[I. OPEN SESSION]
          [V. CLOSED SESSION]
          [Items VI & VII]
          [00:02:57]
          >> RECONVENE THIS OPEN SESSION AT 6:12 P.M. 
          JEPP, WOULD YOU PLEASE CALL THE ROLE. 
          PLEASE LEAD US IN THE PLEDGE? 
          >> 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. >> SO EARLIER THE BOARD MET 
          [VIII. ANNOUNCEMENT OF ACTION TAKEN IN CLOSED SESSION]
IN CLOSED SESSION REGARDING AN APPEAL PURSUANT TO ADMINISTRATIVE REGULATION 1312.3. 
          THE BOARD A. DOD A MOTION TO UPHOLD THE DISTRICT'S FINDING AND CLOSE THE MATTER BY A UNANIMOUS VOTE OF 5-0. AT THIS TIME, I'M LOOKING 
          [IX. APPROVAL OF THE AGENDA]
FOR A MOTION AND A SECOND TO APPROVE THE AGENDA?  HAD. 
          >> SO MOVED. >> KAPLAN. 
          >> SECOND BY HARDEN. >> WOULD YOU CALL THE ROLE PLEASE. 
          >> MOTION CARRIES 6-0. MOVING ON TO COMMUNICATIONS, I'M GOING TO START WITH OUR BOARD MEMBER, GARCIA. 
          [X.a. Student Board Member]
          >> GOOD EVENING, SUPERINTENDENT EVANS, PRESIDENT HEREDIA AND GUESTS. 
          THE PAST TWO WEEKS. THE STUDENTS ARE ALMOST AT THE FINISH LINE AS THEY STARTED TO FINISH STRONG. 
          AS WELL AS THEIR MONTHLY PARENT MEETING. 
          INDERKUM HIGH'S TIGERS HAVE 600 SOPHOMORES COMPLETE THEIR P.S.A.T.'S AND S.A.T.'S THIS WEEK. 
          [00:05:03]
THEY ARE ALSO HAPPY THAT THEIR ATHLETES CONTINUE TO COMPETE WITH FAMILY MEMBERS CHEERING THEM ON. 
          LEROY GREEN'S JUNIOR COMPLETED THE S.A.T.YESTERDAY IN PREPARATION FOR A COLLEGE ADMINISTRATION. THEIR ATHLETICS CONTINUE WITH BASKETBALL MOVING THEIR PRACTICES INDOOR AND VOLLEYBALL COMPETITIONS IS IN FULL SWIMMING, SOCCER IS AROUND THE CORNER AND SENIORS CONTINUE TO MAKE IMPORTANT DECISIONS AS THEY RECEIVE THEIR COLLEGE ACCEPTANCE LETTERS, NIGHT HAWKS ARE EXCITED ABOUT THE FIRST VARSITY FOOTBALL CHAMPIONSHIPS GOING 3-0 IN LEAGUE GAMES AND 4-2 OVERALL IN THE MODIFIED SEASON. 
          10TH GRADE STUDENTS TOOK THEIR P.S.A.T.LAST WEEK WITH A JUNIORS TAKING THE S.A.T.THE WEEK BEFORE. 
          ATHLETICS ARE IN FULL SWING WITH VOLLEY BALL, BASEBALL, SOCCER AND SWIMMING SEASONS IN PROGRESS AND SPRING SOAR AWARDS ARE BEING PREPARED NOW. 
          [X.b. Board Members]
          [XII. CONSENT ITEMS]
          [XIII.a. Public Hearing Regarding the Public Disclosure between Natomas Unified School District and the Natomas Teachers Association (NTA) as Required by AB 1200]
          [XIV.a. Approve the Public Disclosure in Accordance with AB 1200 between the Natomas Unified School District and the Natomas Teachers Association (NTA)]
          [XIV.b. Present and Approve 2021-2022 Budget Actions]
          [00:22:33]
WE WOULD LIKE TO CONTINUE THAT. 
          [00:22:34]
I'M GOING TO TALK IN A MINUTE ABOUT SOME PROOFS OF 
          [00:22:36]
CONCEPT FOR NUSD-OWNED WIRELESS TOWERS. 
          ONE EXCITING THING THAT HAS COME OUT OF THIS LAST 14 MONTHS IS WE'VE HEARD REPEATEDLY AND MOST RECENTLY AT THE SUPERINTENDENT'S PARENT ADVISORY COUNCIL HOW VALUABLE IT HAS BEEN FOR FAMILIES TO BE ABLE TO ACCESS SCHOOL ACTIVITIES, MEETINGS, RIGHT, ENGAGEMENT EVENTS ON-LINE. IT REALLY HAS BEEN EXPANDING THE AUDIENCE THAT IS PARTICIPATING AND WE WANT TO CONTINUE THAT. SO ONE OF THE THINGS THAT WE ARE LOOKING AT PROVIDING ARE YOU MAY HAVE HEARD THEM CALLED TRACKING CAMERAS OR SWIVEL CAMERAS THESE ARE DEVICES THAT CAN BE USED WITH A PRESENTER THIS VERY ALL THE TECHNOLOGY IT FOLLOWS THEM AROUND SO THEY CAN MOVE FREELY AND MAJOR IN TALKS AND PEOPLE WILL CONTINUE TO TALK. WE WOULD LIKE TO PROVIDE THOSE CAMERAS FOR SIGHTS TO AS THEY'RE DOING THEIR BOOSTER MEETINGS, ELAC THAT THEY HAVE ACCESS TO CONTINUE TO ENGAGE PARENTS VIRTUALLY AS WELL AS PROVIDING SOME FOR ED CENTER MEETINGS THEN BACKUPS IN CASE THERE'S REPAIRS OR THINGS THAT NEED TO BE MADE. 
          IN ADDITION TO THAT, WE WOULD LIKE TO DO SOME MINI GRANTS FOR STAFF FOR TEACHERS THAT THEY CAN USE THEM IN THEIR CLASSROOM. THERE'S LOTS OF BENEFITS TO THAT. IT'S AN OPPORTUNITY FOR THEM TO USE THAT WHATEVER THEY RECORD TO BE USED FOR COLLABORATION AND TALK ABOUT BEST PRACTICES AND INSTRUCTIONAL STRATEGIES WITH THEIR IMPLEMENTING. 
          IT COULD BE SOMETHING THEY'RE USING TO RECORD AND SHARE WITH STUDENTS WHEN THEY'RE AT HOME. 
          THERE'S LOTS OF DIFFERENT OPTIONS THAT WE CAN UTILIZE THESE CAMERAS AND WE LIKE TO GIVE THEM THE OPPORTUNITY TO SUBMIT REQUESTS FOR THOSE. AND THEN THE LAST THING THAT'S VERY EXCITING IS WE ARE ABLE TO BEGIN ON THE WIRELESS TOWER ONE OF THEPTALL T ONE OF OUR K-8 SCHOOLS AND IT HAS ABOUT A TWO MILE RADIUS AND WE WOULD CONTROL WHO ACCESSES BUT THAT IS SOMETHING THAT WE COULD EXTEND TO OUR FAMILIES WITHIN THAT APPROPRIATE RADIUS. AND TO WE ARE GOING TO BE WORKING ON A PROOF OF CONCEPT FOR THAT AT THIS POINT THERE IS NOT A COST ASSOCIATED WITH THAT PROOF OF CONCEPT. BUT, OBVIOUSLY, THERE MAY BE SOME THINGS THAT WE WOULD COME BACK AND DISCUSS AT A LATER DATE. SO IF YOU LOOK HERE, JUST 
          [00:25:02]
ORIENT YOU SINCE THIS IS THE FIRST SLIDE WHERE YOU SEE THIS WE TRY TO SUMMARIZE THE COST FOR EACH OF THE ITEMS THAT I JUST 60SED IN THE BOTTOM RIGHT HAND CORNER ALMOST LIKE A RUNNING TOTAL. WE START OUT WITH $27 MILLION AND THE TOTAL OF THESE COSTS GETS DEDUCTED THEN WE HAVE OUR REMAINING AMOUNT. 
          THEN WE'LL CONTINUE TO DEDUCT FROM THAT AS WE MOVE THROUGH THE PRESENTATION. THE PHYSICAL HEALTH, I THINK, WE ALL ARE AWARE THERE'S STILL MANY UNKNOWNS WE ARE STILL IN THE MIDST OF A PANDEMIC. 
          ONE OF THE THINGS THAT WE HAVE FACED IS CHRONIC ABSENTEEISM WE ALL KNOW THAT STUDENTS NEEDS TO BE AT SCHOOL. WE BEGAN INVESTING IN MENTAL AND SOCIAL AND EMOTIONAL HEALTH VERY EARLY ON IN THE 2,000S AND NOW REALLY WE'RE LOOKING AT WAYS THAT WE CAN SUPPORT PHYSICAL HEALTH. SO AT THIS POINT LONG-TERM THERE'S NOT STATE FUNDING INTERIOR BUT WE ARE GOING TO TRY TO USE STRATEGICALLY THE RESOURCES WE HAVE AVAILABLE TO US. I'M GOING TO HAND IT OFF TO CAROL SWANSON TO TALK A LITTLE BIT MORE. 
          >> SO ONE OF THE THINGS THAT OUR HEALTH TEAM HAS BEEN WORKING ON IS CHANGING THE WAY THAT WE PROVIDE SERVICES. 
          SO WHAT WE'RE LOOKING AT IS CREATING A TEAM APPROACH SO THAT THE SERVICES FOR HEALTH WHETHER IT IS COVID RELATED OR SPECIAL EDUCATION, 504 STUDENT RELATED IS IS DECIDED AT THE SCHOOL SITE AS NEEDED BY THE INDIVIDUAL SCHOOL SITE. SO IT'S NOT COMING FROM THE DISTRICT OFFICE. SO EACH TEAM WOULD BE ONE LVN AND ONE RN ONE REGISTERED ONE LICENSED VOCATIONAL NURSE THE TEAM WOULD HAVE TWO SCHOOLS. 
          SOME OF THEM WOULD HAVE THREE SCHOOLS JUST DEPENDS ON THE CASE LOAD. WE WANT TO ADD SERVICES TO WHAT WE ALREADY DO FOR NEXT YEAR AND AGAIN IT'S SITE-BASED SO EXPANDING ON WHAT WE DO WITH COVID TESTING ADDING POOL TESTING, RAPID TESTING INCREASINGING OUR RAPID TESTING AT THE SITES, IMMUNIZATIONS, VACCINES, WE WANT T.B. TESTING FOR STAFF SO THERE'S QUITE A BIT THAT WE ARE GOING TO BE LOOKING AT FOR NEXT YEAR. THEN THE EXCITING THING THAT WE ARE PROPOSING IS THE CONCEPT OF THE DOCTOR IS IN. 
          DOCTOR O'SHEDIA IS THE DOCTOR THAT HELPS WITH US OUR VACCINE CLINIC HAS OFFERED ONE DAY A WEEK WITH HIS STAFF ON OUR SCHOOL SITE, OUR CAMPUS, TO PROVIDE HEALTHCARE TO OUR STAFF AND OUR STUDENTS. 
          ONE DAY A WEEK WOULD GET US ABOUT 50 STUDENTS. 
          50 INDIVIDUALS A WEEK AND IT'S GENERAL BASIC HEALTHCARE RAPID STREP CULTURES, EAR INFECTIONS, PRESCRIPTIONS, THINGS LIKE THAT. 
          SO IT'S VERY EXCITING. THE COSTS FOR OUR PROPOSAL AND I'M JUST GOING SAY AS FAR AS STAFFING COSTS GO WE'LL TALK ABOUT THAT LATER IN THE PRESENTATION. 
          BUT, FOR THE DOCTOR YOU CAN SEE THAT ONE DAY A WEEK WOULD COST US ABOUT $52,500 FOR ONE CALENDAR YEAR. 
          THREATEN ARE THE ADDITIONAL COSTS THAT YOU CAN SEE THERE FOR OPENING UP A CLINIC LIKE THIS AND, AND COVID TESTING LAB FEES. NOW I WILL SAY THAT THE COVID TESTING AND LAB FEES IS A PLACE HOLDER BECAUSE RIGHT NOW WE GET EVERYTHING FOR FREE. 
          SO, AS LONG AS THAT CONTINUES WE WOULD NOT NEED TO DRAW ON THAT $650,000. MENTAL HEALTH IS AN AREA THAT WE'RE CONSTANTLY LOOKING AT IMPROVING. 
          THERE ARE FOUR AREAS THAT WE WANT TO FOCUS ON FOR THE NEXT COUPLE OF YEARS. THE FIRST IS REALLY EXPLORING WITH OUR STAFF STAFF WELLNESS. 
          WE UNDERSTAND THAT OUR STAFF ARE ONLY ABLE TO HELP OUR KIDS TO THE EXTENT THAT THEY ARE FEELING GOOD. 
          SO NUMBER ONE, WOULD BE OUR STAFF WELLNESS AND THEN TIER 1 WE RECOGNIZE THAT OUR TIER 1 OR OUR UNIVERSAL MENTAL HEALTH SERVICES IS AN AREA THAT WE REALLY NEED TO CONTINUE TO WORK ON. WE WANT TO OFFER REFRESHER TRAININGS FOR RESORTED JUSTICE AND PBIS. 
          WE WANT TO TRAIN ALL STAFF IN TRAUMA-INFORMED PRACTICES AND COMMUNITY BUILDING CIRCLES. 
          THAT IS DEFINITELY A FOCUS FOR OURS OVER THE NEXT TWO YEARS. WE HAVE ALREADY ESTABLISHED SITE-BASED MENTAL HEALTH TEAMS AT THE ELEMENTARY BUT WE STILL NEED TO FOCUS ON THE SECONDARY FOR THAT PARTICULAR FUNCTION. THEN THE VIRTUAL TUTORING AND WELLNESS CENTER HAS BEEN VERY POPULAR WITH OUR PARENTS ESPECIALLY FOR PARENT TRAININGS AND FOR THERAPY. SO WE WANT TO CONTINUE THAT AS WELL. AND THEN REFERRAL PROCESS. 
          WE'RE ALWAYS FINE-TUNING IT. RIGHT NOW THE SCREENER HAS BEEN HUGELY SUCCESSFUL FOR US IN REALLY HELPED US IN FINDING OUR STUDENTS. HIGHEST RISK GROUP FOR US IS GRADES 6-12 AND WE RECOGNIZE THAT THIS SURVEY WHICH 
          [00:30:02]
STARTS AT FOURTH GRADE DOESN'T TARGET THE PRIMARY GRADES SO WE'RE RESEARCHING HOW WE CAN SCREEN OUR TK-3. 
          >> THAT WAS ONE OF MY QUESTIONS. 
          I THINK WE CAN REALLY SEE THINGS AT THE YOUNGER GRADES THAT I DON'T WANT TO MISS THAT WE CAN START PROVIDING SUPPORTS FOR. SO I APPRECIATE YOU ACKNOWLEDGE CO-VITALITY DID NOT ADDRESS OUR YOUNGER STUDENTS WHICH, YOU KNOW, MAY NEED THAT EXTRA SUPPORT. 
          >> YEAH, WE AGREE. WE'RE DOING THE RESEARCH FOR THAT. AND THEN AS FAR AS OUR TARGETED SERVICES, WE'VE TALKED ABOUT THIS MANY TIMES, WE'RE CURRENTLY SEEING ABOUT 40% OF OUR STUDENT BODY IN DIRECT SERVICE. WE HAVE CONDUCTED A OUR CRISIS RESPONSE TEAM IS RESPONDED TO 302 CRISES THIS YEAR WE'VE CONDUCTED TURNED 32 SUICIDE RISK ASSESSMENTS. 
          SO THERE'S QUITE A BIT OF WORK THAT WE DO IN TIER 2 AND TIER 3 SERVICES. WE'RE CALLING OUT THOUGH THAT WE NEED TO CONTINUE TO WORK ON OUR SECONDARY SITE-BASED MENTAL HEALTH TEAMS AND WE ARE ALSO PROPOSING THE ADDITION OF THREE SECONDARY LEVEL SOCIAL WORKERS TO HELP WITH THAT GAP. 
          >> AND IN PLAIN LANGUAGE, TIER 2 AND 3 ARE REALLY THOSE MORE TARGETED SUPPORTS FOR A FEWER NUMBER OF STUDENTS RATHER THAN THOSE UNIVERSAL SUPPORTS THAT EVERY STUDENT RECEIVES AS YOU LOOK UP THE PYRAMID THE 
          GROUPS GET SMALLER. >> SO HERE ARE SOME COSTS AND AGAIN STAFF COSTS ARE LATER IN THE PRESENTATION. 
          BUT THESE ARE OUR ONE TIME COSTS FOR THE MENTAL HEALTH PROPOSAL. SO CO-VITALITY IS A 3-YEAR CONTRACT. PBIS RESTORATIVE JUSTICE REFRESHER TRAINING YOU CAN SEE THAT THERE, THEN ALSO OUR TRAUMA-INFORMED AND OUR STAFF WELLNESS BUDGET IS ON 
          THIS SLIDE. >> SO THE VIRTUAL TUTORING AND WELLNESS CENTER WE OPENED IN SEPTEMBER, IT'S KIND OF AMAZING THAT WE'RE AT THIS POINT, IT'S BEEN VERY POPULAR WITH OUR PARENTS. 
          WE'VE GOTTEN A LOT OF FEEDBACK IN MANY DIFFERENT SETTINGS WANTING TO MAKE SURE THAT WE'RE KEEPING IT. 
