[III. APPROVAL OF THE AGENDA]
[IV.a. Discovery Model Continuation High School Recognition]
[00:14:35]
>> TRUSTEE JUAN? THERE YOU GO. OKAY.
[00:14:51]
[00:14:53]
. >>> ALL RIGHT, BEFORE EVERYBODY GETS SEATED AND COMFORTABLE AGAIN, WE'RE GOING TO HAVE A BRIEF CELEBRATION. SO, WE HAVE SOME FUN THINGS OUT IN THE
[00:15:17]
B >> WE RECONVENE THIS MEETING, AND NEXT ON OUR AGENDA, IS, FOLLOWING CELEBRATION IS
[VI.b. Natomas Teachers Association (NTA)]
INDICATIONS IS THERE ANYONE FROM CSEA WISHING TO ADDRESS THE BOARD? ALL RIGHT, SEEING NONE, ANYONE FROM NTA?>> WELCOME, MORA, AGAIN. >> I TURNED IT ON THIS TIME.
ALL RIGHT, GOOD EVENING, AGAIN. PRESIDENT HERDIA AND TRUSTEES, AND, I THINK CHRIS IS COMING. I SEE HIM. FIRST OFF, ON BEHALF OF NTA, I WANT TO ACKNOWLEDGE TRU TRU TRU TRU TRUSTEE MORA'S COMMENT. WE APPRECIATE THAT AND ARE WITH YOU IN THE FUTURE. SO, EDUCATORS ARE STEPPING UP ACREWS THE DISTRICT RIGHT NEW IN CONDITIONS WE'VE NEVER SEEN BEFORE. UM, IT'S CLEAR THAT WHAT WE'RE SEEING IS NOT JUST THE IMPACTS OF WHAT WERE A LOT OF RAINY DAYS LEADING TO THE SPINNING, BUT, MUCH LARGER SHIFTS OF WHAT OTHER STUDENTS NEED IN THE CLASSROOMS AND WHAT EDUCATORS NEED TO SUPPORT THEM. IT'S THIS TIME OF YEAR THAT I START TO HEAR FROM MEMBERS ABOUT THE MOVES THEY'RE MAKING TO OTHER DISTRICTS OR LEAVING EDUCATION ALL TOGETHER. AND AS UNION PRESIDENT, I'M NOT HERE JUST TO SFE TO THE GOOD THAT'S HAPPENING, BUT I'M HERE TO CONTINUOUSLY WORK TO IMPROVE ON IT. WHEN I SAY WE COULD DO BETTER KEEPING EDUCATORS IN NATOMAS, IT'S BECAUSE, I THINK IT'S POSSIBLY AND OUR STUDENTS DESERVE IT. WITH THAT SAID, IF NUSD IS GOING TO KEEP THE TEACHERS AND STAFF, ESPECIALLY IN THE REALLY HIGH POSITIONS, WE MUST MEET THE CHANGING NEEDS OF OUR CHILDREN AND FAMILIES. EDUCATING THE WHOLE CHILD SHOULD BE DEEPLY INGRAINED IN OUR DISTRICT. THE MOST COMMON TOPIC OF YOUR EDUCATORS IS THEY'RE FEELING THEY'RE BEING ASKED TO DO MORE THAN THEY CAN DO IN ONE DAY. THIS LEAD TOSS BURNOUT.
THERE ARE GOOD OPTIONS TO CONSIDER, MORE ARTND A TEMPERS IN ELEMENTARY SCHOOLS TO ENRICH THE COOL DAY AND GIVE EDUCATOR TIME TO PREP. EDUCATORS HAVE GREAT IDEAS. FOR THE STUDENTS, WE NEED CONSISTENCY, AND WE ALL KNOW THAT. TO CREATE SAFE SCHOOLS FOR OUR STUDENTS, WE NEED TO DEVELOP A CONSISTENT TEACHING STAFF THAT STAYS. WE CAN'T BE LOSING ENTIRE DEPARTMENTS OR GRATED LEVELS. WHEN WE COME BACK FROM BREAK, WE HAVE THE OPPORTUNITY TO START TO PLAN FOR THE FUTURE, WHICH, I KNOW WE'RE ALL DOING NOW. THERE'S SOME INCREDIBLE OPPORTUNITIES IN THE COMMUNITY SCHOOL'S MODEL. THAT WORK WILL BE TRANSFORMATIONAL AND THERE'S A FOR FOR US TO ADDRESS SOME OF THE NEEDS FOR THE FAMILIES IN OUR COMMUNITY AND SOME OF THE FACTORS PUSHING TEACHERS OUT OF EDUCATION. LASTLY, UM, A HEART-FELT SHOUT OUT TO EVERYONE. ALL OF US, EVERYBODY HERE, ALL THE TEACHERS ON CAMPUSES, ALL OF OUR SUPPORT STAFF THAT ARE WORK TO GO PROVIDE THE EXCEPTIONAL EDUCATIONAL EXPERIENCE TO OUR STUDENTS. I HOPE THAT WE ALL, AND EVERYBODY WATCHING HAS A RESTFUL AND JOYOUS AND
[VI.c. Student Board Member]
WELL-DESERVED SPRING BREAK. THANK YOU, HAVE A GOOD NIGHT.>> ALL RIGHT. NEXT. UM, OUR STUDENT BOARD MEMBER.
>> GOOD EVENING, SUPERINTENDENT, BOARD MEMBERS, AND BESTS. IN THESE PAST TWO WEEKS, DISCOVERY HIGH SCHOOL HAD TWO EARLY GRADUATES. ALL STUDENT ARE PUSHING TO END THEIR SCHOOL YEAR ON A GOOD NOTE. LAST THURSDAY, BULL DOG STUDENTS ENJOYED SPENDING TIME AT THE OPEN HOUSE. THEY MADE FUN DRINKS FROM THE ESPRESSO BAR AN OFFERED TASTY PASTRIES. THE INDERKUM. BAN ASSOCIATION WINNER GUARD CHAMPIONSHIP. THE SCHOOL'S OPEN HOUSE HAD AN EXCITING SHOW OF STUDENTS,
[00:20:03]
FAMILIES, AND PROSPECTIVE TIGERS COMING TO CAMPUS. THIS INCLUDED STUDENT ATHLETES GATHERING SUMMER WORKOUT INFORMATION AND STUDENTS ATTENDING A PRESENTATION ON THE UPCOMING SENIOR YEAR. THE STUDENTS ENJOYED THEMSELVES THIS PAST SATURDAY AS THE JUNIOR, SENIOR PROMISE WHERE STUDENTS DANCED THE NIGHT AWAY. FOR THE MONTH OF APRIL, THE ENTIRE LGA COMMUNITY IS LOOKING FORWARD TO THE SUBMIT WHERE THEY WILL COVER TOPICS ON EDUCATING STUDENTS ON DISCOVERY HIGH SCHOOL, EQUITY AND INCLUSION AND EXPOSING STUDENTS TO POTENTIAL COLLEGE AND CAREER OPPORTUNITIES. THE NIGHT HAWKS CELEBRATED THEIR OPEN HOUSE NIGHT WITH PERFORMANCES BY A THE RIVER CITY THEATER TOOK OVER THE SCHOOL'S THEATER TO PERFORM THE LITTLE MERMAID TO ELEMENTARY STUDENTS. THE STUDENTS HAD A GREAT TIME AND WERE ABLE TO EAT LUNCH ON EXAMPLE US. THE SOFT BALL TEAM IS 3-1 IN A WINNING STREAK. AND LAST BUT NOT LEASE, NMS. SOME OF THE SCHOOL'S 8TH GRADERS HAVE BEEN RECEIVING AFTER SCHOOL SUPPORT TO HAVE AN OPPORTUNITY TO PLEAT THEIR WORK AFTER SCHOOL AS THEY HEAD TOWARDS THE LAST FEW WEEKS OF THE SEMESTER.PANTHER WILL HONOR ROLE STUDENTS WITH A 3.0 BETTER GPA WERE CELEBRATED AND PRESENT WOULD AN ICE CREAM POPSICLE STREET.
