Hello, it's time to go for today's mini lecture. And let me close off a couple of these things here, which I don't need. So I was grading some of the programs from earlier. Okay. So here we have an array of numbers and this is using a different form of initialization. Instead of saying we have a new array, we can give the numbers that we want in braces or we went over that yesterday. That's correct. Now let's say I want to print that out and I say system dot print line of numbers. And let's compile that and run it. And well that's not very enlightening. It is to some extent the square bracket means that this is an array. It means it's an int. And this at means this is its location in memory, which is nice to know, but not tremendously useful. If we want to see what's actually in the array, we need to run a loop and print out all the individual items. And I'm going to copy and paste this copy that already from the book. And I'm going to have to reinvent everything here. Okay, I've seen this a lot in some of the programs that I've been grading people have their methods right next to each other with no space in between. If you put one blank line in there, it makes things a lot more readable. And so that's what I would strongly suggest that you all do. By the way, this is one of the things that's in the extra exercises book, which the full book sort of glosses over is how do you pass an array. You can put numbers to a method. And the answer is the parameter for an array, you have to tell what data type it is. And then tell that it's an array by using the square brackets, and then give it some name and the book uses a which I'm not particularly happy with, but let's go with what the book has. What they'll then do is they will print a colon brace, excuse me. The first element of the array. Then starting at element number one up through the length of the array a dot length gives us how many items are in the array. And then we'll go I plus plus we'll print out a comma and a space. And then that element. And when we're done with the loop, we print a closing brace, which means we now have to call this method. We call print array. It says okay, you're going to have to give me an integer array. And well it says so happens I have an integer array right here. And numbers is going to be passed in as the value for a, and that should work rather nicely. And in fact if I run it. There I get my 1066 4711. A note about length here. If I have a string, and I want to find its length, I use the length method. So for strings, length is in method. I need the parentheses there and it gives me a nine. If I have an integer array. Numbers and let's put in. I say numbers dot length. So parentheses length is a property of the array. And this is a little bit of a contradiction. I won't say it's contradiction. It's an inconsistency. And it just bugs the heck out of me and I keep getting it mixed up all the time so I will not blame you if you get it mixed up sometime during your programming career. And numbers dot length gives me four. For strings, it's a method. The parentheses for arrays. It's a property. You don't use the parentheses. Don't blame me. I didn't make the decision. I'm just reporting it. Now the next thing the book talks about is copying arrays. So let's go here and let's save this as copying arrays dot Java. And this is something that's really important to understand. And this is what's going to be what happens when you copy an array to another variable. Does it copy the individual items or just the reference. And this is the thing that we better talk about right now. Things like int, boolean, char and double are what are called primitive values. If you look at the memory diagram. And I'm not sure if I can find one here quickly. Let's see if they have anything here. Okay, yeah, let's go here to variables, memory diagrams. So when I have a is assigned three and B is assigned five, the value is directly tied to the symbol for it. But with arrays, it's different. When we have an array, the name of the variable is a reference to some area of memory where we will find the data. So the data is not in the same place as the variable, like it is with primitives. String array, and any objects, which we will get too much later, are reference values. So this is incredibly important to understand. And I'm going to keep a guess of our column change the name of this copying arrays. So let's say I have here integer array. Copy becomes a numbers, and I assign this. And I do a print array of copy. I should get the same thing twice. And indeed, that's exactly what happens. However, let's look at the memory diagram for this sort of thing. Well, if I had a new double array of length three and a and I said B becomes a a and B because they are references, I now have two references to the same area of memory. In fact, I can prove this, by the way. Yeah, that's not going to work. And sure enough, they are both referring to the same area of memory. Because if I do something like this, if I say copy sub zero becomes a 999. And now I say system dot out dot is the print array of numbers. I will not get 1066 4711. Instead I'll get 99966 4711. Why, because I have a copy of the reference. They're both referring to the exact same area of memory. So when I change one of their content contents of that area of memory is immediately reflected in the other variable. This also is the case, by the way, when you pass an array to a method, you get a copy of the reference, not a copy of all the data items. Now what if I wanted a true copy of them so that they are truly a separate set of numbers. Here's one way to do it. I can say true. Let's call it separate copy. I'm going to make a new integer array. That's exactly the same length as numbers. And then I'm going to say for int I is zero, I less than numbers dot length, I plus plus. I'll take separate copy. Sub I becomes numbers sub I. What I have now done is I've taken this numbers of I and I've put it into a different area. In fact, if we do this, let's print this out to prove that I'm not just kidding you, because I created a brand new array in here in line 33 separate copy is not going to have the same reference as numbers will. And indeed, these are not the same reference anymore. That's great. So now if I say separate copy sub one becomes 888. If I now say, let's do a print array numbers. And that should give me the 999664711. And if I try printing array of separate copy. I'll get<PHONE_NUMBER>. I keep hitting the print screen button for some reason, I don't know why. So this is a way to make a separate copy. You build a brand new array, and then take the numbers from the elements from the original array one at a time, and put them into this new area of memory. And sure enough numbers and separate are now different from one another. Let's make this a little bit more readable. Here's. There we go. Now everything is labeled nicely. So that's something you need to know. Again, arrays are reference values. They're not primitives. Now this means that when we pass something an array to a method, we can change the contents of the array. I'm going a little bit into what the extra book has at this point. So we're going to do here is we're going to pass an array to a method. And change the arrays values inside that method. So let's go here and we're going to say public static void cube elements. And we're going to have an integer array of data. Again, I can call it anything I want. They called it a I'm going to call it data. So what we're going to do is we're going to say for and I is zero I less than data dot length I plus plus. This is the nice thing about length I don't have to know how long the array is if I just go up to data dot length that guarantees that I'm going to hit all of the elements in the array. I can say data sub I becomes data sub I times data sub I times data. I think to return here, by the way, do this raise that look there. And now what I'm going to say here is I'm going to say, cube the elements in numbers, and then I'll print array numbers. Let me put a comment in here to explain what's what's going on here. Because we pass a reference. To the array. As our parameter, any changes made to the contents of the array are reflected in the original array. Some of you may be remembering this thing about call by value when I said that you always get a copy and you can never affect the original. And you may be thinking, well, this, this just isn't true. The explanation for it is really long. I think I need to write it up at some point as a PDF for y'all. All I'll say is call by value is still working. We're not changing the reference. We're changing the thing it's referring to. So I can't change the original thing. I can't change the original reference. The reference is to some area out in memory, and I can change that area of memory as much as I want. You might be thinking, well, gosh, that's a little bit dangerous, isn't it, because you're taking your original and all of a sudden your original data is gone forever. Yeah, that's an interesting thing to note. One of the drawbacks of using references is that because you have a reference to the original and numbers is a reference to these numbers in memory, and data is going to be another reference to this exact same place. So a change to one is a change to the other one. That's the bad news. The good news is all I'm passing is a reference. Today I had a hundred numbers in my array. Instead of having to pass a copy of all hundred numbers, I'm passing one reference, which is like four bytes. And again, back in the day when Java was invented and memory was at a premium, copying a thousand eight byte or a thousand four byte integers, that's four thousand bytes, that's a lot of memory. Copying one four byte reference, that's like free. Now some people again are not happy with the idea that changes to one make changes to the original. They would rather say, you know what, we're not back in 1995 anymore. Now we have more memory.  