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From YouTube: Cartwright Governing Board Meeting 6/9/22
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A
A
C
D
E
Thank
you.
I'm
really
pumped
there's
a
lot
of
the
agenda
items
so.
B
B
Let
the
record
reflect
that
in
the
governing
board
room
this
evening,
we
do
have
governing
board
member
miss
anna
abathia
present
in
the
board
room.
We
have
governing
board
member
ms
lydia
hernandez
also
present
in
the
board
room
governing
board.
Vice
president,
mr
pedro
lopez
here
in
attendance
as
well,
and
myself,
marissa
hernandez
present
in
the
board
room
now,
if
everyone
would
mind
no
video
right,
no
video.
B
B
B
C
B
Thank
you,
mr
lopez.
We
do
have
a
motion
made
by
myself
hernandez
and
a
second
by
vice
president
pedro
lopez.
Although
sorry
we
don't
do
that
we'll
do
our
roll
call
vote,
miss
abathia.
How
do
you
vote?
I
voted.
Thank
you,
mr
bathia,
governing
board
member
hernandez.
How
do
you
vote?
Thank
you,
miss
hernandez
vice
president
lopez,
how
do
you
vote
hi?
Thank
you,
mr
lopez.
I
would
as
well
the
motion
carries
unanimously.
We
have
an
adopted
agenda
for
this
evening.
H
Good
evening,
madam
president,
dr
aguiler
governing
board
members
executive
team
and
those
in
the
audience
and
on
youtube,
the
esperanza
latino
teacher
award
is
given
by
chicanos
por
la
causa.
It
recognizes
the
impact
latino
teachers
have
on
their
students,
honor
honorees
each
receives
a
cash
award
plus
a
stipend
to
their
respective
schools.
H
The
esperanza
latino
teacher
award
is
the
only
award
given
that
highlights
outstanding
latino
education,
educators
throughout
arizona,
our
very
own,
mr
eric
alvarez,
social
sciences,
equity
and
global
readiness,
specialist
at
glen
eldown
social
sciences
academy
received
the
award
of
the
esperanza
latino
teacher
award
this
year.
Mr
a
as
his
teachers.
I'm
sorry
as
his
scholars
call
him
was
recognized
for
his
dedication
and
for
going
above
and
beyond
in
his
everyday
work.
H
I
I
had
friends
from
from
guam
and
from
thailand
and
from
georgia,
and
you
know
it's
all
over
the
place
philippines,
and
so
I
I
was
around
a
lot
of
different
cultures,
and
so
that
really
shaped
me,
that
was
a
big
part
of
my
upbringing,
is
just
being
around
a
lot
of
different
cultures.
I
I've
always
been
drawn
to
history.
It
was
important
to
me
that
when
I
became
a
teacher,
I
was
going
to
help
kids
find
themselves
in
history,
and
so
there's
a
lot
of
conversations
where
I
kind
of
ask
kids
like
do
you
think
that
there
was
any
mexican
americans
at
this
time?
You
know
get
them
questioning
and
so
then,
later
on,
they
start
asking
the
questions,
and
so
it
really
helped
kind
of
drive
history.
Lessons.
J
Mr
alvarez
not
only
inspires
our
students,
but
he
also
inspires
our
staff
as
well.
They
see
an
example
of
an
educator
that
is
both
dedicated
to
the
content
and
to
the
curriculum,
but
also
to
our
professional
development
and
bettering
their
themselves,
he's
a
lifelong
learner
and
and
that's
inspiring,
where
you
see
an
actual
person,
that's
actually
living
that
every
day.
D
K
G
The
first
time
I
saw
him
actually
teaching
I'd
go
out
because
I
had
tears
in
my
eyes
because
he
was
so
much
better
as
a
teacher
than
I
ever
was.
He
was
a
natural
he
had
control,
he
was
excited
he.
He
knew
exactly
how
he
to
bring
the
kids
in
and
and
see
how
they
were
what
they
needed.
You
know,
every
kid
is
different.
I
They
know
that,
like
I'm
always
celebrating
them
or
that
it's
important
that
we
do
celebrations
for
each
other
for
things,
and
I
think
I
think
it
is
good
for
them
just
to
see
to
participate
in
me
getting
something
that
we
participate
in
getting
something
together
or
that
we
celebrate
individuals
in
the
group.
So
I
do
think
it's
important.
B
Excellent
video,
thank
you
chicanos
for
the
video.
It's
absolutely
amazing.
Miss
nash
are
here,
so
thank
you
so
much,
and
I
know
mr
lopez
and
I
feel
the
same
about
just
feeling
really
honored
to
spend
that
time,
building
relationships
and
getting
to
witness
mr
alvarez
with
his
scholars.
So
I
just
want
to
say
thank
you
and
we're
so
very
proud
of
mr
alvarez
and
everything
that
they're
doing
over
at
gleneal
downs
and
across
our
district.
Thank
you.
So
much
beautiful
video.
E
Good
evening
board
president
members
of
the
governing
board,
dr
aguilar,
lawler
members
of
the
executive
team
and
everyone
in
attendance.
It
is
that
time
again
once
every
four
years
where
we
do
request
an
override
authorization
from
the
governing
board
to
ask
our
voters
at
the
november
general
election
to
approve
an
additional
extension
to
our
override.
L
Madam
president,
members
of
the
board,
dr
lawler,
it
is
a
pleasure
to
be
here
again.
It
seems
like
we
are
here
every
two
to
four
years,
which
is
always
great
love,
love
coming
back,
as
was
said,
we'll
just
give
you
a
quick
snapshot
of
the
the
survey
results
and
again
I
guess
for
the
record.
My
name
is
paul.
Yulin
primary
consultants
5320
north
16th
street
in
phoenix,
so
we
did
a
random
sample
high
efficacy.
Voters
we
were
able
to
get
427
400.
Is
that
magic
number,
plus
or
minus
five
percent?
L
All
the
surveys
were
completed
by
phone
the
end
of
april,
and
I
guess
that's
key.
You
know
that's
before
some
of
the
other
issues
that
have
happened
as
as
we're
moving
forward,
but
just
to
give
you
some
idea,
even
you
know,
even
a
little
bit
a
little
tilted
to
our
female
on
our
on
our
list.
We
try
to
monitor
that
as
much
as
we
can
to
not
skew
our
results.
You
can
see
when
we're
talking
with
high
efficacy
voters,
it's
a
very
high.
L
You
know
length
of
residency
within
the
district.
Those
are
the
folks
we
know
are
going
to
come
out
to
vote
a
nice
split
of
age
again
in
fact
a
little
bit
higher
as
far
as
50
plus.
But
this
is
a
general
election.
So
we're
going
to
see
the
influx
of
a
little
bit
a
little
bit
more
diverse
than
a
special
election,
and
then
we
asked
you
know.
Who
did
we
talk
to?
L
You
know
just
to
give
you
a
breakdown.
So
21
were
current
parents,
29
were
former
parents,
37
had
never
been
a
parent
of
a
student
in
the
district
we
have
a
small
percentage
of
kids,
a
current
or
former
went
to
charter
private
schools,
and
we
have
a
few
a
few
people
that
don't
like
to
tell
us
for
whatever
reason
and
again,
four
percent
were
employees
of
the
district
and
those
numbers
are
consistent
from
from
prior
results
and
then
just
to
give
you
an
idea
of
who
we
talked
to.
L
You
know
from
the
from
the
voter
file,
56
percent
democrat
19
republican
24
other,
and
we
asked
what
do
they
consider
themselves.
24
percent
liberal
23
percent
conservative
18
percent,
moderate
34
percent
either
something
else
or
didn't
want
to
tell
us,
which
is
always
interesting.
L
So
first
question:
we
ask
as
a
district
head
in
the
right
direction,
or
things
are
off
on
the
wrong
track
and
you
can
see
you
have
a
four
to
one
positive
right
direction:
wrong
track,
41
to
10,
which
is
a
very,
very
strong
number
and
49
unsure.
Now,
if
you
go
back
to
who
we
were
talking
to,
you
know
that
is
not
a
negative.
In
my
opinion,
that's
a
very
positive
number.
That's
an
opportunity
for
us
and
again
some
of
those
wrong
track
are
not
always
negatives.
It's
more
funding,
more
funding
from
the
state.
L
You
know
smaller
class
sizes
and
I
don't
view
those
as
as
negative
issues
and
you
can
see
81
percent
of
the
respondents
with
an
opinion
believe
the
district
is
heading
the
right
direction.
So
that's
good
news
just
because
you
haven't
had
enough
fun
with
covid
for
the
past
two
and
a
half
years.
L
We
you
know,
we
asked
again
just
to
get
a
sense
of
hey.
Did
the
has
the
district
done
a
good
job
and
again,
in
general,
very
positive
numbers?
You
know,
51
40
41,
don't
know,
don't
have
an
opinion,
so
you're
looking
again
generally
very,
very
positive
numbers.
L
We
asked
our
respondents
about
proposition
208
and
this
was
more
of
a
way
to
gauge
on
some
other
questions.
More
than
did
you
support
or
oppose
you
can
see,
it
was
passing
in
the
district
and
I
can
tell
you
just
in
general
you're
one.
You
know
these
are
probably
better
numbers
than
what
I've
seen
with
my
other
clients
over
the
last
six
weeks,
a
bunch
of
people
not
sure,
but
a
nice
ratio.
L
The
key
for
this
is,
did
you
know
you're
not.
You
know
the
state's,
not
excuse
me
that
the
proposition
was
ruled
unconstitutional
and
that
schools
have
received
zero
funding
from
that.
L
So
again,
we
always
ask
you
know:
are
your
property
taxes
too
high
too
low
just
about
right?
Obviously,
nobody
likes
their
taxes
high,
but
I'm
always
curious
who
the
2
percent
are
remember.
We
want
our
property
worth
the
million
bucks
and
assessed
at
fifty
thousand
dollars.
So
that's
always
the
challenge,
but
again
pretty
reasonable
numbers.
L
When
you
look
at
things
overall.
The
reason
why
I'm
here
we
asked
support
for
renewal
of
the
override
at
63
percent,
which
is
a
very
strong
number
and
then
just
to
give
you
a
snapshot.
You
know
parents
were
supportive
of
83
percent
parents
of
former
students
at
73
percent.
L
Kids,
never
been
in
the
district
at
80,
almost
82
percent,
very
good
number,
look
at
employees
or
again
small,
very
small
sample,
but
70
percent
length
of
residency
again,
just
overall,
very
positive
across
the
board.
You
know
two
to
five
years
at
81
percent,
six
to
ten
years
at
almost
76
percent
and
then
by
age,
and
I
think
the
the
big
thing
for
me
when
we
look
at
50
to
64
is
at
73.
L
65
is
almost
88
percent.
You
know
we
know
those
folks
are
going
to
come
out
to
vote.
Those
are
very
strong,
very
strong
numbers
and
then
own
or
rent
a
home
again
70.
You
know
78
percent
for
those
that
own
71
for
those
that
are
renters.
Usually
you
see
that
the
other
way
around,
because
renters
tend
not
to
pay
those
property
taxes
and
then
gender.
L
We,
we
always
seem
to
have
a
gender
gap,
so
women
are
almost
at
80
percent
in
support
of
renewing
the
override
and
then
by
party
and
again
this
number
is
sort
of
consistent
across
the
state.
When
you
see,
democrats
tend
to
be
very
supportive,
almost
at
86
percent,
others
at
66
and
republicans
at
almost
at
47,
and
then
we
did
it
by
label.
L
Our
liberal
self-identified
liberals
are
at
92
percent
moderates
or
80
percent.
Even
your
conservative
voters,
again
very
strong
numbers
at
52
percent.
Just
to
give
you
some
idea
and
then
we
asked
some
questions
if
you
knew
additional
information
with
more
likely
less
likely
to
support
the
override.
L
The
key
issue
was
not
raising
not
raising
your
tax
rate
and
then,
after
all,
that
information
we
asked
again
and-
and
we
grew
to
62
percent
you'd
like
we
would
like
to
have
grown
a
little
bit
more
but
again,
you
know
we're
at
a
at
a
threshold,
and
so
you
know
that's
a
that's
a
start,
and
with
that
I
would
just
you
know,
say
again
very
overall,
some
v
very
positive
results,
and
what
I
mean
by
that
is,
there
needs
to
be
an
effort.
You
know
for
the
district
to
provide
information.
L
There
needs
to
be
a
strong
effort
to
go
out
and
advocate
for
it.
We
can't
take
the
election
for
granted.
There
is
support
for
renew
it
to
renew
the
override
and
again
continue
to
educate
our
parents
and
staff
and
community
about
the
benefits
of
the
override
you
know
and
what
happens
without
those
funds
in
place
and
with
that
answer,
any
questions
that
you
might
have.
F
F
I
see
that
there
were
I'm
going
to
say,
probably
closer
to
400
people
identified
or
called
that
responded,
and
out
of
that,
when
I
see
especially
the
question
on
prop
208,
it
kind
of
tells
you
where
we're
at
right
as
a
district,
so
half
of
that
more
than
more
than
half
at
least
60
percent
of
those
400
and
some
callers
were
aware
of
that
it
just
it
just
concerns
me
that
small
sample
what
what
is
the
total
population
of
registered
voters
or
that's
one
and
then
I'll,
follow
up
with
it.
You.
L
Know
I
don't
have
that
madam
chair
members
of
the
board-
I
I
don't
have
that
handy
at
the
top
of
my
but
35
40
000
voters.
Does
that
sound
about
right?
Okay,.
F
So
we
might
be
so
if
it's
about
40
000,
we
sampled,
you
know
the
428
427,
okay,
27
and
half
of
those
were
just
unsure.
You
know
of
what
we're
asking,
I
think,
even
in
terms
of
I
guess
I
I'm
doubting
that
there's
a
a
good
grip
of
understanding
of
what
we're
asking
and
what
that
means
and
how
it
works.
I
think
it
just
gives
me
a
better.
You
know
a
clearer
picture,
but
thank
you.
Thank
you
for
that.
