Jul 26, 2023 Board Meetings

[I. OPEN SESSION]

[00:00:30]

>> WE'LL DO THE PLEDGE OF ALLEGIANCE. TRUSTEE MORA, WOULD YOU 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. >> ALL RIGHT, THANK YOU, TRUSTEE MORA.

NUSD BOARD MEETINGS ARE LIVESTREAMED AND RECORDED AT THE DIRECTION OF THE BOARD AND IS AVAILABLE ONLINE AND RECORDINGS WILL BE AVAILABLE FOR VIEWING THE DAY AFTER THE BOARD MEET.

THOSE IN HAY TEN DANCE SHOULD EXPECT RECORDINGS WILL CAPTURE ALL ACTIVITY AND DISCUSSIONS BEFORE, DURING, AND AFTER MEETINGS. BEFORE WE MOVE ON, JUST A PLEASANT REMINDER FOR THOSE IN APPENDAGE THAT INDIVIDUAL SPEAKERS SHOULD BE ALLOWED TWO MINUTE TO ADDRESS THE BOARD AND BOARD SHOULD LIMIT PUBLIC TIME FOR PUBLIC INPUT ON EACH ITEM TO 20 MINUTES. IF YOU WOULD LIKE TO MAKE A PUBLIC COMMENT, FILL A PUBLIC COMMENT CARD. WE USUALLY HAVE AN EXAMPLE UP HERE.

HERE IT IS. HAND IT TO SARAH WALLS WHO IS SITTING AT THE END OF THE DESK

[III. APPROVAL OF THE AGENDA]

>> SO MOVED. >> MOVED BY TRUSTEE HARDEN, SECONDED BY -- COULD YOU PLEASE

CALL THE ROLL? >> GRANT. >> AYE.

DO WE HAVE REPRESENTATIVE FROM CSCA AVAILABLE? AALL RIGHT NOT SEEING -- STEP FORWARD. NTA? WOW, IT TRULY IS SUMMER.

[VI.c. Board Members]

WITH TRUSTEE HARDEN. >> NO REPORT. IT TRULY IS SUMMER.

>> I DO HAVE ONE THING THAT I WANT TO HIGHLIGHT IN MY BOARD REPORT THIS TIME.

I DIDN'T GET A CHANCE TO, IN OUR LAST MEETING, ALTHOUGH I HAD ALREADY HAD A CHANCE TO VISIT SOME OF THE SCHOOL-SIDE SUMMER PROGRAMS. JUST REALLY SEE THAT FOR MYSELF SO IT WAS, AS YOU CAN IMAGINE, INCREDIBLY, YOU KNOW, HEARTENING TO SEE STUDENTS CRAFTING -- THEY WERE CRAFTING MASKS AND THEN ABLE, THEY WERE PUTTING THEM IN THE KILN TO FULLY BAKE THE CERAMIC MASKS THEY WERE MAKING. THEY WERE, THERE WAS SOME ELEMENTARY-SCHOOL STUDENTS WHO WERE LEARNING HOW TO BAKE AND SO IN THAT PROCESS, I LEARNED HOW TO BAKE, HA-HA.

AND THEY WERE MAKING JUST THESE REALLY HEALTHY, I THINK, LIKE, GLUTEN-FREE COOKIES.

SO JUST A LOT OF REALLY ENRICHENING AND VERY, UM, YOU KNOW, FUN-LOOKING ACTIVITIES.

AND THEN, OF COURSE, THE IMPORTANT STUFF, MATH -- I SAW THE MATH SCREEN AND STARED AT IT FOR A GOOD MINUTE AND UNDERSTOOD AS MUCH AS I COULD AND JUST KIND OF GAVE THE TWO THUMBS UP AND JUST WANTED TO HIGHLIGHT THAT. THERE'S A LOT THAT HAPPENED THIS SUMMER IN A LOT OF SCHOOLS THROUGHOUT THE DISTRICT. I WAS ONLY ABLE TO VISIT THREE -- AMERICAN LAKES, GREENE ACADEMY AND TWO RIVERS ELEMENTARY. WHAT I SAW WAS REALLY, IT WAS REALLY POSITIVE AND REALLY SPECIAL. SO THAT'S IT FOR MY BOARD

REPORT. >> ALL RIGHT. THANK YOU, TRUSTEE MORA.

[VI.d. Superintendent's Report]

I HAVE NO REPORT. SUPERINTENDENT CASTILLO? >> I DO.

THANK YOU! >> ALL RIGHT. >> I AM JUST SO EXCITED TO BE HERE AND WANT TO THANK ALL THE TRUSTEE AND ALL THE TEAM AT THE ED CENTER WHO HAS BEEN AMAZING WITH ASSISTING AND SUPPORTING ME THROUGH MY TRANSITION COMING TO NATOMAS UNIFIED AND I'M REALLY ENJOYING WORKING ALONGSIDE EVERYONE TO SUPPORT OUR STUDENTS.

AND SO I HAVE BEEN DOING QUITE A FEW THINGS TO ACQUAINT MYSELF TO THE DISTRICT AND GET TO KNOW PEOPLE. I ATTENDED A START-UP MEETING BEFORE THE START OF SCHOOLS AND HOW MANY DEPARTMENTS AND HOW MANY PEOPLE PUT IN TIME AND EFFORT TO GET READY FOR OUR STUDENTS AND SO I REALLY COMMEND THE STAFF FOR THE WORK THAT THEY DO AND THE TEAMWORK WITH THAT.

I HAD A MEET-AND-GREET WITH THE NTA PRESIDENT, MORA HARVEY. I HAD A MEET-AND-GREET WITH THE

[00:05:05]

THE STUDENTS AT INDERKUM THAT ARE PART OF THE CTE BROADCAST MEDIA PATHWAY, THEY DID AN INTERVIEW WITH ME, AND THAT WAS AN AMAZING EXPERIENCE. AND THEIR TEACHER MELISSA MAY, WHAT A TALENT. HIGH-CALIBER INSTRUCTION FOR OUR STUDENTS.

AND SO IT WAS FUN TO GET OUT AND INTERACT WITH THE STUDENTS. YESTERDAY I WAS ABLE TO SPEAK AT THE LEADERSHIP INSTITUTE AND SO TH THEME THIS YEAR WAS LEADING FORWARD FOR OUR STUDENTS.

AND SO THAT'S WHAT I'M LOOKING FORWARD TO DOING. AND THEN I'M GOING TO VISIT THE FREEDOM SCHOOL PROGRAM LATER THIS WEEK, AND I WANT TO MAKE SURE THAT EVERYONE IS AWARE OF THE HEREDIA-ARREGA RIBBON-CUTTING THIS SATURDAY AND HOPE THEY CAN ATTEND AND LATER THAT SAME AFTERNOON IS THE BACK-TO-SCHOOL FAIR AT THE ED CENTER.

SO IT'S BEEN BUSY BUT FUN GETTING OUT THERE AND GETTING TO KNOW EVERYONE.

>> AWESOME REPORT, AND WELCOME WORKING WITH YOU AND THIS GREAT COMMUNITY HERE.

[V. CONSENT ITEMS]

SARAH, COULD YOU PLEASE CALL THE ROLL?

>> ALL RIGHT, THAT MOTION CARRIES 3-0. ALL RIGHT, SO ACTUALLY, DOUG,

[VI.a. Start of Schools Report 2023-2024 Part 1 and Context Slides]

ASSOCIATE SUPERINTENDENT DOUG WILL PROVIDE THE CONTEXT FOR THE SLIDES.

>> HEY, GOOD EVENING, VICE PRESIDENT GRANT, ALL STAFF AND COMMUNITY WATCHING AT HOME.

IT'S GREAT TO BE HERE BECAUSE START OF SCHOOL IS A HUGE BENCHMARK FOR US.

THIS IS KIND OF THE UNOFFICIAL LIKE GRAND OPENING OF START OF SCHOOLS.

WE HAVE BEEN DOING A LOT SINCE MARCH, BUT TO BE HERE PRESENTING MEANS IT'S ALL HAPPENING, RIGHT? SO HERE WE GO. SO THE BOARD REPORT SHARES A LOT MORE INFORMATION THAN WHAT I COULD SHARE HERE IN SOME CONTEXT SLIDES.

SO FOR ANYBODY THAT WANTS LIKE THE FULL SCOOP, IT'S THERE. I WILL NOTE ONE CHANGE TONIGHT THE DISTRIBUTION DATE FOR SECONDARY COURSE SCHEDULE -- NOT THE ACTUAL SCHEDULE BUT THE COURSE LIST. THERE IS A NOTE THAT I WILL UPDATE THERE.

AND THEN THE OBJECTIVE TONIGHT, LIKE I SAID, IS JUST TO SHARE SOME INFORMATION.

THIS YEAR, AS I SHARED BACK IN FEBRUARY, WE'RE LOOKING AT 17,000 TO 18,000 STUDENT IN THE DISTRICT. WE ARE RIGHT ON TARGET AS OF TODAY.

WE ARE -- THIS IS AS OF LAST FRIDAY -- AS OF TODAY WE WERE AT FIVE STUDENTS BELOW PROJECTION.

THAT NUMBER IS GOING TO CONTINUE TO RISE OVER THE NEXT COUPLE OF WEEKS.

HOWEVER, WE'RE ALSO GOING TO IDENTIFY WHEN SCHOOL STARTS THERE ARE SOME STUDENTS THAT DON'T SHOW UP BECAUSE THEY HAVE MOVED. THIS IS GOOD NEWS.

WE STILL EXPECT WE'RE GOING TO BE ABOVE PROJECTION. WE JUST DON'T KNOW TO WHAT DEGREE. RIGHT NOW CLASS SIZES ARE LOOKING PRETTY GOOD, AND WE STILL HAVE SOME FTE YOU GUYS APPROVED BACK IN FEBRUARY THAT WE HAVE NOT TOUCHED, IF NEED BE, AND IF WE'RE ABLE TO HIRE AT THAT POINT. SO JUST A COUPLE UPDATES.

PRESCHOOL TK, PRESCHOOL, THERE'S STILL MORE SPACE AVAILABLE. TK, WE HAVE ADDED SIX NEW CLASSES THIS YEAR AND ENDED UP CLOSING A CLASS WE HAD PLANNED TO OPEN JUST BECAUSE OF DUE TO TEN ROLLMENT. HOWEVER, EVERY SCHOOL STILL HAS A TK PLAN FOR NEXT YEAR.

ARREGA HAS THREE COMPLETELY FULL TKS, WHICH IS GREAT TO START OFF.

KINDERGARTEN SPACE REMAIN, WHICH IS TYPICAL EVERY YEAR THROUGHOUT THIS TIME.

[00:10:03]

THEIR SOPHOMORE AND JUNIOR CLASSES ARE LITTLE SMALL COMPARED, BUT WE'RE LOOKING AT 600 KIDS IN THE FRESHMAN CLASS RIGHT NOW. SO WE'RE WATCHING THAT CAREFULLY AND CURRENTLY IT'S FOR IN-BOUNDARY NINTH GRADE, OPEN TO KIDS IN THE BOUNDARY.

SO FAR WE HAVE BEEN ABLE TO TAKE ALL SIBLINGS, WHICH IS GREAT. I WANT TO REMIND EVERYBODY THAT BIG, RED BOX IS NOT THAT WE DON'T WANT TO TAKE STUDENTS IN, BUT IF WE TO AND WE EXCEED CLASS SIZE LIMITS, THERE'S A $3 MILLION PENALTY, APPROXIMATELY, WE WOULD BE HIT WITH. WHEREVER PSSIBLE, WE WOULD OPEN A NEW CLASS WHERE WE WOULD MAKE ACCOMMODATIONS; BUT LIKE I SAID IN SOME CASES WE'RE LITERALLY OUT OF ROOMS. AS A GROWING DISTRICT, IT'S A GREAT THING FOR US TO BE A GROWING DISTRICT.

A LOT OF DISTRICTS ARE DECLIENTING SO IT'S GREAT WITH ALL THE BUILDING AROUND US SO IT'S A REALITY WE'RE GOING TO FACE FOR A WHILE. THE BEST THING WITH THAT JUST COMMUNICATING WITH FAMILIES UP FRONT AND AS EARLY AS POSSIBLE. WE HAVE SOME ENROLLMENT NIGHTS TO HELP FAMILIES IN CASE THEY CAN'T GET OFF WORK TO GET IN AND ENROLL WHEN SCHOOLS ARE OPEN DURING THE DAY. TONIGHT'S THE FIRST ONE SO OUR SCHOOL SECRETARIES ARE THERE TO HELP IF ANYBODY NEEDS TO COME IN AND ENROLL; AND IF NOBODY COMES IN TO ENROLL, THEY CAN GET A JUMP START ON OPENING THE OFFICE FOR THE YEAR AND GETTING PAPERWORK DONE.

SO IT'S BEEN A BIG HELP WE HAVE DONE OVER THE LAST YEARS. OUR NEW LOGO FOR HEREDIA-ARRIAGA SCHOOL, AWESOME. I WANTED TO PUT THAT OUT FOR ANYONE AND WITH THE GROUNDBREAKING SATURDAY, EVERYBODY WILL HAVE A MORE UP CLOSE AND PERSONAL LOOK.