And I'll show you how that works. Let's call this return new array dot Java. So we're going to pass an array method. Create a brand new array with the results of our computation. And then return that as a new array, leaving the original. Which was our parameter untouched. And let's call this return new array. We'll call this new cubes. We're still going to get an integer array. But now instead of returned having no return value, we're going to give back a new array of integers. Parameter is an array of integers. And the return value will be a new different. What we're now going to do is we're going to create an array called result. And it's going to be a new integer array that's exactly the same length as our original array. Because we made a new integer array, this result, and this data are not in the same place in memory there and to totally different places. So any changes I make to result will leave data totally unaffected. I'm still going to take that from the data array, each element and cube it and then I'm going to put it into my result array. And then I'll return the result. Now, because I am returning a result. What I have to do here is I have to say let's make an integer array called cubed elements. And that's going to be the new cubes of numbers. So we're going to take the numbers array, we're going to give it to new cubes, it'll return us a new array of integers which goes into there. And we can print cube numbers, cubed elements. Let's call it cube numbers. That's a better name. We can see that our original array is untouched. Why, because we never put data on the left hand side of an assignment. And then the question comes up, okay, which way is better. Is it better to change an array in place, like we did here, without returning a new copy. Or is it better to create a brand new array and leave the original untouched. This is simply my opinion. Okay, this is not a law. This is not a guideline. This is my opinion and my preference is to always return a new array and don't touch the original. You still have to know about how to change something in place because that may come up on a test or it may come up during an assignment. So you want to know about both techniques. The question is, well, when would you ever use this one because, you know, it can screw up your original rate. The answer is on your regular desktop computer probably not a big deal. But there may be places like you're writing something for a microcontroller where you really do have limited memory. And in that case, you will want to do, okay, I'm going to, I'll eat the cost of wiping out my original array rather than copy rather than making a brand new array in order to save memory. So it depends on the situation, but 99% of the time, you are not going to be bound to buy limited memory. And so, again, this is just my preference. It's not a rule that you are required to follow. My strong recommendation is that you write your methods so that they return new arrays, leaving the originals untouched. I had to pause the recording there. I was deciding whether it was going to be confession time and go into a lot more detail about when I do and when I don't make copies, but that would take us far away from the topic at hand, which is arrays. So I'm not going to get into that. There is something though that I do want to get into. And let's go here and let's grab our template. And let's save this as let's say array product. And for this program is given an array of integers. I mean, they could use double as well there. Right a method that returns the product of all the elements in the array. So we're going to have our integer numbers and we're going to do our typical. Should I do the sum of the product I'll do the product what the heck. And the way I can do this is I can say okay my integer result start at one not zero because I started zero and I do multiplication things are not going to go well. So again for index I can use index or I zero index less than data dot length index plus plus product becomes product times data sub index. Hello, I called it result. Alright, so how about being consistent. And then I can have here, our integer product becomes get product of numbers. I'm going to set up 106 647 and 11 because I can't figure out my well it doesn't matter if I'll get and then system that out about print f product of the elements is percent D. Period percent and product. Oh, lovely. Okay. Absolutely this is one thing you'll may have noticed is that when you're running in genie or most integrated development environments. blank lines tend to accumulate towards the bottom of the source file, and you want to get rid of them you don't want to have a source file it has 50 blank lines at the bottom that's just really annoying. compile that. And let's run it. And 3412, you know what for a comma in there. That makes me feel better. And let's check that to make sure that's right by the way, 10 times 66 times 47 times 11. If 341220 cool it worked. Now you may have noticed that the index the only reason I'm using it is because I need to get the items from the array. The index itself is not part of the I'm not using index to do anything special. There's a way to do something that will make this a little bit more compact. Let's call this array product to that Java. And let's see what does the book call it I want to make sure I'm using the same as a book they enhanced for loop. Thank you. What I can say is for each integer item. In my data array. And this variable can be anything I could call it value I could call it be I could call it X, but for each item in the data array result becomes result times item.  You're able to hold each item one at a time, and then give the name of the array. And this is a compact way Java will go through each element in the data array one at a time. Again, I don't need the index for anything. So why should I use it. If I compile this and how about renaming it properly. It still works out great. So this is very convenient. This is the enhanced for loop. Now, if you do need the index for something, then you have, you can't use the. I won't say you can't use it, then you are better off not using the enhanced for loop. What would be an example of that. We want to calculate the weighted sum of a list of integers. For example, if the array is five, seven, 12. The sum will be five times one plus seven times two plus 12 times three. Essentially what we're doing is we're giving each number the weight by its position, starting counting at one instead of zero. All this weighted sum. And save it as weighted some Java. All right, in this case we're going to have an int sum which starts off at zero. And then we're going to have to say for indexes zero index less than data dot length index plus plus. We're going to say some becomes some plus data sub index times index plus one. Because remember when index is zero, we don't want to multiply by zero, we want to multiply by one. This method calculates the weighted sum by adding each item times its position in the array, starting at one. This method requires the index as part of the calculation. So using the enhanced for loop, which doesn't give us an index would be not a great idea. I could still do it, but it would be really ugly. One example where an enhanced for loop, I can't easily use it because the index is part of the calculation. And by the way, let's, well, this is interesting. Oh, yeah, how about returning the sum. That's the first problem. Let's compile this. Yeah, it's not called data it's called numbers. Wow, okay. I guess it's getting late because I'm making all these weird little errors. Oh, it's compile. Dang. Oh, yeah, that's an array. Oh, how many errors can I make in one simple program. Yay, finally. Okay. And the weighted sum is 55. And is that correct? Well, let's see. Five plus 14 is well, let's go to go the cake. I'm too lazy. So I have five plus 14 plus 36, which is 55. Yep. Okay, cool. So that pretty much takes care of what I wanted to talk about tonight. So now we've known how to traverse an array we've known how to display it. Oh, there's one other way to display an array by the way. And that is let's go back here to return to array. Another thing that we can do is this instead of saying print array numbers. Let's save this as instead of having to write this ourselves. What we can do is we can import Java dot util dot arrays. Notice the S at the end. And then instead of this, we can say from the line of that, plus arrays dot to string of numbers. And then here we can also say, plus arrays dot to string of cube numbers. We don't need that anymore. And let's do a print LN. The original array is still plus arrays dot to string of numbers. And you'll notice that that prints all the elements in the array, except to print them in square brackets instead of curly braces. Oh well, if you can live with that that's perfectly okay. So that's another way to print things out without having to write a method. So let's use the two string method in the arrays class, but you have to import Java dot util dot arrays to make that work. Now that's it for tonight.