L
If
I
can
add,
you
know,
the
cartwright
has
been
blessed
with
community
support,
so
this
isn't
the
first
time
we've
done
this
I
mean,
and
I
look
at
I
think,
the
last
two
bond
elections
in
the
last
two
overrides
I
I've
been
involved
in
we've,
been
doing
this
kind
of
effort.
So
you
know
I.
I
think
that
in
general,
the
community's
supportive-
I
I
understand
your
concerns
and
I
and
I
would
agree
with
that-
that's
why
I
think
it's
important
not
to
take
it
for
granted
that
there
you
know
overall,
the
community
has
been
supportive.
L
You
know
we
we
approved
a
bond
two
years
ago.
We
re
reauthorized
the
override
four
years
ago
and
granted
you
know
I
just
filled
up
and
and
my
gas
was
over,
you
know
525
a
gallon.
You
know
you
need
to
be
sensitive
to
this.
You
know
the
key
is
you're
not
asking
for
more
money,
you're
asking
to
keep
what
you
have
and
that's
you
know.
I
think
if
you
are
asking
for
more
money,
that's
maybe
a
little
different
discussion
than
just
asking
for
the
straight
renewal
right.
Okay,.
B
B
The
homeownership
has
gone
up,
which
has
increased
and
that's
awesome
at
one
point
in
time
we
were
about
60
percent
renting
and
so
that,
as
opposed
to
ownership,
which
has
definitely
increased
and
gives
our
community
a
better
outlook
and
they're
more,
I
don't
want
to
say
veteran,
but
they've
been
here
longer.
They
have
a
lot
more
time
and
tenor
with
our
district
and
experience,
and
it
also
reflects
that
even
republicans
are
in
favor,
maybe
not
the
majority,
but
there
are
still
you
know
across
the
parties.
B
There
are
people
that
are
in
favor
of
continuing
the
override
and
not
just
that,
but
that
we're
almost
pretty
even
with
our
gender
counts
as
well.
So
you
can
see
that
males
and
females
mothers
and
fathers
are
both
about
the
same
amount
of
interest
which
is
positive
in
in
my
eyes
and
so
overall
good
results.
C
B
F
I
can
make
a
explain
my
vote.
Madam
president,
dr
lauder
teleport
members,
those
in
the
admin
those
watching,
because
I
did
ask
the
question
just
for
clarification-
that
if
that
is
to
keep
only,
I
I
think
rather
conservatively,
especially
with
the
homes
up
with
the
amount
of
folks.
I
think
in
general,
that
are
that
serve
as
a
sample
and
the
conversations
that
I've
had
recently.
F
I
think
I'd
like
to
have
you
know:
have
people
keep
their
homes?
I
guess
I'm
more
in
touch
with
the
locals
that
struggle
to
make
their
you
know
their
their
monthly
payments,
considering
especially
with
the
onset
of
the
pandemic,
but
because
we.
B
M
A
Good
evening,
madam
president,
members
of
the
board,
dr
lawler
executive
team
members
and
all
in
attendance
just
wanted
to
thank
you
this
evening
for
giving
us
an
opportunity,
just
to
speak
a
little
bit
to
some
of
the
things
that
we
are
doing.
Adaptations
that
we're
making
with
our
within
transportation
for
our
buses
specifically
related
to
safety.
A
As
that's
a
topic,
that's
top
of
mind
for
all
of
us,
and
we
want
to
make
sure
we're
doing
everything
that
we
can
to
make
sure
that
our
scholars
are
safe
on
the
way
to
school,
while
they're
here
and
on
their
way
home
as
well.
So
this
evening
we
wanted
to
share
a
little
bit
about
what
we're
doing
in
regards
to
safety
belts
on
our
buses
and
also
implementing
an
id
card
system.
So
we've
also
invited
this
evening
our
transportation
director,
mr
alex
mata,
to
join
us
as
well.
N
Hi
good
evening
does
my
soul
well
to
see
everybody
in
person.
It's
been
a
long
time
since
I've
been
to
a
board
meeting
in
person
that
for
a
lot
of
people,
I
believe
so
hello,
miss
hernandez
president
hernandez,
mr
lopez,
mr
nan.
It's
dr
lawler
and
miss
avita.
How
you
doing
this
evening,
so
just
school
seatbelts
just
want
to
give
you
a
little
background.
N
Just
seat
belts
have
been
required
in
passenger
cars
since
1968
small
school
buses,
with
the
rating
of
10,
000
pounds
or
less,
must
be
equipped
with
seat
belts.
Eight
states
require
seat
belts
by
law.
They
are
listed.
Arizona
is
not
one
of
them.
The
national
transportation
safety
board
recommends
shoulder
seat
belts
on
buses.
N
Currently,
arizona
does
not
require
seat
belts
by
law.
It
is
a
local
decision.
So
that's
where
we're
at
tonight,
okay,
current
status
for
cartwright.
N
We
have
14
buses,
I'm
going
to
up
that
number
a
little
bit
because
we
had
some
buses
that
were
out
of
they
were
down
like
we
say,
they're
down,
they
weren't
we
weren't
projecting.
They
were
going
to
come
back
in
time
to
be
used
due
to
part
shortages
nationally,
but
we've
gotten
some
parts
influx,
so
they're
coming
on
board.
One
example
is
we're
retrofitting
a
few
buses
with
air
conditioning
and
we're
literally
waiting
on
one
part
that
takes
15
minutes
to
install
and
it's
coming
in.
So
we're
excited
about
that.
N
So
with
that
in
mind,
with
the
support
of
dr
madrano
and
business
services,
we're
going
to
get
all
the
rest
of
the
buses
seatbelt
ready,
so
they
can
all
be
used
next,
this
coming
school
year,
so
every
bus,
that's
able
to
be
outfitted
with
seat
belts,
will
be
outfitted
with
seat
belts.
N
We
have
eight
buses
that
are
not
seat
belt
ready
and
what
that
entails
is
when
you
have
the
seat
belt
or
the
butt
or
the
seats.
There's
holes
in
the
seat
that
are
pre-drilled,
they're
bolts
for
bolts.
Eight
buses
do
not
have
those
holes
in
the
seats.
N
N
N
New
seats
have
to
be
ordered
and
placed
adjusted,
drilled
down
holes,
drilled,
bolted
down,
then
seat
belts
added
to
the
seats.
So
that's
where
we're
at
with
that.
So
that's
the
status
for
those
eight
buses
go
ahead.
Next
slide,
please
seat
belt,
ready
buses,
it's
about
it's
gonna
average
about
four
thousand,
it's
about
four
thousand
dollars
per
bus
and,
as
I
mentioned
earlier,
they're
all
going
to
be
done
ready
for
the
new
school
year
to
be
used
as
as
needed
by
our
drivers.
The
non-seat
belt
ready
buses.
N
We
just
got
word
yesterday
from
the
engineers
at
blue
bird
international
that
the
bus,
the
bus
manufacturers,
that
they
gave
the
go-ahead
four
canyon
state
bus
sales
to
move
forward
with
the
it's
called
a
it's
a
major
retrofit.
They
call
it
so
they
needed
clearance
from
the
bus
engineers
in
order
to
move
forward
with
that.
So
they
got.
They
got
the
okay
for
that.
So
now
we're
looking
at
about
fifty
thousand
dollars
per
bus
to
retrofit
the
buses
that
are
not
seat
belt
ready.
N
The
the
only
issue
I
have
with
that
is
the
cost
of
course
is-
is
always
in
the
forefront,
but
the
buses
that
are
not
seatbelt,
ready
are
our
newer
buses,
they're
2018
1920.,
they
weren't,
ordered
with
seat
belt
holes.
My
research
in
my
research
I
found
out
that
the
reason
they
were
ordered
without
being
seatbelt
ready,
was
they're
trying
to
squeeze
as
many
buses
out
of
a
grant
that
the
district
received
as
possible,
and
that
was
a
that's
an
extra
cost
when
you
have
the
seat
belt,
ready
seats
with
the
bus.
N
So
so,
instead
of
getting
four
buses,
they
were
able
to
squeeze
five
buses
if
they
cut
back
on
certain
features.
So
that's
how
that
came
about
to
my
understanding.
So
at
this
point
it's
just
about
labor.
It's
a
very
labor
intensive
process
to
rip
everything
out
and
the
way
it
was
described,
and
I
confirmed
it
with
our
mechanics
in
our
shop
when
they
drill
the
holes.
N
They
have
to
have
another
person
underneath
literally
just
holding
the
bolt,
so
they
can
drill
it
just
so
it
won't
just
keep
spinning
when
you
have
the
the
the
screwdriver
taking
it
out
and
that's
what
it
comes
down
to
a
lot
of
labor.
It's
labor
intensive,
so
and
also
another
another
issue.
Why
we
can't
just
change
out
the
frames
of
the
buses
that
we
have.
Is
they
can't
get
the
same
frames?
N
Because
I
guess
certain
businesses
have
gone
out
or
certain
manufacturers
have
gone
out
of
business
so
when
they
want
to
get
the
same
frames,
it's
just
not
able
to
so
because
they
literally
you
know
like
an
assembly
line,
you
have
to
weld
them
and
when
they
put
them
down,
it
might
not
fit
over
the
hole
and
it
has
to
fit
exactly
over
the
hole.
So
the
pre-drilled
hole
on
the
floor.
So
that's
right
next
slide!
Please!
N
N
B
N
N
There's
never
been
id
cards
in
place
to
where
hey
I'm
here
to
ride
the
bus.
This
is
my
name,
I'm
getting
on
the
bus.
It's
just
been
the
school,
send
a
list
of
kids
or
they'll
provide
a
list
of
these
kids
should
be
on
the
bus
or
we
have
a
list
that
get
you
know
it
gets
on
the
bus.
So
I
guess
what
I'm
getting
at
with
that
statement.
Is
students
boarding
the
bus?
It's
more
just
hey,
I'm
the
bus
rider.
N
You
know
some
schools
have
ids,
some
don't
and
it's
just
how
it's
always
been
the
practice,
so
the
buses
have
always
relied
on
schools
to
provide
the
ids
for
the
students
to
be
able
to
get
on
the
bus
or
just
to
identify
themselves
as
they
get
on
the
bus.
Because,
to
be
quite
honest,
if
a
student
says
hey,
my
name
is
so-and-so
so
and
so
the
bus
driver
will
just
document
him
as
that,
because
there's
no
idea
going
any
other
way,
but
it's
always
been
local.
It's
always
been
local.
N
So
that's
pretty
much
where
we're
at
now,
where
we're
going
is
bus
riders
will
have
an
id
card
to
scan
in
order
to
get
on
the
bus
we're
getting
there
we're
in
training
right
now
we're
halfway
through
we're
getting
it.
We're
gonna
get
there
and
there's
a
video
that
I'm
gonna
show
real
quick,
and
this
is
just
gonna,
explain
what
we
purchased,
and
so
this
is
where
we're
gonna
get.
How.
O
Can
you
enhance
safety,
improve
communication,
increase
efficiency
and
provide
oversight
of
your
operation?
One
solution:
does
all
this
tyler
drive
it's
one-of-a-kind
software
loaded
onto
a
unique
semi-rugged
tablet,
which
is
mounted
on
a
school
bus
near
the
driver,
fully
integrated
with
tyler
student
transportation.
Software
tyler
drive
provides
turn-by-turn
directions
to
each
scheduled.
Stop
manages
student
ridership
records,
pre
and
post
trip,
vehicle
inspections
and
electronically
logs
employee
hours.
O
First,
your
transportation
team
develops
routes
for
your
district
using
your
tyler
student
transportation
solution,
traversa
or
versatran,
designating
the
safest,
most
efficient
way
for
your
students
to
be
picked
up
and
dropped
off
each
day
when
a
driver
logs
into
a
tyler
drive
unit,
their
assigned
run
is
uploaded
using
the
exact
route
and
stops
you
built.
Tyler
drive
provides
the
driver
with
route
specific
directions
to
each
stop
following
district
policy
and
safety
guidelines,
it
can
provide
visual
directions
or
audio
only
with
the
screen
blacked
out.
While
the
bus
is
in
motion.
O
These
electronic
directions
are
significantly
safer
for
drivers
and
riders
compared
to
paper
route
sheets,
as
they
allow
the
driver
to
keep
both
hands
on
the
wheel
and
both
eyes
on
the
road.
They
also
make
it
faster
and
easier
to
onboard
new
drivers
or
teach
sub
drivers.
A
new
route
at
each
stop.
Tyler
drive
shows
the
names
and
photos
of
the
students
who
are
assigned
to
board
or
leave
the
bus
at
this
location
as
students
enter
or
leave
the
vehicle
they
scan
a
radio
frequency
identification
card
or
rfid
over
the
tyler
drive
card
reader.
O
This
creates
a
record
of
when
and
where
the
student
scanned.
The
driver
is
also
alerted
to
students
attempting
to
board
the
wrong
bus
or
exit
at
unassigned
locations
as
each
student
scans,
their
card,
their
parent
or
guardian,
receives
an
alert
on
a
secure,
integrated
mobile
app
tyler
drive
has
an
internal
gps,
allowing
you
to
manage
vehicle
location
in
real
time
or
track
and
trace
the
vehicle,
location,
speed
and
heading
of
the
vehicle
at
earlier
points.
In
time.
O
Before
and
after
each
run,
the
drivers
can
undock
tyler
drive
and
take
it
with
them
as
they
perform
their
pre
and
post
trip
vehicle
inspections.
Tyler
drive
provides
a
customizable
checklist
and
can
require
a
signature
from
the
bus
driver
to
help
ensure
a
thorough
inspection.
Tyler
drive
also
manages
employee
timekeeping
staff,
including
drivers,
aides
and
mechanics,
can
clock
in
or
out
on
the
tablet
so
that
they
don't
have
to
go
to
the
depot
to
punch
in
with
tyler
drive.
O
N
Thank
you.
So
that's
where
we're
that's
the
future,
that's
where
that's!
Where
we're
headed.
We
currently
have
the
tablets
in-house.
We
have
the
brackets
mounted
on
the
buses.
