[I. OPEN SESSION]
[00:00:04]
>> GOOD EVENING. I'D LIKE TO CALL THIS REGULAR BOARD MEETING TO ORDER AT 5:15 PM.
HELENE, COULD YOU PLEASE CALL THE ROLL?
>> WE HAVE A QUORUM. NUSD BOARD MEETINGS ARE LIVE STREAMED AND RECORDED AT THE DIRECTION OF THE BOARD.
THE LIVESTREAM IS AVAILABLE FOR VIEW ON ONLINE, AND THE RECORDINGS WILL BE AVAILABLE FOR VIEWING THE DAY AFTER THE BOARD MEETING.
THOSE IN ATTENDANCE SHOULD EXPECT THAT THE RECORDINGS WILL CAPTURE ALL ACTIVITY AND DISCUSSIONS BEFORE, DURING, AND AFTER THE MEETINGS.
THE BOARD WILL BE GOING INTO CLOSED SESSION THIS EVENING TO
[V. CLOSED SESSION]
DISCUSS A CONFERENCE WITH LABOR NEGOTIATOR, DISTRICT REPRESENTATIVE REGARDING THE NATOMAS TEACHERS ASSOCIATION, A CONFERENCE WITH LABOR NEGOTIATOR, DISTRICT REPRESENTATIVE REGARDING THE CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION, AND TO DISCUSS AND REVIEW ONE STUDENT EXPULSION MATTER.IS THERE ANYONE HERE TODAY TO SPEAK TO ANY OF THE ITEMS IN CLOSED SESSION? I'M NOT SEEING ANY.
WE ARE GOING TO RECONVENE OPEN SESSION AT APPROXIMATELY 5:45 PM, OR SHORTLY THEREAFTER THE CONCLUSION OF CLOSED SESSION.
[VI. RECONVENE IN OPEN SESSION]
WE ARE RECONVENING OPEN SESSION AT 6:03 PM.HELENE, COULD YOU PLEASE CALL THE ROLL?
>> WE HAVE A QUORUM. TRUSTEE SWALEM, COULD YOU LEAD US IN A PLEDGE?
[IX. ANNOUNCEMENT OF ACTION TAKEN IN CLOSED SESSION]
THE BOARD VOTED 4-0 TO APPROVE AN AGREEMENT RELATED TO STUDENT EXPULSION NUMBER 2425L.BEFORE WE MOVE ON, JUST A REMINDER FOR THOSE IN ATTENDANCE THAT IN ACCORDANCE WITH BOARD BYLAW 9323 MEETING CONDUCT, INDIVIDUALS WISHING TO ADDRESS THE BOARD MUST SUBMIT A COMPLETED PUBLIC COMMENT CARD, THE SCREEN THING HERE, PRIOR TO CONSIDERATION OF THE ITEM, AND NO LATER THAN THE FIRST ACTION ITEM ON THE AGENDA.
INDIVIDUALS WILL BE ALLOWED TWO MINUTES TO ADDRESS THE BOARD, WE'RE GOING TO HAVE A STRICT LIMIT ON THAT TONIGHT.
THE BOARD SHALL LIMIT A TOTAL TIME FOR PUBLIC INPUT ON EACH ITEM TO 20 TOTAL MINUTES.
IF YOU'D LIKE TO MAKE A PUBLIC COMMENT, PLEASE FILL OUT A PUBLIC COMMENT CARD AND ADD IT TO THE STAFF MEMBER AT THE TABLE OUTSIDE OF THE BOARD ROOM.
AT THE CONCLUSION OF OUR MEETING, WE ASK MEMBERS OF THE PUBLIC TO REFRAIN FROM APPROACHING THE DAIS AND PROVIDE BOARD MEMBERS WITH THE OPPORTUNITY TO GATHER THEIR BELONGINGS, SIGN DOCUMENTS, AND SECURE ANY SENSITIVE INFORMATION.
BOARD MEMBERS MAY MAKE THEMSELVES AVAILABLE TO THE PUBLIC BY STEPPING OUT FROM THE DAIS AND ENTERING THE AREA FOR AUDIENCE SEATING OR OUTSIDE THE BOARD ROOM.
NEXT UP, WE HAVE OUR APPROVAL OF THE AGENDA. IS THERE A MOTION?
[X. APPROVAL OF THE AGENDA]
HELENE, COULD YOU PLEASE CALL THE ROLL?
WE HAVE A CELEBRATION IT LOOKS LIKE. YOU GUYS EXCITED?
[XI.a. Athletics Winter 2025 Recognition]
[BACKGROUND] [APPLAUSE] IT'S OUR ATHLETICS WINTER 2025 RECOGNITION.OUR ASSISTANT SUPERINTENDENT IN SCHOOL LEADERSHIP, DAVID RODRIGUEZ, WHO WILL LEAD US THROUGH THIS CELEBRATION.
>> GOOD EVENING, BOARD PRESIDENT GRANT, TRUSTEES, SUPERINTENDENT CASTILLO, SENIOR LEADERS, FAMILIES, PARENTS, EXCITING TIME.
IT IS WITH GREAT HONOR TO FORMALLY RECOGNIZE THE COACHES AND THE PLAYERS FOR EACH TEAM THAT ARE IN ATTENDANCE TONIGHT.
AT THIS TIME, TRUSTEES AND SUPERINTENDENT CASTILLO, PLEASE JOIN US IN THE FRONT OF THE DAIS THERE.
AT THIS TIME, I'D LIKE TO HAVE ATHLETIC DIRECTOR JUSTIN REBER AND PRINCIPAL SCOTT PITTS TO PLEASE JOIN US.
[00:05:04]
HERE. FIRST, I'D LIKE TO RECOGNIZE THE INDERKUM BOYS BASKETBALL TEAM.THEY WERE THE CAPITOL VALLEY CONFERENCE CHAMPIONS, RANKED NUMBER 2 IN DIVISION 1 OF THE CIF SAC-JOAQUIN SECTION AND MADE IT TO THE CIF FINALS.
THEY WERE THEN RANKED NUMBER 1 IN THE CIF STATE TOURNAMENT AND MADE IT TO THE SECOND ROUND.
I'D LIKE TO INVITE COACH FRED WILSON AND HIS STAFF AND THE PLAYERS TO ENTER THE BOARD ROOM AND INTRODUCE THEMSELVES. [APPLAUSE]
>> HOW YOU DOING? I'M FRED WILSON, HEAD COACH OF BOYS BASKETBALL AT INDERKUM HIGH SCHOOL.
I'M VERY EXCITED TO BE HERE, AND I APPRECIATE YOU GUYS RECOGNIZING US. [APPLAUSE]
IT'S MY FIRST YEAR HERE AT INDERKUM, AND I'M GLAD TO BE HERE. [APPLAUSE]
I'M STEVE JOHNSON, BEEN HERE EIGHT YEARS, AND I APPRECIATE YOU GUYS HONORING US TODAY. THANK YOU. [APPLAUSE]
>> MY NAME IS MALACHI JOHNSON.
I'M A SENIOR, AND I'M COMING TO CAL STATE STANISLAUS. [APPLAUSE]
>> MY NAME IS TAYLEN GOODMAN, AND I'M A CLASS 2025, AND I AM UNDECIDED RIGHT NOW. [APPLAUSE]
>> DEVIN BANKS, I'M A SENIOR, AND I'M UNDECIDED WHERE I'M GOING TO GO NEXT YEAR. [APPLAUSE]
>> SIINCERE HUDSON, AND I'M A SOPHOMORE. [APPLAUSE]
>> I'M COLE JOHNSON, AND I'M A JUNIOR. [APPLAUSE]
>> LEONARD CHADWICK, AND I'M A JUNIOR. [APPLAUSE]
>> JAEDEN CLAXTON, I'M A SOPHOMORE. [APPLAUSE]
>> CJ NELSON, I'M A SOPHOMORE. [APPLAUSE]
>> SIMEON SORHAINDO, JUNIOR. [APPLAUSE]
>> I'M ZACHARY TORRES AND I'M A SOPHOMORE. [APPLAUSE]
>> I'M JAEDAN GOODMAN AND I'M A JUNIOR. [APPLAUSE]
>> COACHES. [BACKGROUND] [OVERLAPPING]
>> DON'T MOVE. [APPLAUSE] [BACKGROUND]
[00:10:21]
>> CONGRATULATIONS. APPRECIATE YOU, GUYS.
[BACKGROUND] I DON'T KNOW WHY I THOUGHT THEY WERE GOING TO COME AND INTRODUCE THEMSELVES AGAIN.
NOW I LOOK LIKE THE LAZY, CRAZY ONE. I KNOW, I'M EXCITED.
>> NEXT, I WOULD LIKE TO RECOGNIZE THE NATOMAS HIGH SCHOOL BOYS BASKETBALL TEAM.
I WOULD LIKE TO INVITE NATOMAS HIGH SCHOOL PRINCIPAL MARCELL BAKER, NATOMAS ATHLETIC DIRECTOR ALICEAH HERNANDEZ TO JOIN ME AS WE CELEBRATE THE TEAM.
>> [LAUGHTER] THEY WERE THIS YEAR'S GREATER SACRAMENTO LEAGUE COACH CHAMPIONS, RANKED NUMBER 1 IN DIVISION 4 AND WERE THE CIF SAC-JOAQUIN SECTION RUNNERS UP AND MADE IT TO THE SECOND ROUND OF THE CIF STATE TOURNAMENT.
>> HEY, GIVE IT UP. [APPLAUSE]
>> I NOW WOULD LIKE TO INTRODUCE ASSISTANT COACH DEANGELO JENKINS, ALONG WITH HIS PLAYERS. [APPLAUSE]
>> HELLO. MY NAME IS DEANGELO JENKINS, ASSISTANT COACH FOR NATOMAS HIGH. [APPLAUSE]
>> MY NAME IS MANNO JENKINS, AND I'M A JUNIOR. [APPLAUSE]
>> MY NAME IS ALFRED WILKINS, AND I'M A SOPHOMORE. [APPLAUSE]
>> OTHER MEMBERS OF THE TEAM COULD NOT MAKE IT THIS EVENING, SO WE HAVE REPRESENTATIVES.
WE'LL NOW TAKE A PHOTO FOR NATOMAS HIGH SCHOOL. JUMP UP. [BACKGROUND]
>> READY. HERE YOU GO. [APPLAUSE]
>> CONGRATULATIONS AGAIN TO THE NATOMAS HIGH BOYS BASKETBALL TEAM AND THEIR AMAZING SEASON.
NEXT UP, I WOULD LIKE TO INTRODUCE AND RECOGNIZE A VERY SPECIAL YOUNG LADY.
I'D LIKE TO INVITE NATOMAS HIGH WRESTLER, SHYRA RANDLE AND COACH MARCUS YOUNG AND HIS STAFF TO ENTER THE BOARD ROOM. [APPLAUSE]
>> MY NAME IS MARCUS YOUNG, AND I AM THE HEAD WOMEN'S AND MEN'S WRESTLING COACH AT NATOMAS TOMAS HIGH SCHOOL. [APPLAUSE]
>> MY NAME IS RENEE YOUNG, AND I'M THE ASSISTANT HEAD COACH OF THE WOMEN'S WRESTLING TEAM. [APPLAUSE]
I'M THE ASSISTANT VARSITY COACH OF THE NATOMAS WRESTLING TEAM. [APPLAUSE]
>> MY NAME IS MONIQUE YOUNG, I'M ONE OF THE ASSISTANT COACHES FOR THE WOMEN'S WRESTLING TEAM. [APPLAUSE]
>> MY NAME IS MARCUS YOUNG, JR.
I'M THE VARSITY ASSISTANT WRESTLING COACH AT NATOMAS HIGH SCHOOL. [APPLAUSE]
>> I WOULD NOW LIKE TO INTRODUCE THE STAR, MS. SHYRA RANDLE, COME STAND RIGHT NEXT TO ME.
[APPLAUSE] THIS IS PRETTY AMAZING.
SHYRA IS A FOUR-TIME INDIVIDUAL LEAGUE CHAMPION, A TWO-TIME SAC-JOAQUIN SECTION REGIONAL CHAMPION, A TWO-TIME SAC-JOAQUIN SECTION MASTERS FINALIST, AND IN 2024-'25, SHE IS YOUR SAC-JOAQUIN MASTERS CHAMPION.
[00:15:05]
ALSO, THIS IS IMPORTANT RIGHT HERE, SHE IS A TWO-TIME CIF STATE QUALIFIER.THIS YEAR, SHE MADE HISTORY AS OUR CIF STATE PLACER COMING IN SEVENTH PLACE IN THE WHOLE STATE.
[APPLAUSE] SHYRA, CONGRATULATIONS.
>> MY NAME IS SHYRA, AND I DON'T KNOW WHERE I'M GOING TO GO TO COLLEGE. [LAUGHTER] [APPLAUSE]
>> [BACKGROUND] RIGHT HERE. GET UP IN HERE.
READY? GOOD. WE'RE GOOD. [APPLAUSE]
>> CONGRATULATIONS AGAIN TO NATOMAS HIGH SCHOOL WRESTLER SHYRA RANDLE AND HER AMAZING SEASON. [APPLAUSE] [BACKGROUND]
>> HOW COOL TO CELEBRATE OUR ATHLETES.
[XII.a. California School Employees Association (CSEA)]
IS THERE ANYONE FROM CSEA AVAILABLE? WELCOME.>> GOOD EVENING, BOARD MEMBERS, SUPERINTENDENT, COLLEAGUES, AND COMMUNITY MEMBERS.
MY NAME IS ESMERALDA FERNANDEZ, AND I AM PROUD TO SPEAK ON BEHALF OF CSEA, REPRESENTING THE DEDICATED CLASSIFIED PROFESSIONALS OF NATOMAS UNIFIED SCHOOL DISTRICT.
I'D LIKE TO TAKE A MOMENT TO RECOGNIZE BOTH NATIONAL LIBRARY WEEK AND ADMINISTRATIVE PROFESSIONALS WEEK.
OUR LIBRARIANS DO FAR MORE THAN MANAGE BOOKS.
THEY INSPIRE CURIOSITY, SUPPORT LITERACY, AND CONNECT STUDENTS TO CRITICAL RESOURCES AND TECHNOLOGY.
THEIR IMPACT IS OFTEN BEHIND THE SCENES, BUT DEEPLY FELT THROUGHOUT OUR SCHOOLS.
OUR ADMINISTRATIVE PROFESSIONALS ARE THE BACKBONE OF OUR SITES AND DEPARTMENTS.
THEIR ATTENTION TO DETAIL, PROFESSIONALISM, AND GRACE UNDER PRESSURE KEEP THINGS RUNNING SMOOTHLY DAY IN AND DAY OUT.
THEY ARE OFTEN THE FIRST POINT OF CONTACT AND A STEADY PRESENCE FOR OUR STAFF, STUDENTS, AND FAMILIES.
I AM ALSO PLEASED TO SHARE THAT OUR NEGOTIATIONS WITH THE DISTRICT ARE MOVING FORWARD IN A POSITIVE AND COLLABORATIVE WAY.
CSEA VALUES THE OPEN DIALOGUE AND MUTUAL RESPECT WE'VE EXPERIENCED THROUGHOUT THE PROCESS.
WHILE NEGOTIATIONS CAN BE COMPLEX, WE'RE COMMITTED TO WORKING TOGETHER IN THE BEST INTEREST OF OUR STUDENTS, STAFF, AND COMMUNITY.
OUR GOAL REMAINS CLEAR, A FAIR AND EQUITABLE AGREEMENT THAT REFLECTS THE ESSENTIAL WORK OF OUR CLASSIFIED STAFF.
WE LOOK FORWARD TO CONTINUING IN THE SPIRIT OF PARTNERSHIP. THANK YOU.
>> THANK YOU. [APPLAUSE] NEXT UP, COMMUNICATIONS, WE HAVE NTA.
[XII.b. Natomas Teachers Association (NTA)]
[00:20:11]
>> I HAVE [INAUDIBLE] [BACKGROUND]
>> WELL, EVERYBODY IS GOING COMING IN, I WANT TO START ONCE AGAIN WITH A LAND ACKNOWLEDGMENT THIS EVENING.
WE ARE ON THE UNSEATED LAND OF THE NISSAN AND PEOPLE.
EVERY MEMBER OF OUR COMMUNITY HAS AND CONTINUES TO BENEFIT FROM THE USE AND STEWARDSHIP OF THESE LANDS.
WITH RESPECT AND GRATITUDE, WE ACKNOWLEDGE AND MAKE VISIBLE OUR RELATIONSHIP TO THE ORIGINAL CARETAKERS.
WE ARE HERE TONIGHT TO SHARE OUR COMMITMENT TO MAKING NATOMAS A DISTRICT THAT CAN SUPPORT BOTH EDUCATORS AND OUR STUDENTS.
CALIFORNIA TEACHERS HAVE LONG FACED A TEACHER PENALTY ON PAY DAY.
IN THE 1980S AND 1990S, CALIFORNIA TEACHERS EARNED AN AVERAGE OF 11.9% LESS THAN OUR PEERS, BUT BY 2022, THIS GAP WIDENED TO 35%.
OVER THE LAST 4.5 DECADES, INFLATION ADJUSTED AVERAGE WEEKLY WAGES OF TEACHERS INCREASED BY 26.3%, WHILE, THOSE NON TEACHER COLLEGE GRADUATES INCREASED BY 70%.
IN FACT, THE AVERAGE WEEKLY WAGE OF TEACHERS HAS BEEN FLAT SINCE 2023.
THE COST OF OUR BENEFITS DOESN'T HELP.
THE AVERAGE NATOMAS TEACHER PAYS OVER $6,000 A YEAR TOWARDS HEALTH BENEFITS.
TEACHING JOBS HAVE HISTORICALLY BEEN ASSOCIATED WITH MIDDLE CLASS WAGES AND STRONG BENEFITS.
BUT DETAILED ECONOMIC ANALYSIS SHOWS THAT THE TEACHER PENALTY HAS CANCELED OUT ANY ADVANTAGE THAT THESE BENEFITS OFFER, LEAVING TEACHERS NATIONWIDE WITH A 16.7% WAGE PENALTY, EVEN AFTER FACTORING IN OUR BENEFITS PACKAGES.
OUR ABILITY TO PURCHASE EVERYDAY ITEMS, INCLUDING THE SUPPLIES THAT WE BUY FOR OUR STUDENTS SO THAT WE CAN TEACH HAS BECOME HARDER AS COSTS HAVE SOARED.
CONSUMER PRICES HAVE NEARLY DOUBLED UP 99.5% SINCE 2000, BUT TEACHER PAY HAS RISEN JUST 61.
IN THE LAST 25 YEARS, THE COST OF RENTING A TWO BEDROOM HOME HAS MORE THAN DOUBLED ACROSS CALIFORNIA, AND BUYING A HOME IS 389% MORE EXPENSIVE.
DURING THAT SAME TIME PERIOD, GAS PRICES IN THE STATE INCREASED $2.86 PER GALLON OR AN AVERAGE OF 162%.
IN NATOMAS, WE'RE NOT JUST LOSING GROUND AT THE STATE LEVEL, WE'RE LOSING GROUND TO OUR NEIGHBORS.
FOR YEARS, THE EDUCATION PROFESSIONALS IN NATOMAS HAVE PLAYED FROM BEHIND IN TERMS OF COMPENSATION, CLASS SIZE, AND OTHER BASIC NEEDS TO BEST SERVE OUR STUDENTS.
WHILE WE HAVE MADE INROADS, ALL TOO OFTEN, WE HAVE BEEN LEFT EXPLAINING TO OUR MEMBERS THAT WHILE WE HAVE MADE IMPROVEMENTS, IT WASN'T POSSIBLE FOR US TO GET EQUITABLY TREATED AS COMPARED TO OUR LOCAL COLLEAGUES.
FRANKLY, THIS REFRAIN IS OLD AND MORE AGGRESSIVE PROGRESS NEEDS TO BE IMPLEMENTED.
ONE IN FIVE TEACHERS IN NATOMAS HAVE TO WORK SECOND JOBS TO SUPPORT THEMSELVES AND THEIR FAMILIES.
THESE TEACHERS SPEAK OF LEAVING FOR HIGHER PAYING JOBS OR LEAVING THE PROFESSION ALTOGETHER.
LAST WEEK, NTA PROPOSED A COMPREHENSIVE FINANCIAL PLAN THAT WOULD BRING NATOMAS INTO A POSITION OF PARTY TO MOST OF THE SURROUNDING DISTRICTS.
WHILE THE NUMBERS MAY SEEM LARGE, IT'S REPRESENTATIVE OF THE DEFICIT OUR MEMBERS HAVE ENDURED FOR YEARS.
OUR TEACHERS CANNOT CONTINUE TO WAIT TO BE TREATED FAIRLY.
THE DISTRICT HAS AN OPPORTUNITY IN FRONT OF THEM TO PRIORITIZE OUR STAFF AND MAKE US A DISTRICT THAT DRAWS NEW AND DYNAMIC TEACHERS TO SPEND THEIR CAREERS HERE, AS WELL AS RECOGNIZE AND APPRECIATE THE STAFF THAT HAVE WORKED THROUGH CHAOS FOR THE LAST DECADE, ALL OF THESE PEOPLE BEHIND ME.
THESE NEEDS CAN BE MET WITH JUDICIOUS USE OF EXISTING FUNDS AND SHIFTING OF PRIORITIES WITHOUT CAUSING LASTING FINANCIAL HARM.
WE ARE ALSO FOCUSED ON MAINTAINING SUPPORT FOR THE STUDENTS IN OUR CLASSROOMS. WE LOSE STAFF NOT JUST FROM LOW PAY, BUT FROM ADDED AND UNDEFINED WORKLOADS IMPOSED ON THEM.
WE'VE ASKED THE DISTRICT TO PROVIDE THEIR STAFFING RATIOS FOR THESE POSITIONS, WHICH WE ARE EXPECTING BY THE END OF THIS WEEK.
STANDING BEHIND ME TONIGHT ARE REPRESENTATIVES FROM OUR SITES, SHARING THE POSITIONS THAT HAVE BEEN SIGNED BY OUR MEMBERS SIGNALING THAT WE CANNOT WAIT ANY LONGER TO HAVE THE STABILITY IN OUR CLASSROOMS OUR STUDENTS DESERVE.
[APPLAUSE] WE WANT FULLY FUNDED STAFFED PROGRAMS WITH MODELS THAT WORK FOR OUR STUDENTS, ESPECIALLY IN SPECIAL EDUCATION.
LASTLY, WE NEED TO RECRUIT AND RETAIN EDUCATORS.
NATOMAS UNIFIED IS STILL LAST AMONG LARGE LOCAL DISTRICTS IN CAREER PATH EARNINGS.
IT IS A CHOICE THAT THE DISTRICT HAS MADE TIME AND TIME AGAIN.
IT'S TIME TO LISTEN TO THE COMMUNITY.
YOU GUYS HAVE A LOT OF PARENTS HERE TONIGHT,
[00:25:01]
WHO I THINK ARE SHARING A LOT OF THESE SAME CONCERNS WITH YOU.WE BELIEVE NOW IS THE TIME THAT WE HAVE TO STAND TOGETHER.
WE HAVE TO PROTECT PUBLIC EDUCATION, AND WE HAVE TO FIGHT FOR OUR STUDENTS.
WE HAVE TO FIGHT AT THE STATE.
AS ELECTED TRUSTEES, YOU HAVE TO JOIN THAT FIGHT AS WELL.
THIS MAY BE A PARADIGM SHIFT ON YOUR PART, BUT IT'S NOT ON OURS.
IT'S TIME FOR NATOMAS TO JOIN OTHER DISTRICTS IN TREATING OUR MEMBERS WITH RESPECT, PROFESSIONAL FREEDOM AND THE COMPENSATION BEFITTING THE CRITICAL WORK WE DO.
THIS ISN'T JUST A DEMAND, IT'S AN OPPORTUNITY FOR THE BOARD AND THE DISTRICT TO SHOW THE COMMUNITY THE COMMITMENT TO THEIR STAFF AND STUDENTS.
[XII.c. Student Board Member]
>> THANK YOU. NEXT UP ON OUR AGENDA IS OUR COMMUNICATIONS STUDENT BOARD MEMBER.
>> GOOD EVENING, PRESIDENT GRANT, TRUSTEES, SUPERINTENDENT CASTILLO, AND GUESTS.
DISCOVERY HIGH SCHOOL IS BACK IN ACTION WITH SOME SENIORS PREPARING FOR EARLY GRADUATION.
THE BULLDOG BASKETBALL TEAM STANDS AT 100 AND SECURED A WIN IN THEIR FIRST PLAYOFF GAME.
IF THEY CONTINUE THEIR STREAK, THE SEMIFINAL AND FINAL GAMES WILL TAKE PLACE ON THURSDAY 4:18 AT THE GEORGE SIM CENTER AT 9:30 AM AND 11:30 AM.
THE INDO COM HIGH SCHOOL TIGERS ARE ALSO POWERING THROUGH THE FINAL STRETCH OF THE SCHOOL YEAR WITH THE 11TH AND 12TH GRADERS TAKING PART IN EVERY 15 MINUTES PROGRAM, FEATURING A SIMULATED DUI CRASH, SYMBOLIC LIVING DEAD PARTICIPANTS AND A MEMORIAL ASSEMBLY.
I WAS THE ONE ON THE CAR IN CASE YOU GUYS WATCH THE PERFORMANCE.
IHS WAS ALSO THE LOCATION OF THE NUSD MULTICULTURAL CELEBRATION AND THE CELEBRATING MULTICULTURAL WEEK ON CAMPUS.
THE MUSIC PROGRAM WRAPPED UP A SUCCESSFUL TOUR IN HAWAII, AND SPRING ATHLETES CONTINUE TO SHINE, HIGHLIGHTED BY SENIOR JASMINE WILLIAMS, BREAKING A SCHOOL RECORD IN THE 100 METER AND EARNING A SPOT AT A NATIONAL TRACK MEET.
NATOMAS HIGH SCHOOLS NIGHTHAWKS HAD AN EXCITING LEAD UP TO SPRING BREAK WITH TWO SUCCESSFUL CAREER FAIRS.
SPIRIT WEEK BROUGHT FUN DRESS UP THEMES, CLASS COMPETITIONS LIKE BUBBLE SOCCER AND MUSICAL CHAIRS, AND A RALLY WHERE SENIORS TOOK THE WIN.
THAT SAME WEEK, THEY HELD OPEN-HOUSE AND MULTICULTURAL NIGHT, FEATURING AFRICAN DRUMMERS AND A CULTURAL FASHION SHOW.
