[XVI.c. Approve the Public disclosure in accordance to AB 1200 between the Natomas Unified School District and the Natomas Teachers Association (NTA)]

NOW MOVING ON TO ACTION ITEM C. APPROVE THE PUBLIC DISCLOSURE IN ACCORDANCE WITH AB 1200 BETWEEN THE NATOMAS TEACHERS ASSOCIATION AND THE NATOMAS UNIFIED SCHOOL DISTRICT.

DO WE HAVE A PRESENTATION? >> BUT THERE IS A NO PRESENTATION BUT AS YOU SAID THE AB-1200 IS REQUIRED IN ANY INSTANCE WHERE THE -- WHERE THE TEACHERS ASSOCIATION AND THE DISTRICT APPROVE A RAISE FOR EMPLOYEES AND THE AB-1200 REQUIRES THE FISCAL IMPACT OF THAT RAISE TO BE DISCLOSED TO THE PUBLIC. THAT'S WHAT THIS ITEM IS ASKING FOR APPROVAL. IT'S ON THE RECENT M.O.U WITH OUR TEACHERS ASSOCIATION ON THIS AGENDA.

>> THANK YOU, MISS CLEVELAND. DO I HAVE A MOTION?

>> MOVE APPROVAL. >> MOVED BY TRUST DOSICK.

>> SECOND. >> SECOND BY TRUSTEE BAINS.

[XVI.d. Present and Ratify a Memorandum of Understanding between the District and NTA regarding 2021-22 School Year Negotiations]

D I'M TURNING THIS ITEM OVER TO STAFF FOR PRESENTATION.

>> I APOLOGIZE FOR THE PRESENTATION, I DID WANT TO CALL OUT THAT WE RECEIVED A PUBLIC COMMENT FROM YATINE CAMPBELL IN REGARDS TO NUMBER DID. THIS COMMENT WAS FORWARDED TO THE ENTIRE BOARD AND THE SPECIFICS WILL BE IN THE

OFFICIAL BOARD MEETING MINUTES. >> TRUTEE KAPLAN: THANK YOU.

NOW MOVING ONTO STAFF PRESENT EIGHTH.

>> THANK YOU. AND CRISTINA WILL BE PROJECTING

[01:10:04]

FOR US. WE WANTED TO SHARE SOME DETAILS REGARDING THE RECENTLY SIGNED MOU WITH OUR TEACHERS ASSOCIATION. MEMORANDUM OF UNDERSTANDING.

IF WE CAN MOVE FORWARD. WE CONTINUE TO BE FOCUSED ON SUPPORTING OUR GOALS AS A DISTRICT AND HERE ARE THE OBJECTIVES FOR TONIGHT -- WE'RE REALLY GOING TO TALK A LITTLE BIT ABOUT THE EVE OF EFFORT THAT WAS PUT INTO THIS AGREEMENT. WE'LL HIGHLIGHT THE ELEMENTS.

THIS IS MORE OF A COMPREHENSIVE AGREEMENT THAN JUST TALKING ABOUT TRANSITIONAL LEARNING MODEL.

AND ALSO JUST WANT TO KIND OF BRING TO LIGHT WHAT COULD HAPPEN IF WE DID NOT HAVE AN MOU IN PLACE.

WE'LL TALK ABOUT THE CALIFORNIA TIERED SYSTEM.

WE HEAR ABOUT THE COLORS AND WE'LL TALK ABOUT THAT AND NOW DO WE SHIFT OUR FOCUS? WHERE DO WE SPEND OUR TIME?

>> IF I CAN CAUSE FOR JUST ONE MOMENT.

I NEED TO SHOP SHARING SO I CAN GET PRESIDENT KAPLAN BACK IN.

>> ANGELA, I AM UNMUTED MYSELF. >> OH.

THERE YOU ARE. HI.

>> CHRIS, YOU SOUND LIKE DARTH VADER.

>> SORRY. IT'S THE BEST I'VE EVER LOOKED.

. I WILL TELL YOU THAT.

OKAY. WE'LL SHARE WITH YOU A COUPLE OF MINUTES. ONE OF THE THINGS THAT I WANTED TO CALL OUT IS WE -- WE HAVE THE PROVISION OF THE BROWN ACT TO WORK WITH TRUSTEES TO DISCUSS THE MOU AND JUST -- IT WAS 39 DAYS THAT IT TOOK BASICALLY FROM THE INITIAL CONVERSATION TO GETTING A SIGNED MOU. THERE WAS AT LEAST 50 CONVERSATIONS, MEETINGS, NEGOTIATIONS.

NOT EVERY ONE OF THOSE WERE WITH NPA QUITE A FEW WERE.

OBVIOUSLY, I'M SURE TRUSTES PROBABLY REMEMBER QUITE A FEW OF THESE. BUT THERE WERE 33 COMMUNICATIONS REGARDING THIS MOU AS IT DEVELOPED.

TOO CLOSE SESSION UPDATES. THIS IS ABOUT NEGOTIATIONS AND THEN A WRITTEN SUMMARY WHEN WE CAME TO AN AGREEMENT.

IN ADDITION, AGAIN, YOU KNOW THERE'S THE INDIVIDUALS FEEN CALLS AND THE UPDATES AND THEN FOR OUR FAMILIES, WE HAD AN INITIAL ENGAGEMENT SURVEY IN SEPTEMBER AND THEN THE DECISION FORM THAT WAS SENT OUT AND BOTH OF THESE -- THE MODEL WAS OUTLINED AND EXPLAINED. THERE'S BEEN ABOUT 95 TO 100 DIFFERENT EFFORTS IN THAT SPAN OF 39 DAYS TO GET TO THIS AGREEMENT. IN THAT, YOU KNE KNOW, AS WE GAGED WITH YOU TRUSTEES TO TALK ABOUT THE PART-TIME INSTRUCTION WANTED TO H SOME OF THE THINGS THAT CAME FROM THOSE CONVERSATIONS. I THINK IT'S IMPORTANT IT NOTE THAT EVEN IF WE WERE IN RED OR ORANGE TIERS ON THIS -- WE'LL SO A GRAPHIC LATER TO REMIND EVERYONE WHAT WE'RE TALKING ABOUT -- GOVERNMENTAL GUIDANCE DOESN'T ALLOW ALL STUDENTS TO RETURN AT THAT TIME. SO ANYTHING THAT WE'RE TALKING ABOUT AS AN IN-PERSON RETURN IS REALLY A BRIDGE FOR US TO GET TO THAT IN-PERSON EXERCISE FOR STUDENTS.

REALLY, THE IMPORTANT FACTORS WERE PROVIDING PARENTS FOR CHOICE FOR HOW THE STUDENTS WITH WOULD PARTICIPATE.

WE DON'T HAVE THE ACADEMY. WE'LL TALK ABOUT THAT IN A MINUTE. WE NEEDED TO PROVIDE A CONCURRENT SCHEDULE FOR OUR STUDENTS.

SO ESSENTIALLY, WHAT THAT MEANS IS STUDENTS, WHETHER THEY ARE IN A PERSON, IN A CLASSROOM WITH A TEACHER OR IN A DISTANT LEARNING MODE ARE RECEIVING THAT LIVE INSTRUCTION.

IT MEANS THAT JUST BECAUSE YOU ARE NOT AT SCHOOL DOESN'T MEAN YOU HAVE TO DO INDEPENDENT WORK ON YOUR OWN THAT DAY.

YOU STILL ARE ENGAGED IN THAT LIVE INSTRUCTION WITH TEACHER AND PIERS. PEERS. THE OTHER THING IS FOLLOWING SAFETY PROTOCOL AND GUIDELINES. THAT'S CLEARLY THE PRIORITY FOR THE DISTRICT AND I THINK WE TALKED ABOUT THAT QUITE A BIT.

WE WANTED TO GIVE STUDENTS A CHANCE AT AN IN-PERSON RETURN, EVEN IF IT IS JUST A BRIDGE, NOT AT FULL REOPENING THAT WE WOULD LOVE TO SEE AT SOME POINT. WE WERE AWARE THERE WAS A POTENTIAL FOR A SECOND-THIRD WAVE, REGIONALLY AND NATIONALLY

[01:15:03]

WE'RE LOOKING AT DIFFERENT HYBRID SCHEDULES WHERE THE STUDENTS WERE ONLY EXPERIENCING TWO, THREE DAYS A WEEK OF LIVE INSTRUCTION. THAT'S SOMETHING THAT WE DID NOT WANT TO REPLICATE IN WHATEVER MODEL.

I THINK THIS LOOKS FAMILIAR TO YOU.

LAST MONTH, STAFF RECOMMENDED SOME POTENTIAL METRICS AND -- NOT EARLIER THAN NOVEMBER 30TH AND THROUGH THAT, THROUGH THE COURSE OF THE CONVERSATION, AT THE BOARD MEETING, TRUSTEES, YOU LANDED ON A NO EARLIER THAN SEPTEMBER DATE.

THIS IS THE LIST THAT WE LOOKED AT TO ARRIVE AT THAT.

I -- I NEED TO SAY THAT IN THESE EFFORTS TO TALK ABOUT THOSE 39 DAYS AND WORK ON THIS PARTICULAR AGREEMENT, REALLY THE RELATIONSHIP WITH NPA HAS APPROVED.

I HAVE TO SAY IT'S THE MOST COLLABORATIVE THAT WE'VE BEEN INSPECT LAST SEVERAL MONTHS AND WITH THAT, AS YOU ARE COLLABORATING WITH EACH OTHER, YOU KNOW, EACH SLIDE IS GOING TO FIND ELEMENTS TO THE MOU THAT THEY ARE HAPPY ABOUT AND SOMETIMES THERE ARE THINGS THAT THEY WOULD PREFER TO BE A LITTLE DEBT BURST AND THAT'S WHAT HAPPENS WHEN YOU ARE COLLABORATING IN A PROCESS LIKE THIS.

TO TALK ABOUT SOME OF THE ELEMENTS ABOUT THE MOU -- WE'RE NOT GOING TO GET INTO ALL. DETAILS -- WE'RE GOING TO TRY TO SHARE EXAMPLES AND SAMPLES. THIS IS A COOL PLE COMPREHENSIVE AGREEMENT. THERE'S A LOT MORE INVOLVED IN THIS AGREEMENT THAT WE'RE GOING TO SHARE WITH YOU TONIGHT.

I THINK THE THING THAT'S REALLY IMPORTANT TO REMEMBER AS WE LOOK AT GOING THROUGH A PROCESS IN AN MOU LIKE THIS.

THE CALIFORNIA SCHOOL BOARD ASSOCIATION ACTUALLY SENT OUT AN ADVISORY IN OCTOBER AND SHARED THAT DURING THE PANDEMIC.

THERE ARE CERTAIN POSSIBILITIES THAT CAN HAPPEN IF PARTIES CANNOT REACH AGREEMENT. THESE ARE SOME OF THE POSSIBILITIES, ACTIVITIES THAT COULD HAPPEN.

, IF WE WERE NOT ABLE TO GET TO A SIGNED AGREEMENT LIKE WE DID

IN OCTOBER. >> I THINK THE BOARD AND MANY OF THE COMMUNITIES AROUND US ARE AWARE THAT A NUMBER OF DISTRICTS IN THE AREA STILL DON'T HAVE AN MOU FOR DISTANCE LEARNING.

>> WE HAVE THAT THAT. THAT WOULD COME INTO PLAY IF AND WHEN IT IS SAFE TO DO SO. AND TH THERE COULD BE A TRANSITION , YOU KNOW, MORE STUDENTS ON CAMPUS.

AND THEN A FULL REOPENING, THAT MEANS EVERYBODY IS BACK FROM CAMPUS. ONE OF THE THINGS THAT'S IMPORTANT TO REMEMBER, WE'RE IN THE PROCESS WITH THEM AS WELL.

SO -- IN REGARDS TO MORE SPECIFICALLY THE TRANSITIONAL LEARNING MODEL, IT'S A COMPREHENSIVE AGREEMENT THAT REALLY FOCUSES ON FAMILIES HAVING THAT CHOICE FOR THEIR STUDENTS. SO EVEN IN THE TRANSITIONAL LEARNGE MODEL, IF THE FAMILY FEELS IS MORE IMPORTANT TO STAY HOME FIVE DAYS A WEEK, THEY HAVE THE OPTION TO DO THAT, WITH THE BENEFIT OF BUYING IN A CONCURRENT LEARNING SCHOOL WITH THEIR SAME TEACHER. THERE'S NO SHUFFLING AROUND.

THEY DON'T HAVE TO START WORKING WITH THE NEW TEACHER PARTLY THROUGH THE YEAR. THEY STAY INTACT WITH THEIR CURRENT CLASS. AND THE OTHER THING IS, IF FAMILIES DECIDE THEY WANT TO BRING THEIR STUDENTS IN PERSON FOR THIS TRANSITIONAL SCHEDULE, THEY GET TO CHOOSE THAT AS WELL. IN DOING SO, THIS CREATES A SMALLER CLASS SIZE. VERY MANAGEABLE CLASS SIZES OF ANYWHERE FROM 15 TO 25% OF THE NORMAL CLASS SIZE EACH DAY.

IF YOU THINK ABOUT -- OH, MAN. I'M GOING TO DO MATH.

MAYBE THAT'S NOT A GOOD IDEA. IF YOU ARE THINKING ABOUT A CLASS OF 30. 25% OF THAT IS WHAT?

[01:20:03]

7, 8 STUDENTS, POTENTIALLY LESS DEPENDING UPON WHAT PARENTS ARE DECIDING. THERE ARE SOME STUDENTS THAT HAVE THE OPPORTUNITY TO HAVE IN-PERSON FIVE DAYS A WEEK.

IF THEY ARE SAY, YES, I WOULD LIKE MY STUDENT TO ATTEND CLASS IN PERSON, THERE'S THE ABILITY FOR THEM TO ATTEND FIVE DAYS A WEEK. WE JUST WORK WITH THE TEACHERS TO BE PREPARED FOR THAT BEFORE WE CONFIRM THAT SCHEDULE.

AND THEN -- IN THIS TRANSITIONAL MODEL, WE CONTINUE TO BASE OUR DECISIONS ON DATA AND WORKING WITH THE CALIFORNIA DEPARTMENT OF PUBLIC HEALTH AND I -- AND THE RISK SYSTEM.

THAT WILL HELP DRIVE THE YEAR OPEN AND THAT'S INCORPORATED IN THIS AGREEMENT. AND REALLY, AGAIN, JUST WANT TO HIGHLIGHT PRESERVING THE IN-PERSON INSTRUCTIONAL TIME AND I WILL OUTLINE SPECIFICS AROUND THAT IN THE NEXT COUPLE OF SLIDES. SO WE -- WE TALKED ABOUT THE LIVE INSTRUCTIONAL TIME. SO, THOSE THAT ARE IN THE HYBRID SCHEDULE, THEY ARE SEEING THEIR STUDENTS TWO, THREE DAYS A WEEK. AND AGAIN, THIS IS NOT EVERY SINGLE MODEL. THIS IS A VERY COMMON MODEL THAT WE'RE SEEING WITH HYBRID INSTRUCTION.

THE REST OF THE WEEK, THE OTHER TWO, THREE DAYS, STUDENTS ARE IN INDEPENDENT OR ASYNCHRONOUS WORK TIME.