          THE CENTER ALLOWS FOR PARENTS AND STUDENTS TO RECEIVE SUPPORT. IT'S REALLY A WAY TO DESTRESS AT HOME. YOU KNOW THE DATA WHICH WE'LL TALK ABOUT IN A MINUTE REALLY SHOWS THAT WE HAVE DEFINITELY A GROUP OF AT-RISK STUDENTS THAT ACCESS THIS BUT WE ALSO HAVE OUR A.P. STUDENTS THAT ARE ACCESSING THIS AND I CAN IMAGINE THE HELP THAT IS AT HOME WHEN THE PARENTS ARE ABLE TO LEAN ON THE SCHOOL, I GUESS, IF YOU WILL FOR SUPPORT FOR THEIR STUDENTS. 
          AND THEN ALSO, THE VIRTUAL TUTORING AND WELLNESS CENTER IS A GREAT RESOURCE ONGOING TO HELP WITH THEIR LEARNING DISRUPTION. SO HERE'S SOME CLICK DATA POINTS. WE -- 797 UNDUPLICATED STUDENTS THAT USE WE HAVE 797 INDIVIDUAL STUDENTS. 
          WE'VE PROVIDED 6917 SESSIONS AND YOU CAN SEE THE BREAKDOWN OF THE SESSIONS THERE. 
          95 OF THOSE UNDUMB INDICATED STUDENTS ARE IN OUR LEARNING RECOVERY -- WE HAVE MANY LANGUAGES THAT WE OFFER. 
          THEN YOU CAN SEE THE BREAKDOWN ALL THE WAY TO PARENT TRAINING AND THERAPY WHICH IS THE 310 PARENTS THAT HAVE BEEN INVOLVED. WE REALLY WE HAVE A MOUNTAIN OF DATA SO MUCH DATA ON THE TRYING TO FIGURE OUT BEST WAY TO ANALYZE IT AND MAKE SENSE OF IT. 
          HERE'S AN EXAMPLE. WE'RE LOOKING AT STUDENTS WHO ARE IN RECEIVING THE TUTORING WHO HAVE MAINTAINED A PASSING GRADE OR HAVE MADE PROGRESS. 
          YOU CAN SEE AT THE ELEMENTARY LEVEL IN BOTH LANGUAGE ARTS AND MATH 65% OF THE STUDENTS HAVE MADE PROGRESS AND IN MATH IT'S A LITTLE BIT LOWER. 
          OUR LEARNING RECOVERY ELEMENTARY STUDENTS ACTUALLY 26 OUT OF 34 HAVE EITHER MAINTAINED PASSING GRADES OR HAVE MADE PROGRESS WHICH IS GREAT. 
          WE SEE THAT SOME WORK STILL NEEDS TO BE DONE WITH OUR SECONDARY SERVICES AND THAT MAY BE BECAUSE OF THE NUMBER OF SESSIONS THAT ARE ATTENDED BECAUSE IF YOU LOOK MAJORITY OF OUR STUDENTS ATTEND BETWEEN ONE AND 10 SESSIONS. SO IT'S A VERY INTERESTING DATA POINT. THE CURRENT COST OF THE VTWC IS $60,000 A MONTH BUT WE RECOGNIZE THAT ONLY 28% OF OUR OFFERED SESSIONS HAVE BEEN UTILIZED. 
          SO OUR PROPOSAL IS TO REDUCE THAT IN HALF TO GO TO 30,000 A MONTH AND THEN YOU CAN SEE A NUMBER OF OUR CCLI POINTS THERE THAT WE ARE FOCUSING ON. 
          SO OUR DATA IN OUR DATA WE KNOW THE SESSIONS THAT ARE BEING USED. WE KNOW WHAT'S POPULAR AND WHAT'S NOT BEING PICKED UP. SO WE WANT TO EXPAND WHAT WORKS AND TAKE AWAY WHAT DOESN'T. 
          BUT WE ALSO RECOGNIZE THAT EVEN IF ONE KID NEEDS A SESSION WE DON'T OFFER THEN WE NEED TO STILL BE ABLE TO SUPPORT THAT ONE STUDENT SO WE HAVE THIS REQUEST FUNCTION THAT WE WANT TO CREATE SO WE CAN BE INFORMED IF SOMEBODY NEEDS SUPPORT IN AN AREA THAT WE DON'T OFFER. 
          [00:35:02]
          >> ONE OF THE OTHER ITEMS THAT WE ARE LOOKING AT IMPLEMENTED DURING THIS PANDEMIC TO THIS POINT IS TEMPORARY LONG-TERM SUBSTITUTES. 
          WE RECOGNIZE THAT AS WE ENTER INTO THE FALL THERE COULD BE LINGERING EFFECTS AS WE ARE STILL ADDRESSING THE PANDEMIC SMPS THERE MAY BE NECESSARY PROFESSIONAL DEVELOPMENT WE COULD LIKE TO LOOK AT EXPANDING AN ADDITIONAL $100,000 PER MONTH FOR THE CONTINUITY THAT THESE SUBSTITUTES WOULD PROVIDE. 
          IF WE CAN SCALE BACK WE CAN DO SO AGAIN WE'LL CONTINUE TO MONITOR. THAT YOU WILL SEE HERE OVER THE NEXT TWO SLIDES THAT YOU HAVE AS WELL WE HAVE SOME ONE TIME COSTS AND A TOTAL AT THE BOTTOM. 
          THAT REFLECTS THESE ARE THINGS THAT AS YOU KNOW WE SAID APRIL 12TH THAT'S WHEN WE STARTED WE'RE QUICKLY LOOKING TO SUMMER THERE ARE SOME TIME SENSITIVE REQUESTS YOU HEARD MENTION OF HIRING IS AS EARLY AS POSSIBLE SO THERE'S SOME WORK THAT NEEDS TO BE DONE WITH THAT. 
          AT THIS POINT WE ARE LOOKING AT PROVIDING AN EXPANSION OF OUR TARGETED SPECIALPEDUCATION D SCHOOL YEAR SUMMER PROGRAM. 
          AND YOU CAN SEE THE SESSIONS THAT WILL BE OFFERED AND SOME OF THE SERVICES THAT WILL BE PROVIDED TO 
          STUDENTS. >> DO WE -- DO WE THINK THAT WE'RE GOING TO HAVE ENOUGH SUBS OR TEACHERS TO HELP FOR 
          OUR SUMMER PROGRAM? >> THAT'S WHAT WE'RE WORKING TOWARDS AND WE WILL HAVE SOME COMMUNITY PARTERS THAT YOU WILL HEAR TONIGHT THAT WILL HELP AUGMENT ENRICHMENT AND ACTIVITIES AND THINGS LIKE THAT. 
          >> ONE OF THE THINGS THAT WE ARE ALSO WORKING ON IS OUR SECONDARY SUMMER CREDIT RECOVERY WHICH YOU ARE VERY FAMILIAR WITH WE DO THIS EVERY YEAR. 
          THE THING THAT WE SHOULD NOTE TONIGHT IS THAT THERE IS AN OPPORTUNITY FOR AN ADDITIONAL TWO WEEKS BECAUSE AFTER WE REVIEW THE ON TRACK TO GRADUATE DATA THAT WE DO EVERY SPRING FOR OUR CURRENT SENIORS WE MAY FIND SOME ADDITIONAL NEEDS EXIST SO THIS EXTENSION ALLOWS US TO HELP THOSE STUDENTS RECOVER POTENTIALLY WE COULD HOLD A SUMMER GRADUATION FOR STUDENTS THAT DON'T QUITE GET TO THE POINT WHERE THEY'RE WALKING ACROSS THE STAGE IN JUNE. SO THERE WILL BE SOME UPDATES ON THAT INFORMATION AS WE WORK THROUGH THAT. 
          IN ADDITION THERE ARE SOME SUMMER BRIDGE PROGRAMS THAT WE'RE LOOKING AT. IN PARTICULAR, THE TRANSITION FROM AN ELEMENTARY SCHOOL TO A MIDDLE SCHOOL SUCH AS NATOMIC MIDDLE SCHOOL THOSE ARE SIGNIFICANT TRANSITIONS FOR STUDENTS. 
          WE WANT TO PROVIDE AN OPPORTUNITY FOR STUDENTS TO LEARN ABOUT THE CAMPUSES, HOW TO BE SUCCESSFUL AND BEGIN DEVELOPING RELATIONSHIPS WITH STAFF. 
          SOME OF YOU MAY BE FAMILIAR WITH SOMETHING CALLED LINK CREW THAT'S SOMETHING THAT STAFF AND STUDENTS DO FOR OUR FRESHMEN. THEN THERE'S SOMETHING CALLED EVERYWHERE BELONGS WEB FOR OUR SIXTH AND SEVENTH GRADE STUDENTS COMING INTO THE MIDDLE SCHOOL SETTING. AGAIN WE ARE LOOKING AT EXPANDING THOSE EVEN FURTHER THAN THE CURRENT AMOUNT OF TIME THAT WE HAVE FOR THEM IN A TYPICAL YEAR. 
          IN ADDITION SOME OF OUR INTERMEDIATE OPTIONS ARE LOOKING AT SOME DAY CAMPS WHERE THEY SNEAK IN THOSE LITERACY SKILLS BUT THEY DO REALLY ENGAGING INTERACTIVE ACTIVITIES WITH THE STUDENTS. 
          SO SINCE SUMMER LEARNING AND ENRICHMENT WERE VERY EXCITED TO TALK ABOUT THE CENTER THEY'VE BEEN AN INCREDIBLE SUPPORT AND PARTNER OVER THIS PANDEMIC AND THAT PARTNERSHIP WE WOULD LIKE TO HAVE CONTINUE. 
          THEY WILL BE ABLE TO PROVIDE A FOUR WEEK THEME-BASED PROJECT-BASED LEARNING MODEL. 
          AGAIN THE FOCUS IS GOING TO BE ON LITERACY AND THEY WOULD BE ABLE TO WORK AT OUR NINE SCHOOL SITES TARGETING 60 STUDENTS PER SITE PROVIDING ACADEMIC SUPPORT AND THEN, THAT WOULD BE SOMETHING WE WOULD WORK TO USE IN CONJUNCTION WITH OUR NUSD STAFF. 
          AS WE HAVE THAT STAFF ABILITY IN NUSD THEY CAN BE PULLING STUDENTS AND REALLY HONING IN FOCUSING ON SOME OF THOSE STANDARDS-BASED LESSONS THAT MAY BE NEEDED FOR STUDENTS THAT WE'VE IDENTIFIED WHO MAY HAVE SOME LEARNING DISRUPTIONS. IN ADDITION WE'RE ALSO WORKING WITH DIFFERENT PROGRAMS TO EXPLORE, FOR EXAMPLE, POTENTIAL SCIENCE CAMP THIS SUMMER FOR OUR K-6 
          [00:40:01]
STUDENTS A WEEK LONG CAMP. HOW DO WE SUPPORT THAT. 
          THE CENTER STAFF COULD BE HELPING US CHAPERONE STUDENTS OR SOME OF OUR CLASSIFIED STAFF SO WE'RE LOOKING AT DIFFERENT OPTIONS THAT WILL JUST REALLY HELPURE KIDS STAY ENGAGED AND CONNECTED AND HANDLE LEARNING. THEN IMPROVE YOUR TOMORROW. 
          AGAIN ANOTHER GREAT PARTNER OF OURS THAT WE HAVE BEEN WORKING WITH OVER THE YEARS THEY ARE PUTTING TOGETHER AN ENTREPRENEURSHIP PROGRAM FOR THOSE THAT ARE CURRENTLY ENROLLED IN THEIR MENTORING PROGRAM. 
          AND THEY GET TO DO THINGS LIKE BUILD BUSINESS PITCHES AND COMPETE FOR $1,000 REWARD AND THEY'RE LOOKING TO PROVIDE THIS TO 25 HIGH SCHOOL STUDENTS ENROLLED LIKE I SAID CURRENTLY IN THE PROGRAM MENTORSHIP. 
          THEY GET A CERTIFICATE IN ENTREPRENEURSHIP AS A RESULT OF THAT AND WE WOULD BE LOOKING AT ABOUT $25,000 TO HELP WITH THE RISE IN STAFFING. 
          IF YOU LOOK AT THESE TOTALS YOU WILL SEE THE COST ASSOCIATED WITH AND HOW THAT WHAT THAT LEAVES US WITH. 
          >> SO, ANGELA, IF I UNDERSTAND YOU CORRECTLY, THESE ARE THE TIME SENSITIVE ONES THAT WE NEED TO GET MOVING ON NOW SO THAT WE CAN GET THEM SET UP SINCE SCHOOL 
          IS JUST ALMOST OVER. >> CORRECT. 
          >> UH-HUH. >> WE'LL TALK ABOUT SOME OTHER PROGRAMS AND EXPENSES. WE HAVE A CONVERSATION TONIGHT AROUND ADMINISTRATIVE REGULATION 0100 WILL ARE SOME ITEMS WE ARE LOOKING TO ENSURE THAT WE'RE INVESTING IN. WE HAVE OBVIOUSLY BEEN WORKING WITH THE DOCTOR FROM UC BERKELEY FOR LAST COUPLE YEARS. WE SHARED A STATUS UPDATE RECENTLY WE'RE REALLY LOOKING FORWARD TO UNDERSTANDING HERE SOON THE TRAININGS THAT ARE GOING TO BE RECOMMEND FOR US TO BE ENGAGED IN AND YOU CAN SEE RIGHT FROM THE REPORT WHAT ARE THE DESIRED OUTCOMES WHAT ARE WE TRYING TO DO WITH THESE TRAININGS AND SUPPORT TO STAFF. WE LIKE TO CONTINUE TO ENSURE THAT WE HAVE THE APPROPRIATE INVESTMENT IN 
          THOSE ACTIVITIES. >> AND THE SUPERINTENDENT EVANS WERE YOU WANTING TO SHARE THESE OR WOULD YOU LIKE ME TO. OKAY, COOL. 
          >> SO, AS WE TAKE A LOOK AT AR-0100 IN THE FIRST READING LATER ON THIS IS WORK THAT RIGHT BEFORE THE PANDEMIC WE WERE REALLY STARTING TO GET TRACTION ON THEN OBVIOUSLY OUR FOCUS HAD TO COMPLETELY SHIFT. 
          SO WE HAVE SOME MONEY THAT WE WOULD LIKE TO SET ASIDE. 
          IT WOULD BE PROBABLY THE TIP OF THE ICEBERG IF AR-100 IS BROUGHT BACK BROUGHT BACK TO SECOND READING AND APPROVED WHICH I HOPE IT WOULD BE. ONE OF THE GROUPS WE WANT TO WORK WITH IS A GROUP THAT IS EXCITING IN THAT I THINK THEY CAN HELP A NUMBER OF LEADERS AND OTHER EDUCATORS THINK VERY DIFFERENTLY ABOUT EDUCATION. 
          YOU CAN SEE WHAT THEY DO IS EXCITING. 
          IT IS NOT A CURE, IT IS NOT A SOLUTION, IT IS AN OUTSIDE GROUP JUST TO HELP US THINK DIFFERENTLY. 
          AND THEN, OBVIOUSLY, ETHNIC STUDIES THE CURRICULUM THAT TOOK THE STATE LIKE FIVE YEARS OR SOMETHING TO COME TOGETHER. I WAS A LITTLE DISAPPOINTED IN THE END BECAUSE I WAS HOPING THAT IT WOULD INFUSE CULTURAL RESPONSIVE CURRICULUM THROUGHOUT THE GRADE LEVELS AND MOSTLY IT APPEARS TO BE A COURSE. 
          SO I THINK WE HAVE A NUMBER OF TEACHERS HERE IN OUR DISTRICT THAT COULD HELP LEAD THE WORK AND HELP US WORK WITH OUR TEACHERS, ELEMENTARY TEACHERS, SECONDARY TEACHERS, TO BRING IN CURRICULUM THAT TRIES TO REVERSE WHAT'S BEEN THE MARGINALIZATION OF TRADITIONALLY UNDERREPRESENTED GROUPS THROUGHOUT HISTORY AND TEXT. AND I SAY THAT AS A FORMER HISTORY TEACHER WITHOUT A DOUBT DESPITE BEST EFFORTS TO CONTINUE TO CHANGE THE CURRICULUM AT THE STATE LEVEL JUST ISN'T ENOUGH. AND I THINK WE HAVE, I KNOW WE HAVE TALENTED TEACHERS THAT CAN COME TOGETHER AND CHANGE HOW WE TEACH HISTORY AND E.L.A. AND LITERACY THROUGH A LENS THAT REALLY CONNECTS WITH OUR STUDENTS SO THEY SEE THEMSELVES IN THE CURRICULUM. 
          THIS IS JUST BUT A LITTLE TO START THAT UP AND MOVING. 
          >> IN ADDITION AS YOU MAY RECALL IN THE NEXT 5 UNDER THE STRATEGIC DIRECTION IT REALLY CALLS OUT WE NEED TO FOCUS ON LITERACY DEVELOPMENT ACROSS THE GRADE LEVELS. PART OF OUR WORK REALLY OVER THE NEXT 18 MONTHS WILL FOCUS ON FOCUSING SOME GRADE LEVEL BENCHMARKS GETTING SOME SUPPORT FOR HOW WE USE ASSESSMENTS TO ACCURATELY DETERMINE WHERE STUDENTS ARE AT AT EACH OF THOSE LEVELS. DEFINITELY THIS IS SOMETHING THAT WILL ALIGN WITH AA-0100 WORK AS IT CONNECTS THEN THE 
          [00:45:01]
PERSON WE'RE TALKING ABOUT DEVELOPING. 
          SO THERE ARE THINGS ASSOCIATED WITH THIS SUCH AS EXTRA DUTY HOURS, SUBSTITUTE RATE OF PAY IF WE NEED TO INCORPORATE THAT. THEN SOME TECHNICAL SUPPORT 
          AS NEEDED. >> ANOTHER EXCITING THING THAT WE'RE LOOKING AT IS OVER THE NEXT THREE YEARS UTILIZING SOMETHING CALLED PARENT SQUARE. 
