Apr 14, 2021 Board Meetings

[I. OPEN SESSION]

[00:00:05]

>>> PLEASE CALL THE ROLL. >> [INAUDIBLE] AND BOARD MEETINGS ARE LIVE STREAMED AT THE DIRECTION OF THE BOARD.

THE LIVE STREAM IS AVAILABLE FOR VIEWING AT NATOMAS THAT IS A -- UNIFIED.ORG. THE RECORDINGS WILL CAPTURE ALL ACTIVITY AND DISCUSSION BEFORE, DURING AND AFTER THE MEETING.

THE BOARD WILL BE GOING INTO CLOSED SESSION THIS EVENING TO CONFERENCE WITH LEGAL COUNSEL REGARDING TWO CASES OF POTENTIAL LITIGATION. IS THERE ANYONE IN ATTENDANCE WISHING TO MAKE A COMMENT REGARDING THE CLOSED SESSION ITEM? SINCE THERE IS NO ONE -- SORRY.

LET ME BACK UP. DID WE RECEIVE ANY PUBLIC -- ANY COMMENTS VIA E COMMENT FOR THE CLOSED SESSION?

>> WE DID NOT RECEIVE ANY E COMMENTS FOR CLOSED SESSION

ITEMS. >> OKAY.

SINCE THERE ARE NO PUBLIC COMMENTS, WE WILL BE GOING INTO

[V. CLOSED SESSION]

CLOSED SESSION AND >> JEN, WOULD YOU CALL THE ROLE.

[Items VI & VII]

>> HAINES. >> HERE.

>> GARCIA? >> HERE.

>> GRANT? >> PRESENT.

>> HARDEN? >> PRESENT.

>> HEREDIA? >> I'M HERE.

>> KAPLAN. >> YES.

>> SO NO ACTION WAS TAKEN IN CLOSED SESSION THIS EVENING.

AT THIS TIME, WE NEED TO STAND FOR THE PLEDGE AND TRUSTEE

GRANT, WOULD YOU PLEASE LEAD US. >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDERGOD, INDIVISIBLE WITH

LIBERTY AND JUSTICE FOR ALL. >> LOOKING FOR A MOTION AND A

[IX. APPROVAL OF THE AGENDA]

SECOND TO APPROVE THE AGENDA. >> SO MOVED.

>> WOULD YOU CALL THE GRANT. >> HAINES?

>> AYE. >> GARCIA?

>> AYE. >> HEREDIA?

>> AYE? >> KAPLAN?

[Items X.a & X.b]

>> AYE. >> COMMUNICATIONS, SO OUR -- OUR ASSOCIATION PRESIDENT FOR CSA AND NTA WERE GIVEN THE OPPORTUNITY TO PROVIDE COMMUNICATION IN PERSON OR SUBMIT THEIR COMMUNICATION VIA E-MAIL PRIOR TO THE BOARD MEETING. WE DID LOOK --

>> YES, WE DID RECEIVE COMMUNICATIONS FROM BOTH OF OUR ASSOCIATIONS PRIOR TO THE BOARD MEETING.

THEY WILL BE REFLECTED IN THE MINUTES.

[X.c. Student Board Member]

>> THANK YOU. CONTINUING WITH COMMUNICATIONS AT THIS MOMENT, SO I'M MOVING -- STARTING WITH BOARD MEMBERS SO OUR STUDENT BOARD MEMBER. WELCOME.

>> GOOD EVENING, SUPERINTENDENT, PRESIDENT HEREDIA, BOARD MEMBERS AND GUESTS, THESE PAST TWO WEEKS WE HAVE TRANSITIONED INTO OUR FIVE DAY A WEEK IN PERSON LEARNING.

STUDENTS ARE STARTING TO FEEL MORE NORMAL AND IT IS NICE TO HEAR. DISCOVERY HIGH 11TH GRADE STUDENTS PARTICIPATED IN SAT AND SENIORS ARE WORKING HARD TO PARTICIPATE IN GRADUATION. TIGERS ARE READY FOR ATHLETIC COMPETITION AND ARE PREPPING FOR THE PTSA AND SAT.

THE GREEN LIONS ARE TRANSITIONING AS THEY HAVE SOPHOMORES PREPARING TO TAKE PSAT AND JUNIORS FOR THE SAT THE WEEK AFTER APRIL 27. NOW FOR THE NIGHT HAWKS, THE JUNIORS TOOK THEIR SAT TESTS YESTERDAY.

THE SOPHOMORES ARE GEARING UP FOR THE PTSA.

THE NIGHT HAWK TEAMS CONTINUE TO SOAR WITH SUCCESSES AND INDOOR SPORTS AND THE NEXT PHASE OF OUTDOOR SPORTS ARE LAUNCHING INTO THE SEASONS. THE PANTHERS ARE LOOKING TO ENGAGING STUDENTS AND STAFF IN SOME TYPE OF EXTRACURRICULAR

[00:05:04]

WE ARE LOOKING FORWARD TO HAVING MORE STUDENTS AND STAFF ENGAGED AS WE TRANSITION INTO OUR FIVE-DAY A WEEK MODEL.

I WANT TO THANK THE TEACHERS THAT WORKED SO HARD THROUGH THESE MANY TRANSITIONS AS THEY HAVE REFLECTED OUR DISTRICT'S CORE BELIEFS AS IT IS QUOTED IN OUR CORE BELIEFS.

STAFF MUST BE COMMITTED, COLLABORATIVE, CARING AND EXEMPLARY. THEY HAVE DONE THAT AND MORE SO

THANK YOU. >> MOVING ON TO TRUSTEE KAPLAN.

[X.d. Board Members]

>> TRUSTEE GARCIA, THANK YOU FOR YOUR KIND WORDS TO OUR TEACHERS AND STAFF. I WOULD LIKE TO ECHO, THESE TRANSITIONED H -- TRANSITIONS HAVE NOT BEEN EASY.

AGAIN, THANK YOU TO ALL OF OUR STAFF WHO HAVE WORKED SO HARD ON OUR VACCINATION CLINIC. I LOOK FORWARD TO THE CLINIC THIS SATURDAY FROM 8:00 UNTIL 1:00 AND COMMUNITY MEMBERS ARE ASKING AND REMINDING THEM NEW SPOTS OPEN DAILY FOR SIGN-UPS TO MAKE SURE WE HAVE ENOUGH. THEN I JUST WANT TO AGAIN THANK EVERYBODY FOR WORKING SO HARD DURING THIS TIME AND TRANSITIONING INTO FIVE DAYS A WEEK.

I CAN TELL YOU MY CHILDREN ARE VERY EXCITED TO BE IN SCHOOL.

AS A POINT OF SPECIAL PRIVILEGE, IT IS VISA'S 8TH BIRTHDAY TONIGHT SO I WANT TO WISH HER A HAPPY BIRTHDAY.

>> THANK YOU. TRUSTEE BAINS?

>> NO REPORT, THANK YOU. >> TRUSTEE GRANT?

>> I HAD THE OPPORTUNITY TO VISIT THE HIGH SCHOOL LAST WEEK.

I WANT TO THANK SCOTT PITCH FOR ALL HE IS DOING TO GET THINGS BACK UP AND RUNNING AND VISIT THE RANCH AND TO PATRICK FOR HAVING A VERY WELCOMING ENVIRONMENT.

IT IS GOOD TO SEE KIDS IN THE CLASSROOM.

I HAD GREAT CONVERSATIONS WITH TEACHERS ABOUT THE IMPORTANCE OF RESTARTING SOCIETY, RIGHT? I DON'T THINK -- IT IS PROBABLY LOST ON US THE ROLE WE PLAY IN RESTARTING SOCIETY.

GREAT JOB, TEACHERS. GREAT JOB SCHOOL DISTRICT.

EVEN THOUGH THERE WEREN'T A LOT OF KIDS IN THE CLASSROOM, IT MADE ME THINK OF THE GOOD THINGS WE ARE DOING.

>> TRUSTEE HARDEN? >> I WOULD LIKE TO ECHO EVERYONE ELSE, THANK YOU TO ALL OF YOU WORKING SO HARD DURING THE DISTANCE LEARNING AND THE PREPARATIONS THROUGH THE TRAN TRANSITIONS.

A SHOUTOUT TO PEOPLE WHO PREPARED THE CLASSROOMS AND SCHOOL SITES. WE HAVE TAKEN A GREAT STEP FORWARD TO NORMAL OR NORMAL-ISH OPERATIONS.

IT IS NICE TO SEE KIDS BACK ON THE SCHOOL SITE.

IT MAY NOT BE AS MANY AS WE LIKE BUT IT IS GREAT.

TO ALL THE TEACHERS, THANK YOU FOR ALL YOU DO, WHETHER YOU ARE CLASSIFIED OR CERTIFIED, I APPRECIATE YOU.

THANK YOU TO THE STUDENTS THAT SUBMITTED THE NATOMAS BILL OF RIGHTS AND THANK YOU TO OUR SUPERINTENDENT FOR HIS THOUGHTFUL RESPONSE. THANK YOU.

>> THANK YOU. >> SO LIKE NORMAL, I HAD A BUSY WEEK LAST WEEK. I HAVEN'T BEEN TO GET TO CLASSROOMS. I'M ANXIOUS TO GET THERE.

NOW THAT EVERYBODY IS BACK FIVE DAYS A WEEK.

I HAVE BEEN ABLE TO WATCH KIDS WALKING WITH A GUARDIAN OR ADULT. IT IS NICE SEEING FAMILIES WALK TO SCHOOL AND WALK HOME. IT IS EXCITING.

I CAN'T WAIT TO GET INTO THE SCHOOL.

I WAS FORTUNATE TO ATTEND THE SCHOOL BOARD CONFERENCE.

IT IS VIA ZOOM. IT IS A CHALLENGE IN ATTENDING A CONFERENCE DURING ZOOM BECAUSE YOU HAVE TO SIT HOURS IN FRONT OF THE SCREEN. IT IS ALWAYS GOOD TO HEAR WHAT OTHER STATES ARE DOING. ON THE NATIONAL LEVEL, WHAT SCHOOLS ARE DOING AND THE STRUGGLES THAT THEY ENCOUNTER.

AS I LISTEN TO THEM, I'M PROUD OF WHAT WE DO OUR APPROACH AND APPROACHES WE HAVE BEEN AWARDED AND RECOGNIZED FOR I ALWAYS FEEL LIKE WE ARE AHEAD OF THE GAME WHEN YOU LISTEN.

SOMETIMES IT IS HARD TO BELIEVE WE ARE BECAUSE SOMETIMES WE CAN BECOME INSULATED JUST BEING IN OUR OWN COMMUNITY.

WHEN YOU GET OUT AND SEE WHAT OTHER PEOPLE ARE DOING, YOU REALIZE THAT OVER THE YEARS WE HAVE MADE GREAT GAINS.

THERE IS ALWAYS ROOM FOR IMPROVEMENT.

I'M REALLY PROUD TO REPRESENT THE DISTRICT AT THESE

[00:10:03]

THIS IS AN INTERNATIONAL CONFERENCE THAT BRINGS IN ON A TYPICAL YEAR OF 21,000 ATTENDEES, INTERNATIONALLY THAT LOOKS LIKE RESEARCH AND EVERY ASPECT OF EDUCATION FROM LEADERSHIP TO SPED, SPECIAL EDUCATION, READING.

THE FOCUS THIS YEAR, PARTICULARLY HEAVY THIS YEAR WAS ON EQUITY AND DIVERSITY AND CULTURE RELEVANCY IN TERMS OF EDUCATION. THERE IS A MOVEMENT IN THIS COUNTRY. THOSE OF US AS SCHOOL BOARD MEMBERS PROBABLY THINK THE MOVEMENT ISN'T AS QUICK AS WE WOULD WANT IT TO BE. WE WANT THESE CHANGES AS OF YESTERDAY. BUT ATTENDING THIS AND LISTENING TO PEOPLE DOING RESEARCH AND WHAT THEY ARE FINDING ECHOS THE BELIEFS OF TRUSTEES WHO ARE SEATED, WE ARE FOCUSED ON EDUCA EDUCATING, EVERY CHILD TO THE BEST OF THEIR ABILITY. WE HAVE MULTIPLE PATHWAYS IN WHICH TO DO THAT. WE HAVE TAKEN SOME COURAGEOUS ACTIONS OVER THE YEARS. TO ENSURE THEY HAVE THESE OPPORTUNITIES. AGAIN, YOU KNOW, WE HAVE SO MUCH MORE TO DO. THERE IS ALWAYS SO MUCH TO DO.

IT REMINDS ME OF WHEN I WAS A FIRST TEACHER, I THOUGHT, WILL WE EVER GET TO WHERE WE THINK IT IS PERFECT? AND WE NEVER DO BECAUSE THERE ARE ALWAYS NEW CHALLENGES IN EDUCATION. JUST WHEN YOU THINK YOU FIGURED IT OUT SOMETHING NEW HAPPENS AND YOU ARE BACK.

I'M GLAD THE PERSPECTIVES IS THAT THERE IS A MOVEMENT, I THINK NOT ONLY AT THE LOCAL LEVEL AND NOT ONLY STATE-WIDE BUT INTERNATIONALLY, THERE IS A MOVEMENT TO REALLY, YOU KNOW, NOT TO GIVE LIP SERVICE TO DIVERSITY FINALLY TODAY WITH MY FIRST DAY OF THREE DAYS OF THE MEETING, I FEEL LIKE I'M ON ZOOM FOR TWO DAYS STRAIGHT, I WAS HONORED TO HAVE BEEN POINTED BY THE GOVERNOR TO SERVE. TODAY WAS MY FIRST DAY.

I'M EXCITED ABOUT SERVING IN THIS POSITION.

NOT THAT I NEED MORE TIME AND WORK, BUT -- MY HUSBAND SAYS IT IS LIKE I HAVE THREE JOBS NOW. THE REASON IS BECAUSE, AGAIN, IT IS SO RELATED TO WHAT I DO AT CSPA AND WHAT I DO HERE IN THE DISTRICT. MY FOCUS IS ON -- IT IS ON CREDENTIALING PEOPLE WHO WANT TO GO INTO THE TEACHING FIELD.

IT IS LOOKING AT ASSESSMENT, DO THEY NEED THE CSET, ALL OF THOSE, SOME OF THOSE ASSESSMENTS PREVENT THE EXACT INDIVIDUAL THAT IS WE WANT IN THIS DISTRICT TEACHING OUR KIDS.

IT PREVENTS THEM FROM BECOMING TEACHERS SO THAT QUESTION IS RIGHT NOW, YOU KNOW, THERE IS LEGISLATION PROPOSED TO SAY, HEY, LET'S GET RID OF THIS. AT THE SAME TIME, THERE ARE ALWAYS PEOPLE FOCUSED ON THE FACT THAT WE NEED TO RETAIN ASSESSMENTS INSTRUMENTS THAT WE KNOW PREVENT A LOT OF MARGINALIZED INDIVIDUALS FROM BECOMING TEACHERS.

THE OTHER PART OF IT WHICH IS EXCITING TO ME, WHAT DOES IT MEAN TO PREPARE TEACHERS TO TEACH IN A DIVERSE DISTRICT? AS I ALWAYS STATE, WHAT SKILLS DOES THIS POSITION, THAT IS ALSO ON THE TABLE RIGHT NOW AS THE COMMISSION LOOKS AT WAYS THAT WE HAVE TO STOP AND THINK ABOUT, YOU KNOW, WHO IS STANDING BEFORE OUR KIDS. I THINK THE PANDEMIC AND WHAT IS HAPPENING IN THE NATION HAS BROUGHT A STRONGER FOCUS ON THAT. ANYWAY, A GOOD TWO WEEKS.

BY THE TIME I FINISH FRIDAY OUT, I'LL HAVE A GOOD TWO WEEKS OF HEARING FROM PEOPLE AND LISTENING THANK YOU.