Looking back on the year of 2020 in the Miramul Scholarship, although it's been an up-and-down year with COVID-19, it's really empowered me and given me hope. Friendship is what the whole scholarship program is built on between Jack and Ken and between the scholars. Everyone is so happy to offer as much help as possible. Everyone's always so quick to volunteer with anything that other people have on the go. Everyone respects diversity and difference and it's just, yeah, they're an awesome bunch of people. To be a Miramul scholar this year, it's been an incredible experience. Despite all the challenges that we've had to deal with, the biggest takeaway would be that we're a family. It's really good. We have been able to connect through online services and constantly engaging our brains and our minds and our conversations between each other to keep those values. It's bringing a different value into my life that I thought I couldn't do and the values of the program just really ignite who I want to become. I believe the scholarship has given me a lot of confidence and has strengthened my ideas, my values and given me a lot of hope that change is achievable.


Felly, eich eich bodi'r busnys enghreifydd o'r troi i'r ddweud i'r ei ddweudio'r ddweud, wrth gwrs, dyna'r cyfnod lleol ymddangos i'r cyfrifio sy'n gyfnod i'r ddweud i'r ddweudio'r ddweud. O'r ddweud, mae'n ffordd yw'r ddweud o'r rhaid i'r ddweud â'r gaelio'r grwp, ac o'r ddweud o'r rhaid i'r ddweud, gallw'n gwneud â'r ddweud o'r rhaid i'r ddweud. Yn gyfnod am fwy gyd wedi'u mwy ag nesaf, rydych yn mwy gweithio'r cwysig, a dwi'n gweithio'r gwnedig honno'r ddweud arall mewn gwahaniaeth, dwi wedi'n gweithio'r cwysig. Rydyn ni'n gwydd y Llywodraeth wedi'u chynedau tynnu a'r dweud o'r gwasanaeth mewn gwag yma. Yn gyfnod, rydych chi'n gwag argynni'r cwysig ar gyfer gwahanol i fwy gwasanaeth a llunio'r cwysig ar gyfer gwahanol i mwy gweithio. Master's group can discuss what it is that they need to get out of your course, what it is they are expecting your course to teach them, and you can try to guide them along the lines of where your syllabus is actually going to show... to take them. Once you've done those three things, you're then in a position to plan out your syllabus. Regardless of the length of the course we would suggest that you don't take that planning of the progression of the syllabus too far initially but that you find out whether the methodology that you're using and the types of lessons that you've created is actually working. If everything seems to be okay then you can continue to plan that syllabus. Once that has been done and you've done some teaching it's very important to do some testing and evaluation at various parts of your course. So at various stages you need to do some progress tests. By the time your course has finished it's also very important that you do some form of post course evaluation. You need to know from the students and the students are going to be the best judges of the information that you've been able to pass over to them. What do they think your course was about and what do they think needs to be changed that can then help the next set of people who come in to do that course.


Meat Boy is back! Today we are going to make some raw yogurt, one of the most important foods for restoring your gut microbiome. You know, other dairy products like Kefir, which is a fermented drink, tend to be too high in probiotics and can actually make your gut worse initially. And things like cheese or high in histamines, high in salt, very high in calcium, not the easiest on the stomach. Yogurt tends to be the best of both worlds. It has a nice balance of probiotic bacteria. It has some carbohydrates in the form of lactose to feed that bacteria. It doesn't contain an incredible amount of histamines and it doesn't have salt. So if you're having gut issues and want to incorporate dairy, yogurt is really the best bet and I would argue in most cases that yogurt is the only high quality probiotic food that people can actually use to heal their gut. Any dairy product, if made from raw grass-fed dairy, is going to be super nutritious. The only nutrients missing in high amounts are iron as well as preformed omega-3s. They do have alpha-linolenic acid, but your body has to convert that. So dairy will have most of the vitamins, most of the minerals, most of the elements, even iodine if the cow is on the right pasture. The raw yogurt we're making today has not been heated above 110 degrees. You know, raw is technically below 117. Some people might say that enzymes are degraded at like 96, 97. We're going to keep the yogurt around that temperature, but you can't activate a yogurt culture at a raw temperature. I've tried making yogurt at like 80 and 85 degrees. The cultures just don't activate. So we're going to use a dehydrator to try to keep the temperature as low as possible. Let's get started. As simple as this whole process is, the most difficult part is obtaining the raw grass-fed dairy. Here I have some goat milk from a local farm and here I have some goat yogurt from a previous batch. If you don't have access to raw yogurt from a local farm, you can use a store-bought yogurt for the initial culture as we only need one tablespoon per cup of milk. I really suggest only consuming dairy if you do have raw grass-fed dairy. You know, if you go to Whole Foods, they might have some organic grass-fed stuff that's pasteurized.  