OF WHAT W. WHAT WE DID TO GET THIS SCHEDULE, WE GAVE UP SOME OF THAT TIME AND WE GAVE UP 15 MINUTES OF LIVE INSTRUCTION. THAT TOTALS TWO HOURS AROUND 15 MINUTES A WEEK. AND THAT ALLOWED US TO, QUITE FRANKLING, HAVING A HYBRID SCHEDULE.

WHAT I WANT TO EXPLAIN IS THE TIME THAT WE HAD INCORPORATED IN PART WAS BECAUSE DEPUTIES WERE NOT GOING TO BE IN PERSON.

THEY ARE NOT GOING TO BE INTERACTING WITH THEIR TEACHERS ON A SCHOOL CAMPUS AND OTHER STAFF AND SO 60% OF THE WEEK, THE THIS TIME WAS LED BY CLASSIFIED STAFF.

THE REALITY IS WE MOVED BACK TO SOME FORM INCH-PERSON INSTRUCTION, CLASSIFIED INSTRUCTION PERFORMING DUTIES WILL HAVE TO GO BACK TO BE THEIR JOBS.

THEY MAY BE CAMPUS SAFETY SPECIALISTS AND MAKING SURE THAT STUDENTS ARE MOVING ABOUT APPROPRIATELY.

TEACHERS WILL CONTINUE TO INCORPORATE S.E.L. INTO THEIR TIME. AND THE -- THE MINUTES FRO FROM THE DEDICATED TIME BECOME ACRIN SA -- ACRI

ASYNCHRONOUS. >> I WOULD LIKE TO REMIND THE BOARD WE WERE TRANSITIONING AT EVERY SITE.

BUT THAT WAS JUST A DECISION THAT WAS MADE.

WE HADN'T BEEN ABLE TO HIRE EVERYONE AND GET EVERYONE IN PLACE. NOW EACH SITE HAS DEDICATED SOCIAL WORKER THAT. THAT ADDS ADDITIONAL SUPPORT.

THAT DID NOT EXIST IN MARCH WHEN THIS FIRST STARTED.

>> THANK YOU FOR THAT. I WANTED TO TRY TO PUT IT INTO VISUALS FOR YOU. DO YOU HAVE A QUESTION?

>> YEAH, I DO. IF I'M A PARENT THAT -- BECAUSE IN THE EARLIER SLIDE -- I SHOULD HAVE STOPPED YOU THEN.

>> IT'S OKAY -- WHERE. >> DASH,.

>IN THE -- GO BACK ONE MORE SLIDE.

THE SDC AND SPECIAL NEEDS CLASSROOMS. IF I'M A PARENT AND I -- AND MY CHILD IS NOT ONE OF THESE CHILDREN, IS NOT IN THE SPECIAL NEEDS CLASSROOM.

BUT I SAY TO THE DISTRICT, I BELIEVE MY CHILD WOULD BENEFIT FROM FIVE DAYS A WEEK INSTRUCTION, LIVE-PERSON INSTRUCTION. AND, YOU KNOW, WHAT DO WE SAY TO THAT PARENT? ONE OF THE THINGS THAT -- I KNOW THERE'S A LOT OF IFS HERE. WE NEED TO SEE, FIRST OF ALL, HOW MANY PARENTS OPT FOR THAT OPTION TO HAVE THEIR KIDS IN SCHOOL, HOW MANY OPT TO KEEP THEIR KIDS AT HOME.

THAT I UNDERSTAND. BUT IF THE NUMBERS ARE LOW ENOUGH AND A PARENT SAYS, I REALLY BELIEVE MY CHILD NEEDS THIS BASED ON JUST WHO THEY ARE, WHAT DO WE SAY TO THAT PARENT?

[01:25:07]

>> WELL, I THINK THAT ONE CONSIDERATION THAT WE HAVE TO TAKE INTO -- THIS IS SPECIFICALLY -- RIGHT NEWT WE'RE TALKING ABOUT ELEMENTARY SCHOOLS.

I THINK THAT'S IMPORTANT -- >> YES.

>> IN WHAT -- THEY ARE COHORTED AND SO THERE ARE PROTOCOLS THAT WE'RE PUT PUTTING IN PLACE TO ENSURE THAT TO THE EXTENT THAT FEASIBLE STUDENTS REMAIN WITHIN THEIR COHORTS, CONTAINED IN THERE. WE HAVE CLEANING PROCEDURES AND AND THE SECONDARY LEVEL, HOW WE'RE DOING STUDENT SEATING AND THERE ARE PROTOCOLS AND CLEANING PROCEDURES THAT WILL BE PUT INTO PLACE THAT WE HAVE TO TAKE INTO CONSIDERATION.

SO I UNDERSTAND THAT'S AN INTEREST.

THIS IS A TRANSITIONAL MODEL. THIS IS BRIDGING THE GAP FOR OUR STUDENT POPULATION. AND THIS IS WHAT WE'RE ABLE TO PROVIDE RIGHT NOW AND THERE ARE, YOU KNOW, THOSE SITUATIONS FOR HIGH NEEDS STUDENTS WHERE THEY ARE ABLE TO STAY AS A COHORT

OVER THE COURSE OF THE WEEK. >> SUE, I WILL EXPLAIN -- OBVIOUSLY WE'RE IN PURPLE. WE'RE TALKING ABOUT A MODEL THAT MAY HAPPEN IN THE FUTURE. THIS WAS A MODEL THAT WOULD HAVE BEEN POSSIBLE IF WE WERE RED OR ORANGE.

A COUPLE THINGS, AS ANGELA WAS TALKING ABOUT, ELEMENTARY SCHOOL. SO SO THESE CLASSROOMS HAVE EIGHT, NINE KIDS. THEY ARE SMALL ENOUGH TO BE THEIR OWN COHORT. IF OTHER PARENTS JUST SAID -- I THINK -- I PROBABLY WOULD SAY 50% BASED ON THE NUMBER OF RESPONSES WE'RE GETTING OF PARENTS WOULD SAY, I THINK MY CHILD WOULD BENEFIT FROM FIVE DAYS A WEEK.

THERE'S A NUMBER OF THINGS THAT WOULD PREVENT US FROM DOING THAT, NOT JUST RIGHT NOW BECAUSE WE'RE IN PURPLE BUT EVEN IF WE WERE IN RED OR ORANGE. SO ONE OF THE BENCHMARKS, WE HAVE AN OUTSIDE ARCHITECT UP COMING IN AND IDENTIFYING WHAT'S THE MAXIMUM NUMBER OF STUDENTS THAT CAN BE IN AT ONE TIME.

THAT COULD ABSOLUTE LIT LIMIT THE NUMBER OF STUDENTS.

WEEK. SECONDLY, AS YOU WILL SEE IN A MINUTE, WE HAVE A NUMBER OF SCREEN SHOTS.

I MEAN NEW YORK PUBLIC SCHOOLS CLOSED DOWN.

A LOT OF DISTRICTS ARE PAUSING TO FIGURE IT OUT.

IF WE CROSS COHORTS, WE WOULDN'T BE SHUTTING DOWN HALF OF THE CLASS, WE WOULD BE SHUTTING DOWN A FULL CLASS.

I HAVEN'T SPECIFICALLY TALKED TO THE SACRAMENTO PUBLIC HEALTH ABOUT THAT BUT IF ALL OF THEIR GUIDANCE, THEY SAID YOU MUST COHORT STUDENTS. OTHERWISE YOU INCREASE THE RISK. FOR EXAMPLE, NOT ONLY WOULD A WHOLE CLASS BE SHUT DOWN INSTEAD OF A HALF, BUT IMAGINE THAT STUDENT BEING OUTSIDE AT RECESS AND IT COULD SHUT DOWN AN EVEN LARGER GROUP. THAT'S INCREASINGLY HAPPENING, NOT ONLY NATIONALLY BUT HERE IN THE SACRAMENTO REGION.

>> OKAY. THANK YOU.

>> THANK YOU. SO GOING BACK TO SOME OF THE MINUTES, SO WE JUST WANTED TO SHOW YOU THAT THEY IDENTIFIED A MINIMUM NUMBER OF DAILY INSTRUCTIONAL MINUTES FOR DIFFERENT GRADE SPANS AND HOW THEY BROKE OUT THE GRADE SPANS IS ON THE LEFT. WE WANTED TO SHOW WHAT THE REQUIREMENT MINIMUM REQUIREMENTS ARE.

I THINK WHAT YOU WILL SEE IS FOR K WE'RE EXCEEDING AND THEN AT FOURTH, WE'RE MEETING THE LEVELS.

AND THE SECONDARY SCHOOLS WE'RE EXCEEDING THE MINIMUMS BUT BECAUSE OF EACH OF THE SCHOOL'S SCHEDULES, IT'S DIFFERENT AND TRYING TO CALCULATE ALL OF THAT, WE WANTED TO ACKNOWLEDGE THAT WE'RE MEETING THE MINIMUM. AND THEN BELOW THAT, WE'VE BEEN TALKING ABOUT THIS HYBRID SCHEDULE VERSUS WHAT WE HAVE IN OUR AGREEMENT, THE TRANSITIONAL LEARNING MODEL.

SO IF WE HAD USED A HYBRID SCHEDULE IN NATOMAS.

WE DID SOME CALCULATION. >> ON AVERAGE, STUDENTS WOULD BE RECEIVING 450 MINUTES OF LIVE INSTRUCTION A WEEK.

WITH OUR CURRENT TRANSITIONAL AS NEGOTIATED, THEY WOULD BE RECEIVING -- THEY WOULD BE IN THAT MODEL RECEIVING 825 MINUTES A WEEK. THAT'S FOR A NET INCREASE OF 75 MINUTES PER WORK. MINUTE -- 375 MINUTES FOR THE WEEK. THAT'S WHAT WE WORKED ON NTA.

[01:30:01]

THERE ARE OTHER DETAILS THAT WE -- THAT WE ADDRESSED REGARDING THE TRANSITIONAL MODEL IN THE AGREEMENT.

WE DID PROVIDE SOME FTE CONVERTING SOME OF THE CERTIFICATED FTE FOR THOSE THAT MAY BE AT RISK TO COMING BACK IN PERSON AND IT WOULD ALLOW THEM TO WORK REMOTELY.

THE REASONING BEHIND DOING THIS IS QUITE FRANKLY IN SUPPORTING ACTUALLY ARE REALLY SUPPORTING OUR STUDENTS BECAUSE WHAT IT ALLOWS IS FOR THE TEACHERS TO TEACH REMOTELY AND TEACH THEIR CLASS ROSTER. STUDENTS GET TO STAY WITH THE TEACHERS THEY'VE BEEN WITH THUS FAR FOR THE SCHOOL YEAR, AND ALSO IF THESE TEACHERS HAD TO TAKE LEAVE BECAUSE THEY WERE AT RISK AND WEREN'T ABLE TO WORK, THEY WOULD BE ABLE TO TAKE THE LEAVES THAT ARE AFFORDED TO THEM, AND WE WOULD BE HAVING TO TRY TO FIND A SUB. AND THERE'S A NATIONAL SUB SHORTAGE. SO THAT DAILY INCONSISTENT FOR THE SUBS, THAT WAS ANOTHER CONCERN.

IN ADDITION TALKING ABOUT HOW TALKING ABOUT HOW BEREOPEN, IS AN EMPHASIZE IN THE FIRST WEEK OF TRAINING AND CONNECTING WITH STUDENTS. SO THE F GOAL IS TO HELP EVERYBODY GET A CHANCE OF WHAT THEIR DAY LOOKS LIKE AND HOW THEY MOVE IN AND OUT OF THE CLASSROOM AND USE THE RESTROOM AND HOW THE TEACHER CAN -- CAN EFFECTIVELY ENGAGE WITH THEIR

STUDENTS IN CLASS. >> AND TO BE CLEAR, KIDS COULD NOT BE SIT SITTING AND NOT KNOW -- THEY WILL BE DOING SMALL GROUP ACTIVITIES AND THEY WILL BE COLLABORATING WITH THEIR PEERS, ALL SOCIALLY DISTANCED. BUT JUST HELPING THEM GET A FEEL FOR WHAT THAT WILL BE AND HOPEFULLY EASING SOME OF THE UNCERTAINCERTAINTY THAT WOULD NATURALLY COME AS WE MAKE A TRANSITION. WE WANTED TO PROVIDE SOME ASSURANCE FOR TEACHERS, ON CONTINUING TO LEARN AND GROW AND HOW WE USE OUR VIRTUAL PLATFORMS. IDENTIFYING SOME TRAINING THAT THEY CAN RECEIVE AND SUPPORTING OUR STUDENTS, WHO HAVE IEPS AS WE TRANSITION BETWEEN MODELS JUST TO MAKE SURE THEY ARE GETTING WHAT THEY NEED.

AND WE WANTED TO SUPPORT THE MANAGERS WHO WILL BE RESPONSIBLE FOR MAKING SOME OF THESE ADJUSTMENTS AND THEN LASTLY PROVIDING DAYCARE OPTIONS FOR STAFF TO MITIGATE NEEDS FOR LEAVE AS I TALKED ABOUT ON THE FIRST BUM, THE REALITIES IF STAFF NEEDED TO TAKE THE LEAVES THAT WERE AFFORDED FOR THEM FOR THEIR CHILDCARE NEEDS. THERE IS AN IMPACT FOR THE CLASSROOM AND WHAT THE STUDENTS ARE EXPERIENCING EVERY DAY.

THERE WERE OTHER ELEMENTS. ONE THING THAT WE WERE ABLE TO DO IN THIS AGREEMENT IS EXTEND THE ACTUAL COLLECTIVE BARGAINING AGREEMENT. THAT WAS SET TO EXPIRE IN JUNE OF 2021. IT NOW EXTIRES IN -- EXPIRES IN JUNE OF 2022. THAT GIVE US TIME TO FOCUS ON STUDENTS AND MITIGATING LEARNING LOSS.

WE ALSO PROVIDED ONE-TIME PAYMENTS TO EMPLOYEES AND 1% ONGOING COMPENSATION FOR AN ADDITIONAL YEAR ON THE CONTRACT AND NO PKF PARTICULAR KIND OF SERVICE LAYOFFS NEXT YEAR.

WE KNOW THAT MONEY WILL BE A CHALLENGE POTENTIALLY, IF WE HAD TO LAYOFF EMPLOYEE, IT'S REALLY HARD TO IMAGINE COMING BACK OUT OF THIS PANDEMIC, INCREASING CLASS SIZES WHILE WE'RE TRYING

TO MAINTAIN SOCIAL MEDIA. >> ABSOLUTELY.

WE'RE IN THE MIDDLE OF THIS WINTER, WHETHER YOU CALL IT THE SECOND OR THIRD SPIKE. CAN YOU IMAGINE HAVING TO BRING PROPOSALS AS EARLY AS LATE JANUARY AND EARLY FEBRUARY? IT DOESN'T MAKE SENSE. HEY PARENTS, THE VACCINE IS NOT DISTRIBUTED YET ALL THE WAY AND WE WOULD LIKE YOU TO COME BACK IN AUGUST AND WE'RE INCREASING CLASS SIZES.

IT WAS INCONGRUENT. IT WAS LIKE WHAT CAME FIRST, THE CHICKEN OR THE EGG? YOU COULDN'T RATIONALIZE LAYING PEOPLE OFF AND THEN INCREASE THE CLASS SIZES AND THEN SAY, HEY PARENTS, COME BACK. TRUST US.