[X.e. Superintendent's Report]

[00:15:03]

>> SUPERINTENDENT EVANS? >> I JUST WANTED TO GIVE A THANK YOU OUT TO ALL STAFF MEMBERS WHO WORKED SO HARD TO GET US TO THIS SPOT WHERE WE ARE HALF IN HALF BACK IN PERSON FIVE DAYS A WEEK AND HALF IN DISTANCE LEARNING, SMALLER THAN THAT AS THE HIGH SCHOOL STUDENTS, I DON'T KNOW IF THAT THEY ARE AT A HIGHER RISK OR THEY ARE ENJOYING ZOOMING FROM THEIR COUCH OR BED, SPEAKING FOR MY SON. THANK YOU TO STAFF, THOUGH WE HAVE REOPENED THREE TIMES. WITH NINE WEEKS LEFT, THE CLASSIFIED EMPLOYEES HAVE BEEN PHENOMENAL FROM THE GET-GO.

FROM THE EARLY DAYS WHEN WE DIDN'T UNDERSTAND THE SCIENCE OF THIS DISEASE AT ALL AND THEY WERE OUT IN FRONT, MAKING SURE THAT KIDS WERE FED, SCHOOLS WERE CLEANED.

TO THE STAFF WHO LED THAT WORK, IT IS APPRECIATED.

A SPECIAL THANK YOU TO THE FAMILIES, THE PARENTS.

IT WAS 13 MONTHS OF THE WORLD BEING TURNED UPSIDE DOWN IN EVERY WAY POSSIBLE. I THANK THEM FOR THEIR PATIENCE TO ALLOW US TO UNDERSTAND SCIENCE BETTER, UNDERSTAND REMEDIATION EFFORTS, UP TO AIR FILTRATION AND EVEN LOOKING AT HVAC WORK NEXT YEAR TO ACCELERATE SOME OF THE BOARDS.

THANKS TO PARENTS, THEY TOOK ON A ROLE THEY NEVER EXPECTED TO TAKE. THE DISTRICTS, THE VAST VAST MAJORITY HAVE BEEN UNDERSTANDING AND SUPPORTIVE OF OUR EFFORTS.

I WANTED TO THANK THEM. THEY ARE ALSO THE HERO OF THIS PANDEMIC IN SUPPORTING THEIR CHILDREN AND OTHERS.

WITH THAT, WE'LL BE TALKING ON A NUMBER OF ISSUES AND I'LL MOVE

ON. >> SO MEMBERS OF THE PUBLIC, MOVING TO PUBLIC COMMENTS, MEMBERS OF THE PUBLIC WERE GIVEN THE OPPORTUNITY TO ATTEND THIS BOARD MEETING AS ALWAYS IN PERSON OR TO GIVE PUBLIC COMMENTS OR SUBMIT A PUBLIC COMMENT VIA E-COMMENT. IS THERE ANYONE IN THE AUDIENCE WISHING TO MAKE A PUBLIC COMMENT? I DON'T SEE ANYBODY RUSHING UP WITH A BLUE CLIP LIKE THIS SO I'LL MOVE ON. IF THERE IS NO PUBLIC COMMENT, WERE THERE ANY PUBLIC COMMENTS, DID WE GET ANY --

>> WE DID NOT RECEIVE ANY PUBLIC COMMENTS VIA E COMMENT FOR THE

AGENDA. >> THANK YOU.

I COULDN'T REMEMBER WHAT IT WAS CALLED.

IN THAT CASE, WE'LL MOVE ON. PRESENTATIONS, OUR FIRST

[XII.a. Addressing Learning Disruption and Recovery - 18 Month Plan]

RECOVERY, OUR 18-MONTH PLAN. >> COME ON UP, TEAM.

>> I'LL STAND HERE. >> THIS WILL BE STAFF FROM THE OFFICE OF THE CHIEF ACADEMIC OFFICER, RIGHT?

>> YES. >> THANK YOU SO MUCH.

GET THAT SLIDE BACK UP. WHAT WE'LL BE TALKING ABOUT TONIGHT IS AN UPDATE REGARDING OUR 18-MONTH PLAN TO ADDRESS LEARNING DISRUPTION. YOU'LL RECALL IN JANUARY AND FEBRUARY TIME FRAME YOU WERE HEARING FROM OUR PRINCIPALS ABOUT THE EFFORTS THEY WERE MAKING TO ANALYZE DATA AND ENGAGE WITH STAFF AND STUDENTS AND FAMILIES ON HOW WE COULD DEVELOP A MEANINGFUL 18-MONTH PLAN.

WHAT WE'LL TALK ABOUT TONIGHT IS IN THE LAST COUPLE OF MONTHS SINCE WE PRESENTED THAT INFORMATION TO YOU, WE'VE HAD THE OPPORTUNITY TO ANALYZE SOME RESEARCH THAT HAS COME OUR WAY.

THERE HAS OBVIOUSLY BEEN FACTORS YOU HAVE HEARD ABOUT, THE REOPENING AND TRANSITIONING, IT HAS INFORMED AND IMPACTED OUR WORK. WHAT WE WANT TO SHARE ARE SOME OF THE EXAMPLES OF SHORT CYCLES WE HAVE BEEN ABLE TO IMPLEMENT SITE SPECIFIC AND DISTRICT WIDE THAT ARE HELPING US LEARN HOW TO SUPPORT OUR STUDENTS. THAT LEARNING IS GOING TO ALLOW US TO MAKE SOME ADJUSTMENTS TO THE PHASES OF THE 18-MONTH PLAN.

YOU'LL HEAR FROM US, A PRELUDE FOR BUDGET CONSIDERATIONS THAT WILL BE COMING BACK IN MAY. WE'LL GIVE YOU SOME IDEAS FOR HOW WE'LL BE LOOKING AT INVESTING SOME OF THE ONE-TIME

FUNDS WE HAVE AVAILABLE TO US. >> IF WE DON'T MIND OUR SCREEN, I DON'T KNOW IF THE LIGHTBULB BURNED OUT, THERE IS NOTHING WE CAN DO, OUR BACK SIDE SCREEN ISN'T ON.

MAYBE WE CAN GET SOME TECH HELP TO SEE.

WE HAVE HARD COPIES. WE CAN MOVE FORWARD WITH THE HARD COPIES TO SAVE TIME OR WE CAN TRY TO TAKE A BEAT AND SEE

[00:20:03]

SOUNDS GREAT. FORMER I.T.

. >> YOU'LL SEE SOME SLIDES IF WE WANT TO PROGRESS. YOU'LL SEE WITH THE STAMP, IT IS A REMINDER OF THINGS WE HAVE TALKED ABOUT OR SLIDES WE HAVE SEEN. THIS IS WHAT WE ORIGINALLY PRESENTED, OUR THINKING OF HOW WE WOULD BREAK UP THE 18-MONTH PLAN. PHASE ONE IS WHAT WE ARE IN NOW, BEGINNING PRESENTATIONS YOU HEARD.

WE EXPECT MOST OF OUR WORK WILL BE FOCUSED ON A VIRTUAL SETTING BECAUSE AT THAT POINT THAT WAS OUR REALITY.

AS WE CONTINUE TO TALK ABOUT THIS 18-MONTH PLAN, WE RECOGNIZE THAT WHILE WE MIGHT HAVE SOME IDEAS FROM A DISTRICT LEVEL THAT FROM A DISTRICT PERSPECTIVE, THERE WERE THINGS WE WOULD BE ABLE TO DO TO PROVIDE SUPPORT. WE RECOGNIZE THE NEED FOR SITES TO SUPPORT STUDENTS WITH THE RESOURCES AND TOOLS AND STAFF THAT WERE UNIQUE TO THEIR SITES. THAT AREAS WE ARE TRYING TO ADDRESS ARE NOT JUST THE ACADEMIC NEEDS WHICH OBVIOUSLY THERE HAS BEEN DISRUPTION THERE. REALLY IT IS ABOUT THE SOCIAL AND EMOTIONAL SUPPORT AND THE PHYSICAL HEALTH.

WE HAVE ALL TALKED ABOUT IT, SITTING BEHIND A COMPUTER SCREEN FOR 13 MONTHS, THAT IS CHALLENGING.

HOW CAN WE FOSTER THAT ABILITY TO GET OUT AND BE PHYSICALLY ACTIVE FOR OUR STUDENTS AND GET MOVING.

ONE OF THE THINGS THAT HAPPENED IN PHASE ONE, IT BECAME A DEVELOPMENT AND IMPLEMENTATION PHASE FROM DECEMBER TO MARCH.

THOSE WERE REMINDERS ABOUT THE METRICS WE USED TO IDENTIFY TARGETED STUDENTS, THERE ARE 13% OF ENROLLMENT WERE TARGETED STUDENTS WE WANTED TO SUPPORT. OBVIOUSLY, OUR SITES WOULD BE ABLE TO IDENTIFY EVEN FURTHER AT THE SITE LEVEL USING THE RESOURCES AND TOOLS THEY HAVE. THE SCHOOL SITES STARTED TALK ABOUT THOSE STEPS TAKING TO ENGAGE AND LEARN FROM FAMILIES AND STAFF. THEY STARTED IMPLEMENTING SOME SUPPORT. I'LL HAND IT OFF TO DAN AS HE TALKS ABOUT THINGS WE HAVE LEARNED AND WHAT HAS BEEN GOING THE LAST COUPLE OF MONTHS. [INAUDIBLE] SO LET'S TALK ABOUT HOW WE PLAN, USING OUR PLANNING FOR SUCCESS STRATEGY ONE OF THE MOST IMPORTANT PUZZLE PIECES, HOW WE BENCHMARK.

THIS GOES BACK TO THE RESEARCH WE GOT, WHAT CAN WE LEARN FROM HURRICANE KATRINA AND HARVEY APPROACHES TO KIDS WITH SEVERE LEARNING DISRUPTION. WHILE WE HAVEN'T HAD HURRICANES, WE ARE DEALING WITH A SIMILAR SCENARIO WHERE IT WILL TAKE A LONG TIME AND KIDS HAVE BEEN OUT OF SCHOOL FOR 13 MONTHS.

IT WILL TAKE A WHILE TO GET THEM BACK INTO IT.

WHAT CAN WE LEARN FROM THE PAST? FIRST THING WE'LL TALK ABOUT WHAT WE LEARNED ABOUT RESEARCH IS AROUND ENGAGEMENT.

WE LEARNED THERE ARE FIVE KEYS FOR ENGAGEMENT WITH OUR STAFF,

[00:25:03]

WITH REGARD TO ENGAGEMENT FROM PREVIOUS PRESENTATION, I'M NOT GOING TO READ THROUGH ALL OF THESE.

WE HAVE DONE A LOT OF ENGAGEMENT WITH OUR STAKE HOLDERS AT THE SITE LEVELS THROUGH SITE COUNCIL, THROUGH OUR ELACKS, LOTS OF AND LOTS OF SURVEYS, THE PARENT ADVISORY COUNCIL, INPUT FROM EMPLOYEES, TECHNOLOGY SURVEYS.

IT IS A LOT OF WORK. THE KEY THING TO REMEMBER, GATHERING THIS INPUT IS IMPORTANT.

I THINK THE MOST IMPORTANT PART, NOW THAT WE HAVE OUR STUDENTS BACK IN PERSON, IT HAS BEEN DIFFICULT TO GET A LOT OF FEEDBACK FROM STUDENTS WHILE WE HAVEN'T HAD THEM IN PERSON.

IT WILL BE IMPORTANT TO GET THAT INPUT FROM STUDENTS SO THAT WILL DRIVE HOW WE GO. THAT IS THE MOST IMPORTANT

PIECE. >> I WANT TO CHIME IN QUICKLY AS WELL. ONE OF THINGS IT TALKS ABOUT IS SHARING BACK WITH YOUR COMMUNITY.

ONE OF THE EXAMPLES OF THAT IS OUR FAMILIES HAVE DIFFERENT WINDOWS OF OPPORTUNITY AS THEY LEARN MORE AND MAYBE FEEL MORE COMFORTABLE, THEY HAVE THE ABILITY TO REQUEST THAT THEIR STUDENTS COME BACK TO THAT IN PERSON LEARNING MODEL.

WE'VE HAD FIVE WINDOWS WHERE THEY ARE ABLE TO MAKE THAT REQUEST. THAT IS AN EXAMPLE OF RECOGNIZING WHERE FAMILIES ARE AT AND HOPEFULLY MAKING THOSE

ADJUSTMENTS. >> THE NEXT AREA WE WANT TO LOOK AT IS SOCIAL AND EMOTIONAL SUPPORT AND WHAT WE HAVE LEARNED FROM RESEARCH. ESSENTIALLY WHAT IT COMES DOWN TO FROM THE RESEARCH IS THAT FOR SOCIAL AND EMOTIONAL SUPPORT, IT IS IMPORTANT TO BUILD RELATIONSHIPS AND PLAN AROUND THAT. AND SO WE HAVE DONE A LOT OF PARENT WORK THROUGH OUR VIRTUAL WELLNESS CENTER.

WE HAVE DONE A LOT OF WORK AROUND HIRING 10 SOCIAL WORKERS TO PROVIDE SERVICES, WE HAVE MENTAL HEALTH SUPPORT TEAMS, CONTINUED VIRTUAL SUPPORT FOR STUDENTS ALONG THE WAY.

>> DO YOU WANT TO SKIP BACK? I'M SORRY, THAT WAS OUT OF PLACE. THERE WE GO.

>> WE MAINTAINED OUR P.E. TIME SO KIDS CAN HAVE THAT TIME TO REMAIN PHYSICALLY HEALTHY WHICH WE KNOW IMPACTS THEIR SOCIAL AND EMOTIONAL HEALTH. WE HAVE INVESTED IN SLE TIME DURING DISTANCE LEARNING. THIS TABLE SHOWS OVER TIME WHAT WE HAVE DONE WITH SOCIAL AND EMOTIONAL LEARNING BACK TO 2013 WHEN WE FIRST STARTED TO FOCUS ON SOCIAL AND EMOTIONAL SUPPORT.

WE ADDED SOCIAL WORKERS. WHAT I WANT TO FOCUS IS OBVIOUSLY OVER TIME YOU CAN SEE WE HAD MORE AND MORE RESOURCES THANKS TO THE BOARD. REALLY TO CALL OUT THE DIFFERENCE BETWEEN LAST YEAR AND THIS YEAR, PRECOVID, POSTCOVID, THE NUMBER OF STUDENTS WE HAVE BEEN ABLE TO SERVE HAS BEEN DOUBLE. WE HAVE SERVED THIS YEAR SO FAR, SO FAR, 40% OF OUR TOTAL ENROLLMENT WITH THESE SERVICES FOR A TOTAL OF 1934 TOTAL SERVICES RENDERED, THAT INCLUDED SOME DUPLICATED. IF YOU LOOK AT REFERRALS AS A RESULT OF COVID, THE AVERAGE REFERRAL RATE PER MONTH HAS JUMPED FROM 16.9 TO 157 PER MONTH.

THERE IS A GREATER NEED THAT THE BOARD HAS BEEN COMMITTED TO.

ONE OF THOSE IMPORTANT PIECES IS THE SCREENER, YOU CAN SEE NUMBERS IN TERMS OF HOW MANY RESPONSES WE HAVE GOTTEN.

WHEN WE GET SCREENER RESULTS, WE KNOW HOW MANY KIDS MIGHT BE IN NEED OF SERVICES. IT IS BROKEN DOWN FOR YOU THERE.

SOMEONE WILL REACH OUT AND SAY, DO YOU NEED SUPPORT.

WE DON'T QUITE KNOW HOW MANY OF THOSE KIDS ACTUALLY DO NEED SERVICES. MOVING FORWARD, WE ARE LOOKING

[00:30:01]

I IS NOT ABOUT TAKING THE KID WHO LEFT 8TH GRADE AND BECOMING A HIGH SCHOOLER AND SAYING, YOU MISSED 8TH GRADE, WE'LL GO BACK AND TEACH ALL 8TH GRADE. THAT IS AN EDUCATIONAL KILLER FOR A KID. THIS IS ABOUT SUPPORTING KIDS AT GRADE LEVEL AND GIVING THEM THE SUPPORT THEY NEED.