It's just, it doesn't have as much probiotics. It doesn't digest as well. So I'm going to pour about half a gallon of milk into this pot and half a gallon of milk will make roughly twice as much as this much yogurt. I said you only need one tablespoon of yogurt per cup of milk, but I usually just, you know, put some of my last batch in there to simplify things. This is way more yogurt than you need. The whole process will just happen a little bit quicker. Then I mix this up and now I'm going to cover this with plastic wrap because the dehydrator that we're using blows hot air and it can make the top a little bit dry. Also, you know, we don't want any bugs getting in this. Although it is the winter, if you try making something like yogurt during the summer, you'll definitely get some flies in here, you know, various insects laying eggs. So just to be safe, we'll put some plastic on top. Of course, you could use a towel or something else, but since the plastic isn't going to be in direct contact with the yogurt, I'm not too worried about any chemicals leaching into it. So let's bring this down to the dehydrator. This is a dehydrator that I bought several years ago to make jerky. I think it was $200 or $250. If you don't have a dehydrator, you could try putting the yogurt in your boiler room. If it's not hot enough in there, you can put the oven on the lowest heat possible, keep the oven door open and put the yogurt in it. The only thing you're going to have to do is constantly check on the yogurt to see what temperature it's reaching using an instant read thermometer. So then if the yogurt is exceeding a certain temperature, you can take it out and let it cool off, put it back in. But seeing as this yogurt making is a fairly long process, anywhere from 12 to 24 hours, depending on how active the culture is and what the temperature is, that is a little bit tedious to do. So all we have to do here is take our pot of milk and yogurt, put it in the dehydrator. I'm going to close this. I put this on 105 degrees. I've tried making this before on the lowest temperature and it didn't work. So dehydrator is on 105. That means that the yogurt's going to get to like 99, 98. Whenever you're cooking something or dehydrating something, it never gets to the actual temperature of what the dehydrator is at. It's always a little bit below that. So now I'm going to set the timer to the max time, 26 hours and we'll come back and check on this. You know, if this goes for five, six, seven, eight, 10 hours longer, it doesn't really matter. The flavor isn't going to change too much. It's not like it's going to go bad or anything. The yogurt has been going for about 24 hours. We're going to turn this off just so it's nice and quiet and take the temperature. So the yogurt is 100 degrees Fahrenheit. But this looks good. It's nice and thick. So we're going to go upstairs and strain this. Some of you may have purchased raw yogurt from a local farm before and it'll come like this. Very liquidy. Most supermarket yogurts are Greek style. So if we want to turn this into Greek style yogurt, what we have to do is strain it. That will concentrate the protein and make it reminiscent of what we are used to. So here I just have a strainer or another pot. I'm going to use two kitchen towels. You could use a couple layers of cheesecloth, but it's important that this is really fine because you know this is almost a liquid. If you use a normal strainer here without something that's really, really fine, it's just all going to leak through and it's not going to separate. So we take our yogurt and we pour it in here and it's not going to really look like it's going down. If it looks like it's going down your strainer isn't fine enough. So this is going to sit overnight. Normally it only takes a few hours and then we'll have some Greek style yogurt. Our yogurt has sat overnight and if we look in the pot, it's this translucent white liquid that is known as the whey. You could use this for fermentations. It's great for pickling vegetables, various marinades. A lot of farmers feed this to the animals as a byproduct. Pretty much water with a bunch of protein in it. But what's on top is what we want. So we have the much thicker yogurt and I'm going to scoop this into a bowl. And this is what I get from half a gallon of milk. Now, so a lot of these dairy farmers are overcharging for yogurt. So just buy the raw milk from them and make it yourself. Both of these in the fridge a couple hours and then we'll taste them. So our yogurt has cooled in the fridge overnight. For those of you that don't know, yogurt is a lot looser at room temperature. But when it's colder, you know, it's nice and thick. So we're going to give this a shot. See how it tastes. The flavor is definitely correct. This is a bit lumpy. So what I would do is pass all of this yogurt through, you know, a not so fine strainer, mix it up together, and then you'll have this nice homogenous yogurt with a more desirable texture. So if I could do another additional step, definitely strain this again to smooth out the texture. And what I usually do when I have yogurt is I'll add like a tablespoon or two of honey. I'll add a little bit of cinnamon powder, some vanilla powder, really makes it approachable and something good for gaining weight, especially if you want to, you know, increase the powder ability and eat more of something. You know, as we spoke about earlier, the only nutrients you might be missing if you're only eating a lot of yogurt, you know, preformed omega threes and some iron. The macronutrient profile of yogurt is pretty balanced in fat, protein and carbohydrates. You know, if you're consuming yogurt as an energy source, it might not work because the yogurt is fairly high in protein. So if you do need carbs, if you do need fat for energy, then maybe opt for, you know, cream or butter or, you know, something else, maybe add a bit more honey to the yogurt because, you know, yogurt, cheese, milk are fairly balanced from a macronutrient standpoint. They're pretty much complete foods that can be eaten on their own. So thank you guys for joining me. Hopefully some of you try this out. If you guys would like to support me further, definitely check out my book, the ancestral indigenous diet down in the description below. We might do a video, you know, speaking about a farm next week.  And frankly, I'm tired of paying for this raw dairy myself. So really looking forward to that. We might be able to make it happen this year. If we can't, it'll be next year. But I know a lot of you guys are, you know, really bugging me and anticipating this. So, you know, waiting another year and a half, two years for dairy isn't something a lot of you guys want to do. Thanks again for joining me guys. Like, subscribe, hit the bell icon, leave Frankie Boy a comment below, all that good stuff. Enjoy the rest of your Saturday. I am just starving. So we're going to have a little bit of dairy free coconut milk yogurt. And I just love this stuff. It tastes just like real yogurt.  It's just like so creamy and delicious and milky. No, no, not milky. It's like, it's really tasty. Oh my God, guys, this feels so familiar. I can't think of what it reminds me of. I just can't put my tongue on it. But I feel like I do this a lot.


