Sep 27, 2023 Board Meetings

[XII.c. Approve the Memorandum of Understanding between the District and NTA Regarding Trainings for Staff for Social Emotional Supports for Students]

UNDERSTANDING BETWEEN THE DISTRICT AND NTA REGARDING TRAINING FOR STAFF FOR SOCIAL EMOTIONAL SUPPORTS FOR STUDENTS. I DON'T HAVE ANY PUBLIC COMMENT CARDS FOR THIS ONE. IF TRUSTEES HAVE IF I QUESTIONR COMMENTS? NO? I AM LOOKING FOR A MOTION AND 9SECOND.

>> SO MOVED. >> SECOND. >> MOVED BY TRUSTEE GRANT AND

SECOND BY TRUSTEE MORA. CALL THE ROLE. >> GRANT.

>> I. >> HARDIN. >> I.

>> HEREDIA. >> I. >> MORA.

>> I. >> GOMEZ. >> I.

>> MOTION CARRIES. 5-0. APPROVE 13D, APPROVE THE

[XII.d. Approve the Memorandum of Understanding between the District and NTA Regarding the 2024 Health Benefit Contribution]

MEMORANDUM OF UNDERSTANDING BETWEEN THE DISTRICT AND NTA REGARDING THE 2024 HEALTH -- EXCUSE ME. HEALTH BENEFIT CONTRIBUTION. ANY QUESTIONS OR DISCUSSION?

>> I THINK IT IS A GOOD THING THE DISTRICT IS STEPPING UP AND WE CAN REACH A PARTNERSHIP.

THINGS ARE MORE EXTENSIVE AND HEALTHCARE COSTS RISE. I WANT TO SAY WE ARE HAPPY TO

PROVIDE SOME RELIEF FOR WHAT WE CAN. >> ALL RIGHT.

TRUSTEE MORA? >> SO MOVED. >> SECOND BY --

>> SO MOVED OR? >> ALL OF THE ABOVE. >> SECOND THAT MOTION.

>> TRUSTEE GRANT. SARA, CALL THE ROLE PLEASE. >> GRANT.

>> I. >> HARDIN. >> I.

>> HUH RAID -- HEREDIA. >> I. >> MORA.

[XII.e. Approve the Amendment to the July 27, 2022 Memorandum of Understanding between the District and Natomas Charter Schoo]

>> I. >> GOMEZ. >> I.

>> THE FINAL ACTION ITEM IS APPROVE THE AMENDMENT TO THE JULY 207, 2022 MEMORANDUM OF UNDERSTANDING BETWEEN THE DISTRICT AND THE NATOMAS CHARTER SCHOOL.

I HAVE NO PUBLIC COMMENT CARDS FOR THIS ACTION ITEM. >> SO MOVED.

>> MOVED BY TRUSTEE GRANT. >> SECOND. >> SECOND BY TRUSTEE MORA.

>> CALL THE ROLE. >> GRANT. >> I.

>> HARDIN. >> I. >> HEREDIA.

>> I. >> MORA. >> I.

>> GOMEZ. >> I. >> MOTION CARRIES 5-0.

[XIII.a. Advanced Placement (AP) and International Baccalaureate (IB) Update]

>> AT THIS POINT WE ARE MOVING ON TO THE BOARD REPORT. THIS IS NOT A PRESENTATION FOR THIS ITEM, BUT THIS WAS ON THE ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE

[00:30:07]

PROGRAM. ANY COMMENTS OR ANY QUESTIONS SOME -- QUESTIONS?

TRUSTEE MORA? >> I JUST HAD A COUPLE OF COMMENTS ABOUT THE REPORT.

AND TO REMIND THE PUBLIC THAT WE GET -- WE READ THROUGH THE REPORTS BEFORE THE MEETING.

THERE WAS A LOT OF REALLY GOOD INFORMATION IN THERE, SO I HIGHLY RECOMMEND THAT FOLKS ARE ABLE TO SKIM. I DON'T -- IF YOU HAVE THE TIME, READ THE REPORT.

BUT IF ANYTHING, IT IS TO REALLY LOOK AT THE HIGHLIGHTS. IF YOU WANT A CHEAT SHEET, THREE MAJOR POINTS IS IT IS GOOD TO SEE THE RISE IN PERCENTAGES OF STUDENTS TAKING THE AP EXAMS AS WELL AS THE DISTRICT REMOVING A LOT OF THE FINANCIAL BARRIERS TO TAKING THOSE. ANOTHER HIGHLIGHT I FOUND IS THAT THE PRE-AP COURSES THAT ARE TO GET STUDENTS' FEET WET IS TO TO SEE THAT THOSE AREN'T ONLY TAKING PLACE, BUT STUDENTS ARE TAKING US UP ON THOSE. AND THE LAST HIGHLIGHT THROUGH MY LENS IS THAT MOVING FORWARD IT WILL BE REALLY IMPORTANT TO ENSURE THAT ALL OF OUR TEACHERS AND EDUCATORS IN THE CLASSROOM ARE RECEIVING THE SUPPORT TO TEACH AP CLASSES. AND WE AS TRUSTEES ENCOURAGE THE CULTURE OF CONTINUOUS DEVELOPMENT FOR SOMETHING THAT IS STILL CONSIDERABLY NEW IN SOME OF OUR SCHOOLS. OVERALL JUST WANTED TO COMMEND, YOU KNOW, THE WORK THAT'S GOING ON AND SHARE MY SPARK NOTES WITHOUT BEING ASKED TO SHARE MY SPARK NOTES.

>> ANY OTHER COMMENTS OR QUESTIONS? AGAIN, IT IS NOT AN ACTION ITEM, BUT IT IS A REPORT THAT WE HAVE READ IN ADVANCE OF THE BOARD MEETING.

[XIV.a. Culture of Resilience: Social Emotional Learning]

NOW MOVING TO OUR STUDY SESSION. THIS IS THE FUN PART FOR TODAY.

I'M GOING TO INTRODUCE CHIEF ACADEMIC OFFICER ANGELA HERRERA AND SHE IS GOING TO WALK US

THROUGH AN ACTIVITY THAT WE HOPE WE ALL PASS. >> THANK YOU, TRUSTEES.

VERY EXCITED TO BE BRINGING BACK THE CONCEPT OF STUDY SESSIONS.

WE HAD A FEW LAST YEAR. IT IS REALLY JUST AN OPPORTUNITY FOR US TO ENGAGE WITH YOU AS TRUSTEES ON A DIFFERENT LEVEL WITH SOME OF THE THINGS THAT WE HOLD AS VERY IMPORTANT WORK IN OUR DISTRICT. TONIGHT WE ARE GOING TO TALK ABOUT WHAT HAS BECOME KNOWN AS OUR CULTURE OF RESILIENCE AND WE ARE GOING TO FOCUS ON OUR SOCIAL/EMOTIONAL SUPPORT FOR OUR STUDENTS TONIGHT. OUR FOCUS IS TO WORK ALIGNED WITH OUR VISION.

YOU CAN SEE SOCIAL/EMOTION GROWTH IS PART OF THAT. WE HAVE OUR CORE VALUES.

AND I BELIEVE AS WE GO THROUGH SOME OF THE ACTIVITIES WE WILL SEE THE ALIGN PH-PBT OF THE -- ALIGNMENT OF THE WORK WITH OUR COAL VALUES AND TALKING ABOUT HOW WE CULTIVATE THE SOCIAL AND EMOTIONAL WELL-BEING FOR OUR STUDENTS AND CREATING THE SAFE AND ENGAGING ENVIRONMENT SO STUDENTS CAN CONNECT TO THE SCHOOL. TONIGHT WE ARE GOING TO TALK ABOUT THE HISTORY OF NATOMAS UNIFIED. WE ARE GOING TO LOOK AT STAFFING DATA AND HOW THAT HAS SERVED TO SUPPORT OUR STUDENTS IN NEED.

AND WE WILL STALK -- TALK ABOUT SOME OF THE TOOLS WE USE TO IDENTIFY OUR STUDENTS AND WE WILL TALK ABOUT SOME OF THE RECENT ACHIEVEMENTS IN OUR PROGRAM DEVELOPMENT.

I'M NOT GOING TO DO THE TALKING. I'M EXCITED TO INTRODUCE EXECUTIVE DIRECTOR EARL DEVILLE. I THINK YOU KNOW HIM WELL.

I AM THRILLED TO HAVE HIM COME UP AND HE WILL TAKE OVER FROM HERE.

>> GOOD EVENING. THIS IS AN EXCITING NIGHT FOR ME PERSONALLY.

I HAVE BEEN IN NATOMAS COMING UP ON 9 YEARS. IT HAS BEEN A REALLY GOOD FIT AND IT DOESN'T FEEL LIKE WORK. IT FEELS LIKE WHAT YOU DO. I KNOW EVERYONE IS AWARE OF SOMETHING FANTASTIC IN THIS DISTRICT AS FAR AS OUR SOCIAL AND EMOTIONAL SUPPORT OF SCHOOLS. TODAY WE ARE TALKING ABOUT THAT GROWTH, BUT TO START, -- OKAY.

I'LL GO WITH DEMOGRAPHICS. I'LL GO WITH A DIFFERENT SLIDE. THESE ARE DEMOGRAPHICS AND

[00:35:07]

EVERYBODY IS RATHER FAMILIAR WITH THEM. THE ONE I'M MOST PROVIDED OF IF A DISTRICT THAT IS FREQUENTLY NOTED TO BE THE MOST DIVERSE SCHOOL DISTRICT IN THE NATION.

ALL OF OUR OTHER STATISTICSS IN MY OPINION ARE REMARKABLE AND I THINK WE ALL FEEL PRETTY SURE OF THIS POPULATION. BEFORE WE JUMP FOO HOW -- INTO HOW FANTASTIC IT WILL BE, WE HAVE TO ACKNOWLEDGE THAT IN 2013, THIS JOURNEY TO DEVELOP OUR PROGRAMS AND SUPPORT FOR STUDENTS KIND OF STARTED WITH A SUICIDE. WHILE WE -- WHILE WE TOOK CARE OF THE FAMILY, OUR BOARD SET OUT DELIVERABLES FOR OUR DEPARTMENT TO BEGIN DEVELOPING A K-12 SYSTEM FOR SUPPORT FOR STUDENTS, EARLY IDENTIFICATION SYSTEMS TONIGHT NOTE AND IDENTIFY STUDENTS WITH AT-RISK MENTAL HEALTH OR IDENTIFYING THEM AND NOT ONLY ENSURE THAT WE SERVE OUR STUDENTS, BUT FAMILIES AS WELL. THE DEPARTMENT STUDENT OF SERVICES SAFETY WAS DEVELOPED. THE BOARD CONTINUED TO WORK ON DEVELOPING GOALS AND IT DID START TO HONE IN ON CULTURE, CLIMATE, SCHOOL CONNECTEDNESS AND STUDENT WELLNESS.