THE ANALOGY, WHEN YOU ARE RUNNING THE RACE, SOMETIMES YOU MIGHT NEED NEW TIRES, YOU WON'T STOP THE RACE, YOU'LL PULL OFF AND GET TIRES. EACH PIT STOP MIGHT BE FOR SOMETHING DIFFERENT THAT EACH RACE CAR NEEDS, THAT'S THE CONCEPT BEHIND WHAT THE RESEARCH IS TELLING US.

KEEP GOING ALONG THE WAY SO THE KIDS AREN'T WIDENING THEIR GAP

IN LEARNING. >> I WILL SHARE, THAT IS EASIER SAID THAN DONE. ONE OF THE THINGS WE STILL HAVE A CHALLENGE WITH, WHEN YOU TALK TO A TEACHER THAT SAID SO MANY KIDS COME IN, THEY ARE BEHIND. IF YOU OBSERVE THE FIRST TRIMESTER, IT IS A LOT OF REVIEW INFORMATION WHICH GUARANTEES THE STUDENTS WILL NEVER GET TO THE END CURRICULUM WHICH GUARANTEES THAT CASCADE CONTINUES TO HAVE THE CHILD STUMBLE DOWN THE HILL EACH YEAR AS THEY WILL ALWAYS BE BEHIND.

SO NOW THERE IS AN OPPORTUNITY OUT OF THIS PANDEMIC, THIS CRISIS, TO REALLY DO SOME INTENTIONAL PROFESSIONAL LEARNING, TO DO CONVERSATIONS. I THINK DAN SOLD IT ON THE PITCH. THEN TO MONITOR IT AND MAKE SURE IT IS HAPPENING. AND HOW TO WRESTLE WITH THE EXPECTATIONS. I REMEMBER THREE YEARS AGO WHEN WE HAD EXPANDED TECHNOLOGY TO EVERY TWO CLASSROOMS GOT A FULL LAB, I STILL HAD PARENTS SAYING YOU HAVE TO TEACH KEYBOARDING.

KINDER STUDENTS CANNOT WORK THE CHROME BOOK.

YOU NEED IPADS. THAT IS GONE.

THAT IS A BELIEF AND OPPORTUNITY.

YOU HAVE TO BELIEVE THEY CAN DO IT AND THEN THE PANDEMIC CREATED THE OPPORTUNITY. WE COULD HAVE CREATED THE OPPORTUNITY IN OUR SCHOOLS. THAT IS A HARD THING FOR FOLKS TO GET OVER. I'M A LIFE-TIME EDUCATOR, 30 YEARS. WE HAVE TO BELIEVE OUR KIDS HAVEN'T COME CLOSE TO THE CEILING AND THAT WE CAN HELP THEM ACHIEVE THINGS WE HADN'T THOUGHT THEY COULD ACHIEVE BEFORE. THAT WILL BE A LARGE FOCUS OF OUR LEADERSHIP AND OUR INTENTIONAL PROFESSIONAL DEVELOPMENT HEADING INTO NEXT YE

YEAR. >> WE HAVE THESE CYCLES WHERE WE ASSESS AND REVIEW AND CHANGE OUR PLANS.

DURING THE SCHOOL DAY BASED ON WHAT KIDS NEED, BASED ON ASSESSMENT OVER FOUR TO SIX WEEK CYCLES.

WE HAVE REALLY TRIED TO USE THOSE RESULTS TO GUIDE WHERE WE

GO IN THIS 18 MONTH PLAN. >> I'M GOING TO TALK ABOUT PROFESSIONAL DEVELOPMENT IN THAT MODEL OF WHAT WE LEARNED FROM THE PHASE ONE AND RESEARCH. THEN WE'LL TALK LATER IN THE PRESENTATION MORE ABOUT WHERE WE ARE GOING.

WHAT THE RESEARCH TELLS US PROFESSIONAL DEVELOPMENT IS ITS MOST EFFECTIVE WHEN IT IS IN THE CLASSROOM WITH REAL STUDENTS.

WHAT WE ALSO KNOW IS THAT WE NEED TO USE THE DATA TO INFORM OUR ACTIONS AND THE SUPERINTENDENT JUST SPOKE TO A CRITICAL PART OF THE RESEARCH AND DEVELOPMENT AND THAT IS TRANSLATING BELIEFS INTO ACTIONS.

WHAT YOU'LL SEE FROM THE RESEARCH IS SOMETHING WE'LL TALK

[00:35:06]

WHAT WE HAVE DONE FOR PROFESSIONAL DEVELOPMENT FOR OUR STAFF AND CLASSIFIED STAFF -- PRIOR TO OUR RETURN WE HAVE PD ON TRAUMA AND TRAUMA ASSOCIATED WORK.

WHAT WE HAVE CONTINUED, YOU HAVE HEARD MOST RECENTLY IN A PRESENTATION IS OUR COHORT OF TEACHERS AND INSPIRING ON OUR SITES AND TAKING ON FORMAL AND INFORMAL LEADERSHIP ROLES.

WE'VE HAD CONTINUED PROFESSIONAL LEARNING ACROSS THE YEAR IN TERMS OF OUR WORK ON DISTANCE LEA LEARNING. WE CAN CONTINUE WITH OUR SOCIAL AND EMOTIONAL LEARNING SUPPORT IN TERMS OF RESTORIVE JUSTICE.

WHAT WE'LL TALK MORE ABOUT IN THE PRESENTATION IS OUR PLANNING AND WHAT SOME LEARNING AND COACHING MODELS MIGHT LOOK LIKE LATER IN OUR 18-MONTH PLAN. DAN TOUCHED ON A COUPLE OF PIECES THAT SOME OF THESE ACTIONS ARE SHOWING SOME PROMISING PRACTICES THAT WE NEED TO ANALYZE FURTHER AND REPLICATE. THEN WE'LL BOTH SHARE SOME THINGS WE TRIED THAT DIDN'T GET THE RESULTS WE HOPED FOR.

IN THE ELEMENTARY AND K-8 SITES, HERE ARE SOME ACTIONS.

THE SITES TRIED SOME PIECES THAT I'LL TALK ABOUT WITH DISTRICT SUPPORT. WHAT THE FOCUS REALLY BEGAN WITH WAS TIGHTLY MONITORING ATTENDANCE AND HOW WE WERE FINDING OUR STUDENTS WHO WEREN'T ONLINE OR PRESENT OR ENGAGED AND USING THAT TO MAKE TARGETED OUTREACH FOR THOSE IN NEED OF SUPPORT. WE CONTINUED WITH A LARGE FOCUS ON OUR MULTITIERED SYSTEM OF SUPPORT, OUR MTTS, I'LL SHARE A FEW EXAMPLES. FOR ACADEMIC INTERVENTION, EIGHT OF OUR NINE ELEMENTARY OR K-8 SITES SAW A DECREASE.

REMEMBER REPORT CARDS AT THE ELEMENTARY LEVELS ARE NOT LETTER GRADES, THEY ARE 1, 2, 3, 4'S. 1 IS THE LOWEST LEVEL AND IT MEANS YOU ARE NOT MEETING STANDARDS.

IN A COMPARISON FROM TRIMESTER ONE TO TRIMESTER TWO.

THOSE WERE FOR TARGETED STUDENTS.

SOME OF THE MAIN ACTIONS WERE BASED ON FEEDBACK THAT THESE INTERVENTIONS HAPPENED DURING THE DAY.

THESE WOULD BE THINGS LIKE TWIN, WHATEVER I NEED TIME, OFFICE HOURS WHERE WE USED OFFICE HOURS FOR SMALL GROUP ASSESSMENT OR DIFFERENTIATION SO WE HAD DIFFERENT APPROACHES TO TEACHING STUDENTS IN SMALL GROUPS. THEN EXTENDED DAY TUTORING.

WHAT IS CRITICAL IS MORE ANALYSIS IS NEEDED TO DETERMINE WHICH ACTIONS GOT THE MOST GAIN AND WHY.

OUR NEXT STEPS ARE ANALYZING THAT DATA MORE SPECIFICALLY AND IDENTIFYING WHAT IT IS, THEY HAD THE MOST SUCCESS AND HOW WE RPLICATE IT. WANT TO POINT OUT AS WELL, FOR EXAMPLE UNDER THE EXTRACURRICULAR, A K-8 SITE IMPLEMENTED AN AFTER SCHOOL VIRTUAL HEALTH PROGRAM WITH TWO PHYSICAL FITNESS TRAINERS AND INVITED THEIR TARGET STUDENTS TO PARTICIPATE ON ZOOM. THERE WAS PRETTY SPOTTY ATTENDANCE AND THE TEAM DID NOT SEE ANY SIGNIFICANT BENEFIT.

THAT IS IN CONTRAST WITH WHAT I'M SEEING AND WHAT MY COLLEAGUES ARE SEEING WITH STUDENTS RETURNING TO CAMPUS IS WHERE WE ARE SEEING STUDENTS ENGAGING WITH THEIR FRIENDS IN THE AIR AND SUNSHINE RUNNING TO PLAYGROUNDS THEY ARE ABLE TO USE AND THEY ARE BACK GETTING THE PHYSICAL ACTIVITY WITH THEIR FRIENDS. DAN WILL SHARE A FEW EXAMPLES

FROM MIDDLE AND HIGH SCHOOL. >> SIMILAR TO THE ELEMENTARY AND K-8, WE HAD STRATEGIES TO SUPPORT ALL STUDENTS AND GOING UP THE PYRAMID, STUDENTS WHO NEEDED ADDITIONAL SUPPORT AND STUDENTS WHO NEEDED INTENSIVE TARGETED SUPPORT.

I WANTED TO SHARE SOME EXAMPLES. WE WON'T PAINT A ROSY PICTURE, WE LEARNED A LOT ALONG THE WAY. A COUPLE OF SCHOOLS DID CATCH-UP

[00:40:02]

AFTER FOUR WEEKS OF THAT, THEY FOUND GRADES INCREASED FOR 9TH AND 10TH GRADERS. 11 GRADERS DECREASED.

AFTER RETURNING TO SCHOOL, THANK YOU VERY MUCH FOR SUPPORTING THAT, AFTER RETURNING TO SCHOOL, DNF RATES DROPPED AT LEAST 6%, WITH TENTH GRADE INCREASING THEIR RATE 17%.

THANK YOU SO MUCH FOR SUPPORTING THAT.

IT WILL HAVE AN IMPACT ON THE KIDS WHO NEED IT THE MOST.

WITH OFFICE HOURS, PRINCIPAL FITZGERALD TALKED ABOUT HOW THEY NEEDED TO ORGANIZE THEIR OFFICE HOURS, THEY HAVE DONE THAT SO KIDS KNOW ON A CONSISTENT BASIS WHERE THEY GO FOR HELP.

THEY FOUND 17% OF TARGETED STUDENTS ATTENDED OFFICE HOURS.

THERE WERE NON-TARGETED STUDENTS WHO BENEFITTED, STUDENTS WITH A C OR BELOW INCREASED ONE FULL GRADE BUT THEY ARE STILL STRUGGLING. WHILE WE ARE STILL IN COHORTS, THEY WERE STRUGGLING TO GET KIDS WHO NEEDED IT MOST INTO THOSE OFFICE HOURS. THEN WE CREATED CASE MANAGERS FOR OUR TARGETED STUDENTS, CONSISTING OF A TEAM OF ADMINISTRATORS AND CLASSIFIED STAFF WHO MONITORED OUR STUDENTS, MADE PHONE CALLS WEEKLY TO SEE WHAT WE CAN DO TO SUPPORT KIDS. AFTER SIX WEEK CYCLE OF THAT INTENSIVE WORK, IT WAS A LOT OF WORK.

WE FOUND 10 OF OUR STUDENTS IMPROVED GRADES WITH THAT.

WHAT WE LEARNED FROM THAT IN THE LAST COUPLE OF WEEKS, WE TURNED OUR ATTENTION OF HOW CAN WE GET YOU TO OFFICE HOURS TO HOW CAN WE GET YOU BACK TO SCHOOL? THOSE ARE WHAT OUR TARGETED CALLS STARTED BEING. JUST UNDER HALF OF OUR STUDENTS BACK AT SCHOOL. I DON'T HAVE DATA YET BECAUSE WE ARE NOT AT THAT POINT IN THE CYCLE.

HEARING FROM TEACHERS THAT STUDENTS, BACK THREE DAYS A WEEK, HAVING WORK TURNED IN. DISTRICT WIDE, WE TALKED ABOUT, WE LOOKED AT STUDENT ATTENDANCE, SITE TEAMS AND DISTRICT TEAMS TO MONITOR ATTENDANCE WHICH TONY MENTIONED EARLIER.

WHAT WE FOUND OVERALL FROM FEBRUARY TO FEBRUARY, SO PRECOVID TO NOW, IT WAS KIND OF A MIXED BAG.

WE MAINTAINED OUR ATTENDANCE RATE FROM FEBRUARY TO FEBRUARY.

THERE WERE SOME GROUPS THAT IMPROVED.

THERE WERE SOME GROUPS THAT DECREASED.

IT WAS KIND OF A MIXED BAG FROM YEAR TO YEAR.

HERE'S WHAT WE LEARN FROM OUR TRANSITION TO IN PERSON LE LEARNING -- ATTENDANCE FOR STUDENTS GOT BETTER WHEN WE RETURNED TO IN PERSON LEARNING. THERE IS A 5% INCREASE, WE WENT FROM COHORTS TO FIVE DAYS A WEEK.

IN OTHER WORDS, WE BROUGHT BACK COHORTS, ATTENDANCE GOT BETTER.

WHEN WE WENT FROM COHORT TO FIVE DAYS A WEEK, ATTENDANCE GOT BETTER. AGAIN, THANK YOU FOR SUPPORTING THAT MOVE BACK TO THE CLASSROOM. WITH OUR RETURN TO FIVE DAY A WEEK, THERE IS 10% GROWTH OVERALL FOR STUDENTS WHO ARE SCHEDULED TO ATTEND IN PERSON AND WHO ARE ATTENDING CLASS.

>> ONE OF THE THINGS I WANT TO CALL TO THAT WE ARE NOT TALKING ABOUT IS THE TECHNOLOGY INVESTMENT.

THE BOARD HAD A TECHNOLOGY PLAN THAT WAS APPROVED.

IT ALLOWED US TO BE MORE NIMBLE THAN MOST WHEN IT CAME TIME TO DISTRIBUTING A WI-FI HOT SPOTS, WORKING WITH COMCAST AND GETTING LAPTOPS TO STUDENTS. BOTH NEW ORLEANS AND HOUSTON AND NEW ORLEANS IN PARTICULAR FOR SURE BUT HOUSTON WERE WIRED, NOT WIRELESS. WHEN THE FLOODING HIT FROM HURRICANE HARVEY, IT DESTROYED THE TECHNOLOGY AND INFRASTRUCTURE FOR MANY OF THE SCHOOLS, ESPECIALLY THOSE THAT HAD BEEN AROUND FOR A LONG TIME. THEY FACED CHALLENGES WE ARE NOT TALKING ABOUT. THAT WAS A HUGE LIFT.

WHEN WE FIRST WERE APPROACHED AND APPROACHED OTHERS ABOUT

[00:45:07]

WE WOULDN'T BE AT THIS LEVEL OF DISCUSSION.

SADLY THERE ARE A NUMBER OF DISTRICTS IN CALIFORNIA THAT CAN'T TALK ABOUT THIS STUFF BECAUSE THEY HAVEN'T GOTTEN THE TECHNOLOGY OUT TO EVERYONE IN ADDITION TO THE FACT THAT THE GOVERNOR AND THE LEGISLATURE PROVIDED A TON OF MONEY, THEY DON'T HAVE THE ABILITY TO DO IT. PLEASE REMEMBER THERE IS A LOT OF STUFF HERE WE ARE NOT EVEN TALKING ABOUT IN THIS PRESENTATION, WE ARE DOING NEXT LEVEL CONVERSATIONS IF YOU WILL.