We
have
the
id
scanners
mounted
on
the
buses
nam.
We've
created
the
routes,
we're
routing
as
we
speak
through
our
with
our
training
we've
had.
We
also
have
some
support
that
as
well.
Some
outside
support,
as
well
with
routing
once
that's
completed.
N
We
we
go
back
into
training
next
week
and
the
week
after
and
we'll
be,
hopefully
we'll
be
ready
to
go
when
the
year
starts,
depending
on
the
id
cards,
because
we
outsourced
those
to
a
company
in
california,
and
currently
we
have
to
clean
up
a
lot
of
addresses
when
we
uploaded
them.
You
know,
like
an
example,
there's
a
a
port,
a
you
avenue.
I
don't
know
how
to
say
it,
but
if
it's
av
it
won't
read
in
the
system,
so
we
have
to
go
in
and
find
it
and
clean
it
up.
N
That's
taking
a
little
bit
of
time,
but
we're
getting
that
done.
It's
it's
it's
it's
exciting!
The
drivers
are
a
little
nervous
because
they've
been
using
paper
for
a
very
long
time
and
and
when
I
came
in
I'm
like
it's
the
future,
if
you
can
sell
you
can
do
this.
G
N
Know
so
that's
that's
how
I
look
at
it
if
you
can
sell
or
text
or
face
that
whatever
you
can
do
this
and-
and
that
was
a
big
challenge,
because
a
lot
of
them
are
really
on
tech
nervous
a
little
bit
and
so
they
have
they've
had
hands
on
they've
logged
in
they've
seen
it
the
routes
are
coming.
N
So
that's
where,
at
with
the
id
cards,
I
also
wanted
to.
I
made
some
packets.
I
apologize
if
I
was
supposed
to
bring
them
earlier
today,
but
it
was
a
last
minute
idea
and
I'll
leave
them.
As
I
go,
it's
just
there's
three
pages
page
one
shows
how
we
used
to
route
and
it
was
by
hand.
The
next
page
is
shows
where
we
started
using
google
docs.
N
N
We
have
an
rfid
scanner
in
the
transportation
annex
that
so
there
will
be
some
kids
if
they
lose
their
id
or,
if
there's
new
students
that
enroll
we're
going
to
develop
a
system
to
get
them
an
id.
So
that's
where
at
the
big
thing
is
pictures,
we
were
running
into
a
few
issues
with
some
pictures,
because
there's
some
kids
that
are
seventh
graders
but
they're
just
missed
picture
day
forever
and
they
literally
have
their
second
grade
photo
on
there.
N
So
it's
you
know:
they're
gonna,
try
to
get
on
the
bus
with
the
second
grade
photo
and
they're
a
seventh
eighth
grade
student.
It's
gonna,
it's
gonna,
be
very,
very
but
we'll
we'll
find
a
way
to
work
through
that.
So
that's
where,
at
with
that
next
slide,
please
and
just
real
quick
benefits
of
id
cards,
improve
school
access,
control
and
safety.
As
I
know,
we'll,
never
look
at
safety
the
same
again!
It's
it's!
It's
it's
it's
it's
where
it
should
be.
N
I
believe
it
helps
students
identify
themselves
to
staffy
more
easily.
It
accounts
for
everybody
on
within
the
school
premises.
If
you
just
have
an
id,
whether
you
ride
a
bus
or
not
just
tracing
for
law,
students,
we've
gotten
those
calls.
You
know
student
gets
on
the
wrong
bus
didn't
get
off
at
the
stop.
N
You
know,
but
if
a
parent's
able
to
log
in
they'll
be
able
to
track
them-
and
it
just
makes
it
easy
to
identify
the
needs
of
students,
because
when
you
log
in
it'll,
say
student,
maybe
has
anxiety,
needs
to
sit,
the
front
or
student
needs
to
sit
with
a
particular
friend
or
something
you
know,
there's
those
type
of
things
and
and
it
there's
a
lot
of,
and
once
it's
mastered.
This
program
is
quite
remarkable.
Actually
next
slide.
N
Please
just
wanted
to
give
you
a
quick
idea
too:
the
cost
to
send
id
machines
to
all
20
schools
through
this
company
in
california,
which
is
very,
very
well
respected.
N
They
provide
training,
they
provide
every
the
actual
ids
ribbons
as
many
as
you
need
it's
about
twenty
eight
thousand
four
twenty
schools
and
then,
if
we
wanna
add
ids
to
the
rest
of
the
students
in
our
district,
which
is
just
more
than
twelve
thousand
kids,
it's
about
thirty.
One
thousand
to
do
that.
N
I
just
wanted
to
throw
that
out
there
too
so,
but
there
are
ways:
if
we
don't
do
the
rfid
school
school
school
based,
there's
ways
to
there's
companies
out
there
that
can
sell
ids
machines
and
get
them
get
them
going
on
campuses
for
a
lot
less
than
that.
N
But
I
just
wanted
to
give
you
an
idea
on
how
much
that
was
so
so
that's
it
on
both,
but
in
both
areas
any
questions.
Yes,.
P
Mathia,
thank
you,
madam
president,
fellow
board,
members,
dr
lawler
executive
team
and
those
in
attendance.
Thank
you,
mr
mata,
for
this
presentation.
I
did
have
a
question
about
the
id
process.
Let's
let's
say
a
student
is
scheduled
to
get
off
on
one
stop,
but
they
have
permission
to
go
to
a
friend's
house
after
school.
If
they
were
to
get
off
on
that
wrong,
stop
it.
Wouldn't
you
know
it
would
show
that
they're
not
getting
off
on
the
right
spot.
P
How
is
there
a
way
for
us
to
kind
of
give
that
permission
once
they're
getting
off
the
bus?
I.
N
I
would
think
so
I
haven't
been.
We
haven't
hit
that
part
yet,
but
I
would
think
absolutely
you
could
probably
put
an
override
in
the
system
or
even
a
note
to
the
bus
driver.
You
know
the
bus
drivers,
you
know
the
biggest
thing
that
that
the
drivers
felt
that
they
would
lose
with.
This
was
that
they
would
lose
is
like
the
communication
with
their
kids
they're,
not
gonna,
be
able
to
get
to
know
them
and
talk
to
them
the
way
they
do,
and
they
will.
I
think
they.
G
N
You
know
they
know
their
kids
and
and
they
take
pride
in
knowing
their
kids.
So
hey.
You
know
my
mom
said
I
get
off
here.
Here's
a
note,
absolutely
yeah,
we'll
we'll
find
a
way
to
work
with
that
absolutely
yeah.
F
Not
necessarily
a
question,
but
thank
you,
madam
president,
dr
lawler
fellow
board
members,
those
and
the
others,
and
those
watching
just
a
comment,
because
I'm
it's
kind
of
shocking
to
me
that
that
you
it
would
be
up
it's
an
option.
I
mean
we're
discussing
school
safety
or
you
know,
bus
safety,
kids,
riding
these
buses
and
it's
an
option
to
save
money
that
that
you
can
order
a
bus.
Without
that
feature,
you.
F
N
Yeah,
it's
the
the
the
way
it
was
explained
to
me
by
the
industry.
Experts
is
that
compartment
compartmentalization
of
the
students
kind
of
like
an
egg
and
an
egg
carton
to
for
lack
of
a
better
example.
It's
that's
that's
why
the
seats
are
high
and
they're
that
way.
So
it's
they
won't.
That's
that's
the
thought
on
that.
So
they.
N
Seat
belt
yeah
without
the
seatbelt,
just
something
my
research
and
speaking
to
our
our
vendor
shoulder
seat
belts
is
it's
a
whole
other
story
for
cost.
Just
as
you
know,
it's
it's
a
whole
other
thing,
and
so
that's
what
the
national
safety
board
had
recommended,
but
it's
it's
it's
very,
very
expensive
and
and
but
but
that's
the
the
compartmentalization
is
what
they're
there.
N
That's
the
safety-
and
you
know
people
forget
when
you,
you
know-
and
I
know,
there's
a
video
going
around
of
of
the
accident
where
the
the
the
car
side,
you
know,
t-bones
the
the
bus.
You
know
the
car
was
lower
than
the
kids
and
that's
what
I
think
you
know
they
were
injured.
Unfortunately,
but
that's
what's,
I
believe,
saved
severe
injuries
because
they're
they
write
higher.
So
that's
where
out
of
that
but
yeah.
N
B
Quite
a
bit
of
work.
That's
going
to
go
into
it!.
N
N
B
The
id
cards
really
exciting.
The
seat
belts,
of
course,
are
exciting
as
well.
B
The
id
cards
definitely
exciting
because
some
of
the
things
that
we
think
about
is
making
sure
that
our
scholars
are
safe,
but
also
that
our
parents
feel
that
sense
of
ease
and
calm,
so
they're
not
stressed
out
about
their
scholars
and
knowing
during
the
presentation
when
it
popped
up
that
parents
would
be
able
to
actually
track
their
scholars
was
really
helpful
because
as
a
parent,
not
just
for
all
of
our
kids
but
especially
focused
on
our
special
needs
scholars
when
we're,
depending
on
our
children,
like
let's
say
my
son
with
autism,
to
get
on
and
off
at
the
right
stop,
and
maybe
there's
a
temporary
bus
driver
that
day
and
they're,
depending
on
the
bus
driver,
to
know
where
they're
supposed
to
go.
B
This
actually
is
really
helpful.
Focused
on
our
special
needs
scholars,
because
there
was
a
time
when
my
son
was
let
off
not
my
son.
He
was
absent
that
day,
but
another
child
was
let
off
at
his
stop
thinking.
It
was
him
by
a
temp
bus
driver
many
years
ago,
at
least
six
years
ago,
but
the
people
that
were
caring
for
him
in
our
school
he
went
to
another
school
in
cartwright.
To
get
dropped
off
for
after
school
were
so
well.
B
D
R
N
Every
every
there's,
a
few
districts
that
use
you
know,
there's
several
vendors
that
do
this
type
of
thing,
but
the
one
we
chose.
I
spoke
to
two
other
districts,
and
then
there
was
a
webinar
with
people
from
other
states
that
had
purchased
this
and
used
it
and-
and
it's
true
I've
seen
it
every
day.
At
the
end
of
the
day,
tons
of
phone
calls.
My
kids
bus
is
late,
where's,
my
kids
bus
where's,
my
kids
bus
and
once
this
went
into
into
once
this
was
activated.
N
Those
went
away
because
you
don't
call
you
just
say
you
know,
here's
my
thing
so
that's
fingers
crossed.
Hopefully
there
won't
be
any
technical,
glitches
or
anything
like
that,
but
I'm
pretty
confident
and
and
we're
on
a
training
schedule
with
the
company.
They
won't.
Let
us
just
jump
ahead.
We
have
to
do
what
they
tell
us.
It's
part
of
their
product
protecting
their
product.
I
think
they
want
to
make
sure
that
we
do
it
right.
N
So
when
we
speak
of
it
and
it's
getting
used
right,
it
gets
utilized
the
right
way
so,
but
it's
coming
and
and
and
it's
the
future
and
we
and
we
need
to
get
there-
we're
heart
rate
right.
Something
like
that.
P
Thank
you,
madam
president,
fellow
board,
members,
dr
lawler
executive
team
and
those
in
attendance.
Let's
say
like
going
off
of
what
mr
hernandez
said
about
the
parents
being
able
to
track
like
let's
say
that
they're
they
have
to
go
out
of
their
route
for
like
traffic
incidents,
or
you
know,
there's
a
construction
going
on.
Is
that
visible
on
the
route?
Or
would
the
parent
not
be
able
to
see
that
and
just
see
the
bus
like
traveling
in
a
different
direction?
No.
N
Yeah,
it's
it's!
It's
really
yeah!
It's
like.
I
said
it's
remarkable
and
I'm
excited
when
we
get
going.
I've
already
picked
our
our
five
drivers
when
we
get
because
I
had
to
pick
five
to
start
this
out
and
go
and
I've
already
picked
them
and
and
we're
ready
to
go
so
as
soon
as
soon
as
we're
allowed
to
because,
like
I
said,
we're
on
a
training
schedule
with
them,
but
but
it's
exciting,
exciting.
H
Q
Q
Q
B
Definitely
so
great
great
to
see
anytime,
we
can
enhance
our
student
safety
definitely
a
proud
moment.
So
any
other
questions
all
right.
G
M
G
R
Aguilar,
lawler
governing
board
executive
team
and
members
and
audience
we're
very
excited
to
talk
about
our
new
program,
our
new
mentoring
program
that
we
are
just
beginning
and
it's
going
to
now
become
a
three-year
program.
So
we're
very
excited
about
that.
R
So,
with
our
new
program,
we
have
our
goal:
we've
created
new
goals
for
this
program
and
it's
a
tiered
support
for
our
brand
new
teachers,
and
that
support
is
really
to
focus
on
retaining
our
new
teachers
and
also
it's
retaining
our
veteran
teachers
and
also
focusing
on
keeping
new
teachers
bringing
them
in
and
making
sure
that
they
get
all
the
the
support
that
we
can
provide
them.
R
We
want
to
provide
highly
qualified
support
to
the
teachers
and
create
different
levels
of
support
to
our
new
teachers
in
their
first
three
years.
So
right
now,
we
we
are
working
with
teachers
in
years,
one
and
year
two.
So
now
we're
looking
at
working
with
them
for
the
first
three
years
and
creating
a
different,
tiered
level
support
for
each
of
those
three
years.
R
In
year,
one
our
goal
is
to
really
work
with
our
brand
new
teachers
on
becoming
acclimated
to
working
in
the
cartwright
school
district
building,
strong
relationships
with
the
scholars
utilizing
all
of
our
curriculum,
getting
to
know
what
what
it
is,
that
they'll
be
teaching
what
resources
that
are
available
becoming
familiar
with
our
community
and
each
of
the
school
sites,
along
with
the
school
district
and
our
first
and
upmost
requirement
is
that
we
really
want
them
to
remain
in
the
teaching
profession
after
year.
One
that's,
definitely
something
that
we're
focusing
on
in
year.