THIS IS KIND OF A FAST BOARD. THESE ARE SOME FANTASTIC HIGHLIGHTS THAT WE HAVE NOW.

MOST DISTRICTS HAVE SCHOOL PSYCHOLOGISTS AND SOCIAL WORKERS AND INTERNS.

AS WE GO THROUGH OUR PRESENTATION, WE ARE GOING TO FIND THAT OUR NUMBERS ARE PRETTY REMARKABLE. IT'S NOT AN ACCIDENT. THIS IS COMING DOWN A LITTLE MORE TIED TO WHAT ALL THOSE -- WELL, WE LOOKED AT THE BIG IDEAS AND THEY STARTED TO DEFINE -- OKAY WE HAVE SOCIAL WORK. AND THIS IS REMARKABLE WHEN WE LOOK AT THIS. WE HAVE 84 STAFF THAT HAVE BEEN SPECIFICALLY TRAINED AND PROVIDE SOCIAL AND BEHAVIOR SUPPORT FOR STUDENTS. WE LOOK AT RATIOS AND WE HAVE A 1 TO 153 FOR OUR STUDENTS WHICH IS FANTASTIC. BUT THIS IS NOT TO IGNORE THE FACT THAT WE HAVE AMAZING ADMIN AND TEACHERS WHO ARE ALL HIGHLY COMMITTED TO WELLNESS AND TAKING CARE OF OUR STUDENTS AND MAKING SURE THEY FEEL CONNECTED AND MAKING SURE THEY BELONG.

>> THIS IS ONE OF MY FAVORITE SLIDES. WE WORKED ON THIS FOR 10 YEARS.

2,335 STUDENTS SERVED LAST YEAR. I'LL COME BACK TO THIS SLIDE.

WHAT THAT MEANS IS 2300 STUDENTS WERE SERVED IN THESE KINDS OF MECHANISMS AND THESE KINDS OF SUPPORTS. YOU CAN SEE THE TRENDS BETTER. THEY ARE DOING A GREAT JOB INCREASING STAFFING. 20% OF OUR ENROLLED STUDENT POPULATION WAS SERVED IN ONE OF THESE BUCKETS OR AREAS OF SUPPORTED -- SUPPORT. I THINK MY FAVORITE THEME OF THIS SLIDE IS THAT WE DON'T LET A STUDENT'S STATUS -- WE DON'T LET THE STUDENT'S ELIGIBILITY FOR SPECIAL EDUCATION DETERMINE WHETHER OR NOT THEY ARE GOING TO GET WHAT THEY NEED.

FREQUENTLY IN DISTRICTS IN THE COUNTY, THE STAFFING IS DIFFERENT AND COMMITMENTS ARE DIFFERENT. STUDENTS WITH SPECIAL NEEDS, THEY GET THEIR SERVICES, SOCIAL AND EMOTIONAL SUPPORT AND THEY GET WHAT IS LEFT OVER, THE SPACE LEFT OVER.

PSYCHOLOGISTS ARE A SCHOOL MAYBE HALF TIME. SO THEY ARE SPLIT BETWEEN MULTIPLE SCHOOLS. SOCIAL WORKERS MIGHT BE AT A SCHOOL ONCE OR TWICE A WEEK.

WE HAVE A SOCIAL WORKER FOR EVERY SCHOOL. WRAOE HAVE A PSYCHOLOGIST -- WE HAVE A PSYCH KWR*EUS -- PSYCHOLOGIST AT EVERY SCHOOL. IT IS A REMARKABLE COMMITMENT AND SOMETHING I AM PROUD TO BE A PART OF. THE 2300, IT IS STILL -- THAT'S THE SPECIFIC DATA CAPTURED. THERE ARE ALL KINDS OF SUPPORTS GOING ON AND THE SITES THAT ARE NOT SPECIFICALLY MONITORS -- MONITORED THEY ARE HONING IN ON CLASSES THAT NEED A CERTAIN

[00:40:05]

KIND OF CULTURE H-FP -- CULTURE-BUILDING APPROACH IN THERE.

WE KEPT THE BIGGER NUMBERS AS WELL. THIS IS A CELEBRATION AND IT IS REMARKABLE AND I'LL KEEP MOVING ON. THESE ARE THE SERVICES THAT WE MONITORED. THESE ARE YOUR SCHOOL PSYCHOLOGISTS.

A BUNCH OF CHEESIES. I LOVE THESE GUYS. THIS WOULD NOT BE HERE IF NOT FOR THE COMMITMENT THE -- OF THE BOARD AND THE WORK THEY DO. THESE ARE OUR SOCIAL WORKERS, LOVING PEOPLE. AND THEY WERE SUPER EXCITED TO SEE THIS PRESENTATION AS WELL BECAUSE THEY ARE VERY PROUD OF THEIR WORK AND WE ARE VERY PROUD OF THEM.

THIS IS NOT THE WHOLE SOCIAL EMOTIONAL SUPPORT TEAM, BUT THESE ARE TKPWROUPT -- GROUPS THAT WE REALLY APPRECIATE. MOVING ON TO TALKING ABOUT HOW WE FIND OUR STUDENTS, WE HAVE HAD GO GUARDIAN FOR -- SINCE 2018. I KNOW THE BOARD IS RELATIVELY FAMILIAR. GO GUARDIAN IS A SOFTWARE WE WORK WITH THAT MONITORS STUDENTS' GOOGLE TRAFFIC. IT SENDS US ALERTS WHEN A STUDENT HAS SUICIDAL IDEATION OR SELF-HARM. SINCE 2021 WE HAD 855 SELF-HARM ALERTS THAT HAVE GONE AND WE RESPOND TO ALL OF THEM. WE ARE AWARE THAT MAYBE A THIRD OF THEM, MAYBE 40% OF THEM END UP BEING FALSE POSITIVES, BUT WE TRACK THEM ALL DOWN NONETHELESS BECAUSE WE WANT TO MAKE SURE WE KNOW WHERE OUR STUDENTS ARE AT AND HOW THEY ARE DOING.

GO GUARDIAN, NEW DAWN, WE ARE MONITORING ACTIVE BEHAVIOR THAT STUDENTS ARE DEMONSTRATING.

THEY ARE ONLINE AND TYPING THINGS WE ARE CONCERNED ABOUT. THEY ARE ON THEIR SOEBL -- SOCIAL MEDIA. THEY ARE A UNIVERSAL SCREENER AND THEY CHECK IN WITH STUDENTS ON HOW THEY ARE DOING. WE CATCH A LARGE NUMBER OF STUDENTS WHO WE ALREADY HAVE IN SOME KIND OF SOCIAL AND EMOTIONAL MECHANISM OR GROUP OR INTERVENTION.

BUT THIS IS AN INTER -- INTERVENTION -- OR A TOOL THAT WE USE TO CATCH MORE STUDENTS THAT ARE MORE INTERNALIZING AND WITHDRAWN. THEY ARE NOT THE ONES YOU WOULD KNOW ARE HURTING INSIDE. THIS ASSISTS US IN FOLLOWING UP WITH THEM AS WELL, FINDING THEM AND FOLLOWING UP. 563 STUDENTS LAST YEAR WE 9FOLLOWED UP WITH.

AND THIS IS ONE OF OUR LONG-STANDING TOOLS WE USE TO FIND OUR STUDENTS ON THE DISTRICT WEBSITE ON THE FRONT PAGE THERE IS A BUTTON ANYONE CAN PRESS AND ASK FOR HELP.

IT IS FOR PARENTS, FOR TEACHERS, STUDENTS REFERRING FRIENDS.

RECENTLY WE HAD A A NUMBER OF STUDENTS WHO REFERRED THEMSELVES.

I NEED TO TALK WITH SOMEBODY. I AM NOT FEELING WELL. AND WE FOLLOW-UP WITH THEM.

IN THE LAST COUPLE YEARS THERE HAVE BEEN 121 REFERRALS RESPONDED TO.

AND THROUGH OUR PARTNERSHIP WITH CARE SOLACE, WE ARE ABLE TO REALLY EFFECTIVELY LINK OUR STUDENTS AND FAMILIES TO COMMUNITY RESOURCES. WE SERVE OUR STUDENTS AT THE SCHOOL TOP TO BOTTOM. HOWEVER THERE ARE SITUATIONS WHERE -- WELL I THINK THEY ARE ALL SERIOUS, BUT MAYBE IT IS BEYOND THE SCOPE OF A NEW PSYCHOLOGIST OR NEWER SOCIAL WORKER AND WE NEED SOMEBODY ELSE TO ASSIST. THIS IS A PARTNERSHIP WE HAVE ENGAGED IN TO HELP US DO THAT. IT IS LIKE A VIRTUAL SOCIAL WORKER.

WE CONNECT A FAMILY WITH CARE SOLACE. WHEN WE STARTED THE CONTRACT, THEY WENT THROUGH THE WHOLE COUNTY WITHIN FITCH -- 15, 20 MILES OF NATOMAS AND THEY IDENTIFIED ALL OF THE SERVICE PROVIDERS. THEY KNOW THEIR SKILL -- SKILL SETS AND SPECIALTIES. THEY KNOW WHO DOES SLIDING SCALES.

SO THEY ARE ABLE TO ASSIST US IN LINKING OUR FAMILIES AND STUDENTS TO COMMUNITY PARTNERSHIPS AND STILL MAINTAINING CONNECTEDNESS. ALL OF OUR SOCIAL WORKERS AND

[00:45:05]

COUNSELORS WHO MAKE THESE REFERRALS, THEY STILL HAVE A DASHBOARD ON HOW THAT REFERRAL IS GOING AND HOW THAT STUDENT IS DOING AND IT IS A NICE CONNECTED PARTNERSHIP IN LINKING OUR STUDENTS TO FAMILIES. 18,486.

