[I. OPEN SESSION]
          [V. CLOSED SESSION *A portion of this video is without audio*]
          [00:02:02]
          >>> WE DID NOT RECEIVE ANY COMMENTS FOR THE CLOSED SESSION ITEMS. AND THERE IS NO ONE IN ATTENDANCE TO MAKE A COMMENT ON A CLOSED SESSION ITEM. 
          [Items VI & VII]
          >>> WE ARE RECONVENING IN OPEN SESSION. 
          LOOKS LIKE 6:08:00 P.M.  IT'S HARD TO SEE THAT FAR. 
          AND WOULD YOU PLEASE CALL THE ROLL. 
          >> BAINS. >> HERE. 
          >> GARCIA. >> HERE. 
          >> GRANT. >> HERE. 
          >> HARDEN. >> HERE. 
          >> HEREDIA. >> HERE. 
          >> KAPLAN. >> TRUSTEE BAINS, DO YOU MIND LEADING US IN THE PLEDGE OF ALLEGIANCE THIS EVENING. 
          >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA. AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION, UNDER GOD, INDIVISIBLE WITH LIBERTY AND 
          JUSTICE FOR ALL. >> TONIGHT IN CLOSED SESSION THE 
          [VIII. ANNOUNCEMENT OF ACTION TAKEN IN CLOSED SESSION]
BOARD VOTED 3-2 TO SCHEDULE A HEARING PRUDENT TO ADMINISTRATIVE REGULATIONS 1312.3. 
          THE BOARD DIRECTS THE ADMINISTRATION TO SCHEDULE THE HEARING AND TO SEND THE APPROPRIATE NOTICES. 
          THE TRUSTEES, THE VOTES WERE AS FOLLOWS, TRUSTEE HARDEN NO. 
          TRUSTEE GRANT NO. TRUSTEE BAINS NO. 
          >> TRUSTEE KAPLAN YES. AND TRUSTEE HEREDIA YES. 
          [IX. APPROVAL OF THE AGENDA]
I'M LOOKING FOR A MOTION AND A SECOND TO APPROVE THE AGENDA 
          THIS EVENING. >> SO MOVED. 
          >> MOVED BY TRUSTEE GRANT. >> SECOND. 
          >> SECOND BY TRUSTEE KAPLAN. WOULD YOU CALL THE ROLL PLEASE. 
          >> BAINS. GARCIA. 
          >> HERE. >> HARDEN. 
          >> AYE. >> HEREDIA. 
          >> AYE. >> KAPLAN. 
          >> AYE. >> ALL RIGHT. 
          MOTION CARRIES 6-0. MOVING ON TO COMMUNICATIONS THIS 
          [X.a. Student Board Member]
EVENING. STUDENT BOARD MEMBER GARCIA, WE CAN SEE YOU UP ON THE SCREEN. WELCOME, IT'S BEEN A LONG TIME. 
          >> I CAN'T HEAR VERY WELL. >> OKAY. 
          >> DID YOU ASK FOR ME TO DO THE REPORT? 
          >> GO AHEAD. >> OKAY. 
          [00:05:04]
GOOD EVENING, SUPERINTENDENT EVANS, PRESIDENT HEREDIA, BOARD MEMBERS, COMMITTEE, AND GUESTS. THESE PAST FEW WEEKS THE STUDENTS HAVE CONTINUED TO WORKING HARD. 
          STUDENTS HAVE BEEN WORKING ON THEIR FAFSA AND GETTING THEIR CREDITS FOR THE 3RD QUARTER AND LOOKING FORWARD TO THE UPCOMING RECOMMENDATIONS FROM THE ASSEMBLY. 
          STUDENTS HAVE BEEN ENGAGED AS THEY RECENTLY HELD THEIR SECOND SEMESTER AND WORKED TOWARDS THEIR MULTIYEAR ACADEMIC PLANNERS. SENIORS HAVE BEEN HEARING BACK FROM MORE COLLEGES AND ARE VERY EXCITED TO HAVE SEASONAL SPORTS COME BACK FOR PRACTICING. RECENTLY THE STUDENTS RAN ANNUAL ACTS OF KINDNESS WEEK. IN SPIRIT OF KINDNESS WEEK, INDIVIDUALIZED NOTES WERE SENT OUT TO EACH STUDENT ALONG WITH A TREAT. SPORTS WILL ALSO BE BACK UP AND RUNNING AND COUNCILORS ARE WORKING HARD WITH THEIR STUDENTS ON MULTIYEAR ACADEMIC PLANNERS AS WELL. 
          AND THEY'LL BE SHOWCASING A VIDEO FOR THE HONOR ROLL STUDENTS. THEY ARE NINTH AND TENTH GRADERS, SORRY ABOUT THAT. VISITS FROM SEVERAL AP TEACHERS AND WERE INTRODUCED TO THE PROGRAM. 
          MULTIYEAR ACADEMIC LEARNERS ARE ALSO BEING COMPLETED CAN COUNSELORS. NEXT PROUD TO CELEBRATE BLACK HISTORY MONTH THROUGH RECOGNIZING AND LEARNING ABOUT PROMINENT FIGURES IN BLACK HISTORY. 
          THE PANTHERS ARE VERY EXCITED ALSO TO HAVE SCHOOL IN PERSON SOON AS THEY PREPARE THEIR CLASSROOMS TO MEET SAFETY GUIDELINES AND NEW BULLETIN BOARDS BEING INSTALLED OUTSIDE OF THEIR CLASS TO DISPLAY POSITIVE MESSAGES. 
          WE ARE LOOKING FORWARD TO THE RESULTS FROM IN PERSON LEARNING AND HOPING TO TRANSITION IN A SMOOTH AND SAFE MANNER. 
          AND I WANT TO THANK THE STUDENT, STAFF, TEACHERS, AND COMMUNITY FOR BEING RESILIENT THROUGH THIS TIME AND FOR HAVING ENOUGH POSITIVITY TO SHARE WHEN TIMES ARE UNCERTAIN. 
          IT'S CHALLENGES LIKE THIS THAT REALLY BRING OUT THE LEADERSHIP AND CHARISMATIC TRAITS FROM ALL OF OUR COMMUNITY. 
          THANK YOU. >> GOOD EVENING. 
          [X.b. Board Members  *A portion of this video is without audio*]
NICE TO SEE YOU ALL IN PERSON. REALLY QUICKLY I DID DROP OFF YESTERDAY MORNING AND THEY WERE EXCITED BEYOND BELIEF. 
          AND I WAS MORE EXCITED THAN THEM. 
          AND THEN THERE WERE PEOPLE WHO WERE EVEN MORE EXCITED THAN ME AND THAT WAS THE PRINCIPAL AND HER STAFF. 
          WHAT WE ACHIEVED IS A SMALL STEP TO GO TOWARDS IN CLASS LEARNING. 
          BUT IT'S A SIGNIFICANT STEP. AND I'M AWARE OF ALL OF THE WORK THAT'S BEEN PUT BY EVERYBODY IN THIS ROOM AND YOUR TEAMS TO GET THIS TO HAPPEN. I WANT TO THANK YOU FOR ALL OF THE EFFORT AND TIME YOU HAVE PUT IN. 
          I RESPECT THE TIME YOU PUT IN. THANK YOU. 
          >> JUST WANT TO ECHO THOSE COMMENTS ACTUALLY. 
          WELCOME BACK EVERYONE, GOOD TO SEE EVERYONE IN PERSON. 
          WE'VE BEEN KIND OF STIR CRAZY AT HOME AS WELL. 
          BUT LET ME TELL YOU THERE'S ONLY SO MANY WAYS YOU CAN BOUNCE A BALL TO WORK OUT. IT'S LIKE BEING BACK IN PRISON. 
          I WANT TO COMMEND EVERYONE IN THIS ROOM FOR THE DECISION TO REOPEN. LIKE TRUSTEE BAINS SAID IT'S A SMALL STEP BUT A VERY SIGNIFICANT ONE. 
          AND P IT'S SO GOOD TO SEE THAT ACTIVITY. 
          I GOT OUTSIDE AND JUST DROVE AROUND ON THE FIRST DAY TO SEE KIDS GOING BACK AND REUNITING WITH THEIR FRIENDS. 
          DEPRESSION IS REAL. AND IT LOOKS LIKE NATOMAS UNIFIED TOOK ONE BIG STEP TO HELP CURE THAT DEPRESSION FOR A LOT OF PEOPLE. WE DON'T KNOW HOW MANY KIDS WERE BARELY HANGING ON. SO THANK YOU TO THIS BOARD. 
          THIS BOARD HAS RECEIVED A LOT OF PUBLIC COMMENT. 
          SOME OF THEM HAVE BEEN POSITIVE, A LOT OF THEM NOT SO POSITIVE. 
          BUT ULTIMATELY I THINK WE DID THE RIGHT THING. 
          SO THANKS FOR YOUR LEADERSHIP, TRUSTEE BAINS, THANK YOU FOR YOUR LEADERSHIP. TRUSTEE KAPLAN, THANK YOU FOR YOUR LEADERSHIP. TRUSTEE HARDEN, THANK YOU FOR YOUR LEADERSHIP AS WELL. SUPERINTENDENT EVANS, THANK YOU 
          FOR YOUR LEADERSHIP AS WELL. >> THIRD TIME IS A CHARM. 
          I AGREE WITH THE TRUSTEES BEFORE ME. 
          AND THANK YOU. IT'S ON. 
          I'M THE NEWBIE SO HE'S MAKING SURE I'VE GOT THIS COVERED. 
          APPRECIATE IT. SO I'VE GOT NOTHING BUT GOOD COMMENTS THE LAST TWO DAYS. THIS IS REMARKABLE. 
          AND THANK YOU ALL FOR BEARING WITH US. 
          [00:10:01]
STAFF YOU'RE AMAZING, AND THE ONLY THING I HAVE TO SAY IS BSU NIGHT IS TOMORROW, VIRTUAL OF COURSE. 
          IN PARTNERSHIP WITH NATOMAS HIGH AND NATOMAS BLACK PARENTS UNITED AND EVERYONE IS INVITED. THANK YOU. 
          TRUSTEE KAPLAN. >> EASY DITTO. 
          I'VE HAD THE PLEASURE OF VOLUNTEERING SEVERAL TIMES AT JOEY'S FOOD LOCKER. THANK YOU TO THE STAFF THAT'S TAKING THEIR OWN TIME TO VOLUNTEER THERE AND THE COMMUNITY MEMBERS WHO CONSISTENTLY ARE DONATING. 
          WE ARE STILL SERVING OVER ABOUT 1,000 PEOPLE WEEKLY. 
          SO FOOD INSECURITY IS STILL VERY REAL. 
          OH MY GOSH, OUR STAFF AS WE TALK ABOUT REOPENING, WE ALSO NEED TO TALK ABOUT NATOMAS HIGH'S VACCINATION CLINIC. 
          IT IS WELL STAFFED, WELL VOLUNTEERED, WELL RUN. 
          I'VE HAD SO MANY COMMUNITY MEMBERS WHO ARE NOT TIED TO NATOMAS SCHOOLS TALK ABOUT HOW WELL RUN IT WAS, HOW EXCITED THEY WERE, HOW EASY OUR PROCESS WAS. 
          SO AGAIN KUDOS TO OUR BOARD FOR BEING FORWARD THINKING ON THAT AND NOT ONLY HELPING OUR STAFF GET VACCINATED BUT ALSO OUR COMMUNITY AS WELL. BECAUSE MANY OF OUR STAFF ARE VOLUNTEERING ON TOP OF THEIR JOB. 
          SO THEY ARE DEFINITELY GOING ABOVE AND BEYOND. 
          PAST TWO DAYS I'VE GONE THROUGH AND WATCHED THE SAFETY TOURS, TAKE A LOOK AT THE CLASSROOMS, TALK TO THE PARENTS WHO ARE THERE. I'D SAY THE PARENTS SOMETIMES ARE A LITTLE BIT MORE NERVOUS. I GET THUMB'S UP FROM THE KIDS AND 1 OR 2 OCCASIONALLY GO EH, BUT THEY'RE LIKE I'M STILL EXCITED TO SEE MY FRIENDS. MY DAUGHTER WAS VERY EXCITED TO BE WITH HER COHORTS EVEN THOUGH IT'S ONLY SIX OF HER FRIENDS THAT ARE WITH HER. I THINK WE'VE DONE A GREAT JOB. 
          AND IT'S GREAT TO SEE ATHLETIC SCHEDULES 100%. 
          IT'S A GOOD THING RIGHT NOW TO GET INVOLVED WITH TENNIS, GOLF, AND SWIMMING. SO LOVED SEEING THOSE SCHEDULES AND OUR KIDS HAVING A CHANCE TO ALSO FIND ANOTHER WAY TO CONNECT 
          TO OUR SCHOOL. >>> I WAS GOING TO SAY SOME 
          [X.c. Superintendent's Report]
THINGS ABOUT REOPENING AND THANK YOU FOR THE VACCINATIONS AND OTHER THINGS. BUT I THINK IT'S BEEN SAID. 
          SO I'LL SAY DITTO TO A LOT THAT WAS SAID AND ALLOW US TO MOVE ON TO SOME OF THE GUTS OF OUR FIRST IN PERSON MEETING SINCE THE 
          SUMMER I THINK. >> THERE'S NO ONE HERE FOR IN PERSON PUBLIC COMMENT FOR ITEMS NOT ON THE AGENDA. 
          [XI. PUBLIC COMMENTS]
WE RECEIVED ONE PUBLIC COMMENT VIA ECOMMENT REGARDING AN ARTICLE ABOUT TEACHERS UNIONS. THAT PUBLIC COMMENT WAS FORWARDED TO THE ENTIRE BOARD OF TRUSTEES AND APPROPRIATE STAFF PRIOR TO THE BOARD MEETING AND THE SPECIFICS WILL BE RECORDED 
          IN THE MINUTES. >>> GOOD EVENING. 
          [XII.a. NUSD K-12 Virtual Academy Update]
          [00:15:47]
GOOD TO SEE EVERYONE. PRESENTED BEFORE YOU TONIGHT IS AN UPDATE REGARDING THE K-12 VIRTUAL ACADEMY. 
          AND THE OBJECTIVE IS JUST THAT, TO PROVIDE YOU AN UPDATE ON WHERE WE'RE AT WITH DEVELOPING THIS NEW SCHOOL THE VIRTUAL ACADEMY AND WHAT ARE THE NEXT STEPS. 
          KIND OF A BIG PICTURE OVERVIEW. THIS WILL PROVIDE FAMILIES AN ADDITIONAL SCHOOL OPTION. IT WILL PROVIDE TEACHING AND LEARNING IN AN ONLINE INSTRUCTIONAL MODEL. 
          AND FOR OUR HIGH SCHOOLS IT'S AN EXPANDED VERSION OF OUR INDEPENDENT STUDIES PROGRAM THAT EXISTS BUT UNDER THE UMBRELLA OF THE VIRTUAL ACADEMY. FOR KIDS IT'S GOING TO INCLUDE FLEXIBLE SCHEDULING. SO IF YOU HAVE A FUTURE OLYMPIAN WHO REQUIRES THAT ATHLETIC TRAINING, IF YOU HAVE A MUSICIAN WHO REQUIRES ADDITIONAL PIANO TRAINING, THAT COULD HELP IN THAT CAPACITY WITH THE FLEXIBLE SCHEDULING. 
          AND FOR US IT'S GOING TO HELP US ASSIST AT RETAINING STUDENTS LOCALLY AS WELL AS THE POTENTIAL FOR GROWTH. 
          SO THE ACADEMY IS INTENDED TO BE AN EDUCATIONAL COMMITMENT FOR KIDS. THOSE KIDS THAT THRIVE IN THAT VIRTUAL LEARNING ENVIRONMENT. IT'S A LONG-TERM COMMITMENT. 
          IT'S NOT A TEMPORARY PROGRAM OR A DROP IN PROGRAM. 
          IT IS A SCHOOL THAT FAMILIES WILL ENROLL THEIR CHILDREN IN. 
          IT'S GOING TO BE A LONG-TERM COMMITMENT. 
          IT IS NOT AN ALTERNATIVE TO THE SITUATION WE'RE LIVING IN, THE PANDEMIC. INNER DISTRICT TRANSFERS, WE'LL LIKELY SEE THAT HAPPEN OVER THE NEXT MONTH AND WEEKS. 
          EACH REQUEST WILL BE REVIEWED AND FAMILIES REALLY NEED TO CONSIDER THIS PROGRAM AS THEY MOVE FORWARD. 
          AGAIN THIS IS AN EDUCATIONAL COMMITMENT, IT'S NOT A SOLUTION OR A TEMPORARY SOLUTION DUE TO THE PANDEMIC. 
          ONE OF THE QUESTIONS THAT WE DO GET IS CAN I TRANSFER BACK TO MY NEIGHBORHOOD SCHOOL. LIKE OUR INNER DISTRICT TRANSFERS BETWEEN OUR CURRENT CAMPUSES, EACH REQUEST WILL BE REVIEWED CASE BY CASE AND IT'S BASED UPON AVAILABLE SPACE BACK AT THEIR HOME SCHOOL. SO IF THE SCHOOL IS IMPACTED THERE ARE NO GUARANTEES THERE WILL BE A SPOT BACK. 
          IT'S OUR INTERNAL PROCESSES. >> IF I CAN BREAK IT DOWN WITH THE VIRTUAL ACADEMY IT WOULD BE THE SAME AS THE STUDENT TRANSFERRING FROM HERON TO TWO RIVERS. 
          IF THEY WANTED TO CHANGE THEIR MIND AND GO BACK TO HERON BECAUSE THEY LIVE ACROSS THE STREET, IF THERE'S SPACE AVAILABLE WE WOULD FOLLOW POLICY AND THE STUDENT WOULD BE REENROLLED. IF NOT, THEY WOULD BE PLACED ON 
          LIKE A WAITLIST, CORRECT? >> CORRECT. 
          AND WE WOULD NOTE THAT THEY WANT TO COME BACK AND WHEN SPACE BECOMES AVAILABLE WE WOULD CONTACT THEM IF IT BECOMES 
          AVAILABLE. >> THANK YOU. 
          >> THE ACADEMY IS REALLY BROKEN DOWN INTO TWO SESSIONS. 
          IT'S A K-EIGHT VIRTUAL ACADEMY. IT'S A CDE RECOGNIZED PUBLIC SCHOOL AND WITH ITS OWN WHAT THEY CALL A CDS CODE. 
          THE 9-12 VIRTUAL INDEPENDENT STUDY PROGRAM IS AN EXPANDED VERSION OF OUR CURRENT INDEPENDENT STUDY PROGRAM. 
          AND KIDS WILL BE ENROLLED AT THE HIGH SCHOOL. 
          JUST A LITTLE BIT OF HISTORY, WE'VE BEEN TALKING ABOUT THE VIRTUAL SCHOOL ACADEMY SINCE 17-18 EVEN BEFORE THAT. 
          17-18 WAS WHEN WE FIRST SAW SOME FLEXIBLE SCHEDULING IN THE BARGAINING CONTRACT. AND THEN MOST RECENTLY IN OCTOBER OF 2020. SO THIS CONVERSATION HAS BEEN HAPPENING AND NEXT YEAR WE'RE LOOKING AT LAUNCHING THAT. 
          I HAVE BEEN ABLE TO SIT DOWN WITH NTA REPRESENTATIVES, A GROUP OF US TO TALK ABOUT THE FORMATION OF THIS ACADEMY. 
          AND THOSE CONVERSATIONS WILL CONTINUE TO PROGRESS. 
          I'M GOING TO TURN IT OVER TO TONYA TO TALK ABOUT WHAT THE K-8 
          [00:20:05]
ACADEMY WILL INCLUDE AND WHAT SAMPLE SCHEDULES COULD LOOK 
          LIKE. >> THANK YOU SO MUCH. 
          IT'S AN HONOR TO BE HERE TONIGHT AND BE INVOLVED WITH THE NEXT NATOMAS UNIFIED SCHOOL OPENING. I'M GOING TO TALK A LITTLE BIT ABOUT WHAT SOME OF THE PIECES ARE THAT WILL BE INCLUDED. 
          SOMETHING I'D LIKE TO CALL OUT HERE IS THAT WE WILL BE USING CURRENT NATOMAS UNIFIED SCHOOL DISTRICT STAFFING TO STAFF THE NEW VIRTUAL ACADEMY. SOMETHING THAT'S VERY EXCITING IS THAT WE ARE RESEARCHING THE USE OF MACBOOK AIRS AND IPADS FOR THE STUDENTS ENROLLING AT THE VIRTUAL ACADEMY. 
          AND THAT WILL BE BASED ON THE OPTIONS FOR THEM TO ENGAGE IN BOTH IN PERSON AND VIRTUAL LEARNING. 
          PART OF THE WAY WE WILL BE INVOLVED IN BOTH TEACHER-LED LESSONS AND INDEPENDENT VIRTUAL LESSONS IS USING OUR INFINITE CAMPUS PLATFORM AND EXPANDING THE DIGITAL PLATFORM THROUGH INFINITE CAMPUS STUDENT INFORMATION THAT WE CURRENTLY HAVE. AND WE WILL ALSO STILL USE NATOMAS UNIFIED SCHOOL DISTRICT AND STATE BOARD OF EDUCATION ADOPTED CURRICULUM ALONG WITH OUR COMPLETE GOOGLE SUITE TO HAVE VIRTUAL LEARNING. WHAT I WANT TO TALK ABOUT HERE JUST FOR A MOMENT IS AS THE NEWEST NATOMAS SCHOOL, OUR STUDENTS WILL HAVE ACCESS TO THE FULL CONTINUUM OF THE INTERVENTION AND ENRICHMENT OPPORTUNITIES WE PROVIDE TO ALL OF OUR STUDENTS. I'D LIKE TO ADDITIONALLY CALL OUT PLANNING OUR SOCIAL EMOTIONAL LEARNING SUPPORTS JUST AS OUR CURRENT SITES ARE OFFERING. 
          THE VIRTUAL ACADEMY WILL ALSO SERVE ALL OF OUR STUDENTS FROM GIFTED AND TALENTED EDUCATION TO LEARNER SUPPORTERS, 504 SUPPORTS. WE CAN GO TO THE NEXT SLIDE. 
          WHAT I WANT TO TALK ABOUT FOR THE, I'M SORRY, I COULDN'T HEAR. 
          WHAT I WANT TO CALL OUT THAT THE SLIDES INDICATED TOO FOR OUR STUDENTS IS THAT THERE'S A GREAT POTENTIAL FOR SUBJECT SPECIFIC ACCELERATION FOR ENRICHMENT AND FOR PERSONALIZATION IN THE ACADEMY. WHAT YOU'LL SEE IN THE 7-8 IS ACCESS TO COUNCILORS AS WELL AS EXPLORATORY COURSES. 
          I'M READY FOR THE SAMPLE SLIDES, THANK YOU VERY MUCH. 
          I WANT TO BE CLEAR THE SCHEDULES YOU'RE SEEING THIS EVENING ARE JUST SAMPLES. THESE SLIDES ARE HERE TO CONVEY THE FLEXIBILITY WE ARE PLANNING FOR IN OUR VIRTUAL ACADEMY. 