          AND THIS IS SOMETHING AN EXTENSION OF OUR CONTINUED EFFORT TO MEANINGFULLY ENGAGE WITH THE BROADER DIVERSE COMMUNITY OF FAMILIES. 
          THIS IS GIVING US A WAY TO DIRECTLY MESSAGE WITH FAMILIES WITH TRANSLATION EMBEDDED AND THEN IT'S RECEIVED BACK TO US IN ENGLISH. 
          SO THE CONTRACT TRAINING, MARKETING THIS IS THE COST ESTIMATE FOR THAT OVER THE NEXT THREE YEARS. 
          DEFINITELY, AGAIN, CONTINUES THE WORK THAT WE'VE BEEN COMMITTED TO GROWING IN OVER THE YEARS. 
          SO TAKE A LOOK HERE. YOU CAN SEE ONE THING I WANT TO CALL OUT BECAUSE WE DON'T HAVE MUCH INFORMATION YET ON IS YOU WILL SEE IN THE SUBTOTAL WE'RE LOOKING AT HOW WE CAN EXPAND OUR MENTORING PROGRAMS TO PROMOTE OUR STUDENTS. THERE ARE SEVERAL ORGANIZATIONS THAT WE HAVE REACHED OUT WITH AND WE'RE TRYING TO UNDERSTAND WHAT THOSE PARTNERSHIPS COULD LOOK LIKE. WE HAVE AS WE'VE SHARED IN PRIOR WE HAVE HAD SOME PARTNERSHIPS AND FOR DIFFERENT REASONS YOU KNOW THOSE HAVE ENDED. 
          WE STILL HAVE SOME IN PLACE BUT WE WOULD LIKE TO DEFINITELY EXPAND UPON THOSE. 
          THAT IS WORK THAT WE ARE COMMITTED TO FOCUSING ON. 
          WE WOULD LIKE TO HAVE KIND OF A COUPLE YEARS OF MONEY TO TRY TO DEVELOP THOSE RELATIONSHIPS AND PARTNERSHIPS. ANOTHER THING THAT WE'RE BRINGING FORWARD TONIGHT IS TALKING ABOUT EXPANDING OUR CAREER TECH PATHWAYS. WE HAVE AN OPPORTUNITY TO BE ABLE TO DEVELOP A HIGH SCHOOL PATHWAY AND AN ADULT SCHOOL OPTION FOR COSMETOLOGY COSME COSMETOLOGY/BARBERING THERE'S A LOT OF SIMILARITIES BETWEEN THE TWO BUT THERE ARE DEFINITELY SOME DIFFERENCES AS FAR AS THE SPECIFIC MODULES THAT THEY'RE TAKING. SO THE IDEA WOULD BE TO TARGET OUR STUDENTS TO TAKE A TWO COURSE KIND OF O.P.-TYPE COURSE IN THE AFTERNOON AS WE DO WITH OUR BUILDING AND CONSTRUCTION TRADES BEING MINDFUL OF THOSE SITUATIONS WHERE ESPECIALLY FOR THE LOW INCOME STUDENTS THEY NEED TRANSPORTATION TO GET TO THE SITE. STUDENTS MAY BE RECEIVING FOUNDATIONAL SKILLS THEN AT THE CONCLUSION WITH THEIR TIME THEY WOULD THEN HAVE THE OPPORTUNITY IF THEY'RE INTERESTED IN PURSUING THAT MEANINGFULLY TO ENROLL IN AN ADULT SCHOOL CLASS AND IT WOULD BE A 20 MONTH PROGRAM WHERE THEY'RE GETTING ALL OF THEIR HOURS THAT THEY NEED, 15 TO 1600 HOURS TO TAKE THE STATE EXAM TO BECOME CERTIFIED FOR THOSE JOBS. SO THERE'S SOME COSTS ASSOCIATED WITH THAT AT THIS POINT WE WILL BE TALKING A LITTLE MORE IN MAY AT THE BOARD MEETING AROUND PARTICULARS OF THE PROGRAM AND ALSO THE COURSE APPROVALS THAT WOULD BE REQUIRED. 
          REALLY TONIGHT WHAT WE'RE TALKING ABOUT IS THE ESTIMATED COSTS TO START UP THIS PATHWAY. 
          GET SOME CLASSROOMS RENOVATED, EXISTING CLASSROOMS THAT WE'LL BE ABLE TO USE AND THEN THE INITIAL STAFFING COSTS BECAUSE THIS IS WORK THAT WE WOULD NEED TO BEGIN THE SUMMER TO BE ABLE TO PLAN AND DEVELOP APPROPRIATELY OVER THE NEXT YEAR. 
          >> YOU WILL SEE HERE THERE'S TWO BOXES BECAUSE THERE IS AN ONGOING THAT'S FOR THE STAFFING COMPONENT AS WELL AS THE ONE TIME EXPENDITURES. 
          YOU WILL SEE THIS IS A LIST OF ALL THE INFORMATION. 
          NOW FOR THE CREATIVE CONVERSATION. 
          THIS IS WHERE WE TALK ABOUT USING SOME OF OUR ONE TIME MONEY DIFFERENTLY ONLY AT THIS TIME BECAUSE OF THE UNIQUE NATURE OF THE FUNDING WE'RE RECEIVING RIGHT NOW. 
          THIS IS NOT A NEW NORMAL THIS IS NOT SOMETHING THAT WE WOULD BE LOOKING TO USE IN A WAY THAT WOULD RETURN US TO AN OLD BROKEN PRACTICE THAT WE'VE WORKED SO HARD TO AVOID OVER THE LAST SEVERAL YEARS. 
          SO WHAT WE WOULD BE ASKING YOU TO DO IS COMMIT TO ALLOWING TO US USE FUNDS TO ADDRESS PANDEMIC AND IMMEDIATE POST PANDEMIC NEEDS. 
          SO THERE'S SOME 18 MONTH PLAN ACTIONS AND THEN THE REALITY THAT WE WOULD NEED STAFFING FOR SOME OF THAT. 
          I DON'T KNOW IF YOU RECALL BUT IN MY LAST PRESENTATION I TALKED ABOUT IN SOME CASES WE'RE ACTUALLY MANDATED TO INVEST IN SOME STAFFING AND SO THOSE ARE THINGS THAT WE ALL HAVE TO BE BUDGET SMART ABOUT. 
          SO, WE ALSO RECOGNIZE THAT AFTER TWO YEARS THIS ONE 
          TIME FUNDING GOES AWAY. >> ANGELA, JUST TO FERRET OUT A LITTLE BIT WHAT YOU'RE SAYING. 
          IF THE BOARD APPROVES KIND OF THE EXTRA SUPPORTS WHAT WE'RE SAYING IS WE'RE HIRING THEM IF WE WANT TO EXTEND THEM BEYOND TWO YEARS THAT WOULD THEN COME FROM GENERAL 
          [00:50:03]
FUND MONEY OR WE'RE HIRING THEM WITH THE ACKNOWLEDGMENT THAT TWO YEARS FROM NOW THE BOARD WILL HAVE TO CUT THOSE 
          POSITIONS AND TAKE A PUBLICPPOS. >> IN SOME CASES I WILL GET INTO THE DETAILS OF THAT AS WE TALK ABOUT SOME OF THE POSITIONS. THEN WHAT ARE THE STAFF IDEAS FOR HOW WE RESOLVE THOSE SITUATIONS AFTER TWO YEARS, OKAY. SO THIS IS A REMINDER SLIDE I WON'T READ EVERYTHING TO YOU. 
          HAVE YOU SEEN THIS BEFORE. THIS IS THE SURVEY WE DID WITH FAMILIES. THERE'S THE YELLOW BOX WHERE FAMILIES GENERALLY SPEAKING AND FOR OUR TARGETED FAMILIES SAID HEY LISTEN PRIMARILY WE WANTS SPORTS DURING THE SCHOOL DAY TO HELP OUR STUDENTS BRIDGE THE LEARNING GAPS THEY MAY HAVE AND WE WOULD ALSO BE OKAY IN A CLOSE SECOND WITH SOME EXTENDED DAY SUPPORT, NOT EVERY DAY, RIGHT, A COUPLE TO A FEW DAYS A WEEK BECAUSE WE ALSO RECOGNIZE FAMILIES AND STAFF NEED SOME TIME AWAY FROM THE SCHOOL SETTING. SO WITH OUR GOALS AND OBJECTIVES ONE OF THE THINGS THAT I WANT TO CALL OUT IS WE HAVE OUR NEXT FIVE STRATEGIC PLAN AND THE PANDEMIC HAS PROVIDED OPPORTUNITIES TO CONTINUE TO FOCUS ON THAT IN WAYS WE DIDN'T NECESSARILY ANTICIPATE 14 MONTHS AGO. SO PARTICULARLY IN GOAL ONE YOU WILL SEE THE STRATEGIC DIRECTIONS ARE TALKING ABOUT THESE BULLETS AND MOVING FORWARD, WE'RE GOING TO BE ADDRESSING THOSE BULLETS AND WE WANT TO TALK TO YOU ABOUT CREATIVE APPROACH THAT WE HAVE DEVELOPED AND WE'LL SHARE WITH YOU TONIGHT. SO WE'RE GOING TO TALK ABOUT A PROPOSAL FOR TK-6TH GRADE. I WANT TO CALL OUT THIS IS WHERE OUR WORK HAS PRIMARILY BEEN FOCUSED. 
          WE STILL NEED TO ADDRESS HOW WE'RE GOING TO SUPPORT THE SECONDARY GRADES AS WE MOVE AROUND IN 18 MONTHS THAT IS DEFINITELY WORK THAT WE NEED TO CONTINUE LOOKING AT. 
          SO RIGHT NOW WE WANT TO TALK ABOUT THIS PATH THAT IS FOCUSED ON ACADEMIC SUPPORTS FOR OUR TK-6TH GRADE SELF-CONTAINED STUDENTS. HONESTLY, WE'RE USING OUR CCLI PROCESS. HAVE YOU HEARD US TALK ABOUT THIS IN THE PAST YOU HAVE HEARD US TALK ABOUT INTERVENTION SPECIALISTS. THERE ARE SOME POSITIVES WITH LESSONS THAT WE LEARNED THERE AND THERE ARE SOME THINGS, HONESTLY, THAT WE SAID WOW, THAT'S NOT SOMETHING THAT WE WANT TO RE-CREATE. 
          SO WE DEFINITELY TOOK INTO CONSIDERATION ALL THOSE LESSONS LEARNED AS WE LOOK AT A RECOMMENDED MODEL. 
          WE BELIEVE THAT THIS IS THE NEXT STEP IN ADDRESSING OUR GOALS LONG-TERM THAT I REFERRED TO ON THIS SLIDE BEFORE. WE REALLY WANT TO FOCUS ON FOCUSING STUDENTS WE ALSO WANT TO SUPPORT OUR STAFF AND RECOGNIZE THE NEEDS OF OUR FAMILY HOW WE CAN ADDRESS THOSE. SO WE HAVE SOME INITIAL CONSIDERATIONS FOR HOW WE DEVELOP A MOLE USING LESSONS LEARNED. PRIMARY FOCUS IS ON E.L.A. 
          AND MAX LITERACY AND REALLY NOT PULLING STUDENTS AWAY FROM THEIR GRADE LEVEL CLASSROOM AS YOU WILL RECALL IT REALLY WAS TALKING ABOUT MAKING SURE STUDENTS ARE STAYING AT THEIR GRADE LEVELS LEARNING ENVIRONMENT AND THEN HOW WE CAN PROVIDE THOSE STRATEGIC SUPPORT. 
          WE FOCUS ON THE NUMBER OFPTARGEH SITE BY GRADE LEVEL AND THEN WE WORK WITH SOME OF OUR PRINCIPALS TO TALK ABOUT WHAT DOES THE STUDENT'S LEARNING DAY LOOK LIKE HOW DOES THAT SCHEDULE LOOK LIKE HOW CAN WE INCORPORATE SOME EXTRA SUPPORT. WE RECOGNIZE THE FACT THAT GRADES COMMON GRADE LEVELS AND TEACHERS NEED TO BE SUPPORTED. SO AND THE FREQUENCY OF INTERACTION IS REALLY IMPORTANT. 
          SO WHAT IS LITERACY? WE TALK ABOUT LITERACY A LOT. HOPEFULLY IN PLAIN LANGUAGEU- A DEFINITION OF WHAT LITERACY IS BOTH IN E.L.A. 
          AND MATH. ALL RIGHT SO WE WILL START TO TALK ABOUT THE CO-TEACHING MODEL. 
          CO-TEACHING. WHY? WE'RE LOOKING AT PROVIDING SUPPORTS IN AN EQUITABLE WAY TO STUDENTS. WE WANT TO FOCUS REDUCING STUDENT TO TEACHER RATIOS WHILE WE'RE PROVIDING SOME OF THESE SUPPORTS. REALLY FOCUSING ON STUDENTS LEARNING IN DIFFERENT WAYS. AND I'M GOING TO SHOW YOU IN A MINUTE WHEN WE TALK ABOUT CO-TEACHING WHAT THAT CAN LOOK LIKE AND THE VARIETY OF OPTIONS THAT ARE AVAILABLE TO THE STAFF. ENGAGING STUDENTS, AND THEN PROVIDING THOSE INTERVENTIONS BOTH IN THE CLASSROOM AND EXTENDED THE OPPORTUNITIES. 
          SO IT'S A LITTLE HARD TO READ UP HERE. 
          THERE'S SIX EXAMPLES OF WHAT CO-TEACHING CAN LOOK LIKE. 
          YOU CAN HAVE A TEACHER AT THE FRONT LEADING THE LESSON AND YOU COULD HAVE ONE OBSERVING AND KIND OF STRATEGICALLY WATCHING HOW STUDENTS ARE RECEIVING THE INFORMATION. THEN THEY CAN MOVE INTO STATION TEACHING. SO EACH ONE OF THESE DOESN'T HAVE TO BE AN ENTIRE DAY. THEY COULD BE MOVING FLUIDLY THROUGHOUT THESE DIFFERENT MODELS THROUGHOUT THE DAY. 
          YOU COULD HAVE THEM PARALLEL TEACHING WITH TWO DIFFERENT GROUPS, ALTERNATIVE TEACHING. 
          YOU CAN SEE THERE'S A SMALLER GROUP IN THE BACK WHILE ANOTHER TEACHER IS WORKING WITH STUDENTS IN THE 
          [00:55:01]
FRONT OF THE ROOM. THEN THEY CAN ACTUALLY TEAM TEACH AS WELL BOTH AT THE FRONT. 
          THEN AGAIN, ONE TEACH AND ONE ASSIST. 
          SO HOPEFULLY THESE ARE JUST SOME GOOD BASIC VISUALS TO SHOW THE DYNAMICS OF THE ROOM AND WHAT IT COULD LOOK 
          LIKE. >> SO IF YOU WANT TO SEE HOW OUR ORGANIZATION HAS GROWN. REMEMBER WHEN WE STARTED CO-TEACHING WITH INCLUSION AND WE FUMBLED AND STUMBLED THROUGH A LOT OF IT? NOW YOU ARE SEEING VISUAL EXAMPLES WITH SOME WITH LOTS OF DESCRIPTIONS AFTERWARDS ABOUT HOW TWO TEACHERS CAN WORK IN THE SAME ROOM TO SUPPORT STUDENTS. SO THIS IS PART OF THE CYCLE OF CONTINUOUS LEARNING IMPROVEMENT. 
          THIS IS US GETTING BETTER AND BEING ABLE TO SHOW YOU SPECIFICALLY WHAT THIS COULD LOOK LIKE AND WHEN YOU ARE ASKED QUESTIONS YOU SHOULD HAVE A SLIDE OR TWO BE ABLE TO GO RIGHT BACK TO AND ANSWER. 
          >> SO I WANT TO SAY THAT WE LOOKED AT A NUMBER OF WAYS TO SUPPORT STUDENTS. I HAVE SEVERAL WHITE BOARDS IN OUR OFFICE THE JUST COVERED WITH THINKING AND BRAINSTORMING AND DATA. SO THIS IS THE RECOMMENDED MODEL AFTER ALL OF THAT WORK. 
          SO YOU SEE BASED ON OUR CURRENT NUMBERS OF TARGETED STUDENTS BREAKDOWN BY GRADE LEVEL, BY SITE. 
          SO WHAT WE DID IS WE DID IT, K-1, THEN YOU WILL SEE ABCDEFGHI THERE'S NOTHING IN PARTICULAR ABOUT THOSE WE WERE TRYING TO CREATE SOME ORGANIZATION. 
          BUT YOU WILL SEE THAT WITH THIS A, D AND G THOSE ARE THE THREE ELEMENTARY K-8 SITES THAT HAVE THE HIGHEST NUMBER OF TARGETED STUDENTS AT EACH OF THOSE GRADE SPANS. GROUP B IS KIND OF THE MIDDLE, AND THEN GROUP C HAS THE LOWEST NUMBERS. 
          YOU WILL NOTICE C, F AND I. WITH GROUP I YOU WILL NOTICE THE DOUBLE ASTERISK WE RECOGNIZE THEY ONLY HAVE FOURTH AND FIFTH GRADE WE KNOW THOSE NUMBERS ARE A LITTLE BIT LOWER BECAUSE OF THAT. 
          SO THIS IS HOW WE LOOKED AT THE DATA. 
          WHAT'S REALLY INTERESTING LOOK AT IN EACH OF THE SECTIONS IT'S NOT THE SAME THREE SCHOOLS IN THE SAME LEVEL YOU KNOW AT EACH GRADE SPAN IT MOVES AROUND. 