THAT'S A REMARKABLE NUMBER. WHAT THAT SAYS IS THAT IS THE WORK THEY ARE DOING ON BEHALF OF US TO GET OUR STUDENTS AND FAMILIES LINKED. 18,000 OUTBOUND CALLS, EMAILS AND TEXT INITIATED TO GET OUR FAMILIES LINKED. WE LINKED 147 STUDENTS OR FAMILIES TO A LOCAL COMMUNITY CLINICIAN. OBVIOUSLY THERE WERE A NUMBER OF REFERRALS THAT DIDN'T GO THROUGH. THAT'S WHERE THE 18,000 IS.

NONETHELESS, THIS IS A REALLY -- THAT'S INCREDIBLE VOLUME OF WORK THAT WE DON'T HAVE TO DO IN THOSE SITUATIONS. IF ANYONE HAS EVER MADE A MEDICAL -- MEDI-CAL REFERRAL AND TRIED TO ASSIST A FAMILY TO EVEN THEIR OWN INSURANCE IT IS VERY TIME INTENSIVE.

THIS HAS BEEN A WONDERFUL PARTNERSHIP. AND THIS RIGHT HERE IS COMING ALL THE WAY DOWN TO THE GROUND LEVEL ON A SCENARIO ON HOW THINGS COULD WORK.

WE CAN GET A GO GUARDIAN ALERT 9AND IF IT IS -- AND THIS REALLY ACTUALLY HAPPEN A -- HAPPENED A FEW YEARS AGO. WE GOT AN ALERT. A STUDENT WAS LOOKING AT SOME CONCERNING CONTENT ONLINE. I GET IN MY TRUCK AND ON THE WAY DOWN TO THE HOWLS -- TO THE HOUSE. NO, THEY ARE NOT LIVING THERE ANYMORE.

WE HAVE A WHOLE TEAM GOING TO WORK TRYING TO LOCATE THE STUDENT.

PRINCIPALS ARE CALLING OTHER PRINCIPALS OF KNOWN SIBLINGS AND COUSINS.

WHERE IS THIS FAMILY? WE NEED TO FIND THEM. WE FOUND THIS FAMILY IN A HOTEL IN RANCHO, BUT THAT DIDN'T HAPPEN WITHOUT COLLABORATION BETWEEN SCHOOL DISTRICTS, COLLABORATION BETWEEN OUR ADMINISTRATORS WHO ARE WILLING TO GO TO WORK AT ALMOST 7:00 AT NIGHT ON BEHALF OF A STUDENT. I HAVE GONE THROUGH THESE KINDS OF SLIDES NUMEROUS TIMES WITH THE COUNTIES. A LOT OF FOLKS SAY HOW DO YOU DO THIS? IT IS NOT EASY. YOU HAVE TO HAVE SOME PRETTY FANTASTIC BUSINESS SERVICES IN ACCOUNTING AND YOU NEED A SUPERINTENDENT AND A BOARD WHO ARE 100% COMMITTED TO IT.

I THINK THE UNIQUE SPECIAL 9SAUCE IS YOU HAVE TO HAVE THE RIGHT PEOPLE WHO WANT TO DO THE JOB. WHO AREN'T ALWAYS SHUTTING OFF AT 5:00 IF THERE IS AN EMERGENCY. WE DO OUR BEST TO MAINTAIN BOUNDARIES, BUT THERE IS SOMETHING SPECIAL IN THE DISTRICT HOW WE ARE COMMITTED TO STUDENTS AND IT IS ALL HANDS ON DECK IF SOMETHING LIKE THIS POPS UP. AND THEN FINALLY WE JUST WANTED TO MAKE SURE THAT WE ACKNOWLEDGE THAT WE HAVE HAD FANTASTIC ACHIEVEMENTS.

WE LAUNCHED OUR MENTAL HEALTH HEALTH AND WELLNESS SUICIDE TOOL KIT.

WE ARE WORKING ON A CONTINUING TO BUILD OUR TRAINER PROCESS FOR RESTORATIVE JUSTICE SO WE HAVE SOCIAL WORKERS AT EVERY SCHOOL SITE WHO CAN TRAIN THEIR STAFF ON HOW TOY -- HOW TO EFFECTIVELY BUILD CIRCLES AND INSTEAD OF JUST DISCIPLINE. WE TALKED ABOUT UNIVERSAL SCREENERS AND WE RESEARCHED AND PILOTED SOCIAL EMOTIONAL LEARNING CURRICULUM LAST YEAR AND THAT IS GETTING ROLLED OUT TO OFFER TO ALL TEACHERS. WE HAVE A SOCIAL WORKER -- WE LAUNCHED AN INITIATIVE WITH A SOCIAL WORKER TO START FOCUSING ON LGBTQ PLUS INITIATIVES.

IT'S A WONDERFUL CELEBRATION. ANY QUESTIONS? YES.

>> HI. SO THROUGH YOUR SOCIAL AND EMOTIONAL SUPPORT SYSTEM, HOW ARE STUDENTS WHO FEEL THEY ARE BEING DISCRIMINATED AGAINST IN, SAY, AP CLASSES, GOING THROUGH THE SYSTEM HOW CAN THEY GET HELP FROM THE SUPPORT SERVICE WHEN THEY ARE IN A SITUATION

LIKE THAT? >> ALL OF OUR SCHOOLS HAVE AN INTERNAL REFERRAL SYSTEM AND THEY ARE AWARE THEY HAVE -- SO INTERNATIONALLY STUDENTS CAN SPEAK WITH TEACHERS AND IT COULD BE AN ADMINISTRATIVE ISSUE. IT IS NOT UNCOMMON TO NOT UNDERSTAND THE MECHANISM AT THEIR SCHOOL AND THEY WILL GO TO A DISTRICT WEBSITE.

I HAVE MULTIPLE REFERRALS FROM STUDENTS SAYING I'M CONCERNED ABOUT THIS.

WHETHER IT IS ACADEMICS OR WHERE YOU ARE PLACED AND I OR ONE OF OUR TEAM REROUTES THE

[00:50:08]

INDIVIDUAL BACK TO ADMINISTRATION AND SOCIAL AND EMOTIONAL TEAMS TO TIGHTEN THAT

BACK UP. >> THERE IS A LOT OF STUDENTS STP -- IN AP CLASSES AND WE CAN LOOK AT THE GOOD THING OF THEM IF CLASSES. WHAT IS HAPPENING IN THE NATOMAS UNIFIED SCHOOL DISTRICT IS THEY ARE BEING DISCRIMINATED AGAINST AND BY TEACHERS WHO ARE NOT STUDENTS OF -- PEOPLE OF COLOR. AND THEY OFTEN JUST HAVE TO GET BY WITH A C AND IT IS REALLY PAINFUL. THEY WANT TO GO TO UNIVERSITY AND THIS AND THAT. WHEN YOU ARE A STUDENT OF COLOR AND IN A SITUATION LIKE THAT, YOU ARE FORCED TO, YOU KNOW, GO ON WITH THE SITUATION. A LOT OF STUDENTS CAN'T GET HELP AND THEY DON'T KNOW HOW TO GO THROUGH THE PROCESS. IS THERE ANYWAY WE CAN MAKE THIS A LITTLE EASIER FOR SOME STUDENTS TO GET THEIR JUSTICE OR FEELING OVERLY FLAT FROM THE

SITUATION? >> YEAH. THEY NEED TO KNOW THE LEVERS TO PULL AND THEY NEED TO KNOW THE BUTTONS TO PUSH AND WHO TO GO TO TO EXPRESS THESE CONCERNS.

AND IF WE ARE SUCCESSFUL IN A SAFE ENVIRONMENT THEY WILL BE OKAY TO DO THAT.

I IMAGINE IT WILL BE A STRESSFUL SITUATION. I AM NOT TRYING TO CALL ANYBODY OUT AND I AM NOT TRYING TO GET ANYBODY IN TROUBLE, BUT I AM NOT HAPPY WITH WHAT IS

HAPPENING RIGHT NOW. >> I WANT TO FOLLOW-UP WITH OUR SCHOOL BOARD MEMBER.

WHEN HE ASKED IT IS THERE AN EASIER WAY TO DO THIS, I GUESS WHAT MAY NOT BE KNOWN TO STUDENTS AT SCHOOLS IS IF YOU FEEL LIKE YOU ARE BEING DIS-- DISCRIMINATED BY A TEACHER, THEN YOU DON'T WANT TO GO TO THAT TEACHE. THEN WHO DO I GO TO?

>> A CONFIDENTIAL SAFE SPACE. >> RIGHT. >> THAT'S THE PROCESS OF WHO ON THESE SCHOOL GROUNDS, WHO DO I ASK THAT AND ACCESS THAT AND HOW DO I HAVE A CONVERSATION WITH CONFIDENTIALLY? THAT'S WHAT YOU ARE PROBABLY ASKING.

LAY IT OUT FOR THE STUDENTS, BUT MAKE SURE THEY CAN HAVE ACCESS TO PROCESS FOR EASILY.

>> WE'LL MAKE A NOTE OF THAT FOR SURE. >> PROBABLY WON'T HAPPEN IN THE NEXT -- YOU KNOW, BY TOMORROW, BUT I I KNOW -- I KNOW THESE INDIVIDUALS HAVE TAKEN NOTES.

>> I APPRECIATE YOU STICKING WITH THE QUESTIONS SO WE CLEARLY UNDERSTAND THEM.

THANK YOU. >> THANK YOU FOR A GREAT PRESENTATION.

>> AND THEY HAVE YOU. YOU ARE A STUDENT TRUSTEE. IF YOU FEEL LIKE IT IS TOO MUCH YOU HAVE US. YOU HAVE MY CELL PHONE. THEY ARE NOT ALONE.

IF THEY ARE FEELING AS THOUGH THEY ARE NOT GETTING WHAT THEY NEED, HAVE THEM REACH OUT TO US. WE WILL MAKE SURE BECAUSE NOBODY SHOULD FEEL LIKE THAT.

THIS ISN'T THE FIRST TIME WE HAVE HEARD IT. WE THANK YOU FOR COMING HERE AND DOING THIS. I HAVE ANOTHER QUESTION TOO. EXPLAIN TO ME THE FOLLOW-UP AFTER THE 147 FAMILIES AND STUDENTS THAT WERE SENT OFF TO THE TRAINED CLINICIAN, HOW DOES

THAT LOOK WHEN WE FOLLOW BACK UP WITH THOSE STUDENTS? >> WELL, THEY ARE ABLE TO -- WE WOULD STILL BE CHECK EGG -- CHECKING IN WITH THE STUDENTS. IF WE MAKE A REFERRAL IT IS NOT LIKE, YOU ARE OVER THERE. THEY ARE STILL CONNECTED. IF A COUNSELOR MAKES THAT REFERRAL OR THE CONNECTION, THE COUNSELOR IS STILL THE COUNSELOR TO CHECK IN WITH.