>> WE WANTED TO PROVIDE ASSURANCE TO THE STAFF THAT IF THEY CAN TRACK COVID IN THE COURSE OF THEIR WORK, THERE'S TRANSITIONS AROUND THAT. AROUND THE PATH THAT WE'RE

[01:35:02]

PROVIDING FOR STUDENTS FORWARD, IS ESTABLISHED BASED ON DATA FOR HOW WE POTENTIALLY CLOSE AND HOPEFULLY -- HOPEFULLY IT WILL BE -- LASTLY IN A REALLY SIGNIFICANT THING WE WERE ABLE TO ACHIEVE, IS THE -- THE ABILITY TO HE CREATE A NEW LEARNING OPTION. NEXT SCHOOL YEAR WITH THE OPENING OF A VIRTUAL ACADEMY. THIS IS SOMETHING THAT CONTINUES TO ALLOW US TO PROVIDE FAMILY OPTIONS.

>> AND THERE'S SOMETHING THERE THAT I THINK IS REALLY IMPORTANT TO PUNKS W -- TO PUNCTUATE AGAIN.

IT GOES BOTH WAYS. OUR AGREEMENT SAYS IF WE RETURN TO A TRANSITIONAL MODEL AND/OR A LARGER RETURN TO AN IN-PERSON ONCE THE COUNTY AND/OR THE STATE ALLOWS THAT.

OUR TERSE, IF CONTACT TRACING SHOWS THEY GOT COVID WHILE WORK, THEY COULD -- IF THEY WERE ASYMPTOMATIC, THEY COULD CONTINUE TO WORK AT HOME AND ZOOM IN.

OR IF THEY ARE SYMPTOMATIC, EITHER WAY, THEY WOULD NOT LOSE THEIR SICK LEAVE. SO WE'RE SAYING IF YOU ARE WILLING TO DO THAT, WE ARE ABLE TO HELP YOU.

>> JUST A KIND OF REMINDER ABOUT THE TIERED SYSTEM THAT WE'RE TALKING ABOUT. MANY OF YOU HAVE SEEN THIS.

WE TALK ABOUT OUR PURPLE, RED, ORANGE, YELLOW AND IT SHOWS ALL OF THE CASE RATES THAT ARE ASSOCIATED WITH EACH OF THOSE LEVELS. WHAT YOU WILL NOTICE IS THAT FOR THREE OF THE FOUR, THERE'S ACTUALLY THREE METRICS THAT ARE BEING ACCOUNTED FOR AND, YOU TRUSTEES GAVE US DIRECTION THAT NOVEMBER 16TH WAS THE EARLIEST THAT WE COULD CONSIDER A TRANSITIONAL LEARNING OPTION BASED ON THE OPTION AND WE NOW KNOW THAT WE'RE DEFINITELY IN A DIFFERENT PLACE THAN WE WERE AT THAT TIME, A MONTH AGO. THIS IS THE CURRENT SYSTEM THAT WE'RE USING. AND IF WE WANT TO MOVE TO THE NEXT SLIDE -- ONE OF THE THINGS THAT WE KEEP SAYING WE'RE FOCUSING OUR DECISIONS ON DATA AND SCIENCE.

PEOPLE TALKED ABOUT THE POTENTIAL OF THE FIRST, SECOND, THIRD WAVE OF COMING. AND, YOU KNOW, WE WANTED TO FOCUS ON, HEY, IF WE'RE GOING TO MOVE AS A COUNTY TOWARD THE ORANGE AND WE'RE ABLE TO FLATTEN THE CURVE, WE OWE OUR STUDENTS A CHANCE AT AN IN-PERSON INSTRUCTION AM MODEL.

BASED OKAY THE INFORMATION THAT WAS COMING IN OVER THE LAST SEVERAL WEEKS AS WE WERE TALKING AND PLANNING, WE FELT IT WAS AT LEAST A POSSIBILITY TO MOVE TO ORANGE.

IN FACT, THE COUNTY -- WE'LL SHOW YOU A SLIDE IN A SECOND, THAT IT WAS -- THERE WAS REALLY A CAMPAIGN TO MAKE SACRAMENTO ORANGE. AS WE KNOW NOW WHERE WE SIT, THIS WAS NOT THE CASE. THIS DID NOT HAPPEN.

BUT I WANTED TO SHOW YOU KIND OF THE TRAJECTORY OF HOW WE MOVED IN THE COLORS ON THE NEXT SLIDE.

>> AND BEFORE YOU GO OVER THIS, WHICH IS IN THE "SACRAMENTO BEE" AND I THINK THEY DID A GREAT JOB.

THERE'S THREE METRICS TWO SLIDES AGO.

>> YES. >> UNDERSTAND -- I BELIEVE AT ONE POINT, WE WERE LIKE YELLOW, OKAY AND RED.

EAND -- ORANGE AND RED.

WHICH IS -- SACRAMENTO SAID WE REALLY THINK WE CAN DO THIS.

IT GOT CUTE. ORANGE BY HALLOWEEN AND THEN MAYBE ORANGE THE FIRST OF NOVEMBER AND IT WENT DOWNHILL REAL QUICK AND NOT IN A GOOD WAY.

>> SO IF WE MOVE BACK TO -- TO THE GRAPHIC THAT THEY PUT TOGETHER. YOU WILL SEE SACRAMENTO HIGHLIGHTED IN YELLOW AND REALLY WHAT IT SHOWS IS THE LAST WEEK IN SEPTEMBER WAS THE FIRST WEEK WE WERE IN THE RED.

HAVE TO BE IN RED FOR TWO WEEKS BEFORE WE COULD CONSIDER REOPENING AND THATS WAS WEEK OF OCTOBER 13TH AND THAT WAS THE WEEK THAT THE BOARD APPROVED THE METRICS.

SO BETWEEN THAT WEEK AND OCTOBER 3ST, THOSE THREE WEEKS THAT WE WERE IN RED IS WHEN WE NEGOTIATED AND MOU WITH THE CONSIDERATION OF HOPING TO BE ABLE TO OPEN IN INSTRUCTION.

>> WE STARTED AS EARLY AS PURPLE, RIGHT?

>> YES. >> SOME OF THE DATA IS OLD.

IF YOU LOOK BACK TO THE DATES, I THINK THE 22ND OR THE 23RD IS WHEN WE FIRST STARTED UPDATING THE BOARD.

EVEN AS FAR BACK AS PURPLE, IT TOOK 39 DAYS TO GET US TO

[01:40:02]

AGREEMENT, WHICH WAS HALLOWEEN, ACTUALLY, SATURDAY.

>> YEP. AND YOU SEE WITHIN A WEEK OF COMING TO AN AGREEMENT, THAT WAS THE LAST WEEK IN RED.

SO FOUR THINGS YOU CAN DO TO HELP TURN SACRAMENTO ORANGE.

THESE WERE THE THINGS THEY WERE TRYING TO DO TO PROMOLT US TO GET THERE. BUT AS WE KNOW, THAT'S NOT WHERE WE ENDED UP. I THINK THE REALITY THAT WE SEE AND UNDERSTAND AROUND US, WE WANTED TO SHARE SOME HEADLINES

WITH YOU -- >> LET'S GO BACK A LITTLE BIT.

LET'S GO THROUGH EACH ONE AND LET PEOPLE KNOW -- THERE'S 50% OF FOLKS WHO WANTED THEIR KIDS TO COME BACK.

AND THEY PROBABLY -- PROBABLY MOST WANTED TO COME BACK FULL TIME. BUT WE HAVE TO SHARE THE INFORMATION WE HAVE SO THAT PEOPLE UNDERSTAND WHY THE BOARD SAID WE USED DATA AND SCIENCE AND WHY WE DIDN'T SPRINT TO AN OPENING ON OCTOBER 13TH. SOME DISTRICTS SPRINTED AND THEY WERE SHUTTING DOWN CLASSROOMS. LET'S GO THROUGH SOME THINGS.

>> OKAY. IN THE BLUE, IT TALKS ABOUT DAILY CASES HAS DOUBLED, THE FASTEST CALIFORNIA HAS SEEN.

AND WE'RE SOUNDING THE ALARM. IT TALKS ABOUT 94% OF CALIFORNIA RESIDENTS LIVING IN 13 COUNTIES TURNED PURPLE.

>> THAT WAS YESTERDAY'S HEADLINES, BY THE WAY.

AND YOU SEE THE WELCOME BACK "USA TODAY" PUT OUT AN ARTICLE ABOUT A MILLION CHILDREN INFECTED WITH COVID SINCE THE START OF THE PANDEMIC. A COUPLE OF MORE TALKING ABOUT A PANDEMIC SURGE. AND TONY THURMAN TALKING ABOUT THIS IS THE TIME FOR ABUNDANCE OF CAUTION.

THESE ARE ALL THINGS THAT HAVE BEEN COMING IN THE LAST WEEK OR SO. THERE'S MORE HEADLINES.

ANOTHER SCHOOL PUT ON HOLD OPENING CLASSROOMS. COVID SURGE PUSHES NUMBER OF PURPLE COUNTIES FROM 13 TO 41 IN ONE WEEK. TALKING ABOUT HOW MANY CHANGED IN A WEEK'S TIME BACK TO THE MOST RESTRICTED TIER.

MOVES TO THE NEXT SLIDE, ELK GROVE ACTUALLY PUT ON THE FRONT OF THE WEBSITE -- I ZOOMED IN ON THE BLUE BAR BUT IT SAYS ALL OF THE SCHOOL SITES INCLUDING THE EDUCATION CENTER WILL REMAIN CLOSED TO THE PUBLIC UNTIL FURTHER NOTICE.

ON THE LAST FOUR CLASSROOMS UNDER QUARANTINE AFTER POSITIVE CASE REPORTED. IMMEDIATELY AFTER THEY STARTED.

IT WAS ON THEIR FIRST DAY OF INSTRUCTION THEY HAD TO CLOSE FOUR CLASSROOMS. AND THEN THE UPDATE LAST WEEK, WHEN WE HAD THE CHANGE IN TIERS NOTIFYING ABOUT THE -- ABOUT -- WE'RE NOT GOING TO BE ABLE TO OPEN PRIOR TO WINTER BREAK BASED ON THE DATA THAT'S COME IN. THIS IS EVERYTHING GOING ON AROUND US THAT'S AFFECTED OUR ABILITY TO MOVE FORWARD.

WE'LL SHOW YOU SOME SAMPLE SCHEDULES AND HOW THINGS ARE BROKEN UP WITH THE SCHOOLS BUT WE WANTED TO SHOW YOU THIS FIRST

TO GROUND US IN THE REALITY -- >> IN ESSENCE --

>> IN ESSENCE, WE'RE GOING TO REMAIN IN DISTANCE LEARNING FOR A WHILE. BUT WE STILL WITH THE MOU, SINCE IT IS A COSM COMPREHENSIVE -- BUT WE'RE STILL

WITH THE MOU. >> OKAY.

>> SO STUDENTS WILL WILL BE IN A. AND B. A.

THEY MAINTAIN THEIR CURRENT NUMBER OF DAILY INSTRUCTION AM MINUTES. WE WANT TO SHOW CURRENT ELEMENTARY SCHOOL, A SAMPLE ONE AND THEN A SAMPLE AND THEN ONE

[01:45:01]

UNDER A ANOTHER METHOD. THE YELLOW HIGHLIGHTS ARE THE TIME WHERE THERE'S LIVE INSTRUCTIONS.

AND THE POTENTIAL FOR LIVE INSTRUCTION.

SO YOU WILL SEE IN THE FIRST SCHEDULE.

IT KIND OF ALTERNATES EVERY OTHER BLOCK BECAUSE THERE'S BREAKS AND LUNCHES IN THERE. THOSE ARE THE BLOCKS OF TIME FOR LIVE INSTRUCTION WHICH ENDS AT 11:30.

AND THEN THERE'S A LUNCH BREAK. STAFF USED THE OFFICE HOURS AND FAMILIES GAVE A LOT OF POSITIVE FEEDBACK.

THERE'S POTENTIAL FOR THAT TO BE LIVE TARGETED INSTRUCTION FOR SMALL GROUPS OF STUDENTS. WHILE WE'RE NOT GOING TO QUANTIFY THE NUMBER OF MINUTES FOR THE OFFICE HOURS BECAUSE IT VARIES DAY TO DAY. IN THAT MODEL FOR DISTANCE LEARNING THAT WE HAVE, IT'S 180 MINUTES OF LIVE INSTRUCTION MINIMUM BECAUSE OF THE OFFICE HOURS, THERE COULD BE THERE.

AND THERE'S 2450 MINUTES OF DA -- 240 MINUTES OF INSTRUCTION. IF YOU LOOK TO THE RIGHT, YOU SEE THE YELLOW BLOCKS, ONE THING I WANT TO CALL OUT, WHERE WE STAND LANDED IS THE OPPORTUNITY FOR THE IN-PERSON COHORT TO START OUT THEIR DAY WITH THEIR TEACHER FOR 30 MINUTES WITH JUST THEN AND THEN FOR A CHUNK OF TIME, THEN THE DISTANCE LEARNING STUDENTS COME IN AND THE IN-PERSON ARE TOGETHER.

INTERACTING WITH THE TEACHER DOING BREAKOUT SESSIONS.

GROUP WORK. THAT'S THAT LIVE CONCURRENT INSTRUCTION. AFTER A LITTLE BREAK, THE DISTANCE LEARNING STUDENTS GET DEDICATED LIVE INSTRUCTION WITH A STUDENT AS THE IN-PERSON STUDENTS ARE HEADING HOME GOING TO LUNCH AND THE AFTER-SCHOOL PROGRAMS. WE STILL HAVE THE OFFICE HOURS. SO IF YOU LOOK AT THE TOTAL OF LIVE INSTRUCTIONAL MINUTES, YOU ARE LOOKING AT A MINIMUM OF 165 MINUTES A DAY. SO 15 MINUTES LESS.

BUT THE DAILY INSTRUCTIONAL MINUTES STILL REMAINS AT 240 INSTRUCTION AM MINUTEAL MINUTES. SO THE HYBRID SCHEDULE IS ALTERNATING. TWO, THREE DAYS AING WITH, THEY ARE ON AND THE ALTERNATING DAYS THEY HAVING THAT INDEPENDENT WORK TIME. THE CONCURRENT SCHEDULE ALLOWS THEM TO RECEIVE THAT DAILY LIVE INSTRUCTION WITH THEIR TEACHER AND PEERS REGARDLESS OF THEIR LOCATION.

>> THIS WAS REALLY -- THIS WAS REALLY IMPORTANT FOR US.

MINIMUM CHECK-IN EACH DAY, I MEAN, IN -- IN SOME CASES, THE HYBRID SCHEDULES TO DO HAVE A TEACHER WORKING WITH GROUPS EVERY OTHER DAY. AND IN OTHER DAYS CA DAYS THEY DON'T. THE TEACHERS WILL USE THE ALTERNATIVE DAYS TO SLEEP IN, GET UP, CHECK E-MAIL.

HELP STUDENTS. >> AND THIS WAS A SOURCE OF DEEP DISCUSSION. THERE'S A REASON IT TOOK 39 DAYS. WE FELT THAT OUR TEACHERS NEEDED TO BE WORKING FIVE DAYS A WEEK ON BEHALF OF OUR KIDS.

