Apr 15, 2026 Board Meetings

[00:00:02]

ALL RIGHT. I'D LIKE TO CALL THIS REGULAR. OKAY.

REGULAR BOARD MEETING TO ORDER AT 5:15 P.M.. HELENE, COULD YOU PLEASE CALL THE ROLL ABSENT.

GRANT. PRESENT. HARDIN. PRESENT. META. PRESENT.

MORA. PRESENT. ALL RIGHT, WE HAVE A QUORUM. AND USD BOARD MEETINGS ARE LIVE STREAMED AND RECORDED AT THE DIRECTION OF THE BOARD.

THE LIVE STREAM IS AVAILABLE FOR VIEWING 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 MEETINGS. THIS EVENING THE BOARD WILL BE GOING INTO CLOSED SESSION TO DISCUSS ONE ITEM OF CONFERENCE WITH LABOR NEGOTIATOR DISTRICT REPRESENTATIVE REGARDING CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION.

IS THERE ANYONE HERE TO SPEAK TO ANY OF THE ITEMS IN CLOSED SESSION? SEEING NONE, WE WILL RECONVENE OPEN SESSION AT APPROXIMATELY 530 OR SHORTLY THEREAFTER FOLLOWING THE CONCLUSION OF CLOSED SESSION.

[V. CLOSED SESSION]

[VI. RECONVENE IN OPEN SESSION]

GRANT. PRESENT. HARDIN. PRESENT. META. PRESENT.

MORA. PRESENT. ALICIA. PRESENT. ALL RIGHT. WE HAVE A QUORUM.

I'M GOING TO ASK OUR STUDENT TRUSTEE TO LEAD US IN THE PLEDGE.

ALL RIGHT. NO ACTION WAS TAKEN IN CLOSED SESSION THIS EVENING.

BUT BEFORE WE MOVE ON, JUST A REMINDER FOR THOSE IN ATTENDANCE THAT IN ACCORDANCE WITH BOARD BYLAW 9323 B IN CONDUCT, INDIVIDUALS WISHING TO ADDRESS THE BOARD MUST SUBMIT A COMPLETED PUBLIC COMMENT CARD PRIOR TO THE 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, AND THE BOARD SHALL LIMIT THE TIME TOTAL TIME FOR PUBLIC INPUT ON EACH ITEM TO 20 MINUTES.

IF YOU'D LIKE TO MAKE A PUBLIC COMMENT, PLEASE FILL OUT A PUBLIC COMMENT CARD AND HAND IT TO THE STAFF MEMBER AT THE TABLE OUTSIDE OF THE BOARDROOM.

AT THE CONCLUSION OF OUR MEETING, WE ASK THAT MEMBERS OF THE PUBLIC REFRAIN FROM APPROACHING THE DAIS TO PROVIDE BOARD MEMBERS WITH THE OPPORTUNITY TO GATHER THEIR BELONGINGS, SIGN DOCUMENTS AND SECURE ANY CONFIDENTIAL INFORMATION.

BOARD MEMBERS MAY MAKE THEMSELVES AVAILABLE TO THE PUBLIC BY STEPPING DOWN FROM THE DAIS AND ENTERING THE AREA FOR OUR AUDIENCE SEATING.

[X. APPROVAL OF THE AGENDA]

BUT I WOULD LIKE TO MAKE A MOTION TO AMEND THE AGENDA SPECIFICALLY TO POSTPONE THE ATHLETIC CELEBRATION FOR FALL AND WINTER SPORTS TO A FUTURE BOARD MEETING TO BE DETERMINED. IS THERE A SECOND? I SECOND THAT MOTION.

SO THERE'S A MOTION BY ME AND THERE'S A SECOND BY TRUSTEE HARDIN.

HELENE. WITHOUT OBJECTION, COULD YOU CALL THE ROLL? GRANT, I. HARDIN. I META I MORA. ALICIA, I. ALL RIGHT.

THAT MOTION CARRIES FIVE ZERO. SO WE ARE GOING TO SKIP THE CELEBRATION BECAUSE THIS ITEM IS NOW POSTPONED TO A LATER BOARD MEETING. ALL RIGHT. NEXT UP, WE HAVE COMMUNICATIONS.

IS THERE A REPRESENTATIVE FROM CSC AVAILABLE? ALL RIGHT. I'M HEARING THAT TONIGHT. NATOMAS TEACHERS ASSOCIATION.

[XII.b. Natomas Teacher's Association (NTA)]

I WANT TO BEGIN BY ACKNOWLEDGING AND HONORING THE INDIGENOUS COMMUNITIES OF THIS REGION. SACRAMENTO. SITUATED IN THE TRADITIONAL HOMELANDS OF THE NISENAN PEOPLE.

WE OFFER GRATITUDE FOR THE LAND ITSELF, FOR THOSE WHO HAVE STOOD FOR GENERATIONS AND FOR THE OPPORTUNITY TO STUDY, LEARN, WORK, AND BUILD COMMUNITY HERE. WE ALSO HONOR THE WILTON RANCHERIA, THE ONLY FEDERALLY RECOGNIZED TRIBE IN SACRAMENTO COUNTY, AND ENCOURAGE EVERYONE IN THIS SPACE TO ENGAGE AND CONTINUE LEARNING ABOUT THE INDIGENOUS PEOPLES WHO HAVE LIVED AND WORKED ON THIS LAND SINCE TIME IMMEMORIAL. I JUST WANT TO ACKNOWLEDGE THE TRAGEDY THAT TOOK PLACE IN HIGH SCHOOL. AS EDUCATORS, IT'S NOT JUST ABOUT TEACHING.

IT'S ABOUT MAKING SURE STUDENTS HAVE A SAFE PLACE TO BE AT SCHOOL.

OUR COMMUNITY IS IN MOURNING AND FOR MANY IT IS A TRAUMATIC EXPERIENCE.

SO IT WILL TAKE A LONG TIME TO HEAL FROM. I WAS GLAD TO SEE LOTS OF SUPPORTS AND RESOURCES MADE AVAILABLE TO STAFF AND STUDENTS, AND MY HOPE IS THAT THOSE SUPPORTS AND RESOURCES WILL CONTINUE TO BE MADE AVAILABLE FOR THOSE THAT NEED IT.

[00:05:01]

FOR A LONG TIME, OUR SPECIAL EDUCATION TEACHERS AND PROVIDERS HAVE CONTINUALLY ASKED FOR MORE RESOURCES AND SUPPORT.

AND THIS IS AN OPPORTUNITY FOR THE DISTRICT TO MAKE SOME MEANINGFUL SYSTEMIC CHANGES.

THIS MORNING I MET WITH A TEAM FROM NATOMAS MIDDLE SCHOOL TO DISCUSS SETTING UP A COMMUNITY SCHOOLS SITE COMMITTEE THAT WILL HOPEFULLY BE IN PLACE FOR THE END OF THE YEAR.

VERY EXCITED TO SEE COMMUNITY SCHOOLS GET UP AND RUNNING AT THE MIDDLE SCHOOL. YOU KNOW, NOW MORE THAN EVER, WE SHOULD BE PRIORITIZING HOW TO MAKE OUR SCHOOLS HAVE A STRONG SENSE OF CULTURE AND COMMUNITY FOR OUR STUDENTS AND STAFF.

AND MY HOPE IS TO SEE THE COMMUNITY SCHOOLS MODEL REPLICATED AT OTHER SCHOOLS ACROSS NATOMAS.

LOOKING FORWARD TO SHARING MORE UPDATES ON OUR COMMUNITY SCHOOLS WITH THE BOARD. THANK YOU. ALL RIGHT.

THANK YOU. ALL RIGHT. NEXT UP BOARD MEMBERS, I WILL CHANGE THE ORDER AROUND A LITTLE BIT TODAY.

I'M GONNA START FIRST. PARDON? OH, I'M SO SORRY.

[XII.c. Student Board Member]

I HAVE NO REPORTS TONIGHT. HOWEVER, I WOULD LIKE TO TAKE A MOMENT TO EXPRESS MY DEEPEST AND MOST HEARTFELT SYMPATHIES TO OUR COMMUNITY IN THE WAKE OF THE RECENT TRAGEDY AT NATOMAS HIGH SCHOOL. MY HEARTFELT THOUGHTS ARE WITH EVERYONE WHO HAS BEEN AFFECTED AND THOSE WHO ARE WHO ARE WORKING TO SUPPORT OUR SCHOOL SITES.

THANK YOU. ALL RIGHT. THANK YOU. OKAY. WELL YOU KNOW, MY HEART IS VERY HEAVY TODAY.

[XII.d. Board Members]

AND ANYTIME THERE'S A LOSS OF LIFE, NO MATTER THE CIRCUMSTANCES IT LEAVES A VOID.

IT'S A HUGE VOID. AND I KNOW THE COMMUNITY IS FEELING IT.

I'M FEELING IT. IT'S REALLY HEAVY. YOU KNOW, I AM JUST SO FULL.

BUT, YOU KNOW, I'M ALSO HOPEFUL BECAUSE ON MONDAY WHEN, YOU KNOW, WE RETURNED TO SCHOOL, I SAW SO MANY MEMBERS OF THE COMMUNITY COME OUT, SO MANY TEACHERS, SO MANY NONPROFITS, SO MANY FAITH LEADERS COME TOGETHER AND RALLY AROUND NATTHOMAS HIGH.

AND IT DID, IT DID GIVE ME HOPE. AND SO I'M JUST GOING TO CALL ON THE COMMUNITY THAT THIS SHOULD BE A TIME FOR HEALING.

AND SO IF THERE'S ANYTHING YOU CAN DO TO CONTINUE TO SUPPORT THE FAMILIES, ALL FAMILIES INVOLVED JUST REACH OUT AND DO THAT.

RIGHT. WE HAVE TO FILL THAT VOID AS A COMMUNITY.

AND I KNOW OUR SUPERINTENDENT IS LOOKING AT SOME VERY SPECIFIC STEPS TO CONTINUE THAT SUPPORT AND SEE WHAT WE HAVE TO DO TO CONTINUE TO COME TOGETHER.

SO I'M JUST GOING TO ASK THE COMMUNITY TO DO WHATEVER YOU CAN TO HELP EVERYONE INVOLVED HEAL.

ALL RIGHT. TRUSTEE MOORE. THANK YOU. I COULDN'T I, YOU KNOW, IT'S HARD TO FIND THE WORDS TO REALLY ADDRESS THE MOMENT AND THE SHOOTING AT NATOMAS HIGH SCHOOL.

I AGREE WITH, WITH WHAT YOU SAID. I THINK I, LIKE MOST OTHERS ARE GRIEVING THE LOSS OF YOUNG LIFE.

AND I JUST WANT TO FOCUS ON ONE THING, WHICH IS WHICH IS ALSO, I THINK A TESTAMENT TO WHERE, TO THE COMMUNITY THAT WE LIVE IN PEOPLE'S MOST COMMON QUESTION TO ME AND I'M SURE TO A LOT OF US IS, HOW CAN I HELP? WHAT CAN I DO? AND IT TOOK ME A WHILE.

IT TOOK ME DAYS TO REALLY THINK OF SOMETHING AND WRAP MY HEAD AROUND THAT.

AND I THINK IF WE ALL COMMIT TO BEING PRESENT IN THE LIVES OF AT LEAST ONE YOUNG PERSON, YOU KNOW, IN OUR COMMUNITY IN A SPECIAL WAY, IT COULD BE A MENTOR, IT COULD BE SOMEBODY THAT THEY CAN, YOU KNOW, CONSULT AND CONFIDE IN. AND I ALSO RECOGNIZE THAT A LOT OF US ALREADY DO THAT.