BUT WE WANTED TO JUST INCLUDE SOME PICTURES FOR THE PUBLIC OF THE NEW SPACES LIKE OUR LIBRARY AND, FOR EXAMPLE, ONE OF THE TK/KINDERGARTEN CLASSROOMS, KIND OF WHAT THEY LOOK LIKE, THE GREAT VAULTED CEILINGS. THEY'RE JUST AWESOME. SO AWESOME, SOMETHING TO REPORT IS ALL CERTIFICATED POSITIONS FOR HEREDIA-ARRIAGA ARE FILLED FOR THIS YEAR, WHICH IS GREAT WHEN YOU'RE STARTING A SCHOOL. IN ADDITION, YOU GUYS AUTHORIZED BACK IN FEBRUARY US TO GO OUT AND TRY TO FIND FOUR TEACHERS FOR THE SUBSEQUENT YEARS SO FOR NEXT -- NOT THIS SCHOOL YEAR BUT THE NEXT SCHOOL YEAR -- ALL FOUR OF THOSE HAVE BEEN FILLED. AWESOME BENEFIT FOR THAT BESIDES HAVING THEM COLLABORATE AND BEING ABLE TO GET A JUMP START IS IF WE'RE SHORT A SUB ONE DAY, LET'S SAY, THESE TEACHERS CAN FILL IN AND ACTUALLY LEARNING AND MEETING THE KIDS THEY'RE GONNA TEACH THE FOLLOWING YEAR. SO IT'S LIKE A BEST-CASE SCENARIO.

12 OF OUR 15 CLASSIFIED POSITIONS HAVE BEEN FILLED, AND THERE WAS STILL A SECRETARY POSITION OPEN, ONE OF THEM; BUT THESE INTERVIEWS HAVE BEEN TAKING PLACE AND IN SOME CASES OFFERS ARE ALREADY OUT SO THE STAFFING THINGS ARE CHANGING DAILY AS WE GET PEOPLE IN AND SIGNED. WE HAVE AN IMMUNIZATION UPDATE. AS OF, WHAT, YESTERDAY -- OR MONDAY, I THINK -- 550 STUDENTS STILL HAVE TO TURN IN THEIR PAPERWORK.

THIS IS VERY TYPICAL. IN FACT, WE'RE WELL AHEAD. LAST YEAR AT THIS TIME, THERE WERE ABOUT 1300 STUDENTS WHO HADN'T TURNED IN IMMUNIZATION PAPERWORK.

THIS IS JUST STANDARD IMMUNIZATIONS, YOU KNOW, THE STUFF THAT THE STATE REQUIRES TO ENROLL IN SCHOOL, AND ALSO FOR SEVENTH GRADE THEY HAVE TO HAVE A TDAP SHOT, WHICH HAS BEEN AROUND FOREVER, HAVING TO DO THAT. WE HAVE THE HEALTH, A BUNCH OF HEALTH FAIRS. WE HAVE THE FAIR THIS SATURDAY, THE BACK-TO-SCHOOL FAIR, THE CLINIC OPEN EVERY MONDAY AND FRIDAY, SO THERE'S LOTS OF CHANCES FOR KIDS TO COME IN AND GET THAT. AND WE ALSO HAVE A LOT OF PHYSICAL CLINICS GOING ON, TOO, FOR SPORTS PHYSICALS. WE HAVE BEEN DOING TONS OF SPORTS PHYSICAL AND HAD THAT IN

A BOARD COMMUNICATION EARLIER -- >> QUICK QUESTION. AFTER THE MEETING, I WOULD LIKE TO ASK THE AMOUNT OF PEOPLE WHO STILL QUALIFY FOR ANY TYPE OF EXEMPTION, COULD THAT BE --

>> OH, THE NUMBER? >> YEAH. >> I DON'T HAVE THAT HANDY.

>> SURE. >> YEAH. >> THANKS.

>> IT'S NOT USUALLY A HUGE NUMBER. >> THANK YOU.

>> WE CAN DEFINITELY GET THAT. SO FOR STAFFING UPDATE, AS OF LAST FRIDAY, THERE WERE 27

[00:15:01]

IN ADDITION, WE HAVE 22 CLASSIFY IF POSITIONS THAT NEED TO BE FILLED.

AGAIN, INTERVIEWS ARE HAPPENING EVERY SINGLE DAY. JOB OFFERS ARE GOING OUT.

AND THE CHIEF ACADEMIC OFFICE, THIS IS LIKE A TOP PRIORITY WE'RE TRYING TO WORK ON.

SO HERE'S A LITTLE BIT MORE OF A BREAKDOWN. LIKE I SAID, IT'S A FEW DAYS OUT OF DATE. THREE OF THE SINGLE-SUBJECT TEACHERS HAVE BEEN HIRED SINCE THIS WAS POSTED FRIDAY. TWO OF THE ONES HIRED WERE SOCIAL SCIENCE AND ONE WAS ENGLISH. SO WITH THAT MEANS WE'RE DOWN TO ONE MATH, ONE ENGLISH, ONE SOCIAL SCIENCE TO FIND. SO YOU CAN SEE SOME OF THOSE THERE.

OUR FIRST DAY OF SCHOOL, AUGUST 10 FOR US -- OH, YEAH. SORRY.

>> THE NUMBER OF CERTIFICATED POSITIONS AND EVEN THE CLASSIFIED POSITIONS THAT ARE STILL LEFT TO BE FILLED, IT COULD BE COMMON SENSE, BUT WHAT HAPPENS IF THOSE POSITIONS DON'T ALL GET FILLED? ARE THERE -- FOR THE CERTIFICATED VACANCIES, DO WE,

YOU KNOW, BRING IN SUBSTITUTES? >> YEAH. SO FORTUNATELY THE BOARD, YOU GUYS APPROVED EARLIER IN THE YEAR TO CONTINUE THE LONG-TERM SUBS PIECE SO WE HAVE EXTRA SUBS ASSIGNED TO ALL THE SCHOOLS FOR THE YEAR. SO STAFF IS WORKING RIGHT NOW ON CONTINGENCY PLANS WHERE SUBS CAN BE IN PLACE UNTIL WE FIND SOMEBODY, IDEALLY NOT VERY LONG; BUT IF SO, THEY'RE ASSIGNED TO THAT SCHOOL SO THAT'S THE FIRST PRIORITY FOR THOSE.

ANYTHING ELSE YOU WANT TO ADD? >> I WOULD SAY FOR SOME OF THE SPECIALIST POSITIONS WE ALSO WILL FIND OURSELVES CONTRACTING IN SOME SITUATIONS TO SUPPORT WITH CERTIFICATED.

WHILE THEY MAY NOT BE CLASSROOM-BASED. >> YEAH.

>> OKAY. >> I WAS GOING TO WAIT UNTIL THE END BUT YOU SPOKE ABOUT SUBSTITUTES.

YOU SAY YOU HAVE SOME -- ARE WE GO TO BE GOOD THIS YEAR ON SUBSTITUTES?

>> MM-HMM. DO WE HAVE AN UPDATE? >> WE HAVE ABOUT 50 OF THE LONG-TERM SUBSTITUTES WE ASSIGN TO THE SITE AND WE CAN CONTINUE TO KEEP TRUSTEES ON THOSE

NUMBERS. >> THANK YOU. >> JUST SO EVERYONE KNOWS, NP3 STARTS AUGUST 1 -- THAT'S NEXT TUESDAY. SO WE HAVE BEEN WORKING THEIR SCHOOL TO TRY TO GET THINGS DONE EARLY FOR THEM. WE JUST REDID THEIR WHOLE PARKING LOT, RESLURRED IT, WORKING ON THEIR FIELD RIGHT NOW, AND WE HAVE DONE A LOT OF STUFF AROUND THE SCHOOL TO HELP THEM GET READY. AND OBVIOUSLY NATOMAS CHARTER AND WESTLAKE CHARTER ON THE NINTH, THE DAY BEFORE US. START TIMES, NO ADJUSTMENTS FOR THIS YEAR. EVERYTHING IS SIMILAR EXCEPT THE ONLY THING I WILL SAY -- I GUESS THE ONLY ADJUSTMENT HEREDIA-ARRIAGA ADD TO THE LIST.

IT WAS NOT THERE LAST YEAR. SO SOME SAFETY AND SAFE SCHOOL UPDATES.

THE PLANS THAT WERE APPROVED BACK IN JUNE ARE BEING NOW UPDATED WITH THE ACTION ALSO TAKEN BACK IN JUNE FOR THE LIMITED-ENTRY AT SOME SCHOOLS. YOU KNOW, WHERE IT'S POSSIBLE, WE STILL HAVE TWO ENTRYWAYS LIKE AT PASON VERDE WHERE IT'S FAR TO WALK AND KIDS WOULD HAVE TO BE ON THE STREET SO WE'RE WORKING AND COMMUNICATING. UPDATING SITE SAFETY SUPPLIES LIKE EVERY YEAR WITH BUCKETS AND SAFETY BUCKETS AND SUPPLIES THEY NED IN CASE OF AN EMERGENCY AND THEN GETTING READY FOR ALL THE EMERGENCY PRACTICES AND THING THAT WE DO AS WE START THE YEAR. SOME OF THE THINGS, ONE OF THE THINGS THAT REAL IMPORTANT IS WE HAVE MANDATED TRAININGS FOR STAFF EVERY YEAR INCLUDING WHAT TO DO IF THERE'S AN INCIDENT WHERE THERE'S LIKE A BLOODBORNE PATHOGEN OR SOMEBODY HURTS THEMSELVES ON ACCIDENT OR TRIPS OR WHATEVER THE REASON IS. STAFF GET THAT KIND OF TRAINING EVERY SINGLE YEAR.

SO IT'S A GOOD REFRESHER. STUDENT SCHEDULES. SO THIS IS WHERE I SAID I WOULD POINT OUT A CHANGE. IN THE REPORT POSTED ONLINE, WE -- DID MISTAKENLY PUT JULY 29, MONDAY, AS WHEN THE SCHEDULE DISTRIBUTION STARTS; IT'S ACTUALLY AUGUST 2, WEDNESDAY.

IT'S NOT A HUGE DEAL BUT IF SOMEBODY IS READING THAT, I WANT TO MAKE SURE THEY DON'T SHOW UP TO THE SCHOOL. CLASS LISTS FOR ELEMENTARY AND K ASSIGNMENTS WILL BE POSTED AT THE SCHOOLS AT 4:00 P.M. ON FRIDAY, AUGUST 4. HOWEVER, PARENTS SQUARE WILL SEND OUT INFORMATION SO A LOT COMING THROUGH WITH THAT. PRINCIPALS HAVE SHARED THIS IN PRINCIPAL LETTERS. AND THEN ONE THING TO NOTE FOR FAMILIES THAT MAY BE NEW: COURSE LISTS ARE POSTED STARTING AUGUST 2. THAT JUST SHOWS WHICH COURSES YOU'RE GOING TO TAKE IN CASE YOU NEED A SCHEDULE CHANGE. IT DOES NOT SHOW THE TEACHERS.

KIDS GET THAT AT THE HIGH SCHOOLS ON THE FIRST PERIOD ON THE FIRST DAY BECAUSE COUNSELORS AS THEY BALANCE CLASSES, THEY'RE MAKING CHANGES UP TO, YOU KNOW, IN REAL TIME.

SO WE JUST DON'T WANT TO THROW PEOPLE OFF BY SAYING YOU HAVE THIS TEACHER AND THEN IT

[00:20:04]

A LOT OF THINGS ARE HAPPENING, CONTRACTS, EVERYTHING BEING WORKED THROUGH, AND OUR PARTNERS ARE CALLING FAMILIES TO GET THEM SIGNED UP. THERE WAS A LOT OF INTEREST, LAST I HEARD OVER A THOUSAND PEOPLE THAT HAD EXPRESSED INTEREST FOR THE LEAP ACADEMY FOR THE FALL. AND THE POSITION FOR THE COORDINATOR TO SUPPORT THAT HAS BEEN HIRED. AND THE DIRECTOR POSITION IS POSTED AND I THINK IT CLOSES OR IT'S LIKE RIGHT ON THE VERGE OF THAT. SO THAT'S ALL MOVING FORWARD.

PARENT SQUARE UPDATE. I'M SURE YOU HAVE HEARD A LOT ABOUT PARENT SQUARE GOING OUT FROM THE DISTRICT ALL OVER OUR SOCIAL MEDIA, BUT AS OF WHEN WE DID THIS -- WHICH IS LIKE A WEEK AGO -- 39 PAID TRAININGS HAD BEEN ARTED, SITE ADMINISTRATORS HAD ALREADY RECEIVED REFRESHER TRAINING. WHEN I LEFT, THE LEADERSHIP INSTITUTE TO COME HERE SO I COULD MAKE IT IN HERE, THERE WAS A BIG PARENT SQUARE TRAINING FOR PRINCIPALS WHERE THEY WERE ACTUALLY LOGGING IN AND GET ADDITIONAL HELP. SO THAT'S ALL HAPPENING.

SO FAMILIES THAT ARE SIGNED UP WILL START GETTING A LOT OF INFORMATION THROUGH THERE, WHICT WILL HELP PEOPLE TO REALLY JOIN ON. HOPEFULLY THERE'S SOME FEAR OF MISSING OUT, FOMO, FOR NOT DOWNLOADING THE APP RIGHT AWAY. HOPEFULLY THEY WILL DO THAT, AND WE HAVE SOME INFORMATION FOR PARENTS ON WHY TO JOIN AND YOU CAN SEE WE HAVE THIS POSTED AT ALL OUR SCHOOLS, A PICTURE FROM HERON. IT'S ALL POSTED UP FRONT.

STADIUM SCORE BOARDS OUT THERE. THEY'RE UP. SO I KNOW THEY'RE WORKING ON THE LAST FEW THINGS. WE'VE ACTUALLY NOTICED THAT THE ELECTRONICS THAT CONTROL THEM& ARE VERY HEAT-SENSITIVE SO NOW WE HAVE -- NEXT PROJECT I GOT TO WORK ON, WE HAVE TO GET AIR-CONDITIONING UNITS INSTALL IN THOSE PRESS BOXES TO KEEP COOL ENOUGH SO WE DON'T RUIN ANY OF THE EQUIPMENT, BUT IT'S GREAT TO SEE THIS. IT'S GOING TO BE GREAT.