social emotional learning you'll also see the cde material just recently the ct cell which is really the transformative scl framework came out from a california department of education it was a little bit of a late arrival but we were able to get that in as well and crosswalk it to the five domains so we'll be able to show that in addition you are familiar with pbs at this point and then sandford harmony tci and cpi are both of our trauma pieces that we use within the district so we're also synthesizing to training that people have already had and then in addition west ed and our last piece which was the inequities group work during covet encompassed about 32 members within the district really published a piece on how do we create those connections and that student elevation of voice so those pieces that dr. Rodriguez talked about with that jump in connection was highly related to that work so they've also been involved in this process and with that really preparing ourselves for students you'll see the note within castle's argument of the need for adult scl if you research adult scl or go online and start to drop it into the websites you're not going to find much there is a need for it but there aren't a tremendous amount of resources for it what they're calling out for is the need to be able to have the conversations and give space to adults to make sense of what's occurred and to also be able to prepare for our students so how do we help heal our adults in the system as well in this particular case not just our certificated but our classified staff as well how do we bring people back in a safe environment and allow them to have voice of the journey that they've gone through that we've actually encompassed the five domains so at the center point of this graphic this you've seen within our pbis cycle as well you'll see those five major points self-awareness self-management responsible decision making relationship skills and then that social awareness part what we're focusing on and it won't be the first touch point or the end touch point for us but what we're going to look at is valuing the adult journey that's just happened so as our folks come back and our teachers and our classified are meeting with us on the ninth and tenth as we are joined back together it's about building out opportunities for their reflection acknowledging the experiences that they've all just gone through and really exploring what is the difference between the question of why and what so there is a piece within this that we walk through activities of looking at when we ask why what does that trigger us to do versus out asking what and really giving the folks time to be able to reflect on one moves us forward and one keeps us where we're at so how do we reflect on both and still be able to have conversations with each other about what we want to have on our campuses as adults in support of each other and in support of our students and then lastly an opportunity to really collaborate with their peers as well within that we also have training needs so within then what we know is that our part one of trauma last year left our teachers more hungry for what is trauma part two so give us more resources we want to use them for kids we want to be equipped with what we may be facing so within trauma part two what our folks will see and I'll pull out a couple of specific pieces here they're going to be able to see a really an emphasis and trauma is a large category as all of you guys know so what we did was break this into the second piece of it which focuses on classroom routines this goes for our adults as well you can imagine the impact of teaching virtually for the past year and a half and coming back and now having a seven-hour day in direct contact with kids where you can't walk out and use the restroom you can't push the pause button all of those things are very very different but they're very real and the impacts of everybody coming back and going the difference between you being on vacation in those first two days back you've just had a year and a half of people having an adjustment to their schedule and having to reorder themselves so we're going to focus on classroom routines that both help adults as well as our students be able to really look at the impacts that they've had and get acquainted and patient with each other we'll also take a look at classroom environments so perfect example of that was the information that you got on life lab we know that environment plays a role in how kids and adults respond so as we're going through these pieces with trauma we will be having conversations with our teachers we'll be reflecting on their classroom environments even having them reflect on how they feel within different environments is it a chaotic piece is it not so a lot of the experiential components that we typically would do with kids will also be done with the adults so that they can feel that and resonate with it in themselves we'll also look at that self-awareness piece which will be probably the the largest push can we be patient with each other administrators teachers students families we're all in a learning curve we're all coming back there's expectations there's high expectations to just make everything as normal as possible so how do we recognize that in each other and still give each other space to say we're going to be faulty at times we're going to blow things because we're not used to it and really get back to the idea of being able to give each other that gratitude and that grace so that we can recover together as a team too another example of a piece that we're going through with trauma is the de-escalation function so this is again preventative what are those pieces that we could do heavy note on the left hand side on the second bullet teaching and re-teaching those practices there's going to be frustrations the answer isn't taking kids out of class the answer isn't i'm going to get upset and my level rises because i can't take that break so things like tagging in other teachers what are your supports look like with your apes and your principles we're going to be able to provide supports on both levels to give folks that space to ask for help when things aren't okay other pieces that in the moment strategies being able to kind of reflect and stay calm we know that there are going to be things that go wrong that was a big push on why we did summer as well to transition kids back in an effective way we did see things at camp connect we did see things in second session and we worked through them the easy answer by all an office referral and let's send the kid home it's not the answer so i think what we did learn was let's have compassion for each other on both sides to be able to get through really a transition that's smooth for everybody supportive student experiences so when we talk about supportive student experiences we learned a lot we learned a tremendous amount during covet and some of these lessons that we learned really we don't want to forget so the data and what dr. Rodriguez indicated through the surveys of youth truth and other surveys that we ran last year was really indicative of what were we seeing we're seeing stress management we're seeing you know anxiety we're seeing kids not feel like they are seen during this time so what we've done is we've created six anchor strategies within those domains those you'll see up here in terms of where we're anchoring our restorative work so honoring identity creating that that positive relationship through belonging we'll be focusing on peer to peer because that is the area that has also been a little bit ruffled during the covet line managing stress developing empathy making responsible decisions through their agency so how do they use their voice both adults and kids to say I'm not okay or this is what's happening and I need to get some assistance here I'm struggling with and then last the cultivating of mind mindfulness are you aware of what your needs may be and have you really been able to sit in that and know what those are and for many of our folks we don't leave space for that voice to come out so we're going to take a look at is within those six strategies that last bucket down there kids will have two different experiences so this is really what do we want is the PVUSD experience to make sure that all of our kids have these healing opportunities as well two forms of that is really an explicit SEL lesson so that means we are actually teaching about the emotion we're actually teaching about the process we're teaching breathing techniques whatever that may look like for the lesson and I'm going to show you a couple of examples with that as well it also means that you have school-wide supportive activities that gain momentum around those things so as we teach self-management how do we practice that on the playground how do we go through helping kids to learn those pieces in live time as well so this is really where a large bucket of time was spent which was how do we assist teachers because if you were faced with and now SEL so we need you to develop lessons and they need to be research-based and hope for the best and by the way you may not have all the data go do it so what we do know is that not everybody is an expert at this and we have people at all different levels of engagement I could hand this to any one of us and we all have different levels of engagement with teaching adults teaching kids and then also that next level of saying is it even your wheelhouse and your expertise so how it reads to folks is imperative as to whether they got the message or not so what we are looking at is it can be haphazard where we choose we pick and choose whether students get the material so how do we make it meaningful for teachers to have options so one of the things that you see in front of you you will see the vertical alignment at the top up there those anchor pieces which is what we just kind of went through are those six anchors that we're tying the work to within it you'll see a lesson line so off to the side there your green arrow indicates the lessons that we're going through or what those title pieces are to the to the left you'll see the terminology menu of plug and play additional resources these are lessons that are already completed and already done for teachers but we also know that teachers like the freedom and the autonomy to be able to pick and