AND SO THAT'S HOW WE WOULD MONITOR. >> AND I'M SORRY.

A LOT OF PEOPLE ARE TEXTING DURING THIS PART AND SOME FAMILIES FEEL AS THOUGH THIS IS THE PART THAT IS NOT HAPPENING, RAW STORE TIFF JUSTICE IS NOT -- RESTORATIVE JUSTICE IS NOT HAPPENING. AND HE IS NODDING HIS HEAD. CAN WE WORK TOGETHER? I DON'T NECESSARILY KNOW. I KIND OF AGREE WITH IT. I'M NOT SURE IF IT IS REALLY -- WE'RE SAYING IT AND DOING IT AND IT IS LOOKING GREAT, BUT IT IS STILL BEING MISSED.

>> YEAH. AND I THINK WE CAN DO SOME WORK ON EXPLAINING HOW RESTORATIVE JUSTICE IS NOT JUST CIRCLES. IT IS A COMPLEX APPROACH TO WORKING WITH STUDENTS AND STAFF

[00:55:02]

SO POINT WELL TAKEN. >> THANK YOU. I APPRECIATE IT.

>> I WOULD LIKE TO ADD TOO, I THINK WHEN YOU HEAR STUDENTS THAT HAVE THOSE KINDS OF ISSUES TO MAKE SURE TO REACH OUT TO THE SITE ADMINISTRATION, AND TO THE SOCIAL WORKERS AND TO THE PSYCHOLOGISTS, THE COUNSELORS, BECAUSE THEY ARE ALSO THERE TO SUPPORT OUR STUDENTS.

IF THEY AREN'T SURE WHAT TO DO, THOSE ARE THE ADULTS ON CAMPUS WHO CAN HELP LEAD THEM IN THAT RIGHT DIRECTION. WE WANT TO MAKE SURE IF THEY ARE AWARE OF ANY ISSUES AND MAKING SURE THEY ARE FULLY ADDRESSED. I THINK WHEN YOU HEAR THAT WITH STUDENTS AND REMINDING THEM OF WHO THE SAFE ADULTS ARE, THAT THEY CAN CONNECT WITH THEM ON CAMPUS AND WE CAN TAKE IT FROM THERE ALSO. THEY DON'T HAVE TO SEARCH A WEB PAGE TO FIND SOMETHING AND WE WANT TO MAKE SURE EVERY STUDENT KNOWS THERE ARE SAFE ADULTS ON

CAMPUS THAT WILL HELP WITH THE ISSUES AND THE PROBLEMS. >> TO FOLLOW-UP WITH THAT, THANK YOU. I APPRECIATE THAT. I JUST WANTED TO MAKE IT APPARENT BECAUSE IT'S BEEN GOING ON FOR AS LONG AS I'VE BEEN ALIVE.

>> ALL RIGHT. I THINK THAT IS REALLY IMPORTANT TO REMEMBER THAT WE STARTED THIS CONVERSATION BY TALKING ABOUT THE RECOGNITION THAT THERE ARE OPPORTUNITIES TO GROW, AND THERE IS A LOT OF LESSONS LEARNED OUT OF TRAGEDY. WE CELEBRATE THE GROWTH AND THE INVESTMENT AND THE WORK THAT'S BEEN DONE. I WOULD SAY WHEN IT COMES TO CRISIS WE DO VERY WELL FOR OUR STUDENTS AND FAMILIES. TRUSTEES, YOU APPROVED AN MOU AROUND SOME TRAINING OPPORTUNITIES THAT ARE FOCUSED ON SOCIAL AND EMOTIONAL SUPPORTS AND TRAINING OUR STAFF, OUR NTA PARTNERS. THAT IS AN ONGOING CONVERSATION WE HAVE BEEN HAVING WITH NTA LEADERSHIP. HOW DO WE TAKE THE THINGS WE HOLD AS IMPORTANT IN OUR DISTRICT. HOW DO WE TAKE THEM FROM CONCEPTS AND FRAMEWORKS AND TITLES DOWN TO THE PRACTICAL TOOLS AND STRATEGIES THAT TEACHERS HAVE IN CLASSROOMS SO THEY FEEL CONFIDENT EVERY DAY WHEN THEY ARE WORKING WITH THEIR STUDENTS AND UNDERSTANDING HOW TO MEET THOSE STUDENTS' INDIVIDUALIZED NEEDS.

I THINK YOU KNOW ME WELL ENOUGH. WHEN I SIT UP HERE, WE DON'T COME AND SAY, HAHA, WE HAVE CONQUERED ALL. THERE IS MUCH MORE WORK TO BE DONE. BUT IT IS GOOD TO TAKE A MOMENT TO RECOGNIZE HOW FAR WE HAVE COME IN THE LAST 10 YEARS. WITH THAT BEING SAID, I'M APPRECIATIVE TO OUR NTA PRESIDENT, MARA. SHE AND ROBIN AND I HAVE BEEN TALKING QUITE A BIT RECENTLY AND REALLY GROWING IN OUR COLLABORATION AND PARTNERSHIP E SUPPORT OUR STAFF.

THE MOU IS A GREAT START TO THAT. I WANT TO INVITE MRA -- MARA UP FOR A FEW MINTS. WE WANTED HER TO SHARE SOME OF THE THINGS THAT ARE GOING WELL AND I KNOW SHE IS GOING TO TALK ABOUT REALLY IN ALIGNMENT WITH THE MOU WHERE THERE ARE OPPORTUNITIES FOR US TO CONTINUE TO GET BETTER. MARA?

>> SO. YEAH, I WANT TO ACKNOWLEDGE WHAT ANGELA JUST SAID.

I APPRECIATE THE CONVERSATIONS WE HAVE BEEN HAVING THIS YEAR. I KNOW THIS SEEMS LIKE HOMEWORK, BUT WE ARE NOT GOING THROUGH THE WHOLE THING RIGHT NOW.

WHEN WE FIRST MET WITH ANGELA AND EARL AND WENT THROUGH THE SLIDE SHOW, THEY SAID HOW DO I WANT TO BE PART OF THE PRESENTATION? THEY SAID I CAN DO WHAT I WANT TO BE A PART OF IT. WHAT IS IMPORTANT TO ME ARE THE VOICES OF THE PEOPLE I REPRESENT. WE PUT A SURVEY OUT TO OUR MEMBERSHIP AND JUST ASKED THEM, WHAT IS GOING WELL? WHERE DO YOU WANT TO SEE GROWTH? WHAT ADDITIONAL COMMENTS DO YOU HAVE? WHAT I HAVE GIVEN YOU IS BASICALLY A PACKET OF THOSE RESPONSES FROM OUR MEMBERSHIP. I DIDDED -- I DID EDIT THINGS THAT DIDN'T APPLY TO THE PARTICULAR THINGS IN HERE. IF SOMEBODY WAS RESPONDING ABOUT SPECIAL EDUCATION OR SOMETHING LIKE THAT, I TOOK THOSE OUT.

ALTHOUGH I DID SHARE THEM WITH DR. CASTILLIO AND ANGELA SO SHE WOULD HAVE THOSE ANSWERS AS WELL. WE HAD ABOUT 10% OF THE TEACHERS RESPOND OVERALL.

THE QUESTIONS ARE ON THERE. YOU -- ON THERE. SUMMARIZING THE LUNCH BUNCHES AND HAVING PSYCHOLOGISTS AT THE SITES ARE INCREDIBLE SUPPORT. YOU WILL SEE THE RESPONSES AROUND THAT. THEY ARE STARTING TO SEE IT AT A COUPLE SITES.

THEY ARE TALKING ABOUT PBIS AND POSITIVE RESULTS THERE. IN TERMS OF AREAS OF GROWTH, IT IS SOME OF THE THINGS WE WERE TALKING ABOUT, IMPLEMENTING THE PROGRAMS AND NOT FULLY FEELING

[01:00:01]

THEM IN THE CLASSROOM AND NOT HAVING THE TIME AND THE SPACE. AS YOU GO THROUGH THE RESPONSES THEY ARE ASKING FOR MORE IN DEPTH TRAINING. I THINK THIS IS A PIECE THAT WE WORKED OUT WITH THE MOU THAT YOU JUST APPROVED. TO START TO GET MORE CONSISTENT TRAININGS OFTEN TIMES WITH THE DEI, FOR EXAMPLE. WE DID A BIG TRAINING FOR ALL OF THE STAFF. AND THEN THERE WERE PIECES THROUGHOUT THE YEAR.

YOU HAD TO OPT INTO THEM AND THERE IS A COHORT OF TEACHERS AND THEY WERE NOT ACCESSIBLE.

I KNOW -- I DON'T KNOW IF IT IS TRANSPARENT TO EVERYBODY THAT WE HAVE COHORTS OF TEACHERS GOING THROUGH THESE ACTIVITIES. THAT'S ON THERE. AND I THINK THE LAST SECTION ARE TEACHERS OPENING UP AND SAYING, THE SEL INITIATIVES WERE HELPFUL AND THAT'S ALL THERE FOR YOU. REALLY THE MOST IMPORTANT THING IS FOR YOU TO SEE FROM THE COMMENTS OF THE MEMBERS AND HOW IT IS AFFECTING THE CLASSROOMS AND HOW IT IS NOT.

THE MOST IMPORTANT PIECE IS ARE WE SEEING THEM FILTER DOWN TO THE CLASSROOMS YET.

THAT'S WHAT I PREPARED FOR YOU ALL TONIGHT. YOU'RE WELCOME.

IF YOU HAVE ANY QUESTIONS YOU KNOW HOW TO REACH ME. >> IT IS NOT A QUESTION, BUT I WOULD LIKE TO ASK THIS BE PUT ON THE RECORD JUST BECAUSE WE SHARE THE DATA AND THAT WAY WE

WILL HAVE IT. THANK YOU. >> SO NOW WE HAVE A COUPLE OF ACTIVITIES. WE ARE GOING TO GET YOU UP AND MOVING A LITTLE BIT.