R
Two
we're
our
goal
with
we're.
Working
with
the
teachers
is
to
kind
of
take
that
step.
Take
that
next
step
of
asking
our
teachers
to
begin
to
analyze
student
work
start
looking
at
student
data
and
artifacts
gain
a
deeper
understanding
of
both
the
content
and
instructional
strategies
start
to
spend
more
time,
reflecting
on
their
practice
to
improve
their
instruction,
refining
their
use
of
accommodations
and
modifications
for
our
students,
with
special
learning
needs
and
once
again,
for
year,
two
it's
to
remain
in
the
profession.
R
That
usually
happens
within
that
first,
two
years
now,
we've
added
kind
of
a
year,
three
level
of
support
that
we're
offering
our
teachers
and
it's
really
to
start
creating
professional
goals
for
our
teachers
and
to
get
them
to
become
more
reflective
practitioners
and
to
analyze
their
own
teaching
and,
to
you
know,
really
just
kind
of
take
that
teaching
to
that
next
level
that
they,
the
skills
that
they've
been
taught
over
the
last
two
years
to
begin
to
explore
leadership
opportunities
and
to
really
get
to
know
different
different
ways
that
they
can
different
strategies
for
instruction
and
getting
to
know
different
resources.
R
And
things
like
that
once
again
after
year.
Three,
our
goal
is
for
our
teachers
to
remain
in
the
profession
and
we're
emphasizing
that,
because
we
really
want
to
emphasize
the
fact
that
we
are
an
induction
and
a
retention
program,
and
we
want
to
make
sure
that
we
do
whatever
it
is
that
we
need
to
do
to
keep
our
teachers
in
the
profession.
R
Although
we're
going
to
be
a
year
a
three-year
program,
we
would
like
to
bring
to
a
potential
for
year
four
and
that's
to
for
our
candidates
to
potentially
look
at
national
board
certification.
So
that's
going
to
be
something
that
we're
going
to
encourage
teachers
that
have
that
potential
to
do
as
well.
R
R
They
will
also
have
an
iss
on
the
campus,
and
a
number
of
the
iss's
are
also
going
to
become
site
based
mentors
as
well,
and
they
will
be
supporting
year,
one
and
year,
two
teachers
as
well,
and
they
will
be
collaborating
with
our
lead
mentors,
the
iss
and
the
site
based
mentor
at
the
school
sites.
So
we're
really
starting
to
encompass
this
into
a
very
kind
of
a
support
system.
That's
where
everyone's
talking
to
one
another
and
everyone
knows
what's
happening
on
each
campus.
R
The
collaboration
that
we
have
right
now
is
very
different
than
what
we're
going
to
be
doing
next
year.
Right
now,
we've
been
asking
our
teachers
to
come
to
district
office
and
we've
been
providing
professional
development
to
all
of
our
year.
One
and
year
two
teachers,
and
instead
we're
we've
changed
that
so
next
year
we're
going
to
be
having
those
meetings
at
school
sites
and
they're
going
to
be
by
grade
level.
R
So,
if
you're,
a
second
grade
teacher
instead
of
coming
to
district
office
with
all
the
other
different
teachers
and
getting
the
same
professional
development,
you'll
now
be
getting
professional
development
for
second
grade
teachers.
If
you're
a
music
teacher
you'll
be
with
music
teachers,
if
you're
a
special
education
teacher
you'll
be
with
special
education,
teachers
and
you'll
be
getting
professional
development
that
is
differentiated
and
that
is
more
relevant
to
what
your
needs
are
as
a
first
or
second
year
teacher.
R
R
R
We
are
very
fortunate,
as
dr
cruz
said,
to
be
working
with
the
k-12
center.
They
do
a
lot
of
professional
development
for
our
mentor
leads
for
myself
and
for
everyone
in
my
department
and
they
are
helping
us
fund
our
program.
So
we
are
funded
also
by
title
two.
We're
moving
this
year
from
a
five
mentors
to
two
mentor
leads
and
the
grant
is
going
to
be
paying
for
our
professional
development.
R
It
will
pay
for
release
time
for
teachers,
for
planning
with
our
site-based
mentors
and
our
instructional
support
specialists.
It'll
pay
for
the
time
that
the
brand
new
teachers
will
be
with
us
at
our
new
teacher
induction
week
in
july,
and
it
will
also
continue
to
pay
for
conferences,
trainings
and
supplies
for
our
new
teacher
induction
week.
R
And
that's
our
team
and
our
our
new
induction
retention
specialists
are
wendy,
marskall
and
jolene
vincent
and
we're
super
excited
to
have
a
very
powerful
excited
team
to
really
welcome
our
brand
new
teachers
for
the
next
upcoming
school
year.
So
if
you
have
any
questions
about
our
new
program.
F
Yes,
thank
you,
madam
president,
dr
lahler
executive
team,
those
in
the
audience
and
those
watching
a
question
because
I've
always
been
interested
in
the
how
the
t
you
know
the
tiered
level
type
of
any
approach
works.
F
Obviously
they
they
work
at
different
levels,
but
the
question
about
the
results,
and
but
in
particular
with
this
one-
and
you
mentioned
a
grant-
is
that
separate
then
there's
a
where?
Is
it
the
american
institute
for
research?
Is
that
totally
different
or
real
relative
to?
That?
Is
that
the
same,
because
I
had
flagged
that
one,
because
I've
got
questions
but.
S
President
hernandez
superintendent,
aguilera
lawler
governing
board
executive
team
and
members
on
youtube.
Yes,
it
is
different.
The
grant
you
speak
of
is
a
literacy
grant
that
is
helping
to
train
sites
in
early
literacy
right
now
on
several
different
campuses.
There
are
six
campuses
that
are
participating
in
that
and
they
are
in
the
study
of
phonics,
okay.
F
Okay,
thank
you
so
going
back
to
the
then.
How
is
this
tiered
approach
different
than
what
was
previously
being
done,
because
I
know
you
mentioned
I
I
see
communication.
I
see.
Coaches,
I
see
the
same
ingredients.
F
How
is
the
approach
or
the
tier
different,
because
it
is
done
in
intervals-
and
I
said
something
else
here,
I'll
begin
with
that
one,
but
I'm
trying
to
piece
it
together
to
see
how
it's
different
and,
what's
being
done.
Madam.
R
President
governing
board,
dr
aguilar,
lawler,
executive
team
and
our
audience-
that's
a
great
question.
So
when
we
tier
teachers,
our
first
and
initial,
what
you
saw
in
front
of
you
was
tiered
by
experience.
R
So
we
have
our
year
one
teachers,
our
year,
two
teachers
and
our
year
three
teachers,
that's
not
assuming
that
they
all
have
the
same
talents
or
experience
in
other
things,
but
we
are
initially
tearing
them
based
on
their
experience
in
education
and
with
instruction,
so
we're
providing
a
specific
support
that
first
year
on
what
is
it
like
to
have
classroom
management
work
with
parents?
You
know
what
what
does
it
look
like
to
write
a
lesson
plan
things
like
that?
R
R
Another
set
of
teachers
might
get
support
from
the
instructional
support
specialist
at
the
school
site
and
or
another
group
of
teachers
might
get
support
from
our
lead
mentors.
So
it
really
depends
on
how
intense
that
support
is
needed,
depending
on
who
it
is
that's
going
to
be
working
with
them.
F
Okay
and-
and
it
sounded
somewhat,
you
know
the
collaboration
piece
between
the
coaches.
You
know
I'm
assuming
everybody
on
site
just
reminded
me
of
the
language
with
the
plc
as
well,
that
you
know
the
interfacing
to
help
support,
but
thank
you
thank
you
for
clarifying
that.
Thank
you.
B
Miss
mariska
and
miss
vincent
are
both
the
excellent
educators.
I've
had
experience
being
able
to
observe
them,
and
so,
knowing
that
they're
going
to
be
well
windy,
continuing
the
lead,
miss
vincent
is
somewhat
new
to
the
lead.
Yes,
okay,
I
was
thinking
so
yeah,
but
great
to
have
her.
There
she's
I've
seen
her
work
with
our
scholars
and
her
work
with
her.
R
Board
president,
dr
aguilar,
lawler
governing
board
executive
team
and
viewing
audience
absolutely
when
we
planned
our
new
teacher
induction
week,
which
is
our
first
week
back.
We
will
have
all
of
the
teachers
with
us
together
for
four
days
and
that's
our
first
introduction
and
we've
included
a
lot
of
the
social
emotional
learning
components
into
that
very
first
week
where
so
that
everybody
gets
that
same
learning
during
that
week.
B
I
can
only
speak
for
myself
up
here,
but
as
I've
had
the
honor
of
the
implementation
of
that
into
our
district,
just
kind
of
seeing
how
it
even
changes,
my
own
interactions
with
people.
So
I
think
it's
wonderful.
I
have
followed
the
mentor
program
for
quite
a
number
of
years,
and
one
of
the
things
that
has
always
made
me
really
proud
is
that
each
year
we
have
more
new
teachers
and
teachers,
just
in
general,
going
into
the
I'm
gonna,
get
it
wrong.
The
nbct
the
nationally
board
certified
teachers.
So
that's
always
awesome
yeah.
B
G
M
Madam
president,
members
of
the
governing
board
audience
and
those
viewing
I
do
have
a
couple
announcements
and
celebrations.
First,
I'd
like
to
say
thank
you
to
kate,
cross
and
dan
green
for
organizing
the
second
annual
summers,
arts
academy,
showcase.
It
was
held
in
the
training
center,
dr
cruz,
and
I
were
there.
M
I
wanted
to
say
that
a
special
thank
you
to
jackie,
hesser,
jessica,
weaver,
brianna,
kislak,
abria,
stewart,
alicia,
mcarthur,
they're,
the
amazing
art,
choir
and
string
directors,
band
directors.
They
actually
bring.
They
do
the
best
you
would
have
loved
it.
They
bring
out
the
best
talented
artists
and
musicians,
and
it
was
this
morning
around
10
o'clock
and
it
was
a
packed
house
with
moms
and
dads
and
families
we
had
to
get
more
chairs.
M
M
Last
week,
again,
several
of
us
from
as
services
dr
cruz
and
I
were
able
to
see
she
was
honored
by
aguila
college
and
career
readiness
program
as
an
education
champion,
and
she
was
asked
to
say
a
few
words
and
or
about
a
five
to
ten
minute
speech,
and
it
was
so
beautiful,
so
inspirational
and
I
just
wanted
to
say
you
represented
not
just
glennell
downs
but
the
cartwright
district
so
beautifully.
So
thank
you
and
congratulations.
M
The
third
thing
I
wanted
to
say
that
is
going
to
be
on
the
agenda
for
the
viewing
audience
is:
there
is
going
to
be
a
lot
of
discussion
about
school
safety,
and
I
don't
want
you
to
think
that
we
forgot
about
that.
It
is
on
the
agenda
for
later.
We've
had
many
parents
and
staff
members
call
about
that.
That
is
coming
and
finally,
I'd
like
to
pay
respects.
M
Dr
medrano
myself
and
many
of
the
cartwright
school
district,
especially
bno
team,
attended
the
funeral
today
for
for
ray
keating,
and
I
know
we
gave
him
a
moment
of
silence
last
governing
board
meeting.
But
I
wanted
to
share
something
that
I
learned
at
the
funeral
today.
That
was
very
emotional,
very
special
and
I
think
it's
very
important
that
we
document
ray
was
such
a
he
loved
cartwright.
M
So
much
that
the
family
shared
at
the
funeral
today
that
he
said
if
I
ever
die,
I
want
to
be
buried
in
my
cartwright
uniform,
so
he
was
buried
in
his
cartwright
uniform,
and
so
I
just
wanted
to
say
how
special
that
is
and
we're
going
to
miss
you
so
much
ray
and
you've.
You
you
touched
all
of
us
in
many
ways,
but
it
just
goes
to
show
how
everybody
you
know.
This
is
a
family.
M
We
are
truly
one
team
in
una
familia
and
we
care
so
much
about
each
other
and
if
you
haven't
had
a
chance
to
reach
out
to
the
keating
family,
I
know
that
his
wife-
actually
I
found
out
today,
is
also
part
of
the
cartwright
family,
and
he
has
many
many
friends
here
so
just
wanted
to
share
that
today.
So
thank
you.
B
B
C
B
We'll
move
on
to
a
roll
call
vote,
ms
avathia,
how
do
you
vote
I
vote?
Thank
you.
Miss
abathia
governing
board
member
hernandez.
How
do
you
vote
I
vote?
Thank
you,
ms
hernandez.
Vice
president
lopez.
How
do
you
vote
hi?
Thank
you,
mr
lopez,
ivory
as
well,
and
the
motion
carries.
We
have
an
approved
consent
agenda
for
this
evening's
meeting.
M
Thank
you.
I
have
the
honor
governor
president.
F
The
question
that
I
had
is
related
to
item.
I've
got
two
but
I'll
begin
with
number
18.,
and
that
is
the
the
research
regarding
the
impact
evaluating
evaluation
of
training
in
multi-tiered
systems
of
support
for
reading
and
early
grades.
I
mean
I
thought
this
was
great.
That's
why
I
was.
I
almost
thought
we
were
discussing
that
earlier,
but
the
question
that
I
had.
I
know
that
we
have
it
here
and
we
had
approved
it
previously,
but
is
it?
Are
we
just
voting
or
including
the
memorandum
of
understanding.
S
President
hernandez,
dr
aguilar,.
B
S
Governing
board
members
at
executive
team
and
members
on
youtube
this.
This
is
a
three-year
study
that
we
are
participating
in
with
with
this
group,
and
we
have
several
of
our
schools
participating
and
it
is
a
study
with
with
phonics,
and
so
we
have
some
of
our
schools
that
are
a
control
group
and
then
some
of
our
schools
are
participating
in
one
group,
one
type
of
phonics
instruction
and
then
some
are
in
another
type
of
phonics
instruction
and
then-
and
it
has
been
really
amazing
because
they
are
all
getting
professional
development
around
this.
S
S
We
will
we
will.