[VI.d. Board Members]
THERE'S A LOT OF EXCITEMENT AT OUR SCHOOLS AS WE LOOK FORWARD TO SPRING BREAK NEXT WEEK. THAT CONCLUDES MY REPORT. THANK YOU.>> MOVING ONTO TRUSTEE GRANT? >> HAPPY EASTER, AND HAHAPPY GD
FRIDAY FOR THOSE WHO CELEBRATE. >> TRUSTEE HARDEN?
>> NO REAL REPORT, I WAS ABLE TO ENJOY THE OPEN HOUSES IT WAS NICE TO SEE ALL THE STAFF AND STUDENT ARE DOING, AND FAMILIES COMING OUT AND IT'S NICE TO HAVE EVERYTHING GETTING BACK TO NORMAL. I WANT TO RECOGNIZE AUTISM AWARENESS MONTH AND FOR US TO ALL REMEMBER ONE IN ONE HUNDRED CHILDREN A DIAGNOSED
WITH IT. SO, THANK YOU. >>> THANK YOU. TRUSTEE MORA?
>> I ALSO HAVE NO REPORT TODAY, BUT, I JUST WANTED TO SAY CONGRATULATIONS AGAIN, TO DISCOVERY HIGH SCHOOL AND EVERYBODY WHO IS PART OF, IT, AND HAPPY SPRING BREAK. AND I HOPE THAT NO ONE IS WORKING TOO HARD NEXT WEEK.
>>> THANK YOU. WE CAN LET EVERYBODY KNOW WHO PEOPLE WORK WITH. THAT'S THE MESSAGE, RIGHT? THAT SHOULD BE THE MESSAGE. THANK YOU. I HAVE JUST A COUPLE OF THINGS, AND THAT IS THAT I CONTINUE TO WORK WITH CHRISTINA ON A WEEKLY BASIS FOR THE SUPERINTENDENT SEARCH. WE'RE ON ZOOM, WEEKLY WITH MEMBERS OF THE SEARCH FIRM. AND WE ARE ON, WE ARE PHONE CALLS WITH EACH OTHER DAILY. SO, IT'S, UM, WE'RE MOVING AND WE'RE TRYING TO DO WHAT'S BEST, IN THE BEST INTEREST OF ALL THE TRUSTEES, AND MOVING FORWARD ON THIS PROCESS. SECOND OF ALL, UM, THIS WEEK, I GOT TO PARTICIPATE IN THE PBS SCHOOL, AND THEIR NYPIB REVIEW COMMITTEE MEETING. AND THIS IS WHERE THERE ARE TWO, AND ONE OF THEM IS A TEACHER, I THINK, SHE SAID, RIGHT? ONE WAS A TEACHER? OR WERE THEY BOTH TEACHERS, I REMEMBER ONE SAID THAT SHE WAS A TEACHER.
>> YEAH. >> SO, IT'S, SO, I WAS ON THE CALL WITH ANGELA AND WITH TONYA, AND SO, NEXT WEEK, WE WILL NEXT WEEK, MAY BE OR THE WEEK AFTER, WE WILL KNOW WETHER OR NOT WE'VE MET ALL OF THE REQUIREMENTS FOR WHATEVER STAGES OF APPROVAL AS WE GO THROUGH THE PROCESS OF BECOMING AN IB SCHOOL, THIS IS THE MIDDLE YEAR'S PART OF THE PROGRAM, SO, IT'S ALWAYS GREAT TO TALK TO THEM. I KNOW THAT MIKE AND I HAD DONE THAT IN THE PAST A COUPLE OF TIMES, MEETING WITH THEM AND TELLING THEM HOW MUCH WE SUPPORT THE PROGRAM IN THIS DISTRICT AND HOW THE BOARD IS COMMITTED TO ENSURING THAT THE IB SCHOOLS GET THE TRAINING THAT THEY NEED TO GET OR THE TEACHERS GET THE TRAINING THEY NEED TO GET. AND THAT, YOU KNOW, WE ARE COMMITTED FISCALLY TO MAKING SURE THAT THE PROGRAMS CONTINUE. THE OTHER THING IS,
[00:25:05]
SO, JUST WANTED TO REMIND EVERYBODY WELL, STAFF, ALSO, THAT, SO, THE CALL FOR PROPOSALS FOR CSEA IS OPEN. AND, I THINK THEY'RE DUE LIKE THE FIRST WEEK IN MAY, PERHAPS, I THINK THAT'S RIGHT. ANYWAY, IF ANYBODY HAS ANY IDEAS ABOUT WORKSHOPS, THIS DISTRICT ALWAYS GETS FEATURED. PEOPLE WANT TO HERE WHAT NATOMAS UNIFIED HAS TO SAY. OUR PROPOSALS ARE ALWAYS ACCEPTED IF WE'RE NOT GETTING AN AWARD. SO, UM, I HOPING THAT WE COULD GET AT LEAST ONE WORKSHOP SUBMITTED FOR THAT ANNUAL CONFERENCE. AND I THINK WE'RE LOOKING AT THE SPEAKERS, WHICH IS ALWAYS WHICH ALWAYS IS A CHALLENGE, BUT, ONE OF THE THINGS THAT I'M TRYING TO BALANCE ON THE SPEAKERS IS THAT WE HAVE SOMEONE WHO COMMITTED TO DEI PRACTICES TO BE A FUTURE SPEAKER AT THE CONFERENCE. AND[VII. CONSENT ITEMS]
THAT'S THE END OF MY REPORT. SUPERINTENDENT EVANS?>> CHAIR: MOVING ON TO THE CONSENT AGENDA. I'M LOOKING FOR A MOTION AND A SECOND TO APPROVELE CONSENT CALENDAR.
>> I'LL MOVE APPROVAL, WITH A SHOUT OUT TO ITEM H FOR THE REPLACEMENT OF THE SYNTHETIC TRACK IN THE NATOMAS MIDDLE
SCHOOL. THANKS. >> ALL RIGHT. SECOND. MOVED GUY TRUSTEE GRANT AND SECOND BY TRUSTEE HARDEN.
