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you can see by looking at these we can identify any gaps between groups that we're working to address and you can also see the growth that we've made with these four groups all four groups reflect the increases in the number of prepared students between 2019 and 2020.

okay um not members do we have any questions for the testifiers um if not we can i have a question i have a question senator kim thank you i guess hakeem are you still here hi hello aloha i'm just wondering so uh the units that is articulated would be solely for uh teachers yeah we'll be on site let's say that again okay here you know it's not solely for teachers now there's there's a provision in here that allows them to rent to others should they they not have teachers that are wanting to okay so it gives it gives priority to teachers that is correct and it will follow the legislative intent i'm sorry and you will and we will follow the legislative intent to give preference and first right of refusal to the teachers okay um is that is that allowable under um the current laws and that that kind of preference be given it's part of the yes we do get i'm sorry glad sorry i'm sorry go ahead yes we we do have multiple preferences in housing so this will be a teacher's preference that we can we can give sometimes we give that preference to the homeless we give preference to the domestic abuse we give preference to those involuntarily displaced so this is the legislative intent we can do that okay so the preference would be given and how long what's the length of time before it reverts to being open to others i think we'll follow the legislative uh lead on this you inform us and base the information you tell us we're gonna we're gonna go ahead and do our administrative rules to reflect the wishes of the legislation okay because i don't believe it's articulated in the measure um and maybe that's something we can address okay thank you very much thank you members do we have any other questions okay if not i think we can go into uh recess at this time and we'll be back with some decision making welcome back to the joint committee hearing of the committees on housing as well as education chairs having confirmed conferred the recommendation will be to pass this measure unamended however we would like to note in the committee report the concerns raised by senator kim with respect to the timeline for filling these units with non-teachers and look forward to working on resolving those concerns in the future numbers any questions or discussion if not the chair's recommendation will be to pass this measure on an end generous recommendation is to pass unamended chair chain hi vice chair of osia senator mauriwaki is excused senator rhodes excused sir favela hi sure you have three eyes recommendations adopted thank you and for the committee on education the chair has the same recommendation for senate bill number 804 to pass unamended chair votes eye chair all five members voting i your recommendations adopted thank you thank you very much should there be no further business this meeting is adjourned good afternoon and welcome to the 145 committee hearing of the committee on housing this time i'd like to welcome our vice chair drew kanuha and committee member senator favela to this meeting this meeting including the audio and video of remote participants is being streamed live on youtube you will find links to viewing options for all senate meetings on the live and on-demand video page of the legislature's website the zoom meeting and live stream event will include the 145 agenda of the committee on housing in the unlikely event that we have to abruptly end this hearing due to major technical difficulties the committee will reconvene to discuss any outstanding business at 1 pm on thursday february 18th room 225 a public notice will be posted on the legislature's website for those participating remotely all testifier audio will be muted and video disabled until shortly before it is returned please note that there will be a two minute time limit for testifier if there are temporary technical glitches during your turn to testify we may have to move on to the next person due to time constraints we appreciate your understanding and remind you that the committee has received your return testimony hey members um we have one item on today's agenda it is senate bill one relating to housing which establishes the aloha homes program to develop low-cost homes on state-owned and county-owned land urban redevelopment sites to be sold in leasehold by hhfdc to qualified residents it exempts certain lands from the definition of public lands requires hhftc to gain legislative approval before disposing of certain lands requires hhftc to transfer a number of aloha homes units to the department of hawaiian homelands or office of hawaiian affairs provides for the disposition of lands acquired by hhfcc but no longer needed for the aloha homes program requires hhfdc to develop an homeless demonstration project by july 1st 2026 it appropriates funds as well and members please be advised that we've posted a proposed sd1 making several changes to the measure and it is the chair's intent to adopt proposed sd1 as well as further amendments our first testifier in this afternoon's hearing is hhftc with comments aloha good afternoon chair members of the committee denise matsubara for egypt dc we stand on our written testimony and supporting the intent still voicing our strong concerns but we want to recognize and not acknowledge the chair for the good work that we've done over the past week and we intend to continue working thank you very much thank you very much our next testifier is department of hawaiian homelands with comments at prison thank you next we have office of hawaiian affairs in opposition good afternoon chair um vice chair members of the committee uh this is wayne tsanaka for um the office of foreign affairs uh you have a written testimony in opposition um i just wanted to note you know we don't have a problem with um we don't oppose the aloha homes part of this bill uh insofar as it does have provisions that recognize a flying claim to the seated lands um that would be foreclosed you know from any discussion of settlement or or or anything for 100 years basically when our grandchildren and great-grandchildren are ready to retire so um so we appreciate that um if this language is problematic as i've seen in the testimony some concerns are raised about fair housing and so forth we do have a language and we put forth in other measures like sb725 that would also address our concerns with these long-term leases and also avoid any fair housing issues we do have concerns with the uh subpart beginning on 2018 q in this bill which would allow for 99 year leases of seated lands without any recognition of the f1's claims to see the lands and so we do believe that language substantially similar to what's already in the homes part of this bill uh would absolve our concerns otherwise we also have put forward language um that that would also address our concerns in our opposition um without raising i think some of the fair housing act issues that have been raised um yeah uh other than that i just i just like to close the ad that you know um you know asking for a data point at the table when when seated lands are contemplated for you know century-long leases um isn't something that has to be that people should be afraid of i mean although we recognize the need for affordable housing um including for beneficiaries and so i you know i can't imagine that was gonna try and throw a rent wrench in the works of affordable housing projects but we you know we just we do need to safeguard airplane's claim to the city dance corpus and so uh just ask respectfully that the committee consider our amendments um and have to answer any questions thank you thank you very much our next testifier is department of education with comments followed by the department of the attorney general comments followed by omilani shadell in opposition okay um that brings us to the end of the approved testifiers uh for oral testimony there are a number of other testifiers and i'll just read them quickly yes on the zoom call if you'd like to forgive yes okay department of education you're on you okay go ahead happy new year members of the committee from the department of education stand by our written testimony with congress thank you again for your support thank you okay uh is there anyone else on this call who would like to testify on senate bill one i'm going to read some of the other testifiers that we've received who have not been requested who have not requested to present orally we have amy walke test the trinity united methodist church in support catholic charities hawaii and support institute for human services and support hawaii health and harm reduction center and support faith action and support church of the crossroads and support partners in care support several individuals all in support george cason vincent shigekuni will carron ellen god b carson thomas brandt randolph moore anthony alto diane s martinson calvin fu pham john kawamoto barbara polk kathleen sato carolyn eaton daniela minervi heath webster nikos leverens and richard tillenson again is there anyone else present today who would like to testify on senate bill one okay numbers do we have any questions for any of the testifiers this afternoon okay if not we're ready to go into recess to discuss the measure and post amendments and we'll be back with decision making uh is um all is uh finally is um here we yeah you

as you look at the b's you can see overall between quarter one we're sitting in that 207 213 1.67 respectively and when you look over at the quarter two data again you're seeing a little bit of a dip in the beast uh consistently in 1819 and you're seeing about a similar dip in the bees for our kids this year hybrid a little bit fewer bees but we always have fewer bees a little bit fewer bees this year than we've seen in the past and as you look you'll see they've slid down to c's d's and f's again quarter one c's are pretty consistent 0.8.9 they're really close in terms of all seas not too far off in any of the three years in quarter one in quarter two you see um a definite raise in the seas for 1920 but you see a a decline of c's in 2021 so those c's went to d's and f's you can kind of see that slide to the right uh when you look at your d's and f's as well you can see that overall we use it at 0.32 this year we're at a point four and quarter one uh that went up to a point four two in uh quarter two for d's and you can see our f's dramatically increased in quarter two from a point three five to a 0.52 so substantially more ups this year than we have seen in the in the past the next slide really represents a comparative between our remote students only and our hybrid students remember those remote students are not the students that are on the hybrid model they're the ones that are completely remote every single day they've selected remote only and when you look at the compare between quarter one and quarter two the students who are getting a's for the most part the remote students slipped um in quarter two as compared to what they were doing in quarter one um the student center hybrid pretty much maintained a little bit of a slide but not too far off for quarter two as compared to quarter one the bees in terms of where they're at again you see the remote students held tight pretty tightly you get a 0.06 differential but for our hybrid kids they slipped a little bit and then for our c's uh you can see they called pretty tight we had a .083 and .86 for remote hybrid and quarter one and both came in at 0.85 so very solid kind of sad the seas kind of stayed in our ds our hybrid students actually had uh fewer d's in quarter two i'm sorry more a little bit more of these in quarter two than they did in quarter one as well as our uh remote students but they're very very minimal i would consider those almost flat um and then your x definitely we saw an increase in both uh the remote and hybrid for quarter one to quarter two with a much larger percent increase well suppose about 0.2 for each or is the semester data for both of those first two graphs tonight semester their actual course they do not include any like a final grade if so many game finals uh we wanted to do a quarter to quarter it's their quarter two grand compared to the quarter one grade um so then we wanted to break it down a little bit further and how many of our students actually received uh multiple these it was interesting i was talking one of my building principles today about this so you can see if you see multiple of these not too bad historically if you look at 1819 1920 and 2021 let's just look at six d's generally speaking we don't have any students who are getting six d's uh in quarter one we now have one that was getting six d's in quarter two um we have three students in 1819 two in 1920 and one that was getting in 2021 for five d's and now you see we have that one that was in quarter one now we're up to three students that are getting five b's so you see a slide in the wrong direction there forties we had five students in 2021 in quarter one as compared to three and seven respectively and now we're at 11 uh students getting these uh with eight and twelve respectively in 1819 and 1920.

the second slide of disaggregated data shows our homeless population and significant ethnic groups as with the data in the previous slide this slide indicates the differences between the groups and then change from year to year for each of those groups and again as with the first four groups that we were looking at previous in the previous slide you can see also with with these groups uh the growth that has been made as we begin to target and ensure that our students are college and career ready when they leave us next i just want to share a little bit about the graduation rate before i show you the data the california school dashboard measures graduation rates slightly differently than the data that is found in some other state data websites such as data quest if you've heard of that the graduation rate reflected on the dashboard and the ones that i will be sharing with you this evening are students who have graduated in four years from the class of 2020 along with students from the class of 2019 who graduated in five years there are students particular students such as a foster youth who have an opportunity to to take a little more time to meet high school graduation requirements and so the california school dashboard envelops our four-year cohort graduation rate along with this this five-year cohort group and then also just to note that um alternative schools like sierra high school are calculated differently because they are not four-year schools so the sierra high school rates are one-year rates the table on this slide shares shows you the 2020 graduation rates then for our district and our high schools along with some student group breakdown you can see that azusa unified continues to have very high graduation rates um azusa high school in particular as you see and look at some of the differences it's important to note that they azusa high school houses our certificate bound program for students with disabilities these students uh who earn certificates of completion and they are counted in the total number of students although they are not counted as students who graduate the certificates of completion are considered a different certificate than a diploma and then furthermore we know that azusa high school has had the larger population of our newcomer students who are emerging bilinguals and many of them come to asausd with greater barriers to overcome earning credits meeting graduation requirements and so more of that group is in azusa high school although we have now begun to create two different programs one at gladstone high school and at azusa high school as well for those students and so the differences that you often see for example between gladstone high school and azusa high school can in part be attributed to some of those program differences between the two schools and this table also then again while it shares our successes and our growth it also helps us identify some of the gaps that we continue to look at address and um and deal with as we continue to want to ensure that all of our students leave us ready for the next chapter in their lives and to be successful in their careers or in in or furthering their education so at this time i'm happy to respond to any questions you might have and i thank you for the opportunity to share this evening thank you so much jennifer for this uh great presentation um board members do you guys have any questions at this time we have board members yeah just just you know looking at this last slide it definitely highlights you know you know many many areas and especially the previous slides looking at uh growth points but also as you pointed out that this also helps us to to kind of zero in on on areas where we can continue to grow and so i do you know specifically looking at um english learners and you explain i think you you explained um some of the reasoning behind that uh and and i love from a continuous improvement perspective you know we will continue to ask ourselves how can we come along support and even prepare those students and and i wanted the same thing for for our you know our the homeless uh category of students that we have here as well what you know what what what more can we do um to see that number there's there's tremendous room for growth there and um would love to see um uh that that grow and as this would be a place where you know regardless of of what those circumstances might be for them that that they can still come and be prepared to be college and career ready absolutely thank you very much thank you we have no more questions from the board thank you for your presentation you're welcome thank you we'll go ahead and move to 12.2 ratification approval of cohort 2 improvement collaboration participation agreement with california education partners can athletes get a motion to move 12.2 we have a first by board member cruz gonzalez wasn't on i make a motion to approve thank you we have a first by board member cruz gonzalez can i please get a second second we have a second by board member greer let's go ahead and take a hand vote board member rodriguez pena i'm sorry do uh discussions you're cutting out board member i i like an explanation by dr mitchell or mr certainly i'd be more than happy to um we are very excited about this uh collaboration this is another opportunity that we have with california education partners this is called the on track collaborative and there are nine we are one of nine districts um who get the opportunity to come together um and participate in um this collaborative that is aimed at increasing the level of on-track college readiness for latinx african-american and socio-economically disadvantaged students this collaboration has been going on for a couple of years and we've had an opportunity now to join mid-stream and so we jumped at the chance this is going to be a very exciting collaborative um so we asked the the uh comprehensive high school principals at zeus and gladstone uh to put together a team so we have we have teachers counselors administrators from both azusa and gladstone high school and so this has formed our um improvement team and so we are going to be engaging in cycles of continuous improvement we're going to look at data we're going to identify a problem we're going to engage in improvement cycles and take a look at that uh the data that we get from that to really um come up with some solutions to um to helping our ninth graders in terms of their college readiness so we're very excited we have started the work and we were very very excited to be able to have this opportunity to participate um in this collaborative i mean i'd like to just add a little bit to that this would be our third collaborative with california ed partners our first one being what we refer to as cali our second one being a preschool through third grade collaborative that's focusing on on math and articulation between the preschools and the k-12 uh but but the the presentation that we just had uh from um jennifer edict bryant um i'm super excited to see the outcomes of this group because this is going to address those kinds of data points that you saw that you saw there so when when you focus on ninth graders and you focus on them being on track um and and and really looking at uh uh dr mitchell talked about uh like really zoning in like on on the problem of practice or getting down to that root cause analysis i'm excited about the results that come out of a a collaborative like this great thank you thank you does anyone else have any questions yeah i have a couple questions um well really excited about this i was really sad when we didn't get selected in the first cohort so that's exciting that we're part of it um um in terms of um which is it gonna be all three schools participate it's gonna be a district-wide or is it gonna be pacific high school or focus or so yeah so the focus is a zeus time gladstone because we're focusing on ninth grade students and so it's both of the comprehensive high schools um and then uh the collaborative is focusing specifically on english language arts and mathematics and so this since the collaborative has been already doing that work we decided we're going to just we're jumping on with them and doing that as well so that means you're going to be doing the college ready on track not the eighth grade on track that is correct okay um and then my so my so my other i guess more of a comment than a question is i hope that i think this is great this is really exciting i think it's um research this is really that um a really critical pivot place to focus on and and um the work that they've done previously is i mean i think i think it'll be really good for our district the thing that i would just um request is maybe that we can think about um as we're developing our lcap goals that we think about how do we align instead of having different things in our lcap versus this so if we know we're going to do this kind of focused work around college readiness maybe we need to think about how how how do these become our goals that we embed in our and our over in our district-wide planning that's the only recommendation that i would have to think about so that we're creating more alignment and less more like we have this over here and this over here and thinking about it's all one cohesive system that we're focusing on seeing that there is no more discussion questions if we can go ahead and vote electronically mine was able to go up we're waiting for one more okay and it passes 5-0 great we'll go ahead and move to 13.1 approval of memorandum of understanding mou between pacific oaks college and asusa unified school district can i please get a motion to move 13.1 so moved we have a first by board member grier can i please get a second thank you a second by board member rodriguez pena do we have any discussion welcome for discussion seeing that there's none let's go ahead and vote great and it passes 5-0 we'll go ahead and move to 14.1 and this is our adjournment can i please get a motion to i'm sorry that is correct at this point right now that is correct thanks for reminding we do have some unfinished business in closed session we will be returning to closed session at this time i do want to go ahead and um at the end when i adjourn i will go ahead and do in the memory of paul contreras at this time we will transition to closed session thank you very much everyone um

just to clarify the data so the 89 people for two d's for the current school year are those included in the 230 yeah it's separate separate is all added for total students with 1d would be all that added up that's correct yep so historically you can see that we're not going in the right direction with the d's in 2021 uh again it's it's a tough year and so we have an increase in the number of students that are receiving them much larger we have 230 and quarter one so uh staff really know what an intervention would be brought forward but quarter one chs uh 230 kids have a d would that raise a red flag with a teacher to for cause to intervene with those students i think the challenge is that it's spread across like 1300 kids when you see across it but 230 kids if it's in the same class yes our building principals and our teachers our department chairs uh team leaders are all working to look at all these apps they look at it pretty frequently and they're consistently monitoring and intervening where they can it's much more difficult for our students who are in a remote only situation because there's a multitude of reasons why we can't reach those students um you know it's hard to get a hold of them sometimes sometimes they're not checking in sometimes they're not turning their computers on but they're not getting their face so the camera on so they could be turning signing in but then going off and doing it and going somewhere else for our in-class students our teachers are doing a really good job of trying to monitor and intervene using time before school after school during their planning time some teachers are utilizing that wednesday afternoons for our middle school high school making phone calls documenting those phone calls working with administration in some cases where academic advisors are trying to beef up in terms of how to intervene task resources at the middle school are being used where they're targeting directly students who might not be performing well in math or english or going directly to a math teacher's task time which is their study hall time or to an english teacher so they have direct time with that teacher so all of those are being utilized uh this year to try to intervene you talked to last month i think about the breakdown of the different departments right and different levels of english and math and social studies and so and talking about that they would have addressed that right as a team and things like that at the high school level specifically right we did have to give up some interventions this year just because of the schedule and the timing and some of those elements this year so some of those things we're trying to figure out after school programs uh to provide interventions for kids outside of the school day currently i know middle school is working on that the high school has not implemented anything like that yet but definitely our middle school has been working to get that implemented for third and fourth quarter this is a breakdown kind of morning your point jeff is is the remote students versus the hybrid students and you can see we have a higher percent of our remote students who have multiple d's as compared to hybrid students in both quarter one and quarter two the only place you see that differential is in 40s and 50s and we'd have to see who those students are specifically to figure out why they're hybrid and still getting those kinds of d's some of those are attendance issues they're not showing up and coming to school but those kind of parlay back to you know how how are we intervening inside of our school uh doors with those kids that are hybrid remembering that they're coming to school face to face two days a week and they're at home three days a week same thing we have the same data with our f's when you can take a look at the chs quarter one students with fs versus chs quarter two students with fs you can see the same number of students basically in 2021 a quarter one and quarter 22 kids with one half 121 kids with one f you can start to see the two f's is dramatically increased in quarter 2.

for whatever reason we had 38 26 and 39 in 18 19 19 20 20 21. now we've got 50 55 and 65 with two d's uh three our three sorry two fs 3x has increased we're at 23. uh in quarter one we're now at uh 36 so you can see again that slide is coming to the right of that graph so we have to figure out what's going on uh historically we can see you know that's kind of the trend that we had when we looked at this initially second quarter two is a little tougher uh we would expect that right quarter one is a lot of review sometimes it's constant it's material they've already seen the year before half of it's probably doing some of that data quarter two is usually picking up brand new content some of those newer concepts that uh teachers have to teach and students have to learn part of that could be that dip you see in quarter two naturally that we see historically in quarter two anyway but dramatically we're seeing a pretty good increase here between quarter one to quarter two in terms of those numbers and then uh this is the chs quarter one students with x in remote versus hybrid um and you can see for the one f we're almost dead on with the remote to hybrid and quarter two as compared to what we were with the x in quarter one um you see a dramatic increase in the number of x for our hybrid kids in both for two hours in both the remote and hybrid so again it's slipping to the to the right uh which is not the direction we want to go so we have to figure out what's going on in quarter two if his uh kids are just shutting down or what's happening but we're definitely seeing a slide in the wrong direction next is cms we've got the same breakdowns for cms and for corey knows middle school in cms between quarter one and quarter two again you can see that 1819 1920 and then 2021 for our ace they were pretty solidly 3.6 to 3 and a half we had a fewer number of a's there's fewer than what we've seen in the past so we would expect that number to be lower as we continue to go through our bees consistently have been fairly consistent uh 1890 was in a little higher group but otherwise they're sitting right in that 1.7 range our seas are a little bit higher as they're going through they've just kind of been ticking up each year these i would call that fairly consistent a little bit higher this year but very minimal but our f's were up this year as compared to what historically we've seen in 1819 and 1920.

same thing when you look at quarter two three point six seven eighteen nineteen then you can see where we're at in four or two so historically they've they stayed the same and the 1819 group may have just been a higher achieving group in general i don't know that student body but you can see overall they look like they have high a's they slipped a little bit in quarter two which is what we'd expect with new content just a tad bit of a slip there and then you're seeing a slippage again and almost parallel off a little bit less of a slip than what you would have seen in 1920 quarter one to quarter two same thing for bees uh you can see a pretty standard uh 1.71 2024 1 1.72 for quarter two so they stayed pretty solid there pretty solid in your seas from 0.79 to 0.75 for this year um a little bit of an active up up tick indeeds very minimal and a little bit uptick in fs as well uh in quarter two so again a little bit of a slide to the right but not near what we've seen uh in the previous slides dms quarter one um remote to hybrid you can see that the hybrid students are performing a little bit better but pretty dead on with ace uh in terms of that uh in terms of your v's not too much for slippage actually your b's are up a little bit in quarter two as compared to quarter one um and your remote students slipped a little bit as compared to your they were they were at quarter one it your c's again are 0.78 to 0.88 so your remote students are getting more seized than they did in quarter one and your hybrid are getting a little bit less in terms of the c so um and they did not slip which is good their ds are 0.25 a little bit of a slippage to 0.3 suddenly 0.25.25 in quarter three point three in quarter two and then you can see the asterisk up a little bit and the hybrid and they're up uh just a little bit less in the remote students cms quarter one stores with these again this is the historical context from 1819 1920 to 2021.

uh you can see this year we have a lot more d's than we have historically in the past 22 to 24 historically to 39 and quarter one good news is we were 39 to 32 in terms of 1d but we picked them up when you start looking at multiples uh at the end you can see the numbers from 10 to 14 8 to 12 2d 3ds so you can see we're picking up again a little bit of a slide to the right again dms quarter one students with ds uh remote versus hybrid uh you can see hybrid students were outperforming them in quarter one we're pretty much a dead race in quarter two between hybrid and remote students for two days again we're almost ident race in quarter two as compared to quarter one in three ds we have fewer three d's so students are performing better in the hybrid than what they would be in their remote because we went from 3ds in quarter 1 to 1.3 per student to almost four in three days and for the 40s you can see we slid a little bit into the hybrid getting multiple d's and cms quarter one students with fs good news is they were at a one f of 20 in quarter one and they've taken that way down to uh only ten students uh so we've seen a nice um fix there but we have to ask yourself where they went and unfortunately you can see they slipped to the right so our numbers are up as they move from 2x from 6 to 11 uh 3s from 2 to 6.

4s was down 1 5s was up 2 and 6f's were up 2. so again a slide to the right uh so we need to be looking at what's going on there and then cms quarter one students absent uh versus the quarter two for remote hybrids and you can see that um hybrid is weighing outperforming now in terms of one f uh but the problem is when you get to two f's they were higher in quarter one uh now they're at 3.42 they were at 1.92 uh three f's uh we only had point three eight or not one point nine four ounce we were at point seven we're at point seven six five f's we're at point three eight we're not point seven six and now we have uh six f's we didn't have any students with that and now we do we're at point seven six so let's shift to the right and then we have any data that shows that to say somebody with six f's or something like that is even showing up success uh could be an attendance probably is an attendance issue i know the students i talked about today with one of the building principles was an attendance issue the student has missed about 29 days so far and when you miss 29 days not doing your work it's usually academic behaviors uh they're just not doing any work at all they're disengaged whether they're coming or not whether they're at home doesn't matter we're just not getting any work out of them unfortunately when we get to middle school it becomes a failure rate where they have to be retained uh so we don't socially promote and so they'd either be forced to do summer school and or a failure and have to repeat the grade level and i think that you know usually it doesn't come to realization for students in middle school to about the fourth quarter where they recognize that we're actually serious that we will hold and retain students back because we can't move them forward in their academics because they've missed too much content so usually you see a upswing when it comes to fourth quarter um i've not really looked at this quarter over quarter till this year where i've looked at the historical so we'll be interested to see what happens in third quarter my guess is again you're going to probably see somewhat of a slide it's all a brand new material um so we'll see where we're at and then fourth quarter they recognize that you know they're going to be in some academic trouble and so then usually you see a big uptick for those students who were failing um because there's you know the risk of being retained so our counselors like reach out to them try to do like video meetings or virtual meetings with parents and things like that not so much the counselors as it has been either the classroom teachers for each one of the content areas and or administration or both uh usually it's a classroom teacher working with them trying to intervene over time if they can't get a response they go their administration and the administration is assisting them and trying to get some input with the the parents uh pkms is the next one i'm going to just let you guys walk through it's going to be reading each one if you want to if you have any questions you can let me know do we know is this data that let's say our other mid-valley schools are aggregating that you don't know of anybody that's doing this to just plan but their percentage of students right at these levels that are having similar uh grades yes so i i belong to a curriculum group that's suburbian for high school districts they we don't have a whole group for elementary although it is a common problem across the region everybody is seeing an uptick in the number of students failing it's very challenging especially for the students that are not making any connections with the teachers so definitely apps are up if you read anything across the nation this is a common problem for all i still believe we're doing a way far better job than any of our neighbors uh than anybody else you know i think that when we look at even our fast bridge data that's coming out we're seeing good growth with our students so whether entered in the fall what we saw in the winter and i'm sure we're going to see in the spring we're seeing good growth metrics so it's not that the students aren't learning or growing they definitely are it's just that it's it's a very difficult year and i think it's difficult when you're only seeing them two days a week and you're trying to get them you know they're not here three days a week or they're not seeing them at all to try to keep them connected and engaged and inspired uh to learn so i'm probably asking this maybe two months too early but what is the fall gonna look like because i did happen to flip through the pk data and it does seem like it was much higher when you talk at d's and f's um compared to previous years the biggest swing i noticed and i don't know part of that is just getting used to middle school versus elementary you have so many different factors but you're talking about a community and i mean we're leaps ahead of everybody i work with and their kids and being in class just the two days a week but how do you come back in the fall and recoup and get kids back all grounded and just from an education standpoint i mean they're gonna all love being in school i'm sure i hear that all the time students love being in school now there's no i don't want to go but just the level setting from an education is does that get addressed differently in the fall or yeah i think i think that our teachers continue to talk about what's the essential standards what do they believe are the most important standards to move forward their progression all the teachers will you know they know where their students are faltering and the holes that are left behind the fastbridge data which is the data that we use to assess uh holes for students where students are at and if they're meeting the mark of the standards that we have by grade level uh when we desegregate that and we look at that by student we can see holes we get reports by students so we can see where those holes are at so it's going to be how do we intervene with that part of our conversation at ccc tonight was about what does summer school look like you know do we need to be offering summer school and retention do we need to be offering summer school enrichment do we need to be offering summer school and some stem type stuff for some of those students that are doing really well because we do have some students who are doing really really well um are they gonna be burnt out are our teachers burnt out is anybody gonna be willing to do this so those were conversations we had at uh curriculum council tonight um i think it's about trying to stay with each student meeting them where they're at if any time we hear about personalized learning or how do we meet each student where they're at that's the challenge of how do we get there one of our big initiatives this year is to teach learning targets which is focused on specific student outcomes to make sure that we understand what should a student know when they walk out of that door each day parents are seeing that in their weekly weeks at a glance i believe our teachers are doing a phenomenal job um i think that they're they for the most part they are doing everything they can do given the situation we're under and i would i personally would put our teachers up against anybody in terms of how we're performing i think it's a nationwide problem you know you read it everywhere i don't know that there's a quick answer i wish there was we should be waiting around and say hey everybody's going to be okay i think we have to recognize every kid's going to have holes yeah how do we fill those holes what's the best way to adjust our curriculum how do we go back and plug those holes to make sure that we continue to move our students forward um and that'll be the work that we need to do with some of the committee work and as we've looked at some of the data there are certain students who are actually thriving in a remote learning environment however the vast majority of our students thrive in the hybrid thriving being in person on being at school so to the greatest extent possible we want to be able to to open up our schools and that's why we're hoping that king county health department the idph is being continues to look at that they look at the research and how the trend debt is going which has been going very well and that hopefully things continue to change for a possible full reopening but based on the current cdc guidance yeah unless something changes i don't see that at this time but we follow kane county health guide right right okay well cdc establishes policy but then the individual states through their own public health departments have to adapt so we fall under idph so do the the recommendations from uh from uh kane county differ from surrounding county they could be so um one of the things that the cdc recently did was they said you could shorten the length of your quarantine period if you were exposed and then you had an rt-pcr test within so many days after exposure and then you could potentially come back early kent county health department did not adopt those standards so our quarantine period is still the 14-day period you can test out a quarantine in king county there there are schools within our state that are bringing all students back you know that that's not a false statement most of them are much smaller districts that are either you know somewhere more south of us uh most suburban schools are not and they're saying they're bringing back 100 we've yet to find and we'll look at these that we receive tonight but we've yet to find anybody back in suburban or a larger district that can bring their students back there's just not the capacity of rooms of space of the guidelines that are established to bring them back full time unless you break the six foot distancing on top of that the transportation issue of trying to get them on school buses creates a problem uh so until we get any kind of shift to that it's going to be very very difficult to be able to to bring their back an example of one district example of one district i was told that they have their seniors their juniors and their seniors um five days a week in attendance so when i looked into it and investigated to see how it was done well yes it's true their seniors and their juniors are in attendance five days a week but their freshman and their sophomores are remote there has to be whatever plan is going to work for us right for your district we have what 70 30 roughly 70 any hybrid thirty percent remote correct so if more wanted chose remote we can allow better attendance or higher attendance to school basically and if more selected remote i mean our our hope is that we get the guidance that says we can bring them back by pod which we've already gotten from cdc idph has not accepted that yet if they bring that back then i think you could bring back uh elementary full-time uh if that's what we so desire you just couldn't get middle school and high school back because they don't function the schedule doesn't function as a group of classroom or pods just just to clarify because i mean i've read a lot of this the last few weeks about people saying well these people these people do that is it a question of resource or is it a question of willingness is there anything else that we haven't done that we could have done to bring more people back to school unless we could get unless we get by it could get 10 or 11 more schools of our current size or you know seven more schools where we have the size right now then we could do it we just own the classroom space right now we have teachers who are rotating we remote thank god we remote teachers at home right we don't have classrooms for those remote teachers inside our doors um so i think there's some challenges there when you start to parse out the six feet distancing it challenges us to do that we have spent lots of resources some of the carriage dollars that were questioned we have not received the million dollars first off that is the targeted dollar we should be getting it still has not been confirmed and it keeps shifting we had 394 thousand dollars that we started with with the kirus dollars that went into mitigating factors that went into sanitation that went into additional uh staffing so i don't want those kinds of things um we're actually investing what three million dollars yes so our resource we've used district resources to help us mitigate issues currently um to help us do what we need to do so it's not a matter of resources and we've been successful yeah absolutely yeah right okay and are we are we in terms of next year's next year right in the autumn right i mean are we still thinking there'll be a hybrid element to school i do think there will be a hybrid elementary school when you look at the the cdc guidelines that just came out the todd printed on the bottom of that of um it's very clearly says anticipated so if you want to read the cdc guidance we just received now whether idph will give us some additional i think they recognize elementary we should get back full time the research shows elementary does not have the risk of spreading like middle school and high school do middle school and high school do just because of athletics and they're going outside and they're doing participating in other things outside the doors of a school at the bottom time yeah it reads even after teachers and staff are vaccinated schools need to continue mitigation measures for the foreseeable future including requiring mass in school and physical distancing so the caveat for the cdc is because of that pod dynamic of a classroom at the elementary school they're looking at that as a as a factor that plays into that because middle school students and high school students are moving around and they're not staying in that type of pod environment that's why they're saying right now they're laying towards hybrid but that's right now as of february 16th you know we'll see where they're at in april we'll see where they're at in june how frequently relaxing restrictions we're doing based on a weekly conversation right yeah it's just i mean every week i question about like what else can we do you know how else can we get you know more kids back in school i mean we're doing our part we're we're following all the steps that they've asked us to follow we've been successful now let's start bringing more people back and and seeing how it works out well ideally next year in your survey you're going to push out next week for the same three questions we posed or would it just be a in person or remote would you because the survey we're pushing out is basically explaining kind of where we're at explaining that we really need to look at staffing patterns and we do not know how we're coming back we do not know right we haven't done our work yet but in anticipation and to see how many parents would actually choose to do could continue to use remote learning we need that number and so it's really just looking for who wants to go remote next year who thinks they're going to go next year versus who believes they'll come back face to face to see if we're still at a 70 30 split 80 20 90 10 so we can plan and then it would be by grade level so that we have um we can figure out what we might need for buy grain um i i know that i know for sure that there's some families that would be more comfortable coming back now that we're hybrid but knowing now that staff is being vaccinated and receiving that because they've reached out to me that they would be more comfortable coming back now and you anticipate the number to go up i guess my question was would you still do a hybrid thing or would distancing i believe we could get real close to everybody coming back and then you know obviously the union would need to agree but if if you could just go to normal scheduling and have the two categories of students i mean that would be ideal my preference would be bring everybody back right but if you they're just saying that you need a hybrid you could do remote but not have this two or three days everybody is either in school or at home that my preference would be everybody is in school or remote correct yeah okay because i think we're gonna have to do remote again we would need to have agreement to do those types of things we'd have to offer it but we wouldn't yeah we don't know yet yeah okay two or six months people it's too early but look how much has changed to your point in six weeks that's the point right so it brings up the pendulum i mean we're thinking about scheduling but things change quickly so a month from now it could be i think by so um we did attach just information the board packet the facilities work summary for the month of january you can see the number of tickets that were that occurred different buildings it's not you shouldn't be surprised that the high school had the greatest number of tickets to 22 because it's the largest building by far what you're going to see as you flip through the data is that the tickets were fulfilled either one day or two days there was one anomaly at country trails elementary school where it took like three days to fulfill the ticket but that's because when they put in the the ticket order it went to an employee who was absent and so then when it was caught oh that employee's absent it was re redistributed to someone else and it was taken care of right away so our maintenance crews our custodial crews continue to be very responsive and are doing a great job for us we received two foias um smart procure which the board is very familiar with which deals with the past six months of purchasing information we received this one on a regular basis um our business manager uh dana flug has an excel file set up so that she can just transfer that data we're able to respond to that and then the illinois retired teacher association requested the names and emails of retiring staff this year and we were able to share that information with them as well and that's their name in their work email that personal contact information all right that's it for open session um motion and second to adjourn the closed session some seconds

