[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
[1:21] sustained by members
[1:24] and music as a shared
[1:28] community resource..
[1:31] A vintage car heads
[1:33] today. To support
[1:33] local community funded
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[1:38] bring. Timeless,
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[1:44] to everyone. More at
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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