[1. Public Meeting]
[00:00:12]
>> GOOD EVENING, EVERYBODY APPEAR GOOD TO HAVE YOU ALL HERE. I WANT TO CALL THIS MEETING TO ORDER. THE TIME IS 5:02 P.M. THIS IS THE OCTOBER 2 REGULAR BOARD MEETING OF THE FONTANA UNIFIED SCHOOL DISTRICT. AS I SAID WE ARE NOW IN SESSION. ALL BOARD MEMBERS ARE PRESENT THIS EVENING. I'M GOING TO ITEM 1.2, THE ADOPTION OF THE AGENDA, AND MADAME SUPERINTENDENT , ARE THERE ANY CHANGES TO TONIGHT'S AGENDA?
>> THERE ARE NO CHANGES TO THE AGENDA.
>> BOARD PRESIDENT, I DID REQUEST, IT WAS FOR THE SEPARATE DISCUSSION AND ACTION.
THEN. >> THANK YOU. WITH THAT BEING SAID MAY I HAVE A MOTION AND SECOND TO ADOPT THE AGENDA AS
PROVIDED . >> THANK YOU MR. PEREZ. THANK YOU ESTHER ARMENDAREZ. HEARING NONE I WILL HAVE A ROLLCALL VOTE. MS. SANDOVAL. THANK YOU. MR. ARMENDAREZ. THAT MOTION CARRIES 5-0. OPPORTUNITY FOR PUBLIC COMMENT. THE FONTANA UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION WELCOMES COMMENTS FROM OUR COMMUNITY STAKEHOLDERS. INDIVIDUAL SPEAKERS WILL BE ALLOWED THREE MINUTES TO ADDRESS THE BOARD ON CLOSED SESSION AGENDA ITEMS. A TIMER WILL BE USED AND WE ASK SPEAKERS TO RESPECT THE TIME LIMIT TO MAKE SURE EVERYONE HAS A CHANCE TO SPEAK . PLEASE ADDRESS YOUR COMMENTS DIRECTLY TO THE BOARD. WE ASK THAT ALL COMMENTS BE CIVIL AND RESPECTFUL TO MAINTAIN AN ORDERLY MEETING. PLEASE REFRAIN FROM CLAPPING, SHOUTING, OR OTHER DISRUPTIVE BEHAVIOR DURING OR AFTER SPEAKER COMMENTS. PUBLIC COMMENTS MUST BE ISSUES IN THE JURISDICTION OF THE SCHOOL DISTRICT. IF YOU HAVE SPECIFIC CONCERNS ABOUT AN INDIVIDUAL , WE SUGGESTED BE ADDRESSED THROUGH THE APPROPRIATE CHANNELS RATHER THAN THROUGH A PUBLIC FORUM. IF YOU PREFER YOU CAN SUBMIT YOUR COMMENTS IN WRITING TO THE BOARD SECRETARY WHO WILL ENSURE THEY ARE SHARED WITH ALL BOARD MEMBERS. GOVERNMENT CODE SECTION 54954.2 PROHIBITS THE GOVERNING BOARD FROM DISCUSSING OR ACTING ON ANY MATTER THAT IS NOT ON THE PUBLISHED AGENDA.
BOARD MEMBERS MAY ASK A QUESTION FOR CLARIFICATIONS ON COMMENTS MADE, AND IF APPROPRIATE, REFER THE MATTER TO THE SUPERINTENDENT OR HER DESIGNEE. YOUR PARTICIPATION IS IMPORTANT TO US AND WE APPRECIATE YOUR COOPERATION MAKING THIS A PRODUCTIVE MEETING FOR ALL. MADAME
[2. Closed Session]
[3. Open Session]
>> GOOD EVENING, EVERYBODY. WE ARE BACK FROM CLOSED SESSION AND IT IS 7:02. THANK YOU FOR YOUR PATIENCE , WE HAD SOME HEAVY STUFF TO DISCUSS. I AM CALLING THIS MEETING TO ORDER.
LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT THIS EVENING. AT THIS TIME, A NOTE, FOR THE PLEDGE , WHERE DID IT GO? BEFORE I MOVE FORWARD, BE ADVISED WE ARE RECORDING THE BROADCAST OF THIS MEETING IS BEING MADE AT THE DIRECTION OF THE BOARD, AND WE WILL GOING TO OUR 3.2 PLEDGE OF ALLEGIANCE FOLLOWED BY 3.3, A MOMENT OF SILENCE , AND WE HAVE ADOPTED THIS PRACTICE TO OFFER A MOMENT OF SILENCE AS PART OF THE ATTENDEES OR AS TO PAUSE, MEDITATE, PRAY, REFLECT OR OTHER SUDDEN ACTIVITY TO MOVE OUR WORK FORWARD COLLECTIVELY.
WE HAVE A FEW ANNOUNCEMENTS TO MAKE PRIOR TO OUR MOMENT OF SILENCE. PLEDGE OF ALLEGIANCE, MOMENT OF SILENCE, AND WE WILL BE LED BY RILEY AND IAN. IF THEY CAN COME UP, MR. GARCIA TO COME UP, THEY WILL LEAD THE PLEDGE OF ALLEGIANCE. PLEASE
STAND. >> PLACED HER RIGHT HAND OVER YOUR HEART. I PLEDGE ALLEGIANCE TO THE FLAG, OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS , ONE NATION UNDER GOD INDIVISIBLE WITH LIBERTY AND
JUSTICE FOR ALL. >> THE FATHER OF LISA RIVERA, SENIOR DIRECTOR OF PROGRAMMING AND COMPLIANCE. FAMILY MEMBER PASSING , DAVID WEEKS, THE BROTHER OF SHIRLEY , EXECUTIVE
[00:05:03]
ASSISTANT IN STUDENT SERVICES AND MELISSA, TEACHER AT MILLER HIGH SCHOOL.>> THANK YOU , EVERYBODY. YOU MAY BE SEATED. 3.4 IS A REPORT FROM CLOSED SESSION AND I HAVE SEVERAL THINGS TO REPORT OUT.
IN CLOSED SESSION, THE BOARD OF EDUCATION APPROVED A STICK THE EXPULSION OF HIGH SCHOOL RM FOR THESTUDENT FALL AND SPRING SEMESTERS, IT CARRIED A 5-0 VOTE. THE BOARD OF EDUCATION APPROVED THE EXPULSION FOR DLV, FOR THE FALL AND SPRING SEMESTERS OF THE 2024-2025 SCHOOL YEAR, IT CARRIED A 5-0 VOTE. IN CLOSED SESSION, WE ARE PRETTY STIPULATED EXPULSION OF IH FOR THEHIGH SCHOOL STUDENT FALL AND SPRING SEMESTERS OF THE 2024-2025 SCHOOL YEAR, MOTION BY MR. PEREZ AND CARRIED A 5-0 VOTE. IN CLOSED SESSION, THE BOARD OF EDUCATION APPROVED EXPULSION OF HIGH SCHOOL STUDENT CG FOR THE FALL AND SPRING SEMESTERS OF THE 2024-2025 SCHOOL YEAR, IT CARRIED A 5-0 VOTE. THE BOARD OF EDUCATION APPROVED THE CLAIM 23-11239 , $175,000, THAT ALSO CARRIED A 5-0 VOTE. THAT IS ALL FROM CLOSED SESSION TODAY. REPORTS, TWO PRESENTATION ON THE AGENDA AND I WILL GIVE IT BACK TO OUR SUPERINTENDENT WHO WILL PRESENT OUR PRESENTERS AND SPEAKER.
>> A PRESENTATION FIRST FROM DATE ELEMENTARY, THE PRINCIPAL TO HIGHLIGHT THE AMAZING WORK THAT IS GOING ON AT YOUR SCHOOL
. THANK YOU FOR BEING HERE. >> BOARD PRESIDENT , SUPERINTENDENT, MEMBERS , I AM THE PROUD PRINCIPAL , THANK YOU FOR ALLOWING US TO GIVE A BRIEF SNAPSHOT OF THE FABULOUS THINGS WE ARE DOING AT DATE. WE BELIEVE IN CULTIVATING THE ENTIRE CHILD, ACADEMICALLY, SOCIALLY, AND DEVELOPMENT OF STUDENTS TO BE LEADERS. OUR VIDEO PRESENTATION WILL HIGHLIGHT WHAT WE ARE ALL ABOUT AN HOUR STAKEHOLDER PRESENTERS WILL DELIVER A FIRST-HAND ACCOUNT OF THEIR EXPERIENCES IN OUR SCHOOL . BEFORE WE PLAY THE VIDEO, AND HEAR FROM OUR PRESENTERS, I WANTED TO ACCENTUATE THE ACADEMIC AND SOCIAL AND EMOTIONAL GAINS OVER THE RECENT YEARS. ACADEMICALLY IN 2023, BASED ON STATE TEST SCORES, WE HAD THE LARGEST GROWTH OUT OF ALL 30 ELEMENTARY SCHOOLS IN THE LARGEST GROWTH IN MAP OUT OF ALL 30 ELEMENTARY SCHOOLS AND A 2020 FOR THE MOST RECENT, THE PRELIMINARY STATE TEST SCORES , WE HAD DOUBLE-DIGIT GROWTH IN MATH, +14 IN DFS, AND DOUBLE-DIGIT GROWTH IN ELA, PLUS 13 THE DISTANCE FROM STANDARDS AND WE EXCEEDED OUR PERCENTAGE IN ELA AND MATH. SPECIFICALLY, INCLUSION CLASS HIGHLIGHTED IN THE VIDEO , THAT PRELIMINARY SCORES THAT WERE OFF THE CHARTS FOR OUR WONDERFUL AND FABULOUS TEACHERS. THEY HAD 59% MORE STUDENTS MEETING AND EXCEEDING MATH AND 69% MEETING AND EXCEEDING IN LANGUAGE ARTS.
THAT IS WITH STUDENTS WITH IEPS AN GENERAL EDUCATION STUDENTS TOGETHER. WE ADDRESS THE SOCIAL AND EMOTIONAL NEEDS OF OUR STUDENTS BY IMPLEMENTING ALL THREE TIERS OF SUPPORT WITH EIS, RESULTING IN OUR FOURTH CONSECUTIVE PLATINUM AWARD FROM THE COUNTY. YEAR SIX OF OUR LEADER PROGRAM WHICH HELPS GIVE OUR STUDENTS THE MUCH-NEEDED LEADERSHIP SKILLS AND OPPORTUNITIES FOR SUCCESS. PLEASE , ENJOY THE VIDEOS AND WE HAVE OUR WONDERFUL PRESENTERS.
>> MY NAME IS BOB AND I'M THE PRINCIPAL AT DATE ELEMENTARY
[00:10:04]
SCHOOL, DURING MY SIX YEARS, WE HAVE TAKEN -- WE -- THEY ARE GOING OVER SEVEN HABITS FOR OUR KIDS, AND OUR PARENTS, AND REALLY GOOD LESSONS FOR EVERYBODY ON WHAT IT TAKES TO BE AN EFFECTIVE LEADER . IN ADDITION TO PRACTICING OUR SEVEN HABITS, WE ALSO MAKE SURE THAT WE AT THE ACADEMIC PIECE TO IT , IN EACH AND EVERY CLASSROOM, YOU WILL SEE GOALSETTING, SOMETIMES ON THE BOARD COME ON THE WALL, SOMETIMES IN FOLDERS, BUT EACH AND EVERY STUDENT HAS GOALS THEY ARE TRYING TO WORK TOWARDS. WE WANT TO MAKE SURE THAT STUDENTS FEEL LIKE THEY WILL BE SUCCESSFUL . IT IS NOT JUST THE ACADEMIC , IF THE STUDENT IS A LEADER COME OUTSIDE ON THE PLAYGROUND, A LEADER IN THE CAFETERIA, A LEADER IN THE COMMUNITY, BRINGING DIFFERENT CLUBS TO OUR SCHOOL SITE, WHICH WE HAVE HAD, OR THEY COME UP WITH DIFFERENT INITIATIVES, WE WANT THEM TO HAVE THOSE LEADERSHIP ABILITIES SO THAT THEY GO BEYOND DATE INTO MIDDLE SCHOOL , HIGHSCHOOL, AND BEYOND. >> EVERYBODY IS RESPECTABLE AND RESPONSIBLE, PROACTIVE AND THEY PUT FIRST THINGS FIRST .
>> A GOOD IDEA TO DO IT BECAUSE I HEARD THE OTHER FIFTH-GRADERS DOING IT , YOU KNOW WHAT, I WILL GO TO MIDDLE SCHOOL, I WANT THE BEST EXPERIENCE AND TO DO THE ANNOUNCEMENTS WITH MY BEST FRIEND. WE THOUGHT DOING THIS TOGETHER WOULD BE COOL SO WE DID THE ANNOUNCEMENTS. WE GET OUR CLASSES PROUD OF US FOR
DOING IT. >> ADDRESSING ALL THREE TIERS OF SUPPORT WITH DIFFERENT PEOPLE, OUR COUNSELORS, OUR SPECIAL-EDUCATION TEAMS, OUR ADMIN TEAMS THE CLASSIFIED STAFF, EVERYBODY, WHAT THAT DOES IS ENABLES US TO LOOK AT OUR DATA AND SEE OUR BEHAVIORS ARE IMPROVING. A REDUCTION IN MAJOR BEHAVIOR INCIDENTS AND A REDUCTION IN MINOR BEHAVIOR INCIDENTS WHAT THAT ALLOWS US TO DO IS CAPITALIZE ON OUR CLASSROOM TIME . WE HAVE SEEN AN INCREASE IN TEST SCORES THROUGH STATE TEST SCORES AND THROUGH OTHER MEASURES AS WELL.
TWO YEARS AGO WITH OUR LAST REPORTED CAST RECORDS , WE HAVE THE LARGEST OVERALL GROWTH IN LANGUAGE ARTS AND LARGEST OVERALL GROWTH IN MATH OUT OF ALL 30 ELEMENTARY SCHOOLS AND THIS CURRENT YEAR, EVEN THOUGH THE PRELIMINARY SCHOOLS WERE ALSO VERY HOPEFUL THOSE SCORES WILL INCREASE AS WELL. WE HAVE ONE OF THE BEST IF NOT THE BEST SAI TEACHERS IN THE DISTRICT WHO WORKS HAND-IN-HAND WITH CLASSROOM TEACHERS AND OUR PSYCHOLOGIST AND OUR TEAM OVERALL. IT IS VERY IMPORTANT FOR US TO BE ABLE TO INCLUDE ALL CHILDREN, WE ARE AN INCLUSIVE ENVIRONMENT AND WE WANT TO MAKE SURE THAT NO
STUDENT IS SINGLED OUT. >> AT THE LOWER GRADE LEVELS, WE TEND TO HAVE OUR STUDENTS WITH THE SAME TEACHERS AND I DO SMALL GROUPS WITH THEM. IN THE UPPER GRADES, LUCKY ENOUGH TO TEACH WITH FIFTH-GRADE TEACHER, MS. HOWARD, AND WE WORK TOGETHER AND HAVE A LOT OF SMALL GROUP WITHIN THAT TIME.
WE WORK ON MATH AND READING . IT IS MEANT TO BE A PROGRAM WHERE STUDENTS DO NOT FEEL LIKE THEY ARE DIFFERENT IN A LOT OF OUR STUDENTS WILL NOT EVEN KNOW WHO'S WHO IN THE CLASSROOM .
THAT IS THE BIGGEST THING, THE STUDENTS ARE GETTING THE SAME EDUCATION AND THEY DO NOT FEEL ALIENATED OR ISOLATED. THE HOPE FOR MY STUDENTS IN SPECIAL EDUCATION IS TO EXIT THEM FROM SPECIAL-EDUCATION SERVICES AND I WANT THEM TO FEEL LIKE THEY HAVE BEEN SUCCESSFUL AT ELEMENTARY SCHOOL AND WANTED TO CONTINUE TO SUCCEED IN MIDDLE SCHOOL AND HIGH SCHOOL. THE SAME ALL OF OUR TEACHERS HAVE, THE SAME GOAL, TRULY , THEY MAKE MY JOB EASY BECAUSE THIS IS A UNIQUE SCHOOL SITE, A LOT OF VETERAN TEACHERS THAT HAVE BEEN HERE FOR 15 PLUS YEARS AND THEY HAVE A LOT TO PASS DOWN TO OUR STUDENTS AS WELL.
>> -- TO BE HERE AND SPEAK IN REGARDS TO THE CULTURAL -- CULTURE AT DATE ELEMENTARY AS THE NEW ASSISTANT PRINCIPAL, I AM SO FORTUNATE TO JOIN SUCH AN INCREDIBLE TEAM. IT IS A WELCOMING CULTURE FROM DAY ONE , I FELT THE SUPPORT AND SENSE OF TEAMWORK THAT THE SCHOOL CARRIES AND EMBODIES. IT IS WHAT THE SCHOOL IS ALL ABOUT. THE CORE FOCUS IS STUDENT SUCCESS. IT SHOWS EVERY ASPECT OF WHAT THEY DO. DATE IS NOT
[00:15:04]
ONLY A SCHOOL BUT A COMMUNITY WORKING TOGETHER TO ENSURE EVERY STUDENT REACHES HIS OR HER HIGHEST POTENTIAL , ACADEMICALLY, SOCIALLY, AND EMOTIONALLY, YOU SEE THE AMAZING WORK THE TEACHERS AND STAFF DO ON A DAILY BASIS, THEY CREATE A SENSE OF BELONGING WHICH IS THE FOUNDATION OF EVERYTHING WE ARE DOING. I AM EXCITED TO CONTINUE WORKING AND THE TEAM IS INCREDIBLE. I AM EXCITED TO CONTRIBUTE TO THE CONTINUED GROWTH OF DATE. THANK YOU.>> GOOD EVENING , PRESIDENT, FELLOW BOARD MEMBERS, AND SUPERINTENDENT, MY NAME IS CARLA AND I COME TO SHARE WITH YOU AS A PARENT OF A SPECIAL NEEDS FOURTH-GRADER AT DATE ELEMENTARY. I WOULD LIKE TO BEGIN WITH THIS, A WEEK AND A HALF AGO I HAD THE PLEASURE TO WORK WITH OUR CITIES SPECIAL-NEEDS RESOURCE CENTER, I MET SOME OF OUR SCHOOL DISTRICT ADMINISTRATORS THAT I HAVE NEVER MET BEFORE AND MANY FAMILIES . ONE OF THE ADMINISTRATORS ASKED ME EARLY ON WHERE MY CHILD GOES TO SCHOOL I TOLD HER DATE, HER RESPONSE WAS , WE HAVE A GOOD PRINCIPAL THERE. LATER, I MET A FAMILY WHO ASKED ME, WHERE DOES YOUR DAUGHTER GO TO SCHOOL? WHEN I SAID DATE, THE MOTHER SAID, MY SON JUST GRADUATED FROM THERE BUT NOT SPECIAL-NEEDS BUT WE LOVED ALL OF HIS TEACHERS EVERY YEAR. THE PRINCIPAL WAS GREAT AND WE REALLY MISS DATE. TO BUILD A REPUTATION TAKES TIME, TO BUILD IT IN A SCHOOL DISTRICT TAKES YEARS, TO HEAR THESE INDIRECT COMPLIMENTS FROM OTHER ADMINISTRATORS TO A PARENT TO AN ACTUAL STUDENT GIVES ME AS A MOTHER, A LITTLE GIRL WHO DOESN'T TALK AND CANNOT VERBALLY STAND UP FOR SELF OR SOCIALIZE , GIVES ME THE OUTER LAYER OF REASSURANCE AND COMFORT THAT MY LITTLE GIRL TRULY IS IN A SAFE LEARNING ENVIRONMENT WHERE SHE HAS BEEN THRIVING SINCE LAST YEAR THANKS TO HER WONDERFUL TEACHER , ALL THE HELPERS, A STRONG PRINCIPAL AND VICE PRINCIPAL , AND ALL THE REMARKABLE TEACHERS AND STAFF THAT MAKE UP DATE ELEMENTARY. THE OTHER ELEMENT THAT IS VERY NEAR AND DEAR TO ME IS INCLUSIVITY. AT DATE, YOU CAN FEEL THAT ALL OF OUR KIDS AND OUR FAMILIES MATTER EQUALLY. FROM PARTICIPATING IN SUPERHERO DAYS , WESTERN DAYS, TO BEING RECIPIENTS OF THE SAME AWARDS FOR GRADE LEVEL TO PARENT WORKSHOPS THAT BENEFIT ALL STUDENTS EQUALLY, TO PROMPT COMMUNICATION TO ALL PARENTS, WITH SOMETHING UNFORESEEN OR PLANT TAKES PLACE, I AM VERY GRATEFUL TO THE PRINCIPAL FOR BEING ACCESSIBLE IN PROVIDING UNIQUE AND CONTEMPORARY SCHOOL AS OUR VENUE FOR OUR SPRING SOCIAL FOR A SECOND YEAR IN A ROW. DATE ELEMENTARY AND THE FAMILY WHO MAKES UP DATE HAS MADE A TREMENDOUS IMPACT IN OUR LIVES AND WE ARE VERY THANKFUL TO FEEL A PART OF YOUR FAMILY. THANK YOU.
>> GREETINGS, BOARD. VERY PROUD TO BE HERE AND THANK YOU FOR SPOTLIGHTING DATE ELEMENTARY AND OUR GREAT STUDENT LEADERS.
WE EMPOWER OUR STUDENTS. TEACHERS HAVE FINITE TIME, WE ARE NOT THE HOLDERS OF KNOWLEDGE. HOWEVER, WE ARE THE CONDUIT WE PROVIDE THE RESOURCES AND ESTABLISH THE ROUTINES AND PROVIDE METHODS THAT WORK, SUCH AS NOTETAKING , BECOME ACTIVELY INVOLVED, BECAUSE, ONCE THAT SNOWBALL STARTS ROLLING OF EDUCATION, GET OUT OF THE WAY. THAT MOMENTUM WILL CARRY THEM ON A SPIRAL THAT WILL HELP THEM ACHIEVE AND WE HELP FACILITATE THAT LEARNING. WE HAVE PROGRAMS THAT HAVE POSITIVE REINFORCEMENT. LEADER IN ME, IT IS SO EFFECTIVE IN OUR STUDENTS BECOME THE LEADERS IN EVERY ASPECT OF LEARNING. WE ARE FACILITATORS AND WE ARE SO FORTUNATE TO HAVE ACHIEVERS WE DO. TIME HAS MADE A BIG DIFFERENCE. WHEN WE HAVE A CATASTROPHE , WE PROVIDE RESOURCES, WE HAVE PROFESSIONALS AND PEOPLE WHO HELP THE COMMUNITY. WE HAD A PANDEMIC THAT AFFECTED EDUCATION. TO OVERCOME THE CRISIS, IN FONTANA UNIFIED HAS PROVIDED THE RESOURCES , THE PROGRAMS -- IT HAS BEEN BENEFICIAL FOR THE STUDENTS TO ACHIEVE. I SAY THANK YOU FOR
[00:20:04]
THE SUPPORT AND THE OPPORTUNITY AND RECOGNITION OF OUR AWESOME STUDENTS.ELEMENTARY IS NICE BECAUSE THE TEACHERS ARE HELPFUL, STUDENTS ARE KIND , AND THE SCHOOL CARES ABOUT YOUR SAFETY. MY FAVORITE THING ABOUT SCHOOL IS LEARNING, I LEARNED NEW THINGS BECAUSE IT IS NICE TO HAVE DIFFERENT STRATEGIES FOR DIFFERENT PROBLEMS AND THE TEACHERS WILL GIVE YOU THE HELP YOU NEED.
THEY EXPECT YOU TO DO YOUR BEST IN EVERYTHING, EVEN IF YOU DON'T GET IT RIGHT AWAY.
>> I AM IN FIFTH GRADE AT DATE ELEMENTARY WHERE WE ARE RESPECTFUL, RESPONSIBLE , AND ENGAGED IF WE FOLLOWED THESE EXPECTATIONS, WE GET POINTS, AND YOU CAN USE THE POINTS ON OUR ONLINE STORE TO PURCHASE PRICES AND THERE WERE GAMES LIKE NINTENDO . DATE ELEMENTARY IS THE BEST SCHOOL EVER AND I WOULD LIKE TO GIVE A SHOUT OUT TO THE STAFF AND TEACHERS FOR HELPING ME AND TELLING ME NOT TO GIVE UP.
>> HELLO, MY NAME IS GIULIANA AND I'M IN FIFTH GRADE AT DATE ELEMENTARY . ONE OF MY FAVORITE ACTIVITIES IS THE READING CLUB.
I LIKE IT WHEN MR. ISAAC HAS MANY VOICES . IT IS FUNNY. IT WOULD HELP ME. IT WILL HELP ME IN MY FUTURE BECAUSE I WANT TO BE A LAWYER. I LOVE IT, I DO NOT WANT TO LEAVE TO GO TO SIX
GRADE. >> I AM A FIFTH GRADER YOU HAVE TO BE RESPECTFUL, RESPONSIBLE, AND ENGAGED , I FEEL LIKE I BELONG AT MY SCHOOL WITH THE BEST TEACHERS, BEST STAFF. THE ACTIVITIES WE DID AND I LOVE PLAYING THE FLUTE. I LIKE TO REMIND OUR SCHOOL -- I HAVE THE OPPORTUNITY TO DO THE ANNOUNCEMENTS AND THESE ARE SOME OF THE REASONS I LOVE MY
SCHOOL. >> THANK YOU TO THE PARENTS THAT SHOWED UP, AND BACKED UP OUR WONDERFUL STUDENTS. THANK YOU.
COLLEAGUES? THANK YOU FOR YOUR PRESENTATION. YOU HAD SOMETHING
TO SAY? >> I DO LISTENING TO THE KIDS AND THE TEACHERS, I GOT EXCITED . I WANT TO GO TO DATE.
>> BOARD PRESIDENT ? >> MY KIDS WENT TO DATE. THERE IS A PERSON, FUNNY THIS PRESENTATION IS TO COME MY KIDS WERE TALKING ABOUT THE FAVORITE TEACHER, MS. HOWARD HAS HAD AN AMAZING THOUGHTS OVER MY KIDS AND WHEN THEY SAID HER NAME, I LOOKED LIKE, SHE IS RIGHT THERE. IT IS FUNNY HOW EVERYTHING TURNS. MS. HOWARD, STAND UP, LET PEOPLE SEE WHO YOU ARE. 25-YEAR-OLDS AND 26-YEAR-OLDS THAT STILL ADMIRE THE WAY YOU TAUGHT THEM AND THE THINGS YOU TAUGHT THEM. YOU ARE VERY IMPACTFUL TO OUR STUDENTS.
>> YOU HAVE ONE MORE PRESENTATION ?
>> WELCOME INTERIM CHIEF AND CORPORAL FISHER ABOUT NATIONAL
SCHOOL BUS SAFETY WEEK. >> WHAT A GREAT PRESENTATION TO FOLLOW HIM A THANK YOU , AS THEY EXIT, A GREAT TESTAMENT TO OUR DISTRICT.
[00:25:05]
MEMBERS, OUR LARGER FUSD FAMILY, I WANT TO HIGHLIGHT THE AMAZING WORK OUR SCHOOL SERVICES DOES, AND WHAT OUR TRANSPORTATION DOES COME EVERY DAY TO ENSURE OUR MOST PRECIOUS TREASURE, WHICH IS OUR CHILDREN, WHAT THEY DO EVERY DAY TO ENSURE THAT OUR TREASURE, OUR CHILDREN GET TO SCHOOL SAFELY EVERY DAY. I WANT TO SHARE THAT WITH YOU AS IT RELATES TO THIS MONTH , OCTOBER, NATIONAL SCHOOL BUS SAFETY MONTH . SPECIFICALLY, RECOGNIZED DURING THE WEEK OF THE 21ST THROUGH THE 25TH. THE TIMEOUT NATIONALLY IS NATIONAL BUS SAFETY MONTH. TO GET PERSPECTIVE, AND I APOLOGIZE, I AM -- PERSPECTIVE TO EVERYBODY VIEWING, TO GIVE PERSPECTIVE TO THE MISSION WE DO EVERY DAY , TRANSPORTATION AND PUBLIC SAFETY, OVER 26 MILLION STUDENTS ON A DAILY BASIS TRANSPORT SAFELY AND OVER 480,000 BUSES . ONE MORE TIME, 26 MILLION STUDENTS NATIONALLY RIDE OVER 480,000 BUSES ON A DAILY BASIS. THAT IS A HUGE RESPONSIBILITY. ACCORDING TO THE NASTY -- NATIONAL TRANSPORTATION SAFETY AND NUTRITION, BECAUSE OF LAW ENFORCEMENT AND PUBLIC SAFETY, THE KEY EMPHASIS IS , BETWEEN LAW ENFORCEMENT AND PARTNERSHIP BETWEEN LAW ENFORCEMENT AND TRANSPORTATION, LESS THAN 1%, EVERY LIFE IS PRECIOUS, BUT TO GIVE HER PERSPECTIVE, LESS THAN 1% OF FATALITIES INVOLVING CHILDREN IN SCHOOL BUSES OCCURS NATIONALLY. THAT IS A CREDIT TO OUR TRANSPORTATION TEAMS, PUBLIC SAFETY, EDUCATING OUR COMMUNITIES AND ENSURING THAT WE DO WHAT WE NEED TO BE SAFELY TO ENSURE OUR PRECIOUS TREASURE , I CANNOT EMPHASIZE THAT ENOUGH, OUR TREASURE GETS TO AND FROM SCHOOL SAFELY AT THIS MOMENT, I WANT TO ASK CORPORAL JON MACMILLAN TO PRESENT A BRIEF PRESENTATION WE WILL PRESENT DISTRICTWIDE AND ON SOCIAL MEDIA AS IT RELATES TO HER UPDATED PSA REGARDING BUS SAFETY. JON COMES FROM A LAW-ENFORCEMENT FAMILY AND THEY ALL LOVE RIDING TWO-WHEELS, HIS FATHER , HIS BROTHER, AND I WILL LET JON GIVE YOU HIS BIO, PROUDLY SERVING OUR DISTRICT FOR THE PAST 15 YEARS. I WILL TURN IT OVER TO JON TO SHARE A BRIEF PRESENTATION AND ARE UPDATED PSA WHICH WOULD NOT HAVE BEEN POSSIBLE WITHOUT OUR AMAZING COMMUNICATION TEAM. CORPORAL MACMILLAN?>> THANK YOU. I APPRECIATE EVERYONE, A LITTLE BIT ABOUT MYSELF, BEEN HERE FOR 15 YEARS , ASIDE TO THE TRAFFIC UNIT FOR 10 YEARS ON MOTORCYCLE. I GREW UP IN FONTANA, GRADUATED FROM FONTANA HIGH SCHOOL . 1999, WHEN THEY HAD A GOOD FOOTBALL TEAM. THIS IS A FOOTBALL CITY, IT REALLY IS, TALENT SPREAD OUT. I WILL TALK ABOUT THE TRAFFIC SAFETY WITH SCHOOL BUSES AND I'M EXCITED BECAUSE WE ARE SHARING A PSA WITH YOU.
I AM EXCITED TO SHARE THIS PRESENTATION. THE THIRD WEEK , EVERY YEAR NATIONALLY, WE WILL HAVE A PSA VIDEO.
>> A POLICE OFFICER WITH THE FONTANA ON THE ROAD
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SLOW DOWN, A BUS IS PREPARING TO STOP.WHEN YOU SEE THE FLASHING RED LIGHTS AT THE ARM THAT EXTENDS DISPLAYING THE STOP SIGN, COME TO A COMPLETE STOP. THIS MEANS STUDENTS ARE LOADING. HE MAY CONTINUE DRIVING WHEN THE STOP SIGNS RETRACTED AND THE LIGHT STOP FLASHING. BE AWARE OF TRAFFIC SIGNS AROUND THE SCHOOL ZONES SUCH AS NO LEFT OR RIGHT TURNS, NO SIGNS DURING DESIGNATED TIMES, MINDFUL OF HANDICAP ZONES, RED ZONES, BUS ZONES AND DROP OFF ZONES. THESE ARE INTENDED TO PROVIDE EASE OF DROP-OFF AND PICKUP TIME AND IN CASE OF EMERGENCY. IF YOU ARE NOT PARKED IN THE CORRECT ZONE YOU WILL RECEIVE A CITATION. ALSO DO NOT FORGET, SPEEDED ZONES ARE AROUND 25 MILES PER HOUR. PLEASE BE SAFE, PLEASE BE RESPONSIBLE AND REMEMBER, SAFETY BEGINS WITH YOU.
>> SO AGAIN SOME OF THE BEHIND-THE-SCENES STUFF THAT GOES ON IN THE DEPARTMENT, THE TRAFFIC SERGEANT AND WITH THE CITY ENGINEERS AND WITH THE SAFETY ISSUES FROM THE ENTIRE CITY IN OUR SCHOOL DISTRICT. WE HAVE A RELATIONSHIP. I BUILT THAT RELATIONSHIP WITH MY TIME OF BEING HERE. TRAFFIC WITH ME IS CLOSE TO HOME. MY DAUGHTER WAS A MOTOR OFFICER FOR THE CITY OF FONTANA SURFING FOR 30 YEARS. I WANT TO MAKE SURE THAT THE KIDS ARE SAFE AND ONE THING I COULD ASK THROUGHOUT THE PRESENTATION, EVERYONE WATCHING WITH PARENTS, PAY ATTENTION TO THE SIGNS AND TAKE YOUR TIME. LEAVE EARLY OR WALK TO SCHOOL IF YOU CAN AND HELP US OUT WITH THE TRAFFIC ISSUES BECAUSE ONE OF THE BIGGEST COMPLAINTS WE GET HIS TRAFFIC COMPLAINTS.
THERE ARE TWO MOTOR OFFICERS ASSIGNED. WE DO THE BEST WE CAN I WANT TO THANK MY CHIEF, MARY STEVENS FOR THE SCHOOL BUSES.
>> TRANSPORTATION I'M SORRY . I HAVE SOME QUOTES FROM SOME OF THE BUS DRIVERS TALKING ABOUT THE SAFETY MEASURES.