We
are
so
we've
been
through
year,
one
and
so
they're
getting
ready
to
ramp
up,
and
do
you
know
year
two,
so
we
just
saw
their
schedule
release
for
all
of
their
training.
It's
it's
incredible
amount
of
training,
so
even
the
administrators
take
part
in
the
training
with
the
teachers.
So
it's
a
a
huge
commitment
on
everybody's
part
for
this,
so
it
but
I
mean
I
think,
it's
going
to
pay
dividends
and
we're
all
learning
a
whole
lot
from
it.
Dr
shelby
jasmer
helps
to
lead
this
for
our
team.
F
M
Method,
would
you
like
mr
stratman
to
come
talk
about
what
that
is
because
it
is
new,
would
you
would
you
like?
Would
you
like
to
come
up
and
kind
of
share?
Why
we're
doing
that.
Q
Q
So
there
might
be
some
discussion
in
advance
of
a
guaranteed
maximum
price,
where
the
contractor
would
potentially
develop
a
program
to
come
on
campus
and
incorporate
at
the
very
site
where
they're
working
some
stem
type
activities
with
the
students
with
the
science
teacher
with
the
math
teacher.
Oftentimes
they'll
volunteer
that
stuff
and
won't
charge
us
for
it.
F
F
Q
It's
yeah,
it's
something
that
we
could
do
with
any
of
our
general
contractors,
but,
for
instance,
if
they're
currently
on
a
project
that
they
issued,
that
was
issued
out
as
an
invitation
for
bids,
and
there
was
strict
pricing.
They
submitted
we're
kind
of
at
their
mercy
whether
they
want
to
volunteer
that
service
or
charge
charges
for
it
that
kind
of
stuff.
But
it's
it's
always
a
conversation
we
should
be
having
with
our
partners
who
are
doing
projects
with
us.
How
can
we
implement
this
as
an
educational
program
for
our
kids.
Q
F
M
B
B
B
S
Thank
you,
president
hernandez
superintendent
aguilar
lawler
governing
board
members
of
our
executive
team
and
members
in
our
viewing
audience.
We
are
recommending
that
we
return
to
a
more
formalized
dress
code
for
the
22-23
school
year.
We
did
not
enforce
a
formalized
dress
code
for
the
past
school
year
due
to
the
pandemic
and
that
it
was
very
difficult
to
find
school
uniforms.
S
The
blue
denim
must
be
free
from
holes
rips
and
tears,
and,
of
course,
we
would
not
deny
entrance
to
any
of
our
scholars
upon
entrance
as
they
enroll
for
not
having
the
required
uniform.
We
work
with
our
parents
in
these
cases
and
and
encourage
parents
to
reach
out
to
our
administrators
for
any
assistance.
If
necessary.
B
S
President
hernandez
superintendent
lawler
it
it
it's.
Yes,
they
are
yes,
okay,
as
I
said,
I
believe
it
states
that
they
are
in
the
handbook.
B
C
Thank
you,
madam
president,
dr
agler
lawler
fellow
board
members,
executive
team
and
us
in
the
audience.
Thank
you,
dr
cruz,
for
the
update.
My
question
is:
what
have
we
done
to
inform
the
parents
about
the
upcoming
enforcement
and
is
very
follow-up
plan?
Are
we
attempting
different
methods
to
communicate
with
them.
S
President
hernandez
superintendent,
lawler
governing
board
executive
team
and
members
in
our
audience.
Thank
you,
mr
lopez,
for
the
question.
We
have
already
sent
a
communication
out
to
our
parents
in
our
parent
bulletin
and
we
will
continue
to
communicate
to
our
parents
throughout
the
summer
and
we
will
work
with
them
as
as
often
as
needed
to
ensure
that
they
get
our
message
and,
of
course,
we'll
continue
to
work
with
them
after
school
starts.
C
Great
thank
you.
I
know
a
good
method
is
the
textblast
system
that
we
have.
S
Absolutely
working
with
our
pr
department,
of
course,
working
with
our
school
administrators
once
school
school
begins
to
ramp
up
working
through
their
communication
methods,
as
well
as
their
newsletters.
B
I
hate
to
put
this
one
on
the
spot,
because
I
didn't
ask
it
previously:
is
there
a
possibility
in
the
future
of
because
we
surveyed
our
parents
before,
and
we
know
where
this
goes
they're
pretty
divided,
we
are
pretty
divided.
S
Super
president
hernandez
superintendent
aguilar
lawler
governing
board
executive
team
and
our
members
of
our
viewing
audience.
Those
are
excellent
questions
and
I
I'd
be
happy
to
dig
into
those
a
bit
for
you.
B
So
just
a
question
just
curio,
my
own
curiosity
factor
and
it'd
be
nice
to
know.
Thank
you.
S
T
Good
evening,
madam
president,
members
of
the
governing
board,
dr
lawler
executive
team
and
all
those
in
attendance
I'm
living
for
the
evening
that
I
come
up
here
and
say
we're
fully
staffed
every
position
is,
is
filled.
I'm
also
cognizant
of
the
fact
that
I
don't
know
that
I'll
ever
get
to
do
that.
However,
my
update's
going
to
be
much
the
same
as
previous
updates.
We
are
continuing
to
hire
weekly.
We
are
hiring
and
placing
people
in
our
open
positions.
T
One
thing
that
has
been
new
to
us
this
week,
that's
been
really
helpful.
Is
we
do
have
access
to
our
aig
staffing,
our
international
sorry,
iag
international
alliance
group
teachers,
and
so
we've
had
a
little
bit
of
a
slowdown,
but
not
much
simply
because
we
were
previously
a
talent,
ed
district.
It
was
a
different
platform
and
we're
now
frontline
and
because
the
iag
people
use
something
similar
to
talented
it.
T
Won't
let
us
input
our
usernames
and
passwords
yet
so
dr
heredia
and
I
are
just
using
our
personal
email
to
access
the
accounts
so
that
we
can
go
through
and
find
candidates
and
send
those
candidates
to
sites
that
are
needing
people,
and
so
that's
what
we've
been
working
on
this
week.
But
I
have
been
very
pleased
at
the
number
of
candidates.
T
I
have
found
math
candidates.
I
have
found
special
education
candidates.
I
have
found
dual
language
candidates
and
so
we're
just
getting
through
them,
processing
them
quickly,
sending
them
to
our
site
so
that
principals
can
look
to
place
people
in
those
open
positions
and
again
the
added
benefit
that
we
shared
with
you
before
about
iag
is
that
they
have
had
the
screenings
done
by
the
company
that
we've
contracted
with.
They
have
had
those
background
checks.
T
They
have
had
those
references,
and
so
it's
just
nice
that
we're
able
to
have
that
partnership
with
them
to
fill
some
open
positions,
so
we're
still
hiring.
We
have
the
well
has
not
run
dry
and
we're
hopeful
every
day
that
we
get
all
of
our
positions
filled.
But
we
also
know
that
we're
competing
with
other
districts,
not
just
in
arizona
but
across
the
united
states.
B
I
have
lots
to
say,
but
it's
not
on
the
agenda.
Thank
you
miss
doyle.
I
look
forward
to
the
day
that
you
can
come
up
here
and
tell
us
that
we're
fully
staffed
as
well,
but
we
also
have
the
you
know
the
reality.
We
understand
the
reality
of
it.
Thank
you.
Thank
you.
So
much.
Thank
you
for
the
update.
M
M
So
on
that
task
force,
we
have
a
well-rounded
group
of
individuals
before
I
asked
dr
medrano
to
come
forward.
I'd
like
to
share
that
list.
So
we've
got
mr
foster
del
oro,
our
building
and
operations
director.
We
have
adam
stevenson,
our
district
safety
risk
manager.
We
have
almost
otello
our
direct
administrator
for
public
relations.
M
We
have
kaylee
sorensen
from
our
actual
trust
that
we
use.
We
have
officer
juan
pollin,
the
estrella
sro.
We
have
officer
brian
miller,
the
harris
sro.
We
have
mr
perry
horner
rit
director.
We
have
alex
matar
director
transportation.
M
We
have
principal
janet
hecht,
we
have
parent
from
holiday
park
and
desert
sands
angela
harris,
and
we
have
jeff
stratman
our
deputy
superintendent
and
jasmine
cerna,
our
executive
coordinator
for
building
and
operation
building
and
operations,
and
our
assistant
superintendent
of
operations,
juan
madrana,
who
I'll
call
up
right.
Now,
I'd
really
like
to
thank
all
of
them
they're
putting
a
lot
of
work
into
this,
and
so
dr
medrano,
if
you
can
share
where
you
are
right
now,.
A
A
Obviously,
right
now,
safety
is
always
a
top
of
mind
and
top
priority
for
us
here
in
the
cartwright
district.
But
recent
events,
as
we
know
that
happened
in
about
the
texas,
has
really
caused
us
to
take
a
step
back
and
really
start
to
take
an
even
closer
look
at
our
our
campuses,
our
processes
and
just
really
reviewing
everything
that
we
have
in
place
and
making
sure
that
we're
being
very
consistent
with
doing
taking
all
the
steps
that
we
can
to
make
sure
that
our
our
scholars
and
our
staff
are
safe
at
all
times.
A
When
they're
in
our
schools
in
our
facilities.
So-
and
I
would
just
also
like
to
start
with
just
thanking
the
numerous
parents
that
have
been
reaching
out
to
us
since
the
events
with
just
very
heartfelt
concerns,
but
also
lots
of
recommendations
for
solutions
and
just
asking
really
great
questions
that
have
that
have
also
informed
that
the
work
that
we're
doing
with
our
school
safety
task
force.
A
So
I'm
happy
this
evening
to
be
able
to
share
some
of
the
highlights
from
our
first
meeting,
which
took
place
this
past
tuesday,
the
7th
of
june,
with
the
individuals
that
dr
aguilar
lawler
had
mentioned,
and
just
really
started
to
generate
a
really
a
really
thoughtful
conversation
about
what
we
need
to
do
to
get
layers
of
safety
in
place.
A
A
So
mr
stratman
did
help
us
organize
our
conversation
around
what
strategies,
what
capital
improvements
are
most
critical
which
are
essential
and
which
are
desired
just
so
that
we
we
can
really
hone
in
on
and
pinpoint
where
to
start
to
have
practices
that
are
that
are
implemented.
Consistency
on
all
of
our
campuses
and
that
we're
doing
those
with
with
a
high
degree
of
fidelity
the
easy
things
to
start
with,
to
make
sure
that
we're
doing
so
that
we're
securing
our
safety.
So,
starting
with
those.
A
Some
of
the
things
that
were
discussed
within
our
task
force
was,
and
that
have
started
to
be
implemented
immediately.
We're
doing
this
in
summer.
School
right
now
is
having
our
front
office
doors
locked
after
arrival
time.
So
we
want
to
be
reasonable,
as
far
as
giving
time
for
our
scholars
to
be
able
to
enter
school
without
creating
a
backlog
and
creating
any
type
of
disruption
to
students
or
scholars
getting
into
classrooms
on
time.
A
But
once
a
reasonable
amount
of
time
has
been
allowed
for
that
to
happen,
that
we
now
are
locking
our
front
office
doors
and
for
any
visitors
that
come
onto
campus,
that
they
use
our
doorbell
system
to
ring
ring
the
doorbell.
And
then
our
office
staff
is
able
to
see
who
is
there
and
just
confirm
that
that
individuals
that
are
coming
in
are
have
legitimate
business
for
being
at
school
and,
of
course,
always
keeping
in
mind
that
that
is
also.
A
That
is
still
done
with
the
level
of
customer
service
that
we
would
expect
to
be
delivered
to
our
parents
and
to
our
visitors,
but
with
the
understanding
that
we're
having
to
take
these
heightened
measures
just
to
to
make
sure
that
we're
having
an
a
more
keen
eye
on
safety,
given
the
current
times
in
addition
to
the
the
doorbell
ringing
system
that
we're
doing
right
now
and
buzzing
parents
in
some
of
the
recommendations
that
have
come
from
parents
through
the
through
our
emails,
have
been
just
considerations
about
keeping
our
classroom
doors,
locked
and
just
kind
of
the
pros
and
cons
of
doing
that.
A
One
of
the
points
that
ms
sorensen
had
made
from
the
trust
is
that
heaven
forbid
we
ever
did
have
to
encounter
an
active
shooter
situation,
but
that
the
chaos
that
unfolds
from
that
makes
it
very
difficult
to
be
able
to
think
on
the
fly
or
think
on
your
feet,
which
is
so
why
it's
so
important
that
we
also
do
training,
which
is
a
part
of
what
I'll
mention
in
here
tonight,
as
that
was
part
of
our
conversation,
but
taking
away
one
step
to
have
to
think
about
in
the
event
that
an
event
like
this
did
unfold
was,
if
the
doors,
if
our
doors
are
already
locked
or
we
have
magnetic
strips
in
the
doors
that
can
just
easily
be
pulled
and
automatically
lock
it.
A
So
those
are
some
of
the
more
low-cost,
more
immediate
things
that
we
can
start
doing
pretty
quickly
and
just
making
sure
that
we're
practicing,
that,
with
consistency
across
all
21
of
our
campuses
and
all
four
of
our
our
district
facilities,
that
everybody
is
doing
that
with
with
consistency
other
items,
low-cost
items
consistent
practice
that
were
mentioned
was
just
making
sure
that
everyone
has
a
visible
id
badge.
So
our
staff
members,
everybody
has
an
id
badge,
anybody
that
we
encounter
on
campus.
A
We
all
know
that
we
have
a
lot
of
great
projects
going
on
throughout
the
district
construction
projects,
but
just
reiterating
to
our
to
our
general
contractors
our
vendors,
that,
when
you're
coming
onto
campus,
please
make
sure
that
everybody
has
some
type
of
an
identification
so
that
there's
no
confusion
that
the
person
that
is
there
is
supposed
to
be
there
and
double
checking
upon
entrance
onto
the
or
the
other
point
was
single
single
point
of
interest
single
point
of
entrance
onto
the
campus
so
upon
entering
campus.