[VIII.a. Present and Approve the Recommendation for Transitional Kindergarten (TK) Instructional Materials Adoption]
>> HERDIA? >> AYE. MOTION CARRIES 5-0, ON TO THE ACTION ITEMS. WE'RE ONTO ITEM 5678-A, PRESENT AND APPROVE THE RECOMMEND INDICATIONS FOR TRANSITIONAL KINDERGARTEN
INSTRUCTIONAL MATERIALS. >> GOOD EVENING, THANK YOU SO MUCH I'M HERE TONIGHT TO TALK ABOUT THE TK, OR TRANSITIONAL KINDERGARTEN INSTRUCTIONAL MATERIALS ADOPTION. IT WAS ABOUT THIS TIME LAST YEAR, JUST A LITTLE BIT LATER THAT WE LEARNED THAT OUR CURRENT MATERIALS, UM OWLS MATERIALS WILL NO LONGER BE AVAILABLE FOR PURCHASE FOR THE '23-24 SCHOOL YEAR OR BEYOND. SO, WE KNEW THAT THIS YEAR WOULD BE A YEAR TO ENGAGE IN AN ADOPTION PROCESS. SO, TONIGHT I'M HERE TO OBTAIN DIRECTION FOR STAFF TO SIGN NECESSARY CONTRACTS WITH VENDORS TO PURCHASE NEW MATERIALS. SO, THE INSTRUCTIONAL MATERIAL ELECTION AND TIMELINE, FOLLOWS ANY INSTRUCTIONAL MATERIALS ADOPTION. SO, THIS YEAR WE WENT TO THE STATE BOARD AND LOOKED AT WHO THE ADOPTED PUBLISHERS WERE THAT HAD TRANSITIONAL KINDERGARTEN INSTRUCTIONAL MATERIALS, THE INSTRUCTIONAL MATERIALS FOR TK WERE INTEGRATED. THERE WERE ONLY FOUR, WE USED THE CALIFORNIA DEPARTMENT OF EDUCATION CRITERIA, WE'LL TALK ABOUT THAT TO GO FROM FOUR TO TWO. WE USED OUR TRANSITION NAIL KINDERGARTEN TEACHER TEAM. THEY WERE ALL INVITED AS WELL AS OUR SPECIAL EDUCATION TEACHERS, OUR MILD MODERATE, AS WELL AS OUR SPECIAL DAY CLASS TEACHERS WERE PART OF THE PROCESS. AND, IN THE YEAR THIS YEAR, OUR TEACHER TEAM NARROWED THAT DOWN TO TWO PUBLISHERS, AND THEN THEY PILOTED BOTH OF THOSE. I'LL SHOW YOU SOME ENGAGEMENT, IT WAS A REALLY FUN ADOPTION, BECAUSE, WE ACTUALLY ENGAGED OUR TK STUDENTS AS WELL IN THE PROCESS.
IN ADDITION TO OUR FAMILIES. SO, I'LL SHARE SOME OF THAT THIS EVENING. SO, HERE'S THE STAFF INVOLVEMENT, ALL OF OUR TK TEACHERS DISTRICT WIDE WERE INVITED. SO, 11 OUT OF OUR 12 CURRENT TRANSITIONAL KINDERGARTEN TEACHERS WERE IN THE PROCESS. ONE OF OUR TK TEACHERS FROM OUR HERDIA SCHOOL WAS PART OF THE PROCESS AND ONE TEACHER REPRESENTATIVE FROM OUR SIX, SELF-CONTAINED, MULTIPLE GRADE, MODERATE TO SEVERE STUDENTS. SOMETIMES THOSE - CLASSES DON'T HAVE TK STUDENTS ENROLLED IN THEM. AND IT'S REALLY IMPORTANT THAT YOU KNOW
[00:30:02]
THAT THAT GROUP CAME TOGETHER AND DESIGNATED A REPRESENTATIVE TO BE PART OF THIS TEAM, BECAUSE ARES THEY'RE ALSO SELECTING MATERIALS THIS YEAR. SO, THEY WANTED ONE REPRESENTATIVE AS PART OF THIS TEAM IN THE INVOLVEMENT. SO, HERE'S WHERE THE STATE BOARD OF EDUCATION AS THE ONLY FOUR PUBLISHERS THAT HAVE THIS TK COMPONENT. THOSE ARE THE FOUR PUBLISHERS THAT WE STARTED WITH THAT WE EVEN CONSIDERED. THEN WE USED SOME CRITERIA AND NARROWED IT DOWN TO THESE IN OUR PRE-SCREENING PROCESS. WE NAILED DOWN TO TWO, BENCHMARK AND CONSAVES. HERE'S THE CRY TIER THAT THAT WE USED WITH CSEA OR THE CALIFORNIA DEPARTMENT OF EDUCATION'S GUIDANCE. OUR CRITERIA CONNECTED TO OUR DISTRICT AREAS OF FOCUS. SO, ONE OF OUR MOST IMPORTANT LENSES THAT WE USED WAS OUR DIVERSITY, EQUITY AND INCLUSION LENS. SO, HOW CULTURALLY RELEVANT PWERE THE TEACHING MATERIALS? THAT MIGHT HAVE COME UP IF YOU HAD TIME TO SKIM THE SUPPLEMENTAL MATERIALS THAT CAME BEFORE TONIGHT'S CONTACT SLIDES. THAT WAS SOMETHING THAT OUR FAMILIES AND OUR STAFF CALLED OUT IN OUR RECOMMENDATION FOR BENCH MARK, IS HOW CULTURAL RELEVANT THEY WERE FROM BENCHMARK. AND ASSESSMENT MATERIALS ACROSS THE CONTENT AREAS WHICH WERE INTEGRATED AS WELL AS THE SOCIAL EMOTIONAL LEARNING AND SOCIAL DEVELOPMENT COMPONENT. THOSE WERE THE KEY CRITERIA CONNECTED TO NATOMAS'S AREAS OF FOCUS. AND YOU COULD SEE THE OTHER CRITERIA FOR EVALUATING TK MATERIALS IN CALIFORNIA ARE RELATED TO THE PRE-SCHOOL LEARNING FOUNDATIONS MATERIAL ACROSS CONTENT AREAS, STUDENT/FAMILY ENGAGEMENT SUPPORTING ALL LEARNERS, THAT'S HOW WE NARROWD IT DOWN TO TWOPUBLISHERS. >> WHAT PERCENTAGES IS WEIGHED INTO THIS SELECTION, IS IT 25, 25, 25, OR ARE THEY WAITED HEAVIER THAN OTHERS. WHAT I'VE SEEN IN TERMS OF STATE WIDE CURRICULUM, IS THERE AREN'T OPPORTUNITIES, RIGHT? I THINK THAT WE'RE MAKING KIDS GROW UP WAY TOO FAST AND WE KNOW THE IMPORTANT ROLE PLAY HAS IN DEVELOPMENT AND LEARNING. I'M
CURIOUS AS TO YOUR INSIGHTS. >> THAT'S A GREAT QUESTION.
ACTUALLY, THE CRITERIA IS ALL EQUALLY WEIGHTED, IT'S NOT A WEIGHTED RUBRIC FOR THE CRITERIA SELECTION. BUT, GREAT QUESTION.