JUNIORS TOOK THE SAT, SENIORS FINALIZED FINANCIAL AID FORMS, AND COLLEGE PLANNING CONTINUES AS THEY SUPPORT INTENT TO ENROLL DECISIONS.
FINALLY, NATOMAS MIDDLE SCHOOL HELD THEIR QUARTER AWARDS ASSEMBLY TO HONOR THE MANY STUDENTS WHO EARNED A 3.0 GPA OR HIGHER.
THEIR SPIRIT WEEK IS IN FULL SWING WITH LEADERSHIP STUDENTS WORKING HARD TO MAKE FRIDAY'S SPRING DANCE A WELCOMING AND FUN EVENT.
LOOKING AHEAD, THE SEL TEAM IS GEARING UP FOR THE NMS GOT TALENT SHOW AT THE END OF APRIL.
ALTHOUGH NATOMAS MIDDLE SCHOOL IS USUALLY WHERE I END MY REPORT, I HAVE WON VERY BIG ANNOUNCEMENT THAT AFTER CAREFUL CONSIDERATION AND LOTS OF ACCEPTANCES AND TWO WAITLISTS, WHICH WERE ASSIGNED, I AM OFFICIALLY ON SUNDAY, GOING TO BE COMMITTING TO THE UNIVERSITY OF CALIFORNIA BERKELEY.
IN A MAJOR FOR POLITICAL SCIENCE.
[APPLAUSE] THAT CONCLUDES MY REPORT.
>> WELL, CONGRATULATIONS ON THAT COMMITMENT. IT'S A BIG DEAL.
[APPLAUSE] NEXT UP IS BOARD COMMUNICATIONS.
[XII.d. Board Members]
I'M GOING TO ASK OUR BOARD MEMBERS TO PLEASE BE GERMANE AND TIGHT IN THE INTEREST OF TIME.IT LOOKS LIKE WE HAVE A LOT OF PUBLIC COMMENTS TONIGHT.
>> THANK YOU. WELL, AS ALWAYS, THANKS TO ALL THE REPORTS THAT HAVE ALREADY BEEN SAID, BUT ALSO THIS TIME, CONGRATULATIONS FOR THE REPORTS THAT HAVE BEEN SAID.
I HAVE NOTHING THAT COULD POTENTIALLY BE AS EXCITING AS WHAT YOU JUST SAID, ALTHOUGH, I'LL TRY.
I JUST WANT TO HIGHLIGHT A COUPLE OF THINGS SINCE LAST MONTH THAT WE MET THAT I'D LIKE TO SHARE THAT I HAD A CHANCE TO DO AS A TRUSTEE.
I HOPE EVERYONE HAD A GOOD SPRING BREAK AND HAPPY LIBRARIAN DAY.
I THINK THE IMPORTANCE OF THAT HAS ALREADY BEEN SHARED EARLIER.
I DID NOT PLAN THIS, BUT I NOTICED THAT ALL THREE PRINCIPALS OF THE SCHOOL SITE VISITS THAT I DID THIS PAST MONTH ARE HERE.
[00:30:03]
IT'S JUST THE COINCIDENCE.THANK YOU, PRINCIPAL HINTON AND PRINCIPAL SCHULTZ COMP, AND, OF COURSE, PRINCIPAL MITCHELL FOR ALLOWING ME TO JUST SEE ALL OF YOUR SCHOOLS, DISCOVERY HIGH, HERON, AND H. ALLEN HIGHT A LITTLE BIT MORE CLOSELY AND TO BE ABLE TO WALK INTO CLASSROOMS AND SEE WHAT STUDENTS ARE DOING.
I THINK SOME OF THE HIGHLIGHTS WERE AT DISCOVERY HIGH, THEY WERE LEARNING ABOUT DNA AND I THOUGHT, MAYBE I SHOULD STAY IN THIS CLASS MYSELF.
THEN JUST BEING ABLE TO SEE ALL OF THE STUDENTS AT RECESS AT HERON, GOT TO SEE A PART OF THAT.
IT'S GREAT TO SEE THAT STUDENTS ARE ENJOYING THEIR TIME AT SCHOOL.
THEN AT H. ALLEN HIGHT, I THINK, JUST BEING ABLE TO SEE A PICNIC GOING ON, IT REALLY SHOWS THE CULTURE OF THE SCHOOL.
TWO MORE THINGS THAT I WANT TO HIGHLIGHT THAT WERE EVENTS HAPPENING AT THE DISTRICT, WERE A MULTICULTURAL NIGHT AT LEARY GREEN AND A MULTICULTURAL FESTIVAL THAT THE DISTRICT DID.
TO SHOW MY WILLINGNESS TO REALLY BE CONSIDERATE OF EVERYTHING THAT'S GOING ON THIS MEETING.
I'LL LEAVE THOSE ITEMS AT THAT, BUT THEY WERE REALLY IMPORTANT BECAUSE WE HAVE SUCH A DIVERSE DISTRICT.
THEN A COUPLE OF LAST THINGS THAT I WANT TO MENTION ARE THANK YOU TO OUR SUBSTITUTE TEACHERS.
THERE WAS A APPRECIATION LUNCH YESTERDAY.
WE GET TO HEAR JUST A LOT OF THE STORIES FROM OUR SUBS, HOW REWARDING THE WORK IS, AND THEN ALSO JUST, SOME OF THE CHALLENGES.
I JUST WANT TO HIGHLIGHT THAT HERE IN MY BOARD REPORT BECAUSE ALTHOUGH IT'S ALREADY TAKEN PLACE, I JUST THINK IT'S SOMETHING THAT SHOULD BE SAID HERE.
THEN THE LAST THING, IF I CAN HAVE THE PRIVILEGE TO BE SAPPY FOR JUST A MOMENT.
>> I THINK IN THE CONTEXT OF ALL THAT IS GOING ON RIGHT NOW.
I THINK WE HAVE A LOT OF PUBLIC COMMENT TODAY.
IT'S SOMETHING THAT I JUST HAVE BEEN THINKING ABOUT BECAUSE I GET EXCITED TO SEE THAT A LOT OF PEOPLE TOOK THE TIME TO COME TO THE MEETING AND SHARE WHAT'S ON THEIR MIND WITH THE BOARD.
THAT JUST THE IMPORTANCE OF THAT CIVIC INTERACTION WITH US AS REPRESENTATIVES OF THE COMMUNITY AND MEMBERS OF THE PUBLIC WITH AGAIN, INVESTING THE TIME TO COME TO THE MEETING.
I JUST HOPE THAT THAT'S NOT LOST ON ANYBODY.
I KNOW IT'S NOT LOST ON MY COLLEAGUES.
I WARNED YOU I WOULD BE A LITTLE CORNY ABOUT IT.
BUT I HOPE WE CAN CELEBRATE THE FOUNDATION OF THAT CIVIC INTERACTION AND THAT CIVIC ENGAGEMENT, AND THAT'S IT FOR MY BOARD REPORT.
>> I SHALL BE BRIEF AS POSSIBLE.
LUCKY FOR ME, I GET TO GO BEHIND TWO FABULOUS TRUSTEES THAT ARE ALWAYS VERY THOROUGH.
I, TOO, WAS ABLE TO GO TO THE MULTICULTURAL FESTIVAL, AND IT WAS FABULOUS.
IT WAS ALWAYS NICE TO SEE FAMILIES THAT I KNOW, AND I WAS ABLE TO MEET NEW FAMILIES AND MEET SOME NEW FRIENDS.
I ALSO HAD THE PLEASURE OF ATTENDING INTERCOMS EVERY 15 MINUTES PROGRAM.
IT WAS BY FAR PROBABLY ONE OF THE MOST IMPACTFUL THAT I HAVE YET TO GO TO, AND I PROBABLY HAVE BEEN TO APPROXIMATELY SEVEN IN THIS DISTRICT AND A FEW OTHERS IN OTHER DISTRICTS.
KUDOS TO ALL THAT WERE INVOLVED.
I'VE HAD NOT THE PLEASURE OF PARTICIPATING WHERE I'VE HAD TO WRITE A NOTE TO ONE OF THE VICTIMS, MY NIECE/DAUGHTER.
I DON'T KNOW IF IT WAS BECAUSE TRUSTY SWALAM WAS A VICTIM OR WHETHER IT WAS JUST THE FACT THAT I JUST LOST MY SISTER LAST YEAR, BUT TRUSTEE MEHTA WAS THERE AS WELL.
I WAS JUST IT WAS POWERFUL AND IT COULD BE BECAUSE WE HAVE A FABULOUS TEACHER THAT DOES THE PRODUCTIONS BEHIND IT.
BUT I HOPE EVERY HIGH SCHOOL GETS A CHANCE TO PARTICIPATE.
I CAN SAY THAT NATOMAS HIGH WILL BE DOING IT NEXT YEAR BECAUSE I'M GOING TO BE PUSHING FOR THAT, BECAUSE EVERY JUNIOR AND SENIOR NEEDS TO HAVE THAT.
IN THE BEGINNING, THERE WAS A LOT OF GIGGLES FROM OUR STUDENTS.
BUT AS TIME WENT ON, EVERYBODY WAS IMPACTED AND REALIZED THE WAKE-UP CALL, AND EVERY STUDENT NEEDS TO TRULY KNOW THAT.
I'M GOING TO SKIP DOWN TO A LOT OF IT BECAUSE LITTLE BROTHER/BIG BROTHER HAS SPOKEN.
>> SHE KNOW, BECAUSE I'M OLDER, NOT TO PUT THAT OUT THERE.
THEN THERE'S JUST TWO MORE THINGS THAT PEOPLE
[00:35:03]
DON'T LIKE TO TALK ABOUT THAT I'M GOING TO TALK ABOUT.ONE OF THE THINGS THAT A LOT OF PEOPLE DON'T LIKE TO TALK ABOUT IS OUR YOUTH.
WE HERE AT NUSD ARE SO BLESSED TO HAVE SOCIAL WORKERS AND PSYCHOLOGISTS IN ALL OF OUR SCHOOLS.
THAT'S SOMETHING THAT WE'VE BEEN MINDFUL OF, AND WE SHOULD BE SO THANKFUL.
BUT FOR SOME OF OUR CHILDREN, WHEN THEY GO HOME, NUSD MIGHT BE THEIR SAFETY NET, AND ALL THEY HAVE, AND IT'S UNFORTUNATE.
I'M NOT SAYING IT'S IN EVERY HOME.
FOR STUDENTS, WHEN YOU GUYS, IF YOU'RE OUT THERE, OR YOU DON'T FEEL AS THOUGH YOU HAVE A PLACE, OR YOU CAN'T TALK TO YOUR FAMILY, OR THEY'RE NOT LISTENING.
THERE'S A NUMBER THAT YOU CAN CALL, YOU CAN TEXT, YOU CAN CHAT. IT'S 1800-843-5200.
MY PHONE NUMBER, AND IT'S BEEN THE SAME NUMBER FOR 20-PLUS YEARS.
PLEASE KNOW THAT YOU CAN ALWAYS REACH OUT.
THAT 800 NUMBER IS THE CALIFORNIA YOUTH CRISIS LINE, AND I'M SHARING THAT BECAUSE ON APRIL 14TH AT 7:00 PM, SACRAMENTO LOST A BEAUTIFUL YOUNG SOUL.
SHE WAS 23 YEARS OLD, AND SHE USED TO BE A NATOMAS RESIDENT.
SHE WAS ONCE ONE OF OUR STUDENTS HERE.
SHE ACTUALLY GRADUATED IN THE TWIN RIVERS DISTRICT.
LAST YEAR, I SHOOK HER SISTER'S HAND AND GAVE HER THE DIPLOMA, AND I JUST SAW HER LAST WEEK.
IF YOU GUYS NEED SOMEBODY TO TALK TO, JUST KNOW WE'RE ALL HERE FOR YOU.
I THINK THAT GOES FOR EVERY TRUSTEE THAT'S UP HERE.
TRUSTEE GRANT OPENS UP HIS HOME TO EVERY HOLIDAY AND GIVES OUT HIS ADDRESS BECAUSE I DON'T COOK.
[LAUGHTER] BUT WE'RE TOTALLY HERE FOR YOU GUYS.
THEN THERE'S SOMEBODY THAT SPOKE TO MY SON RUDELY.
THEY SAW HIM AT A CVS IN NATOMAS OR SOMEWHERE.
HE'S A BIG KID, BUT HE'S STILL A KID.
DON'T GO TELLING HIM THAT HIS MOMMY DOESN'T ANSWER EMAILS AND THAT THE TRUSTEES ARE MEAN.
YOU GUYS CAN RUN FOR OUR SPOTS ANY TIME YOU WANT TO.
IT'S OPEN, BUT DON'T BE MEAN BECAUSE WHAT WE DO IS HARD, AND WE DO IT BECAUSE WE LOVE YOU GUYS, AND WE LOVE WHAT WE DO.
IT'S OPEN, RUN FOR IT, BUT DON'T BE RUDE TO OUR KIDS.
WE DO THE BEST THAT WE CAN DO, AND THERE'S WAYS TO FOLLOW IT.
I COOK, BUT YOU JUST MIGHT NOT SURVIVE IT.
[LAUGHTER] JUST ONE ANNOUNCEMENT FOR ME.
I SAID I COOK, BUT YOU JUST MIGHT NOT SURVIVE IT.
JUST WANTED TO BRING AWARENESS TO THE FIRST ANNUAL MONIE MAXWELL LEGACY WALK, A PERSONAL FRIEND OF MINE, GREAT MAN, GREAT LEADER.
THIS EVENT WAS CREATED TO HONOR MONIE MAXWELL, WHO WAS A RESPECTED COACH AND LEADER, WHOSE INFLUENCE REACHED FAR BEYOND THE CLASSROOM OR OF THE ATHLETIC FIELD.
HE DEDICATED HIS LIFE TO HELPING PEOPLE GROW. I'M ONE OF THEM.
ONE OF MY FIRST CONVERSATIONS BEFORE RUNNING IN 2016 WAS WITH MONIE.
HE HELPED ME GROW INTO A CAPABLE, CONFIDENT, COMPASSIONATE ADULT.
HE UNFORTUNATELY PASSED DUE TO A STROKE, BUT HIS LEGACY DOES LIVE ON THROUGH HIS DAUGHTERS, WHO ARE LEADING THIS FOUNDATION.
THE WALK WILL BE HELD ON SATURDAY, MAY 10, 2025, AT NORTH NATOMAS REGIONAL PARK.
FOR MORE INFORMATION, YOU CAN VISIT STRONGERTHANSTROKEPAT.ORG.
THAT CONCLUDES MY BOARD REPORT.
>> THANK YOU. TRUSTEE HARDEN AND TRUSTEE MORA HAS ALREADY MADE EVERYTHING.
I JUST WANTED TO ACKNOWLEDGE IN THE HIGH SCHOOL PRINCIPALS, COTT PITTS, MELISSA MAY, TEACHERS, AND ALL THE STUDENTS, AND EVERYBODY WHO WAS INVOLVED WITH THE 15 MINUTES PROGRAM, EVERY 15 MINUTES, IT WAS VERY IMPACTFUL AND OVERLY EMOTIONAL.
BUT THANK YOU FOR MAKING THAT HAPPEN BECAUSE IT IS VERY ESSENTIAL.
SECOND, I WOULD WANT TO THANK MR. PITTS, AND MR. BAKER FOR THAT INSPIRING CELEBRATION TODAY THIS EVENING, STARTING OFF WITH ALL THESE STUDENTS ACHIEVING SO MUCH, TALENTED STUDENTS THAT WE HAVE IN NUSD.
THANK YOU SO MUCH. LAST, NB3 ELEMENTARY WAS SELECTED AS ONE OF THE DISTINGUISHED 2025 SCHOOLS.
CONGRATULATIONS TO SHARON MACHINI, MARCI DOT, AND ALLISON BAKER, AND THAT CONCLUDES MY REPORT. THANK YOU.
[APPLAUSE] I THINK THEY'RE CLAPPING BECAUSE WE KEPT IT BRIEF.
[LAUGHTER] SUPERINTENDENT CASTILLO.
[XII.e. Superintendent's Report]
>> THANK YOU. GOOD EVENING. FIRST, CONGRATULATIONS, SAMARA ON YOUR CHOICE.
MY OLDER SON IS AUC BERKELEY GRAD, SO GO BEARS.
IT WAS A PLEASURE TO RECOGNIZE OUR ATHLETES THIS EVENING.
I LOVE GOING OUT AND WATCHING THEM COMPETE,
[00:40:02]
AND TO BE ABLE TO THANK THEM FOR WHAT THEY DID AND THEIR EFFORTS, AND A SPECIAL SHOUT-OUT TO OUR WRESTLER.I DON'T KNOW THAT PEOPLE ALWAYS UNDERSTAND AT STATE WRESTLING.
YOU COMPETE AGAINST EVERY SCHOOL IN THE STATE.
GETTING SEVENTH IN THE ENTIRE STATE AND YOUR WEIGHT CLASS IS A HUGE ACCOMPLISHMENT.
I'VE BEEN DOWN TO STATE WRESTLING COMPETITION PROBABLY MORE THAN 10 TIMES BECAUSE I CAME FROM A BIG WRESTLING AREA, SO A STRONG APPRECIATION FOR SHIRA AND HER ACCOMPLISHMENT.
I HAD THE PLEASURE RIGHT BEFORE SPRING BREAK OF ATTENDING THE CALIFORNIA ASSOCIATION OF AFRICAN AMERICAN SUPERINTENDENTS AND ADMINISTRATORS CONFERENCE, AND SOME OF OUR STAFF MEMBERS ATTENDED WITH ME.
IT WAS MY FIRST TIME ATTENDING THE CONFERENCE, LOTS OF LEARNING, LOTS OF GREAT SPEAKERS THERE, SO I REALLY APPRECIATED THE OPPORTUNITY TO DO THAT.
I ALSO WAS ABLE TO ATTEND AN EDUCATION ROUNDTABLE THAT WAS HOSTED BY SACRAMENTO COUNTY OFFICE OF EDUCATION AND CONGRESSMAN AMY BARRA, WHERE HE CAME TO TALK ABOUT SOME OF THE FEDERAL IMPLICATIONS THAT ARE HAPPENING, GETTING SOME FEEDBACK FROM THE LOCAL SCHOOL DISTRICTS.
I REALLY APPRECIATE CONGRESSMAN BARRA TAKING THE TIME TO HEAR FROM OUR SCHOOL LEADERS.
EVERY 15 MINUTES, PEOPLE HAVE TALKED ABOUT THAT.
WHAT A GREAT THING, MELISSA MAY AT INTERCOM IS AMAZING, COORDINATING ALL THAT.
I LOVED THE STUDENT LEADERSHIP AND OUR STUDENTS PARTICIPATING THE CHP SACK FIRE.
MULTICULTURAL FESTIVAL WAS A HIT, AGAIN, ENJOYED ATTENDING ON SATURDAY.
MY YOUNGER SON WAS IN TOWN AND BROUGHT HIM AND HE AND MY HUSBAND, AND WENT AND WAS GREAT.
I VISITED BOTH HEREN AND JEFFERSON, HAD A GREAT TIME WALKING AROUND, SO MANY GREAT THINGS HAPPENING IN THE CLASSROOM THERE.
WE HAD OUR SUPERINTENDENT'S PARENT ADVISORY COUNCIL THIS MORNING, REALLY APPRECIATIVE OF THE PARENTS WHO HAVE PARTICIPATED ALL YEAR LONG, GIVING US GREAT FEEDBACK THAT REALLY HELPS US MOVE THE DISTRICT FORWARD.
THEN THIS EVENING, I AM LOOKING FORWARD TO THE PRESENTATION ON OUR EARLY LITERACY INITIATIVE.
THIS IS A PASSION OF MINE AND SOMETHING THAT WE REALLY NEED TO FOCUS ON WITH OUR TK2 STUDENTS.
YOU'LL HEAR A LITTLE BIT ABOUT THAT THIS EVENING, AS WELL AS SOME STAFFING AUGMENTATION TO ADDRESS BEHAVIOR SUPPORT, INTERVENTION, AND FAMILY SUPPORT WITH SPECIAL POPULATIONS.
THANK YOU TO THE STAFF FOR THE TIME TO PRESENT THAT AND PREPARE IT FOR THIS EVENING TO ADDRESS A LOT OF THE NEEDS THAT WE HAVE HEARD.
THAT IS MY REPORT FOR THIS EVENING.
[XIII. CONSENT ITEMS]
WE HAVE APPROVAL OF THE CONSENT CALENDAR. IS THERE A MOTION?>> SO MOVED BY TRUSTEE HARDEN.
HELEN, COULD YOU PLEASE CALL THE ROLL?
NEXT UP, WE HAVE OUR EARLY LITERACY INITIATIVE.
[XIV.a. Early Literacy Initiative]
CHIEF ACADEMIC OFFICER ANGELA HERRERA WILL LEAD US THROUGH THIS PRESENTATION.>> GOOD EVENING. I LOOK FORWARD TO THE OPPORTUNITY TO SHARE SOME EXCITING INFORMATION WITH TRUSTEES, SUPERINTENDENT CASTILLO MENTIONED TONIGHT, JUST WANT TO GIVE A VERY QUICK SHOUT OUT TO MANY OF OUR ADMINISTRATORS WHO ARE HERE THAT ARE PART OF THIS VERY IMPORTANT WORK THAT WE ARE TALKING ABOUT.
I WANT TO TALK A LITTLE BIT ABOUT OUR EARLY LITERACY INITIATIVE.
AS DR. CASTILLO MENTIONED, THIS IS FOCUSING ON OUR TK THROUGH SECOND-GRADE STUDENTS.
DEFINITELY FOCUSING ON HOW WE CONTINUE TO MOVE OUR STUDENTS FORWARD AND HELP THEM BE SUCCESSFUL AS THEY MOVE NATOMAS UNIFIED.
WE ARE GOING TO TALK TONIGHT A LITTLE BIT ABOUT THE EARLY LITERACY INITIATIVE, AND THEN WE'RE GOING TO SHARE SOME SPECIFICS ABOUT AN EVENT THAT IS COMING UP.
OUR INITIATIVE IS CALLED READ TO SUCCEED, AND I WANT TO THANK STAFF BECAUSE THERE'S BEEN A GREAT DEAL OF WORK PUT INTO REALLY HONING IN ON WHAT IT IS THAT WE NEED TO ACCOMPLISH WITH THIS WORK FOR A TK THROUGH SECOND-GRADE STUDENTS.
WE REALLY ARE FOCUSING ON SUPPORTING THEIR LITERACY BASED ON THE SCIENCE OF READING, ALL THE RESEARCH AND WORK THAT'S BEEN DONE THERE, AND REALLY, HOW WE SUPPORT THOSE COMMON FOUNDATIONAL READING SKILLS ACROSS THE DISTRICT.
IN ADDITION, REALLY EXCITED TO HAVE THE OPPORTUNITY TO HAVE COMMON ASSESSMENTS.
THAT REALLY HELPS US AS A DISTRICT BETTER UNDERSTAND WHAT OUR STUDENTS NEED AND WHERE WE'RE HEADED.
THEN, ALSO KNOWING AT EACH GRADE LEVEL WHAT WE CAN EXPECT FROM OUR STUDENTS, WHAT THEY SHOULD BE ABLE TO ACCOMPLISH IF WE ARE DOING OUR WORK WELL.
[00:45:03]
ALSO, TRUSTEES HAVE CONTINUED TO MAKE INVESTMENTS IN THOSE RESOURCES THAT ARE NECESSARY FOR NOT ONLY CORE RESOURCES, BUT THOSE INTERVENTION AND SUPPLEMENTAL RESOURCES THAT ARE NEEDED, AND PROVIDING THOSE IN ALL OF OUR CLASSROOMS. IN ADDITION, YOU'RE GOING TO HEAR US TALK A LITTLE BIT TONIGHT ABOUT A SHIFT IN FOCUS FOR OUR CLASS COACHING FOR TEACHERS.IT'S SOMETHING THAT WE'VE BEEN DOING IN THE DISTRICT, BUT WE REALLY ARE HONING IN ON TK THROUGH SECOND-GRADE WORK.
THEN, OF COURSE, SUPPORTING NOT ONLY OUR TEACHERS, BUT OUR PRINCIPALS AND ASSISTANT PRINCIPALS AT THE SITE WITH PROFESSIONAL DEVELOPMENT SO THAT EVERYBODY IS TALKING THE SAME LANGUAGE AND ABLE TO SUPPORT HOW WE MOVE FORWARD.
THERE REALLY ARE SEVERAL COMPONENTS TO EARLY LITERACY THAT YOU CAN SEE UP HERE.
THERE IS A LOT OF WORK TO BE DONE AND LOTS OF WAYS THAT WE NEED TO UNDERSTAND WHERE OUR STUDENTS ARE AT AND HOW WE CAN MOVE THEM FORWARD. WE'RE GOING TO START WITH DATA.
TRUSTEES, YOU'VE BEEN VERY CLEAR OVER THE YEARS THAT WE NEED TO TALK ABOUT THE NUMBERS AND NOT JUST THE BIG NUMBERS, NOT JUST THE POSITIVE NUMBERS, BREAK IT DOWN BY OUR REPRESENTATIVE STUDENT GROUPS.
WE'LL START WITH OUR STATEWIDE ASSESSMENT CALLED CAST.
FOR THIS, WE ARE FOCUSING ON OUR ENGLISH LANGUAGE ARTS PROFICIENCY.
THOSE THAT ARE EITHER MEETING OR EXCEEDING STANDARDS, AND THAT'S THE PERCENT OF STUDENTS IN THIRD THROUGH EIGHTH GRADE THAT ARE MEETING THOSE STANDARDS.
I'M GOING TO ALSO SHOW YOU SOME GROWTH DATA.
AS YOU CAN SEE, IN ADDITION TO THOSE THAT ARE ALREADY MEETING OR EXCEEDING STANDARDS, WE ALSO WANT TO LOOK AS A DISTRICT AT THOSE STUDENTS THAT ARE MAKING GROWTH.
THEY MAY BE SCORING A ONE ON THE ASSESSMENT IN A PRIOR YEAR, BUT THEY MAY BE MOVING UP TO THE SECOND LEVEL, GETTING CLOSER TO MEETING THOSE STANDARDS, AND WE NEED TO RECOGNIZE THAT GROWTH.
IF YOU LOOK AT THE PROFICIENCY RATES, IN ADDITION TO THE GROWTH THAT WE'RE EXPERIENCING, THERE ARE SOME POSITIVE THINGS TO CELEBRATE.