IDENTIFYING AND ALUMINATE PROBLEMS SO THEY WILL NOT ENDANGER THE SAFETY OF PASSENGERS. FOR MEDICAL EMERGENCIES, CHECK THE PASSENGERS TO DETERMINE WHAT THE NATURE OF THE MEDICAL EMERGENCY WOULD BE WITHIN.
PERFORMING FIRST AID IF POSSIBLE. AGAIN, OUR FINAL THOUGHT IS TO SLOW DOWN, PAY ATTENTION TO THE SIGNS. THE ONE THING I COULD TELL YOU, IF IT'S EVER THE SAME DIRECTION IT STOPPED THEN STOP. IT COULD BE CONFUSING ABOUT THE LAWS AND THE DIRECTION IN THE MULTIPLE LANES. IF YOU SEE THE SCHOOL BUS OR THE CAUTION LIGHTS ALWAYS STOP IN THE SAME DIRECTION. IF THERE ARE CHILDREN HERE, THEY WILL EITHER BE CROSSING OR GETTING ON OR OFF OF THE BUS SO THANK YOU I
APPRECIATE IT. >> THAT COMPLETES OUR PRESENTATION, WE APPRECIATE THE SUPPORT FROM THE BOARD AND THE COMMUNITY, OUR SITE SUPERVISOR SEEING A LOT OF STAFF AND IT TRULY IS, IT TAKES THE ENTIRE COMMUNITY TO ENSURE THE SAFETY OF EVERYONE. MY PARENTS ARE A LITTLE OLDER, WE GOT KIDS AND GRANDKIDS WHAT WE DO FOR THE SAKE OF OUR CHILDREN? AND I THINK WE KNOW THIS ANSWER. I KNOW IT'S FROM OUR HEARTS AND OUR MINDS, COMMON SENSE. LET'S TAKE THE EXTRA MOMENT. I'VE BEEN TO DIFFERENT COLLISIONS. IT'S HEARTBREAKING. WE DON'T WANT THIS IN OUR COMMUNITIES. JUST TAKE THE MOMENT TO ASSESS THINGS. AS WELL AS WITH THE DISTRICT ENSURE THE MESSAGE WITH FRIENDS AND FAMILY. IF YOU CARE ABOUT THE COMMUNITY WHICH I KNOW EVERYONE WILL ENCOURAGE US TO TAKE A PARTNERSHIP IN THIS. IT'S NOT ONLY PARTNERSHIPS WITHIN THE DISTRICT. WE CANNOT FAIL AS A COMMUNITY. FAILURE IS NOT AN
[00:35:02]
OPTION. THANK YOU AND IF THERE'S ANY QUESTIONS WE ARE HAPPY TO ANSWER THEM. THANK YOU ALL.>> ANY QUESTIONS OR COMMENTS FROM COLLEAGUES? THANK YOU SO MUCH FOR YOUR PRESENTATION AND AGAIN THANK YOU TO THE MEN AND WOMEN WHO PROVIDE SAFETY, OUR PRIORITY IS OUR STUDENTS. THANK
YOU, CHIEF. >> THAT CONCLUDES THE REPORTS.
ITEM 3.6, OPPORTUNITY FOR PUBLIC COMMENT. THE BOARD OF EDUCATION WELCOMES COMMENTS FROM THE COMMUNITY AND STAKEHOLDER INDIVIDUALS. EACH ARE ALLOWED THREE MINUTES TO ADDRESS THE BOARD ON AGENDA AND NON-AGENDA ITEMS. WE ENSURE EVERYONE WILL HAVE THE CHANCE TO SPEAK. ADDRESS YOUR COMMENTS TO THE BOARD AND ASK THAT THESE COMMENTS ARE CIVIL AND RESPECTFUL TO MAKE SURE WE ARE BEING RESPECTFUL MAINTAIN QUIET DURING THE SPEAKERS. WE ASKED THAT THIS MAINTAINS RELATION TO THE DISTRICT. IF YOU PREFER YOU COULD SEND YOUR COMMENTS IN WRITING TO THE BOARD OF SECRETARY SECTION 54954.2 PRIVACY BOARD FOR DISCUSSING OR ACTING ON A MATTER THAT'S NOT IN THE PUBLISHED AGENDA. ASK QUESTIONS FOR CLARIFICATION AND COMMENTS MADE AND IF APPROPRIATE, THE MATTER TO THE SUPERINTENDENT AND HER DESIGNATION FOR FOLLOW-UP.
DISSIPATION IS IMPORTANT AND WE APPRECIATE YOUR COOPERATION. I WILL ASK IF THERE'S ANY PUBLIC COMMENT WE WILL RECEIVE.
>> WE HAVE 19 PUBLIC COMMENTS . ALL FOR SPECIFIC AGENDA ITEMS.
>> RIOS AND EVELYN IS ON DECK.
>> GOOD EVENING BOARD MEMBERS . I AM HERE TO ASK YOU TO CHANGE
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THE COORDINATOR BECAUSE HE DISRESPECTED ME. HE INTERRUPTED ME AND HE DIDN'T ALLOW ME TO PARTICIPATE DURING AN IEP. IT WAS A MEETING FOR MY SON. HE INTERRUPTED ME AND DIDN'T ALLOW ME TO CONTINUE TAKING ANYMORE. HOWEVER WHEN HE'S UNNECESSARY HINTS REP DID THE ASSESSOR AND I THINK IT'S INAPPROPRIATE AND DISCRIMINATORY. I WANT TO CONTINUE TO COMMUNICATE WITH THE DIRECTOR REGARDING THE RECOMMENDATIONS OF ALL INDEPENDENT EVALUATIONS BECAUSE MY SON REALLY NEEDS THE VISION THERAPIES TO WHICH THE COORDINATOR DENIES. I'M GOING TO GIVE THEM THE CHANCE TO DO THE RIGHT THING BUT I DEMAND THAT YOU FOLLOW THE LAW AND NOT CONTINUE BREAKING THEM. I FILED TO NONCOMPLIANCE COMPLAINTS AND REQUESTED THE IEP MEETING IN WRITING TO THE DISTRICT AND I UNDERSTAND WE NEED TO HAVE A MEETING WITHIN 30 DAYS BUT THEY IGNORED ME AND GAVE IT TO ME ALMOST 2 MONTHS LATER. THIS IS UNFAIR AND VIOLATES THE RIGHTS OF THE STUDENTS. I AM HERE ASKING THEY GIVE MY SON THE INDEPENDENT EVALUATIONS RECOMMENDED. IT IS NOT FAIR WHAT THEY DO TO OUR SPECIAL-EDUCATION CHILDREN. I WANT THEM TO GIVE MY SON WHAT HE REQUIRES WITHOUT HAVING TO GO TO LITIGATION. YOU'RE FORCING ME TO WANT TO GO INTO LITIGATION AND I DON'T WANT TO OR ANYTHING LIKE THAT. KEEP IN MIND I AM A POOR HISPANIC PERSON, I DON'T HAVE THE RESOURCES YOU HAVE. YOU HAVE YOUR LAWYERS WHO YOU PAY UP TO $350,000 PER YEAR. I DON'T HAVE THE AMOUNT YOU HAVE FOR THOSE OF US WHO PAY TAXES.IT'S NOT FAIR THAT YOU TAKE ADVANTAGE OF THE HISPANIC COMMUNITY AND DISADVANTAGED PEOPLE. WE CANNOT GET A LAWYER BECAUSE IT IS EXPENSIVE. THIS IS DISCRIMINATORY AND I AM HERE SPEAKING ONLY FOR MY SON AND I'M ALSO A PART OF A SUPPORT GROUP IN SAN JOSE AND I NOTICED THERE ARE SEVERAL MOMS THERE WHO'VE EXPRESSED THEIR DISSATISFACTION. IT'S NOT FAIR WHAT YOU DO TO THE DEFENSELESS CHILDREN. PERHAPS MR. ALEJANDRA HAS GOOD INTENTION TO MAKE CHANGES BUT HIS WORKERS DO THE OPPOSITE OR DO WHAT THEY WANT AND THIS IS WHY I ASK YOU TO LISTEN TO ME AND TO HELP US. THANK YOU.
>> EVELYN . >> HELLO , MY NAME IS EVELYN.
PLEASE HELP US WITH OUR SPECIAL NEEDS CHILDREN. PLEASE PROVIDE IMMEDIATE SERVICES. WE WANT TO BE ABLE TO READ TO HAVE FUN. AS WELL AS TO LEARN. I WANT TO BE A POLICEWOMAN. PLEASE INCLUDE US. PLEASE INCLUDE US IN THE PROGRAMS, THANK YOU.
>> NEXT WE HAVE MARIA. >> GOOD EVENING BOARD MEMBERS , MY NAME IS MARIA. I'M A CANDIDATE FOR THE BOARD OF
EDUCATION. >> WITH ALL DUE RESPECT, COULD YOU PLEASE REFRAIN FROM CAMPAIGNING AT THE PODIUM WE ARE HERE FOR DISTRICT BUSINESS AND COULD YOU MAKE SURE THAT'S
WHAT WE ARE DOING TODAY? >> ARE JUST DESCRIBING MY TITLE
OR ASKING FOR SUPPORT. >> COULD YOU WE PAUSE THE TIME.
>> WE ASK THAT ALL SPEAKERS WHEN THEY COME TO THE PODIUM THAT THEY DON'T CAMPAIGN FOR PUBLIC OFFICE AND THAT WE ARE HERE TO CONDUCT DISTRICT BUSINESS SO WITH ALL DUE RESPECT WE ASK YOU DO THAT WE APPRECIATE THAT.
>> AND I RESPECTFULLY STATE THAT I'M PROTECTED UNDER THE FREEDOM OF SPEECH AND I'M CALLING OUT MY TITLE. I'M NOT ASKING FOR SUPPORT, THANK YOU. I'M GOING TO CONTINUE. I'M HERE ONCE AGAIN TO ADVOCATE FOR THE SPECIAL NEEDS COMMUNITY AND THE CHILDREN. FIRST, I WANT TO THANK MR. ALEJANDRA WHO GAVE ME
[00:45:06]
THE OPPORTUNITY TO HAVE THIS CONVERSATION WITH HIM ON SEPTEMBER 20. THIS IS THE FIRST DIRECTOR WHOSE TREATED ME WITH SOME RESPECT AND I THANK HIM FOR THAT. DURING OUR CONVERSATION ICE EXPRESSED MY CONCERNS EVEN THOUGH HE'S TRYING TO MAKE CHANGES WITHIN THE DEPARTMENT SOME OF HIS STAFF CONTINUE TO CONDUCT THEMSELVES AS IF THERE ARE NO CHANGES. I EXPRESSED MY CONCERNS TO HIM. I MENTIONED TO HIM THAT SOME OF THE STAFF IS NOT ALLOWING PARENT PARTICIPATION WHICH IS PROTECTED BY THE LAW. THE IEP IS NOT BEING FOLLOWED WHICH IS ANOTHER VIOLATION. I STATED THERE WERE AREAS OF IMPROVEMENT. HE DID ACKNOWLEDGE THOSE AS WELL. I INFORMED MR. GONZALES FOR EXAMPLE THAT I FELT HE WAS VIOLATING MY STUDENTS RIGHT TO PARTICIPATE IN THE PROGRAMS THAT WERE CREATED. PLEASE NOTE, THIS IS NOT MR. GONZALES FAULT, THIS IS THE ADMINISTRATION'S FAULT BECAUSE PROGRAM WAS CREATED BEFORE HE CAME TO WORK FOR YOU.HOWEVER, I MENTIONED THAT THIS WAS A VIOLATION TO MY STUDENT RIGHTS SO WHAT I'VE RIGHTFULLY DONE, I'VE FILED IN THE OFFICE OF CIVIL RIGHTS COMPLAINTS. I MENTIONED THIS TO HIM AND HE STATED HE WOULD WORK ON THE ISSUE TO TRY TO RESOLVE IT. ON SEPTEMBER 25 I HELD ANOTHER MEETING FOR ONE OF MY OTHER STUDENTS IN WHICH THEY BROUGHT THEIR LEGAL COUNSEL TO THE MEETING. I WASN'T NOTIFIED THAT THE LEGAL COUNSEL ATTENDED THE MEETING SO I WAS SURPRISED. I MADE A NOTE THAT I WAS BEING TREATED UNFAIRLY BECAUSE I WASN'T REPRESENTED. I'VE HAD MANY-MANY MEETINGS FOR MY CHILDREN AND NEVER HAVE I HAD LEGAL COUNSEL AT THE MEETINGS. AT THE BEGINNING OF THE MEETING I WAS REASSURED BY THE REPRESENTATIVE THAT SHE WOULD NOT HINDER THE MEETING AND IN FACT IF I ASKED HER TO LEAVE THAT SHE WOULD DO SO. SHE SOUNDED NICE. HOWEVER, THE MINUTE I RESPECTFULLY ASKED HER TO LEAVE MY MEETING IT TURNED LITIGIOUS. SHE CONTINUES STATING, I HAVE TO TURN OFF THE MICROPHONE TO TALK TO MY CLIENTS. I MENTIONED TO HURT I FELT THAT I WAS AT A DISADVANTAGE AND I WAS HAVING RETALIATION AGAINST ME SO I ASK POLITELY FOR THE DISTRICT TO ENSURE THAT THIS DOES NOT CONTINUE. THANK YOU VERY MUCH.
>> GOOD EVENING BOARD MEMBERS I AM MARIA. I'M HERE TO LET YOU
[00:50:02]
KNOW THAT YOUR SUPERINTENDENT IS VIOLATING MY RIGHTS AND TO THIS DAY I HAVE NOT BEEN GIVEN THE RECORDS I HAVE REQUESTED TO THE CALIFORNIA RECORDS REQUEST. I ASKED FOR THE RECORDS TO BE DELIVERED WITHOUT ANY CHARGE AND I'M HERE TO ADVOCATE FOR OUR SPECIAL NEEDS CHILDREN. YOUR DISTRICT TAKES SPECIAL CHILDREN TO DUE PROCESS AND IT'S NOT RIGHT. I ASK THEY DO NOT MISUSE OUR TAXES. MONEY SHOULD ONLY BE USED ON EDUCATION. HOW DO THEY WISH TO INCREASE OUR TAXES WHEN THEY DO NOT HELP OUR SPECIAL NEEDS CHILDREN? I HAVE SEEN HOW THEY TOOK MY GRANDCHILDREN TO DUE PROCESS. IT'S UNFAIR AND A WAY OF WASTING OUR TAXES. WE DEMAND EQUALITY IN EDUCATION FOR OURCHILDREN. >> THANK YOU. GASEOUS THANK
YOU, GRACIAS. >> NEXT WE HAVE MATTHEW BROWN
AND KELSEY SCOTT ON DECK. >> HELLO BARTY MEMBERS . MY NAME IS KELSEY BROWN AND I'M THE THEATER TEACHER AT THE HIGH SCHOOL AND I'M HERE ON BEHALF OF SEVERAL OF THE EDUCATORS HERE AT USD. SOME OF THESE EDUCATORS INCLUDE WILLIAM, WENDY JOHNSON, JAMES SHARP, CORTEZ, NICOLE ROBINSON, MICHAEL THOMAS. JENNIFER KING, MOLLY GRIFFIN. THE LIST GOES ON. WE EMAILED ALL OF YOU A WEEK AGO AND SENT A LETTER TO ALL OF YOU IN REGARD TO OUR CONCERNS, REGARDING PROPOSITION 28, MONEY IN THE DISTRICTS ARTS PLAN THAT WAS ADOPTED A FEW YEARS AGO. WHILE I'M NOT HERE TO READ THE ENTIRE LETTER TO YOU, I AM HERE TO REITERATE AND STRESS THE IMPORTANCE OF THE CHANGE THAT NEEDS TO HAPPEN IN ORDER TO BENEFIT THE STUDENTS OF OUR SCHOOL DISTRICT. IN ORDER FOR US TO MEET CALIFORNIA EDUCATIONAL CODE REQUIREMENTS. FOR EQUITABLE, TESTABLE ARTS EDUCATION FOR STUDENTS, WE NEED TO BAND TOGETHER AS A DISTRICT TO CREATE ROBUST ARTS PROGRAMS WHICH PROVIDE ALL STUDENTS ACCESS TO ARTS EDUCATION IN ALL OF OUR SCHOOLS. CURRENTLY WE LACK A STRONG INFRASTRUCTURE AND SUPPORT. EVERYTHING IS BEING MANAGED BY TWO PEOPLE BUT WE NEED EVERYONE INVOLVED. HOW CAN THEY TRULY ENSURE EQUITY AND ACCESSIBILITY IN THE ARTS EDUCATION WHEN ONLY TWO INDIVIDUALS ARE TASKED WITH OVERSEEING WHICH SHOULD BE A DISTRICT WIDE INITIATIVE? WE HAVE SYSTEMIC BARRIERS INCLUDING FLAWED MASTER SCHEDULING, INEQUITABLE AND OUTDATED HIRING PRACTICES THAT FAIL TO ALIGN WITH THE ARTS EDUCATION STANDARDS. WE HAVE POORLY MAINTAINED ART SPACES WITH OUTDATED EQUIPMENT AND WE HAVE THE INABILITY OF THE DISTRICT DEPARTMENTS TO COLLABORATE OR PLAN FOR THE ARTS. WE HAVE BIASED ARTS EDUCATION PERCEPTIONS WHICH ARE SEVERELY UNDERMINING OUR ARTS PROGRAMS. WHILE WE HAVE EXCELLENT ART PROGRAMS THAT EXIST HERE, WE HAVE SIGNIFICANT GAPS AS WELL. WE ARE ASKING THAT WE WORK TO DEVELOP A COMPREHENSIVE RECRUITMENT STRATEGY TO EXPAND SUPPORT PERSONNEL ACROSS ALL DISCIPLINES. THAT WE ADDRESS THAT THE INEQUITIES AND WE PRIORITIZE ARTS AND DISTRICT PLANNING.
>> GOOD EVENING SUPERINTENDENT AND BOARD PRESENTS
>> I WANT TO INTRODUCE MYSELF I'M JEFFREY SCOTT ONE OF THE SPECIAL REPRESENTATIVES FOR THE WESTERN STATE. I'M A GRADUATE OF NEXT-DOOR. I TRULY BELIEVE HIGHLIGHTING PROGRAMS AND HIGHLIGHTING A PARTNERSHIP. SHORTLY AFTER THE PANDEMIC WE WERE CONNECTED IN THE FORM OF A CT PROGRAM . BOTH THE MISSING PIECE WAS THE INTER-STREET CONNECTION. GREAT AMAZING
[00:55:03]
TRAINING PROGRAMS. THAT'S WHERE AT THE TIME, TRACY HAD APPROACHED US WITH THE BOARD MEMBERS. IS A LOT OF CHANGE HAPPENING WITH SOME OF WHAT YOU MAY KNOW, MR. HANKER AT ALL HIGH , HE MAKES A GOOD NAME FOR HIMSELF OUT THERE. HE WAS ONE OF OUR FIRST RETIREES BECAME THE TEACHER. WHAT WE ADVOCATE FOR HIS OPTIONS AND OPPORTUNITY. WE KNOW COLLEGE IS A GREAT OPTION IF IT'S AVAILABLE TO YOU BUT THAT SHOULDN'T BE A NECESSITY IN ORDER TO HAVE A HIGH-QUALITY CAREER WITH SUSTAINABLE WAGES, BENEFITS AND RETIREMENT TO LIVE ON AT THE END OF YOUR CAREER. THESE ARE THINGS THAT THROUGH THESE PROGRAMS YOU'VE ESTABLISHED, WE'VE COME TO PARTNER WITH AND ONE OF THE THINGS I LIKE TO HIGHLIGHT IS THE RECOGNITION AND MAKING SURE THE STUDENTS THAT COMPLETE THESE PROGRAMS ARE SEEN AND HEARD. THAT THEY HAVE SOMETHING THAT DISTINGUISHES THEIR ACCOMPLISHMENTS. A LOT OF THE TIMES THESE STUDENTS DO THE DIRTY WORK AND GET THE SKILL SET. WE DO A GREAT JOB AT CELEBRATING THOSE ACCOMPLISHMENTS AND SEE THOSE CAREER CENTERS . I WANT TO THINK BOARD MEMBER PEREZ FOR REACHING OUT AND SAYING WHAT CAN WE DO TO SPECIFICALLY RECOGNIZE THE PARTNERSHIP? WE CAME UP WITH THE IDEA OF THIS. WHEN THEY WALK ACROSS THE STAGE THEY HAVE A CT TRAINING. THEY HAVE THE OPTION TO DIRECTLY GO INTO AN APPRENTICESHIP PROGRAM WITH ZERO DEBT, HIGH SCHOOL AND HIGH WAGE. WE TALK ABOUT THESE CAREERS, THEY NEED TO BE SUCCESSFUL TO HAVE AN ACTUAL FUTURE. SO THANK YOU VERY MUCH.>> NEXT WE HAVE STEPHANIE. AND LINDA ON DECK.
>> GOOD EVENING BOARD MEMBERS I'M HERE TO ASK THE BOARD CREATE A POLICY RESTRICTING PRIDE AND TRANS FLAGS IN THE CURRICULUM-BASED SPACES. MY JOURNEY START AT SIERRA LAKES ELEMENTARY SCHOOL. THE FIRST WEEK OF SCHOOL A CHILD ASKED ME WHAT A RAINBOW FLAG IS. SHE MENTIONED HER TEACHER HAS THE FLAG IN THE CLASSROOM I ASKED IF THERE WAS AN AMERICAN FLAG IN THE CLASSROOM AND SHE SHARED WITH ME THAT THERE IS NO AMERICAN FLAG. THE SIERRA LAKES ELEMENTARY SCHOOL VIOLATED EDUCATIONAL CODE SECTION 38 117. THE INCIDENT STIRRED CONCERNS ABOUT THE APPROPRIATENESS OF DISPLAYING THE FLAGS REPRESENTING SEXUALITY AND ELEMENTARY EDUCATIONAL SETTINGS. THE ASSISTANT PRINCIPAL MADE IT CLEAR THAT THE PRIDE FLAG WAS ALLOWED AND THAT THEY WERE GOING TO REMOVE IT FROM THE CLASSROOM. WITHOUT ANY LUCK FROM THE SCHOOL I REACHED OUT TO THE SCHOOL BOARD. HE SAID THE GOAL OF ANY FLAGS IN THE CLASSROOM IS TO FOSTER A WELCOMING ENVIRONMENT FOR EVERY STUDENT. THESE FLAGS OR THESE SYMBOLS ARE NOT A REQUIREMENT FROM THE DISTRICT BUT ARE OFTEN PLACED IN THE ROOM FOR THE TEACHERS WHO WISH TO SO SUPPORT FOR THE STUDENTS. HE SAYS IT'S TO FOSTER A WELCOMING ENVIRONMENT. WE NEED TO UNDERSTAND THE REAL MEANING BEHIND THE FLAG. IT REPRESENTS SEXUALITY AND NOTHING MORE. I WONDER IF THE TEACHERS TRUE INTENTION OF PLACING THE FLAG WAS TO SHOW SUPPORT OR TO SHOW WHAT HER SEXUAL PREFERENCES ARE? I WAS TOLD BY THE PRINCIPAL THE TEACHER HAS THE RIGHT TO FREEDOM OF SPEECH AND SPEECH AND EXPRESSION IF THIS IS TRUE WHERE DO WE DRAW THE LINE? COULD YOU COME TO SCHOOL IN A BIKINI? COULD SHE HANG A TRUMPED FLAG IN HER CLASSROOM? IT SHOULD BE A PLACE FOR EVERYONE TO FEEL WELCOME AND RESPECTED ON BOTH SIDES. IF IT'S NOT PART OF THE CURRICULUM SHOULD NOT BE IN THE CLASSROOM. IF YOU SAY THE FLAG IS TRULY JUST REPRESENT A WELCOMING ENVIRONMENT FOR ALL THE AND WHY IS IT NOT THERE WITH THE AMERICAN FLAG AT THE FRONT OF THE SCHOOL TO SHOW ALL OF THE PARENTS THAT THE DISTRICT STANDS ON INCLUSIVITY? IS THIS THE ONLY CLASSROOM ON
[01:00:02]
THE CAMPUS THAT HAS A WELCOMING ENVIRONMENT OR OTHER TEACHERS ABLE TO MAKE EVERYONE FEEL WELCOME WHILE STICKING TO THE CURRICULUM PROVIDED? HE SAID THE DISTRICT WANTS TO REMAIN NEUTRAL ON BOTH SIDES HOWEVER, WHEN YOU ALLOW THE SYMBOLS IN THE CLASSROOM YOU HAVE CHOSEN ASIDE. THIS WAS A FLAG PURCHASED BY THE TEACHER FOR HER TO PUSH WHAT SHE BELIEVES IN THE CLASSROOM WITHOUT THE PROPER KNOWLEDGE OR GUIDANCE FROM THE DISTRICT ON HOW TO HANDLE OUR CURIOUS CHILDREN, IT'S RECKLESS AND DISAPPOINTING THAT THIS IS ALLOWED. OVER THE NEXT 15 YEARS I WILL BE APPARENT IN THE FONTANA UNIFIED SCHOOL DISTRICT AND CONTINUE TO ADVOCATE FOR MY CHILDREN AND FOR THE PARENTS WHO SHARE THE SAME BELIEFS AS WELL AS SHEDDING LIGHT ON WHAT'S HAPPENING IN SECRET ON THE CAMPUSES. I STARTED A PETITION OVER 190 SIGNATURES CONTINUING TO SPREAD WORD WITH THE FAMILIES. I WOULD LIKE A RESOLUTION THAT MAKES SENSE FOR BOTH SIDES. WE MUST RALLY ON CALL FOR TRANSPARENCY, FAIRNESS, AND A CERTAIN DEGREE OF PRIVATE NESTS IN THESE DELICATE MATTERS. CONFINING DISCUSSIONS TO HOUSEHOLDS WHERE AGENCY AND CONTROL IS FOR THE PARENTS. I ASKED THE SCHOOL DISTRICT TO UPHOLD CONSTITUTIONALITY. IF YOU WOULD LIKE TO SUPPORT PLEASE SIGN UP THE PETITION@CHANGE.ORG. THANK YOU.>> GOOD EVENING BOARD. I'D LIKE TO THANK OUR POLICE CHIEF, HE'S FOLLOWED THROUGH ON EVERYTHING HE HAS TALKED TO ME ABOUT AND IT'S FANTASTIC. THANK YOU TO THE POLICE FOR EVERYTHING THEY ARE DOING. TRAFFIC IS STILL BAD. I WATCHED CARS GET TICKETED IN THE NEXT DAY THEY DO THE SAME THING SO IT IS THE PARENTS THERE AND THE PARK WHERE THEY WANT. IN THE MIDDLE OF THE STREET. THE BUSES HAVE TO STOP IN THE MIDDLE OF THE ROAD BUT THE POLICE IS WORKING HARD TO FIX THIS. WE NEED TO GET THE POLICE, WE NEED MORE OFFICERS. THERE'S NO DOUBT. MONEY DOESN'T NEED TO BE SPENT ON AND I KNOW IT'S BEING SPENT ON THINGS WE DON'T NEED. WE NEED SCHOOL POLICE. WE NEED MORE SCHOOL POLICE OUT THERE. CARS ARE STILL RUNNING IN THE BICYCLE LANE AND THEY CUT US OFF. THEY DON'T WANT TO WAIT IN THE TRAFFIC OF ONE LANE AND I SPOKE TO DARCY AND HE SAID IT WASN'T HIS IDEA AND HE DOESN'T LIKE THEM. THIS IS ALL THE MAYOR WHO SET THIS UP AND HAS DONE NOTHING BUT MESS WITH US. IT'S DANGEROUS THEY'RE GOING TO GET HURT.
>> ALSO, IT'S SAD THAT WE HAVE A BOARD MEMBER THAT'S TRYING TO PUSH US TO GET RID OF ALL OF OUR OLD SCHOOLS. THEY'RE AN ICON HERE. THEY'VE BEEN HERE WAY BEFORE YOU WERE EVEN PROBABLY BORN, SOME OF THEM. AND I'VE SAID THAT YOU'RE GOING TO TRY AND GET RID OF OUR SCHOOLS, JUST BECAUSE THEY'RE OLD. FIX THEM. REMODEL. DO SOMETHING. BUT THERE'S PARTS OF THE BUILDINGS IN THESE SCHOOLS THAT NEED TO STAY, AND THAT'S PART OF FONTANA, AND TO GET RID OF THEM, YOU'RE TEARING DOWN THE BUILDING AT FONTANA MIDDLE SCHOOL. THAT'S ALMOST 100 YEARS OLD. AND YOU'RE GOING TO TEAR IT DOWN.
WHEN IT COULD BE USED FOR AFTERSCHOOL PROGRAMS. THAT'S SAD. IT'S ALSO SAD THAT, YOU KNOW, THAT YOU JUST DON'T SEEM TO CARE . ONLY ONE THAT REALLY HAS DONE ANYTHING WAS ONLY, I CAN ONLY SEE TWO PEOPLE SITTING UP THERE HAS EVER DONE ANYTHING THEY'VE PROMISED THEY COULD WORK ON OR AT LEAST TRY TO FIX IT. AND I HAVE TO SAY, SPECIAL ED, OUR NEW DIRECTOR, HE'S
AWESOME. KEEP, KEEP HIM. >> NEXT, WE HAVE CARLA GUTIERREZ AND TRAVIS ECK IS ON DECK.
>> I'M DOING DOUBLE DUTY TONIGHT. GOOD EVENING, PRESIDENT, FELLOW BOARD MEMBERS, AND SUPERINTENDENT ANTIBODY. MY NAME IS CARLA GUTIERREZ SANTOS, AND I CURRENTLY SERVE A SOUTHWEST CEC CHAIR. I'M EXCITED TO ANNOUNCE THAT OUR NEXT SOUTHWEST CEC MEETING ON OCTOBER 24TH, WE WILL BE PROVIDING A 30 MINUTE OVERVIEW OF ADR, WHICH STANDS FOR ALTERNATIVE DISPUTE RESOLUTION. THERE SEEMS TO BE A LOT OF BACK-AND-FORTH ABOUT WHAT IT TRULY IS. I MYSELF AM STILL LEARNING, AND I'M LOOKING FORWARD TO THE KNOWLEDGE ON HOW THIS HELPS OUR CHILDREN. SO DR. SHERRY WILKINS
[01:05:02]
PHD WILL BE PROVIDING A VIRTUAL 30 MINUTE OVERVIEW DURING OUR OCTOBER 24TH MEETING AT 9:00 A.M. HERE IN THE PIAZZA. BUT BECAUSE THIS IS SUCH AN IMPORTANT TOPIC THAT WE HEAR SO MUCH ABOUT, DR. WILKINS WILL BE PRESENTING IN PERSON ON DECEMBER 6 AT 10:00 A.M. TO PROVIDE A FREE-FOR-ALL 90 MINUTE IN PERSON TRAINING AS WELL. WE TRULY HOPE THAT OUR FAMILIES AND COMMUNITY TAKE FULL ADVANTAGE OF THIS OPPORTUNITY TO ASK QUESTIONS AND FOR CLARIFICATION. THE MESSAGE THAT I'D LIKE TO LEAVE OUR FAMILIES WITH TONIGHT IS, WE ARE LISTENING. WE ARE WORKING HARD TO MAKE POSITIVE CHANGES THROUGHOUT PARTS OF THE WHOLE FONTANA SULFA SYSTEM FOR THE BETTER EDUCATION OF OUR CHILDREN. BUT WE DEFINITELY NEED TO DO IT TOGETHER. AS A PARENT, GUARDIAN BEFORE AN IEP MEETING OR A MEETING WITH A SULFA DIRECTOR, WE NEED TO ASK OURSELVES, MI CONSCIENTIOUS AND FAIR ABOUT THE THINGS THAT I'M ASKING FOR? HAVE I DONE MY RESEARCH ABOUT WHY THIS, WHY THIS IS GOING TO WORK BETTER THAN THE PRACTICES THAT ARE CURRENTLY IN PLACE? DO I HAVE DOCUMENTATION IN HAND WITH CONCRETE FACTS SHOWING HOW THIS HASN'T WORKED, AND OUR GOALS ARE NOT BEING MET? AM I BRINGING SOLUTIONS AND ALTERNATIVES SO THAT THE IEP TEAM CAN SEE WHAT I'M ASKING FOR? AND IF I'M NOT BEING GRANTED WHAT I'M ASKING FOR, WHAT ALTERNATIVES CAN YOU, AS A DISTRICT, PROVIDE DIFFERENTLY FROM WHAT WE ARE DOING RIGHT NOW, BECAUSE I HAVE ALL THIS DOCUMENTATION IN HAND DEMONSTRATING THAT THERE HAS BEEN ZERO IMPROVEMENT FROM THE LAST TIME WE MET. SUCCESSFUL IEP MEETINGS MEANS SUCCESS IN EDUCATION FOR OUR CHILDREN.WHEN PARENTS AND THE IEP TEAM SHOW UP PREPARED WITH DOCUMENTATION, CALM AND COLLECTED, READY TO TRULY COLLABORATE, WE MAKE MAGIC. I KNOW THIS BECAUSE I'VE LIVED IT. THERE IS ALWAYS DIFFERENT ALTERNATIVES AND APPROACHES TO LEARNING, AND THERE WILL ALWAYS BE SOMETHING WE CAN DO TO PROVIDE A BETTER EDUCATION FOR OUR CHILDREN. WE JUST NEED TO REMEMBER TO WORK SIDE-BY-SIDE, AND THAT THIS IS TRULY A
PARTNERSHIP. THANK YOU. >> GOOD EVENING, BORED.