>> SO WITH REGARD TO IMPROVING OUR PERCENTAGE OF KIDS COMING BACK TO SCHOOL, WHAT YOU ARE LOOKING AT K-6 IN PERSON FROM OUR TRANSITIONAL LEARNING, YOU CAN SEE WHEN WE SHIFTED TO FIVE DAYS, WE HAD A GREATER NUMBER OF KIDS.

WE ARE HIGHER THAN 50-50. IT IS DIFFERENT AT DIFFERENT GRADE LEVELS. WE HAD MORE KIDS AT SCHOOL THAN WE DO AT HOME THANKFULLY. WE FOUND THAT TO BE HELPFUL.

IT IS NOT THE SAME WHEN YOU GET TO SECONDARY.

YOU'LL NOTICE AS THE KIDS GET OLDER AND OLDER, YES, WE DID GET A GREATER PERCENTAGE OF KIDS TO COME WHEN IT IS A FIVE-DAY.

WHEN I LOOK AT NINTH GRADE TO TENTH GRADE, WE KNOW OUR NINTH GRADE ARE STRUGGLING THE MOST. OUR FEEDBACK IN TALKING TO KIDS AND FAMILIES, MY NINTH GRADER IS STRUGGLING.

WE ARE HAPPY THEY ARE BACK. FOR 11TH AND 12TH, DISTRICT-WIDE, IT IS A MIXED BAG.

SOME WOULD RATHER SIT IN BED BECAUSE THEY'LL SEE THEIR FRIENDS ON THE WEEKEND ANYWAY. I'M GLAD WE HAVE 9TH AND 10TH GRADER THAN OUR UPPER CLASSMEN. THEY ARE THE ONES THAT NEED IT

THE MOST. >> SOME ARE WORRIED, SOME CONVERSATIONS ABOUT THE VARIANTS, AS YOU GET OLDER, THERE IS A GREATER RISK. WE HAVE OUR FAMILY VACCINATION EVENT. THAT WAS THROWN OFF A LITTLE BIT WHEN JOHNSON & JOHNSON WAS PAUSED.

I THINK IT WAS THE FIRST TIME WE WERE GOING TO CONSIDER USING THOSE. WE ARE ROLLING OUT SPACES EACH DAY. THAT IS THE OPPORTUNITY FOR FAMILIES TO DECIDE NOW THAT THESE VACCINATIONS ARE OPEN TO 16 AND ABOVE. IF FAMILIES WANT TO COME IN AND BEGIN THE VACCINATION PROCESS OR IF THEY DON'T.

THERE IS A REALISTIC POSSIBILITY, YOU MAY SEE US HAVE A SUMMER GRADUATION. THERE MAY BE ENOUGH KIDS BEHIND WE HAVE TO CONSIDER THAT. THAT IS STUFF WE'LL BE FLEXIBLE, BECAUSE IT IS OUR JOB TO HELP SEE THEM THROUGH THIS PANDEMIC.

THOSE ARE REALLY LOW NUMBERS AT THE HIGH SCHOOL LEVEL.

THAT'S REALLY LOW. I KNOW DAN IS NOT SO HAPPY.

A LITTLE UNDER 50% AT MOTOS HIGH.

I'M WORRIED ABOUT OUR HIGH SCHOOL KIDS.

IT IS HARD TO SHAKE THAT OFF. ONE OF MY OWN CHILDREN, DISTANCE LEARNING JUST DIDN'T WORK, HAS SENT HIM LOOKING IN A DIFFERENT DIRECTION FOR WHAT LIFE IS ASKING FOR.

THIS PANDEMIC HAS REAL EFFECTS ON OUR CHILDREN AND SEEING NUMBERS THAT LOW, IT IS A WORRY. WE'LL PUSH THROUGH AND MAKE SURE THEY ARE OKAY OR MAKE SURE THEY CROSS THE HURDLE, EVEN IF THEY DON'T COUNT AS A GRAD RATE NUMBER, I DON'T CARE, WE'LL KEEP PUSHING THROUGH UNTIL THEY GET THAT DIPLOMA AND WE'LL HELP THEM FIND SOMETHING ELSE, TWO YEAR, FOUR YEAR, TWO-YEAR CAREER, BEHL

THERE TO HELP. >> I'M CURIOUS, I KNOW OUR KIDS AND EVERYBODY IS TIRED OF SURVEYS, BUT ALMOST BEING ABLE TO REACH OUT TO JUNIORS AND SENIORS AND SAY, WHAT ARE THE REASONS YOU ARE STAYING HOME? WHAT WOULD MAKE YOU RETURN? I KNOW THEY SAY THEIR FRIENDS, WHAT DOES THAT TRANSLATE INTO? DOES THAT TRANSLATE INTO FEELING CONNECTED IN SOCIAL AND EMOTIONAL? IS THERE A DIFFERENT WAY WE CAN SAY, WHEN YOU COME BACK TO SCHOOL, THIS IS WHAT IT IS OR WHY? WE COULD LEARN A LOT FROM THAT

[00:50:04]

>> TO BE FRANK WITH YOU, I'VE HAD A LOT OF CONVERSATIONS WITH JUNIORS AND SENIORS, THEY SAY, WHEN SCHOOL GETS BACK TO NORMAL AND WE CAN HAVE DISTANCES, WE CAN GO TO ATHLETIC EVENTS AND WE CAN HAVE RALLIES, WE'LL COME BACK THEN.

IT IS REALLY THAT EXPERIENCE THEY WANT.

I'M KIND OF DOING ALL RIGHT HERE AT HOME.

IT IS NOT REALLY SCHOOL. FOR HIGH SCHOOLERS, REALLY SCHOOL IS ALL THE SOCIAL CONNECTION STUFF THAT I FEEL WE DO A GREAT JOB AT THAT IS HAPPENING IN SMALL POCKETS BECAUSE OF WHAT WE ARE LIMITED TO.

>> THAT'S WHERE IT IS LIKE, HOW DO WE PROMOTE THERE ARE POCKETS OF WHEN YOU COME BACK, YOU ARE GETTING THAT EXPERIENCE? NOT THE FULL NORMAL EXPERIENCE --

>> THAT'S WHAT THEY WANT. THAT'S WHAT I'M HEARING FROM KIDS, WHY CAN'T WE HAVE PROM? THAT'S WHAT THEY WANT.

I WISH I COULD GIVE THEM -- >> IS THAT THEM LOOKING AT US, WE FINISH THE SCHOOL YEAR AS CALIFORNIA OPENS UP, CAN WE PROMOTE OUR FIND SOME WAY FOR A VERSION OF, YOU KNOW, A RALLY OR, YOU KNOW, A DANCE OR WHAT IS ALLOWED WHEN CALIFORNIA OPENS UP THAT OUR SENIORS MIGHT EXPERIENCE? WOULD WE BE OPEN TO THAT? I DON'T KNOW THE POSSIBILITIES OR IF IT IS LEGAL AND WHAT THAT MEANS.

THAT IS SOMETHING I'M OPEN TO TO GIVE OUR SENIORS.

>> I'M IN SUPPORT OF THAT. WAL-MART IS OPEN EVERY DAY.

THEY FIND A WAY TO OPERATE. I DON'T KNOW WHY WE CAN'T OPERATE, IT CAN'T BE ALL PUNISHMENT.

IT HAS GOTTEN TO A POINT WHERE IT IS COMPLETELY DRACONIAN BUT

THAT IS ME. >> I CAN SAY WE HAVE WORKED TO DO EVERYTHING WE ARE ALLOWED TO DO ACCORDING TO SAFETY

GUIDELINES. >> THAT'S WHERE WE ARE AT.

>> HAVE YOU BEEN TO THE MALL? THERE ARE STORES WITH LINES OUT AND SOCIALLY DISTANCED, THERE IS A CAPACITY WE HAVE BEEN TOLD WILL END JUNE 14. IT IS FINDING AND PLANNING AND ORGANIZING A SAFE ACTIVITY THAT IS SAFE FOR ALL THE OTHER AREAS.

WE ARE DOING ALL WE CAN. WE ARE RIGHT THERE.

WE CAN'T DECLARE VICTORY ON THAT YET EITHER.

WE ARE NOT THERE YET TO ASSESS IF THERE WILL BE LARGE BREAKOUTS AND CLASSROOM CLOSURES. WE'LL TAKE IT A WEEK AT A TIME

AND WE'LL ASSESS WHERE WE ARE. >> THERE HAS BEEN A LARGE INCREASE IN THE NUMBER OF USERS. WE PREVIOUSLY TALKED ABOUT OUR COVITALITY SCREENER AND OUR PLANS ON USING THAT ON A RAPID BA BASIS.

>> QUICKLY, BEFORE WE -- YOU TOLD ME TO BE PATIENT.

AS WE LOOK AT -- ARE WE LOOKING AT THE SUCCESSES OF OUR TUTORING CENTER? HOW DOES THAT MOVE FORWARD INTO HAS THERE BEEN ENOUGH POSITIVE THAT IS SOMETHING THAT THE BOARD LOOKS AT AS ON A MORE PERMANENT BASIS, YOU'LL SEE SOME BUDGET

CONSIDERATIONS FOR -- >> WHAT WE WANT TO START WITH IS A RECOVERY PLAN. WE TALK ABOUT SOME REMINDERS ABOUT THE 18-MONTH RECOVERY PLAN, THEN THE OPPORTUNITIES WE'VE HAD TO RESEARCH SOME EXAMPLES THAT HAVE SOME PROMISE TO THEM AND SOME EXAMPLES WE THINK WE CAN STOP TRYING AT THIS

[00:55:01]

PHASE 1A WILL GO UNTIL THE END OF THE YEAR.

WHAT I WANT TO CALL OUT IN PHASE 1A IS A VERY KEY AND TARGETED FOCUS ON SOCIAL AND EMOTIONAL LEARNING SUPPORT.

WHAT WE KNOW IS THAT IF WE ARE DOING THE SOCIAL EMOTIONAL LEARNING AND SUPPORT WELL, THEN THE ACADEMIC GROWTH WILL COME.

WE HAVE TO CREATE THAT SPACE AND TIME.

THAT IS A BIG CONVERSATION WE'VE HAD, GOSH, HOW MUCH TIME DO I G GIVE.

YOU CAN'T NOT GIVE IT ENOUGH TIME.

IF YOU DON'T GIVE IT ENOUGH TIME, THE LEARNING WON'T COME AFTER WE DON'T HAVE THE SOCIAL AND EMOTIONAL FOCUS.

I'LL TALK ABOUT THAT AS WE GO. I WANT TO DRAW YOUR ATTENTION TO THIS SLIDE IN TERMS OF HOW I TALKED ABOUT STARTING WITH SOCIAL AND EMOTIONAL SUPPORT. WHAT I WANT TO CALL YOUR ATTENTION TO HERE IS THAT OUR STAFF HAS CONTINUED TO RECEIVE TRAINING IN OUR WORK AND UNIVERSAL SERVICES WHICH IS THAT TIER ONE, IT IS UNIVERSAL FOR ALL OF OUR SCHOLARS.

WE HAVE CONTINUED TRAINING IN PRACTICES LIKE OUR PDIS, LIKE TRAUMA INFORMED PRACTICES, RESTORATIVE JUSTICE, RESPONSIVE CLASSROOM. WE OFFERED TRAININGS THROUGH THE WELLNESS CENTER. WE HAVE THE COVITALITY TRAINER TO INCREASE OUR SERVICES TO OUR STUDENTS BASED ON THE DATA THAT COMES BACK. WHAT IS REALLY CRITICAL IN STARTING WITH THIS SOCIAL AND EMOTIONAL SUPPORT IS THAT IT WILL HELP US SEE WHERE OUR PLAN NEEDS TO AND CAN GO BASED ON THE D DATA.

>> IF ANYONE ASKS, DO WE HAVE A UNIVERSAL SCREENER, YOU CAN'T CALL COVITALITY FULLY UNIVERSAL BECAUSE WE STARTED AT FOURTH GRADE, IT IS A NEW THING WE ARE BEGINNING TO USE AND IT IS ALMOST UNIFIED. WE ARE ALLOWING IT TO BE OPTIONAL. WHETHER IT STAYS THAT WAY OR NOT, WE HAVE 67% OF OUR FOURTH TO 12TH GRADE STUDENTS ENGAGE IN IT. IT IS A LARGE SCALE SCREENER SO WE CAN CONSISTENTLY GET INFORMATION ABOUT OUR STUDENTS AND THEIR SOCIAL AND EMOTIONAL NEEDS.

THE NEXT STEP IS TO FIGURE OUT HOW WE GET INTO ACADEMIC SCRE SCREENERS, ONCE WE HAVE BOTH THOSE IN PLACE, THEN WE'LL HAVE A PRETTY STRONG TIER ONE PROGRAM. THAT HELPS US IDENTIFY WHAT ALL STUDENTS GET THE TRAINING ALL STAFF GETS AND TO TRAIN ST STUDENTS. WHEN ACADEMICALLY OR THERE IS MORE SUPPORT NEEDED HOW WE HANDLE IT.

>> THANK YOU. >> A QUESTION BEFORE WE GO ON.

ON THIS PAGE AND THE PREVIOUS PAGE, SOMETHING THAT COMES TO MIND IS, WE HAVE SO MANY GREAT APPROACHES AND PROGRAMS IN THE DISTRICT, BUT WHAT I'M NOT CONFIDENT ABOUT BECAUSE MAYBE I JUST HAVEN'T ASKED A LOT OF QUESTIONS ABOUT IT, IS THERE A SYSTEMIC APPROACH TO IMPLEMENTING PRACTICES? ONE OF THE REASONS WE FAIL IN EDUCATION IS BECAUSE AT ONE SCHOOL THEY DO PLAN A, PLAN B. IT IS ALMOST LIKE LOCAL CONTROL WHICH YOU WANT. YOU WANT SCHOOLS TO LOOK AT THEIR STUDENT POPULATION AND TO ADOPT BUT SATURDAY -- AT THE SAME TIME, IT DOESN'T GIVE US A PICTURE OF WHAT IS REALLY WORKING BECAUSE WE HAVE, YOU KNOW, SO FEW NUMBER OF ENDS AND DATA TO REALLY COMPARE AND CONTRAST.

ONE OF THE THINGS ABOUT WHAT MAKES A PROGRAM SUCCESSFUL SOMETIMES IS THAT THE CONSISTENCY ACROSS DISTRICTS IF KIDS CHANGE SCHOOLS, IT ALSO ALLOWS FOR THE WHOLE DISTRICT TO LOOK AT SOMETHING AND TO REVAMP I

IT. >> I'M SO GLAD YOU ASKED.

WHAT I THINK YOU'LL BE EXCITED TO SEE IS THAT WORK

[01:00:06]

>> AND I'LL TELL YOU BECAUSE THIS IS MY HALLMARK, NO WE DON'T DO WELL. I SEE IT NOT DONE WELL IN ANY SCHOOL I HAVE BEEN AROUND. THERE IS ALWAYS DIFFERENT ELEMENT -- LIKE SCHOOLS HAVE DIFFERENT CULTURE, GRADE LEVEL TO GRADE LEVEL, TEACHER TO TEACHER, WE HAVE ROOTENIZED THAT THINKING, SCHOOL TO SCHOOL, GRADE LEVEL TO GRADE LEVEL MORE THAN ANY OTHER TIME BEFORE IN THE NATOMAS UNIFIED HISTORY, BY THE CORE, THE BELIEFS AND THE ALIGNMENT THAT YOU DEMAND WITH THAT AND THE GROWTH AND CHANGE. ONE OF THE SLIDES EARLIER WAS 13 AND 14, THAT IS AFTER YOU ALL WERE FRUSTRATED WITH THE DISCIPLINE AND THE SOCIAL AND EMOTIONAL SUPPORT AFTER MY FIRST YEAR. YOU SAID, YOU HAVE TO DO SOMETHING SO WE CREATED A DEPARTMENT.