choose resources as well so I'll show you a sample of the middle school breakout one as we move forward and then the bottom piece which we'll also cover is so what are some sample activities that are going to be happening on campuses so this is the middle school version of the layout this is an overview shot all of those pieces that you guys are currently seeing underlined are actually hyperlinked for teachers as well so as they get the overview they have options so they can clearly see our intent across the top with what those anchor pieces are that we want students to be able to interact with there's also the lesson in the activity that goes with that lesson they're designed to be 30 minutes 30 to 40 minutes uh two lessons per week for the first three weeks as we go through the process and look at what those outcomes are we have currently four teachers in the second session also using the materials and giving us feedback on if we need to shift things but the beauty of this is really in the additional resources and those that want to go further so if we have folks and we absolutely do have teachers that have been invested in SEL for quite some time and they want to move forward or faster or deeper they can do so all of the additional resources that you see up there are vetted within the companies that you saw initially with the research and developed pieces so anything within here a teacher can say I know you want me to be working on the identity piece here's a sample piece that you can use and it's plug-and-play so the slide decks are done the activities are done if they choose not to and they want to go to one of the other activities it still encompasses and hits the same framework piece that we're looking so certainly a lot of opportunities in the first two days of schools teachers will also have opportunities to be able to collaborate with each other whether that is in grade level span whether it's in departments but our our principals and folks will be giving them time to go through the resources as well so that they get comfortable with the material this is a restorative journal so we've even been able to go to the next place with the lesson which is really allow it to be interactive with our students every one of our secondary folks really felt like they've gotten used to the habit of having things in electronic format we'd really like the extensions to be there as well what you're seeing on the left hand side is really the six scope lessons this would actually get delivered through our gmail accounts to our students which means they actually can work interactively within these lessons as well and at the top you see activity one it included the video or whatever the main component of the lesson was hyperlinked for the student too so if there was a struggle or you needed to go back and listen to it yourself to kind of move through the material again you could so again another way for us to be able to go back and say you know I she may not be feeling well can we take a look let's see what's been been written to be able to allow us to get more insight as to how to help this piece is the schoolwide piece that I discussed earlier we had a first edition which really was that student connection and elevation of voice this really next edition dove much deeper into what did we need for that restorative piece you'll see it framed around the identity agency and belonging so those same six core values and anchors that we had previously these are all designed to be activities and I'm going to jump into one here so that you can see but a few of the pieces up here that you will see they are all aligned to activities that have either been done in our schools last year that got great remarks from our kids with connection or have the opportunity to be able to really explore a couple others that happen in other districts that got rezoning of it the cool part with these is that they're designed for the leadership as well as your ASB folks your activities folks lots of our sites have many people involved in this work including our PBIS teams the design of the actual guide allows them and this is one that's around the mindful card decks and the embedded SEL those sanford harmony and then the mindful games that we did during covid time it gives them just to orient you to what these look like it gives them the activity tile we put a virtual uh i'm sorry a visual sample in there so people could see and kind of have that reminder we also wrote down the purpose of why you would do that within your campus including the preparation within the preparation you'll also see those hyper links again so you're getting that plug-and-play model where if you are invested in that if your leadership team decides we want to go down this path and use this as one of our supporting materials they have access to it that includes also who may be doing it within our district so fa hall is doing something really really cool that we're highlighting you also have the contact information for those administrators to get more information as well and then the last piece we included a classroom extension that maybe your whole school isn't invested in just this one a teacher could use these pieces too and morph it into a classroom extension and last but not least pulling in the community aspect of how do we actually package that and assist our families in being part of the process so i would always pick up my daughter from school and i would say how was school and the answer was fine and that's where the conversation ended for the most part until i got better at realizing that i'm asking the wrong question so what we're really looking at and what we're trying to to elicit is how do parents play a part in this process so on the 12th we'll be hosting a zoom it will be completed with raffle prizes we will do it in both Spanish as well as English and we'll have breakout groups by secondary and elementary the idea behind it is to give parents an understanding of yes the overview of that restorative piece but also how do they play a role so as your kids are going through these six lessons and getting information about their belonging and their identity what are the things that i can now ask when i go pick up my daughter and say hey instead of how was your day and i get a fine i know you're doing one of the lessons on identity and you know what were some of the activities that you did now it's like wait you know what i did at school so what we're trying to do is really elicit the idea that our parents can absolutely be engaged in the process of healing and getting that smooth transition for our kids and definitely working closely with our parent engagement group but again that will be zoom both language as well as secondary and elementary and with that thank you thank you do we have any help you have any i know i just want to as a pro parent perspective i want to do for the parent workshop you know even as somebody who's experienced like i you know i've got three kids it's not my first radio but it's like i haven't been a parent global pandemic before you know so there's a lot to learn and and i just appreciate you know that completely i mean it's pressure that i do have a question for you don't focus where does every single department every single employee will be receiving the training and going through that on August 9th and 10th and every division and department including like our transportation is doing something with their with their staff so whether you are a two-year-old in our system or you are in adult education in our system you will wind up moving through this process so everyone's receiving that's tremendous um i really i have this site that i support you might know it would love to have something like that with all different columns but even like communication diversity probably you love you and there by the way they came and then suicide i have one question um so thank you i know this has been a lot of work that everybody's doing um don't mean to always ask about website are we going to have a space designated on our website to go about part of yeah so as chris was mentioning we're currently highlighting some of these items within with our students now and so once it's solidified um then um we will wind up um it already is on our website already in um underneath the return to school um but we will amplify that and we will wind up putting all this um all the translated items um we'll put in there in english but um yeah we will wind up giving it on our our tremendous presentation tremendous work hey we agree we just took the work done into it um i really have to say that you know some employers are really doing a good job getting it right on this trans back work having sensitivity with that sensitivity and unfortunately others but it is so um being one of large school districts in the state large in the region second largest employer in the county largest employer in the city of what um glad to see that the leadership is taking with some of that sensitivity and that training with our faculty others of course students the parents and families the with regards to that zoom workshop that's on the 12th um do you foresee that there might be some sort of a follow-up with that within like a week or two and that may not take long amounts of time but sort of either or well one i was thinking for also one parents that miss it inevitably but also sort of if you will like second one within a week or two or so is that yeah we're actually going to do a couple of things so we we certainly look at the numbers of the capacity of the folks that we do have show up at the end of the session we're actually going to build in a piece that allows for additional questions we're capturing all the questions to then feed what could come next so as we have more questions about how would i approach my student if i think they're going to be completing you know self harm or my students coming back but not doing so well as those things kind of come up when they get past the the tips and tricks so to speak of how to make that smooth transition with our parents we're going to take note of those pieces develop something in alignment with those okay have those folks come back too but we don't see it as a one and done in terms of touch points i think what we have learned with even covid is we get a lot of parents that will join in zooms because it's so much more convenient um i did three