BUT AS I SAY ALL THE TIME, WE'RE NOT WHERE WE NEED TO BE.
WE NEED TO CONTINUE MOVING THE WORK FORWARD, AND WE NEED TO HELP OUR STUDENTS CONTINUE TO BE MORE AND MORE SUCCESSFUL AND SEE THAT GROWTH.
ONE OF THE THINGS I WANT TO CALL OUT ABOUT THE CAST ASSESSMENT.
IT IS ALIGNED TO THE ELA STANDARDS, AND THAT REALLY IS ASSESSING STUDENTS ON A WIDE VARIETY OF SKILLS RELATED TO NOT ONLY READING AND WRITING, BUT SPEAKING AND LISTENING.
THEN THERE'S A COMPONENT OF THE STATEWIDE ASSESSMENT WHERE STUDENTS THEY'RE NOT JUST SELECTING MULTIPLE CHOICE BUBBLES.
THEY ACTUALLY ARE HAVING TO DO SOME RESEARCH AND BE ABLE TO WRITE A RESPONSE.
AS YOU KNOW, WE'VE BEEN FOCUSING ON WRITING, AND WE'LL SHARE SOME ASSESSMENT DATA WITH THAT.
IN ADDITION, I WOULD LIKE TO RECOGNIZE THE TRUSTEE'S INVESTMENT IN IRD.
SOMETHING THAT WE HAVE DONE IN THE LAST TWO YEARS THAT PERSONALLY BEING A PART OF THE WORK, I'M PROUD OF, AND I'M THANKFUL FOR OUR SCHOOLS THAT WE'RE ON THE FOREFRONT OF TRYING OUT THIS ASSESSMENT SYSTEM.
WE HAVE IT READY AT ALL OF OUR SCHOOLS.
THAT IS FOR K THROUGH EIGHTH GRADE, AND IT REALLY GIVES US A COMMON WAY TO UNDERSTAND WHERE OUR STUDENTS ARE AT, AND THEY TAKE AN ASSESSMENT THREE TIMES A YEAR.
YOU SEE EACH ONE OF THOSE THAT HAS BEEN ADMINISTERED IN THE SCHOOL YEAR.
IT'S GREAT TO SEE THAT THERE HAS BEEN PROGRESS.
STUDENTS ARE MAKING GROWTH TOWARDS MEETING THOSE GRADE-LEVEL STANDARDS.
AGAIN, THERE'S MORE WORK THAT WE NEED TO DO.
THEN AS I MENTIONED BRIEFLY THE WRITING ASSESSMENT THIS IS SOMETHING THAT WE HAVE FOCUSED A LOT OF EFFORT AND ENERGY, AND TIME ON, PROVIDING COMMON RUBRICS, HELPING TEACHERS FEEL MORE CONFIDENT IN THEIR ABILITY TO TEACH WRITING FOR STUDENTS, AND THEN ASSESSING THAT WRITING.
THERE'S BEEN A LOT OF PROGRESS, AND WE'RE SHIFTING TO THIS EARLY LITERACY FOCUS FOR TK THROUGH SECOND GRADE.
THAT WILL COMPLEMENT WHAT HAS ALREADY BEEN HAPPENING WITH OUR WRITING ASSESSMENT.
ONE OF THE THINGS THAT I WOULD JUST WANT TO BRIEFLY MENTION, WE'RE TALKING ABOUT TK THROUGH SECOND GRADE WITH THIS INITIATIVE.
THE CAST DATA I SHOWED YOU IS NOT FOR TK THROUGH SECOND GRADE, IT'S THIRD THROUGH EIGHTH GRADE.
WHAT WE ARE LOOKING AT RIGHT NOW IS REALLY INVESTING AT THE BEGINNING OF THEIR EDUCATIONAL CAREER IN THESE STUDENTS TO BUILD UP THEIR SKILLS AND THEIR CONFIDENCE AS THEY ARE MOVING THROUGH THE GRADES, AND THEN WHEN THEY GET TO THIRD GRADE AND START BEING ASSESSED, THAT IS WHERE WE ARE LOOKING FORWARD TO SEEING SOME GROWTH.
THIS WILL TAKE TIME BECAUSE NOT ALL THESE STUDENTS ARE WE GOING TO HAVE THAT DATA READILY AVAILABLE YET.
THIS IS SOMETHING THAT WE ARE LOOKING AT FOR THE LONG HAUL TO CONTINUE TO FOCUS ON.
YOU CAN SEE THAT THERE ARE SOME INITIAL INVESTMENTS THAT HAVE BEEN MADE RELATED TO STRUCTURES AND STAFFING, THE RESOURCES THAT WE'RE PROVIDING, AND THEN TRAINING DEVELOPMENT AND COACHING.
ONE THING I JUST WANT TO RECOGNIZE TONIGHT, WE HAVE TWO OF OUR CAMPUSES THAT WE ARE REALLY LOOKING FORWARD TO SUPPORTING TO BECOME THOSE MODEL SITES FOR IMPLEMENTATION AND ALLOCATING SOME RESOURCES THERE,
[00:50:04]
SOME TRUSTEES HAVE ALREADY APPROVED WITH SOME TOSAS, AND WE'RE GOING TO BE TALKING A LITTLE BIT MORE TONIGHT ABOUT SOME MORE INVESTMENTS.BUT REALLY, MAKING THOSE SCHOOLS WHERE PEOPLE CAN COME AND LEARN, OTHER SITES CAN COME AND VISIT AND UNDERSTAND HOW THEY'RE DOING THE IN-CLASS COACHING, HOW THE ADMINISTRATORS ARE WORKING TO SUPPORT THEIR TEACHERS.
VERY EXCITED ABOUT THOSE TWO SITES IN THE DISTRICT. SHOULD I NAME THEM? IN ADDITION, DEFINITELY LOOKING AT HOW WE CAN WORK WITH OUR FAMILIES, BECAUSE AS WE'VE TALKED ABOUT, WE HAVE OUR STUDENTS AT SCHOOL, AND WE WANT OUR FAMILIES TO FEEL CONFIDENT ABOUT HOW THEY CAN ENGAGE WITH THIS INITIATIVE FROM HOME.
>> TALKING REALLY BRIEFLY ABOUT OUR TOSAS.
AGAIN, TEACHERS ON SPECIAL ASSIGNMENT, THIS IS A MODEL THAT WE'VE USED.
WE'VE TRIED TO BE VERY INTENTIONAL ABOUT HOW WE USE THESE SUPPORTS AND REALLY HAVING STAFF THAT ARE GOING INTO CLASSROOMS AND WORKING ALONGSIDE TEACHERS, AND THEN NOT ONLY IN THE CLASSROOMS, BUT IN THEIR COLLABORATIVE SETTINGS.
WE ARE VERY FORTUNATE NOW TO HAVE SEVERAL PLATFORMS TO COLLECT DIFFERENT TYPES OF DATA THAT WILL INFORM OUR WORK, AND SO HOW OUR TEACHERS ARE ABLE TO USE THAT INFORMATION TO CONTINUE TO MEET THE INDIVIDUAL NEEDS OF THEIR STUDENTS AS THEY BETTER UNDERSTAND WHAT EACH STUDENT NEEDS TO CONTINUE TO MOVE FORWARD.
DEFINITELY, WORKING DIRECTLY WITH TEACHERS IN THE CLASSROOM SETTING, HELPING WITH THINGS LIKE LESSON PLANNING, RESPONDING TO DATA, UNDERSTANDING WHAT DATA MEANS.
ALL OF THOSE THINGS ARE VERY IMPORTANT WORK.
WE TRY TO FIGURE OUT SOMETIMES HOW WE CAN PROVIDE PROFESSIONAL DEVELOPMENT TO TEACHERS.
I THINK MANY TIMES IT'S COMMON TO THINK, WE'RE GOING TO TAKE TEACHERS AND WE'RE GOING TO PUT THEM IN A ROOM AT THE DISTRICT OFFICE, AND WE'RE GOING TO HAVE A TRAINER COME IN AND TALK TO THEM AND THEN WE'RE GOING TO SAY, HEY, HERE ALL YOUR RESOURCES, A LOT OF REALLY GREAT THINGS TO BE ABLE TO IMPLEMENT, AND THEN THEY GO BACK TO THEIR CLASSROOM AND IT LOOKS AND FEELS VERY DIFFERENT THAN SITTING IN A ROOM HERE AND RECEIVING PROFESSIONAL DEVELOPMENT.
WE WANT TO CONTINUE TO INVEST IN THAT CLASSROOM SETTING SO THAT THEY'RE LEARNING HOW IN THE MOMENT TO RESPOND TO STUDENTS' NEEDS.
THIS IS AN EXPECTATION IN THIS DISTRICT THAT IF WE'RE GOING TO INVEST TIME, MONEY, AND STAFFING INTO SOMETHING, WHAT IS IT SHOWING US, WHAT IS IT TELLING US ABOUT WHERE OUR STUDENTS ARE AND WHAT THEY NEED? WE HAVE SYSTEMS THAT WE CAN USE TO MEASURE THOSE COMPONENTS OF EARLY LITERACY.
THEN DEFINE A MAJOR PART OF THIS IS OUR TEACHERS' INCREASED CONFIDENCE IN THEIR ABILITY TO SUPPORT STUDENTS IN TK THROUGH SECOND GRADE WITH LITERACY.
DEFINITELY CONTINUALLY GETTING FEEDBACK FROM THEM ABOUT HOW THE THINGS THAT THEY'RE USING ARE BEING IMPLEMENTED AND WHAT THEY MIGHT NEED DIFFERENTLY OR MORE OF.
THEN, OF COURSE, AS I MENTIONED, ADMINISTRATORS, BEING IN CLASSROOMS AND SUPPORTING, OBSERVING, AND REALLY HAVING THOSE ALIGNED CONVERSATIONS TO THE WORK THAT'S HAPPENING.
THEN LASTLY, AS I MENTIONED, WITH OUR TOSAS COMING IN AND COACHING, THIS CAN'T BE SOMETHING THAT HAPPENS ONCE OR TWICE IN A CLASSROOM A YEAR.
WHAT ARE THE ROUTINE SCHEDULES THAT ARE CREATED TO ENSURE THAT THERE IS A LOT OF COLLABORATION AND INTERACTION BETWEEN THE TOSAS AND THE TEACHERS THAT THEY'RE SUPPORTING? THIS INITIATIVE, WE'RE GOING TO TALK ABOUT AN EVENT IN A MOMENT, BUT REALLY THIS IS NOT ABOUT AN EVENT.
THIS IS ABOUT A FOCUS THROUGHOUT THE YEAR ON THE FOLLOWING AREAS THAT YOU'RE SEEING HERE.
NOT ONLY DURING THE SCHOOL DAY, WHERE IT IS CLEAR THAT THERE IS INTENTIONAL BLOCKS OF TIME FOR INSTRUCTION THAT IS GOING TO SUPPORT OUR STUDENTS, ALL THE WAY TO WE CAN'T DO THIS ALONE.
HOW AND IN WHAT WAYS CAN WE ENGAGE WITH THE COMMUNITY SO THAT EVERYBODY GETS TO BE A PART OF THAT SOLUTION AND SUPPORTING? THOSE ARE THINGS THAT WE'RE GOING TO BE WORKING ON AND DEEPENING RELATIONSHIPS WITH ORGANIZATIONS IN THE COMMUNITY, AND THEN DEFINITELY WANT TO SUPPORT OUR FAMILIES.
DURING THE SUMMER MONTHS WHAT ARE THINGS THAT STUDENTS CAN BE DOING AT HOME AND WITH THEIR FAMILIES TO ENGAGE IN CONTINUED ACTIVITY AROUND LITERACY, LEARNING TO LOVE TO READ? THOSE ARE THINGS THAT WE'RE GOING TO BE PROVIDING RESOURCES ON OUR WEBSITE, ACCESS TO FREE RESOURCES THAT THEY CAN USE DURING THE SUMMER.
THEN ALSO, WE WANT TO CELEBRATE.
WE WERE JOKING A LITTLE BIT EARLIER WITH A GROUP.
I HESITATE TO SAY WE'RE COMPETITIVE, BUT IT'S FUN.
IT'S FUN TO CHALLENGE YOURSELF AND CHALLENGE OTHERS AND SO WE DEFINITELY WANT TO RECOGNIZE AND REWARD ACHIEVEMENTS THAT STUDENTS ARE MAKING, AND THEY FEEL CONFIDENT IN THEIR ABILITIES AS THEY GROW.
THEN LASTLY, WE WANT TO CELEBRATE.
WE'RE GOING TO DO AN EVENT AT OUR ELEMENTARY SCHOOLS.
I WANT TO THINK THERE'S BEEN A CROSS-DEPARTMENT TEAM OF PEOPLE THAT HAVE WORKED REALLY DILIGENTLY ON THOUGHTFULLY PLANNING OUT WHAT THIS CAN LOOK LIKE.
ON MAY 9TH, WE ARE GOING TO BE HAVING AN EVENT CALLED BLAST OFF WITH BOOKS.
[00:55:01]
EVERY ELEMENTARY SITE IS GOING TO BE DOING SOMETHING RELATED TO THIS, AND THERE WILL BE A SPECIAL EVENT AT TWO RIVERS ELEMENTARY SCHOOL.WE WILL BE HANDING OUT BOOKS TO STUDENTS, AND THERE'S GOING TO BE AN OPPORTUNITY THROUGHOUT THE WEEK THAT STUDENTS ARE GOING TO BE ENGAGING WITH THESE BOOKS.
THEY'RE DOING A BOOKMARK COMPETITION RIGHT NOW.
THERE WILL BE SOME WINNERS ANNOUNCED AT THE ASSEMBLIES, AND WE'LL HAVE A FEATURED AUTHOR.
THEN AGAIN, THOSE LITERACY ALIGNED ACTIVITIES THAT FAMILIES CAN ENJOY WITH THEIR STUDENTS.
MAY 9TH SHOULD BE ON YOUR CALENDAR, TRUSTEES, BUT FAMILY AND COMMUNITY, PLEASE MAKE SURE THAT'S ON YOUR CALENDAR.
THEN WE'LL BE SHARING OUT WITH FAMILIES SOME REALLY SPECIFIC DETAILS ABOUT HOW THEY CAN SUPPORT AND ENGAGE WITH THEIR STUDENTS AS WE LAUNCH INTO THIS.
>> BEFORE I GO TO TRUSTEE QUESTIONS, ARE THERE ANY PUBLIC COMMENTS ON THIS ITEM? NOT SEEING ANY. TRUSTEES, QUESTIONS, COMMENTS, DISCUSSION? TRUSTEE HARDEN.
>> THANK YOU FOR THE PRESENTATION. I APPRECIATE IT.
I JUST WANTED TO SAY THAT EARLY LITERACY EDUCATION CAN SIGNIFICANTLY IMPROVE DEVELOPMENT, LANGUAGE, AND LITERACY SKILLS.
AS YOU SAID, THIS WILL TRULY BOOST THE CHILD SELF-ESTEEM AND CONFIDENCE.
ONE THING I'M REALLY EXCITED ABOUT IS WHEN THE SUPERINTENDENT AND DON'T QUOTE ME ON THIS BECAUSE I BELIEVE IT IS THAT YOU CAN HOLD US ACCOUNTABLE.
PLEASE, IF YOU SEE WORKING, LIKE YOU MENTIONED IT.
YOU SAID, I THINK IT'S LIKE I DON'T KNOW.
WHAT DID YOU SAY YOU THINK ABOUT LITERACY? SOMETHING, IS IT YOUR PASSION?
>> THIS IS TRUE. IN CASE YOU GUYS AREN'T SEEING THIS COMING TO FRUITION AND STUFF, THIS LADY HAS A LOT TO DO WITH THIS.
BELIEVE THAT THE CHANGE AND THE MOVEMENT IS HERE.
KNOW THAT WE'RE NOT SAYING THIS.
WE'VE SAID FOR A LONG TIME THAT WE'RE SEEING THIS.
WE KNOW WE'RE NOT WHERE WE WANT TO BE.
THIS IS BECAUSE WE TRULY ARE HAVING A PERSON THAT SEES IT AND WANTS IT.
WE DIDN'T DIG OURSELVES IN THIS HOLE OVERNIGHT, SO WE'RE NOT GOING TO GET OUT OF THIS HOLE OVERNIGHT, BUT JUST BEAR WITH US, BECAUSE CHANGE IS COMING.
WE'RE FINALLY MOVING IN A GREAT DIRECTION.
I'M SURE I HAVE SOMETHING ELSE SO LET ME SEE BECAUSE I PUT IT ON THE NEXT PAGE.
JOE, GIVE ME WRONG. I THINK THAT'S IT. THANK YOU.
>> THANK YOU, TRUSTEE HARDEN. TRUSTEE MEHTA.
>> THANK YOU, PRESIDENT GRANT.
THANK YOU, ANGELA. I REALLY APPRECIATE IT.
GREAT INITIATIVE, AND WHAT TRUSTEE GRANT SAID I KNOW SHE IS VERY PASSIONATE ABOUT IT.
>> YOU JUST MADE ME YOUR GRANT.
BESIDES THE POINT, I'VE HAD VARIOUS CONVERSATIONS WITH MISS GERALD A COUPLE OF YEARS BACK ON THE SAME THINGS AS WELL SO I'M GREAT.
I'M HAPPY THAT YOU'RE PART OF THE TEAM, TOO.
THE TWO THING THAT I LIKED IS THAT ENGAGING WITH THE LOCAL ORGANIZATIONS TO HELP AND SUPPORT THE FAMILIES, I THINK THAT'S VERY, VERY ESSENTIAL TO HAVE EVERYBODY TOGETHER TO WORK TOGETHER AND THE INCENTIVE PART BECAUSE THAT'S GOING TO BE A BIG THING.
SUMMER, READING AND THEN GETTING INCENTIVES.
NOBODY CAN BEAT THAT. THANK YOU, ANGELA. APPRECIATE IT.
>> I WILL BE BRIEF. I THINK SIMILARLY TO WHAT'S ALREADY BEEN SAID, JUST THE EXCITEMENT FOR SOMETHING THAT WILL BE MORE OF A LONG HAUL EFFORT IN TERMS OF SEEING RESULTS, BUT JUST STILL EXCITED THAT THERE'S INVESTMENT THAT'S GOING TO BE COMING IN THAT WAY.
I THINK JUST SEEING THE INTEGRATION OF THE SCIENCE OF READING THIS SHOULD BE EXCITING.
I HAD SEEN MORE OF WHAT THAT ENTAILS, BUT I KNOW THAT THE EFFORT IS FOR EARLY CHILDHOOD LITERACY, SO THAT WE SPEAK IT INTO THE UNIVERSE.
THAT DOESN'T TAKE ANYTHING AWAY FROM ALL OF THE STUDENTS POST SECOND GRADE.
EVERYTHING GOES HAND IN HAND AND EVERYTHING IS INTERCONNECTED, BUT I'M THINKING OF THE 10 YEAR TERM OF WHAT A LOT OF THIS IS GOING TO UNFOLD TO BE, AND THAT'S DEFINITELY SOMETHING TO BE PROUD ABOUT.
>> I JUST HAVE A QUICK QUESTION.
I THINK IT'S SLIDE 15 IS MEASURING EARLY LITERACY IMPACT.
IS THERE A FEEDBACK MECHANISM FOR PARENTS TO TELL US HOW THINGS ARE GOING? BECAUSE SOMETIMES WE DO A WHOLE YEAR CYCLE AND THEN IT'S, OH, HEY, HERE ARE THE RESULTS, BUT I THINK IF WE TRACK IN REAL TIME, WHAT PARENTS ARE SAYING, I THINK THAT WOULD BE VERY HELPFUL.
THE OTHER QUESTION IS TALKING ABOUT PROFESSIONAL DEVELOPMENT FOR TEACHERS.
IN THIS PLAN, WHAT TYPE OF FEEDBACK DID WE GET FROM TEACHERS IN THE DEVELOPMENT OF THIS PLAN? BECAUSE THEY'RE IN THE CLASSROOMS WITH OUR KIDS?
>> DO YOU WANT TO TALK MORE TO THE TEACHER FEEDBACK PIECE AND HOW THEY'VE BEEN A PART OF IDENTIFYING WHAT WE NEED?
[01:00:04]
>> WE STARTED LAST YEAR AN INSTRUCTIONAL FRAMEWORK WORK GROUP, AND PART OF THAT IS SEEKING FEEDBACK FROM TEACHERS ACROSS MULTIPLE GRADE LEVELS ACROSS MULTIPLE SITES AND THEN THIS YEAR, WE EXPANDED THAT WITH THE INPUT OF LABOR TO HAVE THE LIST OUT AHEAD OF TIME SO WHEN TEACHERS SIGN UP AT THE BEGINNING OF THE YEAR FOR NON INSTRUCTIONAL DUTIES, WE HAD THAT WORK GROUP ON THE LIST TO INCREASE THE NUMBER OF PARTICIPANTS IN THE DEVELOPMENT OF THE INSTRUCTIONAL FRAMEWORK THAT WAS THE START OF THIS TO PUT RESOURCES AND PIECES TOGETHER.
THEN MOST RECENTLY, WE HAD A ROAD SHOW WITH ALL OF OUR ELEMENTARY PRINCIPALS AND TK2 TEACHERS TO START TALKING ABOUT HOW WE ALIGN COMMON ASSESSMENTS AND FOUNDATIONAL SKILLS VERY PARTICULARLY FOR THIS WORK.
THERE'S ALSO BEEN ADDITIONAL WORK WITH CERTAIN WORK GROUPS, FOR EXAMPLE, HAVING A VERY DEDICATED WORK GROUP FOR TK TEACHERS BECAUSE THEY REALLY BRIDGE THE PRE K FOUNDATIONAL STANDARDS AND KINDER STANDARDS.
PIECES LIKE THAT HAVE BEEN IN PLACE ALL ALONG.
>> THANK YOU. THAT'S A TWO PART OR THE PARENT ENGAGEMENT, YOU SAY YOU'RE GOING TO ADJUST THAT PART TOO.
>> AS FAR AS WORKING WITH OUR PARENTS TO HELP THEM UNDERSTAND THROUGHOUT THE YEAR, WHAT IS HAPPENING FOR THEIR STUDENTS, IS THAT?
>> IN ADDITION TO AT THIS LEVEL, THE TRIMESTER REPORT CARDS THAT'S ABLE TO COMMUNICATE THE PROGRESS FOR STUDENTS, WE ALSO HAVE BEEN SENDING OUT THESE STUDENT SUCCESS GUIDES MULTIPLE TIMES THROUGHOUT THE YEAR THAT TALK ABOUT THOSE METRICS WHEN WE'VE DONE ASSESSMENTS.
NOW THAT'S DIGITAL AND IT'S SOMETHING THAT IN MORE ROUTINE FASHION, FAMILIES ARE ABLE TO GO TO AS A RESOURCE TO GET MORE REAL TIME INFORMATION AND THEN, OF COURSE, WORKING WITH THEIR TEACHERS AND THE SCHOOL SITE WITH COMMUNICATIONS DIRECTLY FROM THEM ABOUT SUPPORTS FOR THEIR CHILD AND HOW THEY CAN BE ENGAGED AT THE SITE.
>> YES, PLEASE. I'D LOVE TO ALSO SEE THAT THE TOSS ARE ALL BEING TRAINED IDENTICALLY.
ONE OF THE THINGS THAT WE COME ACROSS IS THAT PEOPLE JUST DON'T SEEM LIKE EVERYBODY'S ON THE SAME TRACK.
EVERYBODY JUST GOES ROGUE AND AT LEAST THAT'S WHAT I HEAR.
IT WOULD REALLY BE NICE IF WE'RE ALL FOLLOWING THE SAME PATTERN AND I DO KNOW THAT RIGHT NOW, AS I'VE SPOKEN WITH THE SUPERINTENDENT JUST YESTERDAY, THAT WE'RE STARTING OFF WITH THE K2, BUT I'D LIKE TO SEE EVERYBODY FROM K THROUGH 5 EVENTUALLY BEING TRAINED ON LITERACY.
BUT THEN I'M STILL CONCERNED ABOUT MY STUDENTS OR OUR STUDENTS THAT ARE IN THE NINTH GRADE READING AT A THIRD GRADE LEVEL.
WE NEED TO FIGURE OUT WHAT WE'RE GOING TO DO FOR THOSE BABIES THAT ARE GRADUATING AND STILL CAN'T READ PAST THE FOURTH GRADE BECAUSE THAT'S A PROBLEM, HOW THEY GRADUATED AT 12TH GRADE, AND THEY'RE SITTING HERE SUFFERING.
I'M EVEN STILL CONCERNED ABOUT THOSE THAT HAVE ENTERED COLLEGE, AND THEN WE'RE WONDERING WHY THEY DID NOT MAKE IT IN COMMUNITY COLLEGE.
WELL, WE KNOW WHY THEY DIDN'T BECAUSE THEY REALLY HAD NO BUSINESS EVEN BEING ABLE TO GET THERE SO THERE HAS TO BE SOMETHING THAT WE EVENTUALLY DO.
I KNOW THIS IS NOT NECESSARILY THE TIME.
WE'RE WORKING ON ONE THING AT A TIME, BUT I'M JUST PUTTING IT INTO THE UNIVERSE.
>> I WILL ALSO SAY THAT YOU'LL SEE WE HAVE SOME STAFFING AUGMENTATION REQUESTS THAT ARE GOING TO BE COMING THIS EVENING WITH A PRESENTATION THAT TALKS ABOUT SPECIFICALLY THE THIRD THROUGH 12TH GRADE AND MAKING SURE THAT WE HAVE SUPPORT THERE AS WELL.
>> I OBVIOUSLY REALIZE THAT BECAUSE THE WAY THE WORLD IS AND WITH MONEY, SO I THINK IF I WERE TO PAY THE LOTTO, I PROBABLY WOULD WANT TO GIVE BACK $32 MILLION AND CALL ALL THOSE BABIES UP THAT JUST DIDN'T GET WHAT THEY NEED AND SAY, HEY, IF YOU WANT TO COME BACK, AND MY BABY WILL BE ONE OF THEM, AND WE'D BRING THEM BACK.
I KNOW IT'S NOT POSSIBLE, BUT I LOOK FORWARD TO WHAT'S COMING UP.
I'M JUST SAYING IF THERE'S A WAY FOR US TO GO BACK AND FIGURE SOMETHING OUT EVEN FOR THE ONES THAT ARE STILL SITTING THERE IN SCHOOL RIGHT NOW.
