[0:53] test test test

[0:56] lens. Connections from

[1:00] the.. Capitalist

[1:02] classical music.

[1:05] Members like to join

[1:06] them in support of

[1:13] their and la doesn't

[1:15] exist in a vacuum I

[1:16] camp radio

[1:18] knowledgeable hosts

[1:19] history and insight to

[1:21] every procedure

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[1:47] Excellence and jazz is

[1:49] coming up next at

[1:49] seven and connections

[1:51] continues now one

[1:53] listener supported kent

[1:57] radio class day..

[1:58] Juliet by english

[2:03] composer. La la until

[2:05] six years later in

[2:07] seven years since the

[2:08] thanks to an special

[2:09] interview. That is

[2:10] taken on a life of its

[2:15] own. The is the. By the

[2:17] academy of san martin

[8:19] conducted by another

[8:20] call to order the

[8:21] regular meeting of the

[8:23] board of education for

[8:27] SEPTEMBER third, 2026.

[8:28] Welcome to those

[8:28] attending the meeting

[8:30] in broadcast of the

[8:31] meeting. Please note

[8:32] that the recording and

[8:33] broadcast of this

[8:34] meeting is being made.

[8:35] This means that the

[8:36] recording of broadcast

[8:37] MAY capture images and

[8:37] sounds of those

[8:39] attending the meeting

[8:40] order to maintain a

[8:41] respectful public

[8:42] forum, members of the

[8:43] audience will please

[8:44] limit applause to of

[8:45] student performance,

[8:46] employee recognition

[8:47] and significant

[8:48] community

[8:49] contributions which are

[8:50] celebrated by everyone

[8:52] present trustee moon,

[8:53] will you lead us in

[8:55] the land

[8:58] >> absolutely. I we

[8:58] should take a moment

[8:59] to acknowledge the

[9:01] land on which we are

[9:02] gathered for thousands

[9:03] of years. This land

[9:05] has been home to the

[9:07] people to. Today there

[9:07] are three federally

[9:10] recognized tribes.

[9:11] Band of winter indians

[9:13] of the colusa indian

[9:15] community wintun

[9:17] nation and winter

[9:19] nation. The have

[9:19] remained committed to

[9:21] the stewardship of this

[9:22] land over many

[9:23] centuries. It has been

[9:24] cherished and

[9:24] protected as elders

[9:26] have instructed the

[9:27] young through

[9:27] generations. We are

[9:28] honored and grateful to

[9:30] be here today on their

[9:32] traditional lands

[9:34] >> and we have two new

[9:36] student trustees that i

[9:37] believe will comment

[9:38] on. We'll say a little

[9:39] bit more later on.

[9:40] Alex, from davis high

[9:42] school and natalie

[9:44] from da vinci alex,

[9:45] will you lead us in the

[9:48] patriotic observance

[10:28] ?? So we have trustees

[10:29] dinunzio ischemia

[10:31] greenwald myself and

[10:31] trustee moon and

[10:34] student trustees.

[10:36] Ackerman. That's alex

[10:38] ackerman and trust

[10:39] student trustee

[10:42] natalie sansouci

[10:45] present.. Excuse me a

[10:58] moment so in closed

[10:59] session, the board

[11:00] heard a complaint

[11:01] appeal and that there

[11:02] is sufficient evidence

[11:04] to support all of the

[11:04] district's factual

[11:06] findings and policy

[11:08] determinations. The

[11:08] district's factual

[11:10] findings and policy

[11:12] determinations stand

[11:13] the board provided

[11:14] direction to the

[11:15] superintendent to work

[11:16] in partnership with the

[11:17] board, students, staff

[11:19] and the community to

[11:20] continue to address

[11:21] issues of identity

[11:21] based harm in our

[11:23] schools in a more

[11:30] systemic way..

[11:30] Trustees. The agenda is

[11:32] before you do I have a

[11:33] motion to approve the

[11:35] agenda as presented

[11:36] second, it has been

[11:37] moved by trustee

[11:38] escamilla greenwald

[11:39] seconded by vice

[11:40] PRESIDENT Dara. All in

[11:42] favor? Aye. Any

[11:44] opposed? Any

[11:45] abstentions? So the

[11:47] agenda is approved..

[11:50] I now hand excuse me

[11:51] right. I now will now

[11:53] hand over to director.

[11:56] To introduce susan

[11:57] levenberg and our

[11:58] volunteer readers. Is

[12:00] that jeff

[12:01] >> sarah will take it,

[12:03] ma'am

[12:03] >> hi. Thank you.

[12:05] >> good evening.

[12:06] >> it is my pleasure to

[12:07] recognize our

[12:08] community readers and

[12:09] in their honor, read

[12:11] the following letter

[12:12] penned by susan

[12:13] lovenberg and trustee

[12:14] jackson published in

[12:16] the davis enterprise.

[12:17] It starts with, quotes

[12:18] shared by the

[12:20] volunteers was a joy

[12:21] and a privilege to

[12:22] share books with these

[12:23] kids. All of whom were

[12:25] bright sparks. The

[12:26] students were all

[12:27] eager to read and

[12:28] grateful for the time

[12:29] spent with them.

[12:31] Nothing but smiles. It

[12:32] was also very

[12:33] enjoyable chatting

[12:34] with the other

[12:34] volunteer readers

[12:36] before and after our

[12:37] slots. Good for

[12:38] expanding one's circle

[12:41] of friends. That's what

[12:42] it's all about.

[12:43] Stories and pictures

[12:44] and kids and

[12:45] volunteers and so many

[12:47] wonderful teachers and

[12:48] paraeducators being

[12:48] human together. It

[12:51] felt good. Loved the

[12:52] opportunity to give

[12:55] back to the community.

[12:56] 100% in to do it again

[12:59] next year. Let's go

[13:00] are the shared

[13:02] observations of the

[13:02] 2026 volunteer mentors

[13:03] who read with summer

[13:05] school students for

[13:05] five weeks during JUNE

[13:07] and JULY te

[13:08] volunteers came to

[13:09] school on thursdays to

[13:11] provide an hour or two

[13:12] of one on one, or

[13:12] small group reading

[13:15] time together,. 42

[13:16] volunteers contributed

[13:17] their personal time and

[13:19] experience to share

[13:21] the power of reading

[13:21] summer school

[13:22] principal veronica

[13:23] dunne noted the

[13:24] significance of the

[13:27] effort. The dj

[13:27] elementary power up

[13:28] summer staff are

[13:29] grateful to the reading

[13:31] volunteers who

[13:31] participated in the

[13:33] program at e willett

[13:35] this summer. With the

[13:36] wellcome coordination

[13:37] of susan lovenberg.

[13:38] These fantastic

[13:40] volunteers dedicated a

[13:42] total of 201 hours of

[13:43] reading with sudents

[13:45] in transitional

[13:45] kindergarten through

[13:47] sixth grade. While the

[13:48] goal is to develop a

[13:49] love of reading, the

[13:50] program goes beyond

[13:52] the intention as

[13:53] volunteers showed a

[13:54] deep interest in

[13:55] bonding with children

[13:56] through literature by

[13:58] way of carrying

[13:58] conversations that go

[13:59] beyond the printed

[14:00] words and

[14:02] illustrations in books

[14:03] so, on behalf of all

[14:05] of us and to all these

[14:06] volunteers, we send

[14:07] our deepest thanks.

[14:08] You exemplify the

[14:09] spirit of our

[14:11] community. Susan could

[14:13] not be with us today.

[14:15] She is on a trip. But

[14:17] I am happy to

[14:17] introduce the

[14:18] volunteer readers that

[14:19] came to be in

[14:20] attendance today.

[14:21] >> we have volunteer

[14:23] leaders with us today.

[14:23] You stand up and we'll

[14:24] give you a round of

[14:38] applause.

[14:40] >> thank you. We'll now

[14:41] move on to

[14:42] superintendent

[14:43] comments.

[14:44] >> you, PRESIDENT

[14:45] Jackson. It's hard to

[14:46] believe that the first

[14:47] two weeks of school are

[14:49] nearly behind us.

[14:49] There's something

[14:51] special about first few

[14:51] days welcoming

[14:52] students back, seeing

[14:54] old friends reconnect

[14:54] and watching our

[14:57] newest tc experience

[14:57] their very first days

[14:59] of school. Across our

[15:00] district. Our cmpuses

[15:00] were filled with

[15:01] excitement and a real

[15:03] sense of community.

[15:03] I'm incredibly

[15:04] grateful to all of our

[15:06] teachers and

[15:06] paraeducators for the

[15:08] care, energy and

[15:09] enthusiasm they to the

[15:09] start of the school

[15:11] year to our many staff

[15:12] and administrators for

[15:13] helping to make it a

[15:15] great start. I also

[15:16] want to thank our

[15:17] secondary teaching

[15:18] staff administrators

[15:19] and support staff for a

[15:20] successful launch of

[15:21] the revised away for

[15:23] the day policy while we

[15:24] continue to address

[15:26] concerns and

[15:27] questions. As the

[15:27] first two weeks come to

[15:28] a close initial

[15:29] reactions are positive

[15:30] throughout the

[15:31] district. Last week,

[15:34] we had a total of 33

[15:34] incidents requiring

[15:35] cell phone

[15:37] confiscation and this

[15:38] week through

[15:39] wednesday, we had a

[15:40] total of 28 at all of

[15:42] our across all of our

[15:43] secondary sites, while

[15:44] these numbers are

[15:45] higher than last year,

[15:46] we're confident that

[15:46] that's due to

[15:48] increased calibration

[15:49] and enforcement across

[15:52] the district next

[15:54] slide. One of the

[15:54] highlights of the

[15:55] first day of school was

[15:56] welcoming state

[15:57] superintendent of

[15:57] public instruction

[15:59] tony thurmond to

[16:00] davis. He joined us at

[16:01] north davis

[16:02] elementary, where he

[16:04] toured our new early

[16:05] education facilities

[16:07] and spent time with

[16:09] our tc students on

[16:09] their very first day of

[16:12] school. And with our

[16:12] teachers before heading

[16:13] over to davis senior

[16:15] high school to observe

[16:16] lunchtime and interact

[16:17] with at the. All

[16:19] student center and

[16:19] then we went over to

[16:20] the robotics facility

[16:21] where our citrus

[16:23] circus circuit

[16:25] students gave him a

[16:26] wonderful tour and

[16:27] demonstrated their

[16:28] equipment facilities

[16:31] and and work it's a

[16:32] showcase the breadth of

[16:34] learning opportunities

[16:34] across our district

[16:35] from our youngest

[16:37] learners. To our high

[16:38] school students

[16:39] developing technical

[16:40] and engineering and

[16:41] teamwork skills

[16:42] through our cte

[16:46] programs. Next slide.

[16:47] I also want to take a

[16:49] moment to recognize

[16:49] two of our valued

[16:51] community partners.

[16:52] The davis police

[16:52] department and

[16:53] university retirement

[16:55] community for their

[16:56] generous donations of

[16:57] backpacks filled with

[16:58] school supplies for our

[16:59] students. These

[17:00] donations were

[17:01] delivered to schools

[17:02] across the district

[17:03] and are helping make

[17:04] sure students have the

[17:05] supplies they need to

[17:06] start the year ready to

[17:08] learn community

[17:08] partnerships like this

[17:09] are an important part

[17:10] of spporting our

[17:12] students and family

[17:13] throughout the davis

[17:13] community. We're

[17:16] grateful to have these

[17:16] two community

[17:17] organizations and many

[17:18] more willing to invest

[17:18] in our schools.

[17:20] Students and families.

[17:23] Next slide that we're

[17:24] back in session, I want

[17:29] to remind those about

[17:30] bicycle and

[17:31] transportation safety.

[17:32] We have more students

[17:33] walking and riding to

[17:34] and from our campuses

[17:36] each day so it's

[17:37] important that

[17:37] students and drivers

[17:40] pay attention to the

[17:40] following rules of the

[17:42] road. And and a few

[17:44] important reminders

[17:45] are required for all

[17:48] riders under 18, and

[17:49] students who need one

[17:50] can reach out to their

[17:51] school's front office.

[17:51] We have them available

[17:53] to all students

[17:54] scooters are not

[17:55] permitted for

[17:55] elementary students and

[17:57] junior high students,

[17:59] and only class one

[17:59] e-bikes are allowed at

[18:01] those levels at the

[18:01] high school level,

[18:04] e-scooter riders must

[18:05] be 15.5 and have a

[18:06] valid permit or

[18:07] driver's license, and

[18:08] for anyone riding to

[18:09] school, don't forget

[18:11] to secure your bike

[18:13] with lock and finally,

[18:15] if you're driving slow

[18:16] down and keep an eye

[18:18] out for bicyclists and

[18:19] pedestrians. Thanks

[18:20] for everyone to help

[18:23] keep our.. Students

[18:24] safe as we start the

[18:25] year close, I want to

[18:26] acknowledge several

[18:26] important observances

[18:28] coming up over the

[18:29] next couple of weeks

[18:30] before our next board

[18:33] meeting. Labor day on

[18:34] SEPTEMBER 7th.

[18:34] Recognizes the

[18:36] contributions and

[18:36] achievements of

[18:37] american workers and

[18:38] the labor movement.

[18:39] Our schools and

[18:40] offices will be closed

[18:41] on monday in

[18:43] observance of this day

[18:44] rosh hashanah begins at

[18:46] sundown on SEPTEMBER

[18:47] 11th and marks the

[18:48] jewish new year a time

[18:49] for reflection and

[18:51] renewal. Patriot day

[18:53] also on SEPTEMBER 11th,

[18:53] commemorates

[18:54] commemorates the lives

[18:56] lost on SEPTEMBER 11th,

[18:58] 2001. Attacks and

[18:59] honors. The first

[19:00] responders and others

[19:01] who showed

[19:01] extraordinary courage

[19:03] and service. Each of

[19:04] these observances

[19:04] carries its own

[19:05] meaning and together

[19:06] they reflect some of

[19:07] the histories,

[19:09] traditions and

[19:10] represented in our

[19:11] community. I want to

[19:12] wish everyone a safe

[19:13] and meaningful holiday

[19:14] weekend and a peaceful

[19:16] and reflective rosh

[19:17] hashanah for those who

[19:18] observe and. Back to

[19:21] you, PRESIDENT Jackson

[19:22] >> superintendent

[19:22] vest. Now it's time

[19:24] for a report from our

[19:25] davis teacher

[19:26] association PRESIDENT,

[19:33] amanda rales.

[19:34] >> who

[19:35] >> good evening,

[19:38] PRESIDENT Jackson

[19:38] >> bess, student

[19:40] trustees. Welcome and

[19:41] to the public. Both

[19:42] here in person and

[19:44] tuning in virtually

[19:45] always something

[19:45] special about the

[19:46] beginning of a school

[19:48] year. Our schools come

[19:48] alive again with the

[19:49] energy of our

[19:50] students. The

[19:51] dedication of our

[19:52] educators, and the

[19:52] support of our

[19:54] families and community

[19:55] on behalf of the davis

[19:56] teachers association, I

[19:57] want to, especially

[19:58] welcome back our

[19:59] educators and staff.

[20:00] We know how much work

[20:01] goes into preparing

[20:02] for a new school year,

[20:03] and we know that the

[20:05] work of educating our

[20:05] students extends far

[20:06] beyond the hours spent

[20:08] in the classroom to

[20:10] our students welcome

[20:11] back. We are excited to

[20:13] see yu to learn

[20:14] alongside you and to

[20:15] support you throughout

[20:17] the year. And to our

[20:18] families. Thank you

[20:19] for trusting us with

[20:19] your children and for

[20:20] being such an

[20:21] important part of our

[20:23] school communities. It

[20:24] was good to see and

[20:25] hear about trustees

[20:26] and district

[20:27] administrators

[20:28] visiting each school

[20:29] site on the first day.

[20:30] A special, special

[20:31] shout out to

[20:31] superintendent best

[20:33] and trustee dinunzio

[20:34] for stopping by my

[20:35] classroom to say hello

[20:36] to my bright eyed and

[20:38] eager little learners.

[20:39] I encourage you to do

[20:40] this more frequently

[20:42] and not just when it

[20:43] turns out to be a good

[20:45] photo op. We would

[20:46] love to see you around

[20:48] our campuses more as we

[20:49] begin this school

[20:51] year. I also hope we

[20:52] that public education

[20:54] is a shared

[20:55] responsibility. The

[20:55] decisions made in this

[20:56] room have a direct

[20:57] impact on our

[20:59] students, our

[20:59] families, and the

[21:00] people who serve them.

[21:02] Every day. Will

[21:03] certainly be

[21:04] challenges ahead and

[21:05] there is aways

[21:07] important. Done. But I

[21:08] believe in what we can

[21:09] accomplish when we

[21:10] students at the

[21:11] center. Listen to one

[21:12] another and work

[21:12] together toward a

[21:13] stronger school

[21:14] district and a

[21:17] stronger community

[21:18] dta, our response to

[21:19] make sure that

[21:20] educators have the

[21:21] working conditions

[21:22] necessary to continue

[21:24] doing their jobs well

[21:25] includes fair

[21:27] compensation workloads

[21:28] respect for our

[21:29] profession, and access

[21:30] to quality, affordable

[21:33] health care rest of

[21:35] this is nothing new.

[21:36] You have all heard me

[21:37] stand here and say,

[21:40] this part before

[21:41] continues to be a

[21:42] priority to our

[21:44] members hear tat

[21:45] clearly from our

[21:47] membership, and it a

[21:48] priority in our

[21:49] negotiations that is

[21:51] why we have to propose

[21:53] blanket language that

[21:54] says the district will

[21:55] cover the cost of

[21:55] employee only health

[21:57] care at the lowest

[21:59] plan rate team has

[22:00] repeatedly been told at

[22:01] the table that this

[22:02] board is unwilling to

[22:03] agree to such a cost.

[22:05] With an unknown annual

[22:06] increase there are such

[22:08] costs already, you

[22:09] know, like the cost of

[22:11] insurance other

[22:12] utilities. Perhaps even

[22:13] the outside

[22:14] contractors, you hire

[22:16] each year a

[22:17] significant part of

[22:18] our members

[22:19] compensation and an

[22:20] important factor in

[22:21] whether educators can

[22:22] afford to stay in this

[22:23] profession and in this

[22:25] district. When health

[22:26] care costs continue to

[22:27] rise, those increases

[22:29] have a very real

[22:29] impact on our

[22:31] educators and their

[22:32] families salary

[22:33] increase does not mean

[22:35] as much. If a

[22:35] significant of that

[22:36] increase is

[22:37] immediately consumed

[22:40] by higher costs that is

[22:41] why and improving

[22:42] employee covered

[22:44] health care is such a

[22:46] part of our members

[22:46] priorities. If we want

[22:48] to recruit and retain

[22:49] excellent educators,

[22:49] we have to look at the

[22:51] whole picture. We

[22:52] cannot talk. Seriously

[22:53] about teacher

[22:54] retention without

[22:55] talking about

[22:56] compensation and

[22:57] working conditions in

[22:58] care. Our members

[22:59] deserve to know that

[23:00] this district values

[23:01] not only the work they

[23:03] do for students, but

[23:05] also their to take

[23:06] care of and their own

[23:10] families. As a. We for

[23:11] our members, wile

[23:12] keeping our students

[23:12] and the strength of

[23:13] our public schools at

[23:14] the center of that

[23:16] work believe that a

[23:17] strong school district

[23:19] on strong educators.

[23:20] When we invest in the

[23:21] people who serve our

[23:22] students, we are

[23:23] investing directly in

[23:25] our students and in the

[23:28] thank you

[23:32] >> you. Now for report

[23:34] from our california

[23:36] association PRESIDENT.

[23:46] MR. Runyon..

[23:47] >> jackson. Trustees

[23:50] trustees. And

[23:50] community members here

[23:51] in chambers and

[23:53] joining us from home,

[23:54] my name is beau

[23:54] runyon. I'm the

[23:55] PRESIDENT Of the

[23:56] california school

[23:58] employees association.

[23:59] Chapter five. 72. Here

[24:03] in davis.. Spread.

[24:04] And on the first day, I

[24:05] had the opportunity to

[24:07] visit classified staff

[24:08] throughout the

[24:09] district. Stopped by

[24:10] some front offices

[24:11] where staff were

[24:12] welcoming families and

[24:13] students back for

[24:14] another school year,

[24:16] visited several

[24:16] kitchens where the

[24:17] smell of breakfast

[24:19] filled the air and

[24:20] kitchen staff were

[24:20] already prepping

[24:22] lunch, chopping

[24:23] cucumbers and fresh

[24:24] tomatoes for the day's

[24:25] salad. I spent time

[24:27] with paraeducators as

[24:27] they met their

[24:28] students and began

[24:30] building those vital

[24:31] relationships. I

[24:32] watched our

[24:34] maintaining the tc

[24:34] playground, making

[24:36] sure it was safe and

[24:38] ready for our youngest

[24:38] students. These are

[24:40] just a few examples of

[24:41] the incredible work

[24:43] happening across our

[24:45] district. Classified

[24:45] employees don't just

[24:47] support schools. We

[24:49] make them possible

[24:50] when a student walks

[24:51] through the front

[24:53] office an greeted by a

[24:54] familiar face. That's a

[24:57] classified employee a

[24:58] student receives

[24:59] nutritious breakfast or

[25:00] lunch, that's a

[25:01] classified employee.

[25:03] And when a campus is

[25:03] clean, safe, and ready

[25:04] for students, every

[25:06] morning. That's also a

[25:07] classified employee.

[25:09] Employee during our

[25:10] back to school

[25:11] breakfast, we hosted a

[25:12] member connection event

[25:13] where classified staff

[25:14] got an update about

[25:15] their union. Watched a

[25:17] short video on the 100

[25:19] years of csea. And

[25:20] connect with each

[25:21] other before school

[25:22] began. We had welcomed

[25:23] new employees through

[25:25] new employee

[25:25] orientation, started

[25:27] work again on a

[25:27] representation across

[25:28] schools and

[25:29] departments, and

[25:30] continued rebuilding

[25:31] the structure and

[25:31] engagement of our

[25:35] union next week we are

[25:35] headed back to the

[25:37] bargaining table with

[25:38] negotiations don't

[25:39] negotiate because we

[25:41] want more. We

[25:42] negotiate because

[25:43] classified work is

[25:46] worth more at the last

[25:46] school board. Brought

[25:47] up that classified

[25:49] employees are asking

[25:51] for one simple thing.

[25:52] For one job to be

[25:54] enough that statement

[25:55] isn't about greed.

[25:57] It's about reality.

[25:58] The reality that

[25:59] classified employees

[26:00] are working in a

[26:01] community with a high

[26:03] cost of living the

[26:03] people who serve our

[26:05] schools every day are

[26:06] increasingly being

[26:08] priced out of the very

[26:08] community they help

[26:11] make possible we want

[26:12] to be able to recruit

[26:13] good employees. We want

[26:15] to be able to retain

[26:16] experienced employees.

[26:17] And most importantly,

[26:19] we want to we want the

[26:20] people who have

[26:21] dedicated lives to

[26:22] this district to be

[26:23] able to afford to stay

[26:25] here. Every time we

[26:26] lose an experienced

[26:27] employee, we don't

[26:29] just lose a position.

[26:31] We lose institutional

[26:32] knowledge we lose

[26:33] relationships, and

[26:34] then we have to spend

[26:35] time and resources

[26:36] recruiting and

[26:37] training someone new.

[26:38] If we want. Davis

[26:40] joint unified to

[26:40] continue being

[26:42] district that attacks

[26:44] attracts talented

[26:44] people, then we have to

[26:46] make sure the people

[26:47] do that work. Can

[26:51] afford to live here.

[26:51] Is coming to the

[26:52] bargaining table next

[26:53] week, ready to have

[26:55] these conversations. We

[26:56] understand that the

[26:57] district has financial

[26:58] responsibilities ad

[26:59] that declining

[26:59] enrollment is a

[27:01] reality. We understand

[27:02] that every dollar

[27:04] represents a decision

[27:05] we also believe that

[27:06] investing in your

[27:07] employees is an

[27:09] investment in the

[27:10] future of this

[27:10] district. Because at

[27:11] the end of the day,

[27:14] this isn't csea versus

[27:17] usd are dj, usd thank

[27:20] you

[27:22] >> you. We'll now have

[27:23] comments from board

[27:24] members and we'll

[27:26] start with trustee

[27:31] moon.

[27:31] >> thank you,

[27:33] PRESIDENT Jackson.

[27:34] First of all, welcome

[27:36] back to everyone. I'm

[27:37] so glad to hear that

[27:38] things have got off to

[27:40] a really great start

[27:41] so far. This school

[27:45] year. For myself, I

[27:46] was lucky enough to

[27:47] attend the breakfast

[27:48] with the teachers in

[27:49] the classified staff

[27:50] over at the high

[27:51] school and got to see

[27:52] what was happening up

[27:55] there. So I appreciate

[27:57] most importantly, I

[27:57] appreciate from the

[27:59] breakfast. Hearing

[28:01] from our student

[28:01] superintendent

[28:03] advisory core

[28:05] leadership. For

[28:06] incredible young

[28:08] people who brought

[28:08] their their views and

[28:10] their thoughts to the

[28:11] table and asked for

[28:13] the support of of all

[28:15] of us in the in, in

[28:16] moving forward with

[28:17] the work that they're

[28:19] doing to do better,

[28:22] know better, do better

[28:24] I also have the

[28:25] opportunity to speak

[28:26] over the last couple of

[28:28] weeks with diverse

[28:29] people in our

[28:30] community, learning

[28:31] about what different

[28:32] issues are at top of

[28:34] mind for people across

[28:35] davis when it comes to

[28:37] our schools. And other

[28:38] than that, welcome

[28:43] back and thank you

[28:43] >> realized that w

[28:45] have been without

[28:47] student trustees for

[28:50] few meetings and I

[28:50] normally go with

[28:53] student trustees my

[28:54] apologies. And we'll

[28:56] begin with student

[28:57] trustee sansoucy do

[28:58] you have any

[28:59] announcements or

[29:03] comments to make about

[29:04] ..

[29:06] >> okay. Okay.

[29:07] >> hi everyone. My name

[29:08] is natalie sansoucy and

[29:10] I'm the new student

[29:10] school board trustee

[29:12] for da vinci charter

[29:13] academy. As the school

[29:14] year kicks off, we

[29:15] have many exciting

[29:16] things happening at da

[29:17] vinci. We recently had

[29:18] our schedule pickup

[29:20] slash orientation where

[29:21] our dino pack gave

[29:22] freshmen a tour of our

[29:24] campus and led

[29:25] community building

[29:27] activities. Students

[29:28] personal and group

[29:30] goals, and came

[29:31] together for. Our

[29:31] first school wide

[29:33] rally and games where

[29:35] seniors once again took

[29:36] the cake by winning

[29:39] the tug of war. Class

[29:41] competition. Off

[29:41] >> to.

[29:42] >> a great start. We

[29:45] have already

[29:45] >> 70%. Our of.

[29:46] >> goal for yearbooks

[29:47] at de registration.

[29:49] The climate currently

[29:50] in dino country is

[29:51] energized and

[29:53] optimistic. On the

[29:53] first day of school,

[29:55] we had our senior

[29:56] senior sunrise

[29:58] followed by a trip for

[29:59] pancakes. This year to

[30:02] ihop da vinci seniors

[30:03] continued the fun in

[30:04] their first few hours

[30:05] as seniors,

[30:06] celebrating together.

[30:08] This is just one way

[30:08] students create a

[30:10] sense of community and

[30:10] belonging, both

[30:11] important. Da vinci

[30:13] core principles this

[30:15] week started their

[30:16] unit on what life is

[30:17] and how we define a

[30:18] living thing. The

[30:19] sophomores just

[30:20] launched their

[30:21] infamous project, where

[30:22] they are stranded on a

[30:24] deserted island and

[30:24] must create a

[30:25] government and a sense

[30:26] of

[30:27] >> law

[30:29] >> order juniors just

[30:30] started our. Who's

[30:32] constitution is it

[30:33] project to critically

[30:34] evaluate the

[30:34] constitution? Really

[30:36] serves and then

[30:38] lastly, our seniors

[30:38] started working on

[30:39] their.

[30:40] >> personal

[30:41] >> narratives for

[30:43] college eglish and

[30:44] collaboration based

[30:45] activities and

[30:46] government. We are

[30:48] proud of the 84

[30:48] students who took on

[30:49] the challenge of in

[30:50] dual enrollment

[30:52] classes this semester.

[30:54] We also have students

[30:55] participating in our

[30:56] work based learning

[30:57] program who will

[30:59] complete an employment

[31:00] internship this

[31:02] semester until our club

[31:04] rush hour. Final

[31:04] connections club as

[31:06] forced device free

[31:07] culture by organizing

[31:08] a daily game room where

[31:10] students can come to

[31:10] socialize and play

[31:12] board games and card

[31:14] games during lunch.

[31:14] Last night, we had our

[31:15] annual back to school

[31:18] night. With an amazing

[31:19] turnout. The friendly

[31:20] staff, dual enrollment

[31:22] program presentations

[31:23] internship programs,

[31:24] and our senior

[31:25] information night

[31:25] received positive

[31:27] feedback. Overall,

[31:28] everything is ging.

[31:29] >> down

[31:32] >> tastic at year.

[31:33] >> thank you. Student

[31:36] trustee sansoucy how

[31:38] are things in blue

[31:39] devil and student

[31:41] trustee academy?

[31:43] >> hi everyone. Well,

[31:44] the second week is

[31:45] wrapping up and us at

[31:46] davis high are having a

[31:47] pretty good start. We

[31:49] had senior sunrise the

[31:50] morning of the 25th and

[31:51] it went really well.

[31:52] And all the seniors had

[31:54] a really good time

[31:57] have hoco upcoming on

[31:59] the 26th and the theme

[32:01] for that. Music and we

[32:02] have the hoco parade

[32:05] the day before on the

[32:07] 25th, we also have

[32:07] back to school night

[32:08] coming up, and that is

[32:12] next week.

[32:13] >> all right. Thank

[32:15] you. And we'll

[32:19] continue with trustee

[32:20] and we'll continue

[32:21] with vice PRESIDENT

[32:24] Darren

[32:26] >> jackson a few

[32:28] things written down

[32:29] let's see a few things

[32:30] I want to inform you

[32:32] of with the yolo

[32:34] county school board

[32:35] association this week.

[32:36] So that's an

[32:37] opportunity for us.

[32:38] Across the county to

[32:38] share what's going on

[32:40] at our schools. And

[32:41] across the county. It's

[32:41] not like some great

[32:42] back to school time

[32:44] starting. So good news

[32:47] overall and in

[32:47] cooperation with yolo

[32:49] county school board

[32:49] association and yolo

[32:51] county office of

[32:51] education, there will

[32:52] be a community forum

[32:53] with yolo county law

[32:55] enforcement on

[32:57] immigration day,

[32:58] SEPTEMBER 23rd. It's

[33:00] from 4 to 5:30 P.M. At

[33:00] the yolo county school

[33:03] district. Office. It's

[33:04] in person, but you can

[33:07] also access it by zoom

[33:08] registration is

[33:11] required.. SEPTEMBER

[33:13] 30th will be our drum

[33:15] roll. Please. Thank

[33:17] you. Excellence.

[33:18] Education award

[33:19] ceremony at woodland

[33:20] community college.

[33:21] This is also a

[33:21] ticketed event. This

[33:24] is an opportunity for

[33:26] our professionals. Our

[33:27] credentialed and

[33:29] classified employees

[33:32] to get their. Kudos in

[33:32] front of their peers.

[33:35] It's a very, very nice

[33:36] evening. Lots of folks

[33:37] from all different

[33:40] walks of job life on

[33:42] our school campuses

[33:44] our rewarded and

[33:44] appreciated for their

[33:46] hard work. And then we

[33:48] announce the teacher

[33:49] of the year. So that's

[33:51] pretty exciting. Let's

[33:52] see. I was able to

[33:55] attend picnic and pta

[33:57] meeting our last

[33:58] meeting. I want to

[33:59] thank the many parent

[34:00] volunteers and

[34:00] community volunteers it

[34:01] takes to make these

[34:03] events possible

[34:03] they're an opportunity

[34:05] to build community and

[34:07] families coming in. You

[34:09] know, it's it's the

[34:10] pta meeting last

[34:11] night. There was new

[34:11] new. Kindergarten

[34:12] parents, new fresh

[34:15] blood. And excited

[34:16] volunteers. So I want

[34:17] to appreciate the

[34:18] teachers who also came

[34:19] to that pta meeting

[34:20] because that's really

[34:21] a chance for parents

[34:22] to kind of pick their

[34:23] brains and hear what's

[34:24] going on. And for the

[34:26] site principal to

[34:27] share sort of their

[34:28] vision and

[34:29] communications. There

[34:29] were some kudos about

[34:31] some new communication

[34:31] plans and exciting

[34:34] things just want to

[34:36] really commend, I know

[34:37] schools are doing

[34:38] everywhere. Those are

[34:39] the two I got to this

[34:40] week keep inviting us

[34:41] or letting us know so

[34:43] we can come to them I

[34:44] just really want to

[34:44] acknowledge the

[34:46] volunteers said it

[34:47] fast, but I really mean

[34:48] it. The volunteers,

[34:49] those events won't

[34:50] happen without the hard

[34:51] work that by lots of

[34:52] people who are

[34:53] carrying around the

[34:55] tote bins and the ins

[34:57] and the cash box and

[34:58] the sweaty and the

[34:59] your own kids are

[35:00] crying and yelling

[35:01] because they're not

[35:01] getting your

[35:03] attention. Me how I

[35:06] know so I also wanted

[35:06] to highlight the back

[35:08] to school staff at

[35:09] davis high school. It

[35:10] was a true labor of

[35:11] love from the high

[35:12] school food services

[35:13] team. They didn't get

[35:14] the breakfast that

[35:14] everyone else got

[35:15] because they were

[35:17] working it but what I

[35:18] saw and observed at

[35:20] the high school was

[35:21] lots of great

[35:22] conversations. I know

[35:22] there are lines that

[35:23] people were happy in

[35:24] line talking, and they

[35:26] got a pretty hearty

[35:26] breakfast out of out of

[35:30] that event was great,

[35:32] great energy. So for

[35:33] any parent who has a &

[35:34] child with a high

[35:35] school, just know your

[35:35] kids are in great hands

[35:36] because you could feel

[35:39] it in the room. And it

[35:40] was a true labor of

[35:43] love. Like I said also

[35:43] would like to just

[35:44] highlight our

[35:45] resolution that we

[35:48] adopted tonight, 57

[35:49] 57-5-27, which is

[35:50] recognition of

[35:51] hispanic heritage

[35:52] month. Just want to

[35:53] highlight it and

[35:55] acknowledge the

[35:56] contributions from the

[35:57] past. Current and

[35:59] future from the

[36:00] various cultures that

[36:04] create the hispanic

[36:06] component of our

[36:06] society. So I just

[36:07] wanted to highlight

[36:08] this.

[36:09] >> that's all. Thank

[36:09] you. I.

[36:12] >> you. Trustee

[36:13] >> you. PRESIDENT

[36:15] Jackson too enjoyed

[36:17] the school breakfast

[36:18] with the teachers and

[36:19] staff. It was very high

[36:22] energy and lot of fun.

[36:24] I joined vice

[36:27] PRESIDENT At

[36:27] supervisor sheila

[36:28] allen's women's

[36:30] equality day at yolo

[36:32] county last week. It

[36:33] was a fantastic

[36:34] presentation. And

[36:36] really appreciated

[36:38] that emphasis we had a

[36:40] lovely two by two.

[36:41] PRESIDENT Jackson and I

[36:44] with our colleagues

[36:45] dta yesterday.

[36:46] Appreciate the

[36:47] opportunity to have

[36:48] coffee and sit on

[36:49] weird g street

[36:51] benches. We need to

[36:52] talk to the city about

[36:54] those. But for another

[36:57] time. I. I love first

[36:57] week of school who

[36:59] doesn't love the first

[37:00] week of school so I had

[37:00] the opportunity to go

[37:02] to many campuses and I

[37:03] appreciate your

[37:03] invitation. I will be

[37:06] at will at weekly. Now

[37:06] israel's. Thank you

[37:07] very much. But I had

[37:08] the opportunity to go

[37:10] to fairfield and will

[37:13] and and north davis

[37:15] and then junior high to

[37:17] homes and then to king

[37:18] high and to davis

[37:20] senior high and each

[37:21] campus is different,

[37:24] but all of them had

[37:25] incredible positivity

[37:26] of tachers and staff

[37:28] and families and yes,

[37:29] students I thought

[37:30] there was some

[37:32] exciting news in our

[37:34] weekly update from the

[37:34] superintendent. As you

[37:35] know, I'm ben. As many

[37:37] of us strong advocate

[37:38] for the cte programs.

[37:39] I think they're

[37:40] important for all of

[37:41] our students.