IT DOESN'T SHOW IT HERE, BUT COMPARED TO THE OLD ONES, THEY'RE GIGANTIC.

IT WILL BE REALLY NEAT TO KICKS OFF THE SEASON WITH THOSE SO GOOD WORK TO OUR FACILITIES TEAM. THIS IS TOTALLY OUT OF DATE; I WAS OUT HERE TODAY.

THIS IS THE NEW TURF AND TRACK AT NATOMAS MIDDLE. THE FIELD LOOKS MOSTLY, I THINK IT'S ALL THERE, AND THEN THEY'RE WORKING ON THE TRACK TODAY. THEY WERE DUMPING A LOT OF WORK INTO IT SO OUT THERE, WORKING ON THAT. NATOMAS HIGH SCHOOL FIELD, EVERY TIME YOU DRIVE DOWN, IT'S COMING ALONG, IT'S A LOT OF WORK AND EXPECT IT WILL BE DONE IN TIME FOR BASEBALL AND SOFTBALL AS WE GET INTO AFTER THE HOLIDAY SEASON INTO THE START OF SPRING. INDERKUM OFFICE AND PERIMETER UPGRADES ARE GOING ON.

IF YOU GET OVER THERE, YOU WILL SEE WORK IS HAPPENING. THEY'RE STILL GO.

WE WILL MAKE IT BEFORE SCHOOL STARTS BUT, YOU KNOW, THERE'S STILL GOING TO BE STUFF HAPPENING TO CATCH UP ON THAT. AND THEN THE HEALTH CLINIC, THERE'S A BUILDING THERE NOW.

IT'S NOT FINISHED, BUT THERE'S DEFINITELY A BUILDING THERE NOW WHEN YOU GO TO NATOMAS HIGH.

YOU'LL SEE SO IT THAT'S GREAT TO SEE. WITTER RANCH FOR TRUSTEE GRANT, HERE'S THE ONE PICTURE THAT WE HAVE PUT IN UP HERE OF PAINT DRYING.

IT'S OUR ANNUAL HAVE-TO-TO DO-IT SO HERE'S PAINT DRYING AND A PICTURE OF THE LIBRARY BEING

REMODELED. >>

>> IT'S JUST FOR TRADITION SAKE AND THEN PATH TO SUCCESSFUL COMMUNICATION UPDATED FOR THIS YEAR WITH THE NEW INFORMATION AND ALL THE PRINCIPALS UPDATED. AND REACHING OUR FAMILIES.

AND ONE NICE THING CCS PUT TOGETHER -- IT'S NOT IN HERE -- A LIST WHERE IT'S POINT TO YOUR LANGUAGE. I THINK THERE'S LIKE 52 DIFFERENT LANGUAGES ON IT AND WHEN PEOPLE COME IN, THEY CAN POINT TO WHICHEVER LANGUAGE IS THEIRS AND A NUMBER STAFF CAN CALL TO CONNECT THEM WITH SOMEBODY RIGHT THERE ON THE S SPOT.

>> THAT'S REALLY HELPFUL. YEAH, THAT IS, BECAUSE A LOT OF PARENTS DON'T KNOW THE PROCESS.

>> YEAH. >> SOMETIMES IT FEELS LIKE THEY SKIP STRAIGHT TO STEP 5 AND A LOT OF STUFF CAN BE HAPPEN AND CAN BE SOLVED BETWEEN 1 AND 3 SO THAT'S GOOD THAT'S THERE; THANK

YOU. >> AND IT CONNECTS THEM TO -- WHAT IS IT?

LANGUAGE LINK. >> LANGUAGE LINK. >> YEAH.

>> I HAD A CHANCE TO SITE FIRST-HAND WHEN I WAS IN THE OFFICES HERE.

IT'S REALLY, REALLY BIG. >> YEAH. >> YOU CAN'T MISS IT.

>> YEAH, SUPER HELPFUL. AND SO THAT'S THAT FOR NOW. WE'LL BE BACK AUGUST 16 WITH AN

[00:25:07]

LOOKING FORWARD TO IT. >> ALL RIGHT. WELL, QUESTIONS?

>> NO REAL QUESTIONS. IF YOU COULD GO BACK TO THE BEGINNING YOU SAID FTE --

>> OH, YEAH. >> JUST FOR THOSE IN THE AUDIENCE, IF YOU CAN EXPLAIN TO

THE AUDIENCE WHAT FTE IS. >> SORRY. I DON'T WANT TO MAKE ANYBODY SICK; MOVING SO QUICK -- DID I PASS IT? I'M SORRY.

OH, OKAY. >>

>> FTE STANDS FOR FULL-TIME EQUIVALENT. FOR EXAMPLE, 1.0 FTE MEANS YOU SOME PEOPLE HAVE REDUCED ASSIGNMENTS, MAYBE 0.6, AND THEN OTHER PEOPLE MIGHT BE ON A 1.2

IF THEY WORK AN EXTRA DAY LIKE EXTRA LONG DAY. >> THANK YOU VERY MUCH.

>> GOOD QUESTION. >> THANK YOU, TRUSTEE MORA. >> SO A QUESTION ABOUT THE SITE SAFETY SUPPLIES? JUST OUT OF CURIOSITY, ARE THERE, FOR THE HIGH SCHOOLS, I GUESS IT WOULD BE MORE APPROPRIATE. ARE THERE ANY NAXALONE, NARCAN

KIT IN THERE? >> YEAH. >> OKAY.

>> SO WE HAVE BEEN APPROVED. I THINK WE HAVE 40 DOSES ON HAND AND HAVE TO DISTRIBUTE TO ALL THE SCHOOLS PLUS BUSES. WE HAVE DONE LOTS OF -- ANTHONY AND HEALTH TEAM HAVE DONE A LOT OF TRAININGS TO DIFFERENT PEOPLE WORKING IN THE DISTRICT, VOLUNTEERS AS WELL.

SO, YEAH, IT'S AVAILABLE EVERYWHERE SO YEAH, AND IT WILL CONTINUE TO BE.

>> ALL RIGHT. I'M NOT SEEING ANY FURTHER QUESTIONS FROM BOARD MEMBERS SO

DOUG, THANK YOU SO MUCH FOR THIS WONDERFUL UPDATE. >> YEAH, THANK YOU.

>> IT'S GREAT TO SEE ALL THE WONDERFUL THINGS HAPPENING AROUND NATOMAS.

>> AWESOME. THANKS. >> ALL RIGHT, NEXT UP IS A

[VI.b. Literacy Plan: Using our Data to Guide Next Steps with Context Slides]

SLIDES. HEY, THERE. >> HI.

THIS IS VERY BRIEF. I THINK THERE'S ABOUT FIVE OR SIX SLIDES, AND IT IS REALLY INTENDED TO FOCUS A LITTLE MORE ON SOME VISUALS, BIG PICTURE, FOR WHERE WE ARE HEADED WITH OUR WRITING WORK. SO THE 22-23 SCHOOL YEAR WE FOCUSED ON INFORMATIONAL WRITING AND WAS A PILOT YEAR AS WE WERE LAUNCHING COMMON, GRADE-LEVEL RUBRICS, WRITING GLOSSARY, AND STARTED DIVING INTO INITIAL CALIBRATION FOR TEACHERS ON HOW TO USE THE RUBRIC AND THEN WE DID FOUR ASSESSMENTS WITH STUDENTS -- PRE-ASSESSMENT, POST-ASSESSMENT.

WE DID TWO CYCLES OF THAT. AND WE HAD ESTABLISHED SOME GOALS PRIOR TO GOING INTO THIS WORK, AND THIS WAS WORK THAT WAS IDENTIFIED BY TEACHERS. YOU MAY RECALL WE SHOWED DATA FROM OUR STUDENTS AND PARENTS AS WELL WHERE THEY SAID WRITING IS AN AREA THEY REALLY BELIEVE THEY NEED ADDITIONAL SUPPORT WITH. SO WE HAD FOUR GOALS, AND OUR FIRST GOAL WAS RELATED TO OUR ELA ASSESSMENT WITH CASK AND OUR DESIRE WAS TO SEE ACROSS THE DISTRICT 3% GROWTH.

THAT GOAL WAS NOT MET. WE WILL BE COMING BACK WITH ADDITIONAL INFORMATION ON CAASPP AS A WHOLE. I WILL TELL YOU A COUPLE OF THINGS THAT ARE -- THEY LOOK PROMISING. A PART OF THE CAASPP ASSESSMENT IS WHAT IS CALLED A PERFORMANCE TASK, AND THAT IS A WRITING ASSIGNMENT THAT IS GRADED ON A RUBRIC, FOUR-POINT RUBRIC; AND WE HAVE A FOUR-POINT RUBRIC FOR INTERNAL ASSESSMENTS. ONE AREA OF INTEREST IN THE FIRST YEAR WAS SOME ALIGNMENT AS WE LOOK AT STATE STANDARDS. AND WE ARE LOOKING AT SOME PROMISING DATA AROUND THE CORRELATION BETWEEN HOW STUDENTS ARE SCORING ON OUR INTERNAL RUBRIC WHEN COMPARED TO THE CAASPP RUBRIC. SO THAT SOMETHING WE'RE LOOKING FORWARD TO COMING BACK AND SHARING MORE INFORMATION ABOUT. IN ADDITION, WHEN WE TALK ABOUT GROWTH, IT'S VERY COMMON FOR US TO TALK ABOUT GROWTH AS FAR AS STUDENTS MEETING PROFICIENCY, SCORING A THREE OR HIGHER ON THE CAASPP ASSESSMENTS. ONE OF THE THINGS WE'RE DIGGING INTO RIGHT NOW IS ACKNOWLEDGING STUDENTS THAT HAVE GROWN. MAYBE THEY WERE AT A ONE AND HAVE GROWN TO A TWO. THAT WON'T SHOW AS PROFICIENCY WHEN SCORED ON THE CAASPP ASSESSMNT; HOWEVER, IT IS GROWTH FOR OUR STUDENTS SO OUR TEAM IS LOOKING AT SOME WORK RIGHT NOW THAT SHOWS INDIVIDUAL STUDENT GROWTH THAT WE WOULD LIKE TO COME BACK AND SHARE WITH YOU. THE OTHER THREE ELEMENTS YOU'LL SEE, THESE WERE GOALS THAT WERE MET, AND IT'S TALKING ABOUT STUDENTS PARTICIPATING IN ON-DEMAND INFORMATIONAL WRITING ASSESSMENTS AND HAVING GROWTH IN THE INFORMATIONAL WRITING ASSESSMENTS THEY DID, AS WELL AS

[00:30:02]

IN ADDITION, WE WANTED 95% OR MORE OF THE CLASSROMS TO SCORE AND INPUT THOSE WRITING ASSESSMENTS. A LOT OF KUDOS TO OUR TEACHING STAFF LAST YEAR.

THEY DOVE IN AND WERE VERY COMMITTED TO IMPLEMENTING THESE ON-DEMAND WRITING ASSESSMENTS AND DOING THE SCORING AND ATTENDING TRAININGS TO LEARN HOW TO SCORE AND CALIBRATE WITH OUR COLLEAGUES. SO A LOT OF APPRECIATION FOR THE WORK THAT WAS DONE, AND JUST TO BE CLEAR, WHEN WE TALK ABOUT STUDENTS AND TEACHERS, WE'RE TALKING ABOUT TK-NINTH GRADE AS WELL AS 11TH. THOSE WERE THE GRADES ASSESSED AND ABOUT 8,000 STUDENTS? MAYBE A LITTLE UNDER THAT? SO A SIGNIFICANT PORTION OF OUR DISTRICT.

ONE OF THE THINGS WE WANTED TO TALK ABOUT AS WE WERE LOOKING AT MOVE INTO OUR OFFICIAL YEAR ONE OF THIS WRITING PLAN, THERE'S A THEORY CALLED FUSION OF INNOVATION.

I DIDN'T MAKE IT UP. NEITHER DID MY TEAM, BUT IT'S THE CONCEPT AROUND WHAT IT TAKES FOR CHANGE TO OCCUR. SO THERE ARE THESE NAMES, PEOPLE -- THEY'RE CALLED INNOVATORS, PEOPLE READY TO JUMP IN RIGHT AWAY. YOU HAVE EARLY ADOPTERS AND THEN AN EARLY AND LATE MAJORITY AND THEN LATE-COMERS. I WILL PUT IT IN VERY PLAIN LANGUAGE THAT HELPS ME UNDERSTAND IT BETTER. IF YOU THINK ABOUT WHEN THE NEWEST IPHONES WERE BEING ROLLED OUT AT BEGINNING, THERE WERE THOSE PEOPLE THAT SIGHT UNSEEN WERE AT THE DOOR, WAITING TO BUY IT BECAUSE IT WAS THE NEW TECHNOLOGY; IT WAS THE LATEST AND GREATEST. THEY DIDN'T CARE WHETHER OR NOT THERE WAS BUGS; THEY JUST NEEDED

TO HAVE TECHNOLOGY. >> RIGHT. >> THEY'R INNOVATORS AND READY TO DIVE IN RIGHT AWAY. THEN THERE ARE THOSE THAT, "I'M GOING TO WAIT FOR THE FIRST VERSION OF THE SOFTWAE BECAUSE I KNOW THERE'S GOING TO BE BUGS AND FIXES AND I KNOW WITHIN A COUPLE OF WEEKS THEY WILL FIGURE IT OUT. I WILL TALK MY FRIENDS THE INNOVATORS AND FIGURE OUT WHAT THEY'RE DOING WITH THEIR NEW PHONES." THEY WILL DIVE IN, YOU KNOW, PRETTY EARLY ON. THEN YOU START TO TALK ABOUT THE PEOPLE THAT MAY WAIT FOR THE SECOND VERSION OF THE IPHONE WHERE REALLY A LOT OF KINKS ARE WORKED OUT AND THEY HAVE GOTTEN TO TALK TO THAT LOT OF PEOPLE ABOUT HOW THEIR INITIAL EXPERIENCE WAS THE IPHONE. SO THEN YOU TALK ABOUT YOUR EARLY MAJORITY.