TEACHERS DO THAT. YOU KNOW, THERE ARE BOARD MEMBERS, OTHER LEADERS AND STAFF WHO DO THAT.

BUT IF WE COMMIT TO ALL TOGETHER, INSIDE AND BEYOND THIS ROOM, BEING TRULY PRESENT IN THE LIVES OF THE YOUNG PEOPLE IN OUR COMMUNITY, I THINK THAT WE CAN AT THE VERY LEAST YOU KNOW, ADDRESS A PIECE OF A PIECE OF A LARGER YOU KNOW, OF A LARGER ISSUE AND, AND REALLY JUST YOU KNOW, COMMIT OURSELVES TO TO TAKING UP THAT ONE PIECE. SO THAT'S ALL I WANT TO SAY.

AND LIKE I SAID, THERE'S, THERE ARE NO WORDS THAT I THINK CAN ENCAPSULATE WHAT, WHAT THE COMMUNITY IS FEELING AND WHAT WE'RE FEELING.

[00:10:02]

NO BOARD REPORT. I'LL JUST ECHO WHAT THE FELLOW TRUSTEES HAVE SAID THAT THIS IS TRAGIC AS A PARENT, AS A TRUSTEE, AS A HUMAN, YOU ALWAYS PRAY THAT THIS DAY NEVER COMES AND THAT SOMETHING NEVER HAPPENS IN YOUR BACKYARD.

AND HERE IT IS IN OUR BACKYARD. AND I KNOW THE NATOMAS COMMUNITY AND I KNOW WE'RE RESILIENT.

SO IF IT HAS TO HAPPEN ANYWHERE, WE ARE GOING TO GET THROUGH THIS.

SO PLEASE DON'T TAKE MY SILENCE OR THE LACK OF WORDS FOR NOT BEING PRESENT IN THIS.

WE'RE WORKING AND WE'RE GOING TO FIGURE THIS OUT.

THANK YOU. ALL RIGHT. THANK YOU. TRUSTEE HARDIN TRUSTEE MEADOW.

THANK YOU. NO WORDS. THE TRAGEDY WAS IT WAS AWFUL.

AND. YEAH, THERE IS NOTHING. I JUST WANT TO SAY THIS TO ANYBODY WHO'S WATCHING THIS BOARD MEETING ONLINE OR OVER HERE.

IF YOU HAVE STUDENTS, PLEASE LET THEM KNOW THAT THE FAMILIES THERE FOR THEM, THE TEACHERS OR THE STAFF MEMBERS, WHOEVER THEY THINK THEY CAN REACH OUT, THEY SHOULD REACH OUT.

WE ARE ALL THERE TO HELP ANYBODY WHO NEEDS HELP.

AND I'M NOT JUST SAYING THE BOARD MEMBERS AND THE SUPERINTENDENT AND THE STAFF, BUT ANYBODY IN THEIR LIVES, THEY WANT TO REACH OUT. THEY SHOULD NOT COME TO THIS POINT WHERE TAKING EACH OTHER'S LIVES.

SO PLEASE, PLEASE REACH OUT. AND ALSO, I WANTED TO WISH EVERYONE VERY HAPPY.

VAISAKHI. MAY THIS DAY REMIND US OF THE IMPORTANCE OF COMMUNITY, COMPASSION AND COMING TOGETHER IN DIFFICULT TIMES.

THIS IS WHAT WE HAVE LEARNED IN THE COMMUNITY AFTER THIS TRAGIC INCIDENT.

THANK YOU ALL. THANK YOU. TRUSTEE MEHTA, I, SUPERINTENDENT CASTILLO.

[XII.e. Superintendent]

FRIDAY'S TRAGIC EVENT. THROUGHOUT THIS WEEK, OUR STUDENTS, FACULTY AND STAFF HAVE SHOWED TREMENDOUS COURAGE SHOWING UP, SUPPORTING ONE ANOTHER AND NOT HESITATING TO USE RESOURCES AVAILABLE TO THEM.

THERE'S NO SHAME IN ASKING FOR HELP AND SUPPORT AS WE ALL GRIEVE THIS TRAGEDY TOGETHER.

AT THE SAME TIME, WE HAVE BEEN DEEPLY MOVED BY THE OUTPOURING OF CARE AND SUPPORT FROM THE COMMUNITY.

WE'RE GRATEFUL TO THE NATOMAS UNIFIED FAMILY WHO HAVE REACHED OUT, SHARED THEIR CONCERNS AND ASKED IMPORTANT QUESTIONS.

EVERYONE DESERVES TO BE HEARD, AND WE WANT YOU TO KNOW THAT WE'RE LISTENING AND TAKING FEEDBACK SERIOUSLY.

SINCE FRIDAY'S INCIDENT, WE HAVE TAKEN IMMEDIATE AND ONGOING STEPS TO ENSURE OUR STUDENTS, FAMILY AND STAFF ARE SUPPORTED. WE HAVE BEEN COORDINATING WITH THE SACRAMENTO POLICE DEPARTMENT AND CONTINUE TO WORK WITH THEM AS THE INVESTIGATION CONTINUES.

WE DEPLOYED A TEAM OF COUNSELORS, MENTAL HEALTH PROFESSIONALS, COMMUNITY PARTNERS, MENTORING GROUPS AND SUPPORT STAFF TO NATOMAS HIGH SCHOOL TO PROVIDE ADDITIONAL SUPPORT TO STUDENTS, FACULTY AND STAFF, AND THESE RESOURCES REMAIN AVAILABLE AT THE SCHOOL FOR AS LONG AS THEY ARE NEEDED.

WE INCREASED THE SECURITY PRESENCE ON CAMPUS, INCLUDING THE ADDITION OF A SACRAMENTO POLICE OFFICER.

WE ARE ALSO. WE HAVE ALSO SUBMITTED A LETTER EARLIER THIS WEEK TO THE SACRAMENTO CITY MANAGER ASKING THAT OUR SCHOOL RESOURCE RESOURCE OFFICER PROGRAM, IN PARTNERSHIP WITH THE SACRAMENTO POLICE DEPARTMENT, IS REINSTATED.

THROUGHOUT THIS WEEK, WE HAVE PRIORITIZED CLEAR AND CONSISTENT COMMUNICATION WITH OUR FAMILIES, INCLUDING LAST NIGHT'S VIRTUAL TOWN HALL. WE REMAIN COMMITTED TO TRANSPARENCY AND CONTINUING THESE CONVERSATIONS IN THE DAYS AHEAD.

WE ARE ALSO UNDERGOING A THOROUGH REVIEW OF SAFETY PROTOCOLS AND PROCEDURES AS PART OF OUR COMMITMENT TO MAKING THE SAFETY AND WELL-BEING OF EVERY STUDENT AND STAFF MEMBER OUR TOP PRIORITY. NATOMAS UNIFIED REMAINS COMMITTED TO OUR STUDENTS, STAFF AND FAMILIES STANDING WITH YOU, SUPPORTING YOU, AND DOING EVERYTHING IN OUR POWER TO ENSURE YOUR SAFETY AND WELL-BEING IN THE DAYS AHEAD.

THANK YOU ALL. THANK YOU. WELL SAID SUPERINTENDENT.

[XIII. CONSENT ITEMS]

I DON'T SEE ANY PUBLIC COMMENT ON THIS ITEM. IS THERE A MOTION MOVED BY TRUSTEE HARDIN, SECONDED BY TRUSTEE MEHTA? HELENE, COULD YOU PLEASE CALL THE ROLL. GRANT, I.

HARDIN. MEHTA, I. MORA. I. ALICIA, I. I. THAT MOTION CARRIES FIVE ZERO.

[XIV.a. Early Literacy Initiative Update]

I DON'T SEE ANY PUBLIC COMMENTS ON THIS ITEM AS WELL.

[00:15:02]

THANK YOU. BEFORE WE BEGIN THIS EVENING, WE WOULD LIKE TO ACKNOWLEDGE THE PROFOUND WEIGHT THAT YOU AND OUR COMMUNITY ARE CARRYING AND ASSURE YOU THAT STAFF FOCUS ON THE SAFETY AND WELL-BEING OF OUR STUDENTS, AS THAT IS THE FOUNDATION OF ANY ACADEMIC LEARNING.

TONIGHT, WE'RE HERE TO PROVIDE AN UPDATE ON OUR EARLY LITERACY INITIATIVE AND ALSO TALK ABOUT THE OPPORTUNITIES FOR SUMMER LEARNING.

THANK YOU. SO WITH OUR EARLY LITERACY INITIATIVE, WHAT'S IMPORTANT FOR US TO REMEMBER IS THAT IT IS ABOUT GOAL ONE MAXIMIZING ACADEMIC GROWTH AND RESPONSIBILITY.

BUT THERE IS ALSO AN EQUAL AMOUNT OF FOCUS ON IMPROVING AND INCREASING STAFF CAPACITY, AS WELL AS GROWING OUR STAFF, RETAINING THEM SO THAT YOU WILL SEE THROUGHOUT THE PRESENTATION THIS EVENING AND THE UPDATE THIS EVENING, WHAT WE WANT TO DO IS REALLY HAVE THREE SECTIONS THAT WE'RE GOING TO SHARE SOME INFORMATION ABOUT.

WE'RE GOING TO DO A LITTLE BIT OF A REMINDER OF THE COMPONENTS OF LITERACY.

WE'RE GOING TO TALK ABOUT OUR EXPANSION TO THIRD GRADE FOR 2627, SHARE SOME RESOURCES AND SUPPORTS THAT WE'RE PUTTING IN PLACE, IN ADDITION TO THE COACHING AND PROFESSIONAL DEVELOPMENT.

AND THEN WE'RE GOING TO DO SOME BRIEF REVIEW OF THE DIBELS OR THE READING DIFFICULTY SCREENER DATA THAT WE'RE SEEING, AND THEN TALK A LITTLE BIT ABOUT OUR PARENT AND FAMILY ENGAGEMENT AND THE READ TO SUCCEED EVENT THAT'S COMING UP IN MAY.

SO WE HAVE BEEN HERE SEVERAL TIMES NOW TALKING ABOUT EARLY LITERACY INITIATIVE, BUT IT'S REALLY IMPORTANT TO REMEMBER THIS IS JUST YEAR ONE.

SO WE'VE DONE A LOT OF WORK AND WE'LL CLOSE THE PRESENTATION TONIGHT TALKING ABOUT SOME EARLY SUCCESSES.

BUT IT DOES SEEM LIKE IT HAS BEEN LONGER THAN THAT.

BUT THIS IS OUR FIRST YEAR OF THE EARLY LITERACY INITIATIVE LAUNCHED IN THE FALL.

AND WE LAUNCHED IT WITH TK THROUGH SECOND GRADE.

WE'LL TALK A LITTLE BIT LATER ABOUT EXPANDING TO THIRD GRADE FOR NEXT YEAR.

JUST TOUCHING REALLY QUICKLY THAT WE ARE TALKING ABOUT COMMON ASSESSMENTS.

WE'RE TALKING ABOUT JOB EMBEDDED, PROFESSIONAL DEVELOPMENT AND COACHING.

THE COACHING IS ALL IN CLASS WITH OUR EARLY LITERACY TEAM, AND THEN WE'RE FOCUSING ON THOSE FOUNDATIONAL READING SKILLS EMBEDDED IN THE SCIENCE OF READING. THESE ARE REALLY THE COMPONENTS OF LITERACY THAT WE'RE PROVIDING PROFESSIONAL DEVELOPMENT AND COACHING ON.