[37:42] Regardless of where our

[37:43] students decide to go

[37:45] when they leave us and

[37:45] enrollment is up this

[37:48] year, nearly 1600 of

[37:49] our students at davis

[37:50] high and da vinci are

[37:53] in cte program. And as

[37:54] a business guy who

[37:54] teaches at the graduate

[37:56] school of management,

[37:56] I'm thrilled that there

[37:59] is now a new business

[37:59] management pathway and

[38:02] an ap course in

[38:03] business and personal

[38:04] finance. I think that

[38:05] we've talked about

[38:08] this on the before an

[38:08] understanding of

[38:09] budget and personal

[38:10] finance and whatnot,

[38:11] and in your high

[38:14] school students. Is,

[38:16] well, it's a good idea

[38:17] couple other things

[38:18] and then I'll get to

[38:20] the books. Thrilled

[38:22] that we have once

[38:23] again been invited to a

[38:23] school board

[38:25] association to present

[38:27] on workforce housing.

[38:29] As you know, this is a

[38:29] particular passion,

[38:30] but many of us have

[38:32] been working in the

[38:34] district to ourselves

[38:35] in a place to be able

[38:37] to build workforce

[38:38] housing in the near

[38:38] term. And so we're

[38:40] going to talk about

[38:41] the process that we

[38:43] went through for

[38:43] feasibility. And in

[38:45] best practices. So I'm

[38:46] excited for that. I'll

[38:48] be in a few months.

[38:49] And then I know all of

[38:50] us have had

[38:51] conversations with

[38:52] families and teachers

[38:53] and administrators

[38:54] about the new cell

[38:55] phone policy and the

[38:57] way for the day. And I

[39:00] have had virtually

[39:02] 100% positivity. I had

[39:02] one person concerned

[39:03] about ability to

[39:04] access their child, but

[39:06] in general has been

[39:07] really positive. And I

[39:08] think it's

[39:09] particularly important

[39:10] because it took a lot

[39:12] of staff work to take

[39:13] a policy and implement

[39:14] it, and make it

[39:17] practical for a

[39:19] complex campus like

[39:21] davis high. So kudos

[39:23] for the staff. I know

[39:24] it's only two weeks in

[39:25] and you know, there

[39:27] will be some some some

[39:28] good days and some

[39:30] challenging days. I

[39:31] had that does lead me

[39:32] to one other thing,

[39:35] which is based on the

[39:37] conversations I've had

[39:38] sort of building on

[39:39] what we talked about

[39:40] in the spring. I think

[39:41] it is important that

[39:43] we as a board follow

[39:43] up with a study

[39:45] session on the broader

[39:46] use of technology

[39:48] above and beyond.

[39:50] Mobile devices

[39:50] implemented things

[39:52] during covid because we

[39:54] had to and I think

[39:54] it's the right time for

[39:56] us to be thinking

[39:56] about our approach and

[39:58] our consistency and

[40:00] really just our

[40:01] impact. Okay, so with

[40:02] your indulgence,

[40:03] PRESIDENT Jackson, I am

[40:04] going to get to my

[40:06] books. First one is in

[40:07] honor of PRESIDENT

[40:09] Rails and I had the

[40:11] honor of in the

[40:11] thousand mentors

[40:12] program this summer.

[40:14] Speaking to her first

[40:14] graders. And it was an

[40:16] honor and I brought a

[40:18] whole bg of books and

[40:18] yet most of what the

[40:20] students wanted to read

[40:21] was, well, books about

[40:23] the pigeon. So my

[40:24] first book is the

[40:27] pigeon has to go to

[40:30] school by mo willems

[40:32] MISS Has actual

[40:34] pigeon. Dolls in her

[40:35] room, which the

[40:36] student showed me. But

[40:37] what's great about

[40:39] this? Moser stuff is

[40:40] amazing, is it's

[40:42] really about this idea

[40:43] for our youngest

[40:45] students starting in

[40:46] school, school can be a

[40:48] little bit scary.

[40:48] Right? And a little

[40:51] bit and naming that

[40:53] anxiety and is there a

[40:53] character in

[40:54] children's literature

[40:55] more anxious than the

[40:57] pigeon? If there is, I

[40:57] do not know. One.

[40:58] Right. It's just a

[41:01] great way to down a

[41:04] notch. That school

[41:05] doesn't have to be

[41:08] scary. So fantastic

[41:09] book pigeon has to go

[41:13] to shool. Okay, book

[41:15] two is called new kid.

[41:18] By jerry craft is a a

[41:20] graphic novel is for

[41:23] our young adults. And

[41:24] I think it's again,

[41:25] important for us to

[41:26] recognize reading

[41:26] doesn't have to look

[41:28] the same for everyone.

[41:29] If you can get our

[41:30] students to read

[41:31] that's fantastic.

[41:33] Graphic novels. I know

[41:34] there was a time don't

[41:35] want students to read

[41:37] that. I think these are

[41:38] fantastic. They're

[41:39] very accessible.

[41:40] Right? This is about a

[41:41] student of color goes

[41:43] into a new school, has

[41:44] challenges about

[41:45] belonging and

[41:46] identity. And it's

[41:48] just a vry accessible

[41:50] book. It won the

[41:51] newbery medal as well

[41:52] as the coretta scott

[41:55] king. Author award and

[41:57] it is a fantastic book.

[41:59] I loved reading it.

[42:01] Okay, my next one is a

[42:03] little more for the

[42:05] adult readers and

[42:06] particularly for for

[42:07] our parents. It's

[42:08] called the great

[42:11] edtech pivot. My, my

[42:13] natalia kirsch

[42:16] korsakova so professor

[42:18] kerzhakov is at

[42:20] norwegian rsearcher

[42:22] focuses on literacy and

[42:24] digital media and

[42:24] learning. She's been

[42:27] doing it for 15 years.

[42:27] She's one of the

[42:29] foremost researchers

[42:30] in, in te in the

[42:32] world. But especially

[42:33] in in europe. And I

[42:34] think what's really

[42:36] struck me is her focus

[42:38] on evidence, outcomes,

[42:39] right? Not saying it's

[42:40] good or it's bad, but

[42:41] show us the evidence,

[42:43] show how technology is

[42:45] impacting larning

[42:47] and, and you thesis

[42:48] really is it shouldn't

[42:50] be about how much

[42:51] technology we use. But

[42:52] how does it actually

[42:54] help our students? So

[42:55] as we get into a

[42:57] conversations in our

[42:58] community. About the

[42:59] use of technology in

[43:00] the classrooms, the

[43:01] more we can understand

[43:02] the research and read

[43:04] and learn different

[43:05] points of view, the

[43:06] better. So the great

[43:08] edtech pivot.

[43:10] Fantastic book last

[43:11] but not least

[43:12] PRESIDENT Jackson and

[43:13] thank you as always for

[43:16] your indulgence is our

[43:17] band book and its

[43:18] called out of

[43:20] darkness. By ashley

[43:23] hope perez and it's a

[43:25] remarkable novel. It

[43:27] is about a

[43:29] relationship. In 1937

[43:31] between a young

[43:33] mexican american girl

[43:35] and a black teenager

[43:37] and it's done in the

[43:37] backdrop of the

[43:39] horrific new london

[43:40] school explosion of,

[43:42] you recall that that

[43:45] was perhaps the worst.

[43:45] Disaster in the

[43:47] history of american

[43:48] education and it's.

[43:51] It's about racism

[43:52] abuse. But also about

[43:55] courage and overcoming

[43:56] obstacles. It is a book

[43:58] for a mature readers

[43:59] it has been banned in

[44:01] many communities and

[44:02] part because of the

[44:03] difficult language and

[44:05] the situations. But it

[44:06] helps us confront

[44:08] things in our history

[44:09] that's important for

[44:11] us to look at and not

[44:12] to walk away from

[44:14] their complicated, so

[44:16] I really enjoyed

[44:16] reading this book out

[44:19] of darkness ashley hall

[44:20] and so finally, as

[44:21] always, these books

[44:23] will all be in the

[44:25] little library at

[44:27] antioch. With two

[44:28] exceptions. This time.

[44:29] Israel's. You will get

[44:31] the pigeon. It is

[44:32] yours for your.

[44:33] Actually, it's not for

[44:34] you. It's for your

[44:36] readers. Sorry. And

[44:37] then, given all the

[44:37] conversations I've had

[44:39] in the about

[44:41] technology, there is a

[44:41] family that will get

[44:43] the book on the great

[44:44] edtech pivot, but the

[44:45] rest will be in a

[44:46] little library. Thank

[44:48] you. PRESIDENT Jackson

[44:48] >> right. Thank you.

[44:52] Trustee. Greenwald

[44:53] >> thank you.

[44:55] PRESIDENT Jackson want

[44:56] to say welcome back t

[44:57] everyone, especially

[44:59] students and welcome to

[45:02] our student trustees

[45:03] san souci. Did I say

[45:07] that correctly? And.

[45:10] Souci and I'm sorry,

[45:12] alex, your last name

[45:15] okay. Thank you. And I

[45:16] hope you enjoy serving

[45:18] on the board as much

[45:20] as they're prior that

[45:21] have served on the

[45:23] board. And made great

[45:23] contributions welcome.

[45:27] It's nice to have you

[45:27] welcome back to

[45:28] school. It's been a

[45:30] busy couple of weeks.

[45:36] I had the the honor of

[45:37] stopping by harper

[45:41] junior high da vinci.

[45:43] Korematsu elementary

[45:45] and it was just so

[45:47] exciting to see

[45:48] students to school.

[45:49] Oh, there happy to

[45:50] see.

[45:52] >> them

[45:53] >> friends and their

[45:54] teachers in the air. I

[45:57] loved it. I had the

[45:59] opportunity bess to

[46:01] visit north davis

[46:02] elementary and davis

[46:05] high when state

[46:06] superintendent. Tony

[46:07] thurmond was present

[46:08] and I love that he had

[46:10] the opportunity to see

[46:13] our wonderful tc

[46:14] classroom students

[46:16] were just so engaged

[46:18] in their learning

[46:21] toys, their books sat

[46:22] down with them. It was

[46:23] fun and he was like,

[46:24] wow, these are great

[46:26] rooms. And they really

[46:26] are. You should see

[46:27] the kids that work.

[46:30] It's just so exciting.

[46:31] There's a in the air

[46:36] there and. Also over

[46:38] at davis high that's a

[46:39] tongue twister, isn't

[46:41] it? Try to say that

[46:42] three times citrus

[46:44] circuit students. Wow.

[46:47] I dare you to say I 3

[46:49] to 5 times. GOD. To

[46:51] see the presentation

[46:53] and see him interact

[46:55] with them. It was just

[46:59] very exciting. And he

[47:00] sees as a state

[47:03] superintendent. Where

[47:04] funding goes and how

[47:06] it's used to help

[47:09] students learn and how

[47:10] they need more funding

[47:11] in that area to

[47:12] continue. So that was

[47:16] very exciting. Also, I

[47:20] had the opportunity to

[47:22] go to woodland to join

[47:24] our yolo county.

[47:26] Superintendent and

[47:29] family members to

[47:31] participate in yolo

[47:34] county, the wrk and

[47:37] they are represent

[47:38] guilford county. And

[47:40] there's a lot of

[47:41] primarily black

[47:44] american and african

[47:46] .. Family members and

[47:47] they partnered closely

[47:48] and work with yolo

[47:50] county.

[47:50] Superintendents

[47:54] office. To help uplift

[47:54] primarily african

[47:55] american students. But

[47:58] all students to be

[47:59] inclusive and work in

[48:01] a diverse environment

[48:03] to uplift students

[48:05] that was very powerful

[48:05] be meeting and I'll

[48:06] >> be

[48:07] >> joining them on a

[48:10] monthly basis. And. I

[48:11] just want to say it's

[48:12] great to be back to

[48:14] school. I've heard a

[48:14] lot.

[48:15] >> of good.

[48:16] >> rumbling before

[48:19] school start the

[48:20] weight of the day. I

[48:21] heard the rumbling at

[48:24] home. They survived my

[48:26] their friends. And

[48:27] they hated to admit it,

[48:29] but they said we

[48:31] didn't get a lot of

[48:32] interruptions in

[48:33] class. And I was like,

[48:34] why do you think that

[48:36] is? I know, we'll wait

[48:37] for the day they rolled

[48:40] their eyes. But they

[48:41] survived. And I'm

[48:43] really thankful to the

[48:44] parents and the

[48:45] teachers who came to us

[48:47] and said, we want

[48:49] this. And we listened.

[48:50] We looked at the

[48:52] research I'm glad we

[48:52] supported it because I

[48:54] think it's a very

[48:55] positive move. So

[48:57] thank you. And welcome

[48:59] back. That's it.

[49:01] >> thank you. For

[49:03] myself on the first day

[49:05] of school, I visited

[49:06] fairfield elementary

[49:11] and. Saw that the the

[49:13] she sang the fairfield

[49:13] song, which was a

[49:15] treat. And got to

[49:16] visit with some, some

[49:19] parents there and

[49:22] visited as well in the

[49:22] morning and then I

[49:26] stopped by emerson for

[49:27] dismissal and chatted

[49:31] some with dufrane, the

[49:32] principal there, who

[49:34] was appreciative of

[49:35] the way for the day

[49:37] policy attended the

[49:38] back to school night

[49:40] at putland. I guess

[49:41] that was a little bit

[49:43] late. A day or day or

[49:45] two later and then

[49:48] also this week, the

[49:49] parent meeting for the

[49:51] elementary music

[49:54] program at minorca I

[49:57] attend the also at

[49:57] menorca. The day before

[49:59] school started and

[50:03] bought some swag and

[50:05] also a a trustee

[50:06] mentioned, I attended

[50:08] the joined him with

[50:11] the dta2 by two and

[50:13] had an informative

[50:15] discussion. And with

[50:18] that we move to

[50:19] comment. In the

[50:20] interest of conducting

[50:21] the business of public

[50:22] education in a timely

[50:24] manner.

[50:25] >> individuals

[50:25] speaking.

[50:26] >> MAY be allowed up to

[50:27] three. Address the

[50:28] board on each agenda

[50:30] or non agenda item MAY

[50:31] limit the total time

[50:33] for public input on

[50:34] each item to 20

[50:36] minutes. With board

[50:36] consent. The board

[50:37] PRESIDENT MAY increase

[50:39] or decrease the time

[50:39] allowed for public

[50:40] comment, depending on

[50:42] the topic and the of.

[50:44] >> persons

[50:44] >> wishing to be

[50:46] heard. Respectful

[50:46] public forum members

[50:47] of the audience will

[50:48] please limit applause

[50:49] to occasions of

[50:50] student performance,

[50:50] employee recognition

[50:51] and significant

[50:52] community

[50:53] contributions which

[50:54] everyone present as a

[50:55] reminder in accordance

[50:57] with board policy.

[50:59] 9323. Personal video

[51:00] audio recording is

[51:01] permissible. However,

[51:03] it MAY not the meeting

[51:04] if any person wishes to

[51:05] the meeting, they MAY

[51:06] do so on the left side

[51:07] of the room between

[51:08] the wood strip and the

[51:09] wall between the door

[51:11] and video screen if

[51:12] anyone filming

[51:13] obstructs the view of

[51:14] others and or causes of

[51:15] disruption to the

[51:16] meeting, they MAY be

[51:18] asked to leave this

[51:19] topic. Comment period.

[51:20] The law does not allow

[51:21] the board to take

[51:23] action on any item,

[51:24] not explicitly

[51:25] advance. However,

[51:26] board

[51:27] >> members

[51:28] >> MAY ask for

[51:29] clarification. Refer

[51:31] concerns to saff and

[51:32] requested an item be

[51:34] placed on a future

[51:36] agenda you wish to

[51:36] speak during public

[51:38] comment, please drop

[51:39] your blue card with the

[51:41] item you wish to

[51:42] provide. Public

[51:43] comment on with the

[51:45] staff at the table

[51:45] next to the dais who

[51:48] will give you a number

[51:48] will call numbers

[51:49] associated with the

[51:51] various agenda items.

[51:52] This will help us to

[51:53] organize each item and

[51:55] make sure we have

[51:56] everyone who wishes to

[51:57] speak the board does

[51:58] not accept additional

[51:59] public comment cards

[52:00] after the board

[52:01] allocates time for

[52:03] each public comment

[52:04] period numbers will

[52:05] likely not be a

[52:06] numerical order when

[52:07] you come to the

[52:07] podium, please state

[52:09] your name before you

[52:16] speak so tonight I

[52:18] have four blue cards,

[52:19] so each speaker will

[52:20] have up to three

[52:22] minutes. Individually.

[52:24] And we'll start with

[52:35] number 35.

[52:39] >> I think we are..

[52:43] Hello. Trustees

[52:46] >> director tom

[52:48] >> and..

[52:51] >> my name is. Selma.

[52:53] And we are just

[52:55] parents am also a

[52:56] member of 30, a member

[52:58] of the technology

[53:00] advisory committee we

[53:02] are here speaking on

[53:05] behalf of families who

[53:07] are intentional

[53:09] elementary age and

[53:09] parents of elementary

[53:11] aged children to

[53:12] acknowledge the work

[53:13] of the school

[53:14] >> administration and

[53:19] to say thank you. It's

[53:20] a lovely address

[53:21] tonight and to stand up

[53:23] for thank you. So in

[53:24] addition to thanking

[53:25] you for your work on

[53:29] the day which we are

[53:30] happy about, we also

[53:31] want to focus on

[53:37] lesser known.. Item

[53:40] .. We want in third

[53:42] grade. And now we're

[53:45] fifth and sixth grades

[53:49] .. District

[53:52] classrooms. And we

[53:54] teach night during

[53:56] summer unless parents

[54:00] travel home you for

[54:01] issuing a. In the

[54:02] spring of 2023 and

[54:11] again. 24 nearly 900

[54:12] versus did on requests

[54:17] from those who said..

[54:20] Please allow district

[54:21] your action brings

[54:24] many benefits such as

[54:26] less damage, greater

[54:28] responsibility and the

[54:29] district and

[54:30] >>.

[54:32] >> keeps functioning

[54:33] chromebooks will be

[54:39] ready when needed. In

[54:41] the classroom. And

[54:43] child relationships.

[54:45] Kids are no longer

[54:46] hiding around the

[54:47] corner, playing video

[54:48] games and watching

[54:50] >> youtube

[54:52] >> school. This

[54:53] eliminated or device

[54:55] in their home, but not

[54:58] control also mental

[54:58] health for the

[54:59] elementary school

[55:00] students otside of

[55:02] school. So like any

[55:03] practice, our school's

[55:04] instructional

[55:05] technology is being

[55:06] updated and refined

[55:08] over time. We parents

[55:10] and guardians look

[55:10] forward to continuing

[55:12] to collaborate with

[55:13] the district, and we

[55:14] say, thank you very

[55:19] much

[55:27] >> number 45.

[55:29] >> evening. Trustees

[55:31] and david joint unified

[55:33] administrators. Name is

[55:35] beth. I am a davis

[55:36] resident and a teacher

[55:39] at pioneer elementary

[55:40] like to start off by

[55:41] expressing my

[55:42] gratitude. It's what I

[55:46] try to do the most

[55:47] gratitude is for the

[55:48] site staff that are

[55:49] part

[55:49] >> of

[55:50] >> the instructional

[55:51] technology department.

[55:52] I've worked with

[55:53] several different

[55:54] school site. It staff

[55:56] and they are all

[56:00] highly resourceful and

[56:01] responsive

[56:02] importantly, they seem

[56:03] to have infinite

[56:07] patience. However even

[56:08] for these amazing

[56:09] staff, it might be

[56:11] challenging to be

[56:11] patient with our

[56:12] current chromebook

[56:13] situation at our

[56:17] elementary schools.

[56:19] For example, for the

[56:20] past consistently had.

[56:21] >> a chromebook.

[56:24] >> for each student

[56:25] for new student

[56:25] arrived department

[56:26] would usually get me a

[56:27] chromebook for the new

[56:28] student within a.

[56:30] >> day or two

[56:32] >> problem. As

[56:33] instructed by the

[56:34] instructional

[56:35] technology

[56:36] administration. Soon

[56:37] each elementary

[56:39] student and elementary

[56:40] teacher. Collected all

[56:42] the chromebooks from

[56:44] their classes. And put

[56:53] them aside for

[56:55] inventory. For our

[57:00] students just one

[57:02] example. Is different

[57:05] classrooms of fifth

[57:06] and sixth year

[57:13] elementary chromebook.

[57:17] That means.. This is a

[57:19] fight from our 1 to 1

[57:21] technology initiative

[57:27] .. Apparently, at this

[57:29] time. That is still

[57:36] two weeks away. Add to

[57:36] situation that

[57:38] teachers are within the

[57:41] next to mention that

[57:42] there are adopted

[57:44] online text and

[57:44] assessments that many

[57:45] teachers use

[57:47] frequently especially

[57:50] to employ best

[57:54] practices.. To.

[57:55] >> say

[57:56] >> that with the

[57:58] current shortage of

[58:01] for teachers to need,

[58:03] or for teachers to do

[58:06] portions of our jobs to

[58:07] however, this shortage

[58:08] of for students arose

[58:09] at the elementary

[58:11] level. I would. Ask

[58:12] that the

[58:13] administrative staff

[58:13] look carefully. The

[58:14] board. Look carefully

[58:16] at how to prevent

[58:17] similar situations in

[58:17] the

[58:18] >> future

[58:19] >> for the sake of our

[58:19] students, our

[58:21] teachers, our school

[58:25] site technology staff

[58:29] ..

[58:39] >> 25. My name is &

[58:40] >> diana I'm a teacher

[58:41] at davis.

[58:43] >> high school

[58:44] >> it's one of my

[58:45] colleagues at trader

[58:46] joe's be wondering why

[58:47] I'd be telling you

[58:48] about this mundane.

[58:49] Event that could have

[58:51] happened anywhere in

[58:53] david. It is of note

[58:53] because she a full

[58:56] time teacher in

[58:58] working at trader

[59:01] joe's and I chat a

[59:02] about her family, the

[59:03] cost of health care,

[59:05] the. Clearly sexist

[59:06] classes and

[59:07] heteronormative

[59:08] assumptions that must

[59:09] the district's policy

[59:11] of not providing

[59:11] affordable health care

[59:13] to employees. And I

[59:14] want to tell you

[59:16] something else.

[59:17] Contrary to

[59:17] superintendent best

[59:18] hope that she would

[59:19] have a summer in which

[59:22] she could exhausted

[59:22] because she.

[59:23] >> worked

[59:25] >> works there year

[59:26] round. That the cost of

[59:27] district health care

[59:28] for her family is more

[59:31] than 16 months through

[59:33] trader joe's is

[59:34] roughly 400 a month.

[59:35] She works in part in

[59:36] order to make health

[59:38] care affordable to her

[59:39] family. My colleague at

[59:40] davis high told me that

[59:41] he and his wife have

[59:42] had to delay having

[59:43] children because of

[59:44] health care costs.

[59:45] Again, I find it

[59:46] extremely sad that a

[59:48] man I barely know told

[59:49] me this so that I might

[59:51] help you, help make

[59:52] you understand the

[59:53] impact of district

[59:55] policies. I know that

[59:56] the district has

[59:58] logical explanations

[59:58] about the cost of

[59:59] care, how its

[1:00:01] underfunded because of

[1:00:03] lcff is expensive.

[1:00:04] When I was PRESIDENT, a

[1:00:05] board member told me

[1:00:07] that negotiated. These

[1:00:08] contracts and that we

[1:00:09] should work harder for

[1:00:11] better, which I think

[1:00:11] you can agree we are

[1:00:13] doing this year. Thank

[1:00:16] you amanda even even

[1:00:17] though all of this is

[1:00:18] true. It does not

[1:00:19] change the health care

[1:00:21] was expensive before.

[1:00:22] Lcff remains expensive

[1:00:24] now and is

[1:00:24] unaffordable for many

[1:00:25] of the people who work

[1:00:29] in our schools. Why do

[1:00:30] employees have to

[1:00:31] stand before the

[1:00:32] school board year after

[1:00:34] year? Hat in hand

[1:00:34] disclosing the details

[1:00:35] of their family's

[1:00:37] financial decisions to

[1:00:38] the entire community

[1:00:39] in the hope of swaying

[1:00:41] your opinion. Why

[1:00:42] should employees have

[1:00:43] to explain that they

[1:00:44] are delaying having

[1:00:45] children, taking second

[1:00:47] jobs, or making other

[1:00:48] deeply personal

[1:00:49] financial dcisions in

[1:00:50] order to convince you

[1:00:52] to direct the

[1:00:53] negotiation team?

[1:00:54] Working on your

[1:00:56] behalf. To put more

[1:00:57] money towards health

[1:00:58] care and by the way,

[1:00:59] whatever it is, it is

[1:01:02] not enough leave you

[1:01:02] with something that my

[1:01:04] trader joe's colleague

[1:01:05] told told me she was

[1:01:06] talking about how

[1:01:07] often we hear

[1:01:08] education dscribed as

[1:01:10] a people business. She

[1:01:10] said that it's time for

[1:01:11] the school board to

[1:01:13] start treating it like

[1:01:14] one business is.

[1:01:15] Understand that if you

[1:01:16] want to attract and

[1:01:17] retain good employees,

[1:01:19] you have to pay them

[1:01:19] competitively and

[1:01:20] provide benefits. They

[1:01:22] can actually afford

[1:01:23] it's time that we did

[1:01:24] that for the people who

[1:01:26] work in our schools,

[1:01:26] because if education

[1:01:29] really is a people

[1:01:29] business, then people

[1:01:30] should be treated like

[1:01:33] they matter. Thank you

[1:01:35] ..

[1:01:57] >> number 61.

[1:01:57] >> I was

[1:01:58] >> a young

[1:01:59] >> child growing up in

[1:02:00] city, I was a victim

[1:02:02] of sexual assault.

[1:02:03] Remember because I was

[1:02:04] so young, I was

[1:02:05] playing in the street

[1:02:06] roller skating when I

[1:02:07] saw a car off to the

[1:02:09] side an old buick, and

[1:02:10] there was a man inside

[1:02:11] in passenger door was

[1:02:12] open and I looked in

[1:02:14] the car because I was

[1:02:15] curious. He had hs

[1:02:16] pants wide open. He was

[1:02:19] stroking his penis so

[1:02:20] all the kids in the

[1:02:20] neighborhood would see

[1:02:22] it. I was too scared to

[1:02:24] tell my parents what I

[1:02:26] saw. I was ashamed I

[1:02:26] had nightmares about

[1:02:28] it. Many years after,

[1:02:29] and that's why I

[1:02:30] wonder how the kids in

[1:02:32] davis are by a book

[1:02:34] like this in our

[1:02:35] junior high school at

[1:02:37] emerson. This book is

[1:02:39] called beyond magenta

[1:02:43] transgender teens out.

[1:02:44] My daughter was 11 when

[1:02:46] she started junior

[1:02:47] high school. She would

[1:02:48] have picked out this

[1:02:49] book. So innocent. A

[1:02:51] young girl with a bow

[1:02:53] tie and a rainbow.

[1:02:54] Belt on. But when you

[1:02:55] open the book and you

[1:02:58] read from it. Realize

[1:02:59] kids in our town are

[1:03:00] being sexually

[1:03:00] assaulted, just like i

[1:03:02] was as a young girl.

[1:03:04] Let me rad a passage

[1:03:06] from page 80. I was

[1:03:08] sexually mature and

[1:03:08] what I mean by

[1:03:09] sexually mature is that

[1:03:11] I knew about sex from

[1:03:13] the time I was six

[1:03:15] years old. I used to

[1:03:16] kiss guys in my

[1:03:16] neighborhood. I make

[1:03:17] out with them.

[1:03:18] >> and

[1:03:19] >> I perform oral sex

[1:03:21] on them, I liked it, I

[1:03:22] used to love. Oral and

[1:03:23] I tuched her. You

[1:03:24] know what? We were

[1:03:26] young, but we all did

[1:03:28] it so I don't know.

[1:03:28] D'annunzio, would you

[1:03:29] like me to show you

[1:03:31] what it looks like when

[1:03:32] a six year old child

[1:03:34] oral sex on someone? I

[1:03:35] could put it in my

[1:03:37] mouth. Choke on it

[1:03:38] because I'm only six

[1:03:39] years old. But this

[1:03:40] book is so appropriate

[1:03:42] for our children. I'll

[1:03:43] read another passage

[1:03:46] the next paragraph

[1:03:48] guys, use me

[1:03:52] pedophiles. I see

[1:03:53] these guys giving me a

[1:03:55] look. They would touch

[1:03:56] themselves saying,

[1:03:58] come here sweetie. So

[1:04:00] I ask you trustee

[1:04:01] d'annunzio, since you

[1:04:03] love banned books. Do

[1:04:03] you really think this

[1:04:04] is the kind of book

[1:04:05] that should be in a

[1:04:07] junior high school? I

[1:04:08] mean, imagine if you

[1:04:09] were an 11 year old

[1:04:11] reading this book

[1:04:12] trustee moon says it's

[1:04:13] fine. She read books

[1:04:15] that had adult themes,

[1:04:18] and it's about trans

[1:04:18] so we can't

[1:04:20] >> say

[1:04:21] >> anything. I both

[1:04:22] girls are like me if

[1:04:26] they read this book

[1:04:27] read any book, it's

[1:04:28] child porn. When you

[1:04:29] see a man arousing

[1:04:30] himself or stroking his

[1:04:32] penis or reading about

[1:04:34] oral sex. A six year

[1:04:34] old they're going to

[1:04:35] keep it inside.

[1:04:37] They're going to feel

[1:04:37] scared. Maybe even

[1:04:40] depressed and anxious

[1:04:40] child who reads this

[1:04:42] book is now, in some

[1:04:44] way a victim of sexual

[1:04:45] assault at the hands of

[1:04:46] a public school system

[1:04:48] who was entrusted to

[1:04:49] take care of our

[1:04:53] children. Perverts.

[1:04:56] >> time's up.

[1:04:57] >> pedophiles and

[1:04:58] >> perverts.

[1:05:08] >> thank you.

[1:05:12] >> to the I have

[1:05:13] before me one blue card

[1:05:16] on this item. So

[1:05:17] speaker will have three

[1:05:33] minutes. Number 34.

[1:05:34] >> hi. Good evening.

[1:05:36] My name is beth born.

[1:05:36] I'm actually running

[1:05:37] for school

[1:05:38] >> board

[1:05:40] >> here in the davis

[1:05:43] school district. For

[1:05:45] going against one of

[1:05:45] our friends over

[1:05:47] there, elizabeth moon

[1:05:47] here to speak about.

[1:05:49] >> the

[1:05:52] >> hispanic solution

[1:05:52] don't know if anyone

[1:05:53] has it in front of

[1:05:55] them. But, you know, it

[1:05:56] speaks about the reason

[1:05:57] why we need to

[1:05:58] recognize our hispanic

[1:06:00] children in their

[1:06:02] gender identities. So

[1:06:03] I just

[1:06:04] >> for

[1:06:06] >> all the hispanic or

[1:06:08] there coming for your

[1:06:10] children. Looking for

[1:06:12] our library. Laura

[1:06:12] juanita, as you've seen

[1:06:14] these books, right?

[1:06:15] >> address the board.

[1:06:16] >> when aiden becomes

[1:06:18] a brother

[1:06:20] >> this is about

[1:06:23] >> a young slides that

[1:06:24] she'd rather be a boy.

[1:06:25] She's probably

[1:06:27] sexually molested.

[1:06:30] Maybe autistic here,

[1:06:31] showing brown hispanic

[1:06:32] children on the front

[1:06:34] cover the pronoun

[1:06:36] book. Why do we have a

[1:06:37] book? A picture book

[1:06:39] in elementary school?

[1:06:40] Teaching children that

[1:06:41] they need to use

[1:06:42] pronouns? Why do we

[1:06:43] have a pair of

[1:06:44] educator MISS Erin, who

[1:06:47] has sexually explicit

[1:06:49] photos of himself? On

[1:06:51] his public facing

[1:06:52] social istagram

[1:06:54] account and he he

[1:06:55] asked the children to

[1:06:57] call him MISS Erin and

[1:06:58] who has a fetish.

[1:06:59] Other books that

[1:07:00] hispanic parents should

[1:07:01] be aware of in our.

[1:07:03] Davis schools ready.

[1:07:04] The true story of a

[1:07:06] boy named penelope.

[1:07:07] Another story.

[1:07:10] >> a young

[1:07:11] >> girl. Probably sees

[1:07:13] trans. This is one of.

[1:07:15] Joe favorite. Also

[1:07:16] another hispanic young

[1:07:18] girl looks like a

[1:07:18] teenager. She even

[1:07:19] mentions she was

[1:07:21] sexually assaulted on

[1:07:22] the front cover. It

[1:07:24] shows her breasts

[1:07:25] amputated top surgery.

[1:07:28] You can see the scars.

[1:07:29] Maria clayton what

[1:07:30] would you do if your

[1:07:31] daughter had her. The

[1:07:33] board? Would you do if

[1:07:34] your daughter wanted

[1:07:36] her breast amputated

[1:07:37] when she was 15 or 16

[1:07:38] years old? After

[1:07:39] sexual assault? Would

[1:07:41] you allow that beth

[1:07:43] why is this a book in

[1:07:44] our public libraries,

[1:07:46] we don't need to be

[1:07:48] celebrating extreme

[1:07:50] self-harm. You don't

[1:07:51] need to show the scars

[1:07:52] of a girl who cuts with

[1:07:53] a razor blade on her

[1:07:55] thighs and her legs.

[1:07:57] Or a girl who's

[1:07:58] anorexic and b#50

[1:07:59] underweight and hates

[1:08:00] herself. Need to show

[1:08:02] on the front cover

[1:08:04] having their breast

[1:08:05] amputated. Teen girl

[1:08:06] or this book. A new

[1:08:07] one. This one shows

[1:08:09] girls how to use

[1:08:10] breast binders. Right

[1:08:11] on the front cover. It

[1:08:13] says this woman looks

[1:08:14] like she's hispanic.

[1:08:15] She's taking

[1:08:16] testosterone. She has &

[1:08:17] body hair all over her

[1:08:19] face over her arms,

[1:08:20] her chest. She's

[1:08:21] wearing a binder.

[1:08:22] They're showing

[1:08:23] pictures of girls

[1:08:27] wearing trans tape. I

[1:08:28] mean, we have students

[1:08:29] here. They know what's

[1:08:30] happening in the

[1:08:32] schools. Are being

[1:08:34] harmed in. You

[1:08:37] d'annunzio moon. Lee,

[1:08:39] bess. You're

[1:08:43] >> all guilty you.

[1:08:44] >> are there any items

[1:08:45] that trustees wish to

[1:08:46] comment on or remove

[1:08:47] from the consent

[1:08:49] calendar?

[1:08:51] >> I brief comment.

[1:08:52] Yes.

[1:08:52] >> trustee

[1:08:55] >> so I want to

[1:08:58] second. Vice PRESIDENT

[1:08:59] Recognition. Of

[1:09:02] resolution five. 527.

[1:09:03] Hispanic heritage

[1:09:05] month. I resolution

[1:09:07] and the recognition of

[1:09:09] the contributions that

[1:09:10] hispanics have made not

[1:09:11] just to the united

[1:09:13] states, but our

[1:09:13] hemisphere and all

[1:09:17] over the world.

[1:09:18] >> justice

[1:09:20] >> yes. I too would

[1:09:22] like to comment on the

[1:09:25] resolution five.. 527.

[1:09:26] Recognizing hispanic

[1:09:29] heritage month.

[1:09:30] They've made. They.

[1:09:32] Hispanics. We have

[1:09:34] made contributions in

[1:09:35] many areas in science,

[1:09:37] technology and space

[1:09:39] doctor ellen ochoa.

[1:09:40] She's a pioneer in

[1:09:42] aerospace she became

[1:09:42] the first hispanic

[1:09:46] woman in space and.

[1:09:47] doctor france.

[1:09:48] Cordova, an

[1:09:49] astrophysicist served

[1:09:51] as the chief scientist

[1:09:52] in nasa. And of course,

[1:09:55] we have justice sonia

[1:09:56] sotomayor, appointed

[1:09:58] to the bench in 2009.

[1:10:00] And she made history

[1:10:01] as the first hispanic

[1:10:02] supreme court justice.

[1:10:03] I just want to thank

[1:10:05] the board for

[1:10:06] recognizing hispanic

[1:10:08] heritage month and

[1:10:08] that's all from me.

[1:10:09] Thank you

[1:10:10] >> thank you. Anyone

[1:10:15] else? Right. I have a

[1:10:16] motion to approve the

[1:10:18] consent agenda as

[1:10:20] presented? So moved.

[1:10:21] It has been moved by

[1:10:22] vice darrah. Seconded

[1:10:24] by trusty escamilla.

[1:10:25] Greenwalt all in

[1:10:26] favor?

[1:10:27] >> aye.

[1:10:29] >> aye. Any opposed?

[1:10:31] Any abstentions?

[1:10:33] Consent agenda passes

[1:10:34] move on to

[1:10:35] presentation and

[1:10:36] discussion. Action

[1:10:38] items and our next

[1:10:39] item, the evening is

[1:10:42] the usd 2627 summer

[1:10:44] program professional

[1:10:44] learning highlights.

[1:10:46] And we'll begin the

[1:10:47] with superintendent

[1:10:47] best.