THEN LATE MAJORITY. AND HONESTLY THERE ARE PEOPLE I KNOW THAT STILL HAVE THE OLD FLIP PHONES, THE NOBODY YEAH, YOU KNOW, THE WALKIE-TALKIE PHONES.

"HEY, LISTEN, THIS IS SCARY; I DON'T WANT ANYTHING TO DO WITH THIS." SO THAT, FOR ME, HELPS ME UNDERSTAND THAT JUST BECAUSE WE HAVE GOOD IDEAS AND JUST BECAUSE PEOPLE ARE SAYING THAT WRITING IS AN AREA WE NEED SUPPORT IN NATO MARKS THERE WAS AGREEMENT IN OUR COMMUNITY, IT DOESN'T MEAN THAT EVERYBODY IS BYING TO IMMEDIATELY JUMP ON BOARD RIGHT AWAY AND GOING TO DIG INTO THE WORK AT THE SAME LEVEL. SO WHEN WE LOOKED AT OUR FIRST YEAR, WE ANALYZED OUR CERTIFICATED TEACHING STAFF THAT PARTICIPATED IN VOLUNTARY TRAININGS ON WRITING. I DID NOT MAKE THIS NUMBER UP. 16% OF OUR TEACHING STAFF PARTICIPATED IN A VOLUNTARY TRAINING ABOUT WRITING INSTRUCTION.

THAT WAS NOT JUST ABOUT A GRADING RUBRIC. IF YOU PUT TOGETHER THE INNOVATORS AND EARLY ADOPTERS, YOU ADD THOSE TWO NUMBERS TOGETHER IN DIFFUSION OF INNOVATION THEORY, IT'S 16%. EH, IT WAS KIND OF FUNNY. SO THEN YOU SEE THERE'S A LITTLE BIT OF A GAP BETWEEN THE EARLY ADOPTERS AND EARLY MAJORITY. AND THAT REALLY IS THAT CHASM.

HOW DO YOU START TO GET THAT CRITICAL MASS OF PEOPLE ON BOARD? THAT IS THE WORK OF 23-24. AND WE SOUGHT A LOT OF FEEDBACK AND WORKED CLOSELY WITH NTA LEADERSHIP AS THEY WERE TALKING WITH US THROUGH THIS AND SAW A LOT OF FEEDBACK FROM TEACHERS.

ONE OF THE THINGS THEY SAID THEY NEEDED WAS, "WE REALLY NEED THAT PRACTICAL INSTRUCTION.

ONCE WE KNOW WHERE A KID IS STRUGGLING WITH WRITING, WHAT IS THE PROCESS THAT WE GO THROUGH TO HELP THEM IMPROVE THAT WRITING TO A FINAL VERSION. " SO REALLY WHAT WE'RE TALKING ACT THIS YEAR IS INFUSING THE SYSTEM FOR OUR TEACHERS AROUND QUALITY WRITING INSTRUCTION, BEST PRACTICES, MODEL LESSONS; AND WE ARE GONNA CONTINUE OUR FOCUS WITH INFORMATIONAL WRITING. WE THINK IT'S REALLY IMPORTANT TO MAINTAIN, SUSTAIN THAT FOCUS. AND OUR GOAL BY THE END OF 23-24 IS THAT WE WILL HAVE GOTTEN OVER THE HUMP AND GOT INTO KIND OF THAT LATE MAJORITY, REALLY STARTING TO GET TO CRITICAL MASS, A LITTLE OVER 50% OF OUR STAFF THAT HAVE BEEN THROUGH QUALITY WRITING INSTRUCTION TRAINING. SO THIS IS JUST A VISUAL OF SOMETHING WHERE WE VISIT OVER TIME, AND YOU'LL START TO HEAR US TALK MORE AND MORE ABOUT THE PERCENTAGE OF STAFF BEING

TRAINED OUTSIDE OF HOW TO USE A GRADING RUBRIC. >> QUICK QUESTION -- THIS IS FROM A VOLUNTARY STANDPOINT? WE'RE ASKING TEACHERS TO TAKE THIS INSTRUCTION?

>> THIS YEAR, THAT'S IT. EXCELLENT QUESTION. THANK YOU.

THIS YEAR WE WILL FOCUS ON BOTH IT THE SCHOOL DAY AND THEIR CONTRACTUAL A TIME SO THERE WILL

[00:35:01]

BE A VARIETY OF OPTIONS. >> YEAH, I GOT JUST TO BE HONEST -- I DON'T THINK IT SHOULD BE

VOLUNTARY. >> THAT'S RIGHT. >> MAYBE I'M OLD SCHOOL, BUT THIS IS A CRISIS. IT WOULD BE LIKE ASKING A FIREFIGHTER IF HE WANTS TO PASS BY AND PUT OUT A FIRE. JUST MY TWO CENTS. MAYBE I'M OLD SCHOOL; I DON'T

KNOW. >> I WILL TALK ABOUT IT IN A SECOND AND WILL GET AT THAT.

THANK YOU. CCLI IS A PROCESS WE USE IN NATOMAS UNIFIED AND LIKE I SAID, SEEKING A LOT OF FEEDBACK AND REALLY UNDERSTANDING WALKING CLASSROOMS, LOOKING AT EVIDENCE OF WRITING INSTRUCTION AND TALKING WITH STAFF ABOUT WHAT THEY FEEL THEY NEED HAS LED US TO DEVELOP A DEEPER PLAN FOR THIS COMING YEAR. SO REALLY WE STARTED LOOKING AT WHAT ARE THE INPUT THAT ARE NECESSARY TO SEE LITERACY IMPROVEMENT? AND WHEN I SAY "LITERACY," THAT'S NOT JUST WRITING. IT ENCOMPASSES READING AND WRITING AND DEFINITELY IS MORE THAN THAT. HOWEVER, THROUGH THE THING THAT WE'RE DOING, WE ARE LOOKING AT INCREASING WRITING SUCCESS IN ADDITION TO THE OTHER WORK THAT WE DO WITH OUR STUDENTS. SO AS WE LOOK AT THESE INPUTS, THE TWO BLUE -- I SHOULD HAVE SHIFTED ONE UP; SORRY. THE TWO BLUE -- WE HAVE THE FOCUSED TEACHER INSTRUCTION AND SUPPORT. WHEN WE USE THE WORD "FOCUS" WITH TEACHER INSTRUCTION, THAT IS ABOUT GIVING THEM THAT SUPPORT WITH PLANNING, COLLABORATING, LEARNING HOW TO SCAFFOLD INSTRUCTION, AND BUILD STUDENT SKILLS; HOW TO ASSESS AND KNOW WHAT TO DO WITH IT; COLLABORATING WITH THEIR GRADE-LEVEL TEAMS TO TALK ABOUT BEST PRACTICES.

AND THAT IS AN AREA WHERE, FROM A DISTRICT PERSPECTIVE, WE ARE GONNA PROVIDE A LOT OF TRAINING AND SUPPORT. NEXT WEEK WE HAVE AN ORGANIZATION WE'RE WORKING WITH COMING IN. IS IT 330 SEATS PER GRADE LEVEL, TEAMS FOR GRADE-LEVEL TEAMS, TRAINING FOR WRITING; AND THEY WILL COME BACK DURING THE SCHOOL YEAR FOR MULTIPLE CYCLES SO THERE WILL BE A REPEAT OF THIS, WHAT IS OBVIOUSLY A VOLUNTARY CYCLE BECAUSE IT'S DURING SUMMERTIME. THEN THEY WILL BE COMING BACK DURING THE SCHOOL YEAR, AND WE WILL BE WORKING WITH THEM TO MAKE SURE THAT OUR TEACHERS, THE RELEVANT TEACHERS, ARE GETTING TRAINED. SO IT WILL NOT JUST BE VOLUNTARY AFTER HOURS.

IN ADDITION, WE WILL LEVERAGE OUR OCTOBER PD DAY. WE HAVE OTHER THINGS -- WE CALL THEM OUR ESTER DAYS BUT IT'S EARLY RELEASE DAYS. WE HAVE FIVE THIS YEAR.

THOSE WILL BE FOCUSED ON HOW WE PROVIDE TRAINING FOR WRITING INSTRUCTION.

SO THERE'S A VARIETY OF THINGS FROM A DISTRICT LENS THAT WE ARE WORKING TOWARDS, AND I WILL TELL YOU, WORKING ON BEING CREATIVE AS WE LOOK AT STAFFING SHORTAGES AND SUBSTITUTE SHORTAGES, YOU KNOW, FOR ABSENCES DURING THE YEAR. THAT IS A REAL CONSIDERATION AND WE ARE TRYING TO PLAN A VARIETY OF WAYS THAT WE CAN STRATEGICALLY SUPPORT TEACHERS DURING A WORK DAY WITH TRAINING. THEY ARE IN THE CLASSROOM WORKING WITH TEACHERS. THEY ARE EVALUATING DATA WITH TEACHERS, COLLABORATING, SPLITTING UP CLASSROOMS, DOING, YOU KNOW, DIFFERENT INSTRUCTION WITH STUDENTS, AND THEN THEY ALSO ARE DOING SOME JOB-EMBEDDED PD. THEY'RE DOING -- THEY HAVE AN EXTENDED DAY. THEY HAVE A LITTLE BIT LONGER DAY THAN A TEACHER SO THEY ARE DOING AFTER SCHOOL WORK WITH STUDENTS; BUT THEY REALLY ARE FOCUSING ON WORKING WITH AND ALONGSIDE TEACHERS WITH WRITING INSTRUCTION. WE HAVE TWO YELLOW CIRCLES AND YOU SEE THE WORD "SITE."." THOSE ARE REALLY SITE-BASED A AREAS SO TRUSTEES, YOU APPROVED SOME DECENTRALIZED FUNDS FOR SOUR SITES TO USE. THEIR GOAL WAS TO IDENTIFY NEEDS ON THEIR CAMPUSES IN ALIGNMENT WITH THEIR CULTURE AND TO START IMPLEMENTING, LIKE MANY GRANTS, TEACHERS CAN COME UP WITH IDEAS. "HEY, WE TALKED AS A GRADE LEVEL AND BELIEVE THESE NEED TO BE IMPLEMENTED IN A SHORT CYCLE TO EVALUATE AND DETERMINE IF IT'S SUCCESSFUL, AND THEN WE CAN MAYBE LOOK AT WHAT WE CALL SCALING UP." BUT, YOU KNOW, IMPLEMENTING IT ON A LARGER SCALE WITH MORE STUDENTS BEING IMPACTED.

YOU'RE HEARING THINGS LIKE AMIRA, IXL, I READY, INVESTMENT TRUSTEE APPROVED IN LIBRARY BOOKS AND READING. SO THERE ARE MANY THINGS AT THE SITE LEVEL THAT ARE INTENDED TO BE AN EXTENSION OF CLASSROOM INSTRUCTION THAT, AS YOU SEE, YOU KNOW, THE READING LIBRARY BOOKS -- AGAIN, IT'S NOT JUST ABOUT WRITING BUT WRITING IS A REALLY GOOD WAY TO APPROACH SUPPORTING STUDENTS WITH BOTH WRITING AND READING. AND THEN YOU SEE, AGAIN, IN YELLOW, THE SITE COLLABORATION AND STAFF TIME. OUR PRINCIPAL HAVE THE OPPORTUNITY TO MEET WITH THEIR STAFF ONCE A MONTH IN A STAFF MEETING AND SO THEY CAN USE THAT TIME FOR SOME TARGETED FOCUSED PD. IN ADDITION, THE OTHER WEEKS OF THE MONTH, STAFF ARE MEETING IN& COLLABORATION WITH EACH OTHER; AND SO THOSE, AGAIN, ARE OPPORTUNITIES FOR THEM TO STAY FOCUSED ON THE DATA AND MONITORING AND WHAT THEY'RE

[00:40:03]

ONE OF THE PIECES OF FEEDBACK WE HEARD FROM OUR PARENTS LAST YEAR IS SOME WERE SAYING, "GOSH, I DIDN'T REALLY KNOW THAT -- I CAN DIDN'T REALLY HEAR A LOT FROM MY TEACHER ABOUT FOCUS ON WRITING IN THE CLASSROOM" OR "I WASN'T SEEING THE RUBRIC COMING HOME WITH FEEDBACK ABOUT HOW MY STUDENT WAS DOING AND HOW THEY COULD IMPROVE." WHEN WE LOOKED AT THE NUMBERS OF STAFF GOING BACK TO THE BELL CURVE, I WOULD IMAGINE THAT ABOUT 84% OF THE CLASSROOMS DID NOT BECAUSE YOU'RE TALKING ABOUT 16% WERE REALLY DIVING INTO THAT TRAINING AND WERE PROBABLY IMPLEMENTING IT AT A DEEPER LEVEL. SO THAT IS AN AREA THIS YEAR WE REALLY WANT TO GRAB AHOLD OF. IF YOU WILL RECALL IN MAY WE SENT OUT OUR LEARNING RECOVERY AND INTERVENTION GUIDE, OUR SECOND ITERATION OF IT; AND IN THE CENTER OF THAT WE'RE ACTUALLY TWO GRADE-LEVEL RUBRICS THAT WERE CAMPS FOR WHERE THE STUDENT CURRENTLY WAS AND THEN THE NEXT LEVEL FOR HOW THEY COULD, PARENTS COULD EXPECT TO BE TALKING ABOUT WRITING WITH THEIR STUDENTS AND THEN TEACHERS. SO THAT IS A RAE GREAT WAY.