AND YOU'LL SEE THAT IN OUR COACHING CYCLES THAT AMANDA WILL TALK ABOUT IN JUST A BIT.

SO I'M GOING TO TURN IT OVER TO AMANDA AND YOU'RE GOING TO TALK ABOUT SOME RESOURCES AND SUPPORTS. SO WE'VE TALKED THIS YEAR A LOT ABOUT THE COACHING CYCLES THAT OUR TEACHERS HAVE BEEN PARTICIPATING IN. BUT IN ADDITION TO THESE COACHING CYCLES, WE'VE BEEN WORKING THIS YEAR TO BUILD A RESOURCE BANK FOR OUR TEACHERS TO SUPPORT THEM.

MAYBE WHEN THEY'RE NOT WORKING WITH THAT COACH IN THE CLASSROOM, OR MAYBE THEY DID SEE THE TOSA DEMONSTRATE A LESSON, BUT THEY WANT TO SEE HOW MAYBE A KINDERGARTEN TEACHER DID IT, OR A FIRST GRADE TEACHER.

SO WE ARE DEVELOPING ACTUAL FULL VIDEO LESSONS OF SOME OF OUR TEACHERS WHO HAVE SHOWN TO BE MODEL TEACHERS WITH HIGH QUALITY FIRST INSTRUCTION, EARLY LITERACY INSTRUCTION, AND WE ARE WORKING ON UPLOADING THESE LESSON VIDEOS INTO OUR KNOWLEDGE BASE SYSTEM THAT TEACHERS DISTRICT WIDE WILL BE ABLE TO ACCESS.

SO WE HAVE SOME EXAMPLES OF SOME OF THESE VIDEOS TO SHOW YOU.

AND IT'S NOT JUST THE LESSON THAT THEY'RE WATCHING IN THEIR ENTIRETY.

WE'RE ADDING IN SOME COACHING PIECES AS WELL BECAUSE SOMETIMES YOU WATCH A LESSON AND THERE'S SO MANY GREAT THINGS THAT YOU SEE.

THEY'RE TRYING TO PULL OUT. WHAT YOU WANT TO IMPLEMENT IN YOUR CLASSROOM CAN BE A LITTLE BIT HARD WITHOUT A COACH THERE.

SO THESE VIDEOS ARE DESIGNED TO CALL OUT SOME OF THOSE COACHING PIECES FOR TEACHERS TO SUPPORT THEM WITH THAT LESSON PLANNING AND WHAT THIS WILL LOOK LIKE IF THEY WERE GOING TO IMPLEMENT IN THEIR CLASSROOM AS WELL. SO IN THIS BOTTOM PICTURE, YOU'LL SEE A TEXT BOX.

THIS IS ACTUALLY A CLIP FROM ONE OF OUR TEACHERS AT BANDON CREEK.

SHE TAUGHT A SOUND SPELLING LESSON AND WE RECORDED THIS LESSON FROM START TO FINISH, BUT THROUGHOUT THE LESSON YOU WILL SEE THESE TEXT BOX POP UP THAT SHOW TEACHERS WHAT EXPLAINING WHAT THE TEACHER IS DOING THROUGHOUT THE LESSON TO HELP THEM UNDERSTAND WHAT IMPLEMENTATION SHOULD LOOK LIKE.

IN ADDITION TO THESE TEXT BOXES, THROUGHOUT THE LESSONS, WE ALSO HAVE INTERVIEWED TEACHERS WHO ARE OUR MODEL TEACHERS FOR THESE LESSONS, AND THEY'RE EXPLAINING WHAT THEY'RE DOING PRIOR TO THE LESSON.

DURING THE LESSON, AND WE'RE INSERTING THESE SOUND BITES THROUGHOUT THE LESSON AS WELL TO SUPPORT TEACHERS.

SO WE DO HAVE AN EXAMPLE OF THAT TO SHOW YOU.

THIS IS THE FOUNDATION OF THEM LEARNING HOW TO READ.

[00:20:01]

SO WE ARE FOR THE FIRST TIME FOR MANY OF THEM.

THEY ARE GETTING THAT EXPERIENCE HERE AT SCHOOL IN MY CLASSROOM.

SO THEY NEED TO KNOW THAT IT'S FUN AND EXCITING, AND THEY WANT TO CHALLENGE THEMSELVES AND GO BEYOND WRITING AND SPELLING AND READING.

HOW DO I PUT IT BACK? WHAT YOU SAW IN THAT SOUNDBITE, THAT WAS KIMBERLY MEEKS, ONE OF OUR KINDERGARTEN TEACHERS AT BANNON CREEK.

WHAT SHE WAS DOING WAS EXPLAINING A LITTLE BIT OF THE WHY BEHIND THE SOUND SPELLING LESSON, AND WHAT HER MINDSET IS WHEN SHE'S DOING HER LESSON PLANNING FOR THESE LESSONS.

SO YOU'LL SEE SOUND BITES LIKE THIS THAT ARE INSERTED THROUGHOUT THE VIDEOS TO SUPPORT TEACHING WHAT THEY'RE PLANNING AS WELL.

THIS IS THE FOUNDATION OF THEM LEARNING HOW TO READ.

SO THERE YOU GO. SO IN ADDITION TO THESE VIDEOS THAT REALLY SUPPORT THE INSTRUCTIONAL ROUTINES THAT WE ARE WORKING ON IN THE COACHING CYCLES, WE ALSO HAVE USED OUR TEACHERS WITHIN IN USD TO CREATE SUPPORT VIDEOS FOR THE RESOURCES THAT WE'RE USING.

SO SOME TEACHERS ARE USING UFLI, OTHERS ARE USING HEGARTY.

AND WE'VE TALKED A LOT ABOUT THE SOUND WALLS THAT YOU WILL SEE IN OUR TC2 CLASSROOMS. SO THIS IS A VIDEO CLIP OF ONE OF OUR TEACHERS WHO HAS BEEN USING THE SOUND WALLS CONSISTENTLY THAT TEACHERS CAN ACCESS.

WHAT'S THE SOUND? LET'S TAKE A LOOK. I KNOW WE'VE ALREADY UNLOCKED THESE ONES.

I KNOW WE'VE ALREADY UNLOCKED THESE ONES BECAUSE WE'VE UNLOCKED MOST OF OUR LETTER SOUNDS IN TRIMESTER ONE.

RIGHT NOW WE'RE GOING BACK AND WE'RE GOING TO REVIEW ALL OF THE LETTERS ALL OVER AGAIN.

SO LET'S TAKE A LOOK AND TRY TO SEE IF THEY'RE WHAT KIND OF SOUNDS THEY ARE. THEY VOICE SOUNDS.

ARE THEY UNVOICED SOUNDS? LET'S START WITH A SOUND.

ALL RIGHT. LET'S TAKE A LOOK AT OUR SOUND. HOW DO WE MAKE OUR MOUTH FOR THE SOUND? YEAH. LOOK, WE GOTTA SHOW OUR TEETH A LITTLE BIT.

OUR TONGUE KIND OF STAYS BY THE THE SIDES OF OUR MOUTH.

LIKE THIS. AND TAKE YOUR TWO FINGERS INTO THE VOICE.

SOUND? NO, IT IS NOT A VOICE. DOWN. BUT I HAVE TO ASK YOU SOMETHING.

IS IT A WINDY SOUND? DO YOU FEEL THE WIND? YEAH.

OUR FRICATIVES ARE WINDY SOUNDS. SO IF WE PUT OUR HAND IN FRONT OF OUR MOUTH ON A WINDY SOUND, WE FEEL THE. AND THEN. SO IN THAT VIDEO, YOU CAN SEE SHE WAS DEMONSTRATING HOW TO UTILIZE THE SOUND WALL IN HER CLASSROOM.

SO THESE RESOURCES ARE REALLY DESIGNED TO SUPPORT WITH TEACHERS, NOT JUST WITH EARLY LITERACY INSTRUCTION, BUT HIGH QUALITY FIRST INSTRUCTION AS WELL. AND THIS IS A WAY FOR US TO BUILD OUR INTERNAL CAPACITY.

WE KNOW THAT WE DO HAVE EXPERIENCED TEACHERS IN OUR, IN OUR SCHOOLS, WE HAVE SOME MODEL TEACHERS.

AND SO ALSO BEING ABLE TO BUILD THEIR CAPACITY TO SUPPORT EACH OTHER IN ADDITION TO THE SUPPORT THAT THEY GET FROM THE TOSAS.

AND THEN WE WANT TO PROVIDE AN UPDATE ON THE PROFESSIONAL DEVELOPMENT THAT WE'VE BEEN PROVIDING FOR OUR EARLY LITERACY TEAM, OUR TEACHERS, AS WELL AS OUR ADMINISTRATORS. SO OUR EARLY LITERACY TEAM HAS BEEN PARTICIPATING IN A GETTING READING RIGHT COHORT THROUGH THE SACRAMENTO COUNTY OFFICE OF EDUCATION.

AND THIS COHORT IS REALLY DESIGNED TO PROVIDE A DEEPER UNDERSTANDING FOR LITERACY COACHES AROUND THE SCIENCE OF READING, BUT ALSO INSTRUCTIONAL ROUTINES THAT ARE RECOMMENDED BASED ON THE SCIENCE OF READING RESEARCH.

SO THIS COHORT ACTUALLY MEETS EVERY MONTH, AND OUR LITERACY COACHES HAVE HAD AN OPPORTUNITY TO COLLABORATE WITH LITERACY COACHES ACROSS SACRAMENTO COUNTY.

IN ADDITION TO THE TULSA PD, OUR ADMINISTRATORS HAVE ALSO RECEIVED PD THIS YEAR.

AND THIS PD HAS REALLY BEEN FOCUSED ON THE SCIENCE OF READING, BUT ALSO THE LOOK FOR US IN THE COACHING CIRCLES.

SO WHAT ARE THESE INSTRUCTIONAL ROUTINES LOOK LIKE? AND IF AN ADMINISTRATOR WAS TO GO INTO A TECH CLASSROOM, FOR EXAMPLE, WHAT SHOULD THEY BE LOOKING FOR AROUND EARLY LITERACY INSTRUCTION? AND WHAT SHOULD THEIR FEEDBACK TO A TEACHER LOOK LIKE SO THAT ADMINISTRATORS CAN BE PROVIDING THAT SUPPORT.

ON THE IMPLEMENTATION OF EARLY LITERACY INSTRUCTION, EVEN WHEN THE COACHES ARE NOT IN THERE.

AND THEN OUR TEACHERS HAVE BEEN PROVIDED, HAVE RECEIVED MANY PD SESSIONS WITHIN THE COACHING CYCLES.

SO THESE MINI PD SESSIONS ARE HAPPENING AND THEY'RE ALIGNED TO THE PILLAR OF LITERACY.

THAT IS THE FOCUS FOR THAT CYCLE. SO IN ADDITION TO THE INSTRUCTIONAL ROUTINE THAT THEY'RE BEING COACHED ON,

[00:25:01]

IN ADDITION TO THAT, IN THESE MINI PD SESSIONS, THEY'RE ALSO WORKING WITH THE TOSAS ON WHAT DOES OUR LESSON PLANNING LOOK LIKE BASED ON OUR DATA? SO TOSAS ARE WORKING WITH TEACHERS ON LOOKING AT DIBELS DATA, LOOKING AT DIFFERENT DATA POINTS WITHIN THEIR CLASSROOM AND THEN PLANNING NEXT STEPS FOR INSTRUCTION.