[1:10:48] >> thank you,

[1:10:50] PRESIDENT Jackson. I

[1:10:50] first want to express

[1:10:51] my deep gratitude for

[1:10:52] the many staff

[1:10:53] throughout the

[1:10:54] district, some of whom

[1:10:54] are here tonight. Who

[1:10:56] taught in our summer

[1:10:56] programs. We've seen a

[1:10:57] big change over the

[1:10:58] past several years

[1:10:59] with an increasing

[1:11:00] number of dj, usd

[1:11:02] staff teaching in our

[1:11:02] summer programs. And

[1:11:04] it does make a big

[1:11:05] difference. I also

[1:11:06] want to thank those

[1:11:06] who participated in our

[1:11:07] district wide

[1:11:08] professional

[1:11:10] development attended by

[1:11:11] more than six staff

[1:11:13] and a special thank you

[1:11:14] to our support staff

[1:11:15] who coordinated

[1:11:15] >> all of.

[1:11:18] >> the logistics for

[1:11:19] amazing dj

[1:11:19] facilitators who made

[1:11:21] the day so engaging

[1:11:22] now, let me hand over

[1:11:25] the to associate

[1:11:27] superintendent alan

[1:11:28] >> thank you best

[1:11:29] PRESIDENT Jackson and

[1:11:30] trustees. It is our

[1:11:31] pleasure to share the

[1:11:32] good work accomplished

[1:11:33] by staff and community

[1:11:36] partners across

[1:11:37] summer. We are proud

[1:11:38] of both the services

[1:11:39] provided to students

[1:11:40] and the adult learning

[1:11:42] designed to strengthen

[1:11:43] instruction across the

[1:11:44] district to. Together,

[1:11:45] these efforts reflect

[1:11:46] who we are as a

[1:11:48] learning organization.

[1:11:48] One that invests in the

[1:11:49] people, examines the

[1:11:50] barriers and acts

[1:11:51] intentionally to

[1:11:52] improve student

[1:11:53] experiences and

[1:11:55] outcomes. Foundational

[1:11:55] principle of universal

[1:11:56] design for learning is

[1:11:57] that barriers lie in

[1:11:59] the design of the

[1:12:00] learning, not in the

[1:12:01] students themselves.

[1:12:02] Our summer work

[1:12:03] reflects that

[1:12:05] principle by revising

[1:12:06] structures, expanding

[1:12:07] access, and creating

[1:12:07] additional pathways for

[1:12:09] learning and belonging

[1:12:10] we widen what we've

[1:12:11] been calling the

[1:12:12] sphere of success. So

[1:12:13] that more students can

[1:12:14] thrive. Tonight, our

[1:12:15] team will provide a

[1:12:16] high level overview of

[1:12:18] summer programs, share

[1:12:18] several program

[1:12:19] highlights and

[1:12:20] describe the

[1:12:21] professional learning

[1:12:23] launches our work for

[1:12:27] 20 2027. Next slide..

[1:12:28] In schools, we can too

[1:12:29] often which students

[1:12:31] will successfully the

[1:12:32] system based on their

[1:12:33] income. Parent

[1:12:35] education, race

[1:12:37] language and other

[1:12:38] factors that should not

[1:12:41] determine opportunity

[1:12:41] gives us another way

[1:12:43] to interrupt that

[1:12:43] predictability. It

[1:12:44] expands the structure

[1:12:45] of the school year and

[1:12:46] creates additional

[1:12:47] opportunities for

[1:12:48] students to strengthen

[1:12:50] their literacy

[1:12:51] progress toward iep

[1:12:54] goals, develop english

[1:12:56] credits on track for

[1:12:57] eligibility or

[1:12:58] complete graduation

[1:12:59] requirements. This work

[1:13:00] is grounded in our

[1:13:02] strategic plan and its

[1:13:03] call to be a student

[1:13:04] centered or to be

[1:13:05] centered. Reduce

[1:13:07] barriers and act toward

[1:13:07] equitable outcomes and

[1:13:09] meaningful learning

[1:13:10] programming does not

[1:13:12] simply hope for a

[1:13:14] better outcome. It

[1:13:15] creates systems that

[1:13:16] make those outcomes,

[1:13:17] and at the same time,

[1:13:18] summer programs remind

[1:13:19] us that this expansion

[1:13:20] of success must also

[1:13:21] happen throughout the

[1:13:22] school year. That is

[1:13:24] why we presentation

[1:13:25] about direct services

[1:13:26] for our students with

[1:13:27] the professional

[1:13:29] learning of staff.

[1:13:29] Educators have

[1:13:30] tremendous influence

[1:13:32] to students and their

[1:13:32] outcomes. And

[1:13:34] investing in staff is

[1:13:35] essential to expanding

[1:13:36] the belonging, the

[1:13:37] access, the academic

[1:13:38] growth, and the

[1:13:39] confidence across every

[1:13:43] classroom. Next slide.

[1:13:44] So I want to begin by

[1:13:45] recognizing the many

[1:13:45] leaders in the staff

[1:13:46] who started planning

[1:13:47] these programs months

[1:13:49] ago. Coordinating

[1:13:52] staffing facilities

[1:13:52] instruction, and

[1:13:53] student supports.

[1:13:54] We're grateful for the

[1:13:56] elk director, tara del

[1:13:58] souza. Borges.

[1:13:58] Elementary school

[1:13:59] principal veronica

[1:14:01] dunn. Vice principals

[1:14:02] wangler and sonum

[1:14:05] singh peter newman.

[1:14:07] And rob kendrick

[1:14:09] manager jennifer and

[1:14:10] jenny cooper and every

[1:14:11] educator and support

[1:14:12] staff who made these

[1:14:14] programs possible at

[1:14:16] the preschool level.

[1:14:17] 24 students

[1:14:17] participated in the

[1:14:18] early learning center

[1:14:20] summer camp with

[1:14:21] developmental play

[1:14:23] centered on creativity

[1:14:24] nine additional

[1:14:24] students received

[1:14:25] extended school year

[1:14:26] services. There at the

[1:14:29] elementary level, 312

[1:14:29] students participated

[1:14:32] in power up 64 students

[1:14:33] received school year

[1:14:34] service and students

[1:14:35] from our migrant

[1:14:37] community participated

[1:14:38] power up focused on

[1:14:39] foundational skills

[1:14:40] and our full inclusion

[1:14:44] model education

[1:14:45] education and

[1:14:46] multilingual learners

[1:14:48] together. And at the

[1:14:50] secondary level. 309

[1:14:50] students participated

[1:14:52] in the davis senior

[1:14:54] high school program,

[1:14:54] with 25 additional

[1:14:55] students receiving

[1:14:58] extended year services

[1:14:59] vinci served 21

[1:15:00] students and king

[1:15:01] served 26. These

[1:15:02] programs focused on

[1:15:03] credit recovery and

[1:15:04] helping students remain

[1:15:05] on track for

[1:15:06] graduation and a to g.

[1:15:08] eligibility. Across

[1:15:09] every level. The aim

[1:15:11] was the same provide

[1:15:12] timely, targeted

[1:15:12] opportunities. The

[1:15:13] strength students

[1:15:14] readiness and

[1:15:14] confidence for the year

[1:15:18] ahead. Next slide. Our

[1:15:19] secondary programs

[1:15:20] combined academic

[1:15:21] recovery with

[1:15:22] authentic career and

[1:15:24] technical learning in

[1:15:24] secondary summer

[1:15:28] school students earned

[1:15:30] 2458. Academic credit

[1:15:31] through the competency

[1:15:33] based passage rates

[1:15:35] across the program

[1:15:37] range from 92% to 100%,

[1:15:38] and the a to g.

[1:15:40] Eligibility rate was

[1:15:41] 85.6%. Most

[1:15:43] importantly,, 37

[1:15:44] students completed

[1:15:45] their remaining

[1:15:46] requirements and

[1:15:48] graduated this summer

[1:15:49] programs are designed

[1:15:50] not only to recover

[1:15:51] credits, but also to

[1:15:52] rebuild confidence and

[1:15:53] help students see a

[1:15:54] viable path to

[1:15:55] graduation and life

[1:15:57] beyond high school and

[1:15:58] career. Connected

[1:15:59] learning continued

[1:16:00] through our cte

[1:16:02] programs. 101 students

[1:16:02] from davis senior high

[1:16:04] school, davinci and

[1:16:04] king participated in

[1:16:05] the ba group

[1:16:07] apprenticeship program

[1:16:08] with industry

[1:16:09] professionals to

[1:16:10] develop job skills,

[1:16:12] complete client based

[1:16:12] projects and practice,

[1:16:13] and collaboration, and

[1:16:15] problem solving. As

[1:16:16] this partnership with

[1:16:17] ba concludes, we will

[1:16:18] use what we've learned

[1:16:19] to develop more home

[1:16:20] grown apprenticeship

[1:16:21] opportunities

[1:16:22] connected directly to

[1:16:24] our cte pathways. And

[1:16:25] finally, our ffa

[1:16:27] students at the yolo

[1:16:29] county fair through

[1:16:30] animal exhibitions and

[1:16:31] the auction. And their

[1:16:32] work, demonstrated

[1:16:33] sustained learning in

[1:16:35] animal care

[1:16:36] responsibility and

[1:16:37] entrepreneurship.

[1:16:38] Together, these

[1:16:39] experiences help

[1:16:39] students build the

[1:16:40] academic technical, and

[1:16:42] personal skills needed

[1:16:42] for career ad for

[1:16:48] life. Next slide.

[1:16:49] >> the power up

[1:16:49] elementary summer

[1:16:50] school programs focus

[1:16:52] has always been

[1:16:52] foundational. Reading

[1:16:54] skill development.

[1:16:55] Students also work on

[1:16:56] math skills and

[1:16:57] exploration through

[1:16:59] science and art year,

[1:17:00] we were able to refine

[1:17:02] our qualification

[1:17:02] criteria to really

[1:17:03] target students who

[1:17:04] were least likely to

[1:17:07] reach grade level.

[1:17:08] Proficiency in reading

[1:17:09] by the end of the

[1:17:10] school year. While

[1:17:11] continuing to maintain

[1:17:13] a supportive staff to

[1:17:15] student ratio are so

[1:17:16] proud to share that

[1:17:17] this year, our

[1:17:18] inclusive elementary

[1:17:20] program was once again

[1:17:22] 100% staffed by dj usd

[1:17:23] employees including

[1:17:25] teachers specialists,

[1:17:26] student support

[1:17:26] services staff and

[1:17:29] bridge staff to the

[1:17:31] program support and

[1:17:32] community partnerships

[1:17:33] over the years. Power

[1:17:35] up has not only helped

[1:17:35] students build

[1:17:36] academic skills,

[1:17:38] maintain routines, and

[1:17:39] reinforce academic

[1:17:40] behaviors over the

[1:17:43] summer has become an

[1:17:44] experience for

[1:17:45] students creating a

[1:17:47] love of learning in the

[1:17:49] environment is truly

[1:17:50] supported by our

[1:17:50] partnership with all of

[1:17:52] our community partners

[1:17:53] especially the amazing

[1:17:55] volunteer leaders and

[1:17:56] volunteer ad former

[1:17:58] board trustees, susan

[1:17:59] lovenberg slide

[1:18:04] please. Summer spark

[1:18:05] camp extended the day

[1:18:06] for 79 students

[1:18:07] attending power up

[1:18:08] summer school by

[1:18:09] providing additional

[1:18:11] care and enrichment

[1:18:12] opportunities

[1:18:13] prioritizing our

[1:18:15] unduplicated students

[1:18:17] program on expanding

[1:18:17] access to unique and

[1:18:19] engaging experiences

[1:18:20] that are often out of

[1:18:20] reach for many

[1:18:22] students due to cost or

[1:18:24] availability

[1:18:25] partnerships with

[1:18:27] organizations such as

[1:18:28] explorers and chess

[1:18:29] pals students were

[1:18:30] able to explore new

[1:18:32] areas of interest in

[1:18:34] addition, many jw usd

[1:18:35] staff shared their own

[1:18:36] passions, offering

[1:18:37] enrichments in areas

[1:18:40] such as cooking with

[1:18:43] lego education, coding

[1:18:44] science, sports, and

[1:18:47] more opportunities

[1:18:48] allowed students to

[1:18:49] strengthen their

[1:18:50] teamwork activity and

[1:18:51] social emotional

[1:18:53] skills in a fun and

[1:18:55] supportive environment

[1:18:56] year, we also

[1:18:56] partnered with

[1:18:58] catalyst kids to

[1:18:58] provide additional

[1:19:00] spots for over 100

[1:19:01] students who needed

[1:19:03] summer care..

[1:19:04] Students attended camp

[1:19:05] at the catalyst center

[1:19:06] and were provided with

[1:19:09] some. Activities by

[1:19:12] staff participated in

[1:19:14] robotics live animals

[1:19:16] coming to visit and

[1:19:18] participated in daily

[1:19:24] art.. 2000 marked the

[1:19:24] third year that dj.

[1:19:26] Usd has offered an

[1:19:27] education through

[1:19:28] music or etm. Summer

[1:19:30] day camp. Through the

[1:19:31] coordination of vapa

[1:19:33] coordinator amy

[1:19:34] martinez and music

[1:19:36] teacher lydia cooley.

[1:19:37] This year, te camp

[1:19:40] ran from JUNE 15th to

[1:19:42] JUNE 18th and had 60

[1:19:44] participants.

[1:19:45] Approximately ten

[1:19:46] adults and 50 students

[1:19:47] from across dj. Ud

[1:19:48] with the sudents

[1:19:49] ranging in age from

[1:19:50] preschool through ninth

[1:19:53] grade students

[1:19:54] developed musical

[1:19:54] skills, including

[1:19:56] singing in unison and

[1:19:58] harmony. Moving to the

[1:20:00] beat. Audiation

[1:20:04] solfege and all

[1:20:05] engaging song games

[1:20:07] and play intentional

[1:20:09] movement and cognitive

[1:20:10] challenges were

[1:20:11] provided. Excuse me.

[1:20:12] Provided participants

[1:20:14] with both physical and

[1:20:15] intellectual

[1:20:15] engagement while

[1:20:17] building musical

[1:20:19] skills. Students also

[1:20:20] explored visual art

[1:20:22] with dj usd art

[1:20:24] teacher kelly and

[1:20:25] storytelling reading

[1:20:26] and creative writing

[1:20:27] with local storyteller

[1:20:30] ed lewis students of

[1:20:32] all ages and abilities

[1:20:33] participated together

[1:20:34] quickly building

[1:20:35] friendships and a

[1:20:37] strong belonging

[1:20:39] teachers paraeducators

[1:20:41] parents and richards

[1:20:43] institute staff

[1:20:44] actively participated

[1:20:46] alongside students in

[1:20:49] singing creating this

[1:20:51] camp demonstrated the

[1:20:52] impact of bringing

[1:20:54] together families

[1:20:55] paraeducators and

[1:20:56] community partners to

[1:20:58] create a joyful

[1:20:59] inclusive and

[1:21:00] developmentally rich

[1:21:02] learning experience

[1:21:05] next slide. Please.

[1:21:06] >> multilingual

[1:21:06] learners.

[1:21:07] >> have three.

[1:21:08] >> targeted

[1:21:09] instructional

[1:21:09] opportunities.

[1:21:10] >> aligned to their

[1:21:11] language proficiency

[1:21:12] >> needs

[1:21:12] >> two of these

[1:21:13] programs operated in

[1:21:14] parallel with the

[1:21:15] power up program at

[1:21:15] will elementary

[1:21:16] school, while the.

[1:21:17] Third was housed at

[1:21:19] harper secondary

[1:21:24] summer school elements

[1:21:25] growth and student

[1:21:27] engagement 21 of our

[1:21:27] upper elementary

[1:21:28] students enrolled in

[1:21:29] our newly created

[1:21:31] journalism academy for

[1:21:32] english learners. This

[1:21:33] program was developed

[1:21:34] by loyola marymount

[1:21:35] university center for

[1:21:36] for english learners.

[1:21:37] The project, based

[1:21:39] approach is specially

[1:21:40] built for students at

[1:21:41] risk of becoming long

[1:21:43] term english learners

[1:21:44] students conducted

[1:21:45] interviews and

[1:21:45] recorded them and

[1:21:47] wrote articles to help

[1:21:48] improve their speaking

[1:21:49] and writing skills.

[1:21:50] They had the

[1:21:51] opportunity to

[1:21:51] interview uc davis

[1:21:53] soccer players, vice

[1:21:56] PRESIDENT Best and

[1:21:57] even newsom. The

[1:21:58] articles were

[1:21:59] published in their

[1:22:00] very own student

[1:22:01] newspaper, the united

[1:22:02] school press I would

[1:22:04] like to extend my

[1:22:05] deepest gratitude to

[1:22:06] multilingual

[1:22:07] assignment and media.

[1:22:09] Logos for her vsion,

[1:22:10] leadership that

[1:22:11] brought this to

[1:22:13] fruition. 19 newly

[1:22:14] arrived students

[1:22:15] joined our newcomer

[1:22:16] academy this year,

[1:22:18] representing a total of

[1:22:19] nine home languages. A

[1:22:20] seal unit was used as a

[1:22:21] curriculum and

[1:22:22] students developed

[1:22:23] foundational skills

[1:22:25] like oral language and

[1:22:26] vocabulary while

[1:22:27] gaining confidence to

[1:22:28] advance their learning

[1:22:30] the summer learning

[1:22:30] culminating in a

[1:22:31] gallery walk where

[1:22:32] students welcomed their

[1:22:33] families and share

[1:22:38] their scene lastly,,

[1:22:38] 247 through ninth

[1:22:39] graders identified as

[1:22:40] migrant english

[1:22:41] learner or bridge

[1:22:43] eligible join the avid

[1:22:44] stem academy this

[1:22:45] summer students

[1:22:46] engaged in on hand

[1:22:47] science activities

[1:22:48] that were designed to

[1:22:49] strengthen academic

[1:22:50] language. Critical

[1:22:51] thinking and problem

[1:22:53] solving skills through

[1:22:54] investigations and

[1:22:56] biology, chemistry,

[1:22:57] physics, environmental

[1:22:58] science, and math. The

[1:22:59] students experienced a

[1:23:01] unique enrichment

[1:23:02] opportunity tailored to

[1:23:03] junior high school

[1:23:04] learners. This would

[1:23:05] not have been possible

[1:23:08] without the of

[1:23:10] teachers. Bass, julie

[1:23:11] shelton, katie couric,

[1:23:12] jasper. Elise brewer,

[1:23:14] and maddie ryan suarez

[1:23:16] and gustavo nava..

[1:23:18] The pair.

[1:23:19] Sanchez-quintana and

[1:23:21] jacqueline espinosa

[1:23:25] expert this learning

[1:23:26] by centering

[1:23:27] instruction on

[1:23:28] language development.

[1:23:29] These courses,

[1:23:30] supported both

[1:23:31] academic progress in

[1:23:31] the development of

[1:23:33] critical. For long

[1:23:34] term success. Next

[1:23:36] slide please

[1:23:37] >> I'd like to

[1:23:39] reiterate that

[1:23:39] programming is a

[1:23:43] tiered.. Epanse for

[1:23:44] students component to

[1:23:47] our success is through

[1:23:49] professional plan is

[1:23:50] intentional.

[1:23:50] Consistently build

[1:23:52] year after year upon

[1:23:52] the investments we've

[1:23:54] made prioritize

[1:23:56] continuity and focus

[1:23:57] from 2023.

[1:23:58] >> through.

[1:24:00] >> 2026. We developed a

[1:24:01] shared foundation in

[1:24:02] universal design for

[1:24:04] learning bias, and the

[1:24:07] classroom learning udl

[1:24:08] helped us understand

[1:24:09] that barriers are

[1:24:12] located in design the

[1:24:13] mitigating bias,

[1:24:16] examine pedagogy

[1:24:17] content assessment and

[1:24:20] learning restrict

[1:24:23] opportunities in 20

[1:24:26] 2027. We moved to a

[1:24:28] reduction will

[1:24:29] participate in cycles

[1:24:31] in contexts. Focused

[1:24:32] on influencing the

[1:24:33] outcomes their

[1:24:34] priorities.

[1:24:37] Populations. They'll

[1:24:39] identify learning with

[1:24:41] specific strategies

[1:24:42] evidence of student

[1:24:43] experience and

[1:24:43] learning, and then

[1:24:44] refine their

[1:24:47] approaches together.

[1:24:48] 2027 forward was to

[1:24:50] align and strengthen

[1:24:52] practices across

[1:24:54] sustains increasingly

[1:24:56] automatic this is not a

[1:24:57] new initiative placing

[1:24:58] the prior work. It is

[1:25:02] the next understanding

[1:25:03] application to

[1:25:07] sustained next slide.

[1:25:09] Our professional

[1:25:10] foundational beliefs.

[1:25:14] That when students..

[1:25:17] Seen and with them in

[1:25:18] mind, their

[1:25:19] relationship and their

[1:25:20] potential expands this

[1:25:21] is especially

[1:25:23] important for students

[1:25:24] for whom our current

[1:25:25] system is not yet

[1:25:27] fully serving second,

[1:25:28] if students outcomes

[1:25:33] are ones does not

[1:25:34] require to make a

[1:25:35] dramatic change all.

[1:25:39] At once. It requires

[1:25:43] evidence, informed

[1:25:43] collect those

[1:25:44] adjustments can

[1:25:46] produce a significant

[1:25:49] impact adaptation

[1:25:51] requires conditions.

[1:25:52] Staff need time to

[1:25:53] understand their

[1:25:55] current context. Plan

[1:25:57] together. Act evidence

[1:25:59] and respond repeated

[1:26:00] cycles and they also &

[1:26:01] need relational trust.

[1:26:02] The ability t

[1:26:04] experiment, receive

[1:26:04] feedback and refine

[1:26:05] their practices

[1:26:06] without expecting

[1:26:08] perfection. On the

[1:26:09] first attempt. Our am

[1:26:10] is to create those

[1:26:11] conditions so that

[1:26:12] professional learning

[1:26:13] results visible

[1:26:14] changes in experiences

[1:26:16] and the outcomes and

[1:26:16] that is why we work &

[1:26:18] with national equity

[1:26:18] project. Two weeks ago,

[1:26:19] with the deliberate

[1:26:21] focus on adult

[1:26:22] collaboration. Next

[1:26:25] slide our professional

[1:26:27] learning launch on

[1:26:28] AUGUST 20th focused on

[1:26:28] the conditions and

[1:26:29] routines needed for

[1:26:31] high functioning teams

[1:26:34] .. 600 plus staff

[1:26:35] joined us across force

[1:26:36] and is truly awesome to

[1:26:37] see. The teams working

[1:26:39] together working with

[1:26:40] the national equity

[1:26:41] project, we designed

[1:26:41] professional learning

[1:26:43] that leveraged prior

[1:26:46] learning connected our

[1:26:48] understanding udl and

[1:26:49] instructional practice

[1:26:51] with team

[1:26:52] collaboration staff

[1:26:53] were reminded of the

[1:26:54] driving purpose to

[1:26:55] expand the sphere of

[1:26:56] success and they

[1:26:57] reminded of their power &

[1:26:57] in creating the

[1:26:58] conditions for learning

[1:27:00] through design then

[1:27:01] they discussed and

[1:27:04] learned for developing

[1:27:05] a learner centered

[1:27:06] environment. The

[1:27:07] recipe for high

[1:27:08] functioning

[1:27:09] collaboration in adult

[1:27:10] teams and how to tend

[1:27:11] to relational and

[1:27:13] technical conditions.

[1:27:15] For collaboration as

[1:27:17] protocols. That are

[1:27:22] designed to support a

[1:27:23] reflect a strong

[1:27:25] foundation 93% of the

[1:27:26] respondents rated

[1:27:27] their professional

[1:27:30] learning as work. And

[1:27:31] 70% gave it a four or a

[1:27:32] five on that five point

[1:27:33] likert scale. Staff

[1:27:34] reported greater

[1:27:35] confidence in how

[1:27:36] collaboration

[1:27:36] strategies would be

[1:27:38] applied and expressed

[1:27:39] gratitude for

[1:27:39] protected time with

[1:27:42] their colleagues who

[1:27:43] rated relevance lowest

[1:27:44] most often experienced

[1:27:45] the session as either

[1:27:47] too familiar or too

[1:27:49] abstract. They wanted

[1:27:49] differentiated

[1:27:50] differentiated

[1:27:51] learning based on their

[1:27:51] specific role and

[1:27:53] their sites context.

[1:27:54] More concrete

[1:27:55] strategies that they

[1:27:56] could immediately

[1:27:56] apply and more time to

[1:27:58] plan with their actual

[1:28:00] teams feedback also

[1:28:01] reinforces what staff.

[1:28:04] Was want. Next

[1:28:06] continued concrete

[1:28:07] example. Discussion

[1:28:09] and opportunities to

[1:28:09] learn from one another

[1:28:11] in their own context.

[1:28:12] Heartened to know that

[1:28:14] the structure for

[1:28:14] professional

[1:28:15] development over the

[1:28:17] course of 2020 627,

[1:28:18] based in communities

[1:28:19] of practice is

[1:28:21] actually designed to

[1:28:23] address those exact

[1:28:30] requests. Next slide.

[1:28:30] You are about to see

[1:28:32] the as we launched

[1:28:33] this year's

[1:28:34] communities of

[1:28:35] practice. The video

[1:28:36] the purpose and the

[1:28:37] structure of our

[1:28:38] community of practice,

[1:28:39] and it the

[1:28:40] professional learning

[1:28:41] to the work started in

[1:28:42] the past and that

[1:28:43] teams will undertake

[1:28:45] throughout this year I

[1:28:45] also would like to

[1:28:47] shout out that this

[1:28:48] was created by a da

[1:28:50] vinci student, and so

[1:28:50] let's take a listen.

[1:28:58] Thanks, scott.

[1:29:01] >> dj. Usd to be

[1:29:01] successful and

[1:29:02] innovative where

[1:29:03] students, families and

[1:29:04] staff are deeply

[1:29:05] invested in our

[1:29:06] schools. There is much

[1:29:08] to celebrate, we also

[1:29:10] recognize persistent

[1:29:11] opportunity gaps fr

[1:29:12] predictable groups of

[1:29:13] students, such as

[1:29:14] those who are

[1:29:15] socioeconomically

[1:29:16] disadvantaged. Black

[1:29:18] african american

[1:29:20] hispanic students with

[1:29:21] disabilities and long

[1:29:23] term english learners.

[1:29:23] >> despite

[1:29:24] >> our commitment and

[1:29:26] care groups, these

[1:29:27] students are not yet

[1:29:28] experiencing the same

[1:29:29] levels of success as

[1:29:32] peers over time, these

[1:29:32] disparities have

[1:29:34] become icreasingly

[1:29:34] clear through multiple

[1:29:36] sources of evidence,

[1:29:36] including the

[1:29:37] california school

[1:29:39] dashboard. Youth truth

[1:29:42] survey data..

[1:29:43] Community and student

[1:29:45] voices year after

[1:29:46] year, we have seen

[1:29:47] consistent patterns in

[1:29:48] outcomes reinforcing

[1:29:50] the need fr focused

[1:29:52] action.. We no

[1:29:54] improvements with

[1:29:54] acknowledging these

[1:29:55] disparities and working

[1:29:57] together to address

[1:29:57] them. The people with

[1:29:59] the greatest ability to

[1:30:00] influence outcomes

[1:30:01] are. You. The front

[1:30:03] line educators and

[1:30:06] staff of sd key

[1:30:07] approach to this work

[1:30:08] is universal design

[1:30:10] for learning or udl

[1:30:12] udl encourages us to

[1:30:13] proactively design

[1:30:14] instruction that

[1:30:16] reduces and expands

[1:30:17] opportunities for

[1:30:18] success. It reminds us

[1:30:19] that all students

[1:30:20] should work towards the

[1:30:21] same firm goals while

[1:30:22] having flexible means

[1:30:24] to access learning and

[1:30:25] demonstrate

[1:30:28] understanding udl

[1:30:29] absolutely necessary

[1:30:31] for some students

[1:30:33] often benefits all

[1:30:34] reminds us that

[1:30:35] thoughtful choice is a

[1:30:36] powerful use barriers

[1:30:39] to engage

[1:30:39] representation,

[1:30:41] action, and expression

[1:30:43] .. Alongside udl, we

[1:30:44] have work standing of

[1:30:46] bias and how it can

[1:30:47] influence classroom

[1:30:48] structures. Course

[1:30:49] content interactions,

[1:30:51] and expectations. More

[1:30:52] recently, we focused

[1:30:54] on designing pd with

[1:30:56] learners in mind by

[1:30:57] emphasizing voice

[1:30:58] choice collaboration,

[1:31:00] and reflection

[1:31:03] application fr the

[1:31:04] 2627 school year, we

[1:31:05] will continue

[1:31:06] strengthening our

[1:31:08] automaticity with our

[1:31:09] ability to mitigate

[1:31:10] bias. While also

[1:31:12] focusing our efforts

[1:31:13] more intentionally on

[1:31:15] priority student

[1:31:16] populations believe

[1:31:18] that when students

[1:31:19] experience learning,

[1:31:20] that feels relevant.

[1:31:22] Did and purposefully

[1:31:23] their relationship and

[1:31:25] their potential grows

[1:31:26] improving outcomes for

[1:31:27] students

[1:31:27] >> who

[1:31:29] >> remain outside of

[1:31:31] success. Requires

[1:31:32] urgency, persistence

[1:31:33] to evolve. Our

[1:31:34] instructional

[1:31:36] practices. Together.

[1:31:37] Our potential.

[1:31:38] >> to

[1:31:39] >> change lives over

[1:31:40] the past, we have

[1:31:41] built a strong

[1:31:44] foundation in mtss and

[1:31:45] mitigating bias in

[1:31:46] fact, the percentage of

[1:31:48] staff who reported that

[1:31:49] professional learning

[1:31:49] supported culturally

[1:31:51] relevant teaching

[1:31:53] practices. Increased

[1:31:54] by 22% percentage

[1:31:55] points during that

[1:31:56] time, making progress.

[1:31:57] And we want to build

[1:32:00] on that momentum..

[1:32:01] You have

[1:32:02] >> also

[1:32:10] >> told us

[1:32:12] collaboration de

[1:32:16] reflect and together.

[1:32:19] So this every in a

[1:32:22] community of cop this

[1:32:23] during designated

[1:32:24] collaboration time each

[1:32:25] month. Cops will

[1:32:27] engage in a cycle of

[1:32:28] co-planning

[1:32:29] implementation

[1:32:30] observation.

[1:32:31] Reflection and

[1:32:33] revision work will be

[1:32:33] guided by the

[1:32:36] following question how

[1:32:37] can communities of

[1:32:39] practice use udl and

[1:32:39] mitigating strategies

[1:32:41] to reduce barriers and

[1:32:42] improve outcomes for

[1:32:45] students in priority

[1:32:46] populations? At your.

[1:32:48] Key shift this year.

[1:32:49] Is that each team's

[1:32:50] work will be connected

[1:32:51] to the specific needs

[1:32:51] and

[1:32:53] >> challenges

[1:32:54] >> of its school

[1:32:56] community appropriate.

[1:32:58] teams are encouraged to

[1:32:59] connect this working.

[1:33:00] Initiative is the math

[1:33:04] adoption pbis seal

[1:33:05] literacy graduate

[1:33:06] profile outcomes and

[1:33:09] other ongoing efforts

[1:33:11] leadership teams will

[1:33:12] identify student

[1:33:13] population. Who we

[1:33:16] know, continue to to

[1:33:17] success.

[1:33:18] >> will then

[1:33:19] >> determine a

[1:33:22] specific to influence a

[1:33:23] problem practice for

[1:33:25] exploration. Next,

[1:33:27] teams will select. Udl

[1:33:29] and or mitigating bias

[1:33:29] strategies. Most

[1:33:31] likely to improve

[1:33:32] outcomes for those

[1:33:33] students. They will

[1:33:34] identify students

[1:33:35] within their sphere of

[1:33:37] influence. A lesson

[1:33:38] project unit or

[1:33:40] instructional strategy

[1:33:41] and determine what

[1:33:42] evidence will be.

[1:33:44] Assess impact tams

[1:33:46] will then implement,

[1:33:47] gather evidence and

[1:33:48] return to reflect on

[1:33:50] the results evidence

[1:33:51] MAY mimic data.

[1:33:53] Student work

[1:33:54] observations or

[1:33:55] student perception

[1:33:57] data based on what is

[1:33:57] learned. Teams will

[1:33:59] either deepen their

[1:34:00] work with the same

[1:34:01] strategy or approach

[1:34:02] and begin another

[1:34:04] cycle. A second full

[1:34:08] cycle. Will take place

[1:34:09] during the second.

[1:34:09] This work, the

[1:34:10] district will provide

[1:34:12] resources including

[1:34:14] for planning or

[1:34:14] observations, as well

[1:34:16] as a grant for

[1:34:17] collaboration out.

[1:34:19] >> outside

[1:34:20] >> contract day full

[1:34:21] time to collaborate

[1:34:21] and

[1:34:22] >> reflect..

[1:34:24] >> learning follows

[1:34:26] adults. And students

[1:34:27] for this year's cop

[1:34:30] work and the it

[1:34:31] represents challenges

[1:34:33] and uncertainty. We are

[1:34:34] confident that

[1:34:35] together we can

[1:34:36] improve outcomes for

[1:34:37] our priority

[1:34:38] populations and

[1:34:40] continue expanding the

[1:34:41] sphere of success for

[1:34:42] all students and dj.

[1:34:54] Usd..

[1:35:06] >> thank you..

[1:35:06] >> so

[1:35:07] >> the community

[1:35:08] practice teams will

[1:35:10] work through hole

[1:35:11] sites will begin by

[1:35:11] asking which student

[1:35:13] groups are. Outside of

[1:35:16] this.. Success in

[1:35:18] their teams at the

[1:35:19] site and communities of

[1:35:20] practice will narrow

[1:35:22] in. On one of those

[1:35:23] student groups. And

[1:35:24] examine the barriers

[1:35:25] for students are

[1:35:27] experiencing not to

[1:35:28] locate a deficit in

[1:35:29] the. Students, but to

[1:35:29] understand what MAY

[1:35:31] need to change in our

[1:35:32] design routine

[1:35:33] relationships or

[1:35:34] instruction. Teams

[1:35:36] will then select the.

[1:35:36] udl tactics or

[1:35:37] mitigating bias

[1:35:38] strategies that can

[1:35:39] reduce the barriers

[1:35:40] they'll plan and

[1:35:41] implement a manageable

[1:35:42] change, gather

[1:35:43] evidence of student

[1:35:44] experience and

[1:35:45] learning, and ask

[1:35:46] whether the change had

[1:35:47] the impact or intended

[1:35:47] effect in their

[1:35:50] specific context. That

[1:35:51] be grade level. There

[1:35:52] are lots of other

[1:35:54] community of practice

[1:35:55] teams that evidence

[1:35:56] will inform the next

[1:35:58] iteration, and the

[1:36:00] question. The work.

[1:36:01] How can practice use?

[1:36:03] Udl and mitigating

[1:36:04] bias strategies to

[1:36:06] design learning that

[1:36:10] .. Barriers outcomes

[1:36:12] at each site we'll use

[1:36:12] monthly collaboration

[1:36:14] time to support the

[1:36:15] process and the

[1:36:16] district team is

[1:36:16] supporting their work

[1:36:18] with asynchronous

[1:36:23] resource to include to

[1:36:24] also how to access

[1:36:26] sites dashboard. What

[1:36:26] protocols and

[1:36:28] structures support

[1:36:29] team collaboration and

[1:36:31] reflect the goal is not

[1:36:32] simply to complete a

[1:36:33] district. Strengthen

[1:36:34] the educators

[1:36:35] collective to help

[1:36:36] teams see that

[1:36:38] deliberate changes

[1:36:39] within their influence

[1:36:40] can. Longing success

[1:36:42] and access and learning

[1:36:43] for our students, but

[1:36:43] also that when we do

[1:36:44] things together, it

[1:36:47] lightens the load by

[1:36:47] spring forward to

[1:36:48] sharing what the teams

[1:36:49] have tried. What

[1:36:50] they've learned from

[1:36:52] students and from one

[1:36:55] another. Another dress

[1:36:57] slide. So we close

[1:36:58] with gratitude and I

[1:37:00] want to begin planning

[1:37:01] in the spring. On top.

[1:37:03] >> of

[1:37:04] >> the regular

[1:37:05] abilities to I want to

[1:37:07] thank our staff for the

[1:37:07] commitment that they

[1:37:08] are making through this

[1:37:09] year's practice

[1:37:11] cycles. Centering

[1:37:16] students examining the

[1:37:17] confluence honestly

[1:37:20] with colleagues

[1:37:22] professional learning

[1:37:22] are two parts of the

[1:37:24] same commitment to

[1:37:24] expand the sphere of

[1:37:26] success and create a

[1:37:26] district in which more

[1:37:27] students experience

[1:37:30] belonging learning

[1:37:30] increments and. What

[1:37:32] comes next and we will

[1:37:36] question.

[1:37:38] >> you very much.

[1:37:42] Charge on this. Item.

[1:37:44] So we'll have trustee

[1:37:45] comments and questions

[1:37:47] and we'll begin with

[1:37:59] trustee greenwald..

[1:37:59] >> wow. There's a lot

[1:38:00] that has gone into

[1:38:04] this. And and over the

[1:38:05] summer that is I

[1:38:06] really enjoyed seeing

[1:38:09] and hearing.. All the

[1:38:10] work that's been.