          ONE OF THE THINGS THAT WE HAD TALKED ABOUT IS, YOU KNOW, IS IT BY PROGRAM, IS IT BY REGION, IS IT BY GRADE LEVEL? THIS IS WHERE WE SAW HOW THE DATA KIND OF CAME TO LIGHT AND HELPED US SEE HOW WE CAN COME FORWARD. SO I'M GOING TO TALK A LITTLE BIT ABOUT HOW WE ARE LOOKING AT A MODEL THAT IN GENERAL TERMS WOULD PROVIDE OUR TARGETED STUDENTS WITH 50 WHEN I SAY TOUCHES, IT'S ACTUALLY LONGER THAN A UP TO I WANT TO GIVE CREDIT TO THE TEAM ON THAT. 
          BUT ABOUT 50 CO-TEACHING OPPORTUNITIES DURING THE SCHOOL YEAR AND I'LL SHOW WHAT YOU THAT LOOKS LIKE WITH A COUPLE OF EXAMPLES. THIS IS JUST INTERVENTION DURING THE SCHOOL DAY. THAT DOESN'T TAKE INTO ACCOUNT THE EXTENDED SCHOOL DAY OPPORTUNITIES THAT COULD BE PROVIDED WHERE AGAIN THESE TARGETED STUDENTS COULD BE INVITED TO PARTICIPATE IN DIFFERENT GROUPS. WE HAVE SEVERAL EXAMPLES OF WHAT THOSE GROUPS COULD LOOK LIKE. 
          SO LET'S TALK ABOUT THE CO-TEACHING MODEL. 
          >> THERE'S LOTS OF COLORS HERE BUT REALLY WHAT THIS IS IT IS A FOUR WEEK VIEW OF MONDAY THROUGH FRIDAY. 
          SO WE'RE TALKING ABOUT TK-FIRST GRADE. 
          YOU CAN SEE THAT OVER THE COURSE OF THREE DAYS THEY'RE ALTERNATING BETWEEN THREE SITES SESK TK-K AND FIRST GRADE CLASSROOMS SHE WE WOULD BE SMART ABOUT HOW WE CLUSTER STUDENTS TO PROVIDE THOSE SUPPORTS AND WE WERE ABLE TO SAY OKAY, WE COULD USE TWO CO-TEACHING TO TARGET 64 STUDENTS THE WAY THAT WE WOULD CLUSTER THEM IT WOULD BREAK THEM UP BETWEEN SIX AND EIGHT TEACHERS ACROSS THE THREE SITES. 
          EACH OF THOSE STUDENTS WOULD GET 54 CO-TEACHING OPPORTUNITIES DURING THE REGULAR SCHOOL DAY. 
          IN THIS CASE WHEN I TALK ABOUT CO-TEACHING OPPORTUNITIES WE'RE TALKING ABOUT A GOOD PORTION OF THE DAY. WE'RE NOT TALKING 30 MINUTES. 
          THAT COULD BE IN THERE THE ENTIRE DAY IF YOU LOOK IN WEEK ONE, AMERICAN LAKES TEACHERS COULD IN THEORY HAVE THAT TOSA WITH THEM TWO TIMES THAT WEEK. 
          SO WHAT YOU ARE STARTING TO DO IS CREATE A TEAM OF TEACHERS THAT ARE TIGHTLY CONNECTED THAT ARE COLLABORATING WITH EACH OTHER ON WEDNESDAY COLLABORATION DAYS. THEY'RE ABLE TO TALK ABOUT THE THINGS THAT THEY'RE LEARNING AND SEEING AS THEY'RE CO-TEACHING TOGETHER AND THEN REVISIT RIGHT AT THAT NEXT POINT WHICH COULD BE THAT WEEK OR IT COULD BE THE NEXT WEEK RATHER THAN A TOSA COMING IN SAME I'M GOING TO BE WITH YOU TWO WEEKS AND TALK TO YOU ABOUT THINGS TO DO AND LEAVE COME BACK LATER WE STARTED TO SEE THE VALUE IN THAT TIGHTER CYCLE OF THEM COLLABORATING AND BEING A TEAM. THIS IS SECOND AND THIRD GRADE AGAIN YOU SEE RIGHT HERE THAT IT'S ONE TOSA BECAUSE YOU'RE TALKING ABOUT 41 TARGETED STUDENTS WE'RE 
          [01:00:03]
TALKING ABOUT A FEWER NUMBER OF STUDENTS WITH FIVE TO SEVEN TEACHERS. AGAIN THEY'RE LOOKING AT 54 CO-TEACHING OPPORTUNITIES. NOW IT MAY BE THAT THIS COULD BE A TWO HOUR SESSION OF CO-TEACHING BECAUSE THEY MAY BE GOING TO TWO CLASSROOMS AT A SITE. 
          THEN YOU HAVE FOURTH THROUGH SIXTH GRADE AND AGAIN, YOU'RE SEEING THE CYCLE. NOW IS FIVE CO-TEACHING TOSAS BECAUSE YOU'RE LOOKING AT 204 TARGETED STUDENT WITH 23 TEACHERS. THIS IS A LOT TO LOOK AT. 
          I TOTALLY ACKNOWLEDGE THAT. WE WANTED TO START WITH THE STUDENT DATA FIRST BECAUSE THAT'S WHAT NEEDS TO DRIVE WHAT WE DO. BUT WHAT WE WANTED TO ALSO DO IS SHOW A WEEKLY SCHEDULE FOR A TOSA. 
          SO THIS IS TOSA NUMBER 13 RIGHT AS WE IDENTIFIED HOW MANY TOSA WE WOULD NEED FOR TWO WEEKS THIS IS THE WORK THAT THEY'RE DOING. THEY'RE CO-TEACHING IS FOUR DAYS A WEEK THEN ON THAT FRIDAY THEY WOULD BE DOING SOME DEVELOPMENT AND PLANNING AND ANALYZING DATA TO MAKE SOME DECISIONS WITH THEIR CO-TEACH BETTER WHAT THEY'RE DOING IN THE WEEKS TO COME. 
          SO THIS IS ABOUT SUPPORTING STUDENTS TO GET THROUGH LEARNING DISRUPTION. IT'S ALSO ABOUT SUPPORTING TEACHERS THROUGH A COLLABORATIVE APPROACHES THIS IS SOMETHING THAT WE NEGOTIATED SEVERAL YEARS AGO IN OUR CONTRACT THIS CONCEPT OF COLLABORATION BEING ENGRAINED INTO OUR TEACHERS WORK DAY. 
          IT ALSO IS RESPONSIVE WE BELIEVE TO PARENTS FEEDBACK ABOUT HOW WE'RE PROVIDING THIS SUPPORT. 
          IT IS A TEAM-ORIENTED APPROACH RATHER THAN A VISITOR COMING AND CHECKING IN AND THERE ARE DEFINITELY THERE'S GOING TO BE JOB EMBEDDED PROFESSIONAL DEVELOPMENT AS A RESULT OF THIS. 
          JUST GETTING THAT FEEDBACK YOU KNOW, THAT CONTINUOUS FEEDBACK IN WORKING WITH EACH OTHER. 
          THERE'S GREAT VALUE IN THAT. THERE'S THINGS AROUND THE PLANNING, LOOKING AT THE LITERACY WORK THAT WE'RE TALKING ABOUT DOING OVER THE NEXT TWO YEARS THAT WE TALKED ABOUT A LITTLE BIT AGO. 
          WHAT A GREAT OPPORTUNITY AS THEY'RE ANALYZING AT THAT TIME DATA AND TALKING TO EACH OTHER ABOUT WHAT THEY'RE SEEING WHERE THE GAPS ARE. 
          DEFINITELY GOING TO BE A BENEFIT THERE. 
          IN ADDITION, WE ALREADY HAVE THE BENEFIT OF A RELATIONSHIP WITH STETSON WHO CAME IN TO HELP US WITH INCLUSIVE PRACTICES AND THINGS LIKE CO-TEACHING. 
          SO WE STILL HAVE FUNDS AVAILABLE WITH THEM TO USE AND THEY'RE GOING TO LEVERAGE THAT FOR THIS MODEL IF APPROVED. SO BASED ON THE DATA AND ANALYSIS WHAT WE DID IN THE SCHEDULES THAT WERE CREATED WE WOULD BE LOOKING AT 21 CO-TEACHING TOSAS FOR TWO YEARS THAT'S 4.5 MILLION. THEN THERE ARE SOME ADDITIONAL SUPPORTS THAT WE SUSPECT WE NEED. 
          THOSE ASSOCIATED COSTS. IN ADDITION WHAT CAROL REFERRED TO BEFORE THEY'RE ARE THE COSTS ASSOCIATED WITH SOCIAL WORKERS AND LVNS THEN THERE'S SOME TECHNOLOGY WORK I TELL YOU IT'S QUITE AN UNDERTAKING AND THE SUPPORT THAT IT REQUIRES. GOING ONE TO ONE AND ALSO THE HOME ACCESS THAT WE'VE PROVIDED. 
          THERE ARE THINGS WE NEED TO SUPPORT WITH. 
          SO WE RECOGNIZE OVER THE NEXT TWO YEARS THERE WILL BE AN EXPANSION OF STAFF JUST AS THAT IS WHAT WE BELIEVE IS NEEDED. I THINK YOU SEE THERE'S MORE MONEY FOR STAFFING. OUR APOLOGIES. 
          SO ONE OF THE THINGS THAT WE TALKED ABOUT EARLIER IS HOW DO WE ADDRESS THE LACK OF ONGOING FUNDS. 
          >> THIS -- I THINK THEY'RE DOING A GREAT JOB OF OVERLY COMPLEX TOPIC. PLEASE WE'VE GONE THROUGH I KNOW THIS HAS BEEN A LONG MEETING. 
          ASK QUESTIONS ON THIS ONE BECAUSE WE'RE BREAKING OUR OWN TRADITIONAL NORMS BECAUSE WITH THE AMOUNT OF MONEY WE HAVE WE JUST CAN'T KEEP BUYING STUFF. 
          KIDS NEED PEOPLE. TEACHERS NEED MORE TEACHERS IN CLASSROOMS TO HELP THEM SHRINK GROUPS AND WE NEED MORE YOU KNOW PHYSICAL HEALTH SUPPORTERS AND SOCIAL WORKERS FOR MENTAL HEALTH. SO PLEASE, KEEP GOING BUT ASK QUESTIONS. TRUSTEES, PLEASE. 
          >> IN PARTICULAR I'M JUST TALKING ABOUT TOSAS RIGHT NOW WE BELIEVE AFTER TWO YEARS OF EXPANDING THOSE ONE TIME FUNDS THROUGH NATURAL ATTRITION IF WE LOOK AT OUR DATA FROM THE LAST THREE YEARS WE WOULD BE ABLE TO ABSORB THOSE TEACHERS BACK INTO THE CLASSROOM. 
          WE COULD DO THAT IMMEDIATELY AT THE END OF TWO YEARS OR WE COULD POTENTIALLY IF THERE'S ONE TIME FUNDS WE COULD LOOK TO START PHASING OUT MAYBE REDUCE THE NUMBER OF TOSAS IN THAT THIRD YEAR AND USE SOME OF THOSE ONE TIME FUNDS BEFORE WE COMPLETELY ABSORB THEM BACK INTO OUR TEACHING STAFF. IN THE CLASSROOM. 
          ANY QUESTIONS ABOUT THAT CONCEPT? 
          >> I THINK IT'S A VERY REALISTIC CONCEPT SOMETHING THAT WE'VE DONE IN THE PAST OVER THE BUDGET YEARS WHEN WE'VE HAD TOSAS THEY HAVE GONE BACK INTO THE CLASSROOM 
          [01:05:02]
AND WE SEE HOW MUCH RETIREMENTS ON AVERAGE DO WE HAVE A YEAR OR PEOPLE LEAVING 40 OR 50, 30? 
          >> I WOULD SAY SAFELY 50 WITH ALL THOSE DIFFERENT 
          OPTIONS. >> FOR WHATEVER REASON. 
          >> I WAS LIKE 40. ABOUT 40 RESERVATIONS PEOPLE MOVING AWAY, RETIREMENTS SOME NONREELECTIONS WHICH WE DON'T HAVE ANY EXCEPT FOR CHARTERS THIS YEAR AND 
          THINGS LIKE THAT. >> THE SECOND AREA IS OUR SOCIAL WORKERS AND OUR REGISTERED NURSES. 
          I'LL BE HONEST THOSE ARE NATURALLY HARDER TO ABSORB THROUGH ATTRITION. IT'S A MUCH SMALLER GROUP AND DUE TO THEIR SPESHT IT'S NOT -- SPECIALTY IT'S NOT SOMETHING THAT YOU SEE A LOT OF MOVEMENT WITH. 
          THAT'S SOMETHING WE WILL BE TALKING ABOUT HOW TO ADDRESS. THAT THEN AGAIN WITH THE L.V.N.S OUR OFFICE SPECIALISTS. 
          BY THE WAY THE SOCIAL WORKERS AND REGISTERED STAFF THE PROCESS IS DIFFERENT THAN ITEM NUMBER 3 WHICH IS WHY OUR CLASSIFIED CLASS. SO LVN, OFFICE SPECIALISTS AND I.T. COORDINATOR. THOSE WOULD BE CHALLENGING TO ABSORB THROUGH NATURAL ATTRITION JUST BECAUSE, AGAIN, YOU'RE TALKING ABOUT A SMALLER BASE OF PEOPLE IN EACH OF THOSE POSITIONS. SO ONE OF THE THINGS THAT WE NEED TO DO AND OUR TEAM HAS ALREADY STARTED TALKING ABOUT FOR ALL OF THESE POSITIONS WHAT ARE THE METRICS THAT WE NEED TO BE LOOKING AT OVER THE NEXT 12 TO 18 MONTHS TO UNDERSTAND THE IMPACT THESE POSITIONS ARE HAVING. I MEAN THERE'S THE REALITY THAT THEY WOULD BE HIGHLY IMPACTFUL THEN WE HAVE TO MAKE SOME DECISIONS ABOUT HOW WE'RE GOING TO MOVE FORWARD AFTER THE END OF THE ONE TIME FUNDING OR WE MAY COME TO A PLACE WHERE WE NATURALLY ARE LOOKING AT HOW WE MOVE BEYOND INVESTING IN THOSE STAFFING FOR TWO YEARS. SO WE WANTED TO PROVIDE SOME INFORMATION AROUND THE COSTS FOR STAFFING THESE POSITIONS. SO WALK YOU THROUGH THE FIRST LINE FOR OUR 18 MONTH PLAN AND THE TOSAS INVOLVED WITH THAT IT'S 21 PEOPLE EACH OF THOSE IS 1.2 FTE THAT ALLOWS TO US EXTEND THEIR DAY OR HAVE MORE WORK DAYS IN YEAR TO DO SOME OF THE WORK IN PROFESSIONAL DEVELOPMENT THAT'S NEEDED. WE TALKED ABOUT THE TWO YEAR COST USING STIMULUS FUNDS. IN YEAR THREE WHAT WE TALKED ABOUT IS WE COULD REDUCE BASICALLY IN HALF TO 10 PEOPLE THERE IS A COST ASSOCIATED TO ALLOW TO US PHASE OUT AND UTILIZE ATTRITION. 
          IN ADDITION WE NOW HAVE A THIRD ELEMENTARY SCHOOL THAT STAFF HAS DECIDED THEY WANT TO PURSUE AVID. 
          SO MUCH LIKE WE HAVE FOR OUR I.V. SCHOOLS WE'RE LOOKING HOW CAN WE PROVIDE THEM WITH TARGETED SUPPORT AND COORDINATION THROUGH AN AN AVID TOSA. 
          SOMEBODY LIKE THE I.D. COORDINATORS THAT IS WORKING WITH OUR THREE ELEMENTARY AVID SCHOOLS TO SUPPORT THEM AS THEY'RE GETTING THEIR STAFF TRAINED AND REALLY DIGGING INTO WHAT IT LOOKS LIKE TO BE AN AVID SCHOOL. 
          >> THE SOCIAL WORKERS YOU SEE WE'RE TALKING ABOUT THE POTENTIAL IN YEAR THREE REDUCING TO FIVE F.T.E. FROM THE 11. PART OF THAT WHAT WE WOULD DO IS LOOK AT THE DATA. IF THERE WAS A WAY TO CENTRALIZE SERVICES AND HAVE SOCIAL WORKERS HAVING A CASE LOAD OR A NUMBER OF SITES THAT THEY'RE WORKING WITH WE WOULD LOOK TO DO THAT AND REDUCE THE COST FOR THOSE. 
          THEN YOU CAN SEE SOME OF THE OTHER NOTATIONS WITH THE REGISTERED NURSES THE L.V.N.S AND THEN OUR OTHER CLASSIFIED POSITIONS. SO THERE'S THE POTENTIAL THAT OFFICE SPECIALISTS THAT ARE SUPPORTING TECHNOLOGY AND COVID NEEDS THEY COULD BE ABSORBED. 
          POTENTIALLY DUE TO ATTRITION BUT WE WOULD HAVE TO SEE. 
          BUT WE WOULD BE LOOKING AT HOW WE MAY REDUCE THOSE POSITIONS. IN THE INTERIM THE I.T. 
          COORDINATOR THAT IS SOMETHING THAT AFTER TWO YEARS WE COULD POTENTIALLY BE DISCONTINUING. 
          SO THERE'S SOME COSTS ASSOCIATED WITH THE TWO YEAR STIMULUS THAT'S THE ONE TIME FUNDS THAT WE HAVE TO USE. 