EARL IS COMING BACK TO TALK TO YOU. >> NEXT WE ARE GOING TO DO A SORTING ACTIVITY. WE ARE GOING TO BE READVICE -- REVISITING -- WE ARE GOING TO 9VISIT FOR THE FIRST TIME OFFCIALLY. THIS IS A GRAPHIC INTENDED TO ENCOMPASS, DEMONSTRATE, COMMUNICATE THE OVER AR RAFP -- THE OVERARCHING THING OF WHAT OUR RESILL -- RESILIENCE IS. IT IS SUPPOSED TO COMMUNICATE 9THE DEVELOPMENTS AND THE COMMITMENTS WE BUILD OUR SUPPORT FOR STUDENTS. I WOULD IMAGINE WE ARE MOSTLY FAMILIAR WITH A TIERED APPROACH TO SUPPORTING STUDENTS. THIS IS A TIERED APPROACH.

WE HAVE TWO TRIANGLES. SOMETIMES WE HAVE ONE. TODAY WE HAVE TWO.

I LIKE IT BECAUSE ON ONE SIDE WE ARE FOCUSED ON ACADEMIC SUPPORT.

THIS SHOULD BE COMMUNICATED THAT THERE ARE ACADEMIC SUPPORTS THAT ALL STUDENTS RECEIVE. HIGH QUALITY INSTRUCTION, DIFFERENTIATION AND ACADEMIC SUPPORTS TO THOSE WHO WOULD RESPOND TO THE TYPICAL HIGH-QUALITY INSTRUCTION IN CLASS. BUT THERE ARE SOME THAT ARE MORE RARE AND REQUIRED IN MORE EXTREME MOMENTS WHEN STUDENTS NEED THAT INTERVENTION AND SUPPORT.

SAME AS THE SOCIAL AND EMOTIONAL SIDE. IT SHOULD BE HAPPENING AT ALL SCHOOLS. TODAY WE ARE DOING JUST THE TKPWRAFPBG.

WE WILL CLEAR SOME SPAY -- SOME SPACE TO WORK. WE ARE GOING TO PAIR EVERYBODY UP WITH AN ADMINISTRATOR. SO WE ARE GOING TO DO THIS COLLABORATIVELY TOGETHER.

ERICKA, ARE YOU GOING TO BE WITH MS. SUTTON. YOU ARE GOING TO BE WITH DAN.

VALENTINO, WHEN HE COMES BACK HE WILL BE WITH ME. YOU ARE GOING TO BE WITH DOUG.

THERE ARE 20 ITEMS. EACH IS A SERVICE AND A SUPPORT AND A MECHANISM THAT WE LEVERAGE AND AFFORD TO OUR STUDENTS. THE GOAL IS TO TAKE ONE AND ASK A QUESTION. I READ THIS, IS THIS AN ACADEMIC SUPPORT AND THEN YOU DECIDE WHAT SIDE IT GOES ON. AND WOULD THIS BE SOMETHING MORE CUSTOMIZED, AND IS IT MORE

[01:05:06]

RARE OR SOMETHING A STUDENT WOULD NEED IN A VERY MORE UNIQUE SITUATION.

YOU WILL PLACE THESE ON THE APPROPRIATE SIDE FOR ALL. YELLOW FOR SOME.

IF YOU SEE SOMETHING UNIQUE AND I IMAGINE ONLY A FEW STUDENTS MIGHT NEED THIS, THIS WOULD GO

IN THE RED ZONE. DOES THAT MAKE SENSE? >> YOU WILL HAVE A PARTNER THAT

WILL BE WALKING AND TALKING THROUGH THIS WITH YOU. >> 100%.

>> IF YOU WANT TO COME DOWNRIGHT NOW WE WILL CONNECT WITH YOU.

WE ARE GOING TO SPEND FOUR OR FIVE MINUTES ON THIS? >> YEAH.

FOUR OR FIVE MINUTES.

[01:11:33]

>> SO WE WILL LET YOU YOUR FINAL CONVERSATION WITH THE POST IT THAT YOU ARE ON.

>> I HAVE A COUPLE OF TRUSTEES WHO ARE REALLY REALLY WANTING TO GET THROUGH THEIR LAST POST ITS. HELP ME OUT. PRESIDENT HEREDIA? ALREADY -- ALL RIGHT. SO I WANTED TO MAKE A COUPLE OF NOTES AND THEN WANTED TO ASK A COUPLE OF QUESTIONS. EACH OF YOU HAD DIFFERENT ITEMS ON YOUR POST IT, SO IT IS NOT A REPEAT ITEM. SO JUST TAKING A LOOK AT THIS, AND I DON'T THINK EVERYBODY FINISHED -- AND THAT'S NOT A CRITICAL STATEMENT. MY APOLOGIES.

FIRST OF ALL, THIS IS NOT AN ALL-INCLUSIVE LIST. MY PARTNER WAS GOING THROUGH SAYING THIS CAN BE BOTH AND SO RECOGNIZING THAT THERE REALLY IS A CONNECTION BETWEEN HOW WE SUPPORT STUDENTS SOCIALLY AND EMOTIONALLY AND HOW IT CAN IMPACT STUDENTS AND VICE-VERSA.

WE HAVE A COUPLE OF QUESTIONS THAT WE WANTED TO ASK BEFORE WE MOVE TO OUR FINAL ACTIVITY.

FIRST QUESTION, WHAT DID YOU OBSERVE AS YOU WENT THROUGH THE ACTIVITY IF ANYBODY WANTS TO

SHARE? TEAM BUILDING. >>

>> YOU HAD TO NEGOTIATE MEANING >> THAT'S RIGHT. >> FOR ME, YOU HAVE TO BE DELIBERATE ABOUT WHAT TYPE OF SUPPORT YOU ARE GOING TO PROVIDE.

BEING DELIBERATE WE CAN DO -- WHAT IS THE PHRASE? WE CAN DO ANYTHING, BUT WE CAN'T DO EVERYTHING. I FELT THE EXERCISE WAS IMPORTANT IN ESTABLISHING THAT AND SEEING THAT THERE ARE OPPORTUNITIES TO DO TWO THINGS AT ONCE AND IF THEY WERE

EFFECTIVE. >> YEAH. WE HAD THE CONVERSATION, WHY CAN'T WE DO THIS FOR EVERYBODY? HOW DO YOU MONITOR STUDENTS' PROGRESS AND WHETHER THERE --

[01:15:05]

WHERE THE MORE FOCUSED SUPPORTS ARE. ANY OTHER OBSERVATIONS ABOUT

WHAT YOU WERE LOOKING AT AND TALKING ABOUT? >>

>> ANY QUESTIONS OR WONDERINGS? >> WE TALKED ABOUT DEI. YOU CAN'T PLACE THAT INSIDE. IT REALLY IS THE FOUNDATION OF HOW WE PROVIDE THE SUPPORTS AND RECOGNIZING WHERE STUDENTS ARE AT AND THE DIVERSITY OF THEIR NEED AND HOW WE FOCUS ON GIVING THEM ACCESS TO WHAT THEY WANT. THAT LOOKS DIFFERENT FOR EACH STUDENT. ALL RIGHT. SO THIS IS SOMETHING THAT AS WE TALK ABOUT THERE WERE MANY THINGS ON THERE THAT WERE PRACTICES, STRATEGIES AND TOOLS THIS IS REALLY WHERE WE NEED TO FOCUS AND EXTEND OUR WORK WITH OUR STAFF AND GIVING THEM THE CONFIDENCE WITH WHAT RESOURCES ARE IN PLACE AND HOW THEY CAN EITHER USE THEM IN THE CLASSROOM OR KNOW WHO TO CONNECT WITH TO PROVIDE THE ADDITIONAL LAYER OF SUPPORT FOR STUDENTS. THIS IS THE WORK THIS YEAR. THANK YOU FOR PARTICIPATING.

IT IS NOT AN ALL-INCLUSIVE LIST AND ONE OF THE THINGS THAT WE WERE TALKING ABOUT, TRUSTEE GRANT AND I, DEPENDING ON THE CON TEBGDZ OF -- CONTEXT OF YOUR SCHOOL, HOW YOU ARE USING THE RESOURCE MAY DETERMINE WHETHER IT IS FOR ALL, SOME OR FEW.

THERE WASN'T REALLY A RIGHT ANSWER. YOU CAN SEE IT IS A GRADE KWREBT DARKS -- GRADIENT. WE DIDN'T WANT TO PUT A HARD, FAST LINE ON THINGS.

OUR JOB IS WE IDENTIFY WHERE STUDENTS ARE AND WE NEED TIGHT MONITORING SO WE CAN ENSURE THAT THEY ARE IN THE RIGHT PLACE OR IT IS ACCOMPLISHING WHAT WE NEED FOR THEM.

THANK YOU FOR ENGAGING IN THAT ACTIVITY. WE HAVE ONE MORE ACTIVITY AND I WOULD LIKE TO WELCOME DR. MICHELLE HAMILTON. SHE HAS BEEN WITH US FOR QUITE A FEW YEARS. SHE HAS TAKEN THE LEAD ON WORKING WITH OUR SITES ON RESTORATIVE JUSTICE AND RESTORATIVE PRACTICES. WE ARE GOING TO TALK ABOUT SPECIFICALLY COMMUNITY-BUILDING CIRCLES. DR. HAMILTON?

>> ALL RIGHT. THANK YOU SO MUCH. GOOD EVENING.

PRESIDENT HEREDIA, TRUSTEE GRANT, TRUSTEE HARDIN, MORA, FOR TONIGHT I WILL BRIEFLY SHARE INFORMATION ABOUT THE RESTORATIVE JUICE TEUS IN COMMUNITY BUILDING -- JUSTICE IN COMMUNITY BUILDING CIRCLES. YOU WILL HAVE AN OPPORTUNITY TO OBSERVE A LIFE ABBREVIATED DEMONSTRATION OF A CIRCLE THAT INCLUDES SIX DISTRICT ADMINISTRATORS.

FIRST I WOULD LIKE TO SHOW A SHORT VIDEO TO SITUATION COMMUNITY-BUILDING CIRCLES WITHIN THE CONTINUUM OF RESTORATIVE PRACTICES AND DESCRIBE THE ESSENTIAL ELEMENTS OF COMMUNITY-BUILDING CIRCLES TAKING PLACE THROUGHOUT THE SCHOOL DISTRICT.

>> HELLO. MY NAME IS DR. MICHELLE HAMILTON.