WE'RE LUCKY THE TEACHERS FELT THE SAME WAY.

AND THAT'S HOW WE CAME TO AN AGREEMENT.

AND THERE'S A NUMBER OF TEACHERS WORKING WELL BEYOND THE TRADITIONAL WORK DAY. THERE'S ONLY TWO DISTRICTS I'M AWARE OF. US AND ELK GROVE.

IF WE STAY PURPLE, WE MAY NOT GET TO THAT.

BUT WE WENT INTO THAT BEING AWARE WE MAY NOT GET INTO THAT, WHICH IS WHY WE WENT FOR A MORE COMPREHENSIVE APPROACH.

WE'RE SUPPOSED TO BE WE ARE WORKING ON STUDENTS WORKING TO SUPPORT STUDENTS WHO ARE FACING SOMETHING THAT THEY HAVE NEVER FACED BEFORE. THERE'S NO DOUBT LEARNING LOSS.

THERE'S NO DOUBT LEARNING LOSS. ALL YOU HAVE TO DO IS VISIT CLASSROOMS AND SEE KIDS LAYING IN THEIR BED WITH THEIR LA LAPTOPS ON THEIR BED OR LAP AND PARENTS COMING IN AND OUT AND KEEPING PARENTS FOCUSED OR KIDS, LIKE, WALKING TO MAKE LUNCH IN THE MIDDLE OF A CLASS. , WHEN IT IS NOT LUNCHTIME AND THEY HAVE DEDICATED TIME IN HIGH SCHOOL.

AND THEY ARE WALKING THERE WITH THEIR LAPTOP TO GET A SNACK.

INSTEAD OF CONTINUOUSLY NEGOTIATING OVER AND OVER AGAIN,

[01:50:01]

WE WENT FOR A MORE COMPREHENSIVE DEAL.

IT TOOK A DEALBY WE HAVE A MORE COMPREHENSIVE ONE THAN A LOT OF OUR COLLEAGUES. WE THINK THAT ALLOWS US TO TURN OUR ATTENTION BACK TO WHERE IT NEEDS TO BE, WHICH IS HOW WE FILL THESE GAPS? PROBABLY NOT IN THE NEXT YEAR AND A HALF BUT BEYOND. WE'LL TURN QUICK LICK TO THE 7TH AND 8TH GRADERS AND AT DISCOVERY HIGH SCHOOL.

WE LOOKED AT THE CLASS SIZES. THEY ARE SMALL ENOUGH.

WHAT I WOULD LIKE TO CALL OUT IS ESSENTIALLY THEY CONTINUE TO FOLLOW THEIR DAILY PERIOD SCHEDULE AND EACH PARTY IS NOW WE HAVE THIS THING WHERE ONE DAY IT WAS 60 MINUTES AND 30, ALTERNATING. BUT AT THE END OF THE DAY, THERE'S NO ADJUSTMENT OF LIVE INSTRUCTIONAL MINUTES.

IT'S THE SAME NUMBER OF LIVE INSTRUCTIONAL MINUTES.

AND THEN FOR OUR SCHOOLS AND NATOMAS MIDDLE BECAUSE OF THE SIZE US OF SOME OF THE CLASSES, WE DECIDED WE'RE GOING TO SPLIT THOSE INTO THREE COHORTS OF IN-PERSON INSTRUCTION AND THOSE REMAINING IN DISTANCE LEARNING. AND SO, AGAIN, EACH PERIOD IS EQUAL LENGTH. WE JUST ADJUSTED HOW THE PERIODS WERE LAID OUT EACH DAY. WHAT WE'RE ASKING TONIGHT IS THAT YOU RATIFY THIS MOU WHICH WAS SIGNED OCTOBER 31ST IN ALIGNMENT WITH 2007. OBVIOUSLY I HAVE A QUESTION SLIDE. IF YOU HAVE QUESTIONS.

>> TRUTEE KAPLAN: BOARD MEMBERS? QUESTIONS? MISS HERRERA? TRUSTEE BAINS? YOU ARE ON MUTE, TR TRUSTEE

BAINS? >> CAN YOU GO TO THE ELEMENTARY SAMPLE SLIDE. YOU.

>> WHEN I SAY YES, CHRISTINE NONCAN.

JUST GIVE US A SECOND. >> SURE.

>> SO THE ONLY QUESTION I HAVE IS THAT -- FOR THE STUDENTS WHO ARE ON CAMPUS IN CLASS, LIVE INSTRUCTION IS FROM 8:45 TO 11:00. AND THE -- AFTER THAT IT'S -- IT'S INDEPENDENT LEARNING. IS THAT HAPPENING IN THE CLASS AT THE CAMPUS OR IS THAT HAPPENING BACK AT HOME?

>> I WANT TO CLARIFY SOMETHING. FOR IN-PERSON, IT STARTS AT

8:15. >> YES.

>> OKAY. THEY ARE ON CAMPUS FROM 8:15 TO 11:00 FOR LIVE INSTRUCTION. AND THEN AFTER THAT, THEY CAN GO TO BREAK, PICK UP THEIR LUNCH, AND THEY GO TO THEIR AFTER-SCHOOL PROGRAM OR GET PICKED UP BY THEIR PARENTS OR GO

HOME. >> RECESS.

>> RECESS. >> RECESS IS AN OPTION TO HELP THEM GET THE, YOU KNOW, THE ENERGY OUT.

>> THANK YOU. THAT WAS THE ONLY QUESTION.

THANK YOU. >> TRUTEE KAPLAN: TRUSTEE

DOSICK? >> SOMETHING THAT WAS ADDRESSED AND I MISSED BUT I WASN'T SURE. THIS WAS A QUESTION I RECEIVED FROM MEMBERS. COMMUNITY.

SO FOR SECONDARY STUDENTS TAKING SCIENCE CLASSES, LIKE CHEMISTRY, FOR EXAMPLE, SO I MEAN, ONE OF THE HAVINGS I SEE OF RESUMING SOME FORM OF INSTRUCTION IN PERSON IS ACTUALLY THE LAB WORK. MIXING CHEMICALS, TRY TO AVOID THE MISTAKES I MADE IN CHEMISTRY.

[LAUGHTER] >> TRUE STORY.

FUNNY STORY FOR ANOTHER TIME. FOR THOSE FAMILIES THAT CHOOSE TO REMAIN IN DISTANCE LEARNING, WILL THEIR STUDENTS STILL HAVE THE OPPORTUNITY TO PARTICIPATE REMOTELY TO OBSERVE AT LEAST -- OBVIOUSLY THEY CANTON HANDS ON AND DOESN'T WANT TO MIX IN THE CHEMICALS BUT WILL THEY HAVE THE OPPORTUNITY TO PARTICIPATE REMOTELY INTO THE LABS THAT ARE HAPPENING DURING THAT LIVE INSTRUCTION? YES.

THERE WILL BE INSTANCES THAT THEY ARE ABLE TO DO THAT.

ALREADY THEY ARE USING VIRTUAL SIMULATIONS FOR DIFFICULT THINGS THAT STUDENTS ARE ABLE TO DO REMOTELY AS WELL.

WE HAD COMMITTEES WORKING THIS SUMMER FOR THINGS THAT STUDENTS

[01:55:03]

COULD DO AT HOME THAT WOULD BE HANDS-ON.

NOT NECESSARILY OF THE CHEMICAL NATURE, USING FIRE, BUT SOME THINGS THEY WOULD BE ABLE TO ENGAGE IN REMOTELY AS WELL.

SO THERE'S DEFINITELY SOME OPTIONS TO CONSIDER FOR THOSE

STUDENTS. >> THAT'S MY ONLY QUESTION FOR NOW. I WANT TO SEE WHERE THE DIALOGUE

GOES. >> TRUTEE KAPLAN: TRUSTEE

GRANT? >> NO QUESTIONS.

THANK YOU. >> TRUTEE KAPLAN: TRUSTEEÚGARCIY

QUESTIONS? >> I WANT TO SAYING? REGARDING THE COMMENT THAT SUPERINTENDENT EVANS MADE ABOUT LEARNING LOSS, THE HIGH PERCENTAGE OF LEARNING LOSS.

I THINK A LOT OF STUDENTS -- ACTUALLY, QUICK QUESTION.

IS THERE ANY TUTORING SERVICES THAT THE DISTRICT OFFERS FOR THE

STUDENTS? >> YES.

WE CURRENTLY HAVE A VIRTUAL TUTORING CENTER THAT WE OFFER.

I THINK IT'S ACTUALLY EVERY WEEKNIGHT.

>> OPEN. AND WE HAVE TUTORING FOR ALL LEVELS. WE HAVE A.T. CLASSES.

AND WE HAVE A WELLNESS CENTER AND SERVICES FOR THEIR

FAMILIES. >> I FEEL LIKE IT'S SUCH A HIGH PERCENTAGE OF LEARNING. A LOT OF STUDENTS DON'T KNOW ABOUT THE SERVICES AS WELL. I FEEL LIKE IF WE GOT MORE AWARENESS TO IT AND JUST LIKE TOLD PEOPLE -- THE KIDS IN THEIR CLASSROOM AND THEY WOULD ACTUALLY USE IT.

>> THANK YOU FOR THAT SUGGESTION.

>> TRUTEE KAPLAN: TRUSTEE HEREDIA?

>> I DON'T HAVE ANY QUESTION. THE SCHEDULE -- ANGELA, YOU HAD MADE A COMMENT ABOUT THAT -- I THINK AT THE END OF THE DAY THAT DURING THE TEACHERS' OFFICE HOURS, THAT TIME COULD POTENTIALLY BE USED FOR KIND OF TUTORIAL SERVICES.

YOU KNOW, I STILL -- I'M STILL TRYING TO GRAPPLE WITH THE IDEA OF THAT EVEN HAPPENING IN A SYSTEMATIC APPROACH.

I'M -- AND I THINK I -- I EXPRESSED THE SAME CONCERN WITH THE SECONDARY AT A FEW BOARD MEETINGS BACK.

I'M CONCERNED, YOU KNOW, JUST THAT STUDENTS LIKE -- LIKE AT THE SECONDARY LEVEL WILL SEE, WELL, IF I'M GOING TO -- TO MAKE AN APPOINTMENT FOR MY TEACHER ON MONDAY FROM THREE TO -- FROM 3:00 TO 4:00 DURING THEIR OFFICE HOURS AND THERE'S OTHER PEOPLE THERE AND THEY WILL WANTING THE SAME KIND OF INFORMATION, I'M THINKING THAT -- I'M THINKING TO TRUSTEE GARCIA, YOUR COMMENT THAT -- THAT KIDS AT THE HIGH SCHOOL LEVEL ARE GOING TO GET DISCOURAGED AND SAY FORGET IT. I'M NOT GOING TO BE WAITING AROUND. I'M STILL NOT -- I'M NOT -- I DON'T HAVE A SENSE OF COMFORT OR A SENSE OF CONFIDENCE ABOUT HOW THAT WILL WORK, EVEN THOUGH -- I THINK IN THEORY, WE CAN PUT IT ON PAPER AND I THINK THAT WE CAN SAY THIS MIGHT HAPPEN.

BUT AS A TRUSTEE, I -- I'M REALLY MORE INTERESTED IN SEEING HOW THAT -- YOU KNOW, HOW IT'S BEEN OCCURRING.

HOW IT -- AND HOW IT WOULD ADVANCE.

IF WE WERE TO GO TO THIS MODEL. I'M JUST -- YOU KNOW, I'VE SAID THIS AT MULTIPLE BOARD MEETINGS.

I REPEATEDLY SAY I'M SO WORRIED ABOUT LEARNING LOSS.

I DON'T KNOW HOW WE'RE GOING TO SUFFICIENTLY ADDRESS LEARNING LOSS. AND WE COULD HAVE ALL OF THE -- ALL OF THE MOST -- THE WONDERFUL PLANS IN PLACE LIKE THESE TEACHER HOURS OR OFFICE HOURS. I'M STILL NOT SURE HOW THAT WILL WORK AND HOW WE HOLD OURSELVES ACCOUNTABLE FOR THE LEARNING OF ALL OF OUR STUDENTS DURING THIS YEAR.

THAT'S ONE THING I'M -- I'M STILL GRAPPLING WITH.

AND AS AN ELEMENTARY, YOU KNOW, IF I WAS AN ELEMENTARY TEACHER, YOU KNOW, I WOULD THINK THAT I WOULD AT LEAST HAVE TO KIND OF COHORT AFTER I HAVE BEEN TEACHING FOR A WHILE, I WOULD HAVE TO COHORT AND SAY, OKAY. HERE'S MY CLASS -- YOU KNOW, RATHER THAN JUST SAYING, ANY KID COULD GET HELP AT THAT TIME.

[02:00:03]

I THINK WE NEED TO THINK ABOUT A MORE SYSTEMATIC APPROACH.

IF I'M A TEACHER, I'M GOING TO, TO SAY HERE'S MY CLASS AND I'M REALLY GOING TO NEED TO WORK WITH THESE KIDS AND I'M GOING TO REALLY HAVE TO ORGANIZE THIS. MAYBE NOT -- MAYBE ORGANIZE THIS WITH, YOU KNOW, WITH -- WITH MY FELLOW FIRST GRADE OR SECOND GRADE TEACHERS AND SAY, HEY, LOOK, CAN YOU TAKE THIS COHORT? I'M GOING TO TAKE THAT KEY HORT? CAN YOU TAKE THIS COHORT AND LET'S REALLY ASSURE THESE PARENTS THAT WE'RE AIR DRESSING LEARNING LOSS, RATHER THAN JUST LEAVING IT TO WHOMEVERRER WANTS TO LOG IN FOR THAT TIME.

I'M JUST KIND OF SHARING -- I DON'T KNOW -- I'M KIND OF SHARING THOSE CONCERNS BECAUSE I'M STILL GRAPPLING WITH THE IDEA OF LEARNING LOSS. AND REDUCED NUMBER OF MINUTES AND I KNOW THAT WE'RE -- I KNOW THAT WE'VE EXCEEDED WHAT'S REQUIRED OF US. I UNDERSTAND ALL OF THAT.

AS I LISTEN TO THE PRESENTATION, THAT'S WHERE I'M STILL AT.

I WAS THERE MONTHS AGO. YOU WAS BACK THERE IN JULY AND JUNE AND I'M STILL IN THE SAME PLACE WITH THIS.

JUST AS WE GO FORWARD, YOU KNOW, IF THERE'S ANYTHING THAT YOU CAN BRING TO THE BOARD THAT SHOWS WHAT HAS BEEN DONE, WHAT ARE SOME OF THE MODELS THAT TEACHERS ARE TAKING AT A SCHOOL, YOU KNOW, AT SCHOOL SITES, JUST TO KIND OF GIVE US AN IDEA BECAUSE RIGHT NOW, IT'S VERY AMBIGUOUS TO US AND YET, WHEN PARENTS SPEAK TO US, YOU KNOW, THEY ASK US THESE QUESTIONS, HOW WILL YOU KNOW? AND I DON'T KNOW.

AND PERHAPS THAT'S SOMETHING THAT YOU CAN BRING BACK TO US.