          AND THEN IF WE LOOK AT THAT YEAR THREE COLUMN THERE'S SOME ADDITIONAL FUNDS THAT WE COULD BE EXPENDING IF WE LOOK THREE YEARS OUT WHAT IS COST WE WOULD BE LOOKING TO EXPEND $12 MILLION. IF UP FOR LOOK TO EXTEND ANOTHER YEAR YOU WOULD BE ADDING AN ADDITIONAL $1.3 MILLION. BECAUSE THAT ASSUMES THAT -- 
          >> IS THE TEAM NAILING IT AND HELPING YOU UNDERSTAND THAT THIS IS THE WAY TO DO THIS WITHOUT IT BEING AN ONGOING COST AND PHASING THINGS OUT OR ARE THERE 
          QUESTIONS? >> THE TEAM IS DOING A GREAT JOB I KNOW HOW HARD IT IS TO GET THEM AFTER A LEARNING LOSS WE WILL DEFINITELY NEED IT. 
          [01:10:02]
          >> IF ANYONE HAS A CONNECTION WITH THE UNIVERSITIES PLEASE LET ME KNOW. 
          I'VE SAID THE SAME THING. THEY'VE ACTUALLY ELIMINATED MOST OF THE READING SPECIALISTS FROM THE 
          UNIVERSITIES. >> NO, I REALIZE THAT. 
          SO AT THIS POINT IN TIME YOU HAVE TO REACH OUT TO THE TEACHERS THAT SPECIALIZE IN READING AND THOSE THAT ARE WILLING TO GET PAID MAYBE A LITTLE BIT MORE AND STAY AFTER SCHOOL AND DO IT. THAT'S SOMETHING WE SHOULD 
          LOOK AT AS WELL. >> THANK YOU. 
          >> THREE YEARS OUT SO TWO YEAR IS $9.7 MILLION IF WE GET RID OF EVERYTHING THERE'S -- 
          >> IF WE GO RID OF EVERYTHING AFTER TWO YEAR WE ARE STILL SAYING WE HAVE THAT $9.7 MILLION WITHIN THE NEXT 3-YEAR SPAN OF TIME, RIGHT? 
          >> NO IT'S JUST ONE TIME MONEY. 
          >> SO JUST TOTAL -- NOT ACCUMULATION, YES. 
          THANK YOU. >> SO I SEE ONE TIME AS WHEN WE GO TO THE NEXT BUDGET YEAR THAT'S NOT IN THE NEXT BUDGE YEAR ONLY THE $2.4 MILLION WOULD BE IN THE NEXT BUDGET YEAR THEN IT WOULD BE THE $1.3 IN THE NEXT BUDGET YEAR NOT THE CONTINUING OF THE $9.7. 
          >> THAT'S WHY WE WANTED TO SHOW THE MATH IN THE 
          REARVIEW MIRROR FROM NOW. >> SO THE TOTAL COST TO DO THAT IS $12.1 MILLION. THEN FOUR YEARS OUT IF WE COMMIT TO DOING WHAT'S UP IN THE TWO YEAR STIMULUS AND THEN DOING COST IN YEAR THREE TWICE. 
          >> MINUS THE TOSAS IF WE PHASE THOSE OUT THEN $13 POW 4 THAT WE HAVE TO BUILD NOW FOR THAT COST THREE YEARS 
          OUT. >> WE BASICALLY WOULD BE COMMITTING FUNDS LIKE WE DO TEXTBOOKS. 
          BUT WE'RE DOING IT INVOLVING PEOPLE SO THAT IT DOESN'T GO INTO THE MULTIYEAR ONGOING EXPENDSTURES. 
          SO YES YOU WOULD BE COMMITTING FUNDS YOU AS A BOARD AS PART OF YOUR OVERSIGHT ARE ABLE TO WATCH THAT COMMITTED FUNDS SHRINK YEAR TO YEAR. 
          >> OKAY. >> WE'RE TALKING ABOUT THE MECHANISM FOR THAT, TOO, IN A MINUTE. 
          >> JUST AS WE PLANNED THE 3-YEAR BUDGET OUT WHAT WE'RE LOOKING AT IS WHEN YOU SAY EXPOSURE OF HOW IT MOVES 
          FORWARD, OKAY. >> EXPOSURE WAS THE WORD I USED WE TRIED TO FILTER IT OUT. 
          >> I LIKE COMMITMENT. IT'S REALLY US MAKING A COMMITMENT TO STAFF AND STUDENTS. 
          >> LIKE I SAID WE JUST DIDN'T GET EXPOSURE OUT OF THERE. WE MOVED IT OUT OF EVERYTHING ELSE WE JUST DIDN'T GET IT OUT OF THERE. 
          BUT WE WANT TO BE CLEAR SO WHEN OUR FUNDS CAME OUT WE PLUGGED A GAP IT AND SENT THE DISTRICT SIDEWAYS. 
          WE ARE NOT DOING THAT. THIS IS NOT PLUGGING ONGOING. THIS IS TAKING ONE TIME MONEY PUTTING IT INTO COMMITMENT LIKE TEXTBOOKS, IN SOME WAYS LIKE FACILITIES, IF YOU WILL AND AS WE TARGET THIS SPECIFIC NUMBERS IF THE BOARD APPROVES THE FUNDS WILL BE COMMITTED AND THEY SHOULD SHRINK AND YOU WILL SEE THE MECHANISM WE HAVE IN TERMS OF BEING BUDGET SMART IS WE WOULD BRING A RESOLUTION TO YOU IN MAY. 
          AND THE RESOLUTION WOULD HAVE THE POSITIONS AND EXACTLY WHEN TO PHASE IT OUT, HOW TO COMMIT IT, THE WHOLE BALL OF WAX SO THAT THERE ISN'T A BOO BOO OF POSITIONS NOT BEING IN THE BUDGET. IT CLEARS THEM OUT. 
          >> WHICH I APPRECIATE BECAUSE THAT WAS PART OF LIKE WHAT -- HOW DO WE CREATE STABILITY IN THE BUDGET PROCESS. -- 
          >> SHE RECOMMENDED IT TO BE HONEST. 
          >> BECAUSE IN REALITY IT'S AN ONGOING FUND UNLESS WE 
          SPECIFICALLY DIRECT IT. >> RIGHT. 
          >> BUT WHICH COULD STILL EVEN THOUGH WE DIRECT IT THE STATE COULD HIT A DOWNFALL AND WE STILL HAVE TO CUT PRIOR TO BUT THIS IS THE PLAN THAT WE KNOW AT THE 
          TIME. >> TO POTENTIALLY WE STILL HAVE OUR FINANCIAL RESERVES IN PLACE INCLUDING RESERVES FOR UNCERTAINTY. SO I MEAN THIS SURE, IF THE STATE GOES TO HECK IN A HAND BASKET NEXT YEAR THEN WE HAVE TO CUT OR REDUCE ANYTHING. 
          BUT THIS DOESN'T ADDRESS OUR FINANCIAL RESERVES, OUR RESERVES FOR UNCERTAINTY, THE MONEY THAT THE BOARD HAS SMARTLY COMMITTED AND INVESTED. 
          ALL THOSE STILL EXIST. >> I JUST WANT TO MAKE SURE BECAUSE IT'S REALLY CLEAR BECAUSE THE BUDGET CAN BE VERY CONFUSING AND I THINK STAFF HAS DONE A PHENOMENAL JOB. SOMETIMES I JUST LIKE REPEATING IT SO IT MAKES SENSE TO ME WHEN I HEAR IT OUT LOUD WHICH MAY THEN CAUSE ME TO HAVE OTHER QUESTIONS BUT I APPRECIATE THAT. 
          >> I JUST WANT TO HEAR SOME FISCAL REALITIES RELATED TO THIS. AS CHRIS AND ANGELA HAVE SHARED IT'S VERY IMPORTANT FOR US TO MAKE A COMMITMENT TOWARDS ENSURING THAT ONGOING FUNDS IN ONE TIME DOLLARS DOESN'T CREATE A STRUCTURAL DEFICIT IN THE THIRD YEAR OUT. SO JUST, FOR EXAMPLE, WE TAKE THE $9.7 MILLION AND OVER THREE YEARS THAT IS 
          [01:15:04]
29.1 MILLION. WE DO NOT HAVE ONGOING FUNDS TO ABSORB A $9.7 MILLION ONGOING COST TO GO INTO THE UNRESTRICTED GENERAL FUND. IF THAT HAPPENS WE WILL DEFINITELY GO TOWARDS A QUALIFIED OR NEGATIVE CERTIFICATION. WHEN I SAY THAT, WE DO HAVE $12 MILLION STABILIZATION TO SAY WE HAVE 9% OF RESERVES WHICH IS ABOUT 12 MILLION. YOU TAKE $9.7 MILLION FROM THAT 12 MILLION YOU CAN SEE WHERE WE ARE. 
          THEN THE FOLLOWING YEAR WE ARE TOTALLY UPSIDE DOWN. 
          JUST THAT QUICKLY. SO THE IMPORTANCE OF THIS IS THAT WE AS STAFF, YOU AS THE BOARD WE TOGETHER MAKE A COMMITMENT OF HOW WE'RE GOING TO HANDLE PHASING OUT THE STAFFING IN A VERY THOUGHTFUL WAY FOR EMPLOYEES AND AT THE SAME TIME THE NEEDS OF OUR STUDENTS AS ANGELA HAS SHARED GREAT OPPORTUNITIES FOR OUR STUDENTS TO HAVE THIS STAFF SUPPORT GOING FORWARD. 
          IF WE SOMEHOW JUST TO GET A BUDGET APPROVED BY THE COUNTY WE HAVE TO BUDGET ONE YEAR IN TWO SUBSEQUENT YEARS. SO IN THAT THIRD YEAR WE COULD BE 2023/24 WE COULD NOT SHOW THAT OUR ONGOING STAFF WOULD PASS A $9.7 MILLION DEFICIT IN THAT YEAR AND GET THE COUNTY TO APPROVE OUR BUDGET. 
          THEY WOULD DISAPPROVE OUR BUDGET. 
          WE WOULD HAVE TO COME UP WITH A RESPONSE TO THAT PLAN WHEN THEY DISAPPROVE OUR BUDGET THEN WE WOULD HAVE TO MAKE SIGNIFICANT BUDGET REDUCTIONS WHO WANTS TO BE INVOLVE WITH THAT. BILL SITTING NEXT TO ME AND I'M SURE HE HAS SEEN WHAT HAPPENS THAT GOES ON ANOTHER SLIDE. IF WE HAVE OUR 90% OF OUR GENERAL FUND BUDGETED AS STAFFING THAT'S WHEN YOU START TO APPROACH TROUBLE. IN THE PAST HISTORY HERE DEMONSTRATED THAT ONCE YOU EXCEED 90% STAFFING YOU KNOW 90% YOU START TO HAVE TO LOOK AT POSSIBLY GOING VERY SOUTH IN THE BUDGET. SO I THINK WE CAN DO IT IF WE DO IT TOGETHER WE MAKE A COMMITMENT AND WE MOVE FORWARD WITH THE PLAN THAT'S BEEN SHARED THAT'S VERY 
          STRATEGIC. >> YOU SEE US IN THIS CONVERSATION THE SAME WAY THE WAY WE STARTED VERY 
          CLEAR RESOLUTION MAY 12TH. >> I DON'T KNOW IF I SHARE THAT WE WERE IN A REALLY GREAT POSITION IN THIS DISTRICT BECAUSE WE'VE BEEN VERY FISCALLY CONSERVATIVE AND I THINK THAT'S ONE OF THE THINGS ABOUT THIS BOARD ALL ALONG THAT'S WORKED IN OUR FAVOR. 
          BECAUSE OF THAT WE WERE ABLE TO THEN PAY FOR A MILLION DOLLAR CHROME BOOKS OR WHATEVER SO WHATEVER ROUTE WE GO DOWN I WOULD BE LESS INCLINED TO DIP INTO RESERVES AND I WOULD WANT TO SAFEGUARD THOSE CONCERNS. 
          WHO KNOWS WHAT WILL HAPPEN. NONE OF US EVER ANTICIPATED WE WOULD EVER BE IN THIS SITUATION YOU KNOW WITH THE PANDEMIC. SO, YOU KNOW, AND I THINK, AND I THINK ONCE BEFORE WE'VE HAD TO PHASE OUT POSITIONS IN THIS DISTRICT. WE'VE BEEN DOWN THAT PATH BEFORE. SO, AS I'M LISTENING TO YOU, THAT'S MY THOUGHT PROCESS WHERE I'M GOING FORWARD HERE. 
          GOT TO DO IT WITH WHAT WE HAVE. 
          NOT WITH WHAT WE MAKE OUT. I HAVE SEEN TOO MANY DISTRICTS GO IN THE NEGATIVE OR QUALIFIED. 
          >> THANK YOU. >> JACK. 
          >> SO THE $9.7 MILLION THAT'S THE COST FOR TWO YEARS OR OF STAFFING OR ONE YEAR. 
          >> TWO YEARS. >> AND THIS AT THIS POINT IS COMING OUT OF THE ONE TIME FUND. 
          >> CORRECT. >> THE $2.4 MILLION IS IT ALSO ONE TIME OR SOMETHING WE'LL HAVE TO GET FROM THE 
          GENERAL FUND IN YEAR THREE. >> THE IDEA IT WOULD BE UTILIZING ONE TIME FUNDS RIGHT. 
          THAT'S THE IDEA TO CUT OFF THE ONGOING EXPENSE. 
          >> OKAY SO $2.4 WILL BE FROM THESE ONE TIME FUNDS. 
          FOR YEAR THREE. >> CORRECT. 
          >> THERE'S ENOUGH, IF YOU WILL, GENERAL FUNDS OR UNRESTRICTED ONE TIME FUNDS TO GO INTO THAT THIRD YEAR, 
          CORRECT. >> THAT'S CORRECT. 
          >> THERE'S ENOUGH TO GO IN THE THIRD YEAR AND WE HAVE JUST BEEN NOTIFIED OF THE BIDEN AMERICAN RECOVERY ACT CAN GO INTO THE THIRD YEAR IN REMAINING FUNDS CAN NOW 
          GO INTO THE THIRD YEAR. >> I THINK PART THERE IS A BLUE LINE VERY EARLY ON THAT TALKED ABOUT GIVING THE FLEXIBILITY THROUGHOUT ALL OF THIS TO BE ABLE TO MOVE THE FUNDS AROUND. SHE'S VERY GOOD AT THAT TO 
          [01:20:01]
MAKE SURE TO STRETCH THE DOLLARS. 
          >> SO WHAT GOT ME A LITTLE CONFUSED A COUPLE SLIDES FORWARD $9.7 SO FOR THREE YEARS. 
          >> OH, I SEE WHAT YOU'RE SAYING. 
          >> SO WHAT WOULD BE THAT NUMBER THOUGH? 
          >> THAT SLIDE LOOKS LIKE IT'S STILL MESSY. 
          >> THIS ONE RIGHT HERE IS WHAT YOU ARE TALKING ABOUT YEAH, I UNDERSTAND WHAT YOU ARE SAYING. 
          >> IT WOULD BE HALF OF THAT THE ANNUAL AMOUNT WOULD BE 
          $9.7. >> THE $4.85 FOR EXAMPLE. 
          I UNDERSTAND. YEAH. 
          >> SO WHEN WE LOOK AT THE DIFFERENT PROGRAMS THAT WE WALKED THROUGH TONIGHT THESE ARE THE DIFFERENT EXPENSES AND THEN THE REMAINING BALANCE OF OUR ONE TIME FUNDS AND THEN YOU CAN SEE JUST THAT LITTLE BIT OF ONGOING FUNDING THAT WE HAD HOW THAT WOULD REDUCE WITH SOME OF OUR RECOMMENDATIONS. 
          >> SO -- SO QUESTIONS DISCUSSIONS AND THEN WE GOT TO GO BACK AND ASK THE BOARD TO WE'RE NOT GOING TO ASK THE BOARD TO TAKE ACTION ON THE POSITIONS BECAUSE WE WANT FEEDBACK. SO THAT IF THERE IS A DIRECTION TO MOVE FORWARD WE CAN WORK WITH LEGAL COUNSEL ON A RESOLUTION. BUT THEN WE WANT TO, IF YOU WOULD GO BACK BECAUSE THEY KNOW THEY CAN ASK QUESTIONS ANY TIME. WHAT WE ARE ASKING THEM TO DO IS TAKE ACTIONS ON THE PANDEMIC RESPONSE ITEMS. 
          >> YEAH, THERE'S FUTURE SLIDES FOR THAT RIGHT? 
          >> THERE'S FUTURE SLIDES. JUST KIND OF A PAUSE. 
          >> DON'T PAUSE KEEP GOING. >> HERE WE GO. 
          >> APPROVAL FOR THE SECTION AROUND WHAT WAS LEARNED AND IMPLEMENTED FROM THE PANDEMIC AND HOW WE CAN CONTINUE THAT THAT WAS THE FIRST SECTION WE TALKED ABOUT. SO WE ARE REQUESTING 
          APPROVAL FOR THAT WORK. >> I ACTUALLY HAVE 
          QUESTIONS. >> AFTER THE QUESTIONS 
          SLIDE. >> I HAVE JUST SOME GENERAL 
          QUESTIONS. >> BUDGET BUT SPECIFICALLY. 
          I DIDN'T SEE ANY SPECIFIC CALLOUTS FOR HOMELESS, FOSTER, ENGLISH EMERGING STUDENTS WITH DISABILITY. 
          I KNOW IT'S CAPTURED KIND OF ON THE ADDITIONAL SUPPORTS FOR GAPS BUT I KNOW THAT WE WERE LOOKING AT SPECIFICALLY POTENTIALLY WHAT WE LEARNED OVER THE HOLIDAYS IN SUPPORTING OUR HOMELESS AND SOME OF OUR STUDENTS AND I DIDN'T SEE ANY SPECIFIC SUPPORTS OR ONE TIME FUNDS DESIGNATED SPECIFICALLY FOR THEM. 
          >> IS THAT A QUESTION OR AN ASK THAT YOU WOULD LIKE? 