>> HERE'S MORE ABOUT THE STUDENT/TEACHER ENGAGEMENT. SO OUR TK STUDENTS WEIGHED IN AND THERE WERE 108 PIECES OF STUDENT FEEDBACK, SOME OF THE STUDENT FEEDBACK LOOKED LIKE HAPPY, SAD, AND NEUTRAL FACES ABOUT THE MATERIALS THEY LIKED. SO, THE STUDENTS GOT TO SUBMIT INDIVIDUAL FEEDBACK, THE STUDENTS ALSO GOT TO PARTICIPATE IN FOCUS GROUPS WITH THEIR INSTRUCTIONAL ASSISTANTS AND THEN WE HAD THE TEACHERS AND THE INSTRUCTIONAL ASSISTANTS DO ENGAGEMENT DATA HOW ACTIVELY THEY WERE ENGAGED WHILE INVOLVED IN THE FLEWANCESY AND THE COMPREHENSION. AND THE TEACHERS WERE INVOLVED AND COMPLETED ALL THE FEEDBACK OPPORTUNITIES AND THERE WERE EIGHT MEETINGS HELD TO GATHER TEACHER INPUT IN THE PIE ROT, SO, THEY PILOTED TWO DIFFERENT PUBLISHERS. IN TERMS OF THE FAMILY ENGAGEMENT, WE HAD DIFFERENT OPPORTUNITIES REGARDING OUR PRE-SCHOOL PARENT ADVISORY, WE HAD WEB OPPORTUNITY TOSS VIE MATERIALS, BUT, WE ALSO HAD THE MATERIALS DISPLAYED HERE AND THEN ALSO AT OUR SCHOOLS SITES. WE HAD THE MATERIALS TO BE VIEWED AND THE MATERIALS IN HARD COPY AT EACH SCHOOL SITE. IT WAS REALLY EXCITING BECAUSE WE HAVE ABOUT 280 STUDENTS WHO ARE CURRENTLY TK STUDENTS IN THE DISTRICT. AND WE HAD ABOUT 340 OR SO VIEWS TO THE MATERIALS, WE HAD 93 UNIQUE, DIFFERENT FEEDBACK FORMS COMMITTED THAT REVIEWED THE MATERIALS. AND WE HAD 50 UNIQUE OR 50 DIFFERENT FAMILIES VIEW THE MATERIALS IN PERSON, THAT'S A HIGH ENGAGEMENT RATE FOR INSTRUCTIONAL MATERIALS FOR ONLY 208 STUDENTS, SO, WE WERE PLEASED WITH THAT ENGAGEMENT RATE. WE HAD A VERY, VERY, HIGH NUMBER OF FAMILIES THAT REQUESTED TO TAKE THE MATERIALS HOME AND KEEP THEM. THAT WAS ACTUALLY A FUN PART OF BEING ABLE TO GIVE THE MATERIALS AWAY.
AND IT ACTUALLY INFORMED PART OF OUR RECOMMENDATION, BECAUSE, THE
[00:35:03]
BENCHMARK MATERIALS HAD A MUCH HIGHER RATE OF CONSUMABLES THAT WENT HOME THAN SAVES, SO, THERE WAS SOMETHING THAT REALLY WEIGHED INTO THE TEACHER AND THE FAMILY'S RECOMMENDATION ABOUT RECOMMENDING BENCHMARK IS HAVING THINGS GO WITH FAMILIES. STAFF RECOMMENDING A 3-YEAR ADOPTION, THERE ARE A COUPLE OF DIFFERENT REASONS FOR A THREE-YEAR ADOPTION FOR BENCHMARK.>> THERE'LL BE A DISCUSSION ABOUT OUR OTHER GRADE READING MATERIALS AND EXTENSIONS AS WE COME UP WITH OTHER ADOPTIONS AS NEW STANDARDS IN CALIFORNIA WILL BE COMING FORWARD FOR ADOPTION.
SO, WE WANT TO KEEP TK IN LINE WITH OTHER ADOPTIONS. THIS MONEY WILL COME OUT FROM OUR UNIVERSAL PRE-PLANNING IMPLEMENTATION GRANT. I WANT YOU TO BE AWARE OF THE BUDGET THAT COMES OUT OF, AND THAT GRANT MONEY WILL FUND THE ADOPTION WHICH IS TEACHER MATERIALS AND INCLUDES ALL THE DIGITAL LICENSES AND CONSUMABLES FOR STUDENTS AND THE PD FOR STAFF. WITHIN THAT $151,000. SO, UM, WHAT I'M ASKING FOR
TONIGHT FROM TRUSTEES. >> I'M SORRY, I'M NOT SPEAKING LOUDLY, BUT, UM, CAN YOU EXPLAIN WHAT MANIPULATIVES ARE FOR THE
FOLKS WATCHING A THE HOME? >> I CAN. SO, MANIPULATIVES ARE USED, FOR EXAMPLE, IN A MATH LESSON. IT MIGHT BE WHERE WE'RE ASKING STUDENTS TO COUNT, AND WE'RE ASKING THEM TO PUT SOMETHING IN GROUPS OF 5S, AND WE MIGHT HAND THEM BLOCKS THAT REPRESENT 1S, OR WE WOULD GIVE THEM A DIFFERENT COLOR BLOCK THAT REPRESENTS A 5. SO, WE WOULD WANT TO GIVE STUDENTS LITTLE PIECES THAT ARE OUTSIDE OF A PIECE OF PAPER OR OUTSIDE OF A BOOK, AND IT COULD BE IN THE FORM OF A COIN OR A BLOCK.
IN SCIENCE, IT COULD BE THAT THEY ARE GIVEN PIECES OF EQUIPMENT, THAT COULD ALSO BE A M M MAN MANIPULATIVE.
>> SO, TONIGHT WE'RE REQUESTING APPROVAL TO ADOPT BENCHMARK AS OUR NEW TRANSITION NAIL KINDERGARTEN CURRICULUM. AND ASKING FOR STAFF TO BE ABLE TO SIGN THE NECESSARY CONTRACTS
FROM THE VENDOR, BENCHMARK. >> CAN YOU GIVE THE DEFINITION OF WHAT SPECIAL DAY CLASS IS FOR THOSE OF US LISTENING.
>> SO, WITH SOME OF OUR STUDENTS WHO MAY HAVE AN INDIVIDUAL EDUCATION PLAN. IN THAT PLAN, THEY MAY HAVE MOT RATE TO SEVERE NEEDS. AND THEY MAY HAVE MINUTES IN THE DAY WHERE THEY ARE IN A CLASSROOM THAT IS OUTSIDE OF A GENERAL EDUCATION CLASSROOM. IT MAY BE FOR A PART OF THE DAY, IT MAY BE FOR AN ENTIRE DAY THAT IS A CLASSROOM SERVED OUTSIDE OF GENERAL EDUCATION, IT'S A SPECIAL DAY CLASS. IN THIS CASE, I REFERENCED IT, IT HAS MIXED GRADES IN THAT CLASSROOM
WHERE THEIR NEEDS ARE SERVED. >> THANK YOU, VERY MUCH.