          THE SCHEDULES ARE ONLY SAMPLES AND ARE HERE TONIGHT BUT TWO EXAMPLES. YOU'LL SEE TO THE LEFT A TRADITIONAL SCHOOL SAMPLE FOR COMPARISON AND THEN TWO EXAMPLES OF HOW ENRICHMENT AND INTERVENTION ARE POSSIBLE. 
          SO IT'S REALLY IMPORTANT FOR THE TAKEAWAY TO BE THAT THE VIRTUAL ACADEMY HAS POSSIBILITIES TO BE PERSONALIZED, INNOVATIVE, AND AGILE TO MEET THE NEEDS OF ALL OF OUR FAMILIES. 
          WHAT YOU SEE IS A SAMPLE WITH A VIRTUAL LEARNING MODEL THAT HAS BOTH SYNCHRONOUS, VIRTUAL LEARNING OPPORTUNITIES, AND FLEXTIME. YOU'LL ALSO SEE A SAMPLE THAT MAY MEET THE NEEDS OF A STUDENT WHO NEEDS FLEXTIME THAT IS IN A DIFFERENT PART OF THEIR DAY THAN A TRADITIONAL SITE OR MIGHT EVEN BE A GREATER AMOUNT OF FLEXTIME. FOR EXAMPLE A STUDENT WHO HAS MEDICAL NEEDS OR A STUDENT WHO IS A COMPETITIVE ATHLETE OR ACTOR. YOU CAN GO TO THE NEXT SET OF SAMPLE SLIDES FOR 7-8. THE 7-8 EXAMPLE MAY BE SYNCHRONOUS OR ASYNCHRONOUS DEPENDING ON THE NEEDS OF OUR STUDENTS. AND SO YOU'LL SEE THE COMPARISON HERE IN THIS GRAPHIC TO ALLOW THE BOARD TONIGHT TO SEE THE DIFFERENT POSSIBILITIES THAT WE WANT TO BE ABLE TO PROVIDE FOR OUR FAMILIES TO MEET THEIR NEEDS AND TO REALLY PROVIDE AN EDUCATIONAL OPPORTUNITY IN NATOMAS UNIFIED SCHOOL DISTRICT THAT RETAINS AND DRAWS STUDENTS. NOW I'M HAPPY TO TURN OVER SOME 
          MORE SECONDARY INFORMATION. >> SHOULD WE HOLD QUESTIONS OR 
          CAN WE ASK THEM AS WE GO? >> ASK. 
          >> SO QUICK QUESTION. I APPRECIATE THE SAMPLE 
          [00:25:02]
SCHEDULES. CAN EACH FAMILY DECIDE WHAT THEIR SCHEDULE LOOKS LIKE KNOWING THAT IT COULD, THAT THEY MAY BE MOSTLY TAKING ASYNCHRONOUS PRE-RECORDED LEARNING. LIKE IF THEY BASICALLY BLOCKED OFF ALL OF THE MORNING FOR OTHER STUFF THAT THEY HAD TO DO AND THEN THEIR CHILD TOOK STUFF AFTERNOON AND EVENING, IS THAT 
          POSSIBLE? >> I THINK I HEARD THE QUESTION, I'M SORRY. I THINK AND MR. YOUNG, IF YOU HEARD IT MORE CLEARLY THAN I DID, I THINK WHAT TRUSTEE KAPLAN IS ASKING IS CAN FAMILIES HAVE FLEXIBLE SCHEDULES THAT MEET 
          THEIR INDIVIDUAL FAMILY NEEDS. >> YES. 
          >> YES, SO WE WILL BE OF COURSE WORKING WITH OUR FACULTY FOR THAT SCHOOL AND WITHIN ALL OF THE COLLECTIVE BARGAINING AGREEMENTS. BUT YES, THE IDEA IS THAT WE WANT TO PROVIDE INDIVIDUALIZED SCHEDULES THAT MEET THE NEEDS OF FAMILIES IN THE VIRTUAL ACADEMY. THAT'S THE GOAL IS TO BE 
          RESPONSIVE TO THOSE NEEDS. >> YEAH, THAT WAS A GREAT QUESTION. WE'VE GIVEN EXAMPLES ABOUT OLYMPIANS AND MUSICIANS AND THAT'S GREAT. 
          THAT WILL BE RARE. WE CAN SERVE THOSE STUDENTS. 
          IMAGINE A CHILD WHO HAS TO GO TO SOME KIND OF MEDICAL TREATMENT TWICE A WEEK AND THE APPOINTMENTS VARY. 
          AND THAT SOMETIMES AFTER THAT TREATMENT THAT CHILD DOESN'T FEEL VERY GOOD FOR A DAY OR TWO. THAT'S THE POWER OF THIS KIND OF ACADEMY. IT CAN SERVE A FUTURE OLYMPIAN, IT CAN HELP A CHILD THROUGH A HEALTH ISSUE, IT CAN HELP A FAMILY WHO JUST PREFERS TO HAVE GREATER FLEXIBILITY BECAUSE THE FAMILY BELIEF IS GOING OUT ON FAMILY FIELD TRIPS AND WALKING THE PARK AND LEARNING SCIENCE AND NATURE THAT WAY IS A BETTER WAY TO LEARN. AND THAT'S WHAT MAKES THIS SO INCREDIBLY EXCITING ABOUT THE POSSIBILITIES RECOGNIZING WE HAVE COLLECTIVE BARGAINING AGREEMENTS AND OTHER THINGS IN PLACE. SO IT WON'T BE A COMPLETE FREE SCHEDULE, BUT A LOT MORE FLEXIBILITY THAN WE'VE HAD. 
          AND WHAT'S REALLY COOL ABOUT THIS, WE NEGOTIATED THIS AS A PART OF OUR OCTOBER 31ST MLU AND IT CONTINUES TO BE A PARTNERSHIP DEVELOPED WITH THE NATOMAS TEACHERS UNION. 
          SO THAT MAKES THIS EVEN MORE EXCITING. 
          >> THANKS FOR THAT QUESTION. >> I HAVE A QUESTION. 
          >> YES? >> SO CAN YOU CLARIFY A LITTLE BIT MORE WHERE IT'S SAYING SPECIAL EDUCATION SUPPORTS. 
          ARE WE MEANING IEP'S BECAUSE I SEE IT SAYS 504 SUPPORTS. 
          >> 504 IS SEPARATE FROM OUR SPECIAL ED PROGRAM. 
          SO AGAIN WE WOULD WORK WITH OUR STUDENT SERVICES DEPARTMENT AND MAKE SURE THAT THE STUDENTS NEEDS IN THE IEP ARE MET THROUGH THIS TYPE OF SCHOOL PROGRAM. NOT EVERY NEED WILL BE ABLE TO BE MET THROUGH THIS PROGRAM SO WE'LL NEED TO MAKE SURE TO WORK CLOSELY TO THE IEP TEAM TO MAKE SURE WE MEET THE NEEDS OF THAT 
          CERTAIN STUDENT. >> I'M ASSUMING WE'LL BE DOING 
          THAT BEFORE WE ACCEPT THEM? >> BUT YOU'RE NOT GOING TO BE LIMITED NECESSARILY. SOME PROGRAMS WE HAVE TO HAVE THE LEAST RESTRICTIVE ENVIRONMENT, RIGHT CAROL? 
          >> YEAH, THAT'S CORRECT. SO THE PLACEMENT PROCESS WOULD BE THE SAME AS ANY OTHER SCHOOL IN OUR DISTRICT. 
          >> AND FOR THOSE WHO HAVE QUESTIONS, 504'S HAVE NOTHING TO DO WITH IEP'S. BUT 504'S AT ANY SCHOOL ARE TAKEN INTO CONSIDERATION AND IN SOME CASES MAY BE BETTER MET 
          THROUGH THE SCHOOL. >> I CAN DEFINITELY SEE HOW THE 504 WOULD BE BETTER MET. I GUESS MY QUESTION WAS JUST BECAUSE BY SAYING 504 SUPPORTS I WAS WONDERING WHY WE COULDN'T SAY IEP SUPPORTS BUT I UNDERSTAND NOW. 
          THANK YOU. >> THANK 
          >> GOOD EVENING EVERYONE. I WANT TO TALK ABOUT WHAT THIS WILL LOOK LIKE FOR 9-12 FOR THE VIRTUAL ACADEMY. 
          IT'S GOING TO BE A LITTLE BIT DIFFERENT THAN THE ELEMENTARY AND 7-8 IN THAT STUDENTS WILL REMAIN ENROLLED AT THEIR ATTENDANCE BOUNDARY HIGH SCHOOL. SO IN OTHER WORDS YOU CAN PARTICIPATE IN THE VIRTUAL ACADEMY BUT YOU WOULD BE ENROLLED STILL AND THE REASON FOR THAT IS THAT ALLOWS OUR STUDENTS TO STILL HAVE ACCESS TO PARTICIPATE IN THEIR HOME SCHOOL ATHLETIC PROGRAMS, EXTRACURRICULAR ACTIVITIES, ET 
          [00:30:01]
CETERA. SO OUR SECONDARY STUDENTS IN GRADES 9-12 WILL RETAIN THEIR ENROLLMENT AT THEIR HOME SCHOOLS TO TAKE ADVANTAGE OF THOSE CURRICULAR ACTIVITIES THOSE SCHOOLS OFFER. SO REALLY FOR THE 9-12 PROGRAM IT WILL BE AN EXPANSION OF OUR EXISTING INDEPENDENT STUDIES OPTIONS THAT WE HAVE TO BUILD ON THAT FOR SOME FAMILIES THAT MAYBE AREN'T TAKING ADVANTAGE OF THAT NOW. 
          FOR EXAMPLE THERE WOULD BE OPPORTUNITIES FOR DUAL ENROLLMENT WITH LOCAL COLLEGES IF FAMILIES WANTED TO TAKE CLASSES AT ARC THAT WOULD GIVE THEM A LITTLE BIT OF A FLEXIBLE SCHEDULE TO BE ABLE TO TAKE CARE OF THAT. 
          CAN WE GO TO THE NEXT SLIDE? THEY'LL STILL HAVE ACCESS TO THEIR COUNSELORS FOR THAT PLANNING. 
          THEY'LL STILL HAVE ACCESS TO AP COURSES. 
          REMAINING AT THEIR HOME SCHOOL WILL STILL GIVE THEM ACCESS TO CTE COURSE WORK THEY MIGHT BE INTERESTED IN. 
          AND AS MR. YOUNG TALKED ABOUT, WE CAN STILL PROVIDE THOSE SOCIAL EMOTIONAL SUPPORTS AS WELL AS SUPPORTS WITH STUDENTS WITH IEP'S AND 504'S. AND ADDITIONALLY OUR STUDENTS WILL HAVE ACCESS TO TEACHER OFFICE HOURS WITH ADDITIONAL SUPPORT FROM THOSE TEACHERS. WHEN WE TALK ABOUT SAMPLE SCHEDULES VERY SIMILAR, THE CONCEPT IS THAT WE WANT TO HAVE FLEXIBLE OPTIONS FOR OUR FAMILIES. 
          YOU CAN SEE AGAIN THE TRADITIONAL 9-12 SCHOOL SCHEDULE ON THE LEFT WITH SOME OF THE CLASSES OUR KIDS HAVE TO TAKE. 
          YOU CAN MIX AND MATCH COMBINATIONS OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING DEPENDING ON THE KID'S NEED. 
          IF THEY WANT TO TAKE A CTE COURSE, THEY MIGHT BE COMING ONTO CAMPUS JUST FOR THEIR CTE COURSE OR THEY MIGHT BE COMING ON TO CAMPUS FOR THEIR SCIENCE COURSE OR A LAB, AND THEY MAY HAVE THEIR OTHER CLASSES BE VIRTUAL OR ASYNCHRONOUS. 
          BUT AGAIN THE IDEA IS TO BUILD A LARGE LEVEL OF FLEXIBILITY FOR OUR HIGH SCHOOL STUDENTS WHILE STILL RETAINING THE BENEFITS OF ATTENDING THEIR HOME HIGH SCHOOL AND ALL OF THE EXTRACURRICULAR ACTIVITIES THAT PROVIDES AS WELL. 
          >> I KNOW WE'RE ALLOWING ENROLLMENT OF UP TO 500 STUDENTS. HOW IS THAT SPLITTING FOR K-EIGHT AND HIGH SCHOOLS JUST BECAUSE OF THE BLESSED AND WONDERFULLY COMPLICATED SCHEDULING FOR HIGH SCHOOL 
          STUDENTS IF THEY'RE ON CAMPUS? >> I'M SORRY, I'M HAVING A DIFFICULT TIME HEARING. BILL, DID YOU HEAR THAT? 
          >> YES. HOW MANY KIDS OF THE 500 ARE WE TARGETING FOR HIGH SCHOOL AND HOW DOES THAT FIT INTO THE DAILY SCHEDULES THAT EXIST CURRENTLY FOR ON CAMPUS KIDS? FOR THE 500 RIGHT NOW WE'RE PROJECTING ABOUT 180 AT THE HIGH SCHOOL LEVEL. AND AGAIN THAT'S PROJECTIONS AT THIS POINT. WE WON'T KNOW UNTIL WE GET FURTHER CONVERSATIONS WITH PARENTS AND LEVELS OF INTEREST AND THEN OPEN UP AN ENROLLMENT WINDOW AS WE MOVE FORWARD. 
          RIGHT NOW FOR 500 IT'S ABOUT 180 KIDS AT THE HIGH SCHOOL LEVEL. 
          45 PER GRADE LEVEL IN THAT PROJECTION. 
          BUT AGAIN, WE WON'T KNOW THE EXACT NUMBERS UNTIL FAMILIES ACTUALLY ENROLL. AND THEN HAVING KIDS ON CAMPUS WHILE THE TRADITIONAL SCHEDULE IS HAPPENING, WE'RE DOING IT NOW WITH OUR INDEPENDENT STUDY KIDS IN SOME FORM OR FASHION. 
          SO IT'S JUST GOING TO BE AN EXPANDED VERSION OF THAT. 
          AND IF YOU WANT TO TOUCH ON THAT, WITH OUR CURRENT INDEPENDENT STUDY KIDS THAT ARE ENROLLED IN THE PROGRAM NOW, AND WITH SOME OF THEIR CLASSES ON CAMPUS, IT'S OF COURSE A LITTLE BIT DIFFERENT NOW WITH OUR PANDEMIC AND OUR SCHEDULES. 
          SO AGAIN WE'LL HAVE TO WORK OUT THOSE DETAILS. 
          >> IT'S JUST EXPANDING COMPLICATION. 
          BUT IT'S GOOD TO HEAR WE ALREADY HAVE PROCESSES AND PROTOCOLS THAT ARE KIND OF SET UP BUT IT WILL BE JUST MORE COMPLICATED. 
          >> YES. >> I HAVE A QUESTION, BILL. 
          MY MIC IS WORKING NOW. OR DAN. 
          IF YOU COULD REMIND ME THE STUDENTS THEN WHO CHOOSE THIS PATHWAY, ARE THEY ASSIGNED A COUNSELOR OUTSIDE OF THE COUNSELORS THAT ARE ALREADY SERVE THE STUDENTS THAT ARE ON CAMPUS OR IS IT PART OF THE REGULAR CAMPUS COUNSELORS, ARE THE STUDENTS PART OF THEIR WORKLOAD? 
          >> LIKE OUR EXISTING INDEPENDENT STUDY KIDS RIGHT NOW, THEY ARE PART OF THE CURRENT COUNSELOR CASE LOADS BECAUSE THEY ARE ENROLLED IN THAT HIGH SCHOOL. SO AS WE LOOK TO EXPAND THIS PROGRAM OR MAYBE EXPAND ENROLLMENT, THAT'S THE CURRENT PATH THAT WE'RE ON RIGHT NOW. IT WOULD JUST BE ASSIGNING KIDS VERSUS AN IN PERSON IN CLASS CLASS, IT WOULD BE A VIRTUAL 
          [00:35:06]
          CLASS. >> OKAY. 
          JUST DON'T WANT THEM TO GET LOST IN THE SHUFFLE THERE IF KIDS ARE 
          NOT ON CAMPUS. >> YEAH. 
          THEY'LL STILL MEET WITH A COUNSELOR. 
          AND AS WE LOOK AT A BUDGET, BASED ON 500 STUDENTS WE DEVELOPED A BUDGET. AGAIN THIS PROGRAM WAS SELF-CONTAINED, FULLY OPERATIONAL MOVING FORWARD. 
          BUT WE KNOW THAT WE HAVE POTENTIAL FOR TEACHER TRANSFERS AS WELL AND TEACHER INTERESTS TO TRANSFER TO THIS NEW ACADEMY. 
          SO STAFFING IT BENEFITS IS ABOUT UP TO 2.2 MILLION AND THERE'S A BIG ASTERISK THERE. THERE'S STAFF INTEREST. 
          SO AS THOSE INTERNAL MOVES HAPPEN THOSE BUDGETS SHIFT AS WELL. WE MAY NEED TO LOOK AT SOME START UP COSTS FOR BRIDGE FUNDING. 
          IN MARCH MS. CLEVELAND WILL BE BRINGING MORE INFORMATION ABOUT THAT BRIDGE FUNDING AND WHERE WE'LL BE AT IN PROJECTIONS. 
          BECAUSE THAT'S ALSO WE'RE PROJECTING FOR ENROLLMENT AS WELL. AND ON THE FRONT END FOR THE START UP INCLUDES BIG PURCHASES OF TECHNOLOGY TO SUPPORT THIS PROGRAM MOVING FORWARD. WE'RE LOOKING AT APPLE IPADS AND DEVICES FOR THIS PROGRAM, THEY TEND TO LAST LONGER AND AGAIN THIS IS A LONG TERM IMPROVEMENT IN A TECHNOLOGY-BASED INSTRUCTIONAL VIRTUAL PROGRAM. THAT INFORMATION WILL ALSO BE GIVEN TO YOU IN THE BUDGET DEVELOPMENT AS WELL. 
          AND THEN INFORMATIONAL MEETINGS, WE ARE SCHEDULING PARENT AND STUDENT INFORMATIONAL MEETINGS VIA ZOOM ON THESE PARTICULAR DATES AND TIMES. AND BASED ON INFORMATION AND ATTENDANCE WE MAY BE ADDING MORE MEETINGS POTENTIALLY IN THE MORNING AS WELL. AND THESE MEETINGS MAY BE RECORDED AND POSTED ON THE WEBSITE TO SHARE WITH THOSE THAT CAN'T ATTEND ONE OF THE MEETINGS AND THEY CAN HEAR THE Q&A AND THE CONVERSATIONS THAT ARE HAPPENING. 
          AND THEN JUST KIND OF A SNAPSHOT ON THE TIMELINE AS WE LOOK TO OPEN IN AUGUST, IT'S FULLY OPERATIONAL AND ALL OF THE EVENTS THAT WILL BE TAKING PLACE IN BETWEEN NOW AND AUGUST. 
          WE ARE LOOKING AT POTENTIALLY END OF MID-MARCH, END OF MARCH ALL THE WAY UP TO THE SUMMER. WE WILL BE PUSHING OUT MORE COMMUNICATIONS REGARDING THE ANNOUNCEMENT OF THE ACADEMY AND WE ARE LOOKING AT DIFFERENT FORMATS AS WELL. 
          WE WILL HAVE A DEDICATED SCHOOL SITE WEB PAGE THAT WILL BE COMING TOWARDS THE SUMMER. RIGHT NOW WE DO HAVE THE LAUNCH PAGE THAT'S SET UP FOR PARTICIPANTS TO GET ACCESS INCLUDING THE FREQUENTLY ASKED QUESTIONS. 
          BECAUSE WE WOULD LIKE TO BUILD A TEAM TO HELP BUILD OUR WEBSITE, THE ACTUAL SCHOOL TO HELP DESIGN AND BUILD THAT WEBSITE. 
          >> ANY FURTHER QUESTIONS FROM BOARD MEMBERS? 
          >> JUST WANT TO SAY THANKS, BILL. 
          ALWAYS GREAT INFORMATION. A VERY EASY AND DIGESTIBLE FORMAT. THANK YOU. 
          >> THANK YOU. >> THANK YOU TO DAN AND TONYA ALSO. DAN IS STILL UP THERE. 
          THANK YOU. >> THANK YOU. 
          [XII.b. Learning Recovery - Secondary Schools]
          >> THANKS, BILL. MOVING ON TO THE NEXT PRESENTATION, LEARNING RECOVERY AT THE SECONDARY SCHOOLS. 
          AND FOR THIS PRESENTATION ANGELA HERRERA WILL BE PRESENTING AND WE'LL ALSO HAVE SHAY BORGES AND OUR SECONDARY PRINCIPALS JOINING 
          TONIGHT VIA ZOOM. >> POOR DAN DOESN'T GET TO GO ANYWHERE. SORRY, DAN. 
          >> STAY THERE. >> GOOD EVENING, TRUSTEES. 
          AGAIN WE ARE BEFORE YOU WITH THE OPPORTUNITY FOR YOU TO HEAR FROM OUR SECONDARY TEAM. SO YOU'LL SEE MANY THINGS TONIGHT THAT ARE VERY SIMILAR IN FORMAT AND BASIC INFORMATION AS YOU DID WHEN YOU HEARD FROM OUR ELEMENTARY AND K-8 PRINCIPALS. 
          [00:40:01]
SO WE TRIED TO PUT SOME REMINDER SLIDES OR SOME NOTES ON THE THINGS THAT SHOULD LOOK A LITTLE BIT FAMILIAR FROM LAST TIME. 
          SO OBJECTIVES TONIGHT REMAIN THE SAME THAT WE ARE REALLY TRYING TO SHARE OUR INITIAL PLANNING FOR THE 18 MONTH PLAN TO ADDRESS LEARNING DISRUPTION FOR OUR STUDENTS. 
          AND WE'RE GOING TO FOCUS MORE ON HOW WE'VE GATHERED FEEDBACK AND ENGAGED WITH OUR STAFF AND FAMILIES AS WE LOOK AT THE PHASES OF THE PLAN. SO I WILL TURN IT OVER TO SHAY 
          BORGES AND OUR SECONDARY FOLKS. >> GOOD EVENING, EVERYONE. 
          SO AS YOU HEARD FROM MS. HERRERA WE FOLLOWED A SIMILAR PROCESS, YOU'LL SEE A SIMILAR PROCESS THIS EVENING THAT YOU HEARD FROM THE K-5, K-8 PRINCIPALS. JUST A QUICK REMINDER WE STARTED THIS WORK IN DECEMBER AND FOCUSED MORE IN JANUARY ON ENGAGING OUR STAFF AND OUR STAKEHOLDERS AROUND OUR THEORY OF ACTION METRICS. HERE YOU SAW THE SAME THING LAST WEEK OR A COUPLE OF WEEKS AGO. WHEN WE LOOK AT THE 6-8TH GRADE PLEASE KNOW THAT'S REFERRING SIMPLY TO MIDDLE SCHOOL. 