JUST WANTED TO SHARE. DON'T EXPECT YOU TO HAVE TO RESPOND TO IT TONIGHT. BUT I'M JUST SAYING -- I MEAN, THAT'S JUST SUCH AT THE TOP OF MY LIST.

>> SURE. >> YOU KNOW, I -- I SAID IT FOR MONTHS AND I KEEP THINKING ABOUT THE ENGLISH LANGUAGE LEARNERS.

I THINK I READ SOMEWHERE WHERE THEY GET 15, 20 MINUTES OF LEARNING AND I'M THINKING OH, MY GOSH WHEN IT TAKES SO LONG TO LEARN A LANGUAGE AND LEARN THE ACADEMIC LANGUAGE AND LEARN IT WELL. SOMEONE SAID, I ONLY HAD 15 MINUTES A DAY OR 20 MINUTES A DAY IN WHICH TO LEARN IT THIS VERY CRITICAL SKILL AND A SKILL THAT IDENTIFIES HOW WELL I DO IN SCHOOL AND SUBSEQUENT YEARS, ESPECIALLY IF I'M A STUDENT WHO IS GOING TO BE CONSIDERED FOR RECLASSIFICATION.

AGAIN, I'M STILL LOOKING FOR WAYS IN WHICH OUR TEACHERS WILL ADDRESS THOSE ISSUES. THANK YOU.

>> THANK YOU. >> I KNOW WE SENT OUT THE SURVEY TO PARENTS BASED ON THE BOARD METRICS, POTENTIALLY OPENING, YOU KNOW, AS SOON AS NOVEMBER 16TH AND BEFORE WE HAD OUR MOU. NOW THAT WE'RE BACK IN THE PURPLE TIER, WHICH KIND OF RESETS OUR BOARD METRICS AND OUR OWNING, WILL THERE BE AN OPTION FOR PARENTS TO CHANGE THEIR MIND, WHETHER THEY WANT DISTANCE LEARNING OR IN PERSON NOW THAT WE'RE -- THE EARLIEST WE COULD OPEN IS JANUARY AND WE ALL KNOW THAT WOULD -- MAY NOT HAPPEN. WE MAY NOT OPEN UNTIL FEBRUARY IF WE REMAIN IN PURPLE AND THE SPREAD CONTINUES SUBSTANTIAL I. LY.

>> YEAH. I THINK THAT -- I WILL BE HONEST, WE'RE TRYING TO GET THROUGH THIS HURDLE.

WE SPENT HOURS THESE PAST FEW WEEKS MAKING SURE THAT WE COMMUNICATE AND WE WERE PREENING PREPARING BEFORE WE WENT PURPLE WHAT A RECESS LOOKS LIKE.

IF WE CAN GET THROUGH TONIGHT'S HURDLE, THE TASK -- ACTUALLY, A COUPLE OF THINGS. HOW DO WE FOCUS ON LEARNING LOSS WHEN, QUITE FRANKLY, WE'VE BEEN IN A STATE OF PERMANENT NEGOTIATIONS SINCE MARCH. I TO THINK THAT PEOPLE'S OPINIONS WILL CHANGE AS A RESULT OF THE PURPLE STATUS OR THE VACCINE COMING OUT. WE HAVE TO FIGURE OUT WITHOUT OVERSURVEYING THEM ASSESS HOW THAT -- HOW THIS NEW INFORMATION WILL AFFECT PARENTAL DECISIONS. SO WE HOPE TO GET TO THE RATIFICATION TONIGHT AND THEN START TACKLING BOTH OF THE

[02:05:04]

CHALLENGES WE JUST HEARD IN A ROW FOR SURE.

>> TRUTEE KAPLAN: HOW DOES THE MOU ADDRESS -- SO THE VACCINE STARTS COMING TRUE? HOW DOES THAT CHANGE WHAT THE HYBRID OR THE -- I'M SORRY THE TRANSITIONAL SCHEDULE LOOKS

LIKE? >> THE MINUTE THAT SACRAMENTO GOES YELLOW, IT'S -- WE GET TO TALK ABOUT REOPENING AT A LARGER SCALE BASED ON GOVERNMENTAL GUIDELINES WHETHER THAT'S A FULL

OPENING OR SOMEONE LARGER. >> TRUTEE KAPLAN: WE GET TO DISCUSS THAT. DOES THAT MEAN THE BOARD OR WE GO BACK TO THE NEGOTIATING TABLE?

>> MEET AND CONFER -- WHAT WAS THE SPECIFIC LANGUAGE?

DO I REMEMBER? >> I THOUGHT IT WAS MEET AND CONFER. YEAH.

YEAH. BUT -- SO THE BOARD CAN DO ANYTHING. THE BOARD CAN ORDER -- THE MINUTE IT TURNS RED NOW BECAUSE YOU HAD -- THE TWO WEEKS, THE BOARD CAN ORDER CLASS BACK AND THEN IF WE GO BACK TO -- YOU DON'T HAVE TO -- GO BACK TO THE SLIDE -- EXPECT STRIKES, WORK STOPPAGES AND A SICK-OUT AND IMAGINE A SICK-OUT WHEN YOU HAVE A THIRD OF THE TEACHERS SUDDENLY DON'T FEEL GOOD IN THE PANDEMIC. YOU CAN'T ACCUSE THEM OF FALSIFYING THAT. YOU DON'T EVEN HAVE THE ABILITY TO PUT THE KIDS IN THE SAME CLASSROOM LIKE WE DO NOW.

>> MEET AND CONFER. >> MEET AND CONFER.

COOL. >> IS THAT WHEN WE TURN YELLOW, YOU KNOW, BUT -- THAT COULD BE WE MEET AND CONFER WHEN IT GOES YELLOW BUT IT COULD STILL MEAN THAT NO AGREEMENT IS MADE? I MEAN -- WHAT DOES THE LANGUAGE SAY? WE MEET AND CONFER WITHIN TWO DAYS?

>> YES. >> WHAT DOES "CONFER" MEAN, FROM

A LEGAL PERSPECTIVE? >> MEEMEET AND CONFER IS DIFFERENT THAN MEET AND NEGOTIATE.

WE HAVE TO SIT DOWN AND MEET WITH OUR LABOR PARTNERS, LISTEN TO THEIR PERSPECTIVES, TAKE IT INTO CONSIDERATION.

BUT WE DON'T NEED TO ENTER INTO AN AGREEMENT.

IT'S JUST AN EXCHANGE OF INFORMATION AND THEN THE BOARD

MAKES ITS DECISION. >> THANK YOU.

I THINK THAT WAS THE CLARIFY -- CLARIFICATION I WAS LOOKING FOR, THE MEET AND CONFER BUT WE GO YELLOW NOT THAT WE HAVE TO SIT AND NEGOTIATE AND CREATE AND A NEW AGREEMENT AS TO WHAT OPENING LOOKS LIKE UNDER YELLOW AND CHANGING ANY SCHEDULE OR EXPANDING, LIKE THE IN-PERSON MODEL OR TIME.

I MEAN, I GUESS -- GOING YELLOW, WHAT AUTHORITY DOES IT GIVE THE

BOARD? >> I DON'T THINK YELLOW ACTUALLY

GIVES BOARD EXPLICIT AUTHORITY. >> YELLOW -- WE'D HAVE TO -- YOU HAVE TO LOOK AT YELLOW AND WHAT THE GUIDANCE SPECIFICALLY -- I WILL BE HONEST, WE'RE NOT YELLOW EXPERTS.

WE'VE NOT SPENT A LOT OF TIME ON THAT.

>> AND THE OTHER THING ABOUT CALIFORNIA, WHICH IS COMPLEX, CALIFORNIA HAS ITS YELLOW AND THEN -- EACH COUNTY CAN CAN TIGHTEN THE REINS ON THAT OR IN SOME CASES AS WE'RE LEARNING, PUBLIC COUNTY HEALTH CAN IGNORE THE REINS AND TRY TO DEAL WITH THE CONSEQUENCES LATER. I WON'T NAMED COUNTIES.

>> THEY MIGHT BE NEXT TO US. >> THEY MIGHT BE.

THANK YOU. VERY GOOD WAY TO PUT IT.

>> I KNOW THERE ARE -- AS YOU SAID, SUPERINTENDENT EVANS, 50% OF PARENTS ARE LIKE, WE WANT TO GET OUR KIDS BACK IN SCHOOL.

HOW DO WE DO IT AND THIS BOARD HAS BEEN VERY CLEAR IF WE CAN DO IT SAFELY, GREAT. BUT IT IS BASED ON DATA.

I THINK AS THE VACCINE BECOMES MORE WIDESPREAD AND PEOPLE UNDERSTAND SAFETY AND DISTANCE WE MIGHT GET TO YELLOW AND HAVE TO RELOOK AT THINGS BECAUSE, YOU KNOW -- I SAY THAT BECAUSE I TOO AM VERY CONCERNED ABOUT WHAT DR. HEREDIA BROUGHT UP ABOUT ASSESSMENTS AND LEARNING LOSS. YOU KNOW, AS A PARENT OF TWO YOUNG KIDS, I FIND IT DIFFICULT TO STAY UP ON TOP OF ALL OF THE E-MAILS, TEST SCORES, ASSIGNMENTS.

I'M EXTREMELY WORD WORRIED ABOUT OUR PARENTS WHO DON'T SPEAK ENGLISH AND NAVIGATING TECHNOLOGY AND ENGAGE, YOU KNOW, A FIRST GRADER WHO MAY BE LEARNING TO READ, NOT ABLE TO

[02:10:02]

GRASP WHAT AN E-MAIL IS. AND A PARENT NOT UNDERSTANDING THAT AND WE KNOW HOW CRUCIAL K THROUGH THIRD GRADE IS ESPECIALLY IN SETTING THE TRAJECTORY OF A POSITIVE GAS STATIONAL INFLUENCE WITH OUR LEARNERS AT THE YOUNGER GRADE AND OUR HIGH SCHOOLERS. OUR VISION IS -- THEY GRADUATE COLLEGE AND CAREER READY. THIS PANDEMIC HAS PROVIDED SUCH A -- SUCH A CHASM FOR OPENING UP THE INEQUITIES THAT ARE OUT THERE AND WHILE I KNOW WE HAVE JUST BARELY HANGING ON AND DEALING WITH THIS, I THINK NOW IS THE TIME TO REALLY LOOK AT EQUITY AND HOW CAN WE SERVE THE LEAST AMONG ARE MOST AFFECTED BY THIS. YOU KNOW, WHICH THEN, YOU KNOW, IT GETS TO, YOU KNOW, MY CONCERNS.

I THINK OUR STAFF AND OUR TEACHERS HAVE DONE A YEOMAN JOB ON NEGOTIATING AND CREATING A DEAL.

I DON'T WANT ANY OF MY COMMENTS TO BE REFLECTIVE THAT I DON'T THINK BOTH WENT ABOVE AND BEYOND AND THAT THIS IS A COMPREHENSIVE AGREEMENT. I HOPE THAT IF MY FELLOW BOARD MEMBERS PASS THIS, THAT THE ELEMENTARY SCHOOL SCHEDULE CAN BE RELOOKED AT. ANYBODY WHO HAS EVER HAD A CHILD -- I'M AN ADULT AND I CAN'T SIT FOR TWO HOURS AND 15 MINUTES. AS THE LIVE INSTRUCTIONS SCHEDULE IS SET FOR THE, THERE ARE NO BREAKS.

WHAT T.K., KINDERGARTEN, FIRST, SECOND GRADER IS GOING TO SIT AND TAKE IN INSTRUCTION FOR TWO HOURS AND 15 MINUTES AND NOT NEED TO GET THE WIGGLES OUT. I THINK OUR STAFF HAS DONE A PHENOMENAL JOB BLENDING LIVE INSTRUCTION AND ASYNCHRONOUS LEARNING DURING THE DAY. CURRENTLY NOW, THAT ALLOWS OUR YOUNGER STUDENTS TO GET THEIR WIGGLES OUT.

MY CONCERN WITH THE MOU AND THE SCHEDULE AS SET FOR FOR ELEMENTARY IS -- IT REMOVES WHAT OUR STAP STAFF HAVE ON AT SITE TO GET THE WIGGLES OUT. AND UNDERSTANDING WHEN WE GO TO TRANSITIONAL WHAT WE'RE UNDERSTANDING OF DISTANCE LEARNING. MY CHILD IS LEARNING AND GETTING ASYNCHRONOUS AND SIN SYNCHRONOUS BLENDED THROUGH THE DAY UNTIL 1:00. I KNOW THAT OUR SITES ARE ENDING THEIR LIVE AT 11:30. I KNOW THERE ARE MANY PARENTS WHO ARE DEALING W WITH DIFFICULTIES THAT MAY WANT THEIR CHILD TO ATTEND IN PERSON. BUT THE ABILITY TO ONLY HAVE THEIR CHILD ON CAMPUS FROM 8:15 TO 11:00, MAKES IT IMPOSSIBLE SO THEY ALL HAVE TO MAKE THE CHOICE TO REMAIN IN DISTANCE LEARNING FURTHER HAMPERING IT. I KNOW T THAT NATOMAS CHART THAT NATOMAS CHARTER SCHOOL THEY WILL BE FROM 8:350 TO 2:30. I THINK AS A BOARD -- WE'VE ALWAYS BEEN FORW FORWARD THINKING.

WE'VE BEEN ON THE FOREFRONT OF PROVIDING SUPPORTIVE EMOTIONAL SERVICES AND LOOKING AT HOW WE CAN ADDRESS EQUITY.

I THINK THE ELEMENTARY SCHOOL, SPECIFICALLY AND ONLY DOES A DISSERVICE, A DISSERVICE TO OUR STUDENTS WHO NEED TO BE ON CAMPUS. I THINK WE CAN DO MORE.

I THINK THERE WILL BE A LOT OF FAMILIES THAT THIS DOESN'T WORK AND HOW -- AND HOW DO THE SINGLE PARENTS HANDLE THEIR KIDS FOR THREE HOURS AND PICKING THEM UP AND I WOULD BE MORE INCLINED IF IT WAS A BLEND OF LIVE INSTRUCTION AND ASYNCHRONOUS THAT HAD HAD OUR KIDS ON CAMPUS UNTIL 1:30 WHICH WAS ALMOST SYMBOLIC OF A FULL DAY OF INSTRUCTION.

SO, YOU KNOW, TONIGHT, MY NO VOTE IS ONLY IN REGARDS TO WHAT I SEE IN THE MODEL THAT IS GOING FORWARD.

IS NOT WHERE I HAVE BEEN OR IN ALL DISCUSSIONS.

I THINK WE SHOULD BE DOING MORE.

IT HAS NO REFLECTION ON, I BELIEVE OUR TEACHERS AND STAFF DESERVE A RAISE AND I BELIEVE IN SUPPORT OF THE COLLABORATION THAT'S GONE IT FORWARD. I JUST BELIEVE THAT THE SCHEDULE DOES A DISSERVICE AND I KNOW OUR TEACHERS WHO KNOW THEIR STUDENTS. IT WON'T BE TWO HOURS AND 15

MINUTES OF INSTRUCTION. >> THERE WILL BE BREAKS.

OUR LITTLES WILL NEED BREAKS. THEY WILL HAVE TO TAKE BREAKS.