AND FINALLY, WE PARTNERED WITH AMPLIFY THIS YEAR TO PROVIDE DIBELS TRAINING ON SITE WITH AN AMPLIFY COACH.

AND THESE AMPLIFY COACHES PROVIDED TARGETED SUPPORT FOR TEACHERS AT EVERY SCHOOL SITE.

SO FOR EXAMPLE, THERE MIGHT BE A SCHOOL SITE THAT HAD SEVERAL TEACHERS WHO WANTED MORE SUPPORT WITH HOW TO ADMINISTER THE DIBELS ASSESSMENT.

THEY GOT THAT ON SITE SUPPORT BEFORE THE NEXT BEFORE THE NEXT ASSESSMENT WINDOW, THERE MIGHT HAVE BEEN OTHER TEACHERS THAT WANTED SUPPORT WITH PULLING THE DATA REPORTS WITHIN THE IN-CLASS PLATFORM.

SO THOSE TEACHERS RECEIVE SUPPORT ON THAT AS WELL.

SO THOSE COACHING DAYS WERE DIFFERENTIATED FOR TEACHERS BY SITE.

COULD WE JUST GO BACK AND ASK A QUICK QUESTION.

SO ON THE EARLY LITERACY PD FOR ADMINISTRATORS, I SEE PROVIDING FEEDBACK ALIGNED TO COACHING.

BUT SOME OF THE FEEDBACK THAT I GET FROM OUR TEACHERS IS THAT IT'S JUST A ONE WAY CONVERSATION.

SO WHAT TYPE OF PROFESSIONAL DEVELOPMENT IS PROVIDED FOR ADMINISTRATORS TO ALSO COLLABORATE WITH OUR TEACHERS TO RECEIVE FEEDBACK AS WELL, NOT JUST PROVIDE IT? YEAH. SO THAT'S, THAT'S GREAT FEEDBACK.

AND WE ARE ACTUALLY LOOKING AT HOW WE CAN REVAMP THESE COACHING CYCLES TO MAKE ADMINISTRATORS MORE PART OF THE COACHING AND THE COLLABORATION WITH TEACHERS AS WELL.

SO WHAT WE STARTED DOING THIS YEAR IS FOR SOME OF OUR ESTHER DAYS, WE HAD PRINCIPALS AND ASSISTANT PRINCIPALS.

BE PART OF THOSE DATA CONVERSATIONS WITH TEACHERS.

SO THEY WERE LOOKING AT THE DATA TOGETHER AND THEN DECIDING TOGETHER WHAT THOSE NEXT STEPS FOR INSTRUCTION SHOULD BE MOVING FORWARD.

SO WE HAD THOSE IN OCTOBER AND JANUARY. AND AGAIN, THIS IS OUR FIRST YEAR USING THE DIBELS DATA FOR THOSE DATA CONVERSATIONS.

SO WE HOPE TO HAVE ADMINISTRATORS TAKE A LARGER ROLE IN THAT COLLABORATION IN THOSE CONVERSATIONS IN OUR 26, 27 COACHING CYCLES. THANK YOU. AND FOR 2627 IN ADDITION TO TC TWO, WE WILL BE ADDING THIRD GRADE AS PART OF OUR EARLY LITERACY COACHING CYCLES.

SO AT THE BEGINNING OF THIS MONTH, WE DID PROVIDE A INTRODUCTORY BEGINNING EARLY LITERACY PD SESSION FOR ALL THIRD GRADE TEACHERS, AND WE ARE WORKING ON PROVIDING AN ADDITIONAL DAY FOR ANY THIRD GRADE TEACHERS WHO ARE NOT ABLE TO PARTICIPATE IN THESE INITIAL TWO DAYS.

SO WHAT WE TALKED ABOUT WITH THIRD GRADE TEACHERS IN THESE PD SESSIONS IS THE RESEARCH BEHIND THE SCIENCE OF READING.

OUR DISTRICT WIDE LITERACY DATA. AND THEN WE ALSO GAVE THEM AN OVERVIEW OF WHAT THESE LITERACY COACHING CYCLES WILL LOOK LIKE FOR THIRD GRADE TEACHERS. AND THEN WE TALKED ABOUT WHAT THIRD GRADE LITERACY INSTRUCTION CAN LOOK LIKE, BECAUSE THIRD GRADE WILL BE A LITTLE BIT DIFFERENT FROM WHAT WE'RE DOING IN TK.

AND THEN WE ALSO PROVIDED COLLABORATIVE PLANNING TIME FOR OUR THIRD GRADE TEACHERS TO WORK WITH THE TAS.

SO AFTER GOING THROUGH THIS PD SESSION, REFLECTING ON WHAT THEY LEARNED ABOUT THE SCIENCE OF READING, WHAT ARE SOME CHANGES THAT THEY WANT TO MAKE TO THEIR ENGLISH LANGUAGE ARTS BLOCK? FOR. 2627 SO MAYBE LOOKING AT WHAT'S THE AMOUNT OF TIME THAT WE'RE SPENDING ON EACH PILLAR IS OUR ENGLISH LANGUAGE BLOCK LONG ENOUGH? SO THEY HAD TIME TO WORK WITH THE TOSAS ON SOME OF THAT PLANNING FOR.

2627. AND THEN WE ARE IN CYCLE FIVE. SO TOSAS ARE WORKING ON DELIVERING THAT FINAL MINI PD. AND SO THE MINI PD SESSIONS THAT ARE HAPPENING DURING CYCLE FIVE IS GOING TO ALIGN WITH THE LITERACY PILLAR THAT WE'RE FOCUSING ON FOR EACH GRADE LEVEL.

SO TK TEACHERS ARE RECEIVING SUPPORT IN THAT MINI PD SESSION WITH PHONICS AND THEN KINDERGARTEN FIRST AND SECOND GRADE.

THEY'RE FOCUSING ON VOCABULARY COMPREHENSION AND WRITING.

SO DIBELS IS OUR READING DIFFICULTY SCREENER, BUT IT'S ALSO THE PRIMARY ASSESSMENT THAT WE HAVE BEEN USING TO SUPPORT TEACHERS WITH PLANNING THEIR LITERACY INSTRUCTION. SO DIBELS REALLY HELPS US IDENTIFY SPECIFIC SKILLS AND DETERMINE, IS THIS A TIER ONE SUPPORT THAT WE NEED TO PROVIDE, OR ARE WE LOOKING AT TIER TWO OR TIER THREE?

[00:30:05]

IDENTIFYING STUDENTS FOR PROGRESS MONITORING.

SO IF WE DO NOTICE THAT A STUDENT NEEDS MORE SUPPORT WITH SPECIFIC SKILLS, HOW ARE WE CONTINUING TO MONITOR THAT AND PROVIDE THOSE SUPPORTS? AND THEN MAKING SURE WE'RE CONSISTENTLY PROVIDING INTERVENTION THROUGH OUR TIERED SUPPORT SYSTEMS AND CLASSROOMS. AND THEN THIS IS JUST AN OVERVIEW OF THE DIFFERENT SUBTESTS THAT ARE WITHIN DIBELS.

SO THEY'RE ASSESSED ON PHONEMIC SEGMENTATION, FLUENCY, LETTER NAMING, FLUENCY DECODING SKILLS, AND READING FLUENCY. AND THEN YOU CAN SEE IT DOES SHOW YOU WHICH GRADE LEVELS ARE ASSESSED FOR EACH SUBTEST.

AND THEN THIS SLIDE HERE IS LOOKING AT DISTRICT WIDE RESULTS.

SO THIS IS FROM OUR BEGINNING OF YEAR YOUR ASSESSMENT TO OUR MIDDLE OF YOUR ASSESSMENT.

SO YOU'LL SEE IN THAT COLUMN THAT'S GREEN. THAT'S THE PERCENTAGE OF STUDENTS WHO ARE MAKING AVERAGE OR BETTER GROWTH.

SO WHEN WE'RE TALKING ABOUT AVERAGE OR BETTER GROWTH, IT DOESN'T NECESSARILY MEAN THAT THEY MOVED FROM THE RED BAND TO THE YELLOW BAND OR THE YELLOW BAND TO THE GREEN BAND, BUT IT SHOWS THAT THEY'RE CONSISTENTLY MAKING PROGRESS AND MOVING FORWARD WITHIN THE, EACH SKILL. SO SO FOR EXAMPLE, AMERICAN LAKES 40, 58.4% OF STUDENTS ARE MAKING AVERAGE OR BETTER GROWTH. AND HOW DO WE DETERMINE THIS AVERAGE OR BETTER GROWTH IS WITH AMPLIFY.

SO THIS IS COMPARING TO NATIONAL DATA AND LOOKING AT WHAT DOES THE AVERAGE STUDENT NATIONWIDE, WHAT IS THE AVERAGE AMOUNT OF PROGRESS THAT THEY'RE MAKING THROUGHOUT THE SCHOOL YEAR? AND THEN THIS BREAKS DOWN THE DIFFERENCE BETWEEN THE BEGINNING OF YEAR AND MIDDLE OF YEAR ASSESSMENT.

SO YOU CAN SEE THE PERCENTAGE OF WELL BELOW STUDENT.

WE WANT TO DECREASE THE NUMBER OF STUDENTS IN THAT WELL BELOW.

SO WHEN YOU SEE LIKE -2.7%, THAT MEANS THAT WE DECREASE THE NUMBER OF STUDENTS FALLING IN THAT WELL BELOW BAND BY 2.7% AT AMERICAN LAKES. AND YOU SEE THAT EACH SITE DID DECREASE THE NUMBER OF STUDENTS IN THAT READ, WHICH IS WHAT WE WANT TO SEE. AND THEN IN THE THE OTHER SIDE, YOU SEE THE PERCENTAGE OF STUDENTS AT OR ABOVE.

SO WE WANT THAT STUDENTS THAT WE MOVED INTO THOSE GREEN OR BLUE BANDS.

SO WE WANT TO SEE A POSITIVE INCREASE IN THOSE BANDS.

AND EACH SITE DID MOVE MORE STUDENTS INTO THOSE GREEN AND BLUE BANDS.

WHY SUCH VARIANCE? I MEAN, IN TERMS OF THE CATEGORIES PEOPLE MOVING BECAUSE I LOOK AT GET LEROY GREEN. IT LOOKS LIKE 17%. I MEAN, ON THE LOW END WE'RE LOOKING AT 2.7.

AND ON THE HIGH END 17. SO AT MEEKS ACADEMY MEEKS I'M SORRY.

THEY'RE THEY HAVE A MUCH SMALLER NUMBER OF STUDENTS AT WELL AS WELL THAN THAN OTHER SITES.

SO YOU DO SEE A GREATER IMPACT. SO FOR EXAMPLE, IF I HAVE A CLASS OF 25, YOU MAY HAVE AN AVERAGE WHERE IT'S GOING TO SHOW A SMALLER RANGE. HOWEVER, THERE'S THAT STILL IS THAT SITE STILL IS SHOWING IMPROVEMENT.

THERE IS ALSO VARIANCE IN TERMS OF HOW MUCH THE CHANGE IN INSTRUCTION.