[1:38:11] >> done

[1:38:13] >> and elementary

[1:38:16] events. To senior our

[1:38:20] level students and.

[1:38:22] Adult students to

[1:38:24] thank you so much. The

[1:38:25] commitment that our

[1:38:27] district and our

[1:38:28] educators and staff

[1:38:31] have to ensuring that

[1:38:33] our students. Receive

[1:38:34] the best possible

[1:38:36] education and the

[1:38:38] resources. And so is

[1:38:40] what I really

[1:38:42] appreciate. Hearing. I

[1:38:45] wanted to ask see know

[1:38:46] what slide it was. So

[1:38:47] give me just a moment

[1:38:54] here. You talked about

[1:38:59] .. The.. That was

[1:39:03] done esl students and

[1:39:04] in different areas.

[1:39:05] Can you elaborate on

[1:39:06] that? You talked

[1:39:08] about. I believe if I,

[1:39:09] I, was trying to find

[1:39:10] that. Yeah. Thank you.

[1:39:11] The multi. Okay. Thank

[1:39:13] you. The journalism

[1:39:14] academy the newcomer

[1:39:16] academy and then avid

[1:39:19] stem can you elaborate

[1:39:21] more. I've heard of

[1:39:22] it's an awesome

[1:39:22] program. Can you

[1:39:24] elaborate more on the

[1:39:25] journalism and

[1:39:26] newcomer academy? I

[1:39:27] haven't heard of the

[1:39:29] newcomer academy. I'm

[1:39:30] interested in that in

[1:39:31] particular.

[1:39:31] >> I think.

[1:39:33] >> director keen is

[1:39:34] like. Busting at the

[1:39:35] seams right now to talk

[1:39:35] about how proud she is

[1:39:37] of it. So I'll hand

[1:39:37] that one to her.

[1:39:38] >> thank you, thank

[1:39:39] you.

[1:39:40] >> a lot of pride and a

[1:39:40] lot of gratitude for

[1:39:41] all of the staff that

[1:39:42] made this possible.

[1:39:43] We've had the newcomer

[1:39:43] academy, actually, for

[1:39:45] several years now. It

[1:39:46] predates my tenure

[1:39:46] here. I was I started

[1:39:48] with director when he

[1:39:50] was in this role.

[1:39:52] >> it's just

[1:39:53] >> efficiency to

[1:39:54] students. Prior to

[1:39:55] them going to junior

[1:39:56] high school. So we

[1:39:58] really target our

[1:39:59] recruitment efforts to

[1:40:01] students in fourth

[1:40:02] through sixth graders.

[1:40:03] We work very closely

[1:40:05] with their specialist

[1:40:06] and track throughout

[1:40:08] the spring. Their

[1:40:09] progress. So we really

[1:40:09] look at the students

[1:40:11] that are newly arrived

[1:40:11] about three years in

[1:40:13] the country or fewer

[1:40:16] that level 1 or 2 out

[1:40:17] of four in proficiency

[1:40:19] level, it's a very

[1:40:19] diverse group. This

[1:40:20] year.

[1:40:21] >> we're

[1:40:22] >> lucky enough to have

[1:40:23] MISS Maddie ryan and

[1:40:24] she has lots and lots

[1:40:25] of sail training. So we

[1:40:26] used the seal unit

[1:40:27] where we really saw

[1:40:29] language come alive,

[1:40:30] and one of the things

[1:40:31] that brings me most joy

[1:40:32] and pride are gallery

[1:40:33] walks, because we walk

[1:40:35] in there one of one of

[1:40:36] the, and one of the

[1:40:38] slides that wasn't in

[1:40:39] slide number seven,

[1:40:40] you see on the

[1:40:41] children's faces and

[1:40:42] the language behind

[1:40:44] them, there, there's

[1:40:45] language. Everywhere.

[1:40:46] They are sharing what

[1:40:47] they've learned,

[1:40:48] families, their

[1:40:49] families are excited.

[1:40:53] And it's a event to

[1:40:55] bring the families in.

[1:40:56] And have the children

[1:40:58] lead the demonstration

[1:41:00] of learning, not the

[1:41:02] teacher these are

[1:41:03] pretty young learners.

[1:41:03] That

[1:41:06] >> was

[1:41:07] >> journalists and.

[1:41:07] >> academy.

[1:41:08] >> it's been in the

[1:41:09] works for a couple of

[1:41:11] years, and that

[1:41:11] program was developed

[1:41:13] by loyola marymount

[1:41:16] university. The the of

[1:41:18] that program to

[1:41:18] >> us

[1:41:19] >> as much as

[1:41:20] possible. The

[1:41:21] trajectory for long

[1:41:21] term

[1:41:22] >> learners.

[1:41:23] >> so really intervene

[1:41:24] again in those four

[1:41:25] through six grade.

[1:41:25] Years where students

[1:41:27] have been in the for

[1:41:29] about sometimes 5 or 6

[1:41:29] years in the program,

[1:41:30] not making as much

[1:41:31] progress as we'd like

[1:41:32] to see. And really

[1:41:33] switch up the

[1:41:38] curriculum into

[1:41:39] something that they

[1:41:40] that is not continued

[1:41:41] throughout the year on

[1:41:42] >> purpose.

[1:41:42] >> because it's

[1:41:43] different.

[1:41:44] >> it's innovate the

[1:41:46] kids drive the

[1:41:46] questions for many of

[1:41:48] them, it's the first

[1:41:48] time they get to do a

[1:41:49] project based learning

[1:41:51] approach. And, and this

[1:41:52] year they were they

[1:41:54] were very lucky to

[1:41:55] have such amazing

[1:41:57] guests be agreeable to

[1:41:58] an interview. So they

[1:42:00] did a few practice

[1:42:00] interviews. They

[1:42:02] learned how to use

[1:42:04] tape recorders. They

[1:42:04] practice with one

[1:42:06] another. They've been

[1:42:07] interviewed a couple of

[1:42:09] us in the office first

[1:42:10] round and every in

[1:42:11] their the children

[1:42:12] were happy to be

[1:42:14] learning and they were

[1:42:15] creating a community

[1:42:16] from. Throughout.

[1:42:17] Chose the name the

[1:42:18] united school press

[1:42:19] because it of the

[1:42:21] schools united and then

[1:42:23] finally, avid stem is

[1:42:24] is designed for junior

[1:42:28] high school students

[1:42:30] do something we

[1:42:32] targeted reach and

[1:42:33] enrollment which

[1:42:33] students have that are

[1:42:35] either students with

[1:42:36] the intent of

[1:42:37] extending their school

[1:42:37] year, because we really

[1:42:41] see a it is see

[1:42:42] >> some of as

[1:42:44] >> part of a migrant

[1:42:45] student year, whether

[1:42:45] they're in

[1:42:47] kindergarten or in 12th

[1:42:50] grade. Not in our

[1:42:52] district. So much, but

[1:42:54] in our state. About

[1:42:57] the majority of my

[1:42:58] students attend

[1:42:59] hundred school days out

[1:43:01] of the year. In usd.

[1:43:02] It's a little bit

[1:43:03] longer because the

[1:43:03] migrant camp has been

[1:43:04] able to stay open for

[1:43:05] about a month and a

[1:43:06] half longer than it

[1:43:08] has in the past. So

[1:43:09] the students are

[1:43:09] attending much longer.

[1:43:10] We want to make sure

[1:43:12] that when we offer

[1:43:13] program in the summer,

[1:43:14] it's a little bit

[1:43:15] different. It's

[1:43:16] exciting. Year we have

[1:43:17] the largest group we've

[1:43:18] had. It's the second

[1:43:20] year we have it. 24

[1:43:21] students and very

[1:43:23] engaged. We had a team

[1:43:24] of three teachers and

[1:43:26] do tutors who

[1:43:27] supported them. And

[1:43:29] again. Language and

[1:43:30] science were just

[1:43:31] oozing out of the

[1:43:33] room. Every time I

[1:43:35] walked in if you want

[1:43:36] to come next, it's the

[1:43:36] last day of school.

[1:43:39] It's a lot of fun.

[1:43:40] They

[1:43:41] >> know that seal was

[1:43:43] offered in spanish.

[1:43:43] >> it

[1:43:44] >> is

[1:43:45] >> not in summer

[1:43:46] school and summer

[1:43:46] school. It's in

[1:43:47] english, but seal is.

[1:43:49] >> offered

[1:43:50] >> spanish.

[1:43:51] >> during the

[1:43:52] >> goodness. Yeah.

[1:43:53] Well, thank you so

[1:43:54] much. Really

[1:43:55] appreciate it. Thank

[1:43:55] you. From me. That's

[1:43:56] all

[1:43:59] >> thank you. And

[1:44:01] again, I oversight

[1:44:02] student trustees

[1:44:05] always welcome to have

[1:44:06] questions or comments.

[1:44:08] Just as we do. And in

[1:44:10] fact have a tradition

[1:44:11] of starting with

[1:44:11] students with that.

[1:44:13] And so if I do that

[1:44:14] again, just don't

[1:44:18] hesitate to, to hold

[1:44:26] and hey, I'm here so

[1:44:27] any questions or

[1:44:31] comments? Sure. And

[1:44:31] student trustee

[1:44:32] sanssouci any, any

[1:44:35] comments or questions

[1:44:36] right. Well we'll

[1:44:37] continue then with

[1:44:39] trustee d'annunzio and

[1:44:41] again. Don't don't

[1:44:41] hesitate to speak out

[1:44:42] if you have any

[1:44:43] comments or questions

[1:44:44] we'd like to hear your

[1:44:44] voice.

[1:44:45] >> thank you.

[1:44:46] PRESIDENT Jackson this

[1:44:48] was awesome.

[1:44:49] Obviously, I'm

[1:44:49] thrilled.

[1:44:50] >> this is.

[1:44:51] >> something that I

[1:44:52] kow we have been

[1:44:54] building progressively

[1:44:55] over the last several

[1:44:57] years, sort could

[1:44:59] we've hit our stride

[1:45:02] with our programs. And

[1:45:03] it just joy to watch

[1:45:04] this presentation. It

[1:45:05] was phenomenal. And the

[1:45:07] video was fantastic

[1:45:07] davis. High you better

[1:45:09] up your game. Da vinci

[1:45:11] is da vinci's media is

[1:45:12] pretty pretty solid. I

[1:45:14] do have a couple

[1:45:16] questions I think for

[1:45:17] those community

[1:45:18] members that are here

[1:45:19] and watching, and

[1:45:20] they're thinking about

[1:45:22] the program. The many

[1:45:23] programs we have, how

[1:45:24] do we select students

[1:45:25] for the various

[1:45:26] programs? I know there

[1:45:27] are a lot there. So

[1:45:29] maybe just generally

[1:45:31] there's interest in in

[1:45:33] getting credits or in

[1:45:34] participating some

[1:45:35] programs, how do they

[1:45:37] it and how do they

[1:45:38] apply to become part

[1:45:40] of our summer programs

[1:45:41] as families and

[1:45:41] students?

[1:45:42] >> yeah, maybe I'll

[1:45:43] start with secondary

[1:45:44] and then I'll have

[1:45:44] director rossini

[1:45:45] explain the elementary

[1:45:46] experience, because

[1:45:47] each has a different

[1:45:47] purpose. So has a

[1:45:48] different outreach.

[1:45:49] But what happens

[1:45:50] >> for

[1:45:51] >> secondary students

[1:45:53] is start ninth grade.

[1:45:54] They start their

[1:45:55] transcript. And so if a

[1:45:57] student has a d or an

[1:45:57] f in

[1:45:58] >> any

[1:46:00] >> their courses by

[1:46:01] that for our

[1:46:03] counselors and our

[1:46:04] teams start letting

[1:46:05] parents know that they

[1:46:06] are eligible for

[1:46:08] summer school so that

[1:46:09] we're

[1:46:10] >> credit

[1:46:11] >> to graduation.

[1:46:12] Also, if you don't see

[1:46:15] your bed. There in

[1:46:17] your a to g coursework

[1:46:18] to be a to g eligible.

[1:46:20] So that's why we also

[1:46:20] notice them on the a

[1:46:21] to g coursework. A d

[1:46:22] gets you credit

[1:46:23] towards graduation, but

[1:46:25] it's not a t g

[1:46:26] eligibility. So and

[1:46:29] parents. Notify both

[1:46:32] .. Sorry. Counselors

[1:46:33] and and then we

[1:46:35] shifted ago probably

[1:46:37] six years to opt ot

[1:46:38] instead of opt in. So

[1:46:39] your child is

[1:46:42] automatically..

[1:46:44] Rolled in secondary

[1:46:45] necessarily off the

[1:46:47] hook. There's a vice

[1:46:48] principal wangler and

[1:46:50] vice principal. S

[1:46:51] it's been a great

[1:46:52] chunk of time in those

[1:46:53] first couple of days

[1:46:54] calling parents,

[1:46:54] saying, we missed you

[1:46:55] today. It's not too

[1:46:58] late. And so it's.

[1:46:58] It's hard to avoid

[1:46:59] those to be honest. And

[1:47:00] then I will kick it

[1:47:01] over to sarah to speak

[1:47:03] to the elementary

[1:47:04] qualification and

[1:47:05] notification process.

[1:47:06] >> sure. Yeah. Thank

[1:47:07] you for the question.

[1:47:10] Power up program is by

[1:47:11] invitation only and we

[1:47:12] use the criteria, as I

[1:47:12] mentioned, we change

[1:47:14] the criteria a little

[1:47:15] bit this year to

[1:47:16] really target the &

[1:47:18] instruction students &

[1:47:20] who we were feeling

[1:47:21] reach grade level by

[1:47:22] the end of the year.

[1:47:23] So on our standards

[1:47:28] based report card our

[1:47:29] grades through sixth

[1:47:31] grade. There is a a

[1:47:32] standard level text or

[1:47:33] in our younger grades,

[1:47:35] some foundational

[1:47:36] skills that they need

[1:47:37] to master and our

[1:47:40] system is the numbers

[1:47:40] one through four. And

[1:47:43] if a student has a one

[1:47:43] in reads, grade level

[1:47:45] text or an average of

[1:47:46] one in their final

[1:47:47] skill, then we invite

[1:47:50] them to me at the

[1:47:51] second trimester. So

[1:47:53] around MARCH invite

[1:47:55] them t power up and in

[1:47:57] hopes of that, they can

[1:47:57] maintain the level

[1:47:59] where they are. Some

[1:48:00] gains in school before

[1:48:02] the next year. And

[1:48:03] then for. Extended

[1:48:04] school year. Our our

[1:48:05] program is inclusive

[1:48:06] and our extended

[1:48:07] school year students

[1:48:09] have the summer

[1:48:10] program as part of

[1:48:11] their individual

[1:48:14] education plans.. And

[1:48:18] to join us yeah. Thank

[1:48:19] you

[1:48:20] >> so my second

[1:48:22] question is how do we

[1:48:25] pay for all this

[1:48:26] >> summer programming,

[1:48:27] the gross majority of

[1:48:28] it is paid out of

[1:48:29] supplemental funds. And

[1:48:30] it's written into the

[1:48:32] each year. And then for

[1:48:33] the professional

[1:48:35] learning year that

[1:48:36] we've been able to have

[1:48:37] this day or what there

[1:48:39] was one year, there's

[1:48:40] two days we relied on

[1:48:41] the one time grants

[1:48:41] that come through from

[1:48:42] the state so that it

[1:48:43] doesn't

[1:48:44] >> touch

[1:48:45] >> the general fund,

[1:48:46] but we're able to

[1:48:48] competently. Our

[1:48:49] means. Support

[1:48:50] professional learning

[1:48:52] so sometimes there have

[1:48:53] been tight, some of the

[1:48:54] grants can be really

[1:48:57] like sy it's only for

[1:48:58] certain things like

[1:48:58] that. But we've been

[1:49:00] quite lucky to have the

[1:49:01] one time funds finance

[1:49:02] all the professional

[1:49:04] learning

[1:49:07] >> la question. Last

[1:49:08] jackson. So you sort of

[1:49:10] hinted at this but if

[1:49:11] we think about we're

[1:49:13] always thinking about

[1:49:16] even better yet and

[1:49:18] particular, driven us

[1:49:20] to be data driven

[1:49:20] assessments of.

[1:49:22] >> how

[1:49:23] >> to even better yet.

[1:49:24] General theme and.

[1:49:25] >> what we

[1:49:26] >> learned about the

[1:49:27] program are

[1:49:27] particularly the

[1:49:28] student program. It's

[1:49:29] more than development,

[1:49:30] although you can

[1:49:32] address that as well.

[1:49:33] You know, through our

[1:49:34] assessment and said,

[1:49:36] say, even better yet.

[1:49:38] Next summer's going to

[1:49:39] be

[1:49:39] >> think it's a great

[1:49:43] question. I think that

[1:49:44] has occurred to me a

[1:49:46] lot too, of having in

[1:49:47] district teachers so as

[1:49:48] an example, at the

[1:49:50] elementary power

[1:49:51] program, when it's

[1:49:53] 100% staff using

[1:49:54] adopted materials make

[1:49:55] it that much more

[1:49:56] skillful and congruent

[1:49:57] with what happens in

[1:49:58] the school year. And

[1:50:00] so I have a strong

[1:50:01] desire to continue to

[1:50:02] recruit our own

[1:50:04] teachers. Just the

[1:50:05] relationships that get

[1:50:05] built over summer

[1:50:07] school also matter in

[1:50:08] terms of students are

[1:50:11] able to see as their

[1:50:12] protective adult

[1:50:13] relationships, but also

[1:50:14] people that have seen

[1:50:14] them thrive. I think

[1:50:16] that's important. I

[1:50:17] would say that we also

[1:50:18] have some work to do

[1:50:20] in. Our practices.

[1:50:21] When I seem of credits

[1:50:21] that

[1:50:22] >> are

[1:50:24] >> earned in secondary

[1:50:25] because the grading

[1:50:27] strategy focuses on

[1:50:27] demonstration of

[1:50:29] competency of

[1:50:29] understanding the

[1:50:31] standards. There's some

[1:50:31] magic there that we

[1:50:32] have to we have to

[1:50:33] unlearn some things and

[1:50:34] get calibrated around

[1:50:38] that I don't know.

[1:50:43] Ladies, anything else?

[1:50:43] -

[1:50:44] >> great. Thank you

[1:50:44] very much. Thank you.

[1:50:45] PRESIDENT Johnson.

[1:50:46] >> thank you, vice

[1:50:48] PRESIDENT

[1:50:49] >> PRESIDENT Jackson.

[1:50:50] Thank you for the

[1:50:52] presentation it's kind

[1:50:54] of cool. The the

[1:50:55] confluence between

[1:50:55] these two things that

[1:50:56] are different ways that

[1:50:58] we're growing and

[1:50:59] learning. So I wanted

[1:51:02] to, first of all

[1:51:03] members who put in

[1:51:05] time to the summer

[1:51:06] that video was great.

[1:51:07] If we could have more

[1:51:08] of our presentations,

[1:51:09] have a video that

[1:51:11] engaging and for the

[1:51:12] late meetings, you

[1:51:13] know, especially those

[1:51:14] late ones, maybe talk

[1:51:15] to tim about having

[1:51:17] some of the finest

[1:51:21] presentations. You

[1:51:22] know, just just the

[1:51:25] highlights

[1:51:25] >> has one of.

[1:51:26] >> those

[1:51:27] >> michelin he can look

[1:51:29] like you

[1:51:29] >> dance across the

[1:51:31] screen. The funding of

[1:51:32] the you.

[1:51:33] >> know

[1:51:34] >> appreciate it, but,

[1:51:35] you know, so first of

[1:51:35] all, a shout out to

[1:51:36] the student that did

[1:51:37] that because that is

[1:51:38] such a marketable

[1:51:39] skill. And that's

[1:51:40] amazing. And to make

[1:51:42] it so and so like

[1:51:43] anyone can see it hit

[1:51:44] on important topics

[1:51:46] was geat, but so I

[1:51:47] actually am sort of

[1:51:48] joking, but I'm not &

[1:51:49] really joking that

[1:51:49] more times that we

[1:51:50] could use things like

[1:51:51] that for, even for

[1:51:52] parents understand,

[1:51:53] like if the same kind

[1:51:53] of message could be

[1:51:55] sent to parents and

[1:51:57] you do video of that

[1:51:58] nature, like I was

[1:51:59] interested in watching

[1:52:01] it. So, so thank you

[1:52:02] super excited about

[1:52:02] hearing about all the

[1:52:05] summer learning was

[1:52:08] really.. Didn't

[1:52:10] realize when I invited

[1:52:12] to come to the

[1:52:13] journalism academy that

[1:52:14] it was students at

[1:52:15] risk for being long

[1:52:18] term learners. And

[1:52:19] blown away because the

[1:52:20] language that the

[1:52:21] students spoke to me.

[1:52:24] Was high level

[1:52:25] journalism. I mean,

[1:52:25] they were the hard

[1:52:27] hitting questions like

[1:52:27] questions that I was a

[1:52:29] little prepared for. I

[1:52:30] just didn't expect to

[1:52:31] ask me. Like what's the

[1:52:32] most controversial

[1:52:33] thing? I'm like, okay.

[1:52:34] How long do you guys

[1:52:36] have? But then, you

[1:52:36] know, they also had to

[1:52:37] ask me a color. My

[1:52:39] favorite musician. So,

[1:52:39] you know, that was,

[1:52:40] that was where I was

[1:52:41] feeling more prepared,

[1:52:44] more prepared but, but

[1:52:45] truly, though the, the

[1:52:45] language of the

[1:52:46] students were using

[1:52:49] when they were asking

[1:52:50] >>..

[1:52:52] >> any questions? To

[1:52:53] being long term english

[1:52:54] learners? I was blown

[1:52:54] away. I was just

[1:52:56] really impressed with

[1:52:57] the grasp of language.

[1:52:58] They had. And the

[1:52:59] questions and they

[1:53:00] kind of were looking

[1:53:00] at each other and

[1:53:02] taking turns. And I was

[1:53:03] like, good job, you

[1:53:07] guys. So.. Obviously

[1:53:09] great

[1:53:10] >> they told me that

[1:53:11] >> you're

[1:53:14] >> with..

[1:53:14] >> well, you.

[1:53:15] >> know, they said that

[1:53:16] to me. Well, I were

[1:53:17] >> interviewing me,

[1:53:19] which is, you know..

[1:53:20] >> so that 50 cent's.

[1:53:21] Candies really worked

[1:53:23] on that those bribes.

[1:53:23] No, I just enjoyed it.

[1:53:25] I really did it was it

[1:53:25] was fun. And the

[1:53:26] students were, were,

[1:53:29] were fun. I appreciate

[1:53:30] also the work that's

[1:53:31] been done in the

[1:53:32] newcomer academy

[1:53:33] that's important. And

[1:53:34] helping our students

[1:53:35] just really get

[1:53:36] acclimated. And their

[1:53:38] language skills. So

[1:53:40] thank learners is

[1:53:44] amazing. And just lots

[1:53:45] of good work. And I

[1:53:45] love that. That's such

[1:53:47] a universal

[1:53:47] >> language.

[1:53:48] >> for people in

[1:53:49] different ways. Didn't

[1:53:50] >> even

[1:53:51] >> know like, I don't

[1:53:53] know or something. I

[1:53:53] was like, I don't even

[1:53:55] know what that is.

[1:53:56] Yeah. Oh

[1:53:57] >> that's

[1:54:05] >> good one. Our

[1:54:06] elementary students

[1:54:06] know more.

[1:54:07] >> than

[1:54:11] >> about so I

[1:54:12] appreciated that. I

[1:54:13] just appreciated that

[1:54:15] the complexity of the

[1:54:15] things that the kids

[1:54:16] are learning and they

[1:54:17] don't even probably

[1:54:18] realize they're

[1:54:18] larning, they're

[1:54:19] >> just

[1:54:20] >> enjoying themselves

[1:54:21] in, time.

[1:54:22] >> so

[1:54:23] >> it's awesome. And I

[1:54:24] really appreciate the

[1:54:25] intentional targeting.

[1:54:27] Of students who were

[1:54:31] at risk level

[1:54:35] standards. Can not be

[1:54:38] behind positive

[1:54:38] interaction, as you

[1:54:39] said, you're having

[1:54:41] staff there. So they

[1:54:44] >> have..

[1:54:44] >> adults that can

[1:54:46] become a mentor is

[1:54:46] great.

[1:54:48] >> I

[1:54:52] >> want to thank the

[1:54:53] of love. Busy school

[1:54:54] year to

[1:54:56] >> jump right

[1:54:57] >> in. And for the

[1:55:00] students. Particularly

[1:55:01] something that's

[1:55:01] ensure that the

[1:55:03] students can stay on at

[1:55:04] a through g pathway

[1:55:07] and be eligible for

[1:55:08] the potential that

[1:55:09] they want to actually

[1:55:10] move out of your house

[1:55:11] and go to still can.

[1:55:13] So I appreciate that

[1:55:15] opportunity for them

[1:55:16] then again, just

[1:55:18] really the, the.

[1:55:20] Hearing that the

[1:55:21] professing that our

[1:55:25] staff is doing that is

[1:55:27] I think that's and

[1:55:28] it's an investment of

[1:55:29] their time and their

[1:55:30] skill set. And we have

[1:55:30] to acknowledge that

[1:55:31] they come in with a lot

[1:55:32] of skills. But for

[1:55:33] them to have trainings

[1:55:34] that feel relevant.

[1:55:34] >> I think

[1:55:35] >> is really

[1:55:38] meaningful their time.

[1:55:41] And to me, not being a

[1:55:41] teacher because we're

[1:55:45] on things that we're

[1:55:47] doing. And I to do

[1:55:48] that, that's the next

[1:55:49] step. So that I think,

[1:55:51] again. If I. Whenever

[1:55:53] I go to a training. Or

[1:55:54] a class, I appreciate

[1:55:55] give feedback and then

[1:55:56] it's actually utilized

[1:55:57] as opposed to like,

[1:55:57] thank you for.

[1:56:01] >> your..

[1:56:02] >> thoughts. This is

[1:56:02] she's wanting to say a

[1:56:04] lot of gratitude. It's

[1:56:06] exciting. Great work.

[1:56:08] So thank you

[1:56:09] >> you.

[1:56:13] >> got the..

[1:56:14] >> thank you all so

[1:56:15] much always so

[1:56:16] exciting.

[1:56:18] >> to hear.

[1:56:18] >> the happened over

[1:56:19] the summer and just

[1:56:20] the joy that seems to

[1:56:22] come through.

[1:56:24] >> from the

[1:56:25] >> programs that were

[1:56:26] held. I know it, the

[1:56:28] kids are so engaged

[1:56:29] and it was so fun to

[1:56:31] watch them really

[1:56:32] excited about the

[1:56:35] community.. The of

[1:56:37] practice

[1:56:37] >> this.

[1:56:38] >> I know you talked a

[1:56:39] little. How does that

[1:56:40] look for the teachers

[1:56:41] on a day to day for

[1:56:43] them?

[1:56:43] >> so one of the

[1:56:44] things.

[1:56:45] >> that's

[1:56:46] >> happening or has

[1:56:47] already happened is

[1:56:48] their site principal

[1:56:49] with a team. And

[1:56:49] that's also a shift

[1:56:50] this year. That site

[1:56:52] principals are not

[1:56:52] facilitating this

[1:56:53] professional learning

[1:56:54] by themselves. They

[1:56:57] have a design team. So

[1:56:57] other educators on

[1:56:58] their campus are

[1:56:59] helping to design the

[1:57:01] pd for their sites.

[1:57:03] But the design teams

[1:57:04] went through the data

[1:57:05] points. And for many

[1:57:06] sites, they've they've

[1:57:07] been looking at the

[1:57:08] data. So nothing was a

[1:57:09] surprise, but they

[1:57:10] identified and came to

[1:57:12] consensus on who are

[1:57:13] the like 5 to 6

[1:57:14] priority. Populations.

[1:57:15] The students that are

[1:57:17] outside success at at

[1:57:21] davis high at and then

[1:57:23] site communities of

[1:57:24] practice. So the third

[1:57:25] grade all working

[1:57:26] together. But it could

[1:57:28] also be teachers that

[1:57:29] are really, really

[1:57:31] worried about literacy

[1:57:31] practices. And then

[1:57:33] they identify that

[1:57:34] priority population of

[1:57:36] students. It's it's the

[1:57:36] same thing as the

[1:57:37] focal work that we

[1:57:38] were doing last year.

[1:57:41] So they MAY say we are

[1:57:42] noticing our problem of

[1:57:43] practices that are

[1:57:44] english learners are

[1:57:45] not speaking up in

[1:57:46] class when we're doing

[1:57:47] collaborative

[1:57:47] activities. And so we

[1:57:48] want to learn more

[1:57:49] about the english

[1:57:51] learner. Are the

[1:57:51] barriers to speaking

[1:57:53] out? Design so that

[1:57:54] their voice gets a

[1:57:55] little bit more? And

[1:57:55] here's the data point.

[1:57:56] We're going to look

[1:57:58] for in six weeks. And

[1:57:59] then they all agree to

[1:58:01] look at work. Pull the

[1:58:02] same data and reflect

[1:58:04] on it together to

[1:58:05] decide the things that

[1:58:06] we did. The

[1:58:07] instructional moves we

[1:58:08] made, did it work? What

[1:58:09] do we want to try

[1:58:10] again? And if it

[1:58:11] worked really well,

[1:58:12] shout it from the tree

[1:58:13] tops. And also go a

[1:58:14] little deeper and

[1:58:15] choose a different

[1:58:17] challenge. But the

[1:58:19] real idea here is that

[1:58:19] people get to do the

[1:58:21] things that matter.

[1:58:22] Specifically them,

[1:58:22] because it's part of

[1:58:26] the culture classroom,

[1:58:27] and they're

[1:58:29] collaborating with.

[1:58:30] That's why the focus

[1:58:32] for pd was so that &

[1:58:33] people could talk

[1:58:33] about how do you have a

[1:58:34] rigorous discourse

[1:58:36] where you see a data or

[1:58:37] you see something &

[1:58:38] happening for students

[1:58:39] from a different

[1:58:40] perspective? And how do

[1:58:41] you push? Other

[1:58:42] structural practice?

[1:58:43] Because we've all been

[1:58:44] groomed to be really,

[1:58:45] really nice to each

[1:58:46] other and then shut the

[1:58:48] door and do what we

[1:58:51] want instead of goal is

[1:58:53] to deprive, to be each

[1:58:54] other all the time, to

[1:58:55] be asking questions

[1:58:56] about what the data is,

[1:58:58] is taking us and

[1:58:58] honestly to interview

[1:58:59] students about how they

[1:59:01] experienced it. So that

[1:59:02] the next round, we're a

[1:59:04] little bit better.

[1:59:05] >> just, I just saw

[1:59:06] appreciate that, you

[1:59:08] know, coming from a

[1:59:09] time in education where

[1:59:10] it was whatever the

[1:59:11] principal said, you

[1:59:13] just did. And you just

[1:59:13] kind of did, you know,

[1:59:14] you did what they said.

[1:59:15] You're going to do.

[1:59:16] But this whole idea of

[1:59:17] a community of

[1:59:19] practice and looking

[1:59:22] at just one, just being

[1:59:23] at a time.

[1:59:25] >> without fear.

[1:59:26] >> saying that you

[1:59:29] have to look at the

[1:59:30] manageable. So by the

[1:59:30] fact.

[1:59:31] >> that

[1:59:32] >> they teachers in the

[1:59:34] class get to make

[1:59:35] those decisions

[1:59:35] themselves, that

[1:59:38] agency is just

[1:59:39] incredible. So I'm

[1:59:40] really excited for the

[1:59:40] district is

[1:59:41] >> going with the

[1:59:42] learning. I love that

[1:59:43] principals don't have

[1:59:44] to design the. You

[1:59:45] know, professional

[1:59:46] development on their

[1:59:47] own that they have

[1:59:47] like a group of people

[1:59:48] working with them.

[1:59:50] >> so

[1:59:52] >> the more voices for

[1:59:54] everyone. So thank

[1:59:55] you. And I'm not going

[1:59:56] to reiterate all the

[1:59:57] needs and kudos that my

[1:59:59] colleagues have

[1:59:59] already shared with

[2:00:02] you. But really

[2:00:02] congratulations on

[2:00:04] this incredible summer

[2:00:05] >> work that

[2:00:05] >> we do. And I can't

[2:00:10] wait to get.. You

[2:00:11] have nine months. It's

[2:00:13] just a

[2:00:13] >> thank you, trustee

[2:00:19] moon. So the fact that

[2:00:21] just to build off of

[2:00:22] the community

[2:00:26] practice. Trustee moon

[2:00:31] made. Teachers that

[2:00:36] are that. Lead to more

[2:00:37] broad. By in b the

[2:00:39] campus community are

[2:00:41] you seeing that

[2:00:42] >> mean we're in its

[2:00:43] infancy, but but yes,

[2:00:46] what we saw at the

[2:00:47] afternoon of AUGUST

[2:00:47] 20th, when we had the

[2:00:48] professional

[2:00:49] development morning.

[2:00:50] And then they moved to

[2:00:52] the afternoon. We're

[2:00:54] teaching. Be with

[2:00:55] another man,

[2:00:56] collaborate in this

[2:00:59] system. And then after

[2:00:59] the first staff

[2:01:04] meetings on AUGUST 20th

[2:01:05] were launched how it's

[2:01:06] going to look and what

[2:01:07] the time is going to

[2:01:08] look like. But they

[2:01:09] are they're all in. It

[2:01:11] is it's not just this

[2:01:11] team that's looking at

[2:01:13] data and feels urgency

[2:01:14] about expanding that

[2:01:15] sphere of success. And

[2:01:16] it was really

[2:01:17] heartening. The other

[2:01:18] thing is that our

[2:01:19] teachers have been

[2:01:19] telling us through

[2:01:20] surveys and through

[2:01:21] our interviews each

[2:01:22] year when we're

[2:01:23] building on this. Pd.

[2:01:24] That they learn so much

[2:01:25] from each other. If we

[2:01:26] can create the time

[2:01:30] and the space and so

[2:01:31] .. When we create the

[2:01:33] high priority

[2:01:34] populations. But they

[2:01:35] get to. And they feel

[2:01:36] supported in the time.

[2:01:37] I think that's pretty

[2:01:39] much that's the magic

[2:01:41] in adult learning

[2:01:44] really

[2:01:45] >> professional

[2:01:49] >> development at the

[2:01:52] and good energy and

[2:01:53] discussion teachers

[2:01:54] and so I'm happy to

[2:01:55] see where that led.

[2:01:56] >> I

[2:01:58] >> I think I teaching

[2:02:01] the.. Sometimes like

[2:02:02] it. Novel to and to

[2:02:06] get feedback. And so

[2:02:08] this all hope is for

[2:02:10] the adults get campus

[2:02:12] because very, very

[2:02:13] skilled educators and

[2:02:13] the only people that

[2:02:14] know about it are the

[2:02:15] kids that get to go

[2:02:16] through the classroom.

[2:02:18] You know, year after

[2:02:19] year. And so the

[2:02:20] creates a possibility

[2:02:23] to just rally be a

[2:02:23] catalyst to

[2:02:24] understanding the best

[2:02:25] practices that are

[2:02:26] happening in

[2:02:27] classrooms.

[2:02:29] >> so, and was the

[2:02:30] education through

[2:02:31] >> music

[2:02:32] >> the did, was that

[2:02:35] funded by prop 28?

[2:02:36] >> I'd have to get

[2:02:37] back to you on that

[2:02:38] one. I'm not certain.

[2:02:39] >> I

[2:02:40] >> we're talking about

[2:02:40] funding. It just

[2:02:41] occurred that might

[2:02:44] have been the source.

[2:02:48] And.. I think it was

[2:02:50] trustee escamilla. Was

[2:02:54] asking about my and

[2:02:57] provoked maybe a month

[2:02:59] or so in

[2:03:00] >> the school.

[2:03:03] >> rules do evidence

[2:03:05] of having an impact in

[2:03:08] any way

[2:03:09] >> really dig into.

[2:03:10] >> the details. Data

[2:03:14] >> to..

[2:03:15] >> tell you that there

[2:03:17] >> the..

[2:03:18] >> learning. But

[2:03:19] specific data.

[2:03:23] >> okay, thanks. And I

[2:03:24] for summer school,

[2:03:25] there was a, you know,

[2:03:27] a heavy elementary,

[2:03:28] elementary program. And

[2:03:30] then on the, the high

[2:03:33] school program. What

[2:03:35] they're about the the

[2:03:37] junior high grades. I

[2:03:39] know that we you know.

[2:03:40] >> we

[2:03:42] >> have limited each.

[2:03:45] But what we're doing or

[2:03:48] not. Summer school I

[2:03:49] junior high.

[2:03:50] >> yeah

[2:03:50] >> the years,

[2:03:51] >> we

[2:03:53] >> on dfferent we

[2:03:54] called it jump years

[2:03:56] and identify students

[2:03:57] in fifth and sixth

[2:03:58] grade that might

[2:03:59] benefit or in sixth

[2:03:59] grade that might

[2:04:02] benefit from building

[2:04:02] relationships and kind

[2:04:04] of getting a preview of

[2:04:05] campus. Before they

[2:04:08] move we saw it built

[2:04:08] relationships and that

[2:04:11] there was certainly

[2:04:13] lots to celebrate. Was

[2:04:14] herculean to pull off

[2:04:17] because candidly

[2:04:18] school kids, when their

[2:04:18] parents tell them,

[2:04:19] you're going to

[2:04:20] school, will get in

[2:04:21] the car and junior

[2:04:22] highers were a little

[2:04:23] more resistant to

[2:04:24] showing up. Also, don't

[2:04:25] have a transcript. And

[2:04:26] so there was there was

[2:04:27] a real big challenge.