          THE SIXTH, SEVENTH, AND EIGHTH GRADE DATA DOES NOT HAVE OUR K-8'S OR K-5, THIS IS JUST THE MIDDLE SCHOOL, SIXTH, SEVENTH, AND EIGHTH DATA. AND AS WE'RE STARTING TO ANALYZE AND DIG INTO THIS DATA, WE'RE WORKING ON REALLY IDENTIFYING SOME AREAS THAT WE CAN SEE WHERE OUR EIGHTH GRADE STUDENTS, WE HAVE A HIGHER PERCENTAGE OF OUR EIGHTH GRADE STUDENTS WE UNDERSTAND WHAT'S GOING ON WITH THEM AND HOW TO SUPPORT THEM. 
          YOU CAN ALSO SEE WITH OUR DISCOVERY NATOMAS MIDDLE SCHOOL WE SEE A HIGHER PERCENTAGE OF STUDENTS THERE, SO WE'RE ALSO DIVING IN TO DETERMINE WHAT ACTIONS AND SUPPORT THEY NEED. 
          AND THEN IF WE GO TO THE NEXT SLIDE, THIS IS STILL THAT SAME GROUP 6-12 NOW WE'RE JUST LOOKING AT THE TARGETED GROUPS. 
          IF YOU LOOK AT THE FIRST TABLE FOCUSING MORE ON THE DEMOGRAPHICS WE CAN CALL OUT THAT WE KNOW ARE HISPANIC AND LATINX STUDENTS. WE HAVE 35% OF OUR HISPANIC AND LATINX STUDENTS ARE TARGETED STUDENTS. 
          AND WE'RE ALSO DIGGING INTO WITH OUR AFRICAN AMERICAN STUDENTS AND EVEN WITH OUR ASIAN AMERICAN STUDENTS WE HAVE A HIGHER PERCENTAGE BEING IDENTIFIED AS OUR TARGET STUDENTS. 
          IF YOU LOOK AT THE OTHER TABLE THERE, YOU'LL SEE WITH OUR OTHER TYPES OF STUDENT GROUPS, PLEASE KNOW WHEN YOU LOOK AT THESE NUMBERS, THESE STUDENTS ARE NOT UNIQUE. 
          I COULD BE A STUDENT IDENTIFIED AS AN ENGLISH LEARNER AND A STUDENT WHO IS HOMELESS. THESE ARE NOT UNIQUE NUMBERS, STUDENTS COULD FALL IN MULTIPLE AREAS. 
          BUT OUR LOW INCOME STUDENTS THERE ARE A HIGH PERCENTAGE OF THEM THAT HAVE FALLEN INTO THESE TARGETED STUDENT GROUPS. 
          IF WE MOVE TO THE NEXT SLIDE, THIS IS ALSO A REMINDER SLIDE OF WHAT WE'RE DOING TO USE OUR DATA TO UNDERSTAND HOW OUR ACTIONS ARE HAVING AN IMPACT ON OUR STUDENTS AND SO THAT WE KNOW IS THIS SOMETHING WE CONTINUE TO MOVE FORWARD. 
          WHILE WE'RE DEVELOPING OUR ACTIONS NOW, WE REALLY DID START DIGGING IN IN DECEMBER IN WHAT WE COULD DO AND WE HAD ABOUT AN 8% DROP IN F'S FROM STUDENTS FROM QUARTER ONE TO SEMESTER ONE JUST FOR THAT LITTLE BIT OF WORK WE DID THERE BECAUSE OUR SEMESTER ENDED TWO WEEKS INTO JANUARY. 
          SO IT GAVE US A LITTLE EXTRA TIME TO TRY TO SUPPORT OUR STUDENTS AND GET THEM THROUGH THE CHALLENGES OF DISTANCE LEARNING. AND TO TALK A LITTLE BIT MORE SPECIFICALLY ABOUT THAT, I BROUGHT SOME FRIENDS HERE WITH ME THAT ARE GOING TO TALK ABOUT THE STEPS THEY'RE DOING TO ENGAGE THEIR FAMILY, THEIR COMMUNITY, THEIR STAKEHOLDERS. 
          AND SO I'M GOING TO START THIS OFF WITH OUR PRINCIPAL FROM NATOMAS MIDDLE SCHOOL, MR. BAKER. 
          >> GOOD EVENING EVERYBODY. IT'S GOOD TO SEE EVERYONE. 
          I AM MARCEL BAKER. I HAVEN'T MET ALL OF YOU IN PERSON YET, I'M LOOKING FORWARD TO DOING SO SOON. 
          I'M HAPPY TO KICK OFF TONIGHT'S SECONDARY PRESENTATION WITH WHAT WE ARE DOING AT OUR SCHOOL TO RESPOND WITH THIS UNPRECEDENTED INTERRUPTION IN STUDENT LEARNING. 
          WE FOCUSED OUR EFFORTS ON ENGAGING OUR MOST IMPORTANT STAKEHOLDERS, OUR PARENTS. WE STARTED WITH THE PARENTS OF OUR SIXTH GRADE STUDENTS WHO CAME TO MIDDLE SCHOOL RIGHT IN THE MIDDLE OF A PANDEMIC. COME INTO MIDDLE SCHOOL AT ANY TIME FROM 50 GRADE IS INTIMIDATING IN ITSELF. 
          BUT HAVING TO FIGURE OUT HOW TO NAVIGATE A SEVEN DAY CLASS SCHEDULE VIRTUALLY RESULTED IN MANY CHALLENGES. 
          MANY OF OUR SIXTH GRADERS WERE NOT ENGAGED AND OUR ATTENDANCE 
          [00:45:03]
AND GRADES REFLECTED THIS AS WE LOOKED AT THE DATA. 
          WE ALSO FOCUSED ON OUR EIGHTH GRADE STUDENTS WHO WE WANT TO MAKE SURE ARE PREPARED TO BE SUCCESSFUL AS THEY MOVE ON TO HIGH SCHOOL NEXT YEAR. SO WHAT STEPS DO WE NEED TO TAKE IN ORDER TO GET THOSE STUDENTS PREPARED FOR HIGH SCHOOL. 
          SO WE START OUR EFFORTS BY ENGAGING OUR PARENTS IN A SERIES OF VIRTUAL MEETINGS GEARED AT PROVIDING THEM WITH THE TOOLS TO BEST SUPPORT THEIR CHILD IN DISTANCE LEARNING. 
          WE BEGAN WITH ZOOM MEETINGS WITH OUR SIXTH GRADE PARENTS. 
          WE HAD 71 PARENTS SHOW UP TO OUR FIRST MEETING, SIXTH GRADE PARENTS SHOW UP TO OUR FIRST ZOOM MEETINGS. 
          T THEY COVERED HOW TO NAVIGATE GOOGLE CLASSROOM, HOW TO FIND MISSING WORK, HOW TO FIND WORK THAT WAS BLANK. AND ALSO WHAT CLUBS AND ACTIVITIES ARE AVAILABLE HERE ON CAMPUS. 
          WE INVITED TRIO ATS TO ONE OF THE MEETINGS TO PRESENT TO THE PARENTS WHICH WE FELT WAS SUCCESSFUL AS WELL. 
          WE THEN MOVED ON TO OUR EIGHTH GRADE PARENTS, 110 OF OUR EIGHTH GRADE PARENTS SHOWED UP TO THAT MEETING. 
          JUST FOR REFERENCE I HAVE ABOUT 240 EIGHTH GRADE PARENTS HERE. 
          SO WE HAVE A GOOD AMOUNT OF EIGHTH GRADE PARENTS THAT SHOWED UP. WE COLLABORATED PRIOR TO THE MEETING WITH SCOTT PITTS AT NATOMAS HIGH SCHOOL. 
          HE HELPED US PREPARE A PRESENTATION THAT HELPED US ADDRESS WHAT WE CALL THE KEYS TO SUCCESS IN HIGH SCHOOL. 
          WE COVERED TOPICS SUCH AS A-G REQUIREMENTS, DISPELING THE MYTH THAT NINTH GRADERS HAVE THAT NINTH GRADE DOESN'T COUNT. 
          AND THEN THE BENEFITS OF A HIGHER GPA. 
          ALL OF THESE THINGS WERE DISCUSSED ALONG WITH SEVERAL MORE TOPICS THAT WE BROUGHT TO OUR PARENTS ATTENTION. 
          OUR GOAL WAS TO BUILD A WORKING RELATIONSHIP WITH OUR FAMILIES, STUDENT AND STAFF TO INCREASE STUDENT ENGAGEMENT AND LEARNING. 
          FOLLOWING THE MEETINGS WE SAW AN IMMEDIATE RETURN IN DIVIDENDS ON OUR WORK. WE HAD A LOT OF SIXTH GRADE PARENTS REACH OUT TO TEACHERS, ADMIN, OUR COUNSELOR, SEEKING SUPPORT FOR THEIR KIDS, TAKING THE ADVICE THAT WE GAVE THEM IN THEIR VIRTUAL MEETINGS TO GET THEIR KIDS GOING IN TUTORING AND SO ON AND SO FORTH. WE HAD ABOUT 50 EIGHTH GRADE STUDENTS WHO ARE NOW ENROLLED AND CONNECTED WITH EITHER PEER TUTORS OR PEER MENTORS WHICH IS A PROGRAM WE STARTED AFTER WE HAD THESE MEETINGS. WE'VE HAD ABOUT 20 NEW APPLICATIONS FOR THE EARLY ACADEMIC OUTREACH PROGRAM, EAOP. 
          AND THEN WE'VE SEEN THE INCREASE IN THE NUMBER OF APPLICATIONS TO OUR AFTER SCHOOL PROGRAM. WE HAVE A LOT OF WORK TO DO. 
          AND WE'RE LOOKING AT THIS 18 MONTH AS A LONG TERM APPROACH TO ADDRESSING THESE NEEDS. I THINK WE'RE OFF TO A GOOD START. WE'LL CONTINUE TO HAVE THESE MEETINGS IN OUR OTHER EFFORTS AS WE GO FORWARD. 
          WITH THAT I'LL PASS IT OVER TO DAN TO GIVE US AN UPDATE ON 
          WHAT'S GOING ON AT HIS SCHOOL. >> THANK YOU, PRINCIPAL BAKER, I APPRECIATE YOU. SO FOR ENGAGING PARENTS AND STUDENTS, ENGAGING IN PARENT MEETINGS TO HELP KIDS WHO ARE STRUGGLING HAS BEEN VERY HELPFUL. 
          WE'VE WORKED ON HAVING SOME OF OUR STAFF ON CAMPUS, SAFETY SPECIALISTS HAVE BEEN ASSIGNED TO A CASE LOAD OF KIDS TO MAKE CONTACT WITH FAMILIES OF KIDS WHO ARE STRUGGLING TO SEE HOW WE CAN SUPPORT AND WHAT'S NOT WORKING TO GET SOME OF THAT FEEDBACK FROM OUR KIDS AND OUR FAMILIES BOTH. 
          ADDITIONALLY WE'VE REALLY FOCUSED ON STUDENT VOICE IN OUR CLASSROOMS MANY OF OUR TEACHERS ARE GIVING A VARIETY OF STUDENT INPUT MODES LIKE SURVEYS WITHIN THEIR CLASSROOMS, CHECK INS, SOCIAL EMOTIONAL CHECK INS, TO SEE HOW OUR KIDS ARE DOING AND TO UNDERSTAND FROM THEIR POINT OF VIEW WHAT'S NOT WORKING AND WHY ARE SOME PEOPLE STRUGGLING FROM THIS. 
          TAKING THAT INPUT FROM FAMILIES AND STUDENTS AND PUTTING THAT TOGETHER, WE FOUND ACTUALLY A PRETTY GOOD MATCH. 
          AND THE THINGS THAT CAME TOGETHER WERE NUMBER ONE DURING THIS DIFFERENT ENVIRONMENT, OUR KIDS ARE REALLY STRUGGLING WITH ORGANIZATION. WHEN WE'RE IN PERSON, YOU'VE GOT A BINDER AND YOU PUT YOUR THINGS INTO A BINDER AND A CERTAIN SECTION AND YOU'RE WELL ORGANIZED. 
          IN THIS DIGITAL WORLD, KIDS ARE STRUGGLING WITH THAT. 
          AND SO ORGANIZATION IN A DIGITAL WORLD IS SOMETHING THAT IS A PROBLEM. SECONDLY, THE OTHER THING THAT WE HEARD IS THE KIDS ARE STRUGGLING WITH THE DAILY GRIND OF KEEPING UP WITH ASSIGNMENTS FROM SIX DIFFERENT CLASSES ON A DAILY BASIS. AND PART OF THAT HAS TO DO WITH THE ORGANIZATION PIECE. SO IN LOOKING AT THAT FEEDBACK 
          [00:50:02]
AND THE PARENTS AND KIDS ARE BOTH SAYING YEAH, AFTER SCHOOL TUTORING IS GREAT, OFFICE HOURS ARE GREAT, BUT IT WOULD BE GREAT FOR ME TO HAVE SOMETHING DURING THE DAY WHERE WE'RE NOT FALLING BEHIND AND TO HELP US STAY ORGANIZED. 
          SO ONE OF THE THINGS WE ACTUALLY STARTED THIS WEEK IS OUR STAFF, EACH OF OUR TEACHERS HAVE DESIGNATED A PERIOD FROM THEIR WEEK AS A CATCH UP DAY TO TOUCH BASE WITH THEIR KIDS AND SAY OKAY, LET'S LOOK AT YOUR GRADES, LET'S LOOK AT YOUR DIGITAL ORGANIZATION, WHAT ARE YOU MISSING SOMETHING HERE, ARE YOU MISSING AN ASSIGNMENT. AND SO LET'S ON A WEEKLY BASIS GET A MORE RAPID TURN AROUND TIME ON FIGURING OUT WHICH KIDS ARE BEHIND AND HOW DO WE SUPPORT THEM IN CATCHING UP INSTEAD OF WAITING A COUPLE OF WEEKS FOR THAT TO HAPPEN. 
          SO THAT'S SOMETHING THAT WE HAVE JUST STARTED THIS WEEK TO HELP THOSE KIDS OUT. SO I'M EXCITED TO SEE WHAT FEEDBACK WE GET FROM STUDENTS. WITH THAT I WILL TURN IT OVER TO 
          MR. SCOTT PITTS. >> THANK YOU. 
          I APPRECIATE IT AS WELL AND APPRECIATE YOU. 
          GOOD EVENING TRUSTEES. I'M SCOTT PITTS, PRINCIPAL AT NATOMAS HIGH SCHOOL. SO IN ADDITION TO ENGAGING FAMILIES AND COMMUNITY, WE'VE BEEN WORKING TO ENGAGE STAFF IN DEVELOPING OUR LEARNING DISRUPTION PLANS. 
          SO AT NATOMAS HIGH SCHOOL WE DID THIS OVER THE COURSE OF THREE MEETINGS IN JANUARY AND FEBRUARY. 
          AT OUR JANUARY STAFF MEETING WE REVIEWED DATA SPECIFICALLY LOOKING AT OUR DNF RATES, THE CURRENT IN PROGRESS RATES AT THAT TIME IN CLASSES. AND WHAT CAME OUT OF THAT STAFF FEEDBACK IS THAT WHILE SOME STUDENTS WERE STRUGGLING, MANY STUDENTS STRUGGLING TO UNDERSTAND CONCEPTS AND TUTORING AND USING THE VIRTUAL WELLNESS CENTER WILL HELP ADDRESS THAT, THE MAJORITY OF OUR STUDENTS FROM WHAT THE STAFF WAS FEEDING BACK AND TELLING US WERE FAILING CLASSES DUE TO STUDENTS NOT COMPLETING OR TURNING IN ASSIGNMENTS OR PROJECTS THAT TEACHERS COULD USE TO ASSESS PROFICIENCY FOR PASSING CLASSES. 
          SO OUR STAFF COLLABORATED IN TWO MORE MEETINGS IN JANUARY TO DISCUSS AND PROVIDE INPUT ON WHAT WE MIGHT DO TO BE SUCCESSFUL. WE WANT THEM TO BE ABLE TO ACHIEVE IN THIS CURRENT SPRING SEMESTER AS WELL AS LOOK AT WHAT THEY CAN DO BEYOND THE NEXT SIX MONTHS AND TO EMERGE FROM THIS PANDEMIC BOTH ON TRACK TO GRADUATE. 
          SO THE STAFF FEEDBACK FROM THESE DISCUSSIONS WERE BILLED THAT ONE OF THE MOST COMMON IDEAS THAT WAS CIRCULATING WAS THAT AGAIN KIND OF WHAT DAN TALKED ABOUT, THE REGULAR REMEDIATION WITHIN THE SCHOOL DAY, WITHIN THE CLASS PERIOD FOR STUDENTS WITH TNF GRADES TO BE ABLE TO CATCH UP AND PRODUCE WHAT THEY NEED TO TO SHOW THEIR PROFICIENCY. OUR STAFF BEGAN TO FORMULATE PLANS TO PUT THIS IDEA INTO ACTION. 
          AND IN OUR FEBRUARY STAFF MEETING, TEACHERS COLLABORATED IN CONTENT AREAS TO DISCUSS HOW THIS MIGHT LOOK IN THEIR INDIVIDUAL CLASSROOMS IN EACH CLASS PERIOD. 
          SO WHAT WOULD IT BE UNIQUELY LIKE IN THEIR CLASSROOM. 
          AND IN THE PROCESS OUR TEACHERS CAME TOGETHER AND BEGAN MAKING COMMITMENTS TO SUPPORT STUDENTS WITHIN THE CLASS PERIOD AT LEAST EVERY THREE WEEKS TO CATCH UP AND REMEDIATE IN LEARNING SO THAT IT WOULD BE REFLECTED IN THEIR GRADES. 
          THAT'S ONE OF THE PRIMARY FOCUS AREAS THAT OUR STAFF IS WORKING TOWARDS CURRENTLY. WE'RE BEGINNING TO PUT THIS ACTION INTO PLACE AND WE'RE VERY MUCH LOOKING FORWARD TO SEEING WHAT THE IMPACT MIGHT BE ON OUR STUDENTS AND THEIR STUDENT ACHIEVEMENT. AND LIKE MR. BAKER SAID WE HAVE A LOT OF WORK TO DO BUT WE'RE EXCITED TO SEE THE IMPACT WE'RE GOING TO HAVE WITH THE PLAN THAT IS COMING FORWARD WITH THE COLLABORATION OF STAFF. WITH THAT, I'D LIKE TO INTRODUCE 
          MR. SCOTT FITZGERALD. >> THANK YOU, SCOTT. 
          AND GOOD EVENING EVERYONE. APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU ALL THIS EVENING. SCOTT FITZGERALD, PRINCIPAL HERE AT LEROY GREEN ACADEMY. OFFICE HOURS HERE WERE EXTENDED FROM OUR USUAL TWO DAYS A WEEK TO NOW FOUR DAYS A WEEK. 
          AND AS TO BE EXPECTED GIVEN THE DYNAMIC OF VIRTUAL LEARNING, HOW OUR STUDENTS AND STAFF USE THIS TIME HAS DEFINITELY CHANGED. 
          SO AS MY TEAM AND I BEGAN PUTTING TOGETHER OUR 18 MONTH PLAN, WE SURVEYED BOTH STUDENTS AND TEACHERS AROUND THE USAGE OF OFFICE HOURS AND HOW THEY WERE ULTIMATELY ENGAGING WITH THAT TIME. AND WHEN WE WERE LOOKING AT THE SURVEYS WE DISCOVERED THAT VIRTUAL OFFICE HOURS HAVE PRESENTED SOME CHALLENGES THAT OUR TEACHERS HAVE BEEN WORKING TO MITIGATE. OFTENTIMES OUR STAFF WOULD HAVE KIDS SHOWING UP NEEDING TO BE RETAUGHT SPECIFIC LESSONS, OTHER STUDENTS WOULD SHOW UP WANTING TO REASSESS. 
          AND ULTIMATELY STUDENTS HAVE BEEN STRUGGLING TO GET THE SPECIFIC SUPPORT THEY NEED. AND OUR TEACHERS ON THE OTHER HAND HAVE BEEN DOING THEIR BEST TO BALANCE THEIR TIME TO MEET THE SPECIFIC NEEDS OF OUR STUDENTS. 
          SO WE ARE CURRENTLY WORKING WITH OUR STAFF TO MAKE THIS TIME MORE SYSTEMATIC AND IMPACTFUL BY BREAKING UP THE TIME OF OFFICE HOURS TO BE MORE FOCUSED. FOR EXAMPLE STUDENTS WILL NOW BE 
          [00:55:02]
GIVEN A DESIGNATED TIME TO BE RETAUGHT OR RECEIVE SPECIFIC ACADEMIC SUPPORT WHILE OTHER TIME WILL BE SET ASIDE TO RETAKE ASSESSMENTS. ALSO ALLOWING TIME FOR STUDENTS TO RECEIVE ONE ON ONE SUPPORT WITH THEIR TEACHERS IF THAT IS SOMETHING THEY CHOOSE TO DO. PART OF THIS WORK WILL ALSO INCLUDE TRACKING HOW THIS PROCESS IS ULTIMATELY WORKING TO ENSURE THAT STUDENTS ARE GETTING THE SUPPORT THAT THEY ULTIMATELY NEED. I'D LIKE TO TURN IT OVER TO MR. DAVID RODRIGUEZ AT DISCOVERY TO WRAP UP OUR PRESENTATION. 
          >> THANK YOU, MR. FITZGERALD. AS STATED EARLIER, I APPRECIATE ALL OF MY SECONDARY COLLEAGUES. WE HAVE A GREAT GROUP TOGETHER. 
          DAVID RODRIGUEZ AT DISCOVERY HIGH SCHOOL. 
          IN REGARDS TO STAFF ENGAGEMENT, I STARTED WITH OUR LEADERSHIP TEAM. WE LOOKED AT THE DATA AND TOOK A LOOK AT THE LIST OF IDENTIFIED STUDENTS AND WE STARTED TALKING ABOUT DIFFERENT IDEAS THAT WE COULD DO AS WELL AS LOOK AT WHAT WE ALREADY HAD IN PLACE AT DISCOVERY HIGH SCHOOL. 
          FOR US AT DISCOVERY, IT'S ABOUT CREDIT RECOVERY AND SOCIAL EMOTIONAL SUPPORT. AFTER MEETING WITH THE LEADERSHIP TEAM, WE MET WITH THE ENTIRE STAFF IN VARIOUS STAFF MEETINGS, WE BROUGHT FORWARD OUR IDEAS BUT WE ALSO REVIEWED THE LIST OF IDENTIFIED STUDENTS AND WE TOOK A LOOK AT THE DATA AS A WHOLE WITH THE STAFF. AND WHEN YOU GET A ROOM FULL OF AULTS ON ZOOM IDEAS START FLOWING LEFT AND RIGHT, WE CAN DO THIS, WE CAN DO THAT. BUT WHAT IT COMES DOWN TO, THAT LIST WAS WAY TOO LONG. THERE WAS NO WAY OUR STAFF COULD DO EVERYTHING THAT WE WANTED TO DO. 
          SO WHAT WE DID IS THAT WE TOOK A SURVEY, THE STAFF TOOK A SURVEY BECAUSE THIS WOULD, WHAT ARE YOU COMMITTED TO DO AND THIS ALLOWED US TO CONDENSE THE LIST A LITTLE BIT. 