>> NOEL? >> THANK YOU, I DON'T HAVE ANY QUESTIONS AND PART OF THAT IS BECAUSE I THINK THIS PACKET AND THE PRESENTATION ARE SO COMPREHENSIVE, SO, I DON'T HAVE ANYTHING THAT I'M WONDERING ABOUT, BUT, I WANTED TO GIVE A COMMENT AND SPEAK IT INTO THE ROOM, THAT EVERYTHING, BUT, PARTICULARLY, THE STAKEHOLDER ENGAGEMENT, I APPRECIATE HOW EXTENSIVE AND HOW THOUGHTFUL AND COMPREHENSIVE THAT WAS JUST FROM THE STANDPOINT OF REALLY EVALUATING THE STAKEHOLDER ENGAGEMENT AND HOW INCLUSIVE IT WAS TOO, SO, JUST, APPRECIATIVE
COMMENT ON THAT. >> THANK YOU.
>> SO, I WANTED TO GO BACK TO THE QUESTION THAT TRUSTEE GRANT RAISED ABOUT THE MANIPULATIVES. SO, I THINK THIS IS PROBABLY ONE OF THE, UM, THIS IS ONE OF THE KIDS. IT'S FUN FOR THEM,
[00:40:04]
BECAUSE, WHEN THEY GET THE MANIPULATIVES, BECAUSE, THIS IS WHERE THEY GET TO, UM, YOU KNOW, THEY GET TO TRY TO WITH THE MANIPULATIVES, THEY TRY TO GET TO AN ABSTRACT, YOU KNOW, UNDERSTANDING OF WHAT THEY'RE DOING, BUT, WHEN THE EXCITEMENT ON THEIR FACES WHEN THEY'RE LIKE GROUPING BY COLORS, GROUPING BY NUMBERS, OR GROUPING BY OTHER ATTRIBUTES, AND ALL OF A SUDDEN THEY SEE THAT THEY COULD DO THIS, AND THEN WHEN THEY LEARN TO PUT PATTERNS TOGETHER, I'M GOING BACK TO WAY, LIKE, 100 YEARS AGO, THAT PROGRAM THERE. IT'S SO EXCITING, IT'S EASIER FOR THEM, ESPECIALLY THOSE WHO ARE VERY TACTILE, THEY NEED TO TOUCH AND PUT THINGS TOGETHER. I THINK THAT'S A GREAT QUESTION, TRUSTEE GRANT SO THAT PARENTS UNDERSTAND THAT WE DO NEED THAT TIME TO LET KIDS PLAY WITH THE MATERIALS, UNDERSTAND, YOU KNOW, A LOT OF LANGUAGE IS DEVELOPED WHEN COLORS, SHAPES, SIZES, EVERYTHING, SO, IT IS A GOOD GREAT TIME. SO, UM, TONJA, CAN YOU TALK TO US ABOUT THE CONSUMABLES? AND SO, GENERALLY, CORRECT ME IF I'M WRONG, GENERALLY, TEACHERS LIKE TO HAVE THE CONSUMABLES, BECAUSE, THEN THEY GET TO FOCUS ON THE LESSON AND REALLY FOCUS ON THE CONTENT, AND THEN THEY GET TO FOCUS ON HOW THEY'RE GOING TO DELIVER THAT LESSON TO THE KIDS. SO THAT IF THEY HAD TO DO ALL OF THAT, PLUS CREATE ALL THE CONSUMABLES, THEY WOULD BE LESSON PLANNING FOR HOURS, BECAUSE, IT ALREADY TAKES HOURS WHEN YOU HAVE TO BE VERY THOUGHTFUL AND PUTTING THINGS TOGETHER. SO, ANY THOUGHTS THAT YOU CAN SHARE ON HOW YOU GET CONSUMABLES?>> ABSOLUTELY. AND I THINK THE CONSUMABLES ARE REALLY IMPORTANT TOO. WHEN WE TALK ABOUT CONSUMABLES, WE'RE ALSO TALKING ABOUT THINGS LIKE READERS, WHICH ARE SMALL BOOKS THAT STUDENTS GET TO TAKE HOME AND GET TO HAVE AT HOME THAT ALSO FAMILIES GET TO ENGAGE WITH. SO, CONSUMABLES AREN'T JUST THINGS LIKE WORK SHEETS OR WORK BOOKS, BUT, THEY'RE ALSO SMALL BOOKS THAT STUDENTS GET TO HAVE AND TAKE HOME. THEY'RE ALSO TYPES OF PIECES THAT WE DISCUSSED HERE, LIKE THE MANIPULATIVES, WHERE STUDENTS CAN TAKE HOME THINGS LIKE SOUND LETTER CARDS, BECAUSE, IN TK, SOME PIECES THAT ARE REALLY IMPORTANT THAT WOULD BE A CONSUMABLE WOULD BE HELPING STUDENTS MATCH THINGS LIKE A SOUND TO A LETTER. AND YOU HAVE THOSE KINDS OF CONSUMABLES THAT GO HOME, SO, IT DOES SAVE A LOT OF TIME FOR OUR TEACHERS, WHEN THEY'RE NOT AT A COPY MACHINE MAKING COPIES OF THOSE PIECES AND CUTTING THEM AND PUTTING THEM IN ZIP-LOCK BAGS BUT THEY COME WITH THE MATERIALS MATCHED WITH THE UNITS AND LESSONS. AND IT'S ALSO NICE FOR OUR FAMILIES TO HAVE THE SUPPLIES AT HOME TO BE ABLE TO PRACTICE WITH THEIR CHILDREN.
>> AND, ANOTHER THING THEY KNOW WHICH IS IMPORTANT TO THE PUBLIC IS JUST WHERE THE FUNDING'S COMING FROM ON THIS, YOU KNOW, IT'S COMING FROM YOU KNOW, FROM A PLANNING GRANT THAT WE HAVE.
SO, THAT THE PUBLIC UNDERSTANDS, IN ADDITION TO PAYING FOR THINGS, WE HAVE PEOPLE WORKING ON PLANNING GRANTS AND TRYING TO GET MONEY IN THE DISTRICT TO PAY FOR THE THINGS THAT OUR KIDS
NEED. >> THIS IS FROM A GRANT THAT WE
ALREADY HAVE. THAT'S RIGHT. >> ALL RIGHT. SO, FOR THIS ITEM, I DON'T SEE, I DON'T HAVE ANY CARDS FROM THE PUBLIC WISHING TO SPEAK ON THIS. SO, I'M LOOKING FOR A MOTION AND A
>> SECOND TOASTEE MORA. >> CALL THE RULE.