We're
doing
that
through
one
point.
A
If
we
need
to
access
beyond
the
front
office
that
everybody
is
signing
in
and
upon,
leaving
that
they're
also
signing
out
so
that
that's
something
that's
being
cons
done
with
consistency,
those
little
things
that
we
just
want
to
make
sure
are
done
done
very
tightly
and
with
our
vendors
as
well
as
they're,
doing
work
on
campuses.
A
Double
checking
upon
entering
gates
behind.
You
are
closed
and
locked
and
that
we're
being
very
vigilant
about
those
things.
So
those
were
some
of
the
more
immediate
things
that
we
talked
about
to
make
sure
that
we
reinforce
that.
We
give
reminders
that
everybody
is
doing
these
things
when
on
campus,
some
of
the
other
things
that
had
been
discussed
or
some
of
the
other
practices
that
are
in
place
right
now.
A
Our
safety
and
risk
manager
is
in
the
process
over
the
summer
of
going
through
and
doing
safety,
walks
and
safety
audits
of
all
of
our
campuses
and
being
able
to
bring
that
information
back
to
our
task
force
to
identify.
You
know
what
what
are
some
of
the
potential
vulnerabilities
that
we
want
to
make
sure
we're
aware
of,
and
that
we
have
a
plan
for
addressing
whether
that's
heightening
our
fences.
A
That
was
another
recommendation
that
was
brought
forth
in
the
task
force
was
taking
a
look
at
our
both
our
exterior
perimeter,
fencing
around
the
entire
campus,
including
the
play
fields,
parking
lots,
but
then
also
looking
at
the
more
the
interior
perimeter,
fencing
that
secures
the
more
immediate
buildings
and
our
some
of
our
parents
did
mention
that
fence
height
at
some
of
our
locations
was
concerning
to
them
that
the
four
foot
fences
once
you
get
beyond
the
initial
entry
gates
that
that
that
would
be
a
an
area
of
concern
that
would
be
pretty
easily
easily
breached.
A
So
that's
another
thing
that
we're
also
looking
at
with
our
sros
they've
been
involved
in
this
conversation
both
at
the
task
force
meeting,
but
we
met
with
them
as
a
whole
group
this
past
last
week,
prior
to
having
the
task
force
meeting
and
one
of
the
things
that
we're
going
through
with
them
is
just
regionally
based
on
where
their
home
base
is
of,
where
they
provide
services
is
having
a
sister
school
to
be
able
to
cover
in
the
event
of
a
crisis.
A
We're,
also
researching
and
exploring
for
our
campuses
that
might
not
have
an
sro
right
now
we're
exploring
different
vendors
with
for
security
services
being
able
to
have
a
presence
on
campus
and
have
a
again
an
additional
layer
of
security
on
our
campuses
in
working
with
our
architect
groups,
adm
has
been
working
with
us
as
well
and
we'll
be
joining
our
task
force,
as
well
as
we're
designing
our
new
office,
our
new
administration
buildings,
moving
forward
and
even
looking
at
retrofitting,
some
of
our
current
offices
just
to
redesign
to
redesign
them
to
have
those
multi
those
multiple
layers
of
security,
so
the
the
doorbell
that
we
talked
about,
but
once
inside
what
else
can
we
have
in
there?
A
A
So
some
of
the
other
items
centered
around
training,
so
just
making
sure
that
we
have
an
ongoing
system
of
training
where
we're
visiting
this
with
with
some
frequency,
and
we
have
the
personnel
in
place.
Mr
pina,
our
executive
director
of
safe
schools
and
social
emotional
learning
to
be
able
to
provide
the
the
trainings
on
threat
assessments.
You
know
we.
G
A
The
trust
also
has
training
modules
that
they
have
offered
to
incorporate
into
our
training
program
in
the
coming
year.
Among
that
would
include,
they
have
a
they
have
a
manual,
that's
called
the
for
short,
it's
called,
or
the
acronym
is
c-stack,
but
it
stands
for
the
comprehensive
system
for
threat
assessment
guidelines
and
one
of
the
things
that's
heavily
emphasized
within
within
this
booklet
that
we
purchased
last
year
for
several
of
us
is
the
importance
of
behavior
behavioral
threat
assessment
so
that
being
able
to
having
training
on
recognizing.
A
You
know
what
are
the
characteristics
of
our
scholars,
not
to
say
that
a
threat
would
typically
would
just
be
isolated.
We
know
just
to
internally
on
a
campus.
Obviously
it
comes.
They
can
come
from
a
variety
of
places,
but
where
it
comes
to
our
campuses
specifically
being
trained
on
recognizing
some
of
the
some
of
the
signs
to
be
mindful
of
you
know,
when
our
students
are
a
little
bit
more
withdrawn,
not
or
not
engaging
a
lot
with
campus
activities
or
with
peers.
A
The
trust
also
has,
as
part
of
their
training
training
expertise
that
they
can
offer
us
our
tabletop
exercises
so
doing
doing
exercises
of
a
live
event,
whether
that's
or
following
a
drill
that
we
would
do
having
a
tabletop
exercise
to
just
kind
of
talk
through
what
the
reactions
were,
what
the
questions
are
and
being
able
to
again
just
heighten
our
our
preparation
to
to
feel
like
we're
ready.
Should
we
have
to
respond
to
to
a
crisis
situation
like
this.
A
So
our
next
steps
right
now
is
to
convene
again
on
the
21st
of
june.
Our
task
force
will
be
coming
together
again
via
zoom
at
that
time,
because
we
did
find
we
had
a
couple
of
parents
that
had
expressed
the
desire
to
participate,
so
we
are
doing
that
via
zoom
and
having
it
at
a
later
time.
The
meeting
will
be
at
5
pm
and
just
to
have
a
follow-up
on
this.
A
Get
a
get
a
schedule
in
place
with
topics
so
that
we're
able
to
visit
this
throughout
the
year
and
again,
just
anything
that
we
can
do
to
heighten
awareness
and
to
make
everyone
feel
like
they're,
prepared
to
be
able
to
respond
in
a
in
an
active
shooter
situation,
a
crisis
situation,
and
then
just
one
more
thing
to
add.
We
did
last
week
have
a
training
on
mr
stevenson
and
mr
pina
and
alma.
Thank
you
for
the
translating
did
help
us
with
providing
a
active,
shooter
training
for
all
summer
school
staff.
A
So
we
held
four
zoom
sessions
to
make
sure
that
everybody
understood
the
protocol
that
we're
following
the
avoid
deny
defend
protocol
which
had
been
presented
to
our
our
unpack,
our
pac-parent
group
about
two
months
ago,
and
I
believe
it
was
also
brought
here
as
a
presentation
for
our
governing
board.
So
we
did
mr
stevenson
did
provide
that
training
to
all
of
our
staff,
just
to
make
sure
that
everybody
understood
the
the
specifics
of
what
it
means
to
avoid
in
the
instance
that
our
campus
is
breached.
What
does
it
mean
to
deny?
A
So
with
that,
I
would
just
like
to
provide
an
opportunity
for
some
questions
and
then
also
in
this
evening's
consent
agenda.
We
have
approved
a
fencing
projects
to
begin
at
four
of
our
campuses
in
one
of
our
facilities.
So
this
work
of
providing
the
late
the
layers
of
safety,
the
perimeter,
fencing
aspect
is
going
to
start
getting
implemented
here
pretty
quickly.
Now.
P
Thank
you,
madam
president,
dr
aguilar,
lawler
fellow
board
members,
executive
team
and
those
in
attendance.
Thank
you,
dr
madrano.
P
This
is
very
uncomfortable
to
talk
about,
I'm
sure,
giving
presentations
about
a
couple
of
things
I
I
know
we
don't
have
to
apologize,
but
I
just
want
to
just
give
my
condolences
to
all
of
our
staff
members
in
our
community
that
have
to
go
above
and
beyond
the
lengths
to
protect
our
children
and
our
district,
and
that
goes
for
every
teacher
across
the
country,
every
educator
across
the
country.
P
P
Another
thing
I
think
for
us
to
think
about
in
these
in
these
in
these
meetings
is-
and
this
was
something
that
somebody
brought
to
my
attention
and
I
just
had
to
really
sit
and
reflect
on.
I
myself
have
been
going
through
these
trainings
since
kindergarten,
these
lockdown
drills
and
in
the
scenario
somebody
coming
on
campus
with
a
weapon
whether
that
be
you
know,
a
knife,
a
bat
or
a
gun,
and
now
thinking
about
it.
P
The
the
people
that
are
taking
these
these
violent
acts
on
on
children
are
the
same
people
who
have
had
these
trainings
in
classrooms
as
well.
So
they
understand
what
it
is
that
our
kids
are
doing
to
keep
themselves
safe.
P
In
a
scenario
of
somebody
coming
onto
campus,
for
instance,
you
know
the
person
in
texas
was
only
18
years
old,
so
somebody
had
who
had
gone
through
the
same
trainings
and
knowing
how
to
hide
and
how
to
defend
themselves,
and
so
it's
really
scary,
to
think,
like
I
know,
and
across
every
school
district
across
every
country,
there's
only
so
much
that
we
can
do
and
it's
I
just.
P
I
just
want
to
just
share
my
condolences
with
everybody:
the
fact
that
we
have
to
take
those
measures,
but
also
feeling
like
we're
not
doing
enough,
because
I
feel
like
that
on
the
board
that
what
we're
able
to
give
is
just
it's
we're
only
able
to
give
as
much
as
we
can,
and
it's
just
really
scary,
to
think
about
some
other
things
that
I've
seen
around.
Is
you
know,
teachers
coming
up
with
creative
ideas
of
how
to
keep
their
doors
locked
and
using
tools
that
they
can
buy
online
or
chairs?
P
And
I
know
maybe
some
of
our
doors,
don't
I
know
even
in
here
the
the
way
that
the
doors
open
they
don't
have
handles,
but
maybe,
if
that's
something
that
the
district
is
willing
to
provide,
there's
certain
like
bars
that
go
up
against
the
door
and
lock
and
I've
seen
them
on
amazon
for
fairly
cheap,
like
20
to
30
dollars,
so
seeing
what
we
can
do
as
a
district
to
kind
of
provide.
Something
like
that.
P
If
that
helps
put,
you
know
our
educators
at
ease
a
little
bit,
but
I
really
just
want
to
give
my
condolences
to
the
district
and
to
all
educators
that
it's
a
difficult
time
to
try
to
think
about
what
we
can
do
to
keep
our
our
kids
safe,
but
also
still
teach
in
the
classroom
and
still
willing
to
come
back
into
the
classroom,
especially
with
how
high
things
are
right.
Now,
with
this
with
this
conversation.
So
thank
you,
dr
madreno,.
B
B
May
I
be
invited,
and
then
mr
lopez,
ms
hernandez,
do
you
want
to
join
or
does
it
not
work
your
schedule
and
miss
abathia
and
we'll
invite
miss
garcia?
If
that's,
okay,
but.
B
I
B
B
Awesome
really
great
team,
I'm
not
did
you
put
that
together,
dr
madrano,
you
put
it
together,
your
favorite.
B
B
Pina,
thank
you
for
taking
part
in
that
you've
got
a
really
well-rounded
group
of
individuals
taking
part
in
the
school
safety
task
force.
So
I
really
appreciate
that
I'd
be
remiss
not
to
mention
that,
because
I
was
listening
to
each
of
those
names
and
just
kind
of
thinking.
Wow,
that's
very
well
rounded,
so
it'd
be
really
nice
to
participate,
and,
yes,
we
will
only
observe
it's
a
lot
to
think
about,
and
I
appreciate
one
the
task
force,
the
parent
feedback.
It
is
not
really
a
word
for
it.
B
Grateful
I'm
very
grateful
that
our
parents
are
so
dedicated
that
they
take
the
time
out
of
their
day
to
provide
feedback,
to
ask
the
questions
and
in
response
to
things
like
this,
and
even
at
times
you
know,
they're
they're,
very
active
in
general,
but
especially
for
a
situation
like
this.
Just
to
want
to
even
take
part
is
pretty
incredible.
So
I'm
really
grateful.
B
I
want
to
say
publicly
to
our
parents,
and
also
you
did
provide
the
presentation
to
the
pac
meeting
and
the
following
subsequent
meeting
to
the
board,
and
we
were
already
taking
steps
and
have
been
taking
steps
to
improve
our
safety
efforts,
and
I
know
that
the
conversations
about
the
fence
have
the
fences
have
been
going
on
for
at
least
a
year
trying
to
get
the
fences
going
and
thinking.
B
You
know
doing
observations
and
thank
you
for
the
tour
to
go
out
to
the
campuses
to
see
what
they
look
like
and
what
a
great
sort
of
foresight.
I'm
sure
that
wasn't
why
dr
lawler
was
thinking
about
it.
Let's
improve
the
fences,
it
was
more
of
something
else,
but
what
a
great
sort
of
opportunity
to
already
have
that
in
motion
versus
having
to
be
able
to
start
from
here.
So
I
really
look
forward
to
it.
The
other
thing
was
the
id
badges.
So
I
was
curious.
B
B
Sometimes
the
schools
give
us
on
the
board
t-shirts.
Would
it
be
something
to
think
about
during
the
the
conversations
of
maybe
wearing
the
same
type
of,
and
I
know
I'm
sorry
because
I
apologize
to
our
educators.
I
know
they
love
to
dress
very
well,
but
if
the
you
know,
let's
say
if
the
teachers
were
on
board
our
educators,
would
it
be
something
that
would
be
more
helpful
too
if
we
all
kind
of
wore
the
same
type
of
school
pattern
or
logo,
things
that
were
very
specific
to
the
school.
B
Yeah
I
mean
we
wouldn't
do
it
if
the
principals
and
the
committee
didn't
think
it
was
it's
just
a
secondary
form
of
identification,
I'm
looking
forward
to
participating,
wait
observing
in
the
meeting.
That's
right,
we're
not
participating,
but
just
being
there
as
an
observer.
I
can't
wait
to
hear
the
conversation.
We've
got
a
lot
of
people
in
there.