          >> ONEDY MISS IT? TWO, ARE WE PLANNING ON IT BECAUSE I SEE THAT THERE ARE SOME POTENTIAL LEFTOVER ONE TIME FUNDS THAT I WOULD LIKE SPECIFICALLY TO ADDRESS YOU KNOW SOME OF OUR MOST AT-NEED STUDENTS? 
          >> I JUST DID CLARIFY YOU TALKED ABOUT SPECIAL ED, AND ENGLISH EMERSION THEN HOMELESS YES, THERE ARE SPED SUPPORT FOR SUMMER AND THINGS UP THERE THE VIRTUAL TUTORTH. GO BACK AND SHOW THAT. 
          CAROL YOU WILL HAVE TO HELP I WON'T BE THE ONE WHO WALKS THROUGH. THIS BUT IF YOU ARE ASKING IS THERE SPECIFICALLY MORE MONEY TO HOUSE HOMELESS, NO. 
          THAT IS -- >> NO, I AM NOT ASKING ABOUT HOUSING. BUT THE ISSUES THAT WE LEARNED IN HELPING OUR FAMILIES IN THE ADDITIONAL SUPPORTS THAT WE KNEW THAT THEY NEEDED DID WE LOOK AT THE DATA AND SAY WHAT WORKED OUTSIDE OF HOUSING OUR HOMELESS, WHAT ADDITIONAL SUPPORT SERVICES DO POTENTIALLY OUR HOMELESS AND OUR FOSTER STUDENTS NEED? 
          >> WELL, ONE THING I WOULD SAY OUR SOCIAL WORKERS. 
          >> LET'S LET CAROL ANSWER THAT. 
          GO FOR IT CAROL. >> IT ISN'T CALLED OUT SPECIFICALLY WHERE WE SAID HOMELESS AND FOSTER SPECIAL ED BUT IT'S ALL EMBEDDED THROUGHOUT THE ENTIRE DOCUMENT. SO IF YOU TALK ABOUT OUR MENTAL HEALTH SUPPORT SERVICES, FOR EXAMPLE, THERE IS SO MUCH WORK THAT OUR SOCIAL WORKERS ARE DOING DIRECTLY WITH OUR FOSTER YOUTH AND HOMELESS STUDENTS. 
          WE KNOW EVERY SINGLE FAMILY BY NAME. 
          WE'VE MET WITH ALL OF THEM NUMEROUS TIMES. 
          WE KNOW WHAT THEIR ISSUES ARE AND HOW TO SUPPORT THEM. 
          SO IT'S ALL EMBEDDED IN THE WORK WE HAVE PROPOSED. 
          SO 18 MONTH PLAN, THE ACADEMIC GAP TUTORING. 
          [01:25:06]
          >> BUT MOSTLY LEAD. >> THROUGH SOCIAL WORKERS BUT ALSO THE TOSA FOR CO-TEACHING THAT IS A HUGE TARGETED POPULATION. OUR LEARNING RECOVERY STUDENTS IT'S AGAIN YOU ARE GOING TO SEE A NUMBER OF KIDS THERE. THE VIRTUAL TUTORING AND WELLNESS WE HAVE THE DATA ON THE NUMBER OF KIDS THAT WE WORK WITH FOSTER HOMELESS IN THIS PRESENTATION AND DEN ENVELOPE OUR WORK. SO YOU CAN SEE THERE WE TRACK THE NUMBER OF STUDENTS. IN TERMS OF THE LESSONS WE LEARNED THEN WE TOOK THE NEXT STEP CAROL WOULD HAVE TO DESCRIBE TO WHAT EXTENT WE GOT THE COUNTY AND CITY SUPPORT TO GET THEM VOUCHERS TO GET THEM WORK TRAINING OR WHATEVER ELSE BECAUSE WE ALWAYS KNEW THAT ALL WE COULD DO WAS BE THE BRIDGE WHEN SOCIAL WORKERS HELPED US SEE IN A PANDEMIC HERE'S WHERE THEY ARE AND WE NEEDED MORE TIME TO FIGURE OUT WHAT WERE THE SPECIFIC PROBLEMS. WE HOUSED THEM AND FED THEM WITH THE HELP OF THE COMMUNITIES. THEN CAROL WHAT CAME NEXT. 
          >> SO THE SOCIAL WORKERS WORKED WITH EVERY SINGLE ONE OF THOSE FAMILIES TO HELP THEM GET OBTAIN PERMANENT HOUSING TO HELP THEM WITH THE HOTEL AND MOTEL VOUCHERS TO MAKE SURE THAT THEY HAVE FOOD ON A REGULAR BASIS. 
          I APPRECIATE THAT. THANK YOU. 
          I'M REALLY INTERESTED IN HEARING HOW ARE WE GOING TO BE ACCOUNTABLE TO THE ONE TIME FUNDS BUT ALSO USING THE CCLI MODEL TO KNOW WHAT REALLY WORKED AND DIDN'T AS WE START GETTING BEYOND YEAR TWO AS TO WHAT REALLY MATTERS WHEN WE LOOK AT OUR BUDGET SO YOU KNOW I KNOW THAT THEY TO COME BUT THAT'S SOMETHING I'M INTERESTED IN. 
          SO THANKS. I TOTALLY SUPPORT THE USE OF THE TOSAS BUT I THINK THIS IS GREAT ESPECIALLY IN THE CO-TEACHING SEGMENT SERVING AS A MENTOR ONE OF THE THINGS THAT WE WANTED THAT WE REALLY WANTED TO MOVE TOWARD IS CULTURALLY SPONGESIVE CURRICULUM IF I'M A TOSA IN LITERACY ONE OF MY RESPONSIBLES WOULD BE HOW TO HELP THE TEACHER MAYBE DEVELOP IS THAT PART OF THE PLAN? CULTURAL RELEVANT TOSAS FOCUSING ON LITERACY AND MATH THEN ANOTHER PROGRAM IN ORDER IN ORDER TO BE AN EFFECTIVE TEACHER YOU WILLS HAVE TO BE A TEACHER THAT HAS HAD A LOT OF ANTI-RACIST ANTI-BIASED TRAINING. THAT I KNOW THESE PEOPLE WILL HAVE THESE BASIC NECESSITIES BUILDING ON TO 
          [01:30:28]
BE ABLE TO KNOW THAT TRAINING IS GOING TO HAPPEN AND THEY'RE GOING TO BE IN THE CLASSROOM IT'S JUST NOT ABOUT LEARNING TO READ USING A PARTICULAR READING METHOD BUT IT REALLY DOES HIT ALL THE COMPONENTS OF THAT. 
          THAT'S THE WORK THAT WE PLAN TO EMBARK ON. 
          I TOLD THAT THE LITERACY PLAN IN ACTION RIGHT NOW AS IT TALKS ABOUT CONNECTING TO THE CULTURALLY RESPONSIVE INSTRUCTION. WITH DEBELIEVE THAT OUR CO-TEACHING TOSAS THEY WILL BE HELPING US THEY WILL BE DEVELOPED AND HELPING DEVELOP OTHER TEACHERS IN THIS AREA. WE DEFINITELY BELIEVE THAT THE WORK THEY WILL BE DOING IN THE CLASSROOMS ALIGNS WITH THIS. I THINK WE'LL BE LEARNING WITH THAT WORK AND PROVIDING PROFESSIONAL DEVELOPMENT TO THEM THAT THEY'RE WORKING WITH. 
          >> ERICA, I KNOW, YOU KNOW HAS MENTIONED THE IDEA OF READING SPECIALISTS AND A LOT OF UNIVERSITIES I KNOW WHERE I TAUGHT WE DROPPED THE READING SPECIALIST CREDENTIALS BECAUSE WE JUST COULDN'T GET THE NUMBERS THERE. I HAS BEEN AN EFFORT TO REINSTATE THAT AND GET ENOUGH PEOPLE. 
          BUT YOU KNOW, I'M THINKING THAT IF WE'RE REALLY FOCUSED ON LITERACY THEN YOU KNOW PERHAPS THIS MIGHT BE ONE WAY THAT WE BEGIN TO ADDRESS THAT LITERACY THAT IS CULTURALLY RELEVANT IS THAT -- IF YOU PEOPLE HAVE THIS THE TRAINING, YOU KNOW, THE ANTI-BIAS ANTI-RACIST MOVE IN THAT DIRECTION TO REALLY FOCUS ON WHAT DOES LITERACY REALLY MEAN IN OUR COMMUNITY AND HOW CAN WE TEACH IT. 
          SO THAT WOULD BE MY HOPE NOW. 
          >> THAT MIGHT BE A MECHANISM UNTIL WE GET ANOTHER WINDFALL AND GET TO HIRE A BUNCH. 
          >> THAT WOULD BE MY HOPE AS WELL. 
          >> THANK YOU. 
          >> ANY OTHER QUESTIONS FOR THE BOARD MEMBERS? 
          >> I DO I WANT TO GO BACK TO THE TOWER WE WERE SAYING IT NEEDS TO BE FOR A LARGE BUILDING. 
          SO ARE WE SAYING ONLY LIKE INTERCOM OR ARE WE SAYING IT CAN CAN GO ON TOP OF BAN AND INCREASE. 
          >> I'M SORRY I MEANT LIKE, YEAH, LIKE A GYMNASIUM THE TOP OF THE GYMNASIUM, FOR EXAMPLE, RIGHT. 
          >> HOW MANY OF THOSE DO WE THINK WE WILL BE ABLE TO GET 
          WITH THAT? >> AT THIS POINT WE HAVE A PROOF OF CONCEPT THAT WE'RE WORKING ON PART OF OUR K-8 CONSTRUCTION PROJECTS WE'RE ABLE TO INCORPORATE IT INTO THAT. SO THAT'S NOT A COST THAT YOU WOULD HAVE TO APPROVE TONIGHT AT THIS POINT. 
          >> THEN THE TRACKING CAMERAS IS THAT GOING TO BE OPTIONAL 
          FOR THE SITE AND TEACHERS? >> FOR THE TEACHERS IT'S KIND OF THE GRANT CONCEPT. THEY CAN MAKE THE REQUEST TO START UTILIZING THAT. WE WOULD BE THE IDEA WOULD BE GIVING SOME TO THE SITE THOUGH FOR THEIR SCHOOL MEETINGS AS WELL. SO THAT THEY HAVE ACCESS TO 
          THAT. >> AND THE A.R. 0100 IS ONE OF THE 18 APPROVAL TIME SENSITIVE THAT WE ARE GOING TO BE APPROVING TONIGHT, CORRECT? 
          >> I SEE IT'S A SECTION FOR IMMEDIATE APPROVAL. 
          >> YEAH. >> IF YOU -- IF THE BOARD DOESN'T LIKE AR 0100 WE CAN NAME IT SOMETHING ELSE. 
          WE WERE TRYING TO SHOW ALIGNMENT. 
          THE WORK AROUND DISPARITY HAS BEEN GOING ON FOR QUITE SOMETIME. WOW WHAT'S GOING ON THERE. 
          >> I'M TRYING TO GET TO THE SECTION TO SHOW WE'RE REQUESTING APPROVAL FOR THAT TONIGHT. 
          >> I KNOW IT IS IN THAT SECTION. 
          I SEE IT SOUNDS LIKE HAVE YOU BEEN WORKING ON THAT FOR A LONG TIME PRIOR TO ME COMING ON AND THE PANDEMIC HAPPEN AND THINGS OF THAT NATURE. 
          >> I'M JUST CONCERNED THAT WE HAVEN'T GOTTEN ENOUGH INPUT FROM OUR TEACHERS AND WONDERING ABOUT THAT. 
          JUST WANTED TO KNOW THAT. AND THEN I THINK THAT -- 
          >> DID YOU WANT TO KNOW THAT NOW. 
          >> SURE, GO FOR IT. >> DR. O ACTUALLY MET WITH THE TEACHER UNION LEADERS AND HAD THE DISCUSSION AND ALL OF HIS WORK AS WE SHARED EVERY TEACHER WHO WAS APART OF THAT VOLUNTEERED AND GOT INPUT TO BE APART OF THAT. 
          [01:35:02]
SO SOME TEACHERS CHOSE TO ACTUALLY WEAR THE DEVICE THAT TRACKED FOR 24 HOURS OTHERS CHOSE TO JOURNAL SO THAT'S ACTUALLY COMPLETELY TEACHER AND STUDENT-DRIVEN. 
          >> SO WAS THE TEACHER LEADERS OR ANY TEACHER THAT WAS INTERESTED IN BEING APART OF IT. 
          >> FIRST IT WAS LITERALLY THE TEACHER ASSOCIATION LEADERS. THEN OFFERED TO TEACHERS TO VOLUNTEER AND BE APART OF IT INSTEAD OF FORCING THEM TO 
          DO IT. >> OKAY. 
          I JUST WANT TO SAY I DO LOVE THE WAY THE TOSAS WILL BE USED. I LOOK FORWARD TO SEEING 
          THAT HAPPEN. >> OKAY. 
          ANY MORE QUESTIONS BEFORE WE MOVE TO THE DIFFERENT SECTIONS FOR APPROVAL REQUESTS? 
          >> CAN I JUST CHECK IN FOR A CLARIFICATION HERE. 
          SO THE THREE SPEAKERS AND THANK YOU FOR YOUR PATIENCE. 
          I WANTED TO MAKE SURE THAT THIS IS NOT THE -- BECAUSE SOME OF YOU WROTE ANOTHER ITEM ANOTHER PERSON JUST WROTE EQUITY. I JUST WANTED TO MAKE SURE THAT THEY DIDN'T WANT TO HAVE SOME COMMENT OF THIS PARTICULAR ITEM. YOU'RE STILL ALL WAITING FOR THE NEXT ITEM. I JUST WANTED TO MAKE SURE SO YOU'RE NOT SAYING THAT YOU FORGOT ME. 
          >> THE PRESIDENT I DID WANT TO CALL OUT WHILE WE'RE ON THE TOPIC WE DID RECEIVE AN E-COMMENT FOR THIS PARTICULAR ACTION ITEM FROM DORIS HAMILTON THIS FOR FOR ACTION ITEM B WE WANT THAT ON THE RECORD. 
          >> THANK YOU. >> OKAY. 
          >> SO GOING BACK TO THIS SLIDE THIS SEGMENT OF WHAT WE WERE TALKING ABOUT. WE'RE REQUESTING APPROVAL FOR TO COMMIT THESE ONE TIME FUNDS FOR THESE AREAS. 
          >> WE ARE LOOKING FOR A VOTE IN THE FIRST AND THE SECOND. 
          >> I MOVE APPROVAL FOR THE LEARNING/IMPLEMENTED FROM PANDEMIC COST OF $7.52 MILLION IN ONE TIME FUNDS. 
          >> SECOND. >> MOVED BY TRUSTEE. 
          CAPLIN. >> IN THE SECOND. 
          JACK SECONDED. I'M SORRY TRUSTEE BAINS. 
          BY TRUSTEE BAINS. WOULD YOU CALL THE ROLL PLEASE. 
          >> THIS PASSES 6-0. >> THANK YOU. 
          >> SECOND WE'RE MAKING A REQUEST FOR APPROVAL FOR THE IMMEDIATE 18 MONTH PLAN ITEM USING ONE TIME FUNDS. 
          >> MOVE FOR APPROVAL FOR 18 MONTH PLAN ITEMS WITH A COST 
          OF $1.825 MILLION. >> MOVED BY TRUSTEE BAINS SECONDED BY HARDEN. WOULD YOU CALL THE ROLL PLEASE AGAIN. 
          >> MOTION CARRIES 6-0. NEXT WE ARE REQUESTING APPROVAL OF ONE TIME FUNDS FOR OTHER PROGRAMS AND 
          EXPENSES. >> WE WILL MAKE A MOTION FOR APPROVAL OF OTHER PROGRAMS AND EXPENSES AT A COST OF 
          $775,000 IN ONE TIME FUNDS. >> SECOND. 
          >> TRUSTEE CAPLIN. SECONDED BY TRUSTEE GRANT. 
          I'M GOING TO CALL THE ROLL CAN YOU CALL THE ROLL ON THIS. 
          >> MOTION CARRIES 6-0. >> NEXT WE WOULD LIKE TO REQUEST APPROVAL FOR EXPANDING CAREER TECHNICAL EDUCATION. YOU WILL SEE THERE'S A MIX OF ONE TIME FUNDS AS WELL AS SOME ONGOING STAFFING. 
          >> I WILL MOVE APPROVAL OF THE SPANS. 
          >> SECOND THAT MOTION. >> MOVED BY TRUSTEE GRANT. 
          >> NEXT LIKE WE SHARED IN RELATION TO THE STAFFING WE WILL BE LOOKING TO BRING BACK A RESOLUTION AND ANY OTHER APPROVALS THE BUDGET ITEMS IF NEEDED AS WELL AS AB 86 FUNDING WHICH REQUIRES THE APPROVAL OF A PLAN FOR EXPANDED OPPORTUNITIES IN THIS GRANT. 
          SO WE WILL INCORPORATE SOME OF THE PROPOSED COSTS THAT YOU HAVE SEEN TONIGHT. THEN YOU WILL SEE THAT JUNE 7TH AND JUNE 23RD OR OUR PUBLIC HEARING FOR THE 
          BUDGET THEN THE APPROVAL. >> THANK YOU TRUSTEES. 
          >> THANK YOU. THAT ALLOWS TO US COME BACK WITH THE RESOLUTION WE'LL GET LEGAL COUNSEL WORKING ON IT AND TRY TO GET THAT TO YOU IF WE GET A DRAFT 
          [01:40:02]
EARLIER BEFORE THE BOARD AGENDA ITEM POSTS WE'LL GET YOU A DRAFT EARLIER LET YOU KNOW HOW IMPORTANT BUDGET 
          IS. >> THANK YOU, GREAT JOB YOU 
          GUYS. >> ALL RIGHT, THANK YOU. 
          LOTS OF TIME. LOTS OF INFORMATION. 