thank you for joining us for our joint committees on education and energy economic development and tourism wednesday february 17th 3 o'clock p.m in room 229 this meeting including the audio and video of remote participants is being streamed live on youtube you will find links to viewing options for all senate meetings on the live and on demand video page of the legislature's website this zoom meeting and youtube live stream event will include the three o'clock joint agenda for the committee on education and the committee on energy economic development and tourism the 305 joint agenda for the committee on education and the committee on agriculture and environment the 310 joint agenda for the committee on education and the committee on labor culture and arts and the 315 pm agenda for the committee on education in the unlikely event that we have to abruptly end this hearing due to major technical difficulties the committee will reconvene to discuss any outstanding business on friday february 19 2021 and a public notice will be posted on the legislature's website i'd like to take this time to remind our testifiers that due to time restrictions on our hearings we will be limiting testimony to one minute per testifier per bill for the people participating remotely all testifier audio will be muted and video disabled until shortly before it is your turn to testify when i call your name staff will unmute you and your time will begin after your minute is completed staff will mute you so that we can move this hearing along in an orderly and efficient manner thank you we have one item on this joint agenda senate bill 516 relating to education requires the state board of for career and technical education to oversee and review annual annually statewide data collection processes and reporting requirements related to the student attainment of industry recognized credentials requires certain agencies to collect and report disaggregated data on students attainment of industry recognized credentials requires certain agencies to pursue data sharing agreements with credentialing entities requires an annual report to the governor and the legislature to testify we have terri ushijima department of education terry please good afternoon chair kidani vice chairman carlo kim chair wakai and vice chairman lucha i'm tereshijima interim assistant superintendent with the department of education testifying on behalf of superintendent christina kishimoto the department supports the intent of senate bill 516 and we stand on our written testimony noting that resources will be needed to modify existing data collection systems to collect the information being requested in the bill the department continues to be committed to strengthening and advancing a consorted effort among various partners to prepare students including the attainment of industry recognized credentials to contribute to the vitality of hawaii's workforce i'm available for questions thank you members questions if not next testifier bernadette howard director for university of hawaii career and technical education bernadette aloha chair vice chair members of the committee we have submitted our testimony we are very much in favor of this bill we just have a couple of qualifiers um first we already do a report to the governor so doing this is not a big leap for us what we are doing around the state is connecting data on everything related to career pathways which includes the certificates and credentials and whatever along with a lot of other data points and we're doing it across all agencies so we need a little more time to be able to get all the work together and actually measure and be immense report so we're asking for another year before we report we're asking to please check the data security language to make it stronger thank you for this opportunity thank you members questions bernadette i do have one question actually could you uh um please provide us some language that this bill needs to in to be strengthened as you uh testified to we'd be happy to do that thank you next testifier ke ala peters for chamber of commerce hawaii hi senator they're not present thank you they were in support david miyashiro testifying for hawaii kids can david aloha chairs vice chairs and members of the committee hawaii kids can stand on our written testimony in strong support of sb 516 we wanted to also take a moment to highlight the economic policy institute's research but the overall unemployment rate for young workers nationally ages 16 and 24 jumped from 8.4 to 24.4 from spring 2019 to spring 2020.