M
B
B
F
We
could
we
could,
by
being
by
implementing
and
taking
some
measures
some
steps
forward.
I
want
to
make.
I
want
to
help
parents
feel
confident
that
they're
in
the
best
hands
possible-
and
I
think
that
goes
back
to
training
training
at
all
levels,
because
I
think
I
don't
know,
I'm
sure
everybody's
thought
about
you
know.
If
I'd
been
in
that
situation,
you
know
what
you
would
have
done.
F
I
know
community
members,
I
know
you
know
things
that
were
that
that
took
place.
Somebody
just
wants
to
run
in
there
if
law
enforcement
wasn't
willing
to-
and
I
know
we
come
from
the
same
community,
so
I'm
looking
forward
for
us
to
be
proactive
and
and
just
offer
this
type
of
training
or
or
exposing
our
families
to
that
type
of
discussion
and
training.
Even
at
the
cafetos,
you
know
with
law
enforcement,
you
know
the
sro
officers,
you
know
moving
forward.
A
Yes,
thank
you,
mr
nunn.
This,
madam
president,
members
of
the
board,
dr
aguilera
members
in
attendance,
I'm
glad
that
you
mentioned
that,
because
that
does
trigger
another
memory
of
our
conversation
and
the
task
force
the
importance
of
parent
communication,
so
just
having
that
ongoing
communication
and
training
and
just
making
sure
that
we
are
providing
frequent
updates
on
the
things
that
we're
doing
to
to
reassure
that
this
is
top
of
mind
for
us.
So
thank
you
for
that.
B
B
Wonderful,
thank
you.
We
just
like
to
hear
what
our
parents
have
to
say
as
well.
Of
course,
we
value
all
the
opinions,
and
it's
also
nice
to
know
that
our
sro
is
involved
in
that
conversation
as
well.
Thank
you,
dr
marjorino.
A
F
Nope
nope,
thank
you,
madam
president,
just
made
me
think
about
this
one,
but
it's
not
necessarily
the
the
substance
of
that
meeting,
but
more
of
the
process
of
that
meeting,
because
it
is,
is
it
a
is
this?
What
type
of
task
force
is
this?
Is
this
a
task
force
put
together
by
the
the
board,
or
is
this
a
personnel
type
task
force
put
together,
because
I
keep
hearing
or
hesitation
about
participation
there
shouldn't
be
any
now
there's
a
difference
about.
F
You
know,
participating
in
a
way
that
you're
going
to
dominate
the
conversation
right
because
I
know
what's
best,
but
not
that
type
of
that's
not
what
I'm
envisioning.
I
think
I
I
got
the
perspective
correctly
when
you
know
about
observing
and
participating
at
least
you
know
to
even
capture
some
of
that
information.
F
You
know
ourselves
to
participate
at
that
level,
but
not
necessarily
to
be
in
to
shape
a
direction.
So
I
just
if
you
could
clarify
the
task
force
level.
M
Yes,
thank
you,
madam
president,
members
of
the
governing
board
on
board
member
hernandez.
So
when
you
meet
in
a
team,
you
cannot
make
decisions
or
give
directions
because
you're
not
part
of
the
board.
So
that's
really
why,
but
it
is
a
task
force
that
I
directed
for
the
governing
board
as
the
superintendent
and
so
with
all
the
members.
They'll
be
talking
and
taking
action.
M
The
board
observing
is
listening,
but
they
can't
say
what
I'd
like
this
to
happen,
because
then
it
becomes
a
an
actual
board
meeting
and
and
that's
not
what
we're
doing
now
with
that
said,
you
know
at
the
june
meeting,
you
know
it's
it's
it's
I'm
supposed
to
be
on
for
discussion,
but
if
you
wanted
to
do
a
30-minute,
you
know
study
session
prior
to
the
meeting
from
5
to
5
30..
M
B
I'm
not
sure
where
the
hesitate
hesitancy
part
comes
from.
My
only
thought
process
is
that
we
remember
that
that
will
not
be
a
public
meeting
and
so,
as
the
board
we're
just
going
to
observe,
I
was
curious
to
know
if
our
parents
would
be
allowed
to
participate
in
the
dialogue
so
that
we
could
hear
their
thoughts
as
well,
but
no
hesitancy
on
my
part,
if
that's
where
it
was
directed.
F
The
hesitancy
that
I'm
referring
to
is
not
knowing.
I
think
it
was
a
question.
I
I
heard
that
question
in
terms
of
our
participation
as
to
what
we
could
or
could
not
do,
and
I'm
thinking
as
as
a
board
member
that
were
able
to
participate,
observe
we
could
even
engage.
It
depends.
That's
why
I
asked
how
it
was
designated,
but
I
could
also
understand
the
level
of
how
do
I
level.
Q
President,
if
I
may
hopefully
shed
some
light
on
the
conversation.
Q
Q
So
the
task
force
is
an
executive
task
force
put
together
by
the
superintendent.
If,
if
you
want
a
board
committee,
you
can
have
that
and
so
or
you
can
have
discussion
during
a
board
meeting,
but
this
particular
task
force
is
strategically
put
together
such
that
it
would
not
be
required
to
have
meetings
open
to
the
public.
Nor
would
we
want
to
open
that
opportunity.
In
my
opinion,.
F
Thank
you,
and
that
is
what
I
was,
because
we
are
able
to
participate,
but
we
also
have
the
board
capacity
to
to
assign
task
forces.
So
I
wanted
to
know
the
difference
like
I
didn't
know
where
what
but
I
know
there
was
some
hesitant
as
to
what
we
were
limited
to
doing
so
now.
I
understand
why.
C
C
My
comment
was
just
to
the
board.
Is
that
I
assume
at
some
point
we
are
going
to
discuss
the
committee,
and
it
is
my
hope
that
you
know
all
of
my
fellow
board.
Members
can
be
ready
to
have
a
serious
conversation
about
in
you
know,
making
a
significant
investment
on
on
the
findings
of
the
task
force.
Not
it's
not
enough
to
have
a
task
force
to
have
a
conversation
to
have
dialogue.
C
You
know
we
have
to
invest
and
it's
going
to
take.
I
think
a
significant
amount
of
money
to
secure
our
schools
and
be
proactive.
You
know
a
proactive
leader
on
on
this,
so
it
is
going
to
be
tough,
especially
with
budgets
as
they
are
now,
but
I
think
it's
going
to
be
worth
it.
So
I'm
hoping
that
once
we
cross
a
bridge
this
board
is,
is
willing
to
make
that
investment
on
our
students.
Thank
you.
M
M
M
The
second
reading
will
be
brought
to
the
governing
board
at
the
june
30th
meeting,
and
we
did
change
the
word
that
the
governing
board
recommended.
We
had
two
promotes
in
there
and
I'm
going
to
give
the
credit
to
where
credit
is
due.
Our
deputy
superintendent,
emma
harigi,
came
up
with
the
word
showcase
instead
of
promote,
and
I
think
it
it
does
well.
M
F
Not
read,
but
I
do
have
a
comment.
I
had
a
question
regarding
the
word
showcase
to
begin
with,
I
think
thank
you,
dr
lawler.
Madam
president,
dr
lawler
executive
team
and
those
in
the
artisan
those
watching,
because
we
had
reviewed
and
I'm
trying
to
figure
out
what
is
it
that
I
you
know
that
we
discussed,
and
that
has
changed
since
then,
and
it
was
a
word
showcase
and
so
to
me,
if
you
can,
I
know
it's
to
promote
family
engagement,
showcases
show
examples,
and
how
was
this
the
spirit
of
the
word?
F
M
Thank
you
board,
member
hernandez.
The
spirit
of
the
word
was:
we
definitely
want
to
promote
family
engagement,
which
is
something
that
our
principals
do
a
great
job
with,
but
we
also
want
to
ensure
that
everybody
in
the
community
at
each
of
schools
knows
the
wonderful
things
that
we're
doing
on
the
campuses
and
so
even
in
our
going
over
the
with
our
new
public
relations
director.
M
One
of
the
things
that
really
you
know
captured.
You
know
me
and
speaking
with
him,
was
his
ability
to
talk
about
our
district
and
he
wants
to
go
out
there
and
showcase
the
excellent
schools
that
we
have,
and
he
talked
about
many
ways
to
doing
that.
M
So
it's
really
ensuring
that
every
time
that
we
we
do
something
on
our
campuses
that
we
ensure
that
that
story's
told-
and
so
it
really
truly
is
to
showcase
excellence
so
that
our
community
chooses
to
continue
to
keep
their
kids
in
cartwright
and
also
for
those
that
are
at
charter
schools
for
them
to
see
it's
really
better
to
be
here
in
cartwright.
So
that's
really.
The
spirit
of
the
word
is
to
really
showcase
what
we're
doing
here.
The
excellence
in
our
district.
B
We
do
a
monthly
art,
exhibit
showcase
so
that
our
community
and
the
parents
and
our
scholars
can
see
how
proud
we
are
teachers,
principals,
the
ones
who
provide
us
the
information
and
who
are
the
leaders
at
the
schools
so
that
we
can
showcase
the
different
types
of
art
and
the
different
types
of
methods
and
modes
that
they
used
in
the
you
know
the
schools
that
did
it
the
grades
that
did
it
the
art
that's
out
here
in
the
lobby,
way
of
our
district
boardroom.
We
showcased
that
as
well
and
that
just
started
this
year.
B
There
was
artwork
within
the
district
that
we
showcase
for
scholars
and
how
proud
we
are,
and
it
also
gives
the
board
an
opportunity
to
see
what
our
scholars
have
done
and
honestly,
the
art
in
the
boardroom
is
one
of
my
favorite
things,
because
it's
always
something
different
each
month
and
the
amount
of
artistic
ability
that
our
scholars
have
expressed
in
each
of
their
artworks
is
so
different,
even
though
they're
following
the
same
methods
and
modes
and
the
banners
that
we
have
out
in
the
district
that
mrs
sanchez
talked
about
before
the
things
like
our
adjacent
ways
like
at
peralta,
the
new
adjacent
ways
how
we're
working
on
that
at
cartwright.
B
B
They
were
doing
at
the
time
big
shout
out
to
the
lion,
king
and
the
wizard
of
oz,
because
they
were
so
cute
and
they
were
really
good
at
it,
and
so
those
are
other
ways
that
we
can
showcase
their
excellence
and
their
track
meetings
and
their
games,
and
you
know
the
trip
to
dc
and
being
able
to
bring
back
video
to
promote
in
our
board
meeting
or
on
our
district
websites
and
all
of
our
social
media
pages.
B
So
it's
an
expansion
of
of
that
and
I
mean
how
could
we
not
want
to
show
I?
I
thought
it
was
really
good,
because
that
is
what
we
do.
We
want
to
show
our
community
what
our
scholars
can
do
and
that,
despite
all
of
the
adversities
and
the
things
that
people
outside
of
here
may
think
that
they
are
excellent,
we
have
scholars
that
have
gone
to
brophy
I've
gone
on
too
long,
but
it's
about
our
scholars.
I
love
to
talk
about
them,
but
just
as
an
example.
F
And
thank
you
to
that
point.
The
question
that
I
have
is
more
about.
Are
we
just
limited
to
the
three
goals?
Because
if
you
go
to
the
first
one,
it's
maximize
academic
achievement
and
global
readiness
for
all
scholars.
So
it's
like
one
right,
because
it's
the
global
readiness
and
academic
achievement
we
go
to
the
second
one.
It
says:
promote
family
engagement
and
showcase
excellence.
F
To
me
to
promote
you
know
the
family
too.
I
guess
I
get
hung
up
in
the
in
the
importance
of
that
family
engagement.
Do
we
showcase
family
engagement,
so
we
can
make
it
you
know.
Do
you
understand
there
are
two
different.
It
looks
like
we're
trying
to
put
two
items
together.
You
know
to
to
form
one
bullet
point
and
then
going
on
to
the
other.
It's
promote
social,
emotional,
learning
and
equity.
To
ensure
scholar,
success,
you
understand
it.
It's
so
that
it's
related
to
the
same
except
number
two.
F
M
Board
president
on
this,
I
think
what
you're
suggesting
is
that
we
have
a
b
c
and
d,
and
I
am
totally
open
to
that.
If
I
give
a
you
know
thumbs
up
from
the
board,
when
we
we
can,
we
can
change
that.
F
And
a
step
further
would
be.
I
don't
want
just
to
promote.
I
want
to
showcase
family
engagement
as
we
do
when
we
have.
You
know
we
bring
together
groups
of
parents,
volunteers,
you
know
the
site
council
things
like
that,
but
we're
doing
that,
but
showcase.
M
Hear
I'll
go
ahead,
dr
loller,
I
just
want
to
make
sure
christine
and
I
get
this
correctly
so
b
would
be
promote
and
showcase
family
engagement
and
then
the
next
one
would
be
to
showcase
excellence,
and
then
the
next
one
would
be
promote
social,
emotional
learning
equity
to
ensure
scholar
success.
So
it
would
be
a
b
c
and
d.
P
P
I
don't
think
I
think
we'd
have
to
go
into
like
roman
numerals
or
something
like
I
think,
yeah
yeah,
no
yeah.
I
think
that
there's
there's
a
lot
of
things
that
we
could
be
listing
here
in
this,
but
I
mean
we
do.
We
do
promote
family
engagement
and
I
think
we
do
showcase
it
already
with
just
different
things
that
we
do
within
our
community.
For
instance,
when
we
we,
what
was
it
that
we
with
the
bus.
P
That
and
the
gosh
yes,
that
thank
you,
yeah
so
like,
but
like
promoting
those
promoting
that
to
our
family
right
having
them
show
up
and
then
promoting
it
on
our
social
media,
the
way
that
we
did
and
just
having
them
in
the
parade
like
that
does
showcase
our
family
engagement,
our
community
engagements,
it
showcased
our
excellence
with
us
having
an
electric
bus
and
them
inviting
us
to
be
a
part
of
that
parade.
Because
of
that,
so
I
think
that
I
think
that
these
are
excellent.