[VIII.b. Ratify the Memorandum of Understanding between the District and NTA Regarding Community Schools]
>> MOTION CARRIES, 4-0. THE NEXT ONE, RATIFY THE MEMORANDUM OF UNDERSTANDING BETWEEN THE DISTRICT AND NTA REGARDING COMMUNITY SCHOOLS. AND AGAIN, I DON'T HAVE ANY CARDS FROM THE
PUBLIC, SO, (INAUDIBLE) >> GOOD EVENING, EVERYONE, AND CONGRATULATIONS DISCOVERY HIGH SCHOOL, I WANTED TO GIVE A ROUND OF APPLAUSES TO YOUR TRUSTEES AND THE WHOLE TEAM THAT PUT TOGETHER THE COMMUNITY SCHOOLS APPLICATION AND GRANT. AFTER
[00:45:02]
ATTENDING A COUPLE OF WEBINARS AS WELL AS AN INPERSON INFORMATION SESSION, I CAN SEE HOW OUR DISTRICT ADOPTING THIS PROGRAM WILL REALLY BENEFIT OUR STUDENTS. SO, THIS WILL BE THE SHORTEST COMMENT I'VE EVER MADE. I JUST WANT TO SAY, THANK YOU.>> THANK YOU. ALL RIGHT. ANY QUESTIONS OR DISCUSSIONS FROM THE TRUSTEES? IF NOT, I'M LOOKING FOR A MOTION AND A
SECOND. >> OH, I'M SORRY. OKAY. I THOUGHT WE DID. SORRY. ALL RIGHT, OKAY. SO, I'M LOOKING FOR A FIRST AND A SECOND ON THIS, THEN. SO MOVED BY...
>> CAN I REQUEST JUST A POTENTIALLY A ONE SENTENCE DESCRIPTION OF WHAT THIS ITEM IS FOR ANYONE LISTENING AT HOME OR
FOR ANYONE IN THE AUDIENCE? >> SO, THIS IS THE MEMORANDUM OF UNDERSTANDING, THIS HAS TO DO WITH THE COMMUNITY SCHOOLS AND WE HAVE A COMMUNITY SCHOOL PLANNING GRANT AND WE'RE WORKING WITH OUR NATOMAS TEACHER'S ASSOCIATION IN GETTING THIS OFF THE GROUND AND THIS IS OUR EFFORTS TO BE COLLABORATIVE OF WORKING TOGETHER IN THIS DISTRICT FOR THE EDUCATION OF
OUR KIDS. >> THANK YOU, I JUST WANTED TO MAKE SURE EVERYONE KNEW WHAT THE ITEM DESCRIPTION WAS. BUT, SO
MOVED. >> OKAY. ALL RIGHT. SO MOVED
BY TRUSTEE MORA. >> ALL RIGHT, AND CASTILLO.
OKAY. I'M GOING TO ASK FOR THE ROLL CALL ON THIS, PLEASE.
>> MOTION CARRIES, 4-1. -- 3-1.
>> 4-0. >> 4-0. ALL RIGHT. GE AND C,
[VIII.c. Approve Title I Schoolwide Status for Leroy Greene Academy and Larry G. Meeks Academy]
APPROVELE TITLE I SCHOOL WIDE STATUS FOR THE LEROY GREEN ACADEMY, AND THE LARRY MEEKS ACADEMY.>> SO MOVED. >> I DO HAVE A COUPLE OF PUBLIC OUR TITLE I STATUS FOR TWO ADDITIONAL SCHOOL IN OUR DISTRICT. I HAD TO LOOK UP WHAT TITLE I MEANS, BUT, THE PURPOSE IS TO ENSURE THAT ALL CHILDREN HAVE A FAIR, EQUAL, AND SIGNIFICANT OPPORTUNITY TO OBTAIN A HIGH QUALITY EDUCATION AND REACH MINIMUM PROFICIENCY. I'M ASKING OUR BOARD TO CONSIDER SETTING A POLICY OF EXPECTATION FOR THAT HIGH QUALITY ESPECIALLY IN THE AREA OF READING AND MATH. IF I UNDERSTAND CORRECTLY, A BOARD CAN SET POLICY, BUT, WHAT DOES THAT LOOK LIKE FOR AFRICAN-AMERICAN STUDENTS, WHERE 70% ARE NOT READING AT PROFICIENCY. WHAT DOES IT LOOK LIKE FOR ALL OF OUR STUDENTS, AS WELL AS AFRICAN-AMERICAN STUDENTS IN THE AREA OF THEIR MATH PROFICIENCY. YES, ADDING TWO MORE SCHOOLS SO THAT THEY CAN RECEIVE THE EXTRA FUNDING, ET CETERA, BUT, WHAT ARE WE DOING AS A DISTRICT TO MAKE SURE THAT IN ADDITION TO THE WRITING PUSH THAT'S BEEN PUT FORWARD, STUDENTS ARE ABLE TO READ? WHAT IS THE PLAN FOR OUR THIRD-TWELFTH GRADERS? THERE'S A HUGHES EMPHASIS IN MAKING SURE THAT STUDENTS CAN READ STARTING AT THE THIRD-GRADE LEVEL. WHAT'S HAPPENING WITH OUR STUDENTS IN FOURTH THROUGH TWELFTH GRADE? WE'RE RELEASING THEM TO A COMMUNITY IN A SOCIETY ACCORDING TO THE RESULTS, THEY'RE NOT FLUENT READERS, IF YOU CAN'T READ, YOU CAN'T UNDERSTAND WHAT YOU'RE READING, YOU CAN'T MAKE CONTRIBUTIONS.
I'M REPEATING WHAT WE ALREADY KNOW. I WANT TO ASK THE BOARD
[00:50:01]
TO SET HIGHER QUALITY STANDARDS FOR ALL OF OUR TITLE I SCHOOLS.>> GOOD EVENING, TERESA CARDONES, YOU HAVE, 13 SCHOOLS THAT RECEIVE TITLE I FUNDS. AMERICAN LAKE SUNSHINE A TOP ONE, IT RECEIVES $112,000 PER YEAR. IT'S GOOD TO GET MONEY FOR OUR KIDS, AND, BUT, THE TITLE I REGULATION IMPLIES FROM PARENT RIGHTS AND FAMILY ENGAGEMENT. AND THIS DISTRICT IS VERY POOR ON THAT ONE. THE EXAMPLE IS AMERICAN LAKES. YOU NEED TO GET THE ENTIRE DISTRICT TRAINED WHAT IS TITLE I THIS IS A LEGAL THING, THIS IS NOT SOMETHING THAT YOU COULD OVERSEE IT, OR, JUST LOOK THE OTHER WAY. I THINK THAT WE NEED TO EMPHASIZE ON THE 11, EXCUSE ME, I'M GOING TO QUOTE THE RIGHT ONE, 1116ABCD AND E. THAT'S THE FAMILY ENGAGEMENT PIECE THAT WAS REVISED IN 2016, DURING OBAMA PRESIDENCY. SO, I HOPE FOR NEXT SCHOOL YEAR, ALL THE PRINCIPALS IN THIS SCHOOL DISTRICT KNOWS IN COMPLETE WITH THE STATUES AND REGULATIONS BECAUSE IT'S APPALL THAT WE HAVE TO BE ASKING OUTSIDE THIS DISTRICT TO BE ABLE TO GET THE PROPERTY INFORMATION AND NOT HAVING THE PRINCIPALS BEING TRAINED FOR THAT ONE. I HOPE THAT THE SAME WAY THAT YOU RECEIVE THE MONEY, YOU ALSO COMPLY WITH THE STATUES OF
REGULATIONS. THANK YOU. >> THANK YOU.