hi you're all set Rosa okay good evening everyone today is Wednesday February 17th 2021 and I call the regular meeting of the Brookfield Board of Education to order in accordance with executive order 7B suspending sections 1 d206 1 d225 and 1 d226 of the Connecticut General statutes the public will not be able to attend this meeting in person but will have the ability to view or listen to the meeting in real time by way of Brookfield Board of Education YouTube channel furthermore such meeting will be recorded or transcribed and posted on the board's website within seven days of the meeting and made available as required by law all speakers taking part in the meeting are required that they are to clearly State their names and titles if applicable before speaking on each occasion that they speak individuals wishing to participate in the public comment portion of this meeting May do so by calling the following numbers area code 6099 or area code 301 715 8592 and the meeting ID is 9651 1604 0322 so let's stand for the pledge a pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all okay we have all of our board members in attendance tonight so up first on our agenda is the students Spotlight at Brookfield High School so Mr belanda the floor is yours uh thank you I appreciate that um so I'm really pleased to uh welcome to the meeting tonight it's so great to see so many of my students across the screen it's wonderful to see them in person and well as close to in person as I can get recently um and all in one place so tonight I'm really excited to introduce um our newly formed club uh it's called the Brookfield High School human rights Club um and students have worked closely with Mr Buckley who's also joining us here tonight so I'm just going to turn it over uh to Mr Buckley who I imagine will just introduce himself and then really turn it over to the kids because this is really the kid show uh for the work that they've done and where they're going so U Mr Buckley I I'll turn it over to you thank you Mr Banda and so like uh Mr Banda said I'm going to be just very very brief um I'm super proud of these kids and what they've accomplished this year especially during covid and the fact that they've done almost all of this work uh remotely uh and so uh I'd like to introduce shudy Mahi Jackson Zay and tanvi who um are four Juniors and one senior and they're going to talk a little bit about how they form the club and the work that they're doing so go ahead guys hi I just need to share my screen can everyone see it okay perfect um so I'm tany chenu I'm a senior at Brookfield High School hi I'm Jackson I'm a junior at Brookfield High School I'm shudy I'm a junior at bfield high school I'm zanen I'm also a junior at Brookfield High School I'm Mahi and I'm also a junior at high school so hi we are the co-founders of the Brookfield High School human rights club and we're here to talk about basically what we've done as a club so far and what we hope to do in the future um so just a little bit of background this is a very broad timeline of our time together but basically over the summer um we all had separate ideas as to how we would promote inclusivity in our school so Jackson Mahi and shudy started together with Mr Buckley as the advisor and then Zayn and I were part of the brook fielders building actively anti-racist School group um but we ultimately decided to join Mahi Jackson and Trudy in order to kind of work together because we had common ideas that we wanted to work towards and now we have equal leadership in this club and it's 95% student l and we have about 50 Brookfield High School members so our mission statement is we the BHS human rights Club aspire to educate students of all ages about human rights issues Propel social change Inspire and participate in discussion and take action against injustices in our community and worldwide so in a general sense we're trying to make berkfield High School more inclusive and raise awareness to the club into the school about human rights crises and as the club prests in the future we hope to bring our knowledge elementary and middle schools we're going to touch on a few of these things later in the presentation so this is what a day in the human rights Club looks like uh every meeting we start off with a couple Administration slides like our Google Classroom code and our group meink which we use to send reminders to our club members after that we'll sh our mission statement and then proceed with our agenda uh one concept we've implemented in our club is subcommittees where we divide the larger Club into smaller groups that can focus on respective projects and we'll talk more about that in detail later but we've had this idea for subcommittees from the start so the next thing we do is talk about the subcommittees that we have and urge members to join them uh for our normal meetings when we don't have a speaker or any other agenda uh we'll introduce a relevant human rights topic that we can discuss in small breakout rooms this allows the group members to be more comfortable to actually talk because it's in a smaller setting we usually divide ourselves so that one of us the co-founders are uh in each breakout room to moderate the discussions that are going on after about 15 minutes or when it sounds like everyone's done talking we'll meet back up in the full room and try to discuss as a big group while usually on only one or two people talk we hope that as we progress later in the year more people will feel comfortable talking in the big group because that's our goal in the end and if no one talks it's okay we just leave the conversation ourselves and after about five or 10 minutes we'll wrap it up uh we'll say any important news about beatings in the future and end the meeting okay um a couple things we've been working on is well our first project as a club was to take a schoolwide survey to help better understand um what human rights issues are relevant to our community and we're in the process of understanding this data to take like appropriate action to make our school again more welcoming um we've also been engaging in group discussions as Zayn said about human rights Topics in an effort to educate ourselves um so far we've covered topics like police brutality privilege and Indigenous rights to further our education about these indigenous rights we brought in a guest speaker Dr Glenn matoma who is a human rights professor at Yukon and also the do the director of the dod Center at Yukon he talked to us about um the indigenous people's activism that's going on in our state and what we can do to help aid this movement um the last thing we're working on is also to provide an option to change our names on our Zoom accounts to include our pronouns um again as Zayn said we have subcommittees and since our initial formation we've split into three subcommittees that focus on three different areas the first one is the diversity week subcommittee which is led by Zay and Jackson the second subcommittee is the curriculum change committee which is led by me and shy and our last subcommittee is the sorry the indigenous people's day subcommittee which is led by tan so Zan and I recently came up with the idea to have a diversity week sometimes sometime this spring essentially our idea was to have like a week where we could celebrate different types of diversity as a school and our subcommittee will focus on planning this week out day by day and hopefully having a speaker or two come in to talk about their own experiences and ways to make change in terms of celebrating diversity we were thinking that we could do something similar to to our spirit week Spirit Week at the high school where students can celebrate diversity by wearing clothing or accessories that uniquely represent themselves so the actual work would include playing the week out and advertising the events to students through like announcements posters flyers and some other forms and there's also an existing diversity Club in the school so we thought that we could talk to them and maybe collaborate them about our idea um so Mahi and I have been working on um the curriculum change uh which is basically integrating human rights education U more thoroughly into our school curriculum uh we've already started talking to Librarians um in an effort to try to get some specialized displays um in sections pertaining to Human Rights uh books um also including diversity and inclusivity in our school and public libraries um we all really understand the importance of reading as kids and we thought that making these books um that relate to such like important subjects more visible and accessible is a really good um first step in raising students awareness um across all ages um this activity has also allowed us to get uh a lot of our club members involved um in our subcommittee so that's also really nice um in the future we really hope to work with teachers to bring more discussions on um diverse cultures and viewpoints on historical events um into English and Social Studies classes we also hope to invite more guest speakers um uh to present to schools like all schools Middle Schools elementary schools and the high school of course um just like we've done in our club meeting um this would help provide a greater awareness for um those wishing to participate in activism um and Inspire those who haven't you know participated yet to do the same um and finally um I'm in charge of the indigenous people's day subcommittee which is about eight me members and we're basically working towards having the district recognize indigenous people's day um this subcommittee has had a few um few meetings and we reached out to Mr belanda about having a meeting uh soon hopefully this or this week or next week in order to see kind of what our next steps are and as we figured out we also hope to eventually collaborate with the Board of Ed and um simultaneously while trying to rec get the district to recognize and people's day we also hope to raise awareness uh at all grade levels like uh shy said the middle school elementary school and high school about Columbus's impact on indigenous populations um so beyond the club uh we've worked a lot with the CD Human Rights Council um so we began working with the CT human rights uh partnership this past summer um as mod moderators for um the reimagine education presentations we also worked as moderators um for the Human Rights Day celebration conference in December um with students and teachers all across Connecticut um we've also attended yukon's Native American uh mascot virtual seminar where we learned a lot about the movement um to stop the use of Native American masc uh symbols as mascots so these opportunities are really unique um and they've allowed us to network and learn about the work of um human rights activism that's happening Statewide not just in our local community but we really hope um that these experiences enhance us and we can uh share them in the future with our peers um so we can make our community a better place uh thank you guys for listening and does anyone have any questions for us I have a question um so as you probably know the the board has formed an equity and inclusion committee and I was wondering if you were aware of that and if you had any plans on sort of uh collaborating with that Committee in particular and I also noticed that you mentioned um some curricular um changes in involvement and I was hoping that you would involve the Cape Committee in some of those discussions or if you had already plans in in doing that um yeah uh so we started the yeah the curriculum change um was is one of our like long-term goals at the moment um we've started working um with the libraries just as like a smaller step we um were planning to kind of get more human rights education into our curriculum next next uh year so we were um planning on like completing the library project or getting that in motion and then um moving on to the curriculum but we definitely love to like partner um with the um the Board of Education obviously so yeah one of the great things I think you know in terms of as you saw kind of the the protocol that they laid out one of those last slide sort of in terms of indigenous people today is what's so great is there they know that the students know they're working with me right and they included collaboration Mr band they know that first step is there right and having those discussions and working with the leadership team uh and I really appreciate you know the communication that they've been able to to keep up with me to keep me informed of things they're doing and so we can move forward together so um I'm I just have to inter and say how proud I am it's you know we see these student spotlights that go all the way from Center all the way up to the high school um and while this isn't necessarily A A purely academic Pursuit it's something I think that'll be so life-changing for them and for our community um and it's really really based on all the work that our teachers have done with our students and help them all the way through this is a Confluence of a bunch of different things coming together at one point and it's it's just it's really impressive for them to take the initiative and and do this stuff so I'm I'm very proud and and look forward to these discussions so it's it's been a fantastic fantastic opportunity to meet with these kids and work with these kids and I know Mr Buckley feels the same and also Mr Mr Banda I would I would make an interesting uh thought for you is um you know I I love the thought of influencing curriculum here right as a as a next step I then I applaud that but I think there's a great opportunity for you to uh introduce this group to the cape Committee in a smaller working session and think about and talk about how do you go about approaching curriculum there's a whole learning opportunity here about how B work and how this process works that I think is good for the students as well and I think that's just a good opportunity to do that right introduction long before they're getting to the thought of actual curriculum change so I think Mr Beldon to that point you know where where I'm really proud of the kids is they've really modeled a lot of how the board is set up with their subcommittee idea and uh the way they're approaching their process which is fantastic so I'm I'm I'm really proud of them as well and and another piece that uh Mrs Fernandez brought up is Mr Buckley um and I believe Mahi are on the equity and inclusion committee and so we've really been very clear with the equity and inclusion committee that curriculum falls under you know Administration and teachers to work on and develop while open to obviously suggestions from different uh stakeholders and so forth and this is why it's really important as Mr Bando was saying for the student group to work through Mr Banda and U ultimately curriculum is approved by the board of education so it's a long process um but certainly um as we always talk about we're most proud of is as an organization we're we're we're agile and we're responsive and so it's important it's interesting to me because I think the one of the hardest things about this because I really as you all know I really Embrace and applaud this these initiatives is knowing how you go make change happen right and uh and I think for high school students to get engaged at this level is stupendous right but this is a place as adult leaders we can help a lot so in terms of powering it up and making it strong and also educating on how you do this in a public world right and it's uh and uh and I just think it's really cool I and I I would suggest we do take everything in our power to to make this group strong so absolutely and I'll add that one of the one of the key parts of our portrait of a graduate is that students become change makers and you guys are absolutely exemplifying that perfectly so it's very commendable thank you if I could just add too that the group um you know they they are more organized than than almost any adults I know they are you know just I get more meeting updates of what they're doing and working on their own so that the fact that um they said they're 95 uh% student L I would I would argue it's closer to 99% you know I really just have to start the zoom meeting for them and they get started uh they were also Forward Thinking enough to create a Google account that is not linked to any particular name so they're aware that the work goes beyond what they're doing so when tanvi and then the Juniors graduate they have kind of put into place a way for the work to continue so um this is a this is a fantastic group of kids and they are uh doing really good work and um the model put together here is being used by other schools and other organizations uh around the state so that the the fact that these kids are involved here is also being noticed by uh other school districts and communities that they're involved with so um just super impressed with what they've accomplished thank you any other questions or comments for our students all right well thank you guys for being here thanks everyone that's basically that's basically your cue everyone that you don't have to stick around if you don't want to I just want to be really clear with that so um thank you again thank you for having us you're welcome take care take care thank you so much for having us byee okay uh so moving on we have public comment and I don't see anyone here for that so we have our student representative report it's me again hi uh so I'm tamy chener as the Brookfield High School student representative um to start the first semester is over and we're a couple weeks into the second semester which is super crazy that half the year is almost or already done uh that happened really fast um the Juniors also had their PSAT on January 26th um the fair in the Fairfield County Math League uh Brookfield High School actually took six place out of 31 schools and we placed ahe of Ridgefield and their final match is in March um the peer counselors have started recruiting new peer counselors for the coming years as many seniors are leaving um student council is also on its way uh thanks to Mr Buckley and all the advisers and Mr Blanda and applications were due last Friday and within the next week or so the advisers are going to be collecting um videos of all the candidates in order to share them in each grade's I for the election which is happening on March 1st um and the model un is also looking for more members um senior Matangi nerry um is a National Merit Scholarship fin finalist which is super exciting um and on February 10th The Faculty held a snow Mania event at the high school sledding hill for the whole school um though it was a small event because not that many students came I did go with a couple of my friends and we had a lot ofont fun and it was a really good way to take advantage of all the snow we've been getting and just to get outside and lastly um Mr Buckley and Mr Blanda have held um two ilt meetings for the seniors about like planning events in the future and in the first meeting it was about possible ideas like in general for second semester and some ideas included a powderpuff game which Mr Buckley actually sent an email about today um with possibly a faculty flag football game during halftime um a pep rally a class drive-in movie a senior walkthrough at the middle and elementary schools um outdoor grad party and scavenger hunt they're all just ideas right now but they're out there um the second meeting was more centered around prom and like deciding between what we want to do and two options one option was having the prom locally at Brookfield High School cattigan or town hall um where there would be like a DJ and possibly food trucks and the other option was having it at quasi which I think um the seniors are more leaning towards based on the poll I sent out and basically at quasi there's like a designated time for dancing and like a bonfire and a time for eating and then a Time to use the rides at the park and in general I do think that in having these meetings it made the seniors um definitely more hopeful for events and like to have something look forward to um yeah that's all I have great thank you any questions for tanvi tanvi can you share with us uh what faculty uh or Administration made the Mount Rushmore sculpture at snowmania I thought that was a a great one do we do we know uh I think those were students you mean like the snowmen outside Snowman and the big Mount Rushmore I don't know he's trying to be funny tanvi is what he's trying to do he's trying to tell you you know who are the four in Mount snowm more or whatever I do think Mr Banda was one of them Mr Banda I recall Sly handsome that's for sure that yeah some students some students um you know it was really uh it was Ben bogus and um young Mr Brooks was also involved and helped to design Mount snowm more I guess you could call it or BHS and so was they built four snowmen um and they put cutout pictures of myself with hair um which was interesting um they also to put a picture of Mr Buckley and then there was another one that was uh Mr SAR one of our social studies teachers and then our school resource officer Mr ronos so uh those will be circulating around somewhere at some point in time I'm sure thank you Mr bled thank you TDY thank you thank you um so at this point uh in the meeting we have Fran Rabinowitz here uh she's the executive director at the Connecticut Association for Public School Superintendent and in respect of her time I'd like to move uh to amend the agenda and shift item a of new business to this current point point in the meeting I'll second that motion okay all in favor hi all right thank you that's unanimous so um at this point I'd like to turn it over to uh Fran Rabinowitz um and this is exciting because she's going to present and provide an overview on the Connecticut blueprint to transform Connecticut public schools and we are the first district in the state to be given a presentation regarding this and I've heard that that's extremely exciting because if not for Co would be front page news so we are very excited to have you here and I'll just turn it over to you and um thanks again for being here thank you so much um Rosa and many thanks to um all of you for inviting me here today um um I you are the very first Board of Education that I am um presenting to and I think that is um phenomenal I think it's um due to the um um excellent work of your superintendent and might I say assistant superintendent um who are definitely leaders in education in Connecticut both of them are incredibly active as um leaders in our organization and shape M much of the work and so I'm um incredibly appreciative to both and I um am very very impressed with the work of your um students wow I could have sat there all night and just listen to them they are amazing and the equity work that's going on in Brookfield should be um widely celebrated um I wish all districts were involved to that level so thank you very much for that great work and um so with that said let me give you a little bit of background on the blueprint so three years ago um when the um ECS formula that is in existence right now was proposed um 95 districts were scheduled to lose dollars Brookfield being one of them and we I felt strongly um as did many superintendant that even though you are not an alliance District so to speak you're not um you're certainly not um um high high poverty um but we do believe that no District in this state quite frankly is um able to sustain um uh decreases in state funding uh we believe that the um state has responsibility for funding all districts and funding education in the state to the 50% Mark in other words the state should be responsible as our other states throughout um the United States um responsible for paying half on the whole half of the cost of educating a student Statewide um of course that's weighted according to District but um Connecticut hasn't moved off of um the 39 to 41% um percentage for 30 years they've been um they've been funding at the same level and when we saw that 95 districts were going to lose money um we approached Ted Sergey some of you may recognize that name Ted was a former Commissioner of education and also responsible for the um building of the Connecticut Science Center Ted is very conservative one of the authors probably the main author of the ECS formula and um I knew that if he agreed to work with us on a funding proposal um it would be amazingly realistic and also very um very deep and um thoughtful and to my surprise he did agree to work with us so we've been working on this for three months we've also had the expertise of a former officer from the office of policy and management Kathy gay and um we quickly understood that the looking at the ECS formula in isolation as a silo was not the way to get the work done and not the way to change things in the state so we immediately went to other parts of um education including other funding that the state receives or that you receive from the state as well as education programming so I'm going to give you a very high level view of that and we'll be happy to answer any questions We Begin Fran if I may just before you start yeah for the board uh and for the public who might be viewing Fran is going to just have a conversation and go through this tonight uh there is a PowerPoint that's posted and there is materials they're very lengthy and so Fran wanted this this to be more conversational and just initiate this with you folks tonight and the board did receive a couple of weeks ago a link to the um to the blueprint uh if you had an opportunity for an advanced rate but what Fran will share tonight I've been a part of in terms of her presentation to uh different legislators around the state and uh a verbal presentation I think will be sufficient for your uh revie yeah I didn't want to take you through um all of the um you know the the Grassroots of this I wanted to give you an overall feel for it and John's right I've been meeting I've had multiple meetings every day since this was released in December um multiple meetings every day with legislators um across the state with the governor's office and um frankly with anyone who will listen to um what we believe could be a um a major breakthrough for education in Connecticut so we began with the ECS form formula and we said quite a few things about that we said number one um this is a 15-year plan every District should increase by two and a half% we should also be looking at the foundation amount right now the foundation amount in ECS is about 11,000 per student there's no Rhyme or Reason To That Foundation the average cost of um educating a child in Connecticut is somewhere around 16,000 and so we believe that the foundation amount should increase um throughout this 15 years but two and a half% for sure we believe that the 95 districts that were scheduled to lose money should be held harmless and should move ahead at two and a half percent we also believe that ECS dollars should be predictable that it should be three years of funding um that the legislature um provides and that the year that you're changing it it should be changed by May 1st so that you have time to make decisions for your own budget and it doesn't come through in the middle of the summer um as a surprise um so those were basically the pieces of ECS we didn't change from um how District should be funded it really is based on um per capita income as as well as median um um median income um free and reduced lunch El Learners and we did add student achievement to um one of the pieces that would be looked at in terms of funding um we also talked about a um phase in as I said of 15 years and we also said that the governor couldn't resend funding in the middle of the cycle um frankly that's what the governor is trying to do right now he's flat funding ECS and we feel that that is a um a major mistake we talked at length about um um special ed funding um I think many of you would be interested in that number one the excess cost funding which is huge uh we believe that should be funded 100% we don't need any fancy collaboratives right now you're funded at about 70% of excess costs um we our major increase is due to full funding of ECS we're also working with our federal delegation I've been meeting at length with um Chris Murphy's office and Rosa Doo's office because in the 70s when when Ida and special ed program was was developed they um the federal government then promised 40% reimbursement they're at about 14% And so we do believe that that is also an added push um and within the special ed just as a conversation I want to say to you that we believe that um we need to look further at the identification of specialed kids in in 1112 um there were about 11% of the population was specialed today it's about 16% and in some districts it's as high as 25% it's also 25% of the General Ed budget when I say that I don't mean that we don't want service for any child who needs it but I do believe in some districts we are over identif Ying children because we don't have the interventions in place to remediate their um issues before they are um special ed candidates so we're asking for more work on that we're asking for um a change in school construction we're asking for the reimbursement to move from 10 to 70% to 10 to 80% and we're also saying that we um we embrace brace greater state requirements on need and justification and we also say efficiency and compliance with all of the state timelines around construction on ad deltaed this is a controversial one but we believe that every District should not have to pre um have to be responsible for adult education in basic education GED eel but rather the resks could be responsible for doing it regionally and have it um situated at in the districts if need be but one Regional program and we believe that the individual districts could run enrichment if they so choose because we understand that that is a money maker but I was superintendent in Hampton and Bridgeport I had a quite a large Adult Ed staff um this would cut back on each district having to have that or pay other districts to run their adult ed program we Embrace Early Childhood for all children on three and four year olds it's an aspirational goal we know it won't happen tomorrow but we do believe that um there should be funding for three and four year olds no matter where they live in the state who are below the poverty level and they should be given um access to preschool and it should be paid for by the state um we think we're going to go ahead of that because we do believe that this Administration in Washington will be providing um uh funding for uh early childhood and we want to make sure that we're on the trajectory of having that um ready and to go in terms of asset mapping and finding out where all those three and four year olds are that may need um that help in um English language Learners we are saying that every district is receiving more and more English language Learners we need to have a plan for those students how soon will they um um transition um to English or transition to becoming a truly bilingual and at the high school level we need to take advantage of the technology available in the software programs to translate the academic language um for those kids in algebra biology Etc into their native language while they are acquiring English um for transportation any District whose Transportation costs are more than 4% of their District of their District budget and whose um transportation cost is above the median cost for transporting a child Statewide should receive a grant um to compensate we have a huge part of this um on um of this proposal deals with structural racism which your um um students were talking so beautifully about tonight we do believe that we need um accelerated learning culture for the kids that are for the kids of color and the kids that are probably poverty-ridden and not performing um to the standards that we wish we think that we need to accelerate them and build on their strengths we believe that we need more training for implicit bias um for all of our Educators and it needs to be included as part of the um um pre-service education we also believe that we need to INR um increase minority recruitment for teachers and leaders the CK program is a great program to get um to move out um further to have more minority candidates and we also believe that it's time to have model curriculum at the state level as a superintendent as I'm sure Moren and John can testify to I spent thousand thousands of dollars in curriculum development we believe that there ought to be a model curriculum Statewide in every subject area at least one maybe more brookfields might be a model but put it up there so that all districts can um draw on that curriculum and ensure that it's culturally competent um and we believe that can begin tomorrow um we're talking about virtual learning and we're saying um we've learned a lot during this pandemic some of it very under very trying circumstances and we don't want to lose what we have learned we do believe virtual learning should be part of our students experience as they move forward postco um it's hard for me to think about this but the there are many that also say this won't be the last Global Interruption that we have and so we need to be prepared and have great strategies for virtual learning um for student assessment we do believe that um we don't know any more about our kids today than we knew when we were testing them every other year rather than every year now we test um the the kids with esbach in grades three through eight every year and then the sat in grade 11 we think we could cut that back to 35 and seven and still get what we need um put in the PSATs at um at grade nine have the state pay for that continue on with the SATs in grade 11 um and use that money repurpose those dollars into doing formative assessments and other creative types of Assessments for um our kids we would save a million to a million and a half in each grade level that we cut back um we also believe that we've got a look at the mental health of students and the social and emotional learning we're asking for more dollars in that area um for uh more student support staff for the infusion of social emotional curriculum and for better symmetry between um the school districts and Community agencies that provide Mental Health um counseling Etc um we do believe that we need to change teacher evaluation um we don't think that the teacher ofal as it stands is the greatest um model going we think we can improve upon that we also think we can improve upon the certification regulations make it easier to bring in um uh candidates from other states and cut out some of the challenges in in the teachers certification RS just to let you know I served as um associate commissioner at the state level from 2002 to I think 2 no 2002 to 2008 six seven years and I have to say to you I had regulations ready to go then to the general assembly for approval they didn't go then and they haven't gone since so the regs have not changed in years and it's actually time for them to change um we we ask everyone to understand that when you cut Municipal grants um to the cities you are indirectly affecting education because mun districts exist in municipalities and they are part of municipalities and there's just so much money to go around so when those grants are cut education is cut we're asking to look at um teacher retirement our teachers today are not necessarily signing on for 37 and a half years anymore and we ought to make the retirement more transportable um such as 401ks and we might save the state some money there we're asking that um there are some state grants small state grants that have remained in the education budget for years either they were gifts from legislators to their towns or they were gifts to programs um they're about $3 million we believe that those should be repurposed into improving teaching and learning Statewide we look at Regional efficiencies we do not endorse um regionalization but we do endorse Regional efficiencies that can be done at the rests better programs better sharing um better prices for fuel Etc is definitely wonderful um we look at governance and we say there ought to be a code of conduct for all board members and any board member who is egregiously violating that should be able to be removed from the Board of Education um and you know I know that doesn't happen in Brookfield but in some districts we have great disruption in the education process because because of um the malfunction of boards um we believe that the magnet schools um should be funded but the equity and funding needs to be looked at um these are bandid programs um over years Hartford receives twice the amount of money that New Haven does and tuition to these programs is becoming more expensive um so it really needs to be looked at and there are several other things in here um you know we we knowingly say that we need more research in the area of um strategies for English Learners we definitely need more research in special education but we are asking that the plan be adopted as a whole plan we can work on sections you don't have to agree with every single thing in the plan and we're open to negotiating that we think it would be a great plan for the governor to have to move forward education so that we could all work together and not have these fragmented bills coming in hundreds of them every year um taking us in all different directions if we could just all work together and move in One Direction we think it would be really powerful for Connecticut so that's the overview of it there is so much more in the plan I encourage you um if there's anything that you can do to um push forward some of these ideas with your local legislators it would be um greatly appreciated and I'm certainly open to any comments or questions that you may have bran I just had you know besides saying thank you so much for for giving that high level overview but with certainly with enough information for us to start think s think sinking excuse me our teeth into um you know the the theme of alignment and coherence is a familiar one here in Brookfield and a lot of what you discussed um I have to be I have to complement our board um they they we talk about this a lot and it's a there's a lot that's in our strategic plan uh in the different initiatives that we're working on albeit the funding is something that we really uh are striving for for getting those changes in so just thank you so much and maybe if I turn it over to Rosa and Rosa you can work with the board to ask questions or make comments thank you yeah so uh the the question that I had was sort of what is uh what's the next step in this process and you know how is this plan anticipated to move forward um that's a great question Rosa it's so interesting I mean we've been working on this for three years and we felt that this was the right time to bring It Forward even though we're in the midst of covid because everybody and their mother are coming forward with plans not exactly plans but requests for funding and we think this is much more um well thought out and by the way what I didn't mention is it has the consensus of every superintendent in Connecticut um you don't usually get that guys you you know either Suburban doesn't like it or Urban or rural but all of them have come together and um endorse this plan and so I thought that um in my I I guess I'm somewhat naive even though I've had a long career I thought that the governor's office would Embrace this and take it as their plan that hasn't happened yet and Ted Sergey who's been around longer than I have has said um Fram you've got to be patient you've got to keep working on this um so we're working with the legislature we're working with the governor's office um we are hoping that the legislature will at least embrace it as a concept and raise it as a bill going forward that you know um that we won't take it won't have it all done this year but at least say we think the plan has Merit and we want it to move forward and you know perhaps model curriculum will be phased in this year so that's our hope Rosa um if that happens great if it doesn't we'll keep um building momentum to make it happen for the next session thank you other board members you guys have questions was very comprehensive and in depth I think it touched on everything we've ever talked yeah I think you that's that's what people have said to me that um you know we didn't go into it with that intention but it just grew and um there were hours and hours and hours of work on this and you know I can say that because I didn't do all the work um you know certainly I have to give the credit to Ted and to my board um of which John is a member um they worked very very hard on this and um really thinking it through and making us think twice and three times about um certain topics but it it makes sense to me it's not all about the funding funding is part of it but it's also about our educational programs and how we move forward with that it's about leadership and quality of teaching and accountability for um how are you using the funding to impact um education so I I love that part of it Joy you had a question yeah I said a quick question I make sure I heard you right so you said if as far as busing goes for special education if it's over 4% of our budget that we're putting towards busing that you can apply for a grant for that um all um busing as a whole not just special ed but if you're busing busing as a whole but if your transportation cost as a whole is more than 4% of your dis of your District cost and above the median cost of transporting a child Statewide you can um we believe you don't have to apply for a grant a grant should be provided to you okay thank you there used to be Transportation grants you know they've just been taken out of the budget Fran I just want to say that as I mean I read through the document but listening to you talk about it there's this constant theme of collaboration that that has to that runs through the entire um schema and I think that that's really um that's really the ticket you know we can't even though we're independent we can't be 16769 whatever the number is today um districts all spinning in our own our own orbit we it that's just a waste of um of talent a waste of funding and I think that the the plan as articulated really addresses that in a very uh logical way like we have to work together yeah thanks Moren and to be honest with you the thing that I'm hoping it moves forward but the thing that's been incredibly gratifying to me is no one can remember in the history of um superintendencies and and work in Connecticut a plan that was as far-reaching and that had the consensus of all superintendents in the state that so I'm um I'm proud of that and I can say it because it's not my plan it's the Cap's plan but I would say to you that um that in and of itself speaks to the um collaborative nature Fran are you working to get the consensus of all the boards of Education as well I'm trying Bob um I'm trying with cab to um to get them to buy into it as well I think they generally support the plan and I am um um I want to work with Bob Raider to get copies out to all of the board members as well I mean I think they're going to generally support all of it they may not support the part on the board and the code of conduct for board members I'm not sure about that and the ability to remove a board member um I'm not positive of that but I think the rest of it they could probably support I'm looking I'm also we're I'm searching for Grants so that I can help cave and others and give them some dollars and funding that they can use to get the plan out there and and um work with their constituencies on it well I just I just think about it broadly that the uh you've got the Educators right supporting the plan and now what you need is the voices of the public to also support the plan and that's your boards of Education First and your Selectmen second and then the voices start becoming a lot harder to avoid I think you're you're absolutely right right Bob and I I've been I've been presenting um uh I presented to CCM last Friday I presented it to the small towns today I have another meeting with CCM next Friday so I'm trying to do that and um I do think your point is well taken that we could present this to the boards as well and ask for their approval yes you're not going to get the approval unless you ask for right exactly thank you that's great suggestion anyone else yeah I had some uh more more fiscally based questions um you mentioned briefly there's areas to actually save money in the long run yes um what what's is there a lot of is there a lot of uh is there a lot of that or is there is it no there's not a whole lot well there is I mean I consider it a lot because you don't usually see a plan from Educators um on a Statewide basis saying you know let's redirect dollars but the assessment dollars are probably somewhere in about four and a half million and your um you're you're taking the small grants out of the budget is probably another 4 million so you're talking um somewhere in the area of about $8 million in Savings in the budget the other piece is this um proposal uh if you know Ted sergy he deals with reality and you know I've been part of many many consortiums over the years that have asked for exorbitant amounts of money um for ECS funding or exorbitant amounts of money for Equity funding um hundreds of millions of dollars this grant this um proposal is very reasonable it's like 78 million in the first banial 78 million in a $2 billion um item is not a lot of money and even that we said could be phased in but you know I don't know um where um where the legislature will go on that and you were saying that you 78 million is the total and you were just you're probably expecting a fraction of that to be reasonably passed through well I'm thinking I have a note here I'm like some module like I was writing pretty fast I can't read my own handw writing yeah 78 million in the first year of the banial okay but much of that is um excess cost money um in in in special ed um I believe um just about all of it is in the excess cost what we feel is that excess cost May well be taken care of at the federal level so um you know I'm even willing to put that on hold for a while if people were willing to come forward and embrace the plan as a whole and say we'll work on this we'll take it forward and when you take I mean the special education cost obviously as you know it's a huge percentage of everyone's budget including ours um what I I'm I guess I'm kind of lost on what do you what what are we expected to do with that extra money as far as like where you know where does it go like so now we have all SE money and I get we have lots of programs we all we all want to build on um is it is it all is it does it sound that good is what I'm trying to say it sounds that good yeah I mean it right now you're um excess cost is you know four and a half times your per people expenditure so any child that you send out of District or you have a cost that uh is four and a half times your expenditure the state reimburses you for that child at 70% we're saying about 70% we're saying uh reimburse at 100% And also at the same time let's look for more more reasonable programs in District and at the resks now I didn't get into the weeds in this but I would say to you we're also looking for that excess cost to be reimbursed at a higher rate if you keep the child in District or at a risk because we do believe that those are more reasonable programs than some of your private facilities that can you know run 15 200,000 um oh I agree yeah it's a problem is there would there be an audit process for that because as I understand those private institutions I don't know if they're worth 70 80 $150,000 a year uh this is a question I always ask the the you know legislators doesn't seem to be one so would that be part this is something I would like to see done would that be part of this plan to make sure we didn't ask for we didn't ask for it but it certainly has been asked for in other bills and we've been pushing that for a long time because the private programs um don't go under the same scrutiny in our book that all of the um res programs or the District programs are under and they're very I think that's a problem yep yep and they're very expensive yeah I don't want to say they're not worth it I just don't know I don't know either you know I mean they may well be worth it and some and you we also can't blanket them there may be some that are just wonderful and others that are not but we ought to know that thank you thank you very much okay thank you uh Fran I know that you have another meeting and uh we're still at the top of our agenda so I want to very much for your overview and this was very very um in even though it was a high level overview it was um it was it really gave us something to think about and um we appre apprciate you being here thank you so much for inviting me and I'm sorry if I took more time than I should have um but I'm I'm five minutes over for my next meeting so that's fine and I greatly appreciate it and thank you for being the um First District that um stepped up to the plate to have the Board of Education hear this plan greatly appreciate it absolutely thank you very much take care guys care bye okay uh let's move on to written correspondence hi Jessica Jessica wrote praising her son's teacher Ron jaffy shared a PBS lesson plan Liam Ania wrote regarding youth commission surveys Rose Oliver wrote regarding social emotional learning Veronica Smith wrote regarding the new school name Dennis ceris wrote regarding weather related school closings and Janet laforgia wrote regarding a tax rate okay thank you uh approval of board minutes I will move that the board approve the minutes from the regular meeting on January 20th and the special joint meeting on February 3rd second thanks Joy all in favor hi hi okay thanks that's unanimous let's move on to the superintendant update all right thank you and and happy birthday Rosa I thought take my time to start with that I will be very brief considering um our presentations this evening uh Dr Sullivan uh sent an update of with an exclamation point of much improved um as of February 6th our last two week covid period um we are down about uh six percentage points in terms of positivity rate uh case rate excuse me and our positivity rate is down a full percentage Point um as indicated in my uh covid notification for positive cases last night over the 4-day weekend there was one case that happened to be at whis Ander and this evening I have not had to send out a notification because we had no new cases today so let's hope cross our fingers and pray that this is a trend going in the right direction and we can continue moving that way um we're really pleased about that and if there was to be any Spike after the Super Bowl we probably would have already seen it according to our U Public Health and Medical uh experts so we we should be past that stage but's let's continue to think positively about that um I'd also like to share um that uh Mr Banda uh put out a survey on Monday of last week and he talked about uh in that survey exploring the idea of perhaps Brookfield High School coming uh to school five days per week given the fact that about half of the parents are choosing to have their children stay home uh from Brookfield High School and being the remote learning model um that survey uh has yielded after Mr Banda and his team went through over the weekend uh duplicate surveys and and really uh made sure that it was uh accurate information about half of the parents have responded to that survey so what we're going to have to do is uh Mr BL will be assigning a few members of his team over at the school to call uh families who have not responded to find out their intentions should we go in the direction of of more than a hybrid schedule so um it's going to take us at least another week to to gather that information um but we continue to ultimately have a goal to be able to come to school more often uh in person and uh we wanted to let you know about that Mr Bland did you have anything to add on that I see saw you pop up just want to make sure I covered it no I was I was just here in case you needed me to answer any questions I'm here thank you I appreciate that uh in addition to that at the high school um a lot of great things going on uh in addition to the spotlight this evening and um our wonderful student representative uh I had mentioned to the board but I think it's really important to share with the public that once again um our student athletes under Mr Baldwin's leadership and under all of our coaches leadership uh was recognized again for the Michaels cup award which has to do with sportsmanship uh commitment to empowering students to be active participants in um developing and enhancing School culture and also for community service so we're really just thrilled again and I was able to watch a little bit of the virtual ceremony I think it was last Thursday or Friday uh where several of our students including our dance team were able to share talk participate and perform um and that was a full C Statewide um uh program so really just incredible work going on and and then finally uh two local superintendent updates uh some of you may have read in the news times last week after 15 years um our friend colleague and mentor Dr s Pascarella has decided to retire from Danbury and so we want to wish him well and thank him for all of his contributions to Brookfield in terms of his just general mentorship and camaraderie over the years and then also Alicia de corpo who has been the assistant superintendent for the last five years was named last week as the permanent superintendent and I actually had the pleasure of getting to be her Mentor so um we're excited for her in her first year so those are our neighbor superintendents and I thought I'd share that information along with the board tonight I have nothing else new to share and can entertain any questions you may have any questions thank you everyone okay thank you Dr bro okay uh subcommittee reports up first is Cape okay so good evening everybody um so we had a great meeting uh a few weeks ago and uh Mark belanda presented the high school program of studies which he does every year um and in comparison to some prior years there's not uh a tremendous amount of uh changes um but a couple of exciting ones uh one is the addition of an EMT course um that students would could be eligible to receive some col college credit um and then a couple of other courses included our human rights elective and science research which now would be students could earn um it would be at an honors level or in the human rights uh situation there was college credit that they could earn so some some small changes but exciting ones and then uh Moren updated us about the work of our library uh media specialists uh in really looking at doing a a deep dive into uh our approach to equity and diversity in terms of our uh catalog of books and so I think that would um the kids on the human rights committee would be excited to hear about that and they're also participating in um professional development uh and to help them sort of uh further that work and that was it okay thank you any questions for Jen okay thanks Jen up next is facilities you're on mute sorry about that okay so the committee of reviewed the schoolo reports Mr cwell reported that most of the work orders were related to heating issues during the cold weather the committee got got a w WMS water update so we met our water system operator Mr tasac Mr tasac reviewed at length about the elevated lead levels that were found in two samples at whis skiner in his in his opinion it's not alarming um he did explain the injection system plan that he's working on to reduce the lead levels the plan is due to the state by February 18th um he'll get back to us regarding the cost of the system and any recurring costs for the future the committee got a the BHS locker room project update from tekon um they presented the committee with several options to reduce the pro projected cost of the project and will soon be provided with an updated project cost estimate Mr cwell reported that he's reviewing applications for the two remaining vacancies there's one night position at the high school and one regular custodian position that will possibly be split between the buildings still open we discussed the nas facilities recommendations after receiving an update on their status from Mr coalwell and we also discussed the ventilation and exhausting of air in the schools and that's it do anybody have any questions all right thanks Joy okay uh up next is the finance subcommittee all right so can you hear me okay yep all right so uh we met on February 8th um we talked about the same topics we talk about every time about our current Financial Outlook and we talked about the budget I want to briefly touch on each of those terms of the current year Financial Outlook um Mr post reported uh that his Outlook is actually improved by about just short of $50,000 um and it was driven by some special ed tuition costs primarily but also some reductions in transportation costs um and uh and all in all it was a good report with good news so um we've shared that with the board of Finance at the on the following Wednesday and they also thought it was good news so that was a that's a positive report I hope that the trend continues at this point we are still rolling uh in Outlook with a deficit against our budget we would overspend our budget by 142,000 and change U but that was expected because if you remember the board that includes all the covid spending and the board of finances has agreed to cover any covid spending we couldn't cover ourselves so that has been an ongoing discussion and uh and it's uh it's trending in the right direction that actually makes the impact Less on the town um in terms of budget I just wanted to uh uh we T talk we did an update on where we were on the budget um and what the good news is we got an updated estimate on uh on the insurance costs you all got a a note from uh Mrs Fernandez on uh on that so you've all seen it but for the public uh we've been uh outlooking a pretty sizable a year-to-year increase in our um our uh our uh Insurance costs for health benefits and we've actually got updated estimate from our broker that says it's only going to it's going to grow at a much more moderate rate and so it saves a significant amount of money and takes what was a little over 4% growth to I want to say 3.2% and change uh growth and uh that puts our budget in probably the best possible position that it could be going into the reviews with the board of Selectmen and the board of Finance now for everybody there is a process that goes on on the budget now we've approved our budget right um The Next Step was the board of Selectmen I'm sorry the first Selectmen makes a proposed budget which he had to do by February 15 uh then the board of Selectmen does it by the beginning of March and then the board of finance will do their reviews by uh mid April with a referendum in May so there's still a couple of months uh road that we're on but at this point uh we've got two important things first of all the first select M presented his budget to the board of Selectmen and did not take any reductions in the Board of Ed budget other than that one adjustment you know in terms of new news on the rate that's really good news I mean usually going into that step it's a last year it was a very s ible reduction that we struggled with uh if you recall so that's uh positive news means our budget was uh about in the right position for the taxpayers uh affordability as we see it for our needs of our students uh the second is the board of Finance has been extraordinarily complimentary on the presentation we gave to the Joint Boards of select men and finance about our budget in terms of the level of detail the transparency and the uh and the openness to and answering of their questions and in fact probably the thing I've heard the most about is the fact that we took all the questions that we asked as a board and put them in a document shared that document was huge in terms of their their understanding the the depth of the questions we were asking so I have to thank the board and the administration for all the hard work that we went through in December and in January it is helping the process here as we're going forward so with that that's uh that's the update on the finance committee and I kind of went a little beyond what was on the agenda to catch everybody up on what's going on in the budget and uh thank you for the time are there any are there any questions all right okay thank you okay uh equity and inclusion okay the committee met last Thursday um couple brief updates I shared with the committee that a parent from Brookfield High School has been working with principal belanda incorporating some programs at BHS for black history month and she wanted to reach out to the committee to possibly bring something to the other schools uh we also introduced a new member who has joined us from the district and that's Human Resources Director Miss Terry Kavanaugh we felt it would be crucial to have her voice in the conversation as we anticipate down the road having discussions regarding employee diversity hiring practices Etc um Dr Brill spoke briefly about Governor Lamont's budget proposal and the possibility of danur becoming an open Choice district and he shared that he was bringing forward an equity inclusion policy to the policy committee which that was tonight so we'll be hearing more on that at our next meeting um then we spent the rest of the meeting working on developing the committee Charter which was facilitated facilitated by Dr Ruby um Dr Ruby created did a slide presentation which covered why we're doing this work a brief overview of the ruler approach and defining what a charter is why we need one and how we will create it um the first slide was touching on the why of we're doing this work and it was a really cool thing that Dr Ruby shared it was a video about the Messiah tribe in Africa um and how the fierce those Fierce Warriors greet each other um daily with the greting of how are the children which sort of signifies the that cultures built upon the well-being of children which is kind of what we're working toward as well then we moved on to some examples of Charter building um some which were right here from classrooms in Brookfield Charter building is about creating productive learning and working environments by setting up positive emotional climates using a great upon Norm so basically it's how we want to feel in the group and how we can help each other feel that way so some of the examples like from our students where we want to feel calm so how do we feel that way we take deep breaths we want to feel safe we wear our masks and we keep distance Etc then after that presentation we split into five breakout rooms and we use Jam board which was really cool and discuss the feelings that we want to experience as part of the group each group settled on four to five feeling words which were brought forward when the full committee regrouped to try and decide on the final feelings that will Define our Charter we had quite a robust discussion following that with people making cases for work words or which words they felt Define the same feeling or didn't Define the same feeling we ended up with a lot of discussion on um respected challenged I would say productive heard impactful those were some of the ones that had a lot of dis heavily discussed and uh it was decided time was running short so a survey would be created that everyone could rank their choices and Dr Ruby followed up with that and sent that out the next day so we'll be meeting again in March and we'll pick up where we left off to complete the charter I don't know if John Orin if you want to add anything to that or if anyone has any questions uh you are like the best summarizer ever Amy so I have nothing to add that was like it was almost like they're all there seeing it that was great thank you okay thank you Amy okay uh the next item on our agenda is the consent agenda okay I will move that the board approve the items on the consent agenda which are new hires and resignations and the January financials second thanks Joy all in favor I thank you that's unanimous okay in new business uh the first item now is the proposed revision to the program of studies and there's a motion for this I will move that the board approve the proposed revisions to the programs of program of studies as recommended by the cape subcommittee assistant superintendent Dr Morin Ruby and BHS principal Mark Banda second thanks Joy uh Mr Banda do you have a do you wantan to sure yeah I'll I will um just quickly kind of review the the changes as uh uh Mrs leaden so nicely put their haven't been a ton of changes uh since we started this program um this year uh it's just kind of refining there's a few things in there uh that I would certainly draw attention to so the whole board knows certainly one of which is talks about the effects of covid-19 um it's important to put that in there due to the fact that we have a a current community service requirement and we want to make sure that we can account for that we can't require kids to go out in the community and do volunteer service hours um given where we are now so it just it allows us some um you know for un unforeseen circumstances that we're we're facing at this point to be able to adjust students will still have the time to earn that credit so it's not going to be an issue it shouldn't affect them at all whatsoever but we did want to put it in there as of note um we do we are looking to put a I think four different new programs in as possible courses that we're offering um two of which do have um college credit um so the four programs we're looking to do the courses excuse me are intro to programming forensic science uh EMT training and introduction to Human Rights right and so of those four um new programs that we proposed uh two of them actually have uh college credit that's EMT training so not only would is could somebody get certified to be an a EMT uh they could also get college credit for it through Yukon and introduction human rights also has a Yukon ECE component as well where students can also get college credit for that um EMT training that has kind of gotten out a little bit in the community um being a small community people have started to hear about the possibility of that um being a being an option for next year and uh we've been lucky to be in communication with or somebody reached out actually to Dr Bell offering um the Brookfield Fire Department and all the support and help that we could need in terms of training and support they're really excited to have a pipeline uh for that to happen and we're excited to be able to possibly offer something for kids to get a a quite a very well-paying job quite frankly um after being certified as an EMT but also getting some wonderful life skills um so those are two of the courses the other two courses I mentioned uh one is forensic science uh we have we're very heavy heavily loaded in terms of life science electives at Brookfield High School that's not atypical for most high school programs um most people get certified in biology and Life Sciences that's just typically where the certifications lie um but we wanted to have something that incorporates a little bit more so believe it or not forensic science would be an academic level course that'd be a semester are long and it's just it's a different approach it involves not just biology but also physics and even some earth science stuff so it really incorporates a multidisiplinary approach um for students so that's something we're very interested in and then you heard a little bit from um our students from the human rights Club um one of the things that we have there is a course at the University of Connecticut called introduction to Human Rights um and so that actually increases some of our Humanity electives which is fantastic and so that's an opportunity to provide another opportunity for kids to take different Humanities course and then the other two there's also introduction to programming that's another one that I wanted to make sure you knew that we were looking to add uh we've had this conversation for several years right now if a student wants to take computer programming at Brookfield High School the only option really is AP Computer Science and that can be offputting to some people they don't necessarily want to take an AP level course to start um really experience the coding and programming piece so we're we're looking to do it's an it's an open source using python is the language that we have we have staff in the building that are well versed in it and so we'll be looking at the being able to bring that and that's possibly just giving kids an opportunity to take computer programming if they're interested and then you know really prepare kids for those that want to go to the next step to computer science so we start to have a sequence which is nice uh in terms of uh increasing the level there uh we did look at also doing something with yearbook um right now moving it's a course which does take up a lot of seat time um we wanted to move into an after school club uh one of the things that we do get rated on certainly uh by the state of Connecticut every year in the school accountability index is our um art electives and the amount of students that take those art electives we have two art teachers right now um to give it to to have one te one of our art teachers teach a section of um yearbook for pretty much the whole year makes it a real challenge um or even a semester when we can actually offer other electives so uh and there's plenty of interest of kids that want to do this after school so we just proposed moving from a course to an after school piece um and they could be one times a week one time a week excuse me uh and then the last one um uh Jen did talk about which was scientific research moving it to an honors level so uh we found the work that's been done over the last two years with that particular course has really um been at a very high level and students are asking some pretty uh high level questions and doing some really specific research and um the amount of work and time and effort that it's taking we're really looking at that and saying it really should be at an honors level so those are the big ones the big the changes that I summarized for the course of studies and uh you know compared to previous years it was like two or three pages long this is a lot shorter than it has been in years past and that's thanks to the you know working with Dr Ruby and the cape subcommittee to make sure that everything's aligned we're trying new things and um we're getting there we're always I'll always have I will always bring changes and updates for you I promise because that's it's a living document that we have have to keep working with um but it's not as many as we have in the past so that's a good sign um so I might have missed it but what are students now doing for their volunteer hours not being able to sort of be in the community so right now there really isn't um it's one of those things where it was up students for the class of 2022 so the current seniors uh were required to take uh excuse me 2021 were required to have uh 50 hours of community service the challenge is with that is that if student wanted to earn all those community service hours let's say they wait till their senior year to start doing that work um there really is no opportunity for people to volunteer much in the community at this point we didn't want to put the board or anyone else in any sort of liability by putting kids in the community requiring them to do that so that is waved at this point um they still have to earn the same 25 credits that everybody else has but all our kids are having you know we've done audits in terms of courses and and students have not had any issue meeting that so no one will not graduate because they didn't get Comm service hours or because they didn't have time to earn them so it does actually pan out but um it's something that down the road we will'll continue to look at because we've had another half year already almost where it's been really difficult for kids to get out in the community so uh I will eventually come back so I don't want to get rid of it but it's something that we're just very cognizant of moving forward and is that also um a state requirement as well it is not a state requirement it's something that we put in several years ago I want to say three years three or four years ago um when the state offered as an opportunity that you could ear ear up to you could award up to a half credit for community service I love the idea of that um and really I'd eventually quite frankly would like to put a day of service into the school um school year at some point in time where the whole high school is out working in the community um I think it'd be a great thing to do so um the rewards and benefits that come from that uh have been you know I've heard a lot of good things about what kids are doing some schools have 30 hours 50 hours puts it just enough over the top so it's got to be a little bit more than just um you know a a basic you know raking leaves in your backyard for someone else it really puts it A step above and we have a whole community service criteria and handbook that explains the process and how students go about earning that uh credit and getting signed off on it okay thank you any other questions okay so uh we do have a motion on the table that's been seconded so uh guess we will proceed to vote all those in favor hi thanks thank you very much I appreciate it all right uh the next item is the dissolution of the board subcommittee the new school naming committee okay I will move um as an ad hoc committee having met their objective to formally review the background and history of the town of Brookfield as well as engaging staff and Community regarding the process of naming the new prek to5 school and in alignment with board policy number 7551 and having recommended those names to the board of education for discussion and final approval the new school naming committee be dissolved do I have a second second thanks Bob all those in favor hi just a brief discussion in public what thank you guys you did a great job okay let's move on to Old business and the first item is the Board of Education adopted budget for 2122 um Ken if you're there um because we and actually by has already given such a great review of this particular budget um item but I think it would be helpful for the public to um kind of see visually maybe if we if you can share your uh screen of those possible of those adjustments that um could be made and we have made public via sharing it with the board of Finance um but I think it would be helpful to kind of walk through those so that it's perfect right up in front and then we can actually have a formal motion on this sure can you see it yep okay so basically it's all it's all in uh adjustments to Insurance the first four items are our workers comp life insurance disability and property liability insurance and I was able to um adjust those because we got actual rate quotes from the the companies which was helpful and as Bob mentioned with the health insurance the early estimates we had based on our actuary and some Communications we had a while back from the partnership plan was that our rates were would go up by as much as 99.75% so that's what I built into our original budget as did the town and then correspondence the town had with the folks at the partnership plan um and they pushed back on it because it's such a drastic change but the the folks they were talking to were insistent and they thought their estim might even be a little conservative that the increase was going to be around 4% so changing our estimate from 99.75% increase to a 4% increase saved us $311,000 which brings our total adjustments to $355,900 and our revised budget uh which is as Bob said is reflected in um Mr Dunn's work today uh a 3.29% increase and on this worksheet I sent out although we haven't made any decision decisions on what we're going to do with the Esser Grant I had listed a couple of possibilities that you had seen prior which would reduce it another $ 7,560 right possibly possibly but we have to have those discussions and do A needs assessment so I mean this this was um a really big sigh of relief so thank you for uh for really doing all the to to hone in on that number hey a question on the Esser Grant stuff when will we be doing the needs assessment we're actually still waiting Bob we've been inquiring of the state and we still do not have the needs assessment from them and what what process they'd like us to partake in prior to submitting the application the application I believe is due in just a couple of weeks so I I don't know what's taking them so long uh having said that we are having our our conversations um among the admin team and actually I move moved up a principal's meeting to next Tuesday rather than waiting another week so we could have a full uh full dialogue with with the leadership team about what we'd like to do with those uh with with with the new funds that we found ourselves uh having available to us I'm just thinking the uh um that these are sizable enough that uh we have a board of Finance meeting on the Mrs Fernandez I want to say was the 9th of the 9th of March so having some and we have a board of we have a finance committee meeting just before that I think that's a Tuesday and our finance committee meeting is on the on the eth and do we do do we have a a board of ed full Board of Ed meeting on the 2 uh third I think but yes that whatever that week before so there's number of opportunities to talk about and um and continue to flush out this as we intercept that budget process so I'm just thinking we ought to have that in our head in terms of taking advantage of those moments right um and the for beginning of March right because it will help the discussion with the budget absolutely and that's why we wanted to have that full conversation uh next Tuesday which I think is February 23rd so that gives us that time to uh be prepared for the following week to have at least a strong initial discussion um but to be very Frank the technology in the summer school the technology PD and the summer school that Ken has put up there these are numbers that you know I've had a conversation with Mr Dunn about and so forth so um at this point those are pretty Sol solid areas we'd like to take a look at but there may be some additional ones and you know the the input of uh School leadership is really important um well in the end we ought not be making the decision on how to use the Esser Grant based on just budget management because that's not what it's intended for it ought to be we ought to be saying the needs assessment is relative to the criteria on the grant if happens to intercept a couple of budget items then that's a good thing but you know in the end I think the discussion and priorities to me is about what was the purpose of the grant what's the guidance from the state you know all the things that I know you're working on so yeah sure sure and I think I think about to that point just the the language we always want to remind everybody about because people get excited to see the grant money and they just reduce the budget and to your point as a reminder for everybody it is it is not to supplant but to supplement and so we can't and the two items you have here happen to be additions to the budget they're not standing programs these are um so they're not supplanting they're it just would be how are we dealing with new items right so that are very needed coming out of this crazy environment we've been in so both of them right so um so I I I I think we kind of passed that ey test I think it's more a question of um of making sure it fits the criteria right and that you're you're the best judge of that in my mind so thank you about a question about the summer school if if the Esser Grant is used for the summer school in the next school year and we plan to obviously continue with that program um I don't know if we've thought thought two years down the road but essentially that would be treated as a new investment in our operational budget two years from now correct correct Rose and we've talked that through um in some detail uh we have uh if I recall the exact number it's $328,000 uh and we have to expend the funds by uh I believe it's September 2023 so just as an example if we were to if that $55,000 that that uh Dr Ruby has really detailed out in in the budget process as an estimate for the program in mind you that's only for our elementary level students the the some of our other grants take care of the the middle school summer school program and this is all for regular education that we're talking about um it it would be something that if we didn't use the SR grant funding in year two or or summer two or summer three it would obviously be an operational cost so those are things we have to consider in addition to that we have very uncertain times coming up and while we whatever process the state would like us to um partake in as part of the needs assessment we are are still awaiting our U Middle Of Thee assessments on our students uh those will take place likely by mid to end of March uh for the for the most part maybe not all of them will be done by then uh in addition to that we don't know exactly what's going to come up uh next year and so we do our best uh to look as forward as we can but there may be opportunity where we might want to bring in uh some interventionists some tutors some Specialists so we don't want to just go expending Um the funds immediately because we have time to spend them so we want to really be strategic intentional with that so that's just important for everybody to be thinking about as well think that's a great way to think about it okay um are there any other questions on on these adjustments this is great news I tell you what it makes it if you actually look at the board of selectman's budget it is a it's I think their overall spending is um is not up much more than the 3% and that means the taxx rate is up 1 point something per.