          THANK YOU. MOVING ONTO THE NEXT ACTION 
          [XIV.c. Approve Amendment to Employment Agreement with Carol Swanson]
ITEM YOU WANT TO JUST GO BACK TO THE PODIUM. 
          MOVE TO EMPLOYMENT AGREEMENT WITH CAROL SWANSON AND BEFORE THERE IS I'LL ENTERTAIN A MOTION THEN 
          WE'LL READ A STATEMENT. >> YOU CAN READ IT FROM YOUR SEAT GO. FOR IT. 
          >> THIS AMENDMENT EXTENDS THE ASSOCIATES EMPLOYMENT AGREEMENT TO JUNE 30, 2024. IN ADDITION COMMENCING IN THE 2022/2023 SCHOOL YEAR THE ASSOCIATE BASE SALARY SHALL BE INCREASED 3% PROVIDED THE ASSOCIATE RECEIVED AN OVERALL EVALUATION RATING OF POSITIVE AS DETERMINED BY THE SUPERINTENDENT. 
          >> I MAKE A MOTION. >> SO MOVED BY TRUSTEE CAPLIN SECONDED BY TRUSTEE HARDEN. 
          CORRECT. WOULD YOU CALL THE ROLL PLEASE. 
          >> MOTION CARRIES 6-0. >> YOU'RE NOT ALLOWED TO LEAVE BEFORE THEN. [LAUGHTER] 
          >> ALL RIGHT. MOVING ON TO NEXT ACTION 
          [XIV.d. Ratify a Contract with Advanced Solutions for the Purchase, Installation, and Implementation of a New Voice Over IP Telephone System]
ITEM HERE IS TO RATIFY A CONTRACT WITH ADVANCED SOLUTIONS FOR THE PURCHASE INSTALLATION AND IMPLETATION OF A NEW VOICE OVER I.P. TELEPHONE TESTIMONY. 
          >> PRESIDENT I DID WANT WE RECEIVED AN E-COMMENTS FOR THIS ACTION ITEM FROM CHRISTINE STANFORD. 
          >> THANK YOU. >> SO IS THERE ANY DISCUSSION ON THIS? BEFORE I ASK FOR A MOTION DISCUSSION. ALL RIGHT I WILL ENTERTAIN A 
          MOTION AND A SECOND. >> MOVED BY TRUSTEE BANES. 
          >> SECOND. SECOND BY TRUSTEE HARDEN. 
          WOULD YOU CALL THE ROLL PLEASE. 
          EDUCATION WAS PART OF THE AGENDA TONIGHT. 
          [LAUGHTER] WOULD YOU PLEASED CALL THE ROLL. 
          >> MOTION CARRIES 6-0. MOVING ON TO THE DISCUSSION 
          [XV.a. First Reading of Administrative Regulation]
IT'S THE FIRST READING OF ADMINISTRATIVE REGULATIONS. 
          SUPERINTENDENT. >> YES, SO AS WE'VE TALKED ABOUT A FEW TIMES TONIGHT THIS IS SOMETHING THAT WE HAVE BEEN WORKING ON FOR QUITE SOMETIME AND SO I WANTED TO GIVE SOME BACKGROUND FOR THE PUBLIC AND FOR ANYONE WHO HAS BEEN, WHO IS APART OF THIS DISCUSSION FOR FIRST TIME WATCHING AT HOME OR WHEREVER. THIS WE'RE NOT ASKING FOR A NEW BOARD POLICY OR REVISION TO A POLICY. 
          THIS IS AN ADMINISTRATIVE REGULATION OR AN AR. 
          SO OUT OF RESPECT TO THE LONG-STANDING PRACTICE I HAVE AGENDAIZED THIS FOR DISCUSSION. 
          OUR OWN AR 2120 ACTUALLY STATES THAT THE SUPERINTENDENT OF SCHOOLS THE SUPERINTENDENT WILL ESTABLISH ADMINISTERED RELATIONS AS NEEDED TO MANAGE THE DISTRICT. WE ACTUALLY STARTED TALKING IT WAS THE THREE OF US AND THE TEAM ABOUT B.P.'S VERSUS A.R. THEN THE PANDEMIC HIT. NOT JUST THE IDEA OF ALL THE WORK WE'RE TRYING TO ACCOMPLISH BUT THE ACTUAL WAY THAT WE GO ABOUT B.P.S AND A.R.S HAVE BEEN PUSHED ON PAUSE. SO I REACHED OUT TO BOTH TRUSTEE CAPLIN AND TRUSTEE GAINS AND GAVE THEM A FEW HOURS AND CALLED AND EXPLAINED WHY WE'RE NOT JUST GOING IT'S PART OF THE REGULAR ROUTINE. 
          A.R. OUR HOUSE STAFF DOES THE WORK SO LIKE WE SAID BEFORE THE PANDEMIC TURNED EVERYTHING UPSIDE DOWN WE WERE PREPARING TO TAKE NEXT STEPS TO ADDRESS DISPARITY AND DISPROPORTIONALITY IN OUR SCHOOL. 
          THIS IS WORK WE'VE ADDRESSED FOR YEARS SOMETIMES SUCCESSFULLY SOMETIMES NOT. THE PROPOSED A.R. IS NOT MEANT TO BE AN EQUITY PLAN OR AN EQUITY POLICY. 
          IT'S MEANT TO TAKE THE THEORY OF ACTION BOARD POLICIES ACTIONS TALK ABOUT WHO'S RESPONSIBLE AND ASSIGN SOME WIN DATES TO TRULY EMBRACE THE DIVERSITY AS A STRENGTH THAT WE HAVE. THIS IS WHAT AN A.R. DOES. 
          IT TALKS ABOUT WHO, WHAT AND WHEN IT ISN'T NECESSARILY AN 
          [01:45:03]
OVERARCHING POLICY THAT COMES FROM THE BOARD. 
          THE BOARD ALREADY HAS THE POLICY THAT ADDRESSED THEIR THEORY OF ACTION FOR SCHOOLS. 
          IT IS FROM 2014 AND I FEEL IT NEEDS SOME UPDATING. 
          OUR DISTRICT IS VERY DIFFERENT NOW THAN IT WAS IN 2014. SO, THE A.R. ISN'T ENOUGH. 
          I THINK THE POLICY NEEDS SOME REVISION. 
          THEN IF WE HAVE AN AR. WE CAN ALIGN THE A.R. WITH THE B.P. I DO BELIEVE WITH SOME DISCUSSION WE CAN AN A.R. 
          THAT THE MAJORITY OF THE BOARD CAN SUPPORT WITH MAY 12TH APPROVAL. WE CAN BEGIN A SIGNIFICANT CHANGE TO FOR OUR STUDENTS ARE TAUGHT AND CREATE AN ENVIRONMENT WHERE STUDENTS FEEL MORE EMPOWERED AND LESS MARGINALIZED WE CAN CREATE A SCHOOL SYSTEM THAT SUPPORTS STUDENTS AS THEY FACE AN ENVIRONMENT THAT WE DIDN'T FACE AS CHILDREN. 24-HOUR NEWS CYCLES AND SOCIAL MEDIA THAT HAS THEM BOTH EXPERIENCING WHAT THEY EXPERIENCE IN TERMS OF HATE, PREJUDICE AND RACISM EVERY DAY WHILE ALSO SEEING IT ACROSS THE COUNTRY EVERY DAY THROUGH NEWS AND SOCIAL MEDIA. 
          IF SCHOOLS ARE SUPPORTED TO BE A SAFE PLACE AND THEY ARE, THE SAFETY MUST INCLUDE SOCIAL, EMOTIONAL SAFETY, PHYSICAL SAFETY, AND A SAFE PLACE TO LEARN AND CHANGE OUR SOCIETY BY ROOTING OUT HATE, PREJUDICE AND RACISM. 
          THIS WOULD BE ANOTHER STEP FORWARD TO HELP ADJUST AND CHANGE OUR SYSTEM SIGNIFICANTLY TO ADDRESS THOSE ISSUES. SO, THAT'S KIND OF THE OVERARCHING. I HAVE JUST NOW TURNED THIS OVER TO THE BOARD FOR DISCUSSIONS AND ORR QUESTIONS ABOUT ANY ELEMENTS. 
          IF YOU WANT WE CAN ALSO HEAR FROM THE PUBLIC FIRST. 
          WHATEVER YOU PREFER. 
          [01:52:20]
LOCAL HISTORICAL CONTEXT. TO EXPLORE THEIR IDENTITIES, AND ROLES IN OUR COMMUNITY, AND THEY ANALYZE THE 'GROUPS WORKING TOWARDS SOCIAL JUSTICE, AND INVESTIGATE THE DYNAMICS OF POWER AND PRIVILEGE, FOSTER CRITICAL CONSCIOUSNESS, BY ANDAL SIZING DIFFERENT PERSPECTIVES AND ARE ENCOURAGED TO ENGAGE BEYOND THEIR LOCAL COMMUNITIES, THROUGH RIGOROUS AND WRITING, STUDENT SCHOLARS EXIT MY COURSE WITH COLLEGE READY COURSES, READY TO TRIBUTE AS A MEMBERS OF OUR COMMUNITY. AND I I AM CREATING A TRULY A GROWING NATOMAS, DIVERSE COMMUNITY. I WILL LEAVE A STAGES ABOUT A RECENT ASSIGNMENT. 
          SHE SAID THAT I REALLY ENJOYED THIS ASSIGNMENT. TALKING ABOUT THESE THINGS FEELS LIBERATING I AM VERY GLAD I TOOK THIS A CLASS. SO I JUST WANT TO SUPPORT THE EFFORT BEING MADE BY THE DISTRICT IN MOVING IN THIS DIRECTION. 
          I THINK THAT IT'S NEEDED, AND I THINK THAT IT'S TIME. SO THANK YOU FOR YOUR TIME. 
          >>. >> IF I CAN JUST MAKE A QUICK COMMENT. 
          I'VE TAKEN THE RACIAL SOCIAL JUSTICE CASE, AND HE'S MY AP, TEACHER, GREAT JOB, SO I TOTALLY SUPPORT. WHAT BERET PROVAL THAN FROM A STUDENT, AND ONE WHO IS A GREAT LEADER ALSO. ALL RIGHT. LISA. 
          >> AND WHEN YOU COME TO THE PODIUM CAN YOU PRONOUNCE YOUR LAST NAME. 
          >> I THINK THAT I HAVE TROUBLE SOMETIMES DOING THAT. MY NAME IS LISA, AND I AM A SOCIAL SCIENCE TEACHER, AND I REALLY WANT TO ECHO A LOT OF SENTIMENTS, I HOPE THAT I DON'T GO OVER TIME, IN MY EIGHT YEARS AS AN EDUCATOR, I RECOGNIZE MY ROLE IN HONORING STUDENT'S CULTURAL CAPITAL, AND HELPING THEM BECOME MANY LIFELONG LEARNERS, INDEPENDENT THINKERS, I STAND BY OUR VISION, AND CORE BELIEFS THAT EVERY STUDENT CAN LEARN AND SUCCEED. 
          THIS DISPRONALITY CAN BE SUCCESSFUL. WITH THERE SAID I AM HERE TO CONGRATULATE YOU ON THIS THEORY OF ACTION WITH STUDENT SUCCESS, AND WOULD LOVE TO BE INVOLVED IN TURNING THIS THEORY INTO ACTION AS CHRIS WAS SAYING EARLIER. FOR THE DEVELOPMENT OF AETH 
          [01:55:05]
ETHNIC STUDIES COURSE. I RECENTLY HAVE BEEN CHOSEN TO JOIN THE TO JOIN THE, FROM MY MB, DEGREE, THANK YOU FOR MY LEAVE OF ABSENCE, I WOULD LIKE TO ENGAGE IN THE IMPLEMENTATION OF WHAT WILL BECOME OUR ETHNIC STUDIES COURSE. I WOULD LIKE TO THANK YOU FOR RECOGNIZENIZING THE ETHNIC STUDIES AS A GRASS ROOTS MOVEMENT, AND I APPRECIATE YOUR WANTING TEACHERS IN THE PROCESS. THAT'S WHY I AM HERE. ETHNIC STUDIES IS A PATH TO SELF-UNDERSTANDING, THE ABILITY TO DISCOVER AS ONE IDENTITY, AND CREATE AN INTERPERSONAL RELATIONSHIP WITH ONE SELF. AND FURTHERMORE AN INTERPERSONAL RELATIONSHIP WITH OTHERS, OUR COMMUNITY. IT IS A REMINDER OF THE COLLECTIVE HUMANITY WE ALL SARE. YET CRITIQUES SYSTEMS THAT HAVE POLARIZED THAT HUMANITY EAST, THE FOCUS IS ON IDENTITY, HISTORY AND CULTURE. IT IS AN EXAMINATION OF SYSTEMS 
          THAT HAVE OH, PROPOSED AND POLARIZED. >> WE ARE ACCOUNTABLE, AND OWE THIS COURSE TO OUR COMMUNITY. I ALSO WANT TO RECOGNIZE SUSAN FOR QUESTIONING, AND ADDRESSING THE APPROACHES TO LITERACY AS THE PLAN CAME FORTH FOR OUR STUDENTS. 
          HOW TO ADDRESS THAT LITERACY, QUESTIONING WHAT LITERACY IS. THIS CONVERSATION THAT WE ARE HAVING IS THE PROGRESSION THAT NEEDS TO MANY HAPPEN. AND I THINK THAT TEAM WORK IS DREAMWORKS, AND I WANT TO THANK YOU FOR GIVING A VOICE TO VULNERABLE MANY POPULATIONS. 
          AND I WOULD LIKE TO END WITH AND QUOTE FROM OUR HISTORY SOCIAL SCIENCE FRAMEWORK WHICH HAS BEEN SUPPORTING THIS FROM ITS REFORATION, AS A FIELD, THEY ENGAGE A STUDENTS SOCIALLY, TO THINK CRITICALLY AROUND THEM. IT IS IMPORTANT TO DOCUMENT THE EXPERIENCES OF PEOPLE OF COLOR IN ORDER FOR STUDENTS TO CONDUCT COUNTER INEXCLUSIVE NARRATIVES, AND DEVELOP A MORE COMPLEX UNDERSTANDING OF THE HUMAN EXPERIENCE. THROUGH THESE STUDIES, STUDENTS ISSUED DEVELOP RESPECT FOR CULTURAL DIVERSITY AND SEE ADVANTAGES OF INCLUSION. 
          >> AND I AM HERE TO SUPPORT. >>  WHEN SHE PUT HER LEAVE OF ABSENCE ON, I ASKED IS SHE 
          COMING BACK. VERY HAPPY THAT SHE CAME BACK. >> ARE THE I WILL TURN THIS 
          CONVERSATION OVER TO BOARD MEMBERS FOR QUESTIONS. >> PRESIDENT, IF I CAN JUST ANNOUNCE THAT WE DID GET A COUPLE OF E THE COMMENTS ON THESE ITEMS. WE RECEIVED E-COMMENTS FROM THE FOLLOWING INDIVIDUALS FOR THIS DISCUSSION, NATOMAS, BLACK 
          PARENTS, BRENDA, RAYMOND WALKER, AND GRIMANDRIOS. >> I AM GLAD CHRISTINA REMIND ME THAT OUR SCRIPT IS A LITTLE BIT DIFFERENT AS WE ARE BACK IN PERSON. 
          >> SO OF. QUESTIONS OF WHAT YOU READ BOARD MEMBERS? ABOUT WHAT'S BEEN PRESENTED, YOUR THOUGHTS. ? 
          >> BE SUPERINTENDENT. BECAUSE AS YOU ZADEH DID NOT HAVE TO TAKE THIS TIME OUT. 
          YOU DO HAVE THE ABILITY TO GET TO START IT SO WE APPRECIATE THAT FOR SURE. 
          WE ARE SAYING THAT THIS IS NOT THE FINAL THING, THIS IS JUST TO GET IT UP AND GOING. 
          >> ALREADY PUT THEIR HAT IN THE A RING, AND I AM HOPING THAT WE WILL UTILIZE THEM AS THEY 
          REQUESTED. THE THANK YOU. >> TRACEY BAYNES, YOUR THOUGHTS. 
          >> NO QUESTIONS, KRISTI KAPLAN? >> I REALLY DO WANT TO THANK SUPERINTENDENT EVANS AS BOTH TRUSTEE HEREDIA, ABBY DISCUSSED THIS TWO AND A HALF YEARS AGO, AND THERE WAS A PAUSE WITH THE PANDEMIC. AND AS HE SAID WITH OUR COMING BACK AND LOOKING AT IF WE ADOPT 
          [02:00:06]
THIS IN WHATEVER FORM IT COMES BACK TO US, THAT WE ALSO COME BACK AND LOOK AT HOW THIS REFLECTS AND WE NEED TO REFLECT OUR BP. I WOULD SUPPORT DIRECTION, I KNOW THAT THE PRESIDENT HAS ASKED FOR IT IF WE LOOK AT A WORK ON SHOP WHERE WE COLLECTIVELY COMING TO AS A BOARD TO UPDATE OUR MISSION AND VISION. 
          >> I THINK IN LOOKING AT THIS AR, AND UPDATING OUR BOARD POLICY ON THE THEORY OF ACTION THAT WE NEED TO UPDATE AND MAKE OUR MISSION AND VISION MORE REFLECTIVE. 