AND WE'LL TALK ABOUT THAT A LITTLE BIT BECAUSE ONE OF THE KEY PIECES OF THE EARLY LITERACY INITIATIVE AND, AND ANY INITIATIVE ADDRESSING TEACHING AND LEARNING IS WE WANT TO REDUCE THE VARIABILITY ACROSS INSTRUCTIONAL PRACTICES AND INCREASE HIGH QUALITY INSTRUCTION ACROSS EVERY CLASSROOM. THANK YOU. SO THEN WE HAVE ONE OTHER WAY THAT WE'VE LOOKED AT IT.

SO WHEN OUR TEAM IS LOOKING AT THE DATA, RIGHT, WE ALWAYS WANT TO LOOK AT IT FROM THE BIGGEST TO SMALLEST.

SO WE WANT TO GO DISTRICT WIDE. WE WANT TO GO SCHOOL WIDE.

WE WANT TO LOOK AT GRADE LEVELS. AND THEN YOU START LOOKING AT CLASSROOMS. SO WHAT YOU'RE SEEING HERE IS OUR FIRST TWO ASSESSMENTS.

SO WE'LL HAVE THE THIRD IN MAY. SO THIS IS BY GRADE LEVEL CHANGE.

SO IT'S THE SAME DATA BUT IT'S INTERESTING. PRESIDENT GRANT.

SO NOW YOU'LL SEE THE NUMBERS SLIGHTLY DIFFERENT BECAUSE YOU'LL ONLY SEE COMPARISONS IN GRADE LEVELS, RIGHT. NOT NOT WHOLE SCHOOL SITES THAT WAY. AND WHAT YOU'RE SEEING THERE IS WE'RE STILL SEEING WHAT WE WANT TO SEE A DECREASE IN THE PERCENT OF STUDENTS WELL BELOW.

AND THEN WE'RE SEEING THE INCREASE IN PER STUDENT AND STUDENTS WHO ARE AT OR ABOVE.

AND IT'S REALLY IMPORTANT WHEN YOU'RE TALKING ABOUT DIBELS THAT IT IS A NATIONALLY NORMED ASSESSMENT, LIKE AMANDA SAID. AND WHAT THIS IS MEASURING IS THE CHANGE STUDENTS ARE MAKING THAT IS PREDICTED BETWEEN THE FIRST ASSESSMENT AND SECOND ASSESSMENT.

[00:35:03]

IS THERE ANY DATA? I KNOW IT'S NATIONAL DATA, BUT WE HAVE A STATEWIDE LITERACY CRISIS.

RIGHT. SO IS THERE ANYTHING MORE COMPARABLE TO WHAT'S GOING ON OR HOW KIDS ARE LEARNING STATEWIDE IN THE DATA? YOU KNOW, WE, WE CAN DEFINITELY, AT THE END OF THE YEAR PULL SOME BROADER NUMBERS.

BUT THERE IT'S IMPORTANT TO REMEMBER THAT THERE WERE FOR EARLY READING DIFFICULTY SCREENERS THAT DISTRICTS COULD CHOOSE FROM.

SO WE CAN ASK AMPLIFY ABOUT LIKE, WHAT ARE THE STATE RESULTS FOR DIBELS? BUT WE MAY NOT BE ABLE TO LOOK AT, FOR EXAMPLE, WHAT IS KINDERGARTEN LOOK LIKE ACROSS CALIFORNIA FOR SOMEONE WHO CHOSE A DIFFERENT READING SCREENER WOULD JUST BE THE DIFFICULTY THERE. GOT IT. I'D BE INTERESTED IN CALIFORNIA DATA THAT WE CAN PRODUCE. OKAY. THANK YOU, THANK YOU. BEFORE WE MOVE ON, CAN WE GO BACK? SINCE I WAS GOING TO WAIT TILL THE END. BUT SINCE WE'RE HERE, CAN WE GO BACK TO THE DISTRICT WIDE RESULTS BY SCHOOL? IT'S TWO SLIDES BACK RIGHT THERE. YES. SO IF WE'RE LOOKING AT THIS, I HAVE A QUESTION.

OR CAN YOU EXPLAIN THE NUMBERS FOR BANNON CREEK.

SO WHAT THIS IS SHOWING YOU IS THAT WITH BANNON CREEK'S K ONE AND TWO, THERE WERE 35.7% OF STUDENTS WHO MADE AVERAGE OR BETTER GROWTH COMPARED TO STUDENTS IN THE NATION, FOR WHERE THEY SHOULD BE IN THEIR GRADE LEVEL FROM FALL TO WINTER. OKAY. SO WHAT THAT TELLS YOU IS OUR COACHING HAS TO LOOK AT HOW DO WE BEND THAT TRAJECTORY FASTER SO THAT STUDENTS MAKE MORE THAN THE WINTER TO SPRING GROWTH, SO THAT WE GET THEM CAUGHT UP.

SO IF A STUDENT COMES IN BELOW GRADE LEVEL, THEN WE NEED TO MOVE AT A YEAR AND A HALF OR TWO YEARS OF GROWTH.

SO THAT'S THE KIND OF DATA THAT WE'RE LOOKING AT.

BY THEN GRADE LEVEL AND THEN BY CLASSROOM SO THAT WE CAN PROVIDE DIFFERENTIATED SUPPORT WITH OUR CORE MATERIALS AND THEN WITH INTERVENTION.

OKAY. THANK YOU. SO GOING TO. OH, SORRY. OH, SO AND KIND OF GOING BACK TO WHAT PRESIDENT GRANT HAD MENTIONED, I'D LIKE US TO MAKE SURE. AND ESPECIALLY BECAUSE THOSE NUMBERS ARE NOT GOOD AT ALL AND THEY'RE UNACCEPTABLE.

I WANT US TO GO IN AND KIND OF I KNOW WE'RE HAVING TO DO EVERYTHING, BUT I'D LIKE US TO GO IN AND SEE HOW THE TEACHERS ARE DOING IT BECAUSE THEY'VE SAID THAT IT IS THIS ONE WAY STREET, AND BECAUSE THIS IS A ONE WAY STREET WHERE WE'RE AT AT A STANDSTILL.

I DON'T WANT IT TO APPEAR AS THOUGH IT'S THE STUDENTS THAT ARE INCAPABLE OF IT.

IS IT THE FACT THAT THE TEACHERS DON'T FEEL AS THOUGH THEY HAVE BEEN GIVEN ALL THE TOOLS OR WHAT THEY'RE NOT COMFORTABLE ON, AND IT IS QUITE POSSIBLE, BUT I KNOW MY STUDENTS CAN DO WAY BETTER THAN THAT.

SO I'D LIKE FOR US TO FIGURE OUT SO THAT WE CAN GET A CHANGE IN THAT NUMBER SOONER THAN LATER.

YEAH. THANK YOU. THANK YOU FOR THAT. AND IF SINCE WE HAVE A ROLL OF QUESTIONS GOING ON FOR THE REBELS, I WOULD LIKE TO ADD ONE MYSELF. SO ONE OF YOU HAD SAID THERE'S THIS DATA, THE DATA FOR MAKING, YOU KNOW, TO LOOK AT WHICH STUDENTS ARE MAKING PROGRESS AND WHICH STUDENTS ARE NOT, IS DO WE HAVE QUALITATIVE QUALITATIVE DATA TO TO HELP MAKE SENSE OF THIS QUANTITATIVE DATA, WE WOULDN'T HAVE QUALITATIVE DATA FROM STUDENTS, BUT WE SURVEY THE TEACHERS.

SO ONE OF THE THINGS WE'LL BE BRINGING YOU NEXT IS THE SURVEY DATA FROM TEACHERS.

SO AT THE START AND END OF EACH CYCLE, WE ASK THE TEACHERS, WHAT DO YOU FEEL LIKE YOU'VE MASTERED? WHAT DO YOU FEEL LIKE YOU KNOW, WELL ENOUGH TO INCORPORATE? WHAT DO YOU NEED ADDITIONAL HELP WITH? AND THEN IN MAY, WE'LL ALSO BE BRINGING BACK DATA FROM THE FOCUS GROUPS OF THE TEACHERS, SO THAT THE QUALITATIVE DATA WOULD REALLY BE FROM THE TEACHERS ABOUT THE INSTRUCTIONAL ROUTINES. BUT I DON'T KNOW THAT WE HAVE ANY QUALITATIVE DATA FROM STUDENTS AROUND LIKE THEIR DIBELS DATA.

THANK YOU. IS THAT SOMETHING, IS THAT SOMETHING THAT WE ARE LOOKING AT TO SURVEY THE STUDENTS? I THINK WE ALWAYS TALK TO STUDENTS ABOUT ENGAGEMENT AND THINGS LIKE THAT, BUT WE ALSO HAVE TO REMEMBER THE DEVELOPMENTAL LEVEL OF STUDENTS.

SO WHEN YOU'RE TALKING ABOUT TK FIRST GRADE, SOMETIMES IT WOULD BE HARD FOR THEM TO ARTICULATE ABOUT INSTRUCTIONAL ROUTINES AND THINGS LIKE THAT. BUT WE DEFINITELY TALK TO THEM ABOUT WHAT'S ENGAGING AND FUN AND WHAT THEY LIKE ABOUT READING SO THAT WE CAN GET THAT TYPE OF A THING.

BUT I, ONE THING I REALLY APPRECIATE IS IT WAS BROUGHT UP THAT TEACHERS WOULD LIKE TO BE ABLE TO PROVIDE SOME ADDITIONAL FEEDBACK.

AND THAT'S WHEN OUR TEAM STARTED DOING THE SURVEYS AFTER EACH CYCLE.

AND THEN LIKE THEY MENTIONED, DOING THE FOCUS GROUPS AT THE END TO GIVE SOME, SOME DATA BECAUSE WE HAVE A WIDE RANGE OF, OF TEACHERS AND WHAT THEY'VE ENGAGED IN WITH THE CURRICULUM AND DIFFERENT FEELINGS ABOUT THAT.

AND SO WE DEFINITELY WANT TO GATHER THAT AND USE THAT AS PART OF OUR CYCLE FOR CONTINUOUS IMPROVEMENT BECAUSE WE,

[00:40:05]

AND SO WE WANT TO CAPTURE WHAT ARE THE THINGS THAT ARE HAPPENING IN THOSE CLASSROOMS AND AT THOSE SCHOOL SITES.

AND WE ALSO ARE MEASURING THE LEVEL OF ENGAGEMENT TEACHERS ARE HAVING IN THE COACHING CYCLES AND FINDING THAT THAT THAT'S MAKING A DIFFERENCE AS WELL.

IT SOUNDS LIKE THERE'S AN INTENTIONAL EFFORT TO HAVE TEACHERS GET, YOU KNOW, GET SOME OF THAT FEEDBACK FROM THE STUDENTS IN THEIR CLASSES.

OKAY. THANK YOU. I'M SORRY, BUT I JUST WANT TO PIGGYBACK ON WHAT ROBIN WAS SAYING, THAT ABOUT COLLECTING THOSE FEEDBACK FROM THE TEACHERS AND HAVING THOSE FOCUS GROUPS.

I ALSO WANTED TO SEE IF THOSE TEACHERS WHO ARE PROVIDING FEEDBACK AND HAVE YOU KNOW, EXPERIENCE IN YEARS WHERE THEIR CLASSROOMS ARE REALLY DOING GOOD, WOULD THEY BE ABLE TO GO AND DO A TRAINING AS WELL WITH THE STRENGTHS THAT THEY BRING IN ON THE TABLE TOO? YOU'LL ACTUALLY HEAR ABOUT THAT A LITTLE BIT IN OUR SUMMER LEARNING.