[APPLAUSE] IT'S SOMETHING THAT WE OWE THEM, AND WE HAVE TO JUST START KEEPING IT REAL OR WE NEED TO DO SOMETHING.
IT'S JUST SOMETHING TO LOOK AT.
I'M BIG ON SATURDAY SCHOOL, NOT JUST FOR PEOPLE THAT ARE SITTING THERE AND DOING THE WRONG THING, BUT FOR THE PARENTS THAT ARE WILLING TO DO IT AND I DON'T WANT TO BE LIKE THE BAD GUY OR THE BAD GIRL, BUT IT'S JUST A DISSERVICE, SO WE HAVE TO FIGURE OUT SOMETHING. THANK YOU.
[01:05:18]
THERE IS NOT A PRESENTATION DURING THIS PUBLIC HEARING.[XV.a. Petition for Renewal of Leroy Greene Academy’s Charter]
WE WERE HERE LAST TIME AND I ASKED EXECUTIVE DIRECTOR COLIN PERRY TO COME OUT AND DISCUSSED ELEMENTS OF THE CHARTER PETITION.TONIGHT, ULTIMATELY, THIS IS JUST AN OPPORTUNITY IF THERE ARE QUESTIONS.
STAFF HAS PROVIDED A RECOMMENDATION REQUESTING THAT THE BOARD DURING ACTION TONIGHT APPROVE THE RENEWAL OF THE PETITION, SO IT REALLY IS AN OPPORTUNITY FOR COMMENT AND FEEDBACK.
>> PUBLIC COMMENT ON THIS ITEM.
I'M NOT SEEING ANY SUPERINTENDENT OR ANYONE IN AUDIENCE, ANYONE HAS ANY COMMENTS ABOUT THE RENEWAL OF THIS CHARTER? WELL, I THINK LAI GREENE IS A FANTASTIC DEPENDENT CHARTER DISTRICT.
I THINK YOU GUYS DO A COMPREHENSIVE AND GOOD JOB WHERE IT COMES TO ATHLETICS, ACADEMICS.
I LOVE THE CAMPUS, CULTURE, AND THE ENVIRONMENT.
I THINK A LOT OF THE FEEDBACK THAT I GET FROM PARENTS IS THAT THIS IS A GREAT PLACE TO BE AND THANKS TO MISS PERRY AND MISS HERRERA FOR THAT SUPPORT.
THIS IS A FIVE YEAR RENEWAL. TRUSTEE SWELLER.
>> ALL RIGHT. LOOK FOR A MOTION.
IF THERE'S NOT ANY QUESTIONS, MOTION TO CLOSE.
I DIDN'T SEE IT, AND I HAVE LASER, THAT'S A SHAME. TRUSTEE MORA.
>> I THINK ALL OF THE INFORMATION THAT WE'VE RECEIVED SO FAR IS APPRECIATED.
I DON'T HAVE QUESTIONS, AND THAT'S JUST A TESTAMENT TO HAVING ALL THAT INFORMATION, SO I MOVE TO APPROVE.
>> FIRST, I NEED A MOTION AND A SECOND TO.
>> MOVE TO APPROVE OR MOVE TO CLOSE.
LET'S LET'S BACK IN SHAPE HERE.
>> CAN I PRESS IT FOR A SECOND? [LAUGHTER] GIVE A BLACK MAN A CHANCE.
TRUSTEE MORA, WHAT I'M LOOKING FOR IS A MOTION TO CLOSE THE HEARING SO I'M GOING TO CREDIT YOU WITH THAT MOTION AND THEN TRUSTEE, FOR THE SAKE OF DISCUSSION, I'M GOING TO SECOND THAT MOTION, BUT WE'RE GOING TO GO TO TRUSTEE MEHTA'S COMMENTS FIRST WITHOUT OBJECTION.
>> I JUST WANT TO MAKE A COMMENT THAT WHEN YOU GO AND VISIT LEROY OF GREEN, YOU COULD HAVE PICTURES TAKEN BY THE DRONE SO YOU'RE WELCOME, KRISTINA, I AND MISS PERRY HAD IT.
IF YOU VISIT THE CAMPUS, YOU'LL HAVE A PICTURE TAKEN BY THE DRONE.
>> I'VE BEEN THERE [INAUDIBLE].
>> THERE'S A MOTION AND A SECOND TO CLOSE THE HEARING UNLESS THERE'S ANY OTHER COMMENTS.
>> THERE WAS NEVER A MOTION TO OPPOSE IT.
>> WELL, HE MADE THE MOTION. I CREDIT HIM WITH THE MOTION AFTER HE ACCEPTED IT.
WOULD YOU LIKE TO MAKE THE MOTION AGAIN FOR THE PUBLIC RECORD, TRUSTEE MORA? THERE'S A MOTION. I WILL MAKE IT A SECOND.
HELEN, COULD YOU PLEASE CALL THE ROLL.
NOW, WE GO TO OUR ACTION ITEMS. IT'S SPICY TONIGHT.
[LAUGHTER] I SEE THAT. LITTLE BROTHER INDEED.
ACTION ITEM A, I'M LOOKING FOR APPROVAL
[XVI.a. Approve Resolution No. 25-13, Approving the Leroy Greene Academy’s Charter Renewal Petition]
OF THE RESOLUTION APPROVING THE LEROY GREEN ACADEMY'S CHARTER'S RENEWAL PETITION.FIRST, I WANT TO SEE IF THERE'S ANY PUBLIC COMMENTS ON THIS ITEM? IS THERE A MOTION? I WILL MOVE APPROVAL.
>> MOVED BY PRESIDENT TRUSTEE GRANT AND IT WAS SECONDED BY TRUSTEE MEHTA.
HELENE, COULD YOU PLEASE CALL THE ROW?
[XVI.b. Approve the Memorandum of Understanding Between the District and Leroy Greene Academy]
APPROVE THE MOU BETWEEN THE DISTRICT AND LEROY GREEN ACADEMY. IS THERE A MOTION?IF THERE'S NOT AN OBJECTION, CAN WE SUBSTITUTE THE PRIOR UNANIMOUS CALL VOTE? THE AYES HAVE IT 5-0.
[XVI.c. Approve the Facilities Use Agreement Between the District and Leroy Greene Academy]
THE FACILITIES USE AGREEMENT BETWEEN THE DISTRICT AND LEROY GREEN ACADEMY.I WILL MOVE APPROVAL. IS THERE A SECOND?
IF THERE'S NOT ANY OBJECTION, WE CAN ALSO SUBSTITUTE THE PRIOR UNANIMOUS ROLL CALL VOTE.
[01:10:01]
NO OBJECTIONS, SO THAT MOTION CARRIES 5-0.[XVI.d. Present and Approve Proposed Staffing Augmentation for the 2025-26 School Year]
PRESENT AND APPROVE PROPOSED STAFF AND AUGMENTATION FOR THE 2025-2026 SCHOOL YEAR.I BELIEVE THERE IS A PRESENTATION ON THIS ITEM.
>> WE'RE JUST GOING TO KEEP THINGS MOVING.
TONIGHT, TRUSTEES, WE ARE GOING TO REVIEW SOME ADDITIONAL BUDGET ACTIONS THAT WE'RE REQUESTING APPROVAL ON, AND TONIGHT, IT REALLY IS FOCUSED ON SOME STAFFING AUGMENTATION.
WE'LL GO THROUGH THAT VERY QUICKLY.
TONIGHT, WE'RE FOCUSING ON SOME STAFFING FOR HEREDIA-ARRIAGA SCHOOL AS THEY CONTINUE TO GROW.
BASED ON THE FEEDBACK THAT WE'VE BEEN HEARING THIS YEAR, SOME BEHAVIOR SUPPORTS THROUGHOUT THE DISTRICT, THE HIGH-QUALITY FIRST INSTRUCTION AND INTERVENTION SUPPORT THAT WE WERE JUST DISCUSSING, AND THEN SOME SUPPORT FOR SPECIAL POPULATIONS.
AS A REMINDER, IN FEBRUARY, AS IS OUR TYPICAL PRACTICE FOR BUDGET DEVELOPMENT, TRUSTEES SECURED THE TRADITIONAL CERTIFICATED AND CLASSIFIED STAFFING ALLOCATIONS FOR THE '25-'26 SCHOOL YEAR.
AS WE MOVE THROUGH THE BUDGET DEVELOPMENT PROCESS THROUGHOUT THE SPRING AND CONTINUE TO GET FEEDBACK FROM STAFF AND FAMILIES, WE HAVE THE OPPORTUNITY TO MAKE SOME ADDITIONAL REQUESTS WITH AVAILABLE FUNDS.
TONIGHT, WE WILL GO THROUGH THE REQUEST FOR STAFFING, WHAT IT COSTS, AND THEN THE RATIONALE AND DATA RELATED TO EACH OF THOSE REQUESTS.
VERY HAPPY TONIGHT TO PRESENT A REQUEST FOR STAFFING RELATED TO AN FTE FOR HEREDIA-ARRIAGA.
THEY ARE AT A SIZE NOW WHERE THEY NEED THE LEVEL OF SUPPORT OF SCHOOL PSYCHOLOGISTS.
PRIOR THEY WERE SHARING WITH ANOTHER SITE.
YOU CAN SEE THE BUDGET RELATED TO THAT ACTION.
IT IS GOING TO BE FOLDED INTO OUR LCAP ACTION THAT IS ABOUT PROVIDING THOSE PSYCHOLOGIST SUPPORTS AT SITES.
AS I MENTIONED, THERE DEFINITELY IS AN INCREASED NEED AS THEY CONTINUE TO GROW WITH THEIR STUDENT POPULATION.
WE ARE GOING TO GO THROUGH EACH OF THEM, AND THEN I'LL ASK FOR ONE ACTION AT THE END.
SORRY, I JUST WANT TO MAKE SURE THAT'S CLEAR.
THAT IS THE FIRST REQUEST THAT WE'RE MAKING.
BUT I WILL ALSO PAUSE IF THERE ARE QUESTIONS ON THAT PARTICULAR ACTION, OR I WILL KEEP MOVING.
>> I'LL LET IT ROLL. KEEP MOVING.
>> IN ADDITION, WE ARE REQUESTING SOME BEHAVIOR SUPPORTS BY WAY OF ONE FTE FOR A BEHAVIOR SPECIALIST, AND THEN THREE FTE FOR BEHAVIOR SUPPORT ASSISTANTS.
THE BEHAVIOR SUPPORT ASSISTANTS ARE FOR THE GENERAL STUDENT POPULATION, NOT JUST STUDENTS THAT HAVE IEP NEEDS.
THIS IS SOMETHING THAT WE ARE REQUESTING AS A RESULT OF SEEING AN INCREASING NUMBER OF REQUESTS FOR SUPPORT WITH GENERAL EDUCATION STUDENT BEHAVIORS AT SCHOOL SITES, AND PARTICULARLY WITH OUR ELEMENTARY STUDENTS.
HOW WE COME AROUND THOSE SCHOOLS AND HELP IDENTIFY REALLY TARGETED SUPPORTS AND WAYS TO MOVE FORWARD FOR EACH OF THOSE STUDENTS THAT MIGHT NEED THAT DEFINITELY IS SOMETHING THAT WE ARE LOOKING TO ADDRESS.
IN ADDITION TO THE EARLY LITERACY TOSAS THAT WERE APPROVED AT A RECENT BOARD MEETING, WE ARE NOW ASKING FOR STAFFING BY WAY OF ONE FTE FOR A COORDINATOR III, AND THEN TWO ADDITIONAL FTE FOR TOSAS THAT REALLY IS MORE FOCUSED ON THIRD THROUGH 12TH GRADE ON THOSE EVIDENCE-BASED STRATEGIES FOR HIGH-QUALITY FIRST INSTRUCTION.
WE RECOGNIZE THE NEED THROUGHOUT THE SYSTEM.
YES, WE JUST TALKED ABOUT EARLY LITERACY.
WE KNOW WE CAN'T JUST STOP THERE, WE NEED TO CONTINUE SUPPORTING ALL OF OUR STUDENTS.
AGAIN, REALLY FOCUSING ON THAT MODELING, THAT IN-CLASS DEVELOPMENT AND SUPPORT, AND AS WAS CALLED OUT, REALLY TRYING TO ENSURE THAT CONSISTENCY AND ALIGNMENT ACROSS SITES.
THIS IS AROUND IMPLEMENTATION OF THOSE GOALS WITH THE TOSAS.
THE COORDINATOR WILL HELP WITH THAT AS WELL AS THE FACT THAT OVER THE NEXT COUPLE OF YEARS, WE ARE MOVING THROUGH SOME PRETTY SIGNIFICANT TEXTBOOK ADOPTION PROCESSES FOR OUR CORE MATERIALS.
NEXT, REQUESTING THE ADDITION OF FAMILY ENGAGEMENT LIAISON THAT WOULD WORK OUT OF THE ED SERVICES DEPARTMENT, PARTICULARLY IN E2, AND REALLY HELPING OUR SPECIAL STUDENT POPULATIONS.
WE WANT A PLACE WHERE FAMILIES CAN GO TO UNDERSTAND WHAT RESOURCES AND RIGHTS THEY HAVE AND HAVE ACCESS TO, SOME SPECIFIC TRAINING, AND REALLY FOCUSING IN ON THINGS LIKE SPECIAL EDUCATION AND STUDENTS THAT MIGHT HAVE A SECTION 504 PLAN, AND TRYING TO BRIDGE THOSE NEEDS FOR PARENTS.
IT REALLY IS THAT, JUST A NEUTRAL PERSON THAT THEY KNOW THAT THEY CAN ACCESS AND ASK THOSE QUESTIONS TO, NOT RELATED TO SPECIFIC INDIVIDUAL ISSUES.
AS A HIGH-LEVEL OVERVIEW, I DON'T THINK THAT ANY OF THESE ARE WHAT I'D SAY, IS A SURPRISE.
WE'VE BEEN COMMUNICATING, BUT ALSO, WE HEAR OUR COMMUNITY AND OUR SCHOOL SITES,
[01:15:01]
AND THESE ARE THINGS THAT WE BELIEVE ARE WORTHY INVESTMENTS TO MAKE.TONIGHT, OBVIOUSLY, WELCOMING QUESTIONS, BUT REQUESTING APPROVAL FOR THESE ITEMS.
>> THANK YOU. ANY PUBLIC COMMENTS ON THESE ITEMS? IF WE COULD GO BACK TO SLIDE 12, I JUST WANT THE COMMUNITY TO NOTE THAT'S A BOARD REQUESTS FROM FEEDBACK FROM A COMMUNITY.
THAT'S THE EQUIVALENT OF A PARENT ADVOCATE POSITION.
I'M JUST GOING TO ASK THAT THIS REPORTING BE BROUGHT BACK TO THE BOARD AT A SIGNIFICANT PACE BECAUSE THIS IS A COMMUNITY REQUEST.
I THINK OUR SPED DEPARTMENT DOES A PRETTY GOOD JOB, BUT SOMETIMES WE NEED SOMEONE WITH A LITTLE BIT OF AUTONOMY, SO TO SPEAK, THAT PARENTS FEEL LIKE THEY CAN TALK TO.
THAT THEY'RE BEING HEARD AND BEING TRAINED AND JUST PROACTIVE SUPPORT.
I WANT TO THANK THE COMMUNITY FOR THIS IDEA.
THIS IS YOUR IDEA, [INAUDIBLE] GIVE IT BACK TO YOU.
WE DO LISTEN. THANKS VERY MUCH, JUST WANT TO PUT THAT ON THERE FOR THE RECORD.
ANY TRUSTEE COMMENTS OR DISCUSSION?
>> THANK YOU, PRESIDENT GRANT.
I THINK I WILL SECOND WITH WHAT YOU'RE SAYING.
I THINK HAVING THAT COMMUNITY LIAISON WORKING WITH THE PARENTS IN THE COMMUNITY AND GETTING THAT FEEDBACK AND WORKING ON IT IS VERY, VERY ESSENTIAL.
I THINK WE'RE DOING A GREAT JOB ON THIS ONE.
>> I AGREE, AND I HAVE A DIFFERENT QUESTION.
JUST REALLY FOR THE OVERALL LIST OF POSITIONS.
JUST FOR CONFIRMATION AND FOR EVERYONE LISTENING TO KNOW.
WITH THE EXCEPTION OF THE HEREDIA-ARRIAGA POSITION, ALL OF THESE POSITIONS ARE SERVING DISTRICT-WIDE? THEY'RE AT DIFFERENT SCHOOL SITES.
>> THAT'S CORRECT. FOR EXAMPLE, THE TOSAS WOULD BE ASSIGNED TO A SEGMENT OF THE SCHOOLS, AND BE PRIMARILY SUPPORTING, BUT YES, THEY'RE NOT JUST A SCHOOL SITE.
>> NO, YOU'RE FINE. THE FAMILY ENGAGEMENT LIAISON WILL 100% BE JUST FOR SPED?
>> IT WILL BE FOR STUDENTS THAT HAVE 504 PLANS, FOR EXAMPLE, AS WELL.
REALLY SPECIAL STUDENT POPULATIONS THAT MIGHT NEED A LITTLE BIT OF EXTRA SUPPORT, JUST UNDERSTANDING RIGHTS AND RESOURCES.
>> WILL THEY BE PLACED AT A SCHOOL SITE OR WILL THEY BE PLACED AT THE DISTRICT OFFICE?
>> NO. THEY WILL WORK WITH THE SCHOOL SITES, BUT THEY WON'T NECESSARILY BE HOUSED AT A SCHOOL SITE.
IT WOULD BE SOMEBODY THAT'S A DISTRICT-WIDE POSITION.
>> SO THEY'LL JUST GO WHERE NEEDED? EVERY DAY, THEY WOULD BE PLACED SOMEWHERE DIFFERENTLY?
>> THEY COULD BE. THEY COULD BE ENGAGING IN FAMILY MEETINGS, PARENT MEETINGS AT DIFFERENT SITES, THEY COULD BE HAVING MEETINGS HERE, COULD BE PHONE CALLS, COULD BE TRAININGS THAT THEY'RE HOLDING AT A SITE OR CENTRALLY.
THOSE ARE ALL THINGS THAT WE CAN CONTINUE TO PROVIDE UPDATES ON.
>> I'VE WORKED IN LOTS OF SCHOOLS, SO THEY NORMALLY HAVE A PLACE TO WORK AT DIFFERENT SCHOOLS.
I'M JUST CURIOUS ON A DAY WHEN THERE'S NO, OBVIOUSLY, I MEAN, IT'S TOO SOON TO THINK ABOUT IT, I'D JUST LIKE FOR US TO THINK FOR THEM TO HAVE A HOME SO THAT THEY HAVE SOME PLACE TO BE ON THE DAYS.
I DON'T WANT THEM TO HAVE A CLOSET OR SOMEWHERE, I WANT THEM TO FEEL SUPPORTED.
THAT MEANS THE FAMILIES WHO NEED THE SUPPORT CAN REACH OUT TO THIS FAMILY LIAISON? IF TEACHERS NEED SUPPORT, CAN THEY REACH OUT TO THIS PERSON AS WELL TO SEE HOW THINGS CAN WORK TOGETHER AND COLLABORATE?
>> I THINK THIS ONE IS SPECIFICALLY FOR FAMILIES.
WE HAVE OTHER AREAS OF SUPPORT FOR TEACHERS, BUT THIS ONE IS SPECIFIC FOR PARENTS AND FAMILIES.
>> THE PARENT ADVOCATE, HAS A DIFFERENT NAME UP THERE, BUT I WANT TO FLAG IT FOR THE PUBLIC.
I'M NOT SEEING ANY FURTHER COMMENTS, SO IS THERE A MOTION, TRUSTEES?
>> MOVE APPROVAL [OVERLAPPING].
I WILL GO AHEAD AND SECOND THAT MOTION.
HELENE, COULD YOU PLEASE CALL THE ROLL ON THIS ITEM?
>> THAT MOTION CARRIES 5-0. THANK YOU.
NEXT UP, WE HAVE PRESENT AND APPROVE NUSD'S GRADUATE PROFILE.
[XVI.e. Present and Approve NUSD’s Graduate Prole]
LOOKS LIKE DAVID RODRIGUEZ IS GOING TO DO A PRESENTATION ON THIS ONE.>> YOU GOT. GOOD EVENING ONCE AGAIN.
VERY EXCITED TO PRESENT A GRADUATE PROFILE FOR US.
AGAIN, EVERYTHING IS ASSOCIATED WITH OUR CORE VALUES,
[01:20:04]
OUR DISTRICT GOALS, AND OUR VISION.TONIGHT'S OBJECTIVE IS TO PROPOSE A GRADUATE PROFILE TO DISCUSS ACTIONS TAKEN WITH OUR EDUCATIONAL PARTNERS, GIVE TIME TO REVIEW THE PROPOSED GRADUATE PROFILE, AND THEN AT THE END, SEEK APPROVAL OF THE GRADUATE PROFILE.
WE'VE BEEN DEVELOPING THIS GRADUATE PROFILE THAT WILL APPLY TO ALL OF OUR STUDENTS, TK-12TH GRADE.
A GRADUATE PROFILE JUST IDENTIFIES A SET OF OUTCOMES THAT DEFINES WHAT GRADUATES SHOULD KNOW WHEN THEY LEAVE OUR SCHOOL SYSTEM, WHETHER IT'S INTO POST-SECONDARY EDUCATION, THE CAREER, AND CIVIC PARTICIPATION.
OUR EDUCATIONAL PARTNERS INPUT, WE WORKED WITH OUR PARENTS, OUR COMMUNITIES.
THIS HAS BEEN AN ONGOING WORK THAT WE'VE BEEN DOING FOR THE PAST TWO YEARS.
WE'VE MET WITH OUR CSEA, OUR NTA LEADERSHIP, ALONG WITH DISTRICT LEADERS, SCHOOL SITE LEADERS, SCHOOL COUNSELORS TO GET EVERYONE'S INPUT ON THE GRADUATE PROFILE.
AFTER GATHERING INFORMATION, GATHERING EVERYBODY'S INPUT, WE'VE COME UP WITH FIVE COMPETENCIES THAT WE BELIEVE SHOULD MAKE UP AND DEVELOP OUR GRADUATE PROFILE.
THEY ARE ACADEMICALLY-COMMITTED CRITICAL THINKERS, SOCIALLY EMOTIONALLY INTELLIGENT SCHOLARS, EFFECTIVE COMMUNICATORS AND COLLABORATORS, CIVICALLY ENGAGED IN ETHICAL DECISION-MAKERS, AND LIFELONG LEARNERS AND LEADERS.
UNDER THOSE FIVE COMPETENCIES, WE HAVE THE FIVE SUB-BULLETS THAT, YOU GUYS HAVE THE REPORT IN FRONT OF YOU, BUT WE HAVE SUB-BULLETS THAT HOW THEY'RE GOING TO SHOW HOW THEY'RE GOING TO DEMONSTRATE HOW THEY'RE MEETING THESE.
WE'RE TAKING THIS EVEN A STEP FURTHER, THAT IT'S NOT JUST THE BULLET POINTS, IF WE GO THROUGH THEM AND THESE ARE THE FIVE, AGAIN.
WE GO THROUGH IT. TOWARDS THE END, FOR EVERY SINGLE SUB-BULLET THAT'S ON THERE, WE'RE LOOKING AT A MONITORING SYSTEM, HOW WE'RE GOING TO MONITOR, AND WE BROKE IT DOWN BY GRADE LEVEL, TK-6, 7, 8, AND 9-12.
WHAT OUR STUDENTS ARE GOING TO BE DOING THROUGH THAT TIME TO MEET THOSE SUB-BULLETS? WE HAVE ONE, AND THESE ARE JUST SAMPLES THAT I'M SHOWING UP HERE.
AGAIN, YOU HAVE THE 22, 23-PAGE REPORT IN FRONT OF YOU.
BUT THESE ARE JUST EXAMPLES OF WHAT WE'RE DOING IN THE FIVE DOMAINS, AND WHAT OUR STUDENTS WILL BE DOING TO SHOW THAT THROUGHOUT THEIR EDUCATIONAL CAREERS WITH THE TK-12TH GRADE.
AGAIN, NOT GOING TO GO READ ALL THIS TOO, YOU GUYS HAVE IT IN FRONT OF YOU.
BASICALLY, WHAT WE ARE REQUESTING FOR THE BOARD APPROVAL OF OUR NEW NUSD GRADUATE PROFILE.
THEN OUR NEXT STEPS IS THAT WE WILL TURN THIS DOCUMENT INTO A FLIPBOOK, PUT THIS ON OUR WEBSITE, START THE MARKETING PROCESS, AND GET THIS INTO THE SCHOOL SITES IN THE HANDS OF OUR TEACHERS TO ENSURE THAT OUR STUDENTS WILL BE MEETING THOSE EXPECTATIONS AND THOSE FIVE DOMAINS.
>> IS THERE ANY PUBLIC COMMENT ON THIS ITEM? NOT SEEING ANY.
TRUSTEES, QUESTIONS, COMMENTS? IS THERE A MOTION?
>> SECONDED BY TRUSTEE SWALEM.
HELENE, COULD YOU PLEASE CALL THE ROLL?
>> AYE. THANK YOU FOR YOUR WORK.
[XVI.f. Present Summer Program Offerings and Approve Contracts for LEAP Academy Program Providers for the 2025 Summer Intersession]
PRESENT SUMMER PROGRAM OFFERINGS AND APPROVED CONTRACTS FOR LEAP ACADEMY PROGRAM PROVIDERS FOR THE 2025 SUMMER INTERCESSION.CHIEF ACADEMIC OFFICER ANGELA HERRERA WILL LEAD US THROUGH THIS ITEM, I THINK.
>> I'M GOING TO ASK EXECUTIVE DIRECTOR LISSET MIJARES.
>> GOOD EVENING, TRUSTEES, DR. CASTILLO.
I'M PRETTY EXCITED TO BE HERE TODAY TO TALK ABOUT OUR SUMMER PROGRAMMING THAT WE'LL BE OFFERING THIS SUMMER, AND ALSO A REQUEST TO APPROVE OUR CONTRACTS FOR THE LEAP ACADEMY PROGRAM PROVIDERS.
I WANT TO START OFF WITH I AM VERY PROUD TO BE PART OF THE SUMMER SCHOOL TEAM THAT HAS BEEN WORKING VERY HARD TO MAKING SURE THAT WE ARE ENSURING THAT WE ARE PROVIDING THE SUPPORT FOR OUR STUDENTS ACADEMICALLY, SOCIALLY, AND EMOTIONALLY THROUGHOUT THE SUMMER.