[2:04:28] They would start off

[2:04:29] with, say like six kids

[2:04:30] invited. And by the

[2:04:32] second week. They MAY

[2:04:33] or MAY see like half

[2:04:37] the kids ad as we all

[2:04:37] know, our budgets

[2:04:38] really, really tight.

[2:04:39] So as enrollment goes

[2:04:40] down and our funds go

[2:04:42] down, so go our

[2:04:42] supplemental funds. And

[2:04:43] so.

[2:04:44] >> we

[2:04:46] >> been in the early

[2:04:46] and the credit.

[2:04:49] >> covering..

[2:04:50] >> okay.

[2:04:50] >> and

[2:04:52] >> the video was

[2:04:54] >> enjoy the other

[2:04:58] people have that one.

[2:05:00] >> of the

[2:05:01] >> it was interesting

[2:05:03] about barriers to

[2:05:05] success. That this was

[2:05:05] like the things noted

[2:05:06] in california healthy

[2:05:09] kids survey survey,

[2:05:10] student voices, and

[2:05:13] then internal

[2:05:13] research. I was just

[2:05:15] kind of curious

[2:05:18] internal research if

[2:05:19] you had any comments on

[2:05:22] what I

[2:05:23] >> we. We love.

[2:05:24] >> data with that

[2:05:25] doesn't necessarily

[2:05:26] get published. That's.

[2:05:28] Things like our dna.

[2:05:29] List. That's things

[2:05:31] like students who need

[2:05:31] need

[2:05:32] >> credit

[2:05:33] >> recovery in order to

[2:05:34] stay on that's things

[2:05:35] like actually

[2:05:37] referrals to the

[2:05:38] office. Like it's

[2:05:38] discipline. It's, it's

[2:05:39] all the things. And so

[2:05:40] when we say internal,

[2:05:41] it's also sometimes

[2:05:43] just teachers talking

[2:05:43] about like the number

[2:05:45] of assignments and who

[2:05:47] those kids are. Last

[2:05:47] year, you'll remember

[2:05:49] we asked teachers to

[2:05:50] identify students

[2:05:51] focal students that

[2:05:53] were

[2:05:57] >>..

[2:05:57] >> outside of the

[2:05:58] sphere of success.

[2:05:59] Here, we basically

[2:06:00] said, we're defining

[2:06:01] it by the data points

[2:06:04] that we see our

[2:06:05] teachers tell them

[2:06:06] about the students

[2:06:07] that are struggling.

[2:06:08] Know, from the data

[2:06:08] that they

[2:06:09] >> from their

[2:06:10] formative assessments.

[2:06:11] The homework that gets

[2:06:12] turned in. You know,

[2:06:13] there's there's lots

[2:06:14] of informal data points

[2:06:16] that they're tracking

[2:06:16] >> well, thank you

[2:06:18] very much. I really

[2:06:19] appreciated the the

[2:06:20] presentation as we all

[2:06:23] did. Any other

[2:06:27] questions or comments?

[2:06:29] >> I just wanted to say

[2:06:31] kudos to da vinci. The

[2:06:32] student that designed

[2:06:36] that was really a I my

[2:06:37] comments. That was a

[2:06:40] very engaging video

[2:06:41] that'd be great to have

[2:06:44] more like that. So..

[2:06:49] >> yeah. So we move on

[2:06:50] to update on tentative

[2:06:52] board agenda calendar.

[2:06:54] And I have no regards

[2:06:55] for me on that. Are

[2:06:56] there any trustee

[2:06:58] comments on the board

[2:06:59] agenda calendar or

[2:07:01] suggestions for items

[2:07:02] to be added to.

[2:07:06] >> the general

[2:07:07] >> I remarks, but and

[2:07:08] I, I know I mentioned

[2:07:10] it back early in the

[2:07:11] spring, but I think the

[2:07:14] time is now. For us.

[2:07:15] Would implemented

[2:07:16] we're going to go with

[2:07:19] successfully the. The

[2:07:20] way that we take a

[2:07:22] bigger step back I

[2:07:23] don't know what format

[2:07:24] you and and

[2:07:25] superintendent best

[2:07:25] would want to take

[2:07:26] whether it's a study

[2:07:28] session, but I think

[2:07:28] there's some data we

[2:07:30] need to have to help us

[2:07:31] understand how

[2:07:33] technology is being

[2:07:34] used across our

[2:07:36] campuses and grades.

[2:07:37] Everything from things

[2:07:39] >> like..

[2:07:40] >> canvas to

[2:07:43] chromebooks can we can

[2:07:45] have a thoughtful I

[2:07:46] know we've the

[2:07:47] conversations with you

[2:07:50] members of. With you

[2:07:51] know, it's been, you

[2:07:52] know, it's.

[2:07:53] >> been

[2:07:57] >> on the the well as

[2:07:58] heard it quite

[2:08:00] frequently. To

[2:08:01] consider. I don't

[2:08:03] know, but it's not a

[2:08:04] one. You know, like a

[2:08:05] 20 minute. I think

[2:08:07] it's it's got to be

[2:08:08] informed by data. And I

[2:08:09] think it's

[2:08:10] >> it's

[2:08:10] >> you know, it's

[2:08:12] probably a more

[2:08:13] >> think just

[2:08:13] responding to that, I

[2:08:14] think maybe the timing

[2:08:17] of that might be what

[2:08:17] you know, what time of

[2:08:19] the year we'd have the

[2:08:21] appropriate data..

[2:08:22] >> yeah. I feel a

[2:08:25] subcommittee coming on

[2:08:28] ..

[2:08:31] >> actually, also

[2:08:34] because I read group

[2:08:36] of students high

[2:08:38] school students. Talk

[2:08:41] about I don't know if

[2:08:43] any of that group of

[2:08:44] high school students

[2:08:46] together. Yeah. And

[2:08:46] they came up with a

[2:08:49] whole policy piece

[2:08:52] >> really fascinating

[2:08:54] >> just you know,

[2:09:05] >> especially..

[2:09:06] >> a pretty big topic,

[2:09:08] right? So I'll need.

[2:09:17] >> to

[2:09:19] >> wear where think

[2:09:20] about it's always have

[2:09:24] a board member or two.

[2:09:26] Could be point person.

[2:09:27] We could form a ad hoc

[2:09:28] committee if you'd

[2:09:28] like. But that's

[2:09:29] always

[2:09:32] >> helpful for us..

[2:09:35] >> staff to.. Study

[2:09:36] sessions and

[2:09:37] presentations bring

[2:09:38] that to you so

[2:09:39] thoughts about that and

[2:09:41] then you know, just

[2:09:42] sort of where you.

[2:09:43] >> all

[2:09:45] >> year are action

[2:09:46] items that. Come

[2:09:47] >> from

[2:09:48] >> it. We have the

[2:09:49] time to.

[2:09:50] >> react

[2:09:51] >> whatever those are

[2:09:52] >> am I doing it with

[2:09:53] joe at some point?

[2:09:54] Like if he can do it

[2:09:55] one week, I'll do it

[2:09:56] the next time or

[2:09:57] something, just so

[2:09:59] >> that

[2:09:59] >> either one of us.

[2:10:00] >> is.

[2:10:01] >> aware

[2:10:04] >> yeah. You

[2:10:05] >> we don't

[2:10:07] >> have to.

[2:10:07] >> yeah, absolutely.

[2:10:08] We've been working hard

[2:10:10] on it. I just had a

[2:10:13] quick question.

[2:10:17] Chromebooks at pioneer

[2:10:17] >> we're getting

[2:10:19] there.

[2:10:20] >> okay.

[2:10:26] >> as years past the

[2:10:26] we we actually

[2:10:28] switched up. Six

[2:10:29] graders. We're

[2:10:29] supposed to do their

[2:10:31] chrome school when they

[2:10:32] left at the end of

[2:10:32] their sixth grade

[2:10:35] >> year

[2:10:40] >> were giving new..

[2:10:41] The second meeting

[2:10:43] just increase

[2:10:45] increased priest..

[2:10:49] Fact that our ordering

[2:10:50] we we were starting to

[2:10:54] get. A decent like for

[2:10:57] chromebooks we are

[2:10:58] waiting on.

[2:11:03] >> an

[2:11:04] >> we are able to have

[2:11:06] it in students hands

[2:11:08] right now. It's just

[2:11:10] the cart situation is

[2:11:11] a little chaotic.

[2:11:11] >> thank you so much,

[2:11:13] DR. Thompson. I'm sure

[2:11:14] it's never easy at the

[2:11:16] beginning of this. So

[2:11:17] >> any other agenda

[2:11:20] calendar suggestions

[2:11:23] ?? Okay. Well, the

[2:11:24] >> next.

[2:11:25] >> of the education is

[2:11:26] scheduled for

[2:11:28] SEPTEMBER 17th, 2026.

[2:11:29] the board will convene

[2:11:30] session immediately

[2:11:31] thereafter, adjourn to

[2:11:32] closed session at 5:00

[2:11:35] pm. M and the susan

[2:11:36] building at 526 b

[2:11:37] street, davis,

[2:11:38] california. The board

[2:11:40] will reconvene in open

[2:11:41] session at

[2:11:42] approximately 6:30

[2:11:42] P.M., and the

[2:11:44] community chambers at

[2:11:46] 23 russell boulevard

[2:11:50] california and we are

[2:11:51] reconvening for closed

[2:11:54] session. Okay. So we

[2:12:52] are at 842.

[2:12:53] Private. Homeowner

[2:12:57] yards adjacent variety

[2:13:00] of partnerships in this

[2:13:02] state it's nearly 500

[2:13:04] california cities. Is

[2:13:07] varied and different

[2:13:10] city. Is proposing, and

[2:13:12] I hope you will not

[2:13:15] accept it. As

[2:13:16] investment in trees

[2:13:19] and forest. Despite the

[2:13:23] research to california

[2:13:26] creation society.

[2:13:28] Privatizing municipal

[2:13:30] tree programs. Does

[2:13:32] save some money not as

[2:13:34] much. You expect or

[2:13:37] are promise the cost

[2:13:38] of the quality of

[2:13:38] maintenance. The rest

[2:13:40] of the forest. The

[2:13:41] safety. The rest of

[2:13:43] the forests and

[2:13:46] increase in citizen

[2:13:47] dissatisfaction. The

[2:13:50] trees are neglected

[2:13:53] based on evidence have

[2:13:54] tried this they've

[2:13:57] tried nine. You.

[2:13:58] >> you for your

[2:13:59] comments

[2:14:00] >> didn't hear about

[2:14:02] funding.

[2:14:03] >> I have to. I

[2:14:05] >> want to ask.

[2:14:05] >> I know that we do,

[2:14:06] but we hve to. Can

[2:14:08] you submit it to in

[2:14:10] your letter? You. So

[2:14:19] much..

[2:14:20] >> the city needs to

[2:14:21] recognize the trees

[2:14:23] street trees as

[2:14:24] >> infrastructure as

[2:14:27] part of the city is

[2:14:29] >> similar to parks.

[2:14:30] >> bikeways

[2:14:31] >> need to continue

[2:14:32] funding this program

[2:14:33] like other

[2:14:35] infrastructure before

[2:14:36] making a decisions. The

[2:14:38] council and should be

[2:14:42] better informed of the

[2:14:44] tree program. The

[2:14:45] challenges of

[2:14:47] fraternities staff

[2:14:48] report modified to

[2:14:52] discuss the de

[2:14:53] program, has

[2:14:54] nationally recognized

[2:14:56] annually by the arbor

[2:14:58] day foundation for

[2:14:59] almost 50 years. The

[2:15:04] benefits cover are to

[2:15:06] city. It helps cool

[2:15:07] neighborhoods lower

[2:15:10] energy costs rainfalls

[2:15:11] storm water

[2:15:14] infrastructure runoff.

[2:15:16] Pools. Streets. And

[2:15:17] prevents the cracking

[2:15:21] due to extreme heat

[2:15:22] street trees. Have

[2:15:24] lower crime rate and

[2:15:26] calmer traffic and

[2:15:27] they meet property

[2:15:28] values. This is all

[2:15:29] part of what the trees

[2:15:32] bring to this city.

[2:15:35] The report needs to

[2:15:38] those benefits and the

[2:15:39] the chances losing

[2:15:41] those benefits in the

[2:15:44] program. Should

[2:15:46] discuss how report

[2:15:47] should discuss how the

[2:15:49] city has or has

[2:15:49] knowledge. The grand

[2:15:54] jury from 2023.

[2:15:54] Particularly why it

[2:15:56] has not provided a

[2:15:58] simplified available.

[2:16:00] Summary. Measure h

[2:16:00] expenditures. Has

[2:16:01] called for by the

[2:16:03] grand this is not

[2:16:04] available publicly,

[2:16:07] find space program

[2:16:09] provides that kind of

[2:16:10] accounting. But the

[2:16:14] city's programs is not

[2:16:15] should highlight that

[2:16:15] there was a five year

[2:16:19] gap in funding measure

[2:16:20] eight because the city

[2:16:21] removed the street

[2:16:24] tree. Funding and

[2:16:24] measure eight during

[2:16:25] its. In its

[2:16:26] ordinances.

[2:16:28] >> thank you. MR..

[2:16:28] Thank you. Your time

[2:16:29] is up. Thank you so

[2:16:31] much. If you have that

[2:16:32] in writing and submit

[2:16:33] it to us, that would be

[2:16:40] great. Thank you..

[2:16:41] >> hello.

[2:16:44] >> richard. Im here

[2:16:44] speak on a couple of

[2:16:45] issues that you

[2:16:46] probably haven't

[2:16:47] actually cnsidered o

[2:16:49] heard about yet first

[2:16:51] is actually about

[2:16:53] impacts emailed a

[2:16:55] study yesterday to you

[2:16:56] that I just stumbled

[2:16:57] across doing other

[2:16:59] research that showed

[2:17:00] that street trees

[2:17:02] adds. 3% to the valve

[2:17:04] houses in dates that

[2:17:08] translates to about

[2:17:09] $30,000 million

[2:17:11] dollars in added value

[2:17:13] for the city of davis.

[2:17:14] That works out to be

[2:17:16] about $7 million a

[2:17:17] year. And added

[2:17:19] property tax revenues

[2:17:21] and it also the point

[2:17:24] of sale of a house, it

[2:17:25] it's about $6,000 a

[2:17:27] house or about $2.5

[2:17:28] million a year of added

[2:17:29] revenue. To the city.

[2:17:30] From the street trees

[2:17:32] being present here. So

[2:17:35] that I think that

[2:17:36] thinking about this, I

[2:17:38] was when I was on full

[2:17:39] resources committee

[2:17:43] came up about removal

[2:17:45] of street debris in

[2:17:46] the street and citizen

[2:17:47] kane and said that if

[2:17:49] you end that we're

[2:17:50] going to cut down our.

[2:17:51] This because we don't

[2:17:52] want to deal with the

[2:17:54] lead in the tree. But

[2:17:55] that told me that

[2:17:56] there's actually a lot

[2:17:58] of angst about having

[2:18:01] to obtain trees in the

[2:18:03] neighborhood. I or in

[2:18:05] lot with the if it's

[2:18:08] not the ownership the

[2:18:09] city. We're going to

[2:18:12] lose a lot of trees.

[2:18:14] If people start to

[2:18:14] them. So that's

[2:18:15] already been

[2:18:16] highlighted that the

[2:18:17] critical part of this.

[2:18:18] But that also gets to.

[2:18:20] In the climate action

[2:18:22] plan itself, adopted in

[2:18:23] 2020 when I was on.

[2:18:23] Also in the nrc at

[2:18:27] that street, the early

[2:18:27] morning and expanding

[2:18:30] the urban canopy was

[2:18:31] one of the key

[2:18:32] measures climate

[2:18:34] action. So if you are

[2:18:36] going to policy that

[2:18:37] induces canopy,

[2:18:38] >> you're

[2:18:40] >> going against what

[2:18:44] would adopt on sir..

[2:18:51] >> thank you.

[2:18:51] >> hello.

[2:18:53] >> is annie mccann. I

[2:18:54] set up tree. Davis

[2:18:55] ward on

[2:18:56] >> we

[2:18:57] >> feel like our

[2:18:57] partners.

[2:18:58] >> over the years with

[2:19:00] the city is vlue

[2:19:01] >> I'm here today to

[2:19:02] >> express my support

[2:19:04] for the little to the

[2:19:05] today.

[2:19:06] >> our is.

[2:19:08] >> a asset as health

[2:19:11] and adds property

[2:19:13] value to our was just

[2:19:14] describing hope that

[2:19:15] you'll MISS

[2:19:16] Information and he'll

[2:19:18] send you his nation's

[2:19:20] as well ae

[2:19:21] fundamental public

[2:19:24] health infrastructure

[2:19:25] to public health

[2:19:26] infrastructure cooling

[2:19:27] the air and making the

[2:19:29] cleaner planting and

[2:19:30] trees is a key part of

[2:19:32] our climate

[2:19:34] adaptation. Our canopy

[2:19:36] faces a number of

[2:19:37] challenges including

[2:19:38] not only drought and

[2:19:39] age, but the new

[2:19:40] pests, which could

[2:19:41] wipe out quite a lot

[2:19:42] of our sanctuaries. And

[2:19:43] we're very concerned

[2:19:46] about that. I

[2:19:47] responsibility for each

[2:19:48] back to homeowners MAY

[2:19:50] spark a series of tree

[2:19:51] removals because they

[2:19:52] don't understand how

[2:19:53] to care for their

[2:19:57] trees and which will

[2:19:58] that our urban planning

[2:20:00] goals for trees.

[2:20:03] Decades we is for this

[2:20:04] department and for our

[2:20:07] canopy measure h funds

[2:20:08] intended trees to the

[2:20:09] jump back into general

[2:20:11] fund for about five

[2:20:12] years would be a

[2:20:13] really great start.

[2:20:14] Please do not make

[2:20:15] your decision on

[2:20:16] something this

[2:20:16] important tonight.

[2:20:18] Please instruct staff

[2:20:20] to ad hoc urban

[2:20:23] forestry working group

[2:20:24] options we really need

[2:20:25] to discuss all of this

[2:20:26] with experts in tree

[2:20:27] care and urban

[2:20:29] forestry thank you for

[2:20:30] being a little longer

[2:20:32] on this issue.

[2:20:41] >> thank you.

[2:20:42] >> and I've davis

[2:20:44] since the early 1990s.

[2:20:45] I'm also

[2:20:46] >> a member of the

[2:20:48] >> board of directors

[2:20:48] >> and my wife and I'm

[2:20:51] here in 90s. We were

[2:20:55] pressed by and first

[2:20:56] community loves love of

[2:20:57] bikes. No doubt about

[2:20:59] it. Right. To the

[2:21:01] weather here gets

[2:21:02] extremely hot in the

[2:21:04] summertime. On our very

[2:21:07] first day. In in 100

[2:21:07] meter temperatures. We

[2:21:09] got with very quickly

[2:21:09] and third. Thank

[2:21:10] goodness for the

[2:21:11] wonderful bounty of

[2:21:13] mature trees and helps

[2:21:16] make summer day it

[2:21:18] really was striking

[2:21:19] about davis still has

[2:21:20] some beautiful tree

[2:21:22] shading. In our town

[2:21:23] holes in the canopy

[2:21:25] continue to expand

[2:21:25] trees just aren't

[2:21:26] being replaced as

[2:21:28] quick. Being removed

[2:21:30] for they're dying this

[2:21:31] might mean to our if we

[2:21:33] take action to

[2:21:34] reinvest and recommit

[2:21:36] to a healthy forest was

[2:21:37] demonstrated to me just

[2:21:39] last week. My wife and

[2:21:42] I were visiting a

[2:21:43] neighborhood and south

[2:21:45] sacramento, and we

[2:21:46] drove down the street

[2:21:47] neighborhoods where

[2:21:48] there were completely

[2:21:49] devoid of street

[2:21:52] trees. And trees. It

[2:21:54] was it was absolutely

[2:21:55] amazingly, it was. It

[2:21:58] was a it was a hot

[2:21:59] inhospitable I mean,

[2:22:00] the people didn't even

[2:22:01] come out of their. And

[2:22:02] walk around the even

[2:22:03] though it was a

[2:22:05] relatively cool in the

[2:22:05] later morning. So it

[2:22:06] was really. Definitely

[2:22:09] has an effect yard

[2:22:09] after yard was just

[2:22:12] brown was really sad.

[2:22:14] To follow that path.

[2:22:15] Closing, I know where

[2:22:16] you've already heard

[2:22:18] some arguments from the

[2:22:18] others who commented

[2:22:19] here tonight and from

[2:22:21] lewis and dawn earlier

[2:22:22] this evening, and what

[2:22:23] I just want to

[2:22:25] influence or impose a

[2:22:26] press upon you. Why

[2:22:26] it's imperative that

[2:22:28] the city provide

[2:22:28] sufficient and

[2:22:29] consistent funding to

[2:22:30] help support healthy

[2:22:31] urban forestry efforts

[2:22:33] in davis. Likewise

[2:22:34] they have also

[2:22:35] encouraged you to form

[2:22:36] an ad hoc urban

[2:22:37] forestry working group

[2:22:37] to consider and

[2:22:38] provide creative

[2:22:39] solutions to the

[2:22:40] city's funding issues.

[2:22:41] I'll leave you with

[2:22:43] that. I you. Thank

[2:22:50] you.

[2:22:51] >> hello.

[2:22:54] >> alan hirsch.. This

[2:22:56] issue for long time.

[2:22:59] This is a sign of the

[2:23:01] broken in generational

[2:23:04] contracts who is the

[2:23:05] head of the river

[2:23:07] forest retired and

[2:23:08] letter to the editor of

[2:23:12] the JUNE 2012. Cuts in

[2:23:14] the program are not

[2:23:15] sustainable. They will

[2:23:16] cost us too much in the

[2:23:20] long term happened and

[2:23:21] funded it and we will

[2:23:24] he was killed and try

[2:23:26] to catch up because we

[2:23:26] intergenerational

[2:23:27] thing and now we can't

[2:23:29] afford to sustain the

[2:23:30] poorly maintained

[2:23:33] trees. But this

[2:23:34] generation shouldn't

[2:23:36] dismiss should be a

[2:23:37] forgone really know

[2:23:37] what.

[2:23:38] >> goes

[2:23:40] >> on, in forest

[2:23:40] happens by the city of

[2:23:43] west sacramento. To

[2:23:45] reforest broderick and

[2:23:48] bright older neighbor.

[2:23:49] 50s. They were losing

[2:23:50] all their initial

[2:23:52] developer and it was

[2:23:54] like pulling teeth to

[2:23:55] get people planting

[2:23:56] straight and some

[2:23:57] people plant small

[2:23:58] little trees. The palm

[2:24:01] trees are not so then

[2:24:02] the poor people who had

[2:24:04] trees that were

[2:24:05] dangerous, dangerous.

[2:24:06] And they couldn't

[2:24:08] afford to remove them.

[2:24:08] The trees are

[2:24:10] investment manager.

[2:24:10] This tree is the kind

[2:24:12] of collectively. Urge

[2:24:14] you to please do not

[2:24:15] bring in people who

[2:24:16] really know about urban

[2:24:18] forestry and

[2:24:18] demographics and

[2:24:19] public health issues.

[2:24:20] We have no urban

[2:24:23] forest people who have

[2:24:24] are the urban forest

[2:24:25] management plan that

[2:24:27] didn't predict should

[2:24:29] have predicted this

[2:24:30] this is not a

[2:24:31] surprise. No such thing

[2:24:32] as a crisis. It's just

[2:24:35] just in the bob

[2:24:36] quatrain is 11, 2012.

[2:24:36] Basically called it

[2:24:38] out find it. It's

[2:24:40] pretty easy to find I

[2:24:42] and other eds from the

[2:24:43] commission. Please do

[2:24:44] not tonight. This is

[2:24:46] an intergenerational

[2:24:58] issue. Thank you..

[2:24:59] >> hi, I'm cheryl.

[2:25:00] >> essex. Is a

[2:25:01] landscape architect

[2:25:03] >> and tree lover.

[2:25:04] I've advocated for

[2:25:05] more and healthier

[2:25:07] trees for decades as a

[2:25:08] former planning

[2:25:10] commissioner, I've

[2:25:12] insisted on protection

[2:25:14] project in the

[2:25:15] downtown specific plan

[2:25:16] and in the urban

[2:25:17] forest management

[2:25:20] plan. However, I've

[2:25:21] numerous instances

[2:25:23] like many folks around

[2:25:25] some of the failure of

[2:25:27] our city street tree

[2:25:27] program. So I sent you

[2:25:29] an email, but I just

[2:25:31] wanted to highlight

[2:25:31] one particular thing

[2:25:34] in there. And that is

[2:25:35] eliminating really

[2:25:39] reforming the current

[2:25:41] city tree removal

[2:25:42] process. So there are

[2:25:43] many, many reasons why

[2:25:46] a homeowner. Should be

[2:25:48] able to remove a tree

[2:25:50] that was planted

[2:25:51] decades ago in their

[2:25:53] yard. They want to

[2:25:55] install solar panels.

[2:25:56] If they want to reduce

[2:25:58] their landscape

[2:25:59] irrigation or comply

[2:26:01] with homeowner

[2:26:02] insurance requirements

[2:26:02] that are getting

[2:26:04] stricter and stricter.

[2:26:06] It's difficult

[2:26:09] anymore. Certainly, to

[2:26:09] add a secondary

[2:26:11] housing unit and to

[2:26:14] eliminate damage to

[2:26:15] foundations and paving

[2:26:17] these are really

[2:26:18] important issues that

[2:26:21] need to be considered

[2:26:22] and so there needs to

[2:26:24] be much more

[2:26:26] flexibility in that

[2:26:28] street tee removal

[2:26:30] process. And I

[2:26:32] certainly appreciate

[2:26:34] your suggestion that

[2:26:35] that's something for

[2:26:36] you to strongly

[2:26:40] consider to property

[2:26:41] owner wants to remove

[2:26:44] their city street tree

[2:26:46] think they should have

[2:26:48] much more broader

[2:26:49] latitude than they

[2:26:50] currently do in

[2:26:51] removing the street

[2:26:53] tree. So consider

[2:26:55] that. Thank you so

[2:26:56] much

[2:27:01] >> you.

[2:27:02] >> hello. Michael

[2:27:05] schur. In arborist

[2:27:08] certified arborist 035

[2:27:08] years I worked in

[2:27:10] point reyes, berkeley

[2:27:12] and then davis couple

[2:27:15] things for me to email

[2:27:16] the city council a lot

[2:27:18] about illegal removal

[2:27:20] of trees. Improper

[2:27:21] pruning. Tese are

[2:27:23] around supermarkets

[2:27:26] complexes. I gave up.

[2:27:27] Finally because there

[2:27:28] just wasn't any

[2:27:31] enforcement ahuge

[2:27:33] asset. Out there. Or

[2:27:34] potential asset, which

[2:27:37] is the shading of of

[2:27:40] pavement. Apartment

[2:27:41] complexes will just

[2:27:42] decide to cut down a

[2:27:43] large tree for the

[2:27:44] hell of it, and then

[2:27:46] the city won't find

[2:27:49] them or educate them

[2:27:51] or enforce some rules

[2:27:52] that are on the books.

[2:27:54] So I think it's just

[2:27:56] really unfortunate

[2:27:56] that the city council

[2:27:59] and whoever else

[2:28:02] hasn't. Responded

[2:28:03] over by the dollar

[2:28:04] store, they topped all

[2:28:06] all their trees. Now

[2:28:07] some of them are dying

[2:28:09] it's just terrible. I

[2:28:11] emailed and nothing

[2:28:12] happened. Some of the

[2:28:13] other things that come

[2:28:13] up, I think there

[2:28:16] could be a lot more

[2:28:17] there could be a flare

[2:28:18] that sent out to

[2:28:19] homeowners describing

[2:28:22] the asset and all the

[2:28:24] benefits proper being

[2:28:26] not topping correct.

[2:28:28] Irrigation think that's

[2:28:29] really important.

[2:28:30] Also, I think we all

[2:28:31] learned something from

[2:28:34] the $24 million

[2:28:37] lawsuit against that

[2:28:40] the cty lost I think

[2:28:42] that was due to

[2:28:42] incompetence over

[2:28:44] there in park. I

[2:28:45] remember those trees

[2:28:46] tipping over and

[2:28:47] emailing and going, oh

[2:28:47] my gosh, look at this.

[2:28:50] This is just really

[2:28:53] bad. And then now

[2:28:54] incompetence killed a

[2:28:56] woman and the city

[2:28:58] paid base. I think as

[2:28:59] as some of us have

[2:29:02] said competent people.

[2:29:04] Consult with them

[2:29:05] don't think that you

[2:29:07] can look out trees and

[2:29:08] guidance because you

[2:29:09] can't. You need to

[2:29:10] find professionals

[2:29:11] who've been in the

[2:29:13] industry. Well, 35

[2:29:15] years for me anyway,

[2:29:21] thank you.

[2:29:24] >> good evening.

[2:29:26] >> I would like to see

[2:29:26] whatever you do. I

[2:29:28] would like to see.

[2:29:29] More discretion be

[2:29:30] given to homeowners

[2:29:32] for managing their own

[2:29:35] property I have sen

[2:29:35] appeals come up to the

[2:29:39] city council and I

[2:29:40] was. I remember one

[2:29:41] night I'm watching at

[2:29:42] home. It was this pine

[2:29:43] tree and it had topped

[2:29:44] someone had gone up

[2:29:45] there and topped it

[2:29:46] years ago. And then

[2:29:47] that made. It was a

[2:29:49] big pine and it made

[2:29:50] it the. The thing just

[2:29:52] branch out and in the

[2:29:53] woman who lived there,

[2:29:54] she was like begging

[2:29:55] you. With her

[2:29:56] children. She didn't

[2:29:58] feel safe. And the

[2:29:59] indifference of some of

[2:30:00] the council members, I

[2:30:02] thought, was, was just

[2:30:03] shocking. And it was

[2:30:04] clear just by looking

[2:30:06] at that tree that that

[2:30:07] tree should have come

[2:30:08] out. But the council

[2:30:10] decided not to do it

[2:30:12] overruling the person

[2:30:14] who owned the property

[2:30:15] and I just think that

[2:30:16] that's

[2:30:18] >> just wrong.

[2:30:19] >> I'm all for the

[2:30:22] tree. Canopy. You know,

[2:30:23] and I understand if

[2:30:24] you take out a you're

[2:30:25] going to lose some key

[2:30:30] for some years. But

[2:30:31] the person who's

[2:30:33] there. If they take

[2:30:35] out that tree, they're

[2:30:35] the one that has to

[2:30:37] live with the

[2:30:38] consequences of the

[2:30:39] loss of shade anybody

[2:30:42] else? And so I think

[2:30:43] that you should defer

[2:30:45] to them. The rest of

[2:30:48] the program. I

[2:30:49] encourage you to to

[2:30:50] keep as much of it as

[2:30:54] you can, but I think

[2:30:56] that that some of this

[2:30:59] the helplessness.

[2:31:01] About protecting the

[2:31:04] canopy at spence of

[2:31:08] home owners is you.

[2:31:12] >> thank you.

[2:31:14] >> anyone else here in

[2:31:15] comment not seeing

[2:31:16] any. Is there anyone

[2:31:21] online I do have one.

[2:31:24] >> a a u w unmute. You

[2:31:25] have two minutes to

[2:31:26] speak

[2:31:27] >> apologize, I should

[2:31:28] have renamed renamed

[2:31:28] myself. I didn't

[2:31:29] realize it was coming

[2:31:31] through that account

[2:31:32] this is rhonda read

[2:31:35] and I'm with also aauw

[2:31:37] davis member but I'm

[2:31:38] speaking on I'm

[2:31:40] speaking on behalf as

[2:31:42] a resident, status. I

[2:31:42] want to comment on the

[2:31:44] number of people who

[2:31:45] who routinely come to

[2:31:47] our neighborhood to

[2:31:48] walk or walk their

[2:31:50] dogs. So use this as a

[2:31:51] transit area from

[2:31:54] point point b from to

[2:31:55] their homes in other

[2:31:56] parts of the city.

[2:31:58] Because we have trees.

[2:31:59] And we have trees that

[2:32:01] are aging. That are

[2:32:03] not have been, not been

[2:32:06] replaced. And that is

[2:32:08] in my opinion, not

[2:32:09] with our climate

[2:32:10] action plan for the

[2:32:13] city the the proposal

[2:32:16] to transfer

[2:32:18] responsibility to the

[2:32:20] private landowner. I

[2:32:22] think ignores the

[2:32:24] realities of the

[2:32:25] interest of having a

[2:32:27] tree canopy in our

[2:32:30] town and we should

[2:32:30] policies in that

[2:32:32] respect and and

[2:32:34] support them. I was a

[2:32:34] little disappointed at

[2:32:35] the staff report did

[2:32:37] not have any mention

[2:32:38] of possible ramp

[2:32:39] programs that could be

[2:32:42] used to catch up on

[2:32:43] some of the

[2:32:44] maintenance issues

[2:32:46] that have come to

[2:32:48] light and, and I was

[2:32:49] also a little

[2:32:49] disappointed in the

[2:32:51] lack of information

[2:32:52] specifically to help

[2:32:53] craft any sort of

[2:32:54] change in the

[2:32:57] ordinance last comment

[2:32:57] with respect to new

[2:32:58] trees and new

[2:33:00] development. You

[2:33:01] probably require the

[2:33:02] developers to plant

[2:33:04] trees, but would like

[2:33:08] the city to also

[2:33:09] require a long term

[2:33:10] maintenance fund for

[2:33:11] trees that are planted

[2:33:13] within a development.

[2:33:15] So please protect our

[2:33:18] tree and don't them.

[2:33:18] Thank

[2:33:22] >> you..

[2:33:23] >> thank you for that.

[2:33:26] >> and that is it.

[2:33:26] >> so I'm going to

[2:33:28] bring it back here fr

[2:33:29] some further

[2:33:31] discussion. And

[2:33:36] questions.

[2:33:37] >> thanks, mayor.

[2:33:39] Thanks for all your

[2:33:42] comments and staff

[2:33:47] report located big

[2:33:49] issue. And process.

[2:33:51] All this two things.

[2:33:52] Feel certain about.

[2:33:54] One is that we can't

[2:33:56] we don't right now to

[2:33:57] take care of our

[2:33:59] entire staff. But very

[2:34:01] clear also seems clear

[2:34:04] that we can expect

[2:34:05] deterioration in the

[2:34:06] care of trees that are

[2:34:07] in the hands of

[2:34:08] private property

[2:34:09] owners. So I think

[2:34:10] that that's also

[2:34:11] reasonable to expect to

[2:34:14] admit you know

[2:34:15] different motivations

[2:34:16] for for maintenance or

[2:34:17] lack of and different

[2:34:20] levels of expertise.

[2:34:22] So so just I'm

[2:34:22] understanding, you

[2:34:25] know, this, this

[2:34:26] proposed shifting of

[2:34:26] responsibility to

[2:34:27] private property

[2:34:27] owners would happen

[2:34:28] through attrition. So

[2:34:29] it doesn't affect the

[2:34:32] current stock to me,

[2:34:34] that signifies we have

[2:34:35] a little bit of time,

[2:34:36] at least since this is

[2:34:39] kind of a gradual

[2:34:43] shift and as I said,

[2:34:44] with my questions

[2:34:45] before, comment for

[2:34:46] me, this is a big

[2:34:47] enough policy decision

[2:34:48] where I really would

[2:34:52] like to know at least

[2:34:53] as much as we can

[2:34:54] know, it's, it's

[2:34:56] totally fine if there's

[2:34:58] uncertainty and how

[2:34:59] much the cost would be

[2:35:01] policy options. It's

[2:35:02] okay if there's

[2:35:06] uncertainty on eactly

[2:35:09] what fraction of those

[2:35:10] trees, on private

[2:35:10] property with an

[2:35:11] easement, which are in

[2:35:13] the backyard. But I

[2:35:14] would like to know

[2:35:17] that that is kind of

[2:35:20] what, you know I just

[2:35:22] asked this can you tell

[2:35:23] me? Im sorry? That's

[2:35:24] why I'm talking like

[2:35:27] this. But is can you

[2:35:27] just tell me one more

[2:35:28] time? When is the

[2:35:28] inventory scheduled to

[2:35:30] be completed?

[2:35:31] >> so like I said,

[2:35:32] waiting. We are

[2:35:33] actively getting an

[2:35:34] urban new urban

[2:35:34] forestry program

[2:35:35] manager on board. So

[2:35:35] we don't have a

[2:35:37] timeline for that at

[2:35:37] this time.

[2:35:39] >> okay, so okay it's

[2:35:41] underway. Yes.