SO ONE OF OUR PROGRAMS IS BEING MODELED AFTER AN EARLY LITERACY MODEL SITE.

SO THIS SUMMER WE WILL HAVE SOME OF OUR TEACHERS WHO ARE EXPERIENCING HIGH LEVELS OF SUCCESS WHO HAVE HIGH DEGREES OF IMPLEMENTATION OF THE COACHING AND ROUTINES THEY WILL BE MODELING IN CLASSROOMS THIS SUMMER AND ALSO PROVIDING A PD INSTITUTE THIS SUMMER.

THANK YOU. ALL RIGHT. SO ONE OF THE OTHER KEY COMPONENTS OF ANY INITIATIVE, BUT PARTICULARLY WITH LITERACY IS PARENT AND FAMILY ENGAGEMENT.

SO WE WANT TO MAKE SURE THAT WE UPDATE RESOURCES.

SO FOR EXAMPLE WE HAVE A WEB PAGE WHERE PARENTS CAN UNDERSTAND HOW DO I SUPPORT MY STUDENTS AT HOME WITH FOUNDATIONAL READING? OUR PARTNERSHIP WITH CAFE IS REALLY STRONG AROUND OUR BOOKS, AS WELL AS A FAMILY TOOLKIT THAT THE EARLY LITERACY TEAM UPDATES ON OUR WEBSITE.

SO ONE OF THE PIECES THAT YOU'VE SEEN WITH DEIDRA IS PRESENTING LITERACY AND LITERACY STRATEGIES THAT, THAT OUR FAMILIES CAN USE AT HOME. AND I JUST WANT TO HIGHLIGHT THE TIP EACH MONTH THAT ONE OF OUR STUDENTS HAS CREATED IN A PARTNERSHIP WITH CAFE.

HI, MY NAME IS ANSHIKA AND I'M A STUDENT AT THE UNIFIED SCHOOL DISTRICT.

I'M BACK TO SHARE READING TIP NUMBER FIVE BE A READING ROLE MODEL.

LET YOUR CHILDREN SEE YOU READING BOOKS, NEWSPAPERS, OR MAGAZINES.

AND LIKE I MENTIONED EARLIER, WE HOPE YOU WILL BE ABLE TO JOIN US AT OUR SPRING LITERACY EVENT.

SO ON MAY 15TH, WE HAVE AN AUTHOR, MIN LEE, WHO'S THE AUTHOR OF DRAWN TOGETHER.

WE WILL HAVE EVENTS AT ALL OF OUR SITES. WE'LL HAVE TWO EVENTS SPECIFICALLY AT OUR MODEL LITERACY SITES AT HERON AND BANNON CREEK. THE DAY ON MAY 15TH WILL INCLUDE A BOOKMARK CONTEST, AUTHORS READING PRIZES.

WE'RE GOING TO GIVE OUT AWARDS FOR THEIR DIBELS SCORES.

AND THEN WE WILL ADDITIONALLY HAVE MIN LEE ENGAGE IN A PARENT UNIVERSITY EVENT WITH OUR CAFE TEAM.

SO WE'RE REALLY EXCITED ABOUT THAT. AND WE'RE REALLY LOOKING FORWARD TO COMING BACK WITH MORE INFORMATION AFTER WE GET THE MAY DIBELS DATA AS WELL AFTER THIS EVENT. AND I JUST WANTED TO CLOSE BECAUSE IT IS A NEW INITIATIVE.

WE ARE ONLY IN THE FIRST YEAR, BUT THERE REALLY ARE SOME EARLY SUCCESSES, AND IT'S REALLY IMPORTANT THAT WE KIND OF IDENTIFY WHAT IT IS THAT WE SHOULD CHANGE, AND ALSO WHAT IT IS THAT WE SHOULD REPLICATE.

AND SO WHAT WE'RE REALLY SEEING IS THAT IN THE COACHING, RIGHT, WHERE THE COACHES ARE PUSHING INTO CLASSROOMS, THEY'RE DOING PD WITH TEACHERS. THAT IS BASED ON TEACHER FEEDBACK.

WE'RE SEEING THAT AN INCREASE IN INSTRUCTIONAL CONSISTENCY.

SO WHAT WE'RE SEEING IS THAT INSTRUCTIONAL IMPLEMENTATION IS, IS REALLY ABOUT SUPPORTING HIGH QUALITY FIRST INSTRUCTION BECAUSE WE, WE KNOW THAT WE CAN'T INTERVENE OUR WAY OUT OF THE BEST TIER ONE INSTRUCTION.

SO THAT'S SOMETHING WE'RE REALLY SEEING. AND IT'S IMPORTANT THAT THIS INVESTMENT IN COACHING IS TIED DIRECTLY TO TEACHER PRACTICE.

WE'RE SEEING THAT OUR SYSTEM IS REDUCING VARIABILITY ACROSS SITES, RIGHT? SO JUST LIKE TRUSTEE HARDIN MENTIONED, WE WANT TO SEE THE TRAJECTORY OF OUR STUDENTS BENDING AT THE SAME LEVEL EVERYWHERE.

FOR EVERY STUDENT, WE WANT ALL OF OUR STUDENTS ACHIEVING AND BEING PROFICIENT BY THE END OF THEIR YEAR.

SO STUDENTS ARE EXPERIENCING MORE EQUITABLE, HIGH QUALITY INSTRUCTION BECAUSE WE ARE GROUNDING EVERYBODY IN THE SCIENCE OF READING AND BECAUSE OF THE INSTRUCTIONAL ROUTINES IN THEIR ELA BLOCKS THAT OUR TOES ARE SUPPORTING WITH STUDENT DATA.

SO WE ALSO WANT TO CONTINUE LOOKING AT THE DATA AND HOW DATA IS INFORMING OUR INSTRUCTION MORE CONSISTENTLY.

[00:45:04]

AND IT'S THESE PIECES ALL TOGETHER THAT ARE MOST CRITICAL FOR ANY SUSTAINED IMPROVEMENT OVER TIME.

SO WE'RE, WE'RE HAPPY ABOUT STRENGTHENING OUR TIER ONE INSTRUCTION.

AND WE'RE REALLY EXCITED TO ADD THIRD GRADE AND TO BE ABLE TO GO INTO YEAR TWO NEXT YEAR.

SO, OKAY. QUESTIONS? ONE LAST THING. COULD JUST A REQUEST TO BE PROVIDED WHEN IT'S AVAILABLE.

JUST ANALYTICS ON THE TOOLKIT USAGE. OH YEAH.

OKAY. THANKS. THANK YOU. THAT WAS ONE OF MINE.

AND THEN THE OTHER ONE IS JUST. CAN WE GET IN? I MAY HAVE MISSED IT, BUT I KNOW WE GAVE MISS MEEKS A SHOUT OUT, BUT THE OTHER TEACHER, I DID NOT CATCH HER NAME.

SIMRAN LALLY IS A KINDERGARTEN TEACHER AT PBS.

YES. ALRIGHTY. I JUST WANTED TO MAKE SURE SHE GOT HER FIVE SECONDS OF PAIN.

THANK YOU, THANK YOU. TRUSTEE MORE. I HAVE ONE MORE QUESTION.

AT LEAST ONE MORE QUESTION. OKAY, ONE QUICK QUESTION IS.

THERE'S A MENTION OF DIBELS, BUT ALSO LECTURA.

IS LECTURA THE SCREENER FOR ENGLISH LEARNERS? IT IS DIBELS IN SPANISH. OH I SEE. FOR HAAS. AND OH, AND ONE MORE QUESTION.

I THINK THIS WOULD BE RELATED TO THE EARLY SUCCESSES.

THE. SO THE METRIC FOR FOR STUDENT ACHIEVEMENT MOVING FORWARD IS THE CASP SCORES.

OKAY. JUST WANTED TO CONFIRM THAT. BUT WE WILL REACH THIRD GRADE.

YEAH. WE WON'T GIVE CASP UNTIL SPRING OF THIRD GRADE.

SO WE WANT TO KEEP BRINGING YOU THE DATA ON DIBELS BECAUSE THAT WILL SHOW MOVEMENT AND STUDENT ACHIEVEMENT FROM K ONE, TWO AND THE START OF THIRD. YOU WON'T SEE CASP UNTIL THE END OF THIRD.

SO IF WE FOLLOW A STUDENT FROM THE BEGINNING, IT'LL BE THREE YEARS OR NO FOUR YEARS, AT LEAST FOUR YEARS UNTIL WE ARE ABLE TO KIND OF TO LOOK AT WHAT THEIR, THEIR THEIR, THEIR TEST SCORES WITH CASPER.

FOR STATE DATA. BUT WE DO HAVE OTHER DIAGNOSTICS LIKE OUR I-READY AND I-READY IS SHOWN TO BE A PRETTY GOOD PREDICTOR OF TASK PERFORMANCE.

AND WE DO GIVE I-READY ALSO IN PRIMARY GRADES.

SO WE SHOULD SEE THAT MOVE AS WELL. WE SHOULD BE LOOKING AT MULTIPLE MEASURES.

BUT FOR STATE DATA. YES. YOU WON'T SEE THAT UNTIL THE END OF THIRD GRADE.

OKAY. THANK YOU. ALL RIGHT. IT LOOKS LIKE THAT'S IT.

THANK YOU SO MUCH. THANK YOU. PRESENTATION. THANK YOU.

THANK YOU. ALL RIGHT. NEXT UP IS OUR SUMMER SCHOOL 2026 PROGRAM

[XIV.b. Summer School 2026 Program Offerings]

THANK YOU. WELL THANK YOU. GOOD EVENING, PRESIDENT GRANT AND TRUSTEES.

SO I'M HERE TONIGHT TO TALK ABOUT OUR SUMMER PROGRAM OPPORTUNITIES THAT WE'RE OFFERING.

THEY ARE OFFERED TO ALL PK TO 12TH GRADE. THIS REQUIRED OUR SUMMER PROGRAMS ARE DIRECTLY ALIGNED WITH OUR GOALS ONE, TWO, THREE, AND FOUR, PROVIDING ACCESS TO ACADEMIC GROWTH, SOME SUPPORTING SOCIAL EMOTIONAL SUPPORTS, AND ALSO CREATING A SAFE AND ENGAGING ENVIRONMENT AND ALSO PROMOTING PARENT ENGAGEMENT.

OUR INTENT AND OUR GOAL IS TO PROVIDE MEANINGFUL OPPORTUNITIES FOR STUDENTS TO PARTICIPATE OVER OUR SUMMER.

OUR PROGRAMS ARE DESIGNED TO. SO TODAY I'LL BE TALKING ABOUT AN OVERVIEW OF THE SUMMER PROGRAM OFFERINGS AND THEN ALSO THE REGISTRATION PROCESS.

THE PRIORITY GROUPS. AND THEN ALSO TALK ABOUT THE DATES AND SITES THAT WE'RE OFFERING PROGRAMS. OUR PROGRAMS ARE DESIGNED TO PROVIDE OPPORTUNITIES FOR STUDENTS, LIKE I SAID, PROVIDE TARGETED INTERVENTION.

ALSO PROVIDE SOCIAL EMOTIONAL SUPPORT. PROVIDING STEM AND ALSO CT OPPORTUNITIES DURING SUMMER AND ALSO PREVENTING SUMMER LEARNING LOSS AND PROVIDING THAT ACADEMIC ENRICHMENT. AGAIN, THIS IS DISTRICT WIDE PROGRAM ACROSS ALL OF THE MAJORITY OF OUR CAMPUSES.