e e e let's give it I'm sorry Dr Lee to interrupt you for a second time I didn't want her to do it three times so give us a minute you can hear her you just messing with her D I know you're just messing with her aren't you Eugene are you on there Eugene I thought I heard Eugene's voice you should have waited till she was halfway through it I'm not that mean Mrs Anderson how come we can hear each other but other people can't hear us that doesn't make sense to me so we're broadcasting the zoom so what we're on and then he's taking that signal and sending it out oh okay give Kelly give us like five more minutes I'm sorry he's read the the link is changing on the website so people can access it through the website so my apologies again Tech awesome but Del thank you for interrupting Dr Lee because I was thinking we're gonna make a third [Laughter] time e e okay everyone I think I think we're back I I will uh Kelly just so you are all aware the we updated on the website unfortunately the date is the wrong on the for the stream but it's the right feed so um if people just click on that they'll they'll be able to access it no problem they have to refresh though so I'm sorry so how are we getting that word out to people is it on the website or I mean they can't hear us it's on the it's on the website so as soon as they they just have to hit the stream they just hit refresh and then it will come back up we're emailing the people that have emailed us okay and so we'll that stream will be back there as long as we're streaming here too we're recording yes okay good so we're on right now Kelly just saywhere should we wait a few more minutes to let people get back on I would can't can't hurt and for those of you who may be jumping back onto the call we apologize for the technical difficulties this was something completely out of our control there was an accident um in the area where the meeting is being live streamed so uh they lost power and therefore lost the the live stream the the zoom part of it the zoom portion is working um but the live stream which is the zoom call is being live streamed out through our website and that part of it got dropped off because of Transformer had blown out so we apologize uh we're going to pause and just wait and make sure that people have an opportunity to get back on uh and uh go ahead and just sit tight and we will get back going in a few minutes the text messages I've gotten say there is not a link online anymore if you refresh the page Vanessa I'm texting people back too if they refresh the page on the website it unfortunately it says the wrong date but if you click the stream it takes it to the YouTube channel and then it fires up okay I just got few text is working now okay so people are saying it's back up for and again just for those of you who might be just now jumping back onto the zoom uh not the zoom call but the live stream just so you know we lost power where the uh meeting was being live streamed due to a vehicle accident so one of the Transformers was blown something completely out of our control but we're pausing everything just so everyone can have an opportunity to get back online so you don't miss any of this riveting conversation we don't want you to you know Miss out so we are U pausing for just a few moments and just go ahead and sit tight we will get resume back in a few moments and Kelly it looks like we're back live people are saying they're good to go so I've got wonderful multiple texts from okay so Del re and Dr Lee great wonderful you guys are back and um sadly we're going to ask Dr Lee to for the third time start her board report again so if you could please provide us that wonderful report again so that everyone hears it all thank you awesome thank you for the opportunity um I just want to begin by saying to all who are celebrating a very happy Lunar New Year this is the year of the ox and may we renew our commitments to the hard work it will take and the new ways we can all work together to Foster greater racial equity in our community I really believe that every action counts I want to open my report by stating that I've been delighted to learn in these past months how we as a board are committed to continuous Improvement in all sectors of our Learning Community from The Boardroom to the school cafeterias and as an individual board member I hope to model the professional development and growth that we want to see reflected in the practices of our certificated and classified staff as such I want to thank President Kelly and superintendent Lair for the opportunity to attend the California school board association's new board member Workshop which was held on February 2nd through 3rd it was amazing to learn more about the work that lies ahead and I look forward to our governing board also engaging in workshops that will help us to strengthen our governance team as we move into our new roles and responsibilities in the coming months teaching and learning through a pandemic is No Easy Task and now it's so very important to keep an eye on our individual and Collective Humanity I want to commend our Learning Community for the work they are doing to keep our students connected as we navigate this crisis together to all of the teachers and staff that shared with me information about what you were doing to recognize the contributions of black people to our nation's history starting in January when we typically commemorate the work of Dr Martin Luther King Jr in the civil rights movement and moving on into black history month which is this month the month of February from Dudley I want to thank Mrs Campos in the first grade team and Mrs Dean in the second grade team from North Country I want to thank Mrs Rich wine and the third grade team and from Spinelli I want to thank Mrs Biddle and the first grade team thank you for sharing your student activities and learning with me I appreciate the confirmation that it's never too early or too too late to learn about the sacrifices and contributions that African-Americans have made to make this nation great middle and high schools I know you're out there I welcome you to hit me up and let me know what's up out there as we all celebrate black history in our district this month I've learned some of the many ways that teaching and learning during this Global pandemic has been taking place in our district through modalities that are safe and responsible for students teachers and staff thank you for tapping into this Noble idea that physical distancing does not equal or have to equal social distancing instead physical distancing just requires us to become more creative about the ways we connect with the people that we care about Innovation and triumphing over adversity with Excellence is what we do as Americans thank you for keeping our students connected to the Social and emotional supports that are available and that have actually expanded significantly in our district during this time thanks to the work of all the members of our Learning Community finally for those who would like to connect with me please plan to attend my dropin office hours on first Mondays 4: to 5:00 P pm on Zoom or to catch up and or just drop in and share things with me I'm also looking forward to our listening and learning session on February 23rd from 4:30 to 6 p.m.

e e e call the meeting to order um the board met in closed session and no action was taken uh we do have an item uh that is item number excuse me sorry there's a bad callling on my board packet sorry um item number resol resolution number ext1 181 19-9 do we have a motion Nancy unmute on motion second so the motion then I'm going to assume is that you're moving to uh adopt the recommendation by staff the staff recommendation correct okay great um do we need a roll call vote on this or can we do by General consent General consent yes okay all right great so the motion is passed all right [Music] um let's see regarding public comments for Clos session that were none um we've called to order flag salute so if we could go ahead and you could see Scott has the flag back there in the background and uh we'll go ahead and just maybe if everyone could could just uh stand up and mute or not mute whatever they like to do salute pledge I pledge allegiance to the flag to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all great thank you okay uh can we get an adoption of the agenda make a motion that we adopt the agenda is presented Lee oh no there she is yeah Mrs Anderson uh made the motion and Mr Bruno seconded do we have General consent great the motion the ad uh agenda has been adopted okay organizational reports if we we have Vanessa Mason president of Cuda hi thank you um my report tonight is pretty quick we're excited that teachers are finally in the tier 1B category and eligible for vaccines in Sacramento County now if we can just get an appointment we would all be happy as clams um we're also um Mr de's Been updating cuta several times this year about how the car's money has been spent and we're um very thrilled that it is in our hands the digital technology has been used by teachers and that Center District is prepared to resume iners teaching hopefully in the near future using all of the PPE that's been purchased and all of the technology that's in the teachers hand and lastly that the Lisa has worked so Mrs cornado has worked so diligently to um look at our school budg what the state is providing to um our school district and that there is the the ability to offer a cost of living adjustment to our teacher salaries this year and csca salaries as well so all three of those things make us very happy and that's my report are there any questions thank you so much enjoy your offline listening in uh okay can we have Marie Higgins president of California School Employees Association CA yes I would like to thank the district for keeping employees informed about the potential vaccination opportunities in our area with the continued shortage of available vaccine appointments there's still a lot of apprehension regarding the thought of transitioning to a hybrid model of instruction some concerns I am hearing are does Sacramento County need to be back in red tier for at least a couple weeks before we can consider reopening do employees receive release time to procure vaccinations since the vaccination sites may only be open from 9:00 a.m.