          BUT WE ALSO TOOK IT A STEP FORWARD AND IT'S ONE THING TO GET THE IDEAS FROM ADULTS, BUT WE ALSO WANTED TO HEAR FROM THE STUDENTS. BECAUSE IF THE STUDENTS DON'T BUY INTO THE IDEAS THE ADULTS HAVE THEN IT'S ALL FOR NAUGHT. 
          95 STUDENTS DID RESPOND. AFTER REVIEWING BOTH SURVEYS THERE WAS A COMMONALITY BEING OF THEME OF CREDIT RECOVERY. 
          AND THAT'S NOT MUCH OF A SURPRISE. 
          BUT ONE OF OUR INTERVENTIONS THAT WE'RE PUTTING IN PLACE IS WE'RE CREATING AN INDEPENDENT STUDY CLASS VIA GOOGLE CLASSROOM THAT ALLOWS FLEXIBILITY FOR OUR STUDENTS TO WORK ON THIS CLASS DURING THEIR OWN TIME. BECAUSE WE ARE THINKING ABOUT OKAY LET'S JUST ADD ANOTHER CLASS AT THE END OF THE DAY. 
          WELL HEARING BACK FROM OUR STUDENTS, THAT WOULDN'T WORK BECAUSE MANY OF OUR STUDENTS HAVE JOBS AFTER SCHOOL AND THEY TAKE CARE OF FAMILY MEMBERS, THEY HAVE LIFE HAPPENING AFTER SCHOOL, SO THIS IDEA ALLOWS THE STUDENTS TO WORK AT THEIR OWN TIME AND MANY OF OUR STUDENTS AS RIGHT NOW, MANY OF THEM TURN IN THEIR WORK AT 10:00, 11:00, 12:00 AT NIGHT WE'RE SEEING DIFFERENT STUDENTS WHEN THEY HAVE TIME BECAUSE THERE'S A LOT OF THINGS GOING ON IN OUR STUDENTS LIVES. 
          AND SO THIS IS JUST ANOTHER OPPORTUNITY THAT WOULD ALLOW OUR STUDENTS, BECAUSE WE CAN'T FIT IT IN THE REGULAR DAY BECAUSE THEIR SCHEDULE IS ALREADY IMPACTED, THEY MAY NEED JUST 1 OR 2 CREDITS TO FINISH OFF AND GET CREDIT FOR THE WHOLE CLASS THAT GOES TOWARDS GRADUATION. SO THAT'S ONE OF THE THINGS THAT WE'RE DOING AND WE ACTUALLY LATE LAST WEEK OUR TEACHERS STARTED REACHING OUT TO THESE STUDENTS TO INVITE THEM TO THESE CLASSROOMS. BUT IT WAS ENGAGEMENT FROM STAFF AS WELL AS THE STUDENTS. SO NOW I'LL PASS IT BACK ON TO 
          OUR FEARLESS LEADER, MS. BORGES. >> THANKS, YOU GUYS. 
          IF WE CAN GO BACK TO THE SLIDE DECK AND MOVE TO SLIDE 11. 
          >> WHAT WE'RE GOING TO SEE ONCE THEY PULL THIS UP IS WE'RE GOING TO LOOK AT THE SURVEY RESULTS. WE SENT THE SURVEY OUT TO OUR COMMUNITY AND FAMILIES AND ASKING THEM TO RESPOND. 
          AND SO WE WANTED TO SHOW WHAT THOSE RESULTS WERE LOOKING AT OUR K-12 FOR SECONDARY SITES. WHAT YOU'LL SEE WHEN IT COMES UP IS THEY AGREE WITH US. THEY AGREE THERE WAS A SIGNIFICANT LEARNING DISRUPTION GOING ON WITH OUR STUDENTS. 
          OF OUR TARGET STUDENTS, 89% OF OUR FAMILIES RESPONDED THAT WAY. 
          WHAT WAS INTERESTING IS YOU LOOK AT WHAT THEY NEEDED FOR THAT SUPPORT AND THEY'RE ASKING FOR IN SUPPORT DURING THE SCHOOL DAY, ALMOST 80% OF OUR TARGETED FAMILIES ASK FOR THAT. 
          75% OF ALL OF OUR FAMILIES 6-12 ASK FOR SUPPORTS DURING THE DAY. 
          SO AS YOU JUST HEARD FROM OUR AMAZING PRINCIPALS, WHAT THE STAFF IS PROVIDING FEEDBACK TO THEM WHAT THEY'RE HEARING FROM 
          [01:00:03]
THEIR STUDENTS IS IN ALIGNMENT WITH THESE SURVEY RESULTS. 
          WE NEED THE SUPPORT FOR OUR KIDS, WE SEE THAT THERE'S ACADEMIC LEARNING DISRUPTION, BUT WE KNOW THAT RIGHT NOW WHILE WE'RE STILL IN THIS VIRTUAL SETTING, WE'RE EXCITED THE K-5'S, K-8'S ARE ABLE TO COME BACK. 
          WE NEED TO IMPLEMENT THAT SUPPORT DURING THE DAY. 
          AND YOU HEARD FROM OUR PRINCIPALS THAT'S WHAT THEY'RE DOING TO SUPPORT THEM. SO IF WE MOVE ON, WE KNOW AS WE SAID BEFORE, WE'RE FOCUSING ON PHASE ONE AND WHILE WE REMAIN FOR DISTANCE LEARNING, YOU KNOW WE'LL CONTINUE TO FOCUS ON WHAT WE CAN DO IN THIS DISTANCE LEARNING MODEL. 
          AND YOU KNOW, AGAIN FOR THIS PART IT'S JUST TALKING ABOUT LOOKING AT THE ACTIONS WE'RE TAKING, HOW ARE WE USING OUR METRICS TO MEASURE OUR ACTIONS TO KNOW IF WE'RE HAVING AN IMPACT ON OUR STUDENTS AND DOING THAT IN A TIMELY WAY SO THAT WE'RE NOT WAITING UNTIL THE END OF THE SCHOOL YEAR TO KNOW IF THERE'S IMPACT. KNOWING NOW IS THERE IMPACT SO WE CAN MAKE ADJUSTMENTS THROUGHOUT THE REST OF THE SCHOOL YEAR. AND AS WE MOVE TO THE NEXT SLIDE, I'M GOING TO ASK TO TAKE OFF HIS PRINCIPAL HAT AND PUT ON HIS SUPERINTENDENT ONE AND TALK TO YOU ABOUT OUR TEMPORARY GRADE POLICY. OH, THERE YOU GO. 
          >> I DID IT. SORRY ABOUT THAT. 
          JUST AS A REMINDER ON THE 20TH OF LAST MONTH THE BOARD APPROVED A RESOLUTION WHERE WE PUT THIS TEMPORARY GRADE POLICY INTO PLACE WITH AN MLU GIVING KIDS THE OPPORTUNITY TO RAISE THEIR GRADE UP TO A C. I WOULD BE REMISS TO SAY IF PART OF OUR 18 MONTH PLAN, A LOT OF WORK HAS BEEN GOING INTO WORKING WITH THESE STUDENTS WHO HAVE PROGRESS GRADES AND HELPING THEM IMPROVE THOSE TO REGAIN GRADUATION STATUS. 
          I'LL THROW SOME NUMBERS AT YOU IF WE GO TO THE NEXT SLIDE. 
          THIS IS IMPACTING A LOT MORE THAN JUST OUR TARGETED STUDENTS, SO I WANT TO KIND OF TALK ABOUT BOTH. 
          FIRST OF ALL, OF OUR 4,309 STUDENTS IN GRADES 9-12 ACROSS THE DISTRICT, 1,241 OF THEM ARE CURRENTLY WORKING TO IMPROVE THOSE IN PROGRESS GRADES. IF WE FOCUS ON OUR 987 TARGETED STUDENTS, 281 OF THEM ARE ACTIVELY WORKING TO IMPROVE THEIR LAST SEMESTER GRADE ALONG WITH RECEIVING WEEKLY SUPPORT IN ABLE TO DO THAT. THAT REPRESENTS AN ADDITIONAL 960 STUDENTS THAT ARE WORKING TO IMPROVE THEIR SEMESTER GRADE. 
          AND THEN WE HAVE FOR ESPECIALLY OUR SENIORS AND SOME OF OUR JUNIORS, WE HAVE STUDENTS THAT RECEIVE NO CREDITS THAT OUR COUNSELORS HAVE WORKED WITH THEM TO SCHEDULE THEM IN APEX CLASSES OR RESCHEDULING THEM SO THAT THEY CAN EARN CREDITS THAT THEY NEED FOR GRADUATION DURING THE DAY TO REMEDIATE SOME OF THAT. 
          SO THAT WORK HAS REALLY BEEN FOCUSED AROUND OUR SENIORS. 
          AND THEN WE HAVE OF OUR 597 TARGETED STUDENTS, WE HAVE 269 OF THEM THAT EARN BOTH AN IN PROGRESS GRADE AND AT LEAST ONE NO CREDIT GRADE. SO WE'RE REALLY SUPPORTING A LARGE NUMBER OF STUDENTS THROUGH THIS IN PROGRESS GRADE PROCESS THROUGH THE RESOLUTION THAT THE BOARD DID LAST MONTH. 
          I KNOW WE'RE THANKFUL FOR THAT OPPORTUNITY TO GIVE KIDS THE EXTRA TIME TO CONTINUE WORKING AND IMPROVING. 
          WITH THAT, I'LL PASS IT BACK TO SHAY. 
          >> SO THE REMINDER HERE, THE OBSERVATIONS, WE HAVE THE SAME REMINDER THAT DO LIMITATIONS OF US BEING IN DISTANCE LEARNING RIGHT NOW, WE'LL CONTINUE TO FOCUS ON WHAT WE CAN DO FOR THE STUDENTS DURING THIS MODEL. CONTINUING TO GAUGE THE FAMILIES, REALLY EXCITED ABOUT THINGS THAT WE HEARD FROM MR. BAKER AND SPREADING THAT ABOUT BRINGING MORE FAMILIES IN TO GET THEM INVOLVED AND HOW TO SUPPORT THEIR STUDENTS DURING THIS TIME. WE'LL CONTINUE TO PROVIDE SOME EXTRA OPPORTUNITIES OUTSIDE THE SCHOOL DAY, BUT FOCUS RIGHT NOW IN THIS MODEL WHAT WE CAN DO DURING THE DAY AND THEN AS WE MOVE THROUGH AND WE'RE ABLE TO FINALLY COME BACK, HOW CAN WE THEN EXPAND WHAT WE'RE DOING AS WE'RE ABLE TO DO IN PERSON SUPPORT FOR OUR STUDENTS. AND WITH THAT WE ASK THE BOARD 
          IF THEY HAVE ANY QUESTIONS. >> I HAVE NO QUESTIONS, JUST A RECOGNITION. IT MAY SEEM TRIVIAL, BUT IT'S NOT TRIVIAL TO ME THAT THERE'S A SURVEY QUESTION ABOUT DISRUPTION IN PHYSICAL FITNESS. THAT'S REALLY IMPORTANT ESPECIALLY AS WE HAVE SOME OF OUR GRADUATING SENIORS WHO HAVE HAD THEIR ATHLETIC COMPETITIONS DISRUPTED AND THEIR ATHLETICS CAREERS DISRUPTED BY THE PANDEMIC. 
          SO I REALLY WANT TO DIG IN IN THE NEXT COUPLE OF MONTHS WITH 
          [01:05:03]
THE SUPPORT OF THIS BOARD TO MAKE SURE THAT THOSE STUDENTS WHO MAY HAVE HAD AN OPPORTUNITY TO RECEIVE A COLLEGE SCHOLARSHIP HAVE HELP PUTTING TOGETHER RECRUITING VIDEOS AND SENDING APPROPRIATE LETTERS TO COLLEGES TO MAKE SURE THAT THEIR ATHLETIC ACCOMPLISHMENTS AREN'T GOING UNNOTICED. 
          THANK YOU. >> THANK YOU. 
          >> IT WAS A LITTLE HARD TO HEAR YOU SO I'M NOT SURE. 
          >> I'LL START US OFF. SO FOR OUR SENIORS, ONE OF THE THINGS THAT IS IN PLACE RIGHT NOW IS THERE'S AN EXTENDED OPPORTUNITY OVER THE SUMMER. THERE'S ADDITIONAL TIME FOR THEM TO BE ABLE TO GRADUATE WITH THIS YEAR'S CLASS, THEIR FELLOW SENIORS. AND SO THERE'S SOME ADDITIONAL THINGS THAT WE'RE REALLY FOCUSING ON PUTTING IN PLACE OVER THE SUMMER VIRTUALLY AND THEN AS WE'RE ABLE TO MOVE MORE TOWARDS IN PERSON, SO THAT WE GIVE THEM ADDITIONAL OPPORTUNITIES AND ACCESS TO COURSES TO RECOVER CREDITS AND GET THAT SUPPORT THAT THEY NEED OVER THE SUMMER. 
          IS THERE ANYTHING ELSE? IT'S JUST TALKING ABOUT THAT CONDENSED TIMELINE FOR OUR SENIORS SINCE THEY WON'T BE WITH 
          US FOR 18 MONTHS. >> IT WAS STILL HARD TO HEAR BUT YES THAT'S CORRECT THAT WE'RE GOING TO BE FOCUSING ON OPPORTUNITIES THAT WE CAN THROUGH GRADUATION AND THEN FROM THERE ADDITIONAL OPPORTUNITIES IN THE SUMMER THAT WILL GET OUR STUDENTS ACROSS THE STAGE AND WHERE THEY NEED TO BE. 
          >> I KNOW THE NUMBERS OF OUR LOW INCOME STUDENTS THAT KIND OF WERE -- BUT I KNOW THIS PANDEMIC HAS HURT THE LEAST AMONG US AND THE SUPPORTS WE NEED. I WANT TO HEAR MORE HOW WE'RE DIGGING INTO THAT BECAUSE IT'S ALSO AN EQUITY ISSUE. 
          AND AMONG OUR LOW INCOME ARE WE SEEING DISPARITIES ALSO WITHIN 
          RACE? >> IT'S HARD FOR US TO KNOW -- 
          >> WE'LL SHARE WITH YOU IT'S MORE OF A FUTURE THING THAT WE'LL BE ABLE TO SHARE BACK WITH THE BOARD. 
          >> LET ME TURN MY MIC ON. SO A COUPLE OF THINGS CAUGHT MY ATTENTION LISTENING TO THE PRINCIPALS. 
          ONE OF THEM WAS AND I THINK THIS IS SOMETHING I BROUGHT UP MANY TIMES ABOUT KIND OF LOOKING AT WHAT WE DO IN TERMS OF LEARNING. 
          BUT SCOTT FITZGERALD, YOU TALKED ABOUT TO TAKE A MORE SYSTEMATIC APPROACH TO WHAT OCCURS DURING OFFICE HOURS. 
          AND AT SOME POINT LATER ON I'D LOVE TO SEE HOW THAT TO GET A BETTER UNDERSTANDING OF THAT BECAUSE I THINK THAT'S ONE OF THE THINGS THAT WE DON'T ALWAYS HOLD OURSELVES ACCOUNTABLE TO IS A SYSTEMATIC APPROACH. AND I THINK WHEN WE DO THAT, THEN WE HAVE A WAY TO GO BACK AND REALLY MEASURE WHAT WERE WE ABLE TO ACCOMPLISH. SO AT SOME POINT I'LL HAVE ANOTHER CONVERSATION WITH YOU ABOUT IT. 
          NOT RIGHT NOW, KIND OF PUT YOU ON THE SPOT. 
          BUT I'M INTERESTED IN SEEING HOW THAT WORKS BECAUSE I THINK WHEN WE SAY TO KIDS OR WHEN WE SAY SOMETIMES EVEN TO TEACHERS THIS IS WHAT YOU'RE GOING TO DO DURING THIS DESIGNATED HOUR, SOMETIMES THAT'S VERY AMBIGUOUS AND THAT AMBIGUITY DOESN'T ALWAYS ADDRESS THE NEEDS OF THE STUDENTS. 
          SO INTERESTED IN HEARING MORE IN THE FUTURE ABOUT THAT. 
          AND THEN DAVID, YOU MADE A COMMENT AND I THINK THIS IS SO INTERESTING, DAVID RODRIGUEZ, NICE TO SEE YOU BY THE WAY, ALL OF YOU GUYS UP THERE. BUT YOU MADE A COMMENT AND YOU'RE ASKING THE TEACHERS WHAT ARE YOU COMMITTED TO DOING. 
          AND THAT JUST STRUCK ME, THAT QUESTION. 
          WHAT ARE YOU COMMITTED TO DOING. IT KIND OF REMINDS ME OF I'VE HEARD THAT IN A MOVIE BEFORE WITH A FAMOUS TEACHER WHEN HE WAS ASKED THAT QUESTION AND HE SAID I COULD DO MORE AND MORE AND MORE AND SOUNDS LIKE THOSE TEACHERS IN THAT ROOM THAT DAY DID THAT. SO I THINK THAT'S SOMETHING ELSE WHEN WE LOOK AT HOW TEACHERS NEED TO BALANCE ALSO THEIR TIME AND WE HAVE TO RESPECT THAT BECAUSE THEY TOO HAVE FAMILIES AND THEY DO HAVE TO GET RECHARGED FOR THE NEXT DAY, BUT 
          [01:10:03]
AGAIN I THINK WE NEED TO LOOK AT THE REALITY OF WHAT CAN WE EXPECT THEM TO DO DURING THE DAY. 
          AND WHAT IS IT THAT WE NEED TO HAVE SUPPORT FOR DURING THOSE EXTRA HOURS, WHAT TYPES OF RESOURCES. 
          SO ANYWAY, I WAS INTRIGUED ABOUT HOW YOU GUYS BRAINSTORMED AND BRAINSTORMED AND YOU WANTED TO DO EVERYTHING, DAVID. 
          TELL THEM WE LOOK FORWARD TO HAVING THEM DO THAT AT SOME POINT. BUT ANYWAY, I JUST THINK THOSE WERE TWO THINGS THAT, ALL OF YOU HAD SUCH GREAT THINGS TO OFFER TONIGHT. IT'S THOUGHTFUL, VERY THOUGHTFUL APPROACHES. AN APPROACH THAT WORKS WELL FOR YOUR SCHOOL WHETHER IT WAS FOCUSING ON PARENT ENGAGEMENT, TAKING EACH GRADE LEVEL AS WE HEARD AT NATOMAS MIDDLE SCHOOL AND TAKING THAT APPROACH AND LOOKING AT OFFICE HOURS, BUT I AM SO EXCITED ABOUT THE FACT THAT THERE WILL BE ATTENTION TO WHETHER IT'S CREDIT RECOVERY OR WHETHER IT'S HELPING STUDENTS TO GET CAUGHT UP DURING THE DAY AS OPPOSED TO ADDING ON MORE. 
          I THINK THAT DURING THE DAY WHEN THEY'RE FRESH AND THEY NEED THAT RIGHT NOW. BECAUSE RIGHT NOW WE ARE FACING LIKE MANY SCHOOL DISTRICTS AROUND CALIFORNIA, WE ARE FACING THIS ISSUE OF STUDENT'S LOSS OF LEARNING. 
          AND THIS IS SO CRITICAL. WE OWE IT TO THESE KIDS. 
          AND I JUST WANT TO THANK YOU FOR YOUR EFFORTS AND LOOK FORWARD TO HAVING MORE CONVERSATIONS WITH ALL OF YOU ABOUT THIS VERY, VERY CRITICAL TOPIC. THANK YOU. 
          GOOD TO SEE ALL OF YOU. >> JUST TO PIGGY BACK OFF WHAT TRUSTEE KAPLAN SAID, I HAVE SOME QUESTIONS, I WOULD LIKE TO SEE MORE ON THE DISPARITY NUMBERS FOR THE LOW INCOME AND AFRICAN AMERICAN. BUT THAT'S ALL NOW FOR THE SAKE 
          OF TIME. >> ALL RIGHT. 
          THANK YOU. BYE, PRINCIPALS. 
          YOU CAN STEP OFF. >> PRINCIPALS CAN GO. 
          [XIII. CONSENT ITEMS]
          BYE-BYE. >> OKAY, MOVING ON TO CONSENT ITEMS. AND I AM LOOKING FOR A MOTION AND A SECOND TO APPROVE THE CONSENT CALENDAR. 
          >> MOVE APPROVAL. >> MOVE BY TRUSTEE GRANT. 
          SECOND BY TRUSTEE HARDEN. JEN, WOULD YOU CALL THE ROLL. 
          >> BAINS. >> AYE. 
          >> GARCIA. >> AYE. 
          >> GRANT. >> AYE. 
          >> HARDEN. >> AYE. 
          >> HEREDIA. >> AYE. 
          >> KAPLAN. >> AYE. 
          >> OKAY, MOTION CARRIES 6-0. NOW WE ARE MOVING ON TO, HOLD ON ONE SECOND, EVERYONE. SORRY. 
          [XIV.a. Select and Vote for no more than Five Candidates to Serve as Representatives to the CSBA Delegate Assembly]
CONSENT ACTION ITEMS. OKAY, SOMETHING HAPPENED HERE. 
          MOVING ON TO OUR ACTION ITEMS. FIRST ITEM IS SELECT AND VOTE FOR NO MORE THAN FIVE CANDIDATES TO SERVE AS REPRESENTATIVES TO THE CSBA DELEGATE ASSEMBLY. THIS IS THE BODY THAT LISA KAPLAN CURRENTLY SERVES ON AND I WAS A FORMER MEMBER OF THIS DELEGATION AND I THINK THAT THERE WERE FOUR TRUSTEES IN THIS 
          AREA WHOSE NAMES WERE SUBMITTED. >> BUT I'M NOT SURE ALL ARE 
          QUALIFIED. >> OKAY. 
          >> SO I'D PREFER WE DIDN'T STEP IN THAT IF I COULD BE OKAY IF IT WAS JUST THE BOARD NOMINATED ME. AND THEN ANY SPOTS NOT FILLED THERE'S A DIRECTOR, THEY CAN GO TO INDIVIDUAL DISTRICTS. 
          BUT I THINK THERE'S A POSSIBILITY THAT SOMEBODY HAS SUBMITTED THEIR NAME AND THEY MAY NOT BE ELIGIBLE. 
          >> ALL RIGHT. SO MS. KAPLAN WHO CURRENTLY SERVES ON THE DELEGATE ASSEMBLY WHICH IS ABOUT A 300 MEMBER ELECTED AND I'LL KIND OF EXPLAIN THIS TO YOU FOR THE PUBLIC IS THAT CALIFORNIA IS DIVIDED INTO REGIONS. 
          WE ARE REGION 6B. AND WE ARE ALLOWED TO HAVE SO 
          [01:15:04]
MANY DELEGATES SERVE ON THE FLOOR OF THE CALIFORNIA SCHOOL BOARD ASSOCIATION AND SO WHEN WE ARE DELEGATES, WE'RE UP FOR RE-ELECTION EVERY TWO YEARS. AND SO TRUSTEE KAPLAN IS UP FOR RE-ELECTION. AND ALTHOUGH THERE ARE THREE OTHER NAMES IN ADDITION SUBMITTED TO HER, THE REQUEST IS THAT WE SUPPORT HER BECAUSE SHE'S THE ONLY ONE THAT WE KNOW 
          UNLESS ANYONE ELSE -- >> NO, NO. 