WE WILL SEND OUT -- WE'RE LOOKING AT TWO FOR THIS YEAR AND THERE MIGHT BE POTENTIAL FOR A THIRD; BUT THAT IS GOING TO BE A GREAT PLACE FOR US TO TAKE THE MULTIPLE MEASURE THAT WE HAVE TO LEARN ABOUT HOW STUDENTS ARE DOING AND SHARE THAT BACK WITH PLACE, AN OPPORTUNITY TO LOOK AT A BROADER PICTURE, NOT JUST LOOKING AT A CAASPP SCORE OR INTERNAL WRITING ASSESSMENT.

SO IT WILL BE AN OPPORTUNITY TO LEARN MORE ABOUT THEIR STUDENT. WE HAVE A LITERACY WEBSIT.

CAFE IS A GREAT PARTNER WITH SUPPORTING US WITH GETTING COMMUNICATIONS AS WELL AS TRAININGS OUT TO FAMILIES. YOU KNOW THAT WE SURVEY. WE REALLY TRY TO GET FEEDBACK FROM FAMILIES AND TRY TO USE THAT AS AN EDUCATIONAL TOOL FOR WHAT WE TRY TO ACCOMPLISH IN THE DISTRICT. WE'VE DONE LITERACY NIGHTS FOR FAMILIES, AND THEN OUR FOCUS AND TRUSTEE INVESTMENT ON LEARNING RECOVERY. SO THOSE ARE REALLY WAYS THAT WE ARE TRYING TO ENGAGE WITH FAMILIES AND SUPPORT THEM. I THINK YOU KNOW THAT FOR OUR ELEMENTARY STUDENTS WE DO TRIMESTER ONE PARENT CONFERENCES SO THAT'S AN OPPORTUNITY WHERE FUTURERS ARE SITTING DOWN AND HAVING TARGETED CONVERSATIONS WITH PARENTS ABOUT HOW THEIR STUDENTS DOING, NOT JUST IN WRITING, BUT OVERALL. AND WE ARE CONTINUING TO EVALUATE OUR PRACTICES TO MAKE SURE THAT THE THING THAT WE'RE DOING ARE ALIGNING AND MAKE SENSE FOR OUR PARENTS FOR WHAT THEY'RE SEEING AND HEARING FROM THEIR STUDENT WHEN THEY GET HOME. SO THAT IS FIVE INPUTS WE REALLY ARE FOCUSED ON THIS YEAR TO PROPEL US FORWARD, AND AS WE LOOK AT 23-24, WE HAVE A FEW GOALS THAT WE'RE TALKING ABOUT.

WE DO WANT TO SEE INCREASE ON CAASPP. THAT'S ONE MEASURE BUT SOMETHING WE BELIEVE THAT IS THE RIGHT WORK AS A PART OF OUR BIGGER SYSTEM ASSESSMENTS.

AND WE ARE GONNA CONTINUE THAT FOCUS ON INFORMATIONAL WRITING, LIKE I SAID.

THERE WILL BE MULTIPLE WRITING CYCLES THAT WE'RE LOOKING AT. THE BOARD REPORT TALKS A LITTLE MORE ABOUT THAT, BUT REALLY HONING IN ON HAVING AN INITIAL WRITING ON-DEMAND WRITING PRODUCT FROM STUDENTS AND SPENDING SEVERAL WEEKS OF INSTRUCTIONAL TIME TO SUPPORT STUDENTS THE WRITING PROCESS AND BEING ABLE TO PROCESS A REVISED, IMPROVED FINAL DRAFT SO WE'RE LOOKING AT A FEW ROUNDS OF THAT THIS YEAR. AND THEN, OF COURSE, USING THOSE COMMON GRADE RUBRICS. WE ARE ALSO LOOKING AT, WE TALKED ABOUT ARGUMENTATIVE AND STARTED A PILOT LAST YEAR. IT'S SOMETHING WE'RE LOOKING AT DELVING INTO THIS YEAR AS WELL AND RIGHT NOW, WE'RE EVALUATING THROUGH CCLA PROCESS WHERE WE START INFUSING THAT MORE DISTRICT-WIDE ALONG WITH SUSTAIN THAT FOCUS ON INFORMATIONAL WRITING.

SO SOME BIG-PICTURE NOTES ON THE PLAN -- AGAIN, THE BOARD REPORT HAS FURTHER DETAILS, AND WE ARE REALLY LOOKING AT HOW OUR INTERNAL WRITING ASSESSMENTS ALIGN WITH STATE ASSESSMENT AND THEN THE OTHER INVESTMENTING THAT WE'VE MADE THROUGH I READY, IXL, AMIRA.

THOSE ALL GIVE US DIFFERENT LOOK AT HOW OUR STUDENTS ARE DOING AND HOW THEY'RE MAKING PROGRESS AND REALLY CREATE OPPORTUNITIES FOR US TO COMMUNICATE WITH FAMILIES, HOW THEIR STUDENTS ARE DOING. THERE ARE REPORTS THAT WE CAN PROVIDE THAT OUR TEACHERS HAVE IMMEDIATE ACCESS TO THAT WE DO AT THE DISTRICT LEVEL SO THAT'S ALL WORK THAT WE ARE DILIGENTLY FOCUSED ON THIS YEAR BECAUSE WE AGREE THAT THIS IS A VERY IMPORTANT BODY OF WORK FOR OUR STUDENTS. I DON'T HAVE A QUESTION SLIDES, BUT QUESTIONS?

>> THANK YOU. JUST A QUICK QUESTION: SO I DO GET E-MAILS ONCE IN A WHILE FROM STAKEHOLDERS -- I DON'T TRY TO SET PEOPLE UP. NATOMAS BLACK UNITED SENT ME A LIST OF QUESTIONS. SOME ARE FAIR AND SOME ARE IN CONTEXT.

[00:45:03]

NUMBER? >> SURE. WE KNEW WE WERE SETTING OUT A NEW BODY OF WORK, AND I DON'T THINK THERE'S A SILVER BULLET, SO TO SPEAK.

ONE THING THAT'S GOING TO IN ITS FIRST YEAR DRAMATICALLY IMPROVE ACHIEVEMENT.

SO WE WERE TRYING TO BE FAIR AND REALISTIC ABOUT THE SCOPE OF IMPACT, IF WE UNDERSTAND ABOUT 16% OF OUR TEACHERS ARE INVOLVED IN THOSE VOLUNTARY TRAININGS AND REALLY DIG INTO THE WORK; AND IF WE'RE ABOUT -- WE'RE REALLY WORKING ON CALIBRATE ON A COMMON RUBRIC AND USING THE SAME TERMINOLOGY. WE DIDN'T WANT TO OVERSELL WHAT WAS GOING TO HAPPEN, AND I THINK THE KEY ALSO IS UNDERSTANDING THAT CAASPP TALKS ABOUT PROFICIENT OR NOT; AND WHAT I MENTIONED EARLIER IS THIS IDEA THAT STUDENTS ARE GROWING. TO THIS BOARD'S CREDIT, PART OF OUR DPR THAT WE'RE GONNA BE GETTING BACK INTO OUR REGULAR CYCLE WITH ACTUALLY TALKS ABOUT NOT JUST PROFICIENCY BUT STUDENTS THAT ARE GROWING AND MOVING FROM A ONE UP THE SCALE ON ELA AND MATH. SO THAT'S THE AREA THAT WE'RE LOOKING AT RIGHT NOW IS STUDENT GROWTH. BUT AGAIN, WE WEREN'T TRYING TO OVERSELL WHERE WE THOUGHT WE COULD GET WITH ONE YEAR OF REALLY JUST TRYING TO CALIBRATE.

I DON'T KNOW IF I ANSWERED. >> IT DOES, AND I THINK IT WILL TAKE TIME, JUST FOR THE RECORD.

RIGHT THIS IS NOT SOMETHING THAT CAN BE SOLVED OVERNIGHT. A ROLLE STRONG ROLE IN HELPING& US MEET THESE TARGETS, RIGHT? YOU KNOW, AGAIN, IT'S NO SECRET I'M CONSERVATIVE.

IT STARTS AT HOME, RIGHT? AND THAT IS GOING TO BE I THINK THE BIGGEST INDICATOR.

WE CAN'T ALWAYS RELY ON THE GOVERNMENT TO MAKE THESE GAPS FOR US SO PARENTS, WE NEED YOUR HELP, RIGHT? WE NEED YOU TO REALLY FOCUS ON HUNKERING DOWN THESE NUMBERS THAT ARE ATROCIOUS. I AM -- IT SHOCKS THE CONSCIENCE, RIGHT, BUT WE NEED EVERYONE INVOLVED. YOU SHOULD NOT BE LOOKING SOLELY TO THE DISTRICT TO SOLVE THIS PROBLEM. WE PLAY A GREAT ROLE IN IT. I OWN THESE NUMBERS AND HOPE EVERYONE HERE, INCLUDING TRUSTEES, OWNS THEM. STUFF HAPPENED OVER THE LAST FOUR YEARS THAT WAS INCREDIBLY DISRUPTIVE TO LEARNING, BUT WE ALL HAVE TO OWN THEM SO I'M ASKING PARENTS, JUST LIKE BILL YOUNG TOLD ME -- HE TOOK ME TO THE DECIDE WHEN MY BABY WAS BORN. "READ TO THAT BABY EVERY NIGHT." WE DID. YOU'RE RIGHT, THAT BABY IS READING THAT BOOK BACK TO ME AND THEN SOME. SECOND QUESTION THAT I HAVE IS, ARE THERE OTHER DISTRICT-WIDE RESOURCES THAT PARENTS CAN TAP INTO THAT YOU WOULD RECOMMEND? IS THERE ANY LIKE COMMUNICATION PLAN TO SHARE THESE RESOURCES TO PARENTS WHO ARE LOOKING FOR A LITTLE EXTRA TO HELP THEIR KID

WITH THESE LITERACY LEVELS? >> THANK YOU FOR ASKING THAT -- AND AGAIN, I DON'T MEAN TO, YOU KNOW, OVERPLAY THIS, BUT TRUSTEES, YOU HAVE BEEN INCREDIBLE PARTNERS IN ALLOWING US TO INVEST IN RESOURCES LIKE YOU'RE TALKING ABOUT FOR EACH OF OUR SITES.

SO WE HAVE CENTRALLY FUNDED -- I MENTIONED COUPLE OF TIMES I READY AND IXL, ONLINE PLATFORMS THAT ALLOW US TO DO DYING KNOST PICK ASSESSMENTS WITH STUDENTS AND HELP TEACHERS UNDERSTAND WHERE THEY NEED TO FOCUS ON SUPPORTING STUDENTS IN THEIR GROWTH, PARTICULARLY, YOU KNOW, WITH CERTAIN STANDARDS, AND THAT IS SOMETHING THAT PARENTS AND TEACHERS CAN COMMUNICATE ABOUT, AS WELL AS AMIRA, WHICH IS MORE OF A READING FOR EARLIER LEARNING, CORRECT, HELPING THEM LEARN TO READ. AND THEN THE SITES HAVE ALSO ENGAGED IN DIFFERENT RESOURCES.

I THINK ONE OF THEM LIKE SIPS -- WHAT ARE SOME OTHER ONES? LETTERS?

>> YEAH.

TO, TO ROUND OUT THE WORK THAT WE ARE DOING WITH WRITING AND READING.

IN ADDITION TO THAT, WE HAVE A TUTORING SERVICE THAT'S 24/7 THAT WE HAVE BEEN IMPLEMENTING FOR ABOUT SIX MONTHS, AND WE'RE LEARNING TO WHAT DEGREE PARENTS ARE, YOU KNOW, ACCESSING THAT.

WE HAVE PUSHED OUT A LOT OF COMMUNICATIONS AROUND THESE THINGS THAT ARE AVAILABLE.

WE HAVE ACCESS TO THEM ONLINE, AND THAT IS CONTINUED WORK, SOMETHING WE INCLUDE IN EACH ITERATION OF OUR LEARNING RECOVERY GUIDE I WAS TALKING ABOUT, AND THAT'S WHY WE PUT THAT IN THE HANDS OF EVERY SINGLE PARENT HARD COPY. WE WANT TO MAKE SURE THEY HAVE ACCESS TO THE INFORMATION. THOSE ARE JUST SOME EXAMPLES. SOMETHING ALL RIGHT, THANK YOU

SO MUCH. >> ALL RIGHT, THANK YOU SO MUCH.

[00:50:03]

>> I HAVE QUESTIONS. THEY'RE NOT TOO DISSIMILAR TO THE PREVIOUS QUESTIONS.

FOR THAT 3% GOAL THAT WAS NOT MET, THE POSITIVE OUTLOOK AND JUST KIND OF LOOKING AT WHAT DIFFERENCES ARE ELA RUBRICS HAVE OR DON'T HAVE WITH THE CAASPP ASSESSMENTS.

I HOPE I'M REGURGITATING THAT CORRECTLY. IT SAYS ANALYZING HOW OUR INTERNAL ASSESSMENTS ALIGN OR DON'T ALIGN WITH THE STATE ASSESSMENTS.