THE PURPOSE OF THIS VIDEO IS TO ILLUSTRATE RESTORATIVE JUSTICE PRACTICES WITH A FOCUS ON THE ESSENTIAL ELEMENTS OF THE CIRCLE PROCESS. IT IS IMPORTANT TO NOTE THAT COMMUNITY BUILDING HAPPENS ON A CONTINUUM, ARE FROM INFORMAL, RELATIONSHIP BUILDING THROUGH EFFECTIVE STATEMNTS AND CLASSROOM CIRCLES FOCUSED ON BUILDING COMMUNITY TO THE MORE FORMAL PROCESS OF RESTORATIVE CONFERENCES AND REPAIRING HARM. TO GROUND OUR WORK WE UTILIZE THE DEFINITION OF RESTORATIVE JUSTICE AND DEFINITION THAT CONTAINS THREE CONCEPTS.

THE FIRST ONE, TO CREATE JUST AND EQUITABLE LEARNING ENVIRONMENTS.

[01:20:02]

THE SECOND, TO NURTURE HEALTHY RELATIONSHIPS AND THE THIRD, TO REPAIR RELATIONSHIPS WHEN HARM HAPPENS. A SPECIAL REC COG -- REC COGS -- REC -- RECOGNITION GOES OUT TO RITA WHO HELPED GUIDE AND INFORM OUR RESTORATIVE JUSTICE PRACTICES.

IT CAN BE UTILIZED IN A VARIETY OF WAYS AND IT CAN FOSTER A SENSE OF BELONGING AND STRENGTHEN THE SCHOOL COMMUNITY. EVERY CIRCLE HAS A CIRCLE KEEPER WHO BOTH FACILITATES AND PARTICIPATES IN THE CIRCLE PROCESS.

THE ESSENTIAL ELEMENTS OF A CIRCLE ARE THE WELCOMING, PURPOSE, OPENING, ICEBREAKER, CENTER, TALKING PIECE, INTRODUCTIONS IN CHECKING AROUND, VALUES, GUIDELINES, COMMUNITY ACTIVITY, CHECK OUT ROUND AND CLOSING. THE CIRCLE KEEPER BEGINS BY WELCOMING PARTICIPANTS, EXPRESSING AN APPRECIATION FOR THE PARTICIPANTS AND THEIR WILLINGNESS TO BE IN THE CIRCLE AND STATING THE PURPOSE OF THE CIRCLE.

THE CIRCLE KEEPER ALSO GOES OVER TWO BASIC EXPECTATIONS. NO CELL PHONE USE AND CONFIDENTIALLY AND PRIVACY. OPENINGS MARK THE TIME AND SPACE OF THE CIRCLE AS A SPACE APART FROM THE PACE AND TONE OF EVERYDAY LIFE. THE OPENING CEREMONY IS DESIGNED TO HELP PARTICIPANTS CENTER THEMSELVES AND BE REMINDED OF CORE VALUES AND CLEAR NEGATIVE ENGINES AND ENCOURAGE OPTIMISM AND HONOR THE PRESENCE OF EVERYONE THERE.

ICEBREAKERS ARE A TOOL TO GET A TEAM FOCUSED AND COMFORTABLE WITH EACH OTHER AND ALSO A WAY TO HAVE FUN. IN A CIRCLE, THERE IS A CENTER OF FOCAL SPACE IN THE MIDDLE OF THE CIRCLE. THIS SPACE INCLUDES A LIVING THING LIKE A PLANT OR A FLOWER AND REPRESENTATIVE -- REPRESENTATIONS OF THE FOUR ELEMENTS OF AIR, WATER, EARTH AND FIRE. IN THE CENTER YOU HAVE OTHER SPECIAL OBJECTS CONTRIBUTED BY EACH PERSON. THE CENTER AS THE CIRCLE CONTINUES WILL BEGIN TO COLLECT VERY -- VARIOUS SYMBOLS THAT REPRESENT THE COMMUNITY AROUND THE CIRCLE.

THE TALKING PIECE IS A CRITICAL ELEMENT OF CREATING A SPACE IN WHICH ALL PARTICIPANTS CAN SPEAK AND LISTEN FROM A DEEP PLACE OF TRUTH. THE PERSON HOLDING THE TALKING PIECE HAS THE OPPORTUNITY TO SPEAK WITHOUT INTERRUPTION WHILE EVERYONE ELSE HAS THE OPPORTUNITY TO LISTEN WITHOUT THE NEED TO RESPOND. THE TALKING PIECE IS PASSED AROUND THE CIRCLE TO THE LEFT. WHILE THERE ARE SOME COMMUNITIES THAT PASS TO THE RIGHT, WE BORROW THE TRADITION OF PASSING TO THE LEFT FROM NATIVE AMERICANS WHO BELIEVE THAT SINCE YOUR HEART IS ON THE LEFT, YOU ARE SPEAKING FROM YOUR HEART.

THE TALKING PIECE IS NOT PASSED BACKWARDS OR ACROSS THE CIRCLE AND ONLY THE PERSON HOLDING THE TALKING PIECE MAY SPEAK. IT IS IMPORTANT TO MENTION THAT EVERYTHING IS INVITATION.

SO IT IS ALWAYS OKAY TO PASS THE TALKING PIECE WITHOUT SPEAKING.

THE CIRCLE KEEPER MAY SPEAK WITHOUT THE TALKING PIECE TO FACILITATE THE PROCESS, BUT GENERALLY WILL NOT SPEAK WITHOUT THE TALKING PIECE. AND FINALLY, EACH TALKING PIECE HAS A PARTICULAR MEANING. DURING THE INTRODUCTION AND OPENING ROUND, THE TALKING PIECE IS PASSED AROUND THE CIRCLE SO PARTICIPANTS CAN SAY THEIR NAME AND SHARE HOW THEY ARE FEELING WITH EVERYONE. THE NEXT ELEMENT OF THE CIRCLE IS DRAWING OUT THE COLLECTIVE VALUES OF THE GROUP. THIS PROCESS IS COMPLETED IN FOUR ROUNDS.

ONCE THE GROUP REACHES CONSENSUS THEY CELEBRATE. WHEN TIME IS A FACTOR WE USE THE FOLLOWING VALUES. BEFORE WE BEGIN THE DISCUSSION IN A CIRCLE, WE CREATE GUIDELINES AND IT IS THE VALUES AND ACTION. FOR EXAMPLE, THE GUIDELINE OF NO ELECTRON -- ELECTRONIC DEVICES AND HONORING PRIVACY. UNDER HONORING PRIVACY AND INFORMED CONSENT, WE ASK WHAT IS SAID IN CIRCLE STAYS IN CIRCLE.

HOWEVER, WE ALSO REMIND YOU THAT WE ARE MANDATED REPORTERS. IF THEY SHARE ABOUT HARMING THEMSELVES OR OTHERS OR THEM BEING HARMED, WE WILL CALL TO GET THEM HELP.

WE DO NOT SPEAK ABOUT PEOPLE AND THEIR STORIES WITH OTHERS WHO ARE NOT IN THE CIRCLE AND WE ASK PARTICIPANTS NOT TO DISCUSS TOPICS DISCUSSED IN THE CIRCLE WITH THE PERSON WHEN WE ARE OUTSIDE THE CIRCLE. SIMILAR TO THE VALUES, THE GUIDE HRAOEUPBTS ARE CREATED IN THREE ROUNDS. WHEN THE CIRCLE REACHES CONSENSUS ON THE GUIDELINES, WE CELEBRATE. WHEN TIME IS A CONCERN, WE USE THE FOLLOWING GUIDELINES.

THE COMMUNITY ACTIVITY CAN BE AN INTERACTIVE ACTIVITY, ART PROJECT, DISCUSSION ABOUT A PARTICULAR TOPIC, GROUP CHALLENGE OR THE SHARING OF STORIES THAT AS A RESULT MOVES THE GROUP TO MORE TAOEPLY KNOW EACH -- DEEPLY KNOW EACH OTHER. THE TALKING PIECE IS PASSED AROUND AND PARTICIPANTS ARE INVITED TO SHARE THEIR THOUGHTS ABOUT THE CIRCLE PROCESS AND/OR EXPLAIN HOW THEY ARE FEELING AS THE CIRCLE COMES TO A CLOSE. FINALLY, SIMILAR TO THE

[01:25:02]

OPENING, THERE IS A CLOSING TO 9ACKNOWLEDGE THE EFFORTS OF THE CIRCLE AND AFFIRM THE INTERCONNECTEDNESS OF THOSE PRESENT AND CONVEY A SENSE OF HOPE FOR THE FUTURE AND PREPARE PARTICIPANTS TO RETURN TO THEIR LIVES. THANK YOU FOR WATCHING OUR RJ VIDEO. WE HOPE THIS PRESENTATION HELPS YOU BETTER UNDERSTAND THE CIRCLE PROCESS IN NATOMAS UNIFIED SCHOOL DISTRICT. AT THIS TIME WE WILL SET UP FOR

OUR DEMONSTRATION. >> [INAUDIBLE]. >> IT DOES NOT REQUIRE MANY

WORDS TO SPEAK THE TRUTH. >> [INAUDIBLE]. >> IT HAS THE FOUR ELEMENTS OF

[01:31:35]

AIR, EARTH, WATER AND FIRE. THOSE ELEMENTS ARE TO BALANCE. [INAUDIBLE] -- WAS GIVEN TO ME BY RJ CONSULTANT. NEXT WE'LL DO A CHECK IN ROUND. THE PURPOSE OF THE CHECK IN ROUND IS TO FIND OUT HOW PEOPLE ARE ARRIVING TO THE CIRCLE. YOU WANT TO MAKE SURE AND CHECK IN. USUALLY IN THE CHECK IN ROUND I WOULD ASK TWO OR THREE QUESTIONS AND INTRODUCTORY QUESTIONS. SOMETIMES IT IS HARD FOR PEOPLE TO START TALKING ABOUT THEMSELVES. IT LIGHTENS THE LOAD.

THAT QUESTION WILL BE DESCRIBE HOW YOU ARE DOING TODAY. FOR ME I'M DOING WELL.

I APPRECIATE THE OPPORTUNITY TO SHARE THIS WORK AND THE PRACTICE WITH THE BOARD AND ALL

THOSE WHO ARE WATCHING AS WELL. >> I FEEL WELL AND FEEL ACCOMPLISHED THAT TODAY WAS A

GREAT DAY AND SPENDING TIME WITH YOU ALL. >> I AM ALSO FEELING WELL.