[02:15:03]

SO I HOPE IF THIS MOVES FORWARD AND PAST, THAT WE WILL LOOK AT THE SCHEDULE AND SEE IF WE CAN DO A MORE EDUCATIONALLY SUPPORTED MODEL BECAUSE I HAVE YET TO EVER SEE A STUDY COME OUT THAT SAYS LITTLES SITTING DOWN AND LEARNING FOR TWO HOURS AND 15 MINUTES IS IDEAL FOR THEM. THESE WHERE I LAND ON THIS BUT IS NOT REFLECTIVE OF EVERYTHING ELSE PRESENTED THAT I'M EXTREMELY PROUD OF WHAT OUR STAFF AND OUR DISTRICT LEADERS

AND NTA HAVE DONE. >> IF THERE ARE NO OTHER BOARD QUESTIONS OR COMMENTS, I WILL TAKE A MOTION.

>> IF I COULD JUST ADD TO THAT, I WILL BE -- I WILL BE MAKING A MOTION AS WELL BUT I WANTED TO ADD A COUPLE OF COMMENTS BECAUSE I SHARE THE CONCERNS THAT YOU HAVE RAISED.

BUT ONE OF THE THINGS THAT I HAVE SEEN IN EIGHT YEARS IS NEGOTIATIONS ARE NEVER FUN AND THIS YEAR HAS BEEN A PERPETUAL STATE OF NEGOTIATIONS FOR OUR DISTRICT WITH ONE OR BOTH OF YOU BARGAINING UNITS. I DON'T -- I DON'T KNOW THAT I COULD HAVE COME UP WITH A BETTER PLAN THAT WOULD HAVE REACHED CONSENSUS AND BEEN BROUGHT TO US.

I SHARE ESPECIALLY CONCERNS WITH THE INSTRUCTIONAL MINUTES AND THE TIMING. AT THE END.

DAY, I THINK THAT THIS MOU ACOMPOLITI AACCOMPLISHES MORE GOOD. FOR THE STUDENTS EXPERIENCING LEARNING LOSS, THEY SIMPLY CANNOT LEARN IN AN ONLINE ENVIRONMENT, WE'RE GOING TO -- PLEASE FAMILIES, WEAR A MASK, AVOID FAMILY GATHERINGS SO WE CAN EVEN GET TO THE POINT OF TALKING ABOUT WHEN WE'RE GOING TO BE REOPENING, WHETHER TRANSITIONAL OR IN FULL. BUT IT IS GOING TO GET KIDS BE BACK IN A CLASSROOM WHERE THEY CAN EVEN IN A FACE SHIELD SEE THEIR TEACHERS AND GET THAT LIVE INSTRUCTION.

WE'RE GETTING TO THE POINT WHERE WE COULD BE TALKING ABOUT AN ENTIRE YEAR. I APPRECIATE THE FACT THAT THIS CRUDS NO LAYOFFS. LAY -- THIS INCLUDES NO LAYOFFS. I DO ALSO SHARE YOUR CONCERN AND WOULD ALSO EXPRESS MY DESIRE TO THE STAFF TO LOOK FOR OPPORTUNITIES FOR, YOU KNOW, PROVIDING ADDITIONAL INSTRUCTIONAL MINUTES FOR THOSE THAT NEED THEM THE MOST GOING FORWARD. BUT ALSO RECOGNIZING THAT BY PASSING THIS MOU TODAY, IT WILL FREE UP STAFF THAT HAVE BEEN IN PERPETUAL NEGOTIATIONS FOR THE BETTER PART OF A YEAR TO BE ABLE TO FOCUS ON WHAT WE ALL SIGNED UP FOR, WHICH IS EDUCATING OUR KIDS. WITH THAT I MOVE APPROVAL.

>> MOTION BY DOSICK. DO I HAVE A SECOND?

>> SECOND. >> TRUTEE KAPLAN: I'M SORRY.

WAS THAT TRUST GRANT? >> YES.

YOU ARE ON MUTE. >> AYE.

>> THAT'S OKAY TRUSTEE HEREDIA. YOU ARE ON MUTE, TO?

>> THAT'S BECAUSE I'M TRAUMATIZED.

[LAUGHTER] >> AYE.

TRUST KAPLAN NO. MOTION PASSES 5-1.

NOW MOVING ONTO ACTION ITEM -- WHERE ARE WE?

[XVI.e. Approve Expansion of the Agreement with The Center for K-5 Day Camps]

ACTION ITEM E. APPROVE EXPANSION OF THE AGREEMENT WITH THE CENTER FOR K-5, DAY CAMPS.

ANY QUESTIONS? >> ACTUALLY, THERE'S NO PRESENTATION. BUT I DID WANT TO MAKE SURE THAT A FEW THINGS ARE HIGHLIGHTED. SO -- FOR THE PUBLIC.

>> THE BOARD DID APPROVE THE DAY CAMPS THROUGH NOVEMBER 20TH, I

THINK. >> YES.

>> THAT'S SET TO EXPIRE AND OBVIOUSLY, SCHOOLS AREN'T ABLE TO OPEN IN SACRAMENTO COUNTY RIGHT NOW.

ONE OF THE CHALLENGES -- ONE OF THE REASONS YOU DON'T SEE A RECOMMENDATION ON IT FOR ME. I WANTED TO ARTICULATE TO YOU

[02:20:07]

ALL WE -- WE GOT SOME -- JAVETTA, BEST WAY TO DESCRIBE IT, POTENTIALLY GOOD NEWS ON REVENUES.

IT WAS EITHER YESTERDAY OR TODAY.

IF THE FINANCIAL WORLD WERE TO END TODAY, WE WOULD JUST -- THE DEFERRALS MIGHT BE CLOSE TO BEING GONE.

THAT'S ABOUT IT. >> YES.

>> AT THE FEDERAL LEVEL, WE KNOW A LITTLE BIT MORE NOW, KIND OF WE'RE NOT SURE IF WE'RE GONNA GET ANOTHER FEDERAL STIMULUS PACKAGE. THE DAY CAMPS ARE VERY EXPENSIVE. I WANT THE BOARD AROUND THE PUBLIC TO BE UNDERSTAND THAT. WE THOUGHT IT WAS IMPORTANT KNOWING THAT WE WON'T BE OPENING IN TEES TO AT LEAST BRING THIS BACK TO THE BOARD TO HAVE ANY DISCUSSION THEY WOULD LIKE OR GIVE US DIRECTION TO MOVE FORWARD ON IT.

IT'S SO EXPENSIVE, I CANNOT PROMISE THE COMMUNITY THAT WE COULD -- IF THE BOARD APPROVES IT NOW, THAT IF WE STAY IN PURPLE THAT WE CAN AFFORD IT IN JANUARY AND FEBRUARY WITHOUT RUNNING INTO SERIOUS PROBLEMS. THAT'S PART OF THE REASON I'M STAYING ON AND WANTED TO MAKE SURE THAT WAS ARTICULATED AND LET THE BOARD HAVE WHATEVER DISCUSSION YOU WANT AND ASK ANY

QUESTIONS YOU -- QUESTIONS. >> TRUTEE KAPLAN: BOARD

MEMBERS? >> I DON'T HAVE ANY QUESTIONS, LISA. BUT.

YOU NO I, I CAN MOVE APPROVAL OF THIS.

MOVE IT FORWARD. I'M CONCERNED ABOUT THE DOLLAR AMOUNT FOR THE FEWER NUMBER OF STUDENTS THAT WE WOULD NORMALLY IN A SITUATION. I THINK WE NEED TO COME BACK AND LOOK AT THIS. I WILL MOVE APPROVAL.

>> MOVED BY TRUSTEE HEREDIA. ANY OTHER BOARD MEMBERS WANT TO

MAKE COMMENTS OR -- >> I WILL MAKE A SECOND FOR

PURPOSES OF DISCUSSION? >> THERE YOU GO.

I KIND OF LIKE A LENGTHY SECOND.

WE WERE TALKING ABOUT, DO YOU THINK WE WILL BE ABLE TO OPEN FULLY IN THE FALL? WILL WE HAVE FOOTBALL OR OTHER EXTRACURRICULAR ACTIVITIES. WE'VE DONE A GOOD JOB.

THIS PANDEMIC ISN'T GOING ANYWHERE ANY TIME SOON.

I SUPPORT APROVING THIS TODAY BECAUSE IT ENSURES THAT OUR MOST VIRTUAL STUDENTS AND -- LOW-INCOME FAMILIES, THAT THEIR KIDS HAVE A SAFE PLACE TO BE AND CAN PARTICIPATE IN LEARNING WITH ADULT SUPERVISION. THIS IS SOMETHING THAT WE AS A BOARD AND DISTRICT NEED TO LOOK AT.

IF THIS IS NOT WHAT WE DO, LOOK TO SEE WHAT THE OTHER OPTIONS ARE, IS MY CONCERN. I WONDER HOW SAFE THE KIDS ARE GOING TO BE IF HE THEY ARE NOT IN SCHOOL.

WITH THAT I SECOND. >> TRUTEE KAPLAN: TRUSTEE BAINS

DO YOU HAVE A COMMENT? >> NO COMMENT.

JUST A QUICK QUESTION. WHEN WILL WE NOTIFY THE PARENTS THAT THE EXTENSION IS -- WHEN AND HOW I GUESS THAT THIS EXTENSION IS DURING THE WINTER HOLIDAYS?

>> AFTER -- AFTER APPROVAL THIS WEEK.

>> YEAH. THIS WEEK WE WOULD ABSOLUTELY HIGHLIGHT THAT YOU GUYS ALLOWED FOR THE APPROVAL AND MAKE A SERIOUS -- DEDRAWER WOULD HELP US MAKE SURE IT'S REALLY CLEAR THAT WE CANNOT PROMISE OR ENSURE ANYTHING SO THIS IS GIVING THEM -- SHOOT. WHAT? SIX, SEVEN WEEKS TO FIND AN ALTERNATIVE OPTION.

[02:25:01]

>> THANK YOU. >> TRUTEE KAPLAN: TRUSTEE BAINS, THANK YOU. GOOD QUESTION.

I THINK JUST CLARIFICATION, THIS EXTENSION ACTUALLY GOES THROUGH WHEN SCHOOL GOES ON BREAK BUT NOT THROUGH WINTER BREAK,

CORRECT? >> IT GOES TO SEPTEMBER 18TH.

>> AND THEN SO IF PARENTS ARE WORKING THROUGH WINTER BREAK, THE DAY CAMP WON'T BE OPEN AS AN OPTION.

>> WE HAVE TO -- IT'S QUITE POSSIBLE THEY WILL HAVE SOME

DAYS. >> IF I REMEMBER, THEY HAD SOME DAYS OVER WINTER BREAK WHEN TYLER WENT.

WE'LL DOUBLE CHECK WITH THEM. >> TRUTEE KAPLAN: HAVE WE LOOKED AT OTHER OPTIONS -- I KNOW WE HAVE DIFFERENT AFTER-SCHOOL OPTIONS AT SOME DIFFERENT CAMPUSES.

ARE THOSE ALSO LOOKING POTENTIALLY TO OPEN TO BE AN OPTION? OR IS IT ONLY FOURTH R RIGHT

NOW? >> I THINK YOU ARE TALKING ABOUT

BAN NONE CREEKS. >> YEAH.

THAT IS JUST AS EXPENSIVE PRETTY MUCH AS AS -- AS THE CENTER AND WOULD BE LOCATED AT ONE SITE. I DON'T WANT TO HAVE A PUBLIC CONVERSATION -- WITH WE MADE ANY PROGRESS IN THE FIVE DAYS I'VE BEEN OUT? ONLY BEEN OUT IN FIVE DAYS?

>> YES, WE'VE MADE SOME PROGRESS AND NOW WE'RE LOOKING AT HOW THEY WOULD IMPLEMENT THE SUBSIDY PLAN.

WE HAVE A PROPOSED AGREEMENT FROM THE CITY.

>> COOL. >> AND NOW WE'RE MAKING SURE HOW THAT WILL HAPPEN. WE'RE TRYING TO WORK WITH THEM ON HOW TODY DEFUSE SOME OF THE COST.

BY PROVIDNG SUBSIDIES AND/OR SCHOLARSHIPS FOR STUDENTS ACROSS THE DISTRICT. THAT'S NOT FINALIZED BUT THEY'VE BEEN REALLY -- POWER PLAYS TO THE CITY AS THEY'VE BEEN SUPER HELPFUL WITH US ON A VARIETY OF THINGS.

THEY'VE BEEN TRYING TO WORK THAT OUT WITH US.

WHICH WOULD BE A WAY TO HELP EXPAND THAT FOR THOSE WHO

COULDN'T AFFORD IT. >> I THINK THAT'S GREATLY APPRECIATED. I THINK CHILDCARE IS A GREAT UNEQUALIZER. DO WE HAVE FOURTH R IN THE

SCHOOLS? >> NO.

THAT'S THE PROBLEM. >> TWO RIVERS.

>> I THINK THERE'S LIKE BEAN STALK AND SOME OTHER ONES.

>> YEAH. THAT'S WHAT WE'RE TRYING TO FIGURE OUT. YOU KNOW, WHEN WE CRUNCH END, EY IF WE GET A SECOND S STIMULUS OF SOME KIND, IT MAY BE AND WE WOULD HAVE TO HELP SUBSIDIZE SOMETHING BECAUSE IT'S IN THE THERE. AND I WOULD LIKE TO THANK THE CITY AGAIN, THEY GAVE US A HALF A MILLION DOLLARS TO SUPPORT THE CENTER. AND THE MONEY THAT WILL AT LEAST HELP US A LITTLE GET THROUGH DECEMBER.

WITHOUT THEIR SUPPORT FROM THAT, I DON'T THINK THIS WOULD BE POSSIBLE. THANKS TO THEM AND OBVIOUSLY --

>> TRUTEE KAPLAN: AS WE MOVE FORWARD -- IF IT LOOKS LIKE A TIME THAT WE MOVE INTO HYBRID. AS JANUARY COMES AROUND TO THE EXTENT AND WHO KNOWS ANOTHER STIMULUS AND KNOWING THAT -- THEY SAID THERE WAS AN EXTRA 13 BILLION FOR SCHOOLS WHICH WILL COVER OUR DEFERRAL OF 1 1.5 BLLION THAT THE GOVERNOR PUT INTO PLAY. I KNOW NOT NECESSARILY EXTRA MONEY BUT IT ALSO MEANS WE MAY NOT BE TAKING THE HUGE CUTS THAT WE THINK, I THINK BEING ABLE TO PROVIDE CHILDCARE OR SUBSIDIZED SOME SPORT SERVICES IN HYBRID, WHEN WE DO GO TO HYBRID FOR OUR FAMILIES BECAUSE THEY -- MANY OF OUR LOW-INCOME FAMILIES ARE ESSENTIAL WORKERS AND HAVE TO WORK AND WE NEED TO FIND A SAFE PLACE FOR THEIR CHILDREN. AND THIS IS AN AREA THAT I HOPE WE CAN EXPAND ON IN EQUITY BECAUSE I -- YOU KNOW, I KIND OF

[02:30:03]

BELIEVE WE DON'T HAVE A CHOICE. WE HAVE TO FIND SOME WAY TO HELP COVER EVEN IF IT'S ONLY 50 KIDS.