SUPERINTENDENT ANTIBODY. BOARD OF EDUCATION. THANK YOU FOR LETTING US SPEAK. I'M SPEAKING ON BEHALF OF THE COMMUNITY ADVISORY COMMITTEE. WE ARE A COMMUNITY THAT WORKS WITH SPECIAL EDUCATIONS, AND WHAT WE DO IS WE ARE, WE DO A LOT OF GOOD THINGS, AND THAT'S WHAT I'M HERE TO TELL YOU GUYS ABOUT. WE WORK WITH, WE GO OUT INTO THE COMMUNITY AND WORK WITH PARENTS, AND WE JUST RECENTLY WENT TO A SPECIAL NEEDS FAIR PUT ON FOR THE FONTANA PD -- FONTANA -- WE HAD A -- THERE WAS -- IT WAS A REALLY GREAT EVENT. THERE WAS, IT WAS, LIKE, YOU KNOW, GOING TO A FAIR -- SNOW CONES, HOTDOGS. THEY HAD TRADITIONAL DANCING -- COSTUMES. -- VERY SERIOUS ABOUT WHAT THEY WERE DOING. -- HAVING MORE FUN WITH IT. IT WAS JUST A GREAT TIME. SO WE HAD TO LEAVE IT THERE. WE ALSO ARE PUTTING OUT LETTERS OF ACHIEVEMENT FOR OUR STUDENTS -- LIKE, 800 LETTERS OF ACHIEVEMENT TO OUR KIDDOS. AND WITH THAT LETTER OF ACHIEVEMENT, COME WITH THE CERTIFICATE FOR, MILA KEYNES, EXCUSE ME, AND THEN FOR OUR BIGGER KIDS , OUR NINTH THROUGH 12TH GRADE KIDS, THEY'RE GOING TO GET A BAG OF SCHOOL SUPPLIES. SO PENCILS, BACKPACKS, STUFF LIKE THAT. SO THAT'S WHAT, SOME OF THE STUFF WE'VE BEEN DOING. WE ALSO DID , WE ALSO DID A VIRTUAL ONLINE PARENTING, WORKING WITH YOUR STUDENT WITH ACADEMICS, AND WE'RE GOING TO DO ANOTHER ONLINE PARENTING, NOT FAMILY NIGHT, BUT BEHAVIOR MANAGEMENT -- WORKING WITH YOUR CHILD. AND THAT'S GOING TO BE ON, IT'S GOING TO BE VIRTUAL ON TEAMS, AND THAT WILL BE JANUARY 23RD. SO MY WHOLE POINT HERE IS TO COME JOIN US. WE HAVE OUR NEXT COMMUNITY ADVISORY COMMITTEE MEETING ON SEPTEMBER 24TH. IT'LL BE RIGHT HERE, 9:00 TO 11:00. DOING A LOT OF GOOD THINGS -- EVERYBODY CAN COME.
IF YOU HAVE ANY QUESTIONS, LET ME KNOW. THANK YOU.
>> AND JUST A POINT OF CLARIFICATION, IT'S OCTOBER
>> THANK YOU. >> THANK YOU. NEXT WE HAVE JOSHUA CRIST AND -- IS ON DECK.
[01:10:04]
>> GOOD EVENING, BOARD PRESIDENT SERNA , FONTANA UNIFIED SCHOOL BOARD MEMBERS, AND SUPERINTENDENT INBODY. MY NAME IS JOSHUA PRIEST, AND I'M A PROUD PUBLIC EDUCATION TEACHER WHO HAS PRIVILEGE TO TEACH THEATER ART AND TECHNICAL LEADER AT MOUNT SAN ANTONIO COLLEGE. THIS YEAR IN FACT I HAD THE PRIVILEGE OF THREE ALUMNI FROM FONTANA UNIFIED SCHOOL DISTRICT IN MY CLASSES, AND FEW OF THEM WERE CAST ON OUR STAGE DURING OUR PRODUCTIONS OF DEFYING GRAVITY AND AVENUE Q. THE REASON I'M GIVING PUBLIC, TONIGHT IS BECAUSE TWO YEARS AGO, I PARTICIPATED IN CANVASSING, PHONE BANKING, AND PROMOTING ENGAGEMENT IN SUPPORT OF PROPOSITION 28, WHICH NOW PROVIDES DEDICATED FUNDING FOR ARTS OF EDUCATION THROUGHOUT THE STATE. FOR OUR FONTANA SCHOOLS, THIS TRANSLATES, IF I'M UNDERSTANDING CORRECTLY, TO ABOUT $6 MILLION PER YEAR FOR THE TERM OF THE PROPOSITION TO ENHANCE OUR FONTANA ARTS PROGRAMS, WHICH BEGAN WITH THE 23-24 ACADEMIC YEAR. IN SEPTEMBER, THE BOARD IS PRESENTED WITH AN INITIAL PLAN FOR PROP 28, AS WELL AS THE 23-24 REPORT FOR HOW OUR FIRST YEAR OF FUNDING WAS SPENT, AND I COMMEND THE BOARD FOR INITIALLY REJECTING THAT PLAN.
WHEN OUR COMMUNITY, OUR STATE, AND OUR STATE VOTE SO DECISIVELY TO ENSURE THAT OUR ARTS PROGRAMS ARE FUNDED AND STAFFED WITH TRAINED AND CREDENTIALED PROFESSIONALS , OUR DISTRICT HAS A DUTY TO REPRESENT THE INTENT OF THOSE CONSTITUENTS, AND, IN THIS CASE, PROVIDE OUR CHILDREN WITH A RICH AND REWARDING ARTS EDUCATION WHILE THEY COMPLETE THEIR PROGRAMS OF STUDY. AS THE PRESENTATION FOR TONIGHT WAS NOT ATTACHED TO THE BOARD AGENDA, I CANNOT COMMENT OR RESPOND TO WHAT I WOULD'VE HOPED WAS A NEW AND TRANSPARENT PLAN FOR THIS FUNDING. BUT I ENCOURAGE EACH AND EVERYONE OF YOU TO CONSIDER THE PLAN PRESENTED WITH SCRUTINY. I HOPE THIS BOARD WITHHOLDS APPROVAL OF A PLAN UNTIL THEY ARE CONVINCED THAT THIS PLAN FOR OUR DISTRICT ARTS PROGRAMS WILL ENHANCE THE LEARNING OF MUSIC, ART, AND, OF COURSE, THEATER FOR ALL OF OUR STUDENTS. BUT IT IS A PLAN THAT INCLUDES EVIDENCE-BASED RATIONALE FOR THE HIRING OF TEACHERS AND CLASSIFIED, WHICH WILL BE MOST IMPACTFUL WITH IN OUR CLASSROOMS. AND INTENTIONAL SPENDING ON PURCHASED EQUIPMENT THAT WILL OPEN OPPORTUNITIES FOR OUR STUDENTS AND PROVIDED EQUITY OF LEARNING ACROSS THE ENTIRE DISTRICT. I HOPE THAT AS WE INVEST INTO OUR DISTRICT, THE GOALPOSTS REMAINS STEADFASTLY POSITIONED AT LEADING OUR NEIGHBORING DISTRICTS AND TRULY ALL OF ENGLAND EMPIRE AND FOSTERING OUR STUDENTS ARTISTIC ENDEAVORS, LEARNING ENDEAVORS, LEARNING AND CAREER-BASED ARTS, AND LEARNING AND CAREER-BASED ART OUTCOMES. I KNOW THIS BOARD IS FOCUSED ON OUR STUDENTS.
I'VE SEEN IT, AND I TRULY BELIEVE THAT TOGETHER, THIS BOARD, THE DISTRICT, THE TEACHERS, THE CLASSIFIED, AND OUR STUDENTS, ALONG WITH THE COMMUNITY, CAN CHANGE THE LIVES OF OUR STUDENTS AND CELEBRATE THE RICH ARTISTIC CULTURE OF FONTANA THROUGH THE OPPORTUNITY PROP 28 FUNDING PROVIDES US.
THANK YOU FOR HEARING OUR COMMUNITY TONIGHT. AND FOR BEING EFFICIENT AND VIGILANT IN THE USE OF PUBLIC FUNDS THAT IS MADE AVAILABLE TO OUR DISTRICT, ENSURING THAT EACH PROP $28 THEY SPENT IN THE BEST OF ITS ABILITY ON OUR FONTANA STUDENTS
ARTS EDUCATION. >> GOOD EVENING, BOARD OF TRUSTEES, SUPERINTENDENT INBODY. MY NAME IS -- AND I'M PART OF THE -- BOARD. TODAY I'M NOT HERE TO TALK ABOUT THE SECRECY POLICY THAT THIS, THIS DISTRICT HAS. I'M HERE TODAY IN SUPPORT AND TO STAND BEHIND PARENTS WHO ADVOCATE FOR THEIR CHILDREN'S PARENTS, LIKE THOSE OF THE SPECIAL NEEDS WHOM I SEE COME HERE MONTH AFTER MONTH ADVOCATING FOR THEIR CHILDREN.
AND THIS BOARD JUST PUSHES THEM ASIDE, NOT REALLY SHOWING ANY INTEREST IN THEIR CONCERNS. EVEN THOUGH THERE ARE SOME PARENTS BUT HAVE A DIFFERENT EXPERIENCE, THERE ARE OTHERS THAT IS NOT THE SAME EXPERIENCE THAT THEY ARE EXPERIENCING. IT IS SAD TO SEE PARENTS BEING TOLD THEY DON'T KNOW THE DIFFERENCE BETWEEN ENTITLEMENT AND ADVOCACY. THIS MENTALITY IS SO NEGATIVE AND COUNTERPRODUCTI VE. IT JUST GOES TO SHOW HOW SOME ARE CONFORMED TO THE BARE MINIMUM OF SUPPORT SERVICES, AND PARENTS SEEKING BETTER SUPPORT SERVICES FOR THEIR STUDENTS ARE VIEWED AS DEMANDING, JUST BECAUSE SOME PARENTS ARE OKAY WITH THE BARE MINIMUM DOESN'T MEAN OTHER PARENTS WILLIE. OTHER THAN THIS BOARD, COMING ALONGSIDE THESE PARENTS AND SITTING DOWN AND SEEING WHAT CAN BE DONE, THEY SIMPLY DENY AND START DUE PROCESS, WHICH IS LITIGATION.
I'M GOING TO BE HOLDING SOME PASSAGES FROM YOUR EQUITY POLICY ADOPTED BACK IN MAY 1ST, 2024. THE GOVERNING BOARD BELIEVES THAT EQUITY, OPPORTUNITY, AND EQUITY OF ACCESS TO A PROGRAM SERVICES AND RESOURCES ARE CRITICAL TO CLOSING THE -- GAP BETWEEN THE IDENTIFIED STUDENT GROUPS, WHICH INCLUDES SPECIAL NEEDS STUDENTS. THE BOARD SHALL DEVELOP POLICIES, AND THE SUPERINTENDENT SHOWS IMPLEMENT PROCEDURES AND PROTOCOLS TO PROMOTE EQUITY IN DIRECT PROGRAMS AND ACTIVITIES TO MEASURE SUCH AS THE -- ONE,
[01:15:07]
ASSISTING STUDENT NEEDS, TWO, ANALYZING EXPENDITURES AND OPENING FINANCIAL AND HUMAN RESOURCES IN A MANNER THAT PROVIDES ALL STUDENTS WITH EQUITABLE ACCESS TO DISTRICT PROGRAMS, SUPPORT SERVICES AND OPPORTUNITIES FOR SUCCESS AND FOR MORE EQUITY AND BELONGING IN THE DISTRICT. HOW IS THIS EQUITY POLICY BEING APPLIED TO THE SPECIAL NEEDS COMMUNITY AND TO THESE PARENTS? IT IS APPARENT THAT THIS BOARD IS NOT FOLLOWING ITS OWN EQUITY POLICY, AND IS BEING DISCRIMINATORY TOWARD SOME SPECIAL NEEDS PARENTS. FOR EXAMPLE, MS. RIOS HAS BEEN COMING MONTH AFTER MONTH SEEKING FOR THIS BOARD TO APPROVE AND PROVIDE SUPPORT SERVICES FOR HER CHILD A VISION THERAPY. THIS BOARD HAS DENIED HER REQUEST TIME AND TIME AGAIN. WHY? THE CERTAIN HOURS IS TOO MUCH FOR THIS BOARD TO APPROVE OR AGREE TO, THEN SUGGEST SOMETHING DIFFERENT. SOMETHING IS BETTER THAN NOTHING. SO FONTANA PARENTS, STAY VIGILANT, KEEP HOLDING THESE BOARD ACCOUNTABLE, AND THIS BOARD ACCOUNTABLE TO THE COMMUNITY THAT THEY ARE ELECTED TO REPRESENT. IT IS VERY HARDTO BELIEVE -- THANK YOU. >> NEXT WE HAVE RUDY CASTRO AND
MIGUEL C. IS ON DECK. >> GOOD EVENING, SUPERINTENDENT INBODY , PRESIDENT SERNA, AND BOARD MEMBERS , ALSO THE FONTANA COMMUNITY. I WANT TO EXPRESS OPTIMISM ABOUT A COUPLE OF ITEMS FROM THE AUGUST BOARD MEETING, AND IT WAS WONDERFUL TO HEAR ABOUT DATE SCHOOL AND THEIR SUCCESS. FIRST, I'D LIKE TO THANK MIKE GARCIA FOR SUPPLYING MY NIECE WITH A BACKPACK AND SCHOOL SUPPLIES FOR SCHOOL AT THE START OF THE SEMESTER. SHE WAS REALLY OVER THE MOON ABOUT THAT, AND EAGER TO START THE SCHOOL YEAR. THANK YOU, MIKE. I KINDLY ASK YOU TO SUPPORT, I GOT TO ASK PRESIDENT SERNA , IS IT CAMPAIGNING, IF I'M NOT RUNNING, IF I ASK TO COMMUNITY SUPPORT MARIA ARIAS FOR SAN BERNARDINO COUNTY -- BUT IT IS CAMPAIGNING. IT'S NOT PART OF THE BUSINESS HERE. THANK YOU SO MUCH FOR THAT. YOU COULD DO THAT IN ANOTHER MENU, BUT YES, THANK YOU SO MUCH.
>> I LIKE THE SUBJECT OF WORK YOU WILL TRAVEL TO LEARN ABOUT OTHER CULTURES. I FORGOT WHAT, WHAT THE OFFICIAL NAME WAS, BUT A YOUNG LADY BROUGHT IT UP, AND I, I DON'T KNOW IF YOU WAS AHEAD OF THE PROGRAM, BUT I THINK IT'S UNBELIEVABLY VALUABLE FOR A CHILD'S EDUCATION AND DEVELOPMENT TO SEE WHAT IT'S LIKE IN OTHER COUNTRIES AND CULTURES, ESPECIALLY THOSE WITH SEVERE PROBLEMS. THIS ALLOWS THE CHILD TO EXPERIENCE GRATITUDE, AS THEY REALIZE THEY HAVE IT FAR BETTER OFF THAN MANY OTHER PEOPLE IN THE WORLD, AND I FEEL THIS COUNTERS A LOT OF NEGATIVITY THEY'RE BOMBARDED WITH NOWADAYS ABOUT RACISM AND FEARS ABOUT CLIMATE CHANGE.
ANOTHER VERY WORTHWHILE SUBJECT IS THAT OF ECONOMIC OR FINANCIAL LITERACY. I BELIEVE ADAM PEREZ BROUGHT THAT UP A COUPLE OF MEETINGS AGO. I'M NOT SURE THE CORRECT TERM, BUT IT'S, OR THE EXACT SUBJECT MATTER, BUT FROM THE SOUND OF IT, I ASSUME IT WOULD TEACH YOUNG PEOPLE ABOUT THE VALUE OF MONEY AND HOW TO MANAGE IT. CERTAINLY BALANCING A CHECKBOOK, SETTING A BUDGET, TRACKING YOUR SPENDING ARE VERY VALUABLE SKILLS THAT, THE EARLIER YOU LEARN THEM, THE BETTER. THERE ARE ADULTS WHO HAVE CHALLENGES IN THESE AREAS.
THEY DETERMINE WHETHER YOU'LL BE ABLE TO PAY YOUR BILLS OR DROWN IN DEBT LIKE OUR FEDERAL GOVERNMENT. MY CONCERNS ARE ABOUT THE ETHNIC STUDIES REQUIREMENT. IT'S WONDERFUL TO LEARN ABOUT OTHER ETHNICITIES AND CULTURES, ABSOLUTELY.
HOWEVER, IF IT'S DONE THE WAY DEI OR CRT HAVE BEEN IN SCHOOLS AND WORK SETTINGS , IT WOULD BE TRAGIC. THE PEDAGOGY ALWAYS INVOLVES DIVISION. IT'S OPPRESSOR VERSUS OPPRESSED.
COLONIALIST VERSUS POOR NATIVES. LOOKING AT ETHNICITIES IN THIS JUXTAPOSITION IS UNPRODUCTIVE AND HARMFUL.
CLEARLY THIS COULD CREATE MORE HATE DIRECTED TOWARDS WHITE MALES, FOR EXAMPLE, CHRISTIANS AND . YOU COULD TEACH IT, FOR ONCE, IF WE COULD JUST TEACH A SUBJECT WITH POSITIVITY, WITHOUT PITTING ONE GROUP AGAINST ANOTHER. I MEAN, INNOCENT CHILDREN ARE NOT RESPONSIBLE FOR HISTORICAL EVENTS. THANK YOU. I THOUGHT THAT WAS THREE MINUTES. WAS
THAT FIVE? >> IT WAS THREE MINUTES.
>> OH, THE -- OKAY. I THOUGHT THAT WAS -- BUT IT'S THREE, IT
WAS THREE MINUTES. >> OKAY. I'M ENTITLED TO A --
>> THREE MINUTES. BUT IT'S ONLY THREE MINUTES?
>> YES SIR, YES. THANK YOU. >> MICHAEL C? IS HE STILL HERE? OKAY. I'LL MOVE ON TO ANDREA MOORE. EXCUSE ME.
[01:20:05]
>> RIGHT HERE. >> OH! I'M SORRY. YES. MICHAEL
LANGUAGE ] >> GOOD, GOOD EVENING, MEMBERS OF THE BOARD. MY NAME IS MIGUEL, AND I AM A RESIDENT OF FONTANA. I HAVE GRANDCHILDREN WHO ARE STUDENTS TO FONTANA.
FIRST OF ALL, I WOULD LIKE TO CORDIALLY ASK TO NOT CONTINUE THE PRACTICE OF INITIATING LITIGATION AGAINST OUR STUDENTS, OR AGAINST OUR CHILDREN. THEY ARE PEOPLE, IN DEFENSELESS PEOPLE WHO NEED CARE AND OUR SUPPORT. I KNOW OF SEVERAL PARENTS THAT HAVE COMPLAINTS OF THE DISTRICT TAKING THEM TO, THEM AND THEIR CHILDREN TO LITIGATION. THIS IS AN ABOMINABLE, AND SHOULD NOT BE PERMITTED. I ASK THAT THE MEMBERS OF THE BOARD DON'T ALLOW THAT NOBODY BE TAKEN INTO LITIGATION WITHOUT YOU BEING INFORMED, OR A VOTE. YOUR PRACTICE , TO TAKE US OR OUR CHILDREN INTO THE LITIGATION, IS A VIOLATION OF THE STUDENT'S RIGHTS, AND THEIR FAMILIES. I, AS A RESIDENT, AND AS A TAXPAYER, ASK NOT TO USE OUR TAX PAYER'S MONEY FOR LITIGATION. SECOND OF ALL, I AM NOT IN ACCORDANCE WITH ASKING US TO RAISE OUR TAXES WHEN YOU HAVE MONEY. YOU GUYS WANT TO ASK FOR A BOND TO RAISE OUR TAXES WHEN MOST OF US CANNOT PAY THEM. WE ARE PEOPLE OF LOW INCOME. I ASK NOT TO PROMOTE THE BOND, PLEASE. THANK YOU.
>> ANDREA MOORE, AND THEN ON DECK IS TIFFANY CURRY.
>> GOOD EVENING, EVERYONE. I'M ANDREA MOORE. I'M A TEACHER AT 10 CREST ELEMENTARY. TONIGHT, YOU GET A STICKY NOTE SPEECH.
SORRY, GUYS. IT'S BEEN A LONG COUPLE OF MONTHS. I JUST WANTED TO START OFF WITH SOME POSITIVES. I REALLY DO APPRECIATE THIS YEAR, THE DISTRICT'S FOCUS ON ACADEMICS.
I FEEL LIKE IT'S THE FIRST TIME WE'VE FOCUSED ON ACADEMICS SINCE COVID, AND THAT'S FAR AND LONG COMING.
ALL OF OUR STUDENTS WHO HAVE GONE THROUGH KINDERGARTEN AND PRESCHOOL, WE ARE SEEING THEM THERE IN FOURTH AND FIFTH GRADE RIGHT NOW. THEY ARE STRUGGLING, AND THEY ARE SOME OF THE MOST, THEY ARE SOME OF THE LOWEST AND MOST STRUGGLING KIDS WE'VE SEEN, ACADEMICALLY, IN MY CAREER. SO I APPRECIATE THAT. I SEE YOU CHANGED IT TO THREE MINUTES IN THE LAST FOUR MONTHS. I WONDER WHAT HAPPENED IN BETWEEN. SO I DID LIKE THE SCIENCE OF READING TRAINING. SOMETHING THAT I JUST WANTED TO BRING TO YOUR ATTENTION, AS I KNOW THAT THERE WAS A, OUR WEDNESDAYS, THE TEACHERS WEDNESDAYS AFTERNOONS VOTED ON.
[01:25:02]
I JUST FIND IT VERY IRONIC THAT SOMETHING THAT YOU GUYS DID WAS LOWER THE NUMBER OF MEETINGS THAT YOU HAVE TO RUN A WHOLE DISTRICT TO ONCE A MONTH. HOWEVER, NOW, I HAD TO MEET THREE TIMES A MONTH TO RUN MY ONE CLASSROOM. IT HAS BEEN ABSOLUTELY, IT'S KIND OF DECIMATED OUR PREP TIME, ALONG WITH IMPLEMENTING NEW CURRICULUM THAT YOU GUYS WANT TO DO. WE HAVE NO TIME TO SIT FOR A COUPLE OF HOURS AND FIGURE OUT, LOOK THROUGH IT, PLAN. THERE'S OTHER THINGS WHERE WE NEED TO REARRANGE ALL OF OUR LESSON PLANS THAT WE'VE EVER DONE, AND WE DO NOT HAVE TIME TO DO IT. SO I FEEL VERY, LIKE, RUSHED. I FEEL LIKE OUR KIDS ARE SUFFERING BECAUSE OF IT. THERE IS NOT ONE PERSON WHO KNOWS WHAT MY CLASSROOM NEEDS MORE THAN I DO. I HAVE A DEGREE. I'VE LEARNED. I'VE TAUGHT. I KNOW WHAT MY CLASSROOM NEEDS, AND NO AMOUNT OF STAFF MEETINGS IS GOING TO MAKE, YOU KNOW, NOT ADDING EXTRA ONES, ANYWAY, IS GOING TO MAKE MY INSTRUCTION MORE POSITIVE. GENERAL EDUCATION TEACHERS ARE FEELING THE SAME WAY. I'VE HEARD TEACHERS ACROSS THE ENTIRE DISTRICT SAY, LIKE, WHY DOES IT FEEL LIKE APRIL? IT IS AUGUST. THAT IS NOT A GOOD THING, WHEN TEACHERS ARE FEELING THAT WAY AT THE BEGINNING OF THE SCHOOL YEAR. WE ARE OVERWHELMED, AND WE ARE EXHAUSTED, AND WE HAVE NOT ENOUGH PREP TIME, EVER. AND NOW IT'S MUCH, MUCH MORE, IT'S MUCH WORSE. LET ME SEE. WHILE WE ARE BEING TRAINED, AND I DO APPRECIATE THAT, THAT GOOD EDUCATIONAL TRAINING , THE TIME TO IMPLEMENT IT, THE TIME TO SIT WITH OUR THINGS, TO PLAN, TO DIG THROUGH IT, TO KIND OF DETERMINE, WHAT DO WE HAVE TIME TO DO, WHAT DO WE NOT, WHAT ARE WE GOING, WHAT WE THINK IS GOING TO BE THE MOST BENEFICIAL FOR OUR STUDENTS, WE JUST DO NOT HAVE IT. THAT'S ALL I HAVE TO SAY. HAVE A GREAT NIGHT. THANK YOU.>> WARD PRESIDENT? I HAVE A QUICK CLARIFYING QUESTION. YOU MENTIONED A NEW CURRICULUM. WHAT'S THE NAME OF THE NEW
CURRICULUM? >> I BELIEVE JEANETTE IS DOING MAGNETIC READING. MY CURRICULUM, I WAS, MY, MY INTERVENTION CURRICULUM, I WAS USING READ 180 FOR FOURTH AND FIFTH GRADE, WAS TAKEN. AND I'M NOT ALLOWED TO USE IT ANYMORE. I HAVE JENNA CURRICULUM, I HAVE PLENTY OF MATERIALS, BUT I HAVE NOT USED THAT FOR MY FOURTH AND FIFTH GRADERS, EVER , SINCE I'VE BEEN IN RSP. I'VE USED THE, THE INTERVENTION CURRICULUM, SO, AGAIN, I WAS LIKE, OKAY, THAT'S FINE. WE'RE NOT USING THAT ANYMORE. I CAN USE OTHER THINGS. BUT I HAVEN'T, WHEN? WHAT AM I GOING TO PLAN FOR
THAT? IT'S ALL NEW. >> THANK YOU.
>> MISSES SANDOVAL, GO AHEAD. >> THANK YOU. SO ARE YOU SAYING THAT YOU NEED A LITTLE BIT MORE TIME, OR DO YOU NEED, LIKE, A STUDY TIME, WHERE YOU AND YOUR COHORT CAN GET TOGETHER AND
COME UP WITH A PLAN? >> THERE'S, THERE'S BEEN A COUPLE OF SOLUTIONS THAT I'VE, LIKE, LIKE OTHER SPECIAL ED TEACHER, WITH A CERTAIN NUMBER OF STUDENTS IN A CASELOAD, YOU HAVE, YOU DID A PROOF FOR US TO TAKE DAYS OFF, OKAY? BUT KEEP IN MIND THAT, IT'S UP TO SIX DAYS, BUT REMEMBER, I'M ALREADY OUT SIX DAYS. ON TOP OF THAT, I WAS OFF, OUT FOR A HALF DAY FOR THE MAGNETIC READING TRAINING, NOT TO MENTION IF I HAVE PERSONAL THINGS GOING ON. SO IT'S LIKE, WHEN AM I GOING TO TEACH? SO I DO APPRECIATE THAT, DON'T GET ME WRONG. AND THEN JEN ADDED, AT LEAST OUR THIRD THROUGH FIFTH GRADE TEACHERS, HAVE BEEN OFFERED TIME PULLED OUT OF THE CLASSROOM TO WORK WITH OUR TOA AND DO THAT KIND OF STUFF. I KNOW THAT THERE'S, THERE'S CERTAIN THINGS THAT WE'RE TRYING TO DO. IT'S JUST, IT'S ALWAYS, LIKE, WE'RE BEING EITHER PULLED OUT OF HER CLASSROOM, AND THOSE WEDNESDAYS -- I KNOW THAT SOME TEACHERS AGREED UPON IT. I THINK IT WAS A VERY BAD DECISION. I REALLY DO. I THINK IT WAS JUST, THAT'S, THAT'S WHAT WE NEED. WE NEED WEDNESDAY AFTERNOONS TO PLAN AND TO PREP AND TO PREPARE FOR OUR CLASSROOMS.
>> SO ONE, ONE WEDNESDAY A MONTH WOULD BE GREAT, IF YOU
WERE ABLE TO DO THAT. >> WE'RE ALREADY, WE ONLY HAVE
ONE A MONTH. >> OH, OKAY. ALL RIGHT. WELL, MAYBE WE CAN TALK ABOUT THAT, OR MEET WITH -- YOUR PRESIDENT, AND PERHAPS YOU GUYS CAN WORK SOMETHING OUT. OKAY?
>> OKAY. >> WE'LL TALK ABOUT IT.
>> IS THERE ANY OTHER QUESTIONS?
>> KNOW? THANK YOU. >> THANK YOU.
>> HI. SO GOOD EVENING, BOARD PRESIDENT SERNA, HONORABLE BOARD MEMBERS, AND SUPERINTENDENT INBODY. MY NAME IS TIFFANY CURRY, AND I'VE BEEN AN EDUCATOR IN FONTANA UNIFIED SCHOOL DISTRICT FOR NEARLY SEVEN YEARS, AND I AM A PROUD PARENT TO A BEAUTIFUL AFRICAN-AMERICAN FONTANA UNIFIED THIRD GRADE STUDENT. I HOLD A MASTERS IN SPECIAL EDUCATION, A MASTERS IN PSYCHOLOGY, AND I'M CURRENTLY PURSUING MY DOCTORATE IN PSYCHOLOGY. MY SUCCESS AND AMBITION WERE SHAPED BY OVERCOMING CULTURAL BARRIERS, WHICH TAUGHT ME THE IMPORTANCE OF HIGHER EDUCATION, AND
[01:30:01]
BUILDING SELF-EFFICACY THROUGH KNOWLEDGE. I GREW UP AS A MINORITY STUDENT IN A CULTURAL ENVIRONMENT THAT DIDN'T REFLECT MY EXPERIENCES, OR TEACH ME ABOUT THE INCREDIBLE HISTORY OF MY ANCESTORS. THIS RESULTED IN FEELINGS OF SHAME AND INADEQUACY AS I NAVIGATED A K-12 SYSTEM THAT LACKED THE CULTURAL RELEVANCE I NEEDED TO TRULY THRIVE. I KNOW MANY OF OUR STUDENTS TODAY FACE THE SAME STRUGGLES, FEELING UNSEEN, UNHEARD, AND UNREPRESENTED IN THEIR EDUCATION. I DIDN'T TAKE MY FIRST ETHNIC STUDIES CLASS UNTIL I REACHED COLLEGE, AND IT WAS A LIFE-CHANGING EXPERIENCE. AN EXPERIENCE THAT LED TO ME ENTERING THE DEAN'S LIST, A SIGNIFICANT ACHIEVEMENT FOR MY TWO POINT A GRADUATION GPA FROM HIGH SCHOOL. RESEARCH CONSISTENTLY SHOWS THAT ETHNIC STUDIES PROGRAMS LEAD TO GREATER STUDENT ENGAGEMENT, HIGHER ACADEMIC ACHIEVEMENT, AND IMPROVED SELF-ESTEEM, ESPECIALLY FOR OUR MINORITY STUDENTS. A 2016 STUDY CONDUCTED BY STANFORD UNIVERSITY FOUND THAT STUDENTS WHO TOOK ETHNIC STUDIES COURSES IMPROVE THEIR ATTENDANCE AND GPA SIGNIFICANTLY. THESE ARE THE KINDS OF OUTCOMES WE NEED TO PRIORITIZE IN OUR SCHOOLS.AS EDUCATORS AND LEADERS, WE HAVE THE RESPONSIBILITY TO ENSURE THAT ALL OF OUR STUDENTS FEEL EMPOWERED, VALUED, AND SEEN. WHEN STUDENTS SEE THEMSELVES REPRESENTED IN THE CURRICULUM, THEY DEVELOP A SENSE OF PRIDE AND BELONGING THAT NOT ONLY BOOSTS THEIR ACADEMIC PERFORMANCE, BUT ALSO FOSTERS LEADERSHIP AND GLOBAL CITIZENRY. I HAVE SEEN FIRSTHAND HOW STUDENTS LEARN ABOUT THEIR HISTORY AND CULTURE BECOME MORE CONFIDENT, RESILIENT, AND PURPOSE DRIVEN.
I AM LIVING PROOF OF THE POWER OF REPRESENTATION. MY SINGLE MOTHER PROVIDED. SHE PURSUED HIGHER EDUCATION, EARNING A DOCTORATE IN PSYCHOLOGY AND MENTAL HEALTH LICENSURE, AND SHE INSTILLED THAT SAME PASSION WITHIN MYSELF AND MY SISTER. I URGE THIS BOARD TO IMPLEMENT ETHNIC STUDIES AS A STANDALONE, YEAR-LONG PROGRAM. WE CANNOT AFFORD TO LET ANOTHER GENERATION OF STUDENTS PASS THROUGH OUR SCHOOLS WITHOUT THIS ESSENTIAL KNOWLEDGE. OUR SCHOOLS ARE MULTICULTURAL, AND OUR CURRICULUM SHOULD REFLECT THAT REALITY. ETHNIC STUDIES ISN'T JUST AN ACADEMIC SUBJECTS. IT'S THE KEY TO UNLOCKING THE POTENTIAL IN OUR STUDENTS, AND POWERING THEIR FUTURES, AND IT'S A STEP TOWARDS CLOSING THE EVER PRESENT ACHIEVEMENT GAP WITHIN OUR MINORITY COMMUNITIES. THE MARTYRS AND LEADERS WHO BUILT AND SUSTAINED THIS COUNTRY DESERVE THE HONOR OF HAVING THEIR STORIES TOLD IN OUR CLASSROOMS. WE HAVE THE POWER TO MAKE THAT CHANGE AND SHAPE THE FUTURE WHERE ALL STUDENTS, REGARDLESS OF THEIR BACKGROUND, ARE GIVEN TOOLS THAT THEY NEED TO SUCCEED. PLEASE, BE THE CATALYST FOR THAT CHANGE. THANK YOU SO MUCH FOR YOUR TIME.
>> THANK YOU. >> NEXT WE HAVE DON DOOLEY AND
MICHAEL TOWNSEND IS ON DECK. >> HELLO, EVERYBODY.