myself last year because i was thinking i'll just jump jump into this one and be a parent on in the wall instead and it never ends that way for me because i end up getting pulled into the conversation but i think the the beauty of it is that it allows people to have more access to it so i don't think that what we will see is a return to that brick and mortar piece of once a year and gathering there's benefit to both so i do see it as part of a series of being able to be responsive to parents and say as we come out of one and we get this information of what their needs are again then we reboot and be able to offer a different one yeah i think a check definitely more than an annual not even six months i wasn't even thinking a month it's possible to do it i mean because all of us who've been parents and have kids in those first few weeks it's rough enough let alone all of this component and you know and also if we haven't i mean let's face it if we have teachers and faculty staff that are also going to throw them up i think that the second major part of that follow-up process and then it's meaningful um other part dr. Rodriguez i think just she touched on it briefly about that with regards to transportation department but i also wanted to be sure that because that was really directed towards their teachers journey and of course a majority of our classified employees have been the frontline workers keeping this district running during that 16 month period where we were out but i also want to make sure that they're not overlooked just well oh they've been here right but they've also been here in a lot of empty school houses and a lot of empty facilities and for that rush back in for them and the feelings and the anxieties things they could be filling in their work space i think that that needs to be recognized across just yeah no it will be in every single department so we're training all of our principals sorry in that week and yeah so we're training all of our leadership on august 6th um and then um they are doing it um during that first week 9th 10th yep okay so everybody will wind up being and this is an ongoing so it is we call it a restorative start the first three weeks but as our our our yearly theme denote um this is going to be something that is ongoing and then going back to one of my slides with the systemic transformation we really see this as being something that will then change uh permanently right um not even just for this year but as we learned to do better um we'll continue to do better right and i just also had a question on one of the slides that and on dr redrigas woman's a bar graph where the survey and you talked about eight students those different groups with the different things that were um noted about those different students were those all different students or were some of those 550 on that one bar graph they have been in that 800 bar graph as well you know favorite i do they they are duplicative in some cases so you will see somebody that may have anxiety but also one of the other factors that was up there as well that is true so you do you find any important practice we do we have it at a deeper level so one of the things that we will be doing as well is continuing to move forward with our wellness team so some of some of the the indicators that we're using in the metric that we're using going forward is to look at those four spans and add a two additional spans that when we come back would be relevant to us coming back so we are looking through that we're also looking deeper to subgroups and other folks as well to say can we track those and actually figure out which students may need kind of more of the wraparound service where there's multiple things going on or the anxiety is being triggered by one of the other pieces too I look forward to hopefully hearing a report back around September about how it's going if we we have established 8T we call them KPI which is performance indicators um and so we'll we'll present that support so they're able to see that I just also wanted to say thank you for the report you know it was easy to understand for the dashboard the colors it makes it easy for myself but also makes it easier to the community you know sometimes we have this report paper ordinary parents just just and but now with this people and parents can go back and tell me I can get this or if they have questions they can come back to us I also just want to say thank you too for going to the parents you know before COVID or also during COVID and I talked about many times I've joined Zoom you know many why and 30 40 50 people so us going to their you know going into their homes and trying to reach out to them say hey we're here here are these resources I think that's great I think it's coming Zoom informational meeting that you have and I just also wanted to say thank you Dr. Rodriguez and thank you cabinet for leading the way you know as you mentioned earlier that states are realizing they have to make this up and whereas you guys team are ahead of the game and now other districts are looking at you guys so I just wanted to thank you for putting us on the map that way thank you thank you thank you all right we'll move on to item 10.5 our update on alex and math accelerator the report will be presented by Araceli Mendez. Okay I'm gonna get situated with the with the microphone here and the clicker so good evening President Holm I know I'll greet her again Board of Trustees and Dr. Rodriguez thank you for having me back I was here with you in February and you requested an update on not only alex but map accelerator so I'll be presenting that to you tonight. As you might remember alex was used primarily at Fajaro Middle last year and so this slide here just presents you with the summary of you know reminder of what the program is and what what it helped how it helped our students learn and so we know that it's a web-based program and it's an and we call it an intelligent online program because it will adjust the learning path for students based on their performance and we you know the types of questions that students see are not only just multiple choice questions but also input types of questions where students can enter their response so and then another piece that's a reminder for alex is that it's periodically assessing students to ensure that they are retaining information and it does that through the knowledge text and so the topics are being moved from this learned section into a mastery section and that is what gives good progress on completing the course and so the first data set that we are going to examine is our usage for alex at all the grade levels that Fajaro Middle and so this pie graph um sorry the pie graph here presents us with the usage for all of the students at four different levels and so you might be wondering well how are those levels created so we are you are weekly usage goal that we established was 45 minutes per week and then we took that times the number of instructional weeks for the school year and came up with just the a distribution to be able to categorize the data and so ideally if students were meeting that 45 minute usage goal then we would see them in that level four right so over the span of the school year that 1486 minutes or higher a level three is pretty close right like the range of minutes it's wide so if if just because they're in a level three it doesn't mean that they weren't meeting the usage goal they were they could have been close um on the next slide we have this usage data by grade level and so sixth grade students um you've probably already you know creating some wondering questions about the data that you're seeing and so something to note is that this is the grade level that even in February when I was here we we saw that we were struggling right that to meet our usage and um although we see that high percentage of a level one I think you know a a piece of information to be aware of is that this grade level in particular did go through some staff changes in the middle of the school year um and so there was that and then the things that we discussed back in February is this where our young sixth graders right at doing middle school and distance learning um and then here we see our seventh grade data um and so we start to see how our percentages are shifting right so we really see 35 percent at a level four and then seven percent at a level three so our usage is improving and then this slide we have eighth grade and again we see that percentage got sorted for you um that green one is four percent um and so we see a nicer distribution across the levels here and then so this is the usage overall and so now that we know that students are using the program then we took a you know we examined uh what was the percent of topics you know of course completion that students actually achieved and so the next um slide you will see that distribution and so a note here is to note that everything is in percent and the final level it's representing the final level achieved by students and uh apologies that you can't see level four that is 70 percent or higher and so again this levels were once again just created to be able to categorize the data so we set those um ranges locally and the target goal is to have students be anywhere between a level two and a level three and that is true because alex was used as a supplemental program for instruction it was not our only means of for the students to learn right um so the first the first pie graph here that all of the students and then we see the data disaggregated by grade level um and the next slide we have um a comparison to our nwea map achievement level and what you are going to see is these bubble charts right and so they'll be on an x y axis so this you know i just want to summarize what we're about to see the x axis is our alex levels that forced percentage completion and then the y axis we're going to see our nwea map achievement levels and those are delineated based on the ranges of percentile achievements that you see here at the bottom and something got really um funky because they're not seeing colors so those bubbles are supposed to be in colors oh it's there they have it okay perfect perfect um so um so here what you are looking at and i'm going to look at my slide here just so that the colors because i'm making reference to them is we have all of the three grade levels and so the