whoops I didn't have my mic on this is the um February 17th meeting of the CH Unified School District Board of Education um we are going into closed session and I'm asking if there is any public comment on closed session items we have no indication that there is so we will um reconvene at 6 o'cl for regular session after our closed session um February 17th meeting of the chi Unified School District Board of Education for the last hour we have been in closed session there are no announcements um we want number one an update on Labor Relations negotiations huh flag salute oh my gosh Excuse me yes thank you all rise I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all thank you now Mr Hanan update on labor negotiations why am I out of sync thank you and announcements do we have two uh yes mam presid I'll start um chica Unified School District would like to publicly acknowledge and thank bu County Public Health Department for organizing covid vaccinations for our staff the administration of the vaccination clinics was extremely well-run and organized we appreciate the hard work organization and collaboration that needed to take place in order to offer vaccinations to the Educators in Chico and bu County we would like to thank Monica soderstrom and Beth hackathorn with bu County Public Health Department for their tireless effort and hours on the phone coordinating the clinics we appreciate their support for our Educators in Chico uh Chico Unified would also like to publicly thank the chico area Recreation district for their help and assisting utilizing the Lakeside Pavilion for the vaccination clinics we do have a joint use agreement with card and we work together on a regular basis related to facilities however our request to use the P Pavilion was very had a very short timeline uh and it was outside of our normal process the card staff was very responsive very supportive and frankly went above and beyond our normal expectations to serve us uh we would like to thank Jason B for being the point person at card we would like to thank card staff that showed up early to open up the facility and showed up late to close it down at night they were friendly accommodating and hardworking we continue to value our working relationship with card as we serve the chico Community any other announcements and right along those lines we we do have an update that we just received yesterday regarding vaccines and quarantine so I'm going to turn it over to miss Kean and she's gonna give us a quick update sure hello good evening we did just receive this as Kelly said today uh via our School nurses the um guidance has come down from California Department of Public Health to BU County Public Health and I will read to you what it says here on February 10th 2021 CDC updated covid-19 quarantine guidance for fully vaccinated people California Department of Public Health supports this guidance which is stated below vaccinated persons with an exposure to someone someone with suspected or confirmed covid-19 are not required to quarantine if they meet all of the following criteria and there are three criteria one the person is fully vaccinated for example more than two weeks following the receipt of the second dose in a two- dose series or equal to or more than two weeks following receipt of one dose of a single dose vaccine the second criteria the person is within three months within receipt of this last dose in the series and the last the person has remained asymptomatic since the current covid-19 exposure persons who do not meet all three of the above criteria should continue to follow current California Department of Public Health quarantine guidance after exposure to someone with suspected or confirmed covid-19 it does go on to say that fully vaccinated persons who do not quarantine should still watch for symptoms of covid-19 for 14 days following an exposure and then what they should do uh following that uh additionally says these criteria could also be applied when considering a work restrictions for fully vaccinated Health Care personnel and talks about uh impatients and residents in health care settings so that just came out uh to us today and our our Chico Unified nurses uh will follow follow this in accordance with be County Public Health and California Department of Public Health thank you Miss ke turn it back over to Madam president yes thank you um under and I coign all of the things you said Kevin I got my second today and they they are just it's an amazing process and yes they are friendly and it's very thorough and my arm doesn't hurt yet okay items from the floor um we have four speakers signed up in um that have been drawn in random order and our first Speaker Madame President I have the list here oh you've got it thank you I do we have Jeffrey martinick yes hello board I thank you so much for um taking my phone call let me speak again on this issue I just wanted to voice my concerns to the board that I feel like um you guys are holding our kids out of school I feel like the reason why we were out of school initially was because of the fear of the covid-19 and the unknown now it's no longer um something to be afraid of especially with vaccination um so I just urge the board uh to to reconsider uh going back to full-time inperson learning this year uh the state of health department published its information on how to return to school safely for this year not even addressing next year's school yet they want people to go back to school this year I feel like the school board itself is empowered to go ahead and ask the teachers to return to school full-time inperson learning um and there's really no reason not to do it excuse me some of that language is uh fairly favora for us to try to do our best in with what we got to work with and I think some of the language in the education code is also very clear that you guys need to use um the greatest uh you know the Education Code has that's pretty clear that we need to be using everything possible to get back to inperson learning um so anyway thank you for for listening uh the other comment I'd like to make um is that I'd like to see you guys vote and I think you guys should vote every meeting publicly so the people can find out who it is that's keeping us from going to full-time learning um anyway that's that's my main concern for you guys I think you guys are working hard I feel like you guys are missing your your duty you have a duty to the citizens give a duty to the children and I believe the teachers are and the teachers union should get back to work just like the rest of us so thank you so much for your time and please vote let us go back to school okay I'm now calling Matthew Thomasson mat I'm going to put phone addressing good evening board members my name is Matthew Thomasson and I am co-chair of Chico parents for inperson learning I called into to the previous board meeting to express my concern regarding the Public's need for a return to a full-time inperson learning environment unfortunately the vote was 4 to one to maintain the current amm model model we have heard your reasons for voting this way and understand your concern however as parents and community members our concerns and needs are more pressing and vital in light of an avalanche of evidence that has been demonstrated across multiple other local school districts counties and states that have returned to full-time in-person learning as you no doubt witnessed earlier as you enter the school grounds today parents students teachers and community members members are beyond frustrated that their voices are not being heard we no longer want to hear reasons why Chico Unified School District cannot return to a full-time model if you speak to other school boards superintendents principles or teachers of communities in our region as we have you come away with a clear message when the board and leaders have the will they find a way bu County Public Health and the California Department of Public have demonstrated that they are willing to work with school districts to return kids to full-time learning we as parents students teachers and community members want this matter placed on a board meeting agenda and a specific detailed plan in writing to send a clear message just how this board plans to return our kids back to their schools fulltime as soon as possible keep in mind that the citizens of chica were very unhappy with the direction their City was moving in prior to the most recent City Council election citizens across the city United across political affiliations to vote in a council whose Viewpoint and will aligned with the people while some of you were recently elected others will soon be up for re-election if you choose to do so that may be a long ways away but we are fed up enough to take other measures before that time if necessary specifically California elections code 11,000 through 11,386 the recalling of local elected officials we no longer want to hear of reasons why this cannot be done we want to hear a will and a plan for how we are going to achieve this goal that we all agree is needed thank you for your time okay next I'm calling Casey Taylor good evening super intendent Staley president Robinson trustees staff and guests my name is Casey Taylor and I'm the executive director of a Chie Charter School of paradise on behalf of the chief board staff students and families I'm respectfully submitting a charter petition for a chief Charter School of Chico for the term of July 2021 to June 2026 I believe that you all have received a copy of our petition tonight I want to thank superintendent Staley and director Kean for taking the time to meet with me about this process I know you all are focusing on a lot of important priorities right now so I do appreciate your time as I mentioned last night last month the opportunity Chico Unified School District has afforded us to operate a cheve temporarily in Chico is allowing hundreds of families parents grandparents children teachers School leaders and support staff to heal and begin rebuilding their lives the majority of our school Community plans to remain in Chico put down roots and start getting involved and build Connections in this city which is why we are submitting a charter petition to you tonight while acheve has been in chica we've been able to build on our already established and successful model and develop an educational program that provides high levels of mental health support builds resilience focuses on trauma recovery and mitigates learning loss especially for students affected by a natural disaster over the past several years bu county has seen more than our fair share of natural disasters these disasters have displaced families and communities interrupted daily life and caused and Trauma that will be felt in but County for years to come achieve has a unique opportunity to stir students and families directly and indirectly affected by these disasters and integrate opportunities to recover and build resilience as part of our daily instructional program in fact some of our families will be sharing their stories of Hope and success with you during our upcoming public hearing we are requesting the opportunity to partner with Chico Unified School District to continue serving our now Collective community in Chico for the long term we look forward to working with you and your staff through this petition process thank you so much for your consideration and lastly I'm calling Susan dominin good evening this is Susan Dominy executive director of blue Oak Charter School Blue charter school and its Community wishes to welcome and congratulate the new and continuing board members and thank you for your service in this trying time 2021 marks blue Oak's 20th year in Chico bringing a Walder inspired education to the public domain we currently serve about 300 students blue Oak is providing both hybrid and distance education our hybrid students are on site Monday through Thursday 8:15 to 12:15 by encouraging creative develop creativity developing emotional in intelligence and fostering a sense of community blue Oak Works to strengthen its students for a lifetime Lev of learning here is a parent endorsement for you 10 years ago my husband and I attended a tour at bluel school and it was as it still is exhilarating we witnessed students engaging in learning and supportive of each other classrooms are painted in the colors specific to the development of students at each grade level children are encouraged to be inquisitive the excitement the teachers hold is mirrored by their students in classrooms students approached adults on the tour with confidence they offer to show their work and encouraged adults to ask questions I envisioned my little kindergarten a guy as a fifth grader confidently showing his work to a strange parents it was exactly what we wanted for our son and his future a lifelong love of learning this year we watched our oldest child graduate with other students that he had known and grown up with from kindergarten through 8th grade it is a remarkable journey to witness when a child is supported wholeheartedly as a freethinking individual through their adolescence by a whole community of people as a longtime supporter of blue Charter School my family and I have known firsthand how fortunate we are to have this school available in a public setting for all who wish to attend we also know that keeping this Educational Opportunity alive and well takes many hands from our daily verse for as many hands build a house so many hearts build a school thank you for your support blue Oak hopes that each of you come on site to experience this program in action thank you and have a great evening now Mr hin it's time for for a negotiations update it's my turn yes so we met uh last week on Wednesday um we had a number of um items that we talked about extensively one was Article 11 regarding assignments reassignments and transfers which um will be somewhat um of an issue next year depending on enrollment around the district um we just uh worked on clarification of language so that it was crystal clear what the words meant and um we reached um probably 99% agreement on on most of it so we should wrap up the details next time we also spent some time on all day kindergarten um um as I've reported before plan is to have all of our kindergartens in the district full day next year um previously um we had all of them half day and we've been in transition for the last four years um Co kind of put the breaks on that so we should complete that next year um and we are working on turning theou language that got us there into permanent um permanent langu in the contract so we'll continue to work on that and then we also um um discussed uh interest based bargaining we have some new members on on both sides of the table and we uh worked on getting them up to speed uh Ted Sullivan did a great presentation for our newbies on the on the team on both sides and we will be working um on compensation issues starting next week um using IBB so look forward to working with cuta on that um CSA we working on dates and we plan on meeting with them soon thank you okay our next item is the consent calendar are there any items that any member would like to pull from the consent calendar no items is there any uh comment from the public on the consent calendar thank you I need a motion members I'm move to pass the consent calendar hi second I have a motion from Dr Kaiser and a second from uh Miss Doby to approve the consent calendar I need a Voice vote so um starting with Miss Doby H Caitlyn Doby I Kaiser I Matt tennis I Lando I Robinson I passes five nothing thank you members it was a very long consent calendar we Pro for those of you that don't have a copy we have a lot of um updates on um courses and things in the district that were quite lengthy okay item number eight discussion action calendar Educational Services um our first first item is a discussion um on the um mitigating the impacts of covid on student learning Mr Maron this item is yours thank you Mr Robertson we're bring to the board tonight um the impacts of covid on student learning and how we're going to medicate the learning loss short-term and long-term planning um and how we're going to address learning loss since the pandemic quite frankly we really like to go back to when we had the campfire also so our students um have been through a lot the last three years so we'll be going over how we're going to address the learning loss over those three years we are going to be addressing um these students needs under the California Equity based multi-tiered system of support you'll be hearing mtss from us from now probably in for the next 10 years I would imagine or we believe it's a frame work that we can follow um it's used up and down the state um the three things that we'll be looking under and you'll be hearing about our three backpacks quite a bit in the next few months um one of the backpacks first one is academic support second one is social emotional support and the third one is behavioral support so we have three backpacks under npss that we'll be um looking over tonight when we go through these slides I want to let you know that um we'll be doing slides on academic support first and then if you guys have some questions at the end of that um you can ask it then and then we'll go through each one of those backpacks and the next one will be social emotional and the third one will be behavioral Support also want to let you know under the academic support section we do have two of our um District Leadership Council teachers here tonight Felix Duna from Chico Jr and Stephanie kff from Neil da are present on Zoom if you have any questions on how um we're working through them to come up with these plans for learning loss okay criteria to select students for academic support so far we've been using for our elementary and secondary schools test scores from 1819 teacher feedback grades from the spring of 2020 and the fall of 2020 and credit deficiency criteria for students for academic support continued secondary English and math departments administrating star reading and I ready Diagnostics Elementary using multiple measures of results and S back scor they were in June Mr Maron yeah can you clarify uh Elementary multiple measures and results that's your Sol in the elementary world uh different grade levels do different assessments so simple example like a first grade student would take something called a bpst score basic phonic skills test and there kind of set Levels by this point in the school year for first grade they should score this number on it so that kind of gives us an indicator if they're on track to be you know successful reader as they move up we might use something called a star reading score kind of a computerized reading inventory for fourth and fifth graders so those would be an example of different multiple measures that we're kind of looking at to kind of monitor just gauge progress for them thank you that makes sense um backing up to the last slide I'm sorry teacher feedback this would be a teacher saying I think this this child here needs an extra level of uh support yeah and they'll be doing that um there's different way their teacher can give the support if they're seeing in the classroom that this child needs more more academic support more tutoring maybe we can get them into one of our programs in the morning or in in the the lunchtime or after school um they also have their esit teams that look at that and their Wellness teams that the teachers bring um students to at the secondary level it could be one teacher in one of the six classes or it could be multiple of the teachers telling them this child is falling behind or we need to um give them more support this is all Co specific this is all this is relative to co or to the the current schedule that we're that we're under um it's relevant to the fact that when we've been on one the campfire when our students were sent home and then two when it came to the pandemic when we went from March um last year sending them home to go back online full-time and then going full um online to start the school year and then now the a PM but I can tell you this is not a problem just richo Unified School District this is a nation and a state problem and that's why there's um funds that the state and the national uh government are looking at giving us to mitigate these um loaning losses and in terms of the mtss as an umbrella that has been something we've been engaged in for the past five years it's not new um but the umbrella of support will certainly help in crisis environments such as the one we're in I'm going to kind of pass it off now to First Ted solivan then it'll be Mr Shephard joh Shepard academic supports currently offered so for uh kind of this is a mix of secondary and Elementary supports that are happening as we speak uh Saturday session is already starting and happening at different levels mostly in the secondary level we have midday sessions and that happens both secondary and Elementary so if you kind of think of that time slot between the am version and the PM version students are being um asked to stay and kind of receive different tutoring or different supports during that time as well we have whole day instruction using a plus period so it could be like a zero period kind of concept with secondary or similar Elementary as well uh reading Pals is something that is happening if you don't know a lot about it we really have a load of volunteers from the community that actually partner up with a child and come in and read this is a very Elementary driven kind of program they come in and read they have kind of a scripted program and they've been doing it for years in person we actually have all these volunteers doing it via Zoom right now so it's it's a pretty cool to go watch if you ever get a chance so those are things that are happening currently next slide uh we are doing a pretty EX extensive chunk of before and after school tutoring kinds of sessions kind of really looking at student need and prioritizing it's really geared at very much an academic focus with those kinds of things not so much a child care Focus but a very um really looking at what we can do to mitigate that learning loss and provide additional targeted instruction for those students that are needing it we have homework club support happening some of the different schools have different levels of support happening students can stay for say a half hour after school with some support there in place to work on kind of the asynchronous portion of School workor those are H that's happening at some places and teachers are actually providing tutoring via Zoom as well in different kind of ways I think Mr Shepard's going to touch base about some things we're actually working on right now with our school sites as well unless there's more questions about those thank you Mr suvin so just moving forward we have all the things that Mr suin has described that um schools aren't doing all of them but all schools are doing some of them so I just want to clarify uh for elementary and secondary and as we're moving forward to to be thinking about the summer and and then into next year we will be continuing any of the um items that Mr Sullivan already described in addition to those however um well we'll continue them if we feel like they've been successful uh we are looking at summery which is a little bit different than summer school it won't be only a credit recovery situation it would be more of a remediation intervention scenario and I want to make sure that the board understands the difference between the two we are looking at adding uh Core Curriculum specific intervention classes so for example if we need to add an additional English class to support kids or an additional uh math C inter um uh integrated math one course to remediate kids who have demonstrated some achievement gaps we are also talking about different schedules and uh we're excited to be talking about oneyear schedules that could incorporate additional periods and we've been working with um Union leadership to have those conversations uh they have not made their way to negotiations there's still some things we would need to work out but we're having those conversations and then we're also talking about just a simple four to five week crash course that could be added to a student schedule either a zero period or an eighth period so those are some of the things that we're we're moving towards Caitlyn thank you um excuse me uh I just wanted to address the third bullet that embed an intervention period within the day uh at each secondary site um would that be a possible uh my words are escaping me a point where a student would lose an elective class to be enrolled in an intervention class or would it be an addition to that it could actually go either way and at times we have intervention classes dropped in to support students who then could take an elective class their senior year often times seniors do not um take a full six period day because they have um they have the extra five credit credits so in this situation the student would take that intervention class and then still be able to take an additional elective yeah so in the interest of um supporting our students is social emotional Wellness uh I'd like to make sure that we're trying to prioritize letting kids have those more elective Choice creative Outlets um I think that losing music or losing art or any of those you know other things that that they're actually really passionate about is detrimental to their ability to succeed academically so it actually like has the there's research that supports that that has the negative effect you know by by um putting them in an intervention class where they would be going to uh art instead or music is is not as effective as if they could have like an additional time period like a zero period some kind of plus period and still get to go to their their elective course where they they do get to have their um you know creative outlet and and sort of feed their social emotional Wellness if that makes sense thank you yeah these are ideas that we we're fortunately in a situation that we're not normally in where we have funding and now we're coming up with ideas usually it's the opposite right where we have ideas and are trying to find funding so this is a really unique situation we're excited about and just some additional um ongoing again just trying to expand some of the programs we would continue with reading Pals we were having um some conversations about the 2022 23 school year and and looking at a a Spring Break um academic support session we could offer uh double sessions if um if we're in that situation again down the road and then um Oakbridge is discussing various ways to evolve uh as we've seen Oakbridge enrollment has grown which has uh really added to the uh unique offerings that Oakbridge has been has been able to offer this year and they haven't been able to do that in the past yes Mr tennis um summery are those on so for my child would those be at my child's school or or how many school sites have summery taking place on them those kinds of scenarios we would like to bring you know bring to ed services and bring to cabinet and bring to senior cabinet and bring to the board as ideas um as I said we have the funding we're still working out the logistics and and the Staffing really to be sure that we can offer everything during the summer and they could be they they could be either of those I think could be I'll just throw out there I think it'd be highly desirous if um kids could participate in a Summer Academy at their school yeah because just for the sake of continuity when we're listening to our teachers on Mondays we have a Monday uh staff or not a staff meeting an open Zoom and we have teachers um describing some of their preferences and and what what you've described Mr tennis is definitely one of them T what do we have going on that with the elementary Level Elementary DLC actually talked about that as well and Elementary has offered versions of this is kind of connected to the after school program for many years also it's called been been called an early back in some situations so maybe two three weeks before the school year starts we start inviting students back to kind of get in the school Groove um and some of those kinds of things we've also extended in June historically and kind of added two three weeks on there as well so it's it's something that's been happening um like Mr Shephard said we actually have a lot of our available dollars now to do it and expand it in a way that we think will be real helpful I would like to add one more bullet that we didn't uh place on the on the screen here but we do have a a special education extended school year and uh it's an in-person opportunity for students to get some more um get some more support I have a I have a question uh you just mentioned the extended school year um at the last meeting we approved that schedule is what you're talking about something beyond the schedule we already approved the extended school year and and Miss Olson is here to if I miss anything um is specifically related to special education the summery we're talking about are also for general education right I I understand that distinction you mentioned that the extended school year wasn't on the slide um but that's something we've already approved are you are you indicating that there's a look at continuing an extension no we just wanted to make sure that you guys know that it's yes it was on the agenda last time but we want just to make sure you guys understand that that since school year will be happening it will be and just to clarify this is this is Diane hi um on extended school year that's something that's mandated that happens every year and so what you approved was the schedule that we're going to have this coming year however all of these acmy and all these other resources um in the past last years we've had summer school for General Ed special ed students that don't qualify for extended school year many times qualify for all of these summer school opportunities andies because really every single one of the students that have special ed supports they're really General ed students so they have access to everything else that's happening in General Ed and this team here has been one of the most inclusive teams that I work with to really make sure special ed students that have those additional needs can access those programs and we do put some special ed supports in the summer school and we'll have those with the um academies also yes thank you Dian for that clarification too under the idea and and the uh the push in to to because special ed are regular education students and so thank you for that clarification and if we can go beyond what we've already um done because there is some funding that something that I definitely um you know would continue to support yeah John and Ted and I work very closely in making sure that any supports that are needed for students whether they're on 504s or whether they're on IEPs those supports are also available in those other settings thank you just real quick Stephanie or um Felix did you guys have anything to add along the academic supports that we're looking for at the elementary and secondary um I didn't have anything specifically to add I was here more just to answer questions but I will say that um at my site at least um uh our teachers have been very receptive to the tutoring model um we've had we have 18 tutoring groups that are running and that's on top of um we have a a Learning Center that was already functioning during that time so we have another five groups running D um during that time and so we have a total of 111 students attending our tutoring sessions right now so um I also just wanted to say that it was kind of a testament to um like the the clear lines of communication from uh the district office through DLC and then back to the teachers on site um in order to get that tutoring program uh up and running in the short time period that we did so um I think so far it's just been pretty well received and we're excited to be doing it and Stephanie is uh title one teacher over at Neil D thank you Mr Tannis thank you um so in terms of accessing these Services um if there's a family who feels that their child would benefit from the tutoring sessions we didn't mention parent um you know parents identifying a need for that is there a process by which a parent not a staff member could say I think that my child needs you know these tutoring sessions and so forth I think if a parent is interested to find out more about it they could talk with teacher or principal at a school site I will say the tutoring programs just kind of out of the list of other things on here are really very academically focused so they're going to look at a child's academic scores and kind of look and see where they fit into the different groups that are happening and if a student is significantly above grade levels an example that parent may hear that the groups that are happening right now may not be a good match for their needs with those things also so it's not so much that everybody can access that they're really targeted and kind of bound by the number of groups we can be offering right now I think we're hoping to keep offering more and more groups as we have some funy to do those kinds of things and as people feel more comfortable with it and kind of see the value in it but um it's it's really not open to all necessarily it's open to those that the school is kind of looking at in that mtss structure that um superintendent Sy was talking about to see who has needs and how can we meet those needs right there with a real academic focus and then once again they just talking academics here there's other kinds of where is that Tina and Dian will talk about later thank you so the tutoring occurs during in between the am and the PM is that have I got it right there it could happen before the session or it could happen after the session correct before as in in the morning before school starts uhhuh yes okay or in the middle yep or possibly at the end correct M and this is funded through our cares act dollars our cares act dollars thank you Mr solivan uhuh Tom this kind of rolls right into my question which is do well I have a couple of questions first do we have a number of do we know how many students we can support with these academic programs do we know have number we're shooting at I heard 111 was that just for the Neil Dow site that was just for Neil da okay so I I checked with the principles I'd say almost all the elementary schools and I know secondary is kind of running right in line with those things they have anywhere from eight groups to 10 groups at some sites up into the 20s at other school sites so I think Neil DA's kind of right and Par with lots of other places and what's happening with those things I guess overall given I know we're kind of uh still looking at exactly how we're going to address learning loss moving forward but do we have a target for how many students we'd like to see in these programs and what will have the capacity to support I I think for us Tom I was kind of call the smorgus Board of Services and we want to kind of see how many different student needs there are in that academic vein and the more kind of options we can put up on that board to Target those needs the better off we're going to be so I think really we're limited by more just staff um and US looking for ways and I will say uh principls are pretty good recruiters everything from being able to get um instructional AIDS maybe have a teaching credential also and recruiting them into it or getting uh student teachers to get them to get their emergency credential and become viable to become a tutor also so that's really become part of the principal job right now is going out and becoming kind of a recruiter and getting people to kind of fill those slots so that we can keep augmenting those slots and have more spaces for kids to get help thank you additional step oh sorry sorry uh so just to kind of work off the Tom there um the capacity piece I think is the the bigger question so do we know do we have like a estimate about what the capacity could be you know we're constrained by the amount of space that we can you know house our stud students at a distance right now so do we have an idea of like what our Max Capacity is under those constraints sure I think um I mean kind of being the outlier extreme possibility if every teacher was open to tutor kind of four sessions per day you would take the number of teachers at that site multiply it times four and there's kind of four different options during the course of a school day right now and in the amm model that we could be offering tutoring supports to students so that would be kind of a you know extreme Max kind of fully loaded everybody's in and kind of slotted in with all those kinds of things like that and the group sizes are going to vary also of course if it's a real struggling student they might be working in a group of two or three students if it's a little a student that doesn't quite have that high level of need there might be five or six students in that group kind of working on things also awesome I had a question actually earlier for either you or John um John you uh I have a quote that I didn't quite catch all the way but you kind of said something about like not all schools are doing all of these but some schol are schools are you know I I misquote miswrote it so um I just was wondering the constraints for that or if it's just because we're offering autonomy at each site so each site's needs are slightly different um or is there a challenge that that needs to be met by some kind of action for elementary Caitlyn I'm I can't see John so made my cut them off and I apologize it's both of those I we have some capacity issues at school sites some schools have more Open Spaces depending on the size and how full those schools are um so I think that's that it's both of those things really and when we're when you mentioned the word autonomy um we are really trusting our targeted case managers are doing a wonderful job of reaching out uh to their to their parents and their students our Wellness counselors the wellness teams uh the counselors themselves working with their admin to identify what the site's specific needs may be for example in one site it might be math C at another site it might be an emphasis in English and so um the goal is to provide virtually a menu of options um knowing that we have generous funding to to support those MH yeah I just wanted to make sure there weren't any like self-imposed constraints where we could be serving more students but aren't for various reasons some of the constraints I I think K link to is having enough staff to cover what we need might not be the facilities but we need to also have staff available like Mr suin says we're tapping into our AIDS right now that have credentials substitutes that have credentials doing these tutorials because we don't have enough St that are working um for for various reasons so that's another one of our constraints right now is making sure we have enough bodies to cover these um students and space can also be a constraint if we want to add say at the secondary school sites we want to have kids be able to go in the PM if they're an am student go in the PM and uh have a study hall get help get support get tutoring we have to have space to do that um and some of our schools are more crowded than others especially when the teachers are are teaching in in both Elementary and secondary they are in their classroom all day long for the teachers it's a full day for the kids it's a half day so that's where space becomes an issue so back on the Mr tennis yes I'm sorry the numbers um 111 at Neil Dow but I didn't get a general sense of how many kids are participating districtwide in the in the the cares act tutoring sessions I I would say in the elementary World 111 roughly speaking times of the 12 Schools they're all doing pretty comparable right now so I'd say that's a pretty mid-level number Neil D is kind of a mid-level size school so I think uh just off the top of my head I know mcmanis has more than that going on and I know a couple other schools have a few less than going that going on so i' would say a nice ballpark figure would be 110 100 to 110 per school is is a pretty safe number to go with and then on the outside at the outside potential capacity I I didn't hear you actually say a number associated with that yeah I would say if you think um each school's got X number of teachers that teacher could teach a before school group a before am group a post am group a a pre PM group and a post PM group so it's a number of teachers at that site times four groups each so if a School site had 15 teachers they could be running 60 tutorial sessions conceivably and that's once again running at like a 100% capacity everything's staffed kind of the the per everything's meeting together in a perfect little structure to make it all work that way and how long do they last for the sessions they're roughly a half hour some sum is slightly longer but they're all about a half hour M Doby uh yeah just for the record um when we're talking about teachers teaching all day um and and filling in these tutoring sessions too which I believe are paid right I'm understanding that correctly um so the teachers and staff are and have been teaching on campus all day every work day this whole school year right teachers aren't having half days and they aren't working from home everybody is on campus working for the full day all day when you online they actually did their anness time at home in the afternoon uh when we are completely online they were not at school all day but when we went to AM PM they're on school campus all day um the elementary runs two two-hour blocks um with their kids an AM for two hours and a PM for two hours and so they do have a little time in the in between and yes we P that's during their prep time so so we pay them per DM to work those tutorial so teachers are actually teaching more hours than they're contracted for in their regular contract they're teaching above and beyond for pay but you know beyond what's usually contracted at this time Jim correct me but they're they're being paid for what's in theou right now for the for the contract and then we're paying them above theou that we' that's correct yeah they're they're working extra time outside the normal work they either prep time or before school starts or after school starts and are getting paid for that okay I just wanted to clarify like any possible misconception that that staff is not working at capacity or over their you know normal working capacity um and I think that this is a good part part of the conversation I think to plug that in thank you Mr tennis so um thank you Caitlyn for bringing this up um am I getting the right impression that um uh teachers who participate in these cares act tutoring sessions that we're having because of the amm model are actually getting paid more to do their job now than they were getting paid when we were on a traditional schedule they're they're being paid to work extra in the same vein that like a coach may be getting paid to work extra or sometimes at a secondary level if a teacher is out and they need to have a teacher cover their prep period because they couldn't find a sub that teacher gets compensated to cover that prep period so they're kind of working in that same vain so yeah they're they're getting paid more but they're doing more work also it's much more common in secondary for a teacher to work during the prep period um because it happens every day we in elementary school it doesn't happen every day um except now during Am Pm they get a prep time every day but that's something that's unique because we're in a special schedule so uh but secondary as Ted said is it's not uncommon for teachers to work six fifths and they get paid extra for working during that prep period don't they need the prep time that they've lost in theory they they would be doing that later on in the day maybe at four o'clock right is what's happening and and I would say typically at an elementary school there's there's different tutoring programs that are happening typically I would say those teachers have historically maybe done it from 7:45 to 8:15 in the morning before a school session or 2:30 to 3:15 or 3:30 so this is just giving us the time to augment that and provide more of it so those teachers could have been doing uh tting structure even preco and that was something would happening we're just happening it's happening a lot more right now it seems like that might create a disincentive for um teachers whose opinions we are leaning on heavily with respect to our school schedule to to actually want to go back I'll just say that by way of commentary yeah so I'm just going to clarify as a teach teacher who's worked six fth several years in my career um and and what is traditional in this profession is that um and I'm and I just just to paint the picture for you um because if you're not in it you don't really know you know we all think we know what what teachers do and how they live uh because we've been students in a classroom before but um uh basically about one hours worth of teaching uh it requires one to two hours of prep time and assessment time emails phone calls prepping the materials planning all those things so when you're talking about a teacher having to engage in teaching with their students for an extra hour in the day that that work time has to go somewhere else and so it gets displaced towards outside of contracted working hours so teachers already work outside of those contracted working hours um to do all those extra things to do emails and phone calls and grade and lesson plan and respond to students at you know 10 p.m or whatever um um but uh to be compensated just just for their time to be engaging with students it it displaces the time that they would be normally using during their prep hour um to to be doing that prep work so it's not like they're double dipping it's like overtime um I just want to add to as a as a former principal um it was often difficult to find um teachers that were willing to do six fifths um at the high school level um so it's it's um it's not something that um all every teacher is interested in doing um they're they're typically doing it for financial reasons for example they have a student that now is in college or something because it is it is a lot more work and it is a lot of effort to work that extra time so it's not something that teachers stand in line to volunteer for um I at high school I've had to look high and low sometimes to to fill those slots and I'm sure John as a former High School principal has experienced to same thing absolutely and and often times um people will do it because they realize it really helps kids if they take that period over because if they don't then those kids don't have that schedule they don't have that one class that now can't be offered if there isn't someone to teach it so teachers are willing to do that and I can really see again as a junior high principle our teachers who taught six fits and I would have to really go talk to them because we a lot of times we didn't have a lot of choice and they knew that and what Mr Shephard's saying is they would step up for us set six F but by the time that end of that year come around they're pretty exhausted um um and having going from typical 275 kids to to 205 or 210 um it does make a difference and so we as an administrators really had to watch those teachers to make sure that we weren't burning them out year after year so I just wanted to it it does wear on them okay so we're going to move on to U the next backpack was our social emotional supports Cur currently in place and again we want to make sure that we're meeting the needs of our students um social emotionally and so I'm going to start out with Dian Olen she's going to go over the first slide actually I'll go over the next five slides if that's okay you can do that I would appreciate that thank you Mr Mar okay so I get to unpack that uh next backpack of the social emotional learning and supports we going to start with um what's currently in place social emotional learning and supports for this emotional health of our students has been a focus for Chek unified and we have developed programs to build resilience for our students there are social emotional learning and supports that have been in have a history of having been in place and implemented to support to students and families experience um experiencing adverse childhood experiences and Trauma due to natural disasters and then those um those events that happen that we we have to respond to quickly um and so these have been in place um for this year due to covid some of them some of them have been in place much longer um I'm not going to read these all to you but um we do um right now one of the first things we thought of is connecting this to the learning law was that um late work and understanding that some students are going to need extended time based on this the situation that we're in and so we there are um Extended due dates and timelines for students we have additional staff working to support students to get that work in um we do offer supports to families um with referrals to agencies we call that agency leage work um we utilize celvin to create daily check-ins and so this is a randomized a randomized survey at school site level um that's pushed out m uh automatically to their Chromebooks and then uh students respond to these questions and right now we most School sites are putting in an extra question of do you need to talk to an adult and um that immediately goes to the counselor and the administrator if they say yes and we have staff going straight to that class the next day or immediately after those surveys are pushed out and pulling kids out talking to them um asking those critical screener questions of of um what may be going on and what they're concerned about and then they many times it's just a conversation the child needs an adult just talk to outside the classroom sometimes it's a referral to other uh agencies and other resources going on to um page 11 um The Lunch Bunch is a lunchtime thing that happens um primarily at elementary to start building some um student relationships building friendships this has been around for years for students that struggle to make um friendships and has been expanded now to really create that time that they can interact with each other um Wellness um counselors these are teams that review students um struggles and their needs they work together as a community on a team on the school sites to identify plans to support students success and those have been become really crucial during this time during covid and through the fires the dam experience and other things that have occurred um securely is a screener that catches students who are using their Chromebooks to search out um things that for example might be looking for ways to harm themselves and you heard a little bit of this from John Vincent last uh month so I'm not going to go too deeply into it but it does look for things that trigger bullying self harm and violence and then we can immediately go in and support those students in those areas um and uh care solist you've heard a lot about already that's a referral program that we use um and that refers any student any family any staff member can access that and and they help connect them to social emotional supports through counseling and it could be anything from behavioral health for families that have Medicare they have resources for families with no insurance and no income all the way to families that have insurance and they make help make those connections and then we added the equity Alliance in the social emotional supports area because that Equity Alliance and John talked a little bit about this at a previous meeting too is really focusing on those student groups that have not always been um part of the Central culture and so we are working really hard to bring these Equity alliances so that students are able to um advocate for themselves be build relationships be part of the community and see themselves as successful and and hoping to build on that to create more academic and social emotional health and success going on to slide 12 um some of the things that we we've added in this year because of events that have happened is um we have done professional development one of the biggest ones that we've done was the living Works Suicide Prevention living works is a well recognized Nationwide um curriculum we offered that to all of our secondary staff not just teachers um many of the administrators did this training also um we are also looking at providing that at the um secondary level to um students because they do have a student component of that um zones of Regulation is uh strategies for teachers to use when they say students with um challenging behaviors that are be because of some of these this trauma that they've experienced and the zones of regulations also teaches children to use some strategies on their own so it it helps both teachers and students to learn those strategies nurtured at heart has been around for a long long time and the nurtured heart approach is about recognizing the greatness in every single one of you and every single one of us and every single one of our students and so many of our schools have adopted nurtured heart across the way um there are additional I in fact we just did a nurtured heart refresher course part of the districtwide staff development day um again PD that counselors providing training for bullying suicide prevention and human trafficking that's been in place for quite a while Elementary counselors this year um really said you know we need to bring Sude awareness all the way down to Elementary level so they've developed based on what's happening at secondary they've taken it and brought it down to the elementary level um we've doing um intervention training on Behavior we've done a lot of those in the um districtwide staff developments we've also done them in some summer trainings um and counselors are trained in what's called second step that's a social emotional curriculum that meets the needs of students grades K through 12 um right now we have it really focused in elementary junior high is um really doing some groups with that and doing a lot with it and then at high school they're just looking at that now um again going in page 13 um we also have um I I want to on this slide really talk about some of the people that we have in place to support all of this those are our counselors that are across the board elementary through high school that we have the elementary counseling assistants that do a lot we have targeted case managers we have psychologists we have um Wellness counselors and at risk counselors um that have been in place this year we actually added at risk counselors um with a grant and so that's being taken care of um and we have a Continuum at the elementary level of um social emotional learning that starts in kindergarten with what we call Kochi where they start learning words about uh feelings and emotions and how to identify them going on to toolbox where they're given tools to learn about those emotions and to use like the one I'm using right now the deep breathing tool and then the uh Second Step goes after that and on through um uh secondary and then the targeted play that's the elementary counselors they really play a pivotal role in the elementaries to um use play as a tool for learning to get along to feel success and to be part of their school Community um the elementary councelors do a lot of counseling groups so going on from there we're going to talk about kind of that additional expansion we want to keep everything we have in place we want to refine it at the secondary level we have a very refined program at the elementary level we want to get the um the the um plan in place at secondary where they have a more structured um format challenge between secondary and Elementary is Elementary we have a cop um a captive audience in one classroom so you can pull out pieces of day in every classroom because at secondary they are periods by periods it's harder to pull them out all at the same time give everyone the same thing so it's more targeted based on some of that risk screeners that we're putting in place which is that edgy climber piece on the slide um Kelvin again coming back we want to expand that right now schools are using it at um as they put it out but we want to start pushing it out districtwide into the next year and that Equity Alliance we see that as a really good tool for building um the supports and the strength and of our student groups that um are a little bit more Diversified and um not you know have been sometimes on the outskirts and not been as successful um then they are supporting our diverse student groups and they're building relationships with them anding students to improve Student Success and out um outcom so I went through that really fast and I talked really fast if you have any questions just real quick I want to add on um sorry K I just want to add on Miss Staley and I and John Shephard and Ted solv them go around and talk to our students and at different lcap student meetings to see what we need to do better and one of the things we we talked about as a social emotion what we want to do we got a great suggestion from a Chico Junior student um he said instead of us going into the office and asking for counseling help and signing up on a clipboard and sitting in the chair while everybody stares at you wondering why you want to see a counselor is there any way that we could get something on our computer where we can just push a button and that will trigger us to get support from a counselor to come to us and so we go ding ding I mean so what we did what I do very well is I turned to John vinon and and Erica Smith and say so how can we do this um they work together collabora and they figured how we can do this during through through our catapult we tip system so now our students will be able to go on um they're putting it in place um Eric is working with catapult now to figure out we're going to put that in place so it'll be right on their Chromebook and so they'll be able to ask support just by pushing a button they could say academic support or emotional support from their counselor so again that was just another way we were able to go to a student and a student gave us an idea and then our staff was able to figure out how to make that happen for and Jay thank you for reminding that because another thing I didn't mention is our Librarians came to us with an idea too and they wanted to add um social emotional literature um about trauma about stress about how to reduce that or stories of other people that have gone through it and and been resilient through it and so all of our libraries have now added this curriculum into their checkout system so that is available to students on an as needed basis they can go into um thank you uh we have uh one speaker oh I'm sorry I I thought the board had finished no will Caitlyn hi um so many uh so many thoughts while you're presenting um because I I can tell that you're passionate about about this Diane um and I think that we we all are really passionate about this um uh just because it's fresh in my head um Jay do the for that um that potential increase in Need for students who now they have more of the opportunity to reach out anonymously I would be be are we anticipating a possible increase in Need for staff to be available for students um we see that there's a need but we just one thing we have to do is this money this cares act dollars or or onetime money and so when we go out to hire new bodies more counseling it's only going to be for a short period of time and then they're going because we're going to run out of that money the one time money so we are adding more time just like we are for our teachers and stuff like that we're we're trying to build in more time so we can meet the the counseling need for our students we'll continue to look at the grants that we're getting for our Wellness counselors and we do have some dollars to push out for that way we're right now they only have them possibly at halftime and some of our staff we'll look to add those Wellness counselors as fulltime um and then we're also trying to look at ways to getting more counseling support Texs so we can free up more of our secondary counselors in the future to give emotional support and not just academic support yeah and I think that there's a concern about using onetime money for those kinds of programs but I I really feel like if we do an awesome amazing job now and get those programs started and and can have results that we can show you know uh quantitatively um that'll get us more grants you know I think that that will really lead to more money to be available for the these types of programs and I and I extremely agree with you because at one point when we just wrote the grant we only had enough money for our three high schools to have halftime um Wellness counselors now every Junior High has at least a halftime some of them have full times and some of I know one of our high school has a fulltime and the other two have a halftime so we have increased that time and I'm hoping again showing that it is working that um and we have wonderful Grant Riders and my understanding is Liz is just going to keep working for free but it we and supporting I like that idea yeah that we can continue cuz this money is available Caitlyn then that's why we we've done a pretty good job of of searching in getting that money and we will continue to try to get that money so we're paying it through grant money and not general fund dollars um but again if we think that something is working then obviously that we'll come back with our lcap dollars and figure if that's a need that we need to go to like we did I don't know like four or five years ago with the elementary counselors adding them we knew that was a need so we took that into our lcap dollars and so that's again a board and Community decision and how we increase that that time for them all right Diane back to you I um appreciate your your presentation I didn't want to interrupt you um but I do have a lots of bullet points okay yeah okay um and these are just like for clarification or just to get a better idea um the first one I had was um the supports that we were already doing preco are those still in place at the same capacity as they work pre or have we increased any of those efforts yet it depends on what it is for example um at the elementary counselors and and counseling assistants they were doing um Kochi and then toolbox and then second step and they were going in weekly to every class and because we had a full day they were able to do that right now they're pushing in through Zoom when they can or they creating Zoom groups so they might not be getting that specific strategy as frequently however they have expanded what they do with their um structured play for identified groups and and some other things so there's some give and take there I do have to say that many of the counselers counseling assistants are feeling a little bit overwhelmed because of how much they're having to do more to reach out to students but when we talk about some of the things like what the TCMS do the target case managers that's been way expanded that we've really put a lot on their shoulders to build these connections with families to contact families and to bring the information back and then get their Wellness team or their counselors on board to address the specific needs so it really depends on what group you're talk talking about and where their um interventions were built into to the day yeah I think that we could probably well and totally disagree with me if I'm wrong um but if we have these targeted interventions at the elementary level that will pay off in dividends in the long run right so we would really want to at the very least expand those programs so I mean would it be appropriate for us to maybe look into to increasing our capacity for our targeted case managers adding more if possible um or more support for them if possible um and uh and uh just the more more people for the or hours for the check-ins you know if they could even do more in person rather than on Zoom I'm just kind of babbling here but um I Envision I Envision more adult intervention for our kids on a social emotional basis right right um because kids aren't going to learn it do it's not going to matter how many interventions academic interventions we do if they're not okay you know on the inside so um that's that foundational piece right our social emotional Wellness is the foundation to to our behavior and our academics so if we're not supporting that if we're not putting all of our investment there first then the rest of it's going to kind of you know collapse and not be the biggest you know it won't work to the greatest capacity yeah so social emotional health is a a funny little thing that's within us and for each of us it takes something different to build that wealth of social emotional um strength and for some of us it does take people from the outside coming in some of us it just takes getting an A on a test and and so really academics can be a social emotional support applied correctly and these other interventions that go in and Target specific things that we're seeing and what you mentioned at the elementary level really targeting teaching students how to use tools for when they're mad angry how to identify when they're mad angry frustrated anxious and so um I think I do agree Elementary we really need to focus in and give them all the tools we can then because they can carry those on um but I do think that it's the those groups of people that I listed before that are doing those things but I really do think our teachers develop a relationship when you think about the 4D assets teachers are one of the groups in that assets you guys are part of those assets for every uh student you know so you have to look at all those assets and how increase assets counselors and TCMS and counseling assistants they can build linkages to other agencies to churches to people like the equity Alliance now we've increased assets now we've increased their real level of support because they can carry those assets with them forever yeah I definitely want to see those um on some kind of spending menu for us to to to talk about how we can increase the capacity in that regard yeah I I think there's a lot of things that can be done I think that was the point and so once we have all that and add service Springs together these are the things that can be done to support students and and grow students then bring that to you and and what your priorities are and following the priorities that you have um set aside for us then we'll have a direction to go great thank you so much um I really the rest is they're small things that that's that's probably good I would just encourage us to realize that a lot of these small uh tutoring groups that started uh two weeks ago those interactions are actually very emotionally supportive right especially when they're picking the things for the kids to read and dealing with the kids it's it's a real positive group process successful events that's next help mitigate next um painful experiences so yes I I agree with that Mr tennis um I'm glad to see we're focused on suicide as a concern an area of concern um are you aware of any data about what's going on with with suicide with in our student population I mean is there for CH UniFi yeah yes is there an uptick in in suicide ideation um you know admissions to to the hospital regarding you know monitoring or or anything like that that you're aware of okay so the number of students that are going through to um the hospital check in through that manner whether it be Behavioral Health um emergency crisis situations there is a slight uptick um it's it's not quite equal to what the pandemic has done but that uptick for bu county has been um steadily going with all of the trauma we we've had and the increase in homelessness since um Dam event that would really was our first little event um and so yes we do have an uptick now do I see it based on what comes across my deck because I'm the one that gets the psychologist the counselors and everyone together whenever there's an emergency of that type um the response teams that I've had to get together is about the same as any other year how we have more students at that teetering point I guess that that would be the analysis right there is that emergency response is about the same as in any year but the number of students that are in that near crisis situation is higher what do you base that on Diane the number of um responses we've had to have to behavioral health during crisis and the number of um attemp so in a our population which is what 13,000 10,300 what is it 12,000 so there are more of those kids who have made attempts uh there's a couple more kids that made those attempts but it's some of those kids have had multiple attempts is there any way that we can quantify this is there any data set that we could look at and hold in our hand yeah I haven't asked for that but that's a good point I I can work with Tim and we can get that information through um some of the referral information that's put in I can't give you names or anything like that I can't even give you what schools they're at because it's such a small population but I would be able to say districtwide this is what we've had so far I definitely want that information thank you Tom hey there um I have a couple of questions the first is that um we know that schools give students a real sense of identity in place and one of my biggest qualms about the amount of online learning and distance learning we're doing is how to build that sense of community in place do we have anything in place specifically to just make our you know site-based offline students still feel like they're part of the school community I think that's going to be more of a Ted and John question well I can speak to secondary and clubs are active uh we just had I just saw a tweet that came out this morning from Chico high school that CSF dues are should be coming in um Athletics is starting to creep forward we do have uh teachers organizing independently just doing it on their own Zoom sessions with students just to get them together and they're offering those opportunities before school um at lunch and after school so it's not just academic intervention it's really the social emotional intervention as well do we have any data on Virtual student participation in clubs is that about the same as the virtual student participation uh you know percentage of the school population or is my guess would be that those students would would be engaging in clubs at a lower rate yeah I don't have any data here in front of me uh I do know that um the Outreach is there but you're right you know how can we recruit those kids to be more social because those are the students that were um we're targeting with some of the some of these conversations I think Elementary doesn't have the same kind of um structure as far as clubs and those kinds of things the the example I hear a lot from teachers as I ask what they're doing Lunch Bunch is kind of the fallback a lot of them actually invite their online students and their in-person students to to really have lunch with them on a really daily basis even some of them so they actually are getting every kid in that class together for 20 minutes during lunch letting them chat play games with each other in kind of Google Hangouts and the teacher in there kind of monitoring it and kind of see what's going on also with it i' say that's a very typical common experience for most Elementary classes right now thank you um if I may there's one more point I wanted to address which was simply that um at the secondary at the primary level it sounds like we're really working to build in social emotional supports and tools whereas at secondary level uh well I'm very glad that students have the ability to push a button and say hey I'd like some help there are so many students who won't I mean speaking from personal experience I would never have admitted in high school that I need help and I needed help so how do we reach to those kids what do we do in terms of push in or actually uh creating some curriculum since we don't really do home rooms about uh well the first step is identification right identifying students or working through different channels looking at different metrics that could um could identify students that might need some more support and then once that identification takes place providing the student specific supports we do have General curriculum for example coincidentally soon um we have a state mandated California youth or healthy youth act curriculum that'll be coming out um positive prevention plus um the key as you've as you've pressed is identifying those students and making sure that they know that there are resources available and I'm going to go back to what Miss Doby said earlier it's really at the secondary level it's all about relationships the students know that a targeted case manager or a counselor or a teacher or an instructional Aid or an administrator um or a front office staff person is there to support him or her um and looking at attendance looking at grades looking at um different metrics can identify students yeah I just want to say that educ climber um program that we have kind of puts all that data into one data set for us so if if a student's grade start to all of a sudden fall and all of a sudden their attendance starts to fall it what it does is it'll start tracking that instead of us looking at our council is looking at different things our teachers looking at different things it will put it all together and it starts tracking students for our counselors and our teachers and let them know hey Jimmy's Gres or Johnny's grades just started to fall and and by the way he's starting to miss a lot of school lately or we're seeing that he's been alone lately so we educ Climer will start tracking those students at a better track for us um also the Kelvin surveys it'll give them more autonomy and Anonymous to plug hey I need to help and again not just the button on the computer but we all have some surveys that basically addition one or two questions and for them also we just purchased new social emotional curriculum our um one of our the PV librarian what's her name Katie sergeon Katie Sergeant she just came and requested more social emotional curriculum and it's k12 and so she pushed it out first for secondary but then she started meeting with the other Elementary Librarians and so they'll be be doing more schoolwide through the counselors and the Librarians to social emotional curriculum again Tom you're you're correct 10 years ago this stuff wasn't out there there's so much more of it now because of the need of our students and even before the pandemic we saw the needs and that's why we got the wellness counselors in because our our students were starting to struggle not just in our district but in the state and Nationwide yeah and I'll add to that Tom and that um we do have screeners that um we do mental health screen it's a real simple for um question survey that's done in person it's not done with everyone because we don't have the capacity to do that we're looking at ways to um um expand that but that's all of our athletes and our 10th grade students all get that screener um so we're looking at ways to expand that and keep it within district and then um to your point of when I was in high school or you were in high school we didn't seek that out number one we didn't we didn't have this training we it wasn't part of our life when we started having events in this District it was students that had the most provocative letters about how they want to be able to just go to the website and see that button to push and yes we will look at it and that addition to the back of their ID cards that has all the um resources for suicide prevention and and the phone numbers um that's one thing that wasn't in here we thanks to um um and is she here um Erica all of our websites have um the social emotional resources that are accessible to both parents and students and um catapult also has Anonymous reporting and that goes straight to all of us in in ed services and to site administrat to the counselors for them to immediately respond to those so St students are better at that than you or I would have been you know they they are aware and they're aware of their friends needing help and that's part of what all the suicide prevention trainings about too is looking at yourself but also looking at your friends and and helping them I I put myself on the list so I get to I get to I get to talk next um when kamla Harris remember her was um our California uh State Attorney General one of the one of the things that she pushed out during her term was statistics on the success rate of students graduating and how you could determine it by looking at their attendance rate between the grades of kindergarten and third grade and what Chico UniFi did after seeing those statistics was about eight years ago I think we brought through our um lcap process um set aside for um getting help at the kindergarten second third first second third grade to um begin to treat what we were were seeing as the impact of missing just one day a month and and finding out what's the cause what can we do about it um and and everything fell into place after that we we are one of the highest Aces rates counties in the state um we began to look at programs like restorative justice we began to give toolboxes to our our kids and teachers because of the ins services and things and what we did with our lcap was put those first dollars behind social emotional support and wellness in our kiddos when they were in the grades where they needed the tools to be able to survive and the um outgrowth of that is that our suspension rates went down our attendance rates went up um our student graduation rates continued to go up and as we've seen these successes we have continued to add all of the things you've just laid out here before us tonight and so we I know Kathy and I have both been here long enough to see the results of of the the light bulb going off 10 or 12 years ago and and being able to support that and so if if we can continue to look at how can we use some of the dollars like Caitlyn said that are that are here in front of us that it it may be that that we you know we have to be careful because of the one-time dollar issue but th this is where our responsibility is to our families it's it's helping kids survive and the ones that get help um that need it are are soaring I you know just look at some of the um well look at the football player that makes things sore um but no just just being a whole human being and being successful and happy even with you know our incredible now rates of homelessness anyway I'm I'm done but thanks to our board that that we and chiku unified are really ahead of the curve in this area there are so many districts I talk to or call and ask about what we're doing or we'll get students that come here with their families and and and they're like you have Elementary counselors no one in the state has that you have targeted case managers across every school no one the board has supported this area um to where we actually had a baseline in place that helped support us through what we're going on now and that's why I do think that while we have an uptick in events of student um attempts and things like that I think it would have been much higher had we not already had a baseline of supports prior to any of the natural disasters that were happening four four years ago so okay I'm under the point yes I'm need to ask if the board has any more questions of anyone before we take our speaker yeah just one more um it was on my list I I kind of glazed over it um but uh Mr Lando made a good point and that was reinforced over here which is uh relationships especially at the secondary level because you know as teachers they only see their students for 50 minutes at a time each day those relationships still do build and we definitely have a a good understanding of where our students are at on any given day for the most part um but at the elementary level there is more of an opportunity especially right now in this amm model where there's less students in the classroom for that those connections to be made and the the identification of those needs uh a little bit more expeditiously at the elementary level where I'm going with this is if there is any kind of um consideration being given I don't think that it would be possible to do it this year it'd be too big of a a change not really a change but yeah I guess it'd be a change but to look into um some kind of uh program like Inspire does or Mar Junior hi does with like some kind of advisory class which is you know an adult to check in with it's like home room but it would be for social emotional stuff and for you know culture building on campus stuff you know the fun activities that that we do um you know even if it was just 30 minutes a day to check in where that teacher knows that that's their kids and and sometimes they're challenging but sometimes you get to do fun stuff with them too you know um just something to to consider maybe for next year um to provide that opportunity like you said they don't have the time to necessarily check in because they're always in classes and you don't want to necessarily pull them out of their classes and Miss academic time so maybe if we were able to build in like a 30 minute block um and maybe reach out to inspire in Marsh and see how they do it um and and kind of explore that as an option for that relationship building peace at the secondary level you must been a fly in the wall and our red Services meeting because this is exactly the type of things that we've been talking about over the past couple months is is how can we adjust schedules and I know John's been toying with some ideas it's not simple of saying here here's the schedule we're going to do it lot negotiations they have to go on with it we did it at Marsh so I I to totally understand like the how complex the process is but if we get that conversation going soon you know and and try to see how that looks or maybe you know each site figures out how it works for them um we could have something in place we we have been actually looking at schedules and it was built on some of the schedules that have been used in the past and the good news with these kinds of schedules is they can be sight by sight they don't require a 5year full membership vote they could be a waiver again I don't want to get into the negotiation process here but um what's exciting about it is those conversations have started with teachers and because we all know that if we do build something like that in it's going to take away some of the instructional time going back to your point earlier instructional time won't matter if those kids don't feel like they're supported so those conversations um have been happening we have uh three or four schedules that have been discussed with teachers and we'll see where it goes so Mr Robinson before we go to our speaker we have like three more slides for our last backpack which is behavioral supports okay uh let's do that and uh then take a uh a quick break and we'll let our speaker know that we'll be back to them or do you want to board would you like to take the speaker first after or before we take our break okay we'll finish our slides take our speaker and then take a short break Smith Kean you're up no pressure here I am I think we can all agree about the enormity and importance about this presentation tonight so thank you the third piece of our Equity based mtss framework lies in behavioral supports and behavioral supports currently in place are uh referrals that we've got on emotional issues lack of participation perhaps with students issues at home behaviors in classes Etc there's also in person and at school counseling interventions that Diane mentioned mentioned a little bit ago we do have School site PBIS teams continuing to meet and PBIS is yes another acronym it stands for positive behavioral interventions and supports and it's a great framework um that helps provide supports for students on a positive and not punitive note for Behavior some sites are fully implementing PBIS including teaching behavioral lessons rewarding students and reteaching curriculum over the last uh a handful of years for PBIS it has grown and I've seen it grow it started with our elementaries it grew into our Junior highs and it had just moved up to our high schools last year which was very exciting we have had the support of Chico Junior High School assistant principal Jessica Capen to assist the growth of PBIS among our schools she has come to us with quite a bit of knowledge of PBIS so she's a wonderful support to have and in fact I believe two of our elementary schools Chapman and little Chico Creek in past year years have been recognized and acknowledged for um their PBIS programs in the state so it is something that we uh really really believe in and support here in our district and have seen results uh continued supports that we have our home visits for families needing support oftentimes that's our targeted case manager an administrator and such and um you've heard it before we're going to continue with the development of the the equity Alliance cohorts on each site as well for planning coming back uh that will be pivotal and it's already happening on campuses I understand we know that when our students are welcomed back in as Traditional School we know it will be um it will be different we know that there's been a lot of time that our kids have been off campus and we know that that will have to be reinforced specifically the the fundamentals of PBIS will be reinforced with our kids to uh experience a full day return successfully schools sites are planning for lunch and recess protocols with that um PBIS model for that unstructured time which can be oftentimes be be tough for students and uh which was mentioned here again to expand our Equity Alliance to include one cohort on each site for the next school year three slides done question any questions on that okay uh Caitlyn yes I don't actually have a question necessarily but I just wanted to uh put this plug in here that behavioral supports the positive ones are really great and uh that's another piece that gets supported by social emotional health yeah absolutely they go hand in hand so it is really exciting as as a site principal involved with a school that was heavily immersed in PBIS the PBIS team meetings were very very wonderful to attend uh because so much was considered in those meetings it took in all kinds of reasonings of um of what was happening with students behaviors and I learned a lot I know when I was there and I know our staff continues to learn a lot with that okay we have one uh speaker request um Jeffrey Martin yes so call him now okay great uh thank you so much for having me back so soon I would like to thank uh the presenters that just presented all that wonderful uh information um to help our uh that's going to help our kids here in the school district they've had a rough couple of years and they need this kind of program probably more than ever I also wanted to thank uh Miss Dolby for clarifying the conundrum that the teachers are in due to the board's uh terrible decision to stay in the ampn model with the split day they are actually working harder to get worse results and their Public Image is being ruined with the perception of the public that the teachers are not doing a good job I'm sure this is causing emotional harm to the teachers as well so the kids are suffering the teachers are suffering and there's no and on the district is spending more money for the same results and there's no data to support not going back to fulltime due to covid but the board still refuses to vote to go back to full time in person learning the board is in total control to improve the morale of our entire Community what are you going to do please go to full-time in-person learning let them play sports let them play football the city of Chico needs each other right now and you guys are in control please consider the power and magnitude of your guys's position on our community thank you okay um board will take a 10-minute break and return at at 854 oh SE oh okay 754 no I'm I'm beginning to feel a little dizzy I think from my my shot we are now at uh 8.1.2 information child supervision during the 20221 school year Mr marshan is this also your yeah I'm going to pass it off here to miss Keane here in a second Mr Vincent's giving it up for us okay all right you ready P I am all right hello again I am here to present um some information on our child supervision programs that we currently have running in the district so a little background information here for you Chico Unified and card have enjoyed a longstanding collaborative and positive relationship Uh Kevin alluded to that a little bit earlier tonight when he talked about our facilities but we've also had that collaboration in our um after school programs with card for many years and the purpose of those after school programs and there are two are Chico Unified Grant funded after school program and the card after school program the the purpose of those is to provide enrichment and supervision to Chico Unified students during the after school hours until 6 pm on school days so that is traditionally what they've always what they've always been about I do have on the zoom with me tonight uh two of my I I could call them both my right arms because they are equally as uh supportive and fantastic to help make these programs run I've got Stephanie pile on from card she's the recreation supervisor there at card and Ken qua who is here at Chico Unified a teacher on special assignment in our expanded learning program so they are on board tonight at the on the zoom uh for answer to any questions you might have so welcome to those two ladies a little bit more information here is we approached last year on uh June 29th of 2020 Governor Nome approved Senate Bill 98 which I have been here talking about before this uh earlier this year and it provided part of that bill provided the CDE to wave sections uh relating to program hours of operation grant reductions due to attendance and pupil to staff ratio requirements for our before and after school programs we call those expanded learning programs in in the CDE Senate Bill 98 also states that CDA CDE May wave the following Provisions relating to before and after school programs during the 2021 school year to provide the needed flexibility to serve pupils during the covid-19 pandemic so that is how we um were able to have the waivers on our time so I just want to make sure everybody kind of knew that background information of what the programs typically are and then how they're uh shifting here Mr tennis I apologize can you go back to that last slide sure um the what were the waivers what are the specific Provisions that were waved by S sp98 uh the program hours operation could shift from the traditional after school until 6:00 p.m.