AND HELPING THEM LEARN. I LOOK FORWARD TO AN UPDATE, YOU KNOW, AS YOU GET MORE INFORMATION ABOUT OTHER

OPTIONS. >> SINCE IS AN OPEN TOPIC OF DISCUSSION, WHERE DO OTHER TRUSTEES SIT ON THAT? THAT'S WORK THAT WE SHOULD BE DOING IN THE NEXT WEEK TO TRY TO GET PRE PREPARED. IF IT'S AS SMALL AS 25 OR 50.

IS THAT SOMETHING YOU ARE INTERESTED IN ALLOCATING SOME MONEY FOR. WHEN WE GO TO THE TRANSITIONAL MODEL. PRESIDENT KAPLAN IS INTERESTED.

GOT THAT. ANYONE ELSE IN A SIMILAR SPOT? DR. HEREDIA. SCOTT JUST FAVE ME THE TWO FINGERS. ANYONE INTERESTED IN SHARING?

JAG? >> WE SHOULD HAVE SOMEBODY --

>> AWESOME. I PROMISE YOU WE'LL GO FORWARD LOOKING AT THAT BEGINNING THIS WEEK.

OKAY? IS.

>> THANK YOU SO MUCH. WE HAD A FIRST FROM HEREDIA AND A SECOND FROM DOSICK. I WILL CALL THE ROLL CALL ON THIS EXPANSION OF THE DAY CAMPS THROUGH DECEMBER 18TH.

ROLL

>> TRUTEE KAPLAN: MOTION APPROVED 6-0.

[XVI.f. Approve Resolution No. 20-37 Regarding Leave and Benefits for Management, Confidential and Unrepresented Employees Arising from Coronavirus (COVID-19)]

NOW MOVING TO ITEM F WHICH IS APPROVE RESOLUTION NUMBER 2037 REGARDING BENEFITS FOR MANAGEMENT, CONFIDENTIAL AND UNREPRESENTED EMPLOYEES FROM CORONAVIRUS.

THIS IS JUST EXPANDING TO OUR MANAGEMENT WHAT WE'VE ALREADY

GIVEN TO OUR -- >> MOVE.

>> WAS THAT DOSICK AND HEREDIA? >> YES.

[LAUGHTER] >> BECAUSE I CAN'T SEE YOUR FACE. I CAN'T TELL.

I SEE -- IT'S COOL. I WILL LET THE TWO OF THEM HAVE THIS ONE. FINE.

>> TRUTEE KAPLAN: MOTION BY HEREDIA.

SECOND BY GRANT.

>> TRUTEE KAPLAN: MOTION APPROVED 6-0.

[XVI.g. Present Facilities Financial Plan Update and Approve the Measure J and Measure L Funding Allocations]

NOW ON TO A VERY EXCITING ONE. PRESENTATION ACTION ITEM G.

PRESENT FACILITIES FINANCIAL PLAN UPDATE AND APPROVES MEASURE J AND MEASURE L FUNDING AIL LOCATIONS.

UPDATE AND APPROVAL OF MEASURE J AND AIM LOCATI LOW -- ALLOCATIONS FOR PROJECTS. GOAL NUMBER 4 IS VERY IMPORTANT TO US AND IT DEFINITELY DOES THAT, CREATE SAFE AND WELCOMING LEARNING ENVIRONMENTS WHERE STUDENTS CAN ATTEND AND ARE CONNECTED TO THEIR SCHOOLS. P.

SO THE OBJECTIVES -- AND LELA NI WILL CO-PRESENT.

THIS IS NOT A NEW PLAN. THIS IS AN UPDATED PLAN, TO PROVIDE YOU WITH SOME OF THE ASSUMPTIONS, WHAT THE FUNDING SOURCES ARE AND THEN HOW MUCH WE'VE RECEIVED IN PROPERTY 1 FUNDS. ALSO WE'LL HIGHLIGHT CURRENT PROJECTS WHICH ARE WELL UNDERWA.

SOME UPCOMING PROJECTS THAT NEED FUNDING ALLOCATIONS AND THEN WE'LL ASK THE BOARD TO APPROVAL ALLOCATION OF FUNDING, THE REMAINING FUNDING FROM MEASURE J AND L.

NEXT SLIDE. THIS IS OUR FACILITIES FINANCIAL PLAN THAT WE'RE UPDATING. THE MOST SIGNIFICANT AREA THAT WE'RE UPDATING IS THE FUNDING SOURCES ON THE YOU UPPER LEFT SIDE. WE'RE LOOKING A AT 280 MILLION PLAN FINANCIAL BUDGET. WHICH INCLUDES THE INCREASED FUNDS AND LELANI WILL HIGHLIGHT THAT.

WE'RE LOOKING AT -- WE'RE CURRENTLY GETTING $47 MILLION IN

[02:35:03]

FUNDING FROM PROP 51. YOU CAN SEE THE -- HOW MUCH WE RECEIVED FROM MEASURE L, BOTH FIRST AND SECOND ISSUES AND MEASURE J. THAT'S THE REMAINING ISSUANCE AT 20 MILLION AND WE HAVE OUR DEVELOPERS FEES THAT ARE PREJECTING. PROJECTING.

THOSE REVENUE AND EXPENSES ARE THROUGH THE 25TH AND 26TH YEAR. YOU SEE A LONG LIST OF PROJECTS HERE. SOME OF THESE PROJECTS ARE APPROVED AND WELL UNDERWAY. SOME OF THESE PROJECTS ARE COMPLETED AND SOME OF THESE PROJECTS WILL NEED TO USE MEASURE J AND L FUNDS IN ASKING THE BOARD TO ALLOCATE FUNDS WHICH IS A PART OF PRESENTATION.

JUST TO REMIND THE PUBLIC AND EVERYONE THAT THESE BOND FUNDS CANNOT BE USE FOR MANAGEMENT ANDER ISAND SERTIFFCATED SALARIES. THERE'S AN UNALLOCATED AMOUNT OF 360,000. WE'RE PROJECTING TO GET ANOTHER 11.2 MILLION THAT'S NOT IN THE PLAN.

WE'VE ALREADY RECEIVED JUST SINCE WE PUT THIS PRESENTATION TOGETHER 3.2 MILLION OF THAT 11.2 MILLION.

OUR UNALLOCATED BALANCE WILL INCREASE.

AND NOW I'M GOING TO HAVE LELANI PRESENT THE CURRENT PROJECT, THE REVENUE SOURCES AND SHE'S GOING TO ALSO PRESENT THE NEW PROJECTS

THAT WE'RE ASKING FUNDING FOR. >> OKAY.

THANK YOU. NEXT SLIDE, PLEASE.

SOURCES OF FUNDING FOR FACILITIES INCLUDE DEVELOPER FEES, WHICH ARE COMMISSIONER AND RESIDENTIAL FEES COLLECTED DURING CONSTRUCTION. YOU CAN SEE IN THE PHOTO FEATURE AN UPDATE FROM THE PHOTO THAT WE'VE FEATURED IN OUR LAST MONTH OF THE BUILDING. LAST TIME IT WAS BARELY BUILT AND NOW YOU CAN SEE WHAT IT LOOKS LIKE NOW.

A LOT OF CONSTRUCTION. FOR BOND FUNDING WE HAVE OUR MEASURE J AND OUR MEASURE L BOND FUNDS AND FROM THE STATE BOND FUNDS FROM PROP 51 WE GET MATCHING FUNDS AS WELL AS FOR CTE GRANTS. NEXT SLIDE, PLEASE.

SO THOSE WERE SORT OF THE REVENUE SOURCES.

THE FACILITIES FINANCIAL PLAN HAS SOME ASSUMPTIONS.

. THE PROJECTS ARE IDENTIFIED IN OUR 2017 FACILITIES MASTER PLAN.

OUR DEVELOPER FEE PROJECTIONS ARE BASED 0 OF HISTORICAL DATA BUT THEY HAVE TO BE ESTIMATED CONSERVATIVELY BECAUSE WE DON'T HAVE A CRYSTAL BALL AND WE KNOW THEY'VE BEEN GOING DOWN AND WE HAVE THEM ESTIMATED TRENDING DOWN AS YOU WILL SEE IN THE SLIDE COMING UP. WE'VE ALREADY RECEIVED STATE MATCHING FUNDS. WE GOT AN ALLOCATION AT THE OCTOBER BOARD MEETING AND WE'RE EXPECTING TO SEE THE FUNDS IN JANUARY IN 2021. AND WITHIN THE EXISTING PROPOSITION 51, THERE'S ANOTHER 11.2 MILLION IN FUNDS THAT WE'RE EXPECTING TO RECEIVE. BUT WE'RE NOT ALLOCATING THAT MONEY YET AS IT IS FURTHER OUT IN ADVANCE -- FURTHER OUT THAN, IN THE NECK NEXT COUPLE YEARS.

ESCALATION IS THE COST OF INSTRUCTION EACH OTHER.

OF THEY ESTIMATE 5% ESCALATION PER YEAR AND BECAUSE WE'RE IN A PANDEMIC, WE HAVE BEEN EXPERIENCING SOME SHORTAGES FOR CONCRETE SHIPPING MATERIALS SO WHILE WE THINK OUR ASSUMPTIONS ARE GOOD, WE ARE EXPERIENCING A PANDEMIC, SO WE WILL BE MONITORING OUR COSTS CLOSELY AND WE'LL UPDATE OUR FFP AS

NECESSARY. >> OKAY.

YOU CAN SEE TO THE FAR LEFT, THE DEVELOPER FEES WE RECEIVED IN '07 AND '09 AND THEN DURING A LONG TIME DURING THE MORATORIUM, WE HAVEN'T RECEIVE FEES. OUR DEVELOPER FEES BEGAN TO INCREASE ONCE THE MORATORIUM WAS LIFTED.

BUT AS YOU CAN SEE, WE'RE STARTING TO SEE A DECLINE DUE TO THE RECESSION. SO WE HAD ESTIMATED LAST YEAR AND WE FELL SHORT OF THAT AT 6.8 AND SO OUR FACILITIES FINANCIAL PLAN ASSUMPTION IS 2 MILLION PER YEAR OVER THE NEXT FEW YEARS.

NEXT SLIDE, PLEASE. SO THE LAST OF THE REVENUES, IF YOU WILL, THE BONDS, WE HAVE -- WE HAD 20.7 FOR OUR MEASURE J.

THAT INCLUDES SOME OF THE EFFICIENCIES THAT WE RECEIVED

[02:40:03]

AND WHEN WE SOLD THE BONDS ACHIEVING GREAT INTEREST RATES AND BOND SEAM EFFICIENCIES AND WE HAVE THE LAST OF MEASURE L.

WHICH WAS A TOTAL OF 111 MILLION.

IT WAS DIVIDED INTO TWO CELLS. ONE WAS FOR SATELLITES PROJECTS AND THE OTHER IS TO REPAY THE COP THAT WAS USED TO GET THE PASO VERDE STARTED. NEXT SLIDE, THAT WAS THE OVERVIEW ON THE REVENUES. WE WANTED TO GIVE YOU A QUICK UPDATE ON OUR CONSTRUCTION PROJECTS.

THE PROJECTS GOING ON AT AMERICAN LAKES.

AMERICAN LAKERS IS 35%. BAN NONE CREEK, 56% AND JEFFERSON IS 46% COMPLETE. WE HAVE SOME VIDEOS THAT WE WANTED TO SHOW YOU. THE FIRST ONE I WILL SHOW YOU IS AMERICAN LAKES. THANK YOU, CRISTINA.

IN THIS DRONE VIDEO, YOU CAN SEE THE NEW TRACK AND FIELD AREA FOR AMERICAN LAKES TO THE FAR TOP LEFT IS THE GYMNASIUM BUILDING AND TO THE RIGHT OF THAT IS THE CLASSROOM BUILDING THAT HAS FIVE NEW CLASSROOMS. THE GYMNASIUM IS IDENTICAL AS ONE OF THE EFFICIENCIES THAT WE DID FOR THE PROJECTS AND THEY ALSO INCLUDE TWO CLASSROOMS. THANK YOU CRISTINA.

THE NEXT VIDEO IS BANNON CREEK. THIS SITE HAD A NEW CLASSROOM BUILDING RELATIVELY RECENTLY AND SO THIS SITE HAS A GYMNASIUM WITH TWO CLASSROOMS AND IT ALSO FEATURES A NEW TRACK AND FIELD, AS YOU CAN SEE WITH THE LARGE SORT OF DIRT AREA IN THE BACK.

>> IS IT FAIR TO SAY THAT BANNON CREEK IS FURTHER AHEAD BECAUSE WE'RE JUST FOCUSING ON THE GYM AND SITE WORK?

>> YEAH. VERY FAIR TO SAY.

>> I KNOW A LOT OF PEOPLE WILL ASK.

WHY IS IT FURTHER AHEAD AND THAT'S BECAUSE WE BUILT THE NEW CLASSROOM BUILDING THERE AND MODERNIZED IT.

>> YEAH. YEAH.

CORRECT. THANK YOU.

AND THEN THE NEXT VIDEO IS JEFFERSON ELEMENTARY SCHOOL AND SO YOU CAN SEE IN THIS PICTURE THAT BUILDING TO THE FURTHER LEFT IS THE NEW GYMNASIUM. JUST SOUTH OF THAT, YOU CAN SEE WHERE THE NEW TRACK AND FIELD IS STARTING TO GET ETCHED IN AND TO THE RIGHT OF THE NEW GYMNASIUM, YOU SEE A NEW CLASSROOM BUILDING WHICH HAS SEVEN CLASSES. AS MENTIONED BEFORE, THESE THREE GYMS ARE THE SAME. SO IT ALSO INCLUDES TWO CLASSROOMS. AND THAT'S IT FOR THE K-8 CONVERSIONS. AND WE DID GET TO SHOW YOU DRONE VIDEO OF P PASO LAST TIME. IT'S 81% COMPLETE.

I WILL KIND OF APOLOGIZE A LITTLE BIT BECAUSE THIS VIDEO, THE PAINT JUST STARTED. SO NOT ALL OF THE COATS OF PAINT ARE ON. BUT THE FEATURE OF THE SCHOOL IS AN AGRICULTURAL SCHOOL, THEY FEATURE THIS BEAUTIFUL GREEN COLOR FOR THE SITE. THE RIGHT THE DROPOFF AREA FOR THE PARENTS, TO THE LEFT IS THE PARKING LOT, TO THE LEFT JUST ABOVE THE PARKING LOT, YOU CAN SEE THE ASPHALT THAT'S THE HARD COURT AREA. TO THE LEFT OF THE ASPHALT IS WHERE THE FIELDS WILL BE. AS WE ZOOM IN CLOSER TO THE SCHOOL, THE FOUR BUILDINGS THAT ARE TACKED TOGETHER TO THE LEFT, THOSE ARE THE CLASSROOM WINGS AND TO THE RIGHT, THE BUILDING THAT WE JUST PASSED IS THE ADMINISTRATION BUILDING WITH THE LIBRARY AND ALSO A CLASSROOM WING AND THEN THE LAST BUILDING THAT YOU SEE TO THE FAR RIGHT WHEN THE DRONE TURNS, YOU WILL SEE IT BETTER IS THE MULTI-PURPOSE BUILDING AND THAT'S COMING ALONG VERY NICELY.

WE WANTED TO SHARE THAT WITH YOU.

THANK YOU, CRISTINA. THE AQUATIC CENTER, WE WANTED TO GIVE YOU AN UPDATE ON THAT. OUR SHARE WAS AT 10.6 MILLION, NOT TO EXCEED. WE'VE PAID FOR THE FIRST 5.3.