SUPERINTENDENT INBODY , BOARD PRESIDENT SERNA , THE REST OF THE BOARD. MY NAME IS DAWN DOOLEY, PRESIDENT OF THE UNITED STEELWORKERS LOCAL 8599 REPRESENTING THE CLASSIFIED AND HOURLY EMPLOYEES OF FONTANA UNIFIED SCHOOL DISTRICT. WANT TO LET EVERYONE KNOW IT IS'S OCTOBER, OKAY? SO THIS IS OUR NINTH ANNUAL SOCKTOBER EVENT. THANK YOU TO OUR ANONYMOUS DONOR FOR A BAG OF SOCKS AND UNDERWEAR. TODAY, YOU MAY SEE THIS SIGN POSTED AT YOUR SCHOOL SITES. SO IF EVERYONE HERE DONATED A PAIR OF SOCKS, UNDERWEAR, OR SHOES, THAT WOULD STAY HERE IN THE DISTRICT AND PROVIDE FOR OUR FAMILIES THAT ARE IN NEED THE OTHER CLOTHES CLOSET. SO WHEN OUR WOMEN OF STEEL GROUP WAS OVER IN THE CLOTHES CLOSET AND WE DID OUR WARM WEATHER GEAR DRIVE LAST YEAR, WE NOTICED THAT THERE WERE VERY LITTLE PAIRS OF SHOES. SO IF YOU ARE GOING TO DONATE, OF COURSE, SOCKS, UNDERWEAR, AND ESPECIALLY SHOES THIS YEAR FOR OUR FAMILIES. ALSO, IT IS CATASTROPHIC LEAVE BANK OPEN ENROLLMENT TIME FOR OUR CLASSIFIED STAFF, SO MAKE SURE YOU SEE THIS FLYER AS WELL IF YOUR SCHOOL SITES OCTOBER 1ST THROUGH OCTOBER 31ST. GET YOUR CATASTROPHIC LEAVE INFORMATION. AND THAT IS IT FOR ME TONIGHT.
>> MR. PEREZ. >> IS THERE A MONETARY WHERE WE CAN GIVE YOU MONEY TO BUY THE SOCKS? DO YOU GUYS HAVE A QR CODE, OR HOW WOULD ONE BE ABLE TO?
>> YOU CAN CALL US. YOU KNOW HOW. I THINK EVERYONE KNOWS HOW TO GET A HOLD OF US. THIS, ALSO, IF YOU DO HAVE A DONATION, THIS IS GOING FROM FIRST OCTOBER, SEPTEMBER 16TH THROUGH OCTOBER 19TH. SO IF YOU DO HAVE A DONATION, YOU CAN
[01:35:01]
CALL US. WE'LL COME PICK IT UP, OR YOU CAN BRING IT TO THE UNION HALL, WHICH IS 16981 FOOTHILL BOULEVARD EN SUITE A1. OKAY? THANK YOU VERY MUCH. >> THANK YOU.
>> GOOD EVENING. MY NAME IS MICHAEL TOWNSEND. I REPRESENT STATE ASSEMBLY MEMBER ELOISE GOMEZ REYES, AND I'M HERE TO READ A STATEMENT ON HER BEHALF. ASSEMBLY MEMBER REYES SAID IN HER STATEMENT, I JOIN OUR FONTANA COMMUNITY IN SUPPORTING A STANDALONE CHORUS FOR ETHNIC STUDIES. IN 2021, A.B. 101 WAS SIGNED GOVERNOR NEWSOM, REQUIRING STUDENTS TO COMPLETE A COURSE IN ETHNIC STUDIES AS A HIGH SCHOOL GRADUATION REQUIREMENT. ALTHOUGH THE LAW DOES ALLOW ETHNIC STUDIES TO BE TAUGHT AS PART OF ANOTHER COURSE, MY OFFICE HAS RECEIVED NUMEROUS CALLS AND LETTERS STRONGLY ADVOCATING FOR A SEPARATE CLASS TO BE OFFERED INSTEAD. MOREOVER, THE COMMITTEE WHO STUDIED THE IMPLEMENTATION FOR THE ETHNIC STUDIES AT FONTANA UNIFIED SCHOOL DISTRICT RECOMMENDED A STANDALONE CLASS. THE COMMITTEE ADVOCATES FOR A YEAR-LONG COURSE, SEPARATE FROM OTHER ENGLISH OR SOCIAL STUDIES COURSES, IN ORDER TO HIGHLIGHT THE HISTORIES, CULTURES, AND CONTRIBUTIONS OF DIVERSE ETHNIC GROUPS IN OUR COMMUNITIES. THIS FOCUS, THIS FOCUSED EXPERIENCE WILL NOT ONLY ENHANCE OUR STUDENT'S CRITICAL THINKING SKILLS, BUT ALSO PREPARE THEM TO BE INFORMED, COMPASSIONATE CITIZENS CAPABLE OF MAKING POSITIVE CONTRIBUTIONS IN OUR GLOBAL SOCIETY. I STAND WITH THE STUDENTS, PARENTS, GUARDIANS, AND DISTRICT STAFF IN URGING THE FONTANA UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION TO ADOPT A CURRICULUM THAT PROVIDES AN ETHNIC STUDIES CLASS THAT IS DISTINCT AND SEPARATE FROM ANY OTHER CLASS
CURRENTLY BEING OFFERED. >> THANK YOU.
>> THIS LAST CARD SAYS MS. A. IS THAT ANYBODY IN THE ROOM?
MS. A? >> HI, GOOD EVENING, BOARD MEMBERS AND SUPERINTENDENT. I NAME IS MS. A. WHILE IT'S BEEN STATED TOO OFTEN THAT CHILDREN ARE THE FUTURE OF THIS WORLD, TEACH THEM WELL, AND LET THEM LEAD THE WAY. SHOW THEM THE BEAUTY THEY POSSESS INSIDE. THEY ARE GOING TO BE THE LEADERS OF TOMORROW, AND THEY'RE GOING TO MAKE CHOICES THAT WILL DIRECT, DIRECTLY AFFECT FUTURE GENERATIONS TO COME. I STAND BEFORE YOU FOR WHAT I HAVE COME TO KNOW AND BEAR WITNESS FOR SOME TIME NOW. AND BY SHARING, I'M SHARING IT
IN THIS MANNER. >> WHAT'S THE MATTER?
>> -- KEEP GETTING MAD AT ME, AND I DON'T KNOW WHY.
>> CAN YOU CLARIFY WHAT THAT RECORDING IS, BEFORE WE
CONTINUE? >> IT'S MY SON. LAST FRIDAY.
CERTAIN EVENTS HAVE BEEN HAPPENING, AND I DON'T WANT TO GET INTO DETAIL, BUT I WANT YOU TO HEAR IT FROM HIS VOICE, BECAUSE THERE'S NOT ENOUGH WORDS THAT I CAN EXPRESS TO YOU OTHER THAN THE VOICE OF MY OWN CHILD. AND I NEED YOU TO AT LEAST LISTEN TO HIS WORDS. IT'S KIND OF HARD TO HEAR, BUT THERE'S JUST CERTAIN POINTS YOU'LL UNDERSTAND.
>> COME HERE. WHAT'S THE MATTER?
>> THE TEACHERS KEEP GETTING MAD AT ME, AND I DON'T KNOW
WHY. I DON'T KNOW WHY! >> WHAT DID SHE TELL YOU THIS
[01:40:07]
TIME? >> SHE GOT MAD AT ME BECAUSE -- I FORGET WHY SHE WAS GETTING MAD AT ME.
>> AND HOW DO YOU KNOW SHE'S GETTING MAD AT YOU?
>> SHE JUST KEEPS YELLING AT ME, AND IT'S SCARING ME.
>> WHAT DID SHE TELL YOU TODAY?
PUSHED ME. >> WHAT DO YOU MEAN, SHE PUSHED
YOU? >> WE'RE HAVING A HARD TIME HEARING WHAT EVERYTHING IS SAID. I'D LIKE TO BE ABLE TO OFFER AN OPPORTUNITY, AND I'M NOT SURE WHAT THE ISSUE IS, BASED ON THE, THE RECORDING, AND, AND I CAN TELL THAT THERE'S A LOT OF HURT AND DISCOMFORT IN THIS. IS THERE ANY WAY THAT ANY OF OUR STAFF CAN, CAN CONTINUE THE CONVERSATION WITH YOU DURING THIS MEETING, OR OUTSIDE, OR IN A SEPARATE SPACE TO GET, GET TO THE BOTTOM OF WHAT THE ISSUE IS
SO WE CAN SUPPORT THAT? >> WELL, YES. AND THE ISSUE IS THAT THE TEACHER HAS A CERTAIN DEMEANOR. HAS A CERTAIN WAY OF
TALKING TO SOMEONE. >> OKAY. OKAY.
>> AND THERE'S A CERTAIN WAY OF TALKING TO SOMEONE, AND WE DON'T TALK LIKE THAT TO EACH OTHER.
>> UNDERSTOOD. >> AND IT'S GOTTEN TO THE POINT WHERE IT'S BEEN PROGRESSIVE. FRIDAY KIND OF HIT THE NAIL IN THE COFFIN, BECAUSE IT JUST GOT TO THE POINT WHERE SHE STATED THINGS, SAID THINGS, AND WITHOUT GOING INTO DETAIL, MY SON FELL TWICE AT SCHOOL, AND SHE JUST GOT ANNOYED,
FRUSTRATED, AND PUSHED HIM. >> OKAY.
>> AGAIN, COULD SHARE THAT IF YOU WANT, BUT I JUST WANTED TO COME TO BE AWARE, BECAUSE I'VE DONE WHAT I NEEDED TO DO , AND GO THROUGH THE CHANNELS. I'M JUST NOT FINDING --
>> I'M SORRY, AND I'M SORRY YOU HAD THAT EXPERIENCE. I'M ASSUMING YOU'VE BEEN THROUGH THE PRINCIPAL ALREADY AT THE SCHOOL, AND THERE HASN'T BEEN ANY RECOURSE THERE, AND --
>> KNOW. >> HAVE YOU COME TO THE OFFICE, BEFORE, THE DISTRICT OFFICE AT ALL?
>> THIS IS THE FIRST TIME I COME TO YOU HERE EVER, AND I DID CALL SCHOOL POLICE, AND THEY KIND OF GUIDED ME ON WHAT I NEED TO DO. BUT THE END RESULT, WHAT I GOT FROM THE PRINCIPAL, WAS FAR FROM WHAT I'VE EXPECTED.
>> OKAY. >> AND CURRENTLY, RIGHT NOW, YOU CAN PRETTY MUCH SAY THAT MY SON DOESN'T HAVE A PLACE TO GO TO. HE HAS NO HOME. NO SCHOOL.
>> WELL, THAT'S NOT, THAT'S NOT WHAT WE WANT. SO IS IT POSSIBLE THAT DR. STAIN, BABY, HOODOO, WHO DO YOU BEST --
>> LET'S FOLLOW UP -- >> CAN WE HAVE YOU HAVE A, ARE YOU OKAY WITH HAVING A CONVERSATION TONIGHT WITH HIM, AND HOPEFULLY WE MOVE THIS IN A POSITIVE DIRECTION? I'M SORRY,
DR. -- >> IF TONIGHT'S TOO LATE, YOU'LL SCHEDULE A MEETING, GET ON THE CALENDAR.
>> BUT THIS SOUNDS LIKE IT'S URGENT.
>> I AGREE, ABSOLUTELY. >> MY POINT IS, IT'S, SHE DIDN'T DENY IT. AND MY CONCERN IS, THE SAFETY AND THE, THE
WELFARE OF MY SON. >> I, ABSOLUTELY. ABSOLUTELY.
AGAIN, I MIGHT RECOMMEND THAT MAYBE HUMAN RESOURCES BE PART OF THAT TOO AS WELL, IF THAT'S OKAY? YES, PLEASE. OKAY. HIS A?
>> AGUILAR. >> OKAY. IF WE COULD HAVE YOU PLEASE BE SUPPORTED BY OUR STAFF THERE, AND AT THE END OF THE DAY, AFTER ALL THIS IS THAT AND ON, I KNOW THIS BOARD WILL PROBABLY WANT A REPORT BACK ON WHAT HAS HAPPENING IN THAT SITUATION. SO THANK YOU SO MUCH FOR BRINGING THAT TO OUR
ATTENTION, AND I'M SO SORRY. >> I JUST WANTED TO ADD, MY CONCERN IS MY SON'S EDUCATION.
>> ABSOLUTELY. >> AND HIM ATTENDING SCHOOL, AND NOT BEING MARKED, AND BE IN A POSITION WHERE HE LOSES MORE
THAN WHAT IS ALREADY LOST. >> THAT'S NOT GOING TO HAPPEN.
SO WE'LL MAKE SURE THAT GETS TAKEN CARE OF, AND I KNOW THE TEAM HERE TO LISTEN TO YOU AND WE HOPE VERY SOON THERE WILL BE A RESOLUTION. THANK YOU SO MUCH. WAS THAT THE LAST PUBLIC COMMENT? THE REST ARE FOR ITEMS? OKAY.
>> BOARD PRESIDENT? >> I JUST WANT TO REQUEST THAT SUPERINTENDENT KEEP US POSTED ON THE RESULTS OF THIS.
>> YEAH, THAT'S WHAT I JUST ASKED. THANK YOU.
>> ALL RIGHT. TURNED MY MIC OFF. ALL RIGHT. 3.7. WE ARE NOW
[01:45:06]
AT STUDENT BOARD MEMBER COMMENTS. -- IF YOU WANT TO,YOU GOT THE MIC. >> HELLO, EVERYBODY. I JUST WANT TO THANK YOU GUYS FOR ALL COMING TO THIS BOARD MEETING TODAY, AND I JUST WANTED TO HIGHLIGHT OUR UPCOMING COLLEGE AND CAREER FAIR HAPPENING OCTOBER 9TH, AND I WANT TO EMPHASIZE FOR PARENTS AND STAFF AND TEACHERS AROUND TO ENCOURAGE YOUR STUDENTS AND BRING YOUR STUDENTS AND CHILDREN TO THIS, AS YOU GET AN INSIGHT INTO A BUNCH OF COLLEGES, TOP COLLEGES AROUND THE AREA. BERKELEY, UCLA, UC RIVERSIDE, FULLERTON, REDLAND, SAN BERNARDINO, THEY'RE ALL SCHOOLS THAT ARE GOING TO BE ATTENDING THIS COLLEGE AND CAREER FAIR, AND IT'S NOT ONLY ABOUT COLLEGE. IT'S ABOUT CAREER AS WELL, SO IT GIVES THE STUDENTS AN INSIGHT ABOUT WHAT THEY WANT TO DO IF THEY'RE NOT GOING TO COLLEGE AND MAYBE GOING TO A TRADE SCHOOL OR COMMUNITY COLLEGE. IT GIVES THAT OPPORTUNITY FOR STUDENTS TO LEARN MORE ABOUT THAT. I WENT THERE LAST YEAR, AND IT WAS A VERY REWARDING EXPERIENCE, TO BE ABLE TO FINALIZE MY COLLEGE DECISIONS NOW, AND TO BE ABLE TO BE CONFIDENT IN WHERE I'M GOING TO APPLY TO THIS YEAR, AND I'M ACTUALLY GOING TO BE ATTENDING THIS COLLEGE AND CAREER FAIR, AND I'M EXCITED TO KNOW, AND I FEEL LIKE IT'S, IT'S BEST SUITED FOR ME TO, AND IT'S BEST SUITED FOR ALL STUDENTS TO GO TO THIS COLLEGE AND CAREER FAIR, BECAUSE IT MAKES THEM FEEL MORE CONFIDENT AFTER HIGH SCHOOL. SO I JUST WANTED TO EMPHASIZE THAT, AND TO BRING ALL STUDENTS AND CHILDREN OF ANY AGES, I MEAN, I WENT THERE MY JUNIOR YEAR, BUT I WOULD MUCH RATHER GO MY FRESHMAN OR SOPHOMORE YEAR TO EVEN BE BETTER PREPARED AND KNOW ABOUT EVEN THE CAREER PATHWAYS THEY HAD. ROBOTICS, THEY HAD MEDICAL PATHWAYS THERE, AND IT'S VERY IMPORTANT FOR STUDENTS TO KNOW
ABOUT THAT, SO THANK YOU. >> ALL RIGHT, THANK YOU SO MUCH. APPRECIATE ALL YOUR INFORMATION AND YOUR LEADERSHIP
>> ITEM 3.8, SUPERINTENDENT COMMENTS. I GIVE IT BACK TO MS.
INBODY FOR HER COMMENTS. >> THANK YOU. I'M HAPPY TO SHARE SOME FANTASTIC NEWS THROUGH THIS PRESENTATION THAT'S COMING UP. THE FIRST ONE, THE FONTANA INVITE SCHOOL DISTRICT INVITES THE COMMUNITY TO JOIN US IN OUR ANNUAL HISPANIC HERITAGE MONTH CELEBRATION AS IT OWNERS THE WORLDWIDE IMPACT OF HISPANIC COMMUNITIES THROUGHOUT HISTORY.
THERE WILL BE SOMETHING FOR EVERYONE AT FUSD'S CELEBRATION OF CULTURE, HISTORY, AND DIVERSITY, AND THIS WILL INCLUDE GUEST SPEAKERS, FOOD TRUCKS, AND A RANGE OF ARTS AND CRAFTS, SO PLEASE JOIN US ON SATURDAY, OCTOBER 12TH, FROM 11:00 TO 3:00 AT FONTANA HIGH SCHOOL. THE SECOND ONE HERE, I'D LIKE TO HIGHLIGHT, IS A TEACHER FROM WAYNE RUBEL. OVER THE PAST FIVE YEARS. SHE'S USED ZARA, ZARA ROSSI. SHE'S USED THE AMAZON FUTURE ENGINEER PROGRAM TO SHARE HER ENTHUSIASM FOR COMPUTER SCIENCE WITH HER STUDENTS, AND NOW SHE IS ONE OF THE 50 EDUCATORS NATIONWIDE SELECTED FOR A TWO YEAR PAID FELLOWSHIP AS A TEACHER AMBASSADOR FOR THE PROGRAM.
AIMING TO EXPAND SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS EDUCATION AND TECHNICAL OPPORTUNITIES FOR OUR STUDENTS. THE AMAZON CHOSE ITS 2024 FUTURE ENGINEER TEACHING AMBASSADOR COHORT, AND THIS INCLUDES HER. THROUGH A HIGHLY COMPETITIVE PROSPER BASED ON HER EXPERTISE IN COMPUTER SCIENCE AND HER COMMITMENT IN PROVIDING EQUITABLE ACCESS TO COMPUTER SCIENCE EDUCATION. THROUGH THE PROGRAM, ROSSI WILL PLAY A VITAL ROLE IN BRINGING COMPUTER SCIENCE EDUCATION AND CAREER EXPLORATION TO STUDENTS ACROSS OUR DISTRICT. ON THIS NEXT ONE HERE, I'D LIKE TO SHARE THAT 41 STUDENTS FROM 80 MILLER, FONTANA HIGH SCHOOL, ARUBA HILLS, KAISER, AND SUMMIT HIGH SCHOOLS THERE EARNED ACADEMIC HONORS FROM THE COLLEGE BOARD NATIONAL RECOGNITION PROGRAM. THE PROGRAM CELEBRATES THE HARD WORK OF THOUSANDS OF HIGH SCHOOL STUDENTS NATIONWIDE, AND HELPS THEM TO SHOWCASE THEIR STRONG ACADEMIC PERFORMANCE, AND FOR THE FIRST TIME, THE ACADEMIC HONORS ALSO RECOGNIZES FIRST-GENERATION STUDENTS GOING TO COLLEGE. ELIGIBLE STUDENTS MUST MEET THE FOLLOWING CRITERIA TO QUALIFY. THEY NEED TO EARN A GPA OF AT LEAST 3.3, PSAT MNS QT OR PSAT 10 ASSESSMENT SCORES THAT ARE WITHIN THE TOP 10% OF ASSESSMENT TAKERS IN EACH STATE, AND ATTEND A SCHOOL IN A RURAL OR A SMALL TOWN, OR IDENTIFY AS AFRICAN-AMERICAN, BLACK, HISPANIC, LATINO, INDIGENOUS, OR NATIVE AMERICAN. OUR FIRST GENERATION, OR A FIRST GENERATION COLLEGE STUDENT. IN OUR KAISER HIGH SCHOOL HAS THE HIGHEST NUMBER OF STUDENTS RECOGNIZED, WITH 13 HONOREES. NEXT, I'D LIKE TO RECOGNIZE OUR STUDENTS IN THE DISTRICT FUTURE SHAPERS ACADEMY, THE FSA, WHO PRESENTED HIS CONTRIBUTIONS AND INPUT TO THE CITY OF FONTANA'S DOWNTOWN CORE PROJECT, A PROPOSAL DEVELOPED DOWNTOWN FONTANA INTO A LOCAL AND REGIONAL DESTINATION, WHICH HAPPENED ON SEPTEMBER 24TH AT THE CITY COUNCIL CHAMBERS IN FONTANA.
[01:50:03]
THE FUTURE SHAPERS ACADEMY LAUNCHED IN 23-24 , WITH STUDENTS SPENDING THE INAUGURAL SCHOOL YEAR COLLABORATING WITH LEADERS FROM THE CITY OF FONTANA TO DESIGN AN ENTERTAINMENT CENTER IN DOWNTOWN FONTANA, AND THE STUDENTS TACKLED A SERIES OF SMALLER DESIGN CHALLENGES ALONG THE WAY. THE PROGRAM WAS A NATIONAL SEMI FINALIST FOR A GRANT, WHICH AWARDED EACH STUDENT THERE $500 SCHOLARSHIP FOR THEIR PARTICIPATION, AND THE CITY MANAGER ASSURED US THAT MANY OF THEIR IDEAS WE PUT INTO ACTION AS THE CITY BEGINS THEIR REVITALIZATION EFFORTS. AND THIS LAST ONE HERE, BEFORE WE HAVE A FINAL ONE, IS OUR 31 FONTANA UNIFIED SCHOOLS SECURED PRESTIGIOUS CALIFORNIA POSITIVE BEHAVIOR INTERVENTION SUPPORTS AWARDS FOR THEIR DEDICATION IN CREATING AND MAINTAINING SUPPORTIVE AND INCLUSIVE CULTURES THAT FOSTER STUDENT SUCCESS DURING THE 23-24 SCHOOL YEAR. THIS MARKS THE FOURTH YEAR IN FONTANA THAT THE DISTRICT HAS SET A RECORD FOR A PLATINUM PBI S AWARDS WITH 11 SCHOOLS SECURING THE HIGHEST HONOR FROM PBI S. ALL OF OUR 31 SCHOOLS WILL BE HONORED IN THE 24--- 2024 CALIFORNIA COALITION CONFERENCE ON WEDNESDAY, OCTOBER 9TH FROM, WELL, THE NINTH THROUGH THE 11TH IN SACRAMENTO. THE 11 SCHOOLS N PLATINUM I HAVE TO ANNOUNCE HERE ARE CITRUS ELEMENTARY, CYPRESS DATE, AS YOU HEARD EARLIER, JUNIPER, REDWOOD, VIRGINIA PRIMROSE, AND THEN DOLORES WORKS INTERNATIONAL ACADEMY, ALONG WITH MIDDLE SCHOOLS ALDER, TRUMAN, SEQUOIA, AND SOUTH RIDGE TECH, AND LASTLY HERE, I WANT TO SHARE OUR COMMUNITY, WITH THE COMMUNITY, OUR WONDERFUL NEWS PIECE REGARDING THE RENAMING OF RANDALL PEPPER ELEMENTARY TO THE OLD A SHORT ELEMENTARY, SLATED FOR THE NEXT SCHOOL YEAR, AND I WANT TO GIVE A SPECIAL THANKS TO CLARISSA TREJO FOR FACILITATING THIS NEW STORY, AND FOR LOCATING THE RELATIVES OF THE SHORT FAMILY IN LOS ANGELES AND SAN DIEGO, WHO ARE GOING TO WORK CLOSELY WITH US AND ATTEND NEXT YEAR'S DEDICATION CEREMONY.>> FONTANA IS RIGHTING A WRONG BY RENAMING ONE OF ITS ELEMENTARY SCHOOLS TO HONOR A FAMILY WHO BROKE THE COLOR LINE. -- REMEMBER, SHOWS US HOW A DEDICATED YOUNG STUDENT HELP
THE CHIEF THIS HISTORIC MOMENT. >> NEXT TO THE PORTABLES IN THE BACK OF RANDALL PEPPER ELEMENTARY SCHOOL IN FONTANA,
THERE IS A PEACEFUL. >> THAT SAYS, MAY PEACE PREVAIL
ON EARTH. >> IT'S PART OF THE SHORT FAMILY UNITY GARDEN, DEDICATED LAST DECEMBER. THE SHORT FAMILY OWNED THIS LAND BEFORE THE SCHOOL WAS BUILT ON IT IN 1950.
>> I WONDER WHAT WAS HIS LIFE LIKE?
>> SUMMERS MOSS ATTENDED RANDALL PEPPER ELEMENTARY, AND WANTED TO KNOW, WHO WAS THIS SHORT?
>> AND THEN I GOOGLED, I DID SOME RESEARCH ABOUT IT.
>> IN 1945, SHORTT BOUGHT A PROPERTY ON THE CORNER OF RANDALL AND PEPPER STREETS. HE, HIS WIFE HELEN, AND TWO CHILDREN, BARRY AND CAROLANNE, THEY DID THEIR NEWLY BUILT HOME, BUT THEY WERE NOT WELCOMED BY THE NEIGHBORS.
>> -- BACK IN THE '40S, THERE WAS A RACIAL DIVIDE BETWEEN BASELINE NORTH FOR AFRICAN-AMERICANS WERE ALLOWED TO LIVE, AND BASELINE SOUTH, THEY WERE NOT.
>> MEMBERS OF THE LOCAL CHAMBER OF COMMERCE OFFERED SHORT THAT THEY WOULD BUYBACK THIS LAND FOR ITS FULL VALUE, BUT SHORTT DECLINED. THAT'S WHEN THE THREATS BEGAN. ON DECEMBER 16TH, 1945, HIS HOME EXPLODED IN A FIREBOMB, WHICH EVENTUALLY KILLED THE ENTIRE FAMILY. AUTHORITIES CALLED IT AN ACCIDENT, BUT AN NAACP INVESTIGATOR FOUND THE FIRE WAS
SET INTENTIONALLY. >> I JUST WANTED TO GIVE
JUSTICE TO HIM. >> MOVED BY THE TRAGEDY, CYRUS SAYS THE NAME OF THE UNITY GARDEN IN THE BACK OF THE
SCHOOL WAS NOT ENOUGH. >> I WOULD LIKE TO SEE IF WE COULD CHANGE THE NAME OF RANDALL PEPPER ELEMENTARY.
>> THIS MARCH, HE ASKED THE FONTANA UNIFIED SCHOOL DISTRICT TO RENAME THE SCHOOL O'DAY SHORT ELEMENTARY.
>> AND THEN WE JUST FORGOT ABOUT IT. IT WOULD'VE BEEN LIKE IF IT NEVER HAPPENED. BUT DID IT HAPPEN, SO THEN I REALIZED, IF THEY WANT TO -- I WAS GOING TO TAKE CHARGE.
>> HE STARTED A PETITION AND COLLECTED 150 SIGNATURES FROM THE COMMUNITY. THIS MONTH, THE BOARD MEMBERS CAST THEIR VOTE.
>> MOTION PASSES 5-0. >> WHEN YOU KNOW BETTER, YOU KNEW BETTER. AND SO THAT'S MEMORIALIZED OUR PAST , UNDERSTAND OUR HISTORY, AND MOVE FORWARD WITH
>> STARTING WITH THE 2025 SCHOOL YEAR, RANDALL PEPPER WILL BE KNOWN AS O'DAY SHORT ELEMENTARY, THANKS TO A YOUNG MAN WHO FOUGHT FOR THE LEGACY OF A FAMILY ALMOST FORGOTTEN.
>> I'M JUST SO EXTREMELY PROUD OF YOU.
>> MY GOAL IS TO LET EVERYBODY KNOW WHAT HAPPENED TO O'DAY SHORT . LET CHILDREN OF COLOR KNOW THAT THEY CAN DO ANYTHING, AND JUST LET THE WORLD KNOW THAT THERE'S HISTORY OF THIS SCHOOL, FONTANA, AND THIS COMMUNITY.
>> IN FONTANA. >> THAT CONCLUDES MY REPORT.
[4. Consent Calendar Section]
[01:55:01]
THANK YOU. >> THANK YOU, NIKKI, FOR THAT AMAZING REPORT. ALL RIGHT. WE ARE NOW ONE ITEM 4.1, CONSENT CALENDAR. AND SO THIS BOARD, THIS IS FOR THE APPROVAL OF THE CONSENT CALENDAR, AGENDA ITEM 4.2 TO 4.43 AND DO I HAVE A MOTION OF A SECOND TO APPROVE THE CONSENT CALENDAR?
>> I'D LIKE TO MOTION APPROVED CONSENT CALENDAR WITH THE EXCEPTION OF THE FIRST TWO ASSIGNMENT CHAMBERS -- TWO POSITIONS ON PAGE 17 OF ITEM 4.17. CAN I HAVE A SECOND?
>> SECOND. >> THANK YOU. MOTION BY DR.
CASADA, SECOND BY MR. ARMENDARIZ. AND IS THERE SOMEONE WHO WANTS TO SPEAK TODAY? OH, OKAY. WE HAVE A, THAT'S THE SAME -- YES, 4.17 IS ON THAT. GO AHEAD AND CALL
OUT THE INDIVIDUAL. >> THANK YOU. ANGELA WYSOCKI?
>> MEANING TO RETRACT OUR MOTIONS, AND THEN COME BACK AS
A -- BUT I CAN RETRACTED. >> WE'RE GOOD?
>> I WANT TO MAKE SURE. >> I HAVE SOME PAPERWORK I'D LIKE TO GIVE TO THE BOARD MEMBERS.
>> YOU'RE GOOD. >> I HAVE A COUPLE OF PAGES THAT I WOULD LIKE TO -- SO I AM HERE SPEAKING TO YOU IN REGARDS TO PAGE SIX ON THE CONSENT, ON THE -- I'M SORRY. I HAD EVERYTHING IN ORDER, AND IT'S NOT IN ORDER ANYMORE. SO THE, THE FRONT PAGE THAT YOU HAVE THERE IS A, AN EMAIL THAT WAS SENT ON APRIL 27, 2023, AND IT'S SET THE DATE FOR THE C STEM STAINING'S, THE DECEASED M CLASSES, THE COHORT TWO FOR JULY 15TH THROUGH 19TH, 2024, AND JULY 22ND THROUGH 26, 2024.
THE PAYMENT FOR OUR ATTENDANCE AND IS TRAININGS IS COMING BEFORE THE BOARD TONIGHT. BECAUSE OF A LACK OF ORGANIZATION , I DON'T KNOW WHAT THE DISTRICT OFFICE, IN TERMS OF WHO'S IN CHARGE, IT'S REALLY SICKENING TO SEE THAT PEOPLE CAN GET PAID MONTHS AFTER THEY WERE -- PERFORM THEIR DUTIES. AND WHAT HAPPENED WAS THAT AP 47 SHOULD HAVE BEEN APPROVED IN JULY, BUT THERE WAS A CHANGE IN PERSONNEL. AND SO THE PROCESS FOR, JUST, IT FELL THROUGH THE CRACKS. AND NOBODY'S WATCHING THIS, AND THE TRAINING HAD BEEN ON THE CALENDAR FOR MORE THAN A YEAR. SO THE PAYMENT, THE SERVICE HAPPENED IN JULY. BY ED CO., WE SHOULD'VE BEEN PAID NO LATER THAN THE 10TH OF SEPTEMBER, AND SO WE ARE NOW OWED INTEREST, IN ADDITION TO THE HOURS, BY ED CODE. AND SO THE NEXT PAGE THAT I HAVE IN THAT PACKET HAS THE ED CODE THERE FOR YOU THAT SHOWS THAT WE ARE TO BE PAID FOR SERVICES WITHIN 10 DAYS OF THE END OF THE NEXT PAY PERIOD. UNFORTUNATELY, THERE'S ALSO AN ERROR IN THE CONSENT, IN THE, IN THIS AGENDA, AND THAT'S THAT I ACTUALLY WAS AT THE, AT BOTH COURSES, AND SO I HAVE 80 HOURS OF SERVICE, AND I SHARED WITH YOU MY TIMECARD, AND THE PROOF THAT I COMPLETED THE TWO COURSES. BUT I'M IN FOR 40 HOURS INSTEAD OF 80, AND WAS NOTIFIED TODAY THAT THAT WON'T COME BEFORE THE BOARD UNTIL NEXT MONTH, AND SO I WOULDN'T SEE THAT PAYMENT UNTIL DECEMBER. SO THERE'S, SOMETHING NEEDS TO BE DONE ABOUT THE SYSTEM, AND HOW IT'S MANAGED, AND WHAT, WHO'S IN CHARGE IN SEEING THAT THINGS GET DEALT WITH IN A TIMELY MANNER. AND I DO EXPECT THAT WE ALL , THERE ARE 15, 14 OF US, THAT I EXPECT THAT WE ALL WILL RECEIVE THE INTEREST THAT IS DUE TO US, ACCORDING TO ED
[02:01:10]
>>> IF I COULD HAVE EVERYONE COME BACK.
>>> ALL RIGHT, EVERYBODY, WE'RE RETURNING. AGAIN, THANK YOU FOR YOUR PATIENCE AND ALLOWING FOR US THAT EXTENDED TIME TO REFRESH AND GET BACK TO THE BUSINESS WE NEED TO GET TO FOR THOSE OF YOU
[5.1 Business Services - Contract: San Bernardino County]
WATCHING AT HOME AND SITTING IN THE AUDIENCE, THANK YOU SO MUCH FOR YOUR PATIENCE. ITEM 5.1, OUR DISCUSSION ACTION SECTION OF THE AGENDA. BUSINESS SERVICES CONTRACT WITH SAN BERNARDINO COUNTY, ENTERING A CONTRACT WITH SAN BERNARDINO COUNTY AND ACCEPTING THE FUNDING IN THE AMOUNT OF $50,000 TO RENAME RANDALL PEPPER ELEMENTARY SCHOOL. I NEED A MOTION TO>> THANK YOU, MR. PEREZ. >> SECOND.
>> DR. QUEZADA ON THAT ONE. EVEN THOUGH YOUR MIC WAS OFF, I
DID HEAR YOU. >> I DID BEAT HIM, YEAH.
>> ANY DISCUSSION? HEARING NONE, I
HAVE A MOTION FROM MR. PEREZ . >> MISS SANDOVAL?