i think we all agree the margin of error for young workers in particular in our local economy moving forward will remain incredibly tight sp 516 will give students a stronger chance of moving into those challenging economic waters ahead mahalo for allowing me to testify thank you david members questions we have no further oral testimony members do you have any questions for testifiers let's go into recess calling this joint meeting of the committee on education and the committee on economic development tourism sorry glenn we're here um the recommendation of the chairs is to pass this out with amendments and the amendments would be uh as offered by the attorney general's office adding in a new subsection h in section 2 protecting privacy and confidentiality of the data also the amendments offered by oha to disaggregate data for native hawaiians instead of saying pacific islanders it's native hawaiians separate and pacific islanders strengthen the data security provisions in this bill that will be provided by university of hawaii and noting in the committee report that in order to implement the data collection and reporting more time may be needed before the implementation as suggested by the university of hawaii bernadette so with those amendments members are there any questions your committee has questions members if not recommendation of the chair is to pass senate bill 516 with amendments chair votes eye share votes eye on senate bill senate bill 516 vice chair votes eye senator de la cruz senator kanu aye senator favela five members president of voting affirmative recommendations adopted for the committee on energy economic development tourism saying recommendation to pass this measure with amendments any discussion if not senator missoula i vote yes for senate bill 516 for the committee on energy economic development and tourism chair recommends password amendments chair votes i vice chair votes i senator lee is excused senator revere is excuse and senator fabella your recommendations adopted chair thank you thank you this meeting is adjourned thank you for joining us this is the joint committee on education and committee on agriculture and the environment we are here to deliberate on two bills senate bill 1251 relating to the hawaii farm to school program authorizes the department of education to meet the local farm to school meal goal of 15 percent of food served in public schools to be locally sourced by and 30 by 2030 here to testify randall tanaka department of education randy please senator chair kidani vice chair kim senator gabbard and senator nishihara thank you very much for your time and members of the committee we stand by our testimony and the objectives to achieve the 15 and local products in our school menus it's here to answer any questions if you have them thank you very much for your time thank you randy next to testify micah munekata director of government affairs for ulu pono initiative micah good afternoon chair kidani chair gabbard members of the committees michael munica here on behalf of the little pony initiative we stand on our testimony and strong support of this measure we do request one small amendment regarding the measurement of the percentage of food and it reads as measured by the percent of the total cost of food just to tighten up the language a little bit um so that um you know when we move towards this goal that we actually have meaningful progress thank you very much thank you micah john garibaldi testifying for local food coalition john please aloha chairs a lot of vice chairs members of the committees uh my name is john garvalli on behalf of the local food coalition uh we stand in strong support um on our written testimony thank you very much thank you john next to testify lauren zerbel executive director hawaii food industry association lauren please good afternoon chair vice chair members of the committee i'm alexis chapman for hfia we stand on our testimony and support and i'm available for questions thank you thank you next to testify brian miyamoto hawaii farm bureau ryan please good afternoon chairs vice chairs member of the committee brianna miyamoto here on behalf of the hawaii farm bureau will stand on our written testimony in support of this measure thank you next to testify eileen nanny and individual senator they're not present thank you in support that is the last of our oral testimony members are there any questions of any of the testifiers senator gabbard any questions yes i actually had a question for doe for randy hello senator yeah randy in your mind is the firm to school meal goals laid out the bill achievable by doe or just like pie in the sky well you know it depends on the school and the location i won't tell you it's going to be an easy task because it's a combination of price and products right and as tourism returns the competition for the product will lead to who can pay the highest price which is for the benefit of the farmer which is which is a good thing right then then they can achieve the kind of economic prosperity they work so hard for um and we're going to see as we move towards the recovery of of the economy right now i would tell you it's a buyer's market because they have no outlet for limited outlet but that's going to change we're going to give it our best effort we will report back to you on a regular basis on how we're achieving and where we are and then have that that robust discussion with all our partners i mean with with ryan and will pono and and all of the folks that are participants in this this goal we're all in this together you understand the potential achievement for our local economy and for the health and welfare of our students and our children so we're going to work hard at it it's a good thing to do hollow randy mahal a chair thank you chair members with no further questions we'll go on to our the next bill on this agenda this is senate bill 1311 relating to sustainable schools requires the department of education to establish food waste and zero emission vehicle goals as part of the sustainable schools initiative requires annual reports to the legislature to testify randy tanaka department of education please good afternoon i'm cherokee donnie kim jerry gabbard nishihara thank you for your time once again our our goals are the same to achieve a better economy reduction of our our importation of oil the doe has a large number of solar panels on our roofs and we should maximize that effort through electric vehicles we know that's a good thing so we stand by our testimony and thank everyone for their hard work thank you next to testify christopher younker for scott glenn chief energy officer hi this is chris juncker for the hawaii state energy office and we stand on our written testimony providing comments i will be available for questions thank you thank you christopher next to testify micah monikata ulupono initiative thank you chair um we stand on our testimony and support thank you that is the end of our oral testimony members do we have any questions of the testifiers you have a question for senator kim question for randy hello senator kim yes so randy on page um i guess page five page four and five it talks about the uh oh i'm sorry are we on 13 11 yes yes 13 11.

so it it actually is a really nice balance in this budget and I'm hoping this you know it'll get all the scrutiny that's needed by all the parties who do it but it's a tight budget and at the same time it's not wild and crazy so I I think this is uh this is going to work pretty well this year I'm optimistic so um considering that uh I will move to reduce the adopted budget point point of order we should not be voting to change our budget why it's not in our hands anymore we've already voted on it we've passed it on it's in the board of selectman's hands now okay the The Next Step I mean we we have nothing more to vote on right we' we voted we passed it on it's on the board of it's on the first selectman's hands he's voted he's passed it on it now goes to the a board of Selectmen and then it goes to the board of Finance they're the ones doing the voting now so at this point we are passing information on in a very open way but we don't have to revote our budget okay is there any other uh questions or comments on the budget all right so we can move on to the uh Elementary School New Candlewood Lake Elementary School building project update um the only uh update that um I can share just in in speaking with the chair of the NBC is that uh everything right now is still being considered uh very preliminary um they're vetting all of the bids but as of right now they're appearing to be very favorable um one of the initial concerns that we were having when we were anticipating the bids coming in and and hoping that they were favorable is that the additional classrooms that we had added to the design after a referendum we were hoping that the the bids were going to be favorable so that that wasn't going to be an issue in the budget and that looks like that um is not going to be a case so it's not going to be a problem and that's and that's great news um so we have um you know no issue with the those additional classrooms um so everything right now um is going through um a bunch of special meetings so um Dr BR do you have anything to to add to that yeah ju just uh kind of circling back to something that uh I mentioned that I don't know if it was uh must have been at the end of January in our second meeting uh just about getting ready for groundbreaking and again the the bids uh and that process really has to be finished up before we know exactly when uh we'll be groundbreaking but it appears that maybe at the end of the first week or middle of March that fencing will start to go up maybe some materials will start to get dropped off uh and and maybe actual groundbreaking so um I've been asked um I talked to Rosa about this I talked to Mr check over from the NBC and also to tecton and they said why don't we just wait a little bit and and you know om as well let's get through the bid process before we have a groundbreaking ceremony and it's it's okay to have a groundbreaking ceremony after the brown is actually broken you don't have to do it right at the moment that materials are arriving speaking of materials arriving Mrs Lano Dr pep saski myself and and Rosa um penned a um kind of a update letter uh informing the parents um about uh what to expect in terms of fencing and uh play areas for recess and physical education Mrs laan's already spoken with the faculty um and and shared with them what the site layout is going to look like uh certainly things will be different and um I really have to appreciate Melissa's leadership on this and really being proactive and getting ready we won't be putting that out to the families until we know uh when uh first arrival of fencing and so forth uh is coming in and then we want to give people a week or two lead time the great thing uh about what's going on and this is part of the original planning is that's going to be built in the back of uh the school um so there's uh not going to be disruption to learning and and that kind of thing however um a lot of land is going to be taken for Access Road um in play areas and so forth so we we have that plan uh put in place um and uh we we'll get the word out uh to the families uh traffic uh should not be affected for parent drop off or anything like that or much in the way of losing parking spaces I think we might lose one or two parking spaces for the access road but that's really about it and that will last us the rest of this year and all through um the 2122 school year so we'll be living with that for quite a while um Mrs laano was there anything you wanted to add I don't know if I covered everything there and thank you for your leadership on this I just no I think the biggest um concerns were just the points that there's going to be limited land to use um so our biggest concern was play areas for recess um new fire drill locations just those safety concerns um the turnaround for buses um but we seem to have a plan moving forward um as you said Dr Burl there shouldn't be too much disruption um and it's all part of the letter that we crafted and will be shared with families once we know more when um stuff starts to arrive and it's official okay any questions on that or comments all right uh so we are actually moving on to three main points um I think we should mention the new human rights club and the presentation that we got from those amazing students um after that I I guess I would I think mentioning the approved program of studies for the high school is important and the budget I'm just looking through the agenda to see if there was anything else the other thing was the blueprint to transform Connecticut schools but be hard to summarize very hard to summarize feel like there's not immediate action item on it so I think the three you mentioned were good okay yep I'm good with that okay upcoming events okay as I'm looking I'm thinking a couple of these this week are probably going to be weather dependent like CES we have remote learner pickup scheduled for Friday Friday the 19th uh community meeting on Friday the 26th remote learner Lunch Bunch with Mrs diamond on Friday the 26 and read across a be starting March 1st through the 5th at Huckleberry there's a PTO meeting uh via zoom on the 19th Friday at 9:30 and they're also doing read Across America spirit week from the 1st to the 5th and tomorrow at whis skiner 8th graders are supposed to be taking the PSAT and girls basketball and boys basketball have a few home games coming up for the girls it's the 22nd and March 1st and the boys have a home game on the 25th right d did they have one today the the boys had a game today and so the girls boys were home uh girls were in bethl can I just make a um we we moved the uh PSATs to we we already reschedule them because we couldn't take a chance of um tomorrow being a um early dismissal we wouldn't be able to to get the PSATs in so we moved it to next Tuesday perfect I think it's the 23rd y right Mrs kavar reminded me just as a town uh piece the um Clinic vaccination clinic uh Brookfield vaccination clinic has been rescheduled uh due to weather tomorrow so there there's no clinic tomorrow oh a remote learner pickup was moved for Mrs Diamond till tomorrow Friday Friday looks like the more difficult day so that would be the reason for that and that's for upcoming events all right thank you okay so we have um an executive session uh planned for this evening um Amy would you like to go ahead and read that motion that the board enter into executive session to discuss the superintendent's mid-year goals second thanks Joy all in favor all right so good even or have a good night everyone um and that will conclude our publicly streamed portion and uh everybody else hopefully you got the link that I sent earlier and I will see you in there bye bye bye thank you