AND WE WILL ASK FOR AN AIM LOCATION TON -- AIM LOCATION OF OF THE ADDITIONAL 5.3. THE PROJECT WAS UPDATED TODAY TO 45% COMPLETE AND IT IS ESTIMATED TO BE COMPLETE IN JULY OF '21.

NEXT SLIDE, PLEASE. TO GO OVER OUR UPCOMING PROJECTS WE'LL TAKE YOU THROUGH THESE PROJECTS.

WE DID OFFER A PREVIEW OF THESE IN SEPTEMBER.

THIS IS OUR INTERIM HIGH SCHOOL BUILDING.

[02:45:12]

THE NEW BUILDING IS LOCATED SOUTH OF THE MAIN CAMPUS.

IT'S LOCATED WHERE YOU SEE OF THE PUBLIC SAFETY PATHWAY BUILDING. AND WHEN WE PLACE THAT BUILDING, WHAT YOU DON'T SEE IN THIS PICTURE IS THE -- THE CURRENT SOFTBALL FIELDS THAT ARE KIND OF THE MERE IMAGE OF WHERE THE BASEBALL FIELDS ARE. WE'LL TELL YOU WHERE THE SOFTBALL FIELDS ARE RELOCATED IN A MINUTE.

WE PLAN TO DO REGRADING OF ALL OF THE FIELD TO IMPROVE A PATH OF TRAVEL WITH THIS PROJECT. NEXT SLIDE, PLEASE.

THIS SLIDE FEATURES THE SOFTBALL COMPLEX PROJECT.

THIS IS ON THE OTHER SIDE OF THE STREET FROM THE HIGH SCHOOL.

YOU CAN SEE THE NEW MARKET DRIVE EXTENSIONS ON THE TOP OF THE PICTURE AND TO THE RIGHT IS WHERE VIA IGNOLIA.

THIS COMPLEX WILL BE A NEW COMPLEX FOR OUR HIGH SCHOOL AND SOUTH OF THAT WITH THE REMAINING LAND WE'RE WORKING WITH THE COLLEGE DISTRICT GETTING READY TO BUILD A NATOMAS CENTER WHERE THEY HAVE THE AMERICAN RIVER COLLEGE AND THEY WILL NEED ADDITIONAL MARKET. ONE OF THE THINGS WE WANT TO ACHIEVE IS ADDITIONAL COLLEGE AND CAREER READY FOR THE STUDENTS. NEXT SLIDE, PLEASE.

THIS IS THE ELEMENTARY PROJECT. IT WILL FEATURE A TWO-STORY ELEMENTARY CLASSROOM BUILDING AND A NEW ADMIN LIBRARY.

IT WILL BE LOCATED ON THE SAME SASAME CAMPUS AND THEY WILL BE IN ONE PLACE. NEXT SLIDE.

THIS IS OUR NEW K THROUGH 5 SCHOOL.

IT'S LOCATED ON WHAT WE'RE CALLING THE NORTH POINT PARCEL.

IT'S A PARS OFLE -- PARS OF LAND.

THIS DIAGRAM LAYS OUT A FUTURE K THROUGH 8 SO WE'RE THOUGHTFUL ABOUT THE PLACEMENT OF POTENTIAL BUILDINGS.

IF YOU LOOK AT THIS PICTURE, THE BUILDINGS THAT ARE OUTSIDE OF THE BLUE LINE, THAT ARE ORANGE ARE THE BUILDINGS THAT WOULD BE FOR THE NEW K THROUGH 5. SO THE BUILDINGS AT THE TOP OF THE PICTURE THAT ARE LOCATED IN FRONT OF THE PARKING AND DROPOFF THAT ARE ORANGE, ARE THE ADMIN, THE MULTIPURPOSE AND LIBRARY BUILDINGS AND THE BUILDINGS THAT ARE FAR TO THE FAR LEFT OF THAT ARE THE CLASSROOM BUILDINGS THAT WOULD HOUSE THE STUDENTS AND THEN YOU CAN SEE THE HARD CORE AREA OUTDOOR LEARNING AREA AND THE FIELD SPACE. THE BUILDINGS THAT ARE TO THE PINK ARE FOR A FUTURE POTENTIAL K-8.

THAT INCLUDES WHAT WE'RE DOING AT OUR OTHER EXPANSIONS, WHICH IS A GYMNASIUM, TRACK AND FIELD AND ADDITIONAL -- I ALSO WANTED TO MENTION, WHILE WE ESTIMATED THIS WOULD BE A $40 MILLION PROJECT WITH OUR FUNDING ALLOCATION TONIGHT, WE'RE ASKING FOR $27 MILLION WHILE THE BALANCE OF THE SCHOOL WOULD BE PAID FOR WITH OUR DEVELOPER FEES AND OUR PROP 51 MONEY.

NEXT SLIDE, PLEASE. L.G.A. ATHLETIC FIELD UPGRADES.

THIS IS A PROJECT THAT WE HAD IN OUR MASTER PLAN.

THE PLAN IS TO REPAIR THE FIELDS, ADD NEW FENCING FEATURES, GOALPOST AND MAKE TRACK AND FIELD IMPROVEMENTS.

NEXT SLIDE. SAFETY AND SECURITY PROJECTS, TONIGHT WE'LL BE ASKING FOR AN ALLOCATION OF 3 MILLION.

THESE PROJECTS INCLUDE HVAC AND EMERGENCY REPAIR PROJECTS.

SOME OF THE PROJECTS THAT WE WOULD DO COULD BE CAMERAS, FENCING, SIGNAGE, HVAC, THE WAY THAT WE KEEP THIS, WE LEAVE IT OPEN UNTIL A PROJECT NEED IS DEFINED AS A SAFETY OR EMERGENCY PROJECT AND THEN WE WOULD AIM LOCATE THE MONEY TO THAT PROJECT

[02:50:03]

TO TAKE CARE OF THAT NEED. NEXT SLIDE, PLEASE.

>> SO AGAIN, THIS IS THE FINANCIAL PLAN, AS YOU SEE HERE, THE ONES WITH THE CHECK MARK ARE ACTUALLY COMPLETED PROJECTS.

THIS IS A LIGHT CHECK MARK THERE AND THEN THIS ALSO INCLUDES PROJECTS THAT ARE IN PROGRESS AND THEN THE PROJECTS THAT SHE JUST SHARED WITH YOU, THAT INCLUDES THE NEW K-5 DUAL SHOWN AT THE BOTTOM FOR THE 40 MILLION.

SO THE FUNDING SOURCES COVER ALL OF THE PROJECTS OR ARE PROJECTED TO COVER ALL OF THE PROJECTS LISTED HERE.

BUT WE'LL BE ASKING THE BOARD JUST TO ALLOCATE THE MEASURE L AND J PORTIONS THAT ARE NEEDED FOR UPCOMING PROJECTS.

SO NEXT SLIDE. THIS IS THE LAST REMAINING SALE FOR J AND L. WE'RE ASKING THE BOARD TO ALLOCATE THE 20.4 MILLION AND ALSO TO ALLOCATE THE 110,749,349 FOR THE REMAINING BALANCE FOR L.

WHERE WE'VE HAD ESTIMATED SAVINGS 1 MILLION.

NEXT SLIDE. THIS IS THE FIRST ALLOCATION WE ARE ASKING FOR APPROVAL ON TONIGHT.

FOR MEASURE J. THIS IS THE 20,410,000 AND THIS IS THE AIL LOCATION AND SHE'S WALKED THROUGH EACH OF THE PROJECTS LISTED. AND THEN FOR MEASURE L, THIS IS THE AIL LOCATION FOR MEASURE L FOR THE PROJECTS THAT SHE'S WALKED THROUGH AND THE ALLOCATIONS NEEDED SO WE CAN MOVE FORWARD. SO WE'RE ASKING THE BOARD TO APPROVAL AIL LOCATION -- A ALLOCATION.

ANY QUESTIONS? >> TRUTEE KAPLAN: ANY

QUESTIONS? >> NO QUESTIONS.

>> THANK YOU. >> TRUSTEE BAINES?

>> NO. >> TRUST DOSICK?

>> MY BIG QUESTION WAS ANSWERED.

BEEN THE COLOR OF THE PROJECT. >> TRUTEE KAPLAN: TRUST GARCIA?

>> NO COMMENT THANK YOU. >> TRUTEE KAP.

TRUSTEE HEREDIA? >> NO.

NO QUESTIONS. >> I THINK GREAT PRESENTATION.

YOU DID -- BUT PIQUED MY INTEREST BY WAYING WE HAVE 3.2 MILLION UNALLOCATED RESOURCES AND TALKING ABOUT EQUITY, I THINK IT WITHIN GOOD TO TAKE A LOOK AT OUR SOFTBALL AND BASEBALL FIELDS AT NATOMAS HIGH SCHOOL.

I THINK THERE ARE SOME NEEDED IMPROVEMENTS, WHILE WE'VE DONE A LITTLE. LET'S MAKE SURE THAT NATOMAS HIGH SCHOOL HAS THAT AS WELL, IF POSSIBLE, AS YOU MOVE FORWARD.

>> I WOULD HAVE NO ARGUMENT WITH THAT.

WE WOULD HAVE TO START WITH THE FACT THAT THE SCHOOL IS CONNECTED TO A WELL. YOUR FIELD LOOKS LIKE GAR GARBAGE -- IT'S THE WELL. WOULD HE KEEP TRYING TO REPAIR IT. I KNOW OUR STAFF WILL BE SHAKING THEIR HEADS. THEY ARE TRYING TO GET US TO CONNECT TO THE CITY'S WATER SYSTEM WHICH UNTIL SUCH TIME WE CAN CAN DO THAT. ANY UPGRADES WOULD DIE AND LOOK

BAD. >> CAN WE SPEND MONEY AS THAT'S

THE UPGRADE? >> THAT'S WHAT WE'RE WORKING 0GE. ONCE WE GET THAT CONNECTED.

I THINK THE SKY IS THE LIMIT. >> TRUTEE KAPLAN: DO I HAVE

APPROVAL? >> APPROVE.

>> TRUTEE KAPLAN: MOVED BY TRUST DOSICK?

>> SECOND. >> TRUTEE KAPLAN: SECOND BY TRUSTEE GARCIA.

>> TRUTEE KAPLAN: MOTION APPROVED 6-0.

NOW MOVING TO ITEM H WHICH IS APPROVE RESOLUTION 2038

[XVI.h. Approve Resolution No. 20-38 Authorizing the Intent for a Joint Occupancy Agreement of a Health Clinic on Fong Ranch Road]

AUTHORIZING THE INTENT FOR A JOINT OCCUPANCY AGREEMENT OF A

[02:55:05]

HEALTH CLINIC ON FOAM RANCH ROAD.

THIS HAS BEEN A LONG TIME COMING IN REGARDS TO THE SMALL STRIP OF LAND NEXT TO NATOMAS HIGH SCHOOL BECOMING A HEALTH CLINIC WITH A CLASSROOM ATTACHED ONTO IT. QUESTIONS, COMMENTS OR MOTION?

>> NO. WE TALKED ABOUT IT FOR A LONG TIME. I'M REALLY GLAD.

I WAS GOING TO SAY HUNDREDS OF YEARS.

BUT I STOPPED MYSELF. >> OKAY.

>> TRUTEE KAPLAN: MOTION BY GARCIA? SECOND BY TRUST EHEREDIA WITH A SIDE COMMENT OF THANKS FROM FORMER TRUSTEE TERRY BURNS WHO KNEW THIS WAS ON THE AYE AGENDA AND WANT TOPED SAY THANK YOU.

WANTED TO SAY THANK YOU. IF NO OTHER QUESTION, I WILL CALL THE ROLL.

>> TRUTEE KAPLAN: MOTION IS APPROVED 6-0.

[XVI.i. Approve Resolution No. 20-39, Adopting Accounting of Annual and Five Year Developer Fee Reports]

NOW MOVING ONTO ACTION I. IT'S APPROVED RESOLUTION, ADOPTING THE ACCOUNTING OF THE ANNUAL FIVE-YEAR DEVELOPER REPORTS. BASICALLY, WHERE HAS OUR MONEY GONE USING DEVELOPER FEES. A MOTION?

>> SO MOVED. >> MOVE APPROVAL.

>> SECOND. >> TRUTEE KAPLAN: MOVED BY HEREDIA SECONDED BY DOSICK.

[XVI.j. Approve Quarterly Update to Pre-Qualified Bidder List]

6-0. ITEM J, WHICH IS APPROVE THE QUARTERLY UPDATE TO OUR PREQUALIFIED BIDDER LIST.

AS SALARY, I ALWAYS, I ABSTAIN ON THIS ONE, AVOIDING ANY CONFLICT OF INTEREST. ANY MOTION?

>> MOVE TO APPROVAL. >> TRUTEE KAPLAN: DOSICK AND SECOND HEREDIA.

[XVI.k. Approve Architectural Services Agreements with Nacht & Lewis for IHS Public Safety Pathway Building, Baseball Complex, Field Upgrades and Softball Complex]

>> TRUTEE KAPLAN: MOTION APPROVED.

ITEM K, APPROVE THE ARCHITECTURAL SERVICES AGREEMENT WITH KNOCK AND LEWIS FOR THE PUBLIC SAFETY PATHWAY BUILDING, BASEBALL COMPLEX, FIELD UPGRADES AND SOFTBALL COMPLEX.

DO I HAVE A MOTION? >> I MOTION.

>> TRUTEE KAPLAN: MOTION BY TRUSTEE GARCIA.

>> SECOND. >> TRUTEE KAPLAN: SECOND -- WAS

THAT TRUSTEE BAINS? >> YES.

>> TRUTEE KAPLAN: ROLL CALL.

>> TRUTEE KAPLAN: MOTION APPROVED.

[XVI.l. Approve Architectural Services Agreement with Williams + Paddon, Architects + Planners for the New K-5 Dual Immersion School (Northpointe Parcel)]

6-0. APPROVE ACTION ITEM I, APPROVE THE ARCHITECTURAL AGREEMENTS FOR THE UP IN K-5 DUAL EMERGENT SCHOOL, WHICH WE CONSIDER ON OUR NORTH POINT PARCEL.

JUST AS A POINT OF COMMENT, I HONE IN T HOPE WE CAN START NEGOTIATE WITH THE ARCHITECTS AND QUIT PAYING THEM A PERCENTAGE OF THE PROJECT AND PAIN THEM A FLAT FEE.

DO I HAVE A MOTION? >> MOVE APPROVAL.

>> TRUTEE KAPLAN: MOVED BY TRUSTEE HEREDIA.

>> SECOND. >> TRUTEE KAPLAN: SECOND BY DOES TRUSTEE DOSICK. ROLL CALL

CALL ] >> TRUTEE KAPLAN: MOTION TO APPROVE, 6-0. AND THAT IS THE END OF OUR BOARD MEETING. SO HAVE A SAFE, HEALTHY, HAPPY THANKFUL THANKSGIVING AND WEEK OFF, EVERYBODY.

THANK YOU FOR ALL OF YOUR HARD WORK.

ALL THIS MEETING ADJOURNED AT 9:0.

* This transcript was compiled from uncorrected Closed Captioning.

Nov 18, 2020 Board Meetings

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