[5.2 Business Services - Resolution No. 24-38: Delegation of Authority]
>> AYE. >> AND MYSELF, MOTION PASSES 5-0. ITEM 5 .2, RESOLUTION -- DELEGATION OF A FOR THE BOARD TO ADOPT RESOLUTION APPROVING DELEGATION NUMBER 30 TO THE ASSOCIATE SUPERINTENDENT OF BUSINESS SERVICES AND THE EXECUTIVE DIRECTOR TO APPROVE, EXECUTE, AND DELIVER CHANGE ORDERS TO CONSTRUCTION CONTRACTS. I NEED A MOTION AND
>> THANK YOU, MR. PEREZ. IS THERE A SECOND? IS THERE A SECOND? I'LL SECOND IF NOBODY ELSE DOES. ANY DISCUSSION? HEARING NONE, I HAVE A MOTION BY
MR. PEREZ. MR. ARMENDAREZ? >> AYE.
[5.3 Human Resources - Variable Waiver Request]
>> NAY? AND MYSELF AYE, MOTION PASSES 4-1. ITEM 5 .3, HUMAN RESOURCES, VARIABLE WAIVER REQUEST FOR THE BOARD TO APPROVE AND RATIFY THE SUBMISSION OF A -- AUTHORIZING EL STRATEGIES. CAN I HAVE A MOTION AND A
>> I'LL GIVE THAT MISS SANDOVAL AND A SECOND TO MR. PEREZ ON THAT ONE. IS THAT GOOD?
>> YEP. >> ALL RIGHT, ANY DISCUSSION? MOTION BY MISS SANDOVAL, SECOND BY MR. PEREZ. MR.
[5.4 Teaching and Learning – 2024-25 Revised Schoolwide Plans for Student Achievement]
>> AND I'M AN AYE. TEACHING AND LEARNING, ITEM 4.-- 5.4, WHY IS MY TONGUE TWISTED TONIGHT? SO SORRY. THIS IS FOR THE '24/'5 SCHOOLWIDE PLANS FOR STUDENT
[02:05:01]
ACHIEVEMENT. THIS ITEM IS FOR THE BOARD TO APPROVED THE REVISED SCHOOLWIDE PLANS FOR STUDENT ACHIEVEMENT AND CORRESPONDING BUDGETS FOR DOLORES HUERTA ACADEMY AND ALDER MIDDLE SCHOOL PURSUANT TO EDUCATION CODE 64001GNH. IS THERE A MOTION?>> SO MOVED. >> THANK YOU, MR. PEREZ.
>> SECOND. >> THANK YOU, MISS SANDOVAL.
ANY DISCUSSION? HEARING NONE, I HAVE A MOTION BY MR. PEREZ, SECONDED BY MISS SANDOVAL. MR. ARMENDAREZ?
[5.5 Teaching and Learning - Board Policy 6146.1: High School Graduation Requirements - Second Reading & Adoption]
>> AYE. >> MYSELF, AYE, PASSES 5-0. I UNDERSTAND WE HAVE A PUBLIC COMMENT ON THAT, SO WE'LL CALL UP THE PUBLIC COMMENT AT THIS TIME.
>> ANNA GONZALEZ AND ON DECK IS JOSHUA CHRIS AND MARK FOR 5.5.
PARDON ME? >> THERE'S NO PRESENTATION ON
THIS ITEM. >> GOOD EVENING, BOARD MEMBERS FUSD, MY NAME'S ANNA GONZALEZ AND I'M REPRESENTING THE CENTER FOR COMMUNITY ACTION AND ENVIRONMENTAL JUSTICE IN FAVOR OF THE ETHNIC AND CULTURAL STUDIES PLAN. HOWEVER, WE STILL HAVE A LOT OF WORK TO DO. ONE OF THE THINGS THAT I HAD A MAJOR CONCERN ABOUT THIS PLAN IS -- AS I WAS REVIEWING THE -- I UNDERSTAND THERE IS A COMMITTEE THAT, YOU KNOW, PUT TOGETHER A CURRICULUM AND, YOU KNOW, CREATED A WHOLE SYSTEM FOR FONTANA UNIFIED TO EMBED SOME OF THE ETHNIC STUDIES INTO SEVERAL SUBJECTS, NOT JUST CREATING ITS OWN SUBJECT. AND SO ONE OF THE THINGS THAT I FOUND INTERESTING WAS THAT THERE WAS AN ALLOCATION OF $30,000 LAST YEAR FOR THAT JOURNEY, AND THIS YEAR IT'S ZERO. SO NOW I'M WONDERING, OKAY, SO IN THE LCAP, THERE'S 2.6 AND 2A.2 SECTIONS THAT TALK ABOUT INCLUSIVITY AND, YOU KNOW, PREPARING OUR TEACHERS AND STAFF FOR A LOT OF INCLUSIVENESS AND STUDENT ACHIEVEMENT. I'M SORRY. AND SO MANY OTHER THINGS. SO NOW I'M WONDERING WERE THOSE FUNDS NOW ALLOCATED INTO THOSE POCKETS OF MONEY? AND IF SO, THAT'S GREAT. BECAUSE WE WANT TO MAKE SURE OUR STUDENT -- SORRY, OUR TEACHERS AND STAFF ARE BEING TRAINED IN REGARDS TO WHAT IT REALLY IS TO TEACH ETHNIC STUDIES AND ESPECIALLY FONTANA UNIFIED BEING MAJORITY LATINO. AND I WANT TO EMPHASIZE TOO THE HISPANIC HERITAGE, YOU KNOW, CELEBRATION IS GREAT, BUT LET'S TRY TO USE, IF NOT ONE, LET'S USE BOTH TO INCLUDE OUR LATINO STUDENTS THAT DO NOT SPEAK SPANISH. BUT WITH THAT SAID, I WANT TO MAKE SURE THAT WE'RE ALSO BEING INTENTIONAL WITH THE AMAZING EQUITY POLICY THAT WAS PASSED NOT TOO LONG AGO TO ALSO EMBED ETHNIC STUDIES INTO OTHER SUBJECTS. AND TRY TO ENCOURAGE OUR STUDENTS TO NOT JUST TAKE ONE SEMESTER BUT TAKE MORE THAN TWO SEMESTERS OF ETHNIC STUDIES SO THEY CAN LEARN MORE ABOUT THEIR ANCESTORS AND THEIR STRUGGLE AND THE PATH THAT IT TOOK US TO GET WHERE WE ARE NOW AND THAT WE CANNOT GO BACKWARDS. BECAUSE THERE'S A LOT GOING ON IN OUR POLITICAL WORLD, AND IT SEEMS LIKE WE'RE GOING BACKWARDS. AND WE CANNOT ALLOW THAT. WE MUST TEACH OUR STUDENTS TO ADVOCATE FOR THEMSELVESES AND NOT TO FORGET WHERE THEY COME FROM AND THE STRUGGLE IT TOOK FOR US TO BE WHERE WE'RE AT TODAY. SO THANK YOU FOR YOUR TIME, AND PLEASE LOOK INTO THOSE ITEMS.
>> JOSHUA, THANK YOU. >> HELLO, AGAIN BOARD PRESIDENT SERNA, BOARD MEMBER, AND SUPERINTENDENT AND BODY. THANK YOU FOR THE OPPORTUNITY TO SPEAK TO YOU TONIGHT ON 5.05, TEACH EKING AND LEARNING HIGH SCHOOL GRADUATION REQUIREMENTS.
MY NAME IS STILL JOSHUA CHRIS, AND I'M STILL A TEACHER, BUT I'M AN ADVOCATE FOR STUDENTS AND A PROUD PRODUCT OF A WELL ROUNDED, DIVERSE PUBLIC EDUCATION. I'M THRILLED TO BE HERE TONIGHT SPEAKING IN SUPPORT OF THE NEW AND IMPROVED RESOLUTION FOR FONTANA UNIFIED SCHOOL DISTRICT GRADUATION REQUIREMENTS THAT ARE INCLUSIVE OF A STAND ALONE ETHNIC STUDIES COURSE FOR ALL STUDENTS BEGINNING IN THE 2039 GRADUATING CLASS. I'M GLAD THAT THE BOARD REPRESENTING THE DIVERSE DISTRICT THAT MY CHILDREN WILL CALL HOME REJECTED THE PROPOSAL FOR NOT MEETING THE INTENT SET FORTH BY THE STATE LEGISLATURE.
AFTER HEARING PUBLIC COMMENT ON THE AGENDA ITEM IN AUGUST AND SEEING THE VIGOROUS DEBATE ENGAGED IN BY THIS BOARD, I WAS THRILLED -- I WAS THRILLED TO HOPE THAT THIS DISTRICT MIGHT GO ABOVE AND BEYOND THE REQUIRED -- MIGHT GO ABOVE AND BEYOND AND REQUIRE A FULL YEAR OF ETHNIC STUDIES, FOCUSED PRIMARILY ON THE SILENCED STORIES, THE MARGINALIZED WORLD VIEWS, AND THE UNDERREPRESENTED
[02:10:02]
POPULATIONS THAT CONTRIBUTE TO THE RICH, DIVERSE, AND EXPRESSIVE CULTURE THAT FONTANA CELEBRATES. SEEING THE PLAN ON THE AGENDA TONIGHT, I BELIEVE THE DISTRICT AND THIS BOARD IN APPROVING THIS PLAN, HOPEFULLY, HAVE WALKED A VERY FINE LINE BETWEEN HONORING THESE STORIES AND CENTRALIZING THEM IN OUR STUDENT'S EDUCATION WHILE STILL ALLOWING TIME FOR EACH STUDENT TO PURSUE OPPORTUNITIES IN ART, MUSIC, THEATER, SOCIOLOGY, NATURAL SCIENCES, HUMANITIES, CAREER AND TECHNICAL EDUCATION, AND ALL OF THE OTHER MULTITUDE OF OPPORTUNITIES WITHIN OUR FONTANA UNIFIED DISTRICT. I WHOLEHEARTEDLY APPROVE OF ADDING THIS STAND ALONE REQUIREMENT INTO OUR CURRICULUM BECAUSE THE ETHNIC -- BECAUSE ETHNIC STUDIES IS ABOUT HEARING, KNOWING, AND UNDERSTANDING THE PERSPECTIVE OF POPULATIONS WHOSE VOICES HAVE BEEN DEPRIORITIZED IN PREVIOUS EDUCATIONAL PLANS. WHEN WE HAVE LEARNING EXPERIENCES DEDICATED TO PEOPLE WITH BACKGROUNDS, WORLD VIEWS, AND PERSPECTIVES THAT MAY BE DIFFERENT FROM OUR OWN, WE ENCOURAGE UNDERSTANDING AND EMPATHY WITH VIEWS THAT DO NOT MATCH THE ONES WE MAY CARRY AND FOSTER CONVERSATIONS WITH OUR PEERS FROM DIFFERENT COMMUNITIES THAT HAVE NOT BEEN TRADITIONALLY ENCOURAGED. WHEN I KNOW MORE ABOUT YOU AND YOUR CULTURE AND YOUR BACKGROUND, AND YOU KNOW MORE ABOUT ME AND MY CULTURE AND MY BACKGROUND, IT ENABLES US TO HAVE MEANINGFUL CONVERSATION ABOUT WHAT WE BELIEVE AND WHY WE BELIEVE IT. THROUGH THESE CONVERSATIONS, WE CAN BEGIN TO HAVE -- WE CAN BEGIN TO HEAL IDEALOGICAL DIVIDES IN OUR COMMUNITY, OUR STATE, AND OUR NATION. I STRONGLY I ENCOURAGE THE FONTANA UNIFIED SCHOOL DISTRICT AND TEACHERS -- THAT WILL ENSURE OUR STUDENTS ARE PREPARED FOR THEIR ENDEAVORS IN BOTH COLLEGE AND WORKFORCE READINESS BUT ALSO HOW WE CAN CONTINUE TO CONSIDER CURRICULUM THROUGHOUT OUR EDUCATIONAL OPPORTUNITIES FOR STUDENTS THAT EMBED ETHNIC STUDIES PRINCIPLES WITHIN THE COMPARATIVE LEARNING STRUCTURES. THANK YOU FOR YOUR TIME, AND THANK YOU FOR THE MEASURED CONSIDERATION YOU'LL GIVE THIS AGENDA ITEM.>> THANK YOU. >> AND LAST ONE, MARK.
>> GOOD EVENING, BOARD PRESIDENT SERNA, HONORABLE BOARD MEMBER, SUPERINTENDENT AND BODY, AND THE FONTANA COMMUNITY. MY NAME IS MARK, I AM CURRENTLY PRESIDENT OF FONTANA TEACHERS ASSOCIATION, BUT I'M IN MY 28TH YEAR AS A TEACHER WITH THIS DISTRICT. I'M GOING TO TOUCH A LITTLE BIT ON SOME OF THE HISTORY IN THIS DISTRICT OF ETHNIC STUDIES AND THEN SHARE A LITTLE BIT MY OWN EXPERIENCES AS A TEACHER OF THE POWER THAT A MULTICULTURAL ETHNIC STUDIES APPROACH CAN BRING TO TEACHING AND LEARNING.
SO BACK IN 2008, I WAS THE RESOURCE TEACHER AT CITRUS HIGH AND MY INSTRUCTIONAL AIDE WAS MY DEAR FRIEND AND THE LATE MARGARET E-CHAVEZ. I HELPED HER GET ELECTED TO THE SCHOOL BOARD A LITTLE BIT, AND WE STARTED BACK THEN THE CONVERSATIONS ABOUT INCLUDING ETHNIC STUDIES. 2008. BEFORE SHE WAS A BOARD MEMBER, MARY SANDOVAL JOINED IN THOSE CONVERSATIONS ALONG WITH HER HUSBAND JESSE, AND WE STARTED PUSHING FOR IT. THAT WAS 2008.
HERE WE ARE IN 2024. YOU HAVE AN OPPORTUNITY TONIGHT TO MAKE A REAL DIFFERENCE. EVENTUALLY MARY GOT ELECTED TO THE SCHOOL BOARD. LORENA DID AND THIS ISSUE WAS CHAMPIONED AGAIN AND AGAIN. I'VE WORKED WITH SOME TEACHERS BEHIND THE SCENES TO CHAMPION IT, AND WE KEPT HITTING DELAYS AND ROADBLOCKS. FOR A VARIETY OF REASONS. AND I'M NOT HERE TO POINT FINGERS, BUT ONCE AGAIN TONIGHT YOU CAN FIX OUR PAST. BOARD PRESIDENT IN YOUR LITTLE CVS BRIEF INTERVIEW, YOU MADE A POWERFUL STATEMENT IN SUPPORT OF ETHNIC STUDIES, NOT JUST EMBEDDED, WHICH PROVIDES MINIMUM BASELINE KNOWLEDGE, WHICH WOULD BE A STARTING POINT TO A STAND ALONE COURSE. THIS DISTRICT CONDITION A LEADER AND DO MORE THAN THE MINIMUM REQUIRED BY THE STATE AND OFFER A YEAR LONG ETHNIC STUDIES COURSE. AND IT'S NOT DIFFICULT GETTING TEACHERS DOING IT. WE ALREADY HAVE TEACHERS TEACHING IT. THERE ARE MORE AND MORE TEACHERS GRADUATING WITH A MAJOR IN ETHNIC STUDIES, AS WELL AS MINORS, OF COURSE, AND THERE IS CURRICULUM DEVELOPED. WE ARE READY TO GO OR WILL BE -- COULD EASILY BE READY TO GO BY NEXT YEAR. LET'S MAKE THIS HAPPEN. PLEASE, I IMPLORE YOU, FOR OUR STUDENTS. LOOK AT ME, I'VE BEEN A MIDDLE-AGED TO OLDER WHITE MALE TEACHER WORKING WITH LARGELY MINORITY STUDENTS. HOW AS A WORLD HISTORY TEACHER WAS I ABLE TO BE EFFECTIVE WITH MY STUDENTS? THEY SAW THEMSELVES IN THE CURRICULUM. I WENT BEYOND THE STANDARDS TO MAKE SURE THEY SAW THEMSELVES AND THEY RELATED. AND THEY ENJOYED IT AND THEY WERE EXCITED ABOUT HISTORY. THAT'S A SUBJECT
[02:15:05]
THAT MOST STUDENTS SAY YUCK, HISTORY. STUDENTS LEARNING ABOUT THEIR HISTORY, IT'S AMAZING THE LACK OF KNOWLEDGE MOST STUDENTS HAVE -- PEOPLE IN GENERAL AS WELL -- ABOUT OUR TRUE HISTORY. SO LET'S FIX IT. I IMPLORE YOU.THANK YOU SO MUCH. >> AS A POINT OF CLARIFICATION, IN 2018, THIS BOARD -- NOT THIS ENTIRE BOARD -- BUT THE BOARD AT THAT TIME PASSED AN ETHNIC STUDIES RESOLUTION IN FONTANA. JUST TO REMIND YOU THAT WE'VE BEEN CHAMPIONING THIS FOR A WHILE. SO --
>> I ONLY HAD THREE MINUTES. >> I KNOW. APPRECIATE YOU, SIR.
ALL RIGHT. SO NOW WE'RE BACK TO ITEM 5.4, TEACHING AND LEARNING. THIS IS THE -- WRONG ONE, 5.5, TEACHING AND LEARNING BOARD POLICY 6141.1. HIGH SCHOOL GRADUATION REQUIREMENTS. THIS ITEM IS FOR THE BOARD TO ACCEPT THAT SECOND READING. AND I DO HAVE A MOTION AND SECOND.
>> MOTION TO DISCUSS. >> MOTION TO DISCUSS, THEN. DR.
QUEZADA. I'LL SECOND THAT TO OPEN UP THE
DIALOGUE. >> IF I MAY START THE
>> SO, DONE A LOT OF HOMEWORK. SO WHAT I'M PASSING TO THE COLLEAGUES IS AN ARTICLE THAT WAS RECENTLY PUBLISHED. IT'S TITLED FONTANA, RENAMED SCHOOL IS A MONUMENT TO ANTI-RACISM. I WANT TO START WITH A POSITIVE THAT WE TOOK AT THE LAST REGULAR BOARD MEETING. THIS BOARD RIGHT HERE, WE PASSED TWO RENAME RANDALL PEPPER O'DAY SHORE ELEMENTARY. IN THIS ARTICLE IT STATES PASTOR EMERY JAMES STATE THIS IS STORY MUST NEVER BE FORGOTTEN. HE SAID PROGRAMS CAN EVOLVE FROM THE DEVASTATION TO HELP PROMOTE EQUALITY, SENSITIVITY TRAINING, AND RACE RELATIONS. SUPERVISOR ARMENDAREZ, HE STATED AND SAID, THIS NAME CHANGE FROM RANDALL PEPPER TO O'DAY SHORT WILL REMIND US THAT OUR HISTORY HAS NOT ALWAYS BEEN PRETTY, AND IT IS OUR DUTY TO MAKE SURE OUR FUTURE GENERATIONS AND STUDENTS KNOW AND LEARN THIS HISTORY. SO I WANT TO BRING UP THE POSITIVE, BECAUSE IT'S ONE THING TO RENAME A SCHOOL. THAT'S EASY, RIGHT? WE CAN CLAP AND PRAISE AND SAY THAT WE ARE STANDING AS ANTI-RACIST EDUCATORS, BUT UNTIL WE TAKE ACTION, US AS A BOARD, WE STAND AND DO NOTHING. WE JUST CHANGED A NAME, AND WE'RE PROUD OF THAT? SO TONIGHT COLLECTIVELY, I STAND BEFORE YOU -- I SIT BEFORE YOU -- TO REALLY SHARE WITH YOU THAT WE CAN LEAVE A LEGACY THAT WILL GO PAST US. AND I REALLY BELIEVE THAT THAT EQUITY POLICY THAT WE VOTED ON A FEW MONTHS AGO, AGAIN, AND SERNA, YOU WANT A RECOGNITION FOR THE COUNTY FOR LEADING THAT -- THIS BOARD THROUGH THAT WORK, AND I KNOW IT WASN'T EASY, BUT AGAIN, IT MEANS NOTHING IF WE JUST SIT HERE AND JUST PRETEND THAT, YOU KNOW, CHANGING A NAME AND PATTING OURSELVES ON THE BACK IS GOING TO MAKE IT -- SO WHAT ACTION DO WE HAVE TO TAKE? IF YOU LOOK AT DOCUMENT B THAT I PROVIDED. FIRST WE NEED CLARIFICATION OF WHAT AN ETHNIC STUDIES COURSE IS. AN EETHNIC STUDIES COURSE IS INTENDED TO CONNECT OURSELVES TO PAST AND CONTEMPORARY SOCIAL MOVEMENTS THAT STRUGGLE FOR SOCIAL JUSTICE AND AN EQUITABLE AND DEMOCRATIC SOCIETY AND CONCEPTUALIZE, IMAGINE, AND BUILD NEW POSSIBILITIES OF A POST RACIST, POST SYSTEMIC RACISM SOCIETY THAT PROMOTES COLLECTIVE NARRATIVES OF TRANSFORMATIVE RESISTANCE, CRITICAL HOPE, AND RADICAL HEALING. THE EIGHT OUTCOMES OF K THROUGH 12 ETHNIC STUDIES BASED ON THE MODEL CURRICULUM, ONE, PURSUIT OF JUSTICE AND EQUITY, TWO, WORKING TOWARD GREATER INCLUSIVITY, THREE, FURTHERING SELF-UNDERSTANDING, FOUR, DEVELOPING A BETTER UNDERSTANDING OF OTHERS, FIVE, RECK NEEDING INTERSECTION NALTY, SIX, PROMOTING SELF-EMPOWERMENT , SUPPORTING AT COMMUNITY -- AND EIGHT, DEVELOPING INTERPERSONAL COMMUNICATION. I WOULD DOUBT ANY OF MY COLLEAGUES WOULD NOT WANT THAT FOR OUR STUDENTS. SO WHY I SIT HERE AND AM IMPLORING MY COLLEAGUES TO REALLY CONSIDER A YEAR LONG ETHNIC STUDIES COURSE IS THAT IT SHOWS OUR ACTIONS ARE NOT JUST EMPTY WORDS OR THE CHANGING OF NAMES OF SCHOOLS THAT OUR BOARD COLLECTIVELY VALUES, THAT WE REALLY VALUE THE DIVERSITY OF OUR STUDENTS, NOT JUST CHANGING A NAME. THE CURRICULUM OF ETHNIC STUDIES WILL HIGHLIGHT MARGINALIZED VOICES AND PERSPECTIVES, GIVING STUDENTS THE OPPORTUNITY TO LEARN ABOUT AND ADVOCATE FOR UNDERREPRESENTED COMMUNITIES. AND AS OUR PUBLIC POINTED OUT, WE HAVE A HIGH PERCENTAGE OF LATINX STUDENTS, THE CULMINATION OF OUR DISTRICT. THAT'S WHO WE REPRESENT. I BELIEVE THAT ETHNIC STUDIES, HAVING IT YEAR LONG, WILL BE ABLE TO CREATE STUDENTS WHO ARE INFORMED, EMPATHETIC CITIZENS WHO WILL CONTRIBUTE TO A DIVERSE SOCIETY. WHAT ABOUT OUR MASTER SCHEDULING ISSUES? STUDENTS CAN TAKE IT THROUGH A DUAL ENROLLMENT COURSE IF THEY'RE CONCERNED ABOUT THE
[02:20:01]
IMPACT ON THEIR SCHEDULE. WHAT ABOUT CT PATHWAYS AND OTHER COURSES WHERE THEY'LL STILL HAVE 70 ELECTIVE CREDITS. THAT'S SEVEN COURSES WHERE THEY'LL HAVE ACCESS TO OTHER COURSES AT THEIR LEISURE TO SIGN UP FOR. AND AGAIN, I SHARED WHAT PASTOR EMERY JAMES STATED, WHAT SUPERVISOR JOE ARMENDAREZ STATED, NOW IS TIME TO TAKE ACTION. ON THE SECOND PAGE, THE RECOMMENDATION PER THE DISTRICT IS NOT GOOD ENOUGH. IT ALLOWS TOO MUCH WIGGLE ROOM. THE DISTRICT, AND I SAY THE DISTRICT BECAUSE THIS IS NOT THE ETHNIC STUDIES COMMITTEE RECOMMENDATION. I KNOW IT'S NOT. THIS IS COMING FROM SOMEONE IN AN IVORY TOWER. THEY'RE SAYING THEY WANT A ONE-SEMESTER COURSE WITH ETHNIC STUDIES AS THE PRIMARY CONTEMPT. THAT ALLOWS FOR TOO MUCH WIGGLE ROOM. THAT ALLOWS FOR AN INTEGRATED MODEL, WHICH WE ARE NOT READY FOR. WHEN I TALK TO DISTRICT PERSONNEL THEY, DO NOT KNOW THE DIFFERENCE BECAUSE, OH, THERE'S MORE BLACK AND LATINX WRITERS AND THAT MAKES IT AN ETHNIC STUDIES COURSE. THEY ARE WRONG. THAT IS NOT AN ETHNIC STUDIES COURSE, AND THAT IS A FACT. SO WE ARE NOT READY FOR AN INTEGRATED MODEL BECAUSE ADDING BLACK AND BROWN WRITERS, IT DOES NOT MAKE A CLASS ETHNIC STUDIES. OUR COURSE IN OUR HIGH SCHOOLS ARE SET TO A YEAR LONG, TWO SEMESTERS. IF WE HAVE ONE SEMESTER, THAT'S GOING TO CAUSE A MASTER SCHEDULE NIGHTMARE. I KNOW THE PRINCIPALS LISTENING WOULD AGREE WITH ME. OUR HIGH SCHOOLS, THEY'RE GOING TO NEED TO ADD A TON OF ONE-SEMESTER CLASSES, THAT'S RIDICULOUS. THAT DEVALUES OUR STUDENTS PURSUING HIGHER EDUCATION. YOU SEE CAL STATE'S UNIVERSITIES, THEY WANT YEAR LONG COURSES, NOT ONE-SEMESTER CLASSES. IT DEVALUES ETHNIC STUDIES. OTHER COURSES ARE YEAR LONG BUT WE'RE TELLING OUR TRADITIONALLY MARGINALIZED STUDENTS YOU DON'T DESERVE A YEAR LONG CLASS. YOU ONLY GET ONE SEMESTER. WHAT ARE THE CONS OF AN INTEGRATED MODEL? A CON IS OUR CURRENT STATE MATH SCORES ARE ATROCIOUS. WE'RE GOING TO EMBED MORE STANDARDS INTO AN EXISTING CLASS, OKAY, THAT MAKES SENSE. SO NOT ONLY IS THAT DEVALUING OUR ELA AND MATH AND ART AND EVERYWHERE, P.E., THAT THEY WANT TO THROW AN INTEGRATED MODEL IN, IT'S DEVALUING THE CORE CURRICULUM OUR TEACHERS HAVE BUILT, BY THE WAY. IT EXISTS.THEY'VE BEEN WORKING ON IT. IT DEVALUES ETHNIC STUDIES CURRICULUM, IT SHOWS THAT IT'S NOT A PRIORITY. IT'S -- THE INTEGRATING, IT'S ALREADY, THERE'S NOT ENOUGH TIME. AS A FORMER ENGLISH TEACHER IN THE DISTRICT, THERE'S NOT ENOUGH TIME TO COVER THE EXISTING CURRICULUM. TEACHERS ARE RACING THROUGH IT. WE HAVE TESTS, HOW MANY TESTS A MONTH? SO EVERY -- LIKE OUR STUDENTS ARE GOING TO BE EXPECTED TO INTEGRATE ETHNIC STUDIES TOFY DEALT, ELA TO FIDELITY, AND WE'RE FAILING OUR STUDENTS WITH OUR STATE TESTS. NEITHER TOPIC WILL BE COVERED TO FIDELITY. SO I AGAIN COME TO YOU WITH SOLUTIONS. SO ON PAGE THREE OF DOCUMENT B, THERE'S TWO OPTIONS PRESENTED BEFORE YOU. WE CAN CHANGE THE LANGUAGE THAT'S PROPOSED. SO INSTEAD OF WHAT THE DISTRICT IS OFFERING IN THEIR IVORY TOWER WE CAN SAY BEGINNING WITH THE CLASS OF' 28/'29, BECAUSE I AGREE WITH CAN START THIS NEXT YEAR. AND THAT'S WITH THE FRESHMEN. THAT PUTS A SENSE OF URGENCY. WE'VE BEEN TOO LAX AS A DISTRICT. IF WE WAIT UNTIL -- THAT'S TOO MUCH WIGGLE ROOM. THEY HAVE CURRICULUM THEY'VE DEVELOPED. WE CAN START IT IN '28/'29. I'M RECOMMENDING A SEPARATE COURSE IN ETHNIC STUDIES THAT IS NOT COMBINED WITH ANY OTHER COURSE. THAT IS ALLOWED PER THE ED CODE. OPTION TWO, WHICH I HIGHLY, HIGHLY EVEN MORE RECOMMEND IS IN ADDITION TO THAT THAT BEGINNING WITH THE CLASS OF 2030/'31 SCHOOL YEAR, A SEPARATE COURSE IN PERSONAL FINANCE, BECAUSE THAT'S COMING DOWN, THAT IS EMBEDDED IN THE ED CODE THAT IS NOT COMBINED WITH ANY OTHER COURSE AND UPON PASSING MAY BE EXEMPT FROM A ONE-SEMESTER COURSE IN ECONOMICS. AND I'M NOT MAKING THIS DECISION STANDING ALONE. BELOW ON PAGE THREE YOU WILL SEE THAT 28 TEACHERS IN OUR DISTRICT VOTED YES THEY WOULD SUPPORT REPLACING ECONOMICS WITH ETHNIC STUDIES. I'M SORRY, REPLACING ECONOMICS WITH PERSONAL FINANCE. SO THAT ALLOWS, IF YOU REALLY NEED A VISUAL ON THE LAST PAGE OF PAGE FOUR OF DOCUMENT B, IT SHOWS YOU VERY NICELY ALL OF OUR GRADUATION CREDITS AND WHERE PERSONAL FINANCE COULD TAKE THE PLACE OF ECON. AND ETHNIC STUDIES FITS BEAUTIFUL AS A ONE-YEAR STAND ALONE COURSE. OUR STUDENTS HAVE ACCESS TO 70 ELECTIVE CREDITS SO THEY HAVE LEISURE TO TAKE. AND IF THEY WANT, THEY CAN TAKE ETHNIC STUDIES THROUGH A DUAL ENROLLMENT COURSE. I THINK IT'S IMPORTANT TO TAKE THIS ISSUE SERIOUSLY BECAUSE AS, AGAIN, I KNOW I KEEP MENTIONING IT, I'M GONE NEXT MONTH. IF THIS DOESN'T HAPPEN TODAY, IT'S NOT GOING TO HAPPEN. I'M BEING REAL HONEST. SO COLLECTIVELY, BOARD, WE CAN DO IT, AND WE CANNOT JUST CHANGE NAMES OF SCHOOLS BUT WE CAN LEAVE A LEGACY THAT WILL TRULY BE A LEGACY, NOT JUST A NAME CHANGE BUT A POLICY CHANGE THAT
[02:25:01]
SHOWS OUR STUDENTS WE VALUE THEM.THANK YOU. >> ALL RIGHT, ANY OTHER FURTHER
DISCUSSION ON THIS ISSUE? >> I AGREE WITH DR. QUEZADA. I BELIEVE THAT YOU'RE RIGHT. WE'VE BEEN WORKING ON THIS, I WANT TO SAY IT SEEMS LIKE FOREVER. AND I STRONGLY BELIEVE THAT THIS IS WHAT WE NEED. I KNOW THAT -- I EVEN HEARD IT ON THE NEWS TODAY. THEY WERE TALKING ABOUT CHILDREN THAT LEARN ABOUT THEIR HISTORY, WHERE THEIR ANCESTORS CAME FROM, THEY'RE PROUD. AND THEY ARE MORE LIKELY TO KEEP ON ATTENDING SCHOOL, AND I BELIEVE THAT WITH -- WE TALKED ABOUT IT TODAY. OUR FIFTH GRADERS, THEY'RE STRUGGLING. GUESS WHAT? YOU START SHOWING THEM WHERE THEY CAME FROM AND TO BE PROUD AND CONTINUE, I KNOW ME AS A MOTHER, A GRANDMOTHER, I TAUGHT MY CHILDREN THAT TO BE PROUD WHERE YOU CAME FROM. WE WERE POOR BACK IN THE DAY. YOU KNOW, THERE WAS MANY TIMES THAT I HAD TO FIGURE OUT WHAT I WAS GOING TO FEED MY FAMILY. BUT I FOUND IT. AND YOU KNOW, TODAY MY SON WILL TELL ME, MOM, I REMEMBER WHEN YOU WOULD PEEL FOUR POTATOES AND WE ONLY HAD TWO EGGS LEFT, WHAT DID I DO? I'D SCRAMBLE THE EGG IN THE POTATO, AND THEY THOUGHT THAT WAS THE BEST THING SINCE CHEERIOS. YOU KNOW, I TAUGHT THEM THAT. TODAY MY SON, HE WILL FEED HIS TWO BOYS, YOU KNOW, WHEN THINGS ARE A LITTLE SCARCE IN THE REFRIGERATOR, WE DIDN'T GO THE GROCERY STORE, WHATEVER, YOU FIND A WAY TO FEED YOUR FAMILY. IT'S THE SAME WAY WITH HAVING ETHNIC STUDIES. IF YOU GO HOME TONIGHT AND STOP TO THINK, WHAT DID MOM USED TO MAKE, THAT STUFF WAS GOOD. I DON'T KNOW WHAT SHE PUT IN THERE. WELL, ONE THING, SHE PUT A LOT OF LOVE IN THAT DISH. SO I'M SAYING THAT I WOULD LOVE FOR ETHNIC STUDIES TO BE VOTED ON TONIGHT AND PASSED. AND I BELIEVE DR. QUEZADA, SHE HAS THE ANSWER. ANNA GONZALEZ THAT SPOKE TONIGHT, SHE GAVE DR. QUEZADA A LITTLE BIT MORE AMMO TO LOOK AT. AND I BET YOU ANYTHING THAT WOMAN WILL GO HOME TONIGHT AND LOOK AT IT. BECAUSE I KNOW HER. I SAID, YOU KNOW WHAT, I'M GOING TO MISS HER TO DEATH WHEN SHE'S NOT ON THIS BOARD. YOU KNOW WHY? BECAUSE SHE'S ALL ABOUT KIDS. WHEN YOU SIT IN THIS SEAT AND YOU LISTEN TO EVERYBODY THAT SPOKE TONIGHT, WE TAKE IT TO HEART. I'LL GO HOME, I'LL THINK ABOUT IT, AND I'LL BE CALLING THE SUPERINTENDENT TOMORROW MORNING. I'LL SAY, HEY, LAST NIGHT THEY TALKED ABOUT THIS AND THAT.
