
individuals
require
leave
for,
for
example,
bereavement
or
for
child
raising
child
bonding?
All
of
the
leave
structures
follow
the
same
process.
So
we
apply
these
administrative
rules
to
everybody
to
ensure
a
fair
process.
I
K
B
E
K
C
A
I
I
Trusty
president
Clyde
Lewis
and
I,
and
a
city
council
member
and
some
other
folks
participate
in
the
Lions
Club
speaker
forum
and
a
student
from
Antioch
unified
school
district
one,
and
it
was
a
quite
a
significant
cash.
You
know
scholarship
amount,
so
very
proud.
For
some
reason,
it's
private,
like
you
can't
say
who
the
student
is.
I'll
tell
you,
but
it's
not
public
knowledge,
but
it
is
a
high
school
student
and
I
want
to
say
it's
like
20,
000
or
I.
Don't
know
anyway.
I
The
student
did
all
the
students
who
participated
did
a
beautiful
job
and
the
topic
was
on
social
media
like
is
it
a
great
thing
or
not
so
great
thing?
And
how
can
you
defend
that
and
they
really
nailed
it?
So
I
was
very
proud
of
our
student
and
I've
been
doing
school
visits,
so
out
of
you
know,
20
something
schools,
I
would
say
about.
I
16
principals
have
signed
up
so
far
and
I
know
the
other
ones
will
start
trickling
in
and
that
the
school
visits
have
been
amazing
and
the
principals
and
staff
have
been
very
warm
and
the
kids
are
lovely,
of
course,
but
I
wanted
I
observed
in
almost
every
school.
One
is
working
on
it.
The
wellness
room
so
I
know
that
there
was
an
initiative
in
the
past
and
everyone
seems
to
be
very
proud.
I
The
folks
who
are
Manning
the
wellness
rooms
can
talk
significantly
about
what
they're
doing
how
they're
tracking
students
you
know
who
are
coming
in
and
how
they're
supporting
them
and
their
families.
So
that
was
quite
impressive.
To
see.
I
will
say
that
the
resources
varied
from
from
school
to
school,
like
some
rooms,
were
decked
out
and
some
are
still
trying
to
figure
it
out.
So
I
don't
know
about
funding
and
what
that
looks
like
for
each
of
them.
But
that
was
an
observation.
I
noticed
shout
out
to
Marsh.
I
Elementary
I
cannot
Shadow
everyone,
so
I
hope
the
principles.
Forgive
me,
but
Marsh
Elementary
went
to
a
few
classrooms
and
a
special
day
class,
in
particular
for
the
lower
elementary
schools.
They
were
working
with
manipulatives
sitting
together
in
groups.
It
was
very
differentiated
and
there
were
a
couple.
Kids
who
needed
to
work
in
in
you
know,
work
independently
and
they
were
working
independently,
fine,
but
for
the
most
part
it
was
a
lot
of
student
engagement.
C
Who
I'll
be
brief
as
I'm
a
bit
under
the
weather,
and
it
has
kind
of
a
general
reminder
also
to
everyone
that
you
know
covet
is
still
something
that's
going
around
to
remember.
To
get
tested.
I
just
have
a
cold,
but
it's
easy
to
just
wear
a
mask
and
help
other
people
not
get
sick.
C
I
think
it
was
like
I,
don't
think,
I've
been
quite
sick
in
like
the
past
like
three
years,
and
now
people
are
kind
of
relaxing
on
the
mass
and
I've
gotten
sick
again,
so
just
you
know
help
everyone
out
keep
people
from
getting
sick,
but
I
want
to
highlight
Happy,
Black,
History
Month
I'm,
trying
to
highlight
Black
authors
in
particular.
So
this
is
a
Surf's
Up
by
Kwame
Alexander.
C
It's
a
very
cute
book
with
really
great
illustrations.
I
think
it's
probably
one
of
my
more
favorite
ones
in
terms
of
the
art
style,
so
I
would
definitely
check
it
out
and
so
I'll
keep
it
brief.
Today.
H
I
think
tomorrow
is
the
King's
Forum.
Isn't
it
so
that's
tomorrow,
I
know
that
our
chair
will
be
there.
Doctor,
yeah
I,
think
he's
one
of
the
speakers
so
I
just
kind
of
reminding
us
that's
tomorrow
at
nine
o'clock,
goes
from
nine
to
three.
I
And
lastly,
sorry
I
am
just
so
when
I
went
to
Bidwell
I
know
that
there
can
be
in
different
districts
and
across
the
country
like
different
stigmatations
people,
stigmatize,
continuation
and
alternative
schools
and
I've
heard
that
the
current
principle
has
really
helped
turn
that
school
around.
Oh.
H
I
I'm
from
the
staff,
the
students,
they
were
just
really
focused
the
students
and
also
the
maintenance
and
custodial
crew
I
mean
they
they're
doing
a
really
good
job,
so
I
just
want
to
say
thank
you.
I
met
you
at
the
school
and
the
school
was
in
really
good
shape
with
you.
So
thank
you.
Thank
you
very
much.
A
E
Was
packing
up
my
things
right,
I'm?
So
sorry?
Yes,
we
are
going
to
have
a
board
governance
meeting.
It's
a
special
meeting
on
the
16th
look
forward
to
working
with
all
of
you.
We
put
it
at
seven
to
make
sure
everyone
could
attend.