CAROL ARRIVED, CECIL ARRIVED, CECIL WHO RETIRED AND ABANDONED US. SORRY.

HOPEFULLY HE IS NOT WATCHING. HOPEFULLY HE IS DOING SOMETHING ELSE. THAT STARTED.

THEN YOU ARE LIKE, THIS IS GREAT.

YOU CALLED IT THE DELIVERABLES, WHAT WAS IT, CAROL?

>> THE DELIVERABLES. >> YOUR NAME WAS IN IT FOR A REASON, YOU ALL DEMANDED IT. NOW WE HAVE DELIVERED ON THAT AND ARE GROWING MORE. TO YOUR CREDIT LAST SPRING, WE SAID, WE NEED SOCIAL WORKERS. I KNOW PEOPLE ALWAYS WANTED US TO HAVE THEM BUT FINANCIALLY THAT MEANT IT CAME AS A COST.

WE INVESTED $2 MILLION TO BUILD PROGRAMS. I DON'T THINK WE CAN GO BACK. EITHER THE STATE GIVES US MORE MONEY OR WE HAVE TO CUT OTHER THINGS.

I DON'T THINK WE CAN DO IT WITHOUT THEM ANY MORE.

THAT IS AN UNBELIEVABLY LARGE PERCENTAGE.

CREDIT TO EVERYONE WHO ENGAGED IN THEM.

LEADERSHIP MATTERS AT THE TOP WITH CAROL AND HER TEAM.

LEADERSHIP MATTERS WITH THE SOCIAL WORKERS AND HOW THEY LEAD TO FIND THE SUPPORT. IT IS NOT EASY.

THE HOMELESS WORK WE DID, THERE WEREN'T RESULTS FOR KIDS OFF THE BAT. THE SOCIAL WORKERS WERE THERE TO MAKE SURE ONCE THAT $60,000 MANDATE BRIDGE ENDED THEY HAD VOUCHERS AND POTENTIAL FOR JOBS. WE ARE A DIFFERENT DISTRICT.

IT IS TIME NOT TO DROP ANY OF THESE THINGS THAT WE HAVE, BUT WE HAVE ADDED PHYSICAL AND MENTAL HEALTH AS A HUGE PART OF WHO WE ARE IN OUR D.N.A. I DON'T THINK THERE IS ANY GOING BACK ON THAT EITHER, NOT JUST BECAUSE WE VACCINATE 13,000 PE PEOPLE.

IT IS BECAUSE WITH DOCTORS AND NURSES, YOU WANT TO KNOW HOW TO IMPROVE OUR ATTENDANCE, MAKE SURE THEY ARE HEALTHY AND THEY COME TO A SAFE PLACE AND OUR ATTENDANCE WILL IMPROVE.

IF YOU ARE MONITORING -- THIS IS YOUR JOB, GET OUT THERE.

WE'LL CALL AND WE'LL MAKE SURE THINGS ARE FINE.

GO OUT AND WASH. I'M SURE HE SAW LOTS OF PEOPLE SITTING AT SCREENS. HEY, YOU HAVE TO FEEL FREE TO GET UP FROM YOUR SCREEN. WE ARE MORE CONSISTENT THAN WE HAVE BEEN. THAT IS THE PROBLEM.

IT IS HARD TO GO BACK IN TIME. IF YOU GO BACK IN TIME, TEACHERS WEREN'T EVEN USING THE SAME TEXT BOOKS.

SOME WERE HOLDING ON TO ONES 20 YEARS OLD.

[01:05:12]

I REMEMBER THOSE. WE HAVE COME A FAR WAY FROM DELIVERING TEXTBOOKS WITH VANS AND STATION WAGONS TO SYSTEMICALLY DELIVERING TEXTBOOKS AND MATERIALS TO STUDENTS AT HOME. WHILE THERE IS A MUCH HIGHER PERCENTAGE OF THINGS WE DO, EACH PLACE HAS SOME DIFFERENCES THAT WILL ALWAYS BE THE PRINCIPALS AND TO FIND THAT BALANCE WE CALL LOOSE TIGHT. WHAT IS TIGHT THAT EVERYONE MUST DO. WHAT IS LOOSE WHERE YOU GIVE FLEXIBILITY BASED ON FAMILY NE

NEEDS. >> AS WE LOOK AT THE REVISED RECOVERY PLAN, WHERE WE WOULD BE HEADING INTO THE END OF THE SCHOOL YEAR IS PHASE 1B. WHAT WE'LL SHOW YOU ARE SUMMER LEARNING OPPORTUNITIES. WHILE THOSE ARE STILL IN DEVEL DEVELOPMENT, THEY ARE IN DEVELOPMENT WITH IDEAS WE THINK WILL WORK AND PAST PRACTICES LIKE SPECIAL EDUCATION. THEY WILL BE BASED ON RESULTS FROM THE PHASE 1A WE ARE WORKING ON FROM APRIL TO JUNE.

WE'LL BE SHIFTING SOME OPPORTUNITIES THAT I'LL SHOW YOU IN A MOMENT WITH SOME MORE SOCIAL EMOTIONAL AND ENRICHMENT FOCUSED OPPORTUNITIES IN SUMMER LEA

LEARNING. >> THOSE ARE OBVIOUSLY, YOU KNOW, WE SAID FROM THE BEGINNING, 18 MONTHS IS A ROUGH ESTIMATE. WE MAY DO SOME THINGS QUICKER AND IT MAY TAKE MORE TIME. WE'LL UPDATE YOU AS WE MOVE.

>> PHASE 1B IS STILL IN DEVEL DEVELOPMENT. I WANT TO CALL OUT THE THREE FACTORS YOU SEE IN THE BANNER FOR OUR SUMMER LEARNING FOCUS.

IT IS IMPORTANT WE UNDERSTAND THESE MUST BE TAKEN INTO CONSIDERATION. ONE BEING THE AVAILABILITY OF OUR STAFF TO WORK SUMMER SCHOOL. OUR STAFF HAS WORKED DILIGENTLY, HAS BEEN COMMITTED LIKE DAN SAID.

WE JOKE AROUND, THIS IS OUR 11TH FIRST DAY OF SCHOOL.

WE NEED TO CHECK THE AVAILABILITY TO WORK SUMMER SCHOOL. ALONG WITH THAT, WE NEED TO REACH OUT TO OUR FAMILIES AND TALK ABOUT THEIR WILLINGNESS.

A SURPRISE WE LEARNED, MOST FAMILIES WANTED ONLY DURING THE DAY INTERVENTION. WE HAD ALL OF THESE PLANS FOR SATURDAY ACADEMY AND SPRING BREAK CAMP, THEIR RESPONSE WAS THEY WANTED DURING THE DAY INTERVENTION.

WE NEED TO BE AWARE WE HAVE A SHORTER SUMMER THIS YEAR.

WE PUSHED BACK THE SCHOOL YEAR BUT STILL PLANNING ON STARTING WHEN WE USUALLY DO, WE HAVE A SLIGHTLY SHORTER SUMMER TO WORK WI WITH.

>> JUST A COUPLE OF THINGS, AS YOU THINK ABOUT IT, I HAVE LEARNED OVER THE LAST A COUPLE OF SUMMERS WITH A YOUNGER CHILD AND THEN HAVING A SHORTENED SUMMER, I'M OKAY WITH A SHORTENED SUMMER, AS YOU LOOK AT THINGS, PRESENTING FAMILIES WITH OPTIONS THAT MAY LAST A WEEK. KIDS TAKE WEAK SUMMER CAMPS.

SOMETIMES IT IS LONGER. RECOGNIZING THAT FAMILIES MAY TAKE VACATIONS, I THINK MANY PARENTS WOULD HAVE THEIR CHILDREN PARTICIPATE, LOOKING FOR SOMETHING THAT IS FUN AND

ENRICHING. >> WITH DAN'S RIVETING NASCAR EXAMPLE, INSTEAD OF CALLING IT SUMMER SCHOOL, WE CALL IT SOMETHING LIKE STEAM CAMP OR SLAM CAMP.

AS YOU SEE SOME OF THE OPTIONS, I'M GOING TO SHARE THOSE WITH YOU NEXT. HERE ARE SOME SAMPLE ACTIONS FOR PHASE 1B AND SOME SUMMER LEARNING OPTIONS.

WHAT YOU'LL SEE ARE SOME THINGS YOU HAVE SEEN IN PREVIOUS SUMMERS THAT ARE IMPORTANT FOR OUR FAMILIES AND STUDENTS LIKE OUR TARGETED SPECIAL EDUCATION AND SUMMER PROGRAMS. WHAT YOU'LL ALSO SEE MORE OF A FOCUS ON, LIKE TRUSTEE KAPLAN MENTIONED, FOCUSING ON SUMMER LEARNING AND ENRICHMENT THAT MAY BE A SHORTER TIME FRAME IN SMALL GROUPS.

[01:10:04]

WE ARE HOPING THEY WILL BE OFF FOR A NINTH GRADE YEAR.

AT MY SITE, MY STUDENTS HAVE NEVER HAD TO WALK FURTHER THAN 50 YARDS TO GET TO THEIR NEXT CLASS.

THE SUMMER BRIDGE PROGRAM WOULD BE AN EXPANSION POSSIBLY.

AS SUPERINTENDENT EVANS SPOKE TO, IT WILL BE CRITICAL WE MONITOR THE CREDIT RECOVERY AND LOOKING AT SUMMER GRADUATION AND GRADUATION POSSIBILITIES TO ENSURE OUR HIGH SCHOOL STUDENTS ARE READY TO BE GRADUATES. I THINK THERE IS ONE CALLOUT HERE IS THAT THERE IS A CAVEAT THAT WE ARE WORKING TO DEVELOP THIS PLAN WITH A FOCUS ON SOCIAL AND EMOTIONAL LEARNING AND ENRICHMENT. IT REALLY WILL MATTER ABOUT THE STAFF THAT ARE AVAILABLE TO WORK THIS SUMMER.

>> ARE WE ALSO LOOKING AT POTENTIALLY VIRTUAL SUMMER OPPORTUNITIES SO THAT A TEACHER OR SOMEBODY COULD RECORD SOMETHING AND THEN THAT'S AAILABLE?

>> YEAH. I THINK THAT'S MY FAULT FOR NOT CALLING THAT OUT, SOME OF THESE ARE DEFINITELY SOME IN PERSON

AND VIRTUAL OPTIONS. >> I CAN'T PROMISE THE RECORDING. THE MLU SAYS WE WOULDN'T DO THAT. THAT'S ONE OF THE THINGS I WISH WE HADN'T AGREED TO. IT WAS IN THE FALL.

IT WAS WHERE IT WAS. >> CAN I JUST OFFER A COMMENT?

[INAUDIBLE] >> NOW I'M GOING TO SHIFT A LITTLE BIT TO SOME POSSIBLE PLANNING FOR STUDENT SUPPORT AND SOME PROFESSIONAL LEARNING AND SOME EXAMPLE ACTIONS FOR BEGINNING OUR PHASE 2. ONE POSSIBILITY IS HAVING DISTRICT OR TEACHER ON SPECIAL ASSIGNMENT IN TEAM.

WHAT THAT MIGHT LOOK LIKE IS WE HAVE TEAMS OF TOSAS THAT GO TO SITES. BASED ON SITES' NEEDS AND THE NEEDS OF THE TARGETED STUDENTS, THERE WOULD BE TIME THAT MIGHT CHANGE. FOR EXAMPLE, ONE SITE MIGHT HAVE A TOSA SUPPORTING THEIR STRATEGIC STUDENTS FOR TWO WEEKS WHILE ANOTHER SITE MIGHT HAVE A T TOSA, THAT TOSA WORK WOULD BE TO WORK WITH THOSE TARGETED STUDENTS AND FROM OUR RESEARCH, WHAT W KNOW IS THAT THE IDEA IS TO PRE-TEACH WHAT IS COMING FOR THOSE GRADE LEVEL STANDARDS RATHER THAN THAT REMEDIATION THAT DOESN'T WORK THAT DAN CALLED OUT EARLIER. THE FOCUS WOULD BE ON THAT STANDARD SPACE CONTENT AT GRADE LEVEL SO WE ARE SHORING UP THOSE GAPS. AN ADDED BENEFIT TO THIS TYPE OF MODEL WOULD BE THAT THOSE TOSA TEAMS THEN WOULD PULL THE STUDENTS THEY ARE WORKING WITH. THEY WOULD ALSO PROVIDE PROFESSIONAL LEARNING FOR TEACHERS SO THAT WHEN THAT TOSA CYCLES TO ANOTHER SITE, THE TEACHERS WHO ARE STILL THERE ARE GETTING PROFESSIONAL LEARNING IN WHAT THE INSTRUCTIONAL STRATEGIES AND MONITORING WOULD NEED TO LOOK LIKE TO CONTINUE TO WORK UNTIL THAT TOSA COMES BACK FOR THE NEXT CYCLE.

[01:15:05]

IT COULD BE THAT THOSE TOSA TEAMS ARE PUSHING INTO CLASSES AT VERY SPECIFIC TIMES. IT COULD BE THAT THEY ARE TAKING GROUPS OF STUDENTS ACROSS GRADE LEVELS TO DIFFERENTIATE IN TARGETED WAYS. THE KEY HERE I WANT TO CALL OUT IS WHAT THE GOAL OF THIS WORK WOULD BE.

THAT IS ELIMINATING ANY KIND OF LEARNING DISRUPTION CAUSED BY THIS PANDEMIC. THE FOCUS OF THIS WORK IS ON LITERACY AND MATHEMATICS AND MAKING SURE WE ARE CLOSING THE GA GAPS.

I THINK THE SUPERINTENDENT CALLED THAT OUT WELL, WHAT HAS HAPPENED PREVIOUSLY IN EDUCATION IS THAT A STUDENT MIGHT BE ONE OR TWO LEVELS BELOW. WE'LL KEEP TEACHING THE FIRST GRADE STANDARDS. THEN THEY'LL GO TO FOURTH AND WE ARE STILL TEACHING THE FIRST GRADE STANDARDS.

THEN WE ARE SURPRISED THEY ARE AT A SECOND GRADE LEVEL.

>> ONE OF THE THINGS YOU HEAR US SAYING IS WHAT IT MIGHT LOOK LIKE. THE REALITY IS WE TALK ABOUT SITE OWNERSHIP AND THE NEEDS AND RESOURCES.

FOR US WHILE WE HAVE THIS CONCEPT WE ARE LOOKING AT, IT IS ABOUT CONTINUING TO TALK WITH OUR SITES SO WE CAN GROUP SITES AND DEPLOY TOSA TO THOSE SITES TO TWO THOSE CYCLES.

TALKING ABOUT IT MORE AS IT IS PHASE TWO FURTHER AWAY, THE REALITY IS WE HAVE TO START HIRING FOLKS, IDENTIFYING THE PEOPLE THAT HAVE THE SKILLS TO DO THIS TYPE OF WORK WITH OUR STUDENTS AND OUR STAFF. THE INVESTMENT, WE'LL TALK ABOUT BUDGET LATER, RECOGNIZING THAT THIS IS PROBABLY A TWO-YEAR COMMITMENT SO THAT IT MAY GO BEYOND WHAT WE ARE LOOKING AT FOR THE PHASES FOR THE 18-MONTH PLAN.

DEFINITELY WORK TARGETING WHAT WE ARE TRYING TO DO WITH

LEARNING DISRUPTION. >> I HAVE ANOTHER QUESTION.