[2:35:41] >> it's not starting

[2:35:42] from scratch. We do

[2:35:44] have we do, in

[2:35:45] essence, have a draft

[2:35:47] scope of work that

[2:35:48] charlie had started.

[2:35:49] But we want the new

[2:35:52] urban forest manager

[2:35:53] to certainly

[2:35:54] understand and agree

[2:35:55] with that.

[2:35:57] >> rough fence let's

[2:35:58] say the work has

[2:35:59] started, you know, so

[2:36:00] assuming that we need

[2:36:02] some time to get that

[2:36:03] manager on board. So

[2:36:04] it's a find the right

[2:36:05] person for the

[2:36:07] inventory, etc.. But

[2:36:07] actually, how long will

[2:36:11] that take to do that

[2:36:14] magnitude months

[2:36:15] >> inventory as I

[2:36:16] understand it, through

[2:36:17] the newer

[2:36:17] technologies, is a

[2:36:18] shorter time frame

[2:36:20] than it could be with

[2:36:22] individual. Or walking

[2:36:23] around making that

[2:36:25] visual assessment. I

[2:36:26] do understand that

[2:36:27] there is certain amount

[2:36:28] of qa does occur. So

[2:36:30] that'll take some time

[2:36:32] that will give us on

[2:36:33] the ground a good idea

[2:36:35] of what we have

[2:36:36] process to determine

[2:36:38] that paper trail.

[2:36:40] Might take but that

[2:36:41] isn't sort of an

[2:36:42] adjunct of the

[2:36:42] information that we're

[2:36:44] asking for. So able to

[2:36:45] come back with some

[2:36:48] good information

[2:36:50] relatively quickly as

[2:36:51] we get that

[2:36:52] >> months

[2:36:56] >> I would say months

[2:36:57] >> not trapping you in

[2:36:58] more

[2:37:01] >> on camera. It's

[2:37:02] just a challenge. So,

[2:37:03] you know, if we're

[2:37:04] looking at potentially

[2:37:05] be able to bring

[2:37:06] someone on board.

[2:37:09] We're looking at.

[2:37:10] Mid-OCTOBER. Remember,

[2:37:11] depending on all the

[2:37:14] things maybe we get

[2:37:16] rfp relatively quickly

[2:37:19] in the winter time

[2:37:20] about a month, maybe

[2:37:21] we're looking at early

[2:37:23] spring that we would

[2:37:24] have information.

[2:37:24] >> yeah, yeah. So, you

[2:37:26] know, I'm kind of I

[2:37:28] would struggle to make

[2:37:29] any major decisions on

[2:37:30] changing the status

[2:37:31] quo tonight in the

[2:37:32] absence of more data.

[2:37:33] That sounds like a

[2:37:34] reasonable aount of

[2:37:36] time to be able to get

[2:37:38] the data need,

[2:37:38] especially considering

[2:37:40] that the decision to

[2:37:40] take place over the

[2:37:42] years with I do with

[2:37:43] the idea that it's been

[2:37:44] suggested of creating a

[2:37:46] working group. How I

[2:37:48] would passion that

[2:37:50] though, is the climate

[2:37:51] and environmental

[2:37:52] justice commission to.

[2:37:52] To create a

[2:37:53] subcommittee on this

[2:37:55] issue, and I think for

[2:37:55] the reason that, you

[2:37:56] know, you guys have a

[2:38:00] sense staff has a

[2:38:02] sense of some of these

[2:38:03] rating and other data,

[2:38:04] but I think there's

[2:38:05] some thinking that

[2:38:07] needs to be done.

[2:38:08] Around what are the

[2:38:09] trade offs that we

[2:38:10] realistically

[2:38:12] considering given the

[2:38:13] experience of other

[2:38:14] jurisdictions? We know

[2:38:16] that we're among the

[2:38:16] jurisdictions that

[2:38:17] have large urban. I

[2:38:18] understand there's

[2:38:19] that complicated, but I

[2:38:20] would like to know

[2:38:21] what has been the

[2:38:22] consequence of

[2:38:24] transferring these

[2:38:25] trees back to private

[2:38:26] property owners. As

[2:38:27] we're evaluation,

[2:38:29] done. What is the cost

[2:38:32] savings actually know,

[2:38:33] with that information

[2:38:35] in hand, I can imagine

[2:38:37] a subcommittee on that

[2:38:39] commission ideally

[2:38:41] working with a

[2:38:43] representative be

[2:38:44] looking at you. Don,

[2:38:46] you know, it's great

[2:38:48] if we can and you know

[2:38:49] the st assured kind

[2:38:52] of in through you. And

[2:38:53] bringing all the

[2:38:53] information there. So

[2:38:54] the subcommittee can

[2:38:56] really wrestle with

[2:38:58] these trade offs and,

[2:38:59] you know, again, a lot

[2:39:00] of the data tat we're

[2:39:01] seeing, I would love if

[2:39:03] the city manager, you

[2:39:04] know, really focuses on

[2:39:05] this cost question.

[2:39:07] What is the cost of

[2:39:08] containing this urban

[2:39:09] forest to evaluate

[2:39:10] under these different

[2:39:11] policy options? How

[2:39:12] does that cost go up

[2:39:14] or down now? Know, I

[2:39:15] know you, you made a

[2:39:16] very rough estimate.

[2:39:17] That number doesn't

[2:39:18] scare me. I was

[2:39:18] expecting a lot higher,

[2:39:20] which we can double and

[2:39:21] triple it and that's

[2:39:22] still like I do think

[2:39:25] it's time to rally

[2:39:26] focus on a revenue

[2:39:27] measure. This is this

[2:39:28] is part of our

[2:39:29] infrastructure and you

[2:39:30] know, if we're going to

[2:39:32] have an urban forest

[2:39:32] and we're going to take

[2:39:35] care of it properly.

[2:39:36] Liability, and also

[2:39:36] adapt to climate

[2:39:38] change. It's needs to

[2:39:40] be paid for and I

[2:39:41] think we can make that

[2:39:41] case to the voters

[2:39:43] that this is something

[2:39:46] that's again, I feel

[2:39:47] like we have a little

[2:39:48] bit of time to plan.

[2:39:50] Is any way to do this

[2:39:50] tradition. So I

[2:39:52] hesitate to make a

[2:39:53] major policy changes

[2:39:54] tonight. I would like

[2:39:54] to think this is the

[2:39:56] perfect kind of where

[2:39:59] a robust discussion on

[2:40:01] the on a commission

[2:40:02] for some subcommittee

[2:40:03] has done some

[2:40:06] background work with

[2:40:07] tree davis and

[2:40:08] consulting with you

[2:40:10] guys. Some of this

[2:40:18] ideal..

[2:40:21] >> sure I was also

[2:40:22] thinking that a little

[2:40:23] more conversation

[2:40:25] around this topic is,

[2:40:27] is needed a because

[2:40:27] obviously this is a

[2:40:30] very important issue

[2:40:32] for our community. In

[2:40:32] you know, the only

[2:40:33] thing that this

[2:40:33] community loves more

[2:40:37] than. Is trees and so I

[2:40:39] think the idea of

[2:40:41] having a group to get

[2:40:42] together to discuss

[2:40:45] this is makes a lot of

[2:40:47] I also, I also

[2:40:48] realized that there

[2:40:50] that we do have to make

[2:40:52] some changes there

[2:40:53] trees in our community

[2:40:55] that are not working

[2:40:56] folks like climate is

[2:41:00] they hve to be

[2:41:01] switched out. I hear a

[2:41:04] lot from people who

[2:41:06] say that the is

[2:41:07] falling apart and it's

[2:41:08] so hard for the city

[2:41:10] to come out there and,

[2:41:12] and the tree, but they

[2:41:13] can't prune the tree

[2:41:14] themselves. And so I

[2:41:16] question whether or

[2:41:20] not a community

[2:41:24] members trees would be

[2:41:24] worse because it

[2:41:25] sounds like there's a

[2:41:26] lot of community

[2:41:27] members out there that

[2:41:28] want to take care of

[2:41:29] their trees and, and

[2:41:30] they're not able to.

[2:41:32] And that brings me to

[2:41:33] this question that

[2:41:35] I've had about know we

[2:41:37] had some conversations

[2:41:38] about making it easier

[2:41:39] for people to be able

[2:41:40] to prune their own

[2:41:41] trees and take care of

[2:41:42] their own trees can you

[2:41:44] tell me what that

[2:41:44] process.

[2:41:45] >> is

[2:41:45] >> talking to a

[2:41:46] neighbor who was

[2:41:47] saying that they

[2:41:50] wanted to take care of

[2:41:52] a tree and the process

[2:41:53] seemed a little

[2:41:55] onerous to him they

[2:41:56] wanted to like remove

[2:41:59] this tree. Because it

[2:42:00] wasn't working out for

[2:42:01] the space. It was in.

[2:42:03] It was it was

[2:42:04] diseased. And they

[2:42:06] wanted to put a and a

[2:42:07] newer tree, but it was

[2:42:08] going to cost so much

[2:42:09] for them to take out

[2:42:11] that tree. And so that

[2:42:12] I think those are the

[2:42:16] types of problems tat

[2:42:17] our community has that

[2:42:19] we have to find an

[2:42:21] answer for as we're

[2:42:22] having this as we're

[2:42:23] having these

[2:42:24] conversations. And I

[2:42:24] think that that's

[2:42:27] where maybe a group

[2:42:29] can get together and

[2:42:31] talk. So, but if you'll

[2:42:32] answer that question

[2:42:33] >> about, yeah, so if

[2:42:35] I might kind of two,

[2:42:37] two phases, two pieces

[2:42:37] of that question. So

[2:42:39] we do actually and did

[2:42:41] modify code to allow

[2:42:44] for pruning, which I

[2:42:45] believe is two inches

[2:42:48] or less we allow we

[2:42:50] ask provide that input

[2:42:51] to them, but we allow

[2:42:53] that pruning. So that

[2:42:54] that's, that is

[2:42:55] straightforward. They

[2:42:57] can do that. From a

[2:42:58] perspective of my tree

[2:42:59] is diseased. I have a

[2:43:00] challenge with the tree

[2:43:01] or I want to remove it

[2:43:04] and replant x, y or z

[2:43:05] that would go through

[2:43:07] the removal process or

[2:43:08] process, wich the

[2:43:08] tree health

[2:43:09] considered. First and

[2:43:10] foremost by the

[2:43:11] forestry department.

[2:43:12] They provide that

[2:43:15] report the homeowner

[2:43:16] identifies hardscape

[2:43:19] issues impacts. Any

[2:43:21] other use with their

[2:43:22] house, any of those

[2:43:25] types of things then

[2:43:26] myself or chapman

[2:43:28] moving forward. The

[2:43:29] director of the works

[2:43:30] will consider that

[2:43:32] information and

[2:43:35] provide for removal

[2:43:36] most likely. And and

[2:43:38] we've we've broadened

[2:43:40] those categories right

[2:43:41] previously, a few years

[2:43:43] ago. The tree was

[2:43:44] foremost that was

[2:43:45] basically primarily the

[2:43:46] only reason that we

[2:43:48] would remove a tree we

[2:43:49] actually, through

[2:43:50] conversations with

[2:43:53] council and internal

[2:43:54] conversations, we

[2:43:55] certainly have used.

[2:43:57] And it it the main

[2:43:58] point is it wasn't the

[2:43:59] urban forest manager

[2:44:00] deciding if hardscape

[2:44:02] was the reason that

[2:44:03] falls upon myself or

[2:44:04] the public works

[2:44:05] director. We've made

[2:44:07] those changes. So it is

[2:44:09] it is actually a to

[2:44:10] understand or to have a

[2:44:13] trees. List based on

[2:44:14] others. What we're

[2:44:16] suggesting here is

[2:44:17] potentially. Council

[2:44:20] could even further as a

[2:44:23] guidance to broaden

[2:44:25] that out some

[2:44:25] direction in that

[2:44:27] area.

[2:44:28] >> one thing that I

[2:44:30] want is that we do have

[2:44:31] a permit process for

[2:44:32] pruning of city trees

[2:44:34] on private property.

[2:44:36] That is in place of

[2:44:38] trees. And so there's a

[2:44:39] process. There's know,

[2:44:41] an application that it

[2:44:43] is evaluated and then

[2:44:45] a would be submitted to

[2:44:46] that property owner

[2:44:47] that would require

[2:44:49] that that are would do

[2:44:51] so within the set

[2:44:51] standards that are

[2:44:52] appropriate for the

[2:44:54] tree work that is how

[2:44:56] we protect those

[2:44:58] trees. So it

[2:44:59] indicates. So it's a

[2:44:59] diameter of. It is

[2:45:00] anything less than

[2:45:02] that in terms of the

[2:45:02] branch, the homeowner

[2:45:04] can remove without any

[2:45:06] type of permit over and

[2:45:06] above that, we would

[2:45:08] have that protection in

[2:45:09] place for those trees.

[2:45:11] Okay.

[2:45:12] >> so they're there.

[2:45:13] Sounds like there's a

[2:45:16] process for this and so

[2:45:18] that's a good thing. I

[2:45:20] do. I do. I do think

[2:45:20] that there is a way

[2:45:23] for us to protect our

[2:45:24] canopy and to continue

[2:45:26] to have a canopy. And

[2:45:29] at the same time.

[2:45:31] Reduce the number of

[2:45:33] private trees that it

[2:45:35] that the city is, is

[2:45:37] for and as I said, I

[2:45:39] do, I do believe from

[2:45:41] from mount of of folks

[2:45:42] that are concerned

[2:45:44] about their trees that

[2:45:46] that they that we're

[2:45:48] not going to lose a

[2:45:51] huge amount of canopy.

[2:45:53] I'm more concerned

[2:45:55] about what some folks

[2:45:56] here have talked about

[2:45:57] for a long time. And

[2:45:59] that's enforcement in

[2:46:00] places like parking

[2:46:02] lots and in apartment

[2:46:03] complexes it's quite

[2:46:04] obvious that those

[2:46:05] trees are not cared

[2:46:07] for. And they're and

[2:46:08] you can see the

[2:46:12] difference, right if

[2:46:13] and I feel like if we

[2:46:16] had more resources do

[2:46:19] that enforcement know,

[2:46:21] that that would come

[2:46:22] hopefully shift from

[2:46:24] from the amount of

[2:46:25] that we're going. And,

[2:46:28] and doing a bad job of

[2:46:31] pruning. Priorities

[2:46:33] that that MAY

[2:46:33] homeowners would do a

[2:46:37] better job of so that

[2:46:38] I do think we have to

[2:46:39] do something

[2:46:41] different. I'm

[2:46:42] interested in putting

[2:46:43] together a group

[2:46:46] because I, I think

[2:46:48] more input from, from

[2:46:51] folks would be full I

[2:46:54] am on board for making

[2:46:56] some changes here and

[2:46:58] maybe some of that is,

[2:46:58] you know, we look at

[2:47:00] the fees. Not just the

[2:47:03] fees for fees that

[2:47:05] would incentivize

[2:47:06] folks to continue to

[2:47:08] have trees in their, in

[2:47:08] their front yard so

[2:47:10] that it's not like I'm

[2:47:10] just taking this tree

[2:47:13] out because now I can

[2:47:15] you know maybe they

[2:47:17] you know, don't they

[2:47:18] get charged if they,

[2:47:20] if they don't have a

[2:47:23] tree right.

[2:47:30] >> better..

[2:47:31] >> you, thank you,

[2:47:32] thank you. Others

[2:47:33] thank you all for

[2:47:34] coming out

[2:47:34] >> to talk about.

[2:47:37] >> to talk about this

[2:47:39] .. I'm just kind of

[2:47:39] going to go through the

[2:47:40] list that I have here.

[2:47:41] And then I'll kind of

[2:47:42] bring it in. Some of

[2:47:44] you all have said, I

[2:47:45] think I'm very open to

[2:47:47] adjusting the fees as

[2:47:49] necessary. To you

[2:47:51] know, if we need to. I

[2:47:51] know you said that it's

[2:47:53] only going to cover

[2:47:54] maybe 2%, but

[2:47:54] whatever. I think that

[2:47:58] all matters. I am

[2:48:00] looking at the owner

[2:48:00] ownership and

[2:48:02] management of nw

[2:48:05] trees to be with the

[2:48:06] owners of the homes

[2:48:08] and not listening and

[2:48:09] be that in new

[2:48:09] development. We're

[2:48:10] doing landscape

[2:48:11] districts or whatever

[2:48:12] that might be. I think

[2:48:13] that's great. And then

[2:48:14] the older

[2:48:16] neighborhoods, as well

[2:48:17] as trees come down, I

[2:48:18] would like that to be

[2:48:21] on the owner's there

[2:48:21] responsibility to take

[2:48:24] that on and I

[2:48:25] definitely want to see

[2:48:26] these flexibility for

[2:48:31] homeowners to trim

[2:48:32] etc.. City trees that

[2:48:33] are on their poperty.

[2:48:35] I think it is

[2:48:36] confusing as to what

[2:48:37] can happen or not.

[2:48:38] I've got two city trees

[2:48:39] in my property and I've

[2:48:40] heard two different

[2:48:42] things. I heard about

[2:48:42] five different things

[2:48:44] than what I can do with

[2:48:46] those two trees. So I'd

[2:48:47] like to make that as

[2:48:50] open. You know as

[2:48:51] possible in that

[2:48:54] regard. And idea, you

[2:48:55] know, if you do remove

[2:48:57] a city tree, there's

[2:48:59] there's more than

[2:48:59] responsibility for you

[2:49:01] to plant tree. A

[2:49:02] requirement. You plant

[2:49:02] a new tree. And here's

[2:49:04] the list of city trees

[2:49:06] that are allowed do

[2:49:06] that. You can do that

[2:49:07] with, I think I would

[2:49:11] like to explore that I

[2:49:14] am curious as far as

[2:49:15] looking at what valley

[2:49:17] clean energy can do

[2:49:19] with regard to a

[2:49:20] donation. I think

[2:49:22] right now there's just

[2:49:24] a $50 rebate for

[2:49:25] eligible trees that

[2:49:27] you can get from vce

[2:49:29] and up to like 5 or 6

[2:49:31] tree smud, just gives

[2:49:33] you free. Sacramento

[2:49:35] tree foundation gives

[2:49:36] free trees and, you

[2:49:37] know, help with how,

[2:49:38] you know maintain and

[2:49:40] then go forward with

[2:49:40] them. I'd like to work

[2:49:42] with our partners in

[2:49:43] that regard with, you

[2:49:44] know, replacing those

[2:49:45] -

[2:49:47] trees think that'd be a

[2:49:48] great resource. And

[2:49:50] obviously smud and vce

[2:49:52] and have seen value of

[2:49:52] having shade and what

[2:49:54] that does for the

[2:49:56] ratepayers themselves.

[2:49:58] And perhaps there's. I

[2:49:59] grant program that we

[2:49:59] would do within the

[2:50:02] city to, to help folks

[2:50:02] transfer out. But this

[2:50:06] is a a wealthy

[2:50:08] community and compared

[2:50:10] to west sac or other

[2:50:11] places or that were

[2:50:12] brought up. There, I

[2:50:13] believe we have the

[2:50:14] resources here within

[2:50:16] our community to do

[2:50:21] more in this regard am

[2:50:21] satisfied with the

[2:50:22] level of data that I

[2:50:23] have in front of me to

[2:50:25] move forward, but I'm

[2:50:27] also very happy to you

[2:50:28] know, move this to the

[2:50:29] commission to talk

[2:50:30] about this further and

[2:50:31] kind of flesh out some

[2:50:33] of these things I do

[2:50:34] want to make it clear

[2:50:36] that I am very much

[2:50:39] for increasing this

[2:50:40] for homeowners. And

[2:50:42] kind of putting that

[2:50:43] back over to home

[2:50:47] ownership and trees.

[2:50:49] Right, right. We're. I

[2:50:51] die, just die out and a

[2:50:52] couple of things I'm

[2:50:54] curious about in the

[2:50:56] whole in the canopy.

[2:50:57] And I don't say make

[2:50:58] fun of that. I'm just

[2:50:59] curious as far as are

[2:51:01] those holes in the

[2:51:02] canopy in pblic land

[2:51:03] or are they private

[2:51:05] property? Areas? I

[2:51:07] just I don't know.

[2:51:07] Somebody mentioned in

[2:51:08] south davis going

[2:51:09] along and there were

[2:51:10] streets where there

[2:51:11] were no trees. So

[2:51:13] that's really oh did

[2:51:13] they okay. They

[2:51:14] explained that.

[2:51:15] >> they

[2:51:16] >> spoke and they

[2:51:18] purchase south south

[2:51:19] sacramento to. Okay.

[2:51:22] Thank you. I MISS So

[2:51:22] i.

[2:51:23] >> was

[2:51:24] >> curious that and I

[2:51:26] am I would like to see

[2:51:27] some more information

[2:51:29] on reading on

[2:51:30] landscape districts in

[2:51:31] pre-established

[2:51:31] neighborhoods just a

[2:51:33] new neighborhoods. I

[2:51:34] that was kind of

[2:51:36] freaking thought might

[2:51:38] be that we could float

[2:51:40] you know district

[2:51:41] north davis central

[2:51:43] areas that have these

[2:51:46] established areas and

[2:51:48] beyond that, I'm

[2:51:49] always well support

[2:51:51] with council member

[2:51:54] was saying about

[2:51:55] revenue measure going

[2:51:56] forward for our

[2:51:56] infrastructure and

[2:51:58] this into that. So

[2:52:00] that's where I'm at for

[2:52:02] now. And aain, I

[2:52:02] thank.

[2:52:03] >> you all

[2:52:03] >> for the work that

[2:52:05] you do with

[2:52:06] >> davis and all that

[2:52:07] you are doing to keep

[2:52:08] our canopy going here.

[2:52:11] Thank you you for

[2:52:12] that, councilmember

[2:52:14] chapman..

[2:52:15] >> thank you, mayor.

[2:52:16] Thank you to my

[2:52:17] colleagues. Everyone

[2:52:17] who's out here this

[2:52:19] evening adrian, for

[2:52:21] your work on this

[2:52:21] clear this is not

[2:52:23] easy. Right? I mean,

[2:52:25] it's it's hard it's

[2:52:26] been asked. It's, you

[2:52:27] know, kind of up in the

[2:52:28] air, not in terms of

[2:52:29] not knowing the

[2:52:30] information, but all

[2:52:30] the different

[2:52:31] variables that can

[2:52:32] come into play. And

[2:52:34] looking at issue in

[2:52:35] and thing for our

[2:52:36] community to get this

[2:52:39] right. So for me, I, I

[2:52:40] support what

[2:52:41] councilmember. Vitela

[2:52:43] proposed in terms of

[2:52:45] moving frward evening

[2:52:47] with a clearly hoc

[2:52:48] subcommittee with

[2:52:49] folks from the

[2:52:50] climate, environment.

[2:52:51] Climate, environmental

[2:52:52] justice group as well

[2:52:55] as from tree. Davis to

[2:52:58] to look at and explore

[2:52:59] not just the three

[2:52:59] things that are listed

[2:53:00] in the staff report

[2:53:01] that we asked to come

[2:53:01] back. And the other

[2:53:02] pieces that we're

[2:53:03] hearing this evening

[2:53:05] as well. And keeping

[2:53:06] the privatization of

[2:53:07] the trees as part of

[2:53:08] that conversation,

[2:53:09] because that that MAY

[2:53:10] be something that we

[2:53:12] need to do also the

[2:53:12] revenue measures, the

[2:53:13] landscape district

[2:53:14] piece that we've been

[2:53:16] talking about I think

[2:53:16] it's important for us

[2:53:18] to look at the

[2:53:18] enforcement side and

[2:53:19] how we can do with

[2:53:21] that. There's a number

[2:53:22] of trees I just drove

[2:53:23] by in my district in

[2:53:25] the past week that

[2:53:26] gone, and they are

[2:53:28] 100% in the easement

[2:53:29] and it's hard to you

[2:53:32] know those situations.

[2:53:33] and now in talking to

[2:53:37] those people on that

[2:53:38] what it looks like so I

[2:53:38] think that there's a

[2:53:39] lot of work that w

[2:53:40] need to do. And I

[2:53:41] think it's an

[2:53:42] important that we need

[2:53:43] to take a little bit

[2:53:44] more time on. We hear

[2:53:44] kind of what the time

[2:53:46] frame is with the new

[2:53:46] urban forest manager

[2:53:47] and some of the work

[2:53:49] that's coming forward

[2:53:50] we got back data that

[2:53:52] we get from that. But I

[2:53:53] do think that there

[2:53:57] are lot of options

[2:53:58] looking and vetting all

[2:54:00] of them with more

[2:54:02] fleshed out process as

[2:54:03] to what we can do and

[2:54:07] how we can do it the

[2:54:08] privatization of trees

[2:54:08] is one that's very

[2:54:09] interesting. I think in

[2:54:10] a lot of communities,

[2:54:11] if you ask somebody if

[2:54:12] there was a tree in

[2:54:13] their front yard, you

[2:54:15] know, eight out o

[2:54:16] ten people are tree

[2:54:16] except for people that

[2:54:17] live in our community

[2:54:18] who are used to the

[2:54:20] city it. So I think

[2:54:21] that we are in a

[2:54:22] unique situation. It's

[2:54:22] hard to pull back from

[2:54:24] that. But there's also

[2:54:27] a significant that we

[2:54:28] have to and whatever

[2:54:29] that different you

[2:54:30] know, tactic is,

[2:54:31] whether it's revenue

[2:54:32] measures, whether it's

[2:54:32] landscape, districts,

[2:54:33] whether it's

[2:54:34] privatization or a

[2:54:35] combination of all of

[2:54:39] those I think here

[2:54:41] from from those two

[2:54:41] groups. And I would

[2:54:43] actually even throw in

[2:54:44] there, and I know we

[2:54:45] always say to talk

[2:54:46] about somebody, I

[2:54:47] would ecourage a

[2:54:48] subcommittee of two

[2:54:48] council members to

[2:54:50] point. For that group.

[2:54:51] Vice mayor partida

[2:54:53] just shot me an

[2:54:53] unbelievably dirty

[2:54:54] look when I said,

[2:54:57] create a subcommittee

[2:54:57] say you should want.

[2:54:58] I'll volunteer to be on

[2:55:00] it, but I, do think

[2:55:00] that it's important

[2:55:03] for us in terms.

[2:55:03] Working with that

[2:55:05] group and having a

[2:55:06] conduit between staff

[2:55:07] and between the folks

[2:55:08] that that with the

[2:55:10] commission and with

[2:55:11] the is somebody from

[2:55:12] tree davis that that

[2:55:14] there is some where

[2:55:15] kind of, you know,

[2:55:16] having touch point in

[2:55:17] the way that we

[2:55:18] understand and getting

[2:55:19] that information and

[2:55:19] working closely with

[2:55:21] that group. And with

[2:55:22] our staff team,

[2:55:24] obviously, to move

[2:55:25] this forward and not

[2:55:25] have it be something

[2:55:26] that comes back a year

[2:55:28] from now. I have to be

[2:55:30] something that we move

[2:55:31] forward in earnest and

[2:55:33] bring back to this

[2:55:34] council for some tough

[2:55:36] decisions what it's

[2:55:37] going to be. I think

[2:55:39] those are what I would

[2:55:40] support here this

[2:55:41] evening. Thank

[2:55:42] >> thank

[2:55:44] >> you for that.

[2:55:47] >> I'm I'm in the camp

[2:55:49] of this is an

[2:55:50] incredibly important,

[2:55:52] complex issue that I am

[2:55:55] I am not prepared to

[2:55:58] make policy

[2:55:58] recommendations or

[2:56:00] change this evening. I

[2:56:01] still have more to

[2:56:02] understand, more to

[2:56:04] explore in many

[2:56:05] respects, but I'll

[2:56:07] share the thoughts I

[2:56:09] have I fully agree and

[2:56:11] support the nation of

[2:56:12] the subcommittee from

[2:56:13] our climate,

[2:56:14] environmental justice

[2:56:16] commission. Knowing

[2:56:17] that they would tap to

[2:56:18] our community

[2:56:18] expertise that we

[2:56:20] have, davis and

[2:56:22] others. That would be

[2:56:24] great. I also agree

[2:56:26] with what chapman

[2:56:27] referred to as keeping

[2:56:30] their broad initially,

[2:56:32] that they don't get to

[2:56:34] narrowed in on the

[2:56:35] potential options are.

[2:56:37] I will just

[2:56:37] >> say.

[2:56:38] >> that, you know,

[2:56:39] this is this is one of

[2:56:39] those issues where I

[2:56:41] know we all sat here

[2:56:43] in AUGUST of 2025 and

[2:56:45] had a conversation.

[2:56:46] But then as I sat down

[2:56:47] and read this report

[2:56:48] and thought through

[2:56:49] this issue and got

[2:56:50] ready for this

[2:56:51] evening. I had a

[2:56:53] little bit of guess you

[2:56:55] would call it remorse,

[2:56:56] where I felt like I

[2:56:58] hadn't advocated for

[2:57:03] some things that more

[2:57:05] a push toward what can

[2:57:08] we do with resources I

[2:57:09] understand the fiscal

[2:57:12] constraints. But I was

[2:57:13] thinking of it in

[2:57:13] terms, you know, when

[2:57:16] we talk about wasn't

[2:57:17] thinking in terms of,

[2:57:18] you know, the

[2:57:19] mitigation fee act. To

[2:57:21] cover it in the fee I

[2:57:23] was thinking bigger

[2:57:23] about revenue

[2:57:24] potential revenue

[2:57:26] sources, and I still

[2:57:29] want to explore bigger

[2:57:30] revenue sources like

[2:57:31] the formation of a

[2:57:33] landscape district.

[2:57:36] Even in older to use

[2:57:38] the word soul tax

[2:57:38] because, you know, the

[2:57:40] fact that we are

[2:57:42] funding such a huge

[2:57:43] service of such huge

[2:57:46] value to the city

[2:57:47] general fund money and

[2:57:48] a little bit of

[2:57:50] mitigation money it's

[2:57:52] time to think about

[2:57:53] tax. And I'm saying

[2:57:56] that not a really

[2:57:57] incredibly serious way

[2:57:58] yet, because there are

[2:58:00] other areas. In the

[2:58:02] city where we have an

[2:58:04] even higher I'll just

[2:58:06] say it out loud. Our

[2:58:09] parks tax covers only a

[2:58:09] fraction of the cost

[2:58:10] of maintaining our

[2:58:11] parks and our general

[2:58:13] fund subsidizes it. So

[2:58:14] it's potentially

[2:58:15] possible that if we

[2:58:18] had parcel tax fully

[2:58:19] covered o more fully

[2:58:20] covered, the costs of

[2:58:21] our parks. That we free

[2:58:22] up a lot of general

[2:58:23] fund money, that would

[2:58:25] make it available for

[2:58:26] so all of those things

[2:58:28] fit together. So I'd

[2:58:30] like us to really

[2:58:32] explore the revenue

[2:58:33] potential for revenue

[2:58:35] sources away. One of

[2:58:36] the commenters was

[2:58:38] here this evening.

[2:58:40] Also in our community,

[2:58:41] written communication

[2:58:44] sent us or actually it

[2:58:45] MAY have not come to

[2:58:46] all of us. Actually, I

[2:58:47] think I only be on the

[2:58:49] list, because it came

[2:58:50] out of the community

[2:58:51] who are interested in

[2:58:53] trees, he referred to a

[2:58:55] number of public

[2:58:56] programs mentioned

[2:58:57] here. You've already be

[2:58:59] familiar with them. He

[2:59:00] to cal fire's urban and

[2:59:01] community forestry

[2:59:03] grant program. Which

[2:59:04] is something with and I

[2:59:05] did look and I saw

[2:59:07] that one already been

[2:59:09] put out and and a

[2:59:11] little. Late for round

[2:59:13] one to. Round two. Us

[2:59:14] forest service has an

[2:59:16] urban and community.

[2:59:21] Program. We also and

[2:59:22] maybe others that we

[2:59:23] don't know. And I

[2:59:24] would like to know

[2:59:24] though, are there

[2:59:26] other sources of

[2:59:27] public revenue out

[2:59:28] there that we haven't

[2:59:29] taken advantage of,

[2:59:30] that we might be

[2:59:32] eligible for it just

[2:59:34] seems to group in

[2:59:35] particular has always

[2:59:37] been really

[2:59:38] outstanding at finding

[2:59:40] those dollars. So I

[2:59:41] will

[2:59:42] >> say the majority of

[2:59:43] those grants that are

[2:59:45] offered pardon m, is

[2:59:47] for planting. Not for

[2:59:48] maintenance

[2:59:49] activities. And so,

[2:59:50] yes, we are aware of

[2:59:51] those, but those tend

[2:59:53] to focus on planting

[2:59:55] programs. Okay. Yeah.

[2:59:57] >> yeah

[2:59:59] >> nonetheless, so

[3:00:00] then and just with

[3:00:01] respect to some o the

[3:00:02] comments folks have

[3:00:04] made about flexibility

[3:00:08] for private owners..

[3:00:10] I think that's

[3:00:11] something that we

[3:00:12] certainly look at urge

[3:00:13] a little bit of

[3:00:15] caution and I actually

[3:00:16] was particularly

[3:00:18] intrigued by MISS

[3:00:20] Essex, who came up

[3:00:22] offered sort of

[3:00:23] criteria for when you

[3:00:24] might. Get that

[3:00:26] discretion to be

[3:00:26] trying. It's using

[3:00:27] their foundation to

[3:00:28] come up with it. It's

[3:00:29] causing this problem.

[3:00:30] They can't build an

[3:00:31] adu, which is very

[3:00:32] interesting policy

[3:00:33] discussion. Of itself

[3:00:35] is that reason to

[3:00:36] remove the city dream?

[3:00:37] I don't know, I don't

[3:00:39] know, but it's a very

[3:00:39] interesting one. She

[3:00:41] outlined about four

[3:00:42] different areas. She

[3:00:44] would consider. So

[3:00:45] having you know, if

[3:00:46] we're going to grant

[3:00:48] that kind of a little

[3:00:48] cautious about it

[3:00:51] because I can see how

[3:00:52] some might just say, I

[3:00:55] don't agree. It's it

[3:01:00] down so kind of where

[3:01:04] I'm at. For now. All

[3:01:05] given you a lot of

[3:01:05] direction. I think

[3:01:08] it's relatively

[3:01:09] consistent in terms of

[3:01:10] our desire to form

[3:01:12] this subcommittee and

[3:01:13] environmental justice

[3:01:14] we're not ready for

[3:01:16] big decisions tonight.

[3:01:17] Of us were maybe a

[3:01:18] little more clear in

[3:01:19] where we wanted to go

[3:01:20] with privatization than

[3:01:21] others. But I don't

[3:01:22] know that we had a

[3:01:23] majority wanting to

[3:01:24] move. Clearly toward

[3:01:25] privatization at this

[3:01:26] point. So.

[3:01:28] >> MADAM Mayor, for me

[3:01:29] have you all decided if

[3:01:30] you wanted to

[3:01:31] establish a

[3:01:33] subcommittee

[3:01:33] >> so thank you for

[3:01:37] that. Again there's a

[3:01:37] couple ways to go

[3:01:38] about that. I mean,

[3:01:40] there is an existing

[3:01:42] subcommittee on

[3:01:43] revenue, but not a

[3:01:44] tree. Subcommittee. So

[3:01:45] it's an interesting

[3:01:49] question. Do we we

[3:01:50] subcommittee that

[3:01:52] would then work with

[3:01:53] climate, environmental

[3:01:55] justice

[3:01:57] >> and I think we have

[3:01:59] a policy where if we

[3:02:02] have a subcommittee of

[3:02:02] council, then we don't

[3:02:04] have a committee of a

[3:02:05] commission. Correct.

[3:02:07] Unless we. They're

[3:02:09] different things.

[3:02:11] >> well, I think our

[3:02:13] policy says that

[3:02:14] commission shouldn't

[3:02:16] initiate a

[3:02:16] subcommittee on their

[3:02:18] own. If they exist as

[3:02:18] council subcommittee.

[3:02:22] But ithink we I.

[3:02:23] Yeah, I mean, I would I

[3:02:25] would like to

[3:02:27] >> get policy you have

[3:02:28] the discretion.

[3:02:29] >> yeah

[3:02:31] >> not wanting the

[3:02:32] advisory commission

[3:02:32] to.

[3:02:34] >> do it.

[3:02:34] >> yeah.

[3:02:35] >> we would decide we

[3:02:37] want I. We've done

[3:02:40] that before on some

[3:02:41] there council members

[3:02:43] who would like to be on

[3:02:44] >> yeah, I

[3:02:48] >> as

[3:02:49] >> very good.

[3:02:50] >> so

[3:02:50] >> probably

[3:02:51] >> have a motion to

[3:02:52] form that. Do you need

[3:02:53] a motion on the other

[3:02:56] direction?

[3:02:56] >> I think we're good

[3:02:57] from a from a general

[3:02:59] sense, I do have one

[3:03:00] question for, for

[3:03:03] council. So we..

[3:03:06] Planting you know, we

[3:03:06] actively work on

[3:03:07] planting program with

[3:03:10] tree davis staff has

[3:03:12] asked them to focus on

[3:03:12] public. Knowing we were

[3:03:13] going to have this

[3:03:15] discussion would ask

[3:03:16] that if council has

[3:03:17] some guidance, since

[3:03:18] we're going to take a

[3:03:18] little deeper dive at

[3:03:21] this would recommend

[3:03:23] that we. Don't plant

[3:03:25] public tree on private

[3:03:26] property. We have some

[3:03:28] further discussion.