I'LL START WITH OUR LEAP ACADEMY PROGRAM. OUR LEAP ACADEMY PROGRAM WILL BE RUNNING AT THREE OF OUR SCHOOL SITES, AND IT'S OFFERED TO CURRENT TK TO FIFTH GRADE STUDENTS.

THESE ARE STUDENTS THAT ARE CURRENTLY IN GRADE LEVEL NOW, BANNON CREEK, AS TANYA MENTIONED, THAT IS GOING TO BE ONE OF OUR MODEL SCHOOL SITES.

WE'LL ALSO BE OFFERING PROGRAM AT HIGHLAND HEIGHTS AT WITTER RANCH.

THIS IS A SIX WEEK PROGRAM. IT WILL BE RUN. IT'LL START ON ON JUNE 4TH.

[00:50:05]

THERE WILL BE NO SCHOOL ON JUNE 19TH AND ALSO JULY 3RD.

OUR FOCUS IS LITERACY AND MATH INTERVENTION AND OF COURSE SOME ENRICHMENT OPPORTUNITIES THROUGHOUT THE DAY.

TRANSPORTATION IS PROVIDED FOR OUR THREE SITES.

STUDENTS WILL HAVE ACCESS TO TRANSPORTATION FROM THEIR HOME SCHOOL TO THE SITE.

OUR TIER REGISTRATION PROCESS FOR THE LEAP ACADEMY.

WHAT WE LOOK AT IS TIER ONE IS FOR REGISTRATION FOR STUDENTS THAT ARE IDENTIFIED THROUGH OUR STUDENT DATA, LIKE OUR DIBELS I-READY, OUR CAS DATA WHO ARE IN MOST NEED OF INTENSIVE SUPPORT.

SO THAT IS OUR TIER ONE. AND THEN WE ALSO TAKE TEACHER RECOMMENDATIONS TO HAVE PRIORITY IN SUMMER SCHOOL.

SO THESE STUDENTS HAVE EARLY ACCESS TO GET IN PROGRAM.

THEY GET NOTIFICATIONS THROUGH PARENT SQUARE. TEACHERS ALSO SUPPORT WITH ENCOURAGING FAMILIES TO REGISTER. SO THEY GET THE FIRST WINDOW.

THEY GET TO PARTICIPATE IN EARLY REGISTRATION.

THEN WE OPEN IT UP DISTRICT WIDE, WHICH IS MARCH 16TH, WHICH A WEEK LATER.

BUT AGAIN, WE TRY TO PRIORITIZE OUR TIER ONE STUDENTS.

AS OF LAST WEEK OF APRIL 7TH, WE RECEIVED 768 APPLICATIONS FOR STUDENTS TO PARTICIPATE IN.

PROGRAM APPLICATIONS REMAIN OPEN AND WILL REMAIN OPEN BECAUSE DURING SUMMER IT FLUCTUATES.

STUDENTS GET INTERESTED AND THEN THEY JUST DROP. SO WE CONTINUE TO PROVIDE THAT OPPORTUNITY FOR STUDENTS. APPLICATIONS OPEN BASED ON SPACE AVAILABILITY.

OUR MIDDLE SCHOOL PROGRAM WILL BE HELD AT NATOMAS MIDDLE SCHOOL, AND THIS IS FOR CURRENT SIXTH TO SEVENTH GRADE STUDENTS.

THIS IS A TWO WEEK I MEAN A FOUR WEEK SESSION, BUT IT'S IN SESSIONS AND TWO I'M SORRY, FOUR WEEKS, TWO SESSIONS. THERE WILL ALSO BE OFFERING MATH AND ELA AND THEN ALSO THAT CTE COMPONENT.

SO MIDDLE SCHOOL STUDENTS HAVE AN OPPORTUNITY TO PARTICIPATE IN CTE ACTIVITIES.

TRANSPORTATION ALSO IS AVAILABLE FOR OUR MIDDLE SCHOOL PROGRAM AND THAT IS FROM THEIR HOME SCHOOL TO NATOMAS MIDDLE SCHOOL.

OUR HIGH SCHOOL PROGRAM. THIS IS FOR INCOMING NINTH THROUGH 12TH GRADE AT ALL OF OUR HIGH SCHOOLS AND NATOMAS HIGH AND LEROY GREENE ACADEMY LEROY GREEN ACADEMY WILL ONLY OFFER TWO SESSIONS. DATES RUN FROM JUNE TO JULY 17TH AND OUR SUMMER.

OUR HIGH SCHOOL PROGRAM IS CREDIT RECOVERY AND ACCELERATION THAT ALLOWS STUDENTS TO RECOVER CREDITS TO STAY ON TRACK FOR GRADUATION.

DISCOVERY WILL ALSO BE RUNNING A SUMMER PROGRAM.

THIS IS FOR THEIR INCOMING 10TH AND 12TH GRADERS.

THEY WILL ALL FOR BE THREE SESSIONS, AND THIS IS MOSTLY FOCUSED ON HIGH SCHOOL CREDIT RECOVERY.

AND OUR LAST PROGRAM THAT WE HAVE IS OUR SPECIAL ED PROGRAM. OUR ESY PROGRAM.

THIS IS FOR STUDENTS PRE-K TO 12TH GRADE. AND THIS WILL BE HELD AT NATOMAS HIGH END AT TWO RIVERS THIS YEAR.

AND OUR PCA RUNS FROM 830 TO 1130. AND THEN OUR TK TO ADULT IS FROM 830 TO 12.

THIS IS RUNS THROUGH THE WHOLE MONTH OF JUNE.

AND THIS SUPPORTS STUDENTS TO, YOU KNOW, STAY WITH THEIR IEP PLAN AND TRY TO KEEP THEM ENGAGED THROUGHOUT AND NOT REGRESS.

ALRIGHT. TRUSTEES QUESTIONS. COMMENTS. TRUSTEE HARDIN.

THANK YOU. SO IT SAYS THAT WE HAVE OVER 768 APPLICATIONS SO FAR.

AND OBVIOUSLY IT WILL CHANGE. APPROXIMATELY HOW MANY SPOTS DO WE HAVE AVAILABLE? HOW MANY SPOTS WE HAVE AVAILABLE. WE'RE AIMING FOR 200 PER SCHOOL SITE.

OKAY. FOR THE PROGRAM. ALL RIGHT. SO JUST ABOUT TWO.

SAME FOR NAT.THOMAS. WE'RE TRYING TO GET AS MANY MIDDLE SCHOOLS AS WE CAN.

OKAY, SO THAT'S A GOOD NUMBER. AND THEN AS FAR AS THE SPECIAL ADDRESS, YOU MENTIONED IT.

BUT JUST FOR PEOPLE THAT. SO THEY CAN KNOW THAT THEIR IP IEP HAS TO HAVE E S Y ON THERE.

SO EVERYBODY WILL NOT BE ELIGIBLE JUST TO BE ABLE TO COME AND GO.

ALL RIGHT. THANK YOU VERY MUCH. NICE PRESENTATION. THANK YOU.

TRUSTEE MOORE HAS ONE QUESTION. OH SORRY. YES THANK YOU.

YES. THANK YOU FOR THE PRESENTATION. I JUST HAD ONE QUESTION. SO BECAUSE THE CURRENT NUMBER OF APPLICATIONS THAT HAVE BEEN SUBMITTED ARE ACROSS THE DISTRICT, ARE THERE SCHOOL SITES THAT WHERE THERE WILL BE BECAUSE OF SOME OF THE YOU KNOW, SOME OF THE DATA THAT WE HAVE TO GO OFF OF FOR ACHIEVEMENT BASED ON SCHOOL SITES, WILL THERE BE KIND OF TARGETED OUTREACH FOR STUDENTS FROM, YOU KNOW, FROM SPECIFIC SCHOOL SITES? SO THAT'S OUR TIER ONE. SO THAT IS ALL OF OUR STUDENTS.

IT IS A DISTRICT WIDE APPROACH FOR TIER ONE. SO ALL STUDENTS HAVE BEEN IDENTIFIED FOR ADDITIONAL SUPPORT OR REFERRED BY THEIR TEACHER.

SO THAT IS DISTRICT WIDE. IT'S NOT TARGETED. IT'S JUST PRETTY MUCH ANYONE THAT FALLS IN THAT TIER.

I SEE OKAY. THANKS. ALL RIGHT. THANK YOU SO MUCH.

ALL RIGHT. WE'RE GOING TO GO AHEAD AND MOVE ON TO OUR ACTION ITEMS.

[XV.a. Approve Modifications to the NUSD Health and Welfare Contribution Rates for Management and Contracted Management Staff]

[00:55:03]

DISCUSSION. MOTION. JUST SO IF WE CAN JUST GO AHEAD AND LET THE PUBLIC KNOW THAT THAT IS DOES NOT MEAN THE SUPERINTENDENT.

THAT DOES NOT MEAN THE. THAT. I GOT YOU. THAT'S THE NEXT ITEM SPECIFICALLY.

BUT THERE YOU GO. I GOT YOU BACK. MOVED TO APPROVE.

THERE'S NO QUESTIONS. OH. IT'S PERFECT. FOOTNOTE THERE.

SO THERE'S A MOTION AND THERE'S A SECOND, BUT LET ME CHECK THIS PUBLIC COMMENT REAL FAST.

HELENE, IS THIS RELATED TO THIS ITEM? GOT IT.

OKAY. SO THERE'S A MOTION BY TRUSTEE HARDIN AS IT'S SECOND BY TRUSTEE MEHTA.

COULD YOU PLEASE CALL THE ROLL? GRANT A HARDIN I META I MORA.

ALICIA. ALL RIGHT, THAT MOTION CARRIES FIVE ZERO ACTION ITEM B APPROVED MODIFICATIONS TO THE MANAGEMENT SALARY SCHEDULE.

[XV.b. Approve Modifications to the Management Salary Schedule]

FOLLOW THE RECENT APPROVAL OF MODIFICATIONS TO THE THE CERTIFICATED, UNREPRESENTED, AND CONFIDENTIAL SALARY SCHEDULES.

THESE MODIFICATIONS DO NOT INCLUDE OR APPLY TO THE CONTRACTED MANAGEMENT SALARY SCHEDULE OR THE SUPERINTENDENT.

OKAY. ALL RIGHT. SO IS THERE ANY DEBATE? DISCUSSION? ALL RIGHT. WE'RE TRYING TO TAKE CARE OF EVERYONE HERE, SO I'LL GO AHEAD AND MOVE APPROVAL. IS THERE A SECOND? I'LL SECOND THAT MOTION. ALL RIGHT.

MOVED BY TRUSTEE GRANT, SECONDED BY TRUSTEE HARDIN.

ELLEN, COULD YOU PLEASE CALL THE ROLL? GRANT, I.

HARDIN, I META I. MAURA. ALICIA, I. ALL RIGHT.

MOTION CARRIES FIVE ZERO. ACTION ITEM C, SELECT AND VOTE FOR ONE CANDIDATE TO SERVE AS A REPRESENTATIVE TO THE CSBA DELEGATE ASSEMBLY

[XV.c. Select and Vote for One (1) Candidate to Serve as a Representative to the CSBA Delegate Assembly (Run-off Election)]

I CAN SPEAK TO THIS ONE. OKAY. WOULD YOU PLEASE.

SURE. OF COURSE. SO THERE WAS A RECENT ELECTION FOR THE DELEGATE ASSEMBLY.

HOWEVER, THERE'S A LITTLE BIT. I'M SORRY. I MIGHT BE GETTING OLD HERE.