where I look forward to learning more about your perspectives around the state of social emotional and culturally competent competent teaching in our district all parents Guardians caretakers teachers staff and administrators are most welcome to attend you can find the details for my office hours and the link to register for the February 23rd listening and learning session on our board member website so wrapping up for the third time stay safe stay connected and be well and that concludes my February 2021 report Madam president thank you so much Dr Lee so moving on to Del re Pope Mrs Pope oops I do not have a board report today Miss Kelly thank you no way that's so unusual okay great uh Mr Bruno I also don't have a board report and honestly that would be a tough act to follow so all right Mr Lear and uh I I just briefly I just want to Echo and I guess I do have to follow that which is unfortunate but um I do want to Echo the the thank you to staff and the community these have been difficult and trying times on on all of us and I appreciate the effort and a conversation we've had to try to do what's best for for our students and staff and communi as we move forward so thank you all for that uh another piece just to inform the board is this week as you know Tuesday uh Educators people working in education are available a now to receive the vaccine uh for those in our educational Community here in Center Unified we are sending stuff out as soon as we get it uh there's about 25,000 other Educators in our community that are also fighting for those slots with limited availability um hopeful that we did get and I'll give kudos to a teacher at Center High School who shared a link with me where she was able to get uh a vaccination we were able to get that out rapidly to people and I heard people have sent messages back already saying they're they've got an appointment scheduled so to me that's a real positive to help us continue to get back to to a safe uh environment um and with that I just want to thank everyone and um that's all I have thank you Mr Lear so um I have a very short report I just want to um Echo Dr Lee's uh comments about well uh Happy New Year for the Lunar New Year that's exciting um um and Happy Valentine's even though it's pasted and um Welcome to our new employees Laurel I'm sorry Lucia lonero uh and Jessica samki and Janelle Newman and Michelle Michael no I'm sorry Janelle's a resignation new employees nope we have a retirement Kathy magnani congratulations Kathy good luck your uh in your retirement and then we have two promotions Norris Drummond and Rosanne ma Fields so congratulations to all of you welcome to the new employees um I will have more extensive comments when we get to the agenda item on um reopening so I will defer the rest of my report to that period of time so thank you everybody all right back to the agenda uh all right the next item is item number 14 the consent agenda do we have a motion to approve the agenda all motion do we have a second to approve the consent agenda second second go ahead okay do we need uh do we need individual votes or can we do General consent do roll call since we're over Zoom I just think it's more okay Mrs Anderson hi M Dr Lee I Mrs Pope hi Mr Bruno hi and the chair votes I the consent agenda is passed all right moving along business items we have three business items tonight the first one is the csba delegate Assembly Election sub region 6B do we have a motion let me just make make a note here the board as a whole may vote for up to five candidates um there are only three candidates on the Slate and the board May cast no more than one vote for any one candidate so if we wish to vote for one or all of those candidates for the delegate assembly csba uh then please make a motion I make a motion that we cast one vote for Kelly kelles do we have a second no second I'll second okay uh Mrs Anderson I oh first of all any discussion just we've had um we've had other board members that that run for this position and and it is an expense to the district because we have to pay for your trips back and forth to the National meetings but in the long run it's worth it I think it brings some experience and knowledge back to the district of what's happening with csba um that person didn't really enjoy it that much but I think you're probably in a place where you would so I would I'm just looking to glean glean as much information as I can and and you know be able to bring that back to us so and I I mean Scott and Del you guys both know this I try to get my cost to a minimal U poor Carol she's like but I want to put you at the height I'm like no put me at the you know YMC or something I don't care just as long as I can walk to the conference please you know so I I really do try hard to keep minim you'll be going to those meetings alone and you know prot you so you need to go to a safe place I agree with her there in the value value Val the value spent is is brought back in full the experience that that you'll bring back Miss Kelly will be fantastic so to me it is money well spent just one point of order there are four people that are running for the five spots it might make your motion more efficient is there any other people on that slate that this board would like to vote for when we turn it in we cast the votes for the four or whatever you select instead of doing four different motions if you only want to vote for Kelly off that slate because that's the only one you know then that's fine but just wanted to clarify if you want to to Mark more than one individual as a vote please that makes it more powerful if you do it that way you mean just voting for one or voting for all of them voting for one okay just that's my opinion okay so we have a motion did we get a second on that yeah Mr Bruno seconded and Mrs Anderson you voted I Dr Lee I and Mrs Pope hi Mr Bruno hi and the chair will abstain from voting for herself yeah I I saw that on the a in the agenda and I saw that there were five vacancies and three candidates and I was like well maybe there's four I only saw three but I was like oh honey I guess I'm going to to be a delegate so there we go little did I know that no one wanted the job all right item number B business item number B covid-19 status in our region and transitioning to plan two so this is an action item if we choose to make a motion um so the board will discuss the current status of covid-19 in our region and its potential impact on our transition to our plan to hybrid model um and I would like to open this up uh can we have a motion to bring this to the floor so moved Mr Bruno thank you and a second I'll second oh okay Dr Lee second it all right so um I want to start this out by just um saying first of all thank you so much to the parents who have written to us about reopening I know there's a lot of information I mean there's just so much going on there's a lot of information there's a lot of confusion because there's guidance coming from you know 12 different locations we have to follow it all we have to read it all we have to understand it all it's not easy so kudos to our superintendent Lear and all of his staff for really dissecting all of this information I got a little bit of a taste of it this weekend and I swear my eyes were crosseyed uh after about four five six hours of reading I couldn't take anymore but um there's a lot of guidance out there and um thus far we've followed all of it not only have we followed all of it but we' have done so much work in preparing to reopen um between infrastructure HVAC um new schedules training for distance learning um setting it up so that we can do handwashing building that into the schedule uh adding nursing staff setting new cleaning protocols uh ordering PPE training people on the proper use of PPE um prioritizing schools that have um serve populations at risk for learning loss prioritizing imperson structure for students with disabilities creating cohorts and pods screen test screening testing for our staff I mean right now we on a a a prevention screening every two months um and I mean the the list just goes on and on and on all the things that we have done and we have been very diligent about getting everything done in advance so that we are ready to open when we can safely open now there's some confusion because we did approve January 6th as the reopening date however that was contingent Upon Us remaining in the red tier so because we very shortly after that vote went straight into the purple tier and then actually went further into the state home order we have not had the opportunity to reopen uh until at all so I mean it's just not been an option for us to reopen legally or feasibly so now we are at this level of less than 25 cases per 100,000 our case rate is under 25 per 100,000 so that puts us at a new level where we are able to apply for a waiver the concern right now with the waivers and Mr Lear I'm going to expect you to back me up and correct me if I misstate anything but the concern with the waivers right now is that there's new guidance from cdph that came out on January 14th that guidance recommends a cad a testing Cadence of at once per week for all student all staff and offering it to all students once per week so although it is voluntary for students to take it I'm sure that some will and with all of the staff and however many students that will choose to be um tested it the cost of that is enormous now the funding that is supposed to go with that has not been approved it's not been um and the funding that they put in place that's under review for approval is insufficient to support $150 per test once per week for every staff and every student who wishes to be tested so without that U requirement of course we would be able to reopen um but we have verified Mr Lear directly spoke with the um the uh Health officer at Sacramento County and confirmed that we are required to do that testing so I don't know um if other districts have some magical stash of cash I don't know but um the if they're doing the testing it it is cost prohibitive we do expect that there will be new guidance coming out from CDC and from cdph very soon or not cdph but from the state um and we're hoping that there's new uh funding attached with that School Board Association has sent a letter uh in in coll oration with several other educational organizations they've sent a letter to the legislature asking for some specific things that we would need that are not included in the guidance that is being discussed right now some of those things include things like um you know consultation with our uh uh labor groups um sorry I I just drew a blank and um funding of course to support tracing and testing and and and other things that we would need in order to be able to open now that is all assuming that we are in the purple tier which we are we're currently in the purple tier we anticipate being in the purple tier for probably a little bit longer but once we reach the red tier then we will be able to look at that two weeks in the same rules that applied back in July and when we voted on this back in the fall will apply unless they come out with new guidance which they have not yet um that would change that so if we reach the red tier which would require the work of the entire Community then we would after two weeks be able to reopen and so that's we're ready for that we've done all of the the preparation we've done all of the the reports and all of the guidelines and all of the infrastructure we've done everything that we need to do we're just waiting until we have that opportunity to actually be able to open legally and feasibly so um believe me we we believe the same that that everyone out there does that it can't come soon enough for us to safely reopen we all want our kids back in school it is it is not that we're trying to prevent you from bringing your kids to school we just we're just trying to make sure that everyone stays safe so this great news that we're we're now going to be able to get vaccines so that's going to bring you know the the numbers for the community down which is going to work us towards that red tier and once we reach the red tier we are ready to um you know pull the we're ready to go so we are I I mean I can't speak for the rest of the board on how they would vote when it comes time to for the reopening but you know we're the board the district is ready so I just wanted to make sure that there was some clarity around you know what we've done and why we've done it and where we're at as far as being prepared to reopen and with that said does anyone else have any comments or discussion um maybe Mr lir could go over the home part as well as the school part how they've worked that out for those who don't want to come to school thank you so there as we move into plan T which with plan T plan two which is in our our Playbook does provide an option families would have the option to remain in distance learning um while those that chose to come back uh could could come into that hybrid in that plan two model um is that what you're referring to yeah um the the other piece is we've continued to see it trending we've updated all of our documents also included in the board packet is our CSP which is another new requirement uh schools that had opened previously fall under the old old rules we haven't open so we're under new rules um we do anticipate that I think there's going to be some changing CDC came out with some new guidance Friday evening afternoon um but I think that the thing to Echo what what you said um trusty Kelly is we are ready to go I think what what we have is we have agreements with our our bargaining units uh realistic we we're there with our csps and our checklist it's a required document to post we need to talk with our labor groups we need to talk with our um uh parent or Community groups those are all scheduled that we would be able to share those documents which is a condition of those so uh we are we are good to go um at that point so I don't know trusty Anderson if there's anything else that you were asking or if that covered it thank you anyone else have comments I do um I've received a lot of feedback from the community on this issue um so I just kind of want to share with the board and with the public the kinds of things that I've been hearing um I've heard from some who support um delaying reopening uh some parents who feel it's still not safe uh I heard from uh teachers saying questioning how effective teachers will be um trying to do both inperson and distance learning at the same time and questioning how much socialization the students can actually have while adhering to the guidelines um I've heard concerns from teachers about uh sub availability um about whether or not it's fair to reopen some grades and not others being that we are a unified district um saying that it feels like this is um rushed in other districts that are opening and closing and having to quarantine and everything and also pointing out that we are having our board meeting on zoom and we're discussing reopening schools I've also heard um from teachers who have said that um students need to experience a classroom especially like kindergarten students who may never have actually set foot in the classroom yet may not have experience with a book yet um I've heard a lot from teachers and I'm sorry from parents saying that they they're seeing a lack of Engagement from their children um they're kind of just tuning out the distance learning just is not working that they're concerned about the lack of socialization that they're seeing mental health issues that this Situation's been difficult for Teacher students and parents alike and getting comments about how children are suffering and how their academic performances dropping um and very powerfully we even had a student contact us talking about how this situation is affecting students socially emotionally mentally and physically um the vast majority of what I'm hearing from community members is that they want us to open as soon as possible um I'm not sure all of them understand that while we are in the purple tier we do not have a legal path for reopening uh grades 7 through 12 there's just no legal option available to us for that um can we hear what logistical issues there would be if we wanted to reopen grades k6 while still in the purple tier yeah so and Mr Jordan you can jump in on this as well but logistically the Collective bargain agreements we have would need to be reopened currently they have agreement for two weeks in red the other would be the testing Cadence we did and actually miss Mason and myself were on with the the Doctor Who would approve it and there was the testing Cadence requirement which I I'm reading documents we're still trying to get that clear but since she actually was the one who would sign off that's a big logistical thing for us to try and test even half of our our our district uh find financially forget the financial piece for a minute just the logistics of doing it um there is also uh other than those two big ones Mr Jordan are there other ones that you could see right now that that we had fac with a k6 option no I think you hit the nail and the head there the testing Cadence is the biggest speed bump obstacle for sure and I'm not even talking about the money part but the the logistics of getting it done on a weekly and bi-weekly basis we we've met Mr lar and I have both met with with numerous uh testing companies who were selling the test the county trying to figure all these these uh issues out logistically and from what I understand you said that the districts that had previously opened aren't subject to that same requirement so some districts open when they were in the red tier and it's my understanding that they're they're following the the guidance at that time we had some that opened under the waiver in the past um and they were following that waiver uh information as well so everything I've read it does fall into since they open they opened under those conditions and they're allowed to remain open under those conditions there was some new things they had to to publish um csps and the prevention plans and things like that but they don't have to do the same testing Cadence that we would have to do that is my understanding okay sorry and just to note that when the vote came up to whether or not to reopen we were looking at facing coming up to Thanksgiving break Christmas break New Year's and so that's why we selected the January 6th date so that there wouldn't be that break in back and forth and back and forth um and that's turned out to you know prevent us from being able to reopen because we immediately fell into the purple tier and honestly with the fact that we are in the purple tier means that you know the community is not a safe environment for reopening schools the CDC in their recent guidance that came out just last week I believe made several um references to the the need to have Community risk mitigation so not just the school district but the community needs to be following all of the risk protocols so here just let me just read a couple of their references School administrators working with local public health officials should assess the level of risk in the community since the risk of introduction of a case in the school setting is dependent on the level of community transmission alternative alternatively alternately sorry if Community transmission is high the school and Community mitigation strategies are implemented and strictly followed as recommended then the risk of transmission in a school will decrease so it's not just the school following mitigation strategies but the school and the community we have no control over the community and so at this point we're ready but the community is not the community needs to be in the red tier before we can open so well and also when we were talking about this with the kids if the kids came to school with a run nose we would have to send them home and they would have to be tested before they could come back to school and it was we were looking at a situation where if a teacher went out the whole class would have to be quarantined because there weren't enough substitutes to come in and take over and some classes were in other districts that didn't go back they were sent out on quarantine immediately they didn't have teachers out there to take over so I think a Statewide issue we are ready to go Pardon The Substitute situation is a Statewide issue there are not enough substitutes right to back fild the classes if anyone you know if one student or one person in a cohort is has symptoms the entire class including the teacher has to be quarantined and then we need a substitute if that person is six you know so um they would need a substitute that could distance teach I'm assuming I I don't know how it works I honestly don't but I know that anytime you know a teacher is out we have to have a substitute so well and just to clarify there would be contact tracing that would be done depending on the cohort so it could be the whole class it could be part of the class it depends based on the contact tracing where we do have through Personnel they were trained through John's H John's Hopkins for contact tracing um so I don't want the wrong thing there also could be a time where a teacher who we have had who has been feeling not well who can teach distance learning so it's a really unique situation um one of the things that I think would be very beneficial for for uh staff and the community is is an outline of the plan I know it's really difficult in our environment to pick a date and say this is the date we're going to come back but I think if staff can walk away knowing and communicating with our families if if we're going to go red tier two weeks in red tier then we can start sharing that with our families obviously like we did back in January things radically radically Chang or back in November radically changed I think that's an important thing because I think unfortunately it seems like as if we're we're not prepared now if we're not if the board is not willing to come back at that red tier at the twoe mark it would be nice to know what that direction is so we can communicate that with our community and our staff because they need to start preparing um physically Sometimes some teachers have been working from home um and they're going to need to come back and work and get their rooms geared back up so there's just a lot of process that we can't control yet until we have uh at least a timeline yeah yeah for as soon as possible yeah does anyone else on the board have any comments about reopening D Dr Lee do we Carol do we have any public comments can go ahead and hear those at this time yes I do have some P public comments to read thank you okay so this one is from a center cougar parent it says esteemed board members I am the parent of two Center High School students I WR write this as a mother Community member social worker veteran and taxpayer but I also write this as a voice for the many other parents and students in our community I am writing to advocate for schools to open as soon as humanly possible as a mental health professional I have had my finger on the pulse of our community for the last year and the situation is dire the Acuity of our kids mental health is worsening due to Growing impacts of Trauma from the last year we also know that school is essential and remote School leads to learning loss which is magnified for lowincome students students of color and those with learning differences to be clear in our family we value Educators and education passionate driven empathic teachers are the real rock stars and Game Changers they change lives teachers with a true calling are similar to a doctor or nurse in the ER a crisis worker Soldier farmer or any of our essential workers always subject to inherent risks while performing a great Duty in the noble profession they have chosen education symbolizes knowledge empowerment and economic Justice I am truly an ally we know school is safe the CDC continues to make this clear we know from the many open schools right here in neighboring communities and across the nation that have been open for months school is not a driver of community spread and staff and students are not at higher risk of being infected at school with safety precautions in place meaning masks and reason able distancing at least 3 feet or more and not major HVAC and building improvements these measures that have already been in place work and speaking with other districts and principles they are not having outbreaks therefore minimizing need for testing which is also an an enormous cost and logistical effort only to detect extremely low positive positivity rates lower than in the community in instances where there may close a certain where they may close a certain classroom temporarily they report we already know how to do distance learning and it's temporary and okay parents and students are tremendously upset and refuse to let this continue we must get good teachers back in the classroom with students the alternative is many Bright Young students Scholars athletes leaders and innovators are being denied their right to education equality and might not make it others have and will transfer out to get opportunities available to them in other districts this Exodus is already evident private and Charter Schools open for the school year are seeing enrollment rise and the disparity is pugn repugnant Center is a great School in a district with a long history a wonderful mix of diversity grit intelligence and character with that said I would like to close with some questions and solutions but not without saying thank you to all of you who are working so hard for the students we are depending on you and also acknowledge we are awaiting top down guidance much of what you have been doing this year is behind the scenes for a lot of us but it has been critical for our our kids this certainly deserves recognition this board and administrators have been responsive welcoming and receptive since I initially reached out I feel hopeful we share a common mission to reopen as soon as possible to mitigate further harmful impacts to student student welfare and equal access to education Solutions slash questions what are the barriers to reopening for those students who choose that option and are they mandates implied recommended could the district delay implementation on some aspects what are some possible strategies to overcome them are they truly insurmountable if things change and new guidance is published are you willing to open is there an option for those students not thriving to come on campus with AIDS or staff to support while they distance learn with their teacher the center know which students are thriving maintaining suffering can Sports and clubs be promoted more in in order to increase awareness and attendance since they are allowed these could be helpful protective factors for students and signed respectfully Center cougar parent the next one I have is from Nicole she says you need to open schools this year is ruining kids lives the next one is from Misty Walker what is the status of returning to in person learning are you concerned about our kids getting behind compared to other students who are in person in nearby districts and from Kenya it says stop the political nonsense open these schools put our kids first from Misty Walker will the kids be going to school through summer will there be any extra schooling offered for the kids who are behind due to the distance learning shortcom uh from Joan Lofton I'm making a strong request to work as hard as possible to open the center high school soon my two students need to go back to school this year she must graduate and enjoy the remainder of her senior year from Monica please allow us the choice to return our children to inperson learning it is now allowed in Sacramento County this is occurring in n starting next week the students just across the street from us in in other analou schools are already in modified day and this is greatly impacting our children when they see their friends in school just today analou high had a spirit day and our kids were crushed that they did not get to participate our kids come out of their room frustrated that they have been sitting at a computer for three hours and now have three more hours of asynchronous work this is not working anymore the fact that high schoolers can work and their work permits have gotten extended hours yet they can't sit in a classroom is completely backwards our high schoolers have gone from setting their sights on Ivy League schools to not being sure if they even want to go to college now please give us the choice and allow those who want to remain at home that option as well thank you from Chandra are there any exceptions for getting kids with special needs back on campus from Amber seals how will the $5 million the district has not yet received be used from Katherine Wilson Davis uh and I believe this uh some of these that I'm now reading uh they didn't know that we had gone back uh live and I did email them I just watched the board meeting and I feel there wasn't a direct answer given for the opening up of the schools we need dates you are holding family hostage and making it difficult for us to earn a living and provide in these desperate times I moved next door to North Country Elementary so my grandson could be close to his school we are grandparents raising our grandson and we need answers uh from Michael parlati open the schools you have slacked off enough you're doing an absolute disservice to this community how dare you take our taxpayers money for doing basically nothing you guys are robbing this community pathetic human beings you all are shame on you for making excuses stealing and being able to sleep at night um estabon Rodriguez says what's best for our kids is to open the schools why are we waiting to open the schools kids that live on the other side of analou are going to school and just started going four hours yesterday would a protest from the parents help open the school sooner from Amber seals is testing the only obstacle to applying for the waiver and reopening in the purple tier from Alicia Rodriguez kids need to go back to school it is not healthy for their mental health to be home for almost a year 95% of my kids friends have been in school since October here in Antelope they live less than a half mile away and started going four hours yesterday my kids are questioning why they can't go back yet can you explain why these schools are making it happen and Center has not what's the difference besides being in a different County less than half a mile away from from Misty Walker where would funding need to come from to support the weekly testing Federal level state level from Alicia the state did say that the majority of the state should be in a red tier by next week does that help from Daniel Turk please point out exactly in the cdph report where it states teachers must be tested there is no Magic Pot of money other districts have my understanding from reading that report is that testing may be used along with other abatement and prevention options as part of a reopening plan but I can't find it as a requirement anywhere uh this one is from Don pul hi my name is Don Don pul I attend Center High I don't think it's fair that we are not in school I'm struggling time it's not about seeing friends it's about me I mean us getting a better education everyone is suffering I feel if Dry Creek can open why can't us please board members allow us to go back to school and it looks like I have a couple more that have come [Music] in oh uh this one is from estabon Rodriguez half of our antalope community is going to school all ready so how is our community not safe or ready and from Armani Moses thank you to all district members but I'm a student at Wilson SE rils we need to go to school I'm learning anything I'm less interested please allow centerusd to open back up and from Monica if teachers are vaccinated they don't need to test every week and that is all I have at this time Mr laar what is the program with the high school or Junior High and high school and then going back uh the junior high and high school going back that in the there is no for 712 the guidance does not allow in purple tier for them to go back uh there are cohorts that we're working uh there are certain groups of populations that are allowed to come in as cohorts specialed homeless uh Foster Youth and in El the state has provided Provisions for small cohorts of that to return we do have some of those in in um in the works are happening um we're looking at ramping some of those up we have done it with volunteers uh teachers and stuff and staff members and we're looking at increasing that so I'm not sure if that's what you mean the the cohort do they prohibit the high schoolers from coming back in in the purple tier yes the guidance says that they can 712 cannot come back as a collective group what about the red tier uh red tier K12 tk12 can return with the 2k2 okay so we're talking two weeks after we're allowed in the red tier or we go red correct correct and actually the guidance has changed even on that our Collective bargain agreement says two weeks but now the state has said uh 5 days after uh you enter red would be allowable so you're actually looking for guidance on how to proceed yes what what we would appreciate is is I know we can't because we can't tell the Matrix I know right now the state level went for 18.7 it seems like it's dropping about five to six uh case rate per week it seems it was dropping a lot faster earlier um we did we I don't know if the board could could anticipate a date because I think that would be pretty hard but if we can get direction that we can communicate with our families to say when we're in there two weeks in red we open that we we're we're good to go we can communicate that we can communicate along the progress this the state or our county is making towards that so at least people have an idea of where we're heading uh versus not knowing and I know that has has caused some confusion and concern and families because they don't they don't know I agree and staff and staff not not just families do but everyone and maybe belong with that same communication you list out everything we have done to protect their child while in school yeah yeah and we will Contin continue to communicate we have our Playbook and then each School site has their own and I'm calling it Playbook they have their own more specific details of how uh students would would be received and and the different strategies they'd be used um but in the absence of a of a quote structure to return it seems as if we don't have a plan and and we do have a plan we're just waiting for that guidance to say here it is here's the plan we would even communicate with that plan here's a link so people can follow with the state to see how we're we're progressing um I will say the state's metrics is about a week behind the counties and the county numbers are even lower so it's still trending towards the red I would love to make a prediction but my predictions lately have been way off um so I will refuse to make a prediction but it does seem like it's definitely trending in that manner and so we could see it sooner than later um superintendent have a couple questions based off the public comments yes um first of all regarding reopening um the Center High School and Wilson C rils which some people ask for we have no legal way to do that until we're in the red correct correct in the purple tier there is not a not a path that that has been um put out now I do want to qualify or quantify everything we say right now is the governor and the legislature are working on new guidance as well so all of this that we're laying out could change the big Hot Topic seems to be vaccination um do teachers need to be vaccinated or not uh or educational staff not just teachers so I just want to clarify that it may not be just you know things could change tomorrow sorry I just have to give that disclaimer okay yeah and everything here is based off what the rules are today because we don't know what the future holds correct um so somebody mentioned Nas's reopening do you know how they're managing to do that with the testing requirement I do not I do know that they I I don't know I know that there was I saw a news article on it that they were gonna open the 23d and then later I'd heard it might be a little later I I don't have the specific details I could certainly explore with them to see what they're doing if that's the will of the board um I would like to find out some more information on that I'll I'll try to do some research on my end but um I am curious about that I thought that was a good point um and one of the parents was um questioning if the testing is actually a requirement or if there are other ways to do that can we get clarification on that yeah so so we had not had clarification that actually miss Mason and myself were in a meeting and it was stated by our Public Health director that that to sign off on a k6 waiver they would want that testing Cadence uh that's outlined in the cdph guidance currently and it if did that and had that testing cadence once we got back to the red tier would we be able to discontinue the testing the Cadence would would switch the Cadence requirement would would switch I know in the purple tier that the standard was that that they would want to follow the Cadence uh the assumption would be we could get a little less we've already got some surveillance testing for staff um we also are working on some rapid testing that we could do for response testing on site um and again it's all voluntary as well okay and then to address a couple of other uh things that were brought up oh um somebody asked about clubs and teams and if there's any way to bring those back on campus so uh CIF has allowed for certain seasons of sports we have had some conditioning because they've allowed it um and I appreciate the what the staff they followed some pretty rigorous uh rules I guess or procedures to to have uh those students come back season are starting to open I believe cross country and golf are the two that we if I can remember correctly are are ex allowed to open now since the rules for CIF have changed we've had to kind of our league had to get disbanded so we're actually with our teams looking to do that uh the High School Mr um Ferguson and Mr jelli I know are are trying to get word out to the the kids that could participate I know today I was stretching my legs and they were out there were some kids out on the the track or the the there okay and then as far as the question are we concerned about students falling behind um I I can speak only truly for myself but from what I've seen from everyone on this call the answer is a clear yes um as far as whether or not a protest would help I I just want to say we're already hearing you you have a right if you want to organize a protest to be heard but I'm telling you that we're already hearing what you have to say and we are working to get this District reopened as soon as possible as safely as possible and as efficiently as possible it's just trying to figure out how best to do that so you know I don't think a protest would help speed that along but you know again that's that is a right that people have but I I want to let people know you are being heard you know I I've been listening to every comment that has come our way I'm taking it to heart and you know we are trying to do the best we can for the students in the community Steve that reminds me um of the summer program Mr lir could you mention that yeah I know learning loss we've already started some uh stuff with the high school right now at Center High School uh for intercession to try and help help students but this summer we're already looking at offering a much more robust summer type program uh distance and in person if if allowable we're hoping that we can offer that at every School site for those that want to participate going forward we would also look at extending days I know um there's other options of intercession type things and that's a lot of what the dollars will be used for to help offset that because we have our agreements with our our labor groups allows for a certain amount of work days to bring those individuals back to perform work we have to compensate them they they won't work for free um so a lot of the dollars would be used to accommodate that learning loss over a a pretty long time period um and more information our our struggle right now with the the summer program is we're hopeful that that we'll be able to do some of it in person and not have to do it all remotely for those that want to come in um and some of it may not be just academic but also just how to get along against we have some little guys who've never been in been in seats before um and and so how do we interact you know on that level too so that is definitely in the works and more more info will be be coming on that I'm sorry for the interruption Steve that was important thank you that that's actually something I didn't jot down in my notes but I had meant to ask about and the other thing is um you said that the requirements changed to we could reopen five days into the red um what would it take if we wanted to switch from two weeks in to five days in we would need to open reopen our labor agreements and then re go back to the table with um our bargaining groups to to see if we could change it for those five days and how much time would would that process typically take it it I I would hate to guess it could be an hour it could be a month um I I would hate to to speculate on that it I don't have an answer because if I said it's an hour it's going to take a month if I said it's a month take an hour well feasibly an hour an hour is not possible I mean I know no I know I'm I'm giving I mean you could negotiate tomorrow and it could take an hour and you do anou but then it still has to go to board for approval still has to go to membership for approval so I mean realistically speaking two weeks would be probably the minimum that it could feasibly be done um and that is everybody you know agreeing well on 100% of the point so um but we know they want to wait for testing anyway or for not testing but for vacc yeah vaccines so um another question I have we currently meet once a month as a board typically and with changing requirements and everything that kind of leaves a point where if things change there's a long there could be a long delay before we can react to it what could we do is you know if the the rules change to meet earlier with the uh majority of the board we can schedule a meeting and notice it and I believe in 72 hours we could schedule a meeting okay and it just needs to be properly posted so if if you guys give us Direction something changes we could call a a meeting the main thing would be your availability uh to to to have a quorum um and then so I need three of you yeah and in addition to that we could we could give guidance tonight that would preempt us needing to meet again so um I mean yes if there were major changes once that guidance finally comes out of the legislature if there's major changes that we need to meet about then like Mr Le said we could schedule a meeting but I'm you know hopefully will be able to leave here this evening with providing some you know concrete guidance that won't require us to meet again um if and when we reach the red tier so that I mean that's what I'm hoping for and and you know Mr Bruno you beat me to the punch I really just wanted to say to all the parents out there that we hear you we we don't just hear you we are with you we are 100% with you with wanting to get the kids back in school um obviously we want to do it as safely as possible and in order to do that we have to follow the guidelines um you know there could be an argument that we should have reopened in the fall even though Thanksgiving break was come looming ahead um but at this point it's pointless to say what we should have could have would have done because we didn't and we had good reasons for not doing it and now we are prevented from doing so so I I just wish I could give you the answer you want to hear I really do I feel for everybody out there with kids that are home and depressing depressed and people that can't go to work and I I just feel badly for all of you and we are working as hard as we can to make that make this happen as quickly as possible so I just wanted to say we hear you we hear you truste Kelly this is Carol yes uh I have a few more comments that came in right after I finished would I be able to read those I see no problem we have not made any motion or action on the item so it's still open for discussion okay this is from Marissa Cado it is my opinion that the state county and school districts are failing our children by not opening the classrooms to at least the elementary school students I have a kindergarten fifth grader and sophomore and my husband and I both work full time outside of the home my husband who is our primary wage earner took a huge pay cut in March so we cannot afford to pay for child care but make too much for assistance to help pay for it my kindergartner who also has an IEP is expected to know how to tell time to log into meetings and read instructions and stay on task with the help of his siblings who have their own classes and education to focus on Co is not going away anytime soon and we need to start finding ways to adapt because we are losing precious time to educate these kids from Lindsay Turner dear board members the health and safety of the children in our community should be number one priority we have all been experiencing a new way of life with the covid-19 we we have been quarantined to our homes had to wear masks outside physically distance ourselves from loved ones and friends and some of us have not been able to work or go to school now that some now that some parts of our lives are making their way back to a new normal we would like for schools to reopen if other schools five minutes down the road can open why can't cusd if my four-year-old son can attend in-person preschool at a cusd school School currently and follows the rules set in place by his teacher without catching Co I do not see why there should be any issues for the rest of the grades with our children's overall health and wellness being the priority here what about the kids who are suffering from depression what of those who are abused usually the teachers are the ones to question what's going on at home what of those that are starved whose parents are too prow to bring their child for the free lunch or Food Locker what of those that are alone unsupervised because their parent can't afford daycare but must work outside of the home where is the voice for these children keeping the school closed is doing more harm than good if you ask my opinion the teachers that do not feel safe to return to in-person learning should be given the option to of returning to class or hitting that unemployment line so that those that are willing to return can do so I'm sure there is a lot of teachers that are looking for a full-time position as for the parents who don't want their children back there is homeschool for a reason my daughter who is normally an A's and B's student last semester had D's and Fs that is unacceptable then in class the other day I hear the teacher telling the students what you get for a grade now affects what classes you get in high school knowing darn well that most of the students are are failing including those that normally wouldn't so those that were not given the opportunity to excel because distance learning is a horrible long-term solution now have to be punished as a district you can do better I am at a point where I will unenroll my children give my money and tax dollars to another District if that continues from Latoya Jenkins cases is dropping let's bring TK through six back can we offer more support and sports conditioning programs for 7 through 12 just so the kids can be more active also can we offer more mental health counseling resources for the kids from Chandra communication has 100% been the number one problem increased communication would be much appreciated from Alise ha as a high student I would like to thank you guys for putting our safety and the safety of our families first most of us are in agreement that we are willing to shoulder the burden of being away from school as long as we our families our classmates and our teachers are safe once it is safe we look forward to seeing everyone again and are eagerly waiting for the community to contribute with our efforts to be safe again thank you all [Music] from Latoya Jenkins can we bring a conditioning programs to the elementary schools my nonprofit organization can run the programs and the last one I have says from Chandra students who are struggling now are not going to want to spend their summer on a computer especially after a year of doing this and that's all I have so I would propose Mr Lair to advise this is my opinion to advise staff to continue with the two weeks once we get into the red tier we could reopen schools for a motion that's okay is that is that a motion Mrs Pop um yes that would be a motion do we have a second second and I'm sorry Mr L you had some comments no I just want to clar clarify what I heard her Miss Miss pope say so the idea was we would start two weeks into the red would be the date we would move to plan two in our hybrid model okay I just want to make sure I see some nodding so I'm I think you're on the same page good thank you yeah I think that we'll be we'll be in the red tier soon let's let's all hope that we are going to be in the red tier soon we already have the bargaining agreement in place I think reopening the bargaining agreement could end up causing further delays um and and would only save us six days so well not six days it would be what nine days so um I mean nine days is a lot I know but I think that since we already have it in place we should just thank goodness that we have the bargaining agreements already set we've got all of our plans we're waiting for approval on our plans our CSP um we're looking forward to the the new guidance from the legislature there's just you know everything is lined up to go we just have to um reach that red tier and we will be ready to pull the trigger so um we have a motion and a second is there any further discussion no this includes high school kids right yes it it would be all the schools correct it it would be tk12 two weeks into the red we would we would bring them back sounds awesome Carol could you read the motion again please I don't have that exact wording I was going to get it off the recording later okay I'm sorry for putting you on the spot like that um Del could you just repeat it I'm sorry yes President Kelly I would motion once the once the state or sack county is in the red tier to open schools two weeks after great and we have two in plan two I just want to clarify it's it's a h would return in the hybrid model which is H to yeah and that option would give parents the option to keep their kids in remote learning if they choose or return them to in-person class wonderful thank you for that clarification yes thank you any further discussion and we'll have a roll call vote Mrs Anderson I miss Dr Lee I Mrs Pope I Mr Bruno I and the chair votes I thank you again to everybody who's commented on this and Mr Jordan hi hi what can I help you with sir my apologies On a related issue it came up a few times uh about some of our students are struggling mental healthwise we do recognize that I just want to remind anyone who's out there um if that is an issue with your student please contact your site administrator and our counselors that um we do have some resources available as a Cabinet we recognize it's an issue too and part of that we've been talking about the co money what's going to be used for uh we approved this morning to bring on another full-time mental health counselor uh for the next year to to help out with those exact needs so families please reach out to your your site admin we do have some resources available on site and through our Family Resource Center sorry to interrupt thank you oh no thank you Mr Jordan I'm glad you mentioned that okay um moving along to business item number c which is the district calendar for the school year 2023 to 24 this calendar for the 20 2324 was created consistent with prior years including preserving the following priorities maintaining a 10-month work year for 10-month employees maintaining the district's October break which everybody loves apparently uh providing a relatively even split between the first and second semesters while also providing for first semester finals before winter break do we have a motion a motion Miss Kelly to approve the recommend that calendar yes ma'am correct and a second um I'm motioning to bring it to the floor ma'am oh motion to bring it to the floor and do we have a second a second do we have discussion yes please um it's my discussion um I would like to state or ask is it possible once October break comes around if we could follow the learning law and have S some kind of like an intervention program for the students that wish to attend so so with that so and I I know you know this this calendar probably brings the October break to your mind this is 23 24 but all of our C calendars do have the October break one of the things we would would work on and work toward would be not only maximizing summer but also maximizing after school before school programs and I think your recommendation here uh October that would be something else to look at too that we could try to bring some some kids back that would want to come back to get some extra support um I know other districts have even done it over the winter break where they've brought staff in so that that's a great suggestion thank you and the the funding for that would come from the covid funding that we're waiting the essr too right so there's multiple poxs there's the SSR one the essr 2 and then there's some governor's initials in addition to those but those two the latest one is the sr2 we're waiting on uh it's coming we think sometime after March that we might actually see the money and that was what was approved back in December by uh the federal government wonderful any further discussion on this item so the chair would entertain a motion to approve if somebody would like to so move do we have a second I'll second moved by Mrs uh trusty Anderson and seconded by truste Pope and roll call vote for approval of the district calendar for the school year 20232 24 Mrs Anderson I Dr Lee hi Mrs Pope hi Mr Bruno hi and the chair votes I moving on to item number 16 Advanced planning future meeting dates the regular meeting Wednesday March 17th 2021 at 6: PM as at ryles middle school or at be held by Zoom if necessary and do we have any suggested agenda [Music] items hearing none we'll move on to continuation of closed session the board does not need to continue meeting in closed session do we have a motion to adjourn I motion so moved by trusty Bruno and seconded by Mrs trusty Anderson and the meeting is ajed good night everybody good night thank thank you guys and thank you to Eugene for getting