[3:03:29] We're talking roughly

[3:03:30] maybe through next

[3:03:31] planting season would

[3:03:33] be guidance. I don't

[3:03:35] think staff should

[3:03:36] basically make that

[3:03:37] decision. That policy

[3:03:41] decision

[3:03:41] >> sense of how many

[3:03:42] trees they have

[3:03:44] otherwise planted and?

[3:03:46] >> well still would

[3:03:47] have. We could talk a

[3:03:47] little more in depth

[3:03:48] about they still have.

[3:03:50] We still plan to have a

[3:03:51] full season of

[3:03:52] planting. It would just

[3:03:53] be focused on public

[3:03:54] areas. Public city

[3:03:56] property. So parks,

[3:04:01] greenbelt areas

[3:04:03] >> I mean yeah.

[3:04:04] There's you know, I

[3:04:05] think we're in this

[3:04:06] situation with this

[3:04:07] nearly an urgent issue

[3:04:09] and yeah, and I don't

[3:04:10] want to make it seem

[3:04:11] like we're punting on

[3:04:12] this really, you know,

[3:04:14] it really feels like a

[3:04:16] where I think. Minimum

[3:04:17] having some sense of

[3:04:19] what the cost

[3:04:19] maintaining urban

[3:04:20] forest, even if it

[3:04:21] range of your

[3:04:22] estimate, large just to

[3:04:24] know that and then we

[3:04:29] can comes down to know

[3:04:30] for a given number,

[3:04:31] trees. This is going to

[3:04:33] be the cost then to

[3:04:34] evaluate these

[3:04:35] options. With that.

[3:04:37] That's private to be a

[3:04:38] little bit more

[3:04:38] concrete. And then we

[3:04:41] can see how revenue

[3:04:41] measure fits into it

[3:04:42] and how large it would

[3:04:44] be. And if it's

[3:04:44] possible to figure out

[3:04:47] of that 35%, that's on

[3:04:47] private property,

[3:04:49] which is how much is

[3:04:50] within the easement,

[3:04:51] roughly, and how much

[3:04:54] is backyard? Then it

[3:04:54] kind of gives us sme

[3:04:56] sense of the

[3:04:57] directions we could go

[3:04:59] just want to clarify

[3:05:00] the subcommittee.

[3:05:02] Motion, if that's

[3:05:02] >> there's

[3:05:03] >> a motion. Yeah.

[3:05:04] Well, I'd like to make

[3:05:04] that motion, but I just

[3:05:06] want to clarify. So

[3:05:07] first of all, thank you

[3:05:08] for you know, you've

[3:05:10] been just a fantastic.

[3:05:11] Over the years. In my

[3:05:12] view, you're getting

[3:05:13] great value for money.

[3:05:13] And that's why, you

[3:05:15] know, I think you guys

[3:05:16] came up with id

[3:05:17] working group and I

[3:05:18] really love it. If a

[3:05:19] record from the

[3:05:20] organization did work

[3:05:21] with the subcommittee,

[3:05:23] the only thing I would

[3:05:26] ask I know you'll do

[3:05:26] this, but, you know,

[3:05:27] just very, you know,

[3:05:28] you guys are

[3:05:29] advocates. And I get

[3:05:30] and you understand our

[3:05:32] fiscal position. So

[3:05:33] it's really engage

[3:05:34] with some of these

[3:05:35] trade offs. I know

[3:05:37] that privatization is

[3:05:39] not anybody's favorite

[3:05:40] word in this room, but

[3:05:41] I do think we have to

[3:05:43] at how we're going to

[3:05:46] optimize management of

[3:05:47] our urban forest. And

[3:05:48] is that mean in the

[3:05:49] resource constraints

[3:05:51] that we led go maybe

[3:05:52] the backyard trees,

[3:05:54] but please, if you are

[3:05:54] advising or working

[3:05:57] with a consider those

[3:05:58] trade offs that we're

[3:05:59] facing because I think

[3:06:00] if we become a little

[3:06:02] too in the sky, or

[3:06:03] optimistic about what

[3:06:04] we can do, we risk not

[3:06:05] being able to manage

[3:06:08] our existing stock. So

[3:06:09] please. Not just as an

[3:06:10] advocacy partner, but

[3:06:12] as a thought partner

[3:06:14] conscious of the trade

[3:06:16] offs that we're here

[3:06:17] and the questions that

[3:06:18] come up to me just to

[3:06:20] be a little bit more

[3:06:21] for the climate,

[3:06:22] environmental justice

[3:06:24] subcommittee is around

[3:06:26] this is going to be a

[3:06:27] consultation with and

[3:06:29] hopefully subcommittee

[3:06:31] established is you

[3:06:32] know, what is a

[3:06:33] fiscally realistic

[3:06:34] plan look like that

[3:06:35] optimizes the health of

[3:06:35] the urban forest. So

[3:06:37] how many trees are

[3:06:38] realistic? To be under

[3:06:40] city purview? Does it

[3:06:42] make sense to start

[3:06:43] with the backyard

[3:06:43] trees? If we're going

[3:06:45] to privatize trees

[3:06:46] happened with other

[3:06:47] jurisdictions in terms

[3:06:48] of cost savings and

[3:06:49] urban forest health, as

[3:06:51] this privatization has

[3:06:53] occurred? What are the

[3:06:54] fiscal and management

[3:06:56] implications of within

[3:06:59] city versus? Looking at

[3:07:00] this new new

[3:07:01] developments approach

[3:07:02] they're not

[3:07:03] necessarily exclusive.

[3:07:05] Might have different

[3:07:05] implications. Are

[3:07:06] there middle paths

[3:07:07] that involve increased

[3:07:08] forces to community

[3:07:09] partners for planting

[3:07:11] >> within this and

[3:07:14] planting in this 0 to 5

[3:07:16] year care transition

[3:07:18] then to other private

[3:07:18] cities do something

[3:07:21] like that. Work. So

[3:07:21] those are the kinds of

[3:07:22] the sets of questions

[3:07:25] I'm interested in is

[3:07:26] an environment is

[3:07:27] having a robust

[3:07:29] debate. And really

[3:07:29] taking the time to come

[3:07:31] back to us with

[3:07:33] questions. So

[3:07:34] >> let me give him a

[3:07:35] time frame.

[3:07:37] >> yeah. What you guys

[3:07:38] is the time frame

[3:07:40] giving given all the

[3:07:42] that we're looking at

[3:07:43] ..

[3:07:44] >> I would suggest if,

[3:07:45] you know, if we're

[3:07:46] really going to use

[3:07:47] the inventory, the

[3:07:49] data inventory. I think

[3:07:50] you're looking close

[3:07:51] to a year before we

[3:07:53] come back

[3:07:53] >> can we get an

[3:07:57] update to

[3:07:59] >> absolutely can.

[3:08:02] >> contain and

[3:08:03] actually, can we get an

[3:08:06] update in four weeks?

[3:08:08] Awesome. Yeah. Just

[3:08:09] just even if adrian,

[3:08:11] if even if it's not,

[3:08:12] if it's very short, if

[3:08:14] it's informational to

[3:08:16] know discussions are

[3:08:17] know, it's obviously

[3:08:18] the subcommittee will

[3:08:19] be checking in, but it

[3:08:20] might be good to check

[3:08:21] with the full council

[3:08:23] on just a directional

[3:08:24] changes. We need to

[3:08:25] make

[3:08:26] >> think that'd be a

[3:08:27] great to have just to

[3:08:28] see where we're at.

[3:08:29] Absolutely. No

[3:08:31] question.

[3:08:33] >> move to to create

[3:08:34] the council committee

[3:08:36] member, chapman and I

[3:08:37] and to request the

[3:08:39] climate cmmission to

[3:08:40] come up with a two

[3:08:41] person subcommittee

[3:08:42] that engages with

[3:08:43] questions with some

[3:08:44] close discussions with

[3:08:46] the representative from

[3:08:47] treats

[3:08:49] >> second, that motion

[3:08:52] we all right. Al in

[3:08:53] favor of the formation

[3:08:56] of that subcommittee

[3:08:58] knows none. So te

[3:09:01] subcommittee is formed

[3:09:04] and I please go ahead.

[3:09:05] >> the question about

[3:09:06] on private property

[3:09:09] for the interim here.

[3:09:10] >> didn't really

[3:09:11] answer. I think we do

[3:09:12] some head nodding, but

[3:09:14] I think we were okay

[3:09:15] with your approach.

[3:09:17] Because

[3:09:17] >> thank

[3:09:20] >> you with that, we

[3:09:22] will close out this

[3:09:29] item. So I asked her.

[3:09:30] She just

[3:09:31] >> wanted

[3:09:41] >>.. We did okay need

[3:09:42] a break? Five minutes.

[3:09:45] I'm sorry. So we'll do

[3:09:46] one short break. We

[3:12:04] back in five minutes.

[3:12:08] >> all the so much only

[3:12:12] from the and before I

[3:12:15] france john.

[3:12:24] Enterprise.

[3:12:29] >> SEPTEMBER is

[3:12:31] >> be... Nature

[3:12:33] station and bill

[3:12:34] masterpieces.

[3:12:35] >> throughout

[3:12:37] SEPTEMBER, parking

[3:12:40] certain

[3:12:42] >> and support from

[3:12:50] science and culture

[3:12:52] and all things like

[3:12:53] science exhibits for

[3:13:04] all ages. Is.. Vocals.

[3:13:21] >> one, two, three

[3:13:37] >> I was world.

[3:13:37] >> my

[3:15:05] >> heart is.. I.. La

[3:15:12] said was never la. On

[3:16:32] got to. De la la..

[3:16:34] >> going you okay, w

[3:16:36] are back and we are now

[3:16:37] on I six. The solid

[3:16:39] waste hauling contract

[3:16:47] options..

[3:16:48] >> good evening. Mayor

[3:16:49] and council members.

[3:16:50] My name is adrian

[3:16:52] heinig director of

[3:16:54] public works. With my

[3:16:56] colleague stan city

[3:16:57] manager. I know you

[3:16:57] haven't seen us in a

[3:16:59] while. But we're here

[3:17:01] to talk to you about

[3:17:02] an equally important

[3:17:04] topic to our previous

[3:17:05] one. But potentially

[3:17:07] the shortest

[3:17:08] presentation that you

[3:17:09] will receive in this

[3:17:11] entire process is

[3:17:14] evening. But very

[3:17:14] important question at

[3:17:16] the end of hoping we

[3:17:18] will get direction on

[3:17:18] as, as we.

[3:17:20] >> move forward.

[3:17:21] >> so a little bit of

[3:17:22] context why we're here

[3:17:25] this evening davis is

[3:17:26] our exclusive

[3:17:28] franchise hauler for

[3:17:28] waste in the city.

[3:17:31] They have been there

[3:17:33] since 2018. When they

[3:17:34] purchased the exist on

[3:17:35] tract that had been

[3:17:36] established for davis.

[3:17:37] Wasteful, which is

[3:17:38] also a private

[3:17:39] company. Some people

[3:17:39] get a little bit

[3:17:40] confused with the

[3:17:42] name, like davis waste

[3:17:43] removal or indeed a

[3:17:44] private company who

[3:17:46] did haul the city's

[3:17:48] trash for more than 35

[3:17:49] years. The contract

[3:17:50] that we have with

[3:17:53] davis waste davis did

[3:17:57] purchase to expire on

[3:17:58] 2027. On these action

[3:18:00] that has taken our

[3:18:02] contract has been

[3:18:03] extended two years

[3:18:05] until DECEMBER 31st,

[3:18:07] 2019, which gives the

[3:18:08] opportunity. Now to

[3:18:11] start a process to be

[3:18:12] able how to move

[3:18:14] forward with or

[3:18:17] renewing having a new

[3:18:18] contract for the city

[3:18:19] of davis and just as a

[3:18:20] little bit more

[3:18:21] context, it is, of

[3:18:22] course, in the city's

[3:18:23] best interest to have a

[3:18:24] hauling in place there

[3:18:26] is a lot of volatility

[3:18:28] in solid waste costs

[3:18:30] and processes. And

[3:18:32] that ability to lock in

[3:18:32] consistent rates and

[3:18:33] services and programs

[3:18:35] is very important, both

[3:18:36] from the perspective of

[3:18:37] fiscal responsibility

[3:18:38] for the city. But

[3:18:39] also, of course

[3:18:40] continuity for our

[3:18:41] customers and

[3:18:42] understanding what can

[3:18:43] and can't be taken,

[3:18:44] what can and can't be

[3:18:45] recycled. Things along

[3:18:47] those lines. Some

[3:18:48] additional background

[3:18:49] just to make it clear.

[3:18:50] So regardless of what

[3:18:52] process the council

[3:18:52] determines, they're

[3:18:53] interested in moving

[3:18:54] forward and looking at

[3:18:56] a new contract, we

[3:18:58] will have this

[3:18:58] opportunity for the

[3:18:59] first time in quite a

[3:19:00] long time to take a

[3:19:00] look at new programs

[3:19:02] and opportunities that

[3:19:03] have come up in the

[3:19:04] solid waste industry.

[3:19:05] New technologies,

[3:19:06] things along those

[3:19:08] lines incorporate

[3:19:09] regulatory changes

[3:19:11] significant regulatory

[3:19:12] changes that have

[3:19:12] occurred within the

[3:19:15] solid waste. Rules or

[3:19:16] sorry legislation in

[3:19:19] the state capital.

[3:19:21] Especially in the last

[3:19:23] five years there are

[3:19:24] additional upcoming

[3:19:25] changes that will also

[3:19:27] impact allow for

[3:19:28] administrative

[3:19:29] processes that would

[3:19:30] be improved.

[3:19:31] Specifically in areas

[3:19:33] of how we are giving

[3:19:34] and receiving

[3:19:34] information. Our

[3:19:35] current contract

[3:19:36] requires

[3:19:37] hand-delivered

[3:19:38] documents for example

[3:19:39] we have an opportunity

[3:19:40] to acknowledge the

[3:19:43] presence of email and

[3:19:44] other forms of

[3:19:45] indication, which is

[3:19:48] fantastic. It also, of

[3:19:49] course that interview

[3:19:51] of service levels and

[3:19:52] feedback from the

[3:19:54] community, which is

[3:19:55] part of know, the

[3:19:57] importance of this

[3:19:57] conversation decision

[3:19:58] that you're making

[3:19:59] tonight, but also

[3:20:00] built into what we're

[3:20:02] looking to do when

[3:20:03] review. That later as

[3:20:05] well s the questions

[3:20:06] you have before you

[3:20:07] consider in obtaining a

[3:20:09] new waste and contract

[3:20:10] or twofold. We can

[3:20:11] negotiate a new

[3:20:13] contract with our

[3:20:15] davis look to release a

[3:20:16] public request

[3:20:18] proposals an rfp. If i

[3:20:19] happen to say that

[3:20:20] request for proposals,

[3:20:21] you know what that

[3:20:22] means to encourage

[3:20:23] solicitations from any

[3:20:25] interested hauling

[3:20:26] company that is on the

[3:20:29] stage for you. This

[3:20:30] evening. We are in

[3:20:32] luck. Two waivers have

[3:20:32] recently gone rough

[3:20:35] this process for us

[3:20:37] already. And they've

[3:20:37] done one of each

[3:20:39] option and we've had an

[3:20:40] opportunity to chat

[3:20:41] with our neighbors

[3:20:43] about communities and

[3:20:44] challenges that they

[3:20:46] experienced through at

[3:20:48] least of those there is

[3:20:49] some information in

[3:20:50] your staff report, more

[3:20:52] detailed information

[3:20:53] there in addition to

[3:20:54] some overviews that

[3:20:55] I'll speak to just

[3:20:57] right shortly. So

[3:20:58] woodland did negotiate

[3:21:00] with their existing

[3:21:01] hauler and west

[3:21:02] sacramento did issue a

[3:21:04] request for proposals

[3:21:05] across california,

[3:21:09] cities have taken more

[3:21:10] frequently. We find

[3:21:11] that tey renegotiate

[3:21:13] with haulers in the

[3:21:13] attachment that you had

[3:21:14] to your staff report.

[3:21:15] There's a list of

[3:21:17] about ten agencies

[3:21:18] four of those did go

[3:21:19] for and the rest of

[3:21:21] them went to

[3:21:22] renegotiate with their

[3:21:23] hauler in reaching out

[3:21:25] to woodland in

[3:21:26] sacramento to ask about

[3:21:27] the and challenges, we

[3:21:28] understood that.

[3:21:29] Looking at it period

[3:21:31] is fantastic because

[3:21:32] there's opportunities

[3:21:33] to offer improvements

[3:21:34] to services or changes

[3:21:36] in service benefit you

[3:21:39] know parties that can

[3:21:40] incorporate newer

[3:21:41] technology that allow

[3:21:43] for updates that MAY

[3:21:44] not be as possible when

[3:21:46] you're just looking at

[3:21:47] amendments for

[3:21:48] regulatory compliance,

[3:21:49] which is the last time

[3:21:50] that we touched our

[3:21:52] contract, was for sb

[3:21:55] 1383. Renegotiation

[3:21:57] process let us know it

[3:21:58] allowed them to get the

[3:21:59] services that they

[3:22:00] wanted without a total

[3:22:01] overhaul of their

[3:22:01] program. And they did

[3:22:02] find that to be

[3:22:04] extremely helpful on

[3:22:05] the other side of the

[3:22:06] coin, the request for

[3:22:08] proposals process by

[3:22:09] west sacramento and the

[3:22:11] ability to consider

[3:22:12] many different options

[3:22:17] over levels. The more

[3:22:19] limited. If there were

[3:22:19] so when thinking of

[3:22:21] those options on the

[3:22:21] table for you this

[3:22:24] evening, those are

[3:22:25] factors that we

[3:22:25] thought would be very

[3:22:27] helpful to highlight

[3:22:28] in. In your

[3:22:30] considerations.

[3:22:31] Speaking of this is

[3:22:32] where I want to make

[3:22:34] sure it's clear that

[3:22:35] regardless of the

[3:22:36] process, in terms of

[3:22:37] how council determines

[3:22:38] they want to move

[3:22:40] forward, we're a

[3:22:42] robust discussion. The

[3:22:43] community to gather

[3:22:45] input for council

[3:22:46] consideration around

[3:22:48] all aspects including a

[3:22:49] number of things that

[3:22:49] are listed here on

[3:22:50] this slide. Frequency

[3:22:52] of service pick up and

[3:22:53] drop off programs,

[3:22:54] schedules for street

[3:22:55] sweeping, yard

[3:22:55] material, pile

[3:22:56] collection. The very

[3:22:57] simple,

[3:22:58] straightforward, low

[3:22:59] stress opportunities

[3:23:01] that our programs have

[3:23:02] and then we would look

[3:23:05] to start procurement.

[3:23:07] After we have that

[3:23:08] review of the public

[3:23:10] service levels. So

[3:23:12] through that public

[3:23:12] discussion to

[3:23:13] determine this path

[3:23:15] forward for whether or

[3:23:17] not an rfp

[3:23:18] renegotiate, we would

[3:23:21] have in your hands the

[3:23:21] collective back from

[3:23:23] the community from our

[3:23:24] commissions that you

[3:23:25] would say are right.

[3:23:25] Here's how we're going

[3:23:28] to move forward that

[3:23:29] we choose to,

[3:23:30] undertake that

[3:23:33] process. With that my

[3:23:34] question to you this

[3:23:36] evening is do you hve

[3:23:38] enough information to

[3:23:39] determination of how

[3:23:40] you would like to move

[3:23:41] forward with our

[3:23:43] process? This evening?

[3:23:44] If you don't it would

[3:23:46] be very cool to share.

[3:23:48] from us. So that your

[3:23:49] staff can return and

[3:23:50] help you make that

[3:23:51] decision. If you feel

[3:23:52] like you do have

[3:23:54] enough information

[3:23:54] based on what you have

[3:23:55] in front of you, then

[3:23:57] we ask that you please

[3:23:58] direct staff to

[3:23:59] initiate that

[3:24:01] preferred process. And

[3:24:02] that's everything from

[3:24:04] me.

[3:24:05] >> thank you very much

[3:24:07] for that. Very clear.

[3:24:08] Presentation. Do you

[3:24:09] have any clarifying

[3:24:12] questions? So I will

[3:24:13] open it up to public

[3:24:22] comment.

[3:24:23] >> evening mayor,

[3:24:24] >> city council staff

[3:24:25] and scott pardini. I'm

[3:24:26] the regional vice

[3:24:27] PRESIDENT For recology

[3:24:28] and the former general

[3:24:30] manager for recology

[3:24:32] davis when we acquired

[3:24:34] davis bck in 2018.

[3:24:35] I'm going to tell you a

[3:24:37] little bit about story

[3:24:41] of recology and

[3:24:44] started back in 1989.

[3:24:47] I was and recology.

[3:24:48] Employee owned company

[3:24:49] has put me through

[3:24:50] college, trained me

[3:24:51] through the industry,

[3:24:53] provided a great

[3:24:55] career, and family.

[3:24:58] When we acquired davis

[3:25:00] waste were other

[3:25:02] suitors and other

[3:25:02] companies that wanted

[3:25:03] to purchase the

[3:25:05] company the owners of

[3:25:06] davis waste, who've

[3:25:07] been here for 35 years

[3:25:10] previous recology

[3:25:11] based on our company

[3:25:12] culture because

[3:25:12] >> we really.

[3:25:15] >> felt that we were up

[3:25:17] community would relate

[3:25:18] to engulf orselves

[3:25:19] into the community to

[3:25:20] provide great service

[3:25:22] work with city staff

[3:25:23] and I don't believe

[3:25:24] that we've ever said

[3:25:25] no to anything that the

[3:25:28] city's requested I'm

[3:25:28] asking is that you

[3:25:30] consider negotiating

[3:25:32] with us, giving us an

[3:25:33] option to sit at the

[3:25:34] table to see what we

[3:25:35] can do to take davis

[3:25:37] into the future and

[3:25:38] all the regulations.

[3:25:39] And yes, I would love

[3:25:41] to not hndle deliver

[3:25:43] things. And use email.

[3:25:45] That would be great.

[3:25:46] But again, thank you

[3:25:47] for your time and

[3:25:50] consideration

[3:25:54] >> you.

[3:25:56] >> I I'm a little late

[3:25:57] with your guys's

[3:25:58] meeting, but I was

[3:26:02] wondering if.. What I

[3:26:03] concerns that's okay

[3:26:07] with you. Yes,

[3:26:09] >> I'm going to give

[3:26:09] you two minutes, but

[3:26:11] would you mind if we

[3:26:12] continue with this

[3:26:13] item? I'm waiting. Or

[3:26:14] or can I put you in

[3:26:15] touch with person who

[3:26:16] can help you?

[3:26:18] >> put me in in touch

[3:26:19] with the staff person

[3:26:20] for a while. I

[3:26:21] assaulted him. I came

[3:26:22] here

[3:26:23] >> twice

[3:26:24] >> and nobody did.

[3:26:25] anybody. I'm fine.

[3:26:26] Pregnant. Still

[3:26:27] outside and come to

[3:26:29] find out county

[3:26:30] workers were not

[3:26:31] assisting and putting

[3:26:32] in the referral to

[3:26:34] maternity home or

[3:26:37] anything. Section..

[3:26:38] Terminated. My counsel

[3:26:39] because of the fact I

[3:26:40] would. I couldn't find

[3:26:41] an apartment because

[3:26:42] they put an eviction

[3:26:44] on me. Because I didn't

[3:26:45] have a key that they

[3:26:46] stole that somebody

[3:26:47] stole from the

[3:26:48] apartments. I'm having

[3:26:49] issues and also with

[3:26:51] the whole recology

[3:26:51] thing, I just feel

[3:26:53] like you guys should

[3:26:54] offer like with the

[3:26:55] downtown street team,

[3:26:56] we were picking up

[3:26:57] trash. I don't believe

[3:26:58] the downtown street

[3:26:59] team was a good fit

[3:27:01] for the program, but

[3:27:01] you guys would save a

[3:27:04] lot more money with

[3:27:05] this. I see homeless

[3:27:07] people picking up

[3:27:07] trash just so they

[3:27:09] don't get thrown out of

[3:27:09] something when they

[3:27:10] don't get in the

[3:27:11] daytime and they like

[3:27:13] literally are picking

[3:27:13] up the trash, putting

[3:27:15] it adds so that you

[3:27:15] guys don't say

[3:27:16] anything. They figure

[3:27:19] if we put the trash

[3:27:20] bags for you guys,

[3:27:21] maybe you guys would

[3:27:22] leave us alone because

[3:27:22] there's days you don't

[3:27:23] feel good because you

[3:27:24] have a place to place

[3:27:26] us programs are

[3:27:26] assisting us the way

[3:27:27] that you need to, and

[3:27:30] you guys are putting

[3:27:30] allocation where two

[3:27:31] programs. Yes, we get

[3:27:33] a lot of benefits from

[3:27:34] paul's place on

[3:27:36] showers, but a lot of

[3:27:37] goes on respite center

[3:27:38] and everything else.

[3:27:39] We don't get handouts

[3:27:40] the way that you think

[3:27:41] we do with the money

[3:27:42] that you guys are

[3:27:45] putting into the like

[3:27:46] becoming, you guys,

[3:27:47] having way more

[3:27:48] homeless people come

[3:27:49] in. We have more

[3:27:51] numbers of people than

[3:27:51] we ever did before

[3:27:53] doing the things that

[3:27:53] we're not supposed to

[3:27:55] be doing, because we

[3:27:56] don't have job

[3:27:57] opportunities. I've

[3:27:58] been in job or putting

[3:28:00] in resumes. Six resumes

[3:28:01] a day, checking back

[3:28:02] on, and I feel like

[3:28:03] I'm. Discriminated

[3:28:04] against because of the

[3:28:06] fact that I'm homeless

[3:28:07] and there's days like

[3:28:07] this.

[3:28:08] >> so, and I, I

[3:28:09] appreciate I'm sorry

[3:28:10] that your experiencing

[3:28:11] all of this. And

[3:28:12] frustrated, but I do

[3:28:12] really want to ask

[3:28:16] you, as someone who

[3:28:18] >> that put the some of

[3:28:19] the homeless people

[3:28:20] that it would be a lot

[3:28:22] for us to like be able

[3:28:23] to clean up the.

[3:28:23] >> trash

[3:28:24] >> around because we

[3:28:25] don't have a problem

[3:28:26] cleaning out the but

[3:28:26] we don't get no

[3:28:27] benefits for this

[3:28:28] either. Like we're,

[3:28:29] we're still

[3:28:30] >> thank you. I

[3:28:31] appreciate that, but

[3:28:31] I'm going to have to

[3:28:33] move on and we can

[3:28:33] have someone connect

[3:28:55] with you..

[3:28:55] >> so

[3:28:56] >> I know I appreciate

[3:28:59] that. Move on with the

[3:29:04] meeting.

[3:29:05] >> mayor and council

[3:29:07] members, my name is.

[3:29:09] Manager at davis.

[3:29:10] >> when people.

[3:29:11] >> think about they

[3:29:12] often think about a

[3:29:13] few things.

[3:29:15] >> I

[3:29:17] >> of course and claw

[3:29:18] well, those are

[3:29:19] services are important

[3:29:20] for what we do. Our

[3:29:21] connection to the

[3:29:22] city. Garbage we are

[3:29:24] more than just a

[3:29:24] service provider. We

[3:29:25] are committed

[3:29:27] community partner

[3:29:27] we're fortunate to

[3:29:29] serve a community that

[3:29:30] truly values

[3:29:31] sustainability and

[3:29:32] environmental

[3:29:33] stewardship. Every day

[3:29:34] my team works with the

[3:29:36] residents, businesses,

[3:29:37] schools, and community

[3:29:40] to reduce cycle. More

[3:29:42] we educate the

[3:29:43] community and partner

[3:29:45] on continue to make

[3:29:46] davis a leader in

[3:29:47] sustainability in their

[3:29:49] diversion efforts as

[3:29:50] supporting meals on

[3:29:50] wheels and yolo county

[3:29:52] to move towards their

[3:29:54] compostable trays

[3:29:54] makes me the most

[3:29:55] proud is our

[3:29:56] employees. They

[3:29:57] consistently go above

[3:29:58] and beyond by

[3:29:58] volunteering for

[3:30:00] community events.

[3:30:01] Supporting local

[3:30:03] nonprofits, programs,

[3:30:04] and helping our

[3:30:05] residents. Committed to

[3:30:07] service in that they

[3:30:11] do has not one two.

[3:30:12] >> drivers.

[3:30:13] >> who the national

[3:30:15] and recycling.

[3:30:15] Association driver o

[3:30:16] the year award, which

[3:30:19] is incredible.

[3:30:20] Involvement is also

[3:30:21] important to me

[3:30:22] personally. I've had

[3:30:24] the fortune of being

[3:30:26] davis rotary for eight

[3:30:27] years and will be

[3:30:28] moving on to the for

[3:30:29] next year. I've been

[3:30:31] able to serve on the

[3:30:33] davis chamber commerce

[3:30:34] for the past five

[3:30:36] years. Serving 2027

[3:30:38] chair. I also had the

[3:30:39] privilege of being

[3:30:40] involved with wolk,

[3:30:42] nathalie project.

[3:30:44] These experiences

[3:30:44] reflect the same

[3:30:45] spirit of service that

[3:30:46] drives our team at

[3:30:48] recology davis at the

[3:30:49] end of the day, our

[3:30:49] mission is about more

[3:30:51] than just managing

[3:30:52] about caring for our

[3:30:52] community, protecting

[3:30:53] our environment and

[3:30:54] helping to ensure that

[3:30:56] davis remains a

[3:30:56] wonderful place to

[3:30:58] live for generations to

[3:30:59] come. We're proud to be

[3:31:00] a part of this

[3:31:01] community and are

[3:31:02] grateful for the

[3:31:02] opportunity to serve it

[3:31:04] every day, and we hope

[3:31:04] to continue for years

[3:31:13] to come. Thank you.

[3:31:15] Man

[3:31:16] >> members.

[3:31:16] >> sitting

[3:31:17] >>..

[3:31:17] >> I'm here to

[3:31:18] >> speak.

[3:31:19] >> in support of her

[3:31:20] davis and a waste

[3:31:21] management plan that

[3:31:22] recognizes the value

[3:31:23] they bring to our

[3:31:25] community. Is more

[3:31:25] than a waste

[3:31:26] collection. The

[3:31:28] company.. From their

[3:31:30] drivers to their staff

[3:31:30] strong customer

[3:31:31] service and are

[3:31:32] responsive to the

[3:31:32] needs of their

[3:31:34] customers. They're

[3:31:35] employees also

[3:31:36] contribute physically

[3:31:36] manpower to keep them.

[3:31:38] Our community clean and

[3:31:38] supporting our local

[3:31:42] efforts sparkle.

[3:31:42] >> just

[3:31:44] >> as importantly to

[3:31:45] davis. For many years,

[3:31:46] they have supported

[3:31:47] the scholarship

[3:31:48] funding through the

[3:31:51] david provided bag

[3:31:52] items for the new staff

[3:31:55] for sponsorships and

[3:31:56] donations demonstrate a

[3:31:57] commitment to

[3:31:57] supporting our

[3:31:59] students educators,

[3:31:59] families and the

[3:32:01] broader community.

[3:32:02] Distributions matter.

[3:32:03] They show that

[3:32:04] recology is invested

[3:32:05] not only in providing

[3:32:07] a service and being a

[3:32:08] community partner and I

[3:32:09] encourage the city to

[3:32:10] support a management

[3:32:13] plan that values

[3:32:13] reliable service and

[3:32:15] customer support and

[3:32:16] company that

[3:32:16] consistently goes back

[3:32:18] to the community.

[3:32:25] Thank you. Thank you.

[3:32:29] >> mohammed and I and I

[3:32:30] didn't prepare. For

[3:32:31] anything here, but I

[3:32:33] worked for the

[3:32:34] >> previous company

[3:32:37] >> and and the

[3:32:38] previous owners who

[3:32:38] did a

[3:32:42] >> great job.

[3:32:43] >> most important

[3:32:46] thing is that no

[3:32:47] company we're talking

[3:32:49] about a great company.

[3:32:49] And you can look at

[3:32:54] their directors...

[3:32:56] >> works really...

[3:32:58] >> and extensions for

[3:32:59] two for two years,

[3:33:00] you've given u is, you

[3:33:02] know, we have to. Buy

[3:33:04] equipment and we wont

[3:33:08] that you have and so

[3:33:11] if you want to replace

[3:33:12] >> trucks

[3:33:14] >> are we going to

[3:33:15] look two years. How are

[3:33:16] we going to be able to

[3:33:19] do get our money. So

[3:33:22] >> very important

[3:33:24] today is are we going

[3:33:26] to do it? The she'd

[3:33:28] say. Like west side,

[3:33:31] west side. And with

[3:33:32] you know, there's

[3:33:34] using those

[3:33:36] management. Right.

[3:33:39] Yeah. So anyways, so

[3:33:42] basically with

[3:33:43] extension healthy. So

[3:33:45] we have to decide. So

[3:33:47] we can pan we can do

[3:33:50] a better job for the

[3:33:55] >> thank you.

[3:33:58] >> council members.

[3:33:59] One issue that hasn't

[3:34:00] been brought up at this

[3:34:02] point significant

[3:34:03] decisions raised the

[3:34:04] college's rates are

[3:34:07] excessive or 60 days

[3:34:07] than $14 higher than

[3:34:08] woodland's rate for

[3:34:10] less service the art

[3:34:11] on call household

[3:34:12] hazardous waste

[3:34:14] program. They do not

[3:34:16] waste management,

[3:34:17] recovery atlas

[3:34:18] disposal, all just

[3:34:19] proposed rates to the

[3:34:19] city of west

[3:34:21] sacramento. Lower than

[3:34:23] rate which is $14 lower

[3:34:24] than ours. Please do

[3:34:26] not reward recology

[3:34:27] for excess rates by

[3:34:29] entering into

[3:34:29] negotiation. Doing so

[3:34:30] would be going direct

[3:34:32] against the ratepayers

[3:34:33] interests be our

[3:34:35] service provider. They

[3:34:36] should have to earn

[3:34:37] that through the

[3:34:38] competitive

[3:34:39] environment. The only

[3:34:40] exception would be for

[3:34:41] colleges willing to

[3:34:42] discuss the sale of

[3:34:43] industry corporation.

[3:34:44] of the city and its

[3:34:45] for a new sole source

[3:34:46] contract can go to

[3:34:48] utility commission

[3:34:48] recommended the city

[3:34:49] exercise its option and

[3:34:50] purchase that property

[3:34:51] from davis race

[3:34:52] removal. The city did

[3:34:53] not follow that

[3:34:54] recommendation and

[3:34:54] allowed college to

[3:34:56] purchase property

[3:34:57] ownership of that

[3:34:58] property is most

[3:34:59] significant step

[3:35:00] improve. Can take to

[3:35:01] improve our solid waste

[3:35:03] management system bar

[3:35:04] none. Other than the

[3:35:05] second street property

[3:35:06] does nt offer the

[3:35:07] ratepayers anything

[3:35:08] that we cannot get from

[3:35:08] any of the other

[3:35:10] qualified regional

[3:35:11] haulers at a

[3:35:13] significantly lower

[3:35:14] cost. If a college

[3:35:14] willing to seriously

[3:35:16] just sale the second

[3:35:16] street property in the

[3:35:17] city in exchange for a

[3:35:19] new long term

[3:35:19] contract, the city

[3:35:21] should enter into

[3:35:21] negotiations with the

[3:35:22] college. The college

[3:35:23] is not willing to

[3:35:24] consider sale of the

[3:35:25] property. The city

[3:35:25] should move directly to

[3:35:27] a competitive

[3:35:27] competitive price and

[3:35:29] let our very

[3:35:29] competitive

[3:35:30] marketplace establish

[3:35:31] what is in the

[3:35:32] ratepayers best

[3:35:34] interests. Thank you.

[3:35:41] >> you.

[3:35:45] >> evening worked for

[3:35:45] ecology since they

[3:35:46] took over and I was

[3:35:48] with the previous

[3:35:50] company for over

[3:35:53] about. 21 years now.

[3:35:56] They're companies

[3:35:57] recology cares about

[3:35:59] this community, care

[3:36:02] about environment. And

[3:36:02] just want to say thank

[3:36:04] you guys for having us

[3:36:06] so far. It's a

[3:36:07] pleasure to me

[3:36:08] personally. To look

[3:36:09] back and see the job

[3:36:10] that we do in the

[3:36:11] city. Whether it's

[3:36:12] sweeping, I can look

[3:36:13] back at and see that

[3:36:15] there's a clean street

[3:36:15] just

[3:36:16] >> on

[3:36:18] >> and

[3:36:30] >> appreciate that.

[3:36:33] >> is

[3:36:35] >> catalogo is a

[3:36:36] public sector manager

[3:36:38] at the site, and I'm

[3:36:39] also proud recognized

[3:36:40] as that

[3:36:42] >> site 25 minutes of

[3:36:42] the

[3:36:43] >> year. First.