PURPOSE OF SUMMER PROGRAMS. SUMMER PROGRAMMING IS THE CRITICAL ROLE TO ADDRESSING LEARNING GAPS AND PREPARING FOR STUDENTS FOR THE FOLLOWING YEAR.
THIS SUMMER, WE'RE EMBEDDING INDIVIDUALIZED PROGRESS MONITORING INTO ALL OF OUR PROGRAMS, SPECIFICALLY IN OUR PRIMARY GRADES.
WE WILL IMPLEMENT AN ASSESSMENT WITH THE LEAP ACADEMY TO MEASURE STUDENT GROWTH AND LITERACY THROUGHOUT THE SUMMER.
AS YOU CAN SEE, WE WILL GO OVER ACADEMIC ENRICHMENT RECOVERY,
[01:25:02]
EXPANDED LEARNING OPPORTUNITIES, WE WILL MAKE SURE THAT WE WILL BE MONITORING ALL OF THOSE COMPONENTS IN OUR PROGRAMS.>> OUR EXPANDED LEARNING PROGRAMS ARE BUILT ON THE PILLARS OF EXPANDED LEARNING, WHICH IS ACCESS, EQUITY, AND ENRICHMENT, WHICH ALIGNS WITH THE FUNDING OF ELO AND EQUITY MULTIPLIER.
I WANT TO START OFF WITH OUR LEAP ACADEMY PROGRAM OVERVIEW.
WE WILL BE OFFERING PROGRAM AT FOUR OF OUR SCHOOL SITES.
THIS IS FOR OUR CURRENT TK-5TH GRADERS, BUT THEY ARE TECHNICALLY OUR KINDER SIXTH-GRADE STUDENTS.
I JUST WANT TO MAKE THAT CLEAR.
WE'RE GOING TO BE OFFERING A PROGRAM FROM MAY 28 IN JULY 18.
LAST YEAR, WE GOT SOME FEEDBACK.
SOME OF THE FAMILIES WANTED A WEEK OF BREAK.
THEY DIDN'T WANT TO JUMP RIGHT INTO SUMMER SCHOOL.
THAT DELAYED A LITTLE BIT WITH OUR ASSESSMENTS.
WE WANTED TO MAKE SURE THE FIRST WEEKS WE ASSESS ALL OUR STUDENTS.
THERE'S AN OPPORTUNITY FOR STUDENTS THAT WANT TO PARTICIPATE LATER IN THE MONTH.
WE HAVE PROGRAMS THAT ARE SEVEN WEEKS, AND THEN WE ALSO HAVE ONE PROGRAM THAT IS SIX WEEKS.
THE SITES THAT WE ARE GOING TO BE FOCUSING FOR SUMMER IS GOING TO BE BANNON CREEK, H. ALLEN HIGHT, JEFFERSON, AND WITTER RANCH.
WE'LL BE FOCUSING ON LITERACY AND MATH, AND WE'LL ALSO BE IN ENRICHMENT, AND ALSO SOME MENTORING OPPORTUNITIES.
AGAIN, I WANT TO EMPHASIZE, WE WILL BE USING ASSESSMENTS TO MEASURE THE STUDENT GROWTH TO DETERMINE PROGRAM IMPACT AND INFORM NEXT STEPS FOR THE NEXT SCHOOL YEAR.
WITH ELOP, WE DO HAVE A TIER APPROACH ON HOW WE RECRUIT OUR FAMILIES AND HOW WE TARGET OUR STUDENTS TO SUPPORT THAT ARE MOST IN NEED.
EQUITY MULTIPLIER, ELOP HAVE THE SAME REQUIREMENTS.
WE HAVE A TIER SYSTEM, SO THIS YEAR, STUDENT GAVE US FEEDBACK ON STUDENTS THAT NEEDED SUPPORT IN SUMMER SCHOOL.
THAT WAS OUR TIER 1 TARGETED STUDENTS THAT WE WERE LOOKING AT.
THEN WE OPENED IT UP TO OUR CURRENT TIER 1 STUDENTS, AND THESE ARE STUDENTS THAT ARE CURRENTLY TWO GRADE LEVELS BELOW IN ELA AND IN MATH.
THOSE ARE THE ONES THAT GOT THE FIRST TARGETED INVITATION, RECRUITMENT STARTED, AND THEN WE MOVED TO TIER 2, WHICH IS FOR ALL OF OUR CURRENT LEAP STUDENTS THAT ARE IN PROGRAM.
THEN AFTER MARCH 14, THEN WE OPENED UP TO TIER 3, WHICH IS OPENING UP FOR THE REST OF OUR STUDENTS IN OUR SCHOOL.
AS OF THIS MORNING, WE HAVE 975 APPLICATIONS, AND OUT OF THE 975, 603 ARE UNDUPLICATED STUDENTS.
WE WILL CONTINUE TO REMAIN OPEN FOR SUMMER TO MAKE SURE THAT WE PROVIDE OPPORTUNITIES.
I WILL SAY WE START VERY HIGH IN SUMMER, AND THEN THROUGH THE MIDDLE OF THE YEAR, WE DECLINE, SO IT'S GOOD TO HAVE THIS OPEN. FOR MIDDLE SCHOOL.
WE ARE GOING TO BE OFFERING PROGRAM AT NATOMAS MIDDLE SCHOOL. THIS IS TWO SESSIONS.
THIS IS FOR OUR SIXTH AND SEVENTH.
AGAIN, SO WE'RE TALKING ABOUT SEVENTH AND EIGHTH-GRADE STUDENTS THAT ARE GOING TO BE IN MIDDLE SCHOOL.
THE FOCUS WILL BE ON ACADEMIC ENRICHMENT AND STRENGTHENING IN MATH AND ELA, AND ALSO THERE WILL BE A COMPONENT OF CTE.
THERE WILL BE SOME CTE COMPONENTS AND AS WELL AS SOME MENTORING PROGRAMS. I FORGOT TO MENTION THAT WE WILL NOT BE OFFERING SUMMER SCHOOL JUNE 19 AND JULY 4.
THIS IS PRETTY EXCITING. NINTH GRADE ED CAMP.
THIS IS NEW. THIS PROGRAM IS FOR RISING INCOMING NINTH-GRADERS.
THIS IS NINTH GRADERS THAT ARE GOING TO BE GOING TO HIGH SCHOOL.
THIS IS TO HELP THEM GET ACCLIMATED TO THE CAMPUS.
THIS IS GOING TO BE A NATOMAS AND AT INDERKUM CAMPUSES.
AGAIN, WE'LL BE PREPARING NINTH GRADERS WITH THE FOUNDATIONAL SKILLS IN MATH, ELA, AVID STRATEGY, THEY'LL BE EXPOSED TO SOME AVID STRATEGIES AND ALSO SOME AP PRINCIPLES TO SUPPORT THEIR TRANSITION INTO HIGH SCHOOL.
WE'RE TRYING TO GET THEM MOTIVATED, TRYING TO GET THEM ACCLIMATED ON CAMPUS.
HIGH SCHOOL OR TRADITIONAL HIGH SCHOOL, WHERE WE PROVIDE OPPORTUNITIES FOR CREDIT RECOVERY, ACCELERATION, AND ALLOWING STUDENTS TO RECOVER CREDITS AND GET IN ON TRACK TO MAKE SURE THEY GRADUATE.
THIS PROGRAM WILL BE HELD AT INDERKUM, NATOMAS HIGH, AND LEROY GREENE.
LEROY GREENE WILL ONLY BE OFFERING PROGRAMMING IN JUNE.
JULY DOES OFFER FOR NATOMAS HIGH AND INDERKUM.
AGAIN, NO SCHOOL ON THE 19TH AND THE FIRST WEEK OF JULY.
THE FIRST WEEK OF JULY, JUNE 30TH IS A MONDAY.
DISCOVERY, WILL ALSO BE OFFERING THEIR CREDIT RECOVERY PROGRAM ALLOWING STUDENTS TO BE ON CAMPUS, A LITTLE BIT FLEXIBLE.
WE ARE STARTING RIGHT AFTER SCHOOL BECAUSE SOMETIMES WHEN OUR STUDENTS TAKE A LITTLE BREAK, THEY JUST DECIDE, I'M NOT COMING BACK TO SUMMER SCHOOL, SO THEY WILL BE STARTING RIGHT AFTER SCHOOL IS OUT.
OF COURSE, WE HAVE OUR ESY, WHICH FOCUSES ON STUDENTS PREK-ADULT.
THIS WILL BE AT PASO VERDE AND IT WILL BE FOR THE MONTH OF JUNE, AND AGAIN, IS SUPPORTING OUR STUDENTS TO PREVENT ANY OF THEIR SKILLS TO SUPPORT THEIR CONTINUED GROWTH, AND THEN ALSO ESPECIALLY FOR OUR MOST VULNERABLE STUDENTS,
[01:30:03]
SO PROVIDING THAT OPPORTUNITY FOR THEM.HERE, NEXT IS WHERE I AM ASKING FOR YOUR ASK.
AS A REMINDER, ELOP PROVIDES SUMMER PROGRAMMING, THE 30 NON-SCHOOL DAYS, AND IT IS FOR TK-6TH GRADE FUNDING.
AGAIN, IT IS PRIORITIZED TO OUR UNDUPLICATED STUDENTS, WHICH IS WHAT IS OUR MAJORITY OF OUR FOCUS ON OUR TIER RECRUITMENT.
WITH OUR ELOP FUNDS, WE ARE ASKING FOR THE THREE PROGRAM PROVIDERS LISTED HERE, CENTER FOR FATHERS AND FAMILIES TO SUPPORT PROGRAMMING AT JEFFERSON TO SERVE 200 STUDENTS, SACRAMENTO CHINESE COMMUNITY SERVICE CENTER AT WITTER RANCH TO SERVE 200 STUDENTS, AND THEN OUR DREAM ENRICHMENT CLASSES.
IT'S A NEW PROVIDER WHO ARE CURRENTLY ALREADY OFFERING CLASSES, SO THEY WILL BE OFFERING SERVICES AT H. ALLEN HIGHT TO SERVE 200 STUDENTS.
AS I MENTIONED, THERE IS ANOTHER SOURCE VERY SIMILAR TO THE GUIDELINES FOR SUMMER INTERVENTION PROGRAMS. THIS YEAR, WE'RE LEVERAGING THE EQUITY MULTIPLIER FUNDING TO SUPPORT TARGETED INTERVENTIONS AT SCHOOLS WITH THE BEGIN CONCENTRATION OF NEED.
BANNON CREEK IS ONE OF OUR SITES.
I DO WANT TO EMPHASIZE, THOUGH VERY SIMILAR TO WHAT ELOP ASKING THAT SUMMER PROGRAMS. BUT I WANT TO EMPHASIZE THAT EVERY PROGRAM MUST DEMONSTRATE MEASURABLE STUDENT OUTCOMES.
THAT IS OUR COMMITMENT, AND WE'RE TRACKING GROWTH AND PROGRESS AT ALL THE SITES.
THAT IS ONE OF THE EQUITY MULTIPLIERS PRINCIPLES, SO WE WANT TO MAKE SURE THAT APPLIES TO ELOP AS WELL.
WITH EQUITY MULTIPLIER, WE ARE REQUESTING APPROVAL FOR ROBERTS FAMILY DEVELOPMENT CENTER, AND THAT IS TO SERVE AT BANNON CREEK AND TO SERVE 140 STUDENTS.
WITH THAT BEING SAID, I'M REQUESTING FOR YOUR APPROVAL REGARDING OUR CONTRACTS FOR SUMMER PROGRAMMING.
>> BEFORE WE GET TO BOARD COMMENTS, IT LOOKS LIKE WE HAVE ONE PUBLIC COMMENT. SHARON THURMAN.
I WANT TO THANK THE GENTLEMAN THAT TURNED THE AC ON BECAUSE THAT REALLY HELPED EVERYONE HAVE A SIDE. THANK YOU.
I'M HERE ON BEHALF OF THE NATOMAS BLACK PARENT UNITED GROUP, FAMILY AND FRIENDS, ALONG WITH THE STAFF THAT WILL BE TAKING CARE OF OUR ANGELS TO SAY, "THANK YOU." WE HAVE A SUPERINTENDENT WHO WORKS ON BEHALF OF ALL STUDENTS.
WE HAVE BOARD MEMBERS WHO HEAR AND LISTEN AND WHO GIVE APPROVAL FOR PROGRAMS THAT HAVE A PROVEN TRACK RECORD AND ARE CULTURALLY, I EMPHASIZE THAT CULTURALLY RELEVANT FOR OUR STUDENTS.
THIS STAFF WILL BE A PART OF THAT TEAM.
THEY SERVED WITH US TWO YEARS AGO AND DID A FANTASTIC JOB.
WHEN THEY WEREN'T ABLE TO COME BACK, WE DIDN'T DESPAIR.
WE DECIDED THE PROGRAM IS WORTH IT.
IF EQUITY MEANS ANYTHING, IF FAIRNESS MEANS ANYTHING, IT MEANS PAYING MORE FOR THE QUALITY PROGRAMS THAT WILL HELP BRING STUDENTS UP TO THE LEVEL THAT OUR STANDARDS REQUIRE.
WE THANK YOU. GOSH, I HAVE 49 MORE SECONDS.
I'LL JUST KEEP SAYING, THANK YOU.
TO OUR FRIENDS AND FAMILY MEMBERS THAT ARE LISTENING ONLINE, PLEASE KNOW.
SHARE THE FACT THAT FREEDOM SCHOOL WILL BE RETURNING.
AGAIN, SUPERINTENDENT, BOARD MEMBERS, THANK YOU.
>> QUESTIONS, COMMENTS, TRUSTEES?
>> THANK YOU, LISSET, FOR THE PRESENTATION.
I HAVE A QUESTION REGARDING THE FREEDOM SCHOOL.
AS A NEW TRUSTEE, I DO NOT KNOW IF WE HAVE A DATA ABOUT THIS PROGRAM, IF IT HAS HELPED STUDENTS, BECAUSE THERE ARE A LESS NUMBER OF STUDENTS AND THERE IS A LOT OF AMOUNT FOR THIS.
I JUST WANTED TO KNOW IF THERE IS ANY DATA THAT HAS PROVEN YES IT'S REALLY WORKED WITH OUR STUDENTS.
IF IT HAS WORKED, I'M SO HAPPY THAT WE HAVE ALL THESE GOOD PROGRAMS, WHICH IS WORKING FOR THE STUDENTS.
>> I CURRENTLY DON'T HAVE DATA, BUT I WILL MAKE SURE THAT I WILL BE REQUESTING.
>> I'M NOT SEEING ANY FURTHER DISCUSSION.
IS THERE A MOTION? MOVED. IS THERE A SECOND?
[01:35:01]
HELENE, COULD YOU PLEASE CALL THE ROLL?
>> MOTION CARRIES 5-0. THANK YOU.
[APPLAUSE] NEXT UP, ACTION ITEM G,
[XVI.g. Approve NUSD’s Master Plan for English Learners]
APPROVED NUSD'S MASTER PLAN FOR ENGLISH LEARNERS.ANY COMMENTS, DISCUSSIONS? ANY PUBLIC COMMENT ON THIS ITEM? TRUSTEE, QUESTIONS? LOOKS LIKE TRUSTEE MORA HAS A QUESTION.
>> I JUST HAD A COUPLE OF NOTES FOR THE ELA MASTER PLAN.
I THINK THERE'S A QUESTION HERE.
FIRST, I JUST WANT TO APPRECIATE THE PLAN THAT IT REALLY CENTERS A LOT OF CRITICAL PIECES TO SUPPORT SUCH A VULNERABLE POPULATION OUR ENGLISH LEARNERS.
WE HAVE MANY ENGLISH LEARNERS FOR SO MANY DIFFERENT LANGUAGES.
I FORGET, BUT IT'S POSSIBLY HUNDREDS OF LANGUAGES THAT WE ARE SUPPORTING RIGHT AT THE END OF THE DAY.
JUST A LOT OF CRITICAL THINGS LIKE PROFESSIONAL DEVELOPMENT FOR TEACHERS AND A DEDICATED TEAM, A COORDINATOR, AND [INAUDIBLE] SAYS THAT HELP WITH THE IMPLEMENTATION, TOO, AS YOU CAN TELL, I'M REALLY FOCUSED ON HOW WE IMPLEMENT SUCH A BIG PLAN.
OR AT LEAST TO ME, IT SEEMS LIKE IS FAIRLY DENSE AND HAS A LOT TO IT.
I JUST WANTED TO TAKE SOME TIME TO SAY THAT.
THEN ALSO, I'M GLAD TO SEE THAT AS A DISTRICT, WE'RE ENCOURAGING SOMETHING THAT'S REALLY IMPORTANT IN MY OPINION, WHICH IS FOR STUDENTS AND FAMILIES TO CONTINUE TO MAINTAIN THEIR NATIVE LANGUAGE, AND THAT'S INCLUDED IN THE PLAN.
IT'S SUCH A BIG PLAN, SO I'M JUST REALLY RAISING SOME HIGHLIGHTS.
I HOPE EVERYONE IS OKAY WITH THAT.
BUT WE KNOW THAT THAT IS A LEVERAGE, THAT IS A STRENGTH.
REALLY JUST BEING MULTILINGUAL IS A STRENGTH.
HAVING CELEBRATIONS AND HAVING EVENTS THAT DO THAT, AND I HAD A CHANCE TO TALK ABOUT SOME OF THOSE WITH OUR SUPERINTENDENT WHEN I WAS TRYING TO SEE WHAT EXACTLY GOES BEHIND THE STATEMENT THAT SAYS, HELP STUDENTS AND FAMILIES MAINTAIN THEIR NATIVE LANGUAGE.
BUT JUST ALSO ENCOURAGING THAT LANGUAGE TO BE SPOKEN AT HOME, AND A HOST OF OTHER THINGS.
I ALSO WANTED TO TAKE A MOMENT FOR THAT AS PART OF THE LARGER PLAN. THIS ISN'T A SECRET.
WE WORK WITH OUR STAFF TO UNDERSTAND THE THINGS THAT WE DON'T UNDERSTAND BEFORE WE GET HERE.
I COULD ASK THIS AS A QUESTION SO THAT EVERYONE ELSE KNOWS WHAT MY QUESTION WAS, BUT I'LL ALSO GIVE THE ANSWER THAT I HAVE FOR THIS PIECE, WHICH IS, DOES THE BOARD GET THE NUMBER OF STUDENTS THAT GET RECLASSIFIED FROM ENGLISH LEARNER, THEY HAVE ADVANCED ENOUGH TO GO INTO NOT THE ENGLISH LEARNER CLASS.
THE ANSWER IS, YES, WE GOT THAT IN THE DISTRICT PROGRESS REPORT.
I'M NOT GOING TO GO THROUGH THE PROCESS OF ASKING SOMEBODY TO COME TO THE PODIUM.
THAT'S JUST REALLY IMPORTANT TO ME.
I HAD WITNESSED ONE OF OUR PRIOR COLLEAGUES ON THE BOARD, TRUSTEE HEREDIA, WHO KNEW SO MUCH ABOUT SUPPORTING ENGLISH LEARNERS.
BUT JUST KNOWING THAT WE ARE HAVING THOSE METRICS TO TRACK THE TOTAL NUMBER, BUT ALSO THAT THEY'RE NOT THEN SLIDING BACK FROM BEING RECLASSIFIED AND HEADING INTO ENGLISH ONLY CLASSES, IT'S VERY RARE, BUT IT'S POSSIBLE, THAT IF THEY DON'T MAKE ENOUGH PROGRESS, THEY WOULD GO BACK TO THE ENGLISH LEARNER CLASSES.
IT'S A GOOD THING THAT'S RARE.
IT'S A GOOD THING THAT THE TEAM THAT I HAD MENTIONED IS MONITORING TO MAKE SURE THAT WHAT IS A BIG HURDLE TO OVERCOME DOESN'T BECOME A HURDLE AGAIN, THE STUDENT KEEPS GOING.
THAT'S REALLY ALL THAT I WANTED TO HIGHLIGHT.
I REALIZE WE'RE JUST APPROVING THIS ITEM, BUT IT'S A BIG ITEM IN MY OPINION AGAIN. MOVE TO APPROVE.
I APPRECIATE THAT MOVE TO APPROVE.
I WANT TO EMPHASIZE THAT WHAT HE SAY IS ACTUALLY VERY IMPORTANT AND WHO YOU ELECT MATTERS.
WE HAD A FORMER TRUSTEE, TRUSTEE HEREDIA.
SHE'S PROBABLY WATCHING RIGHT NOW. THIS WAS HER WORK.
THIS WAS LIFE'S WORK. I WANT TO RESPECT HER AND RESPECT OUR COLLEAGUES,
[01:40:03]
AND RESPECT OUR COMMUNITY.I DO HAVE A QUESTION, OR MORE LIKE A STATEMENT.
PART OF THE PLAN, THERE'S A SECTION THAT SAYS, SUPPORTING ENGLISH LEARNERS WITH IEPS OR 504 PLANS.
IT'S ALREADY TOUGH IF YOU'RE ENGLISH LEARNER AND YOU HAVE THIS PLAN.
I WANT TO MAKE SURE THAT WE'RE DOING EVERYTHING WE CAN TO PUT COMPREHENSIVE SUPPORT THERE.
WE GET A LOT OF FEEDBACK FROM PARENTS ABOUT IEPS, BEEN HEARING IT SINCE 2016.
JUST WANT TO MAKE SURE THERE'S SOME EXTRA LOVE GIVEN THERE, WHATEVER BOARD ACTIONS THAT WE CAN TAKE TO DO THAT WOULD ASK STAFF TO BRING THAT FORWARD IN THE IMMEDIATE FUTURE.
I'D LIKE THAT TO BE A PART OF YOUR MOTION, IF THAT'S OKAY.
THERE'S A MOTION AND A SECOND.
LET'S SEE IF THERE'S ANY FURTHER DISCUSSION.
>> YOU JUST MENTIONED, IS THAT SO IMPORTANT?
>> YEAH. THANK YOU, TRUSTEE MORA.
THERE'S A MOTION AND A SECOND, HELENE, COULD YOU PLEASE CALL THE ROLL?
>> THE MOTION CARRIES 5-0. GETTING THROUGH HERE.
[XVI.h. Approve the Employment Agreement with Fred Van Vleck, Ed.D, Interim Chief Business Ofcial]
APPROVED THE EMPLOYMENT AGREEMENT WITH FRED VAN VLECK.INTERIM CHIEF BUSINESS OFFICIAL.
I AM REQUIRED TO READ A DISCLOSURE ABOUT THIS CONTRACT.
TONIGHT, THE BOARD IS ASKED TO APPROVE THE EMPLOYMENT AGREEMENT WITH DR. FRED VAN VLECK TO SERVE AS INTERIM CHIEF BUSINESS OFFICIAL, PURSUANT TO GOVERNMENT CODE SECTION 54953, I'M PROVIDING THE FOLLOWING INFORMATION.
THE TERM OF THE EMPLOYMENT AGREEMENT IS MARCH 24, 2025, AND IT ENDS ON EITHER THE FIRST DATE OF SERVICE OF A PERMANENT CHIEF BUSINESS OFFICIAL EMPLOYED BY THE DISTRICT OR BY JUNE 30, 2025.
THE INTERIM CHIEF BUSINESS OFFICIAL DOES NOT RECEIVE VACATION OR HEALTH AND WELFARE BENEFITS.
THE AGREEMENT ALSO INCLUDES REIMBURSEMENT FOR NECESSARY EXPENSES APPROVED BY THE SUPERINTENDENT, AND THE INTERIM CHIEF BUSINESS OFFICIAL RECEIVES THE SAME PAID HOLIDAYS AND SICK LEAVE ACCRUAL PROVIDED TO OTHER DISTRICT MANAGEMENT EMPLOYEES.
THANK YOU SO MUCH FOR BEING WITH US.
IS THERE ANY QUESTIONS OR PUBLIC COMMENTS, BOARD COMMENTS AT THIS CONTRACT? THIS IS A POSITION WE NEED.
WE CAN DO ANYTHING, BUT WE CAN'T DO EVERYTHING, AND WE NEED SOMEONE TO TELL US WHAT'S POSSIBLE, WHAT'S FEASIBLE.
I'M GOING TO GO AHEAD AND MOVE APPROVAL OF THIS CONTRACT. IS THERE A SECOND?
HELENE, COULD YOU PLEASE CALL THE ROLL?
>> MOTION CARRIES 5-0. THANK YOU SO MUCH.
I LOOK FORWARD TO YOU GUIDING US THROUGH WHAT COULD BE SOME VERY INTERESTING BUDGET TIMES.
[XVI.i. Approve Resolution No. 25-14, 2024-2025 to Amend the Certication of District Signatures]
APPROVE RESOLUTION NUMBER 25-14, 2024-'25 TO AMEND THE CERTIFICATION OF DISTRICT SIGNATURES. I MOVE APPROVAL.>> SECOND. IF THERE IS NOT ANY OBJECTION, CAN WE SUBSTITUTE THE PRIOR UNANIMOUS CALL VOTE? WITHOUT OBJECTION, MOTION CARRIES 5-0.
[XVI.j. Approve Resolution No. 25-16 Designating the Week of May 18-24, 2025 Classied School Employee Week]
APPROVE RESOLUTION NUMBER 25-16 DESIGNATING THE WEEK OF MAY 18TH TO 24, CLASSIFIED SCHOOL EMPLOYEE WEEK.HELENE, COULD YOU PLEASE CALL THE ROLL?
[XVI.k. Approve Resolution No. 25-17, Designating May 7, 2025 as California Day of the Teacher]
APPROVE RESOLUTION NUMBER 25-17 DESIGNATING MAY 7TH, 2025 AS CALIFORNIA DAY OF THE TEACHER.IF THERE'S NOT ANY OBJECTION, WE COULD SUBSTITUTE THE PRIOR UNANIMOUS ROLL CALL VOTE.
DAY OF THE TEACHER. ACTION ITEM L,
[XVI.l. Approve Resolution No. 25-18, Designating May 18, 2025 as National Speech Pathologist Day]
APPROVE RESOLUTION NUMBER 25-18 DESIGNATED MAY 18TH, 2025, AS NATIONAL SPEECH SPEECH PATHOLOGIST DAY. CLEARLY, I NEED ONE.IF THERE'S NO OBJECTION, WE COULD SUBSTITUTE PRIOR UNANIMOUS ROLL CALL VOTE.