P
It
gets
too
deep
for
us
to
try
to
find
more
and
more
for
like
to
try
to
describe
what
it
is
that
we're
doing.
I
think
that,
yes,
that
there's
room
for
improvement
of
of
what
it
is
that
we're
doing
in
the
district,
but
I
don't
know
I
I
like
what
it
what
it
says.
I,
like
the
the
changing
the
word
to
showcase
excellence,
because
it's
showing
what
we're
already
doing.
I
think
I
think
what
this,
what
this
is
right,
this:
what
what
our?
P
What
our
district
mission
and
goals
and
vision
everything
is
it's
just
explaining
what
we're
already
doing?
It's,
not
you
know:
what
can
we
completely
change
for
the
future?
These
are
things
that
we're
already
doing
within
our
district
and
then
how
to
get
better
at
them.
How
to
make
sure
that
we,
even
though
we
are
showcasing,
what
more
can
we
do
to
showcase?
What
more
can
we
do
to
promote
family
engagement,
just
taking
the
extra
steps,
so
I
like
it,
I
like
what
the
the
words
that
we've
chosen
here.
B
C
C
I
I
really
like
the
showcase
word
on
it,
because
I
think
it's
you
know
it's
a
way
to
also
increase
parental
involvement
in
our
district
again,
we
we
have
to
tell
our
story
and
no
one's
going
to
tell
a
story
better
than
us
as
a
district,
so
I
think
it's
great,
I
think,
with
the
feedback
from
the
board
members
I'll
leave
it
up
to
the
superintendent
to
decide
how
to
move
forward.
Thank
you.
B
And
also
just
really
quick
and
then
you
can
go
miss
hernandez
for
miss
abathia's
understanding.
The
reason
that
we
do
the
goals,
I'm
sure
you
kind
of
you
like
you,
get
it
you're
very
intelligent
young
lady.
We
do
them
every
year,
so
that
and
you're
right.
We
shouldn't
start
making
more
and
more
and
more
goals,
because
we
could
be
here
all
day.
B
We
would
literally
be
here
for
days
and
days
and
days
we
have
been,
but
it
is
to
put
a
focus
on
the
the
three
things
that
we
are
going
to
be
focusing
on
for
that
year
and
it's
not
you
know,
bullets
upon
bullets
of
different
things.
B
We
want
to
focus
on
those
particular
things
to
kind
of
go
off,
and
not
really,
I
guess,
for
your
information
purposes,
but
just
to
kind
of
expand
on
what
you
were
saying
it
more.
So
is
that
the
more
things
that
we
keep
adding?
That
means
we're
stuck
to
those
very
specific
things:
social,
emotional
learning
and
ex
enhance
you
know
it
encompasses
so
many
things:
promoting
our
family
engagement
and
showcasing
excellence
encompasses
so
many
things,
and
so
does
our
first
goal.
B
They
all
encompass
so
many
things
as
a
blanket
or
an
umbrella,
and
then
there's
all
these
things
underneath
and
so
every
year
that
we're
able
to
move
one
off
just
means
that
we've
been
able
to
achieve
it.
Like
our
customer
service
goal,
we've
removed
it
and
we've
replaced
it
with
something
else,
and
then
the
work,
that's
involved.
B
We
get
to
build
our
relationships
and
have
our
time
to
provide
our
own
feedback
to
the
to
each
other
as
board
members
and
put
a
lot
of
work
into
it,
and
I
think
at
times
we
can
end
up
wordsmithing
like
at
least
as
my
experience.
Sometimes
we
can
word
smith
too
much,
so
I
appreciate
that
even
as
a
newer
you're,
not
new,
but
it's
like
the
newest.
You
know
the
the
newest
addition
to
our
board
that
you
understand
that
even
you
know
so.
Thank
you.
P
P
The
best
example
to
give
is
how
everybody
is
rebranding
to
something
specific,
so
this
gives
them
the
opportunity
to
do
those
umbrella.
Branching
of
you
know
promoting
social
emotional
learning
the
way
our
district
is
training,
but
also
catering
to
the
needs
within
that
specific
school.
So
I
mean
yeah.
I
think
that
that's
that's
absolutely
right,
like
it's,
it's
a
broad
term
of,
and
then
people
can
go
in
and
and
and
add
to
it
the
way
that
they
feel
that
the
the
school
and
that
our
scholars
needs
will
fit
to
those
things.
F
Maybe
just
not
understanding
the
concept
in
in
how
you
know.
I
asked
a
question:
the
train
of
thought
in
your
presentation
in
three
bullet
points.
It's
real.
The
changes
are
relative,
except
in
this
one
there's
two
different
things
and
to
me:
if
you
want
to
be
intentional
about
it,
then
we're
going
to
work
towards
it
because
you're
right
I
mean
we're
already
doing
everything
we
don't
need
to
to
write
anything
down,
but
I
believe
that
we
we
can
work
on.
F
There
are
certain
things
that
we'd
like
to
focus
to
work
on,
and
you
want
to
be
intentional
about
it,
I'm
very
confident
in
stating
that
we
can
showcase
parental
engagement
or
family
engagement
and
and
excellence.
F
B
E
R
F
C
Thank
you,
madam
president,
dr
lawler
for
the
board
members
executive
team.
I
I
don't
think
we
need
this
item
to
be
finalized
by
the
next
board
meeting,
so
we
can
I'm
sure
the
district
will
continue
to
move
forward,
enrollment
schools,
so
we
can
probably
wait
for
the
next
board
meeting
for
the
administration
to
bring
us
dates
for
potential
retreats.
M
M
This
is
the
first
read
we.
I
definitely
want
to
take
this.
The
second
read:
we
have
to
revise
this
because
we
did
not
revise
it
when
we
had
our
other
goals.
These
are
like
three
three
goals
ago,
so
we
had
not
revised
it
in
the
policy,
so
I
would
like
to
move
forward
with
this.
I
don't
believe
that
a
retreat
to
go
over
these
again
is
going
to
make
maximum
changes.
However,
if
we
do
do
that,
we're
going
to
be
out
of
policy
and
we're
not
going
to
be
even
in
our
current
goals.
M
These
are
goals
from
years
ago.
You
know
we
can
certainly
have
a
retreat
to
talk
about
it.
But
again
I
know
linda
and
christine,
and
several
of
my
team
members
have
already
you
know,
based
on
our
board
meetings,
have
already
made
plans
for
vacation.
That
cannot
be
changed.
Nor
would
I
ask
them
to
change
it.
We
do
not
have
a
board
meeting
in
july
and
we
come
back
to
school
for
our
next
board
meeting
in
august.
M
It's
something
that
we
can
do
in
the
future,
but
for
now
I'd
like
to
keep
these,
even
if
you
want
to
mine
or
tweak
them
and
then
bring
it
back
later
for
future.
If
we
want
to
do
a
overall
retreat
on,
you
know,
mission
vision
goals,
because
that
is
that's
going
to
you
right.
That
will
take
a
very
very
long
time,
but
moving
forward.
M
We
are
doing
great
things,
but
we
do
have
a
lot
of
things
that
we
need
to
improve
and
we
we
believe,
with
these
goals,
that's
really
going
to
give
us
what
we
need
based
on
our
last
principal
retreat
that
we
have.
We
know
we
have
to
focus
primarily
on
academic
achievement,
but
we
also
need
to
focus
on
enrollment
and
we
want
our
families
to
be
engaged.
We
want
to
showcase
excellence
so
that
people
that
do
come
to
cartwright
our
children.
M
Our
scholars
know
that
this
is
the
place
to
be,
and
so
that's
really
one
of
the
reasons
and,
of
course,
with
social,
emotional
learning.
We
lot
we
learned
over
the
pandemic.
That
equity
is
part
of
that,
and
so
that
those
goals
to
me
are
very,
very
important.
So
if
it's
just
a
matter
of
a
couple
words,
I
would
like
to
recommend
we
do
not
have
a
retreat
for
that.
I
would
really
like
for
these
goals
to
be
put
in
place
in
our
handbook
that
we're
trying
to
prepare
for
the
next
school
year.
B
Thank
you,
dr
aguilar,
luller
and,
in
light
of
the
new
information
I'd
like
to
request
that
we
do
move
forward
to
the
next
meeting
no
board
retreat.
We've
already
had
a
retreat.
It's
a
matter
of
two
words.
The
word
before
was
promote.
Now
it's
showcase,
it's
not
a
big
deal
and
we
do
need
to
get
it
moved
forward.
B
F
Madam
president,
dr
lawler
fellow
board
members,
the
intent
here,
I
think,
is
a
learning
opportunity
for
engaging
in
working
together
to
see
how
we
arrive
at
this
making
decisions.
F
I
understand
there's
a
lack
of
time,
but
I
think,
as
we
move
forward,
we
do
have
a
new
member
on
the
board
that
we
need
that
interaction
with,
and
I
think
it
would
just
value
it
would
just
be
something
for
that.
Everybody
could
benefit
from
to
me.
It's
not
the
question
about
the
word.
Whether
showcase
is
more
important
than
the
other.
I
just
questioned
whether
we're
trying
to
group
two
different.
You
know
two
different
items
together
in
one
because
of
lack
of
space.
That's
all
and
to
me.
F
I
feel
confident
that
I
would
be.
I
want
to
make
it
along
the
same
point
of
thought.
It's
very
simple.
I
don't
want
to
promote
that's
too
loose.
I
want
to
showcase
show
that
we
can
be
the
example
with
in
terms
of
parent-to-link
and
engagement
unless,
unless
the
rest
of
the
board
believes
that
something
we
can't
do
and
we
just
want
to
encourage,
but
we
want
to
focus
on
showcasing.
That's
all.
Thank
you.
B
B
We
could
have
another
retreat
to
build
relationships
at
another
time
because
we
did
do
with
the
retreat
with
all
due
respect,
I'm
going
to
be
a
thumbs
up
to
move
it
forward
to
the
second
reading
board
members
we're
moving
forward
here,
because
now
it's
becoming
just
kind
of
a
long
drawn
out
process.
F
B
B
To
retreat
during
our
board
retreat
and
now
that
we're
at
the
first
reading
we're
going
to
wordsmith
it,
the
intention
is
clear:
we
have
three
board
goals,
we
have
our
vision,
mission
and
values,
and
we
had
our
time
to
talk
about
this
particular
item.
We
can
have
a
retreat
to
board
relationship
build
in
the
new
school
year
when
it's
the
appropriate
time.
This
is
about
being
doing
things
at
the
appropriate
time.
B
We
have
had
our
time
to
discuss
it.
This
is
just
a
discussion.
We're
moving
it
forward,
I'm
not
saying
that
what
we're
providing
what
we're
moving
forward
is
trash
or
that
we're
doing
it
without
having
thought
about
this
beforehand.
We
had
plenty
of
time
to
do
it.
I
think
we
spent
three
or
four
hours
working
on
this
item.
F
On
this
particular
item,
I
I
think
it
was
only
a
few
minutes,
however,
but
I
just
it
has
nothing
to
do
with
wordsmithing
you're
fine
with
that,
that's
fine
what
I
meant
and
it's
because
you're
making
statements
and
putting
words
in
my
mouth
and
I
need
to
rectify
that.
It's
not
relationship
building,
it's
about
getting
to
know,
having
engaging
in
discussion
to
get
to
know
about
where
we're
coming
from
how
we
work
together,
how
individuals
work,
how
they
arrive
at
things,
not
necessarily
again
relationship
building.
F
B
I
don't
understand
the
conflict
on.
The
item.
Know
your
comments
but
they're
out
of
order
we're
going
to
move
forward
with
what
we
have.
We've
put
a
lot
of
effort
and
work
into
this,
and
what
you're
doing
right
now
is
discrediting
the
work
that
we
have
and
it's
kind
of
your
common
theme,
and
tonight
I'm
not
going.
I
don't
want
to
entertain
it
anymore,
so
we're
going
to
move
forward
we're
on
item
six,
which
is
our
request
for
future
agenda
items
as
information
and
discussion
at
a
future
meeting.
B
Okay,
dr
cruz,
I'd
like
to
retract
my
request
that
I
put
in
earlier,
because
that
was
not
one
wasn't
the
appropriate
time
to
ask
for
it
and
two
I
put
you
on
the
spot,
so
my
apologies
I'm
going
to
retract
the
request
and
it's
totality.
B
M
Madam
president,
members
of
the
board,
you
want
a
survey
of
just
the
principles
to
find
out
if
the
non-uniform
policy
versus
an
actual
going
back
to
our
uniform
policy
caused
any
kinds
of
concerns,
problems
or
even
if
it
was
a
good
thing.
It's
just
distractions,
anything
just
just
there.
You
want
to
know
what
the
principles
feel
about
the
school
uniform
policy
as
it
was
and
as
it
will
be.
B
Okay,
or
even
just
as
it
was
because,
yes,
it
will
be
my
you
know
it's
a
hot
topic,
but
I
just
want
to
know
how
it
was
during
the
pandemic.
With
the
option
was
it
causing
issues
or
frustrations?
That's
it
nothing
too
serious,
just
kind
of
an
inquiry.
B
I
don't
have
any
issues
with
you
know
going
back
to
the
uniforms,
I'm
just
curious,
that's
my
only
request
any
other
items
all
right.
Thank
you.
So
we
will
move
on
to
item
I,
which
is
our
announcement
of
future
meeting
date
and
other
routine
information
concerning
the
governing
board.
The
next
public
hearing,
regular
governing
board
meeting
will
be
held
on
thursday
june
30th
2022
at
five
o'clock
p.m.
B
At
the
cartwright
school
district
boardroom.
Moving
on
to
item
j,
I'd
like
to
make
a
motion
for
adjournment
of
the
cartwheel
elementary
school
district
governing
board
meeting
of
june
2nd
2022..
Can
I
get
a
second
second?
Thank
you.
We
do
have
a
mission
made
by
myself,
miss
hernandez
and
the
second
by
vice
president
father
lopez.
B
I
don't
think
this
item
needs
discussion.
Ms
abithia,
how
do
you
vote?
I
would
I
thank
you,
miss
hernandez.
How
do
you
vote?