[3:36:43] >> I'd like.

[3:36:44] >> to commend the

[3:36:45] city.

[3:36:45] >> city staff

[3:36:47] >> and community

[3:36:48] stakeholders on this

[3:36:49] process by beginning

[3:36:50] discussions. Nearly two

[3:36:51] years before the

[3:36:52] current agreement

[3:36:53] expires and create

[3:36:54] opportunities for

[3:36:57] public input workshops

[3:36:59] surveys and a

[3:37:00] transparent and

[3:37:02] thoughtful path. The

[3:37:03] city's concession to

[3:37:04] pursue a competitive

[3:37:05] permit process. An

[3:37:07] open bid allows the

[3:37:07] city to clearly define

[3:37:09] its priorities

[3:37:11] evaluate providers

[3:37:12] encourage innovation

[3:37:13] and ensure and

[3:37:14] businesses receive the

[3:37:15] best overall value and

[3:37:16] service we would be

[3:37:17] honored to be

[3:37:18] considered as an

[3:37:19] alternative provider

[3:37:20] for davis. We combined

[3:37:22] the responsiveness of a

[3:37:23] local operating

[3:37:25] resources to safety,

[3:37:26] culture

[3:37:27] sustainability, the

[3:37:27] expertise of north

[3:37:29] america. Services

[3:37:33] company de. Serves many

[3:37:33] communities with

[3:37:34] values similar to

[3:37:35] davis, including

[3:37:36] sustainability

[3:37:37] environmental

[3:37:38] stewardship, community

[3:37:39] engagement, and local

[3:37:41] customer service

[3:37:41] experiences have

[3:37:42] developed programs and

[3:37:43] partnerships that align

[3:37:45] well with priorities.

[3:37:46] We also make

[3:37:47] significant

[3:37:48] investments and safety

[3:37:49] and reliability for

[3:37:51] fleet replacement

[3:37:52] programs to help us

[3:37:54] reduce its improve

[3:37:56] survivability oil

[3:37:56] leaks on city

[3:37:57] >> streets

[3:37:59] >> addition recently

[3:38:01] expanded its service

[3:38:01] capabilities through

[3:38:04] the acquisition during

[3:38:05] regular medical waste

[3:38:07] management and

[3:38:08] destruction services

[3:38:09] allowing us to

[3:38:09] >> offer some.

[3:38:11] >> a local health care

[3:38:11] providers, a broader

[3:38:12] suite of

[3:38:13] environmental.

[3:38:13] >> solutions.

[3:38:14] >> most recently, this

[3:38:16] year, wm6. Welcomed

[3:38:18] transition

[3:38:18] approximately 20,000

[3:38:20] new customers in salem

[3:38:22] county area. See rfp

[3:38:23] process demonstrating

[3:38:25] our ability to

[3:38:27] transitions

[3:38:28] communication and

[3:38:29] dependable operations.

[3:38:29] We look.

[3:38:31] >> forward to being

[3:38:33] >> in this community.

[3:38:33] Priorities and

[3:38:34] demonstrating how they

[3:38:35] can provide reliable

[3:38:36] innovative and

[3:38:37] sustainable for the

[3:38:38] city of davis

[3:38:51] >> you

[3:38:53] >> small new group

[3:38:55] formed around issue of

[3:38:58] food security and and

[3:39:00] part of the contract

[3:39:02] with any of the

[3:39:03] following companies.

[3:39:04] We would urge the city

[3:39:06] of davis to include a

[3:39:07] small, modest fee.

[3:39:09] That can be used to

[3:39:12] improve food security

[3:39:13] recovery of food items

[3:39:15] and distribution to

[3:39:16] food insecure

[3:39:20] neighbors. The valley

[3:39:21] vision and sacramento

[3:39:23] state. A few years ago

[3:39:27] did a study in

[3:39:33] preventing about. A..

[3:39:35] Of the people

[3:39:36] residents responded

[3:39:36] that they would

[3:39:38] support free of.

[3:39:39] >> to $2.

[3:39:41] >> which is in our day

[3:39:43] amount of agreement so

[3:39:45] it really something

[3:39:48] that we think would be

[3:39:51] popular. And could go.

[3:39:54] Far to improve food

[3:39:58] security among davis

[3:40:00] residents. Following a

[3:40:02] the about the need in.

[3:40:03] >> our

[3:40:04] >> community in

[3:40:05] retirement amount of

[3:40:07] food that the frankly,

[3:40:09] is being offered

[3:40:11] edible food can be

[3:40:14] used by by residents in

[3:40:19] our community. We have

[3:40:20] to address this

[3:40:27] problem. It's..

[3:40:28] Dozens of

[3:40:30] jurisdictions in this

[3:40:34] area. 55. Probably

[3:40:35] more established a fe

[3:40:38] of this be

[3:40:40] >> a

[3:40:44] >> popular distinct

[3:40:48] of. To starting new

[3:40:51] types of programs.

[3:40:53] Consider of the

[3:41:05] company..

[3:41:05] >> resident for for

[3:41:06] three years, I've

[3:41:08] retired and now I

[3:41:10] spend a lot of time

[3:41:11] redirecting food to. In

[3:41:13] need work with the

[3:41:15] group, putting in

[3:41:16] refrigerators that are

[3:41:17] available 24 over

[3:41:17] seven. So people can

[3:41:20] come and get food. We

[3:41:22] scavenge food from

[3:41:23] various places and put

[3:41:24] it in the fridge just

[3:41:26] so we can eat

[3:41:28] volunteer and I

[3:41:30] market. Making sure

[3:41:32] food is brought so

[3:41:34] that there will be

[3:41:36] less hunger. Several

[3:41:40] points that come up

[3:41:42] new group of food

[3:41:44] davis. I believe we

[3:41:46] sent you a draft

[3:41:49] proposing food

[3:41:49] insecurity is going

[3:41:51] in. Davis and yolo

[3:41:52] county. There's a

[3:41:53] couple different

[3:41:56] studies that peg it a

[3:41:58] 30% of households will

[3:42:00] experience some food

[3:42:01] insecurity. Where

[3:42:02] there's petition for

[3:42:03] the money that might

[3:42:05] pay the rent or other

[3:42:09] necessary expenses.

[3:42:10] One might be led to

[3:42:12] believe that it's just

[3:42:14] a problem for the

[3:42:15] lowest income or

[3:42:16] unhoused. That's not

[3:42:19] the case during these

[3:42:19] financial times that

[3:42:22] are quite difficult a

[3:42:23] lot of families have

[3:42:25] food insecurity this is

[3:42:27] a wonderful

[3:42:28] opportunity for the

[3:42:30] city council to

[3:42:32] support a small fee.

[3:42:38] To up a system to tier

[3:42:39] two food, which is

[3:42:39] prepared.

[3:42:40] >> food.

[3:42:41] >> I got a call from

[3:42:43] university retirement.

[3:42:44] Center that said they

[3:42:46] had up to 100 meals

[3:42:47] some days. Could I come

[3:42:48] and get them and

[3:42:50] redirect them as a

[3:42:51] single person with a

[3:42:52] pickup truck? I'm not

[3:42:53] prepared to do. I'm not

[3:42:55] able to do that. But

[3:42:57] let's consider a

[3:42:58] system where we can

[3:42:59] harvest this wasted

[3:43:00] food and we can feed

[3:43:02] the people in our

[3:43:03] community who need

[3:43:05] food. Thank you so

[3:43:18] much

[3:43:21] >> and I would like

[3:43:22] michael. Sure. And

[3:43:26] mother's. Participate

[3:43:29] >> for years. Set

[3:43:32] aside nine to find

[3:43:36] which.

[3:43:39] >> basis. And for

[3:43:41] other resources. And

[3:43:41] one I want to talk

[3:43:42] about tonight.

[3:43:45] >> is..

[3:43:46] >> food that was going

[3:43:48] being downside.

[3:43:53] >> to

[3:43:56] >> the

[3:44:00] >> excuse me. To the

[3:44:03] .. To places in the

[3:44:06] central valley. And

[3:44:08] compost out of them.

[3:44:09] That I brought a

[3:44:12] selection to the of

[3:44:13] items tat

[3:44:14] >> not.

[3:44:17] >> have acess to

[3:44:20] >> kind of thing that

[3:44:22] >>..

[3:44:23] >> la it still

[3:44:24] shouldn't. Here, and.

[3:44:25] >> it should be

[3:44:26] >> shipped we should

[3:44:31] not I feel composting

[3:44:34] facilities this amount

[3:44:39] is 20th of qality.

[3:44:40] Items that

[3:44:43] >> were. Located

[3:44:48] >> on.. This

[3:44:49] continues on like

[3:44:51] this. We have poor

[3:44:53] nutrition for certain

[3:44:56] stuff city and we all

[3:44:58] know translates into

[3:45:01] poor health and so as

[3:45:04] we have the on the

[3:45:06] scale, we have all the

[3:45:08] cutbacks in the snap

[3:45:09] program nationwide and

[3:45:14] in california, we have

[3:45:14] 5 million people who

[3:45:16] would be subjected to

[3:45:18] the rules. So I would

[3:45:21] like to like to just

[3:45:24] consider this.

[3:45:25] >> thank you.

[3:45:25] >> MR.

[3:45:28] >> fisher..

[3:45:29] >> anyone else in

[3:45:31] chambers? Anyone

[3:45:33] online we do not very

[3:45:33] good. So I'm going to

[3:45:35] bring it back here for

[3:45:36] discussion. And

[3:45:40] action. Questions.

[3:45:41] We'll start.

[3:45:43] >> good

[3:45:44] >> you for your

[3:45:44] presentation. And

[3:45:45] thank you all. Who came

[3:45:47] out tonight. All of

[3:45:48] you. I appreciate

[3:45:50] that. I do have a

[3:45:52] questions of brought

[3:45:55] it up in your case as

[3:45:56] well. You mentioned a

[3:45:58] variety of programs and

[3:45:59] opportunities have

[3:46:00] become more prevalent.

[3:46:02] What are they you give

[3:46:03] me some idea of what

[3:46:03] you're talking about?

[3:46:04] There? Well, sure.

[3:46:05] >> there's there's a

[3:46:07] number of things great

[3:46:10] example would be how

[3:46:11] we do recycling here in

[3:46:12] davis. We have a

[3:46:13] bifurcated recycling.

[3:46:15] We have a split cart

[3:46:16] and a split truck. I

[3:46:17] think not everyone

[3:46:17] understands the truck

[3:46:19] is also split there MAY

[3:46:21] be opportunities for us

[3:46:22] to look at an

[3:46:23] alternative. Where we

[3:46:24] are. Commingling those

[3:46:25] materials together

[3:46:26] that might be an

[3:46:27] option to consider

[3:46:29] that's not a

[3:46:30] conversation we've had

[3:46:31] in quite a long time,

[3:46:33] but pursue that or not

[3:46:34] would be based on that

[3:46:36] station. But it's

[3:46:36] potentially something

[3:46:37] that we could take a

[3:46:39] look at at this stage

[3:46:40] in the process and be

[3:46:41] able to see if there

[3:46:42] was anything to gain

[3:46:43] from something like

[3:46:43] that would be my my

[3:46:46] best example

[3:46:48] >> you. I guess that

[3:46:49] was a clarification

[3:46:52] question, but I am

[3:46:54] very interested in

[3:46:55] exploring having the

[3:46:56] edible food recovery

[3:46:58] fee of some kind built

[3:47:00] into a contract or

[3:47:01] something to explore

[3:47:03] that more I, I think

[3:47:04] it's very compelling to

[3:47:06] me that and I would

[3:47:07] like to see what that

[3:47:11] would be about am

[3:47:11] leaning at this point

[3:47:13] to doing an rfp. I

[3:47:14] think it's important to

[3:47:15] kind of find out out

[3:47:17] there in the world of

[3:47:20] waste haulers

[3:47:21] available, what's

[3:47:22] going on. I think the

[3:47:24] best way to do the most

[3:47:24] current way to do that

[3:47:26] is through an process

[3:47:28] to which we're calling

[3:47:29] of course, would be a

[3:47:31] big part of that. And

[3:47:32] we can talk about

[3:47:34] what. We would want to

[3:47:39] be would be. But

[3:47:39] definitely my

[3:47:40] preference would be

[3:47:42] to, to direct that

[3:47:42] direction, to go in

[3:47:43] that direction of an

[3:47:48] rfp back my questions.

[3:47:51] Now from my colleagues

[3:47:52] was going to clarify

[3:47:55] the the only point of

[3:47:56] decision tonight is

[3:47:57] which way to go, which

[3:47:59] path to take, because I

[3:48:01] do think that we all

[3:48:03] probably have a lot of

[3:48:03] thoughts about what we

[3:48:05] might want to see in

[3:48:06] the bid, but you don't

[3:48:08] need tonight. Even

[3:48:08] though I'm. We very

[3:48:09] much appreciate you

[3:48:11] all coming out and

[3:48:12] she'd be but really,

[3:48:14] it's just that single

[3:48:15] decision that

[3:48:16] >> and that decision we

[3:48:18] look to reach out to

[3:48:19] firms to assist us in

[3:48:20] the process. And then

[3:48:22] be able to develop a

[3:48:23] concrete public

[3:48:25] engagement plan that

[3:48:26] would come back. To

[3:48:27] you. So have all of

[3:48:28] those opportunities for

[3:48:29] that. We know is going

[3:48:30] to be a very robust

[3:48:33] public discussion.

[3:48:34] >> please go ahead.

[3:48:39] Yeah.

[3:48:41] >> yeah. Thank you for

[3:48:44] the presentation I had

[3:48:45] a couple of jokes.

[3:48:48] That la

[3:48:49] >> tried to bring the

[3:48:51] levity. I, I, I. I have

[3:48:53] some accessories that

[3:48:54] match the topic.

[3:48:55] >> so yeah, okay

[3:48:56] >> gotta have fun

[3:48:57] right

[3:48:59] >> yeah. Yeah.

[3:49:00] >> especially when we

[3:49:02] get late. You know, I,

[3:49:03] I actually lean

[3:49:05] towards renegotiating

[3:49:08] with the you and so I

[3:49:11] familiar with stuff

[3:49:11] experience with

[3:49:12] ecology. No major

[3:49:13] issues. It's been a

[3:49:15] good relationship.

[3:49:18] Generally and

[3:49:18] certainly have a track

[3:49:20] record. Community

[3:49:20] service community. You

[3:49:21] know, te thing that

[3:49:22] really moves the

[3:49:23] needle for me as ae

[3:49:25] employee owned, which

[3:49:27] is a big deal for me

[3:49:29] and to know that

[3:49:32] there's kind of

[3:49:34] reflects the values

[3:49:38] around I lean towards

[3:49:39] renegotiating, with

[3:49:43] recology. That that's

[3:49:43] not to say, but I'll

[3:49:47] leave it. Gentlemen.

[3:49:49] Sure.

[3:49:50] >> what's the process

[3:49:52] if once let's say we

[3:49:53] made we made that we

[3:49:56] wanted to go

[3:49:58] renegotiation and then

[3:49:59] halfway through that it

[3:50:00] falls apart. You can

[3:50:01] go, you can flip and do

[3:50:02] an rfp. At that point,

[3:50:03] it would just be would

[3:50:04] be up against the

[3:50:06] clock in terms of not

[3:50:07] having somebody under

[3:50:08] contract. If that is a

[3:50:09] year from now. Right?

[3:50:11] >> correct. The way

[3:50:12] that we're approaching

[3:50:13] this process, however,

[3:50:14] is, like I said, we are

[3:50:16] looking at putting the

[3:50:17] material or the

[3:50:17] information from the

[3:50:19] public and from your

[3:50:20] body and service

[3:50:20] level. You would have

[3:50:21] an idea of what we

[3:50:23] would want to include,

[3:50:24] either in the

[3:50:25] negotiation or the

[3:50:26] rfp. So potentially we

[3:50:28] were to halt

[3:50:29] negotiations and start

[3:50:30] a different process. We

[3:50:32] would be one step

[3:50:32] closer in that

[3:50:33] information already in

[3:50:35] hand. Okay

[3:50:36] >> yeah these are not

[3:50:39] easy decisions hear

[3:50:40] folks. Coming up about

[3:50:42] the importance of of

[3:50:44] their work and yu

[3:50:45] know, you know, how it

[3:50:46] can feel that. Right.

[3:50:47] And I know that that's

[3:50:49] true. And I the work

[3:50:50] that the college has

[3:50:51] done in our community.

[3:50:52] And whatever drug

[3:50:53] decide to go here this

[3:50:53] evening, I hope it's

[3:50:56] not a it's not a

[3:51:00] reflection on our..

[3:51:02] On your place in this

[3:51:02] community, but I do

[3:51:04] think in certain ways

[3:51:05] it is incumbent upon us

[3:51:06] to be able to step

[3:51:08] back and look at what

[3:51:09] the services are that

[3:51:10] are being provided and

[3:51:11] how we get what's best

[3:51:13] for the community.

[3:51:14] Overall. And that's

[3:51:15] not saying that we're

[3:51:16] obviously, I would

[3:51:18] assume if we go an rfp

[3:51:19] would put in an

[3:51:20] application to you that

[3:51:22] work and a lot of the

[3:51:22] things that you hear

[3:51:23] this evening and the

[3:51:24] work they've done in

[3:51:25] our community would

[3:51:26] stand out in that

[3:51:29] proposal me, I lean a

[3:51:29] bit more towards the

[3:51:31] rfp side just in terms

[3:51:34] of us as as stewards

[3:51:35] and sitting up here of

[3:51:37] being having an open,

[3:51:39] transparent process

[3:51:40] allowing that

[3:51:41] conversation happen in

[3:51:42] the community and that

[3:51:43] those negotiations,

[3:51:45] whether it's with or if

[3:51:47] it's in the rfp, that

[3:51:48] what we're talking

[3:51:49] about here, right,

[3:51:50] with the new

[3:51:52] technology or the the

[3:51:52] current that's all

[3:51:53] going to be part of

[3:51:54] that whole process,

[3:51:55] whether it's either or.

[3:51:58] So that's where I am at

[3:52:02] right now

[3:52:04] >> sure. So I have been

[3:52:06] very happy with

[3:52:08] recology. And I

[3:52:10] >> know value the work

[3:52:11] that you do in

[3:52:12] >> the community and

[3:52:13] the engagement that you

[3:52:15] obviously, you are an

[3:52:17] excellent partner.

[3:52:18] You've. Excellent

[3:52:19] partner with the city.

[3:52:22] I also towards the rfp

[3:52:23] process only because

[3:52:26] I'm because I kow

[3:52:28] community and I know

[3:52:29] that they you know,

[3:52:32] people want to have a

[3:52:35] transparent process

[3:52:38] and they want us to

[3:52:39] make sure that that,

[3:52:41] you know, we look at

[3:52:44] all of the options.

[3:52:44] Remember the process

[3:52:46] that we went through

[3:52:48] when we switched from

[3:52:50] a waste management or

[3:52:52] that a waste

[3:52:53] management

[3:52:54] >> removal was the

[3:52:55] name of the company

[3:52:56] removal.

[3:52:57] >> I remember that

[3:52:58] process. I remember the

[3:53:02] stations community ws

[3:53:03] had a lot of opinions

[3:53:07] about waste and. And

[3:53:09] so I imagine that they

[3:53:10] that they still have a

[3:53:11] lot of things about,

[3:53:12] you know, how we how we

[3:53:15] do this. So you know,

[3:53:17] I think that it, it is

[3:53:19] it is a responsibility

[3:53:22] of council to make

[3:53:25] sure that we are

[3:53:27] cognizant of, of our

[3:53:28] what our community

[3:53:30] wants

[3:53:32] >> thank you for tat.

[3:53:32] >> I just have one

[3:53:33] question that I want to

[3:53:35] ask you about the rfp

[3:53:36] process, as it would

[3:53:37] play out in this

[3:53:41] context. So when the

[3:53:43] rfp is published then

[3:53:45] it sets out all of the

[3:53:45] things that we as a

[3:53:47] city would be looking

[3:53:49] for. And then bidders

[3:53:50] respond to that. And

[3:53:52] what I'm not really

[3:53:53] remembering is long

[3:53:54] time since I looked at

[3:53:55] something like this,

[3:53:57] that process is, is

[3:54:00] pretty formal yes. And

[3:54:01] then you have bidders

[3:54:03] who are there scored.

[3:54:05] there's a detailed

[3:54:07] process of mixing

[3:54:08] bidders are expensive

[3:54:10] and then in this I'm

[3:54:12] trying to recall if

[3:54:13] this is a

[3:54:15] hypothetical, let's

[3:54:16] say one of the bidders

[3:54:18] who is responsive

[3:54:19] offers in their in

[3:54:21] their response, they

[3:54:21] offer some service

[3:54:23] that perhaps wasn't in

[3:54:25] the rfp. And you say.

[3:54:27] Oh that's great idea.

[3:54:28] Why don't we ask for

[3:54:30] that? Do you then have

[3:54:31] the freedom to go to

[3:54:33] the other bidders to

[3:54:35] them? If they can

[3:54:36] consider for or

[3:54:40] process so that you

[3:54:43] can that in a formal

[3:54:44] rfp

[3:54:44] >> great question. It

[3:54:45] can you some advice

[3:54:46] and and get back to

[3:54:50] you on that some more

[3:54:50] flexibility in those

[3:54:53] kinds of might be for,

[3:54:54] say, a bid for public

[3:54:55] works, where you're

[3:54:56] really looking at the

[3:54:57] lowest responsible

[3:54:58] bidder. Right? There's

[3:54:59] a little bit more

[3:55:00] agency to be able to

[3:55:01] look at other things

[3:55:03] within that it's

[3:55:05] really just are the

[3:55:05] consequences of the

[3:55:07] contract and the cost

[3:55:07] in terms of the impact

[3:55:08] of the program and

[3:55:10] what it would cost and

[3:55:11] where in that

[3:55:12] spectrum, for

[3:55:14] interested in landing

[3:55:15] there is there is a

[3:55:17] certain flexibility

[3:55:18] that is a piece of it

[3:55:19] would be a great. We

[3:55:20] can make sure we

[3:55:21] understand. Yeah.

[3:55:21] >> curious

[3:55:23] >> because she's

[3:55:24] communications. But.

[3:55:25] Yes, but nonetheless.

[3:55:27] So where I'm at and

[3:55:28] I'll just say this, you

[3:55:30] know, I, I agree with

[3:55:31] my comments about

[3:55:32] recology having been a

[3:55:34] wonderful prtner

[3:55:35] engaged in our

[3:55:37] community. We see you

[3:55:38] out there at our

[3:55:40] events, calling us you

[3:55:41] know, very supportive

[3:55:42] of the community, very

[3:55:43] integrated and

[3:55:45] community. But for me.

[3:55:46] Up here from a

[3:55:47] governance

[3:55:47] perspective, I think

[3:55:48] that the right

[3:55:50] approach to take is

[3:55:52] rfp what we need

[3:55:53] doing. Having that kind

[3:55:55] of open and

[3:55:56] transparent process. I

[3:55:57] think that our

[3:55:58] community

[3:55:59] >> is a very, very

[3:56:00] clear already that is

[3:56:01] what.

[3:56:03] >> to do. Forward and

[3:56:05] as we know it

[3:56:07] absolutely. Does it

[3:56:08] perfectly. Recology and

[3:56:09] it MAY well be the

[3:56:10] person who receives

[3:56:11] the award. We don't

[3:56:13] know that's where I'm

[3:56:15] at. Is at this point.

[3:56:18] So

[3:56:18] >> want to be clear. So

[3:56:20] the lowest qualifying

[3:56:21] bid doesn't apply it's

[3:56:23] like we have the deaf

[3:56:26] can. Look at it in it

[3:56:28] across the spectrum

[3:56:29] are what it is to make

[3:56:30] that decision.

[3:56:31] >> so interior for

[3:56:32] scoring is developed as

[3:56:34] part of the fp. So the

[3:56:35] rfp is going to detail

[3:56:37] out exactly how the

[3:56:38] bidders are being

[3:56:39] scored

[3:56:39] >> if that comes

[3:56:41] >> back and cost can be

[3:56:43] a factor but not the

[3:56:44] not the only driver.

[3:56:46] >> right. But if it's

[3:56:47] ranked for pope comes

[3:56:50] back and I like an

[3:56:51] area where another

[3:56:52] proposal they scored

[3:56:52] higher in a certain

[3:56:53] area, but they're not

[3:56:54] highest ranked. We

[3:56:55] don't have to go with

[3:56:57] the highest ranked or

[3:56:58] do you have to go with

[3:56:59] it?

[3:57:00] >> that's that's

[3:57:00] that's a bit

[3:57:02] different. So from a

[3:57:03] proposal perspective,

[3:57:04] you're you're relying

[3:57:05] on so that the team,

[3:57:06] the staff team that's

[3:57:07] ranked, those that.

[3:57:08] And then bring that

[3:57:10] forward to you in

[3:57:10] general, yu're looking

[3:57:11] at the highest ranked

[3:57:12] of that rfp based on

[3:57:13] the criteria that

[3:57:15] you've published, is

[3:57:16] the person that would

[3:57:19] come forward on

[3:57:20] successful final

[3:57:21] negotiation with that

[3:57:22] bidder. Yeah. So there

[3:57:24] is that piece too. So

[3:57:25] you talk about other

[3:57:26] other facets that you

[3:57:27] want to see. There's

[3:57:28] always there's always

[3:57:29] some final negotiation

[3:57:30] with, with.

[3:57:31] >> the

[3:57:33] >> highest ranked if

[3:57:34] you will you might

[3:57:35] have little tweaks in

[3:57:37] there that MAY happen

[3:57:37] after they've been

[3:57:39] ranked based on the

[3:57:39] criteria. But you, you

[3:57:44] do not deviate be very

[3:57:45] legally deviate from

[3:57:47] those statutory that

[3:57:48] everybody is being

[3:57:49] against. That's the

[3:57:50] whole point.

[3:57:51] >> there'll be a touch

[3:57:53] point for for council

[3:57:54] to get that scoring

[3:57:55] metrics and weigh in

[3:57:56] on prior to it being

[3:57:57] finalized, if that's

[3:57:58] the route we go.

[3:57:59] >> yeah. So I believe I

[3:58:00] believe the tent is as

[3:58:01] we talk through

[3:58:01] service levels with the

[3:58:03] community, as we bring

[3:58:04] that that that back.

[3:58:05] Then part of that

[3:58:06] could be that here are

[3:58:08] the criteria we're

[3:58:09] looking at ranking,

[3:58:11] you know, and, and the

[3:58:12] of those criteria,

[3:58:14] right. Could be 20 if

[3:58:16] you do 100 point, you

[3:58:17] could we could develop

[3:58:18] that and a council

[3:58:20] could basically say,

[3:58:21] yes, that is what we

[3:58:22] want. Score. We want

[3:58:23] our our firms that bid

[3:58:25] on this to, to be by

[3:58:29] these criteria

[3:58:30] >>..

[3:58:31] >> yeah. I mean, it's

[3:58:32] interesting. Again,

[3:58:34] you know, I I'm

[3:58:35] wondering about

[3:58:36] traditional. It is to

[3:58:38] include factors like

[3:58:39] the company's values,

[3:58:41] you know this

[3:58:41] particular case, you

[3:58:43] know learning more

[3:58:46] about the again, and

[3:58:46] the fact that this is

[3:58:48] an employee owned

[3:58:49] company does mean a lot

[3:58:52] of that seems to be

[3:58:52] the values that we

[3:58:54] want to reflect look at

[3:58:56] the sustainability

[3:58:57] committees and like you

[3:59:00] guys are up to be 100%

[3:59:01] renewable fuels.

[3:59:03] Facilities. You're

[3:59:03] already at 95% of your,

[3:59:05] your vehicles are

[3:59:07] running all renewable

[3:59:08] fuels. So, you know,

[3:59:09] all of this stuff.

[3:59:12] Matters we have a, a

[3:59:13] contractor who's done

[3:59:15] a job. So to me, I

[3:59:17] don't see it kind of

[3:59:18] open up the process

[3:59:19] we're happy with the

[3:59:21] contractor, we have

[3:59:22] kind of companies that

[3:59:23] we want to work wth

[3:59:25] and support their

[3:59:25] workers. So I'm going

[3:59:29] to stick with my..

[3:59:31] Words. Just

[3:59:35] renegotiating the 1383

[3:59:36] thing. We don't have a

[3:59:40] current under sb 1383.

[3:59:43] Currently, the food

[3:59:45] waste recovery

[3:59:45] methods.

[3:59:48] >> to apply a food

[3:59:51] >> are elements of 83

[3:59:52] that we were required

[3:59:52] to do as part of that

[3:59:54] law that are covered

[3:59:57] within the crim.. W

[3:59:59] do not have a separate

[4:00:02] fee for that program.

[4:00:02] >> for you guys to come

[4:00:03] back at some point. I

[4:00:03] know a lot of

[4:00:05] jurisdictions have

[4:00:08] used sb 1303 to put a

[4:00:09] additional for food

[4:00:12] waste I also a options

[4:00:13] for that in the

[4:00:17] future.

[4:00:22] >> so there's majority

[4:00:25] go forward with an rfp

[4:00:25] but we all know that

[4:00:27] we have the

[4:00:28] opportunity to weigh

[4:00:30] in on what that rfp

[4:00:33] would definitely been

[4:00:34] some ideas already

[4:00:35] expressed here, which

[4:00:37] you've heard do you

[4:00:37] need anything more

[4:00:41] from us this evening?

[4:00:43] Would you like a

[4:00:43] formal motion,

[4:00:44] >> a formal motion

[4:00:46] would helpful in

[4:00:47] >> yes, I think so.

[4:00:48] This issue, someone

[4:00:52] like to make a motion

[4:00:53] move that we go with

[4:00:55] the rfp process at

[4:00:58] this point.

[4:00:59] >> second.

[4:01:01] >> that's okay. Do

[4:01:03] vice mayor all in

[4:01:06] favor, say I. I any

[4:01:09] nos one knows. So we

[4:01:10] have four members see.

[4:01:11] And the vote is

[4:01:15] council member by

[4:01:17] okay. Then. Thank you

[4:01:19] for your

[4:01:20] >> I can I say one

[4:01:21] thing? I just want

[4:01:24] this is stan last city

[4:01:27] council meeting. No.

[4:01:29] 16 years. Stan is

[4:01:30] moving on thank you. It

[4:01:31] has been working with

[4:01:32] you in the different

[4:01:34] capacities out at and

[4:01:35] here amazing job. You

[4:01:36] have an amazing team

[4:01:37] that you worked with

[4:01:41] and led moving role

[4:01:42] you've done a great

[4:01:43] job and we support

[4:01:44] this with city manager

[4:01:45] coming on and really

[4:01:46] leading our staff team

[4:01:48] and you'll be missed.

[4:01:49] You've done an amazing

[4:01:51] job here and I an honor

[4:01:52] and a pleasure to work

[4:01:53] with you. So you.

[4:01:54] >> thank you

[4:01:54] >> for that. I was

[4:01:56] thinking you're

[4:02:00] meeting. Thank you.

[4:02:01] >> close getting out of

[4:02:02] here without any

[4:02:02] family.

[4:02:04] >> I was I was really

[4:02:05] trying. Thank you so.

[4:02:06] Yeah. No, I

[4:02:07] >> requested in &

[4:02:09] writing that you get

[4:02:10] no accolades from

[4:02:12] council but I do know

[4:02:13] you've been such a

[4:02:14] integral part of the

[4:02:15] city, and I know you

[4:02:16] hate. This is not just

[4:02:17] for you. I mean, this

[4:02:18] is for people who've

[4:02:19] worked with you and

[4:02:20] you. It's for us too.

[4:02:24] And I think know per

[4:02:25] your request, you

[4:02:26] know, I guess we're not

[4:02:28] any that, but you

[4:02:29] know, it's been it's

[4:02:29] been an honor to work

[4:02:31] with you. You've been

[4:02:34] an absolute

[4:02:34] professional in how

[4:02:35] you conduct yourself

[4:02:38] and how you. Relate so

[4:02:39] we're very, very lucky

[4:02:40] to have had you for as

[4:02:42] long as we have had

[4:02:43] have a great

[4:02:44] retirement. And all

[4:02:46] the best to you.

[4:02:46] >> thank you. Thank you

[4:02:47] very much. The honor

[4:02:48] has been mine.

[4:02:50] Obviously. So thank

[4:02:53] you. Appreciate it..

[4:02:56] >> yeah. No have ben

[4:02:56] spectacular. And I

[4:02:57] will just say, you

[4:02:59] know, not to repeat,

[4:03:01] but one of the realtors

[4:03:02] of a really great

[4:03:03] leader is that they

[4:03:05] really mentor and

[4:03:06] inspire the people who

[4:03:07] work for them and look

[4:03:08] at, look at this

[4:03:09] people you have with

[4:03:10] you, you have to look

[4:03:11] at these people

[4:03:12] sitting here who work

[4:03:14] with you. And we

[4:03:15] always say that, you

[4:03:16] know, what a great

[4:03:19] what a great team so I

[4:03:21] hope you have fun. But

[4:03:22] you know, we know how

[4:03:24] to reach you. So, so

[4:03:25] >> you all have my

[4:03:26] number. Yes. That's

[4:03:28] fine. All right. Thank

[4:03:30] you.

[4:03:32] >> mayor mayor I know.

[4:03:33] >> you did not want to

[4:03:35] do this. But since

[4:03:38] we're doing this in an

[4:03:41] absolute honor, sir

[4:03:42] really enjoyed working

[4:03:42] with you. I have so

[4:03:44] much respect. I have so

[4:03:46] much love for you.

[4:03:47] Between you and kelly,

[4:03:51] you really smooth some

[4:03:52] really good times

[4:03:53] together. And I wish

[4:03:56] you well in your

[4:03:57] retirement. But just

[4:03:58] know that I will be

[4:03:59] calling you and we

[4:04:01] will still be time

[4:04:02] together. But. But for

[4:04:07] your service.

[4:04:12] >> right?

[4:04:14] >> right. We will wrap

[4:04:15] that up here with item

[4:04:16] eight. Is does anyone

[4:04:19] have any meetings that

[4:04:20] they need to put? They

[4:04:22] attended at city

[4:04:22] expense?

[4:04:24] >> I do, I just tis

[4:04:26] the city I'm in a year

[4:04:27] long leadership

[4:04:29] program. American

[4:04:30] leadership forum, the

[4:04:31] city hs been half the

[4:04:33] tuition for that

[4:04:36] program. Excellent

[4:04:38] >> right. Long range

[4:04:40] calendar. We have

[4:04:41] anything.

[4:04:42] >> MADAM Mayor, no

[4:04:42] additions at this

[4:04:43] time.

[4:04:44] >> nothing. Anyone &

[4:04:44] else have anything?

[4:04:45] Oh, wow.

[4:04:47] >> we are sure

[4:04:49] >> cooking. Here. Very

[4:04:50] good. Oh, and yes, I

[4:04:51] want to turn it over

[4:04:53] to council member

[4:04:55] before we adjourn.

[4:04:55] >> thank you. Mayor. I

[4:04:56] just wanted to adjourn

[4:04:57] in memory of someone

[4:04:58] this evening.

[4:04:59] Interesting. There are

[4:05:01] folks. Reason I'm doing

[4:05:02] this in our committee,

[4:05:03] who don't have others

[4:05:05] in their life that you

[4:05:07] know, took on and we

[4:05:08] lost somebody over the

[4:05:10] past couple two weeks

[4:05:11] ago. And I'm just going

[4:05:12] to read something real

[4:05:14] quick because he we

[4:05:15] spent a lot of time in

[4:05:16] this community

[4:05:17] probably nobody's that

[4:05:19] he's gone his name to

[4:05:22] be the record of city

[4:05:23] ryan mclean was an

[4:05:25] employee at the davis

[4:05:27] co-op for a decade and

[4:05:28] armadillo music for

[4:05:29] over six years. He

[4:05:31] passing came as a

[4:05:32] shock to all that

[4:05:34] sarcastic wit like

[4:05:36] something we could all

[4:05:37] be around. We need it

[4:05:39] most.

[4:05:42] >> it's

[4:05:42] >> handsome and his

[4:05:43] friend is cat miller

[4:05:44] with all his being

[4:05:46] ryan was an underdog.

[4:05:47] He did not have an easy

[4:05:48] life, and so much to

[4:05:49] drink. Bounce back from

[4:05:50] many different

[4:05:50] setbacks that many of

[4:05:51] us would have never

[4:05:53] recovered from his

[4:05:54] punk attitude, love for

[4:05:55] those. Strong enough to

[4:05:56] love him back fueled

[4:05:57] him through the worst

[4:05:58] of.

[4:06:00] >> times..

[4:06:01] >> his death is the

[4:06:02] worst ending we ever

[4:06:03] were. The anti-hero

[4:06:04] doesn't win the day he

[4:06:06] made our lives more

[4:06:06] interesting, and he

[4:06:07] gave us a huge gift by

[4:06:08] being a part of our

[4:06:10] community. Easy. One.

[4:06:11] Thank you

[4:06:13] >> for that. Thank you.

[4:06:15] Josh

[4:06:18] >> are.. Oh. Public

[4:06:19] comment on the long

[4:06:23] range seeing anyone

[4:06:25] here? In with that, we

DJUSD Board of Education

Agenda

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