[INAUDIBLE]. >> I'M DOING WELL. I THINK I AM A LITTLE COMPLICIT BECAUSE WE WANT TO CELEBRATE AND ALSO UNDERSTAND THAT THERE IS SO MUCH TO DO.

>> I'M DOING WELL. I HAD A PRETTY GOOD DAY TODAY. [INAUDIBLE].

>> I'M DOING GREAT TONIGHT. I KNOCKED MIKE OVER, BUT THAT'S OKAY.

AND I THINK THIS IS GREAT JUST TO GO THROUGH THIS ACTIVITY AND IT REPRESENTS WHAT WE WANT.

>> AND ONE OF THE THINGS I DIDN'T MENTION ABOUT THE TALKING PIECE IS AS IN THE VIDEO IT GOES TO THE LEFT. IT DOESN'T GO ACROSS. WHEN YOU ARE HOLDING THE TALKING PIECE, THAT'S YOUR OPPORTUNITY TO SPEAK AND NOT BE INTERRUPTED.

WHEN YOU DON'T HAVE IT, IT IS YOUR ABILITY TO LISTEN AND LISTEN INTENTLY AND NOT FEEL LIKE YOU HAVE TO RESPOND. IT IS DEFINITELY A DIFFERENT WAY OF ENGAGING.

THE OTHER THING I WANTED TO MENTION, JUST TO MAKE SURE, IF IN THE CHECK IN ROUND SOMEBODY WAS TO BRING UP SOMETHING AND SAY I AM FEELING DEPRESSED, I AM FEELING HURT, I AM FEELING

[01:35:08]

SAD, THAT WOULD BE AN INDICATOR TO THE KEEPER. THEY WOULD MAKE NOTE OF IT AND THEN AFTER THE CIRCLE WAS OVER, THEY WOULD CHECK IN WITH THAT PERSON.

THEY WOULD MAKE NOTE OF IT BECAUSE THEY WOULDN'T WANT TO DRAW ATTENTION TO THAT PERSON, BUT THEY WANT TO MAKE SURE THEY FOLLOW-UP WITH THAT PERSON. AND YOU DON'T NECESSARILY HAVE TO SOLVE T BUT MAYBE JUST GIVING THEM THE REASSURANCE THEY NEED.

FOR A COMMUNITY BUILDING ACTIVITY WE ARE GOING TO DO A QUESTION.

THE QUESTION IS WHAT IS ONE THING THAT NO ONE KNOWS ABOUT YOU? NOT EVEN THE PEOPLE SITTING IN THE CIRCLE. I'LL GIVE UH COUPLE MINUTES TO

GATHER YOUR THOUGHTS. >> SO I'LL BEGIN. I HAVE FAMILY IN HAWAII.

ACTUALLY THIS CLOCK CAME FROM HAWAII. I HAVE FAMILY IN MY -- IN HAWAII FROM MY GRANDMOTHER WHO LIVED THERE AS A CHILD AND HER SISTERS AND BROTHERS REACHED THE AGE OF AT LEAST 90. SHE DIED WHEN SHE WAS 100. HER SISTER DIED WHEN SHE WAS 108. SHE HAS THE LAST SISTER LIVING JUST TURNED 96.

SO I'LL BE AROUND AWHILE. >> SOMETHING YOU WOULD NOT KNOW ABOUT ME, I AM PASSIONATE ABOU.

I OWN A 1962 CHEVY CONVERT SABL CAR. CONVERTIBLE CAR.

IT HAS BEEN FEATURED IN MAGAZINES. [INAUDIBLE].

>> THE ONE THING PEOPLE KNOW ABOUT ME IS I GREW UP IN NATOMAS.

PEOPLE WOULD BE SURPRISED TO HEAR -- [INAUDIBLE]. TWO DIFFERENT HIGH SCHOOLS.

WE DIDN'T HAVE A HIGH SCHOOL IN NATOMAS. EVEN THOUGH I HAVE BEEN HERE -- [INAUDIBLE]. WHEN I WAS A KID WE HAD TO WORK SERVING LUNCH.

[INAUDIBLE]. >> [INAUDIBLE]. WHEN I WAS YOUNGER I ROAD HORSES. KIND OF THE BACK BACKSTORY TO THAT IS WHEN I WAS YOUNGER MY PARENTS HAD TO -- [INAUDIBLE]. SUPER AWKWARD AND VERY UNCOORDINATED.

PUT ME ON A HORSE. THEY THOUGHT IT WAS MUCH SAFER FOR ME.

FAST-FORWARD TO HIGH SCHOOL -- [INAUDIBLE]. >> WHAT PEOPLE KNOW ABOUT ME IS I AM USUALLY VERY LIGHTHEARTED. [INAUDIBLE] I NEVER INTERACTED WITH MY WIFE'S MOTHER WHO PASSED ACTUALLY SHORTLY BEFORE WE STARTED DATING. A COUPLE MONTHS BELATED FROM OUR WEDDING I HAD A DREAM AND HER MOTHER WAS IN MY DREAM. SHE FED ME.

[01:40:04]

SHE DIDN'T SAY A WORD TO ME. SO I WOKE UP FROM THIS DREAM -- [INAUDIBLE].

SHE CAME TO VISIT ME. [INAUDIBLE]. IN THE BACK OF MY BRAIN, TRYING TO GET THE MUSIC OUT OF MY HEAD. [INAUDIBLE].

>> I HAVE AN INTERESTING DAY COMING UP. I AM THE OLDEST OF FOUR KIDS.

[INAUDIBLE]. PASSED AWAY A YEAR AND A HALF AGO.

[INAUDIBLE]. REALLY CONFLICTING. [INAUDIBLE].

LOOKING FORWARD TO IT AND IT IS GOING TO BE -- [INAUDIBLE]. >> THANK YOU.

THANK YOU FOR SHARING SO EASILY AND SO AUTHENTICALLY. ONE OF THE OTHER THINGS I WANT TO MENTION IS WHEN WE HAVE QUESTIONS LIKE THAT WHAT I USUALLY DO IS [INAUDIBLE] ALLOW MEMBERS OF THE CIRCLE TO REFLECT AND SAY HOW IT TOUCHED THEM AND OFFER SUPPORT.

WE DON'T REALLY WANT TO NECESSARILY SINGLE ANYONE OUT, BUT THE CIRCLE DOES WHAT IT IS SUPPOSED TO DO AND SOMETIMES IT GOES LIGHT AND SOMETIMES IT GOES HEAVY.

AS A COMMUNITY WE HOLD A SPACE FOR EACH OTHER TO COME TOGETHER WITH THAT WE ARE GOING TO DO OUR CHECK OUT ROUND. SIMILAR TO THE CHECK IN ROUND, WE WANT TO SEE HOW PEOPLE ARE AND HOW THE CIRCLE WAS TO THEM. AS THE KEEPER IT IS A GOOD WAY IF YOU CHECK IN AND SOMEONE IS SAYING I'M NOT FEELING GOOD, I'M TIRED, I'M DEPRESSED, IT'S GOOD TO SEE ARE THEY STILL FEELING THAT WAY AT THE END OF THE CIRCLE AND EVEN IF THEY ARE STILL FEELING BETTER, YOU WANT TO CHECK IF WITH THEM. SO FOR ME IT WAS MY -- IT WAS GOOD.

IS WAS VERY GOOD. I ALWAYS FEEL CONCERN WHEN WE DO A CIRCLE [INAUDIBLE] IT IS

GOOD FOR MY HEART. >> I FEEL GREAT. I FEEL NICE I CAN SHARE MY

PASSION WITH MY FRIENDS HERE. [INAUDIBLE]. >> I AM FEELING OPTIMISTIC.

I KIND OF HAD MY DOUBTS. I WASN'T SURE WITH EVERYONE STARING AT ME HOW IT CAN BE.

I FOUND MYSELF GETTING DRAWN INTO THE CIRCLE AND MADE ME THINK BACK TO -- [INAUDIBLE].

I REMEMBER THOSE BEING POWERFUL. >> I THINK I LEAVE THE CIRCLE, I FEEL VERY HONORED TO WORK WITH THE PEOPLE I WORK WITH AND TO HEAR THE WILLINGNESS OF PEOPLE. THERE IS A LOT OF WORK TO DO. THERE ARE PEOPLE WHO WANT TO DO THE RIGHT THING. IT IS THE WEIGHT OF THE RESPONSIBILITY.

>> I THINK THE SETTING IN THE CIRCLE AND HAVING SOMETHING IN THE MIDDLE [INAUDIBLE].

[01:45:08]

BUT BECAUSE OF THIS, I THINK THERE IS SOMETHING THAT HELPS CREATE [INAUDIBLE] IT GIVES YOU SOMETHING TO FOCUS ON. ANYWAYS, IT IS GREAT. I FEEL LIKE IT IS GREAT TO HEAR

OTHER PEOPLE [INAUDIBLE]. >> I FEEL GREAT. [INAUDIBLE].

>> WITH THAT, THAT BRINGS US TO OUR CLOSING. MUCH LIKE THE OPENING, IT BRINGS YOU IN AND THE CLOSING, YOU KNOW, KIND OF [INAUDIBLE]. THE CLOSING KIND OF TIES IT UP AND YOU CAN TAKE ALL THAT YOU HAVE GATHERED AND LEARNED. WITH THAT WE ARE GOING TO DO

[INAUDIBLE]. IF I AM YOU AND YOU ARE ME. >> YOU ARE MY OTHER ME.

IF I DO HARM TO YOU I DO HARM TO MYSELF. IF I LOVE AND RESPECT YOU I LOVE AND RESPECT MYSELF. THANK YOU. THAT CONCLUDES OUR CIRCLE.

>> ALL RIGHT. AS IN MANY CIRCLES, THERE'S ALWAYS TIME FOR REFLECTION, REFLECTION ON THE QUESTIONS, REFLECTION ON WHAT YOU'VE HEARD , REFLECTION HOW OTHERS HAVE RESPONDED, AND SO WE WANT TO OFFER YOU THAT OPPORTUNITY AS WELL.

WHAT ARE YOUR OBSERVATIONS OR WONDERINGS FROM OUR DEMONSTRATION OF A

COMMUNITY-BUILDING CIRCLE? >> I THINK IT CREATES AN OPPORTUNITY FOR REFLECTION.

I LIKE IN THIS PARTICULAR EXAMPLE PEOPLE FELT SAFE TO GO DEEP.