I UNDERSTAND THAT IS PART OF IT, BUT I WAS ALSO CURIOUS IF THERE'S ANY OTHER ANALYSIS OR ARES THAT WE CAN FIND OR POINT TO THAT ARE FACTORS WHY WE DIDN'T MEET THAT FIRST GOAL OF INCREASING BY 3%. IS IT ONLY BECAUSE THE ASSESSMENTS ARE NOT, MAY NOT BE AS ALIGNED AS THEY CO COULD BE, OR ARE THERE OTHER FACTORS WE AND THE PUBLIC SHOULD BE

AWARE OF? >> THAT'S A GREAT QUESTION. I ACTUALLY -- I JUST WANT TO MAKE SURE I'M SPEAKING CLEARLY. WE FOUND THAT OUR INTERNAL RUBRICS FOR GRADING OUR WRITING WERE HIGHLY ALIGNED TO CAASPP'S RUBRIC FOR WRITING. WHAT I WILL SAY IS OUR TEAM IS IN THE MIDDLE OF -- I HAVE A SPREAD SHEET THAT HAS A TON OF DIFFERENT TABS AROUND DIFFERENT WAYS THAT THEY'RE ANALYZING THE DATA, AND THEY ANALYZE BY GRADE LEVEL AND DIFFERENT STUDENT GROUPS. THERE'S A LOT OF DIFFERENT WAYS WE LOOK AT THE DATA TO LEARN WHERE THERE MAY BE SPECIFIC AREAS OF STRUGGLE AND THEN ALSO LEARN IN ALL OF THAT, THERE ARE SOME OF OUR SITES THAT GREW. SO UNDERSTANDING WHAT WERE SOME PRACTICES THEY PUT IN PLACE OVER THE LAST YEAR TO SUPPORT THAT GROWTH. SO THAT IS THE WORK WE'RE DOING WITH OUR SITES RIGHT NOW BECAUSE IT'S NOT ALL -- IT'S NOT ALL BAD.

THERE ARE THINGS, STUDENTS WE KEEP, WE RETAIN, THE GROWTH WE SEE WITH THEM, THAT'S SOME OF

WHAT WE'RE TRYING TO LEARN RIGHT NOW THROUGH THE DATA. >> IS DISTRICT-WIDE THAT GOAL WASN'T MET, BUT AT SOME SCHOOL SITES THAT GOAL WAS MET? AND IF IT'S ALL RIGHT WITH MY COLLEAGUES, I WILL GO ON WITH MY SECOND QUESTION. I WANTED TO KNOW IF THE -- ACTUALLY THE SLIDE ON THE SCREEN RIGHT NOW -- UNDER PARENT AND FAMILY ENGAGEMENT, ONE PRACTICE THAT I NOTICED HAD HIGH IMPACT IS RELATED TO PARENTS ASKING THE TEACHER OF THEIR STUDENT DIRECTLY. I THINK THAT'S KIND OF THE NUMBER ONE SUGGESTION FOR ANYONE WHO IS ASKED BY A PARENT, "HOW CAN I BE MORE INVOLVED IN IMPROVING LITERACY AT HOME?" IT'S ASKING THE TEACHER DIRECTLY WHAT CAN, YOU KNOW, SOME THINGS TO DO TO SUPPORT THAT STUDENT.

IT'S NOT ENTIRELY THE SAME AS THE LEARNING INTERVENTION PA PACKET, BUT CAN EITHER OR BOTH OF THOSE THINGS BE ADDED TO THE PARENT AND FAMILY ENGAGEMENT, YOU KNOW, LIST? I THINK THEY TRUST JUST STRIKE ME AS -- I DON'T KNOW IF THEY ARE HIGH-IMPACT PRACTICES BUT

STRIKE ME AS NECESSRY, IF ANYTHING ELSE. >> GREAT QUESTION.

ONE OF THE THINGS THAT WE REPEATEDLY HEARD FROM PARENTS IN THE LAST YEAR IS WE'VE NOT ONLY TALKED ABOUT OUR WORK WITH LITERACY BUT ALSO AROUND UNIFYING A PLATFORM FOR COMMUNICATION. IF YOU GUYS REMEMBER, WE SHOWED SOME VIDEO OF PARENTS THAT WERE LIKE, "I'M OVER HERE AND OVER HERE AND DOWNLOADING THIS." THANK YOU BECAUSE WE ARE MOVING TO A SINGULAR PLATFORM ACROSS THE DISTRICT CALLED PARENTSQUARE.

AND ONE OF THE POWERFUL WAYS WE CAN USE THAT IS THAT HOME-TO-SCHOOL AND SCHOL-TO-HOME COMMUNICATION. SO YOU SEE PARENTSQUARE KIND OF AN ABBREVIATED WAY, BUT WE REALLY BELIEVE THAT DIRECT CONNECTION BETWEEN THE PARENTS IMPORTANT.

YOU KNOW, WE TALK ABOUT, "HEY, PARENT, WHO DO YOU PAY ATTENTION TO MOST TO WHEN YOU GET AN E-MAIL?" WELL, IT'S THE E-MAIL. E-MAIL WELL, IT'S THE TEACHER.

YOU KNOW, AS PART OF THE RECOVERY GUIDE, WE TALK ABOUT THAT, AND ALSO WORKING OUR TEACHERS AND SAYING, HEY, HERE'S SOME EASY WAYS. HERE'S A SENTENCE FRAME YOU CAN USE, FILL IN THE APPROPRIATE BLANKS, THAT CAN ALLOW YOU TO EFFECTIVELY COMMUNICATE WITH FAMILIES AND LET THEM KNOW WHERE STUDENTS ARE AT. AND FOCUS ON THE ACADEMIC CONFERENCES, THE PARENT AND TEACHERS CONNECTING DIRECTLY TO EACH OTHER.

WE LOOK AT ENCOURAGING THE TEACHERS TO COMMUNICATE HOME AND FINDING ADDITIONAL WAYS AND PARENTS TO REACH OUT TO TEACHERS. SO I HEAR YOU, MAKE SURE WE'RE

[00:55:05]

COMMUNICATING THAT BOTH WAY, RIGHT? >> AND JUST FOR CLARIFICATION, IS THE LEARNING INTERVENTION PACKET, IS THAT THE SAME AS THE PARENT GUIDE?

>> I'M SORRY; YES, IT IS. THE LEARNING RECOVERY AND INTERVENTION GUIDE IS THE PARENT GUIDE. I THINK WE WERE TRYING TO SAVE SOME SPACE; SORRY ABOUT THAT.

>> THANK YOU. THANK YOU PRESIDENT AND VICE PRESIDENT.

I RECEIVED THE SAME E-MAIL SO YOU TOOK CARE OF SOME OF THOSE QUESTIONS FOR ME.

I WANT TO CLARIFY WE'RE MOVING IN THE DIRECTION OF MAKING SURE THIS BECOMES MANDATORY FOR

TEACHERS. >> THAT'S RIGHT; YES. >> SO AT THAT POINT IN TIME, I HOPE WE CAN MAKE SURE THAT NUMBER CHANGES FROM 3% BECAUSE WE NEED TO SET THE BAR TO WHERE STUDENTS UNDERSTAND WE BELIEVE IN THEM AND IS POSSIBLE TO HOLD EVERYBODY, INCLUDING FAMILIES AND TEACHERS, ACCOUNTABLE. BUT LOOKING AT THIS, I ALSO HAVE A QUESTION ON WHERE WE ALWAYS SHARE THE DATA. IS IT POSSIBLE FOR YOU TO COME BACK AT A LATER DATE AND GIVE THE BREAKDOWN SAYING IT WAS NOT MET -- DO YOU KNOW EXACTLY WHAT PERCENTAGE IT WAS?

>> SO THE INFORMATION WHEN WE WERE PREPARING IN WAS STILL PRELIMINARY, AND I DON'T BELIEVE WE HAD ALL OF THE INFORMATION BACK YET SO, YES, WE WILL BE COMING BACK AND SHARING CONCRETE

NUMBERS. >> AWESOME. THANK YOU VERY MUCH.

>> YES. >> OKAY, SO I WANT TO APOLOGIZE IF THAT'S ALL THE QUESTIONS FROM THE TRUSTEES. WE HAVE ONE PUBLIC COMMENT ON THIS ITEM.

I WOULD LIKE TO GET THAT PUBLIC AROUND REAL QUICK. THIS IS FROM SHANTIA WARREN-LOGAN. YOU HAVE TWO MINUTES TO MAKE YOUR PUBLIC COMMENT.

>> GOOD AFTERNOON, BOARD. ON BEHALF OF NBPU -- NATOMAS BLACK PARENTS UNITED GROUP -- OF THE LITERACY REPORT BEING PRESENT TO THE BOARD OF TRUSTEES TONIGHT, WE WANT YOU TO KNOW WE APPRECIATE THE CURRENT NUSD FOCUS ON WRITING AS ONE WAY TO IMPROVE THE OVERALL LITERACY OF OUR SCHOLARS. WE ALSO NUSD TO DO MORE TO FOCUS ON INCREASING THE READING PROFICIENCY OF OUR K-12 GRADE STUDENTS WHO DO NOT HAVE A SOLID BASIS FOR BEING EFFECTIVE WRITERS BECAUSE THEY LACK A SOLID ABILITY TO READ THEIR PROMPTS.

ONE OF OUR PRIMARY CONCERNS IS THAT, AT THIS TIME, PERTAIN TO THE FAILURE TO MEET THE GOAL OF

-- AND I KNOW THIS HAS ALREADY BEEN SAID -- >> RIGHT.

>> WANT TO REITERATE IT BECAUSE WE'RE IN A CRISIS LEVEL IN TERM OF OUR LITERACY RATES, MATH RATES; SO AGAIN, ALL STUDENTS WILL SHOW GROWTH TOWARDS MEETING OR EXCEEDING STATE STANDARDS ON SUMMATIVE LITERACY ELA ASSESSIVES EACH YEAR.

IN 22, 23, NUSD DISTRICT-WIDE ELA SCORES WILL INCREASE BY AT LEAST 3%.

IT IS MENTIONED ON PAGE 1 OF THE REPORT AND QUITE HONESTLY CAUSES US TO BE ALARM.

AND AGAIN, THE E-MAIL WAS SENT OUT TO YOU ALL WITH THE LIST OF QUESTIONS THAT WE HAVE, AND THERE'S ABOUT EIGHT OF THOSE QUESTIONS. AND I JUST ALSO WANTED, LIKE PUT IN THIS AS WELL, WE DON'T KNOW WHAT THESE NUMBERS LOOK LIKE FOR OUR AFRICAN-AMERICAN/BLACK STUDENTS, WHICH WE KNOW THEIR NUMBERS ARE EVEN WORSE THAN THE OVERALL NUMBER.

SO AGAIN, WE WOULD LIKE TO KIND OF GET MORE CONCRETE INFORMATION AS TO WHY THIS GOAL WASN'T MET AND THEN ALSO WHAT IT LOOKS LIKE FOR OUR AFRICAN-AMERICAN STUDENTS.

THANK YOU. >> THANK YOU. ALL RIGHT, ANY FURTHER COMMENTS,

QUESTIONS FOR MS. HERRERA? ALL RIGHT, THANK YOU SO MUCH. >> THANK YOU VERY MUCH.

>> GREAT PRESENTATION AND FOR THE THOUGHTFUL APPROACH TO OUR IT WILL LITERACY PLAN.

>> THANK YOU. >> ALL RIGHT. NEXT UP, WE HAVE A HEALTH AND

[VII.a. Health and Wellness Mission - Khair at Inderkum High School]

I DON'T HAVE ANY PUBLIC COMMENT ON THIS ITEM SO WELCOME. THANK YOU SO MUCH.

EXCITED TO SEE THIS PRESE PRESENTATION. >> HELLO.

>> HEY THERE. >> NATOMAS UNIFIED. ANY NAME IS JESS.

I WORK CLOSELY WITH ONE OF THE HIGH SCHOOLS REPRESENTED, INDERKUM HIGH.

THAT IS CURRENTLY BUILDING A HEALTH AND WELLNESS PROGRAM KNOWN AS CAAD.

I WAS THE SACRAMENTO FELLOW FOR THE STATEWIDE INITIATIVE. MY WORK INVOLVED TEN HIGH SCHOOL

[01:00:06]

THANK YOU FOR GIVING US SPACE AND ALLOWING US TO SHARE OUR WORK.

>> HI, MY NAME IS.

YEAR OF HIGH SCHOOL AND WILL BE TELLING YOU GUYS ABOUT CAAD. SO IT'S AN INAUGURAL STATE-FUNDED NON-PROFIT WELLNESS PROGRAM FOR HIGH SCHOOL AND OUR MISSION IS PREVENT SUBSTANCE USE IN HIGH SCHOOL AMONG MINORITIES AND WE DO IT THROUGH PROJECTS SO LIKE CLEANUPS AND PEER ADVOCACY AND WE REPRESENT LIKE AT SCHOOLS TO LIKE BRING AWARENESS TO THE SUBSTANCE ABUSE PROBLEMS. SO WE'RE TRAINED. WE, ALONG WITH 70 OTHER INTERNS, WE RECEIVED CPR AND FOR THAT CAN OVERDOSE RESPONSE TRAINING TO COMBAT THE DEVELOPING DRUG AB ABUSE.

AND YEAH, WE ALSO COMBAT VARIOUS SMOKING, DRINKING, AND PRESCRIPTION MEDICATION ABUSES

AND MALPRACTICES. THANK YOU FOR YOUR TIME. >> THANK YOU.