THAT'S HOW IMPORTANT. WHEN YOU SIT IN THIS SEAT, YOU LISTEN TO THE PEOPLE. IT'S NOT ABOUT YOU. IT'S ABOUT THE CHILDREN THAT WE SERVE AND OUR EMPLOYEES THAT WORK FOR US DAY IN AND DAY OUT. IT'S NOT AN EASY TASK SITTING THERE. THEY'RE PROBABLY THINKING, OH GOD, YOU KNOW, WHAT'S THE BOARD GOING TO THROW AT US TOMORROW? BUT YOU KNOW WHAT, IT'S BECAUSE WE LOVE WHAT WE DO. AND I RESPECT EACH AND EVERY ONE OF THEM THAT ARE SITTING ALONG HERE. OUR SECRETARY, SHE'S AMAZING. TISH, SHE'S AMAZING. OUR CHIEF, HE'S AMAZING. OUR BUS DRIVERS, THEY'RE AMAZING. OUR FAMILY HERE, MARGARET, SHE'S AMAZING. MRS. -- I DON'T WANT TO SAY YOUR NAME, BUT SHE'S AMAZING.
YOU'RE ALL AMAZING. EACH AND EVERY ONE OF YOU. I LOVE YOU TO DEATH, YOU'RE NOT MY FAMILY, BUT YOU ARE LIKE MY FAMILY. SO I WANT THAT ETHNIC STUDIES LIKE NOTHING, BECAUSE I KNOW THAT IT'S GOING TO MAKE AN IMPACT. IT DOESN'T MATTER WHAT CULTURE YOU ARE, WHAT RACE OF SKIN YOU ARE, IT'S IMPORTANT. LOOK AT HER. SHE SHOULD BE HOME ALREADY ASLEEP AND SHE'S STILL HERE WITH US BECAUSE IT'S IMPORTANT TO HER TO BE HERE BECAUSE SHE'S GOING TO USE HER VOTE TONIGHT. I KNOW SHE IS. SO I ALSO TALKED TO OTHER BOARD MEMBERS. I TALKED TO THE SUPERINTENDENT, I WANT THE HISTORY OF FONTANA, EVERYTHING, GOOD AND BAD, DOESN'T MATTER. IT'S OUR HISTORY, OKAY? IT'S OUR HISTORY, AND IT DESERVES TO BE TOLD. WHATEVER IT IS. OKAY? I KNOW EACH AND EVERY ONE OF YOU HAVE A HISTORY TO WRITE AND FOR IT TO BE TOLD. I TALKED TO DR. QUEZADA PROBABLY A MONTH AGO. MY FRIENDS AND MY FAMILY THAT LIVE IN SOUTH FONTANA, A LOT OF THE ELDERS ARE IN THEIR 90S. I MEAN, I CAN GO ON AND ON, OKAY? THEY HAVE A HISTORY.
THEY'RE OLDER NOW. WE HAVE TO RECORD THEM. AND IF THEY TELL US THE SAME STORY OVER AND OVER, THE SAME WORD OVER AND OVER, SO WHAT? LET IT BE THAT WAY. THAT'S THEIR HISTORY. THEY LIVED IN CHICKEN COOPS. THEY WORKED ON
[02:30:01]
CHICKEN FARMS, HOG RANCHES. THEY LIVED THERE, THEY WENT THERE. THEY WEREN'T ALLOWED TO COME RIGHT BELOW BASELINE OR ARROW.THEY WEREN'T ALLOWED TO GO PAST THAT. I KNOW THAT. MY FATHER TOLD ME THAT STORY. HE GREW UP IN CUCAMONGA. THEY WEREN'T ALLOWED TO GO TO THE FRONT DOOR. IT SAID WHITES ONLY. BLACKS, HISPANICS, BACK DOOR. THAT'S WHAT IT SAID. HE SHOWED ME A SIGN THAT HE HAD.
AND YES, IT HURTS MY HEART TO KNOW THAT. I WAS SHELTERED. I WAS A SHELTERED KID. I DIDN'T KNOW ABOUT THE KKK. I DIDN'T KNOW WHEN THEY MARCHED UP AND DOWN THE STREET. WHY? BECAUSE MY PARENTS SHELTERED ME AS A KID. I DIDN'T KNOW ABOUT ALL THAT, BUT I KNOW THAT IT HAPPENED.
YEARS LATER. SO WE HAVE TO TELL OUR STORY. WHEREVER YOU CAME FROM, WHEREVER YOU LIVE, YOU LIVE IN FONTANA, TELL YOUR HISTORY. LIKE I WENT TO THE UNDERGROUND RAILROAD, IT WAS AWESOME. I LEARNED SO MUCH THAT I DIDN'T KNOW. AND I CAN GO ON AND ON, BUT I KNOW THAT WE HAVE TO PASS THIS POLICY. I WANT TO KNOW ABOUT EVERYBODY'S CULTURE. BECAUSE IT NEEDS TO BE TOLD. SO YOU HAVE MY SUPPORT, DR. QUEZADA.
>> THANK YOU. I WOULD LOVE TO HEAR FROM ADRIANA, SHE'S A STUDENT REPRESENTING 33,000 STUDENTS.
>> YEAH, SO, AS A STUDENT, I WOULD STRONGLY ADVISE FOR THIS TO BE PASSED AS A STAND ALONE COURSE ON ONE YEAR. BEING A STUDENT LAST YEAR I HAD TAKEN ONE SEMESTER OF ETHNIC STUDIES, AND I FELT VERY PROUD TO BE IN THAT CLASS. I MEAN, IT WAS A DUAL ENROLLMENT, SO IT WAS PSYCHOLOGY FOR ONE SEMESTER, THEN ETHNIC STUDIES FOR THE OTHER. AND BEING IN THE ETHNIC STUDIES COURSE, I MORE FELT CONNECTED TO THE CURRICULUM. WE'VE ONLY BRAISED THE SURFACE OF WHAT WE SHOULD HAVE LEARNED ABOUT. IF WE ARE ALLOWED TO KNOW ABOUT OUR HISTORY, WE'RE NOT ONLY GOING TO KNOW MORE ABOUT OURSELVES BUT STUDENTS AROUND US. AND I THINK IT'LL BE -- IT'LL HELP US BE MORE UNIFIED AS STUDENTS. I THINK I READ A PUBLIC COMMENT THAT SAID THE OPPOSITE, THAT WE SHOULDN'T PUT THIS IMAGE IN OUR INNOCENT CHILDREN'S MINDS. BUT I COMPLETELY DISAGREE, AND I THINK THAT LEARNING ABOUT OUR HISTORY AND LEARNING ABOUT THE CULTURE OF OTHER STUDENTS WILL HELP US BE MORE UNIFIED AND UNDERSTAND EACH OTHER BETTER AND CONNECT BETTER AS STUDENTS. AND I THINK WHEN WE DO THAT, WE'RE GOING TO BE MORE UNIFIED AS COMMUNITY IN A SCHOOL DISTRICT. SO I COMPLETELY AGREE WITH IT BEING A STAND ALONE COURSE, THE ETHNIC STUDIES, AND I WOULD LOVE FOR EVEN MY BROTHERS -- I MEAN, MY BROTHERS IN THAT 2029 TO 2023 -- OR 2028 TO 2029 SCHOOL YEAR. I WOULD LOVE THEM TO HEAR ABOUT THEIR CULTURE AND THE CULTURE OF FONTANA AND BE ABLE TO. I MEAN, I KNOW A LOT FROM RANDALL PEPPER, THAT LITTLE BOY. HE BROUGHT US TO -- HE BROUGHT IT TO OUR ATTENTION. AND I KNOW IT WAS THE FIRST TIME HEARING ABOUT IT FOR A LOT OF US. AND I THINK THAT SHOULDN'T HAPPEN. AND I'M -- IT'S, HONESTLY, I'M SO PROUD OF THAT LITTLE BOY FOR BRINGING IT UP, BUT I THINK IT'S IMPORTANT TO KNOW ABOUT OUR HISTORY OF FONTANA, KNOW THE HISTORY OF THE PLACE WE'RE LIVING IN AND KNOW THE HISTORY OF OUR CULTURE AND LIKE WHERE WE GROW UP IN AND HOW WE CAME ABOUT. I THINK IT'S VERY IMPORTANT TO HELP US FEEL MORE UNIFIED AS A
COMMUNITY. >> THANK YOU. SO I HAVE SOME QUESTIONS. SO I KNOW OUR CURRENT POLICY IS THE MINIMUM REQUIREMENT THAT THE STATE IS ASKING FOR IN THE POLICY. BECAUSE IT SAYS -- THAT'S THE MINIMUM. BUT THE ELA MAY REQUIRE A FULL YEAR COURSE IN ETHNIC STUDIES AT ITS DISCRETION. SO THE QUESTION I HAVE IS, OBVIOUSLY, THE MINIMUM IS WHAT WE NEED TO WRITE IN POLICY, AND LOCALLY WE CAN -- WE HAVE DISCRETION TO CHANGE THAT. I GUESS THE QUESTION NOW THAT I'VE SAID THAT IS WHAT CAPACITY ISSUES DOES THAT PUT ON FONTANA AND IS THE '25/'26 SCHOOL YEAR THE RIGHT YEAR TO START A YEAR LONG COURSE OR CAN YOU STEP IT OUT? LIKE I'M JUST ASKING THAT QUESTION BASED ON CAPACITY. BECAUSE I'M NOT SURE JUST THINKING ABOUT CREDENTIALED TEACHERS, MASTER SCHEDULES, YOU KNOW, GETTING FOLKS WHERE THEY'RE SUPPOSED TO BE. DR.
QUEZADA, I KNOW YOU HAVE INFORMATION ON THAT. AND THAT'S GREAT. I ALSO WANT TO HEAR FROM STAFF
[02:35:01]
IF POSSIBLE TO HEAR WHAT CHALLENGES THAT MIGHT PUT IN.BECAUSE I SUPPORT A YEAR LONG, I JUST WANT TO SAY THAT, PER SE. BUT I ALSO WANT TO BE REALISTIC AROUND HOW WE CAN BUILD THAT IN REALLY A YEAR, BECAUSE WE HAVE TO START IT NEXT YEAR, '25/'26. WE'RE --
>> THE ED CODE IS STATING THAT ALL OF OUR SCHOOLS, I'M ASSUMING OUR EVEN CONTINUATION SCHOOLS, HAVE TO OFFER AT LEAST -- SO PER NEXT SCHOOL YEAR WE WOULD NEED TO OFFER A ONE SEMESTER TO GET GOING. I'M PROPOSING BY '28/'29 THE GRADUATING CLASS COMPLETE A YEAR
LONG. SO THERE IS TIME. >> I GUESS THAT GIVES ME CLARITY. SO YEAH, BY '25/'26 WE NEED TO
START A SEMESTER COURSE. >> AT EVERY HIGH SCHOOL.
>> ABSOLUTELY. >> WHICH WE DON'T HAVE THAT
>> WE DON'T HAVE THAT RIGHT NOW. YET.
>> NO, BECAUSE IT'S BEING PLANNED OUT.
>> YES. >> WHAT I'M ASKING IS IF WE PUT IN THE POLICY A YEAR LONG COURSE, WHICH I SUPPORT, WHAT CHALLENGE DOES THAT BRING TO THE TEAM, TO ALL OF US, RIGHT, BECAUSE IT'S ALL OF US, IN IMPLEMENTING THE YEAR LONG. I GET THE SEMESTER. I THINK THAT MIGHT NOT BE TOO HARD TO DO BASED ON HOW THIS IS STEPPED OUT NOW. BUT FOR THE YEAR LONG COURSE WHAT KIND OF CHALLENGES DOES THAT PUT IN. MASTER SCHEDULES IS THE BIGGEST THING I'M CONCERNED ABOUT AND ALSO CAPACITY TO FIND CREDENTIALED TEACHERS THAT CAN STEP IN AND TEACH THE CONTENT WITH FIDELITY. BECAUSE AT THE END OF THE DAY, MY CONCERN IS -- AND LOOK, I TEACH CULTURAL PROFICIENCY AND CROSS CULTURAL COMMUNICATION. I WAS DOING THAT AT COLLEGE FOR MANY YEARS. I'M GOING TO BE REAL WITH YOU, NOT EVERYONE CAN TEACH THIS WORK. NOT EVERYONE CAN FACILITATE CONVERSATIONS IN A SAFE SPACE IN A CLASSROOM. AND SO -- AND THAT'S CHALLENGING. AND I'VE BEEN CONTINUING TO DO THIS WORK IN MANY WAYS AND IT'S STILL CHALLENGING WITH TODAY'S POLITICAL CLIMATE. SO I ASK THAT QUESTION FROM A REALISTIC STANDPOINT, BECAUSE I DON'T WANT IT TO FAIL. WE PUT IT IN A POLICY, AND THEN THE POLICY'S IN THERE AND THEN WE FAIL, RIGHT? SO I WANT IT TO BE SUCCESSFUL. THAT'S WHY I'M ASKING THE QUESTION I'M ASKING. YES, '25/'26 HAS TO BE A SEMESTER. WE'RE HOPING TO IMPLEMENT IN THIS DISTRICT A YEAR LONG COURSE. AND I TOLD TOTALLY AGREE WITH ADRIANA ON WHAT SHE WAS SPEAKING ABOUT. REALISTICALLY, WHAT DOES THAT DO? I DON'T KNOW WHO CAN ANSWER THAT QUESTION TONIGHT, BECAUSE I'D LIKE TO BE ABLE TO HAVE THAT
CONVERSATION. >> THERE'S A QUESTION ON STAFFING AND CURRICULUM DESIGN, IF YOU WANT TO START. THANK
>> CAROLINE. >> YES, THANK YOU.
>> AND WELCOME TO YOUR INTERIM ROLE RIGHT NOW.
>> THANK YOU. SO I BRIEFLY MET WITH THEM TODAY TO GET A HANDLE ON WHAT EXACTLY IS HAPPENING WITH ETHNIC STUDIES. AND SO WHEN YOU -- HR LENS -- LOOKING AT HIRING STAFF, MOST LIKELY A SOCIAL SCIENCE CREDENTIAL. AND SO THAT IS A CREDENTIAL THAT MANY HIGH SCHOOLS TEND TO HAVE A LOT OF. SO I'M NOT REALLY WORRIED AT THIS TIME WHETHER WE'D BE ABLE TO FIND SOMEONE IN THAT CAPACITY. WHEN WE OPEN UP SOCIAL SCIENCE HISTORY, ANY OF THOSE TYPES OF DEGREES, WE HAVE A LOT OF APPLICANTS. SO THAT'S THE GOOD NEWS. I'M GOING TO DEFER QUICKLY, IF I COULD, DR. MCKINNEY, LOOKING AT A YEAR LONG COURSE IN '28/'29 AND HAVING CONVERSATIONS, AGAIN, EVER SO BRIEFLY TODAY IS THAT SOMETHING THAT WE COULD PUT TOGETHER FOR '28/'29? OKAY.
>> OKAY. SO THEN IN THE POLICY THAT WOULD NEED TO BE STEPPED UP. THERE NEEDS TO BE LANGUAGE THEN IF WE'RE GOING THAT DIRECTION. RIGHT SO -- OKAY. YOU MADE ME DRINK FROM A WATER HOSE TODAY, I JUST WANT YOU TO
KNOW. >> AND YOU SPOKE REALLY FAST.
>> YOU KNOW I HAVE A HIGH RESPECT FOR YOU, BUT -- SO.
>> IT'S COMING DOWN. >> I WAS TRYING TO LISTEN. I'VE GOT ADHD, ADULT DIAGNOSED, BUT SOMETIMES I CAN'T READ AND LISTEN AT THE SAME TIME. THAT'S JUST NOT GOING TO
HAPPEN. OKAY. >> SO PRESIDENT, I JUST --
>> SO WITH THAT -- I DON'T KNOW, SOMETIMES I JUST GO OFF SOMEWHERE ELSE. DID YOU WANT TO SAY SOMETHING, MR. PEREZ?
>> I JUST HAD A CLARIFICATION. IT'S ONE YEAR OUT OF THE FOUR
YEARS OF HIGH SCHOOL, CORRECT? >> CORRECT.
>> YES. >> I JUST WANT TO MAKE SURE,
BECAUSE -- >> I WANT TO MAKE SURE BECAUSE OF THE TIMELINE AND -- WOULD THE STUDENT BE ABLE TO CHOOSE ONE OF THE FOUR YEARS OR WOULD IT BE MANDATED?
[02:40:06]
>> I WOULD SAY THAT'S GOING TO BE CONTINUATION OF THE COMMITTEE'S WORK.
>> WHAT PAGE WAS THAT LANGUAGE IN, DR. QUEZADA?
>> PAGE THREE, OPTION TWO. I WOULD LIKE TO INCLUDE THE LANGUAGE OF AB 29, PERSONAL FINANCE. IF WE DON'T DO THAT, WE'RE GOING TO BE BACK IN THE SAME BOAT AND THE NEXT BOARD IS GOING TO HAVE TO MAKE THE DECISION OF HOW TO REPLACE PERSONAL FINANCE. I THINK IT'S SUITABLE TO COMBINE THE TWO.
>> OKAY. SO BASICALLY RIGHT NOW IT JUST SAYS THAT THE CLASS OF -- WE'RE PROPOSING WITH THE CLASS OF '28/'29 YEAR -- BUT IT DOESN'T SPEAK TO THE SEMESTER
HERE. >> I'M JUST REFERRING TO YOUR UPDATED LANGUAGE THAT WE WANT TO PUT IN POLICY. I'M TRYING TO UNDERSTAND.
>> SO THIS IS ON PAGE THREE, THAT'S THE REVISION. SO I --
>> OPTION TWO. >> OPTION TWO. I DIDN'T PUT ONE SEMESTER, BECAUSE I DON'T WANT ONE
SEMESTER, I WANT A YEAR. >> RIGHT, BUT IT DOESN'T SAY.
IT DOESN'T SAY A YEAR, THOUGH. >> IF YOU LOOK AT THE TOP OF THE DOCUMENT OF BOARD POLICY 6416.1, IT SAYS WITH EACH COURSE BEING ONE YEAR UNLESS OTHERWISE SPECIFIED, SO I FELT -- WE COULD ADD IT, BUT IT MIGHT BE REDUNDANT. IT SAYS FOUR COURSES IN ENGLISH. IT DOESN'T SAY FOUR -- OR -- A COURSE IS DESIGNATED A YEAR UNLESS IT'S SPECIFIED. BUT WE COULD EVEN BE MORE CLEAR.
>> I JUST WANTED TO BE CLEAR ON WHAT YOU'RE
PROPOSING. OKAY. >> ALL RIGHT, SO THAT WAS DISCUSSION. SO NOW WHICH WAY DO WE WANT TO GO? HEARING FROM STAFF, HEARING THAT IT COULD BE IMPLEMENTED, RIGHT? DOESN'T SOUND LIKE THERE'S ANY CHALLENGES LOCALLY THAT WE HAVE
TO DEAL WITH. >> I JUST WANTED TO MAKE A
>> I JUST WANT TO THANK DR. QUEZADA FOR ALL HER RESEARCH. EVEN THOUGH SHE WAS GOING 100 MILES AN HOUR AND I FELT LIKE I WAS DRINKING OUT OF A FIRE HYDRANT, NOT A HOSE, BUT I MEAN, IT MAKES A LOT OF SENSE. I WANT TO THANK OUR FTA FOR NOTIFYING US RIGHT NOW WE'RE READY TO GO. THAT'S WHAT WE NEED TO HEAR. STAFF IS READY TO TAKE ON THE CHALLENGE TO MAKE THIS READY TO HAPPEN. AND I MEAN, I THINK IF WE'RE GOING TO VOTE ON IT, WE NEED TO VOTE ON IT TODAY. WE NEED TO GET THE BALL ROLLING AND START DOING IT. SO THANK YOU VERY MUCH, DR. QUEZADA FOR SHARING THIS
INFORMATION WITH US. >> THANK YOU FOR LISTENING. I
WOULD LIKE TO MAKE A MOTION. >> SECOND.
>> I HAVEN'T MOTIONED YET, HOLD
ON, WAIT, WAIT, WAIT. >> TOO LATE, I SECONDED IT.
>> I HAVE TO BE SPECIFIC. SO I'D LIKE TO MOTION TO ADOPT POLICY 6146.1, HIGH SCHOOL GRADUATION REQUIREMENTS WITH THE PROPOSED AMENDMENTS. A ONE SEMESTER COURSE IN AMERICAN GOVERNMENT AND CIVICS, A ONE SEMESTER COURSE IN ECONOMICS. BEGINNING WITH THE CLASS OF '28/'29 SCHOOL YEAR A SEPARATE COURSE IN ETHNIC STUDIES.
COURSE EQUALS ONE YEAR. AND BEGINNING WITH THE CLASS' 2030/2031 YEAR A CLASS IN PERSONAL FINANCE THAT IS NOT COMBINED WITH ANY COURSE AND MAY BE EXEMPT FROM A SEMESTER COURSE IN ECONOMICS CAN I HAVE A MOTION AND SECOND TO ADOPT THE POLICY AS READ.
>> A MOTION FOR DR. QUEZADA, ANY
DISCUSSION? >> MAY I MAKE A SUGGESTION?
>> I WAS THINKING OF LEGAL ISSUES WE MIGHT COME UP WITH.
>> SIMPLY BECAUSE THAT PARAGRAPH MIXES BOTH YEAR LONG AND ONE SEMESTER COURSES, I DO RECOMMEND THAT IT SPECIFY ONE YEAR IF
THAT'S THE INTENT. >> A SEPARATE YEAR LONG. DO I
>> NOT IF EVERYBODY UNDERSTANDS.
>> I'LL JUST READ. >> THE PRESENTER IS GOING TO
HAVE TO READ IT. >> YOU'RE ASKING BEGINNING WITH THE CLASS OF '28/'29 SCHOOL YEAR A SEPARATE YEAR LONG COURSE, IS
THAT WHAT YOU'RE ASKING? >> IF THE INTENT OF THE MOTION IS FOR THE ETHNIC STUDIES TO BE
[02:45:04]
A YEAR AND THE PERSONAL FINANCE TO BE ONE SEMESTER, I WOULD SPECIFY THOSE YEAR LONG AND ONE SEMESTER.>> OKAY, SO LET ME RETRACT MY MOTION AND I'M GOING TO REREAD IT, JUST FOR THE RECORD. OKAY. SO I RETRACT MY MOTION. DID YOU RETRACT -- CAN YOU RETRACT YOUR SECOND?
>> YES. >> PERFECT. I'M GOING TO MAKE A MOTION TO ADOPT POLICY 6146.1 HIGH SCHOOL GRADUATION REQUIREMENTS AS PROVIDED UNDER COURSE REQUIREMENT SECTION FOUR. FIVE COURSES IN SOCIAL STUDIES, INCLUDING UNITED STATES HISTORY AND JOGFY, WORLD HISTORY, CULTURE AND GEOGRAPHY, A ONE SEMESTER COURSE IN AMERICAN GOVERNMENT AND CIVICS, A ONE SEMESTER COURSE IN ECONOMICS.
BEGINNING WITH THE CLASS OF '28/'29 SCHOOL YEAR, A SEPARATE YEAR LONG COURSE IN ETHNIC STUDIES THAT IS NOT COMBINED WITH ANY OTHER COURSE AND BEGINNING WITH THE CLASS OF 2030/2031 SCHOOL YEAR A SEPARATE ONE SEMESTER COURSE IN PERSONAL FINANCE THAT IS NOT COMBINED WITH ANY OTHER COURSE AND UPON PASSING MAY BE EXEMPT FROM A ONE-SEMESTER COURSE IN ECONOMICS. CAN I HAVE A SECOND AND.
>> I'LL SECOND. >> I HAVE A MOTION BY DR. QUEZADA AND A SECOND BY MISS SANDOVAL. NOW I NEED FURTHER DISCUSSION ON
>> MR. ARMENDAREZ? >> WE'RE NOT GOING TO A THIRD READING, CORRECT, THIS IS PASSING IT TODAY, RIGHT?
>> THAT'S MY UNDERSTANDING OF THE MOTION.
>> SO I HAVE A QUESTION NOW FOR STAFF. DOES THE PERSONAL FINANCE COURSE ALLOW US TO EXEMPT A ONE-SEMESTER COURSE IN ECONOMICS? IS THAT -- IS THAT ED CODE, IS THAT CORRECT? I WASN'T SURE ABOUT THAT. IT DOES? THAT'S ALL I NEED TO KNOW. JUST CHECKING. JUST TRYING TO BE, YOU KNOW. LOOK AT MARK GOING, YEAH, YEAH. I TOLD YOU, I'M NOT A LAWYER, BUT I PLAY ONE ON TV. JUST KIDDING.
>> I CONCUR WITH STAFF'S RECOMMENDATION.
>> THANK YOU, MARK. I GOT A MOTION BY DR. QUEZADA, A SECOND BY MISS SANDOVAL. MR. ARMENDAREZ?
>> HECK YES. >> AND ADRIANA, WE HAVE HER AS
-- >> I'M AN AYE AND ADRIANA, WHAT IS YOUR VOTE?
>> BIG AYE. >> MOTION PASSES 6-0. ALL RIGHT. ALL RIGHT, ALL YOU DISRUPTIVE
[5.6 Teaching and Learning - MOU: National College Resources Foundation]
PEOPLE STOP CLAPPING. I'M JUST PLAYING. THANK YOU SO MUCH.ITEM 5.6, THIS IS TEACHING AND LEARNING, THIS IS MLU WITH NATIONAL COLLEGE RESOURCES FOUNDATIONS TO APPROVE ENTERING INTO AN M OU WITH THE NATIONAL COLLEGE RESOURCES FOUNDATION FOR FONTANA SCHOOL DISTRICT STUDENTS IS, STAFF, AND -- I HAVE A
MOTION AND A SECOND TO ADOPT. >> MOTION.
>> MR. ARMENDAREZ, THANK YOU. MISS SANDOVAL, THANK YOU. ANY DISCUSSION? HEARING NONE, ROLL CALL VOTE.
>> AYE. >> AND MYSELF, AYE, 5-0. 5.7, TEACHING AND LEARNING, PROP 28 UPDATE. I'M GOING TO TURN
IT OVER. >> I'M GOING TO GET STARTED HERE, BUT I'M ALSO GOING TO INVITE --
>> BEFORE YOU START, IT'S 10:00, SO BEFORE WE INTERRUPT YOU, I WANT TO BE ABLE TO UNDERSTAND THAT WE HAVE THIS PRESENTATION AND TWO OTHER ITEMS AND BOARD COMMENTS. SO CAN WE -- YOU THINK WE CAN GET THIS BUSINESS DONE BY 11:00?
>> MAKE A MOTION FOR 11:30. >> THAT'S SAFE. I CAN GET BEHIND THAT. OKAY, SO MOTION TO EXTEND OUR MEETING TONIGHT TO 11:30. CAN I HAVE -- OR YOU MOTION,
>> I'LL SECOND IT. ALL IN FAVOR SAY AYE.
>> AYE. >> ANY NAYS? MOTION PASSES 5-0
[5.7 Teaching and Learning - Presentation: Prop. 28 Update]
TO EXTEND TO 11:30. THANK YOU.>> NO PROBLEM. THANK YOU. WE'RE GOING TO GO AHEAD AND GET STARTED. OUR COORDINATOR WILL BE JOINING ME THIS EVENING AS WELL AS INTERIM ASSOCIATE SUPERINTENDENT OF TEACHING AND LEARNING CAROLINE. SO AS YOU KNOW, AND YOU'VE HEARD FROM PREVIOUS SPEAKERS THAT STATE LEGISLATOR PASSED THE PROP 28, THE ARTS AND MUSIC IN SCHOOLS FUNDING GUARANTEE AND ACCOUNTABILITY ACT. IT REQUIRES THE STATE TO PROVIDE NEW, ONGOING FUNDING TO SUPPORT ART AND MUSIC INSTRUCTION IN SCHOOLS, AND WE'RE VERY HAPPY TO ANNOUNCE THAT PROP 28'S FUNDING ALLOWS US TO HIRE AND PLACE ADDITIONAL TEACHERS AND STAFF WHOSE PRIMARY CHARGE IS TO ENHANCE THE ART AND MUSIC EXPERIENCE OF OUR STUDENTS. IT IS IMPORTANT TO NOTE THAT THESE ARE AND ARE GOING TO
[02:50:01]
BE IN ADDITION TO THE WONDERFUL TEACHERS AND STAFF WHO SERVE OUR STUDENTS RIGHT NOW.I DO WANT TO MAKE NOTE THAT THE PROP 28 ANNUAL REPORT WAS APPROVED AT THE SPECIAL BOARD MEETING AT 9-25 AND TONIGHT WE'RE GOING IS ON THE HORIZON. ALL OF THE VISUALS IN THIS PRESENTATION DO REFLECT THE ARTS PROGRAM IN ACTION AND HEAR IS AN EXAMPLE FROM CITRUS HIGH SCHOOL. THE PROP 28 WAIVER , THE REASONS WE APPLIED FOR THE WAIVER ARE NUMBER ONE, TO LEVERAGE THE UNSPENT FUNDS FROM THE 23-24 SCHOOL YEAR. TO ENHANCE OUR EXISTING AND OUR NEW EDUCATION PROGRAMS. AND WE WANT TO SUSTAIN INFRASTRUCTURE WHICH ALLOWS US TO PROVIDE EQUITABLE PROGRAMS ACROSS OUR DISTRICT AND SET THAT FOUNDATIONAL WORK FOR OUR STUDENTS BY STANDING UP FOR PROGRAMS WITH AN INFRASTRUCTURE THAT CAN WITHHOLD THAT. AND THEN ALSO TO ALIGN WITH THE GOAL IN OUR ELL CAP FOR A COMPREHENSIVE SYSTEM IN TERMS OF OUR ARTS EDUCATION. RECENTLY THE TEAM PUSHED OUT A NEEDS SURVEY AROUND ARTS AND EVERY TEACHER WHOSE NAME WAS MENTIONED SHOULD HAVE PARTICIPATED IN THE SURVEY. IN THE SURVEY ALLOWED US TO DETERMINE OUR PRIORITIES BY IDENTIFYING AND OUR STRENGTHS AND WHAT OUR GAPS ARE AND EVALUATE THE ALIGNMENT TO THE ART STANDARDS OF WHAT IS CURRENTLY IN PLACE AND IDENTIFY KEY AREAS FOR INVESTMENT AND IMPROVEMENT. THAT WAS THE GOAL OF THE NEEDS ASSESSMENT. . SOME OF THE THINGS AND TRENDS THAT CAME OUT OF THAT ASSESSMENT ARE THINGS LIKE UPGRADES TO FACILITIES AND EQUIPMENT WHICH INCLUDED THINGS LIKE PERFORMANCE BASES, STUDIOS, SOUNDPROOFING, ET CETERA. ALSO ADDITIONAL SUPPLIES SUCH AS MUSICAL INSTRUMENTS, COSTUMES, CAMERAS, COMPUTERS, SOUND SYSTEMS, ET CETERA ALONG WITH NATIONAL DEVELOPMENT WAS A REQUEST FOR SPECIALIZED TRAINING IN THE PARTICULAR AREAS AND TO EXPAND PROGRAMS BY ALIGNING TWO FEEDER PATTERNS AND ALSO TO HIGHLIGHT THE ARTS THROUGH DIFFERENT AND VARIOUS SHOWCASES. AND TO INCREASE FUNDING FOR SUPPLIES AND ALSO INCLUDE THINGS LIKE TRANSPORTATION TO VARIOUS OVENS TO LIVE PERFORMANCES, ET CETERA. FROM THAT NEEDS SURVEY, THAT WAS WHAT WAS REVEALED. AND TO SHARE WITH YOU A LITTLE BIT OF LAST MONTH'S PRESENTATION ON PROP 28 WAS HOW MUCH IS IT BUDGETED IN OUR ELL CAP, OUR LOCAL CONTROL ACCOUNTABILITY PLAN. THIS IS ABOUT ALMOST $10 MILLION THAT WE ALLOCATE BECAUSE THE ARTS IS A PRIORITY IN FONTANA SCHOOL DISTRICT. AND THERE IS AN EXAMPLE OF SOME OF OUR ARTS PROGRAMS IN FONTANA. IN THE WINTER OF '23-'24, WHICH WAS LAST YEAR, THIS IS WHAT WE LEARNED ABOUT, NOT LEARNED, THE MONEY STARTED COMING IN ABOUT THE $6 MILLION.
THEN IN MARCH, 2023, THAT WHEN WE RECEIVED THE GUIDANCE ON HOW TO SPEND AND UTILIZE THOSE FUNDS. MOVING FORWARD , SORRY.
THE WAIVER FOR THE UNSPENT FUNDS LAST YEAR WILL ALLOW US TO MAXIMIZE THE IMPACT , BUILD LONG-TERM INFRASTRUCTURE, SUPPORT AN EXPANDED ARTS PROGRAM AND ALIGNED TO OUR LONG-TERM GOALS I MENTIONED EARLIER, THE VARIOUS THINGS THAT ARTS EDUCATORS HAVE IDENTIFIED AS NEEDS MOVING FORWARD TO STRENGTHEN OUR CURRENT PROGRAM AND SET THE FOUNDATION FOR OUR FUTURE PROGRAMS WE ARE ADDING ON. SO NEXT I WOULD LIKE TO BRING UP KEN BEEN, TO PRESENT THE ARTS EDUCATION PLAN. DO YOU WANT IT , IT'S RIGHT HERE.
INDISCERNIBLE - MUFFLED ] >> IT'S ON VIDEO, YOU'RE GOOD.