>> ALL RIGHT. ON THIS ACTION ITEM, ARE THERE ANY QUESTIONS OR COMMENTS BY THIS BOARD? IF NOT, THEN I'M GOING TO, UM, ASK FOR A
MOTION AND A SECOND. >> MOTION BY TRUSTEE GRANT AND
THEN HARDEN. >> DO YOU WANT TO CALL THE
[VIII.d. Approve Construction Agreement with Rodan Builders Inc. for Security Fencing at Inderkum High School]
>> MOTION CARRIES 5-0. THE NEXT ONE, APPROVE THE CONSTRUCTION AGREEMENT WITH RODAN BUILDERS INC. FOR THE SECURITY FENCING AT INDERKUM HIGH SCHOOL. I HAVE NO PUBLIC COMMENTS FOR THIS ACTION ITEM. DO WHICH HAVE QUESTIONS OR
DISCUSSIONS FROM ANY TRUSTEES? >> I THINK IT'S NEEDED SO I
MOVE APPROVAL. >> MOVED BY TRUSTEE GRANT.
>> WITH THE WORLD THAT WE'RE LIVING IN, IT IS SOMETHING THAT HAS TO BE DONE. I'VE HAD A FEW COMMENTS AND QUESTIONS ABOUT IT
SO, IT'S NEEDED. >> THE SECOND WAS FROM TRUSTEE?
>> (INAUDIBLE). >> CALL THE ROLL.
[VIII.e. Approve Resolution No. 23-10, Designating May 10, 2023 as Day of the Teacher]
>> MORA? AYE. >> ALL RIGHT, MOVING ON TO THE NEXT ITEM IS APPROVE REUSS NUMBER 23-10, DESIGNATING MAY 10TH, 2023, AS DAY OF THE TEACHER. I HAVE NO PUBLIC COMMENT CARDS ARE FOR THIS. TO ACKNOWLEDGE OUR TEACHERS, MAY 10TH, EVERYONE, REMEMBER THAT DAY FOR THE TEACHERS IN OUR DISTRICT. SO, SARAH, COULD YOU PLEASE, CALL THE ROLL. WAIT A MINUTE, I NEED A MOTION AND A SECOND.
>> MOVE APPROVAL. >> ALL RIGHT. THANK YOU.
TRUSTEE CASTILLO. >> ALL RIGHT. NOW, CALL THE
[VIII.f. Approve Resolution No. 23-11, Designating May 21-27, 2023 as Classified School Employee Week]
>> AYE. >> DESIGNATING MAY 21ST-27TH, 2023 AS CLASSIFIED SCHOOL EMPLOYEE WEEK. I HAVE NO PUBLIC
COMMENT CARDS ON THIS ITEM. >> I JUST WANT TO SAY HOW EXCITED I AM FOR THIS ONE AS WELL.
>> IT'S A GOOD TIME OF THE YEAR.
>> ANYONE ELSE? ALL RIGHT. IN THAT CASE, I'M LOOKING FOR A
MOTION AND A SECOND. >> MOVED BY TRUSTEE MORA.
[00:55:02]
>> RIGHT? >> SECOND BY TRUSTEE CASTILLO.
>> CALL THE ROLL. >> CASTILLO?
[VIII.g. Approve Resolution No. 23-12, Designating May 10, 2023 as National School Nurse Day]
>> AYE. ALL RIGHT. MOTION CARRIES, 5-0. ACTION ITEM 8-G, APPROVE THE RESOLUTION NUMBER 23-12, DESIGNATING MAY 10TH, 2023, AS NATIONAL SCHOOL NURSE DAY. I HAVE NO PUBLIC COMMENT FOR THIS ACTION ITEM. ANY DISCUSSION OR QUESTIONS FROM THE
>> MOVED BY TRUSTEE GRANT. >> JUST ONE COMMENT, NURSES MAKE THE WORLD GO AROUND, SO, THANK YOU, NURSES, WE APPRECIATE
YOU GUYS. >> AND THAT WAS A SECOND BY
TRUSTEE HARDEN? >> WOULD YOU CALL THE ROLL.
[VIII.h. Approve Resolution No. 23-13 in Support of Financial Literacy Education]
>> MOTION CARRIES 5-0. THE LAST ACTION ITEM IS APPROVAL RESOLUTION 23-13, IN SUPPORT OF FINANCIAL LITERACY EDUCATION.
NO PUBLIC COMMENT FOR THIS ITEMS, ARE THERE ANY COMMENTS OR DISCUSSION FROM MEMBERS OF THIS BOARD?
>> MOVE APPROVAL. I THINK THAT MOST OF YOU KNOW THAT I WORK IN A FINANCIAL INSTITUTION IN THE DAYTIME. AND I THINK THE NEED FOR FINANCIAL LITERACY IN AN ERA WHERE THE AVERAGE AMERICAN HAS $400 IN SAVINGS IS NECESSARY. I THINK IT'S ABSOLUTELY ESSENTIAL FOR PREPARING KIDS TO GO TO COLLEGE AND TAKING OUT LOANS AND UNDERSTANDING THE IMPLICATIONS THAT WILL FOLLOW THEM THE REST OF THEIR LIVES. I THINK THE RESOLUTION SPEAKS FOR ITSELF AND THERE'S A SERIES OF BILLS IN THE ASSEMBLY AND THE SENATE THAT HAVE THE SUPPORT OF OUR SUPERINTENDENT. I ASK THIS BOARD FOR SUPPORT. SO, I'LL MOVE APPROVAL.
>> AND I'M LOOKING FOR A SECOND.
>> WOULD YOU CALL THE ROLL. >> CASTILLO?
[IX. PUBLIC COMMENTS]
>> AYE. MOTION CARRIES. WE ARE AT THE POINT FOR PUBLIC COMMENT, I HAVE TWO PUBLIC COMMENT CARDS FOR THE EVENING.
SO, I HAVE THREE PUBLIC COMMENT CARDS FOR THIS EVENING. ALL RIGHT. SO, UM, AND SHARON THURMAN, TERESA TROJILLO.
THAT I WAS REVIEWING A KNOW - NOVEMBER 16TH BOARD MEETING WHERE ACTION ITEM F, ACTION 13, ITEM F, AUTHORIZED THE ADDITIONAL RESOURCE OFFICERS, THE TWO ADDITIONAL RESOURCE OFFICERS. AND AT THAT MEETING, IT WAS STATED BY THE THEN, PRESIDENT GRANT, THAT THERE'S DATA POINTS THAT THE COMMUNITY WOULD LIKE TO RECEIVE. WE HAD ASKED FOR THAT IN THE PAST. I'M ALSO WITH THE NATOMAS BLACK PARENTS UNITED GROUP. WE HAVEN'T RECEIVED THAT INFORMATION, IT MAY BE POSTED ON OUR WEBSITE OR EMBEDDED SOMEWHERE WHICH IS NOT VISIBLE.