>> HELLO, BOARD. MY NAME IS DESEAN, A 16-YEAR-OLD HIGH SCHOOL STUDENT. OVER THE PAST YEAR, WE HAVE COLLABORATED WITH LOCAL HEALTH CLINICS ON SOLUTION ORIENTED DISCUSSIONS CONCERNING DRUG ABUSE, PREVENTION, AND HEALTHY LIFESTYLE PRACTICES. WE HAVE ALSO DONE MANY HEALTH AWARENESS TABLING CAMPAIGNS AND DISCUSSIONS ON CAMPUS AND OFF-CAMPUS COMMUNITY GATHERINGS.

WE HAVE COORDINATED THE SCHOOL DISTRICT FACILITY AND EXECUTED A SCHOOL-WIDE ASSESSMENT SURVEY EXAMINING OVERDOSE AND FACULTY DEMAND FOR RESOURCES. ALONG WITH THAT, WE HAVE PRESENTED COMMUNITY ASSESSMENTS AND ONGOING COMMUNITY EFFORTS TO PUSH THE MEMBERS OF THE LOCAL SCHOOL DISTRICTS BOARD TO PROVIDE BETTER MENTAL HEALTH RESOURCES, OVERDOSE RESPONSE TRAINING, AND INCIDENT PREPARATION ON CAMPUS. THESE ARE SOME OF THE BROCHURES MADE BY US ON HOW MARIJUANA IS BAD FOR YOU AND WHAT IT'S ABOUT.

AND HERE ARE SOME BROCHURES TO HELP PEOPLE WITH OVERCOMING THEIR ALCOHOL ADDICTION AND ALSO BROCHURES ABOUT NICOTINE AND OPIOID AND HOW TO OVERCOME THEIR ADDICTION AS WELL.

THANK YOU FOR YOUR TIME, AND WE HOPE TO SEE A POSITIVE CHANGE IN OUR SCHOOL DISTRICTS.

>> GOOD EVENING, BOARD. MY NAME IS DEJAS. I GRADUATED HIGH SCHOOL THIS PAST YEAR AND HAVE BEEN ABLE TO WITNESS THE DETRIMENTAL EFFECT, OF SUBSTANCE USE ON CAMPUSES FIRST-HAND. IT WAS IMPERATIVE TO US THAT WE BUILD AND BROADCAST A PSA FOR OUR STUDENTS ACROSS HIGH SCHOOLS THIS YEAR, WHICH WILL BE PLAYED NOW.

>> ACCORDING TO THE CDC, MORE THAN 16 MILLION AMERICANS ARE LIVING WITH DISEASES CAUSED BY SMOKING. SECONDHAND SMOKE EXPOSURE CONTRIBUTE TO 41,000 DEATHS

AMONG NON-SMOKING ADULTS AND 400 ... >> ALL RIGHT.

LET'S TRY THAT AGAIN. >> ACCORDING TO THE CDC, MORE THAN 16 MILLION AMERICANS ARE LIVING WITH DISEASES CAUSED BY SMOKING. SECONDHAND SMOKE EXPOSURE CONTRIBUTES TO APPROXIMATELY 41,000 DEATHS AMONG NON-SMOKING ADULTS AND 400 DEATHS IN INFANTS EACH YEAR. CHILDREN WHO ARE EXPOSED TO SECONDHAND SMOKE ARE INCREASED RISK FOR SIDS, ACUTE RESPIRATORY INFECTION, MIDDLE-EAR DISEASE, MORE SEVERE ASTHMA, RESPIRATORY

[01:05:07]

LET'S START OFF WITH THE FACTS. >> SMOKING CAN CAUSE CANCER AND BLOCK YOUR BODY FROM FIGHT IT.

POISONS AND CIGARETTE SMOKE CAN WEAKEN IMMUNE SYSTEM, MAKING IT HARDER TO KILL CANCER CELLS.

WHEN THIS HAPPENS, THEY GROW WITHOUT BEING STOPPED. POISON IN TOBACCO SMOKE CAN DAMAGE OR CHANGE CELL DNA. DNA IN CELLS, INSTRUCT MANUAL THAT CONTROLS THE GROWTH.

WHEN DAMAGED, A CELL CAN BEGIN GROWING OUT OF CONTROL AND CREATE A CANCER TUMOR.

>> NEARLY NINE OUT OF TEN LUNG CANCERS ARE CAUSE BY SMOKING CIGARETTES.

IN FACT, SMOKERS HAD A GREATER RISK FOR LUNG CANCER TODAY THAN THEY DID IN 1964, EVEN THOUGH THEY SMOKED FEWER CIGARETTES. TREATMENTS ARE BETTER FOR LUNG CANCER BUT STILL KILLS MORE MEN AND WOMEN THAN ANY OTHER TYPE OF CANCER. IN THE UNITED STATES, MORE THAN 7300 NON-SMOKERS DIED EACH YEAR FROM LUNG CANCER CAUSED BY SECONDHAND SMOKE.

>> SMOKING IS A MAJOR CAUSE OF COPD AND CAUSES ONE IN FOUR DEATHS.

BREATHING SECONDHAND SMOKE CAN CAUSE HEART ATTACK AND STROKE. >> KNOW THE FACTS.

SECONDHAND SMOKE CAUSES NEARLY 34,000 EARLY DEATHS FROM CORONARY HEART DISEASE EACH YEAR IN THE UNITED STATES AMONG NON-SMOKERS, NON-SMOKERS WHO BREATHE SECONDHAND SMOKE AT HOME OR WORK INCREASE HEART DISEASE 25% TO 30%. SECONDHAND SMOKE INCREASES STROKE 25% TO 30%. EACH YEAR SECONDHAND SMOKE EXPOSURE CAUSES MORE THAN 8,000 DEATHS FROM SMOKE. BREATHING SECONDHAND SMOKE INTERFERES WITH NORMAL FUNCTIONING OF THE HEART AND BLOOD AND VASCULAR SYSTEMS. IN WAYS THAT INCREASE RISK OF

HAVING HEART DISEASE AND ATTACK. >> THE ABCS OF HEART HEALTH.

ASPIRIN MAY HELP REDUCE RISK FOR HEART DISEASE AND STROKE. DO NOT TAKE ASPIRIN IF YOU THINK YOU'RE HAVING A STROKE. IT CAN MAKE SOME TYPES WORSE. BEFORE TAKING ASPIRIN, TALK TO YOUR DOCTOR WHETHER IT IS RIGHT FOR YOU. B, BLOOD PRESSURE.

CONTROL YOUR BLOOD PRESSURE THE BEST OF YOUR ABILITY. C, CHOLESTEROL.

MANAGE YOUR CHOLESTEROL. QUIT SMOKING OR DON'T START. IN ADDITION TO ABCS, SEVERAL LIFESTYLE CHOICES CAN HELP PROTECT YOUR HEART AND HEALTH. THESE INCLUDE AVOID BREATHING SECONDHAND SMOKE, LOW-SALT, LOW FAT FOOD, EXERCISE REGULARLY, MAINTAIN A HEALTHY LIFESTYLE, LIMIT ALCOHOL, GET DIABETES AND HEALTH CONDITIONS UNDER CONTROL.

>> COPD STAND FOR CHRONIC OBSTRUCTIVE PULMONARY DISEASE. YOU MAY HAVE NO OR MILD SYMPTOMS LIKE A NAGGING COUGH, SHORTNESS OF BREATH, WHEEZING, OR TIGHTNESS IN THE CHEST.

AS IT GETS WORKS, SYMPTOMS INCLUDE TROUBLE CATCHING BREATH OR TALKING, BLUE OR GRAY LIPS OR FINGERNAILS, OR TROUBLE WITH MENTAL ALERTNESS. HOW SEVERE COPD SYMPTOMS ARE DEPENDS ON HOW DAMAGED YOUR LUNGS ARE. IF YOU KEEP SMOKING, THE DAMAGE WILL GET WORSE FASTER THAN IF YOU STOP SMOKING. AMONG 50 MILLION U.S. ADULTS COPD, 39% CONTINUE TO SMOKE. COPD IS USUALLY CAUSE BY SMOKING.

SMOKING ACCOUNTS FOR AS MANY AS DEATHS.UT OF TEN COPD-RELATED- HOWEVER, AS MANY AS ONE OUT OF

FOUR AMERICANS COPD NEVER SMOKED CIGARETTES. >> WOMEN WHO SMOKE HAVE MORE DIFFICULTY BECOMING PREGNANT. SMOKING DURING PREGNANCY CAUSE DAMAGE IN THE TON BORN BABY, BRAIN; AND SOME STUDIES SUGGEST A LINK BETWEEN MATERNAL SMOKING AND CLEFT PALATE AND RELATIONSHIP BETWEEN TOBACCO AND MISCONCERNING. CARBON MONOXIDE AND TOBACCO SMOKE CAN KEEP DEVELOPING THE BABY FROM GETTING ENOUGH OXYGEN, TOBACCO SMOKE CONTAINS OTHER CHEMICALS THAT CAN HARM THE TON BORN BABIES. MOTHERS WHO SMOKE ARE MORE LIKELY TO DELIVER THE BABIES EARLY, PRE-TERM DELIVERY IS A LEADING CAUSE OF DEATH, DISABILITY, AND DISEASE AMONG NEWBORNS. BABIES WHOSE MOTHERS SMOKED WHILE PREGNANT AND BABIES EXPOSED TO SECONDHAND SMOKE AFTER BIRTH ARE MORE LIKELY TO DIE FROM SUDDEN INFANT DEATH SYNDROME THAN BABIES NOT EXPOSED TO CIGARETTE SMOKE.

>> REACH OUT FOR HELP. THE DISEASES TALKED ABOUT IN THE VIDEO ARE FEW MAIN CAUSES FROM SMOKING. IT'S NOT TOO LATE TO TURN BACK AROUND.

THERE ARE MANY RESOURCES SUCH AS SMOKEFREE.GOV, CDC, AND MANY MORE THAT CAN HELP YOU GET STARTED ON YOUR JOURNEY TO QUIT. W.H.O. AND MANY MORE CAN HELP

YOU GET STARTED ON YOUR JOURNEY TO QUIT. >> ALONGSIDE THIS PSA, I ALSO WANT TO EMPHASIZE THE IMPORTANCE OF RECOGNIZING AND COMBATING THE OPIOID CRISIS.

[01:10:05]

THIS CRISIS HAS EXISTED FOR AS LONG AS I HAVE BEEN ALIVE AND IS ONGOING TO THIS DAY.

THE OPIOID CRISIS IS AND HAS BEEN INCREASING IN THE UNITED STATES.

IN CALIFORNIA, IT'S STARTING TO SUFFER AS WELL WITH 70,000 OVERDOSES IN 2021 ALONE.

OUR STATEWIDE CAMPUS FEEDBACK SUGGESTIONS AT LEAST A DOZEN OPIOID OVERDOSES HAVE TAKEN PLACE WITHIN THIS SCHOOL YEAR ALONE, ALL OVER CALIFORNIA. WE ALSO KNOW OF AT LEAST THREE CALIFORNIA CHILDREN THAT HAVE DIED OF AN OVERDOSE JUST THIS YEAR.

THIS IS WHY OUR TEAM HAS BEEN WORKING CONSISTENTLY FOR THE LAST TWO YEARS AND WHY CALIFORNIA HAS TAKEN SUCH DRASTIC EFFORTS TO PREVENT THIS THROUGH OUR STATE FUNDING.

THANK YOU FOR YOUR TIME. >> GOOD EVENING, BOARD. MY NAME IS.

IMPORTANCE OF THE OPIOID CRISIS BY POINTING OUT SEVERAL INCIDENT THAT HAVE OCCURRED JUST THIS PAST SCHOOL YEAR. MIDDLE SCHOOL, AN EMPLOYEE OVERDOSED ON FENTANYL IN TAKERSFIELD AFTER A 13-YEAR-OLD STUDENT BROUGHT IT TO CAMPUS IN BAKERSFIELD.

WE MUST WORK TOGETHER SO CORRUPTION AND ABUSE DON'T LEAD TO MORE OVERDOSES.

THERE WAS A HIGH SCHOOL FRESHMAN GIRL THAT DIED BECAUSE HER DRUG OF CHOICE -- IT HAPPENED A FEW MONTHS AGO. IF STUDENTS COMING TO A PLACE OF EDUCATION, THEIR ACADEMIC SUCCESS DEPENDS ON THEIR WELL-BEING AND THEIR HEALTH. WE HOPE THIS IS A PRIORITY TO

EVERYONE IN THIS ROOM. THANK YOU FOR YOUR TIME. >> HI, ALL.

SO I JUST WANT TO GIVE A HUGE THANKS TO THE STUDENTS IN THE COMMUNITY THAT WERE ABLE TO HELP PRESENT THIS, MAKE THIS PRESENTATION, AND JUST COME HERE HAPPENING.

SO THROUGH OUR PROGRAM, WE WERE ABLE TO ALSO, LIKE, LINK WITH PARKS AND DO LIKE A CLEAN-UP EN MASSE AND WE HAVE BEEN ABLE TO DISPOSE OF CIGARETTES, VAPE CART BRIDGES, NEEDLES BY HAND, VAPE CARTRIDGES, AND WE HAD A DISCUSSION AFTERWARDS AND LIKE WE BELIEVE LIKE THAT THE ISSUE THAT WE WERE SEEING, LIKE OF SUBSTANCE USE, LIKE ON OUR ENVIRONMENT IS A REFLECTION OF, LIKE, OUR AWARENESS OF OUR COMMUNITIES' NEEDS. AND I THINK THE IMPACT OF THAT CAN BE MITIGATED THROUGH, LIKE, THE PHILOSOPHY OF LIKE HARM REDUCTION.