>> TESTING, ONE, TWO, THREE, HOW'S THAT? I'M REALLY EXCITED TO BE HERE SO WE WILL REVIEW THE ARTS EDUCATION PLAN PRESENTATION TO YOU AND GIVE YOU SOME UPDATES ON WHAT WE HAVE BEEN WORKING ON. SO, MY GOSH, I FORGOT MY READERS.
>> OKAY, SO NEXT SLIDE. SO WE TALK ABOUT A THREE YEAR PLAN.
[02:55:11]
WE DEVELOPED A THREE-YEAR ARTS PLAN TO ENHANCE AND EXPAND THE ARTS EDUCATION ACROSS THE DISTRICT. THIS PLAN OUTLINES OUR STRATEGIC GOALS FOR CURRICULUM DEVELOPMENT, TEACHER TRAINING, RESOURCE ALLOCATION AND A COMMUNITY ENGAGEMENT. IT IS DESIGNED FOR ONGOING EVALUATION AND ADAPTATION ENSURING THAT WE MEET THE NEEDS OF OUR STUDENTS AND FOSTER THE VIBRANT ARTS CULTURE AND PROMOTE COLLABORATION AMONG HER TEACHERS. SO THE THREE-YEAR PLAN THE FIRST YEAR FOCUSED ON ENHANCING ARTS EDUCATION INFRASTRUCTURE AND ALIGNMENT IMPROVING ASSESSMENT AND EVALUATION SYSTEMS AND WE ARE STILL WORKING ON THOSE RIGHT NOW. AND STRENGTHENING ENGAGEMENT WITH THE COMMUNITY AND EDUCATIONAL PARTNERS. THESE ACTIONS CREATE A MORE COHESIVE AND EFFECTIVE ARTS EDUCATION FRAMEWORK. YOUR TWO ARE JUST GOING TO REFINE THE ARTS EDUCATION PRACTICES AND BUILD STRONGER ACTIONS WITHIN THE COMMUNITY. I THINK THAT IS VERY IMPORTANT. YEAR THREE, IT IS JUST TO STRENGTH AND REFINE THE EDUCATION PRACTICES AND FOSTER A MORE EFFECTIVE COLLABORATION BETWEEN SCHOOLS AND THE COMMUNITY. SO THE FIRST ONE WAS TO INCREASE ACCESS. WE HAVE THE COMMITTEE THAT WE ESTABLISHED THE ARTS COMMITTEE AND INTEGRATED OUR PAST EFFORTS AND WITH THE NEW PROP 28 REQUIREMENTS OUTLINES PROPOSALS WITH THE VAPID GOALS , INCREASED COMMUNICATION, INFORM EDUCATIONAL PARTNERS ABOUT ARTS EDUCATION , ARTS EDUCATION PLAN AND ESTABLISH AN ONLINE PRESENCE TO PROMOTE ARTS EDUCATION INITIATIVES. TO BOTH EDUCATORS, STUDENTS, AND THE COMMUNITY. THE NEEDS ASSESSMENT THAT WAS CONDUCTED THROUGHOUT A THOROUGH ASSESSMENT OF THE ARTS EDUCATION PROVISIONS IDENTIFY THE GAPS AND THE BARRIERS THAT WE WERE SEEN IN FONTANA AND WE WANT TO BE SURE THAT WE ARE SHARING THAT WITH ALL OF OUR STUDENTS BY CLOSING THESE GAPS.SO THIS PART GETS ME EXCITED. SO CAN I LEAVE THIS PODIUM? SO ALL THE COLORS THAT YOU SEE UP THERE, THE GREEN AND THE YELLOW, IMAGINE ALL THOSE AS HOLES . THOSE SCHOOLS DO NOT HAVE THOSE PROGRAMS. AS OF TODAY, THE GREEN , WE HIRED. SO WE HAVE DANCE AND STRUCTURES WE HIRED A THEATER TEACHER FOR MILLER. WE HIRED A THEATER TECH FOR FONTANA HIGH SCHOOL AND WE ARE STILL OPEN POSITIONS FOR MUSIC AND ONE FOR BURGE. I AM VERY EXCITED. ONE OF THE GAPS THAT WE SAW WERE THAT THERE WAS, YOU KNOW, WE HAVE ARTICULATION BUT WE HAD HOLES AND WE WANTED TO FILL THOSE HOLES SO THE STUDENTS HAVE , IF I AM GOING TO OLDER AND I WANT TO BE IN THEATER BUT I AM GOING TO AMY MILLER, I DON'T HAVE THEATER. WE WANT THOSE KIDS TO FOLLOW THEIR DREAMS AND HAVE THAT PATHWAY. SO LET'S LOOK AT THE MIDDLE SCHOOLS. SO AGAIN, YELLOW MEANS THOSE ARE OPEN POSITIONS. BUT AS OF YESTERDAY, I HIRED A MEDIA ARTS FOR ALDER AND WE HIRED AN ART TEACHER FOR FONTANA AND WE ARE GOING TO HAVE INTERVIEWS FOR THE REST OF THOSE OPEN POSITIONS SO I AM VERY, VERY EXCITED RIGHT NOW ABOUT BRINGING THE ARTS TO FONTANA. SO I AM AN ART GUY, I AM A BIG THAT THE GUY AND I LOVE MY TEACHERS SO I AM HOPING THAT THIS WILL BE A GREAT, GREAT THING. OKAY, NEXT SLIDE. THE QUALITY CURRICULUM IN FIRST TEST INSTRUCTIONS. THIS PLAN STRENGTHENED THE ARTS EDUCATION THROUGH EFFECTIVE EVALUATION AND PROFESSIONAL DEVELOPMENT AND SUPPORT. IT INCLUDES DEVELOPING STANDARDS ASSESSMENTS, A TOOL TO EVALUATE THE PROGRAMS AND THEIR EFFECTIVENESS AND ALLOWING THE TEACHERS PLC TIME TO COLLABORATE AND THAT IS SOMETHING THAT I FEEL THEY ARE THIRSTY FOR, ARE TEACHERS REALLY WANT TO SIT DOWN WITH EACH OTHER AND TALK ABOUT THE ART AND BEST PRACTICES AND HOW THEY CAN HELP KIDS. BUT THEY ARE KIND OF LIKE A LOAN ON THEIR CAMPUS SO ALL THE VISUAL ARTS TEACHERS TOGETHER, ALL THE THEATER TEACHERS TOGETHER AND LET THEM COLLABORATE AND CREATE GREAT PROGRAMS. SO HIRING AND RECRUITMENT, THAT TAKES US TO THIS. SO WE ARE WORKING WITH HR TO , THEY ARE CALLED ARTS ADVISERS AND THEY ARE CLASSIFIED DECISIONS THAT WOULD ASSIST ARTS TEACHERS IN THE CLASSROOM AND OUTSIDE THE CLASSROOM TO PROMOTE AND HELP IMPLEMENT THE ARTS INTO THIS PROGRAMS. THESE ADVISERS WOULD HELP THE BAND AND THE THEATER TEACHERS MAKE THOSE PROGRAMS MORE ROBUST AND CREATE PROGRAMS FOR KIDS. PROFESSIONAL DEVELOPMENT, WE ALSO SENT A SURVEY OUT TO THE TEACHERS AND ASK THEM WHAT KIND OF PROFESSIONAL DEPARTMENT DO THEY WANT? WE CAME UP WITH ART SPECIFIC TRAINING PHOTOGRAPHY, CERAMICS, LOCAL MUSIC, MUSIC TECHNOLOGY. BRINGING PROFESSIONALS INTO THE CLASSROOM FOR THE STUDENTS . SO LET'S SAY I'M A THEATER
[03:00:02]
TEACHER AND I'M GOING TO HAVE A MUSICAL IN THE SPRING. I'M GOING TO BRING A PROFESSIONAL VEHICLE THEATER TEACHER OR PROFESSIONAL TO COME IN AND SPEAK TO THE KIDS AND HAVE A MASTER CLASS ON MUSICAL THEATER AND WHAT IT MEANS TO BE IN MUSICAL THEATER. ACTOR, RIGHT, THE AUDITION PROCESS, WHAT YOU HAVE TO PREPARE FOR. AND THE NEXT ONE, STUDENTS TO ATTEND LIVE PERFORMANCE GALLERIES AND CULTURAL EVENT. I AM TALKING REALLY FAST BECAUSE I KNOW IT IS LATE, I APOLOGIZE. THIS TO ME IS THE BEST. SPARK , I CALLED SPARK, SPARKING THAT INTEREST AND THAT LOVE. AS A THIRD GRADER I WENT TO MY FIRST PERFORMANCE AT CITRUS COLLEGE AND I WAS IN EVERY SHOW AFTER THAT IN ELEMENTARY JUNIOR HIGH AND HIGH SCHOOL AND I ENDED UP FOLLOWING THE ARTS. SO TAKING STUDENTS ON FIELD TRIPS AND EDUCATIONAL EXPERIENCE, THAT IS SOMETHING WE NEED TO DO IN FONTANA TO BE ABLE TO TO SUPPORT THE TEACHERS IN THAT, AS WELL. DISTRICTWIDE PEER NETWORKING AND SHOWING BEST PRACTICES. AGAIN, THAT IS THE COLLABORATION OF THE TEACHERS NEED AND THAT THEY WANT AND THEY ARE THIRSTY FOR. SO THEN TRAINING IN SPECIAL AREAS LIKE INSTRUMENT REPAIR , YOU KNOW, INSTRUMENT REPAIR, CONDUCTING, SONGWRITING AND OTHER PEDAGOGY THAT THEY REALLY WANT. SO THIS IS ALL FROM THE SURVEY THAT WE GAVE TO THE TEACHERS. THESE ARE SOME OF THE DATES THAT WE HAVE OR COLLABORATION WITH THE ARTS AND THE DATES THAT WE HAVE . I AM WORKING ON GETTING MORE OF THOSE FROM THEM. BECAUSE A LOT OF TIMES THE SCHOOL SITE WANTS TO KEEP THEM BUT WE REALLY NEED TO TRY TO FIND TIME FOR THEM TO SIT AND COLLABORATE. SO THAT IS PART OF THE PROFESSIONAL. SO ONLINE PRESENCE WE NOW HAVE A WEBSITE SO YOU GO TO TG MILLER AND, SCROLL ALL THE WAY DOWN TO ARTS EDUCATION , SEE MY BEAUTIFUL FACE AND THEN YOU SCROLL DOWN SOME MORE . I KNOW I LOOK LIKE A STUFFED TEDDY BEAR AND THEN WE HAVE THE VISION AND WE GO 30 DOWN AND RESOURCES FOR THE TEACHERS. SO WE HAVE QUESTIONS THAT THEY CAN ASK, THE PLAN IS THERE. AN ORG CHART OF LIKE WHO IS THE LEAD TEACHERS, WHO IS IN CHARGE, BLAH, BLAH, BLAH. THE FRAMEWORKS AND THEN RESOURCES SO THAT WILL TAKE US TO THE FRAMEWORKS AND ALL THE TEACHER RESOURCES THAT THEY CAN USE. SO WE WILL LOOK CLOSER INTO THAT. THIS IS AN EXAMPLE OF THE ORG CHART WHEN THEY CLICK ON IT. LET'S SAY THEY WANT TO FIND OUT I WANT TO KNOW A THEATER TEACHER THAT I TALK TO PICK SO THEY WILL CLICK ON MIDDLE SCHOOL AND LET'S GO TO THE NEXT SLIDE. SO THE PROGRAMS AND DIRECTORIES HAS THE TEACHERS NAME, THE GENRE OF ART THEY TEACH IN THE SCHOOL SITE THEY ARE AT AND THEY CAN REACH OUT TO THAT PERSON IF THEY HAVE ANY QUESTIONS OR IF THEY WANT FEEDBACK. THAT IS WHAT IT LOOKS LIKE CLOSER UP WHERE IS THIS OPEN? THAT IS WHERE WE ARE HIRING. I SHOULD HIGHLIGHT THAT. ALSO WE CREATED A GUIDE THAT TEACHERS WILL BE GETTING THIS, THE EDUCATORS WILL BE GETTING THIS, DIGITALLY AND A HARD COPY BUT RIGHT NOW I'M GOING TO CHANGE IT INTO A GUIDE BECAUSE IT IS HOW TO HAVE A SUCCESSFUL ARTS PROGRAM WITH THE PROCESSES THAT A LOT OF TIMES TEACHERS DON'T KNOW HOW TO ORDER A BUS OR HOW TO GO ON A FIELD TRIP OR HOW TO HAVE A DIGNITARY INVITE. SO THESE ARE ALL THE THINGS THAT TEACH THEM HOW TO DO THAT ALL THE PROCESSES AND PROTOCOLS FOR THAT TO HELP THEM HAVE A SUCCESSFUL PROGRAM. CULTURAL REPRESENTATION AND COMMUNITY ENGAGEMENT, CONGRATULATIONS ON WHAT YOU GUYS JUST DID. THIS IS ONE OF MY BIGGEST THINGS. STUDENTS NEED TO HAVE CULTURAL AWARENESS. THEY NEED TO BE PROUD OF WHO THEY ARE, CELEBRATE WHO THEY ARE AND WHAT BETTER WAY THAN WRITING AND THE ARTS. SO DISTRICTWIDE ARTS SHOWCASE, CULTURAL RESPONSE ART EXPERIENCES, PARTNERSHIPS WITH THIS COMMUNITY AND THE CITY AROUND THEM. ONLINE PROMOTION , DISPLAY STUDENT ARTWORK NOT ONLY IN THE CLASSROOM, ON THE SCHOOL SIDE BUT OUTSIDE THE COMMUNITY. WE'VE GOT TO MAKE THOSE PARTNERSHIPS. THAT IS SOMETHING I'M WORKING ON AND ALSO HELP THE TEACHER AND THE SCHOOL SITE PROMOTE THOSE ACTIVITIES. SO THIS IS AN EXAMPLE IN JULY, I SENT OUT AN EMAIL. I KNOW SOME OF THE MUSEUMS DON'T HAVE THEIR LAPTOPS ON WHAT THE REMINDER OF THE SAVE THE DATE FOR HISPANIC HERITAGE, RED RIBBON WEEK AND BLACK HISTORY MONTH. I SENT OUT THE SAVE THE DATE IN AUGUST AND THEN I SENT THEM ANOTHER ONE. SO THEY KNOW BECAUSE I KNOW WHAT IT IS LIKE AT THE SCHOOL SITE WHEN I HEAR THE ARTS TEACHER THAT I WAS REALLY CLOSE TO, I HAD NO IDEA THIS WAS COMING. NOW YOU ARE GOING TO KNOW. I'M GOING TO TELL YOU WHATEVER THING IS. THIS IS AN EXAMPLE OF THE COMMUNICATION THAT WE SENT OUT AND NOW WE HAVE INSTAGRAM FOR THE FIVE PEOPLE LEFT IN THE ROOM IF YOU WANT TO SCAN THAT. THAT IS OUR ARTS INSTAGRAM, FUSD ARTS EDUCATION. AND IT IS LIVE AND IT IS REACHING THE COMMUNITY AND IT IS ALSO AN EDUCATIONAL TOOL. SO WHEN I POST A PICTURE I TRIED TO EXPLAIN TO THE PERSON WHAT THAT IS, WHAT ART IT IS. THE VALUE, IF IT IS A STUDENT PIECE . IT IS ALSO AN EDUCATIONAL TOOL. SO IF YOU[03:05:04]
DON'T KNOW ABOUT ART AND YOU ARE LOOKING THE CONTOUR, THE BLIND CONTOUR DRAWING YOU KNOW THAT MEANS, RIGHT?. ALSO PETER AND I ARE WORKING WITH THE CITY OF FONTANA FOR ARTS IN THE PARK. IT IS A COLLABORATION WHERE WE ARE GOING TO TAKE A STUDENT ARTWORK AND PUT IT ON THE BASIS OF THE LIGHT POLES IN THE FONTANA PARKS AND THIS INTENTION IS TO INSTILL A SENSE OF COMMUNITY AND THE YOUNG KIDS SO THAT THEY HAVE PRIDE IN THEIR COMMUNITY AND THEY TAKE OWNERSHIP OF THAT PARK. WHEN I WAS IN POMONA, ONE OF THE BIGGEST THINGS I NEEDED TO HELP REVITALIZE POMONA WAS PUBLIC ART. PUBLIC ART IS ASHLEY STUDENT ART REALLY REVITALIZED THE COMMUNITY. ALSO A NEWSLETTER, I AM WORKING ON A NEWSLETTER. A LOT OF ARTS EDUCATORS DON'T KNOW WHAT IS GOING ON IN OTHER CAMPUSES BUT THEY WANT TO KNOW AND PARENTS ARE THE SAME WAY WE HAVE TO BE PRIDEFUL OF OUR WHAT WE DO, OUR THEATER, OUR VISUAL ARTS. THIS WOULD BE A NEWS ART LETTER THAT , AN ART NEWSLETTER THAT WILL BE INFORMATIVE AND CELEBRATORY AND WILL BE WITHIN OUR DISTRICT AND WILL HIGHLIGHT THE EDUCATOR, I WILL HIGHLIGHT STUDENTS. I WILL HIGHLIGHT WHAT IS GOING ON IN OUR DISTRICT ACROSS THE DISTRICT. SO A LOT OF THE SHOWS THAT ARE GOING ON . YOU KNOW ALL I WANT TO GO TO A CHRISTMAS SHOW, WANT TO GO TO THIS CHRISTMAS SHOW AND THIS CHRISTMAS SHOW. THERE IS NO REASON YOU HAVE TO BE AT HOME. FONTANA HAS PLENTY OF THINGS FOR YOU TO DO. AND THEN OUR FINAL GOAL, ESSENTIAL RESOURCES, WE'VE GOT TO HAVE A BUDGET, WE GOT TO FOLLOW THE BUDGET, STAFFING, WE HAVE TO EVALUATE EVERY YEAR WE SHOULD EVALUATE WHAT IS GOING ON. DO WE HAVE ENOUGH PEOPLE WHERE THEY NEED TO BE? FACILITY ASSESSMENT, ARE OUR FACILITIES UP-TO-DATE? ARE THEY FUNCTIONAL? WHAT PREPARERS DO THEY NEED? HAVE WE HAVE TO COME UP WITH THAT INSPECTION PROCESS AND HOW TO INSPECT THE FACILITIES THAT ARE HOUSING OUR KIDS FOR THESE PRODUCTIONS? AND ALSO A REVIEW OF INSTRUMENT AND CURRICULUM TO MAKE SURE THAT IT'S EFFECTIVE FOR WHAT WE ARE DOING HERE IN FONTANA. AND LASTLY, STORAGE. A LOT OF THE SCHOOL SITES DON'T HAVE PROPER STORAGE FOR THE INSTRUMENTS. SO WE ARE WORKING ON THAT. I KNOW WE HAVE GOT SOME BITS. FIRST OF ALL, THE JUNIOR HIGH TO GET THE NEW STORES. MAKE SURE THE INSTRUMENTS ARE SAFE AND THAT THEY ARE SECURE. AND THANK YOU.>> MR. ARMENDARIZ. >> I DID HAVE A CUP OF QUESTIONS? I NOTICED ON SLIDE 13 BIRCH AND CITRUS, WE DON'T HAVE ANY , LOOKS LIKE PLAN FOR DANCE AND THEATER OR THEATER TECH . ARE WE GOING TO LOOK AT WAYS TO GET THE STUDENTS TO ONE OF THESE HIGH SCHOOL SO THAT THEY ARE NOT EXCLUDED ? AND LASTLY HOW ARE WE , HAVE WE BEEN WORKING WITH OUR DEPARTMENT TO ENSURE EQUITABLE ACCESS FOR OUR SPECIAL NEEDS
STUDENTS, AS WELL? >> CAN, I THINK WE NEED YOUR
MIC . THEY GO. >> EVEN OUR LANGUAGE LEARNERS ARE MISSING OUT ON ELECTIVES BECAUSE THEY HAVE TO DO , YOU KNOW, THE ELD OR THE CLASS. WE ARE WORKING ON PARTNERSHIPS WITHIN OUR DISTRICT TO GET MORE ACCESSIBLE TO ACCESSIBILITY TO
MORE STUDENTS. >> OKAY, THANK YOU.
>> MR. PEREZ. >> JUST A COUPLE OF QUESTIONS.
WHEN YOU TALK ABOUT INFRASTRUCTURE, ESPECIALLY IN LONG-TERM, WHAT IS THE ACTUAL DEFINITION OF THAT?
>> ALL RIGHT, SO WHAT WE'RE LOOKING AT, SOME OF THE OTHER THINGS HE IS TALKING ABOUT. SO LIKE AMY MILLER, MAKING SURE THAT THE THEATER IS UP AND RUNNING AND THEY HAVE THE SUPPLIES AND THE OUTSIDE PIECE THAT IS WORKING FOR THEM. ALSO THESE ARE THE INFRASTRUCTURE, IF WE ARE LOOKING AT AGREEING ON ANOTHER DANCE PROGRAM, DO WE HAVE THE STAFF FOR THE DANCE PROGRAM. ARE WE GOING TO HAVE OUTSIDE, INSIDE? I WANT TO MAKE SURE IT IS A WELL-ROUNDED PROGRAM, NOT JUST THROWN TOGETHER. TWO THAT MAKES SENSE. MY NEXT QUESTION IS DO WE CURRENTLY HAVE OR IMPLEMENT IN THESE PROGRAMS, THE CLASSROOMS AND THE SPACE SIZE, ARE WE GOING BE USING THE CAFETERIA AS WELL AS BEING USED? WHAT ARE OUR IDEAS ON THAT? OR DID I ASK TOO MANY QUESTIONS IN ONE QUESTION?
>> DANCE TEACHERS, WE ARE WORKING WITH FONTANA. I'M THINKING OF THE TOTALITY OF EVERYTHING. DO WE HAVE THE CLASSROOM SIZE? DO WE HAVE EVERYTHING THAT WE ARE GOING TO NEED OR IS THIS GOING TO BE A PART OF CONTINGENCY WITH THE
[03:10:03]
BOND OR ARE WE GOING TO HAVE TO MAKE ROOM AND SHIFT THINGSAROUND? >> SO WHEN THE NEEDS ASSESSMENT WENT OUT WITH A LITTLE THE WISH LIST, ESPECIALLY LIKE IN ELEMENTARY SCHOOL, THEY KIND OF TOLD US HEY, THIS IS WHAT WE HAVE. THIS IS THE SCHOOL THAT WE HAVE IN ALL OF OUR ROOMS. EXAMPLE, TODAY HAVE AN EXTRA SPACE AND TURNING INTO A DANCE ROOM? SO WE WORK WITH THE SCHOOLHOUSE , AND SAY I WANTED THEATER AND WE DON'T HAVE A SCHOOL THAT BUILDING A THEATER IS HONESTY NOT THE THING WE CAN DO SO WE ARE KEEPING UP WITH EACH SCHOOL SITES THEY CAN TELL US WHAT THEIR PLAN IS AND THE WISH LIST THEY GIVE US EVERY THING THAT YOU HAVE THAT MOST EXPENSIVE THING HAS NO BARRIERS. SO THEN WE TALK ABOUT
WHAT WE CAN DO. >> IS DUANE RIBBLE AND AMY MILLER ABLE TO , BECAUSE I KNOW WE DID PUT A LOT OF PORTABLES ON THAT SCHOOL. SO I AM KIND OF WORRIED ABOUT THE CLASS-SIZE ON THAT. ARE WE ABLE TO ACCESS, CAN THE STUDENTS ACCESS AMY
MILLER FROM THEIR SPACE? >> SO I KNOW IN YEARS PAST PEOPLE WOULD ACCESS AMY MILLER AND WE WOULD SEND KIDS GOING BACK AND FORTH SO THAT ACTUALLY IS AN EXCELLENT IDEA. I WANT TO SAY WITH APPROVAL AND CORRECT ME IF I'M WRONG, I THOUGHT THAT THEY WERE ADDING A DANCE ROOM AND THEY DID HAVE SPACE FOR THAT BUT MAKE ME MAKE SURE ON THAT. I'M NOT 100% SURE.
>> CAN ALSO GET AN ASSESSMENT ON ALL THE SCHOOLS THAT WE DON'T HAVE? OR IT IS GOING TO BE IMPLEMENTED . WE CAN ASSURE ONE THAT THERE IS A TWO, IF NOT, IS THERE A CONTINGENCY THERE THAT WE CAN ACTUALLY STILL PROVIDE FOR STUDENTS?
>> LIKE THE DANCE, RIGHT? >> ANY AND ALL, WE HAVE DANCE, WE HAVE THEATER, MUSIC, ANYTHING. I JUST WANT TO MAKE SURE THAT, AGAIN, HE GOES BACK TO THEM FOR STRUCTURE. I WANT TO MAKE SURE THAT THAT IS THERE AND WE MIGHT HAVE TO DO A REASSESSMENT IF OR WHEN THE BOND IS APPROVED OF HOW TO LAMENT PROP 28 IN ADDITION TO WHAT WE ARE TRYING FOR WITH SECOND . OR NOT, NEXT, THE LINKS FOR THE RESOURCES THAT WAS A GREAT IDEA. BUT IS THERE A WAY WE CAN GET THE FURTHER RESOURCES AND ACTUAL CLICK A LINK SO IT TAKES US DIRECTLY TO WHERE THEY NEED TO APPLY FOR THE BUSES FOR THE DIGNITARIES AND SO FORTH? THAT WAY IT IS MORE DIRECT ACCESS VERSUS JUST READING IT AND GETTING A LITTLE CONFUSED AND SO FORTH?
>> OKAY. >> JUST ONE MORE, I NOTICED THAT ONE MORE, ONE CLICK ACCESS MAKES IT EASIER. BUT LESS CONFUSING AND THEY ARE NOT HAVING TO COME TO THE BOARD OR TWO SAYING I CAN'T GET ACCESS AND IT DELAYS THE PROCESS AND NOT ONLY THE REQUEST BUT MIX IS SO FRUSTRATING THAT PEOPLE MAY NEED TO GET DETERRED. IN MY LAST QUESTION IS, REGARDING ALL THESE NEW PROGRAMS AND ALL THESE NEW SCHOOLS, HOW ARE WE GOING TO BE EVALUATING THE PROGRAM IN ADDITION TO THE INTERESTS OF THE STUDENTS ON THE CAMPUS ? MIGHT BE A
TWO-PARTER. >> SO RIGHT NOW I AM WORKING WITH THE ALMOND TREE MUSIC AND WE ARE GOING TO WORK ON A KIND OF LIKE AN OUTLINE OF WHAT THE SEMESTER LOOKS LIKE AND WHAT THE EFFECT OF IT IS AND THAT IS SOMETHING THAT WE HAVE TO DO COMING UP ANYWAY. SO EACH OF THESE PROGRAMS , WE HAVE TO COME UP WITH THE EVALUATION TOOL AND THE EFFECTIVENESS TOOL. THAT IS SOMETHING THAT WE HAVE TO DO WITH THE TEACHER AND THAT IS ONE OF THE THINGS THAT WE ARE GOING TO BE DOING THAT EFFECTIVENESS TOOL AND HOW ARE THESE ARTS PROGRAMS EFFECTIVE AND WHAT ARE THE OUTCOMES OF THOSE PLACES?
>> AND I APOLOGIZE BECAUSE I KNOW THE LAST QUESTION. AND IT JUST SLIPPED MY HEAD. OH, WE HAD MENTIONED ABOUT MARIACHI .
SO HOW HAS THAT BEEN THOUGHT ABOUT IN REGARDS TO THE
IMPLEMENTATION? >> I DO THAT HOWEVER HAS A MARIACHI BAND AND AS PART OF ONE OF THEIR CLASSES, WE CAN DEFINITELY LOOK INTO THAT. SOMETHING ELSE, TOO, LIKE WITH THE TEACHERS THAT WE ARE HIRING NOW FOR DANCE, WE HAVE WORKED WITH NICOLE, I KNOW YOU'RE WORKING WITH HER MORE SO THAN I MAKE IT OR THAT THE TEACHERS THAT WE DID HIRE FOR DANCE HAVE THE TRAINING BEHIND THE BECAUSE WE GO FROM DEALING WITH HIGH SCHOOL STUDENTS DOWN TO MIDDLE SCHOOL AND ELEMENTARY AND UP.
IT TAKES SOME SPECIAL TRAINING SO WE ARE WORKING WITH NICOLE TO MAKE SURE THAT SHE IS PROVIDING THAT INFRASTRUCTURE, IF YOU WILL SO THAT PEOPLE COMING ON BOARD ARE READY TO DO THE AGE GROUP THAT THEY ARE GOING TO BE WORKING WITH
>> THANK YOU VERY MUCH. >>, SANDOVAL?
>> THANK YOU, BOARD CHAIR. WHAT I WANTED TO ASK, AND I KNOW IT HAS BEEN BROUGHT UP BEFORE, ELEMENTARY IS IMPORTANT, HOPEFULLY YOU KNOW WE ARE ALL SET THERE. BUT THE ONE THING I KNOW THAT HAS BEEN APPARENT HERE, THAT IS ASKED ABOUT SPECIAL NEEDS. IS THAT GROUP OF STUDENTS ALSO INCLUDED IN THE
[03:15:03]
HIGH SCHOOLS AND MIDDLE SCHOOLS AND ELEMENTARY?>> I AM WORKING ON BUILDING THAT RELATIONSHIP AND TEACHING AND LEARNING AND ALL STUDENTS MEAN ALL STUDENTS AND WE ARE TRYING TO FIND A WAY TO BRING THE ARTS TO ALL OF OUR STUDENTS
IN FONTANA . >> DR. CASADA DID YOU?
>> OH YEAH. OKAY. SO FIRST, THANK YOU FOR THE PRESENTATION POINT OUT THAT WAS ACTUALLY VERY THOROUGH AND THANK YOU, VERY THOUGHTFUL AND INTENTIONAL PRESENTATION FOR MY FIRST QUESTION IS, REGARDING THE NEW HARD ARTS EDUCATION, MILLER, THEATER, DO THEY HAVE STUDENTS RUSTED. IT'S OCTOBER AND WE ARE HIRING. SO ARE WE ROSS DURING STUDENTS AND PULLING AND MESSING UP MASTER SCHEDULE? ARE USING IT IS PLANNING TIME? WHAT IS GOING ON IF WE ARE HIRING RIGHT NOW?
>> YES, SO THAT WAS SOMETHING THAT WE KIND OF HAD LOTS OF CONVERSATIONS AROUND. SO WE ARE HIRING THEM AND THEY ARE IN PLACE AND SOME OF THEM DO NOT HAVE ROSTERS. THEY DON'T HAVE STUDENTS AND THIS WAS THEY ARE PLANNING AIR. SO THEY ARE GOING TO BE WORKING WITH KEN ALONG WITH OTHER THEATER TO GET THEIR PROGRAMS OFF THE GROUND. BECAUSE IT'S A LITTLE BIT OF A SMALLER THEATER, WE WANT TO MAKE SURE THAT WE DO PROVIDE FOR THEM, GOING BACK TO INFRASTRUCTURE IS SOMETHING THAT WE CAN SUSTAIN AND SO IT WILL BE A PLANNING YEAR FOR
THEM TO GET. >> OKAY, I APPRECIATE THAT. AND EVERY CURRENTLY REACHING OUT TO CREDENTIAL PROGRAMS TO, YOU KNOW, RECRUIT. BECAUSE THEY ARE THERE, RIGHT? ARE WE CONSIDERING, I KNOW WE WANT ALL OF DOUBLE CREDENTIALED CANDIDATES BUT ARE WE CONSIDERING INTERNS?
>> THAT IS ANOTHER DISCUSSION WE JUST HAD. SO I HAD A CONVERSATION WITH VERONICA ABOUT THE OTHER SCHOOLS THAT WE PARTNERED WITH BECAUSE WE HAVE ALL THESE WITH THEM ALREADY.
THAT IS GOING TO BE OUR GO TO. SO THAT IS HOW THIS WORKS. THAT WAY WE DON'T TO PUT TOGETHER ANOTHER M.O.U. WE CAN START WITH THE SCHOOL THAT WE DO HAVE IN REACHING OUT TO THEM
>> YEAH, BECAUSE CREDENTIALED PROGRAMS, IF WE CAN GET IN AND GET THOSE CANDIDATES. REGARDING DISTRICT ARTS SHOWCASE, MENTIONED THE YOUR ONE PLAN AND THE RESPONSE I GOT OBVIOUSLY WASN'T VERY HAPPY WITH. THEY WERE PRETTY MUCH LIKE WELL, WE HAVE HISPANIC HERITAGE. WE HAVE THIS BUT WE HAVE MILLER BUT WOULD HAVE LIKE A FULL DISTRICT ARTS CASE . I KNOW THAT IS REALLY DISHEARTENING BECAUSE WE PUT IT IN A YEAR ONE PLAN. SO IS THAT NOT HAPPENING A DISTRICT ARTS SHOWCASE?
>> I WOULD LOVE THAT AND I DON'T KNOW .
>> LET'S TALK ABOUT IT. >> YEAH I WOULD MORE THAN BE
WILLING TO WORK FOR THAT. >> I THINK THAT GOES ALONG WITH MY NEXT COMMENT. I DO BELIEVE IS A ONE TO TWO PERSON SHOW RIGHT NOW AND I DO BELIEVE, YOU KNOW, TEACHERS HAVE STRONGLY SHARED YOU ARE DOING GREAT WORK . YOU ARE ONE PERSON, RIGHT? SO HAVE WE LOOKED INTO PROVIDING LIKE CLASSIFIED TO OVERSEE THE 6 MILLION ONGOING FUNDING AND TOA? WE HAVE TOAS FOR OTHER CORE SUBJECTS. SO NOT HAVING A TOA SHOW THAT WE ARE NOT REALLY VALIDATING. IS THAT SOMETHING THAT WE ARE EXPLORING TOGETHER AND SUPPORT? I THINK IF WE WANT TO DO THESE THINGS BUT IF WE
DON'T HAVE THE MANPOWER? >> OKAY SO WE MET TODAY AND WE MET YESTERDAY, WE MET WITH MICKEY, AS WELL TO REALLY WRAP OUR HEADS AROUND WHAT THIS LOOKS LIKE AND SO WE ARE GOING TO AGAIN, HAVE ALL THE INPUT FROM KENT TO GIVE A BETTER UNDERSTANDING OF WHAT IS HAPPENING BUT THAT IS NOT ON
THE TABLE. >> IT IS A HEAVY LIFT AND $6 MILLION ONGOING. THAT'S A LOT. THAT IS A LOT. THAT'S A LOT TO DO AND LOTS TO OVERSEE. AND THEN REGARDING , AND THIS IS SOME OF THESE COMMENTS ARE FROM, I AM SURE WE HAVE ALL READ THE LETTER THAT WAS SENT TO US AND EVEN THE TEACHER THAT CAME AND I HOPE THAT YOUR STAFF IS LIKE REALLY DILIGENTLY COMING THROUGH THAT. OKAY, DO YOU NEED THE LETTER? I HIGHLY RECOMMEND YOU ACCESS THAT LETTER. IT PROVIDES SOLUTIONS, AS WELL. AND ONE OF THE SOLUTIONS IS, AND THIS IS SOMETHING I THINK I DIDN'T THINK OF IS COMMUTER, OUR PRINCIPALS ARE ADAMANT AT THE SITE AND THEY DO THE BEST THAT THEY CAN BUT ARE WE HAVING DIALOGUE WITH SITE ADMIN IN TERMS OF THE INTENTIONALITY OF A WORLD PLUS ARTS PROGRAM.