SORRY. SO I KNOW SUMMER SCHOOL DEPENDS ON THE NUMBER OF PERSONNEL. IF FOR EXAMPLE THAT NUMBER IS LOW BUT WE STILL DECIDE TO PURSUE WHATEVER PROGRAMS ARE ON THE BOOKS, I WOULD HOPE WE WOULD KEEP ALL THE TOSA'S ENGAGED BECAUSE I THINK THAT WOULD BE -- I KNOW THAT'S A RESOURCE, THAT IS ANOTHER RESOURCE, I'M THINKING IF WE DO THAT, THAT'S ANOTHER WAY TO HAVE THIS INTENSITY OF WORKING WITH TEACHERS, IMPROVING THEIR SKILLS, OFFERING THE QUALITY TIME THAT -- FOR PROFESSIONAL DEVELOPMENT, JUST HAVING THEM AROUND. IT IS SOMETHING I WOULD BE IN FAVOR OF, KEEPING THEM WITH A LIMITED NUMBER OF STUDENTS.

PROBABLY HAVE TO CHECK WITH THE BUDGET AND SEE IF THAT IS POSSIBLE. I JUST WANTED TO SHARE THAT.

I SEE A VALUE IN DOING SOMETHING LIKE THAT.

>> IF YOU HAVE INTEREST, THIS IS A POSSIBLE EXAMPLE OF WHAT A CYCLE MIGHT LOOK LIKE. YOU CAN COME BACK AND LOOK AT THAT. WE THOUGHT YOU MIGHT BE INTERESTED IN WHAT AN EXAMPLE IT WOULD LOOK LIKE.

I'M GOING TO TURN IT OVER TO TALK FUNDING CONSIDERATIONS TO

SUPPORT THE 18-MONTH PLAN. >> YOU MENTIONED JAVETA, SHE LOVES US. WE ARE ASKING HER FOR ALL SORTS OF MONEY. SHE IS SAYING, YEAH, YEAH, WE CAN DO THAT. YEAH, WE CAN DO THAT TOO.

I THINK THE REALITY WE HAVE RIGHT NOW IS --

>> WAIT, JAVETA, ARE YOU NODDING YOUR HEAD?

>> YES, SHE IS. IT IS AMAZING.

[01:20:02]

YOU WANT TO SIT DOWN? GO AHEAD.

ONE OF THE THINGS THAT IS A REALITY FOR US RIGHT NOW IS, YOU SEE IT IN YELLOW HIGHLIGHTED ONE TIME.

WE HAVE QUITE A BIT OF ONE-TIME MONEY THROUGH STIMULUS FUNDS WE ARE BEING PROVIDED TO HELP US WITH ADDRESSING SOME OF THESE NEEDS. IN PARTICULAR, YOU'LL HEAR US TALK A BIT ABOUT AV-86 BECAUSE THERE IS A BUCKET OF MONEY WE ARE BEING ALLOCATED. IT IS ABOUT $7 MILLION THAT IS TARGETED TO EXACTLY WHAT WE ARE TALKING ABOUT WITH THE 18-MONTH PLAN. ONE OF THE THINGS THAT THIS REQUIRES, THE MAJORITY OF IT, 85%, NEEDS TO BE FOCUSED ON IN PERSON LEARNING SERVICES. THEY GET LEEWAY FOR SOME -- ABOUT 15% FOR DISTANCE LEARNING ACTIVITIES.

THE OTHER INTERESTING COMPONENT TO THIS, AT LEAST 10% OF IT HAS TO BE USED FOR PEOPLE. WE HAVE TO USE THIS TO INVEST IN PARAPROFESSIONALS WHO WILL BE SUPPORTING INSTRUCTION AND SOCIAL EMOTIONAL LEARNING FOR STUDENTS.

THAT IS SOMETHING WE ARE LOOKING FIRST TO, HOW WE CAN STRATEGICALLY USE OUR CLASSIFIED STAFF, THANKFULLY THROUGH YOUR DIRECTION IN INVESTMENTS AND GUIDANCE.

WE DIDN'T HAVE TO GO THROUGH LAYOFFS, ALL OUR CLASSIFIED EMPLOYEES, WE DIDN'T HAVE TO DO EMPLOYEES.

IT IS A MATTER OF HOW WE INVEST GOING FORWARD.

YOU'LL FIND THAT IN BUDGET ITEMS IN THE NEXT MONTH.

YOU'LL SEE THESE BULLETED AREAS, THE BOLD TEXT AT THE TOP.

THESE ARE SOME OF THE BUCKETS THAT ARE ALLOWED FOR THAT $7 MILLION THAT WE HAVE TO SPEND. JAVETTA IS DOING A JOB OF HELPING US HONE IN, YES, YOU CAN USE THAT FOR THIS ACTION.

NO, YOU CANNOT USE THIS MONEY FOR THE OTHER THING YOU ARE ASKING FOR. WHAT YOU'LL SEE IS THERE ARE SOME ROUGH DOLLAR AMOUNTS WE HAVE BEEN CALCULATING AS WE TALK ABOUT THE 18-MONTH PLAN. IF YOU START DOING THE MATH, YOU'LL DISCOVER IT EXCEEDS $7 MILLION.

THE REALITY IS WE DO HAVE OTHER FUNDING SOURCES OF ONE TIME MONEY THAT ARE STIMULUS FOR US. AS WE LOOK AT OUR OPTIONS AND CONSIDERATIONS, AGAIN, JAVETTA IS THE ONE HELPING US FIGURE WHAT TO ALLOCATE TO THE APPROPRIATE RESOURCE.

YOU'LL SEE AT THE TOP, EXTENDING LEARNING TIME AND ADDITIONAL ACADEMIC SUPPORT. THAT WORD EXTENDING, WE ARE TALKING ABOUT HOW DO WE EXTEND A DAY THROUGH BRIDGE DAYS, IN ADDITION TO THAT CHUNK OF MONEY WE ARE LOOKING AT TO HAVE TOSAS IN PLACE FOR THIS MORE FOCUSED WORK TANYA WAS TALKING ABOUT.

THE REALITY IS WITH TOSA, AS WE LOOK AT RETIREMENT AND ATTRITION OVER THE NEXT COUPLE OF YEARS, THEY WOULD HAVE AN OPPORTUNITY TO GO BACK TO CLASSROOM INSTRUCTION.

THAT'S HOW THOSE POSITIONS WORK. YOU WILL SEE ACCELERATING PROGRESS TO CLOSE LEARNING GAPS. YOU SEE THINGS LIKE OUR SPECIAL EDUCATION SUMMER SCHOOL, THIS SUMMER AND NEXT SUMMER.

SOME THINGS WE DIDN'T REALLY HIGHLIGHT BUT ARE DEFINITELY ON OUR RADAR IS JOB SKILLS FOR STUDENTS.

WE HAVE A FEW OPPORTUNITIES, I THINK YOU ARE FAMILIAR WITH SUMMER AT CITY HALL. WE ARE EXPLORING OPPORTUNITIES FOR OUR OLDER STUDENTS AND HOW THEY CAN GET JOB EXPERIENCE.

OUR PARTNER DOES A LOT OF SUPPORT FOR OUR STUDENTS, WELL, THEY ARE PROVIDING SOME ENTREPRENEURSHIP SUPPORT SO WE ARE LOOKING AT PILOTING THIS SUMMER WITH THEM, VERY EXCITED ABOUT SOME OF THE THINGS THEY'LL BE ABLE TO DO TO SUPPORT OUR STUDENTS IN THAT WAY. WE HAVE INVESTED IN TRYING TO PROVIDE SOME CONSISTENCY AT OUR SITES.

YOU'LL SEE I SAY MAKING SURE WE ARE CONSIDERING IN THE COMING YEAR, WE MAY CONTINUE TO PROVIDE THAT SUPPORT.

THEN SOME OTHER SUMMER LEARNING OPTIONS.

YOU'LL SEE THAT PARAPROFESSIONAL, YOU'LL SEE THE VIRTUAL TUTORING. LISA, WHAT YOU WERE TALKING ABOUT, WE ARE EXPLORING HOW WE CAN USE THAT VIRTUAL TUTORING.

ONE THING I'LL SAY, OUR PARENTS HAVE TAKEN ADVANTAGE OF THAT.

WE HAVE HEARD IN THE LAST YEAR, HAVING THINGS ON ZOOM HAS MADE IT MORE ACCESSIBLE FOR THEM. LOOKING AT HOW WE CAN CONTINUE

[01:25:02]

THROUGH YOUR ACTION, THIS SEMESTER, WE HAVE BEEN LOOKING AT THE TEMPORARY GRADING WE HAVE WITH NTA AND OBVIOUSLY THE CREDIT RECOVERY THAT WE ARE TALKING ABOUT WITH SUMMER SCHOOL. THE EXCITING THING ABOUT SUMMER SCHOOL, ABLE TO EXPAND WHILE THE SUMMER IS SHORTER.

WE HAVE AN EXTENDED AMOUNT OF TIME TO CONSIDER STUDENTS AS GRADUATES WITH THIS COHORT. WE HAVE AN EXTENDED AMOUNT OF TIME WE'LL CAPITALIZE ON THROUGH SUMMER SCHOOL PROGRAMMING.

WE ARE LOOKING AT PARENT ENGAGEMENT AND TRANSLATION SERVICES TO REALLY HELP OUR PARENTS STAY CONNECTED WITH HOW WE CAN SUPPORT OUR STUDENTS SOCIAL AND EMOTIONAL AND ACADEMICS. THESE ARE THE ROUGH NUMBERS AS WE HAVE BEEN PROJECTING OUT THOSE COSTS.

I THINK YOU HAVE SEEN IN CONCLUSION THAT WE REALLY ARE TRYING TO USE INTENTIONALLY METRICS WE HAVE TO COMMUNICATE WHAT WE ARE LEARNING AND HOW WE ARE SUPPORTING STUDENTS.

WE ARE TRYING TO FOCUS ON FOUR TO SIX WEEK CYCLES.

WE DON'T WANT TO GO DOWN THE ROAD FOR SIX MONTHS THINKING WE ARE DOING A GREAT JOB AND THEN BE DISAPPOINTED WE HAVEN'T SEEN THE RESULTS WE WANTED. TRYING TO BE SMART AND LEVERAGE THOSE CYCLES. WE'LL CONTINUE TO ADAPT THE PLAN AND PROVIDE THOSE UPDATES TO YOU.

YOU WILL SEE US IN MAY TALKING ABOUT SOME OF THE BUDGET PROPOSALS THAT ARE ASSOCIATED WITH THESE NUMBERS, AN IDEA WE ARE SHARING WITH YOU TO START THINKING ABOUT THIS MONTH.

>> SOME OF THOSE THINGS TWO WEEKS FROM NOW, BECAUSE WE HAVE APRIL 28, ONE MEETING IN MAY AND THEN THE TWO STATUTORY IN JUNE WHERE WE HAVE THE PUBLIC HEARINGS AND APPROVALS.

WHAT YOU ARE GETTING IS A PREVIEW OF SOME OF THE REQUEST ITEMS, ALL HAVE GREAT VALUE, NOT ALL WILL BE ABLE TO GO FORWARD.

WE HAVE A SERIES OF ONE-TIME MONEY WE CAN USE OVER THE NEXT COUPLE OF YEARS. START LOOKING AT THAT.

IF YOU HAVE ANY OTHER BUDGET IDEAS OR NEEDS YOU ARE INTERESTED IN, YOU HAVE SEEN THE COMMUNICATIONS WE ARE LOOKING AT, PLEASE, SEND THEM TO ME AND WE'LL START TO PROCESS THEM.

IT IS MOSTLY ONE TIME MONEY THIS YEAR.

THERE IS A LOT TO GET OUR STUDENTS BACK ON TRACK AND KEEP OUR SCHOOLS OPEN AND SAFE. THERE AREN'T A LOT OF ONGOING FUNDS. WE'LL BE FISCALLY RESPONSIBLE.

THAT DOESN'T ALWAYS GO SUPERWELL TOGETHER BUT WE'LL DO OUR BEST.

>> I HAVE OUR QUESTION SLIDE. >> AS I WAS LISTENING TO EVERYBODY, IT IS ABOUT RECOVERING, RESTORING AND REBUILDING AND BUILDING A NEW. IN MY MIND, I APPRECIATE YOU GUYS FOCUSING IN ON THAT. BEFORE THIS PRESENTATION, I WROTE THERE WERE SEVERAL THINGS OF INTEREST AND YOU HIT EVERYTHING. SUMMER SCHOOL, PARENT ENGAGEMENT, STUDENT WELL-BEING, WHAT SHOULD WE MONITOR WITH STUDENTS NOW AND IN THE FALL. HOW DO WE USE THAT DATA TO INFORM DECISION MAKING. I'M INTERESTED, AS YOU LOOK AT THIS DATA, WHAT BEST PRACTICES CAN WE TAKE FROM THIS PANDEMIC AND MOVE INTO OUR EDUCATIONAL MODELS AS WE MOVE INTO FALL? BECAUSE I HAVE TO TELL YOU, I THINK SOME GREAT THINGS HAPPENED WITH OUR TEACHERS THAT WE NEED TO NOT GO BACK TO WHAT WE DID BEFORE. MY STUDENT CAN PROBABLY TEACH ME SOME THINGS ON GOOGLE DOC. I'M NOT PROFICIENT.

AND FOCUSING ON HOW WE'LL SELF-CARE AND REBUILD OUR EDUCATOR WORK FORCE BECAUSE WE K KNOW, EVERY STUDENT HAS SHOWN THE SIGNIFICANCE OF OUR CULTURE TOWARDS LEARNING AND EVERYBODY IS EXHAUSTED.

HOW CAN WE GO BACK TO MAKE SURE SELF-CARE BUT FOCUSING ON EQUITY. IAM FOCUSED ON, I THINK AS WE RECOVER, SOCIAL AND EMOTIONAL LEARNING AND MENTAL HEALTH IS KEY TO GET OUR STUDENTS BACK ENGAGED.

THE ONE QUESTION I HAD WHERE WE LOOKED AT ON THE COVITALITY IN DOING THAT EVERY FOUR TO SIX WEEKS, THAT WAS FOR STUDENTS FOURTH THROUGH 12TH GRADE, WHAT ARE WE DOING FOR OUR T-THIRD GRADERS WHO MAY NOT HAVE THE LINGUISTIC ABILITY TO DESCRIBE

[01:30:01]

>> AS I'M LISTENING TO THAT, THAT WAS A BIG QUESTION THAT POPPED OUT AT ME, ESPECIALLY OUR YOUNGER STUDENTS WHO MISSED OUT AND MAY HAVE ANXIETY OR ANGER AND NOT KNOW HOW TO EXPRESS THAT. HOW ARE WE TRAINING OUR STAFF? THAT IS SOMETHING I WANT TO MAKE SURE IS BALANCED.

>> ONE THING I WANT TO SPEAK TO QUICKLY WHEN YOU TALKED ABOUT THE SELF-CARE AND AWARENESS FOR OUR STAFF, THAT IS ONE OF THE OTHER THINGS WE TRY TO BE INTENTIONAL ABOUT AS WE HEARD FROM OUR STAFF IN DEVELOPING THIS PLAN.

THIS IS NOT A SPRINT. THIS IS NOT SOMETHING WHERE YOU'LL DO SEVERAL WEEKS EVERY DAY AFTER SCHOOL AND KIDS WILL BE CAUGHT UP. THAT IS NOT REALISTIC FOR ANYBODY INVOLVED. I HOPE THAT IS HEARD, WE KNOW -- THAT IS PART OF WHY WE ARE BUILDING IT OUT THIS WAY.

IT IS NOT EVERY DAY. IT IS MAYBE A DAY OR TWO OR MAYBE THREE DEPENDING ON WHAT WORKS FOR PEOPLE.

THAT IS SOMETHING WE ARE COGNIZANT OF.

>> MY QUESTION CAME UP ABOUT THE TK THROUGH THIRD GRADE.

I WOULD LIKE TO HEAR ABOUT WHAT WE ARE DOING FOR SENIORS THAT WON'T MAKE IT OUT? WE ARE TALKING ABOUT HAVING A SUMMER SCHOOL GRADUATION, BECAUSE IT APPEARS EVERYBODY WON'T BE GETTING THERE, IS THERE ANY WAY POSSIBLE TO OFFER THOSE KIDS SOMETHING POSSIBLE AFTER THE SUMMER SCHOOL OPPORTUNITY?