          I'M GOOD. Y'ALL KNOW HOW I AM ABOUT THIS. 
          IS THAT A MOTION TO SPLIT THE VOTES OR STRICTLY TO -- 
          >> IT'S NOT A MOTION TO SPLIT. >> OKAY. 
          I JUST, OKAY. >> IT'S NOT A MOTION TO SPLIT. 
          THOSE ARE JUST SOME NAMES, YOU GET TO KIND OF PICK FROM. 
          >> YOU CAN VOTE FOR ONE, NONE, ALL, SOME. 
          >> RIGHT. >> I'LL MAKE A MOTION FOR 
          MYSELF. >> OKAY, I'LL SECOND THE MOTION. 
          >> OKAY. MOVE BY TRUSTEE KAPLAN. 
          SECOND BY TRUSTEE GRANT. >> I DO WANT TO ADD THOUGH THAT AS OUR DELEGATE SUCCESSFULLY VENTURES ON TO CSBA THAT SOMEBODY HAS TO FIND A WAY TO ALLOW US TO HAVE MORE INFORMATION ON THE PEOPLE THAT WE DON'T KNOW, RIGHT. 
          SO IF THE POWERS THAT GOVERN THE GREAT BODY OF CSBA WILL LOOK INTO ASSISTING US PRESENT TRUSTEES WITH INFORMATION, I WOULD APPRECIATE THAT AT THEIR EARLIEST CONVENIENCE. 
          >> YEAH, AND I THINK THAT INFORMATION -- 
          >> DID YOU SEE THE SKETCH THAT THEY DID AND THE QUESTIONS? ARE YOU LOOKING FOR MORE BEYOND THAT? 
          >> NO, NO. I MEAN IT COMES TO THE BOARD AND I FEEL LIKE IF THIS WAS SOMETHING THAT I CAN HAVE MORE INFORMATION WITH IN ADDITION TO THE SKETCH, I DIDN'T SEE THE SKETCH, FULL DISCLOSURE. BUT EVERY YEAR IT'S LIKE I'M HAPPY TO SUPPORT LISA. BUT YOU'VE SEEN ME OUT HERE. 
          >> I UNDERSTAND. I UNDERSTAND WHAT YOU'RE ASKING, YES. AND SO WE'RE GOING TO TRY TO MAKE A BETTER EFFORT OF GETTING THAT INFORMATION TO US SOONER THAN LATER. OKAY SO WE HAVE A MOTION ON THE FLOOR MOVED BY TRUSTEE KAPLAN, SECONDED BY TRUSTEE GRANT. 
          JEN, WOULD YOU CALL THE ROLL PLEASE. 
          >> BAINS. >> AYE. 
          >> GARCIA. >> AYE. 
          >> GRANT. >> AYE. 
          >> HARDEN. >> AYE. 
          >> HEREDIA. >> AYE. 
          >> KAPLAN. >> AYE. 
          >> ALL RIGHT. YOU'RE WELCOME. 
          YES. YEAH, EXACTLY. 
          [XIV.b. Approve Resolution No. 21-07 Recognizing February 2021 as African American History Month]
ALL RIGHT NOW MOVING ON TO THE NEXT ITEM APPROVE RESOLUTION NUMBER 21-07 RECOGNIZING FEBRUARY 2021 AS AFRICAN AMERICAN HISTORY MONTH. SUPERINTENDENT EVANS, DO YOU 
          HAVE ANY COMMENTS BEFORE WE -- >> I STRONGLY RECOMMEND IT'S 
          APPROVAL. >> OKAY. 
          I'M LOOKING FOR A MOTION. >> SO MOVED. 
          >> OKAY MOVED BY TRUSTEE KAPLAN. SECOND BY TRUSTEE BAINS. 
          ALL RIGHT. AGAIN, JEN, ROLL. 
          >> BAINS. >> AYE. 
          >> GARCIA. >> AYE. 
          >> GRANT. >> AYE. 
          >> HARDEN. >> AYE. 
          >> HEREDIA. >> AYE. 
          >> KAPLAN. >> AYE. 
          [XIV.c. Ratify Addendum No. 1 to 2021-22 School Year Negotiations MOU Between Natomas Unified School District and Natomas Teachers Association]
          >> ALL RIGHT, MOTION CARRIES 6-0. 
          ITEM C, RATIFY ADDENDUM NO.  1 TO 2021-22 SCHOOL YEAR NEGOTIATIONS MOU BETWEEN NATOMAS UNIFIED SCHOOL DISTRICT AND 
          NATOMAS TEACHERS ASSOCIATION. >> MOVE FOR APPROVAL. 
          >> MOVE APPROVAL BY TRUSTEE GRANT. 
          >> WE HAVE TO GIVE THAT TO -- >> WE'LL JUST GO AHEAD AND GET THIS FIRST AND THEN WE'LL COME BACK. 
          TRUSTEE GRANT, I'M SORRY. >> SECOND HER MOTION. 
          >> OKAY MOVED BY TRUSTEE GARCIA. SECOND BY TRUSTEE GRANT. 
          AND NOW DISCUSSION. IS THERE ANY DISCUSSION ON THIS? 
          >>> WE ACTUALLY DID ASK FOR THAT AND THROUGH THE PROCESS AND NEGOTIATIONS, THERE WAS SOME GIVE AND TAKE. 
          WE ACTUALLY TEND TO LEAVE SOME OF THE COLORS AND SOMETIMES THE STRIKE THROUGHS IN HERE FOR YOU TO SEE WHERE WE'VE OFFERED 
          [01:20:04]
SOMETHING AND TRIED AND THIS IS WHERE WE LANDED ON A DEAL. 
          SPECIFICALLY THE BOARD AUTHORIZED THE NEED TO NEGOTIATE THE QUICKEST OPENING OF SCHOOL. SO THIS IS A RATIFICATION, NOT SOMETHING THAT CAN NECESSARILY BE CHANGED. 
          YOU CAN MAKE A REQUEST TO NTA TO CONSIDER MOVING IT UP IF THEY WOULD LIKE. IT'S JUST AS FAR AS THIS GOES, THIS IS THE BEST DEAL WE WERE EVER TO GET AND ALREADY HAVE STUDENTS BACK. AND IF WE UNILATERALLY CHANGE SMETHING, IT WOULD BE AN UNFAIR LABOR PRACTICE THAT WE WOULD IN 
          ALMOST ALL LIKELIHOOD LOSE. >>> OKAY SO WE HAVE A MOTION GARCIA. I'M SORRY, TRUSTEE KAPLAN. 
          SORRY. >> JUST TO BE CLEAR I HAVE A COUPLE OF QUESTIONS THAT I SENT TO STAFF AND THE SUPERINTENDENT PRIOR. SO THIS IS NOT A SURPRISE. 
          ONE OF THE THINGS I'D LIKE TO ASK PIGGY BACKING SINCE TRUSTEE BAINS AND I TALKED ABOUT THE SIX WEEKS DISCUSSION. 
          IS WHEN CAN WE GO BACK AND NEGOTIATE AN EXTENDED DAY. 
          IT'S AN EXTREME HARDSHIP FOR MANY PARENTS TO DROP OFF THEIR KIDS AND PICK THEM UP TWO HOURS AND 45 MINUTES. 
          AND WE JUST HEARD A PHENOMENAL PRESENTATION LAST TWO BOARD MEETINGS ABOUT WHAT OUR STAFF IS DOING FOR THE LEARNING DISRUPTION. I UNDERSTAND WE'VE GOT TO THIS POINT SO NOW IF THE NUMBERS KEEP GOING THE WAY THEY ARE, I THINK WE OWE AN OBLIGATION TO OUR STUDENTS IF WE CAN'T GO FIVE DAYS A WEEK, HOW DO WE DO A FULL DAY. 
          WE HAVE BEEN PROGRESSIVE IN HOW WE DO IT. 
          I HOPE THIS IS SOMETHING THAT THE BOARD WILL SUPPORT IF THERE'S THAT OPPORTUNITY THAT YOU CAN LET THE SUPERINTENDENT KNOW THAT YOU ALSO SUPPORT EXTENDING THE DAY AND IF THE TIME COMES MAYBE MELDING THE COHORT SO THE KIDS CAN GO FIVE DAYS A WEEK WHEN IT BECOMES A SAFETY ITEM. 
          BUT I THINK WE OWE IT TO OUR STUDENTS AND OUR FAMILIES TO SAY WHEN THAT POSSIBILITY IS OR LOOK AT HOW WE CAN CLARIFY THAT WE IF 
          WE NEED TO IN ANOTHER MOU. >> SO CAN I ASK A QUESTION. 
          SO I UNDERSTAND WHAT YOU'RE ASKING, SO YOU WANT US TO NOTIFY THE PARENTS AS TO WHEN THAT MIGHT OCCUR. 
          BUT JUST AS IMPORTANT THEN WOULD BE TO HAVE THEM UNDERSTAND THAT THERE COULD BE THIS MIXING OF COHORTS. 
          >> IF IT'S SAFELY ALLOWED. >> RIGHT. 
          >> IF IT'S SAFELY ALLOWED, WHEN CAN WE, WHEN CAN THAT HAPPEN. 
          DOES IT HAVE TO BE NEGOTIATED? WHEN CAN WE NEGOTIATE THAT? I THINK IT'S SOMETHING WE SHOULD LOOK INTO. 
          >> OKAY, I'M JUST TRYING TO GET ON TO THE MIXING OF THE COHORTS BECAUSE I THINK THAT'S THE UNDERLYING CONDITION HERE IS WHEN WOULD IT BE SAFE. BECAUSE WE'D HAVE SOME PARENTS SAY MIX THEM, I DON'T CARE. WE'D HAVE OTHER PARENTS SAYING I WANT A VOICE IN THIS, I DON'T WANT MY KIDS MIXED. 
          >> BUT I ALSO UNDERSTAND THAT IF WE START GETTING DOWN TO RED OR ORANGE AND WE LOOK AT THINGS AND THERE WOULD ONLY BE 14 STUDENTS IN A CLASSROOM AND WE CAN FIT 14 DESKS SIX FEET APART, WE OWE AN OBLIGATION TO OPEN FIVE DAYS A WEEK IF WE HAVE THE SPACE IN 
          CLASSROOMS. >> RIGHT. 
          >> TO DO THAT AS WE DISCUSSED LAST YEAR IN OCTOBER WHEN ALL OF THIS CAME DOWN BECAUSE I'M SO APPRECIATIVE OF STAFF AND NTA COMING TOGETHER FOR AN AGREEMENT THAT REALLY WAS DONE IN OCTOBER LAST YEAR. BUT I THINK WE KNOW MORE, WE'RE AWARE. LET'S GET OUR KIDS IN CLASS, BUT LET'S START FIGURING OUT HOW WE CAN INCREASE THE TIME FIRST, LONGER DAYS. THAT'S HOW YOU ADDRESS LEARNING 
          DISRUPTIONS. >> MHM. 
          >> YOU REALLY DO, AND THEN IF THERE'S A WAY AND CLASSES WE CAN HAVE FIVE DAYS A WEEK, MANY ARE STARTING TO GO THAT WAY. 
          I THINK WE CAN, THERE WILL BE A TIME WE CAN SAFELY DO IT. 
          >> YEAH, WE'D HAVE TO LOOK AT THAT AND UNFORTUNATELY WE'RE NOT IN THE SAME COUNTY OR THE SAME JURISDICTION AS THEM. 
          >> SO WHAT IS THE PROTOCOL IF A STUDENT COMES TO SCHOOL WITH 
          SYMPTOMS? >> I GOT THAT ONE. 
          >> SO ON OUR WEBSITE THERE IS WE'VE POSTED THE COVID SAFETY 
          [01:25:06]
PLAN. AND THIS IS BASED ON THE JANUARY 14TH GUIDANCE FROM THE CALIFORNIA DEPARTMENT OF PUBLIC HEALTH. AND THAT QUESTION REGARDING HOW WE ADDRESS STUDENTS WHO ARE SYMPTOMATIC IS VERY CLEARLY OUTLINED IN THAT PLAN. SO I WANT TO DRAW EVERYONE'S ATTENTION TO THE PLAN TO MAKE SURE THEY KNOW THAT IT'S ON THE WEBSITE. SECTION 7 PAGE I'LL TELL YOU, PAGE 36 ANSWERS THAT QUESTION REALLY THOROUGHLY. 
          >> SO IF WE DO HAVE A STUDENT ON CAMPUS AND THEY ARE SYMPTOMATIC, WHAT ARE THE NEXT STEPS THAT WE TAKE? 
          >> WE DO OUR, AGAIN THIS IS IN THE PLAN. 
          SO THAT QUESTION IS GETTING INTO COTACT TRACING. 
          SO IF THERE'S A STUDENT WHO IS SYMPTOMATIC THEN WE'RE GOING TO ADDRESS IT AS OUTLINED IN THE COVID SAFETY PLAN AND OUR NURSES WILL GET INVOLVED AND DECISIONS WILL BE MADE BASED ON THE NURSE'S PROFESSIONAL OPINION. BUT IT'S ALL OUTLINED, SECTION 7, SECTION 9 ARE REALLY CLEAR IN THAT AREA. 
          >> SO THERE HAVE BEEN SOME QUESTIONS ABOUT LIKE THE RAPID TEST. IS CURRENTLY OUR PROTOCOL IF A RAPID TEST COMES BACK NEGATIVE BUT THE STUDENT STILL HAS SYMPTOMS THAT THEY BE ALLOWED TO GO BACK TO CLASS OR WOULD WE 
          KEEP THEM IN ISOLATION? >> SO IT'S A HARD QUESTION TO ANSWER BECAUSE WE HAVE TO LOOK AT THE REASONS THE STUDENT IS SYMPTOMATIC. SO OUR NURSES WOULD MAKE THAT PROFESSIONAL JUDGMENT. ONE OF THE WAYS THAT HAPPENS IS LOOKING AT WHETHER OR NOT THE STUDENT HAS AN EXISTING HEALTH PLAN. SO A STUDENT WHO HAS DOCUMENTED ALLERGIES DURING ALLERGY SEASON THEY'RE GOING TO LOOK AT A LITTLE DIFFERENTLY THAN A STUDENT IN A DIFFERENT SITUATION. SO IF YOU'RE LOOKING AGAIN AT THE COVID SAFETY PLAN ON THE WEBSITE SECTION 7 TALKS ABOUT SYMPTOMATIC HOW WE ADDRESS SYMPTOMATIC INDIVIDUALS AT SCHOOL. SECTION 9 TALKS ABOUT TESTING AND SECTION I THINK IT'S 10 TALKS ABOUT CONTACT TRACING AND 
          HOW WE ADDRESS IT. >> I KNOW STAFF HAS DONE A WONDERFUL JOB EXPLAINING THAT TO US. 
          BUT I THINK SOMETIMES IT'S INCUMBENT UPON US TO ALSO REEDUCATE OUR COMMUNITY AND ASK THAT. 
          SO I REALLY APPRECIATE THIS. AT WHAT POINT DOES A COHORT GET SHUTDOWN OR A SCHOOL GET SHUTDOWN BECAUSE OF COVID 
          POSITIVES? >> AGAIN THERE'S A NUMBER OF DIFFERENT THINGS. THERE'S AN OUTBREAK, THERE'S A MAJOR OUTBREAK, OR THERE'S A NON-MAJOR OUTBREAK, AN OUTBREAK, AND A MAJOR OUTBREAK. SO EACH SITUATION IS DIFFERENT. 
          THIS IS ONE OF THE REASONS WHY IT'S CRITICAL THAT WE ARE VERY AWARE OF OUR SMALL STABLE GROUPS AND THE CONSEQUENCES OR POTENTIAL CONSEQUENCES OF MIXING THESE GROUPS. 
          SO AGAIN IN THE SAFETY PLAN IT TALKS ABOUT EACH ONE OF THESE TYPES OF OUTBREAKS AND HOW DECISIONS ARE MADE. 
          AND THE VERY FIRST THING THAT WE WOULD DO IS CONTACT SACRAMENTO COUNTY PUBLIC HEALTH. SO WE DO OUR CONTACT TRACING AND CONTACT COUNTY HEALTH AND MAKE A DECISION. 
          >> DO WE HAVE A WEBSITE WHERE PARENTS CAN SEE IF POSITIVE CASES HAVE HAPPENED, IS THAT ON OUR WEBSITE? 
          >> YES, IF YOU GO TO OUR NATOMAS WEBSITE, THE BIG BANNER JUST AS YOU OPEN UP THE WEBSITE IS TO GET COVID INFORMATION. 
          YOU CLICK THAT BUTTON AND YOU CAN GET ALL KINDS OF INFORMATION. OUR DASHBOARD IS THERE WHICH POSTS ALL OF OUR POSITIVE CASES BY SCHOOL SITE. 
          YOU CAN ALSO MAKE APPOINTMENTS FOR TESTING OR VACCINATIONS. 
          >> THANK YOU. I APPRECIATE THAT. 
          BOARD MEMBERS, I'VE BEEN INCONSISTENT WITH MY STATEMENT THAT I BELIEVED WHILE THE MOU IN OCTOBER HAD PHENOMENAL AND WONDERFUL THINGS AND HAS ALLOWED US TO GET TO THIS POINT, BUT I WAS VERY OPPOSED TO THE LIMITED TIME THAT STUDENTS GOT BACK IN CLASS. AND SO IN ORDER TO BE CONSISTENT AS THE LIMITED TIME IN CLASS IS STILL THE SAME, I WILL STILL BE VOTING NO. I SUPPORT EVERYTHING ELSE. 
          I SUPPORT REOPENING OUR SCHOOLS, MY CHILD IS BACK IN SCHOOL. 
          I JUST FEEL WE NEEDED TO BE MORE STUDENT CENTRIC AND THAT IS THE REASON FOR THIS ON THE MOU, I'M GOING TO VOTE NO. 
          I DO APPLAUD ALL OF THE HARD WORK STAFF PUT INTO THIS ME I F 
          FOR THE STUDENTS. >> I FEEL THAT'S WELL ARTICULATED AND REASONABLE AND SO FOR ME I'M GOING TO SUPPORT IT TONIGHT. I HEAR TRUSTEE KAPLAN'S CONCERNS. I SUPPORT MANY OF THOSE CONCERNS, I ALSO HEAR WHAT OUR SUPERINTENDENT IS SAYING AND SOMETIMES WHEN WE'RE MAKING DEALS, WE DON'T GET EVERYTHING WE WANT. I'M NOT COMPLETELY SATISFIED WITH IT, BUT I'VE TALKED TO THE SUPERINTENDENT ABOUT THAT. 
          HE KNOWS MY OPINIONS AND I'M GOING TO SUPPORT IT. 
          AND THEN I WILL STRONGLY SUPPORT ANY FUTURE EFFORT TO LOOK AT 
          [01:30:05]
THAT TIME, LOOK AT IT AGAIN. I THINK THAT'S ALSO SCIENTIFIC IN APPROACH. BUT I WILL BE SUPPORTING TONIGHT AND DEFINITELY RESPECT TRUSTEE KAPLAN'S POSITION. 
          >> YEAH, I WOULDN'T MIND SHARING JUST A FEW THINGS. 
          I LEFT IT IN THE OFFICE, WE TALK ABOUT FIVE DAYS A WEEK AT OTHER NEIGHBORING DISTRICTS. I WANT TO POINT OUT THAT THEY'RE EXTREMELY DIFFERENT COUNTIES WITH EXTREMELY DIFFERENT GUIDELINES. SO ONE OF THE THINGS I STILL HAVE HIGHLIGHTED BASICALLY MAKES REALLY CLEAR THE QUOTE AMERICAN ACADEMY OF PEDIATRICS AND BASICALLY SAY SCHOOLS SHOULD WEIGH THE BENEFITS OF STRICT ADHERENTS BETWEEN DISTANCING BETWEEN STUDENTS AND THE POTENTIAL DOWNSIDE IF REMOTE LEARNING IS THE ONLY ALTERNATIVE. 
          SO ONE OF THE RELEASES WE WENT BACK TO ONE OF THE DISTRICTS IN OCTOBER. THEY HIRED 14 MORE TEACHERS SO THAT THEIR CLASS SIZES WOULD BE 25 TO 1. 
          ONE OF THE DIRECTIVES OF THIS BOARD WAS TO IDENTIFY SOME METRICS BACK IN OCTOBER WHICH WE DID. 
          ONE OF THOSE METRICS WAS TO LOOK AT SQUARE FEET AND MAKE SURE THERE IS SIX FEET OF SOCIAL DISTANCING IN PLACE. 
          OUR SACRAMENTO COUNTY DOESN'T ALLOW US THE FLEXIBILITY TO IGNORE SOCIAL DISTANCING. IT ALLOWS FOR BARRIERS AND SOME OTHER THINGS. BUT IT DOESN'T ALLOW IN THE SAME WAY, IT'S IN BOLD. SCHOOLS SHOULD WEIGH THE BENEFITS. AND IN FACT REMEMBERING THE NEWS, THE PLASSAR HEALTH DIRECTOR LEFT EARLY ON IN DISAGREEMENT WITH THE COUNTY BOARD OF SUPERVISORS. 
          I DON'T KNOW ANY DETAILS BEYOND THAT, BUT IT IS VERY HARD TO COMPARE APPLES TO ORANGES EVEN THOUGH WE'RE NEXT DOOR COUNTIES, WE DO NOT HAVE THE SAME FLEXIBILITY THAT THEY DO. 
          AND THAT'S SOMETHING I HOPE CSBA WOULD WORK HARD TO ADVOCATE FOR AND FIGURE OUT HOW WE GET INTO THAT SPOT. 
          AND NOW THAT WE'VE NOMINATED A DELEGATE, THAT WOULD BE PHENOMENAL AS YOU CONTINUE YOUR DELEGACY TO TALK ABOUT WHY IS THAT SO DIFFERENT UP THE FREEWAY. 
          AND THERE WAS SOMETHING ELSE, I CAN'T REMEMBER WHAT WE 
          HIGHLIGHTED. >> THERE WAS SOMETHING ELSE THAT GIVES A LOT OF LATITUDE. IT SAYS IF A SCHOOL HAS CHOSEN NOT TO COHORT. SO IT GIVES A LOT OF ROOM FOR THEM TO MAKE THAT INDIVIDUAL DECISION. 
          >> WE'RE GOING TO HAVE A PRETTY DEEP DISCUSSION ON IT WITH AFTER SCHOOLS AND DAY CAMPS NIGHT. PLASER IS OKAY WITHOUT MIXING STUDENTS. YOU MIGHT HAVE SEEN THE NEWS WHEN ONE OF THEIR HIGH SCHOOLS HAD TO CLOSE DOWN AND THEY HAD TO COME BACK AND HAVE SOME DISCUSSIONS. 
          SO I WANT TO MAKE REALLY CLEAR TO THE PUBLIC, IT'S NOT LIKE WE ARE TRYING TO LIMIT DAYS, HOURS OR TIME. 