OKAY, I AM GETTING OLD. OKAY. THERE WAS A RECENT ELECTION IN REGION SIX B.

FOR THE CCPA DELEGATE ASSEMBLY. HOWEVER, THERE WAS A TIE BETWEEN TWO INDIVIDUAL RIGHT WRITE IN CANDIDATES.

AND SO THERE IS NOW A RUNOFF ELECTION FOR THOSE TWO.

IT'S ATTACHED TO THE BOARD AGENDA. AND THE BOARD MAY VOTE FOR ONE OF THESE INDIVIDUALS.

THE INDIVIDUALS ARE SASHA FROM TWIN RIVERS AND THEN DELIA FROM ELK GROVE.

THESE ARE TRUSTEES IN THOSE DISTRICTS. ALL RIGHT.

SO ANYONE WANTS TO MAKE A RECOMMENDATION. GO AHEAD.

SASHA WAS THE ONE THAT I HAD RECOMMENDED. SO ALTHOUGH THEY'RE BOTH GREAT INDIVIDUALS.

I'M GOING TO STILL MAKE A MOTION FOR SASHA STRICTLY BASED OFF OF THE THINGS THAT SHE HAS DONE WITHIN THE TWIN RIVERS SCHOOL DISTRICT.

AND BECAUSE SHE'S OUR NEIGHBORING DISTRICT, THE OTHER TRUSTEE IS FROM ELK GROVE AND THEY ALREADY HAVE, I BELIEVE IT IS THREE REPRESENTATIVE REPRESENTATIVES WITH THIS.

SO IT'S IMPORTANT THAT WE LOOK AT THE FACT THAT THIS WILL BE A DEMOGRAPHIC THAT CAN BE COVERED.

IT'S THERE OBVIOUSLY ALL OF OUR NEIGHBORS, BUT TWIN RIVERS IS RIGHT NEXT DOOR.

AND AT TIMES WE SHARE SCHOOLS, IDS, IDEAS. THANK YOU TWIN RIVERS PD FOR COMING THROUGH FOR US SO QUICKLY.

HER TERM DOESN'T END TILL 2028. SO IT'S GIVEN STABILITY, WHICH IS SOMETHING THAT THEY'VE BEEN LACKING FOR A LOT OF YEARS.

IF ANYBODY IS ASKING, I DO HAVE A LITTLE BIT OF INFORMATION.

IF ANYBODY WANTS ME TO READ SOME OF THE THINGS ON WHY SHE'S RUNNING, I'M MORE THAN WELCOME TO DO SO.

THANK YOU. OKAY, YOU GOTTA TURN ON YOUR MIC. I'M SORRY.

I'M OKAY WITH SASHA. OKAY? YEAH. ALL RIGHT. IT LOOKS LIKE A MOTION.

AND A SECOND I'M HEARING. YES, I'LL SECOND IT.

OKAY. MOTION BY TRUSTEE HARDIN, A SECOND BY TRUSTEE MEHTA.

HELEN, COULD YOU PLEASE CALL THE ROLL? GRANT ABSTAIN.

HARDEN. I. MEHTA. I. MORA. ALICIA. I. OKAY. SO THAT MOTION DOES NOT CARRY.

DID SHE SAY. DID YOU SAY. SHE SAID, BUT THERE'S TRUSTEE.

OKAY. OKAY, SO BUT DON'T WANT TO JUST MOVE ON AND STOP THE CONVERSATION.

SO I'M GOING TO MOTION FOR RECONSIDERATION. IS THERE A SECOND? OH, I DIDN'T HEAR THE MOTION. WELL IT FAILED.

OH NO. NO. OKAY. NO. YEAH. SO I'M JUST TRYING TO CONTINUE DISCUSSION ON SOMETHING THAT MAY HAVE JUST FAILED INCIDENTALLY, RATHER THAN FOR A REAL PURPOSE. SO I'M JUST GOING TO MOTION FOR RECONSIDERATION ON THAT LAST ITEM.

IS THERE A SECOND? IF THERE'S NOT, THEN WE'LL MOVE ON. OKAY.

THERE'S NO PROBLEM. THE PRESIDENT DOES NOT ALWAYS NEED A SECOND. ALL RIGHT.

[XV.d. Ratify Resolution No. 26-12 Recognizing March 2026 as National Women's History Month]

[01:00:01]

SECONDED BY A STUDENT BOARD MEMBER. HELENE, COULD YOU PLEASE CALL THE ROLL? GRANT I HARDIN I MEHTA I MORA I ALICIA I. ALL RIGHT.

THAT MOTION CARRIES FIVE ZERO. ACTION ITEM E APPROVED RESOLUTION NUMBER 2615, DESIGNATING MAY 6TH,

[XV.e. Approve Resolution No. 26-15, Designating May 6, 2026 as National School Nurse Day]

ALL RIGHT, YOU GOT TO HIT YOUR MIC. I'M SORRY.

THE PUBLIC'S NOT HERE. I'LL MOVE THE MOTION. ALL RIGHT. MOVED BY TRUSTEE MEHTA, SECONDED BY TRUSTEE MORA.

HELENE, COULD YOU PLEASE CALL THE ROLL? GRANT A PARDON? I MEHTA. HI, MAURA, I ALICIA I. ALL RIGHT. MOTION CARRIES FIVE ZERO.

[XV.f. Approve Resolution No. 26-16 Designating May 13, 2026 as California Day of the Teacher]

ALL RIGHT. THAT SOUNDS LIKE A MOTION FROM TRUSTEE HARDEN. I'LL SECOND IT.

SECONDED BY TRUSTEE MEHTA. ELAINE, COULD YOU PLEASE CALL THE ROLL? GRANT A PARDON? HI, MITA. HI, MAURA. HI, LUCIA.

HI. ALL RIGHT. MOTION CARRIES FIVE ZERO. ACTION ITEM G APPROVED.

[XV.g. Approve Resolution No. 26-17 Designating the Week of May 17-23, 2026 Classified School Employee Week]

ALSO, SHOUT OUT TO OUR CLASSIFIED STAFF. THAT IS A MOTION FROM TRUSTEE GRANT.

IS THERE A SECOND? SECOND FROM TRUSTEE HARDIN TOO LATE? NO. TRUSTEE MORRIS. ALL RIGHT. WELL, SHE YIELDS.

SO WE WILL HAVE A SECOND BY TRUSTEE MORA. ELLEN, COULD YOU PLEASE CALL THE ROLL? GRANT A HARDEN. I SAID TAI MITA. MORA. ALICIA, I.

ALL RIGHT, THAT MOTION CARRIES FIVE ZERO. NEXT UP, ACTION ITEM H APPROVE RESOLUTION NUMBER 2618,

[XV.h. Approve Resolution No. 26-18, Designating May 18, 2026 as National Speech Pathologist Day]

MOVE APPROVAL. YES, YOU HAVE TO DO THAT. SO LET'S MOVE BY TRUSTEE HARDIN, SECONDED BY TRUSTEE MORA.

ELLEN, COULD YOU PLEASE CALL THE ROLL? GRANT, I.

HARDIN. I. MITA I MORA I. LUCIA. I MOTION CARRIES FIVE ZERO.

[XV.i. Approve Resolution No. 26-19, Designating the Month of May as Mental Health Awareness Month]

CAN I MOVE APPROVAL AND ALSO SAY THERE'S AN OUT OF THE DARKNESS WALK FOR THE SACRAMENTO AREA TOMORROW AT 5 P.M.

AT SACRAMENTO STATE, WHICH I THINK PEOPLE SHOULD KNOW ABOUT.

ALL RIGHT. THANK YOU FOR THAT INFORMATION. TRUSTEE MORA HAS MOVED APPROVAL.

IS THERE A SECOND, SECOND, SECOND BY TRUSTEE MEHTA? COULD YOU PLEASE CALL THE ROLL? GRANT HARDIN I I MORA I ALICIA AYE, AYE.

MOTION CARRIES FIVE ZERO. ALL RIGHT. WE ARE NOW DOWN TO OUR PUBLIC COMMENT.

[XVI. PUBLIC COMMENTS]

ALL RIGHT. SO I HAVE JENNIFER SOUSA. SOMEONE'S COMPUTER. WAS THAT NOT WHAT I WAS SUPPOSED TO DO? OH, YOU TURN THAT OFF. THOUGHT THAT NOISE WAS RELATED TO ME. OKAY.

I JUST WANTED TO TAKE A MOMENT TO ACKNOWLEDGE SOMETHING REALLY IMPORTANT THAT HAPPENED IN THE LAST SEVEN DAYS.

AND THAT WAS WHEN IT MATTERED MOST. THE SYSTEMS THAT HAVE BEEN PUT IN PLACE WORKED REALLY WELL.

THERE WAS A QUICK RESPONSE IMMEDIATE ATTENTION, CLEAR COMMUNICATION.

IT FELT REALLY SMOOTH AND IT FELT LIKE A REALLY GOOD COLLABORATION BETWEEN PARENTS AND THE DISTRICT AND TEACHERS.

OUR COMMUNITY NOTICED THAT AND I NOTICED THAT.

I ALSO WANTED TO RECOGNIZE MR. BAKER. HE'S BEEN A STEADY, GROUNDED LEADER IN A VERY DIFFICULT TIME.

AND THAT KIND OF CONSISTENCY MATTERS. I FELT THAT EVEN THOUGH MY DAUGHTER HAD ALREADY LEFT, THAT HER CLASSMATES WERE SAFE. I JUST I'VE COME TO THIS BOARD MANY TIMES.

I'VE PUSHED YOU VERY HARD. I'VE ASKED A LOT OF REALLY DIFFICULT QUESTIONS, AND I DO THAT BECAUSE WHAT HAPPENED ON FRIDAY IS WHAT I'VE NEVER WANTED TO SEE IN 34 YEARS OF TEACHING. AND I KNOW THAT I'VE PUSHED NOT ONLY THE BOARD, BUT ALSO TEACHERS AND ALSO PARENTS VERY HARD OVER THE LAST YEAR ESPECIALLY.

AND WHAT I HOPE TO DO NOW IS BRING PARENT VOICES TOGETHER WITH THE DISTRICT AND WITH TEACHERS, SO THAT WE'RE ALL IN COLLABORATION, NOT IN SILOS FOR THE BENEFIT OF EVERYONE.

WE'RE ALREADY SEEING SOME SIGNS OF PROGRESS BY INCLUDING THIRD GRADE IN THE LITERACY INITIATIVE.

[01:05:04]

AND I'M SEEING NEW FACES SHOW UP ON PARENT ADVISORY COMMITTEES.

THESE ARE ALL REALLY MEANINGFUL STEPS. AND I JUST BELIEVE THAT WHEN WE SET OUR COLLABORATION ALIGN WHAT MATTERS MOST, WHICH IS OUR STUDENTS, WE CAN CREATE REAL SUCCESS.

I HOPE THAT WE CAN ALL MOVE FORWARD TOGETHER IN PARTNERSHIP WITH FAMILIES, WITH PARENT VOICES AND TEACHERS AND THE DISTRICT TO WORK TOGETHER SO THAT WE CAN PROMOTE SUCCESS FOR EVERYONE. THANK YOU. ALL RIGHT. LOOKS LIKE THERE'S NO FURTHER BUSINESS BEFORE THE BOARD, SO I WILL ADJOURN THIS MEETING AT 6:39 P.M..

THANK YOU SO MUCH.

* This transcript was compiled from uncorrected Closed Captioning.