AND WE HOPE TO, LIKE, DISPENSE THIS KNOWLEDGE AND PHILOSOPHY AMONG STUDENTS IN HIGH SCHOOLS SO THEY CAN BE MORE AWARE OF, LIKE, MAKING DECISIONS THAT ARE BASED UPON KNOWLEDGE RATHER THAN PEER PRESSURE. YEAH. WE PLAN TO PROGRESS THIS PROGRAM INTO NEW HIGH SCHOOLS ACROSS SACRAMENTO, AND WE WANT TO EXPAND IT AND WANT TO THANK YOU FOR HAVING YOUR GUYS' ARMS OPEN AND LETTING US COLLABORATE WITH THIS DISTRICT.

THANK YOU. >> THANK YOU. SO BEFORE YOU GO, ANY QUESTIONS OR COMMENTS FROM TRUSTEES? OKAY, SO THANK YOU SO MUCH. I THINK THIS PERSONALLY IS EXTRAORDINARILY GOOD WORK AND VERY IMPORTANT WORK. THERE'S A LOT OF SCHOOL DISTRICTS IMPACTED BY THESE ILLICIT DRUGS. WE WANT TO KEEP STUDENTS AWAY FROM THAT TYPE OF BEHAVIOR AND KNOW THEY HAVE LONG-TERM EFFECTS AS YOU DEMONSTRATED IN THAT PSA. THANK YOU SO MUCH. I WOULD BE INTERESTED OFFLINE IN HOW I CAN FURTHER SUPPORT YOUR GOALS SO SHOOT ME A NOTE, AND LET'S GET COFFEE SOON.

>> FOR SURE. THANK YOU. >> THANK YOU SO MUCH.

TRUSTEE MORA HAS A COMMENT; I'M SORRY. >> JUST QUICKLY, I WANT TO SAY THANKS FOR DOING THE PEER-TO-PEER OUTREAH THAT YOU DID, ALL OF YOU DID.

I KNOW SOMETIMES IT MIGHT FEEL LIKE YOU'RE INCONVENIENCING YOUR PEERS BY SHARING EVERYTHING THAT YOU HAVE TO SHARE. IT RIGHT. AND ALSO YOU NEVER KNOW WHAT

[01:15:05]

AND SOMETIMES YOU'LL NEVER KNOW, BUT PEER-TO-PEER OUTREACH TAKES A LOT OF TIME SO THANKS FOR

INVESTING THE TIME THAT YOU DID TO DO THAT AT YOUR SCHOOL. >> THANK YOU.

>> ALL RIGHT THANK YOU SO MUCH FOR THIS PRESENTATION. >> THANK YOU.

>> OKAY, THANK YOU. ALL RIGHT. NEXT UP, OUR ACTION ITEMS.

[VIII.a. Approve Resolution No. 23-20 for the Use of Elementary Pupil Grant Eligibility for the Construction of Middle School Classrooms at American Lakes School]

IS THERE A MOTION? >> MOVE TO APPROVE. >> THAT IS MOVED BY TRUSTEE MORA. I WILL SECOND THAT MOTION. SARAH, PLEASE CALL THE ROLL.

[VIII.b. Approve Resolution No. 23-21 for the Use of Elementary Pupil Grant Eligibility for the Construction of Middle School Classrooms at Paso Verde School]

I WILL MOVE APPROVAL OF THIS ITEM. IS THERE A SECOND?

>> SECOND. >> SECONDED BY TRUSTEE HARDEN. SARAH, COULD YOU PLEASE CALL THE ROLL.

CARRIES 3-0; BUT BEFORE I WANT TO MOVE, I WANT TO MAKE SURE THAT PUBLIC COMMENT IS NOT RELATED TO THE ITEM THAT JUST PASSED -- NO? OKAY.

[IX. PUBLIC COMMENTS]

IF YOU WANT TO BORROW FROM SOMEBODY IN THE AUDIENCE WHO WANTS TO LEND THEM TO YOU I CAN MAKE THAT HAPPEN -- YEAH? I LET YOU FISH SO I WILL GO TO THE NEXT COMMENT.

NO, THERE'S TWO MORE COMMENTS HERE. SO THERE'S THREE; THIS IS ONE FROM EARLIER. THERE'S TWO DIFFERENT COMMENTS. ONE IS SON CHARTER STUDENT AND THE OTHER IS ON FREEDOM SCHOOLS. DON'T COUNT ME OUT YET.

I'M AWAKE. SHE JUST NEEDS ONE PERSON TO GIVE HER, BORROW TIME FOR THE

SECOND PUBLIC COMMENT. >>

>> THAT'S FAIR. I'M GIVING HER OPPORTUNITY AND OPTIONS WITH OUR BY-LAWS.

SO YOU HAVE TWO MINUTES TO SPEAK, RIGHT? YOU CAN'T GET FOUR.

YOU HAVE TO BORROW TIME TO GET THE FOUR MINUTES. SO YOU CAN LOOK TO, LIKE -- SOMEONE IN THE AUDIENCE, "HEY, CAN SOMEONE GIVE ME TWO MIN MINUTES?" GIVE YOU PUBLIC COMMENT TO DO THAT. THAT'S POSSIBLE.

THAT'S ALSO PUBLIC COMMENT, YEAH. YEAH.

SO MS. KING, DO YOU WANT TO GIVE YOUR TIME TO -- OKAY, SO WE'LL DO THAT.

LET'S GET YOUR FIRST, MS. LOGAN, THIS IS YOUR FIRST PUBLIC COMMENT TONIGHT.

ALL RIGHT. SO YOU HAVE FOUR MINUTES. FOUR MINUTES.

ALL RIGHT. >> THAT T THEN IN THAT CASE, LET'S START WITH FREEDOM

SCHOOLS. >> GOT IT. >> OKAY.

AFTER SCHOOL PROGRAM FOR NUSD STUDENTS SCHOOL SITES, AND WE'RE ASK THIS BASED ON THE CAASPP SCORES, AND I WANTED TO SHARE THESE WITH YOU GUYS. THERE YOU SEE THAT THE NUMBERS ARE AND THEN JUMPING WHEN WE GET INTO THE 11TH GRADE AND WE LOOK AT THEIR ELA AND MATH SCORES, THEIR ELA SCORES ARE AT ABOUT WHAT I THINK IS 22%, ACTUALLY ARE ABLE TO READ AND WRITE AT GRADE LEVEL; SO THAT MEANS THOSE STUDENTS IN THE 11TH GRADE LAST YEAR JUST GRADUATED, AND IT SOUNDS LIKE MANY OF THEM CAN'T READ AND WRITE AT LEAST AT GRADE LEVEL.

AND THEN FOR MATH FOR THE 11TH GRADERS FOR THE SCHOOL YEAR 2022, THE SCORE FOR, -- AGAIN, THIS IS CAASPP -- THE SCORE WAS 6.87%. TO SAY THAT IS UNACCEPTABLE IS NOT REAL CYSTIC, AND WE WANT TO REALLY KIND OF DEAL WITH THIS ISSUE.

[01:20:01]

SO THE FIRST ONE IS, IF PARENTS ARE PAYING PROPERTY TAXES WHICH ARE SENT TO THE NUSD, WHY ARE THEIR STUDENTS NOT ALLOWED ACCESS TO THE RESOURCES DISBURSED BY NUSD? THE SECOND QUESTION IS, IS THIS RULE IN A DISTRICT POLICY? IT IN THE DISTRICT HANDBOOK, OR A PART OF PARENTS' RIGHT-TO-KNOW POLICY? IT PART OF SOME LEGISLATION AND WHAT IS THE LEGALITY IN TERMS OF PROPERTY TAXES GOING TO THE DISTRICT OR BASICALLY KIND OF LIKE WHAT KIND OF FORMULA DO YOU COME UP WITH TO DETERMINE HOW THE FUNDS ARE GIVEN TO NUSD VERSUS CHARTER SCHOOL? AND THEN WAS THIS SEEMINGLY ARBITRARILY, WAS THIS SEEMINGLY ARBITRARY RULE IMPLEMENTED AS A WAY TO PUNISH CHARTER SCHOOLS OR DISCOURAGE ADDITIONAL CHARTER SCHOOLS IN THE DISTRICT? AND THEN LASTLY, I THINK THE LAST PRESENTER FROM NUSD STATED THAT THERE IS A BUDGET OR SOME TYPE OF FUNDING FOR RECOVERY LEARNING THAT WE DON'T HAVE AT CHARTER SCHOOLS. FREEDOM SCHOOL IS ONE OF THE SCHOOLS THAT I WAS, YOU KNOW, TRYING TO GET INTO, BUT DON'T HAVE ACCESS BECAUSE MY STUDENTS ARE AT A CHARTER SCHOOL; BUT THEY'RE SUFFERING JUST LIKE ALL THE OTHER KIDS BECAUSE OF COVID. THANK YOU.

>> THANK YOU. ALL RIGHT, LAST PUBLIC COMMENT I HAVE TONIGHT IS FROM REZIA

TREIJO. >> GOOD EVENING. WELCOME TO THIS DISTRICT, MS., DR. CASTILLO. I'M A GRANDMOTHER IN THIS DISTRICT AND HAVE A GRANDSON WHO WAS HERE BEFORE AND IS GOING TO BE A SECOND-GRADER AT AMERICAN LAKES.

SCHOOLS, WHICH IS A TITLE I SCHOOL, AND AS YOU KNOW, I'M GUESSING THAT YOU KNOW THIS THE SITUATION THAT WE HAVE IN THE ENTIRE DISTRICT IS THAT SPECIFICALLY ABOUT THE SCHOOL FOR THE PAST SCHOOL YEAR, PARENTS, TEACHERS, AND MEMBERS OF THE COMMUNITY FORM AN AMERICAN PARENT-TEACHER CONVERSATION THAT HAS THE STATUS.

WE RECOGNIZE THE SECRETARY OF STATE BY-LAWS HAS MEETINGS AND MEMBERSHIPS AND WE WILL NOT BE ABLE TO USE OR BE ABLE TO HAVE ACCESS TO THE SCHOOL TO BE ABLE TO PARTICIPATE AS AN ORGANIZATION INSIDE THE SCHOOL BECAUSE THE ADMINISTRATION AT THAT PARTICULAR SCHOOL DOES NOT ALLOW US. THAT WAS LAST YEAR. THIS YEAR, WE GAVE THE PRINCIPAL A YEAR TO DO WHATEVER HE NEEDED TO DO IT TO BE ABLE TO WORK WITH US, BUT THIS IS THE SECOND YEAR THAT WE'RE GOING TO BE THERE, AND WE ARE VERY CONCERNED. YOU HAVE A PRESENTATION HERE BEFORE WHEN ON THE PRIOR ENGAGE. YOU HAVE PARENT GROUPS RIGHT THERE. WHAT AN AWESOME THING TO SEE IN WRITING BUT NOT BE ABLE TO BE IN PRACTICE AT AMERICAN LAKES BECAUSE, FOR WHAT REASON, WE DON'T KNOW, BUT WE HAVE A GOOD PERCENTAGE OF PARENTS THAT WOULD LIKE TO MAKE A DIFFERENCE AT THE SCHOOL, WHICH IS NOT ONLY AT A SCHOOL THAT IS IN SOUTH NATOMAS THAT HAS A VARIETY OF BLACK AND HISPANIC KIDS OVER THERE THAT IS THE MAJORITY; BUT ALSO BECAUSE WE HAVE A VERY HIGH CHRONIC ABSENTEEISM.

[01:25:01]

SO I'M NOT GOING TO GO OVER; I KNOW MY TIME IS UP. BUT I HOPE THAT WE HAVE A BETTER YEAR THIS 23-24, AND THERE'S A LOT WE DO IN THIS COMMUNITY. I'M VERY PROUD NATOMAS RESIDENT FOR MORE THAN 26 YEARS SO I HOPE THAT WE COULD WORK TOGETHER. THANK YOU.

>> THANK YOU. ALL RIGHT. IF THERE'S NO FURTHER BUSINESS,

TRUSTEE MORA HAS A COMMENT. >> JUST TWO THINGS I FORGOT TO SAY DURING THE BOARD REPORT, AND I WANT TO MAKE SURE I SAY THEM AT THIS MEETING. THE SUMMER SCHOOL VISITS, NOTHING HAPPENS ALONE. I WANTED TO THANK SARAH FOR HELPING COORDINATE THOSE AND TONYA FOR ACCOMPANYING ME TO ALL THOSE VISITS. SECOND QUICK THING: I HAD A CHANCE TO VISIT THE FREEDOM SCHOOL, AND IT WAS AMAZING, GOT TO READ A BOOK CALLED "ALL ARE WELCOME HERE." AND I ANSWERED SOME QUESTIONS FROM THE STUDENTS; THEY'RE ALL RELATED TO LUNCH. THEY'RE ALWAYS RELATED TO LUNCH.

THINGS. >> THAT'S A GOOD BOOK, "ALL ARE WELCOME HERE." I GOT TO READ THAT BOOK, TOO. ANY OTHER FURTHER COMMENTS FROM BOARD, STAFF, SUPERITENDENT BEFORE WE LEAVE? EVERYONE IS LIKE, "LET'S GET OUT OF HERE."

>> HAPPY HEAVENLY BIRTHDAY TO MY MOMMY WHO WOULD HAVE BEEN 75. >> HAPPY BIRTHDAY, MAMA.

IF THERE'S NO FURTHER BUSINESS, I ADJOURN THE MEETING AT 6:41.

* This transcript was compiled from uncorrected Closed Captioning.