          IT IS PART OF THE NEGOTIATION PROCESS THAT WE REACHED THE HOURS WE DID FOR ELEMENTARY SCHOOL. 
          I WOULD LIKE MORE HOURS IN THE REGULAR SCHOOL YEAR TO BE HONEST BUT WITH MORE ART AND MUSIC AND THINGS THAT I THINK ARE MORE IMPORTANT FOR STUDENTS THROUGH THE MIDDLE OF THE DAY AS WELL. 
          SO I'M NOT HAPPY WITH THE NORMAL SCHOOL DAY. 
          BUT I REALLY WANT TO POINT OUT THAT THIS WAS AN EFFORT TO COLLABORATE. AND THIS IS THE SECOND SCHOOL DISTRICT IN SACRAMENTO COUNTY OPEN. 
          AND WE LIKELY HAVE THE FASTEST REOPEN TIME, FIVE DAYS AFTER RED FOR SECONDARY SCHOOLS. AND I DO HEAR THE THANKS FROM THE BOARD. BUT I WANT TO POINT OUT TO BE COMPLETELY HONEST, THESE FOLKS ARE EXHAUSTED. 
          I'M TIRED. AND WE HAVE TO MAKE SURE THAT WE HEAR YOU AND FEEL FREE TO VOTE NO, THAT'S FINE. 
          JUST RECOGNIZE THAT WE'VE DONE SOMETHING THAT ONLY ONE OTHER DISTRICT HAS IN THIS COUNTY AND THIS ENVIRONMENT AND WE LAUNCHED THE FIRST VACCINATION STATION AND NOW THERE'S WONDERFUL WORK BEING DONE. ALL OF THIS MEANS WE WORK SEVEN DAYS A WEEK 16 HOURS A DAY. AND JUST RECOGNIZE THAT. 
          THAT'S OKAY, WE GET PAID WELL AND IT'S GOOD FOR KIDS. 
          BUT YOU'RE GOING TO HEAR ME SAY IT AGAIN, WE CAN DO ANYTHING, BUT WE CAN'T DO EVERYTHING. AND THIS IS A GREAT START TO HAVE KIDS BACK. AND AS SOON AS WE TURN OVER, WE'RE STILL PURPLE AND WE ARE NOT AT RED AND AT THE RATE WE'RE MOVING WE'LL BE AT RED IN A COUPLE OF WEEKS. 
          SO WE'RE STILL AT WHAT BACK IN OCTOBER -- THERE'S A REAL SLIM WINDOW THAT WE HAD IN SAC COUNTY AND FULSOM SQUEEZED RIGHT IN. 
          [01:35:05]
BUT ONCE YOU OPEN, YOU STAY OPEN. 
          SO OUR PRE-K-SIX IS NOW OPEN. WE'RE VERY EXCITED ABOUT THAT. 
          AND WE'RE EXCITED ABOUT THE WORK WE'VE PUT FORWARD TO BE ABLE TO DO THAT. AND WE WANT OUR SECONDARY KIDS BACK AS FAST AS POSSIBLE. IN SACRAMENTO COUNTY, WE'VE DONE THE ABSOLUTE BEST WE CAN RIGHT NOW. 
          AND AS SOON AS THE CONDITIONS CONTINUED TO IMPROVE WE WILL ALWAYS CONTINUE TO PUSH HARD FOR OUR STUDENTS. 
          I THINK THAT'S CASE AND POINT. EVERY STAFF MEMBER IN THIS DISTRICT HAS NOW BEEN OFFERED, ONE OF THEM 27 TIMES, AN OPPORTUNITY AT A VACCINE. I THINK AT 27 TIMES THEY FINALLY ASKED SHERYL TO STOP. AND WE'VE DONE THAT LIKE IN A WEEK, MAYBE WEEK AND A HALF NOW. SO WE'RE DOING EVERYTHING WE CAN AND I JUST LIKE WANT TO MAKE SURE THAT AS THESE QUESTIONS ARE ASKED, THEY'RE GOOD QUESTIONS, BUT WE'RE CLARIFYING, WE DON'T HAVE PLASSER COUNTY'S RULES AND WE DON'T HAVE SOUTHERN CALIFORNIA'S AND YET WE'RE STILL OPEN AND WE'RE VERY PROUD OF 
          THAT. >> SO SUPERINTENDENT EVANS, I DO WANT TO THANK YOU FOR CLARIFYING, BECAUSE I THINK IT'S IMPORTANT AS THIS IS A FRUSTRATING TIME FOR EVERYONE. 
          I DON'T THINK THERE'S A PERFECT SOLUTION AND IT WILL ONLY GET SOMEWHAT MORE FRUSTRATING BECAUSE EACH COUNTY WILL HAVE DIFFERENT RULES. SO WE'LL SEE OTHER AREAS WILL BE ABLE TO DO THINGS DIFFERENTLY. AGAIN IT WAS A GOOD REMINDER THAT SAC COUNTY HAS A CERTAIN SET OF RULES WE HAVE TO LIVE WITHIN. BECAUSE I KNOW MANY FAMILIES HAVE DISCUSSED HOW DO WE DO WHAT OTHERS DO. 
          AND I CAN TELL YOU AS YOUR DELEGATE, I HAVE BEEN ARGUING THIS FOR A VERY LONG TIME. IN A PANDEMIC WE'LL SEE IF THEY HOLD TO INDIVIDUAL ABILITY OF SCHOOL DISTRICTS TO MAKE THEIR OWN DECISIONS UNDER LOCAL CONTROL. 
          I THINK DURING A PANDEMIC, THAT SHOULD BE SUSPENDED AND WE SHOULD LOOK OUT FOR THE WELFARE OF EVERY CHILD AT LOCAL RATES SO WE DO NOT HAVE DISTRICTS BICKERING AND CHERRY PICKING WHERE WE FIND AREAS WHERE THEY ARE MAJORITY WHITE AND WEALTHY BACK IN SCHOOL VERSUS OUR SCHOOL DISTRICTS THAT ARE EXTREMELY DIVERSE AND MAY HAVE LOW INCOME. SO DO KNOW THAT I'M ON THAT AND FEEL FREE TO LEND YOUR NAME AND SUPPORT IN WHAT WE'RE DOING. 
          >> OKAY. I'LL BE VERY BRIEF. 
          I UNDERSTAND YOU GUYS ARE DOING A FABULOUS JOB. 
          AND I'M HAPPY. THE WAY THIS MOU IS WROTE IS SO UNFAIR TO THE PARENTS AND STUDENTS. 
          HOW FAR WOULD IT BE FOR US TO GO BACK TO THE TABLE AS WE ARE GOING TO BE ENTERING THE RED SOONER THAN LATER. 
          >> I HONESTLY DON'T KNOW HOW TO ANSWER AT THIS POINT. 
          IT IS TOTALLY OKAY TO NOT THINK IT'S FAIR. 
          OUR KIDS ARE BACK. WITHOUT DISAGREEMENT, THEY WOULDN'T BE BACK. WE'D PROBABLY BE HEADING TOWARDS A WORK STOPPAGE AND A STRIKE. THIS BODY GAVE ME THE AUTHORITY TO NEGOTIATE. WE CAME BACK AND DID AN ADDENDUM. I REALLY DON'T KNOW WHAT ELSE TO SAY EXCEPT WE'RE BACK AND NO ONE ELSE EXCEPT FOR FULSOM ARE BACK. 
          ONCE YOU GET YOUR FOOT IN THE DOOR, THERE ARE THINGS IN OUR MOU THAT ARE POSSIBLE. AS TEACHERS ARE FACING THE ANGST, AS STUDENTS FACING THE ANGST. 
          I SAW A KINDER KID TODAY, THEIR FIRST DAY WAS WALKING WITH A MASK TRYING TO FIND THEIR TEACHER AND TRYING TO FEET CLASSIFIED PEOPLE THEY'VE -- TRYING TO FIND CLASSIFIED PEOPLE THEY'VE NEVER MET. UNDERSTAND IF THIS GOES DOWN 2-3, IT IS AN AUTOMATIC UNFAIR LABOR PRACTICE BECAUSE THE AUTHORITY WAS GIVEN. WE CAN GET LEGAL COUNSEL ON THE PHONE IF YOU'D LIKE. BUT I THINK THE FACT THAT WE'VE OPENED THE DOOR TO TRY TO MOVE FORWARD, I DON'T KNOW. 
          I WILL BE HONEST THIS IS THE SECOND TIME WE'VE GONE THROUGH THIS CONVERSATION WITH ALL DUE RESPECT TO EVERYONE'S COMMENTS. 
          IT DOES NOT FEEL GOOD TO WORK IN NATOMAS UNIFIED RIGHT NOW. 
          AND I'M GOING TO LET Y'ALL KNOW THAT BASED ON HOW HARD WE'VE WORKED. AND I THINK MOST OF THEM OUT THERE WOULD BE NODDING THEIR HEADS IF THEY HAD NINE YEARS OF TENURE TOO. IT DOES NOT FEEL GOOD TO CONTINUOUSLY TALK ABOUT HOW UNFAIR IT IS. 
          WE'VE BEEN DOING THIS SINCE OCTOBER. 
          SAME THING. AND EVERYONE HAS BEEN HAVING CONVERSATIONS WITH ME SINCE THEN. 
          IF IT DOESN'T WORK OUT, IT'S OKAY TO HAVE A TIME FOR A CHANGE. BY THAT I MEAN RIGHT HERE IN THIS SEAT. BECAUSE WE DID THE BEST WE COULD 
          [01:40:01]
TO GET THIS FORWARD. AND I RESPECT EVERYONE'S OPINION, I ALSO FEEL LIKE I SHOULD BE ABLE TO SHARE MINE. 
          >>> PRESIDENT HEREDIA THERE'S A MOTION AND A SECOND I WOULD ASK FOR A ROLL CALL VOTE AT THIS TIME. 
          >> BAINS. >> AYE. 
          >> GARCIA. >> AYE. 
          >> GRANT. >> AYE. 
          >> HARDEN. >> AYE. 
          >> HEREDIA. >> AYE. 
          >> KAPLAN. >> NO. 
          >> MOTION CARRIES 5-1. MOVING ON TO THE NEXT ITEM, 
          [XIV.d. Ratify the Addendums to the Day Camps Contract with The Center]
RATIFY THE ADDENDUMS TO THE DAY CARE CONTRACT WITH THE CENTER. 
          >> PRESIDENT HEREDIA, THERE ARE A FEW THINGS WE WOULD LIKE TO SHARE AS YOU ARE CONSIDERING THIS ITEM. 
          IF YOU ALLOW ME AND SHAY WE'LL BE PRESENTING SOME INFORMATION ON THIS ACTION ITEM. THANK YOU. 
          SO JUST TO START OUT THIS CONVERSATION, WE WANT TO SHARE SOME CONTEXT FOR WHAT WE'RE ABOUT TO DISCUSS THIS EVENING. 
          SO FROM OUR COVID SAFETY PLAN THAT YOU HEARD CAROL TALKING ABOUT THAT'S PUBLICLY POSTED ON OUR WEBSITE, IT WAS JUST MOST RECENTLY APPROVED ON THE 18TH BY THE SACRAMENTO COUNTY DEPARTMENT OF PUBLIC HEALTH. AND WHAT IT TALKS ABOUT IS STABLE GROUPS. SO JUST FOR SOME CONTEXT, IN THE FALL THERE WAS THIS IDEA OF THE SMALL IN PERSON COHORTS. 
          YOU HEAR THAT WORD COHORT AND THERE WERE LIMITATIONS TO THE NUMBER OF STUDENTS. IT WAS 14 STUDENTS AND TWO ADULTS. 16 PEOPLE COULD BE IN THAT COHORT. BUT IF YOU LOOK AT STABLE GROUPS, I AM GOING TO READ THIS ONE IN PARTICULAR, IT'S A GROUP WITH FIXED MEMBERSHIP THAT STAYS TOGETHER WITHOUT MIXING WITH ANY OTHER GROUPS FOR ANY ACTIVITIES TO THE EXTENT POSSIBLE. 
          SO THE REASON WHY THERE'S THIS FOCUS ON THESE STABLE GROUPS, THERE'S THREE MAJOR REASONS THAT ARE OUTLINED IN OUR SAFETY PLAN AROUND DECREASING THE EXPOSURE AND TRANSMISSION OF THE VIRUS AND THEN YOU HEARD CAROL TALKING ABOUT CONTACT TRACING. 
          IT TIGHTENS UP THAT PROCESS BECAUSE THERE ARE FEWER PEOPLE THAT YOU ARE INTERACTING WITH. AND IT ALLOWS FOR TARGETED TESTING, ISOLATION, QUARANTINING FOR THAT GROUP INSTEAD OF A MORE WIDESPREAD IMPACT TO A CLASS OR A SCHOOL SITE. 
          AS WE LOOK AT THE TRANSITIONAL MODEL, IN AUGUST WE HAD THESE DAY CAMPS THAT WERE CREATED TO SUPPORT OUR FAMILIES AND THEN WE ALSO HAD THE AFTER SCHOOL CARE THEY WERE WORKING WITH US DURING THE DAY. WITH STUDENTS IN DISTANCE LEARNING WE HAD OBVIOUSLY QUITE A FEW CLASSROOMS OPEN AND AVAILABLE. BECAUSE THE MOU ALLOWED OUR TEACHERS TO WORK REMOTELY AT THEIR HOMES AND THEY DIDN'T HAVE TO BE IN THEIR CLASSROOMS. SO THESE WERE ALWAYS MEANT TO BE INTERIM MEASURES TO SUPPORT FAMILIES AND OUR HOMELESS YOUTH. 
          WE'RE GOING TO FLY THROUGH A FEW SLIDES JUST AS SOME REMINDERS IF YOU WANT TO COME ON UP HERE. BUT WE'VE TALKED A COUPLE OF TIMES ABOUT OCTOBER. THAT WAS THE BOARD MEETING WHERE YOU GUYS APPROVED METRICS FOR A PATH TO REOPENING SCHOOLS. 
          AND WE DID TALK ABOUT THOSE DAY CARE OR DAY CAMPS. 
          SO SHAY IS GOING TO TAKE US THROUGH SOME SLIDES HERE. 
          >> SURE. >> SO COMMUNICATIONS ON SOCIAL MEDIA, LETTERS TO THE COMMUNITY, PRESENTATIONS, ET CETERA. 
          >> HERE YOU CAN SEE THE CURRENT ENROLLMENT WE HAD TOWARDS OUR TOTAL ENROLLMENT FOR DAY CAMPS I'VE BEEN REPORTING TO THE BOARD. SINCE WE OPENED WE ONLY HAD AN ATTENDANCE AVERAGE DAILY 182. WE'RE LOOKING AT ABOUT 325 STUDENTS DAILY. WE HAVE 2500 KIDS RETURNING TO IN PERSON LEARNING. SO ONE THING THAT I TALKED ABOUT IN MULTIPLE PRESENTATIONS WITH THE BOARD IS OUR ABILITY TO MAINTAIN THESE, WE ARE UTILIZING SPACE THE CLASSROOMS THAT THE TEACHERS AND KIDS ARE NOW USING. SO THOSE CLASSES HAVE RETURNED. 
          THERE IS LIMITED SPACE ACROSS THE DISTRICT. 
          SO WHAT WE'RE ASKING IS THE BOARD MAKING A DECISION ON HOW 
          [01:45:03]
DO WE BALANCE WHAT THEY'RE EXPERIENCING. 
          BUT AT THE SAME TIME BRINGING OUR STUDENTS BACK TO CAMPUS AND THEN AGAIN MIXING GROUPS WITH OUR FAMILIES. 
          >> ARE TRUSTEES WILLING TO START TO ALLOW THOSE NEW STUDENT 
          GROUPS -- >> COULD YOU SAY THAT AGAIN 
          PLEASE. >> I SAID ONE OF THE THINGS WE'LL BE ADDRESSING TONIGHT AS WE MOVE THROUGH THIS IS REALLY ASKING ARE TRUSTEES WILLING TO CONSIDER THE IDEA OF MIXING STUDENT GROUPS. AND WE'LL EXPLAIN A LIT -- LITTLE BIT MORE WHAT THAT LOOKS LIKE. 
          >> TO KIND OF FRAME THINGS A LITTLE BIT DIFFERENTLY MAYBE. 
          SO THIS ITEM HAS THREE PARTS. THE FIRST TWO IS TO RATIFY REALLY THE CHECKS THAT THE BOARD HAS ALREADY APPROVED FOR THE DAY CAMPS. AND WHEN THE BOARD GIVES THOSE APPROVALS WE GO BACK AND FIGURE OUT THE MONEY AND NOW YOU GUYS GET TO RATIFY THAT. THE THIRD PART IS YOU GET TO MAKE THE DECISION ABOUT WHETHER OR NOT STUDENTS ARE GOING TO BE MIXED, THEREFORE INCREASING THE POTENTIAL OF A SPREAD OR NOT. 
          BECAUSE THE AUTHORITY I WAS GIVEN WAS ONLY TO NEGOTIATE THE MOU. SO NOW WE HAVE HERE IS WE'RE TRYING TO EXPLAIN TO YOU THERE'S THREE CHALLENGES AS THEY RELATE TO DAY CAMPS, AS THEY RELATE TO AFTER SCHOOL PROGRAMS, AND AS THEY RELATE TO ONE OF OUR PARTNERS FOURTH R WHO ACTUALLY IS RUN BY THE CITY AND HAS THEIR OWN DAY CARE, I THINK IT'S CHILD CARE LICENSE TO BE MORE ACCURATE. 
          YOU'RE GOING TO SEE THEY HAVE INFORMED US AND INFORMED FAMILIES, SHOOT, I THINK IT WAS LAST NIGHT OF THEIR DECISION ON HOW THEY'RE GOING TO RUN THEIR PROGRAM WHICH IS NOT GOING TO MAKE YOU OR ANY OF OUR FAMILIES HAPPY. 
          BUT WHEN IT COMES DOWN TO HEALTH ISSUES, THERE ARE A LOT OF PEOPLE WHO ARE AFRAID STILL BECAUSE THEY MIGHT NOT HAVE BEEN AS BLESSED ENOUGH TO GET THE VACCINES TO A LOT OF US 
          EDUCATORS. >> SO ONE OF THE THINGS I WANTED TO SHOW HERE IS WE'RE LOOKING AT 16 STUDENTS AT SAY THE DAY CAMP, THOSE STUDENTS COULD BE BROKEN UP INTO 1 OR 2 COHORTS. 
          YOU CAN SEE THEY'RE BROKEN UP INTO TWO COHORTS TO MEET THE NEEDS BASED ON SPACE AND GRADE LEVEL AND THINGS LIKE THAT. 
          IF YOU HAVE FOUR KINDERS IN THE PROGRAM -- TWO FIRST GRADERS, THAT'S THREE DIFFERENT CLASSES. AND THEN TWO SECOND GRADERS. 
          SO WHEN YOU SEE THE NUMBER OF CLASSES AND THEN WE'RE HAVING ON AVERAGE WE'LL SAY FIVE STUDENTS ON A CLASS RIGHT NOW BASED ON THE NUMBERS OF STUDENTS, YOU COULD BE IMPACTING A LARGE QUANTITY OF STUDENTS, NOT ONLY THEM, YOU'RE IMPACTING THE TEACHERS, YOU'RE ALSO IMPACTING THEIR FAMILIES AS WELL IF WE HAVE THAT MIXING. LOOKING AT DAY CAMPS, ONE OF THE THINGS WE KNEW GOING INTO DAY CAMPS IS WHEN WE RETURN THERE WOULD BE LIMITED AND VERY TIGHT FACILITIES TO CONTINUE THAT. 
          THREE OF THOSE CAMPUSES WE WOULD BECAUSE OF MOVING THOSE DESKS AROUND -- THERE'S POTENTIAL FOR MORE SITES. 
          AND THEN AMERICAN LAKES THEY HAVE TWO ROOMS DEDICATED FOR AFTER SCHOOL PROGRAMMING THERE. IF WE TAKE THAT AWAY -- EITHER WAY YOU'RE LOOKING AT BRINGING STUDENTS ON SITE AND MIXING COHORTS BY BRINGING THE DAY CAMPS BACK IN. 
          >> ONE THING I WOULD WANT TO HIGHLIGHT IS THAT WITH THE CENTER WHO HAS BEEN OUR PARTNER AND WOULD BE WILLING TO CONTINUE THAT, THEY ARE ALSO AN OUTSIDE ENTITY. 
          THEY'RE A SEPARATE ENTITY FROM US AND THEY WILL FOLLOW THEIR GUIDANCE FOR THE DAY CAMP GUIDANCE THAT WAS ISSUED LAST 
          SUMMER. >> QUICK QUESTION. 
          I HEAR ABOUT MIXING. COULD WE ALSO POTENTIALLY CREATE DAY CAMPS WHERE IT'S SAME STUDENTS EVERY DAY FIVE DAYS A WEEK AND IT'S ONLY DISTANCE LEARNING THAT IT CAN'T BE ATTENDED BY THOSE THAT GOES TO SCHOOL. 
          SO IT COULD ONLY BE LIMITED TO FAMILIES WHO SIGN UP AGREEING THAT THEIR KIDS WILL BE ON THE ZOOM FIVE DAYS A WEEK AND NOT 
          [01:50:02]
          ATTENDING IN CLASS. >> MAYBE THAT'S SOMETHING THAT WE COULD CONSIDER. I THINK THERE ARE CONCERNS AGAIN THOUGH AROUND THE LIMITATIONS OF ACTUAL FACILITIES. 
          >> YEAH, THAT'S NOT MIXING A GROUP, THAT'S LIKE TAKING A DISTANCE LEARNING GROUP AND PUTTING THEM TOGETHER LIKE A HOME POD. AND THAT WOULD BE FINE. 
          IT REALLY IS THE FACILITIES THAT WHERE WE'LL HAVE THE MOST ROOM WHENEVER WE CAN GET ON THE NEW PVS CAMPUS IS THE NEW PVS CAMPUS. IN THE MEANTIME WE COULD MOVE PEOPLE IN AND OUT BUT THEN THE SECONDARY SCHOOLS COME IN, OH BOY. WE'RE JUST KIND OF KICKING THE CAN AS MY DAD USED TO SAY DOWN THE ROAD. 
          AS YOU'RE LOOKING HERE THERE'S NOT A LOT OF ROOM WHICH IS WHAT WE'VE BEEN SHARING SINCE OCTOBER. 
          I THINK WE DID A REALLY GOOD THING FOR A LOT OF OUR COMMUNITY MEMBERS IN AUGUST AND STARTING IN MID-OCTOBER WE SAID HEY THIS IS GETTING CLOSER AND SACRAMENTO JUST DIDN'T REALLY HAVE A LONG RED OR ORANGE WINDOW FOR US LIKE SOME OF OUR NEIGHBORING COUNTIES DID. BUT WE'VE BEEN SAYING, ONE OF THE QUOTES THERE SAYS HEY IT ISN'T REALLY ABOUT EQUITY OR MONEY, THE LEGISLATURE HAS BEEN FAIRLY GOOD TO US WITH LONG TIME MONEY AND THE GOVERNOR AS WELL. WE CAN CONTINUE TO AFFORD THEM. 
          IT'S JUST TRE AND JEFFERSON, NO ROOM. 