>> THERE ARE -- YEAH, WE'LL FOLLOW UP AND PROVIDE SOME MORE INFORMATION, YES, THERE ARE OTHER OPPORTUNITIES.

>> THANK YOU. >> THANK YOU FOR THIS PRESENTATION. I'M VERY IMPRESSED.

THIS WAS A LOT OF WORK DONE IN A SHORT PERIOD OF TIME SO THANK YOU FOR PRESENTING IT. THE EXAMPLE ACTIONS FOR PHASE 1B, I LIKE WHAT IS PRESENTED. I HOPE WE CAN IMPLEMENT ALL OF THAT. THE CONCERN, THE STATEMENT THAT WE'LL BE LIMITED WITH THE NUMBER OF STAFF.

COULD YOU EXPLAIN THAT A LITTLE BIT.

IS THAT BECAUSE WE DON'T THINK WE'LL HAVE ENOUGH INTEREST IN SUMMER PROGRAMS? OR IT IS A SHORTAGE OF

SUBSTITUTES IN GENERAL? >> I THINK FIRST OF ALL, THESE ASSIGNMENTS ARE ALL CONSIDERED EXTRA ABOVE AND BEYOND.

THEY ARE NOT INCORPORATED IN OUR TEACHING STAFF.

THERE IS A CONCERN THAT PEOPLE MAY NEED TO TAKE TIME AWAY.

I MAY SAY WE HAVE HAD A LOT OF ENGAGEMENT FROM STAFF SAYING, HEY, I WOULD LIKE TO CONSIDER HOW I CAN PROVIDE THAT SUPPORT.

IT IS A VERY REAL CONCERN. I THINK ONE OF THE THINGS WE LEARNED OVER THE LAST SEVERAL YEARS IS WHEN WE BRING IN SUBSTITUTES, THOSE ARE ANOTHER SET OF CHALLENGES BECAUSE DO THEY HAVE THE CONNECTION WITH STUDENTS AND LONGEVITY TO SUPPORT THEM. WE ARE WORKING WITH COMMUNITY PARTNERS AS WELL. THERE ARE LOTS OF THINGS TO EXPLORE. WE'LL DO OUR BEST TO MAKE SURE THAT WE ARE GIVING EVERYTHING THAT WE CAN TO OUR STUDENTS.

WE'LL CONTINUE TO PROVIDE UPDATES AS WELL.

>> IS THERE ROOM FOR TEACHERS TO WORK THIS SUMMER?

>> OUR TEACHERS WORKING DURING THE SUMMER?

>> YES. >> YES.

IT IS BASICALLY AN EXTRA DUTY. IT IS A DIFFERENT ASSIGNMENT.

>> IT IS NEGOTIATED IN OUR CON

CONTRACT. >> HOW MANY ARE WE LOOKING TO

HIRE? >> THE BALLPARK BUDGET RIGHT NOW IS ABOUT 18. WE ARE LOOKING AT DIFFERENT

TEAMS TO COVER -- >> AND THEY'LL BE LEADING THE

TEAMS? >> MAYBE WORKING WITH THE GRADE

LEVEL TEAMS, YOU KNOW. >> IT IS STILL A WORK IN PROGRESS. WE HAVE TO DO MORE WORK.

IMAGINE TOSAS, WE CAN CREATE FLEXIBLE JOB DESCRIPTIONS WHERE PEOPLE COME IN LATER IN THE DAY AND ARE IN CLASSROOM BECAUSE FAMILIES SAY WE EXPECT THE SUPPORT FOR STUDENTS DURING THE DAY. THE NUMBER TWO THING, THEY ARE OKAY WITH EXTENDED HOURS? THEY WERE NOT THRILLED ABOUT

[01:35:03]

SO WHERE DO WE GO AFTER WEEK ONE? WHAT DOES THE ASSESSMENT RESULT SHOW? DO THEY NEED TO CHANGE AND START IT ALL OVER AGAIN? WHICH WILL PROVIDE PROFESSIONAL DEVELOPMENT.

IT IS NOT ABOUT HIRING TOSAS FOR THE COACHING CYCLE.

WE HAVE DONE THAT. IT HAS SOME EFFECT.

THIS IS ABOUT GETTING KIDS WHAT THEY NEED WHILE AT THE SAME TIME HOPING TO PROVIDE SUPPORT FOR TEACHERS WHO ARE GOING TO FEEL OVERWHELMED. AS YOU HEARD ME SAY AN HOUR AGO, THERE WAS THE EXPERIENCE THAT WE HAVE IN THE TOSA WHERE SOME TEACHERS WILL TEACH THE WHOLE FIRST TRIMESTER FOR REVIEW, WE WANT TO GET OUT OF THAT QUICKLY. TOSA CAN BE IN CLASS WITH THEM AND PROVIDE EXTRA STRUCTURE AND SUPPORT SO THEY DON'T GO, I'M SO FRUSTRATED BECAUSE 10 OF MY STUDENTS ARE BEHIND, I'LL GO AND TEACH THE FIRST GRADE MATERIAL. WE KEEP THAT CYCLE AND WE END UP WHY THEY ARE REFERRED FOR SPECIAL EDUCATION.

WE ARE TRYING TO BREAK ALL THOSE CYCLES BY CREATING NEW SHORTER CYCLES. SOME TOSAS MAY SPEND MORE -- LET'S SAY THE LOWEST THREE ACHIEVING SCHOOLS WOULD GET, LIKE, CYCLES EVERY TWO OR THREE WEEKS ON A REGULAR BASIS.

AND STUDENTS THAT ARE STRUGGLING MIGHT GET IT EVERY SIX WEEKS.

LOOKING AT DATA AND SEE WHO MIGHT NEED GREATER INTENSITY.

A OKAY, THANK YOU, GOOD WORK. >> THANK YOU. >> AND TO EVERYONE, WHO WORKED WITH YOU I AM PUTTING TOGETHER, AND IT'S GREAT. IT'S A LOT OF INFORMATION AND, AND I THINK THAT BECAUSE AS I WENT THROUGH, THIS AND LISTENED TO ALL OF YOU.

THE QUESTION THAT KEPT ARISING TO ME IS HOW DO WE HOLD OURSELVES ACCOUNTABLE FOR WHATEVER WE DECIDE TO DO SO THAT WE CAN COME BACK AND SAY, THIS IS WHAT WE ARE ABLE TO ACCOMPLISH, AND IF WE WEREN'T ABLE, THEN WHAT DID WE LEARN. SO THANK YOU.

>> THANK YOU ALL FOR THE FEEDBACK. OKAY.

MOVING ON TO THE CONSENT CALENDAR, I AM LOOKING FOR A -- >> MOVE APPROVAL WITH THANKS FOR

[XIII. CONSENT ITEMS]

ALL OF THE DONATIONS. >> SECOND. >> SECOND.

>>. MOVE BY KAPLAN, SECONDED BY TRUSTEE HARDIN. >> I ALREADY TOSSED IT BACK.

SO CAN YOU CALL THE ROLL PLEASE. >> HAINES,. >> AYE.

>> GRANT. >> AYE. >> HARDIN.

>> AYE. >> HEREDIA. >> AYE.

>> KAPLAN. >> AYE. >> MOVING ON TO OUR ACTION ITEMS. BEFORE WE MOVE ON TO ACTION ITEMS. IS THERE ANYONE WISHING TO MAKE A PUBLIC COMMENT REGARDING ANY OF THE ACTION ITEMS THIS EVENING. I DON'T SEE ANYONE RUSHING FORWARD TO MAKE A COMMENT.

SO WAS THERE ANY COMMENT MADE VIA E-COMMENT MANY. >> WE DID NOT RECEIVE ANY PUBLIC COMMENTS. FOR ANY OF THE ACTION ITEMS TONIGHT.

>> ALL RIGHT. THANK YOU. >> SO SINCE THERE'S NONE.

WE ARE GOING TO MOVE ON TO THE ACTION ITEMS, AND I BELIEVE THEN I AM GOING TO TURN, AM I GOING

[XIV.a. Approve Extension of the Diverse Future Teacher and Aspiring Leaders Programs]

[01:40:04]

TO- WE ARE MOVING WITH THE CAN -- >> CAN GO I JUST MOVE THE EXTENSION OF THE DIVERSE FUTURE TEACHING AND ASPIRING LEADERS PROGRAM.

>> I THINK THAT YOU JUST DID. >> SECOND. >> AND MOVING ON.

>> AND THEN BRIEF COMMENT. I TALKED TO PRESIDENT HEREDIA ABOUT THIS.

THERE'S LEGISLATION, 8520 GOING THROUGH THE LEGISLATURE, TO CREATE A TEACHER DIVERSITY TYREE CRUTEMENT GRANT. I WOULD LOVE TO SEE IF THAT'S SOMETHING THAT WE POTENTIALLY WANT TO SUPPORT, BECAUSE IF THAT PASSES AND BECOMES LAW. THAT'S SOMETHING THAT CAN HELP SUPPORTING AND EXTEND THIS PROGRAM. WE JUST WANT TO MAKE SURE THAT IT'S RIGHT FOR US TO DO THAT. I THINK THAT SINCE WE ARE ALREADY DOING IT AND WE'RE

LEADER, WE NEED TO LET OUR LEGISLATURE KNOW. >> WE HAVE OUR FRIEND AT THE CAPITOL, TRYING TO ASSESS AND SEE IF IT'S AS GOOD AS IT LOOKS, OR IS THERE A POISON PILL IN THERE, AND IF THERE'S NOT A POISON PILL, WE WILL REACH OUT TO RICARDO I AND ADVOCATE

>> AND THANK YOU SO MUCH. >> THE AND I UNDERSTAND WHAT I AM FLINGATIONS THAT HAS FOR US IN TERMS OF OUR EFFORT, AND STAFF, AND TIME WE WANT TO BE SENSITIVE TO THAT.

>> IT WAS MOVED BY KAPLAN, SECONDED BY TRUSTEE BAYNES. >> YES

>> GARCIA. >> AYE. >> GRANT.

>> THE AYE. >> THE HARDIN. >> AYE.

>> HEREDIA. >> AYE. >> KAPLAN.

>> NOW YOU TURN IT OVER TO US. APPROVING THE NAME FOR THE NEW DUAL IMMERSION SCHOOL.

[XIV.b. Approve the Name for the New Dual Immersion School]

CHRISTINA WILL YOU GIVE THE TRUSTEE SOME BACKGROUND. >> FOR THE NEXT TWO ACTION ITEMS ON THE AGENDA, THE SCHOOL NAMES COMMITTEE FOLLOWED THE PROCESS IN REGULATION 7310, NAMING OF FACILITY. THIS BOARD POLICY, AND ADMINISTRATIVE REGS, STIPULATE THAT THE NAMES FOR A NEW SCHOOL MAY BE SELECTING FROM A BOARD OF A LIST, OF NO MORE THAN THREE NAMES, OF A SCHOOL NAMES COMMITTEE, WHICH SHOULD BE MADE UP OF 4 TO 12 MEMBERS, AND IT SHOULD BE IN THE NAMES OF INDIVIDUALS WHO HAVE MADE OUTSTANDING CONTRIBUTIONS TO THE COUNTRY OR COMMUNITY, OR STATE NATIONAL, OR WORLDWIDE SIGNIFICANCE, AND THEY LAWNED A COMMUNITY WIDE SURVEY IN LATE JANUARY, TO LISTIT INPUT FROM OUR FAMILY STAFF AND COMMUNITY REGARDING THE NAMES FOR THE NEW DUAL IMMERSION SCHOOL, AND THE VIRTUAL ACADEMY.

THE SURVEYS WERE AVAILABLE IN BOTH ENGLISH AND SPANISH, AND THEY RESULTED IN 295 RESPONSES FOR THE DUAL IMMERSION SCHOOL, AND 318 RESPONSES FOR THE VIRTUALABLE ANY.

THE SCHOOLS NAME COMMITTEE CONSISTING OF SEVEN MEMBERS WENT THROUGH A PROCESS TO DETERMINE NAME RECOMMENDATIONS. MORE DETAILS ABOUT THAT THE PROCESS WENT THROUGH TO NARROW DOWN THOSE RECOMMENDATION SOMETHING OUTLINED UNDER EACH OF THESE TWO ITEMS ON THE BOARD AGENDA. WE WOULD LIKE TO THANK OUR COMMITTEE MEMBERS, TERRY BYRNES, PAM ROTH WELL, AND CARLINA, AND SUPERINTENDENT EVANS AND MYSELF WERE ALSO PART OF THIS

COMMITTEE. >> WE WERE THE LAST FUN PART. THOSE OTHER FIVE ARE GREAT.

WE REALLY APPRECIATE THEIR HELP SO. DUAL IMMERSION, SO HELP HOPEFULLY SOON TO BE KNOWN AS THE PROPERTY FORMERLY KNOWN AS NORTH POINT. NORTH POINT PROPERTY, IT IS GOSH, NORTH, ALMOST DUE NORTH OF US US AS THE GROW FLIES, AND DEFINITELY A LIT FARTHER NORTH THAN NORTOMIS, PARK IN HERON, AS THE POURED HAS PUT INTO THEIR FACILITIES MASTER PLAN, AND AS WELL AS SERVING AS APPLYING NET STYLE PROGRAM, BUT LIKE APPLYING NET STYLE PROGRAM THAT PULLS STUDENTS FROM ACROSS THE DISTRICT FOR HAVING THE OPPORTUNITY FOR DUAL IMMERSION.

THREE NAMES WERE SENT FOR THE BOARD CONSIDERATION, THE FIRST HEREDIA, NAMED AFTER A FAMILY KNOWN TO US, WHO HAS SERVED IN A VARIETY. HUERTA, WHO IS A WELL KNOWN

LABOR LEADER, WHO VISITED. >> I WILL MAKE A MOTION TO APPROVE OPTION ONE, WHICH IS THE

HEREDIA FAMILY NAME >> I WILL GLADLY SECOND THAT WITH MUCH APPRECIATION.

[01:45:03]

A BAYNES. >> AYE. >> GARCIA

>> AYE. >> GRANT. >> AYE.

>> HARDIN. >> AYE. >> HEREDIA.

>> AYE. >> KAPLAN. >> AYE.

>> CONGRATULATIONS. >> [APPLAUSE]. >>.

I REMEMBER HEARING TRUSTEE HEREDIA TALK ABOUT THIS. SO SHE WAS ON BARELY TWO MORE YEARS PRIOR TO I AND HAS BEEN TALKING ABOUT THIS FOR 20 YEARS. THIS IS TRULY NOT ONE PERSON HAS HEARD HER TALK ABOUT THIS. MANY PEOPLE, AND THIS HAS BEEN A TWO DECADE PUSH IN NATOMAS.

>> AND THANKS TO THE COMMITTEE, AND THE PEOPLE WHO SUBMITTED THE NAMES, AND THANKS TO MY FELLOW TRUSTEES FOR THE SUPPORT. IT MEANS TO OF A LOT TO ME AS FORMER BILINGUAL TEACHER IT MEANS A LOT FOR ME TO SEE THIS SCHOOL COME TOGETHER- IT'S REALLY GOING TO BE THERE.

IT HAS A NAME NOW. WE DON'T HAVE TO CALL IT NORTH POINT.

NOW I WILL CONTINUE IT BACK OVER TO YOU, SO THAT YOU ARE NO LONGER IN AN UNCOMFORTABLE

POSITION. >> BECAUSE MY SCRIPT SAYS TO TURN BACK OVER TO YOU AGAIN

>> THERE WE GO AGAIN. CHRISTINA HAS HANDLED THIS ALREADY ACTUALLY BY GIVING US

[XIV.c. Approve the Name for the New Virtual Academy]

THE VIRTUAL LEARNING ACCIDENT ME, TWO NAMES WERE RECOMMENDED. ONLY ONE IS GOING FORWARD.