I'M NOT HEARING ANY OBJECTIONS.
ACTION ITEM M, APPROVE RESOLUTION NUMBER 25-19 DESIGNATING MAY 7TH,
[XVI.m. Approve Resolution No. 25-19, Designating May 7, 2025 as National School Nurse Day]
2025 AS NATIONAL SCHOOL NURSE DAY.IF THERE'S NOT AN OBJECTION, WE CAN SUBSTITUTE THE PRIOR UNANIMOUS ROLL CALL VOTE.
HEARING NONE, MOTION CARRIES 5-0.
[XVI.n. Approve Resolution No. 25-20, Designating the month of May as Mental Health Awareness Month]
APPROVE RESOLUTION NUMBER 25-25 DESIGNATING THE MONTH OF MAY AS MENTAL HEALTH AWARENESS MONTH.HELENE, COULD YOU PLEASE CALL THE ROLL?
[01:45:01]
GOT THROUGH THAT. NEXT UP IS PUBLIC COMMENT.
[XVII. PUBLIC COMMENTS]
WE GOT A LOT OF PUBLIC COMMENTS, SO BEAR WITH US HERE.[BACKGROUND] AT THIS TIME, I HAVE ABOUT 27 PUBLIC COMMENT CARDS.
COME ON, GUYS. FOR ITEMS NOT ON THE AGENDA, THE BOARD WILL HEAR FROM THE SPEAKERS, ONLY ENSURE THE MEETING IS CONDUCTED IN AN ORDERLY AND EFFICIENT MANNER IN ACCORDANCE WITH BOARD BYLAW 9323.
WE ARE GOING TO BE ACKNOWLEDGING A STRICT LIMIT ON THAT TWO MINUTES.
USUALLY, WE FLOAT A LITTLE BIT, BUT WE HAVE A LOT OF PUBLIC COMMENTS TO GET THROUGH.
IT IS NOT TO SHUT ANYONE DOWN, WE WANT TO HEAR EVERYONE'S FEEDBACK, BUT WE HAVE TO RUN AN ORDERLY MEETING.
FIRST PUBLIC COMMENT I HAVE IS FROM KRISTINE KEENAN.
>> HI. I'M GOOD TO START WHENEVER?
>> HI. THANK YOU FOR HAVING ME HERE.
MY NAME IS KRISTINE KEENAN, AND I'M SPEAKING ON BEHALF OF MYSELF AND MY COLLEAGUES, SEVERAL OF WHOM ARE HERE TODAY.
THIS IS MY FOURTH YEAR TEACHING AND MY FOURTH YEAR AT NATOMAS PARK.
I'M A PART OF OUR PBIS TEAM AND HAVE BEEN A PART OF OUR TEAM OF PBIS FOR THREE OUT OF FOUR YEARS IN AN EFFORT TO HELP CREATE A POSITIVE ENVIRONMENT FOR ALL STAFF AND SCHOLARS.
AT THE END OF EACH YEAR, THOUGH, UNFORTUNATELY, I HAVE FOUND MYSELF QUESTIONING IF THIS IS REALLY THE BEST PLACE FOR ME, AND IF THIS IS THE RIGHT CHOICE FOR ME TO PUT MY TIME AND ENERGY HERE, INTO A DISTRICT THAT DOESN'T SEEM TO VALUE MY TIME OR EFFORTS.
FIRST AND FOREMOST, IT IS NOT SAFE TO ALLOW FAMILIES/ANY ADULTS TO ROAM FREELY AROUND OUR CAMPUS WITHOUT A VISITOR'S PASS.
WE NEED A CLOSED CAMPUS OR A MORE CONSISTENT SAFETY PLANS FOR ADULTS WHO ARE NOT STAFF.
THERE HAVE BEEN SEVERAL EXAMPLES OF FIGHTS OR UNSAFE SITUATIONS BETWEEN ADULTS AND STAFF ON CAMPUS, AND YET OUR CAMPUS IS STILL OPEN.
NATOMAS PARK HAS A LARGE NUMBER OF UNSAFE INCIDENTS EVERY SINGLE DAY.
WE ARE NOT EQUIPPED TO FULLY ADDRESS THE NUMBER OF SMALL, MEDIUM, AND LARGE SAFETY CONCERNS THAT OCCUR DAILY.
MANY PROBLEMS ARE LEFT UNSOLVED OR TEACHERS ARE LEFT WITH THE RESPONSIBILITY TO TAKE CLASS TIME TO ADDRESS THESE ISSUES THAT HAPPEN DURING RECESS OR LUNCH.
OFFICE-MANAGED BEHAVIORS CANNOT ALWAYS BE ADDRESSED BY ADMIN DUE TO THE LARGE NUMBER OF INCIDENTS THEY HAVE TO ADDRESS EACH DAY, PUTTING THE RESPONSIBILITY ON TEACHERS TO ADDRESS THE SITUATIONS DURING CLASS TIME.
PLAYGROUND ASSISTANTS ARE NOT FOLLOWING THE BEHAVIOR MATRIX AND ARE NOT TAKING RESPONSIBILITY FOR REPORTING UNSAFE BEHAVIORS ON THE PLAYGROUND.
AGAIN, ADDING TO THE BURDEN TEACHERS ALREADY ARE FACED WITH AT NATOMAS PARK, TEACHERS ARE TOLD TO REPORT ISSUES TO THE OFFICE, BUT THERE ARE MANY EXAMPLES OF TIMES WHERE TEACHERS ARE CALLING THE OFFICE MAIN LINE WITH NO ANSWER.
IT IS NOT ALWAYS POSSIBLE TO ACCESS THE CLASSROOM PHONE DURING AN EMERGENCY AND IT IS CLEAR THAT THIS IS NOT A CONSISTENT SOLUTION DUE TO THE NUMBER OF TIMES STAFF HAVE CALLED FOR SUPPORT WITH NO ANSWER.
I HAVE BEEN QUESTIONED ABOUT FILING TEACHER SUSPENSIONS AND REFERRALS EVEN AFTER SUBMITTING THE DETAILS AND FOLLOWING THE BEHAVIOR MATRIX I HELPED CREATE.
I DON'T FEEL COMFORTABLE WORKING SOMEWHERE WHERE MY EFFORTS ARE QUESTIONED AND THE SCHOLARS ARE BEING SUPPORTED OVER ME.
EVERY YEAR AT NATOMAS PARK, WE HAVE HAD A NEW PRINCIPAL OR ADMIN THAT I'VE BEEN THERE.
THE REVOLVING DOOR HAS LEFT A LOT OF SYSTEMS. THANK YOU.
>> THANK YOU. [INAUDIBLE] TIME. THANK YOU SO MUCH.
[APPLAUSE] NEXT STEP, WE HAVE [INAUDIBLE].
MY NAME IS [INAUDIBLE], AND I'M SPEAKING ON BEHALF OF MY MOTHER.
TODAY, I WANTED TO ADDRESS OUR EXPERIENCES WITH NATOMAS PARK ELEMENTARY.
MY SISTER AND I ATTENDED NATOMAS PARK ELEMENTARY, AND WE NEVER ENCOUNTERED ANY BAD PROBLEMS. BUT THIS YEAR, WE HAVE SEEN SO MANY PROBLEMS WITH MY BROTHER.
THOSE ISSUES INCLUDE STUDENT SAFETY, BULLYING, AND RACISM.
MY BROTHER AND OTHER STUDENTS HAVE BEEN VICTIMS OF THESE ISSUES.
REGARDS STUDENT SAFETY, THE YARD DUTIES PROVIDE LITTLE TO NO ASSISTANCE WHEN IT COMES TO PAYING NOTICE TO THE CHILDREN.
BULLYING AND RACISM IS SOMETHING THAT MY BROTHER HAS CONSTANTLY EXPERIENCED.
[01:50:03]
MY BROTHER HAS BEEN HIT IN THE STOMACH, IN THE BACK, AND HAS HAD HIS HAIR PULLED AND BEEN CUSSED AT.IT'S SO AGGRAVATING TO SEE, BUT THE THING WITH MY BROTHER'S HAIR IS THAT IT'S NOT JUST A REGULAR HAIRCUT, HE HAS A PATKA.
YOU MAY HAVE SEEN ADULTS WITH TURBANS, BUT A PATKA IS THE VERSION THAT KIDS WOULD WEAR, WHICH IS A BUN ON HIS HEAD COVERED WITH A PIECE OF CLOTH.
THIS IS PART OF OUR BELIEFS AND RELIGION, WHICH IMPLIES THAT THE CHILDREN MAY BE PARTICIPATING IN SUCH ACTIONS DUE TO HIS APPEARANCE WHICH DIFFERS FROM OTHER CHILDREN.
WE HAVE RAISED THIS ISSUE WITH THE SCHOOL AND WE ARE YET TO RECEIVE A PROPER RESPONSE.
NOW, WE MEAN NO DISRESPECT TO ANY OF THE SCHOOL OFFICIALS, BUT THESE ISSUES NEED TO BE ADDRESSED.
ALONG WITH MY BROTHER, THERE ARE SO MANY OTHER CHILDREN WE KNOW OF IN THIS CLASS ALONE, AND THEY HAVE SHARED THE SAME CONCERNS WITH MY MOTHER.
WE WOULD GREATLY APPRECIATE IF YOU WOULD TAKE ACTION AND PROVIDE A RESOLUTION TO THESE ISSUES.
>> THANK YOU. I'M GONNA ASK STAFF TO REACH OUT TO THAT FAMILY TO MAKE SURE THE APPROPRIATE SUPPORTS ARE PROVIDED.
IT LOOKS LIKE I HAVE, I CAN'T SEE THE LAST NAME, BUT IT'S AMANDA, LAST NAME STARTS WITH A H. IT LOOKS LIKE YOU HAVE TWO EXTRA MINUTES DONATED FROM SUSAN GARRISON.
>> ALL RIGHT. THANK YOU. FOUR MINUTES.
>> HELLO, EVERYBODY. MY NAME IS AMANDA HEDADJI.
I'M AN STC TEACHER SPECIAL DAY CLASS FOR MODERATE TO SEVERE STUDENTS ON NATOMAS PARK ELEMENTARY CAMPUS.
I COME FROM A CLASSROOM WHERE I WAS, AND MY OTHER STUDENTS WERE VICTIMS OF AGGRESSIVE BEHAVIOR FROM ONE OF MY STUDENTS, AND IT TOOK A VERY LONG TIME FOR THAT TO BE CHANGED, AND SO MY PTSD IS TRIGGERED WHEN I SEE KRISTINE AND JASON AND OTHER TEACHERS ON OUR CAMPUS, THERE ARE AT LEAST EIGHT WHO ARE HURT AND USE THEIR BODIES TO SHIELD OTHER STUDENTS ON A DAILY BASIS.
IT'S NOT OKAY. [APPLAUSE] I'M GOING TO READ THIS AND I HOPE THAT I HAVE ENOUGH TIME TO READ IT BECAUSE IT GOES THROUGH THE UNIVERSE OF NATOMAS PARK FROM MY PERSPECTIVE, AND HOPEFULLY, SOME WAYS THAT WE CAN ADDRESS THIS.
KRISTINE TALKED ABOUT OUR CAMPUS BEING OPEN.
PARENTS OR WHOEVER THESE PEOPLE ARE WHO MAY CLAIM TO BE PARENTS, WE DON'T KNOW BECAUSE THEY'RE NOT REGISTERED, ARE ON CAMPUS FOR THE FIRST 30-PLUS MINUTES OF THE DAY, LOITERING, HANGING OUT WITH THE CHILDREN, HAVING THEIR CHILDREN SIT WHEN THEY'RE SUPPOSED TO BE WALKING, THINGS LIKE THIS.
THEY ARE ON CAMPUS FROM THE MOMENT THAT THE GATES OPEN FOR TK AND KINDER TO GET OUT AT 1:38, AGAIN, LOITERING, WAITING FOR THE UPPER GRADES TO GET OUT AS WELL.
I DON'T KNOW WHO THESE PEOPLE ARE.
I CAN ONLY HOPE THAT THEY HAVE POSITIVE INTENT.
I HAVE A STUDENT WHOSE FATHER RECENTLY WAS RELEASED FROM PRISON FOR DOMESTIC ABUSE AGAINST HIM AND HIS BROTHER AND HIS MOTHER.
THERE'S A COURT ORDER THAT HE CAN'T BE NEAR THEM, BUT THERE'S NOTHING SAYING THAT HE'S NOT GOING TO WALK THROUGH THAT GATE AND BE ONE OF THESE PEOPLE ON CAMPUS WHO JUST LOOKS LIKE A PARENT, WHO'S GOING TO DO SOMETHING.
THERE ARE OTHER ISSUES THAT HAVE HAPPENED ON CAMPUS WITH THESE ADULTS, LIKE KRISTINE HAS MENTIONED THAT ARE NOT OKAY.
THERE ARE ENOUGH SHOOTINGS OF SCHOOLS IN OUR COUNTRY WHERE PEOPLE GET ONTO CAMPUS WHO SHOULDN'T BE THERE IN THE FIRST PLACE.
IT'S NOT OKAY. I'VE NEVER BEEN TO A SCHOOL WHERE PARENTS CAME ON CAMPUS.
YOU DROP YOUR KID OFF UNLESS THEY'RE TK OR K, MAYBE, YOU DROP YOUR KID OFF AT THE GATE AND THEY WALK TO SCHOOL.
IF THERE'S SOME OTHER ISSUE, OR IF THEY'RE TK OR K, THE TEACHER MEETS OR AN AIDE MEETS THE STUDENTS AND ACCOMPANIES THEM.
AT THE END OF THE DAY, YOU TAKE YOUR STUDENTS TO THE GATE AND THEY LEAVE.
WHY ARE THESE PEOPLE ON CAMPUS? I LOVE PARENTS. I'M A PARENT.
I WANT YOU TO BE PART OF YOUR CHILD'S EDUCATION.
WE DON'T HAVE ANY PARENT INVOLVEMENT.
WE HAVE THREE PTA MEMBERS, NOBODY ELSE DOES NADA.
WHY ARE THESE PEOPLE FEELING LIKE THIS IS THE TIME TO BE ON CAMPUS WHEN IT IS PUTTING US AT RISK.
IT'S PUTTING US AT RISK, NOT BECAUSE THE PARENTS ARE PUTTING US NECESSARILY AT RISK, ALTHOUGH THERE ARE SOME OF THOSE DO, BUT BECAUSE SOMEBODY COULD COME ON THAT WE DON'T RECOGNIZE AND WE WOULDN'T KNOW THEM FROM THE PEOPLE WHO ARE SUPPOSED TO BE THERE.
IT'S NOT OKAY. WE HAVE A DISPROPORTIONATE AMOUNT OF AGGRESSIVE CHILDREN ON CAMPUS.
[01:55:04]
I ONLY HAVE 30 SECONDS, SO I HAVE TO BE FAST.THE ISSUE AT HAND IS THAT OUR DISTRICT DOES NOT PROVIDE MILD, MODERATE SPECIAL EDUCATION, AND WE DO NOT HAVE THE SUPPORT FOR CHILDREN WHO HAVE EMOTIONAL DISORDERS, [APPLAUSE] OR WHO HAVE TRAUMA-BASED ISSUES THAT COME OUT IN BEHAVIOR.
IF THE DISTRICT HAS DECIDED THAT INCLUSION IS THE MODEL, THEY NEED TO SUPPORT THE TEACHERS AND THEY NEED TO SUPPORT THOSE STUDENTS IN A DIFFERENT WAY, [APPLAUSE] WE'RE NOT PROVIDING THAT.
I'M GOING TO FORWARD THIS TO THE BOARD SO THAT YOU GUYS CAN READ THE REST OF IT.
>> THANK YOU. [APPLAUSE] NEXT UP, I HAVE LINDSEY BYRD.
IT LOOKS LIKE TWO MINUTES OF DONATED TIME FROM SHANNON [INAUDIBLE]. THANK YOU.
>> GOOD EVENING, TRUSTEES AND SUPERINTENDENT CASTILLO.
THANK YOU SO MUCH FOR HAVING ME.
I'VE BEEN A PROUD EDUCATOR AT NATOMAS PARK ELEMENTARY FOR THE PAST 23 YEARS.
THIS SCHOOL HAS BEEN MORE THAN JUST A WORKPLACE, IT'S BEEN MY SECOND HOME, AND IT HOLDS A TRULY SPECIAL PLACE IN MY HEART.
I'M NOT SOMEONE WHO USUALLY LIKES TO SPEAK IN PUBLIC FORUMS, BUT TONIGHT I FEEL COMPELLED TO RAISE MY VOICE ON AN ISSUE THAT DEEPLY AFFECTS OUR CAMPUS COMMUNITY, STUDENT SAFETY.
AT NATOMAS PARK, WE SERVE A DIVERSE GROUP OF SCHOLARS, MANY OF WHOM HAVE UNIQUE NEEDS THAT REQUIRE SPECIALIZED SUPPORT.
UNFORTUNATELY, WE'RE WITNESSING SITUATIONS DAILY, WHERE SAFETY IS A SERIOUS RISK FOR BOTH THESE STUDENTS AND THOSE AROUND THEM.
AS A PE TEACHER, I SEE ABOUT 70% OF OUR STUDENT BODY EACH WEEK, THAT MEANS I WITNESS A WIDE SPECTRUM OF BEHAVIORS, THE SAME ONES OUR CLASSROOM TEACHERS ARE MANAGING EVERY DAY.
JUST THIS MONDAY, DURING CLASS, A SCHOLAR WHO HAS A HISTORY OF FREQUENT PHYSICAL ALTERCATIONS DAILY, BEGAN HITTING AND CHASING OTHER STUDENTS IN MY CLASS.
WHEN HE PICKED UP A GOLF CLUB, ONE OF THE TOOLS WE WERE CURRENTLY USING IN PE AND ATTEMPTED TO STRIKE ANOTHER CHILD WITH IT, I HAD TO ACT IMMEDIATELY.
I WRAPPED MY ARMS AROUND THE STUDENT FROM BEHIND AND LOWERED US TO THE GROUND TO PREVENT ANYONE FROM GETTING HURT.
IN MY TWO DECADES OF TEACHING, SORRY, I'VE NEVER HAD TO DO THAT.
I WAS TERRIFIED NOT FOR MYSELF, BUT FOR THE SAFETY OF MY SCHOLARS.
TODAY, I WAS OUTSIDE WITH ONE OF MY FAVORITE KINDERGARTEN CLASSES, ONLY THE THIRD TIME THIS YEAR THAT WE'VE BEEN ABLE TO ACTUALLY BE OUTSIDE BECAUSE WE HAVE FREQUENT ELOPEMENTS FROM THIS CLASS.
ONE SCHOLAR IN THIS CLASS, AS I WAS SUPPORTING STUDENTS AT THEIR STATIONS, THIS CHILD ELOPED.
I SAW HIM RUNNING ACROSS THE FIELD TOWARD THE BACK GATE.
OF COURSE, I IMMEDIATELY CALLED A CODE BLUE AND SUPPORT STAFF CAME RUNNING OUT TO ASSIST.
THIS BEHAVIOR IS NOT NEW, IT'S A REGULAR OCCURRENCE.
WE'VE BEEN REQUESTING ADDITIONAL SUPPORT ALL YEAR WITH NO PROGRESS.
THESE ARE JUST TWO RECENT EXAMPLES THIS WEEK, THERE ARE MANY, MANY MORE.
WE ARE NOT HERE TONIGHT BECAUSE OF INCONVENIENCE OR FRUSTRATION, WE'RE HERE BECAUSE WE GENUINELY BELIEVE LIVES COULD BE AT RISK.
WE'RE PROFESSIONALS, AND WE KNOW OUR STUDENTS.
WE'RE ASKING FOR YOUR TRUST, AND MORE IMPORTANTLY YOUR ACTION.
[APPLAUSE] WHAT IS IT GOING TO TAKE A CHILD TO GET HIT AND HOSPITALIZED, A STUDENT RUNNING OFF CAMPUS AND GETTING HIT BY A CAR? WE LOVE OUR STUDENTS.
THEY ARE AMAZING, AND WORTHY OF THE SUPPORT THAT THEY NEED TO THRIVE, NOT JUST ACADEMICALLY, BUT SAFELY.
WE URGENTLY NEED MORE ONE-ON-ONE AIDES, BEHAVIORAL SPECIALISTS, AND MORE TO SUPPORT OUR HIGHEST-RISK SCHOLARS.
[APPLAUSE] THESE SUPPORTS ARE NOT A LUXURY, THEY'RE A NECESSITY.
PLEASE HELP US FIND A SOLUTION.
OUR STUDENTS DESERVE BETTER AND WE, AS EDUCATORS DESERVE TO TEACH IN AN ENVIRONMENT WHERE SAFETY IS NOT AN ONGOING CRISIS DAILY.
IS BRETT ANDREW STILL IN ATTENDANCE?
[02:00:06]
>> DEFINITELY NOT USED TO SPEAKING TO THINGS LIKE THIS. GIVE ME A SECOND.
I JUST WANTED TO ADDRESS A FEW THINGS THAT THOMAS MIDDLE THAT HAD BEEN GOING ON WITH MY GRANDDAUGHTER.
WHEN I WAS GROWING UP, WE USED TO HAVE MANDATORY READING.
ONE OF THOSE BOOKS THAT WE USED TO READ WAS LORD OF THE FLIES.
I DON'T KNOW IF YOU GUYS ARE FAMILIAR WITH THAT BOOK AND I'M SURE THAT MOST OF THE STUDENTS ARE NOT FAMILIAR WITH THAT BOOK.
BUT IF YOU ASKED THEM TO WRITE DOWN A DAY TO DAY ON WHAT GOES ON IN THAT SCHOOL, YOU WOULD THINK THEY READ IT FROM FRONT TO THE BACK AND MEMORIZED IT.
I DON'T KNOW WHERE TO BEGIN, REALLY.
WE SEND OUR KIDS TO THESE SCHOOLS TO BE SAFE AND TO BE EDUCATED.
STARTS AT HOME, I'M ONE OF THOSE PARENTS THAT ARE AWARE OF THAT.
I DON'T TURN AWAY MY RESPONSIBILITY.
HOWEVER, MY CHILD SHOULD NOT FEEL SO THREATENED IN SCHOOL THAT SHE CAN'T LEARN.
RIGHT NOW I'M AT THE POINT WHERE I DON'T KNOW IF WE'RE PREPARING THESE KIDS FOR A HIGHER EDUCATION OR A HIGHER INCARCERATION.
THE FEW TIMES THAT ME AND MY WIFE HAD BEEN TO THIS CAMPUS TO TRY TO GET THESE THINGS REVOLVED JUST IN RECENT WEEKS.
ONE DAY WE WERE THERE AND THERE WAS A LOCK NOT EVEN A PROPER LOCKDOWN, BUT THERE WAS A TEACHER ABOUT TO BE STABBED ON THE CAMPUS.
IT WASN'T REPORTED BACK TO THE OTHER PARENTS PEOPLE DON'T KNOW ABOUT THIS.
THERE'S A VIDEO, THERE'S SO MANY VIDEOS.
BUT THERE'S RECEIPTS TO ALL THESE THINGS.
THERE WAS A KID PHYSICALLY LIFTED OUT OF HIS CHAIR WHEN HE CAME TO THE OFFICE TO FIND A SAFE PLACE FROM BACK TO THE WOLVES TO BE JUMPED BY THE OTHER KIDS THAT WERE LOOKING FOR HIM AND WAS ONLY PROTECTED BY OTHER KIDS.
YOU HAVE SIX SAFETY OFFICERS, THEY'RE CALLED SAFETY OFFICERS, BUT THEY TRY TO BE LIKE, MORE LIKE FRIENDS TO THESE STUDENTS.
THAT IS A RECIPE FOR DISASTER, AND THINGS NEED TO BE CHANGED IMMEDIATELY.
>> ACCEPT I HAVE IS IT NATASHA SHALAL.
>> HELLO. MY NAME IS NATASHA SHALAL.
I AM THE MOTHER OF THREE CHILDREN WHO HAVE GONE TO SCHOOLS IN THE THOMAS UNIFIED DISTRICT, AND WHILE I WANT TO ACKNOWLEDGE SOME OF THE WONDERFUL TEACHERS AND STAFF, WE HAVE EXPERIENCED TREMENDOUS SAFETY ISSUES.
TODAY, I'M HERE TO BE A VOICE FOR MY 6-YEAR-OLD DAUGHTER, SAMARA, WHO GOES TO SCHOOL AT H. ALLEN HIGHT ELEMENTARY.
THIS SCHOOL YEAR, SAMARA HAS BEEN PUNCHED IN THE STOMACH, KICKED, SPIN IN THE FACE, CALLED RACIAL SLURS.
ONE DAY SHE CAME HOME WITH A HUGE BUMP ON THE SIDE OF HER HEAD FOR WHICH WE NEEDED TO GO TO URGENT CARE.
ANOTHER DAY, SHE CAME HOME WITH A BRUISE ON HER FACE BEING SLAPPED IN THE FACE BY A MALE STUDENT.
THE MOST RECENT INCIDENT OCCURRED DURING RECESS.
MY DAUGHTER USED THE GIRL'S BATHROOM.
A FELLOW MALE STUDENT WENT TO THE GIRL'S BATHROOM UNSUPERVISED, WHILE MY DAUGHTER WAS EXPOSED AND INAPPROPRIATELY TOUCHED HER TRYING TO ENTER HER PRIVATE PARTS.
THIS STUDENT HAD PREVIOUSLY TOUCHED SEVERAL OTHER KIDS ON SCHOOL CAMPUS, AND THERE WAS A KNOWN HISTORY OF THE CHILD DISPLAYING THESE BEHAVIORS.
HE WAS SIMPLY MOVED FROM ONE CLASSROOM TO ANOTHER OVER AND OVER AGAIN.
AT THE TIME I FILED A POLICE REPORT WITH SAC PD REGARDING THIS INCIDENT, THE STUDENT WAS STILL ALLOWED TO ATTEND H. ALLEN HIGHT AND WAS AROUND OTHER CHILDREN PUTTING THEM AT RISK AS WELL.
MY DAUGHTER HAS RECENTLY BEEN ON INDEPENDENT STUDIES FOR THE PAST TWO WEEKS, AND NEITHER SHE NOR I CURRENTLY FEEL IT'S SAFE FOR HER TO RETURN.
MY DAUGHTER'S ONLY 6-YEARS-OLD.