AS A SPIRITUAL GUY, THAT WAS DUBIOUS OF THAT. IT WAS ELEMENTAL TO THAT IT WOULD MAKE ME UNCOMFORTABLE, BUT I COULD SEE IT WOULD MAKE PEOPLE FEEL CONSTRUCTFUL TO THE

INTER PERSONAL COMMUNICATION GOING ON. >> I FORTUNATELY HAVE BEEN ABLE TO HAVE BEEN PART OF SOMETHNG LIKE THIS IN MY SPANISH CLASS A FEW YEARS AGO.

WE DID IT EVERY SINGLE MONDAY I THINK EVERY FEW WEEKS AND IT WAS REALLY -- IT REALLY GOT THE STUDENTS IN THERE. WE WOULDN'T TALK ABOUT THE CLASS.

WE WOULD TALK ABOUT OUR FEELINGS AND THOUGHTS AND IT REALLY WORKED.

WE HAVE SEEN FOLLOW THROUGH AND IT CREATED A SENSE OF COMMUNITY IN THE CLASSROOM.

I THINK IT IS A WORKING SOLUTION. >> I WAS MOVED TO SEE THE VULNERABILITY THAT EVERYONE WAS ABLE TO COME TOGETHER. I THINK THE ROOM WAS STILL AND EVERYBODY FELT IT. I ENJOYED IT. THANK YOU.

>> YEAH. I AGREE WITH EVERYTHING THAT'S BEEN SAID.

I DID NOT KNOW THAT YOU COULD HAVE A CIRCLE LIKE THIS IN FRONT OF A PUBLIC MEETING, BUT THERE IS A FIRST TIME TO WITNESS EVERYTHING. I THINK IT WAS IMPORTANT BECAUSE -- AND THANKS TO EVERYONE WHO PARTICIPATED, WE GOT TO ALSO WORK WITH EVERYONE AND HEAR FROM EVERYONE. I FELT LIKE I WAS AT TIMES PART OF IT WITHOUT SPEAKING AND IT KIND OF EMPHASIZED THE NEED FOR A VERY INSULATED AND SAFE FEELING AND SPACE WHEN WHETHER

[01:50:10]

THERE IS A CRISIS SITUATION OR IT IS TOO BE PROACTIVE. AND I THINK THERE IS A GRAPHIC WE HAVE ABOUT BEING PROACTIVE AND BEING RESPONSIVE, BUT I WAS REALLY THINKING ABOUT HOW IMPORTANT IT IS TO HAVE A CIRCLE LIKE THAT IN A PROACTIVO SEUF REASONS.

PROACTIVE REASONS. SO I WAS VISUALIZING ALL OF THAT AND THANKS FOR DOING THAT.

>> SO I WAS THINKING ABOUT ALL OF THE SOCIAL SKILLS THAT COME OUT AS A RESULT OF THIS.

LISTENING FOR OUR PURPOSE, RESPECTING, TURN TAKING AMONG STUDENTS.

LEARNING TO HOLD INFORMATION IN CONFIDENCE AND MOST OF ALL I THINK LEARNING TO BE COURAGEOUS. THERE WAS A LOT OF COURAGE DISPLAYED TONIGHT WITH THOSE OF YOU ON THE DYE -- DIOSCE HERE. IT IS VERY DIFFICULT AT TIMES TO BE SO PUBLIC AND TO BE SO VULNERABLE IN SUCH A PUBLIC SETTING. YOU KNOW, THAT'S WHAT OCCURRED TO ME. WITH YOUNG KIDS, ONE OF MY THOUGHTS WAS I KNOW WHEN DONE RIGHT THIS WORKS WELL AT THE KINDERGARTEN LEVEL. IF THE TEACHER HAS THE SKILLS, LITTLE BY LITTLE IN SMALL GROUPS AND IN A TIME WHEN STUDENTS ARE LOOKING FOR AN OUTLET THIS IS ONE MECHANISM IN WHICH THEY CAN SHARE THEIR FEELINGS.

A LOT OF SKILLS AS A RESULT AND I THINK WE NEED TO LOOK AT WHAT ARE THE SOCIAL AND EMOTIONAL -- WHAT ARE THE PRO-SOCIAL DEVELOPMENT SKILLS THAT ARE 9BEING DEVELOPED.

KWR*PBLG -- I THINK IT WILL TRANSITION TO BEHAVIOR IN THE CLASSROOMS.

THANK YOU TO EVERYONE WHO PARTICIPATED. >> THANK YOU VERY MUCH.

>> WELL, THAT IS OUR STUDY SESSION. I WANT TO THANK ALL OF YOU AS TRUSTEES FOR ALLOWING US THE LATITUDE TO DO THINGS A LITTLE DIFFERENTLY.

PART OF THE REASON WE DID THE VIDEO WAS NOT ONLY TO STREAM LINE THIS PART, BUT TO CONTINUE TO BUILD RESOURCES THAT WE HAVE , THAT WE CAN SHARE AS PART OF THE TRAININGS WE DO WITH STAFF. I WANT TO REITERATE, THERE ARE A LOT OF THINGS THAT WE HAVE VERY POSITIVE INTENTIONS TO DO AND A DESIRE TO DO AND I LOOK FORWARD TO CONTINUING TO COLLABORATE WITH OUR STAFF AND IDENTIFYING THOSE AREAS WHERE THEY FEEL LIKE THEY NEED SUPPORT, MORE SUPPORT AND MORE TRAINING AND MORE RESOURCES AND THAT IS THE WORK THAT WE ARE SETTING OUT TO DO. THANK YOU FOR ENGAGING WITH US TONIGHT.

APPRECIATE IT. >> WE WILL MOVE ON TO PUBLIC COMMENT.

[XV. PUBLIC COMMENTS]

I HAVE TWO PUBLIC COMMENT REQUESTS. ONE IS FROM RICHARD HERNANDEZ.

AND THE SECOND ONE IS FROM BRISA TRUJILLO. >> MR. HERNANDEZ LEFT.

>> WE WILL GO TO BRISA. IS BRISA HERE? THERE SHE IS.

OKAY. I DIDN'T SEE YOU IN THE BACK THERE, BRISA.

>> GOOD EVENING. TODAY I WANTED TO TALK ABOUT, AS ALWAYS, ABOUT AMERICAN RIGHTS OF SCHOOL. WE HAD A BACK TO SCHOOL NIGHT WHERE WE HAD MORE THAN 600 PEOPLE COMING WITH THE SCHOOL. WE ARE A TITLE 1 SCHOOL WHERE WE ARE VERY PROUD OF WHERE OUR KIDS GO. WE LIKE OUR TEACHERS OVER THERE.

THAT'S WHY YOU SEE A LOT OF PARENTS PARTICIPATING IN THE SCHOOL.

UNFORTUNATELY OUR AMERICAN SPTO IS NOT ALLOWED TO WORK IN THE SCHOOL GROUNDS.

AND THAT HAS TO CHANGE. THERE IS A NEED THERE. WE HAVE PARENTS COMMITTED IN THAT SCHOOL, COMMUNITY MEMBERS COMMITTED TO THAT SCHOOL AND IT IS NOT ALLOWED.

THAT HAS TO CHANGE. KNOWN WHAT ELSE WE HAVE TO DO IT.

I MET THE SUPERINTENDENT AND WE PROVIDED APPLICATIONS TO ALL OF YOU.

I DON'T KNOW HOW THE WAY TO MAKE IT UNDERSTAND TO ALL OF YOU THAT IT'S NEEDED.

IT IS A TITLE 1 SCHOOL AND IT IS NOT FAIR FOR US TO COME HERE AND FIGHT FOR THIS.

[01:55:07]

YOU ARE TALKING ABOUT CONTRIBUTION AND ALLOWING PARENTS PARTICIPATING IN KIDS' EDUCATION. WHAT DO YOU THINK OF AMERICAN LAKES? DO YOU THINK PARTS OF NATOMAS IT IS NOT WORTH 2? THIS IS -- WORTH IT.

THAT IS UNAGO -- UNAGO -- UNACCEPTABLE. I HAVE 2 KIDS THAT CAME TO THE SCHOOL DISTRICT. MY DAUGHTER GRADUATED FROM NATOMAS HIGH SCHOOL AND MY KIDS WENT TO AMERICAN LAKES. I AM COMMITTED TO THE DISTRICT AND TO THAT SCHOOL AND I HOPE THAT THINGS CHANGE IN THIS DISTRICT BECAUSE AS YOU CAN SEE IT BECAUSE SOME OF YOU WENT TO THE ACTIVITIES THAT WE HAVE IN THAT SCHOOL, PARENTS PARTICIPATED.

IT IS NOT THAT WE DON'T CARE. IT IS THE CULTURE OF THE SCHOOL THAT NEEDS TO BE CHANGED.

THE ADMINISTRATION PART IS NOT DOING THEIR JOB. SO I HOPE THIS CHANGING -- THIS 9THINGS WILL CHANGE, AND I KNOW THIS IS NOT WHAT YOU WANT TO HEAR.

I DON'T WANT TO COME EVERY SINGLE MONTH AND SAY THAT. I HAVE A GRANDSON WHO HAS AN IEP AND VERY SIMPLE FOR THE WAY THE TEAM IS WORKING WITH MY SO. AND I'M NOT HERE FOR THAT.

I KNOW I COULD WORK WITH THE SCHOOL OVER THERE FOR MY GRAND KID, BUT THE SCHOOL NEEDS TO INNING CHA THE ENVIRONMENT -- CHANGE THE ENVIRONMENT AND THE WAY THEY TREAT CHILDRENS LIKE THE AMERICAN LAKES PTO IS TRYING TO MAKE A CHANGE OVER THERE.

I DON'T WANT TO COME AND TALK ABOUT THE HEIGHT SUSPENSION RATE AND EXPULSION IN THE

SCHOOL. >> THANK YOU. >> NO I AM THE ONLY ONE THAT I HAVE BEEN WAITING THIS LONG AND THIS IS RIDICULOUS. THIS IS NOT THE WAY TO TREAT THE COMMUNITY IN THIS DISTRICT. YOU ARE TALKING ABOUT EQUITY AND RESPONDING, THIS IS NOT THE

WAY. THANK YOU. >> THANK YOU.

ALL RIGHT. >> [INAUDIBLE] AND SO THIS MEETING IS ADJOURNED AT

* This transcript was compiled from uncorrected Closed Captioning.

Sep 27, 2023 Board Meetings

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