          LIKE THERE LITERALLY ARE NO ROOMS TO BE ABLE TO DO DAY CAMP. 
          HLNI HAS THREE, THAT'S ONE OF OUR BEST POSITIONS, THAT'S GREAT. AMERICAN LAKES IT'S ALMOST LIKE 
          AN EITHER OR PROPOSITION, RIGHT? >> RIGHT. 
          >> YEAH AND THEN WINDOW RANCH I THINK THREE OF THE SCHOOLS WE WOULD NEED TO GET A BOX, ANOTHER ONE AND DROP ANOTHER ONE SOMEWHERE AND MOVE SOME FURNITURE OUT AND THEN CREATE A SPACE, BUT THERE'S NO GUARANTEE IT WILL SERVE ALL OF THE STUDENTS THAT ARE BEING SERVED NOW. 
          IF THAT'S ACCURATE. >> AND I THINK THE DISTRICT HAS BEEN VERY CLEAR ABOUT THAT. WE'VE ALWAYS BEEN GOOD ABOUT HOW DO WE THINK OUTSIDE OF THE BOX. AND THERE'S NO WAY TO HELP AS MANY STUDENTS AS WE DID BEFORE. BUT I THINK ABOUT HOW CAN WE CREATE SOMETHING POTENTIALLY THAT WILL HELP OUR HOMELESS STUDENTS AND OUR FOSTER STUDENTS UNDERSTANDING THAT IF WE HAVE A CLASSROOM THAT ONLY 12 KIDS GO TO THAT FAMILIES MAY LOSE OUT ON THE CHOICE OF IN CLASS BUT THEIR CHILD WILL HAVE IN CLASS LEARNING SO THERE'S LEARNING WHERE WE MAYBE CREATE A PRIORITY LIST THAT'S NOT FIRST COME FIRST SERVE, BUT IT GOES TO OUR HOMELESS FAMILIES OR FOSTER OR THOSE WHERE WE'VE BEEN SO GOOD, WE AS A COMMUNITY WENT ABOVE AND BEYOND FOR OUR HOMELESS FAMILIES AND FINDING PLACES TO HOUSE THEM. 
          I JUST HOPE THAT I WOULD BE VERY SUPPORTIVE EVEN THOUGH I KNOW IT WOULD BE LIMITED, THERE MAY BE SPACE FOR 30 OR 40 STUDENTS MAYBE 50, BUT THOSE ARE MOST IN NEED. 
          SO IF THAT'S POSSIBLE I WOULD LOVE FOR THAT TO BE LOOKED INTO. 
          >> ONE THING I DO WANT TO HIGHLIGHT THAT I DON'T THINK IS INCLUDED IN HERE IS AS WE WERE LOOKING AT SOME OF THOSE POSSIBILITIES AND HOW WE CAN BE CREATIVE WITH PUTTING KIDS IN A GROUP TOGETHER LIKE YOU MENTIONED BEFORE IS IT ACTUALLY IN THE MAJORITY OF CASES TAKES AWAY WHAT THE PARENT ACTUALLY WANTED FOR THEIR STUDENTS BECAUSE THEY HAD REQUESTED THE IN PERSON LEARNING. SO THAT'S THE PIECE WHERE YOU'RE BALANCING, YOU'RE GIVING THEM DECISION TO SAY WHAT THEY WANTED FOR THEIR STUDENT VERSUS SOME OF THESE IDEAS. 
          I JUST WANTED TO SHARE WITH A LARGE MAJORITY. 
          >> ABSOLUTELY BECAUSE I THINK WHATEVER WE DO IT HAS TO BE A CHOICE, BUT IF THERE WAS AN ABILITY POTENTIALLY TO SOME OF THE LEAST AMONG US THAT REALLY MAY BE IN A LOW INCOME JOB, MINIMUM WAGE AND WOULD LOVE FOR THEIR STUDENTS TO ATTEND IN PERSON BUT THAT MEANS THAT FIRST OR SECOND GRADER MAY BE HOME ALONE AND IT IS MORE BENEFICIAL FOR THAT CHILD TO BE SAFE FIVE DAYS A WEEK. IF THAT OPTION WORKS OR IS A POSSIBILITY THAT'S SOMETHING I'M REALLY INTERESTED IN. 
          >> HERE'S WHY WE'RE HERE TODAY BECAUSE THERE REALLY AREN'T ANYMORE OPTIONS, WE'RE GIVING YOU THE LAST OPTIONS. 
          RESPECTFULLY, YOU ALL HAVE ASKED SO MANY DIFFERENT IDEAS SINCE OCTOBER. THESE ARE THE OPTIONS WE'VE BEEN ABLE TO COME UP WITHIN THE LAWS AND THE GUIDANCE. 
          PARENTS ARE STARTING TO EMAIL, THEY'RE STARTING TO CALL, YOU GUYS ARE CALLING ME SAYING WE'RE NOT EXPLAINING THINGS TO THE PARENTS WELL. IT'S BECAUSE IT'S TIME TO MAKE A DECIION. IT'S TIME TO DECIDE WHAT WE CAN AND CAN'T DO AND UNDERSTAND THERE WILL BE PEOPLE EVEN MORE UNHAPPY WITH US. BUT THE TIME IS THERE. 
          AND THIS WILL HELP YOU BECAUSE FOURTH R WHO HAS BEEN A 
          [01:55:03]
WONDERFUL PARTNER FOR AS LONG AS I'VE BEEN HERE FOR SURE AND PROBABLY WELL BEFORE AND TOOK CARE OF ONE OF MY CHILDREN AND DID A GOOD JOB OF IT. THEY'VE MADE SOME DECISIONS AND SO LET'S GO THROUGH WHAT DECISIONS THEY HAVE MADE. 
          >> SO BEEN WORKING VERY CLOSELY WITH FOURTH R THROUGH ALL OF THIS. THEY ARE THEIR OWN PROGRAM AS YOU HAVE HEARD AND THEY'VE MADE THEIR DECISIONS. 
          THERE'S NO FACILITIES FOR THE ALL DAY DAY CARE. 
          ON TOP OF THAT THEY HAVE EXPRESSED THE CHALLENGES THEY HAVE FACED. THEY WERE FACING THEIR OWN CHALLENGES OPERATING THESE PROGRAMS ALL DAY, STAFFING AND FINANCIAL DIFFICULTIES FOR THEM. THEY HAVE MADE THE DECISION TO CANCEL THE AFTER SCHOOL CARE. THEY TOOK A POLL OF THEIR COORDINATORS. SO FISCALLY AND STAFFING WISE THEY'RE NOT ABLE TO DO THAT FOR THAT SHORT AMOUNT OF TIME. 
          STUDENTS HAVE ALSO MADE THE DECISION THAT IF STUDENTS ARE ATTENDING SCHOOL, THAT THEY ATTEND FOURTH R. 
          IF THEY'RE NOT ATTENDING SCHOOL, THEY DON'T ATTEND FOURTH R. 
          AND IF THEY ARE IN DISTANCE LEARNING, THEY WILL NOT ATTEND 
          FOURTH R. >> AND I WANT TO SHARE, THEY'RE REALLY UP FRONT WITH US. THEY HAVE DIFFERENT GUIDANCE, THEY HAVE THEIR CHILD CARE GUIDANCE. 
          THERE'S ALSO A LEVEL OF ANXIETY FOR THEM. 
          THEY RECOGNIZE THAT WHEN THEY'RE BRINGING KIDS FROM THE CLASSROOM AND PUTTING THEM IN THEIR GROUPS, THERE IS SOME MIXING THERE AND THEN TO FURTHER COMPLICATE THAT BY ADDING ADDITIONAL DAYS WITH OTHER COHORTS, THEY'RE CONCERNED AND SO THEY WANT TO BE WISE AND SO THEY SHARED THAT WITH US. 
          >> AND THEY'RE FOLLOWING THE GUIDANCE OF CHILD CARE NO DIFFERENT THAN ANY OTHER CHILD CARE PROGRAM YOU MIGHT SEE IN THE COMMUNITY THAT MIGHT NOT BE ON OUR CAMPUSES. 
          AND OTHER THINGS THEY'VE DONE IS THEY'VE HAD COMMUNITY PROGRAMS THROUGHOUT THE COUNTY, SO FAMILIES THAT THEY'VE COME IN CONTACT WITH WHO HAVE EXPRESSED THAT REALLY BIG NEED OF LIKE I NEED CARE FIVE DAYS A WEEK, THEY HAVE BEEN ABLE TO HOUSE THEM IN THEIR COMMUNITY CENTERS ACTUALLY FOR FREE VERSUS PAYING. 
          SO THERE IS THAT OPPORTUNITY. >> I'M GOING TO WORDSMITH A LITTLE BIT. THEY'VE OFFERED THEM THE OPPORTUNITY. THEY HAVEN'T NECESSARILY HOUSED THEM BECAUSE I PROMISE YOU THERE'S ALWAYS EMAILS FLYING TO EVERY TRUSTEE HERE SAYING YOU HAVE TO FIX THIS. 
          RIGHT, TELL YOUR SUPERINTENDENT TO FIX IT. 
          HAVE HIM GO DOWN AND FIX IT. AND WE HAVE NOT COLLECTIVELY, THE SIX OF US, YET COME OUT AND SAID THIS IS ALL WE CAN DO. 
          WE HAVE NOT. I WANT TO GO FIVE DAYS A WEEK TOO WITH KIDS. MY SON IN PARTICULAR WANTS TO GO. HE'S A SENIOR, ATHLETE, MVP FOR SOCCER, HUMBLE BRAGGER, OR MAYBE JUST BRAGGER. 
          ALL OF THOSE THINGS I'M EXPERIENCING AS A DAD. 
          IT IS TIME TO MAKE THE HARDEST DECISIONS AND TO MANAGE THEM. 
          IT'S BEEN TIME AND I'LL TELL YOU WHAT, WE'RE OPEN FOR BUSINESS AND WE HAVE GOOD PARTNERS ON THE OTHER SIDE WHICH IS A WONDERFUL THINGS TO SAY. WHO KNOWS WHAT WE CAN ACCOMPLISH TOGETHER. FIRST WE HAD AN OPEN WHICH JUST 
          FINISHED ABOUT FOUR HOURS AGO. >> WHILE THERE'S NO ACTION NEEDED FROM THE TRUSTEES IN RELATION TO FOURTH R BECAUSE THEY'RE THEIR OWN SEPARATE ENTITY, IT IS UNDERSTANDING HOW THEY RUN. THAT'S WHY WE WANTED TO PUT THE DETAILS IN THE SLIDE BEFORE SO YOU FELT COMFORTABLE TO EXPLAIN WHEN PEOPLE ARE ASKING THOSE QUESTIONS OF YOU. 
          AND THEN THE LAST THING IS AT THREE OF OUR SCHOOL SITES WE HAVE A GRANT FUNDED AFTER SCHOOL PROGRAM AND SO FOR OUR CURRENT TRANSITIONAL MODEL, THEY WOULD BE SUPPORTING STUDENTS FROM THE HOURS OF 11:00 TO 6:00. RIGHT, 11:00 TO 6:00, AROUND THERE? SO WHEN THE KIDS ARE LEAVING SCHOOL, THEY GO GET SOME LUNCH, HAVE RECESS, AND THEN THEY WOULD BE ENTERING THE PROGRAM. POINT BEING THAT NORMALLY IT'S LATER IN THE AFTERNOON AFTER THE END OF THE REGULAR SCHOOL DAY. 
          SO WE HAVE TWO OUTSIDE PROVIDERS FOR THOSE PROGRAMS. AND AS WE SHARED JEFFERSON DOESN'T HAVE ANY ROOMS AT ALL BECAUSE OF THEIR CONSTRUCTION RIGHT NOW. 
          AMERICAN LAKES AND BANNON THEY ALREADY DO HAVE TWO DEDICATED ROOMS FOR THE AFTER SCHOOL PROGRAM PROVIDERS AND THAT'S THE EITHER OR THAT YOU HEARD CHRIS TALKING ABOUT A FEW MINUTES AGO. 
          EITHER WE ALLOW THEM TO RUN, THE POINT IN ME TELLING YOU IT'S MORE MIDDAY IS BECAUSE THAT IMPACTS THE ABILITY OF THE DAY CAMPS TO RUN DURING THE SCHOOL DAY AS WELL, THERE WOULD BE OVERLAP. SO YOU CAN'T HAVE BOTH. 
          YOU'D EITHER HAVE TO RUN THE DAY CAMPS OR DO THESE AFTER SCHOOL PROGRAMS. PART OF THE CONSIDERATION TOO IS PARTICULARLY AT JEFFERSON WITH OUR CURRENT CAPACITY THEY WOULD ACTUALLY HAVE TO CLEAN CLASSROOMS THAT STUDENTS WERE IN 
          [02:00:03]
WITH TEACHERS DURING THE DAY. SO THE STUDENTS THAT WERE GOING TO BE ATTENDING THE AFTER SCHOOL PROGRAM, THEY'D HAVE TO MAYBE GO TO LUNCH, GO TO RECESS AND LEAVE AT 10, 15 MINUTES FOR THE 
          DISINFECTANT TO TAKE EFFECT. >> 10 OR 15 MINUTES TIMES HOW MANY CUSTODIANS COULD BE IN THERE. 
          I DON'T KNOW HOW MANY WE HAVE IN THE AFTERNOON, MAYBE TWO. 
          YOU'RE LOOKING -- >> JUST ONE. 
          >> JUST ONE? >> THEY SWITCH AROUND 2:00. 
          >> SO IF WE COULD TALK AND SHIFT SOME HOURS AND DO SOME THINGS AND PAY SOME MORE OVERTIME, THAT'S DOABLE. 
          EXCEPT AT TWO PEOPLE, IT'S STILL LIKE IT TAKES 10 TO 15 MINUTES TIMES EIGHT ROOMS, YOU'RE LOOKING AT UPWARDS OF AN HOUR. 
          >> RIGHT. >> OF KIDS HAVING TO WAIT OUTSIDE AND RECESS AND TRYING TO KEEP KIDDOS APART AND GOSH 
          FORBID IF IT RAINS OR -- >> YEAH. 
          WE ALL DEAL WITH RAINY DAY SCHEDULES AS IT IS NOW FOR RECESS. BUT THERE'S COMPLICATING FACTORS AS FAR AS THE SOCIAL DISTANCING IF YOU'RE INDOORS AND THINGS LIKE THAT. SO THERE ARE LAYERS THAT WOULD HAVE TO BE FIGURED OUT. STUDENTS FOR THE AFTER SCHOOL PROGRAM AGAIN WOULD ONLY ATTEND ON THE DAYS THEY'RE THERE FOR IN PERSON INSTRUCTION. AND THEN AS AN OUTSIDE AGENCY PROVIDER, THEY'RE NOT SUBJECT NECESSARILY TO THE EXACT SAME STABLE GROUP REQUIREMENTS AS THE DISTRICT. 
          SO AS WE LOOK AT OUR -- >> THIS IS THE KEY TO MAKE SURE THE PUBLIC AND EVERYONE UNDERSTANDS. 
          >> SO AS AN OUTSIDE PROVIDER, JUST LIKE WITH FOURTH R, JUST LIKE WHAT WE WERE TALKING ABOUT WITH THE DAY CAMPS, WHILE THEY CAN BE LESS CONSERVATIVE AS FAR AS MIXING GROUPS, THE CONCERNS ARE STILL THERE. SO THEY MAY NOT HAVE THE SAME LANGUAGE AND THE GUIDANCE AROUND A STABLE GROUP, NOT MIXING FOR ANY ACTIVITY FOR ANY REASON, BUT THE CONCERNS STILL EXIST. 
          YOU ARE INCREASING THE NUMBER OF PEOPLE THAT COULD BE POTENTIALLY EPOSED TO THE VIRUS. IT DOESN'T NECESSARILY MEAN THAT THEY'RE ALL GOING TO CONTRACT IT THAT YOU'RE GOING TO HAVE AN INCREASE IN POSITIVES. IT'S ABOUT THE EXPOSURE AND THEN HOW YOU ISOLATE AND ADDRESS THOSE SITUATIONS. 
          SO YOU LOOK AT OUR PROGRAM ENROLLMENT, THESE ARE OBVIOUSLY APPROXIMATIONS. WE HAVE STUDENTS THAT ARE CURRENTLY DOING IT VIRTUALLY, SO YOU KIND OF GET A SENSE OF THE ASSUMPTION IS IF THEY WERE TO CONTINUE, THAT'S THE NUMBER OF CLASSROOMS WE'RE LOOKING AT FOR EACH OF THE SITES. 
          SO DEFINITELY YOU WOULD BE LOOKING AT HOW WOULD YOU BE ABLE TO CLEAN ADDITIONAL CLASSROOMS PRIOR TO STUDENTS ENTERING THOSE 
          FOR THE AFTER SCHOOL PROGRAM. >> SO YOU ATTEND SCHOOL THAT DAY AND YOU CAN ATTEND THE IN PERSON VERSION OF ACES CORRECT? AND IF YOU'RE AT HOME DURING THE CONCURRENT PART THEN YOU COULD ATTEND THE VIRTUAL PART. WE'RE JUST TRYING TO CLARIFY EVERYTHING SO THAT EVERYONE IS COMFORTABLE AND THAT EVERYONE WHO'S GOING TO WATCH THIS TOMORROW AND MEETINGS LIKE THIS, PEOPLE DO WATCH THEM LIVE AND REPEAT FOR SURE. 
          >> THIS IS A SIMILAR MODEL IF YOU LOOK AT HOW YOU WOULD COHORT AND GROUP STUDENTS WHILE THERE'S 21 IN THE AFTER SCHOOL PROGRAM IN TWO POSSIBLE COHORTS, YOU END UP LOOKING AT THE POTENTIAL OF 7 TO TEN CLASSROOMS OF STUDENTS AND STAFF IF THERE IS AN EXPOSURE AND ON AVERAGE APPROXIMATELY 15 STUDENTS. 
          SO THE CHALLENGE HERE WOULD REQUIRE THAT ACTION FROM THE BOARD OR WE'D BE LOOKING FOR THE DIRECTION, WOULD YOU APPROVE THE IN PERSON AFTER SCHOOL PROGRAMS THAT WOULD RESULT IN THOSE MIXED GROUPS? OR DIRECT THEM TO CONTINUE TO REMAIN VIRTUAL? AS WE CONTINUE INTO THE 
          TRANSITIONAL MODEL. >> SO THREE CHALLENGES AND THEN TWO THINGS THAT YOU HAVE TO RATIFY. 
          SO THERE'S ACTUALLY MULTIPLE MOTIONS THAT WILL NEED TO BE MADE. THE MOST SIMPLE THINGS ARE WHAT YOU SAW IN YOUR PACKET WHICH IS TO PAY THE BILLS YOU ALREADY AUTHORIZED. SO IF THERE IS A MOTION AND A SECOND AND A VOTE FOR THAT, WE CAN GET THE EASY PART OUT OF THE WAY WHICH IS TO PAY THE BILLS THAT HAVE COME DUE. 
          >> SECOND. >> MOVE BY TRUSTEE KAPLAN. 
          SECOND BY TRUSTEE GRANT. WOULD COW CALL THE -- WOULD YOU 
          CALL THE ROLL. >> BAINS. 
          >> AYE. >> GARCIA. 
          >> AYE. >> GRANT. 
          >> AYE. >> HARDEN. 
          >> AYE. >> HEREDIA. 
          >> AYE. >> KAPLAN. 
          >> AYE. >> MOTION CARRIES 6-0 TO PAY THE 
          BILLS. >> AS WE LOOK AT THE CHALLENGES FOR THESE ADDITIONAL PIECES, THE FIRST CHALLENGE WE SHARED AND THE LAST CHALLENGE WE SHARED, REALLY THE QUESTION IS FOR THE FIRST CHALLENGE, DO YOU DIRECT US TO KEEP DAY CAMPS OPEN KNOWING OBVIOUSLY THAT WE CAN'T SERVE EVERY STUDENT THAT CURRENTLY HAS BEEN ENROLLED IN THE PROGRAM AND THAT IT WON'T EXIST AT EVERY SCHOOL UNDERSTANDING THAT IT WILL MIX STUDENTS AND JUST TO GO BACK TO OUR COVID SAFETY PLAN, KIND OF THE COUNTER OF HAVING THE STABLE GROUPS IS IT WOULD INCREASE OPPORTUNITIES FOR EXPOSURE, TRANSMISSION. 
          IT CREATES A LESS EFFICIENT CONTACT TRACING PROCESS, AND THEN INCREASE POTENTIAL TESTING AND ISOLATION IMPACTING MORE 
          [02:05:03]
STUDENTS AND STAFF AND SCHOOL SITES. 
          SO THAT'S THE FIRST CHALLENGE THAT WE ARE ASKING YOU TO -- 
          >> SO CAN I AMEND THAT? BECAUSE AS WE'VE PRESENTED IF WE WERE TO OPEN DAY CAMPS I CAN'T SAY THAT I'M NECESSARILY SUPPORTIVE OF THE INCREASED MIXING. 
          BUT COULD WE OPEN DAY CAMPS AND AGAIN PARENTS WOULD HAVE THE OPTION BUT IT WOULD BE STABLE LIKE IT WAS BEFORE FIVE DAYS A WEEK DISTANCE LEARNING ONLY SUBJECT TO PRIORITY FOR THE HIGH NEED AT RISK -- I WOULD TRUST OUR STAFF TO FIGURE THAT OUT AND I UNDERSTAND IT WOULD NOT SERVE AS MANY STUDENTS BUT I THINK THAT WOULD FILL A NEED THAT MAY HELP SOME FAMILIES. 
          >> SO IF WE DID THAT THOUGH, WE'D GO BACK TO SOMETHING THAT I'M EXTREMELY CONCERNED ABOUT. AND THAT'S THE MIXING. 
          BECAUSE IF I HAVE A CHILD IN THAT DAY CAMP, IN THE DAY CAMP, AND WELL NO, IF I DON'T HAVE ONE AND MY FIRST GRADER OR SO IS THEN IN A CLASSROOM I MEAN IN A DAY CAMP WHERE KIDS ARE MIXED AND THEN COMES INTO THE CLASSROOM, MY CHILD IS AT RISK FOR HAVING BEEN MIXED, BEEN EXPOSED. 
          >> I'M NOT TALKING ABOUT NOT MIXING. 
          I'M NOT TALKING ABOUT NOT MIXING. 
          I'M TALKING ABOUT WHAT THEY PRESENTED, AMENDING THAT AND OPENING DAY CAMPS SO THEY WOULD EXIST PRIOR TO HOW WE OPENED. 
          IT WOULD BE 100% DISTANCE LEARNING WITH THE SAME STABLE GROUP FIVE DAYS A WEEK. IT WOULD BE LIMITED IN ENROLLMENT, BUT THERE WOULD BE NO MIXING. 
          AND FAMILIES WOULD HAVE TO CHOOSE THAT THEY UNDERSTAND THAT IT WOULD BE 100% DISTANCE LEARNING ON CAMPUS. 
          BUT THEY WOULD NOT BE GOING INTO A CLASSROOM WITH THEIR TEACHERS. 