first statement that we see is 31 percent of students demonstrated average or better performance on nwea and so what that means is if we look at our our graph here the nwea levels the one and the two are coded over here and so those are up to the 40th percentile which based on the norm study that's not considered being you know performing at grade level so we really want to take a look at level three so level three here on nwea so from left to right um if we look across to imagine there's the line and then we look above at all those bubbles above the level three that is where that 31 percent is coming from and then we have it broken down by well if they were between a level two and a level three on the course completion right they were actually using the program how many of those students are performing average or better and so that's the breakdown here and then for the second statement 56 demonstrated low to low average performance on nwea those are the bubbles that you see the red and the orange on your screen and those are the ones below an imaginary line here across the two okay they're gonna switch it so that we can all look at the color um great yeah perfect and then so this um data set here is the same scenario right but now we're just looking at our sixth grader and so um we do see that if we think of it one way that i like to think about this data set is um thinking about a line here on the um on the nwea out of three because that is indicating that our students are performing above or close to grade level and then for alex progress we really wanted them between a level two and a level three because that means that they completed at least 50 of the course and so if we put a line here then we can have this quadrant chart that we can take a look at the data ultimately the goal is to get more of the bubbles to go up and to the right and so in the next slide for seventh grade um we start to see that increase and then definitely with eighth grade here eighth grade is the great visual for how that data is changing and how we are moving um ideally we want to see right like this eight the green bubbles of here on this upper quadrant and so then um one of the things that the last time there was the question about is well what does all this mean right like we're having the students use this program we have students who are not using the program so can we have some information as to what that data looks like and so the next set of um slide is what that's presented to you is a comparison of students who use alex on the left versus students who did not use alex and so again the percent below represent the final percentile band level on our nwea map our spring data and so for example what we would see is one percent of the students um ended up at a level five in achievement and that means that is the pretty um high percentile right greater than the 80th percentile so i really like to look at level three and level four on this data set because that means that we are looking at level three and four so the yellow and the green so those two here so that's 30 compared to 20 i should be able to do a math 25 on the um non-users of alex and so we go on to the next slide can i control it on the next slide oh the previous one there we go so here seventh grade and so with seventh grade again um the visual here is you know thinking about even the kids that use alex in the level one right like we have 43 percent in that level versus 47 at the district and then the next one is eighth grade and definitely we can see um the distribution of the percentage for eighth grade and um so this slide here concludes the information for alex um in terms of the course progress that students completed and the analysis on nwea math i can pause for questions on this section or should i move on to math accelerator any questions have any questions no i just most have a comment promise for but also it was easy year last thank you thank you for acknowledging that i appreciate it and and do know that it is the work in progress and so we continue to revisit with the school site and the team to improve okay so on to math accelerator you know let me see one more thing it's the eighth grade much better that's just yeah see where we're building or you had yes and so one thing that we plan to do with our um school team is really looking at what worked well in eighth grade so that we can spread it at the school right because it's the same as the math department and so um how can we foster those good things that that grade level did okay so that is not it so let's keep going oh i have it there we go there it is um okay so we are on to math accelerator and you guys all probably remember that we were one of four pilot districts in the nation two years ago and so that was the school year where schools closed so the implementation during the pilot right being a pilot itself it's a little rocky like everyone's learning we're learning the company's learning the developers are learning and then schools closed um and so with math accelerator as you might remember it is an online program that provides the personalized learning path for students based on their nwa math score and so every time that we receive that we administer the assessment the data gets sent to math accelerator and the learning path for students is readjusted based on those scores at the four different um instructional areas where we have the data point four and so for math accelerator um what we are going to look at is the end of your achievement level again for our spring data and we are going to have a um a comparison as well so we're going to begin by looking at third grade and so the percentile rank range here is at the bottom so when we're talking about well what are the levels right they're right here and again it's the same color coding as we saw in alex and so we're really targeting our attention to that level three i would say that's a good um way to to narrow the the focus here and so for third grade this represents the data set for students that use math accelerator in comparison to the non-user so those that did not use the program and how they did on maps um on our nwa map assessments and so you can see the other level three which is achieving pretty close or above two grade level between the 41st and 60th percentile we had 16 percent compared to 12 percent um and then you also see the level one out of 49 compared to 59 and then we have fourth grade um and the similar comparison right like 17 percent compared to 14 and then we have fifth grade here as well and that is the information that i have for you tonight and i will take any of them okay oh right reminder i appreciate that so i i know it's late i just want to make one comment what we know about digital programs is that they will only work if we are using them to the capacity and the usage in which they are intended for so just like the comment about eighth grade um in terms of alex you saw that was the group that you used it to its highest level and so we saw the highest impact so although this data is challenging um what i would say is is persistence pays off so we need to persist continue to change people's practices and include digital learning materials and do so when we are doing it in person because we are we were expecting children to independently self motivate to use these programs versus when we have them in front of us we can actually encourage them to use it so um i just want to say that because sometimes there's a reaction to say okay let's stop something that doesn't although this shows that it is working to a degree um is to stop something um when it hasn't yet been solidified and so i just encourage us to continue and persist um because anything in its first year um and is that going to have the impact that we want especially if we don't use it to the level in which it scientifically and um any other questions or comments in the future. I'm happy to be here because for the questions and comments we will move to second 11 our consent agenda items these are our routine items do we have any public speakers no public speakers are there any items that the board wishes to all right can i have a motion have a first and a second all those in favor any opposed motion carries unanimous and there are no for consent items so we will go on to our um we'll skip 13 because we don't have closed session to reconvene but we'll go on to 14 uh so our action report on item are there any items on closed session yeah i have closed session item 2.1 i moved to approve the certificated personnel report as presented by district administration on july 28th 2021 with six and five additional action items all those in favor i any opposed motion carries unanimous closed session item 2.2 i moved to approve the classified personnel report as presented by district administration on july 28th 2021 with zero and 32 additional action all those in favor i any opposed motion carries unanimous item 2.6 special education settlement for one student the board approved an agreement for a special education student with seven zero vote item 2.7 special education settlement for a student the board approved an agreement for a special education student with one vote i have one announcement on behalf of our superintendent and district administration we are pleased to announce mr gary vargas appointment supervisor maintenance operation mr vargas brings to the parter of valley unified school district a wide breadth of experience and facilities planning mechanic project management grounds maintenance mr vargas comes to the district from santa clara university where he built his career for 23 years in the various capacities of landscaping small engine and for the past 14 years the supervisor grounds maintenance mr vargas approaches his work with a gas mentality and always looks for student solutions to problems he's a communicative detailed oriented organized and fully committed to the work he looks forward to serving the student of the parter of valley unified school district and continuing the good work of improving district facilities we are proud to welcome mr vargas to our district as the new supervisor thank you all right our upcoming meetings our next meeting will be a special board meeting closed session regarding the superintendent's evaluation and our next regular board meeting will be on august 25th 2021 and with that the meeting is adjourned at 11.04