SHE'S SUPPOSED TO BE LEARNING TO READ AND WRITE AND PLAY HOPSCOTCH WITH HER FRIENDS, NOT EXPERIENCE SEXUAL ASSAULT ON SCHOOL CAMPUS.
SHE LOST HER BODILY AUTONOMY ON YOUR CAMPUS IN KINDERGARTEN.
OVER THE LAST THREE YEARS, I HAVE NOTIFIED THE SCHOOLS THOMAS UNIFIED MANY TIMES ON ONGOING SAFETY ISSUES.
THESE EXPERIENCES ARE SHARED WITH MANY OTHER STUDENTS ON YOUR CAMPUSES AND CONTINUE TO BE SWEPT UNDER THE RUG OR GRAVELY MISHANDLED.
PARENTS DON'T FEEL THAT THEIR KIDS ARE SAFE AT YOUR SCHOOLS, BECAUSE QUITE FRANKLY, THEY ARE NOT.
OUR STUDENTS CANNOT BE EXPECTED TO LEARN AND THRIVE IN UNSAFE ENVIRONMENTS. [APPLAUSE]
>> THANK YOU. I'M GOING TO ASK STAFF AS WELL TO PLEASE MAKE SURE THAT'S ONE IT REACHES OUT TO MISS SHALAL.
[02:05:11]
NATASHA, THIS IS A MOTION THE PRESIDENT CAN MAKE.I'M GOING TO MOTION TO GIVE YOU AN NEXT EXTRA TWO MINUTES TO FINISH YOUR COMMENTARY.
I NEED A SECOND, THOUGH. IS THERE A SECOND?
>> SAYS A SECOND. [APPLAUSE] BUT I NEED A ROLL CALL VOTE SO HELENE, COULD YOU PLEASE CALL THE ROLL.
THIS IS EXTRAORDINARY SO I WANT TO ADD YOU EXTRA TWO MINUTES.
OUR STUDENTS CAN'T BE EXPECTED TO LEARN AND THRIVE IN UNSAFE ENVIRONMENTS.
I'M STANDING HERE TODAY SPEAKING TO YOU ON BEHALF OF MY CHILDREN AND ALL STUDENTS AND THE STAFF THAT YOU GUYS HIRE, AND I'M ASKING YOU TO PLEASE GIVE THEM THE RESOURCES AND SUPPORT TO HELP THE TEACHERS AND THE PRINCIPALS AND ALL OF THE STAFF, TO KEEP OUR YOUNG CHILDREN SAFE, ALL OF THEM.
THEY CANNOT THRIVE IN SCHOOLS, LIVING IN FEAR 6-YEAR OLDS SHOULD NOT BE EXPERIENCING THESE TYPE OF THINGS AT SCHOOL THAT'S REALLY ALL I WANT TO LEAVE YOU WITH.
THE PARENTS, THE FAMILIES WERE BEGGING YOU, PLEASE.
>> NEXT STEP, I HAVE MARILYN RODRIGUEZ.
IS MARY MARILYN RODRIGUEZ IN THE HALL? WE'LL WAIT A SECOND, FOR HER TO MAKE HER WAY OUT.
>> GOOD EVENING, BOARD OF TRUSTEES.
MY NAME IS MARILYN RODRIGUEZ JERON.
I HAVE LIVED IN NATOMAS FOR ABOUT 11 YEARS NOW.
I HAVE TWO CHILDREN THAT ATTEND NATOMAS PARK ELEMENTARY, AND I AM A FORMER SUBSTITUTE TEACHER OF NUSD.
I BELIEVE THAT IT IS IMPORTANT TO UNDERSTAND ALL CIRCUMSTANCES OF ANY, I'M SORRY.
I BELIEVE THAT IT'S IMPORTANT TO UNDERSTAND ALL CIRCUMSTANCES THROUGH A 360 APPROACH.
THIS WAS MY APPROACH WHEN I APPLIED TO BE A SUBSTITUTE TEACHER, BECAUSE AS A PARENT, I HEARD ABOUT A LOT OF CONCERNS ABOUT SAFETY, ABOUT THE LACK OF SUPPORT THAT THERE IS FOR TEACHERS.
I BEGAN MY EMPLOYMENT AT NUSD IN APRIL OF 2024.
I RESIGNED OCTOBER 2024 BECAUSE I WAS JUST APPALLED BY THE LACK OF RESOURCES THAT TEACHERS HAVE.
THE LACK OF SAFETY THAT CHILDREN DO NOT RECEIVE.
THERE HAVE BEEN SEVERAL OCCASIONS WHERE I WITNESSED MYSELF, STUDENTS PUNCHING, WRESTLING IN CLASS, HAVING BLOODY NOSES, CALLING THE OFFICE MULTIPLE TIMES FOR ASSISTANCE, AND NO HELP WAS GIVEN.
I KNOW THERE'S A SOLUTION FOR ALL THIS FOR MYSELF, AS A PARENT, MY SON HAS ALSO EXPERIENCED A LOT OF BULLYING, A LOT OF BEING DRAGGED IN THE PLAYGROUND DURING RECESS TIME AND ME COMING HOME DURING PATH TIME AND HIM HAVING ROAD RASH ON HIS BACK.
SAME THING WITH THE BATHROOMS. SAME ISSUE WHERE STUDENTS ARE OPENING STALLS, FIGHTING IN THE BATHROOM, POSTING IT ON SOCIAL MEDIA AND NOTHING HAPPENING.
>> YOU HAD TWO MINUTES, SO WE GOT TO.
>> SORRY. I DO BELIEVE THAT THERE'S A SOLUTION, AND I THINK WE ALL CAN WORK TOGETHER TO FIGURE IT OUT BECAUSE OUR STUDENTS DESERVE BETTER AND THEY DESERVE TO THRIVE IN OUR ENVIRONMENT. THANK YOU. [APPLAUSE]
>> THANK YOU. NEXT UP WE HAVE LERNA CONNOR.
>> GOOD EVENING. I'M HERE IT'S A LITTLE BIT OUT OF ORDER, BUT I'M SPEAKING TO THE SAFETY MATTER.
COMING FROM NATOMAS BLACK PARENTS UNITED I'M A LITTLE OUT OF ORDER HERE BECAUSE THAT IS SUPPOSED TO BE THE CLOSER,
[02:10:03]
BUT I'M GOING TO GO AHEAD AND SAY WHAT I GOT TO SAY ANYWAY.BASICALLY, WHILE WE'RE HERE IS TO RECOGNIZE THAT THIS EVENING A LOT HAS BEEN SAID ON BOTH SIDES, THAT PEOPLE MAY BE A LITTLE OFFENDED AT HEARING WHAT IS BEING SAID, AS WELL AS SAYING WHAT THEY'RE SAYING.
BUT WE ARE NOT HERE AS ADVERSARIES.
WE'RE HERE AS ADVOCATES AND FRIENDS TO SPEAK THE TRUTH AND TO SPEAK THE TRUTH IN LOVE.
[APPLAUSE] OUR MOST IMPORTANT ASPECT IS THAT FOR THE SAFETY OF OUR CHILDREN, IT IS MORE THAN JUST WHAT WE DO IN OUR COMMUNITIES.
IT IS ALSO HAPPENS IN OUR CLASSROOMS. ARE THEY LEARNING TO READ? ARE SPECIAL EDUCATION A PRIORITY? IS SAFETY A PRIORITY? THESE ARE THE THINGS THAT NATOMAS BLACK PARENTS UNITED ARE ASKING ABOUT AND THAT ARE SPEAKING TO THAT'S WHY WE'RE HERE THIS EVENING.
THE MOST IMPORTANT THING IS WE DON'T WANT ANYONE TO THINK THAT WE'RE HERE NOT TO BE FRIENDS BECAUSE WE WANT TO WORK TOGETHER WITH ALL OF YOU.
BUT WE DO FEEL THAT AT THIS JUNCTURE WE'RE BEGINNING TO UNDERSTAND THAT PERHAPS THERE ARE SOME CHANGES THAT NEED TO BE MADE.
THERE ARE OTHERS THAT ARE GOING TO COME AND TO SPEAK TO YOU ABOUT THOSE CHANGES IN THE HOPE THAT THEY WILL BE HEARD.
THAT IS THE PRIMARY REASON THAT I'M HERE, AND SO EVEN THOUGH I AM OUT OF ORDER FROM WHERE I WAS SUPPOSED TO BE, I HOPE THAT AT LEAST GIVES YOU AN IDEA OF WHAT IS GOING TO BE COMING FORTH FROM NATOMAS BLACK PARENTS UNITED. THANK YOU VERY MUCH. [APPLAUSE]
>> THANK YOU. NEXT UP, I HAVE NALANI.
THAT LOOKS LIKE MADDEN. NALANI MADDEN.
>> HELLO. MY NAME IS NALANI MADDEN, AND I AM A NEW RESIDENT OF SACRAMENTO WITH TWO KIDS AT NATOMAS, ONE AT HEREDIA-ARRIAGA, AND ONE AT HERON ELEMENTARY SCHOOL.
I AM A SCHOOL COUNSELOR, SPECIALIZING IN SPECIAL EDUCATION COUNSELING SPECIFICALLY.
I DO NOT USUALLY SEE REGULAR ACADEMIC STUDENTS I ONLY SERVICE SPECIAL EDUCATION STUDENTS.
ONE OF THE REASONS I CAME TO NATOMAS IS BECAUSE YOUR MODEL IS THAT YOU'RE THE SECOND MOST DIVERSE DISTRICT IN THE NATION.
BUT WHAT'S TOUTED AS A HIGHLIGHT DOESN'T SEEM TO SHOW UP IN PRACTICE.
IT'S NOT REFLECTED IN STAFFING IN SPECIAL EDUCATION SERVICES OR WHO SITS IN ON COMMITTEES AND COUNCILS.
AS A PARENT IN THE DISTRICT, I'VE HAD COUNTLESS CONVERSATIONS WITH OTHER PARENTS, MOMS AND DADS, JUST IN PICKUP AND AFTER SCHOOL PROGRAMS, WHERE THEY'RE COMPLAINING ABOUT THE LACK OF ACTION IN REQUESTS FOR SST MEETINGS, IEP MEETINGS, AND JUST REGULAR SUPPORT FROM STAFF AND MEMBERS IN LEADERSHIP.
WE CAN'T JUST SAY THAT WE VALUE DIVERSITY, WE NEED TO SHOW IT NOW WE SUPPORT OUR FAMILIES, ESPECIALLY THOSE WHO ARE NAVIGATING SPECIAL EDUCATION AND STUDENTS IN THE SPECIAL EDUCATION OR 404 PROGRAMS. OUR KIDS DESERVE MORE THAN SLOGANS.
THEY DESERVE SYSTEMS THAT WORK SO WHEN I MOVED HERE, I HAD NO INTENTION OF GOING BACK TO WORK AFTER WORKING IN A JUVENILE DETENTION CENTER WITH SPECIAL EDUCATION STUDENTS.
BUT WHAT I'VE SEEN THUS FAR HAS PROMPTED ME TO COME OUT OF RETIREMENT AND TAKE ACTION BECAUSE I DON'T WANT MY KIDS WHO ARE TWO BLACK BOYS TO END UP IN THE SCHOOL TO PRISON PIPELINE.
I'M ASKING THE BOARD AND THE PEOPLE WHO ARE LISTENING TO REALLY TAKE INTO CONSIDERATION WHAT THESE PARENTS HAVE SAID TODAY AND WHAT WE NEED AS A DISTRICT.
>> YOU HAD TWO MINUTES. THANK YOU SO MUCH.
[APPLAUSE] NEXT UP, I HAVE LINDSAY, IS IT MON DRAGON?
>> SORRY. MY BABY, MY ONLY SON AND I HAVE HAD A TRAUMATIC START TO OUR LIVES, COMING OUT OF A DV SITUATION IN NATOMAS PARK.
A LOT OF THE TIME HAS CONTINUED THAT TRAUMA OF MANY DAYS.
I'VE BEGGED AND PLEADED DESPERATELY FOR HELP FROM MY SON AND FOR MYSELF, AS A SINGLE PARENT TRYING TO HELP HIM SUCCEED AND THRIVE SINCE EVEN BEFORE HE STARTED KINDERGARTEN, AND I'VE GIVEN THE RUN AROUND CONSISTENTLY AND BEEN TOLD TO WAIT TO THE START OF THE NEXT SCHOOL YEAR, START OF THE NEXT SCHOOL YEAR.
BECAUSE IT WAS TOO CLOSE TO THE END OF THE SCHOOL YEAR.
FOR HIS IEE REPORT REVIEW, WE HAD TO WAIT TILL THE NEXT SCHOOL YEAR BECAUSE IT WAS TOO CLOSE TO THE END OF THE SCHOOL YEAR.
NOW HERE WE ARE AGAIN, CLOSE TO THE END OF THE FIRST GRADE SCHOOL YEAR, AND STILL NOTHING.
[02:15:04]
NO SUPPORTS, NO IEP NOTHING.ABSOLUTELY, NOTHING HAS BEEN DONE.
THEY KEEP TELLING ME THIS YEAR WE NEED EIGHT WEEKS OF BEHAVIORAL OBSERVATION DATA WHEN THERE'S OVER A YEAR OF BEHAVIOR DATA, CONSTANT SUSPENSIONS, CONSTANT REMOVING OF CLASSROOMS, CONSTANT BEING IN TROUBLE, CONSTANT REMOVING OF CLASSROOMS AND THE ONLY PERSON WHO WAS THERE WHO DID HELP HIM HAS BEEN REMOVED AS WELL, MR. TALI.
THAT'S THE ONLY PERSON WHO REALLY HELPED HIM.
NOW HE HAS NO ONE SO THEY HAVE A YEAR OF BEHAVIORAL DATA THAT BUT YET THEY TOLD ME THEY NEEDED EIGHT MORE WEEKS.
STILL 4, 5, 6 MONTHS LATER, I HAVE HEARD FROM NO ONE, AND HE CONTINUES TO BE SUSPENDED.
THEY USE THE EXCUSE HE ISN'T FAILING ENOUGH HE ISN'T BEHIND ENOUGH SO HE DOESN'T QUALIFY.
DESPITE DOCTORS AND TEACHERS TELLING HIM HE QUALIFIES FOR OTHER HEALTH IMPAIRMENTS.
THE TEACHER TELLING SAYING THAT HE'S BEEN THE MOST SEVERE CASE OUT OF 10 YEARS AND TELLING JOANNE THIS AND HER STILL NOT GIVING HIM ANY SUPPORTS.
AFTER I HAD LEFT MEETINGS, I EMAIL SAYING, CAN I GET RECAP NOTES? NEXT STEPS WHAT DO I DO NOW? I GET NOTHING BACK.
I'M THE ONE WHO HAD TO TELL THEM, WHERE'S THIS BEHAVIORAL SUPPORT PLAN? NEVER GOT HIM BACK DON'T GET RESPONSE TO EMAILS.
>> SORRY. YOU HAVE TWO MINUTES.
NO, IT'S ROUGH I'M SORRY BUT YOU HAD TWO MINUTES. I'M GOING TO ASK STAFF TO,
>> I'VE GONE FROM SIX FIGURE INCOME TO 19K AND EVICTION NOTICE BECAUSE I'M THE ONLY ONE HELPING TRYING TO HELP MY SON SO YOU GUYS ARE SUPPOSED TO BE MY VILLAGE.
>> YOU'RE HEARD. WE'RE GOING TO TRY TO GET YOU SOME SUPPORT.
[APPLAUSE] I'M GOING TO ASK STAFF TO MAKE SURE THEY REACH OUT TO MS. MON DRAGON, AS WELL. CAROL JACKSON?
>> GOOD EVENING. THIS IS A STATEMENT OF NO CONFIDENCE AND ASSISTANT SUPERINTENDENT OF STUDENTS AND SUPPORT SERVICES FOR NUSD.
GOOD EVENING, TRUSTEES AND MEMBERS OF THE COMMUNITY.
IT IS WITH IMMENSE COMPASSION FOR OUR CHILDREN, CONCERN FOR TEACHERS, AND COURAGE TO SPEAK THE TRUTH ABOUT THE MUCH-NEEDED CHANGE FOR OUR FAMILIES WHO HAVE NOT RECEIVED THE SERVICES THEY ARE ENTITLED TO UNDER IDEA.
IT IS WITH INTEGRITY THAT WE OFFER THIS STATEMENT AND SUBMIT A FORMAL RESOLUTION TODAY.
YOU WILL HEAR THE STORIES FROM FAMILIES THAT YOU'VE ALREADY HEARD AND WHO HAVE NOT BEEN PROPERLY SERVED BY THE DEPARTMENT CHARGED AND CARING FOR SCHOLARS WITH DISABILITIES.
I'M ALSO HERE BECAUSE WE CAN NO LONGER REMAIN SILENT ABOUT THE COMPLAINTS THAT WE CONTINUE TO RECEIVE.
[APPLAUSE] WE, THE CONCERNED PARENTS AND COMMUNITY MEMBERS OF NATOMAS BLACK PARENTS UNITED, FORMALLY DECLARE A VOTE OF NO CONFIDENCE AND THE ASSISTANT SUPERINTENDENT OF STUDENTS AND SUPPORT SERVICES' ABILITY TO OVERSEE THE DISTRICT SERVICES TO OUR FAMILIES, WHO SCHOLARS LEARN DIFFERENTLY AND WHO NEED ASSISTANCE.
BASED ON THE NUMBER OF COMPLAINTS, DEGREE OF PUSHBACK, AND DISRESPECT GIVEN TO THE FAMILIES WHO ARE ONLY SEEKING THE GOAL OF A FULL EDUCATION FOR THEIR STUDENTS, WE HAVE CONCLUDED THAT TOO MANY OF THE REQUESTS FOR ASSESSMENTS ARE NOT BEING MET IN A TIMELY FASHION, WHETHER INTENTIONALLY OR NOT, THE END RESULT IS THE SAME, AND THAT IS UNACCEPTABLE.
WE URGE THE SUPERINTENDENT AND BOARD OF TRUSTEES.
>> THANK YOU SO MUCH. [APPLAUSE]
>> THANK YOU. NEXT, WE HAVE RAY BELL.
>> GOOD EVENING. MY FIRST GRADER WAS UNACCOUNTED FOR ON THE EIGHTH ALLEN HIGH CAMPUS FOR AN UNKNOWN AMOUNT OF TIME ON THREE SEPARATE OCCASIONS.
WHEN I SHARE THIS STORY, MOST PEOPLE ARE PERPLEXED AND HAVE THE LOOK OF CONFUSION, WONDERING HOW MY CHILD COULD BE UNACCOUNTED FOR.
AS A PARENT, I HAVE EVERY EXPECTATION THAT WHEN I SEND MY CHILDREN TO SCHOOL, THERE IS NEVER ANY THOUGHT THAT MY CHILDREN WOULD BE MISSING WHILE ON CAMPUS.
[02:20:03]
MY DAUGHTER HAS AN IEP, AND MY MESSAGE TO YOU IS THAT THERE OUGHT TO BE A PROPORTIONAL AMOUNT OF ADDITIONAL AIDS ON CAMPUS FOR THE NUMBER OF STUDENTS WITH IEPS TO SUPPORT THEM AND THEIR TEACHERS, BOTH IN CLASS AND DURING RECESS.AS LINDSEY SAID EARLIER, AIDS ARE NOT A LUXURY.
THEY ARE ESSENTIAL FOR LEARNING.
[APPLAUSE] I'D LIKE TO DONATE THE REMAINDER OF MY TIME TO THE NEXT SPEAKER.
>> I DON'T THINK WE CAN DO THAT PER TOPIC.
IT LOOKS LIKE I HAVE A EDLIN KUMAR KUMAS, SORRY I CAN'T TELL.
>> KUMAR, I DEFINITELY APOLOGIZE.
>> GOOD EVENING, NUSD TRUSTEES AND SUPERINTENDENT CASTILLO.
I'M HERE TODAY TO EXPRESS MY DISAPPOINTMENT REGARDING THE LEVEL OF SPECIAL EDUCATION SERVICES PROVIDED TO MY CHILD OVER THE LAST TEN YEARS.
HER DAUGHTER IS ON THE SPECTRUM, SUFFERS FROM SEVERE ANXIETY AND AGORAPHOBIA.
SHE IS A CURRENT STUDENT AT NATOMAS MIDDLE RIGHT NOW, NOT BY OUR CHOICE.
HER HOME SCHOOL WAS NP-3 FOR THE LAST SEVERAL YEARS, WHERE SHE ATTENDED SINCE KINDERGARTEN.
IT TOOK A PEDIATRICIAN'S LETTER TO GRANT HER IEP TESTING FINALLY IN THE FIFTH GRADE.
SHE SUFFERED ACADEMICALLY SINCE TK.
IN SEVENTH GRADE, SHE SUFFERED A MAJOR PANIC ATTACK AND WAS PLACED ON HOME HOSPITAL INSTRUCTION.
SHE WAS SEVERELY DEPRESSED AND UNDER PSYCHIATRIC EVALUATION AND IN-HOME HOSPITAL.
NP-3 NOTIFIED US THAT THEY COULD NOT ACCOMMODATE OUR SITUATION, AND WE WERE REFERRED TO LARRY MEEKS.
WE HAD TO DISENROLL OUR CHILD, AND SHE COULD RETURN WHEN SHE FULLY RECOVERED.
WE WERE DEVASTATED, YET WE COMPLIED TO THE RULES.
LARRY MEEKS DENIED OUR REQUEST FOR NON-CAMERA USE DUE TO HER AGORAPHOBIA ISSUES AND LATER DISENROLLED HER BECAUSE SHE SUFFERED TREMENDOUSLY THROUGH THESE TASKS.
IT'S EXHAUSTING TO CONTINUE TO HAVE NUSD PERSONNEL RESPOND WITH PUSHBACK, RESUBMISSION OF MEDICAL RECORDS, PHONE INTERVIEWS.
WE WERE TOLD THAT SOMEONE WOULD COME TO OUR HOME FOR SERVICES THAT DID NOT MATERIALIZE, OR SCHEDULE THAT WAS SET UP.
INSTEAD, I TAKE HER TO NATOMAS MIDDLE FOR IN-PERSON SERVICES FOR 1 HOUR FOR THREE DAYS A WEEK.
DEPENDING ON THE TEACHER'S SCHEDULE.
THE IEP TESTING DID NOT TAKE PLACE ON TIME.
IT WAS DUE IN SEPTEMBER OF 2024 AND COMPLETED IN FEBRUARY OF 2025.
THE LACK OF APPROPRIATE SUPPORT IS CAUSING MY CHILD TO EXPERIENCE MORE ANXIETY AND LOSS OF INTEREST IN THE ACADEMIC EXCELLENCE THAT SHE SHOULD BE AWARDED FROM BEING TRANSFERRED TO DIFFERENT SCHOOLS.
>> THE TASK OF SECURING PROPER IEP SERVICE.
>> YOU'RE AT TIME. I UNDERSTAND.
YOU'RE AT TIME. WE HAVE TO HAVE AN ORDERLY MEETING.
>> THANK YOU SO MUCH. [APPLAUSE] KIM JOHNSON?
>> HELLO. I'M A GRANDMOTHER OF A STUDENT THAT ATTENDS ST. THOMAS MIDDLE SCHOOL.
I'M HERE BECAUSE MY DAUGHTER HAS BEEN ASSAULTED AT THAT SCHOOL AND BULLIED AT THAT SCHOOL.
THE LATEST WAS JUST MARCH 17, AS TO WHERE THE SCHOOL HAD ALLOWED INDIVIDUALS SUCH AS A MOTHER, AUNT, AND A STUDENT FROM A DIFFERENT SCHOOL TO COME ON CAMPUS, AND THEY ASSAULTED MY DAUGHTER.
DIDN'T CALL THE POLICE, DIDN'T GET ANYONE INVOLVED.
WHEN I GOT TO THE SCHOOL, I HAD TO CALL LAW ENFORCEMENT MYSELF.
ALONG WITH OTHER ISSUES, WE'VE CAME HERE TO THE SCHOOL BOARD TO WRITE OUT STATEMENTS MAKING YOU ALL AWARE OF THINGS THAT'S EVEN HAPPENED LAST YEAR IN RESULTING TO HER SAFETY ON THE CAMPUS, IN WHICH WE WERE TOLD THAT SHE IS CUTTING CLASS IN RESULT TO SOME OF THE BULLIES BEING IN HER CLASS.
RESULTING INTO US HAVING HER CLASSES SWITCHED, AND THEY END UP PUTTING THE BULLIES BACK IN HER CLASS LIKE TWO WEEKS LATER.
THAT'S ONE OF OUR MAJOR CONCERNS IS HER SAFETY AS WELL AS HER LEARNING, BECAUSE IT'S AFFECTING HER MENTAL STATE.
WE HAVE HER IN COUNSELING BECAUSE OF THESE ONGOING ISSUES,
[02:25:02]
AND IT'S LIKE, WE'RE NOT BEING HURT, MY GRANDDAUGHTER IS NOT BEING HURT.WE'VE BEEN TO THE SCHOOL NUMEROUS TIMES, AND HERE, I'VE BEEN HERE WROTE OUT STATEMENTS AND COMPLAINTS, AND NOTHING SEEMED TO HAPPEN FOR MY GRANDDAUGHTER.
THIS IS WHAT I'M ASKING, AND AS WELL AS I WAS JUST AT HER SCHOOL TWO DAYS AGO. ANOTHER CONCERN.
I SEE LIKE 40 KIDS AT NATOMAS MIDDLE SCHOOL DOWNSTAIRS IN THE HALLWAY.
THE BASKETBALL COACH TELLS THEM, IF YOU'RE CUTTING CLASS, GO OUTSIDE.
HOW ARE THEY LEARNING IF THEY'RE TOLD IT'S LOCATED TO CUT CLASS AND TO GO OUTSIDE? I SEE YOUR SIGN. THANK YOU FOR YOUR TIME.
>> THANK YOU. PLEASE REACH OUT TO MS. JOHNSON.
THAT'S THE STAFF AND DO THE SAME THING.
[APPLAUSE] THANK YOU. JOHN TAYLOR.
>> I'M GOING TO PUT THIS OVER THERE.
>> WELL, YOU CAN HAND IT TO HELENE.
>> YOU'D LIKE FOR US TO HAVE IT RIGHT NOW.
PLEASE, CAN WE JUST PASS IT TO THE BOARD SO WE CAN HAVE PASS?
>> GOOD EVENING. TRUSTEES AND MEMBERS OF THE COMMUNITY.
MY NAME IS CYNTHIA DES BROOKS.