to 3 p.m. why would we open for in-person instruction when other districts have done so and have had to close down due to co cases increasing I appreciate the board evaluating the pros and cons of the transition to the hybrid model and the attention given to parents and families as well as employees Mar I didn't catch the first part of that about the district and the timing um just would like to thank the district for keeping employees informed about potential uh vaccination opportunities in our area we've been informed quite a bit but there with the shortage there's still apprehension about whether or not to you know reopen okay such a shortage in vaccinations okay thank you sure thank you thank you Marie any questions for her okay moving along uh report uh excuse me committee updates uh so we have Craig dies who's going to provide a facilities update always fun all right well good evening everybody um I'm going to start with the full day kindergarten program prog um if you ever have a chance to drive by there you can see it from the street they're making a lot of progress they have the um building pad complete all the dirt's been brought in it's all been compacted in its level um and then they did pour um the foundation peers that are going to hold up the foundation within the within the building pad so we do have some um movement with getting ready for the buildings to come in in the next two weeks they're going to be working on the retaining walls that are around the outside of um the raised dirt that they have there and they're also going to be working on the foundation footing so they'll be putting in the boards and the rebar getting ready to um pour the concrete for the foundations and the retaining walls so in the next couple weeks we should see all of that happening and then the goal to set the buildings to set the three classrooms is um April 1st so I hope I don't have to fool you on that one on April Fool's Day um moving on to the new School site um we did send out the request for proposals and qualifications for the leas leaseback contractor um who will be building the overseeing the building of the school site and we actually had our contractor briefing today so we told them all about the program and then their job is going to be to put in um put a package together um to telling us what their preconstruction excuse me costs are going to be um as well as um an estimate a rough estimate of what the um construction of the school will cost and then um that RFP RFQ closes on um on March 5th and we will bring the contractor that wins at um that bid to the March 17th board meeting we also have the design development phase of the drawings it's where they get a little bit more specific and refined from the schematic drawings those are set to be complete in two weeks on March 5th and um at that time we'll do another cost estimate so we do an estimate at the schematic drawings but those are the ones that we showed you at the last board meeting where it just shows you where the buildings go where the playfields are so it's a pretty rough estimate and um that one came in a little higher than we were hoping for so we went back from those drawings and we TR tried to Value engineer it a little bit to shave as much money as we could off of that initial estimate but when we when we're able to do the the the design development drawing estimate since we know what the Interiors of the buildings are going to look like and the finishes what type of carpet we're going to use we have a better chance to refine that budget and we'll be able to to share that information with you um at that point because it's not the best idea to share a very very rough estimate because sometimes it scares you like it scared me um but we're trying to whittle it down and make sure we have all the programs that we need within that School site and um we should be able to share that with you at the next board meeting do we own the property on the property we did get um CDE approval so the C Department of Education approved that we can purchase it as a School site um so now we're working on negotiating with the developer to get a few perks for us possibly some grading of the school site and some other things as we negotiate the price for that um for that site so it's taken a little bit longer than expected because of the CDE approval process but we're getting close okay I don't know that you want to say this in meeting a public meeting but if I called you and asked you where it was at could you tell me so I could go look where the School site is uhhuh absolutely okay I I'll shoot you a map and um we're actually talking about trying to put together a little field trip out there um get one of our bus drivers to drive some folks out there social distanced of course and um look at where that School site is and where the Park's going to be as well so okay nice and then the last section I have is our CT um program our residential and commercial construction and info Information Technology um buildings that we're working on and we're in the process of the design development phase we're about halfway through it um so not too much is happening except the Architects are um sharpening their pencils and drawing like crazy and that should be complete around April 16th so we'll have hopefully I'll have more information on that one at the next board meeting as well and that's the concl of my report unless you have any questions good job all right thank you I think you're muted Kelly I'm sorry there we go for some reason my mouse would not uh it wouldn't work so I had to find the keyboard on the or the mouse on the laptop okay sorry about that um item number 11 on the agenda Mike Jordan is going to present to us uh on the multi-tiered system of supports mtss all right good evening can you see the uh the screen that says H multi-tiered system supports is it sharing out with you outstanding all right my role tonight I'm going to give you a brief overview of our mtss or multi systems uh multi-tiered system of support for the center Joint Unified School District you'll have uh this packet in your board uh packet there and that's what we're going to be talking about this evening so mtss just so you know it is the umbrella that all of our services for students fall under and I'm going to give you just the highlights of our our total plan that took us about three years or so uh with a lot of help from administrators teachers classified staff to put together it does not want to it's not letting me go to the next screen here give me a second the teachers are loving this oh there we go okay all right so what is mtss uh so this is just an overview on this is right out of our document this is our definition and I know it's a long definition I'm just going to read it and then I'm going to explain it out in the next couple of slides and some with some uh visuals so a multi-tiered system of supports mtss functions as a system that supports all diverse Learners including general education special education English Learners gate advanced placement students through a framework of academic social emotional and behavioral best practices mtss provides prevention intervention enrichment and ongoing support in the most inclusive settings as Guided by schoolwide Data Systems and progress monitoring this framework organizes scientifically evidence-based resources to support students through a three tiered format so the highlights of this the kind of the summary of this uh this is encompasses all academics all social emotional learning and all behavioral best practices however they're not provided in independ independent it silos these all work together these all function together simultaneously so this is the best uh depiction of this visual that I could find of this uh you can see mtss is the the umbrella that all of these student services fall under and you can see underneath the Rings that's showing it's the whole child and that these again they're not taught in independently our academics are behavioral uh uh initiatives our social emotional and learning initiatives uh all of those are constantly uh working together to educate the whole child uh and it takes not just the teachers in the classroom but administrators are classified our parents uh our community everyone working together for this to work so when it talks about the three tier what that means is the bottom tier the red tier that you see tier one that's provided to all students um that's everything we do provide it to everyone then a smaller group if they are not successful in the tier one they meet a little bit extra help or a little bit extra intervention that's that targeted small group yellow tier tier two uh so we'll move them from the tier one up to tier two uh if within the tier one and tier two if students are still need of a little extra support and usually this is about the 5 to eight% of our students we go up into that tier three level or the Intensive uh intervention level now kids can go back and forth between these levels uh depending on what's going on depending on how they are are performing depending on how uh things are are working out for them so it's not like you're stuck in one tier you are constantly moving in and out of those tiers so the blueprint and that's that big uh packet that you should have within your packet in our blueprint we have outlined our three tiers what we do in the academic realm the social emotional realm uh as well as the behavioral realm the the key components that you're going to see how this is all what this is all based upon uh one is high quality research based instruction and that encompasses udl strategies which Mrs Lawson did a great job last a board meeting of explaining udl uh Universal Design for Learning strategies two it's using it's based on the concept of systematic and sustainable change so we're constantly using data uh to make data informed decisions uh in all in all Realms and then again an integrated data system so we're using Universal screeners to see where kids are uh where we need to go there's diagnostic tests there's Pro ress monitoring everything going simultaneously along the way and then finally we're uh we have the positive behavior supports uh going on uh to Encompass uh everything that's going on on the school sites so one thing you're going to notice in our plan is you're going to see this little uh blue and gray and white at least that's what it is on my screen I hope you're seeing the same thing it says all means all and we that's just a reminder that it's all students all students regardless of grade level regardless of academic level uh it's this plan is for everyone and finally just as you're going through you're going to see how these tiers are broken down so in this first page I'm just going to take us to the first page real quick uh this is our tier one this is all students again and in this uh case you're going to see an elementary breakdown a middle school and a high school breakdown so over on the far left column uh you're going to see tier one academic behavioral and social emotional supports those are the supports again for everyone all students then when you move over into the little bit lighter blue column and then the second white long column you're going to see our our tier 2 supports so we've gone through these tier one supports we have some students that still needs a little bit of extra intervention a little bit of extra assistance uh they're going to pull into these programs and services that fall under that tier two and then finally you're going to see the the lighter blue lightest blue uh you're going to see the tier three supports again that's about 5 to 8% of our students and that's the tier one and tier two they still need a little extra support some more assistance then they would fall and they' uh go into those tier three support again in all three Realms behavioral academic social emotional learning so as you're reading through this document please keep in mind uh that this was compiled in June of 2019 it was introduced to our staff the beginning of last school year uh then of course covid hit uh this is a living breathing document that will be updated and upgraded as we go along so we have a thing called the hexagon tool where we look at new services new programs that we uh plan to bring in at the tier one two and three levels and that's how things are added to this plan all right again this is just meant to be a brief overview uh are there any questions I couldn't see the whole slide yeah me me either I couldn't see the whole slide either I think it was just I think it was a snapshot of the slide what that slide there is really just a that one right there Mr Jordan that one's actually the first page in the blueprint I don't think it was meant to have the whole slide in the P the board packet there the the whole document is in there correct yeah sorry I I put the full page up there it just it was too much information for one slide to show on a zoom and it just didn't you couldn't read it at all so I wanted to give you an idea this is what each page looks like this is the format of each page the other piece Mike and I just want to re restate or Mr Jordan is for the board is this was our starting point this is a living breathing document that we will continue to add M change this was a we needed to get something to frame the systems that we had what we found was we had many different uh supports all over we didn't have it coordinated to an outline so this document will provide us a road start plugging things in through the hexagon tool through different different program are different um trainings different things this will be our vehicle for that so this is not like done this is a one of those documents we be updated throughout okay hey any other questions thank you so much Mike thank you so much okay uh moving along to item number 12 on the agenda this is comments from the audience regarding items that not on the agenda just keeping in mind that um um we do have on the agenda the reopening so when when that comes up on the agenda then there will be time for a public comment on that as well um and I'm just going to read the disclaimer here anyone May address the board regarding any item that is within the board's subject matter jurisdiction however the board may not discuss or take any action on any item which is not on this agenda except as authorized by government code section today or within the last couple of days somebody said that we only pick and choose the comments that are read and that is absolutely not true we read all of the comments that we receive and I just wanted to point that out thank you yeah no I I absolutely can attest to that there's there's no way we would pick and choose what comments we want to hear we we don't even know what the comments are before um they're read to us so the person reading them uh receives them and reads them period that's that's all there is to it so um I just want to and you know they go back and forth sometimes you'll get you know everybody's in favor of one thing and the next month everybody's in favor of the opposite so just we we take it with uh you know under advisement and listen to the comments that come in over a period of time so please anyone Carol yes I have two of them currently I have more for a um a specific item the two for public comments are uh from Misty Walker says what has the over $9 million in covid money received for our district uh been spent on can the public get a report on where this has been spent and the second one is also from Misty Walker she said moving forward can you offer better more detail and more communication with parents about returning to in-person learning that is all I have at this time great thank you um and when the item comes up on the agenda uh the board will be able to comment on uh that item as well so just you know okay um board and superintendent reports are next yes I do have a comment to Misty um if you looked at had the live stream I believe it was um so it was probably January that Al Lisa Coronado explained in detail what we spent the money on so you could look at that live stream to get a better idea of where we spent the funds I think it was January wasn't it Mr lar yes and just for clarity the the current allocation I think was Miss cornado probably be a to comment better one I think it was about 1 point one under two million and then that was the first round of Sr one Sr 2 we're slated to get over four million but we have not received that um so I just want to make sure that that's clear too we've not received 9 million uh so if someone tried to add up what Lisa shared uh it would never reach N9 million because we we did not get that as far as um there so I don't I don't know Lisa if you want to jump in real quick or not actually we did receive more than that we received um five million Mr L and I did report on that as you said Mrs Pope but I will report on it again next month with second inter so um Lisa does the five million include what we haven't gotten from Sr 2 or was that only Sr one that's Sr one that's five pots of money so that's money from the state and from the federal government so once we do get S2 then it will be 9 million correct correct correct all right great thank you h

uh Grant reductions due to attendance so the attendance uh procedures that we typically have in place they uh waved parts of those and then the pupil to staff ratio so it used to be that you had to go you had to basically show up for the grant funded after school programs yes I'll talk a little bit about that as we go through it yeah card and the grant funded are a little different in that regard be sure to mention with the grant funded if the the rules have changed about how often you need to be there participating in order to be continue to be eligible sure thanks so in a typical year uh we have some information here that was put together in conjunction with Ken and Stephanie from card so I I appreciate their help to make sure we had this running as smoothly as possible it's a lot of information to take in so forgive me if I'm going too fast with this uh and please ask questions along the way because like I said there's a lot of information about these programs so traditionally preco we have locations um for our grant funded after school program so that I'll talk a little bit more about that as we go on here so again stay with me with the locations two Junior Highs are included and Fairview uh the hours typically run as I said from after school until 6 pm on school days Elementary uh we have first through fifth grades in our grant funded sites we do not have kindergarten that's one note card does as you will see Junior highs of course sixth through e8th grades and then Fairview 9th through 12th so there is no cost to families in that Grant funded program attendance requirements are uh in place to ensure the program is fully used the enrollment cap cap for the grant funded sites is 89 students per elementary site 140 for junior high and 110 for Fairview totally 9 24 kids again focusing just on the grant funded sites in that time that we have the kids after school we uh have physical activities homework help enrichment activities and snack does come in provided by nutrition services the programs are run by a credential cusd teachers and staffed by card Recreation leaders and the actual name of the grant we call it aces but it stands for after school education and safety program um back to that last slide Please Mr Shephard enrollment cap is 89 students per elementary site 140 for junior high and 110 for Fairview totaling 924 kids that doesn't mean there's 924 kids participating in the program now though this is an at typical year I'm giving you kind of some background information because it helps shape where we are now because it's a it's it's shifted due to sb98 yeah uh on this slide we list the allocations from the grant that we get per level there and I will mention that these are extremely competitive grants uh these were all set in place and established far before I came into the picture in this role and I know that um we are very lucky we we continue to try to add more schools with grants to this and Liz does a fabulous job every year because we always ask her to write but we do not get them so uh it is extremely extremely competitive to secure these grants so we're fortunate for what we do have so typically again in a typical school year card also offers at uh the other Elementary sites they're listed there they run the same hours that we do they do include kindergarteners uh with their students but they do not serve the junior high or Fair viiew it is a a fee based program and the attendance requirement is not there as it is for our grant-funded uh sites enrollment for the card programs is typically based on school space availability and parent interest at the sites and they also include Recreation and homework help they are staffed by card employees and those programs serve in a typical year pre-o approximately 800 students so typically we serve, 1700 students every day after school between the two programs and that has been in existence for for quite a long time as I've mentioned so moving into 2021 starting in August when we were all uh doing online learning we did have to um we there were a couple things that we needed to do to have our teachers come back to teaching in their classroom and also uh to work with the provision that Governor Nome included to help serve our students most at risk the program shifted a little bit so the programs ran from 7:30 to 3:00 this is an example of that wave of the time and they were programs were open to Children of cusd employees as as I mentioned as teachers and staff were back to work and targeted students at no cost to families they uh programs were funded by our Aces Grant and Car Act Mon's totaling approximately $15,000 a month continuing on here they were served at 12 Elementary School excuse me Mr tennis has a question thank you madam president um so how many students in each of these categories and this is not in typical year now this is presently right correct so um so during the online portion that I'm talking about right now we had approximately 500 and those were between our what we call our workday child supervision which are Chico Unified staff uh students are are at risk students and then cards paid students so this is between this is in distance learning August 17th through October 16th correct um what was unique about that that time period that was when school started basically School began but we were all online Okay so the programs did provide supervision during the synchronous time of learning and the asynchronous time that was when we had both of those going on and they were coordinated by our after school uh coordinators who are credential teachers and staffed by our classified staff members and card employees this is where we started to really work together with card even more so than we do normally uh cards programs mirrored what we were doing here but they had 7:30 to 5:30 they uh they were fee based and their enrollment was open to the chico Community those are the 132 kids that I had mentioned uh they were located at four schools and again same kind of thing provided supervision during synchronous and asynchronous learning as well as after school time and staffed by card employees any questions on that before I move to the AM PM okay so amm as we know started October 19th and we are running it currently today I can't mention enough the appreciation that uh I've had working with Stephanie pile and the card crew uh it truly has been a collaborative effort in a lot of ways so we do uh we did have to shift to how we would continue this program with an amm model uh that provided lots of different things to consider what students were am students what students were PM students and the different programs that the schools offered so um am supervision and again I apologize I know this is a lot of information coming your way 7:30 until the start of their PM School PM supervision is the end of am school until the end of the school day and we have a third cat category for uh parents that would like their kids to stay after school until 5:30 and that is fee based so um C USD employees and targeted students again are there Tina excuse me Mr tennis has a question yes the fee based um for Cho unified staff what does what are we providing uh as far as the money yeah and then the time time frame do they do they go till 6m the we our money pays for them with our money the cares Act and the after school program Aces Grant pays from that 7:30 to 3:30 and then then because that covers the working time and school time and then if parents are in need we only have a couple of our uh classified staff who utilize the after hours because they uh work until 4:30 5 o' yep okay uh again we use our ases grant funding and our uh cares act money to augment it uh so approximately $15,000 a month and uh this is so that's been a consistent through August uh the students that are that were in the program from the beginning are still there as a fee based uh piece these are happening at 12 elementary schools three Junior highs and Fairview Fairview does have a focus on credit recovery there and they're staffed by our after school program coordinators who are credential teachers and card employees so in a nutshell that is the program uh kind of an overview again from what it typically is during a a year that is not uh a pandemic year and how uh we have shifted to accommodate the best that we can um as we've gone through the the the co year thank you Tom thanks um I have a couple of questions all centering on the same theme which is how can we expand these programs we've heard a lot both from the community at large about the trouble that AMPM causes to uh people who are used to having their students uh safe and supervised during the school day and also specifically from uh Eno Medical Center uh and I know they work some different hours they often have a shift at ends around 700 p.m.

um about the assessment of the current transportation contracts and vehicle inventory for zero admissions so um you folks contract for the buses right yes senator we do and so are they bus bus um companies that have buses that have zero emissions i'm a little history on that when i first came aboard with the doe there were there was tremendous discussion about how we're going to transition from internal combustion engines to the electric environment i will tell you that's going to take a little time because the bus companies have substantial investment in their equipment and some of the equipment has a longer life cycle and then it's a function of where do they dispose of these buses as a phase in the electric buses the other concern they had was there's been some tests actually with jtb as a number of electric buses and its capacity to climb some of these hills or wherever they're going had some challenges but they've kind of addressed that it it will be a reach to convert all these buses within that cycle and it's really the private sector whether it be roberts or transpar or the folks we're dealing with now and and we need these buses right we transport a fair amount of students we transport special ed which is a federal requirement so there's some challenges to get there i'm sorry i can't give you a clean answer right now we're working through that process as we negotiate these bus contracts well that's my concern whether or not you can actually i mean you're complying with this is to give a report but literally it's going to depend upon what's going on in the private sector because until we can buy your own buses which you're not going to be able to do or probably not advisable to do as to how soon that we can get to that zero admissions to me i'm not sure if it's going to be a process of one that's going to be i don't know what how fruitful it will be so anyway you're absolutely regret correct because they could exit the market if it's going to cost too too much for them to meet our requirements and what are we going to pay for these technically upgrades to the buses it's it's going to be a tough one and it's not only the buses it's bus drivers we have a declining workforce in that area right because folks are retiring so we're gonna have to see that challenge but but we're gonna work with the hawaii state energy office and and see what kind of opportunities we have and how we can get better at it i i would agree with you it's it's going to be a bit of a stretch but we're going to try okay well i'm surprised you didn't bring that up in your testimony but thank you thank you chair gabbard any questions from okay let's go into recess my we are reconvening the committee meeting on education jointly with committee on agriculture and environment in hearing the two bills so senate bill 1251 the recommendation of education chair is to pass with amendments amendments are technical and non-substantive amendments we will also be noting in the committee report that procurement exemptions may be required to effectuate the goals in this bill members questions not senate bill 1251 to pass with amendments chair votes i chair votes on senate bill one two five one pass with amendments uh vice chair votes i senator de la cruz excused senator kanoha aye senator favela four members president voting in affirmative senator de la cruz aye okay five members president thank you members chair gabbard your vote same recommendation for aen trip votes i vice chair nishihara excused senator ocasio aye senator rhodes aye senator fidello aye measure passes thank you members thank you for senate bill 1311 relating to sustainable schools recommendation of the chair for education is to pass with amendments that are technical and non-substantive amendments and also in the committee report we will note the comments by senator kim relating to the requiring the reports that the department of education has little control over with that members questions senate bill 1311 passed with amendments chair votes eye chair votes on senate bill 13-11 with amendments vice chair vote side any members president voting in no any members voting with reservations hearing none all five members present voting i recommendations adopted thank you chair gabbard same recommendation for aen any discussion chair votes i any opposition or reservations seeing none note the absence of senator nishiro measure passes thank you members thank you that concludes this joint hearing one thank you for joining us for the joint committee on education and committee on labor culture and the arts wednesday february 17th it's a little further than 3 10 p.m but that's what the agenda was i'm sorry for the lateness we had three other hearings before this um to deliberate on senate bill 810 relating to collective bargaining eliminates the superintendent of education as a voting member constitu member constituting the public employer for the purpose of negotiating a collective bargaining agreement with personnel of the department of education let's see to testify cynthia covell for the department of education please good afternoon cheers kadani vice chairman of kim and bihar and committee members i'm cindy covell the assistant superintendent for talent management hawaii state department of education respectfully opposes sb 810 eliminating the superintendent of education as a voting member in collective bargaining negotiations for unit 5 our teachers and unit 6 our educational officers could impede the department's ability and management rights to manage direct and control operations additionally equipping in the board of education with the majority of the votes would hinder the governor's ability to exercise broader authority and oversight responsibility for balancing the state's budget mahalo for the opportunity to testify and stand by to answer your questions thank you next for water chief negotiator office of collective bargaining riker please follow the chairs voice chairs and members of the committee frankerwater chief negotiator for the office of collective bargaining we echo the department of education's testimony and do note that this has drafted this measure would significantly diminish the governor's authority and ability to manage the department of education's expenditures it would give the board of education the majority of votes by reducing the number of votes allocated to the government and allowing the board of education the ability to uphold the government the negative impact the governor's broader authority oversight and responsibility of balancing the state's budget negotiating collective marketing agreements for 14 other marketing meetings thank you for the opportunity to testify and happy to answer any questions thank you riker that concludes the oral testimony members open to questions please no questions from education committee senator tanguci no question yeah i wanted to make uh appoint members that you know when uh this collective bargaining agreement was drawn up that the board of education were elected members and not appointed members and i find it strange that the superintendent who is overseen by the board of education you know could actually vote against the people that have hired her so this is one of the reasons that i uh you know uh put together this bill and i will say that in listening to the testimony i am willing to consider an amendment that would actually leave the governor with the three votes and the board of education with the two votes but just remove the superintendent and who would you recommend to replace her nothing so it would just be three and two that sounds good because right now it's how many six so if you remove the superintendent it would be five i'm okay you're okay with that senator yes any questions okay so um that's what the recommendation will be and i will now go back into the hearing we're ready to go back oh sorry no it's fine you can make the recommendation without going to the point okay we don't need to go and recess we just spilled our guts well i did anyway okay so the recommendation for senate bill is to pass with amendments and the amending the distribution of the votes to be three to the governor and two to the board of education and removing the superintendent from the mix members questions if not senate bill 810 recommendation recommendation of the education chair is to pass with amendments chair votes eye chair vote sign on senate bill 810 uh vice chair will go with reservations senator de la cruz aye senator kanoha aye senator favela okay uh five members president the recommendations adopted thank you chair taniguchi yeah same recommendation for the community and labor culture and the arts um senator yahara for labor committee members we're voting on the chair's recommendation to pass senate bill 810 with amendments chair taniguchi aye vice chair votes aye senator chang aye senator keough recommendations adopted thank you this concludes the hearing of the joint committee thank you for joining us this is a meeting of the hearing of the committee on education wednesday february 17th scheduled for 3 15 we had three previous meetings so pardon our tardiness starting with senate bill 270 relating to education appropriate elementary and secondary school emergency relief fund known as esser funds monies received by the state from the coronavirus aid relief and economic security act supplemental appropriations act 2021 to offset any budget reductions that are identified or proposed by the department of education and the governor that would result in the reduction of personnel who are subject to a collective bargaining agreement pursuant to chapter 89 hawaii revised statutes and who are employed at the school level including any budget reduction that results in a layoff furlough or pay reduction requires the board of education and superintendent of education to certify in writing the board of education superintendent and department of education agree to the conditions established by this act including that the funds appropriated shall be used only for salaries and wages of officers and employees who are subject to a collective bargaining agreement and are employed at the school level provides that monies from the appropriation shall lapse at the end of the fiscal biennium that was a mouthful to testify brian hallett department of education please aloha chairman superintendent thank you thank you good afternoon cher kadani vice chairman kazuo kim and members of the committee the essa grant from the usdoe is intended to address the impact of the covet 19 pandemic on our public education system my recommendation to the board of education for these one-time funds is to provide solutions for unmet needs to close severe learning gaps provide for health and safety measures to reopen schools and offset critical shortfall areas we agree school leaders teachers and staff are vital to an effective education system i believe these positions need to be secured through permanent funding not one time we need funds this is why we've taken the 120 million dollar gift back from the governor in our base budget and allocated it back to schools to reduce their funding reductions to zero in special education and down to one percent in wsf even with the give back we simply do not have enough funds to run a quality public school system i welcome the conversation around ensuring the predictability reliability adequacy of funding for our schools that our students deserve thank you corey rosalie hawaii state teachers association uh thank you chair kidani members of the education committee hsa strongly supports sb 270.