BUT, I'M HERE TO ASK THE BOARD TO HAVE THE STAFF ASSEMBLE THAT INFORMATION AND RELEASE TO TO US, SO WE COULD KNOW, ONE, HOW THE ADDITIONAL $2 MILLION WAS SPENT AND TWO, WHO WERE IMPACTED, WHAT TYPES OF CRIMES WERE COMMITTED? WAS THIS $2 MILLION WELL-SPENT. SO, ACCOUNTABLE, IT'S A WORD THAT WE'RE GOING TO BE HEARING A LOT AS WE GO THROUGH OUR DISTRICT'S HISTORY, ESPECIALLY BECAUSE WE WANT TO, AS ADULTS BE ACCOUNTABLE TO EACH OTHER, CORRECT. SO, IF THIS IS THE RIGHT PLACE TO ASK FOR THAT INFORMATION, I'M HERE TO REQUEST
THAT BE AVAILABLE. THANK YOU. >> MY PUBLIC COMMENT IS REGARDING THE FEBRUARY, SORRY, FEBRUARY 8TH, UM, REQUEST FOR SCHOOL CONNECTION ORGANIZATION, THAT I PRESENTED TO ALL OF YOU AS THE AMERICAN TEACHERS ORGANIZATION PRESIDENT. I HAVEN'T RECEIVED ANYTHING FROM ANY OF YOU. I WOULD LIKE TO KNOW WHAT IS THE PROCEDURE WHEN AN ORGANIZATION COMES AND SPEAKING AND TRIES TO GET THAT BE ABLE TO FUNCTION IN THE
[01:00:03]
SCHOOL GROUNDS, BECAUSE, WE ARE MEETING. WE ARE NOT STOPPING.WE HAVE THE SUPPORT OF THE 27 AMERICAN LAKES TEACHERS. WE ARE CONCERNED ABOUT MANY ISSUES THAT WE HAVE IN OUR SCHOOLS. BUT, OUR MAIN THING IS NOT ONLY ACADEMIC, BUT, ALSO SEE HOW CAN WE HELP THE KIDS AND THE PARENTS BE ABLE TO TURN AROUND THE CHRONIC ABSENTEEISM THAT WE HAVE, THE HIGH SUSPENSION RATES THAT WE HAVE, AND WE, IT'S NOT ONLY ACADEMIC THAT WE HAVE TO SEE HERE, BUT, WE WOULD LIKE TO KNOW WHERE IS THE TIMELINE, BECAUSE, NONE OF YOU HAVE GOTTEN BACK TO ME. NONE OF YOU HAVE RESPONDED TO THE REQUEST THAT I PUT IN ON FEBRUARY 8TH, DURING PUBLIC COMMENT. WE PRESENTED ALL THE REQUIREMENTS THAT IT SAYS ON BOARD POLICY 1238, AND I THINK THAT WE NEED TO BE ABLE TO GET A RESPONSE FROM YOU GUYS. WE'RE THE TAX PAYERS, YOU COME TO US WHEN YOU WANT TO PLAN BONDS, SO, I THINK THAT YOU HAVE TO RESPECT US AND BE ABLE TO GIVE US ANSWERS TO WHAT WE PRESENTED ON FEBRUARY 8TH. THANK YOU.
>> HI, MY NAME'S AMANDA BURNET, I HAVE A FOURTH GRADER IN THE DISTRICT WHO WROTE AN ESSAY THAT I WOULD LIKE TO READ TO YOU RIGHT NOW. LONGER LUNCH, MUNCH, DO YOU LIKE TO EAT, WELL, IF YOU DO, YOU PROBABLY WANT MORE TIME TO EAT FOOD AT SCHOOL. I WOULD LIKE TO HAVE MORE TIME TO EAT FOOD AT SCHOOL. SOME REASONS ARE LESS FOOD WASTE, EATING FOOD MAKES YOU FULL. ONE REASON TO HAVE LONGER LUNCH IS THAT LESS FOOD GETS WASTED. SOMETIMES I SEE PEOPLE AND MYSELF HAVE TO WASTE GOOD FOOD. WHEN THE WHISTLE BLOWS, KIDS HAVE TO THROW FOOD AWAY. ANOTHER REASON IS IT'S BAD FOR THE ENVIRONMENT. IT WASTES MONEY AND EFFORT SOIEE PARTIES. IF WE DON'T HAVE FUN, PEOPLE WILL NOT WANT TO GO TO SCHOOL AND THAT'S NOT GOOD. SOME KIDS GET FOOD AND HAVE TO THROW IT AWAY RIGHT AFTER. THERE'S MORE TO THAT, AND I'M HAPPY TO FOLLOW UP AND P SEND IT TO YOU IN AN E-MAIL. BEFORE THE PANDEMIC, I DIDN'T REALLY LET MY KIDS DO SCHOOL LUNCH, I USED TO MAKE THEM LUNCHES, AND ONE OF THE THINGS WAS COST, RIGHT, AND DURING COVID, THEY WENT TO A FREE LUNCH PROGRAM FOR ALL KIDS IN SCHOOL. IT SO, I LOOKED IT UP, HOW LONG DO KID HAVE TO EAT LUNCH? AND, ON ORIGINAL HERE IN THE DISTRICT, IT'S ABOUT 20 MINUTES. BUT, YOUR ACTUAL RULES SAY THAT THE SCHOOL BOARD GET TOSS DECIDE HOW LONG LUNCH IS. SO, IT'S ACTUALLY YOUR DECISION ON HOW LONG LUNCH IS. SO, I JUST WANTED TO READ YOU SOME INFORMATION. SCHOOL LUNCH IS CRITICAL TO STUDENT'S HEALTH AND WELLBEING, ESPECIALLY FOR LOW-INCOME STUDENTS, THIS ENSURES THAT STUDENT HAVE NUTRITION THROUGHOUT THE DAY FOR LEARNING. STUDIES SHOW 30 MINUTES OF LUNCH FOR STUDENTS ALLOWS THE STUDENTS TO HAVE 20 MINUTES OF SEAT TIME. THERE ARE CURRENTLY NO FEDERAL OR STATE CALIFORNIA LAWS WITH MIBB MUM TIMES FOR SCHOOL MEALS, DISTRICTS CAN DECIDE POLICY REGARDING THE AMOUNT OF TIME DISTRICTS ARE ALLOWED TO EAT LUNCH FOR LOCAL SCHOOL POLICIES. AND I LOOKED AT OUR'S AND WE DON'T HAVE A RULE. THANK YOU FOR YOUR TIME.
>> THANK YOU. AND THANK YOU TO YOUR SON. FOR WRITING THAT. WE
[XII. CLOSED SESSION]
APPRECIATE HEARING FROM OUR LITTLE ONES.>> ALL RIGHT. LADIES AND GENTLEMEN, AT THIS POINT THE BOARD IS GOING TO GO INTO CLOSED SESSION. AND, WE'RE GOING TO GO INTO CONFERENCE WITH LEGAL COUNSEL REGARDING ONE CASE OF POTENTIAL LITIGATION. AND WE
[XIII. RECONVENE IN OPEN SESSION]
>> RECONVENE THIS MEETING. AND, IS IT 7? 7:08 P.M.
>> I COULDN'T SEE THAT FAR, SORRY, YOU GUYS. THE BOARD TOOK NO ACTION THIS EVENING IN
* This transcript was compiled from uncorrected Closed Captioning.