I'M A PART OF THE NATOMAS BLACK PARENTS UNITED, A GRASSROOTS GROUP, AS YOU KNOW, AND WE WITH THE TIME BEGIN COLLABORATING WITH THOSE TO FIND SOLUTIONS TO THE ISSUES THAT YOU'RE HEARING TONIGHT.
THE CHIEF ACADEMIC OFFICER HAS THE RESPONSIBILITY TO MAKE SURE HER OFFICE CONNECTS WITH AND PROVIDES ADDITIONAL RESOURCES TO STUDENTS THAT ARE TESTING BELOW AVERAGE.
THESE INCLUDE BELOW-AVERAGE IN READING, MATH, AND SCIENCE.
I'M SKIPPING AHEAD. WE ALSO LOOKED AT THE VERY LOW PERCENT, 3% ACADEMIC GROWTH, AS SHE SPOKE ABOUT EARLIER.
THE NUMBERS DO NOT CORRELATE WHEN YOU SAY WE HAVE A HIGH GRADUATING COURSE BECAUSE THEY'RE LEAVING HERE WITH 1.9 GPA.
WE ARE RESPECTFULLY REQUESTING THAT THE SUPERINTENDENT NOT RENEW THE CONTRACT OF THE CHIEF ACADEMIC OFFICER, AS WE HAVE LOST ALL CONFIDENCE [APPLAUSE] IN HER ABILITY TO UPHOLD THE OBLIGATIONS OF HER DUTIES.
THIS INCLUDES LEADING HER STAFF, MOTIVATING TEACHERS, AND FOSTERING A CULTURE OF EDUCATIONAL EXCELLENCE THAT RESULTS IN ACADEMIC ACCELERATION OF OUR SCHOLARS.
PLEASE ADD THIS STATEMENT AND THE FORMER RESOLUTION.
I'M SUBMITTING TODAY TO THE PUBLIC RECORD.
I'M ALSO SUBMITTING A SUMMARY OF THE CAST DATA TO SUPPORT THIS STATEMENT AND THE RESOLUTION.
YOU ALL HAVE RECEIVED IT. I WILL MOVE VERY QUICKLY THROUGH THE INFORMATION. ANY QUESTIONS?
>> YOU ARE AT TIME. WELL, WE'RE NOT ALLOWED TO TAKE QUESTIONS AT THIS TIME. THANK YOU SO MUCH.
>> MY DAUGHTER IS [INAUDIBLE] AND MY SON.
I'M HIGH NEIGHBORS, TRUSTEES. DR. CASTILLO.
I'M HERE AS A CONCERNED PARENT.
I'M REALLY INTERESTED IN THE BEST EDUCATION FOR MY CHILDREN.
THREE OF THEM, TWO ARE STANDING UP HERE WITH ME.
MY SON IS IMPACTED BY DYSLEXIA, MY DAUGHTER BY AUTISM.
MY DAUGHTER HASN'T HAD A PERMANENT TEACHER ALL YEAR.
MY SON IS IN FIFTH GRADE AND WANTED TO WRITE DOWN HIS COMMENTS, BUT CAN'T BECAUSE HE CAN'T READ OR WRITE YET.
WHAT'S MOST TROUBLING ABOUT MY EXPERIENCE IS THAT WHEN WE ASKED FOR HELP, WE WERE HOPING FOR COLLABORATION AND MEANINGFUL SUPPORT.
BUT THERE WERE ONLY TWO PATHS.
GENERAL EDUCATION OR SPECIAL EDUCATION.
THERE WAS NOTHING TO HELP HIM GET OVER THE BUMPS OF HIS NEUROLOGICAL DIFFERENCES.
SADLY, THIS ISN'T JUST OUR STORY.
MANY FAMILIES IN OUR DISTRICT ARE NAVIGATING THE SAME FRUSTRATIONS, CAUGHT IN A RIGID SYSTEM THAT OVERLOOKS THE DIVERSE NEEDS OF ITS LEARNERS.
WE'RE NOT ASKING FOR ANYTHING EXTRAORDINARY, JUST THAT OUR CHILDREN RECEIVE INSTRUCTION THAT WORKS.
THE TOOLS EXIST, BUT OUR DISTRICT CONTINUES TO OFFER A ONE-SIZE-FITS-ALL MODEL THAT FAILS TOO MANY.
[02:30:01]
MY QUESTION IS, WHAT IS STOPPING NUSD FROM GIVING ALL CHILDREN THE FOUNDATION THEY NEED AND DESERVE? THANK YOU. [APPLAUSE]>> IT LOOKS LIKE IS THIS VIDCIUS SUSA?
>> YOU JUST SAID THAT, I'M SORRY.
>> HE GOES BY NICK IF IT'S A LITTLE EASY.
>> COULD YOU INTRODUCE YOURSELF?
>> YOU WANT ME TO READ IT? I'LL HAVE TO READ IT FOR HIM; HE WOULD HAVE WRITTEN IT DOWN, BUT HE CAN'T.
>> THE DYSLEXIA. THIS IS WHAT NICK TOLD ME.
WE TYPED IT IN. LIVING WITH DYSLEXIA HAS MADE SCHOOL REALLY HARD.
BECAUSE OF THAT, I HAD PROBLEMS IN CLASS.
WHEN I GET FRUSTRATED, I GET ANGRY.
SOMETIMES I WOULD GET BLAMED FOR MY BEHAVIOR.
I WANT TO ASK THE GROWN-UPS WHO ARE HELPING ME, INSTEAD OF JUST LOOKING AT MY PROBLEMS, TO COME UP WITH GOOD SOLUTIONS.
I BELIEVE EVERY CHILD DESERVES THE RIGHT TO LEARN TO READ.
RIGHT NOW, I AM LEARNING TO READ, BUT HEREN SCHOOL ISN'T THE SCHOOL HELPING ME, AND I WOULD RATHER BE AT HEREN SCHOOL GETTING MY HELP.
IS THERE ANYTHING ELSE YOU WANT TO SAY, SWEETIE?
>> YES, I WANT MORE PEOPLE TO HELP DYSLEXICS, TO HELP THEM WITH CLASS, HELP THEM WITH THEIR MATH, DO ALL THAT.
ESPECIALLY THE READING, BECAUSE THAT'S THE HARDEST PART ABOUT DYSLEXIA.
IS THE READING. [APPLAUSE] GOOD JOB, SWEETIE.
>> RAYA SUSA. THIS IS RAYA SUSA.
SHE'S IN SDC, AND SHE WROTE HER COMMENTS AND CAN READ THEM.
>> HI. MY NAME IS RAYA, I NEED A TEACHER.
>> IT SAYS, HI. MY NAME IS RAYA.
I NEED A TEACHER. I ONLY HAVE SUBS.
RAYA HAS NOT HAD A PERMANENT TEACHER THIS YEAR. THANK YOU, RAYA.
>> GOOD JOB, RAYA. [APPLAUSE] OH, I SEE.
HOLD ON. BUT I THINK I HAVE A LAURA SUSA.
IS THAT OR IS THIS A REPEAT AS WELL?
I'M ALSO IMPACTED BY DYSLEXIA.
IT IS NOT AS HORRIBLE AS NICK'S, BUT I HAD TO GET AN IEP FOR MY DYSLEXIA WHEN ALL I REALLY NEEDED WAS JUST EXTRA HELP.
WHEN I WOULD ASK MY TEACHERS FOR EXTRA HELP, THEY THOUGHT I WAS MESSING AROUND AND NOT TRYING TO ACTUALLY DO WORK.
BUT I JUST NEEDED EXTRA HELP WITH READING AND WRITING BECAUSE OF MY DYSLEXIA.
BUT I THINK THAT THE SCHOOL SYSTEM IS FAILING US BECAUSE THERE'S NOT SO MUCH HELP FOR PEOPLE WITH DYSLEXIA, AND THEY PUSH IT OFF AND ALWAYS BLAME IT ON OUR BEHAVIOR AND SAY THAT WE'RE JUST NOT TRYING TO BEHAVE AND DO OUR WORK.
REN, NICK, AND REY ARE MY SIBLINGS.
I ALSO HAVE DYSLEXIA, BUT I NEVER GOT TUTORING BECAUSE I DIDN'T MEET MY ADOPTIVE MOM UNTIL NINTH GRADE.
I GRADUATED FROM INTERCOM HIGH SCHOOL AND AM NOW DOING TUTORING FOR DYSLEXIA AT 20-YEARS-OLD BECAUSE I FOUND OUT I COULDN'T DO MY WORK AT ARC DUE TO MY READING AND WRITING STRUGGLES.
YOU CAN MAKE A DIFFERENCE FOR KIDS LIKE ME.
YOU CAN USE STRUCTURED LITERACY IN EVERY CLASSROOM FROM KINDERGARTEN TO SECOND GRADE AND MAKE SURE ALL KIDS LEARN TO READ AT GRADE LEVEL BY THE END OF THIRD GRADE.
[02:35:04]
CLEARLY TURN AROUND HERE. SHARON THURMAN.>> WE'VE HEARD FROM OUR COMMUNITY, PARENTS, GRANDPARENTS, LEADERS WHO LOVE THEIR CHILDREN, WHOSE CHILDREN ARE EXPERIENCING THINGS THAT THEY SHOULDN'T.
WHEN I SERVED AT NATOMAS MIDDLE SCHOOL, I SAW SOME THINGS THERE THAT SHOULD NOT HAPPEN IN A PRISON.
WHY ARE WE PUTTING MANY MAMMALS TOGETHER? WE WOULDN'T PUT THOSE MANY PUPPIES TOGETHER WITH THE RATIO OF ADULTS TO STUDENTS THAT CURRENTLY EXISTS.
THE STATEMENT THAT WE'RE MAKING, THE RESOLUTION THAT YOU'RE READING, IT COMES FROM A PLACE OF COMPASSION.
DISRUPTIVE, YES, BUT COMPASSION.
[APPLAUSE] COMPASSION IS SOMETHING YOU EXPERIENCE WHEN YOU SEE SOMEONE ELSE BEING HARMED AND YOU WANT TO ALLEVIATE THAT HARM.
ONE OF THE BRAVEST ADMINISTRATORS, A PRINCIPAL THAT I'VE EVER MET, HAD AN ART TEACHER WHO WAS NOT ABLE TO CARE FOR THE STUDENTS.
SHE'D GO IN HER ROOM, IT WAS A MESS.
SHE WAS DOING HER BEST, BUT SHE DIDN'T HAVE THE SKILL SET.
ON THE NIGHT OF OPEN HOUSE, THE PICTURES THAT YOU WOULD NORMALLY SEE BEING PLACED UP ON THE WALLS WAS NOT THERE AND SO I THINK THAT WAS THE POINT AT WHICH THE PRINCIPAL DECIDED, I HAVE TO HAVE THAT TOUGH CONVERSATION.
THE TEACHER THAT SHE DID NOT INVITE TO COME BACK IS NOW THRIVING IN A CLASSROOM BETTER SUITED FOR HER SKILL SET.
WE ARE ASKING FOR A BETTER, MORE WELL EQUIPPED EXCELLENT ADMINISTRATOR FOR OUR CAO POSITION, AS WELL AS THE PERSON WHO OVERSEES OUR SPECIAL ED DEPARTMENT.
SOMEONE TOLD ME, MISS THURMAN, YOU'RE GOING TO CAUSE SOMEONE TO LOSE THEIR INCOME.
NO, THAT PERSON WILL FIND A JOB.
WE'RE CAUSING A NEW PERSON TO COME ON BOARD.
TAKE CARE OF OUR CHILDREN. THANK YOU. [APPLAUSE]
MY INTENT TONIGHT IS TO SPEAK WITH CLARITY AND ALSO TO SPEAK FROM THE HEART.
I'M A NEW TEACHER, BUT I'M NOT NEW TO THIS DISTRICT.
I STARTED AS A CLASSIFIED EMPLOYEE, WORKING WITH THE SPECIAL EDUCATION DEPARTMENT.
THEN I MOVED ON TO BECOME A SUB AND THEN ALSO, LIKE I SAID, NOW A CLASSROOM TEACHER, BUT WHAT MAKES ME SO UNIQUE AS A NEW TEACHER IS THE FACT THAT I'M A BIPOC TEACHER.
A LOT OF PEOPLE MENTION THAT WE HAVE THE SECOND MOST DIVERSE DISTRICT, AND THAT DOESN'T MIRROR NOT ONLY OUR TEACHERS, BUT OUR CLASSIFIED STAFF.
I FEEL VERY STRONGLY IF WE WANT TO SEE SOME OF THE CHANGES THAT SO MANY PEOPLE ARE SPEAKING TO, WE DEFINITELY DO NEED TO RECOGNIZE THE TALENT THAT WE ALREADY HAVE IN OUR CLASSIFIED EMPLOYEES AND TO EXTEND THE OLIVE BRANCH TO THEM AND BRING THEM UP BECAUSE THEY HAVE EXPERTISE AND A LOT OF TIMES DO A LOT OF THE THINGS THAT THE TEACHERS ARE NOT ABLE TO DO AND JUST BUILD A STRONG REPORT WITH THE PARENTS.
THERE ARE SO MANY THINGS I CAN SAY ABOUT CLASSIFIED EMPLOYEES, BUT ONE OF THE BIGGEST REASONS WHY I'M HERE IS BECAUSE I LOVE MY JOB.
I WANT TO STAY HERE, AND I WANT TO SEE OTHER BIPOC TEACHERS THAT COME HERE HAVE THE TOOLS THAT THEY NEED TO STAY AND BE OF SERVICE IN THE COMMUNITY THAT THEY LIVE AND CARE ABOUT.
THIS IS A CALL TO WHOEVER IS IN CHARGE, HR, TO ACTIVELY RECRUIT FROM WITHIN, TO USE THE TALENT THAT WE ALREADY HAVE, AND TO ALSO MATCH OUR TEACHING STAFF WITH THE DIVERSITY OF OUR DISTRICT. THANK YOU ALL.
>> THANK YOU. [APPLAUSE] ALL RIGHT.
>> HI. I ORIGINALLY WAS GOING TO COME TALK ABOUT THE CELL TOWERS THAT YOU HAVE PLACED UPON OUR CHILDREN'S HEADS THAT ARE EXTREMELY DANGEROUS
[02:40:03]
AND MAKES ZERO SENSE AS TO WHY WE WOULD HAVE THESE HARMFUL THINGS ABOVE THEM, BUT UPON HEARING ALL OF YOU TALK, AND KNOWING MY OWN PERSONAL EXPERIENCE AS A MOTHER OF FOUR CHILDREN, THREE OF WHICH ARE DIVERSE, NEURODIVERSE, AND HAVE BEEN TO SEVERAL DIFFERENT SCHOOLS, DIFFERENT ENDS OF THE SPECTRUM IN TERMS OF BEING BULLIED, BEING THE EXPLOSIVE CHILD, BEING THE LIKED CHILD, AND HONESTLY, WE ALL HAVE SO MANY AMAZING IDEAS.WE HAVE A BEAUTIFUL COMMUNITY, AND WE HAVE A BROKEN SYSTEM THAT IS NOT SERVING US. IT IS NOT.
YOU HEAR US. YOU SEE THAT US. I SEE YOU.
[APPLAUSE] I EMAIL YOU, YOU DON'T REPLY.
I'M SURE THEY DO THE SAME THING.
WHAT I SAY IS WHY DON'T WE NEED THEM? WHY DON'T WE DO IT OURSELVES? WHY DON'T WE STRIKE? WHY DON'T WE NOT GO TO SCHOOL? WHY DON'T WE WORK TOGETHER? TAKE MY BUSINESS CARD.
LET'S GET TOGETHER, LET'S CREATE OUR OWN SCHOOL.
THERE'S FUNDING OUT THERE THEY DON'T EVEN TOUCH.
YOU KNOW HOW MUCH FUNDING GOES UNTOUCHED? YES. I UNDERSTAND EVERYONE IS DOING THEIR BEST.
I REALLY DO, BUT YOU'RE NOT LISTENING.
YOU'RE SITTING THERE LOOKING AT YOUR PAPERS.
WHILE, SHE'S SHARING HER HEART.
A LITTLE GIRL WAS RAPED IN THE BATHROOM.
I'VE SEEN THE WAY THE CHILDREN ARE TREATED.
THE LITTLE BLACK BOY, WHO WAS MISBEHAVING, HE WAS THE ONE WHO WAS PICKING ON MY DAUGHTER, YES, BUT YOU KNOW WHAT? HE WAS ALSO GETTING MISTREATED BY THE TEACHER.
DID I BLAME HIM? NO. I DID NOT.
I WENT AND I PROTECTED ALL THE CHILDREN.
>> I SHOWED UP AT THAT LUNCH ROOM.
>> YOU'RE AT TIME. THE NEXT STEP, I'M GOING TO HAVE SOMEONE ESCORT YOU OUT, BUT YOU'RE AT TIME. [APPLAUSE]
>> ALL RIGHT. YOU'RE BEING DISRUPTIVE, SO I'M GOING TO ASK YOU TO ESCORT HER OUT TO THE BACK.
THANK YOU SO MUCH. I UNDERSTAND, BUT YOU CAN'T DISRUPT THE MEETING, SO I'M TO HAVE TO ASK YOU TO LEAVE.
>> NO, THERE'S ONE MORE SPEAKER.
THANK YOU. [BACKGROUND] I APPRECIATE IT, BUT YOU CAN'T DISRUPT THE PUBLIC MEETING.
I HAD THINGS IN MY HEAD I WAS GOING TO SAY, BUT THEN WHEN I SAW THE DISRESPECT FROM THE PEOPLE THAT WERE UP HERE EMPHATICALLY GIVING THEIR STORIES TO SEEING PEOPLE TEXT, NO PAYING ATTENTION.
THAT'S NOT REALLY RESPECTFUL, BUT YOU WANT US TO GIVE YOU RESPECT AND DECORUM WHEN WE STAND BEFORE YOU.
THAT'S NOT WHAT I SAW BEHIND YOU.
NUMBER 1, Y'ALL GOT A LOT OF WORK TO DO.
WHEN I SAW ALL THE THINGS THAT I SAW, I GOT LABELED CRAZY WHEN I START CALLING IT OUT.
I KNOW SHE KNOWS BECAUSE SHE VISITED MY CAMPUS.
DIDN'T DO ANYTHING FOR ME, THOUGH.
I GOT CEREMONIOUSLY WALKED OFF MY JOB BECAUSE I WAS TOO MENTALLY IMPAIRED.
WELL, MAYBE IF I WASN'T SO STRESSED OUT, [APPLAUSE] SEEING KIDS GET HURT, BEAT UP, DRAGGED UP GUNS ON CAMPUS.
LET ME GUESS I'M SORRY, INAPPROPRIATE ACTIVITIES HAPPENING IN THE BATHROOM, BEING VIDEOTAPED, SHARING ON INSTAGRAM.
I GOT 40 VIDEOS SO YOU'RE TRYING TO TELL ME THAT'S NOT HAPPENING? THEY GOT THEM, TOO. THAT'S NOT A GOOD LOOK.
I'VE BEEN WORKING IN THIS DISTRICT FOR 17 YEARS, AND I HAVE BEEN HERE.
THERE'S SOME REALLY AMAZING PEOPLE HERE THAT DON'T GET THE CREDIT THEY DESERVE AND IF THEY HAVEN'T RUN THEM OFF, AND THEY HAVEN'T BECOME TOO MENTALLY IMPAIRED, THOSE PEOPLE WERE THE ONES HERE THAT WAS DOING THINGS FOR THE KIDS.
I KNOW A WHOLE LOT OF PEOPLE THAT DID THEIR BEST HERE AND DIDN'T GET NOTHING BUT WALKED OFF.
I'M HAPPY I GOT WALKED OFF BECAUSE IT'S PROBABLY THE HEALTHIEST THING THAT I'VE EVER HAD. BUT YOU KNOW WHAT? THEY, THEY'RE NOT HEALTHY.
THEIR CHILDREN AREN'T HEALTHY.
I'M TRAUMATIZED BECAUSE THEY'RE HURTING AND TRAUMA LIVES IN MY HEAD.
>> YOU'RE AT TIME [OVERLAPPING] I UNDERSTAND, BUT YOU'RE AT.
[02:45:02]
>> BUT YOU ALREADY KNOW WHAT I KNOW.
>> THAT'S FINE, BUT YOU'RE AT TIME. THANK YOU.
[APPLAUSE] I'M NOT SEEING ANY MORE PUBLIC COMMENT OR BUSINESS BEFORE THE BOARD.
YOU WOULD HAVE HAD TO HAVE SUBMITTED A PUBLIC COMMENT CARD BEFORE THE FIRST ITEM ON THE AGENDA THAT THEY DIDN'T GET A PUBLIC COMMENT?
>> I'M NOT ON CALL BUT MY NAME IS [INAUDIBLE].
>> THERE'S NO INTENTION TO SKIP ANYONE.
>> [INAUDIBLE] FROM THE SIDE. NAME.
>> I BET BY THE TIME YOU'RE DONE LOOKING, I'LL BE TALKING.
>> LISTEN, AND WE'RE NOT DISCOMPASSIONATE PEOPLE.
PUBLIC MEETINGS ARE RUN BY WHAT ARE CALLED THE BROWN ACT.
I'M GOING TO ENTERTAIN ONE MORE MOTION TO HEAR MISS JOHNSON, AS PRESIDENT [APPLAUSE]. THERE'S A SECOND.
ONLY THE BOARD PRESIDENT CAN MAKE THIS MOTION.
IS NOT SOMETHING WE LIKE TO DO BECAUSE EVERYONE NEEDS THE OPPORTUNITY TO SPEAK, AND THEN WE TRY TO FINISH BEFORE 10 O'CLOCK.
IS A MOTION AND A SECOND, HELENE, COULD YOU PLEASE CALL THE ROLL?
>> THIS IS THE LAST COMMENT WE'RE GOING TO TAKE TONIGHT. GO AHEAD, TWO MINUTES.
>> HELLO. MY NAME IS ANISHA JOHNSON, AND I WOULD LIKE TO SAY, MY DAUGHTER'S BEEN GOING TO NATOMAS MIDDLE FOR TWO YEARS.
ON HER FOURTH DAY OF SCHOOL LAST YEAR, SHE WAS ASSAULTED IN THE BATHROOM BY FIVE OTHER GIRLS WHERE SHE WAS ATTACKED IN VIDEO SHE DID NOT WANT TO FIGHT.
ALSO, LAST YEAR, MY DAUGHTER WAS BRUTALLY JUMPED BY TWO PEOPLE WHO HAD TO TAKE TO THE HOSPITAL, BROKEN FINGER, MESSED UP NOSE, SHE'S TRAUMATIZED.
SHE GOES TO COUNSELING, SHE HAS PTSD AND ANXIETY.
WE DO A LOT OF STEP AS MOTHER AND DAUGHTER AND THAT'S MY CHILD RIGHT THERE.
I'M JUST GOING TO SKIP A LITTLE BIT OF STEP AND JUST GO TO THIS YEAR.
THIS YEAR NATOMAS MIDDLE SCHOOL STUDENT CUT CLASS, WENT TO PE, FOUGHT MY DAUGHTER.
MY DAUGHTER WAS JUMPED BY TWO ADULT WOMEN AND A HIGH SCHOOL PERSON AND A CHILD THAT GOES TO THAT SCHOOL.
MY DAUGHTER WAS ASSAULTED BY MISS VAN BUREN, WHO IS THE ADMIN PRINCIPAL, WHO HIT MY DAUGHTER, WHO I ALSO HAVE ON VIDEO, TAKING A CHILD OUT OF THE CHAIR AND THROWING HIM ON THE GROUND, BASICALLY AFTER HE'S STAYING, HE'S ABOUT TO GET JUMPED OUTSIDE.
SHE SAID, "THAT'S NOT MY PROBLEM." WHEN SHE WENT TO GO REPORT TO MISS SHARMAN, AND I TOLD MY DAUGHTER TO GO SPEAK WITH ADMIN ABOUT WHAT HAPPENED BUT THIS LITTLE BOY PULLED HER OUT OF HER DESK AND THE TEACHER, WHAT'S THE TEACHER'S NAME?
>> MR. FORD DIDN'T DO ANYTHING BUT LAUGH, SHE HIT HER HEAD, ONCE AGAIN, TOOK HER TO THE HOSPITAL BECAUSE SHE WAS SUFFERING FROM HEADACHE FOR A WHOLE WEEKEND AND ALL THE ADMINS AT THE SCHOOL KNOW ABOUT THIS. THEY DIDN'T DO ANYTHING ABOUT IT.
MR. FORD SHOULD HAVE REPORTED, PULLING MY DAUGHTER OUT OF THAT CHAIR.
THE FIGHT THAT HAPPENED, MARCH 17TH SHOULD NOT HAVE HAPPENED.
I CALLED THE SCHOOL AND LET THEM KNOW THEY WERE COMING TO THE SCHOOL TO FIGHT MY DAUGHTER.
EVERYTHING WAS RECORDED IN MY WORK VEHICLE SO THEY KNEW THAT LIBERTY WAS COMING ON CAMPUS TO FIGHT MY DAUGHTER.
NOW, WHEN MY DAUGHTER WENT TO TELL MISS SHARMAN THAT PEOPLE WERE MESSING WITH HER, YOU KNOW WHAT SHE TOLD MY DAUGHTER? WHAT DID SHE SAY, TELL THEM.
>> EXACTLY. FOR HER TO TELL MY DAUGHTER THAT WHEN SHE'S ALREADY GOING THROUGH BULLYING, OH, ANOTHER VIDEO ABOUT TWO WEEKS AGO, SHE'S IN CLASS, MR. FORD'S CLASS ONCE AGAIN AND THERE'S A STUDENT.
I WANT TO FIGHT YOU. I WANT TO FIGHT YOU.
MY DAUGHTER'S RUNNING AROUND THE CLASSROOM AND BEING RECORDED BY OTHER STUDENTS.
MR. FORD ONCE AGAIN DID NOT REACH OUT TO THE ADMINS.
I DON'T KNOW IF HE DID, DIDN'T REACH OUT TO ME.
I ONLY HAVE 5 SECONDS, BUT IT'S A VIDEO AND MY DAUGHTER HAS AN IP. COME ON NOW.
>> OKAY, I'LL BE BACK. THANK YOU.
>> THANK YOU. [APPLAUSE] ALL RIGHT.
NOT SEEING ANY FURTHER BUSINESS BEFORE THE BOARD, SO I'M GOING TO CALL THIS MEETING ADJOURNED AT 8:51 PM. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.