          SO THAT THE FUTURE DIRECTION FOCUSES ON ON OUR COMMITMENT TO IMPROVE CLASSROOM INSTRUCTION AS WELL AS HIGH STUDENT ACHIEVEMENT OF WITH AN OAK QUIT I LENS. HAD I WOULD ALSO LIKE TO BEGIN UPDATING OUR BOARD POLICIES AGAIN, IF IT'S THE PRESIDENT'S WILL, I AM HAPPY TO STAY ON THE SUBCOMMITTEE, AND THEN OUR LAST WEEKEND BEFORE THE PANDEMIC HIT PRESIDENT HEREDIA AND I GRADUATED FROM THE EQUITY NETWORK THAT WAS ON PUT TOGETHER BY GRANT FUNDING AND WE HAVE BEEN WORKING ON AN OAK QUIT I POLICY THAT WE ARE PUTTING SOME FINISHING DRAFT TOUCHES ON THAT WE WOULD LIKE TO BRING BACK SO THAT WE HAVE A SPECIFIC EQUITY POLICY THAT WE ADOPT IN NATOMAS, AND THANK YOU MR. WALKER FOR MENTIONING THAT, IT HAS BEEN IN THE WORK, AND WE WERE ALSO IN THE WORKS WITH SAN JUAN, AND ELKGROVE WHICH CREATED ALL OF THAT, AND HAVE BEEN USING THEM 
          AS A RESOURCE. >> I LIKE THE DIRECTION THAT THIS IS HEADING, I CAN'T SAY THAT IT'S LONG OVERDUE BUT PUTTING THESE PLACES INTO ACTION MAKE IT REAL AND COMMITTING OUR 
          FOCUS TO EQUITY AND SOCIAL JUSTICE AS WE MOVE FORWARD. >> SO THOSE ARE A COUPLE OF 
          THINGS THAT I WOULD LIKE TO SEE. >> I LIKE SUPERINTENDENT EVANS HAVE BEEN EXTREMELY FRUSTRATED ABOUT THE FLOW OF MOVEMENT ON THE EQUITY STUDIES WHICH I AM SURE OUR TEACHERS KNOW HAS GONE THROUGH SO MANY REVISIONS, START STOPS, START STOPS ON THAT. AND SO I ALMOST EXCITED ABOUT THE COURSE THAT THE INSTRUCTOR TEACHES, AND LISA, YOU ALSO TEACH A COURSE RELATED AND I UP HOPING THAT BOTH OF YOU CONTINUE TO KEEP THOSE COURSES GOING WHILE WE GET -- WHILE STAFF CAN HAVE HAVE TIME TO HELP DEVELOP THESE COURSES IN CONJUNCTION WITH TEACHERS. 
          THERE'S SO MUCH WITH THIS PARTICULAR THEORY OF HE ACTION FOR STUDENTS AND I LOOK FORWARD TO SEEING IT HOW IT'S GOING TO BE INTERWOVEN OVER TIME AND HOW WE CAN COMING TO AND WE'VE IDENTIFIED THE STUDENT DEMOGRAPHICS OF THIS DISTRICT IN MANY WAYS. 
          WE'VE LOOKED AT TEXT SCORES. THE ABSENTEEISM. WE'VE LOOKED AT EXPULSIONS. 
          WE'VE LOOKED AT A NUMBER OF WAYS IN WHICH WE HAVE DATA. BUT I THINK THAT WHEN WE READ THE SURVEYS FROM THE CLASS THAT YOU THE INSTRUCTOR THAT YOU TEACH FOR EXAMPLE THAT HALL OF USES BOARD MEMBERS THOUGHT BEFORE THE PANDEMIC I BELIEVE IT WAS IN OUR BOARD PACKET THEN. 
          I WAS REALLY MOVED BY THE DID HE COMMENTS FROM THE STUDENTS, AND WANTED TO KNOW MORE ABOUT THE STUDENTS BECAUSE I THOUGHT FOR SOUND OF THEM THAT WAS PROBABLY THEIR FIRST IMMEDIATE LAST TIME IN OUR SYSTEM IN WHICH THEY HAD A COURSE OF THAT MAGNITUDE WHICH LOOKS AT THE INTERSECTIONALITY OF RACE, CLASS AND GENDER AND SOCIOPOLITICAL UNDER PINNINGS OF WHAT HAPPENS IN SOCIETY AND HOW IT HAPPENING THEIR LEARNING IN SOCIETY I AM EXCITED ABOUT THIS, MOVING FORWARD, AND SEEING HOW WE CAN THIS OUT AND ADDRESS IT SO THAT WE CAN BRING IT BACK, GET IT INTO PRACTICE AND MOVE FORWARD ON THIS. SO A LOT OF WORK TO DO. BUT I THINK THAT THIS IS -- WE 
          ARE FINALLY COMING TOGETHER ON HERE. >> PRESIDENT HEREDIA CAN YOU REMIND ME WHAT THE NEXT STEPS ARE BECAUSE PEOPLE MAY NOT KNOW WHAT THE PURPOSE IS FOR DISCUSSION, OR SUPERINTENDENT EVANS. A TRADITIONALLY WHAT WE HAVE 
          [02:05:05]
DONE FOR AR'S, IS A FIRST READING AND IF THERE IS ANY SUGGESTIONS OR EDITS, THE STAFF CAN GO BACK AND MAKE SOME TWEAKS AND ADJUSTMENTS IT T IT WOULD BE ON FOR A SECOND READING AND APPROVAL MAY 12 I THINK IS OUR NEXT HE MEETING, AT WHICH POINT IT WOULD BECOME SCHOOL DISTRICT LAW. FOR FOR THOSE WHO ARE LISTENING, IF THEY HAVE ANY COMMENTS ON THE 
          AR, WHAT'S THE BEST WAY FOR THEM TO SUBMIT THEM? >> CONSTITUENT CUSTOMER SERVICE 
          AS ALWAYS. >> WE WOULD ENCOURAGE THAT. SO IS IF AT TRUSTEES ARE NOT IN A POSITION TONIGHT TO OFFER FEEDBACK ON THIS PLEASE DO CONSIDER QUESTIONS AND FEEDBACK ON THIS PLEASE GET THOSE TO THE SUPERINTENDENT AND SO SUPERINTENDENT EVANS CAN GO GIVE US A TIME LINE IN TERMS OF WHAT WOULD BE BEST FOR YOUR AND YOUR STAFF FOR US TO GET THIS TODAY IS WEDNESDAY BY WHEN WOULD YOU WANT TO HAVE IT? . 
          >> I WOULD JUST PULL UP A CALENDAR AND JUST BE ABLE TO GIVE THE DATES BECAUSE WHEN THE AGENDAS ARE POSTED, SO WE NEED IT TO BE DONE A FEW DAYS IN ADVANCE OF THAT. 
          SO IF THE NEXT BOARD MEETING IS MAY 12TH, CORRECT? >> THE YES. 
          >> THE AGENDA WILL POST ON THE 7TH. SO PREFERABLY BY MONDAY MAY THREE THAT WOULD GIVE YOU, THE TRUSTEES HAVE ALREADY HAD IT FOR 5 OR 6 BE DAYS. 
          >> SAYING TONIGHT IS OVER, TOMORROW, SATURDAY, SUNDAY, AND MONDAY BYEND OF THE DAY. 
          IF YOU HAVE ANY OTHER FEEDBACK. AND THEN AS YOU ALL KNOW THE BROWN ACT DOESN'T ALLOW ME TO SUDDENLY SHARE SPECIFICALLY WHO SHARED WHAT SO WE DO OUR BEST TO TRY COMBINE IDEAS AND PICK LANGUAGE AND PULL IT TOGETHER SO EVERYONE CAN SEE A LITTLE BIT OF THEMSELVES IN IT ARE HAPPY WITH WHAT IT IS ALREADY, SO SOME PEOPLE DON'T PICK UP THE PHONE AND SAY WHY IS MY SPECIFIC THING IS NOT IN A DRAFT. THREE PEOPLE SAID NO MATTER WHAT IT IS, I WON'T SUPPORT IT, IF THAT'S THAT, AND SOMETIMES IT'S SOMEBODY ELSE'S IDEA. WE WORK THROUGH THAT WITHOUT VIOLATING THE BROWN ACT, AND TH THAT'S WHY THERE IS A SECOND READING AND THEN YOU CAN ALL TALK ABOUT IT PUBLICLY. SO MONDAY MAY THREE BY END OF DATE GET THAT TO THE SUPERINTENDENT FOR ANY FEEDBACK THAT YOU WANT TO OFFER AND TO THE STAFF, AND CHRISTINA SHAKING HER HEAD ALSO, SO SHE KNOWS TO GET ALL OF THOSE IN THERE, AND FOR THOSE WHO SPOKE BEFORE US TONIGHT, PLEASE LET PEOPLE KNOW THAT THROUGH CUSTOMER, AND CONSTITUENT SERVICES TO PLEASE SUBMIT THEIR IDEAS ALSO. SO IF WE HAVE NOTHING ELSE, WE'VE GONE THROUGH THE AGENDA ITEMS, I WOULD LIKE TO ADJOURN THIS MEETING. 
          [X.c. Superintendent's Report]
          >> I ASKED TO MAYBE DO MY COMMUNICATION AT THE END. >> I'M SORRY. 
          >> I KNOW IT'S UNUSUAL. SO FORGIVE ME. I WANT TO TAKE MY MASK OFF FOR ME, SO PEOPLE CAN SEE MY FACE I AM VACCINATED. I ASK EVERYONE FOR FORGIVENESS FOR THIS LIBERTY BECAUSE I KNOW IT'S BEEN A LONG TIME T I WANT EVERYONE TO SEE MY FACE, THIS IS NOT A REACTION BASED ON ANY ONE MOMENT ON ANYTHING THAT HAPPENED A TODAY OR YESTERDAY. 
          WITH A LOT OF CONVERSATION WITH MY WIFE, AND SELF REFLECTION, I AM PROUD OF OUR LEADERSHIP TEAM. 
          WE ARE IN THE FIRST DISTANCE LEARNING AGREEMENT, AND NOW FIVE DAY A WEEK OPTION IN SACK A MEANT OH. IN SPRING 2020, WE LAUNCHED A TEST TO ASSESS HOW MANY OF OUR STAFF WHO WAS VOLUNTEER HAD COVID OR ALREADY HAD COVID. ALMOST 50 PERCENT OF OUR STAFF TOOK THE TEST, AND WE LEARNED THAT THE POSITIVE RATE WAS SIX PERCENT PERCENT WHICH WAS MUCH MUCH HIGHER THAN THE COUNTY WAS SHARING ARE AT THE TIME. AND I THOUGHT IT WAS COOL THAT 50 PERCENT OF OUR STAFF FELT COMFORTABLE ENOUGH TO DO THAT. THAT'S WHEN I BEGAN REALIZING THAT THIS WAS A LOT MORE THAN WHAT WE KNEW AT THE TIME FOR SCIENCE. 
          >> WE'VE LAUNCHED COVID TESTING, COVID TESTING, IT IS VIRTUALLY SAVING LIVES. 
          VRTUAL TUTORS, SOCIAL EMOTIONAL SUPPORT, WHICH SAVED LIVES. TUTORING, AND WIFI TO FAMILIES, AND SECOND AND THIRD WIFI UNITS WHEN FAMILIES HAD TO WORK AT HOME, AND ONE WIFI HOT SPOT WASN'T ENOUGH. SO AS WE GO BACK AND HAD THINK. JUST THINKING ABOUT OUR CONVERSATION ABOUT AR'S, ARE OR 100 ARES I THINK IT'S GREAT THAT THERE IS SO MUCH SUPPORT AND WE HAVE THREE WONDERFUL ONES HERE, AND WHEN THEY CAME ANY THOUGHT THAT THIS WAS PRETTY COOL 
          [02:10:05]
BECAUSE I KNEW WHAT YOU ALL WERE GOING TO TALK ABOUT, AND I WAS GAMBLING THAT IT WAS GOING TO BE IN SUPPORT. AND IF I WAS WRONG, I WOULD HAVE JUST SHRUNK DOWN AND WENT OOPS, AND I GUESS I DON'T KNOW FOLKS AS WELL AS I THOUGHT I DO, MAYA BAD. 
          SOMETIMES AS WE GO BACK AND LOOK, SOMETIMES THIS DISTRICT DOESN'T GIVE ITSELF ENOUGH CREDIT. I WANT TO SAY THAT IT STARTS HERE. 
          WE HAVE BROUGHT THIS DISTRICT BACK FROM THE BRINK OF STATE TAKE OVER. 
          PASSED TWO BONDS. BUILT SCHOOLS, AND IMPLEMENTED ANOTHER CAREER TECHNICAL EDUCATION PROGRAM TODAY ON TOP OF MULTIPLE ONCE, AND WE'VE BROUGHT IN IB, AP, EXPANDED AP, 
          WAS ALREADY HERE. >> BROUGHT BACK ABBOTT, AND EXPANDED ABBOTT ELEMENTARY SCHOOLS, AND WE WILL BE LAUNCHING OUR BUILDING OUR FIRST DUALEE DUALEE IMMERSION SCHOOL. AND WE HAVE THE HIGHEST GRAD RATE, NOT JUST FOR OUR STUDENTS WHO ARE WHITE OR ASIAN, BUT OUR A BLACK, HISPANIC CAN STUDENTS, AND FAR EXCEED THE STATE. 
          AND REPEATEDLY I HEAR THAT'S NOT ENOUGH. HELL YEAH, IT'S NOT ENOUGH. 
          BUT TEACHERS, MANAGERS BOARD MEMBERS SHOULD TAKE AND GIVE SOME CREDIT FOR THAT. 
          NO DISRESPECT TO ELK GROVE, AND I KNOW ON A NUMBER OF THEIR FORMER DIVERSITY DIRECTORS WHO ARE NOW SUPERINTENDENTS, OR ASSISTANT SUPERINTENDENTS, AND NO DISRESPECT TO SAN JUAN, TWO OF THEIR SHARED DIVERSITY BELIEFS, EVERY STUDENT CAN AND WILL LEARN N 2013. 
          >> WE LAUNCHED EVERY STUDENT CAN LEARN AND SUCCEED. SAME THING. 
          AND THEN IN 2014, DIVERSITY SAY A VALUABLE ASSET THAT STRENGTHENS AND ENRICHES OUR COMMUNITY. DIVERSITY IS A STRENGTH. WHY DON'T WE TALK ABOUT OURSELVES LIKE THAT? IT'S BEYOND ME SOMETIMES. I DON'T UNDERSTAND IT. 
          WHY DON'T WE SEE THAT WE HAVE VACCINATED MORE PEOPLE THAN ANY OTHER SCHOOL DISTRICT. 
          OF AGE IT'S OKAY TO CELEBRATE THAT. IT'S OKAY TO THIS RECOGNIZE THAT. OUR RESULTS, THEY ARE FINE, OUR MATH THEY SUCK, BUT STANDARDIZED TESTS AREN'T EVERYTHING. MAYBE WE SHOULD WORKING TOGETHER TO FIGURE OUT WHAT OUR MATH PROBLEMS ARE SO WE MAKE SURE THAT KIDS LEAVE WITH COLLEGE OPTIONS, CAREER OPTIONS, RIGHT AROUND MATH THAT DOESN'T NECESSARILY RELATE TOYA STANDARDIZED TEST. 
          WE'VE EXPANDED ATHLETICS, MUSIC, BAND. WE'VE BEEN OUT IN FRONT OF LEARNING DISRUPTION, AND TALKING ABOUT THE 18-MONTH PLAN SINCE DECEMBER. 
          THE STAFF CAN GIVE YOU ACTIONS ON TARGETED FOSTER YOUTH, HOMELESS KIDS, STUDENTS OF DIFFERENT ETHNIC BACKGROUNDS. THEY HAVE DATA THAT TELL YOU WHO THE STUDENTS AT RISK ARE. 
          YET WE'VE ALWAYS GOT TO TURN SOMEWHERE ELSE TO LOOK FOR? IT. IT DOESN'T MAKE ANY SENSE TO ME. 
          MAYBE I AM JUST GETTING OLD AND GRUMPY. BUT I WILL ENCOURAGE THIS BOARD TO CONSIDER THOSE THINGS. IN JUNE ARES I START MY TENTH, AND LIKELY LAST YEAR HERE, AND IT'S ALMOST UNIFIED. I HAVE THREE YEARS LEFT ON MY CONTRACT. 
          THIS BOARD NEEDS TO FIND A WAY TO COMING TO. ACCEPT YOUR DIFFERENCES. 
          THIS IS A DIFFERENT BOARD THAN THE SIX OTHER ONES I'VE HAD. THAT'S OKAY. 
          YOU HAVE AVENUE GOT TO FIND EXPERIENCES TO BUILD ON WHAT YOU HAVE SIGNED AND VOTED ON AND COMMITTED TO, WHICH IS BUILDING GOVERNANCE TEAM AND SUSTAINING A POSITIVE GOVERNMENT TEAM CULTURE AND THAT WILL INCLUDE CONFLICT. I LOVED THE COMMENTS WE HEARD TONIGHT ABOUT HOW EFFECTIVE THIS BOARD MEETING WAS, AND YOU ARE RIGHT. IT WAS A GOOD BOARD MEETING. 
          WE NEED TO FIND THIS HEALTHY SPOT ON A REGULARING OCCASION. WE NEED TO FIND A WAY TO KEEP MOVING FORWARD. SUE, I APOLL OH,OGIZE FOR CATCHING YOU AN OFF GUARD AS THE PRESIDENT. SURPRISES AREN'T FUN. I WOULD LIKE TO REALLY FOCUS IN ON THIS WORK. THE AR, WORK ARES AND THE BUDGET WORK TOMORROW AND THEN I WILL SIT DOWN AND TALK WITH YOU ABOUT WHERE WE GO FROM HERE GOING FORWARD AND GIVE YOU THAT TIME. 
          BUT I WANTED TO SHARE BECAUSE THIS IS SOMETHING THAT MY WIFE AND I HAVE BEEN TALKING ABOUT FOR A LONG TIME. SO THANK YOU FOR ALLOWING ME TO DO THAT AT THE END. 
          . >> BE 
* This transcript was compiled from uncorrected Closed Captioning.