          THEY WOULD BE ZOOMING AS THEY WERE DOING DURING DAY CAMPS BEFORE WE EVER OPENED. WEDNESDAY NIGHT AFTER 8:00 AND - THIS WOULD BE THE THIRD TIME WE'D BE WORKING ON COHORTS AT THE BOARD'S REQUEST. SO IT'S POSSIBLE, JUST UNDERSTAND -- I CAN REACH ANY EMPLOYEE ON THE WEEKEND RIGHT 
          NOW IN FRONT OF THE COMPUTER. >> UNDERSTAND I DIDN'T KNOW THESE WERE BEING PRESENTED THE WAY THEY ARE. 
          THIS IS THE FIRST TIME I'VE SEEN IT. 
          AND I APPRECIATE EVERYTHING STAFF IS DOING. 
          I'M JUST -- >> YOU ASKED AN ANSWER, I PROVIDED IT. ACTUALLY THESE CAME FROM YOUR 
          QUESTIONS. >> I WAS GOING TO SAY IT'S IN RESPONSE, WE WERE ADDRESSING SOME OF THE QUESTIONS. 
          >> QUESTIONS 13 AND 14. >> AND THEN ONE THING JUST TO SHARE WITH YOU GUYS, WE'VE TALKED WITH CAROL ABOUT OUR CAPACITY FOR TESTING STUDENTS WEEKLY. 
          SO THERE WOULD BE AN EXPECTATION THAT ALSO A FACTOR FOR FAMILIES IF THEY WERE TO ALLOW THEIR STUDENTS TO BE IN THESE COHORTS IS THAT THEY WOULD BE SUBJECT TO WEEKLY TESTING AS OUR SCHEDULE ALLOWS SO THAT WE COULD DO SOME OF THAT MONITORING AND IF THEY'RE NOT WILLING TO TEST THEN THEY WOULD NOT BE ABLE TO ATTEND THE PROGRAM. SO THAT IS ALSO A PIECE THAT WE 
          WANTED TO SHARE. >> SO THAT WOULD BE EXTRA 
          TESTING. >> I'M OPEN TO THOUGHTS FROM 
          BOARD MEMBERS. >> I'M JUST GOING TO GO OUT ON A LIMB HERE. I WILL SUPPORT THE MIXING JUST ON THE STRENGTH OF THAT WE HAVE A LOT OF STUDENTS THAT JUST HAVE NOT HAD ANY TYPE OF ACTIVITY WITH ANYONE, RIGHT. 
          AND IT'S A HARD DECISION. I'M A PARENT, I SEE THESE THINGS TOTALLY DIFFERENT THAN I SAW THEM A COUPLE OF YEARS AGO. 
          I ALSO HAVE A WIFE THAT MANY OF YOU KNOW HAVE AN AUTOIMMUNE DISORDER AND I WOULD STILL MAKE EXACTLY THE SAME DECISION. 
          SO I'M JUST GOING TO SAY HEY, WE NEED TO GET FIRM, WE HAVE TRIED A LOT OF STUFF. THIS IS NOT POLITICAL TO ME. 
          THIS IS ONE OF THE MOST GUT WRENCHING, HARDEST DECISIONS I'VE EVER HAD TO MAKE. AND YOU KNOW WHAT I'M NOT RUNNING FOR RE-ELECTION AGAIN SO THERE'S NOTHING HERE. 
          THIS IS JUST SIMPLY WE'VE GOT TO DO SOMETHING, WE'VE GOT TO BE FIRM. WE'VE GOT TO GIVE PARENTS A PATHWAY AND WE HAVE TO GIVE THIS A CHANCE TO WORK. 
          WE CAN SIT HERE INDEFINITELY AND TALK YOU KNOW AD NAUSEAM ABOUT IT. AND I THINK A LOT OF THE AD NAUSEAM IS ABSOLUTELY WORTH IT. BUT I DON'T THINK THERE'S A SINGLE PERSON IN THIS COMMUNITY THAT CAN LOOK AT THIS BOARD, LOOK AT THIS STAFF, AND SAY WE HAVE NOT TRIED EVERY SINGLE THING POSSIBLE TO KEEP KIDS SAFE. 
          WHAT WE'RE TRYING TO ADDRESS IS LEARNING DISRUPTION. 
          I THINK THAT'S WHY WE'RE HERE TONIGHT, RIGHT. 
          AND SO YOU KNOW WHAT, WE DID SOME ACTIONS THAT KEPT PEOPLE AWAY AND THOSE ACTIONS CAUSED LEARNING DISRUPTIONS. 
          SO ON THE OTHER HAND WE'RE GOING TO TAKE SOME ACTIONS TONIGHT 
          [02:10:02]
THAT MAY EXPOSE PEOPLE UNFORTUNATELY TO THE VIRUS. 
          THERE IS NO EASY ANSWER HERE. SO I'M GOING TO ASK THIS BOARD TO JUST GO OUT ON A LIMB, TRUST THE SUPERINTENDENT, TRUST THE STAFF. I KNOW ALL OF YOU HERE, I KNOW SOME OF YOU PERSONALLY, SOME OF YOU I DON'T KNOW, I LOOK FORWARD TO GETTING TO KNOW YOU. BUT THERE'S NOT ONE PERSON IN HERE THROUGH MY COMMUNICATIONS THAT HAS NOT TAKEN THIS EXCEPTIONALLY SERIOUS. AND I THINK WE'VE JUST GOT TO TAKE A CHANCE. AND WE HAVE ALL OF THE SCIENTIFIC INFORMATION, WE HAVE THE FAITH-BASED COMMUNITY TALKING TO US. I ASKED PEOPLE TO PRAY OVER THE DISTRICT. I DON'T CARE WHAT FAITH IT IS, JUST THROW SOME PRAYERS OUT THERE. 
          WE'VE ASKED SCIENTISTS. I'VE TALKED TO SUPERINTENDENT EVANS ABOUT HEY HAVE WE EVEN HIRED A DOCTOR, WE'VE GOT NURSES, WE'VE GOT SOCIAL WORKERS, AND THE ONLY THING WE DON'T HAVE IS FAITH. THAT'S THE ONLY THING WE DON'T HAVE AND WE HAVE TO HAVE FAITH THAT THE ACTIONS THAT WE HAVE TAKEN ARE GOING TO DO THE BEST POSSIBLE THING TO PROTECT OUR KIDS. SO I HEAR IT, I HAVE A KID, SOMEBODY IS NOT GOING TO LIKE ME IN THE MORNING FOR SAYING THIS. 
          I THINK WE'VE JUST GOT TO TAKE A CHANCE AND I'M NOT GOING TO SAY ANYTHING ELSE THE REST OF THE NIGHT. 
          >> TRUSTEE HARDEN. TRUSTEE BAINS. 
          >>> I'M ALL FOR TAKING CHANCES. I'M STILL IN THAT WHAT DO WE DO WITH THE FAMILY THAT NEEDS FIVE DAYS A WEEK? BECAUSE I GET THIS HELPS, BUT THIS IS YOUR CHILD STILL CANNOT ATTEND IF THEY ARE NOT IN SCHOOL THAT DAY, CORRECT? 
          >> THAT'S RIGHT. >> SO WE STILL DON'T HAVE, WHAT THIS DECISION WOULD DO WOULD MEAN WE DO NOT HAVE A FIVE DAY A WEEK OPTION. IT WOULD BE YOU HAVE TO MARY HILL OR PRIVATE ENTITY OR VERY SMALL SPACES COMMUNITY TO ALLOW FOR DISTANCE LEARNING TO HAVE SUPPORTS FOR YOUR CHILD FIVE DAYS A WEEK. AND I'M JUST THINKING ABOUT THAT SINGLE PARENT GUARDIAN, LOW INCOME, YOUNGER CHILD, WHAT DO THEY DO BESIDES MAYBE THAT APARTMENT COMMUNITY OR THEIR FRIENDS OF THE DAY THAT STUDENT IS NOT AT SCHOOL. 
          OR DOES THAT PARENT LIKE TAKE TIME OFF AND HURT THEIR INCOME. 
          FOR ME I COME FROM A VOICE OF THE LEAST AMONG US AND THERE MAY NOT BE AN ANSWER AND THERE MAY NOT BE A SOLUTION BUT I FEEL LIKE I OWE IT TO FAMILIES OUT THERE THAT OFTENTIMES WE'RE WORKING IN CAMPS WE KNOW STUDY AFTER STUDY THIS IS WHO IS BEING HARMED AND HURT IF THERE IS AN OPPORUNITY FOR THAT. 
          >> IS THIS WHAT YOU WANT OR DO YOU WANT THE CHART? 
          >> THE CHART. SO HOW MANY KIDS IN A CLASS MAX? 
          I KNOW IT VARIES. >> LIKE 14 WITH TWO ADULTS. 
          [02:15:04]
          >> 14 POTENTIALLY. SO WE COULD HAVE ABOUT 14 KIDS. 
          IS THAT CORRECT? NOW LET'S GO BACK. 
          SO 19 PLUS 39. I'M JUST TRYING TO DO THIS MATH NOW. 58, WE COULD PROBABLY GET 14. 
          >> OUT OF THE 58. >> OH SHOOT, NATOMAS PARK. 
          >> NO. >> THAT WAS THEIR DAY CARE. 
          THAT WAS THE DAY CAMP PORTION. >> SO IF YOU LOOK ON THE LEFT 19 THROUGH THE CENTER AND 39 THROUGH FOURTH R. 
          AND WE COULD HAVE 14-ISH THERE. SO THERE'S STILL 44. 
          SO YES WE COULD WORK THROUGH IT. JUST UNDERSTAND IT WILL HELP A VERY SMALL AMOUNT OF LOTS OF THE SCHOOLS. 
          WITH THE EXCEPTION OF VAN CREEK WHO ONLY HAD 16. 
          JUST BASED ON KIDS GET SICK OR BASED ON ATTENDANCE I THINK WE'D 
          BE FINE. >> AND I UNDERSTAND THAT WE WON'T BE ABLE TO SERVE THE SAME AMOUNT. 
          AND I MEAN THIS I GUESS COMES DOWN TO SOMETIMES A POLICY, SOMETIMES A FAITH OR A MORAL DECISION. 
          WHERE DO OUR PRIORITIES LIE ON THIS? SHOULD WE OFFER AT THOSE FOUR SITES ONE ROOM FOR A SMALLER GROUP OF STUDENTS? OR SHOULD WE DO THE MIXING ON DAY CAMPS WHICH MIGHT SERVE MORE ON JUST THE DAYS THEY'RE IN SCHOOL? AND I'M OPEN TO THAT DISCUSSION, BUT I THINK THAT'S WHAT IT'S COME DOWN TO, DO WE HAVE ONE ROOM AT THOSE FOUR SITES FOR SMALLER AMOUNTS. 
          BECAUSE WE STILL WOULDN'T BE ABLE TO SERVE THE SAME AMOUNT OF THOSE STUDENTS THAT WERE ALREADY UP THERE THE 54, 33. 
          IT WOULD STILL BE A SMALLER AMOUNT BUT SLIGHTLY MORE. 
          BECAUSE IT COULD BE 14 ON EACH DAY. 
          SO IT MAY OR MAY NOT DEPENDING ON THE ATTENDANCE OF 80%. 
          >> SO PVS KIDS ARE COVERED, RIGHT? 
          >> NO. >> THEY HAVE SIX CLASSROOMS. 
          >> NO WHEN THEY OPEN THEY HAVE SIX ROOMS. 
          SO THEY'RE COVERED. >> LATE MARCH. 
          >> SO THE PVS KIDS THEN AND THEIR PARENTS THEY'LL HAVE, THEY'LL BE TAKEN CARE OF? YEAH, THAT'S WHAT I MEAN. 
          YOU'VE GOT THE SPACE. YOU'VE GOT THE SPACE AND THE NUMBERS CAN PROBABLY, THEY COULD PROBABLY BE ACCOMMODATED. 
          IT'S NOT LIKE WE CAN BUS SOME KIDS OVER TO PVS BECAUSE THAT WOULD BE ANOTHER WHOLE ISSUE. SO I'M LOOKING AT, SO JEFFERSON, 
          TWO RIVERS NO ROOM, NOTHING. >> AND I DON'T WANT TO CHANGE UNLESS IN THE SAME CONVERSATION IT'S LIKE THE MIXING WITH COHORTS OR NOT. OR WE SAY MAYBE THESE FOUR SITES ARE LIMITED TO JUST HOLDING DAY CAMPS AND ALLOWS FOR THE MIXING WHICH IS THE DECISION WE HAV TO MAKE. 
          >> WHATEVER YOU DO AS LONG AS IT'S NOT LIKE CHERRY PICKED FOR EACH SCHOOL. BECAUSE WE'RE HAVING A HARD TIME AND WE'VE BEEN BANGING AWAY SINCE OCTOBER 14TH. 
          I'VE ONLY RECEIVED 15 EMAILS. IT'S NOT LIKE OUR PHONES ARE BLOWING UP OR OUR EMAILS ARE BLOWING UP. 
          BUT WE KNOW THERE'S OTHER PEOPLE WHO HAVE EMAILS. 
          AND IF ONE SCHOOL DOES IT THIS WAY THE OTHER SCHOOL DOES IT 
          THIS WAY -- >> IT'S ALREADY GOING TO LOOK THAT WAY FOR SOME SCHOOLS. I MEAN LOOK AT THE NUMBERS. 
          [02:20:04]
          >> SO FOR THE CENTER WE WOULD LOOK AT WHAT WE'RE DOING AND TRY TO IDENTIFY WHAT KIDS. RIGHT NOW THEY ARE STUDENTS ENROLLED IN THE PROGRAM SO THEY HAVE THE PRIORITY. 
          SO WE HAVE KIDS IN OUR AFTER SCHOOL PROGRAMS EVERY DAY. 
          SO THEY'RE GETTING THAT ADDITIONAL ENGAGEMENT. 
          SO THEY WOULD COME BACK AND THEN WE'D HAVE TO LOOK AT WHAT SPACE 
          IS AVAILABLE FOR EXPANDING THAT. >> AND BESIDES AFTER SCHOOL PROGRAMS THERE'S ALSO THE DAY CAMP ISSUE AS WELL. 
          YEAH, THE DAY CAMPS. >>> I'M PRETTY SURE THE CITY CHIPPED IN. AGAIN THANK YOU TO THE CITY. 
          >> I'M REALLY OPEN TO THE CONVERSATION I JUST THOUGHT WE SHOULD LOOK AT IT LIKE WHAT DECISIONS. 
          >> SO TO MY PERSONAL POINT EARLIER WHAT WE'RE BRINGING HERE IS THE EXACT SAME DECISION THAT OUR TEAM HAD TO MAKE. 
          THERE IS NOT A GREAT DECISION. AND WE'RE ASKING YOU, HONESTLY I DO NOT HAVE THE AUTHORITY FOR THIS. 
          THIS IS THE BOARD NEEDS TO GIVE US, THERE NEEDS TO BE A VOTE TO TAKE ACTION ON WHAT WE DO SO THAT WE CAN COMMUNICATE TO OUR PARENTS. FOURTH R HAS DONE THAT AS AN INDEPENDENT GROUP, THEY HAVE COMMUNICATED, THEY ENGAGE THE PARENTS, THEY DID EVERYTHING THEY WANT US TO DO. 
          NOW WE NEED TO COMMUNICATE TO OUR PARENTS ABOUT WHETHER IT'S GOING TO BE IN PERSON AND LIMITED AND/OR REMAIN VIRTUAL AND/OR DAY CAMPS ARE GOING TO SHRINK SIGNIFICANTLY BUT WE'RE GOING TO KEEP THEM OPEN IN ANY CONFIGURATION. 
          THAT WAS THE BEST IDEA WE CAME UP WITH. 
          >>  BUT WE DO NEED THE BOARD TO TAKE ACTION. 
          >> I'M GOING TO MOVE APPROVAL. TRUSTEE KAPLAN, VERY WELL ARTICULATED BOARD. THE BOARD DIRECTED STAFF TO KEEP DAY CAMPS OPEN. NO, WE CANNOT SERVE EVERY STUDENT IN EVERY SCHOOL. AND THIS WILL INCLUDE MIXING STUDENT GROUPS AND SUCH. THAT IS A MOTION. 
          >> I'LL SECOND. >> OKAY, FURTHER DISCUSSION, 
          ANYBODY? >> I DON'T BELIEVE IN MIXING THE STUDENTS. I DON'T FEEL COMFORTABLE WITH IT AT ALL UNFORTUNATELY. I DO LIKE TRUSTEE KAPLAN'S IDEA ALTHOUGH I REALIZE WE'RE NOT GOING TO BE ABLE TO HELP EVERYBODY IF WE CAN HELP SOME OF THEM THAT'S BETTER THAN NOTHING. 
          >> I WOULD LIKE TO COMMENT THAT IT DOESN'T SOUND VERY SAFE. 
          THEY THINK THAT THEY'RE STUDENTS ARE GOING TO BE THE SAFEST AND I DON'T THINK THIS PLAN WOULD BE AS SAFE. 
          SO FOR THAT REASON I WOULD SAY NO TO THIS. 
          >> JEN, WOULD YOU CALL THE ROLL, PLEASE. 
          >> BAINS. >> AYE. 
          >> GARCIA. >> NO. 
          >> GRANT. >> AYE. 
          >> HARDEN. >> AYE. 
          >> HEREDIA. >> AYE. 
          >> KAPLAN. >> NO. 
          >> I HATE TO DO THIS BUT -- I AM VERY MUCH AGAINST THIS SO I AM A 
          [02:25:01]
          NO. >> SO THAT'S 3-2. 
          IT STILL CARRIES, RIGHT? >> YEAH. 
          >> BECAUSE THE STUDENT BOARD MEMBER'S VOTE CANNOT CHANGE, IT 
          IS ADVISORY. >> WE RESPECT IT VERY MUCH THOUGH. IT WAS ARTICULATED VERY WELL, 
          THANK YOU. >> BUT THE LAW DOES NOT ALLOW US 
          -- >> THE LAW DOES NOT ALLOW. 
          SO THAT CARRIES 3-2, RIGHT? >> YES. 
          >> JEN, IS THAT RIGHT? 3-2? 
          WE HAD A NO. >> NO, NO, YES, YES, YES. 
          >> AND THREE YES'S. >> AND STUDENT BOARD MEMBER VOTED NO WHICH IS ADVISORY BY LAW. 
          >> SO 3-2, IT PASSES. WE WILL IMPLEMENT. 
          FOURTH R, WE APPRECIATE THEIR PARTNERSHIP. 
          CHALLENGE NUMBER THREE, DAY CAMPS AFTER SCHOOL REMAIN VIRTUAL AND/OR MIX THE STUDENTS WITH THOSE STUDENTS WHO ARE 
          THERE THAT DAY. >> IS THERE MORE DISCUSSION ON THIS ITEM? OKAY THEN RESPECTFULLY I WILL MOVE APPROVAL TO THAT TOO WITH ABSOLUTE RESPECT TO TRUSTEE KAPLAN'S POSITION AND TRUSTEE HARDEN'S POSITION. 
          >> IS THERE A SECOND? ALL RIGHT. 
          MOVED BY GRANT, SECOND BY TRUSTEE BAINS. 
          CALL THE ROLL, PLEASE. >> BAINS. 
          >> AYE. >> GARCIA. 
          >> NO. >> GRANT. 
          >> AYE. >> HARDEN. 
          >> NO. >> HEREDIA. 
          >> AYE. >> KAPLAN. 
          >> NO. >> THANK YOU ALL. 
          I KNOW THESE ARE NOT EASY DECISIONS. 
          >> AND I JUST WANT TO APPRECIATE STAFF FOR ALL THAT THIS HAS BEEN DONE. I KNOW I CAN SAY IT AND I KNOW IT DOESN'T FEEL LIKE WHEN WE VOTE NO, IT REALLY HAS NOTHING TO DO WITH WHAT STAFF HAS DONE. IT'S PERSONAL PREFERENCES ON 
          ITEMS. >> AND I UNDERSTAND THAT CONVICTION MORE THAN ANYONE ELSE. 
          APPRECIATE THE BOARD FOR HAVING THIS SPIRITED DISCUSSION AND IT NOT BEING PERSONAL. CAN WE MOVE TO THE NEXT ITEM? 
          [XIV.e. Approve Joint Occupancy Proposal for a Health Clinic on Fong Ranch Road]
          >> YES, APPROVE THE JOINT OCCUPANCY PROPOSAL FOR A HEALTH 
          CLINIC ON THE FONG RANCH ROAD. >> MOVE APPROVAL. 
          >> MOVE BY KAPLAN. >> SECOND. 
          >> SECOND BY HARDEN. CALL THE ROLL PLEASE. 
          >> BAINS. >> AYE. 
          >> GARCIA. >> AYE. 
          >> GRANT. >> AYE. 
          >> HARDEN. >> AYE. 
          >> HEREDIA. >> AYE. 
          >> KAPLAN. >> AYE. 
          >> THIS IS VERY EXCITING. >> 6-0. 
          >> A COMPLIMENT TO THE TEAM, CERTAIN PEOPLE WHO LEFT US FOR THE PRIVATE SECTOR TO MAKE MORE MONEY. 
          WE'RE VERY HAPPY FOR THEM. BUT THANK YOU FOR WORKING ON THIS VERY HARD. THIS IS THE HEALTH CENTER THAT WILL GIVE OUR STUDENTS A CHANCE TO GO STUDY IN OUR COMMUNITY TO BE SERVED BY A HEALTH CENTER. IT'S TIME FOR IT TO GROW. 
          AND SO THANK OU FOR THAT. AND IN ALL FAIRNESS, I'D LIKE TO TAKE A STEP BACK AND SAY THAT WHAT THE BOARD JUST DID ON THAT PRIOR ITEM IS A MODEL FOR HOW BOARDS SHOULD WORK TOGETHER AND HOW YOU RESPECTFULLY LISTEN TO EACH OTHER. 
          IF THAT WAS FILMED ON TAPE, THAT WOULD BE USED TO SHOW PEOPLE HOW TO DEAL WITH A DIFFICULT CHALLENGE. 
          SO THANK OU FOR THAT LEADERSHIP. 
          THAT IS VERY MUCH APPRECIATED. >> FINAL ITEM APPROVE THE JOINT 
          [XIV.f. Approve Joint Use Ground Lease and In-Lieu Agreement with Los Rios Community College District]
USE LEASE AND IN LIEU AGREEMENT WITH LOS RIOS COMMUNITY COLLEGE 
          DISTRICT. >> MOVE APPROVAL. 
          >> SECOND. >> MOVE BY KAPLAN. 
          SECOND BY GRANT. CALL THE ROLL, PLEASE. 
          >> BAINS. >> AYE. 
          >> GARCIA. >> AYE. 
          >> GRANT. >> AYE. 
          >> HARDEN. >> AYE. 
          >> HEREDIA. >> AYE. 
          >> KAPLAN. >> AYE. 
          >> THE MOTION CARRIES 6-0. AND WE ARE ADJOURNED AT 8:33. 
          I DON'T KNOW. >> AND THAT MEANS FIVE MORE YEARS OF SICA GUARANTEE. TH
* This transcript was compiled from uncorrected Closed Captioning.