BUT THE BOARD HAS OPTIONS SO DON'T NECESSARILY HAVE TO PICK ONE OF THE TWO.

WE ARE NOT TRYING TO PUT YOU IN THAT POSITION. THE TWO NAMES GOING FORWARD WERE DR. WILLIAM LEE ACCIDENT ME, AND THE WORD "ACADEMY, WAS SOMETHING THAT THE COMMITTEE HOPES THAT THE BOARD CONSIDERS AS OPPOSED TO A SCHOOL, SENSE THAT WAS PART OF ITS ORIGINAL NAME, AND

NATOMAS, INNOVATION ACADEMY." >> I WOULD LIKE TO TALK ABOUT 'HOW WE CAME TO DR. WILLIAM LEE ACADEMY, AND WHY IT ISES OF IT WAS NOT GOING FORWARD. IT WAS CLEAR FROM THE FEEDBACK FROM THE COMMUNITY. THERE WAS AN INTEREST IN SOMEONE REPRESENTING SOMEONE WHO WAS AFRICAN AMERICAN, OR BLACK IN OUR COMMUNITY. WHERE WE IDENTIFIED DIVERSITY, AND HELPING NATOMAS IDENTIFYING LEADERS THAT REPRESENT OUR STUDENTS AND PROVIDE THE OPPORTUNITY FOR OUR STUDENTS TO SEE ROLE MODELS IT IS SOMETHING THAT IS FROM THE NUMBER OF OPTIONS PROVIDED IT SEEMS THAT OF LIKE THE COMMUNITY FEEDBACK WAS INTERESTED IN THAT, AND SO

WAS THE COMMITTEE. >> I DID GET SPEAK TO LARRY LEE, THE SON OF DR. LEE.

DR. LEE PASSED AWAY A FEW YEARS AGO, IT WILL LARRY IS THE OF HE SHARED THAT MARGARET FORTUNE SCHOOLS HAD NAMED ONE OF HER CHARTER SCHOOLS IN SOUTH SACRAMENTO, IT IS OFFICIALLY NAMED WILLIAM LEE COLLEGE PREP, AND WILLIAM H LEE DIDN'T PULL IT UP, AND SEARCHES ON THE CDE, FAILED TO BRING THE NAME TO A RECOGNITION. MR. LARRY LEE WAS VERY GRATEFUL AND HONORED. IN THE END I THINK THAT BOTH AND I AGREED THAT THE DR. LEE WOULDN'T WANT TWO CITY SCHOOLS NAMED AFTER HIM. AND THERE ARE OTHER WELL DESERVING AFRICAN AMERICAN, AND REGIONAL LEADERS AND CONTRIBUTORS THAT SHOULD BE CONSIDERED FOR THIS FACILITY. SO WITH THAT, WE CAME TO A MUTUAL AGREEMENT THAT THAT WOULD PROBABLY BE DR. LEE'S WISHES, SO FROM THAT THE BOARD DOES HAVE OPTIONS.

YOU CAN CHOOSE THE OTHER NAME THAT CAME FORWARD FROM THE COMM COMMITTEE. HOW MUCH YOU ARE THE BOARD THE BOSSES YOU CAN DIRECT STAFF TO BRING MORE NAMES BACK, AND BRING UP NAMES NOW AND HAVE STAFF VET THEM AND SEEK FAMILY PERMISSION IF POSSIBLE, OR YOU CAN IDENTIFY A NAME TONIGHT NOT ON THE LIST OF TWO, AND WE FOLLOWED THE BOARD POLICY IN AR, AND NOW YOU ULTIMATELY GET TO MAKE AT THE TIME SESSION.

>> IF I CAN HAVE A MOMENT. I REALLY APPRECIATE WHAT THE NAMING COMMITTEE DID, AND I THINK THAT HISTORICALLY OUR WISE TRUSTEE BYRNES WHEN I FIRST GOT ON THE BOARD AND WE WERE LOOKING AT NAMING THINGS. NATOMAS HAS A PHILOSOPHY OF LOOKING AT LOCAL.

HOW DO WE NAME THINGS IN OUR SCHOOLS THAT HAVE A LOCAL REFERENCE, AND LOCAL HISTORY.

I WOULD LIKE TO THROW INTO NAME CAN CONSIDERATION ARES NOT TAKE ACTION TONIGHT BECAUSE I THINK THAT THE FAMILY SHOULD HAVE THE OPPORTUNITY TO GIVE FEEDBACK. BUT I BELIEVE IF NOT THE FIRST, ONE OF THE FIRST AFRICAN AMERICAN BOARD MEMBERS FOR NATOMAS UNIFIED WAS LARRY

[01:50:09]

FROM HIM TO HAVE IT AS THE LARRY MEEKS ACADEMY. >> WELL, THAT WAS ACTUALLY GOING

TO BE MY RECOMMENDATION. >> YEAH. >> FOUR OF US RIGHT HERE.

>> I WOULD ACTUALLY JUST MOVE IT, RIGHT HE'S A PERSONAL FRIEND OF MINE HE'S A MEANT OR, A GUY WHO'S MY PASTOR, AND GET THE OPPORTUNITY TO SEE HIM EVERY SUNDAY.

SO OF. A LITTLE KNOWN SECRET THAT WHEN I FIRST RAN FOR SCHOOL BOARD, HE

SAID HEY, YOU'VE GOT TO NAME A SCHOOL AFTER ME, RIGHT. >> E NOW WE GOT TO TAKE THE NAME

OUT OF CONSIDERATION. >> AND HE ACTUALLY TOLD THAT TO JACK TOO WHEN WE WENT TO GO MEET HIM. IF THE BOARD IS WILLING TO DO IT TONIGHT, I KNOW THAT IT'S SOMETHING THAT HE WOULD LIKE TO DOING I WOULD BE HAPPY TO MOTION TO NAME THE ACADEMY AFTER HIM H

I THINK THAT IT WOULD BE GREAT HONOR. >> WE DO NORMALLY ASK PERMISSION

FIRST >> WE CAN ABSOLUTELY MAKE A MOTION PENDING MR. LEE'S PERMISSION, AND IF NOT, THEN -- I'M SORRY, MR. MEEKS. I AM LOOKING RIGHT AT MR. LEE RIGHT IN FRONT OF ME. PASTOR MEEKS IS PROBABLY MORE APPROPRIATE.

PASTOR MEEKS PERMISSION, AND IF HE WERE TO NOT ACCEPT THAT. THEN IF THE BOARD COULD DIRECT

THE WORK TO BRING IT BACK. >> SECOND THE MOTION >>.

SO WE WOULD TENTATIVELY NAME TO THE LARRY MEEKS ACCIDENT IM. >> APPROVAL FROM PASTOR MEEKS

HIMSELF, YES. >> A BAYNES. >> AYE.

>> GARCIA. >> AYE. >> GRANT.

>> AYE >> HARDIN. >> AYE.

>> HEREDIA. >> THE AYE. >> KAPLAN.

>> AYE. >> THAT WAS WONDERFUL. THAT WOULD BE COOL.

>> AND BY THE WAY, PUBLIC. I DID NOT TALK TO TRUSTEE HARDIN OR TRUSTEE GRANT OR BAYNES ABOUT

THIS. >> THAT SHOULD TELL YOU WHAT THE COMMUNITY THINKS OF PASTOR

MEEKS. I THINK THAT'S PRETTY WONDERFUL. >>.

>> I GOING TO TURN THIS NEXT ONE OVER TO CHRISTINA. >> ALL RIGHT.

[XIV.d. Approve the Name for the Library at Paso Verde School]

THEY SELECTED FOUR NAMES FOR THE REVIEW, AND THE COMMITTEE DETERMINED THAT ALL FOUR NAMES MET THE CRITERIA THAT WAS PREVIOUSLY STATED AND OUTLINED IN BOARD POLICY.

>> IS THAT WHERE I GET TO CHIME IN? >> SHE'S STARING AT ME.

I CAN'T TELL WITH THAT MASK ON. IT WAS TURNING INTO THAT LOOK THAT I GET WHEN I AM TROUBLE.

>> THE SCHOOL NAMES COMMITTEE HAS RECOMMENDED FOR NAMED FOR THE PAST OH, VERDE LIBRARY TO SEND FORWARD FOR THE BOARD OF TRUSTEES. DR. MAYA ANGELOU, KNOWN TO MANY FOLKS AS AN AMAZING INDIVIDUAL AND WRITER. WE PUT IN A REQUEST TO THE FOUNDATION A WEEK AND A HALF AGO, WE HEARD ANYTHING BACK YET. AND WE DON'T HAVE PERMISSION, SIMILAR TO WHAT WE FOLLOWED. IT WOULD BE POSSIBLE TO AT LEAST CONSIDER PURSUING THAT.

AMANDA GORMAN, THIS. OKAY JUSTLY TOOK PLACE SHORTLY AFTER INAUGURATION OF PRESIDENT BIDEN. AMANDA GORMAN, VERY TALENTED. WE MADE TWO ATTEMPTS TO MEET HER ORGANIZATION, AND IT'S YOUNG AND GROWING AS SHE IS, AND WE KEEP GETTING A GOOGLE VOICE MESSAGE OF SOME KIND BUT WE HAVE ATTEMPTED TWICE TO REACH OUT, AND TO MAKE SURE THAT IT WASN'T

[01:55:01]

AND THE FINAL NAME IS BERNARD MARKS. THE PERMISSION WAS OBTAINED PRIOR TO THE COMMITTEE CONCERNING THAT THE BP, AND PASS OH, VERDE DID FOLLOW THE

PROCEDURE, AND. >> AND I WOULD LIKE TO MOVE, KEEPING WITH THE LOCAL THEME.

I ACTUALLY KNEW BERNIE VERY FONDLY. MET HIM SEVERAL TIMES, AND HE HAD ACTUALLY COME AND DONE HOLOCAUST EDUCATION FOR OUR SENIORS, AS WELL AS HE WAS A LIFE LONG, RETIRED-LONG SACRAMENTO LIBRARY VOLUNTEER, AND HE WAS TRULAN ADVOCAT FOR ALL. NOT JUST TEACHING ABOUT THE HOLOCAUST, AND BEING A HALLOW CAUSE SURVIVOR, WHICH IN JUDAISM, MEANT NEVER FORGGET, BUT HE WAS AN ADVOCATE FOR ANYBODY WHO WAS DISCRIMINATED. HE WAS SMALL, AND HE WAS MIGHTY, AND I THINK THAT IT SETS THE STAGE FOR PASS OH, VERDE BEING AN INTERNATIONAL BACCALAUREATE SCHOOL, AND TEACHING INTERNATIONAL, AND NOT JUST THE HOLOCAUST, BUT THE LIFE THAT BERNIE LED WHICH IS ABOUT STANDING UP AND ADVOCATING FOR ALL, AND I WANT TO THANK SUPERVISOR PHIL CERNA, AS WELL AS THE JEWISH COMMUNITY AND RELATIONS COUNCIL. AND I WOULD LIKE TO MOVE TO HAVE

THE LIBRARY NAMED. THE BERNARD MARKS LIBRARY. >> MOVED BY KAPLAN, SECONDED BY TRUSTEE BAYNES. ANY DISCUSSION BEFORE WE MOVE ON TO A VOTE.

>> BAYNES. >> AYE. >> GARCIA.

>> AYE. >> GRANT. >> THE AYE.

>> HARDIN. >> AYE. >> HEREDIA.

>> AYE. >> KAPLAN. >> AYE.

>> MOTION CARRIES, 6-0. I JUST TEXT THE LARRY MEEKS, AND I CAN SEND YOU THE OFFICIAL

TEXT. >>

HIM RIGHT NOW? >>. >> ALL RIGHT.

IT'S JUST PUBLIC RECORD. PEOPLE DON'T ALWAYS -- RIGHT. GOOD FOR HIM.

CONGRATULATIONS TO EVERYONE. THAT WAS A BIG MOMENT IN NATOMAS THAT WILL MOVE FORWARD LONG PAST ON OUR EFFORTS IN NATOMAS, HAVE COME AND GONE. THOSE NAMES WILL TEN TO INSPIRE

OUR CHILDREN. SO CONGRATULATIONS AND THANK YOU >> THE I CAN'T REMEMBER NAMING

SO MANY SCHOOLS AND IN A LONG TIME. >> SO I THINK THAT IT'S NOW BACK TO ME. I WOULD LOVE TO SAY IT GOES TO CHRISTINA OR TO THE

[XIV.e. Approval of Resolution No. 21-18 Establishing the K-8 School of the K-12 Virtual Academy as an Alternative School of Choice]

ESTABLISHING THE K-EIGHT SCHOOL OF THE K-12 VIRTUAL SCHOOL OF CHOICE.

>> MOVE FOR APPROVAL. >> MOVED BY GRANT, TRUSTEE HARDIN SECOND THAT.

ANY DISCUSSION? IF NOT CALL THE ROLL. >> BAYNES.

>> AYE. >> GARCIA. >> AYE.

>> HARDIN. >> AYE. >> HEREDIA.

>> AYE. >> KAPLAN. >> AYE.

[XIV.f. Approve the Amended 2020-2021 Regular Board Meeting Schedule and the 2021-2022 Regular Board Meeting Schedule]

>> 6 OF 0. NEXT ITEM. APPROVE THE AMENDED 021 REGULAR BOARD MEETING REGULAR SCHOOL, AND THE 021-2022, BOARD MEETING SCHEDULE.

>> WITH THE CAVEAT. THAT I WILL POTENTIALLY MISS THE JULY, BECAUSE I PLANNED A FAMILY VACATION BEFORE WE APPROVED THIS, AND FORGOT. I WILL BE IN YOSEMITE, AND THERE MAY BE INTERNET ISSUES. AS YOU MAY HAVE NOTICE THE I TAKE FAMILY TO BIG TREES.

THE. >> MOVED BY KAPLAN. >> THE SECOND.

>> SECOND BY TRUSTEE BAYNES. >> AND IF THERE IS NO OBJECTION, I AM GOING TO SUBSTITUTE A PRIOR

UNANIMOUS ROLL CALL. >>. PERFECT.

[XIV.g. Approve Bond Fund Reallocations for Bond Measure J]

>> AND APPROVE BOND FUN ON REALLOCATIONS FOR BOND MEASURE J.

>> MOVE APPROVAL. >> MOVE BY TRUSTEE BAYNES. >> SECOND.

>> TRUSTEE GRANT. >> AGAIN, I AM GOING TO SUBSTITUTE A PRIOR UNANIMOUS

[XIV.h. Approve Resolution No. 21-15, Designating May 16-22, 2021 as Classified School Employee Week]

[02:00:01]

>> MOVED BY KAPLAN, SECOND BY HARDIN. SUBSTITUTING A PRIOR UNANIMOUS

ROLLCALL. NO OBJECTION. >> APPROVED RESOLUTION, NUMBER

[XIV.i. Approve Resolution No. 21-16, Designating May 12, 2021 as Day of the Teacher]

21-16, DESIGNATED MAY 12, 021, AS DAY OF THE TEACHER. >> MOVE APPROVAL.

>> AND I THINK THAT I HEAR A SECOND. >> SECONDS.

>> A GARCIA, ALL RIGHT. >> I AM GOING TO SUBSTITUTE A PRIOR ON UNANIMOUS ROLLCALL IF

[XIV.j. Approve Resolution No. 21-17, Designating May 12, 2021, as National School Nurse Day]

NATIONAL SCHOOL NURSE DAY. >> MOVE APPROVAL. >> MOVED BY TRUSTEE KAPLAN.

>> SECOND A BY TRUSTEE HARDIN. >> SUBSTITUTING THE PRIOR UNANIMOUS ROLLCALL.

THERE ARE NO OBJECTIONS, MOTION CARRIES OF 60. >> AT THAT LADIES AND GENTLEMEN, WE ARE DONE AT 8:0

* This transcript was compiled from uncorrected Closed Captioning.