UNFORTUNATELY OUR STUDENTS ARE JUST THROWN IN LIKE HALFWAY THROUGH A SEMESTER AND IT IS REALLY DEVALUING AND ARTS PROGRAM. WE WANT TO THROW THEM MIDWAY THROUGH, YOU KNOW, AN ENGLISH CLASS. SO I WANT THEM TO REALLY UNDERSTAND THE INTENTIONALITY OF OUR ARTS PROGRAMS WE ARE DEVELOPING.
ONGOING CONVERSATION CAN START. OKAY.
>> ALL RIGHT, THANK YOU. >> DID YOU HAVE A COMMENT AGAIN? YOU SAID LASTLY EARLIER. I JUST WANT TO CHECK.
>> I FEEL REALLY BAD ABOUT IT NOW. IF WE CAN ALSO CONNECT WITH THE CITY. THEY HAVE A LOT OF GREAT FACILITIES. IF WE ARE GOING TO SHOWCASE THIS I WOULD LOVE TO SEE THE LARGER SCALE.
SEE IF THERE IS SOMETHING WE CAN MAKE, FIND OUT DOWNTOWN. I
[03:20:01]
HEAR CONCERTS ALL THE TIME BUT I THINK BEING ABLE TO MAYBE HAVE LIKE A COMPETITION OR HOWEVER THEY WANT TO DISPLAY IT, ESPECIALLY THE ART , I THINK THAT WOULD BE A GOOD OPPORTUNITY TO CONNECT WITH THE COMMUNITY, AS WELL. THAT IS MYLAST ONE. >> ONE LAST THING. I HEARD THAT THE DANCE COLLABORATIVE THAT A LOT OF THOSE EDUCATIONS IS GREAT. THEY HAVE BEEN HIGHER FOR, I THINK, ARE MIDDLE AND HIGH SCHOOL SO THAT IS LEAVING GAPS IN OUR DANCE COLLABORATIVE. I DON'T KNOW IF THERE SOLUTIONS BUT THAT NEEDS
TO BE SOLVED. >> JUST SO YOU KNOW, KIND OF GOES ALONG WITH A COMMENT EARLIER SO WE ARE WORKING, SO WE'RE NOT PULLING THEM OFF OF THE ELEMENTARY CAMPUSES BECAUSE MANY OF OUR DANCE TEACHERS CAME FOR THE ELEMENTARY SO THERE'S TWO DAYS THERE AND THEY'RE GOING TO BE DOING SOME TRAINING AND TAKING THEM OFF THE CAMPUSES. WE ALSO TRYING TO HIRE BACK FILL THOSE TEACHERS AS WELL SO WE ARE TAKING IT
SLOWLY. >> ALL RIGHT, I JUST APPRECIATE, IT SOUNDS LIKE WE ARE MOVING MORE THAN WE WERE SO
I SEE THE MOVEMENT, THANK YOU. >> YOU HAVE ANY QUESTIONS OR WANT TO REACH OUT WITH ANY IDEAS . BUILDING ONE.
>> I HAVE A COUPLE OF QUESTIONS. SO YEAH, WE ALL RECEIVED THE LETTER AND YOU KNOW, TODAY SOMEONE SPOKE ABOUT AND THEY LISTED THE NAME FOR A BUNCH OF PEOPLE . I NOTICED THAT YOU DO HAVE THE PLCS, SO I'M ASSUMING YOU'RE GOING TO UTILIZE THOSE ASSETS OR THOSE INDIVIDUALS TO PROVIDE YOU SUPPORT IN THE PLC PROCESS. I SEE YOU SHAKING YOUR HEAD, OKAY, THAT'S COOL. I SEE THE DATES. SO THAT IS COMFORTING TO SEE. BECAUSE I NOTE THOSE INDIVIDUALS LISTED HAVE TONS OF ASSETS TO BRING TO HELP SUPPORT YOU AND YOUR WORK SO YOU ARE NOT DOING THE HEAVY LIFTING AS DR. QUEZADA SAID EARLIER. NOW THE QUESTION IS, THE ARTS ADVISERS THAT ARE CLASSIFIED, ARE THOSE TIMED POSITIONS? THEY ARE HOURLY . WHAT IS THE HOURLY TIME ? THREE HOURS, SIX HOURS, 10 HOURS? WHAT ARE WE DOING, WHAT IS THE PLAN WITH THAT? OH. YOU MIGHT WANT TO HAVE TO COME APPEAR ON THE MIC. I'M SO SORRY. OUR PUBLIC NEEDS TO HEAR YOU. AND HAVE A GOOD NIGHT, ADRIANA. THANK YOU FOR YOUR
SERVICE TONIGHT. >> IT DEPENDS ON THE SITE NEEDS. SO WE WILL HAVE SPECIALIZED ADVISERS FOR DANCE, THEATER, MEDIA ARTS AND THE P 47 WILL LET US KNOW HOW MANY
HOURS EACH SITE IS REQUESTING. >> OKAY, SO THAT GIVES ME A WHOLE LOT OF THOUGHTS GOING THROUGH MY HEAD RIGHT NOW WHICH IS NOT ALWAYS GOOD AT 10:30 AT NIGHT.
>> JUST SO YOU KNOW, THE ALLOCATION IS A SPECIFIC FOR THE SCHOOL SITE SO THEY MIGHT GET MORE AND SPEND IT LAY. GET LESS AND SPEND IT DIFFERENTLY. TWO I APPRECIATE THAT. I JUST THINK TO MYSELF, IF I AM A CLASSIFIED STAFF MEMBER THAT LOVES ART AND I WENT TO WORK AS AN ART ADVISER, WHAT IS MY CARROTS TO STAY IN THAT POSITION AND SUPPORT KIDS? YOU KNOW WHAT I'M SAYING? LIKE I KNOW WE HAVE PROCTORS AND ALL THESE FOLKS THAT UNDERSTAND THAT THERE'S THIS NUMBER OF HOURS THAT THEY WORK. BUT IN MY HUMBLE OPINION, AND AGAIN, I NEED TO RETHINK THIS MORE BUT JUST TONIGHT'S THOUGHT IS HOW DO WE MAKE THAT SOMEWHERE CONSISTENT ACROSS OUR DISTRICT SO THAT THEY ARE SUPPORTING ARTS AND A VALUABLE WAY THAT YOU DON'T LOSE THESE PEOPLE. I'M THINKING LIKE WHAT IS ONE TWO HOURS AND WHAT IT SIX? IT IS NOT EQUITABLE AND AT THE SAME TIME THERE IS NO INCENTIVE TO CONTINUE TO SUPPORT STUDENTS IN THAT POSITION, THAT MAKES SENSE TO YOU. SO I'M JUST THINKING OUT LOUD RIGHT NOW. I KNOW THERE'S PROBABLY GOING TO BE MORE TO COME. JUST REMEMBER WHAT I JUST SAID.
>> YEAH, AND WORKING WITH KEN WHEN WE LOOKED AT DEVELOPING ADVISERS AND THAT IS SOMETHING THAT HE EVEN SAID HE WAS GOING TO BE THE SITES, EVALUATING THEM, MAKING SURE THAT THE PROGRAM THAT THEY'RE WORKING WITH THE TEACHER OR EVEN IF IT IS A STANDALONE THAT THEY HAVE EVERYTHING THAT THEY NEED. SO IF THE HOURS , THE HOUR THEY NEED MORE HOURS . WE WILL JUST SUBMIT ANOTHER P 47. BUT IT IS NOT GOING TO BE A ONE AND DONE OR IT IS NOT GOING TO BE ANY, YOU KNOW, LIKE ONE HOUR FOR LIKE TWO TO MONITORS OR COLLEGE TUTORS. THIS IS GOING TO BE LIKE MORE OF A ROBUST PROGRAM.
>> I WOULD LIKE TO SEE WHAT THAT WOULD LOOK LIKE. SITE I KNOW THAT IS FUTURE AND CAN'T RULE THAT OUT. THE OTHER PIECE THAT I HAVE, THIS IS JUST A, NOW. IF THESE ADVISERS ARE WHAT THEY'RE DOING. GOD, WHAT AN AMAZING PIPELINE TO GET SOME OF THOSE YELLOW PLACES FILLED OUT TO HAVE THESE FOLKS GO BACK TO SCHOOL AND MAYBE GET A CREDENTIAL AND TEACH. CANNOT
[03:25:05]
I'M SAYING? I HAVE SEEN THESE GOING FORWARD. SO CARROTS , SUPPORT , SEND THEM THROUGH THE PIPELINE AND MAYBE WE BACKFILL , YOU KNOW WHAT I MEAN? THAT IS JUST MY VISION. ALL RIGHT.THAT'S ALL I HAVE, THANK YOU. MR. ARMENDAREZ.
>> JUST ONE MORE QUESTION, HOW ARE WE DISPERSING OR ALLOCATING
THEM ? >> SILENCE. TWO I WAS A MASCOT SO THIS CHEER THING. SO WE SUBMIT EACH SCHOOL SITE IS SUBMITTING A VAPE A PROPOSAL AND THAT WITH THE 90% FOR SECONDARY SCHOOLS, THEY HAD TO MEET WITH THEIR ARTS TEACHERS AND THE TEACHERS GAVE THEM THEIR WISH LIST, OF WHAT THEY NEEDED . AND THEY HAD TO STAY WITHIN THAT AMOUNT THAT WAS GIVEN TO THEM BY . SO THEY HAD THEIR 80% AND THEY ALSO HAD THAT 19% JUST DEPENDED ON YOUR SCHOOL'S POPULATION ON WHAT THAT 19% WAS. YEAH, THE STUDENT COUNT PLUS ANOTHER FACTOR WAS TITLE I. SO THEY GOT A LITTLE BIT MORE MONEY IF THEY HAD MORE TITLE I KIDS OR KIDS WITH NEEDS. SO THAT GOT INTO THAT.
>> IS A GO THROUGH SCHOOL SITE COUNCIL?
>> KNOW IT IS THE PROP 28 GUIDELINES. TWO THE PRINCIPLE THAT IS LIKE YES, YOU HAVE IT WHAT YOU ASK FOR.
>> WAS THE ONE THAT IS APPROVING?
>> SO THEY GIVE US THE PROPOSAL AND THEN I GO THROUGH IT WHEN
THEY SUBMIT. >> YOU ARE THE GREAT ODDS.
>> I GUESS I AM, NOW. SO I JUST MAKE SURE IT FOLLOWS THE GUIDELINES. LIKE THEY CAN'T SAY OH, I'M GOING TO PAY FOR MY SUBSTITUTE OUT OF MY 19% BECAUSE IT IS ONLY FOR FIELD
TRIPS, SUPPLIES. >> SO YOU ARE CHECKING THOSE
TOO? MY GOSH. >> YOU'RE WELCOME.
CLARIFICATION. >> WELL, WITH A WAIVER THAT IS ON THE HORIZON HERE, THAT $6 MILLION TO ADD TO THAT 19%. SO THAT IS PRETTY SUBSTANTIAL. SO WE HAVE HAD DISCUSSIONS ABOUT THE ADDITIONAL STAFFING THAT WE NEED, JUST TO MANAGE THE FUNDING ALONE, NOT NECESSARILY TRACKING THE WORK ORDERS AND WHATNOT AND THE REQUEST THAT WILL COME THROUGH. BUT WHEN YOU TALK ABOUT INFRASTRUCTURE, THERE IS A SUBSTANTIAL AMOUNT OF MONEY THAT WE WILL BE ALLOCATING AND DETERMINING HOW TO SPEND THAT MONEY TO HELP STAND UP ARTS PROGRAMS.
>> ALL RIGHT, ANY OTHER QUESTIONS OR COMMENTS FROM MY COLLEAGUES? ALL RIGHT, THANK YOU SO MUCH.
>> THANK YOU VERY MUCH, YOU GUYS. YOU GUYS ARE AWESOME.
>> DON'T TRIP. >> ALL RIGHT, WE ARE NOW ON ITEM , BECAUSE THERE WAS NO ACTION, JUST A REPORT THERE
[5.8 Teaching and Learning - Resolution Number 24-37: California State Preschool Program and Prekindergarten and Family Literacy Program]
COME ON ITEM 5.8. THIS IS RESOLUTION NUMBER 2437, CALIFORNIA STATE PRESCHOOL PROGRAM AND PREKINDERGARTEN AND FAMILY LITERACY PROGRAM. THIS RESOLUTION IS FOR US TO ADOPT THE APPROVAL TO SUBMIT CONTINUED FUNDING APPLICATION OF THE CALIFORNIA DEPARTMENT OF EDUCATION TO AUTOMATICALLY RENEW AT THE CURRENT STATE PRESCHOOL PROGRAM AND PREKINDERGARTEN AND FAMILY LITERACY SUPPORT CONTRACT FOR THE 25-26 SCHOOL YEAR AND AUTHORIZE A DESIGNATED REPRESENTATIVE TO SIGN THE CONTINUED FUNDING APPLICATION AND ALL RELATED 25-26 SCHOOL YEAR CONTRACT DOCUMENTS. MAY HAVE A MOTION IN A SECOND TO ADOPT?>> MOTION. >> SECOND. TWO THANK YOU, SANDOVAL. ANY DISCUSSION? HEARING NONE, MR. ARMENDAREZ,
THE VOTE. MR. PEREZ? >> MOTION PASSES 5-0. 5'9",
[5.9 Teaching and Learning - Textbook Adoption/Purchase: Drafting & Design for Architecture & Construction]
TEACHING AND LEARNING, DRAFTING AND DESIGN FOR ARCHITECTURE AND CONSTRUCTION. THE FOLLOWING TEXTBOOK FOR ENGINEERING AND DESIGN PATHWAY, DRAFTING DESIGN ARCHITECTURE AND ITS DANA HELPER PAUL RUSS WALLACH AND DONALD E HELPER AND SUNDAYS, I GUESS I SO THAT CORRECTLY, I HOPE. IS THERE A MOTION AND ASECOND TO PROVE ITEM 5.9? >> MOTION.
>> THAT WAS LIKE IN STEREO. WHO WANTS THAT ONE?
>> I WILL GIVE IT TO ADAM. >> MR. PEREZ, AND I WILL GIVE THE SECOND -- SHE DID, I GOT HER POINT ALL RIGHT, ANY DISCUSSION ON THIS ITEM? I JUST LIKE TO SAY THAT I WAS ABLE TO SEE THE TEXTBOOK IN THE DISTRICT OFFICE IN THE HALLWAY THE LAST TIME I WAS THERE. IT WAS VERY INTERESTING SO THANK YOU FOR PROVIDING THAT TO OUR PUBLIC TO BE ABLE TO SEE. CALL ROLL CALL VOTE.
[6. Comments]
[03:30:02]
I'M GOING TO START TO MY RIGHT WITH MR. ARMENDAREZ.>> ALL RIGHT, I KNOW WE DON'T GOT MUCH TIME BUT WE GOT A LOT OF THINGS TO TALK ABOUT. I'M JUST JOKING. SO FIRST OF ALL , I WAS REALLY IMPRESSED WITH THE FACT THAT THE CARPENTERS CAME TODAY AND THEY TALKED ABOUT SASH BUT I REALLY LIKE TO SEE IF WE CAN FOCUS ON LOOKING AT HOW WE ARE GOING TO GET THAT IMPLEMENTED , NOT JUST , WE HAVE A LOT OF OTHER CT PROGRAMS HERE. THAT ARE WELL DESERVING FOR THE STUDENTS . SO I MEAN, I JUST THINK IT WAS A GREAT IDEA. HOPEFULLY WE MOVE FORWARD WITH THAT AS A DISTRICT TO ENSURE THAT WE ARE RECOGNIZING THE STUDENTS FOR THEIR ACCOMPANIMENT. SECONDLY , IT WAS BROUGHT UP DURING THE MEETING AND I THOUGHT ABOUT IT AND I SAID HEY, THIS HASN'T BEEN TALKED ABOUT FOR A WHILE BUT I WOULD LIKE AN UPDATE BOARD REPORT ON THE CLOTHING CLOSET AND IF I GET THE NAME CHANGE, MARGARET CHAVEZ HAS BEEN COMPLETED OR WHAT WE NEED TO DO TO GET THAT CHANGED TO MARGARET CHAVEZ'S CLOTHING CLOSET NAME. PRIOR TO SOMETHING THIS BOARD BROUGHT UP, I WOULD LIKE TO SEE IT DONE BEFORE WE
>> NEXT , I WOULD LIKE TO ADD, ASK STAFF TO PLEASE ADD TO OUR FAQS . A COMMENT WAS MADE APPEAR EARLIER ABOUT HOW ONE BOARD MEMBER , IT'S NOT ME, BUT I'M JUST SAYING I HEARD IT I WAS LIKE WOW, THAT'S CRAZY. HOW YOU CAN EVEN PERCEIVE THAT.
BUT HOW ONE BOARD MEMBER CAN SHUT DOWN SCHOOLS. MAYBE PUT IN THERE OUR FAQS, HOW THAT PROCESS WORKS BECAUSE YOU KNOW, IT TAKES THEM , LIKE I BELIEVE FOR A SCHOOL, IT'S A SUPER MAJORITY BOARD POLICY. BUT EITHER WAY, IF WE CAN JUST PUT FAQS AND HOW THAT PROCESS WORKS FOR PEOPLE KNOW THAT. AND THEN LASTLY , LASTLY I JUST WANT TO ENCOURAGE EVERY STAKEHOLDER, EVERY WOMAN, ANY PERSON THAT IS LISTENING, THIS, YESTERDAY WAS THE BEGINNING OF BREAST CANCER AWARENESS MONTH AND I JUST WANT TO MAKE SURE THAT WE GET THE MESSAGE OUT THERE AS BEING ELECTED OFFICIALS AND THAT PEOPLE LISTEN TO AND WATCH , I WANT TO MAKE SURE THAT WE ENCOURAGE EVERYBODY TO GET THE TESTING , GET YOURSELF CHECKED OUT, MAKE SURE THAT YOU ARE PAYING ATTENTION TO THAT . BREAST CANCER IS , IT'S A BAD THING AND JUST WANT TO MAKE SURE THAT THE REASON WHY WE HAVE THE MONTH AWARENESS IS BECAUSE IT HITS A LOT OF FAMILIES. IN A DEVASTATING WASTE. SO I ENCOURAGE EVERYONE TO JUST TALK TO YOUR FRIENDS AND SHARE, SHARE THE MESSAGE TO GET YOURSELF TESTED AND GET CHECKED. SO WITH THAT BEING SAID, THANK YOU FOR ALL YOU DO, STAFF. YOU GUYS ARE DOING AN AMAZING JOB. OUR CABINET, THANK YOU TO ALL THE STATE COLLEGE FOR ALL OF YOUR SUPPORT AND DOING ALL YOU DO EVERY DAY TO KEEP THIS DISTRICT MOVING IN THE RIGHT DIRECTION. CAN'T ASK YOU ALL ENOUGH, THANKS FOR KEEPING OUR STUDENTS SAFE AND THANK YOU FOR LEADING THE SHIP THE WAY THAT YOU DO. AND TO MY FELLOW BOARD MEMBERS, THANK YOU GUYS FOR BEING ABLE TO, PEER AND JUST BRAINSTORM THINGS AND GET THINGS DONE FOR THE GREATER GOOD FOR THIS DISTRICT. THANK YOU GUYS AND EVERYBODY HAVE A
BLESSED NIGHT. >> MR. ARMENDAREZ. DR. QUEZADA.
TWO THANK YOU, WANT TO READ A PIECE FROM THE EQUITY BOARD POLICY POINT THE BOARD SHALL CONSIDER WHETHER HIS DECISIONS ADDRESS THE NEED FROM STUDENTS OF RACIAL, ETHNIC, AND INDIGENT COMMUNITIES AND REMEDY THE INEQUITIES THAT SUCH COMMUNITIES EXPERIENCED IN THE CONTEXT OF THE HISTORY OF EXCLUSION, DISCRIMINATION AND SEGREGATION. SO TODAY I STAND AND BELIEVE THAT THE BOARD TOOK A STEP FORWARD TO FINALLY HONORING A PIECE OF OUR EQUITY POLICY. I THINK MY COLLEAGUES WHO , I WILL BE HONEST, I WAS NOT SURE HOW THE VOTE WOULD GO AND SO I AM JUST REALLY GRATEFUL AND I BELIEVE THAT WE PUT OUR, YOU KNOW, OWN POLITICS ASIDE AND WE TRULY VOTED FOR WHAT WAS BEST FOR FONTANA BECAUSE I HAVE SEEN ACTUALLY PIECES OF THE MODEL CURRICULUM FOR FONTANA AND INCLUDES A UNIT ON FONTANA'S LOCAL HISTORY. IT IS BEAUTIFUL. SO I CANNOT WAIT TO COME BACK IN A COUPLE OF YEARS AND WALK OUR SCHOOLS AND SEE THE CURRICULUM LIVE WITH OUR STUDENTS. I REALLY WANT TO THANK THE TEACHERS WHO WILL PROBABLY STAY ANONYMOUS BUT I AM REALLY GRATEFUL FOR OUR LATE-NIGHT PHONE CALLS , OUR CHATS, OUR CONVERSATIONS THAT WE HAD THIS PAST YEAR.
[03:35:02]
STUDENTS, COMMUNITY MEMBERS THAT WE HAVE BEEN HAVING CONVERSATIONS. IT REALLY JUST TACKLING HOW WE WERE GOING TO ADVOCATE FOR THIS YEAR-LONG PROGRAM. AND I REALLY WANT TO THANK THE DISTRICT PERSONNEL, CAROLINE AND KIMBERLY FOR SAYING THAT, YES, WE CAN MAKE IT HAPPEN . BECAUSE OF THE TIMES WE ARE LIKE OH, I'M NOT SURE. SO THAT HONESTLY MEANT SO MUCH TO ME TONIGHT THAT THE TWO OF YOU SAID THAT . SO TONIGHT WE ARE NOT JUST A BOARD OF TALK, WE ARE A BOARD OF ACTION.AND I'M REALLY PROUD OF US, THANK YOU.
>> THANK YOU, I WILL GO TO MY LEFT, MS. SANDOVAL?
>> I DIDN'T KNOW IT WAS MY TURN. THANK YOU EVERYONE THAT HAS BEEN HERE TONIGHT. ALL THE SPEAKERS IN REGARDS TO THE STUDIES. I APPRECIATE YOU COMING OUT. I WAS REALLY HAPPY THAT ASSEMBLY REYES STEPPED UP BECAUSE I HAD TALKED TO HER AT AN EVENT THAT I WAS AT AND I TOLD HER WHAT WAS GOING ON AND I REALLY WAS WORRIED ABOUT ETHNIC STUDIES, YOU KNOW, AS FAR AS US NOT APPROVING IT . I KNEW THAT IT WAS A NEEDED PROGRAM THAT NEEDED TO COME FORWARD. SO I WAS SO HAPPY WHEN I SEEN MICHAEL TOWNSEND HERE TONIGHT. SO I WANT TO THANK HER VERY MUCH FOR STEPPING UP AND SHE ALWAYS DOES FOR OUR COMMUNITY. TONIGHT WAS A VERY, VERY GOOD MEETING. THANK YOU, CHIEF, FOR YOUR PRESENTATION . I AM HOPING THAT WHEN IT GETS ON THE WEBSITE, OUR FAMILIES DO PAY ATTENTION. I'VE SEEN SO MANY TIMES WHERE CARS JUST PULL OUT IN HERE COMES A BUS OR A KID. YOU KNOW, YOU CAN'T SEE THEM OVER THE, ESPECIALLY AT THE ELEMENTARY SCHOOL, YOU CAN'T SEE THEM OVER THE HOOD , YOU KNOW, AND IF YOU ARE NOT PAYING ATTENTION IT IS EASY TO HURT SOMEBODY OR YOURSELF IF YOU'RE NOT WALKING ACROSS LOCK. SOMETIMES I SEE PARENTS PULLING A LITTLE ONE, THEIR ONLY INCOME GHANA, PULLING AND THE LITTLE KID CAN BARELY WALK IN THERE TRYING TO CROSS AND HERE COMES THE CAR. I JUST DON'T GET IT, YOU KNOW. SO HOPEFULLY, YOU KNOW, PEOPLE START PAYING MORE ATTENTION IN REGARDS TO YOUR PRESENTATION TONIGHT. LET'S SEE HERE. I AM REALLY EXCITED ABOUT THE ARTS PLAN. I AM HOPING THAT WE GET OUR SPECIAL NEEDS CHILDREN IN THEIR PLAYING INSTRUMENTS JUST LIKE ANYBODY ELSE BECAUSE THEY LOVE MUSIC , TOO. AND I HOPE THAT SHE BECOMES HER POLICEWOMAN. SHE IS SO CUTE BECAUSE OUR MEMBER WHEN SAMUEL USED TO COME TO THE BOARD MEETINGS AND HE WOULD ALWAYS BRING ME AND JASON A LITTLE PICTURE OF A LITTLE POLICE MAN.
YOU KNOW, I STILL HAVE SOME OF THOSE STRONG LINKS. I WAS LOOKING THROUGH MY WORK PAPERS IN THE DAY AND LIKE OH, HE IS SUCH A BIG RIGHT NOW. SO YOU KNOW, I HAVE SEEN THEM ALL GROW UP I WANT TO THANK CARLY GUTIERREZ TONIGHT FOR GIVING US ALL THOSE DATES . I REALLY WANT TO LOOK AT THAT ADR. I WANT TO GET MORE INFORMATION ON THAT. I ALWAYS WANT TO LEARN MORE AND MORE ABOUT SPECIAL EDUCATION. I WANT TO BRING UP THAT IT'S IMPORTANT WHEN YOU ATTEND A BOARD MEETING THAT YOU DO NOT ACCEPT ANY LITERATURE FROM A BOARD MEMBER BECAUSE A LOT OF THE INFORMATION THAT WE GET IS NOT FOR PUBLIC USE JUST YET. SO YOU KNOW, IF YOU SEE SOMETHING, GIVE IT TO A SUPERINTENDENT , SOMETIMES WE LEAVE THINGS BEHIND AND WE DON'T MEAN TO.
SO GO AHEAD AND JUST TRY TO REMEMBER THAT. I WAS ASKED TO MENTION THIS TONIGHT , CYPRESS ELEMENTARY PTA IS HAVING A FALL TRUNK OR TREAT EVENT DATED OCTOBER 25TH AND MANY OF THE SCHOOLS, IF THEY'RE NOT HAVING THE TRUNK OR TREAT, A LOT OF THE COMMUNITY COMES OUT SO THEY ARE ASKING IF YOU'RE WILLING TO DONATE A BAG OF CANDY IF YOU CAN, JUST DROP IT OFF AT THE SCHOOL AND THEY APPRECIATE IT. NO LATER THAN , EXCUSE ME, OCTOBER 24TH. WITH ALL THAT SAID, YOU GUYS HAVE A WONDERFUL TRIP HOME, BE CAREFUL, DRIVE SAFE, I KNOW WE ARE ALL TIRED AND READY TO GO TO BED. I KNOW I AM. SO GOOD NIGHT, EVERYONE, AND THANK YOU, AGAIN, FOR ATTENDING TONIGHT.
>> THANK YOU, MS. SANDOVAL. VICE PRESIDENT PEREZ?
>> THANK YOU JUST WITH THE RECENT HISTORY I THINK WE JUST DID TONIGHT, I WAS WONDERING IF WE CAN GET A PRESS RELEASE OUT TO NOT ONLY FOR OUR WEBSITE BUT ALSO MAYBE TO THE LOCAL NEWS MEDIA BECAUSE I THINK WE WILL BE THE FIRST AND ONLY SCHOOL DISTRICT THAT WILL BE PLANNING A YEAR-LONG AND NOT JUST A SEMESTER AS THE STATE HAS MANDATED . SO IF WE CAN DOUBLE CHECK TO SEE THAT INFORMATION IS CORRECT FIRST. BUT IF IT IS TRUE, THAT I STILL WOULD LIKE A PRESS RELEASE TO SHOW A BOARD THAT COLLECTIVELY COMES TOGETHER TO MOVE AN IMPORTANT ISSUE FORWARD CAN DO. SECOND IS I THINK WE, TONIGHT WE HEARD
[03:40:09]
MULTIPLE TIMES ABOUT HOW TEACHERS DON'T HAVE TIME AND WHETHER IT IS IN THEIR PERSONAL LIFE FOR AS MUCH TIME AND EFFORT AS THEY ARE PUTTING IN INTO THE JOB AND FOR THE STUDENTS AND FOR OUR FUTURE . BUT MENTAL HEALTH HAS ALWAYS BEEN A HUGE THING WITH ME. SO I'M WONDERING IF MAYBE WE CAN START COLLABORATING AND MAYBE THINKING OUTSIDE THE BOX AND INSTEAD OF HAVING TEACHERS OR STAFF WHO NEED MENTAL HEALTH COUNSELING GO TO THEM, MAYBE WE CAN ACTUALLY HAVE SET UP AN APPOINTMENT AND SO FORTH, SET UP AREAS SO IT IS NOT ANONYMOUS BUT IT IS PRIVATE . BUT THEN SO THAT TEACHERS, STAFF AND EVERYBODY CAN AT LEAST HAVE ACCESS TO IT IF ANY TO TALK TO SOMEBODY. ESPECIALLY WITH WHAT JUST RECENTLY HAPPENED IN LOS OSOS TWO WEEKS IN A ROW. I THINK WE NEED TO REALLY START TAKING MORE APPROACHES TO MENTAL HEALTH, MORE IMPORTANTLY, ALLOWING OUR STAFF AND TUTORS AND WHOEVER THE OPPORTUNITY TO DO IT OLD SCHOOL, IF NEEDED. SO IF WE CAN START LOOKING INTO THAT AND CREATING A PLAN THAT WOULD BE GREAT. AND WITH THAT, THANK YOU VERY MUCH.>> THANK YOU SO MUCH, MR. PEREZ. I WILL TRY TO KEEP MY COMMENTS SHORT . I WENT TO MY COLLEAGUES SOME AMAZING DISCOURSE. I NEED A LOT FROM ALL OF YOU, SO THANK YOU FOR THAT. THERE IS A REPORT THAT WAS COMMISSIONED BY SACRAMENTO STATE AND THE ACLU . AND SO TONIGHT'S DISCUSSION REALLY WORKS AS BLACK STUDENTS IN CALIFORNIA STILL EXPERIENCE UNEQUAL TREATMENT OPPORTUNITIES AND OUTCOMES 70 YEARS AFTER BROWN VERSUS BOARD OF EDUCATION. JUST SOMETHING TO THINK ABOUT AS WE CONTINUE TO MOVE FORWARD WITH THE WORK THAT WE ARE DOING AND WE STILL HAVE A LOT OF WORK TO BE DONE. ON TOP OF THAT, RIGHT NOW WE ARE IN HISPANIC HERITAGE MONTH AND WE WILL BE CELEBRATING THE CONTRIBUTIONS OF INDIVIDUALS THROUGH ART, MUSIC, FOOD , LITERATURE, TRADITIONS, AND SO MUCH MORE. AND IT'S AN OPPORTUNITY TO RECOGNIZE AND CELEBRATE THE UNIQUE STORIES, THE HISTORIES AND TALENTS THAT SHAPE THE BEAUTIFUL MOSAIC OF OUR COMMUNITY. SO I WANT TO REMIND FOLKS TO COME OUT ON OCTOBER 12, 11:00 A.M. IS WHAT I UNDERSTAND OR WAS IT 12:00 ? 11:00 A.M. OVER AT FONTANA HIGH SCHOOL RIGHT ACROSS THE STREET. PLEASE COME OUT AND JUST ENJOY SOME FELLOWSHIP WITH STUDENTS, STAFF AND COMMUNITY TO CELEBRATE HISPANIC HERITAGE MONTH. WITH THAT SAID, THANK YOU ALL, IT HAS BEEN FUN . THAT CBS INTERVIEW WAS FUN TO DO WITH CYRUS AND FAMILY. IT TOOK US A COUPLE OF HOURS TO TAPE AND IT WAS LIKE A THREE MINUTE SEGMENT. YEAH, IT'S CRAZY WHAT THEY DO. THEY CAPTURED THE ESSENCE OF THAT AND I THOUGHT THAT WAS REALLY NEAT SO THANK YOU FOR HAVING THAT THIS EVENING. THANK YOU, THAT WAS NICE. OTHER THAN THAT, HAVE A GOOD NIGHT, EVERYBODY. AND SO I'M GOING TO MOVE NOW TO, ANYTHING ELSE YOU WANT TO ADD? EVERYBODY, OKAY. LASTLY I WANT TO CALL FOR AN ADJOURNMENT OF TONIGHT'S MEETING.
>> MOTION. >> THANK YOU. SECOND, MR. PEREZ. ANY DISCUSSION? ALL THOSE IN FAVOR SAY I .
>> NÉE. >> I DIDN'T HEAR YOU,
* This transcript was compiled from uncorrected Closed Captioning.